applying flipped classroom model to...
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APPLYING FLIPPED CLASSROOM MODEL TO ENHANCE
STUDENTS’ SPEAKING SKILL
(A Mixed Method Research at the Eleventh Grade of SMAN 9 Kota Tangerang
Selatan in Academic Year 2017/2018)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of
the Requirements for the Degree of S.Pd. (S-1)
in Department of English Education
Mella Sarasyifa
1113014000040
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
iv
ABSTRACT
Mella Sarasyifa (11130140000400). Applying Flipped Classroom Model to
Enhance Students’ Speaking Skill (A Mixed Method Research at the Eleventh
Grade of SMA Negeri 9 Kota Tangerang Selatan, Academic Year 2017/2018).
Skripsi of Department of English Education, Faculty of Educational Sciences,
Syarif Hidayatullah State Islamic University Jakarta, 2018.
This research was aimed to get the empirical evidence whether Flipped Classroom
Model enhance students’ speaking skill or not. This research used a Mixed
Method Research which focused on an Exploratory Sequential Design. This
design had two phases; a qualitative phase as a pleminary research to conduct the
next quantitative phase research. This research was conducted in SMA Negeri 9
Kota Tangerang Selatan. The sample was 76 students which was classified into
the controlled class and the experimental class through purposive sampling
technique. In addition, another participants in this research was a group of
students consisted eight students, a students, and an English teacher. The data
sources was gathered from the note taking in the classroom, in-depth interview,
open-ended questionnaire, and also test. The result showed that the students were
more enthusiast, more enjoyable, more confident, and unafraid to discuss
spontaneously to each other. This model also contributed well towards their
vocabulary, pronunciation, fluency, and the background knowledge about the
topic. It is supported by the result of the test which showed the significance of
post-test in the experimental class (p=0.031) was lower than 0.05 or 0.031<0.05.
It meant there was the significant post-test score between the controlled class and
the experimental class. The calculation of enhancement size also proved that
applying flipped classroom model gave moderate enhancement at 0.51 level on
students’ speaking skill.
Keywords: Flipped Classroom Model, Speaking
ABSTRAK
Mella Sarasyifa (11130140000400). Applying Flipped Classroom Model to
Enhance Students’ Speaking Skill (A Mixed Method Research at the Eleventh
Grade of SMA Negeri 9 Kota Tangerang Selatan, Academic Year 2017/2018).
Skripsi Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2018.
Penelitian ini bertujuan untuk mendapatkan bukti empiris apakah pengaplikasian
Flipped Classroom Model meningkatkan keterampilan berbicara Bahasa Inggris
siswa atau tidak. Penelitian ini menggunakan Mixed Method Research yang fokus
pada Exploratory Sequential Design. Desain ini memiliki dua fase; fase penelitian
kualitatif awal sebagai persiapan untuk melakukan fase pemelitian kuantitatif
selanjutnya. Penelitian ini dilaksanakan di SMA Negeri 9 Kota Tangerang
Selatan. Jumlah sampel dalam penelitian ini adalah 76 siswa yang di
klasifikasikan menjadi kelas kontrol dan kelas ekperimen dengan menggunakan
teknik sampel purposive. Kemudian, informan lain dalam penelitian ini adalah
sekelompok siswa yang terdiri dari 8 siswa, seorang siswa, dan seorang informan
guru Bahasa Inggris. Sumber data di kumpulkan dari pengambilan catatan di
kelas, wawancara mendalam, kuesioner terbuka, dan juga tes. Hasil penelitian
menunjukan bahwa para siswa lebih antusias, lebih senang, lebih percaya diri, dan
tidak takut untuk diskusi secara spontan dengan siswa lain. Hal ini di buktikan
juga dengan hasil lain yaitu tes yang menunjukan signifikansi dari nilai akhir di
kelas eksperimen (p=0.031) lebih rendah dari 0.05 atau bisa di formulasikan
dengan 0.031<0.05. Artinya, terdapat perbedaan nilai akhir yang signifikan antara
kelas kontrol dan kelas ekperimen. Hasil penghitungan kisaran peningkatan
keterampilan berbicara siswa juga membuktikan bahwa pengaplikasian Flipped
Classroom Model memberikan peningkatan yang ‘moderat’pada level 0.51
terhadap keterampilan berbicara siswa.
Kata Kunci: Model Flipped Classroom, keterampilan berbicara Bahasa Inggris
ACKNOWLEDGEMENT
All praises be to Allah, the Lord of the Worlds, who has given the author all
His promises. Peace and salutation may always be upon the Prophet Muhammad
SAW, the savior of the humankind, who gives the passport “anta ma’a man
ahbabta” in the hereafter or Allah’s paradise.
This skripsi is a scientific paper as one of requirements for the degree “S.Pd” in
Department of English Education. This assignment makes the nice story of the
process and result. Hence, in this occasion, the author would like to dedicate her
utmost gratitude to her beloved ones. The first is the author’s Love; for His Love
which envelop the mercy and blessings of faith in believing that He is the only
one the author’s adequacy. He has given the author with strength, health, and
guidance to complete this assignment with all her weaknesses.
The second is the author’s dearest little family; her great parents and her
extraordinary brother for their pure, unconditional, and endless love in all her
breath. The big family for the motivation and facilitation to cover all her hopeless
during this processes.
Besides, the author would like to express the deepest gratitude and honor to:
1. Dr. Prof. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational
Sciences
2. Dr. Alek, M.Pd., and Zaharil Anasy, M.Hum., as the Head and the
Secretary of Department of English Education
3. Siti Nurul Azkiyah, Ph.D. and Desi Nahartini, M.Ed., as Advisor 1 and
Advisor 2
4. Dadan Nugraha, M.Pd. as the Advisor of Class B in academic year
2013/2014, and all lecturers in Department of English Education, Faculty
of Educational and Sciences
5. Drs. Ahmad Nana Mahmur M, M.Pd., as the Head of SMA N 9 Kota
Tangerang Selatan, who has given the permission to conduct this research
6. Tedi Yosep, M.Pd., and Wiwin Sumbawa, S.Pd., and the students of XI
MIA 1 and XI MIA 3 who helped the author during this research
Behind this processes, the author remember all the contribution and support
from fraternity or brother- and sisterhood; Khadijah Liqo’, thanks for all their
support and motivation every weekend to charge the author’s soul. FADIL
(Forum Alumni Rohis Daarul ‘Ilmi) especially to Zaid Fadhlurrahman, Ayu
Widiastuti, Dani Arip Rahman, and Karmila Kayani who becomes the best
supporting system in the greatest point of view and du’a in variety of ways. Rohis
An-Nafi’ and SIS-UP especially Fakhri El Hakim and also the author’s mentees
for support and du’a. Then, the author’s besties ‘Moon and Star’; Rini Enggela
and Risty Avisa who infuse their happiness and becomes the author’s listeners.
POSTAR; especially Eliyana Safitri and Muhammad Nurul Fikri for protecting
the author as their little sister.
The next is The Operatives team; Meylia Azurah, Yuni Triandini, Novita Resti
Utami, Mulhimah Riyadhoh, Faiq Zamzami, Didit Radinal, Andika Afrian, Fanji
Muharram, Zezens Pratama, Rivki Surya Maulana. The author’s lovely friends in
DEE 2013, especially DEE B 2013; Siti Nurjannah, Funny Wulan, and Lukman
Bhakti Hudaya. Also, the author’s friend since Elementary School; Wahyudin
Akbar and also since Junior High School; Arif Rohmat. Thanks for always
support and help the author in different ways during the processes.
All those countless people, who could not be mentioned, for all the sincerely
contribution, may Allah reward them with goodness. Lastly, the author realizes
this skripsi is far from being perfect. She, therefore, welcomes all kinds of
constructive corrections and suggestions for a better research paper in the future.
Tangerang Selatan, April 4th 2018
The Author
Mella Sarasyifa
TABLE OF CONTENT
APPROVAL SHEET .......................................................................................... i
ENDORSEMENT SHEET ................................................................................. ii
SURAT PERNYATAAN KARYA SENDIRI ................................................... iii
ABSTRACT ......................................................................................................... iv
ABSTRAK ........................................................................................................... v
ACKNOWLEDGEMENT .................................................................................. vi
TABLE OF CONTENT ...................................................................................... viii
LIST OF TABLES .............................................................................................. xi
LIST OF APPENDICES .................................................................................... xii
CHAPTER I INTRODUCTION ...................................................................... 1
A. Background of the Research .................................................................... 1
B. Identification of the Problem .................................................................... 6
C. Limitation of the Problems ....................................................................... 7
D. Research Questions .................................................................................. 7
E. Purpose of the Research ........................................................................... 7
F. The Significance of the Research. ............................................................ 7
CHAPTER II THEORITICAL FRAMEWORK ........................................... 8
A. Speaking ................................................................................................... 8
1. The Nature of Speaking ......................................................................... 8
2. Speaking Skill ....................................................................................... 9
3. The Role of Speaking in Language Learning ........................................ 10
4. Problems of Speaking in Language Learning ....................................... 12
B. Flipped Classroom .................................................................................... 14
1. Characteristics of Flipped Classroom ................................................... 16
2. The Advantages of Flipped Classroom ................................................. 16
C. The Procedures of Teaching Speaking Using Flipped Clasroom Model .. 17
D. Previous Related Research ........................................................................ 18
E. Thinking Framework ................................................................................ 19
F. Research Hypothesis. ................................................................................ 20
CHAPTER III RESEARCH METHODOLOGY ......................................... 21
A. Research Design ....................................................................................... 21
1. Qualitative Phase ................................................................................... 21
2. Quantitative Phase ................................................................................. 22
B. Content of Intervention ............................................................................ 22
C. Research Setting ....................................................................................... 23
D. Population of Participants ......................................................................... 24
E. Data and Instruments of the Research ....................................................... 25
1. Qualitative Data and Instruments .......................................................... 25
a. Researcher’s Note ............................................................................. 25
b. Interview Sheet ................................................................................. 26
c. Questionnaire Sheet .......................................................................... 28
2. Quantitative Data and Instrument ......................................................... 28
a. Test ................................................................................................... 28
F. Preliminary Analysis. ............................................................................... 30
1. Test of Normality .................................................................................. 30
2. Test of Homogeneity ............................................................................. 32
G. Data Collection Technique ........................................................................ 32
H. Data Analysis Technique ......................................................................... 33
I. Statistical Hypothesis ................................................................................ 34
CHAPTER IV FINDINGS AND DISCUSSIONS .......................................... 35
A. The Result of the Data ............................................................................... 35
1. The Students’ Score of Pre-Test ........................................................... 35
2. The Students’ Score of Post-Test .......................................................... 36
3. The Students’ Gained Score .................................................................. 37
4. The Questionnaire Result ...................................................................... 38
B. The Analysis of the Data ........................................................................... 40
1. The Difference of Pre-Test, Post-test, and Gained Score in the
Controlled Class and the Experimental Class ........................................ 40
a. Pre-Test Score ................................................................................... 40
b. Post-Test Score ................................................................................. 41
c. Gained Score ..................................................................................... 42
2. The Analysis of Enhancement Size Formulation .................................. 44
3. Hypothesis Testing ................................................................................ 45
C. Discussion ................................................................................................. 46
CHAPTER V CONSLUSION AND SUGGESTION ..................................... 48
A. The Conclusion ......................................................................................... 48
B. The Suggestion .......................................................................................... 49
REFERENCES .................................................................................................... 50
APPENDICES ..................................................................................................... 53
LIST OF TABLE
Table 3.1 Design of the Research .................................................................. 22
Table 3.2 Setting of the Research .................................................................. 24
Table 3.3 The Guideline of the Researcher’s Notes ...................................... 26
Table 3.4 The Guideline of the Interview ...................................................... 27
Table 3.5 The Guideline of Open-Ended Questionnaire ................................ 28
Table 3.6 The Rubric of Speaking ................................................................ 29
Table 3.7 Normality Test of Pre-test .............................................................. 31
Table 3.8 Normality Test of Post-test ............................................................ 31
Table 3.9 Homogeneity Test of Pre-test ........................................................ 32
Table 3.10 Homogeneity Test of Post-test ....................................................... 32
Table 4.1 The Score of Pre-test ...................................................................... 35
Table 4.2 The Score of Post-test .................................................................... 36
Table 4.3 The Gained Score of Pre-test and Post-test .................................... 37
Table 4.4 The Students’ Improvement in Five Speaking Elements ............... 38
Table 4.5 The Questionnaire Result ............................................................... 38
Table 4.6 Group Statistics of Pre-test Score .................................................. 40
Table 4.7 Independent Sample test ................................................................ 40
Table 4.8 Group Statistics of Post-test Score ................................................. 41
Table 4.9 Independent Sample test ................................................................ 42
Table 4.10 Group Statistics of Gained Score ................................................... 43
Table 4.11 Independent Sample test ................................................................ 43
LIST OF APPENDICES
Appendix 1 Silabus Bahasa Inggris Peminatan SMA Kelas XI .................... 53
Appendix 2 RPP Kelas Experimen ................................................................. 70
Appendix 3 RPP Kelas Kontrol ...................................................................... 88
Appendix 4 Pre-test Score of the Experimental Class .................................... 102
Appendix 5 Post-test Score of the Experimental Class ................................... 103
Appendix 6 Pre-test Score of the Controlled Class ......................................... 104
Appendix 7 Post-test Score of the Controlled Class ....................................... 105
Appendix 8 The Gained Score of the Experimental Class .............................. 106
Appendix 9 The Steps to Analyze the Normality and Homogeneity
Test Using SPSS ......................................................................... 107
Appendix 10 The Steps to Analyze t-Test ...................................................... 109
Appendix 11 Speaking Pre-test, Post-test, treatment ...................................... 110
Appendix 12 Example of Learning Material .................................................. 112
Appendix 13 Researcher’s Note ..................................................................... 113
Appendix 14 Interview Transcript .................................................................. 118
Appendix 14 Questionnaire Transcript ........................................................... 122
1
CHAPTER I
INTRODUCTION
A. Background of the Research
In this 21st century, English has encountered as the dominant conversation in
many aspects. British Council reported about a quarter of world population or
1.75 billion people using English as a dominant conversation language.1 The
dominant role of English can be seen from several aspects such as in
communication, business, information, diplomacy, science, technology and also
education, which motivates people in many countries to learn and master English.
Therefore, the people realize the importance of English to access, communicate,
and implement the project that involves teams in those aspects internationally.
Due to importance of English, many countries have used English as a priority
language, even though it has no official status (as a medium of communication in
some domains), but it is most likely to be taught as a foreign language when
students learned at school.2 Indonesia is one of those countries which also makes
English as a primary foreign language in educational domains. The English
subject in Indonesia, furthermore, has formulated in National Education System,
under the Law Number 20 of 2003 to develop English skills to achieve an
educational outcome. It is also one of the subjects which would be tested in
National Examination (UN).3
In order to achieve an educational outcome, in teaching and learning English
process, teachers are expected to have an ability to create and manage an effective
instructional classroom. According to Erben, there are five principles for creating
effective language learning environment, such as giving opportunities to use
English, drawing the attention of its patterns, giving time use English, noticing
their errors and correcting English, and constructing to interact each other in
1British Council, The English Effect, 2013, p. 5, retrieved February 2018, from
www.britishcouncil.org. 2David Crystal, English as a Global Language, Second Edition, (Cambridge: Cambridge
University Press, 2003), pp. 4—5. 3Government Regulation of Indonesia, No. 32 Year 2013, about The Changes on the
Government Regulation of Indonesia Number 19 Year 2005 about National Education Standard,
Article 70, 77J, and 77K, retrieved March 2018, from www.kelembagaan.dikti.go.id.
2
English.4 Hence, the English teachers are required to create more suitable and
efficient use of the classroom to cover four English skills such as reading,
listening, speaking, and writing to be taught to the students.
However, many English teachers in Indonesia spend the more instructional
time to develop two skills (reading and listening) because these skills are tested in
National Examination.5 In the other words, the teachers rarely improve the
students’ skills in the rest of productive English (speaking and writing).
Meanwhile, those productive English skills, particularly in speaking, are
important to be improved by the teachers. It is because the aim of learning
language is to be able to communicate to each other eventually. Even though
speaking is not tested in National Examination (but since English as the
dominance in many aspects), it will be a bridge for students as a social human
being to communicate with each other, exchange messages, share ideas, access
information, discuss and also implement some knowledge in English. The
students are prepared to be able to collaborate in a team not only national scale but
also an International scale.
Considering the importance of speaking for the students, many teachers in
Indonesia have tried to train the students in speaking but faced some problems.
The problems are related to the 21st century which has used Communicative
Language Teaching (CLT) approach in foreign language teaching context. The
problems can be identified such as a large number of students, less supporting
environment to speak English, the time to practice is limited, students’
differences, etc.
Concerning the problems in teaching speaking, based on the researcher
observation at SMAN 9 Kota Tangerang Selatan, it also happened and related to
some of the problems above. First, in teaching and learning speaking still uses un-
interactive learning model. It is related to Yang who compared the traditional
4Tony Erben, Ruth Ban, and Martha Castaneda, Teaching English Language Learner through
Technology, (New York: Routledge, 2009), pp. 16—22. 5Karim Mattarima and Abdul R Hamdan, The Teaching Constraints of English as a Foreign
Language in Indonesia: The Context of School Based Curriculum, SOSIOHUMANIKA Article,
Vol. 4 (2), 2011, p. 295.
3
classroom and interactive classroom such as student-to-student talk is
discouraged, students’ comprehension during the class is not monitored, etc.6 It is
in line with cases in SMAN 9 Kota Tangerang Selatan which the teacher manage
an instructional classroom such as, the teacher teaches or gives the new material
in class, the students work in group for some materials as homework, they prepare
the presentation of the homework for the next meeting, they (each of groups)
presents the material or homework in front of the class, and they have questions
and answers in end of the sessions. Therefore, the students have fewer
opportunities to share their ideas, practice speaking as a communication, and
interact to each other using English during the lesson. The students in this
uninteractive model commonly get minimum input and also rarely practice.
Whereas speaking needs much time and space to be practiced in the classroom
when the students could not practice easily (minimum opportunities) in the
outside.
Second, many students are lack of prior or background knowledge when the
teacher asks them to discuss spontaneously the topic in peer or group. It is related
to the learning model which sometimes uses one of the media such as PowerPoint,
videos, audios, pictures, and texts to be noticed and observed by the students
during the class and will be discussed in a real time. The students have no idea
what they are going to say about the topic, less of preparation, and have limited
vocabulary related to the topic. This problem is also revealed by Marcellino, who
stated the students have lack of vocabulary, English expression, and grammar as
one of three factors bringing on this problem.7 It can be concluded that the
students need a preparation, thus, they have background knowledge about the
topic before coming in the class and can discuss the topic freely using English.
Third, the time and the number of students to practice speaking is limited.
Allocated time on English subject at eleventh grade level is divided into two;
6Jim Eison, “Using Active Learning Instructional Strategies to Create Excitement and
Enhance Learning”, 2010, p. 6. 7M. Marcelino, English Language Teaching in Indonesia: A Continuous Challenge in
Education and Cultural Diversity, TEFLIN (Teaching English as a Foreign Language in
Indonesia) Journal, Vol. 19 (2), 2008, p. 65.
4
Compulsory English 4x45 minutes per week and Elective English 2x45 minutes
per week. It means the students learn English 270 minutes or about 4.5 hours per
week. However, the teacher is required to manage this allocated time to cover the
indicators on Lesson Plan and also has the responsibility to attain the syllabus as
well. In contrast, the large number of students in the class commonly consists of
35-40 students. As a result, the teacher is difficult to train of those students and
tends to be more focus on reading, listening, grammar, writing, etc. The group
presentation, role play, open-ended question and answer, are the strategies of the
teacher to cover speaking activity. But it is still less effective to facilitate and give
many opportunities for students to speak English in the class.
The next problem is the students’ differences in attitude, motivation, and
learning style in learning English. These attitudes mean positive or negative
beliefs and opinions to learn English. Based on the interview with many students,
they tend to have negative beliefs in English such as, have less progress and
efforts to develop their willingness in learning and maintaining their English.
Then, they have low motivation such as come to class only for attendance, tend to
be more passive in the learning process, tend to be shy and afraid to speak
English, and have an assumption that English is the most difficult language.
Further, they have the different learning style which sometimes leads to being an
unconducive environment in the class.
Then, as the importance of speaking and the response to those problems, many
research has been conducted to offer some alternative ways to solve the problems
in teaching speaking. The interesting alternative comes from Bergmann who
flipped his class as a transition to the deep learning model.8 He named this model
as Flipped Classroom Model. In addition, he used this model to teach students
(math and sciences subject) in a remote area. He recorded the video of explanation
and students could watch the video at home. The next day, in the classroom,
students do homework and exercises which assisted by the teacher.
8Jonathan Bergmann and Aaron Sams, Flip Your Classroom: Reach Every Student in Every
Class Every Day, (Washington, DC: International Society for Technology in Education, 2012), pp.
13.
5
Furthermore, Khan who is a founder of Khan Academy suggested to the
teachers, to flip the traditional classroom with many videos.9 He supported the
Flipped Classroom Model because he wanted everyone can access learning in
everywhere. His first video uploaded also starts the concept of flipped classroom
up to now. In addition, this model is the best way to invert teaching methods,
deliver instruction to watch online video at home and move homework to be done
in the classroom. The flipped classroom also inverts traditional classroom which
is low of activity in the class to be active interaction such as group discussions.
The students spend more time to explore their ideas and knowledge and interact
with each other.
Moreover, the uniqueness of flipped classroom model is the uses of technology
and social media work in hand-in-hand. YouTube platform is one of the uses of
integrated technology and social media as the alternative resources for educational
material. Many videos are available on Youtube for students changing needs that
everyone can access freely. Furthermore, in 2016, statistic also showed around
1.33 billion people use YouTube.10 It means this platform has become a popular
video sharing libraries for all people in the world. Therefore, it is the beneficial
phenomenon for teachers to remix the technology and social media such as
Youtube in the implementation of the flipped classroom model. It is supported by
some previous research. One of the previous research by Wilson,11 which had
results the use of YouTube as valuable learning resource related to flipped
classroom model.
Previously, some researcher has conducted flipped classroom model and
argued that this model is effective to be implemented. Those researcher are
Johnson12 who investigated students’ perceptions of the flipped classroom, Li and
9Salman Khan, “Let’s Use Video to Reinvent Education,” at TED2011, retrieved February
2018 from https://www.ted.com/talks. 10Youtube Company Statistics, retrieved February 2018, from
https://www.statisticbrain.com/youtube-statistics. 11Andrea Wilson, YouTube in the Classroom, thesis in the University of Toronto, Canada,
2015, p. 1—78. 12Graham Brent Johnson, “Student Perceptions of the Flipped Classroom”, thesis in The
University of British Columbia, 2013, pp. 1—93.
6
Suwanthep13 which investigated the effects of integrating flipped classroom model
towards speaking, Tazijan, et.al,14 which analyzed the use of flipped learning as a
method to teach communication skills, and the research of the use of flipped
classroom model on writing ability of Indonesian students across their individual
differences in learning by Afrilasanti, et.al,15. Then, the results of these research
revealed the flipped classroom model contributed well toward language learning.
Due to various problems of the teaching and learning speaking and also many
research has conducted about the model, the researcher intends to conduct a
research to find out students’ opinion about the application and also whether or
not the students’ speaking skill can be enhanced through the flipped classroom
model, by the title “Applying Flipped Classroom Model to Enhance Students’
Speaking Skill.” An Exploratory Sequential Design at the Eleventh Grade of
SMAN 9 Kota Tangerang Selatan, in academic year 2017/2018.
B. Identification of the Problem
Based on the explanation in the background, there are some problems in
teaching and learning speaking which can be identified, as follows:
1. Up to now, teaching and learning speaking uses un-interactive learning
model
2. The students are lack of background knowledge of the topic when discussed
spontaneously in the class
3. The time and the number of students to practice is limited
4. The students’ differences in attitude, motivation, and learning style
13Shuangjiang Li and Jitpanat Suwanthep, Integration of Flipped Classroom Model for EFL
Speaking, International Journal of Learning and Teaching, Vol. 3 (2), 2017, p. 118—123. 14Farina Tazjidan, Building Communication Skills through Flipped Classroom, International
Academic Research Journal of Social Science, 3 (1), 2017, p. 142—147. 15Rida Afrilasanti, et.al., Effect of Flipped Classroom Model on Indonesian EFL Students’
Writing Ability Across and Individual Differences in Learning, International Journal of English
and Language and Linguistics Research, Vo. 4 (5), 2016, pp. 65—81.
7
C. Limitation of the Problems
This research is intended to solve the problem in point one and two, which
relate to the problem of speaking at the eleventh-grade students of SMAN 9 Kota
Tangerang Selatan.
D. Research Questions
Based on the identification of the problem, the questions of the research was
formulated:
“Is there any significant enhancement by applying Flipped Classroom Model
on Students’ Speaking Skill?”
E. Purpose of the Research
The purpose of this research is to get the empirical evidence whether applying
Flipped Classroom Model enhance students’ speaking skill or not.
F. The Significance of the Research
This research is aimed to facilitate and give many opportunities for students to
speak and interact to each other in English, motivate teachers to use Flipped
Classroom Model and also offer the next researcher an innovative ways of
teaching speaking to solve the speaking problems.
8
CHAPTER II
THEORITICAL FRAMEWORK
A. Speaking
1. The Nature of Speaking
Ideas, feelings, messages and information can be conveyed by human
being through language; verbal or non-verbal, these are part of language.
Harmer described speaking as one of four skills for people to express the
language, in which involve verbal or oral production.1 In addition, speaking is
also referred as meaning-focused output which uses language productively.2
Thus, people can share the ideas and messages to someone else, talk about
things familiar and unfamiliar, exchange information to each other, and have
many opportunities to produce words in sentence by the sentence orally.
Furthermore, speaking is the access for people to express and make sense
the meaning by using the active use of language.3 People are not only know
how to use the language, but also know how to negotiate and evaluate the
meaning, then, plan and execute the real use of interlocutor to achieve
communicative objective of language. Moreover, communicative objectives
can be completed through non-verbal language. The use of the whole non-
verbal language in speaking is helpful to convey the message and negotiate
the meaning.4 The non-verbal can be divided into gestures, facial expressions,
and body language as expressions or feedback interlocutor in real time or face
to face interaction.
As stated previously, further, it has been characterized by Richard and
Rodgers such as, it is a part of system for the meaning expression, uses
functional and communicative structure, focuses on the meaning rather than
1Jeremy Harmer, The Practice of English Language Teaching, (England: Longman Group
UK Limited, 1991), pp. 16. 2I. S. P Nation and J. Newton, Teaching ESL/EFL Listening and Speaking, (New York:
Routledge, 2009), pp. 4. 3Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge
University Press, 2001), pp. 40. 4Harmer, op. cit., pp. 52—53.
9
grammatical structural features, and also allows interaction and
communication as the gist of the language function.5 Hence, speaking can be
referred as communicative language since it has those characteristics which
tends to share information, communicate ideas, and interact each other to
express the meaning. It is also in line with Hoge who stated that speaking is
not a passive activity, but something that people can do in active and
interactive ways.6 Additionally, people need to communicate their ideas and
feelings, connect the message and information, interact to each other, and also
give feedback to interlocutor.
Thus, the conclusion, speaking is the productive skill to communicate and
share the ideas, feelings, messages, and information actively. It also needs the
involvement of non-verbal communication to make sense the meaning
expressions. In addition, speaking requires communicative activity and needs
interaction in real time or face to face situation.
2. Speaking Skill
The skill of speaking relates to the reasons and purposes why people need
to speak. In real communication, conversation of two speakers is needed to
have same purposes of the nature of speaking. Furthermore, the people have
particular reasons to speak such as they want to say something, close the gap
of information, complain something wrong, and get the effect or feedback
after conveying the message.7 Without conversation with interlocutor, the
communicative purpose is not achieved and will be monotonous or extremely
be a passive speaker. Meanwhile, Bygate stated speaking is a reciprocal
which communicate simultaneously in conversation and respond immediately
5Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching: A Description and Analysis, (New York: Cambridge University Press, 2001), pp. 161. 6A. J. Hoge, Effortless English: Learn to Speak English Like a Native, (Nevada: Effortless
English LLC, 2014), pp. 19. 7Harmer, op. cit., pp. 46—48.
10
to interlocutor on line.8 It involves how to comprehend the messages, how to
pronunciate the words, and how to speak fluently (reply back) to interlocutor.
Speaker does not have much time to correct the words or messages while
written interaction could make a draft of it.
Furthermore, speaking skill is not only depends on language competence,
but also communicative competence that involves appropriacy and structuring
discourse.9 The choice of words (vocabulary and grammar) to be used
appropriately is conditioned by the purposes in the right circumstances. It can
be affected by some cases such as setting which involves where and when the
speaker use language, participants to exchange language, purpose of the
communication, channel which takes face to face or through media, and the
topic that will be delivered in particular aspect.
In addition, the strategic competence is also needed in structuring
discourse.10 It is about how to use language in discourse such as how to
evaluate the input and how to reply back or exchange information to
interlocutor. It can be concluded that speaking skill is not only involves
language competence but also involves communicative competence such as
appropriacy and structuring discourse in real communication of two speakers.
3. The Role of Speaking in Language Learning
The essential of the nature and speaking ability refers to Communicative
Approach in language learning. It comes from the theory of language as a
communication.11 It emphasizes speaking as an interaction and opportunities
to produce language. The teacher may facilitate the effective language
learning in particular speaking in order to give as much as possible the
opportunities to interact each other. It is in line with five principles for
8Ronald Carter and David Nunan, The Cambridge Guide to Teaching English to Speakers of
Other Languages, (New York: Cambridge University Press, 2001), pp. 16. 9Harmer, loc cit., pp. 14—16. 10Ibid., p. 16. 11Richards, op. cit., pp. 159.
11
creating effective language learning. It was synthesized by Erben et al, as
follows:
Principle 1, give English language learners many opportunities to read, to
write, to listen to, and to discuss oral and written English texts expressed in a
variety of ways.12 In speaking context, the students are provided more time to
talk about the material or topics that will be discussed in peer or group. In
addition, speaking cannot be practiced without other ability such as reading,
listening, and writing. At the same time, speaking requires listening or
reading as the input before producing language orally or using writing as a
note taking to help students point out the key words related to the topic.
Principle 2, draw attention to patterns of English language structure.13 In
speaking context, it requires students to get actively involved in practicing
speaking. Grammatical structure could be enhanced when students get new
theory or notice its content and trying to utter but they still have trouble. It
means when students participated in speaking activities, the teacher can use
this advantages to give feedback in the end of the class or drill the students to
overcome the issues.
Principle 3, give English language learners classroom time to use their
English productively.14 In speaking context, students negotiate the meaning
through interaction. Students are engaged in talk to have opportunities to use
the language as well as acquire the language. Thus the students can obtain
language contribution from the environment, correct their mistakes in
structure of language they listen to, enhance their speaking fluency, and
exchange up-to-date information to each other.
Principle 4, give English language learners opportunities to notice their
errors and to correct their English.5 In speaking context, the teacher
encourage students to notice their errors, reflect and think how to use English.
12Tony Erben, Ruth Ban and Martha Castaneda, Teaching English Language Learners
through Technology, (New York: Routledge, 2009), pp. 16. 13Ibid., pp. 17. 14Ibid., pp. 18. 15Ibid.,
12
In addition, there are some corrective strategies to give feedback such as
explicit correction, requesting clarification, recast, metalinguistic clue,
elicitation, and repetitions.6
Principle 5, construct activities that maximize opportunities for English
language learners to interact with others in English.17 In speaking context,
four stages as the gist in the language learning development. There are
preproduction stage, early production stage, speech emergence stage, and
intermediate fluency.18 At the preproduction stage, the students are able to use
nonverbal responses, and produce simple conversation such as “yes”, “no”,
“thank you”. The next is early production stage, the students are able to
produce short conversations. At this stage, to encourage students to speak, the
teacher should create a low-anxiety environment in the classroom.
By the time the students enters the speech emergence stage which the
students are able to interact freely. The teacher also gives the opportunities
for students to work collaboratively in small groups to share their productive
language. And the last stage is intermediate fluency which demonstrates near-
native or called native-like fluency. Hence the teacher should foster their
academic proficiency in English through providing relevant content
proactively.
4. Problems of Speaking in Language Learning
Most of the students faced some difficulties to speak or utter language in
the classroom. It is caused by some factors according to Ur as follows:19
1. Inhibition
English as a foreign language setting makes the students has less
opportunities to use English in social interaction. It can affect some obstacles
to say something in English. The students are worried to make mistakes such
16Ibid., pp. 18—19. 17Ibid., pp. 20 18Ibid., pp. 21—22. 19Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge
University Press, 1995), pp. 121.
13
as pronunciation and English grammatical, the teacher gives correctness in
front of his or her friends, thus, they get down or losing face about the
feedback, and sometimes the students are shy to explore their English because
they do not have any interlocutor to practice before and pay attention the
pattern of structure when present or perform in front of the classroom. Then,
the teacher can create stress-free, create a friendly, safe, cooperative
classroom environment as the solution of these problems. 20
2. Nothing to say
Contrast with the inhibition, some students do not know what things to
say. They have less motivation to speak or express themselves. It is because
they do not comprehend the material which being taught or do not know how
to pronounce the words. The use of high language is one of the obstacles for
them to formulate their opinion or relevant comments. It is because students
extremely have negative beliefs in traditional classroom of speaking such as
memorize grammar rules and take tests.
Besides, they do not say anything as they want because English is not
interesting at all. To overcome this problem, the teacher can maintain interest
in English through a variety of activities.22 Thus, the students are motivated
and interested to response the topics.
3. Low or uneven participation
When the students have the opportunities to speak with another students,
in particular group discussion, there is the tendency of some students to
dominate, while others speak very little or not at all. The active speaker of
students has the initial motive to practice their English fluency. The middle
students or low participants do not want to say anything before the active
students ask or give the opportunities to speak up. And the passive students or
uneven participants choose to keep in silent until the end of discussion. These
20Nation, op. cit., pp. 22. 22Ibid., pp. 20.
14
are caused because in foreign language classroom context, the differentiation
of background knowledge and input among students of the topic is
significant. It can be solved by the teacher through providing plenty of
comprehensible input.23 Hence the students can participate in peer or group
discussion because they have the same background knowledge that they have
already learned before related to the topic.
4. Mother-tongue use
The difference of speaking ability in a group, sometimes makes the
students feel frustrated to engage in target language. Moreover, in foreign
language learner setting, it is quite difficult to create speaking in target
language as a habit. In addition, some students in the class sometimes
reluctant speaking English in the class because lack of encouragement.24 The
less disciplined and motivated to keep in touch with the target language
makes the students feel easy to use native language to comprehend the
content, and the teacher do not give any rules to the students. It can be solved
through focus on meaningful and relevant language when the students are
asked to speak English as they could as possible.25 Thus, mother tongue is
reduced in discussion session.
B. Flipped Classroom
The students in this 21s century is categorized as Millennial students
generation. It comes from Strauss and Howe theory of generation which
Millennials were born between 1982 and 2005.26 The millennial generation is
considered unique and sophisticated in using technology such as computers,
laptop, mobile phone, and internet. They do not use this technology as a tools,
23Ibid., pp. 21 24Nation, loc. cit., pp. 112. 25Ibid., p. 19 26Neil Howe and William Strauss, “The Next 20 Years; How Customer and Workforce
Attitudes Will Evolve”, Harvard Business Review, July-August 2007, p. 45.
15
but rather as integral parts of their lives.27 It means the use of technology,
characteristic and learning styles of this generation makes lecturing classroom
teaching is no longer effective.28
From this classroom teaching problem towards the millennial students, in
2007, Bergmann and Sams tried the model of classroom to solve their
problems. At the beginning, they still used lecturing model in teaching
students (math and sciences subject) in remote area which typically millennial
students. He recorded the video of explanation and students could watch the
video for learning at home. The next day, students do homework and
exercises in the classroom with assisted by the teacher. According to
Bergmann and Sams, the initial concept of this model which is homework
traditionally done at home inverts to be done in the classroom, then it is called
as The Flipped Classroom Model.29
Furthermore, Overmyer stated the flipped classroom model is the whole
classroom or homework paradigm is flipped through infusing the technology,
thus, the interaction in the classroom could be maximized.30 It rearranges how
time is spent both in and out class to shift the learning that should be learned.
Moreover, the flipped classroom inverts teaching methods, delivering
instruction online outside of class and moving homework into the
classroom.31 It is a form of blended learning where learners are asked to view
short e-learning at home or on their own time, and prepare them for the next
meeting which will be discussed in group.
It can be concluded that Flipped Classroom is the model to invert teaching
and learning model. It exchanges the commonly model which inverts
27Stephen R. Merrit, “Generation Y: A Perspective on America’s Next Generation and Their
Impat on Higher Education”, The Serials Libarrian, Vol.2, 2008, p. 46. 28Cynhia R. Phillips and Joseph E. Trainor, Millennial Students and The Flipped Classroom,
Proceedings of ASBBS, Vol. 21 (1), 2014, p. 520. 29Jonathan Bergmann and Aaron Sams, Flip Your Classroom: Reach Every Student in Every
Class Every Day, (Washington, DC: International Society for Technology in Education, 2012), pp.
13. 30Jerry Overmyer, Flipped Classrooms 101, Principal Magazine Online, 2012, p. 46.
(www.naesp.org). 31Flipped Learning, What is Flipped Learning, Retrieved from
http://flippedlearning.org/wpcontent/uploads/2016/07/FLIP_handout_FNL_Web.pdf
16
homework to be done in class time, and the exercises or activities in class to
be done at home to maximize the students-teacher interaction and student-
student interaction.
1. Characteristics of Flipped Classroom
a. There is a switch from the teacher-centered to students-centered.
Converting from a lecture-based class into an activity based.32 Hence,
the students more active and interactive to discuss.
b. Providing exposure prior to class.33 The exposure such as reading
from textbook, micro-lecture, or download video from Youtube,
Coursera, etc.
c. A classroom where the teacher is not the "sage on the stage", but the
"guide on the side".34 The teacher is not the main sources of the
information which generally via lecture mode.
2. The Advantages of the Flipped Classroom
a. More Interactive in Discussion
In the flipped classroom students watch video at home and discuss in
the classroom with their friends. It makes the students more interactive
and active in peer or group discussion.35
b. Increased engagement in the material
The students are given the contextual material that related to the topic.
It can help and motivate the students to prepare the material in the
32Suwarna R. Subramaniam and Muniandy, Concept and Characteristics of Flipped
Classroom, International Journal of Emerging Trends in Scienceand Technology, Vol. 3 (10),
2016, p. 4669. 33J. Brame. C, Flipping the Classroom: Center for Teaching and Learning, retrieved March
2018, from https://cft.vanderbilt.edu/guides-subpages/flipping-the-classroom/ 34A. King, From Sage on the Stage to Guide on the Side, College Teaching, Vol. 41 (1),
1993, p. 30-35. 35Siti H. Halili and Zamzami Zainuddin, Flipping the Classroom: What We Know and What
We Don’t, The Online Journal of Distance Education and Learning, Vol. 3 (1), 2015, p. 17.
17
outside.36 Hence, the students are confident in the classroom to discuss
because they have already known and prepared the material before
coming to the classroom.
c. Increased Interaction Between Students and Teacher
The students bring the prior and background knowledge about the
material or topic which wil be discuss in the classroom. The teacher is a
facilitator, has a role and authorities to be involved in class activities to
guide more in learning than teaching.37
C. The Procedures of Teaching Speaking Using Flipped Classroom
Model
This procedure is adapted from Suranakkharin research38 with some
modifications in applying or implementing The Flipped Classroom Model in
Indonesia context. There are four phases in this procedure such as
introduction, learning materials, process, and evaluation.
1. Introduction Phase
The students are introduced to the use of flipped classroom to enhance
students’ speaking skill.
2. Learning Materials Phase
Before the meeting, the online video is given to facilitate the students’
readiness.
3. Process Phase
3.1 Prior to Class
a. The students watch online video less than 7 minutes.
36Hamdan, Noora et al., The Flipped Learning Model: A White Paper Based on the Literature
Review, A Review of Flipped Learning, Arlington, VA: Flipped Learning Network. 2013. 37N. B. Milman, The Flipped Classroom Strategy: What is It and How can It Best be Used?
Distance Learning, Vol. 9 (3), 2012, p. 85-87. 38Todsapon Suranakkharin, Using the Flipped Model to Foster Thai Learners’ Second
Language Collocation Knowledge, The Southeast Asian Journal of English Language Studies,
Vol. 23 (3), 2017, p. 8.
18
b. The teacher gives 2 questions as a guideline and the students
should take a note (only key point) that will be discussed and
checked later
3.2 In Class
a. The students is divided into group discussions consist 5-6 students
and discuss the homework (online video in the prior to class phase).
b. The students take part in the collaborative activities to present the
answer of 2 questions to member group.
c. The teacher walks around to conduct an interactive feedback
session where the students are engaged in group discussions.
d. Then the teacher checks the note taking of the students and clarifies
their misconceptions about pronunciation, vocabulary, makes sure
all the students are active to speak up, and also checks their
understanding the main idea of the video. The total of the
discussion is about 20 minutes.
e. The teacher conducts the lesson as usual but the video also has
been watched in ‘prior to class phase’. This lesson consume about
65 minutes. Hence, the total of ‘the process phase’ is about 85
minutes.
4. Evaluation Phase
The teacher evaluates per meeting about the students’ work, and evaluate
the students’ enhancement through the post-test of speaking in the last
meeting.
G. Previous Related Research
The first previous research was conducted by Li.39 He examined the effect
of integrating flipped classroom model to teach speaking in EFL context.
About 12 weeks experiment through flipped instructions on grammatical and
lexical knowledge via online video lectures and practice speaking through
39Shuangjiang Li and Jitpanat Suwanthep, Integration of Flipped Classroom Model for EFL
Speaking, International Journal of Learning and Teaching, Vol. 3 (2), 2017, p. 118—123.
19
role-play in the class session. The result revealed the score of post-test in the
experimental group was higher than in the controlled group. Further, the
students expressed supportive opinions about the implementation of flipped
instructions and constructive role-plays.
The second previous research was conducted by Suranakkharin.35 He
examined the students’ attitudes towards the flipped model. The experimental
class was exposed to the flipped classroom instruction which the contents
were provided outside of class time and class time was used for activities.
Then, the controlled class was taught by the traditional method which the
lesson delivered during class and supplementary exercises were given outside
of class time. The findings of this research showed that flipped instruction
can enhance the students’ collocation knowledge.
The next previous research was conducted by Afrilasanti, et.al,.41She
found the problems in EFL writing classes, such as limited teaching time,
absence of assistance for students’ learning at home, and individual
differences in learning. To solve this problem, she investigated the effect of
the use of flipped classroom model on writing ability in Indonesia context.
The result revealed that there was a significant difference on the students’
writing ability after the implementation of the flipped classroom.
H. Thinking Framework
Teaching speaking English refers to the effort to make the students are
able to communicate to each other. Even though speaking is not tested in
National Examination (but since English as the dominance in many aspects),
it will be a bridge for students as a social human being to communicate with
each other, exchange messages, share ideas, access information, discuss and
also implement some knowledge in English after they graduate from Senior
High School or continue their study at college.
40Suranakkharin, op. cit., p. 1—20. 41Rida Afrilasanti, et.al., Effect of Flipped Classroom Model on Indonesian EFL Students’
Writing Ability Across and Individual Differences in Learning, International Journal of English
and Language and Linguistics Research, Vo. 4 (5), 2016, p. 65—81.
20
However, teaching speaking English in Indonesia face some problems
such as teaching and learning speaking uses un-interactive classroom model,
the students are lack of background knowledge of the topic when discussed
spontaneously in the class, the time and the number of students to practice is
limited, and also the students’ differences in attitude, motivation, and learning
style.
By applying flipped classroom model, the students are expected to get
much input through online video from Youtube channel in the outside class
and produce the language through discuss with their group in the classroom.
Therefore, the students have many opportunities to speak and interact with
their friends in English. It is expected to make the students are more
confident, enthusiast, and also reduce their anxiety. Moreover, the flipped
classroom model is the best way to integrate technology and education for
students in this millennial era.
I. Research Hypothesis
Based on the theories, problems and previous related studies presented
before, the researcher formulated the hypothesis that there is a significant
enhancement of applying Flipped Classroom Model to enhance students’
speaking skill.
21
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research used a Mixed Method Research Design. Creswell stated this
design is the combination of two methods in procedures of collecting or
analyzing data; qualitative and quantitative in single research to seek the
strengths of both data and covering the weaknesses of another research.1
Moreover, this design is conducted when one type of the research is not enough
to answer the research problem or research questions.2
This research was administered one of the Mixed Method Research Design
by using The Exploratory Sequential Design. It was the procedures to gather
the data from qualitative, then move to quantitative data. It also had two
phases, there were qualitative data to observe and explore the phenomena, and
further quantitative data to find out the accurate data as the complement of the
qualitative data.3
1. Phase 1 (Preliminary Qualitative Research)
The using of qualitative design in this research was more focused on the
process as well as product and how the situation occurs.4 The researcher
conducted this design to apply flipped classroom model in teaching and
learning speaking at the eleventh grade. Before designing instruments in the
next phase, the researcher observed holistically the process since the students at
the tenth grade (X MIA 1, X MIA 2, and X MIA 3).
The main purpose was to find some problems of speaking English and also
scanned the students’ changing needs and media to be modified in applying
flipped classroom model. Six months for adaptation was enough to construct
1John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, fourth edition, (Boston: Pearson, 2012), pp. 535. 2Ibid., 3Ibid., pp. 543. 4Jack R. Fraenkel, Norman E. Wallen, How to Design and Evaluate Research in Education,
seventh edition, (New York: McGraw-Hill, 2008), pp. 423.
22
and design the best modification of the flipped classroom model. This research
took a long time because the researcher wanted to give a space of time for
students to adapt with the different teacher at the eleventh grade.
2. Phase 2 (Quantitative)
The second phase used experimental design because it was the best way to
test the hypothesis about the relationship among variables.5 The Quasi-
Experimental Design was conducted in this research. It was chosen in order to
investigate at the end of the process in applying flipped classroom model, it
needed an accurate numerical data to reduce subjectivity and it was the most
suitable to answer the research questions.
Table 3.1
Design of the Research
Control Group P1 Y P2
Experimental Group P1 X P2
Explanation:
P1: Pre-test
P2: Post-test
X: Applying Flipped Classroom Model
Y: Non-Applying Flipped Classroom Model ()
B. Content of Intervention
Based on the result of preliminary analysis of qualitative, in quasi-
experimental design, there were two classes as the sample. One class was the
experimental class and the rest was the controlled class. The researcher
conducted pre-test, treatment, and post-test to investigate the enhancement of
flipped classroom model towards students’ speaking skill. First, the researcher
5Ibid., p. 261.
23
administered the pre-test to gather the initial data of the students’ speaking
score.
Second, the researcher gave treatments to get the significant result. During
the treatments in the experimental group, the students were asked to watch
short videos at home less than seven minutes as a homework. They had two
options to access the videos, offline and online link. The offline video
contained video with no subtitle at all, on the other hand, online video could be
accessed through educational channel on YouTube. It was assisted by captions
option for subtitle in English or in Bahasa Indonesia. The next step, they listed
some key vocabulary related the topic that would be discussed later. The
students were expected to have background knowledge and some key
vocabulary to help them expand some key points in a discussion session.
The next meeting, they were divided into six groups to discuss what they
have gotten from the videos to friends in a group around 15-20 minutes in
speaking activities. The next meeting, students got a variety of videos which
would be discussed in their group. While the experimental class was doing a
project, the controlled class was taught by using the regular model such as
watching the video in the class and discussed in each groups.
In the end, the post-test was administered to examine the use of flipped
classroom model to enhance students’ speaking skill.
C. Research Setting
The research was conducted in SMAN 9 Kota Tangerang Selatan. It is
located at Jalan Hidup Baru No. 31, Serua, Ciputat, Tangerang Selatan, Banten.
The active research in the classroom was started at the end of February 2017,
when the researcher was teaching during Integrating Teaching Practice
Program (PPKT). Then, the passive research was conducted until December
2017, when the researcher was a Mentor Rohis SMAN 9 Kota Tangerang
Selatan. The researcher collected this data from Rohis member who was the
participant of the research through interview.
24
Then, the researcher completed to gain the data in the classroom (active
research), in the middle of February 2018. Hence, this research was conducted
in an academic year 2016/2017 to 2017/2018. Further, the table was presented,
as follow:
Table 3.2
Setting of the Research
Status
Researcher Active Passive Active
Time February 28, 2017 –
May 20, 2017
Mei 21, 2017 –
December 31, 2017
January 22, 2018 –
February 16, 2018
Place
Classroom
(SMAN 9 Kota
Tangerang Selatan)
Mosque
(SMAN 9 Kota
Tangerang Selatan)
Classroom
(SMAN 9 Kota
Tangerang Selatan)
Roles Participant Observer
(As PPKT teacher)
Nonparticipant
Observer
(As Mentor Rohis)
Participant Observer
(As a Researcher)
Data Preliminary Qualitative
(Interview)
Preliminary
Qualitative
(Interview)
Qualitative
(researcher’s note)
Quantitative
(Pre-test, Post-test
and Questionnaire)
C. Population and Participants
The population of this research was the students at the eleventh grade of
SMAN 9 Kota Tangerang Selatan, an academic year 2017/2018. It consisted of
five classes of XI MIA and four classes of XI IIS.
The researcher conducted purposive sampling technique because when the
researcher as a PPKT teacher, the school gave the permission to teach three
classes. There were X MIA 1, X MIA 2, and X MIA 3. In addition, according
to Cohen, purposive sampling technique is used for a specific purpose in the
research.6 It was in line with the specific purpose in this research which those
6Louis Cohen, Lawrence Manion, and Keith Morrison, Research Methods in Education,
Sixth Edition, (New York: Routledge, 2007), pp. 114–115.
25
classes (X MIA 1, X MIA 2, and X MIA 3) had the same characteristics of
scores in English. It was revealed by the document of scores in English subject
in the last semester at the tenth grade. Further, it was same; using purposive
sampling at the eleventh grade, which conducted XI MIA 1 as the experimental
class and XI MIA 3 as the controlled class.
Moreover, the researcher administered another participants in this research
before conducting the quantitative. The participants were an English teachers
and the group of the students who were interviewed by the researcher to gain
the qualitative data of the students’ need and media for the intervention.
D. Data and Instruments of the Research
1. Qualitative Data and Instruments
The sources of the data in this research had been collected from
reflection of the researcher, interview, and questionnaire. The researcher
also used video recorded as the additional data. Thus, the instruments of this
qualitative data used the instruments:
a. Researcher’s note
The researcher wrote on the researcher’ notes after applying the flipped
classroom model per meeting. The researcher’ notes in this research was
like a reflection which focused on how the response of the students while
flipped classroom model was conducted during the treatment. It was in line
with Russal and Kelly in Litchman which stated reflectivity is a process of
self-examination of thoughts and actions of the researcher.7 Hence, it was
the reflection of the researcher’s point of view about the students’ response
in the application of flipped classroom model in the class (the transcript
could be seen in appendix). The guideline of the researcher’s note, as
follow:
7Marilyn Lichtman, Qualitative Research in Education: A User’s Guide, (London: SAGE
Publications Inc., 2013), p. 164.
26
Table 3.3
The Guideline of the Researcher’s Notes
The Guideline of
the Researcher’s Note
1. Preparation Stages
a. Video Selected and Duration: The students’ need of material
b. The Instructional of Flipped Classroom: Does students understand
the instruction?
2. The Homework Stages: Does it work? Which one of the pattern has the
positive response?
a. The first pattern: The language for Instructional (English), type of
video (One video), the time for sending links (the day before the
meeting).
b. The second pattern: The language for Instructional (Bahasa), type of
video (variety but limited video), the time for sending links (two
days before the meeting).
c. The third pattern: The language for Instructional (Mixed), type of
video (unlimited), the time for sending links (Three days before the
meeting).
3. The Class-Time Stages
a. The first and the second meeting: How is the situation? Any
problems? What is the solution?
b. The third and the fourth meeting: How is the situation? Any
problems? What is the solution?
c. The fifth and the sixth meeting: How is the situation? Any
problems? What is the solution?
b. Interview Sheet
The researcher used interview sheet when conducting preliminary
qualitatibe research. The interview sheet was used to compare the
27
researcher’s note and the questionnaire of students’ opinion about the
flipped classroom model. The researcher asked the interviewee who had
useful information and specific information. The researcher conducted In-
Depth Interviews to collect the data. Boyce stated this interview may
provide a more relaxed atmosphere to know detailed information or personal
thought and behavior about problems.8 The researcher interviewed an
English teacher, a student, and a group students which consisted eight
students. The guideline of the questions was formulated by the researcher,
as follows:
Table 3.4
The Guideline of the Interview
The Guideline of
the Interview Questions
A. For the Teacher:
1. What is the difficulties in teaching speaking?
2. What is the sources in teaching speaking?
3. Have you ever developed your own material?
4. How to evaluate the students in speaking?
5. What is your expectation in teaching and learning speaking?
B. For the Students:
1. What is your difficulties in learning speaking?
2. Does your teacher use the media in teaching speaking?
3. Have you ever talked in English with your friends in the
classroom?
4. What is your expectation in learning speaking?
8Carolyn Boyce and Palena Neale, Conducting In-Depth Interviews: A Guide for Designing
and Conducting In-Depth Interviews for Evaluation Input, (New York: Pathfinder International,
2006), p. 3.
28
c. Questionnaire Sheet
The researcher also used questionnaire to get the students’ opinion when
the flipped classroom model was applied in speaking activities. It was the
additional instruments to answer the research question “Is there any
significant enhancement by applying Flipped Classroom Model on Students’
Speaking Skill?”
The researcher administered five open-ended questions. The form of
questionnaire could be seen in appendix. The guideline of questionnaire
would be presented below:
Table 3.5
The Guideline of Open-Ended Questionnaire
The Guideline of
Open-Ended Questionnaire
1. What is your opinion about the Flipped Classroom Model?
2. Is there any advantages from this model? If so, what are they?
3. Is there any obstacles? If so, what are they?
4. Does Flipped Classroom Model enhance your speaking ability/skill?
Can you tell me more in what aspect?
5. Do you recommend this model to be applied in English lesson? Why?
6. How is your impression toward this model?
2. Quantitative Data and Instruments
a. Test
The speaking test was given twice, in the pre-test and the post-test to
answer the key point of research question “Is there any significant
enhancement by applying Flipped Classroom Model on Students’ Speaking
Skill?”
29
. The pre-test was administered before giving the treatment to know the
initial speaking of the students. Then, the post-test was administered to
check whether the flipped classroom model can enhance or not toward
students’ speaking. The instrument of the speaking test in this research used
rubric proposed by David P. Haris which has some modification, as
follows:9
Table 3.6
The Rubric of Speaking
9David P. Harris, Testing English as a Foreign Language, (New York: Tata McGraw-Hill
Publishing Company Ltd., 1969), pp. 83.
No Criteria Rating
Score Description
1 Pronunciation
5 (95-
100) Has few traces of foreign language.
4 (85-94) Always intelligible, thought one is
conscious of a definite accent.
3 (75-84)
Pronunciation problem necessities
concentrated listening and occasionally
lead to misunderstanding.
2 (65-74)
Very hard to understand because of
pronunciation problem, most frequently
be asked to repeat.
1 <65 Pronunciation problem to serve as to
make speech virtually unintelligible.
2 Grammar
5 (95-
100)
Make few (if any) noticeable errors of
grammar and word order.
4 (85-94)
Occasionally makes grammatical and or
word orders errors that do not, however
obscure meaning.
3 (75-84)
Make frequent errors of grammar and
word order, which occasionally obscure
meaning.
2 (65-74)
Grammar and word order errors make
comprehension difficult, must often
rephrase sentence.
1 <65
Errors in grammar and word order, so,
severe as to make speech virtually
unintelligible.
3 Vocabulary
5 (95-
100)
Use of vocabulary and idioms is virtually
that of native speaker.
4 (85-94)
Sometimes uses inappropriate terms and
must rephrases ideas because of lexical
and equities.
30
E. Preliminary Analysis
The researcher conducted preliminary analysis before analyzing the t-test
data. It was conducted to see whether the data was normally distributed and
homogeneous or not. The researcher used Microsoft Excel to input the data of
the students’ score and used IBM SPSS 23 statistical analysis platform
program to analyze the normality and homogeneity.
1. Test of Normality
The test of normality was conducted in order to know whether the
distribution from the two classes (the experimental and the controlled class)
3 (75-84)
Frequently uses the wrong words
conversation somewhat limited because of
inadequate vocabulary.
2 (65-74)
Misuse of words and very limited
vocabulary makes comprehension quite
difficult.
1 <65 Vocabulary limitation so extreme as to
make conversation virtually impossible.
4 Fluency
5 (95-
100)
Speech as fluent and efforts less as that of
native speaker.
4 (85-94) Speed of speech seems to be slightly
affected by language problem.
3 (75-84) Speed and fluency are rather strongly
affected by language problem.
2 (65-74) Usually hesitant, often farce into silence
by language limitation.
1 <65 Speech is halting and fragmentary as to
make conversation virtually impossible.
5 Comprehension
5 (95-
100)
Appears to understand everything without
difficulty.
4 (85-94)
Understand nearly everything at normal
speed although occasionally repetition
may be necessary.
3 (75-84) Understand most of what is said at slower
than normal speed without repetition.
2 (65-74)
Has great difficulty comprehend social
conversation spoken slowly and with
frequent repetition
1 <65 Cannot be said to understand even simple
conversation.
31
were normal or not. This test used Shapiro-Wilk table which should be
above 0.05 to have normal distribution data. The normality of the data was
gathered from the pre-test score and the post-test score of the controlled
class and the experimental class. The steps to input the data in SPSS 23
program, could be seen in appendix. Further, the result can be seen as
follows:
Based on the Table 3.7, the significance of the controlled class was
0.051 and the significance of the experimental class was 0.058. The result
revealed the significance of these classes was above 0.05. Hence, the
distribution of pre-test score was normal.
Table 3.8
Tests of Normality Post-test
Based on the Table 3.8, the significance of the controlled class was 0.058
and the significance of the experimental class was 0.526. The result revealed
the significance of these classes was above 0.05. Hence, the distribution of
post-test score was normal.
Table 3.7
Tests of Normality Pre-test
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Controlled Class .171 38 .007 .943 38 .051
Experimental Class .168 38 .009 .944 38 .058
a. Lilliefors Significance Correction
Class
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Controlled Class .155 38 .022 .942 38 .058
Eeperimental Class .125 38 .143 .974 38 .526
a. Lilliefors Significance Correction
32
2. Test of Homogeneity
The test of homogeneity was also conducted in order to know whether the
data from two classes (experimental and controlled class) had the same or
different variant. This test used Levene’s table which Sig. score should be
above 0.05 to have homogeneity distribution data. The steps to input the data
in SPSS version 23 software program, could be seen in appendix.
Table 3.9
Test of Homogeneity of Variances Pre-test
Levene
Statistic df1 df2 Sig.
.059 1 74 .809
The homogeneity of pre-test was calculated using Levene statistic in SPSS
23. The researcher determined to use the significance value 0.05. The table
above showed the significance of pre-test score was 0.809, which was higher
than 0.05 or 0.809>0.05. Thus, the data of pre-test was homogenous.
Table 3.10
Test of Homogeneity of Variances Post-Test
Levene
Statistic df1 df2 Sig.
.173 1 74 .679
The homogeneity of post-test was calculated using Levene statistic in
SPSS 23. The researcher determined to use the significance value 0.05. The
table above showed the significance of post-test score was 0.679, which was
higher than 0.05 or 0.679>0.05. Thus, the data of post-test was homogenous.
F. Data Collection Technique
Technique in collecting the data used the data through the note taking by
using researcher’s note, interview by using interview sheet and collect the
33
students’ opinion by using questionnaire. The second, was the quantitative, by
testing the students’ score of using Flipped Classroom Model.
G. Data Analysis Technique
The analysis of the qualitative data used the note taking of the students’
activities during the treatment, the interview of the students, and
questionnaire. It would use the triangulation data sources. The
Then, the analysis of quantitative data, the researcher gathered the
students’ speaking score before and after the treatment using t-test in SPSS
23. After conducting t-test, the enhancement size was calculated in order to
know whether the enhancement is strong or weak. The researcher used
Cohens’d to measure the enhancement size, it could be measured through the
steps:10
d = (Mean of group A – Mean of group B)
Pooled Standard Deviation
Explanation:
d : The enhancement size
Mean of group A : Mean of the experimental class
Mean of group B : Mean of the controlled class
Pooled Standard Deviation : (SDx + SDy)
The criteria of the enhancement size can be interpreted whether it could
give strong enhancement or not, as follows:11
0–0.20 : Weak enhancement 0.51–1.00: Moderate enhancement
0.21–0.50: Modest enhancement >1.00 : Strong enhancement
10Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: Sage
Publications Ltd, 2004), p. 136. 11Ibid.,
34
H. Statistical Hypothesis
This research was conducted in order to apply the flipped classroom model
to enhance students’ speaking skill. Based on the calculation and the results
of the hypothesis testing, the mechanism could be concluded, if:
1. Alternative Hypothesis (Ha): There was significant enhancement in
applying flipped classroom model in teaching speaking.
2. Null Hypothesis (Ho): There was no significant enhancement in applying
flipped classroom model in teaching.
The hypothesis could be proven with these formula:
1. If to<ttable, or the significance was >0.05, the Ho was accepted and Ha was
rejected. It means that there was no significant enhancement in applying
flipped classroom model in teaching speaking.
2. If to>ttable, or the significance was <0.05, the Ho was rejected and Ha was
accepted. It means that there was significant enhancement in applying
flipped classroom model in teaching speaking.
35
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
A. THE RESULT OF THE DATA
1. The Students’ Score of Pre-Test
This data presented the result of the pre-test scores in experimental
class and controlled class. The standard of minimum completeness of
English mastery (KKM) SMA Negeri 9 Kota Tangerang Selatan, in both
classes was 70. Hence, the researcher classified the scores of pre-test into
three categories such as, low, middle, and high. The criteria of low score
was lower than 70 (below the standard of minimum completeness), the
middle score was 70-80, and the high score was high than 80. The score
classification could be seen on the table below.
Table 4.1
The Score of Pre-test
Score
Experimental Class Controlled Class
Freq. F (%) Mean Freq. F (%) Mean
< 70 0 0
76.08
0 0
76.89 70—80 34 89.47 31 81.58
81—90 4 10.53 7 18.42
Based on the Table 4.1, the score of pre-test in the experimental class
showed the students who got the low score was 0, the middle score was 34
students (89.47%) with the minimum score was 70, and the high score was
4 students (10.53%) with the highest score was 83. While in the controlled
class, the students who got the low score was 0, the middle score was 31
students (81.58%) with the minimum score was 71, and the high score was
7 students (18.42%) with the highest score was 83.
The Table 4.1 also showed the mean score of the experimental class
was higher than the mean score of the controlled class. The mean score
36
could be seen in the table which experimental class was 76.08 and the
controlled class was 76.89.
2. The Students’ Score of Post-Test
The data in this part presented the result of the post-test scores in
experimental and controlled class. The score of post-test was the
accumulation of the process and also progress during the treatment. The
experimental class reached the highest accumulation rather than the
controlled class. It could be seen the significant differentiation between the
experimental class and the controlled class on the table, as follows:
Table 4.2
The Score of Post-test
Score Experimental Class Controlled Class
Freq. F (%) Mean Freq. F (%) Mean
< 70 0 0
80.32
0 0
78.45 70—80 13 34.21 24 63.16
81—90 25 65.79 14 36.84
Based on the Table 4.2, the score of pre-test in the experimental class
showed the students who got the low score was 0, the middle score was 13
students (34.21%) with the minimum score was 72, and the high score was
25 students (65.79%) with the highest score was 87. While in the
controlled class, the students who got the low score was 0, the middle
score was 24 students (63.16%) with the minimum score was 72, and the
high score was 7 students (18.42%) with the highest score was 87.
The Table 4.2 also showed the mean score of the experimental class
was higher than the mean score of the controlled class. The mean score
could be seen in the table which experimental class was 80.32 and the
controlled class was 78.45.
37
3. The Students’ Gained Score
The gained score of the students through pre-test and post-test was
presented in this table. The gained score was calculated from post-test
score minus pre-test score. The data could be seen on the table below:
Table 4.3
The Gained Score of Pre-Test and Post-Test
Gained
Score
Experimental Class Controlled Class
Freq. F (%) Mean Freq. F (%) Mean
< 0 0 0
4.24
3 7.89
1.55
0—2 8 21.05 26 68.42
3—5 20 52.63 9 23.68
6—8 9 23.68 0 0
> 8 1 2.6 0 0
Based on the Table 4.3, the mean of gained score in the experimental
class (4.24) was higher than the controlled class (1.55). It could be
interpreted that the most of students reached 0-8 point in the experimental
class. Meanwhile, the most of students in the controlled class could only
reach 0-5 point. In addition, three students had minus point in the post-test
than the pre-test. Hence, the students’ improvement in the experimental
class was significant than the controlled class.
Furthermore, the gained score of the students’ improvements in
speaking was categorized into five speaking elements. It could be proven
through speaking rubric which related to the speaking elements. The Table
4.3 also presented the total students’ score in each elements in pre-test
minus the total score in post-test.
38
Table 4.4
The students’ Improvement in Five Speaking Elements
Speaking
Elements
Experimental Class Controlled Class
Gained
Score F (%)
Gained
Score F (%)
Pronunciation 145 18 80 27.1
Fluency 170 21.1 90 30.5
Vocabulary 235 29.2 -40 -13.6
Comprehension 105 13.1 140 47.5
Grammar 150 18.6 25 8.5
The Table 4.4 showed that the most improvement occurred in the aspect
of vocabulary (29.2%) and fluency (21.1%) in the experimental class. On
the other hand, the most improvement in the aspect of comprehension
(47.5%) and also the decrease of vocabulary aspect (13.6%) in the
controlled class.
4. The Questionnaire Result
Table 4.5
The Questionnaire Result
No Questionnaire Positive
Responses
Negative
Responses
No
Response
1. What is your opinion about the
flipped classroom model? 33 students 1 students 4 students
2 Is there any advantages from this
model? If so, what are they? 34 students 0 students 4 students
3 Is there any obstacles?
If so, what are they? 3 students 31students 4 students
4 Does Flipped Classroom Model
enhance your speaking
ability/skill? Can you tell me
more in what aspect?
30 students 4 students 4 students
39
No Questionnaire Positive
Responses
Negative
Responses
No
Response
5 Do you recommend this model to
be applied in English lesson?
Why?
29 students 5 students 4 students
6 How is your impression toward
this model? 27 students 7 students 4 students
Total of Responses 153 48 24
% 68% 21.3% 10.7%
Based on the Table 4.5, the first question, the students gave positive
opinion was 33 students, negative opinion was 1 students, and no opinion
was 4 students. The students said that it was good, interesting model, and
enjoyable model. Even though the rest said it was not interesting model
and no idea to share opinion. The second question, the students gave
positive opinion was 34 students, negative opinion was 0 students, and no
opinion was 4 students. The students said that all of them took many
advantages from this model, such as pronunciation, vocabulary, grammar,
fluency, and comprehension. In addition, the students felt more confident,
unafraid to speak in English, and know the background knowledge.
The third question, the students did not have an obstacle was 3 students,
had an obstacle was 31 students, and no opinion was 4 students. The
students said that they could not watch the video if their mobile data off,
the time for sending the video was tight. The fourth question, the students
gave positive response was 30 students, negative response was 4students,
and no response was 4 students. The fifth question, the students who
recommended this model to be applied in speaking activities was 29
students, did not recommend was 5 students, and no response was 4
students. The sixth question, the students gave positive impression was 27
students, negative impression was 7 students, and no response was 4
students.
The total positive responses were 153 (68%), negative responses were
48 (21.3%), and no response was 24 (10.7%).
40
B. THE ANALYSIS OF THE DATA
1. The Difference of Pre-Test, Post-Test, and Gained Score in the
Controlled Class and the Experimental Class
a. Pre-Test Score
The Table 4.6 below presented the comparative result of pre-test
score in the controlled class and the experimental class. The Table
consisted the number of students was 38. The mean of the controlled
class was 76.89 and the experimental class was 76.08.
Table 4.6
Group Statistics of Pre-test Score
Class N Mean Std. Deviation Std. Error Mean
Controlled Class 38 76.89 3.237 .525
Experimental Class 38 76.08 3.174 .515
Table 4.7
Independent Samples Test
Levene's
Test for
Equality of
Variances t-test for Equality of Means
F Sig. t df
Sig.
(2-
tailed)
Mean
Differe
nce
Std.
Error
Differe
nce
95% Confidence
Interval of the
Difference
Lower
Uppe
r
Pre
Te
st
Score
Equal
variances
assumed
.059 .809 1.109 74 .271 .816 .735 -.649 2.281
Equal
variances
not
assumed
1.109 73.972 .271 .816 .735 -.649 2.281
41
The Table 4.7 showed the result of independent sample test or t-test
analyzed using SPSS 23. The researcher tested the homogeneity
variance using Levene’s test. The result showed that F=0.59 and
p=0.809. The significant value of homogeneity data was 5%=0.05
which p>0.05 or 0.809>0.05. In addition, the researcher used the equal
variances assumed because the data result was homogeneous.
The significance was 0.271 (p=0.271), it meant p>0.05 or
0.271>0.05 that null hypothesis was accepted and there was no
significant difference between the controlled class and the experimental
class. Then, the degree of freedom (df) was 74. The value of ttable with
degree of freedom, significant level 5% was 1.666 and the to was 1.109.
The result was to<ttable (1.109<1.666). Hence in the beginning, there was
no difference in the controlled class and the experimental class.
b. Post-Test Score
The score of post-test was also analyzed by the researcher to see the
improvement after the treatment was done in the experimental class,
and without the treatment in the controlled class. The result showed that
the mean of two classes were increasing. The controlled class got mean-
score improvement from 76.89 in pre-test and 78.45, while in the
experimental class got mean-score improvement from 76.08 to 80.32.
Table 4.8
Group Statistics of Post-test
Class N Mean Std. Deviation Std. Error Mean
Controlled Class 38 78.45 3.600 .584
Experimental Class 38 80.32 3.786 .614
42
Table 4.9
Independent Samples Test
Levene's
Test for
Equality of
Variances t-test for Equality of Means
F Sig. T df
Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95%
Confidence
Interval of the
Difference
Lower Upper
Po
st
Te
st
Sco
re
Equal
variances
assumed
.173 .679 -
2.205 74 .031 -1.868 .847
-
3.557 -.180
Equal
variances
not
assumed
-
2.205 73.813 .031 -1.868 .847
-
3.557 -.180
Table 4.9 presented the significant value of Levene’s test was 0.679.
The significant value of homogeneity data was 5%=0.05 which p>0.05.
Therefore, 0.679>0.05 meant the data of post-test was homogenous and
the researcher could use the row of equal variances assumed. The
significance of post-test was 0.031 (p=0,031) which was lower than 0.05
or 0.031<0.05. It meant null hypothesis was rejected and there was the
significant enhancement in the experimental class after applying flipped
classroom model in teaching speaking.
c. Gained Score
The gained score of pre-test and post-test score was also analyze to get
the significant enhancement of applying flipped classroom model. The
gained score was calculated from post-test score minus pre-test score using
Microsoft Excel 2013.
43
Table 4.10
Group Statistics of Gained Score
Class N Mean Std. Deviation Std. Error Mean
Controlled Class 38 1.55 1.554 .252
Experimental Class 38 4.24 2.059 .334
The Table of gained score presented the total of gained score of the
controlled class was 59 and the mean (M1) 1.55. While in the
experimental class got 161 as the total of gained score and the mean
(M2) was 4.24.
Furthermore, in the controlled class got 1.55 as the standard
deviation (SD1) and in the experimental class got 2.06 as the standard
deviation (SD2). In addition, the standard error mean of gained score in
the controlled class (SEM1) was 0.252 and the standard error mean of
gained score in the experimental class (SEM2) was 0.334.
Table 4.11
Independent Sample Test
Levene's
Test for
Equality
of
Variances t-test for Equality of Means
F Sig. t Df
Sig.
(2-
taile
d)
Mean
Differe
nce
Std.
Error
Diffe
renc
e
95%
Confidence
Interval of the
Difference
Lower Upper
Ga
ine
d S
co
re
Equal
variances
assumed
3.0
12 .087 -6.414 74 .000 -2.684 .419 -3.518 -1.850
Equal
variances not
assumed
-6.414 68.833 .000 -2.684 .419 -3.518 -1.849
44
Based on the Table 4.11, the result showed that F=3.012 and
p=0.087. The significant value was 5%=0.05. The data was
homogenous because p>0.05 or 0.087>0.05, then the researcher used
the row of equal variances assumed. The significance of gained score
was 0.000 (p=0.000), which was lower than 0.05 or 0.000<0.05. It
meant null hypothesis was rejected and there was the significant
difference between the two classes.
The table also revealed that the degree of freedom (df) was 74. The
value of ttable with degree of freedom, significant level 5% was 1.666
and the to was 6.414. The result was to>ttable (6.414>1.666).
2. Analysis of Enhancement Size Formulation
After calculating the t-test, the effect size was calculated in order to
know whether the enhancement was strong or weak. The calculation, as
follows:
d = (Mean of class A – Mean of class B)
Pooled Standard Deviation
Mean of experimental class = 80.32
Mean of controlled class = 78.45
Mean of experimental class – mean of controlled class = 1.87
Standard deviation of class 1 = 3.786
Standard deviation of class 2 = 3.600
Pooled standard deviation = (3.786 + 3.600)/2
= 3.7
d = (80.32 -78.45)
3.7
d = 1.87 = 0.51
3.7
The result above showed the effect size formulation was 0.51. As the
criterion in the Chapter III, it can be concluded that there was a moderate
45
enhancement of applying flipped classroom model to enhance students’
speaking English.
3. Hypothesis Testing
This research was conducted to implement flipped classroom model in
teaching speaking. Based on the calculation and the results of the
hypothesis testing, the mechanism could be concluded as follows:
1. Alternative Hypothesis (Ha): There was significant enhancement in
applying flipped classroom model in teaching speaking
2. Null Hypothesis (Ho): There was no significant enhancement in
applying flipped classroom model in teaching
The hypothesis could be proven with these formula:
1. If to<ttable, or the significance was >0.05, the Ho was accepted and Ha
was rejected. It means that there was no significant enhancement in
applying flipped classroom model in teaching speaking.
2. If to>ttable, or the significance was <0.05, the Ho was rejected and Ha was
accepted. It means that there was significant enhancement in applying
flipped classroom model in teaching speaking.
Based on the SPSS result which has been presented in Gained Score
point above, the significance was 0.000 (p=0.000), which was lower than
0.05 or 0.000<0.05. It meant null hypothesis was rejected and there was
the significant enhancement in applying flipped classroom model in
teaching speaking.
46
C. DISCUSSION
This research reveals that the application or implementation of the flipped
classroom model to enhance students’ speaking skill at the eleventh grade
students of SMAN 9 Kota Tangerang Selatan. Therefore, the research
questions of “Is there any significant enhancement by applying Flipped
Classroom Model on Students’ Speaking Skill?” had positively responded by
the students and proved that there is the significant enhancement through the
result of the post-test score. Hence, this result supported the findings of
previous research by Li,34 Suranakkharin,35 and Afrilasanti,36 that the flipped
classroom model affects students’ learning particularly in EFL context.
However, this research was different from Li who examined the effect of
integrating flipped classroom model to teach speaking in EFL context. About
12 weeks experiment through flipped instructions on grammatical and lexical
knowledge via online video lectures and practice speaking through role-play
in the class session. In contrast, this research only gave 6 treatments to
enhance students’ speaking skill using the media such as the online video
from Youtube.
Furthermore, the previous research was conducted by Suranakkharin. He
examined the students’ attitudes towards the flipped model. The experimental
class was exposed to the flipped classroom instruction which the contents
were provided outside of class time and class time was used for activities.
Then, the controlled class was taught by the traditional method which the
lesson delivered during class and supplementary exercises were given outside
of class time. It was in line with this research particularly in the procedure but
had some modification in implementing the flipped classroom model.
34Shuangjiang Li and Jitpanat Suwanthep, Integration of Flipped Classroom Model for EFL
Speaking, International Journal of Learning and Teaching, Vol. 3 (2), 2017, pp. 118-123. 35 Todsapon Suranakkharin, Using the Flipped Model to Foster Thai Learners’ Second
Language Collocation Knowledge, The Southeast Asian Journal of English Language Studies,
Vol. 23 (3), 2017, pp. 8. 36 Rida Afrilasanti, et.al., Effect of Flipped Classroom Model on Indonesian EFL Students’
Writing Ability Across and Individual Differences in Learning, International Journal of English
and Language and Linguistics Research, Vo. 4 (5), 2016, pp. 65-81.
47
The next previous research was conducted by Afrilasanti. She found the
problems in EFL writing classes, such as limited teaching time, absence of
assistance for students’ learning at home, and individual differences in
learning. To solve this problem, she investigated the effect of the use of
flipped classroom model on writing ability in Indonesia context. The
difference from this research was the skill that would be improved. The
researcher conducted the flipped classroom model to enhance speaking skill.
In addition, the researcher used the questionnaire to get the students’
opinion after the implementation of the flipped classroom model. Most of the
students gave positive responds such as a good model, an effective model, an
interesting model to be applied in English lessons. In addition, they explained
this model had many advantages for them.
48
CHAPTER V
CONCLUSION AND SUGGESTION
A. The Conclusion
The researcher conducted mixed method research which focused on
exploratory sequential design to get the empirical evidence whether Flipped
Classroom Model enhance students’ speaking or not. The empirical evidence
of applying flipped classroom model to enhance students’ speaking has been
presented in the previous chapter. This model made the students were more
enthusiast, more enjoyable, more confident, and unafraid to discuss
spontaneously to each other. This model also contributed well towards their
vocabulary, pronunciation, fluency, and the background knowledge about the
topic.
Further, the result which the significance of post-test in the experimental
class (p=0.031) was lower than 0.05 or 0.031<0.05. It meant there was the
significant post-test score between the controlled class and the experimental
class. In addition, the mean score of post-test in the experimental class
(80.32) was higher than the mean score of post-test in the controlled class
(78.45). The calculation of enhancement size also proved that applying
flipped classroom model gave moderate enhancement on students’ speaking
skill which was 0.51.
It was also supported by the questionnaire result that the students were
more active, not afraid, more confident, and more fluent. The students also
stated that they got new vocabularies, knew the vocabulary related to the
topic, knew how to pronounce the words, knew the background knowledge,
and got a community to speak in English. Although, some students stated this
model needed extra mobile data, needed to change the group, and preferred
the links was sent minimum two days before the meetings because they felt
much homework to be done from other subjects.
Finally, the result of this research supported the previous research of the
flipped classroom model was effective in enhancing students’ speaking skill.
49
B. The Suggestion
Based on the enhancement of applying flipped classroom model to
enhance students’ speaking skill, almost the students also recommended this
model to be applied in English lesson even though only 20 minutes per
meeting, however, it worked well. One of the students stated in the
questionnaire that she would make a group or community to continue this
model. Therefore, it is highly recommended to be applied in teaching and
learning speaking because the students are enthusiast and had many
opportunities to interact with each other in English. Also, further research
may investigate deeper in speaking with the better arrangements while
applying flipped classroom model.
50
REFERENCES
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Brame C, J. Flipping the Classroom: Center for Teaching and Learning, retrieved
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Cameron, Lynne., Teaching Language to Young Learners. Cambridge: Cambridge
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Crystal, David. English as a Global Language. Second Edition. Cambridge:
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Cynhia R. Phillips and Joseph E. Trainor, Millennial Students and The Flipped
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Eison, Jim. “Using Active Learning Instructional Strategies to Create Excitement
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Erben, Tony., et al., Teaching English Language Learner through Technology.
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Hamdan, Noora et al., The Flipped Learning Model: A White Paper Based on the
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APPENDIX 1
53
SILABUS BAHASA INGGRIS PEMINATAN
SMA KELAS XI
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.1. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menyarankan untuk melakukan atau tidak melakukan sesuatu dengan penjelasan, serta meresponsnya, sesuai dengan konteks penggunaannya
4.1. Menyusun teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menyarankan untuk melakukan atau tidak melakukan sesuatu dengan penjelasan, dan meresponsnya dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
Fungsi sosial
Menjaga hubungan Interpersonal dengan guru, teman, dan orang lain
Struktur teks
- Memulai - Menanggapi
(diharapkan/tidak diharapkan)
Unsur kebahasaa
- Ungkapan yang sesuai untuk menyarankan.( I believe ..., I think ..., I suppose ..., In my opinion ...)
- Penggunaan nominal singular dan plural secara
Menyimak dan menirukan beberapa contoh percakapanmenyarankan untuk melakukan atau tidak melakukan sesuatu yang diperagakan guru, dengan ucapan dan tekanan kata yang benar.
Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari beberapa ungkapan yang sedang dipelajari.
Bertanya dan mempertanyakan tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam interaksi tersebut.
Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa.
Secara lisan dan tulis, melakukan tindakan komunikatif yang sedang dipelajari dalam bahasa Inggris secara kontekstual.
Melakukan refleksi tentang proses dan hasil belajar.
54
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
benar dan sesuai konteks tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Berbagai kegiatan yang terkait dengan peserta didik sebagai remaja dan pelajar SMA, yang dapat menumbuhkan perilaku yang termuat dalam KI.
3.2. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan
tindakan memberi dan meminta informasi terkait tindakan/kegiatan/
Fungsi sosial Menjelaskan, meyakinkan, mengarahkan, menjanjikan, dsb.
Struktur teks - Memulai - Menanggapi
Menyimak dan menirukan interaksi yang melibatkan tindakan memberi dan meminta informasi terkait tindakan/kegiatan/kejadian yang sudah/telah dilaku-kan/terjadi dikaitkan dengan satu titik waktu di waktu lampau, saat ini, dan waktu yang akandatang sesuai dengan konteks penggunaannya.
Membaca dengan cermat untuk mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan
55
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
kejadian yang sudah/telah dilakukan/terjadi dikaitkan dengan satu titik waktu di waktu lampau, saat ini, dan waktu yang akan datang, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan past perfect, present perfect, future perfect)
4.2. Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait tindakan/kegiatan/ kejadian yang sudah/telah dilakukan/terjadi dikaitkan dengan satu titik waktu di waktu lampau, saat ini, dan waktu yang akan datang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
(diharapkan/di luar dugaan)
Unsur kebahasaan - Pernyataan dan
pertanyaan terkait tindakan/kegiata
n/kejadian yang sudah/telah dilakukan/terjadi dikaitkan dengan satu titik waktu di waktu lampau, saat ini, dan waktu yang akan datang
- Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
- Ucapan, tekanan kata, intonasi,
ejaan, tanda baca, dan tulisan tangan.
percakapan tersebut.
Bertanya dan mempertanyakan tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam interaksi tersebut.
Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan antara beberapa tindakan
memberi dan meminta informasi terkait tindakan/kegiatan/ kejadian yang sudah/telah dilakukan/terjadi dikaitkan dengan satu titik waktu di waktu lampau, saat ini, dan waktu yang akan datang, dalam konteks yang berbeda
Secara lisan dan tertulis, melakukan tindakan komunikatif yang telah dipelajari untuk tindakan/kegiatan/ kejadian yang sudah/telah dilakukan/terjadi dikaitkan dengan satu titik waktu di waktu lampau, saat ini, dan waktu yang akan datang sesuai dengan konteks.
Melakukan refleksi tentang proses dan hasil belajarnya.
56
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
kebahasaan yang benar dan sesuai konteks
Topik Perbuatan, kegiatan, dan tindakan di sekolah, rumah, dan sekitarnya dan yang relevan dengan kehidupan peserta didik sebagai remaja dan pelajar SMA, yang dapat menumbuhkan perilaku yang termuat dalam KI.
3.3. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait rencana yang akan datang dengan kondisi tertentu, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan if dalam present tense)
Fungsi sosial Mengingatkan, menasehati, berita-cita, menyatakan kebenaran umum, dsb.
Struktur teks
- Memulai - Menanggapi
(diharapkan/di luar dugaan)
Unsur kebahasaan - Pernyataan dan
Menyimak dan menirukan interaksi yang melibatkan rencana yang akan datang dengan kondisi tertentu sesuai dengan konteks penggunaannya.
Membaca dengan cermat untuk mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan percakapan tersebut.
Bertanya dan mempertanyakan tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam interaksi tersebut.
Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan antara beberapa rencana yang akan datang dengan kondisi tertentu, dalam konteks yang berbeda
57
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
4.3. Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait rencana yang akan datang dengan kondisi tertentu, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
pertanyaan terkait menyatakan pengandaian: if …, unless …
- Adverbial dengan –ly, adverbila untuk menyatakan waktu, tempat, dsb.
- Kosa kata: benda-benda yang terkait dengan pembelajaran di SMA dan kehidupan peserta didik sebagai remaja
- Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa
nominal
- Ucapan, tekanan kata, intonasi,
Secara lisan dan tertulis, menyampaikanrencana yang akan datang dengan kondisi tertentu sesuai dengan konteks.
Melakukan refleksi tentang proses dan hasil belajarnya.
58
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
ejaan, tanda baca, dan tulisan tangan.
Topik Benda, binatang, tumbuh-tumbuhan, kejadian, peristiwa yang penting dan relevan dengan peserta didik SMA,yang dapat menumbuhkan perilaku yang termuat dalam KI.
3.4. Menginterpretasi fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk poem, lisan dan tulis, dengan memberi dan meminta informasi terkait kehidupan remaja, sesuai dengan konteks penggunaannya
4.4. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks
Fungsi sosial Untuk menjalin pergaulan dengan lingkungannya
Unsur kebahasaan
- Tata bahasa: Simple Present Tense, Kalimat imperatif positif dan negatif, kalimat tanya, tata bahasa gaya
puisi. - Penggunaan
Menyimak dan menirukan beberapa model teks khusus dalam bentuk poem.
Membaca dengan cermat teks khusus dalam bentuk poem dengan intonasi, ucapan, dan ejaan yang benar
Bertanya dan mempertanyakan tentang hal-hal lain yang belum dipahami terkait fungsi sosial, struktur teks dan unsur kebahasaan dari teks khusus yang
sedang dipelajari.
Membaca dan mendiskusikan contoh tabel analisis isi teks khusus dalam bentuk poem yang sedang dipelajari.
Mempelajari cara mempresentasikan hasil analisis tersebut.
Mempresentasikan hasil analisis secara lisan dalam
59
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
khusus dalam bentuk poem terkait kehidupan remaja
nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara
tepat dalam frasa nominal
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan.
Topik
Berbagai hal terkait dengan kehidupan peserta didik sebagai remaja dan peserta didik SMA, yang dapat menumbuhkan perilaku yang termuat dalam KI.
kelompok masing-masing.
Membaca dan menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk poem dari sumber lain.
Mempresentasikan hasil analisis secara lisan di depan kelompok lain.
Melakukan refleksi tentang proses dan hasil belajarnya.
3.5. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi
Fungsi sosial Memperoleh hiburan, menghibur dan
mengajarkan nilai-nilai luhur, meneladani nilai-nilai
Menyimak guru membacakan beberapa teks naratif berbentuk cerita pendek.
Menirukan guru membaca teks tersebut secara bermakna, dengan intonasi, ucapan, dan tekanan kata yang benar.
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Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
terkait cerita pendek, sesuai dengan konteks penggunaannya
4.5. Menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif,lisan dan tulis, terkait cerita pendek
moral, dsb.
Struktur text (gagasan utama dan informasi rinci)
- Pendahuluan (orientasi) dengan
memperkenalkan tokoh, tempat, waktu, terjadinya cerita.
- Penilaian (evaluasi) tentang situasi dan kondisi terjadinya cerita.
- Krisis yang terjadi terhadap tokoh utama (komplikasi)
- Akhir cerita di mana krisis berakhir (resolusi) dengan bahagia atau sedih
- Ulasan atau komentar umum (reorientasi), opsional.
Unsur kebahasaan
Bertanya dan mempertanyakan tentang fungsi sosial, struktur teks dan unsur kebahasaan yang digunakan dalam teks tersebut.
Membaca dan mendiskusikan contoh tabel analisis isi teks yang sedang dipelajari.
Membahas cara mempresentasikan hasil analisis tersebut.
Mempresentasikan hasil analisis secara lisan dalam kelompok masing-masing.
Membaca dan menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif berbentuk cerita pendek dari sumber lain.
Mempresentasikan hasil analisis secara lisan di depan kelompok lain.
Menceritakan kembali teks naratif berbentuk cerita pendek yang telah dipelajari dengan menggunakan bahasa sederhana.
Melakukan refleksi tentang proses dan hasil belajarnya.
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Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
- Tata bahasa: tense Simple, Continuous, Perfect, dalam bentuk Present dan Past, dengan atau tanpa kata kerja bantu modal, secara terintegrasi
- Kosa kata: terkait karakter, watak, dan setting dalam cerita pendek
- Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
- Semua jenis adverbia.
- Ucapan, tekanan kata, intonasi, ejaan dan tanda baca, dan tulisan
62
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
tangan
Topik Cerita-cerita pendek yang memberikan keteladanan dan yang dapat menumbuhkan perilaku yang termuat dalam KI.
3.6. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi melalui telepon terkait acara, tawaran, janji dan reservasi, sesuai dengan konteks penggunaannyapenggunaannya
4.6. Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi melalui telepon terkait acara, tawaran, janji dan
Fungsi sosial Menjaga keharmonisan komunikasi antara penyedia jasa dan pelanggan untuk saling menguntungkan
Struktur teks - Memulai
- Menanggapi (diharapkan/di luar dugaan)
Unsur kebahasaan
- Ungkapan baku yang lazim digunakan.
- Penggunaan nominal singular
Menyimak dan menirukan percakapan untuk menelpon dan menerima telepon dalam (a) membuat perjanjian dan (b) membuat reservasi sesuai dengan konteks penggunaannya.
Bertanya dan mempertanyakan tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam percakapan tersebut.
Membaca dengan cermat beberapa percakapan serupa dari sumber lain.
Membandingkan fungsi sosial, struktur teks dan unsur kebahasaan beberapa percakapantersebut.
Secara lisan dan tertulis, melakukan tindakan komunikatif memberi dan meminta informasi terkait menelpon dan menerima telepon dalam (a) membuat perjanjian dan (b) membuat reservasi sesuai dengan konteks yang berbeda.
Melakukan refleksi tentang proses dan hasil
belajarnya.
63
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
reservasi, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
- Ucapan, tekanan kata, intonasi, ejaan dan tanda baca, tulisan tangan
Topik Berbagai kegiatan yang terkait dengan peserta didik sebagai remaja dan pelajar SMA, yang dapat menumbuhkan perilaku yang termuat dalam KI.
3.7. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk brosur, leaflet, banner, dan pamflet, dengan memberi
Fungsi sosial Mempromosikan kegiatan, program, tokoh, dsb., agar menarik perhatian khalayak sasaran
Menyimak dan menirukan beberapa model teks khusus berbentuk brosur, leaflet, banner, dan pamflet.
Membaca dengan cermat teks khusus berbentuk
brosur, leaflet, banner, dan pamflet dengan intonasi, ucapan, dan ejaan yang benar.
64
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
dan meminta informasi terkait promosi barang/jasa/kegiatan sesuai dengan konteks penggunaannya
4.7. Brosur, leaflet, banner, dan pamflet
4.7.1. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan brosur, leaflet, banner, dan pamflet terkait promosi barang/jasa/kegiatan
4.7.2. Menyusun teks khusus brosur, leaflet, banner, dan pamflet terkait promosi barang/jasa/kegiatan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
Struktur text - Menyebutkan
tujuan brosur, leaflet, banner, dan pamflet
- Menyebutkan informasi rinci dan informasi tertentu dari brosur, leaflet, banner, dan pamflet
Unsur kebahasaan - Ungkapan dan
kosa kata yang lazim digunakan brosur, leaflet, banner, dan pamflet
- Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara
tepat dalam frasa nominal
- Ucapan, tekanan
Bertanya dan mempertanyakan hal-hal lain yang belum dipahami terkait fungsi sosial, struktur teks
dan unsur kebahasaan dari teks khusus yang sedang dipelajari.
Membaca dan menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus
berbentuk brosur, leaflet, banner, dan pamflet dari sumber lain.
Membuat proyek teks brosur, leaflet, banner, dan pamflet dan memajangnya di majalah dinding kelas.
Melakukan refleksi tentang proses dan hasil belajarnya.
65
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
kata, intonasi, ejaan, tanda baca, dan tulisan tangan.
Topik Orang, barang, jasa, dan kegiatan (event) yang relevan dengan kehidupan peserta didik sebagai remaja dan peserta didik SMA,yang dapat menumbuhkan perilaku yang termuat dalam KI.
3.8. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pemberian contoh, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan for example, such as)
4.8. Menyusun teks interaksi
Fungsi sosial Memberikan penjelasan/memperjelas informasi.
Struktur Teks - Memulai
- Menanggapi (diharapkan/di luar dugaan)
Unsur kebahasaan Kosa kata, tata bahasa, ucapan, tekanan kata, dan
Menyimak dan menirukan percakapan terkait pemberian contoh sesuai dengan konteks penggunaannya.
Bertanya dan mempertanyakan fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam percakapan tersebut.
Membaca dengan cermat beberapa percakapan serupa dari sumber lain.
Membandingkan fungsi sosial, struktur teks dan unsur kebahasaan beberapa percakapantersebut.
Secara lisan dan tertulis, melakukan tindakan komunikatif terkait pemberian contoh sesuai dengan konteks yang berbeda.
66
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pemberian contoh, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
intonasi.
Topik Berbagai hal terkait dengan interaksi antara guru dan peserta didik selama
proses pembelajaran, di dalam maupun di luaryang dapat menumbuhkan perilaku yang termuat dalam KI.
Melakukan refleksi tentang proses dan hasil belajarnya.
3.9. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks hortatory exposition lisan dan tulis dengan memberi dan meminta informasi terkait pandangan/pendapat mengenai topik yang hangat dibicarakan umum, argumentasi pendukung, serta saran, sesuai dengan konteks penggunaannya
4.9. Teks hortatory exposition 4.9.1. Menangkap makna
secara kontekstual
Fungsi Sosial
Mengajak, membujuk orang lain/pembaca atau pendengar untuk menyetujui melakukan tindakan yang direkomendasikan dalam teks
Struktur teks - Menyebutkan
pokok
permasalahan terhadap sesuatu
Menyimak guru membacakan beberapa teks eksposisi hortatori.
Menirukan guru membaca teks tersebut secara bermakna, dengan intonasi, ucapan, dan tekanan kata yang benar.
Bertanya dan mempertanyakan tentang fungsi sosial, struktur teks dan unsur kebahasaan yang digunakan dalam teks tersebut.
Membaca dan mendiskusikan contoh tabel analisis isi teks yang sedang dipelajari.
Membahas cara mempresentasikan hasil analisis tersebut.
Mempresentasikan hasil analisis secara lisan dalam
kelompok masing-masing.
Membaca dan menganalisis fungsi sosial, struktur
67
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks hortatory exposition lisan dan tulis, terkait isu aktual
4.9.2. Menyusun teks hortatory exposition lisan dan tulis, terkait isu aktual, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
yang hangat dibicarakan (Thesis statement)
- Menyebutkan pandangan/pendapat mengenai permasalahan tersebut beserta ilustrasi sebagai pendukung (Arguments)
- Diakhiri dengan jalan keluar/ solusi yang ditawarkan untuk mengatasi permasalahan tersebut
Unsur Kebahasaan:
- Kalimat Simple Present
- Conditional Clauses
- Modals - Kosa kata, tata
bahasa, ucapan, tekanan kata, dan intonasi.
teks, dan unsur kebahasaan beberapa teks eksposisi hortatori dari sumber lain.
Mempresentasikan hasil analisis secara lisan di depan kelompok lain.
Menulis teks eksposisi hortatori secara kontekstual.
Menyampaikan isi teks eksposisi hortatori yang telah dibuatnya secara lisan sesuai dengan konteksnya.
Melakukan refleksi tentang proses dan hasil belajarnya.
68
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
Topik
Berbagai hal terkait dengan interaksi antara guru dan peserta didik selama proses
pembelajaran, di dalam maupun di luar
3.10. Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMA/MA
4.10. Menangkap makna secara kontekstual terkait dengan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMA/MA
- Fungsi sosial Memahami pesan moral lagu dan menghargai lagu sebagai karya seni - Unsur kebahasaan
- Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu.
- Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
Membaca, menyimak, dan menirukan lirik lagu secara lisan.
Mempertanyakan informasi dalam teks yang dibaca.
Bertanya dan mempertanyakan tentang fungsi sosial dan unsur kebahasaan dari lirik lagu, yang sedang dipelajari secara kontekstual.
Membacakan dan menyalin lirik lagu yang telah dipelajari dengan memperhatikan fungsi sosialdan unsur kebahasaan.
Melakukan refleksi tentang proses dan hasil belajarnya.
APPENDIX 2
70
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP KELAS EXPERIMEN)
Nama Sekolah : SMAN 9 KOTA TANGERAN SELATAN
Mata Pelajaran : Bahasa Inggris (Peminatan)
Kelas / Semester : XI/ 2
Materi : Hortatory Text
Alokasi Waktu : 6 x 45 menit (3x pertemuan)
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
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.
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.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar:
3.9 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks hortatory exposition lisan dan tulis dengan memberi dan meminta
informasi terkait pandangan/pendapat mengenai topik yang hangat
dibicarakan umum, argumentasi pendukung, serta saran, sesuai dengan
konteks penggunaannya.
4.9.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks hortatory exposition lisan dan tulis, terkait isu
aktual.
4.6.2 Menyusun teks hortatory exposition lisan dan tulis, terkait isu aktual,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks
71
E. Materi Pembelajaran:
1. Fungsi Sosial
Mengajak, membujuk orang lain/pembaca atau pendengar untuk
menyetujui melakukan tindakan yang direkomendasikan dalam teks.
2. Struktur Teks
- Menyebutkan pokok permasalahan terhadap sesuatu yang hangat
dibicarakan (Thesis statement)
- Menyebutkan pandangan/pendapat mengenai permasalahan tersebut
beserta ilustrasi sebagai pendukung (Arguments)
- Diakhiri dengan jalan keluar/ solusi yang ditawarkan untuk mengatasi
permasalahan tersebut
3. Unsur Kebahasaan:
- Kalimat Simple Present
- Conditional Clauses
- Modals
- Kosa kata, tata bahasa, ucapan, tekanan kata, dan intonasi.
4. Topik
Berbagai hal terkait dengan interaksi antara guru dan peserta didik selama
proses pembelajaran, di dalam maupun di luar.
F. MetodePembelajaran :
Model Pembelajaran : Flipped Classroom Model
Pendekatan : Scientific Learning Approach
Metode Pembelajaran : Metode bervariasi
G. Tahap Pembelajaran
Pertemuan pertama
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan
pembelajaran
5 menit
Speaking
Time
Mengasosiasi:
Siswa berkumpul dengan kelompok yang
terdiri dari 5-6 siswa untuk berdiskusi
Mengkomunikasikan:
20 menit
72
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Siswa menyampaikan video yang telah
ditonton di rumah kepada anggota grup
Guru menyampaikan arahan jika terjadi
kekeliruan
Mengamati:
Siswa memperhatikan kata-kata dan struktur
kalimat yang di berikan presenter
Guru mengamati 5 aspek speaking siswa
Menanya:
Siswa bertanya kepada presenter lebih detail
mengenai topik video
Mencoba:
Siswa mencoba berbicara secara bergantian
mengenai topik, meluruskan, dan
memberikan tanggapan
Inti
Mengasosiasi:
Siswa masih begabung dengan kelompok
Mengkomunikasikan:
Siswa berdiskusi dengan memberikan
penjelasan hasil pekerjaan rumah tentang
teks hortatory
Siswa (delegasi) menyampaikan hasil
diskusi
Mengamati:
Siswa saling memperhatikan penjelasan
presenter dalam grup
Mencoba:
Siswa mencoba membuat rangkuman
tentang kesepakatan hasil diskusi per-grup
mengenai hortatoy dalam buku tugas
masing-masing
Menanya:
Siswa bertanya kepada grup lain mengenai
presentasi teks hortatori
60 menit
Penutp
1. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
10 menit
73
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
2. Guru memberikan kesempatan pada
siswa untuk bertanya jika masih belum
mengerti dalam pemaparan grup
3. Guru memberikan tugas/pekerjaan rumah
dengan membaca teks atau menonton
video mengenai teks hortatory sebagai
bahan membuat infographic-project
dipertemuan selanjutnya
Pertemuan kedua
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan
pembelajaran
5 menit
Inti
Mengasosiasi:
Siswa berkumpul dengan kelompok yang
terdiri dari 5-6 siswa untuk berdiskusi
Mengkomunikasikan:
Siswa berdiskusi dengan memberikan
penjelasan hasil pekerjaan rumah tentang
teks hortatory
30 menit
Speaking
Time
Mengasosiasi:
Siswa membentuk grup baru melalui number
head games
Mengkomunikasikan:
Siswa menyampaikan video yang telah
ditonton di rumah kepada anggota grup
Siswa (delegasi) menyampaikan hasil
diskusi di grup sebelumnya
Mengamati:
Siswa memperhatikan kata-kata dan struktur
kalimat yang di berikan presenter
Guru mengamati 5 aspek speaking siswa
Menanya:
Siswa bertanya kepada presenter lebih detail
20 menit
74
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
mengenai topik video
Guru mengecek dan bertanya hasil note
taking siswa
Mencoba:
Siswa mencoba berbicara secara bergantian
mengenai topik, meluruskan, dan
memberikan tanggapan
Inti
Mengamati:
Siswa saling memperhatikan penjelasan
presenter dalam grup
Mencoba:
Siswa mencoba membuat rangkuman yang
disampaikan delegasi lain mengenai hortatoy
dalam buku tugas masing-masing
Menanya:
Siswa bertanya kepada grup lain mengenai
presentasi teks hortatory
60 menit
Penutup
1. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
2. Guru memberikan kesempatan pada
siswa untuk bertanya jika masih belum
mengerti dalam pemaparan grup
3. Guru memberikan tugas/pekerjaan rumah
dengan membaca teks atau menonton
video mengenai teks hortatory untuk di
diskusikan dipertemuan selanjutnya
10 menit
Pertemuan ketiga
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan pembelajaran
5 menit
75
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Inti
Mengasosiasi:
Siswa berkumpul dengan kelompok yang
terdiri dari 5-6 siswa untuk berdiskusi
Mengkomunikasikan:
Siswa berdiskusi dengan memberikan
penjelasan hasil pekerjaan rumah tentang
teks hortatory
Mengamati:
Siswa saling memperhatikan penjelasan
presenter dalam grup
Mencoba:
Siswa mencoba membuat rangkuman yang
disampaikan delegasi lain mengenai hortatoy
dalam buku tugas masing-masing
Menanya:
Siswa bertanya kepada grup lain mengenai
presentasi teks hortatory
60 menit
Speaking
Time
Mengasosiasi:
Siswa membentuk grup baru melalui number
head games
Mengkomunikasikan:
Siswa menyampaikan video yang telah
ditonton di rumah kepada anggota grup
Siswa (delegasi) menyampaikan hasil
diskusi di grup sebelumnya
Mengamati:
Siswa memperhatikan kata-kata dan struktur
kalimat yang di berikan presenter
Guru mengamati 5 aspek speaking siswa
Menanya:
Siswa bertanya kepada presenter lebih detail
mengenai topik video
Guru mengecek dan bertanya hasil note
taking siswa
Mencoba:
Siswa mencoba berbicara secara bergantian
20 menit
76
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
mengenai topik, meluruskan, dan
memberikan tanggapan
Penutup
1. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
2. Guru memberikan kesempatan pada
siswa untuk bertanya jika masih belum
mengerti dalam pemaparan grup
3. Guru memberikan tugas/pekerjaan rumah
dengan membaca teks atau menonton
video mengenai teks hortatory untuk di
diskusikan dipertemuan selanjutnya
10 menit
Pertemuan keempat
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan pembelajaran
5 menit
Inti
Mengasosiasi:
Siswa berkumpul dengan kelompok yang
terdiri dari 5-6 siswa untuk berdiskusi
Mengkomunikasikan:
Siswa berdiskusi dengan memberikan
penjelasan hasil pekerjaan rumah tentang
analisis tenses
30 menit
Speaking
Time
Mengasosiasi:
Siswa membentuk grup baru melalui number
head games
Mengkomunikasikan:
Siswa menyampaikan video yang telah
ditonton di rumah kepada anggota grup
Siswa (delegasi) menyampaikan hasil
diskusi di grup sebelumnya
Mengamati:
Siswa memperhatikan kata-kata dan struktur
kalimat yang di berikan presenter
Guru mengamati 5 aspek speaking siswa
20 menit
77
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Menanya:
Siswa bertanya kepada presenter lebih detail
mengenai topik video
Guru mengecek dan bertanya hasil note
taking siswa
Mencoba:
Siswa mencoba berbicara secara bergantian
mengenai topik, meluruskan, dan
memberikan tanggapan
Inti
Mengamati:
Siswa saling memperhatikan penjelasan
presenter dalam grup
Mencoba:
Siswa mencoba membuat rangkuman yang
disampaikan delegasi lain mengenai hortatoy
dalam buku tugas masing-masing
Menanya:
Siswa bertanya kepada grup lain mengenai
presentasi teks hortatory
0 menit
Penutup
4. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
5. Guru memberikan kesempatan pada
siswa untuk bertanya jika masih belum
mengerti dalam pemaparan grup
6. Guru memberikan tugas/pekerjaan rumah
dengan membaca teks atau menonton
video mengenai teks hortatory untuk di
diskusikan dipertemuan selanjutnya
10 menit
H. Sumber dan Media Pembelajaran
Sumber belajar : Internet, buku.
Media Pembelajaran : PowerPoint, Video Youtube (List di Appendix)
I. Penilaian Proses dan Hasil Pembelajaran
78
No Criteria Rating
Score Description
1 Pronunciation
5 (95-100) Has few traces of foreign language.
4 (85-94) Always intelligible, thought one is conscious of
a definite accent.
3 (75-84)
Pronunciation problem necessities concentrated
listening and occasionally lead to
misunderstanding.
2 (65-74)
Very hard to understand because of
pronunciation problem, most frequently be
asked to repeat.
1 Below
65
Pronunciation problem to serve as to make
speech virtually unintelligible.
2 Grammar
5 (95-100) Make few (if any) noticeable errors of grammar
and word order.
4 (85-94)
Occasionally makes grammatical and or word
orders errors that do not, however obscure
meaning.
3 (75-84) Make frequent errors of grammar and word
order, which occasionally obscure meaning.
2 (65-74)
Grammar and word order errors make
comprehension difficult, must often rephrase
sentence.
1 Below
65
Errors in grammar and word order, so, severe as
to make speech virtually unintelligible.
3 Vocabulary 5 (95-100) Use of vocabulary and idioms is virtually that of
native speaker.
79
4 (85-94) Sometimes uses inappropriate terms and must
rephrases ideas because of lexical and equities.
3 (75-84)
Frequently uses the wrong words conversation
somewhat limited because of inadequate
vocabulary.
2 (65-74) Misuse of words and very limited vocabulary
makes comprehension quite difficult.
1 Below
65
Vocabulary limitation so extreme as to make
conversation virtually impossible.
4 Fluency
5 (95-100) Speech as fluent and efforts less as that of native
speaker.
4 (85-94) Speed of speech seems to be slightly affected by
language problem.
3 (75-84) Speed and fluency are rather strongly affected
by language problem.
2 (65-74) Usually hesitant, often farce into silence by
language limitation.
1 Below
65
Speech is halting and fragmentary as to make
conversation virtually impossible.
5 Comprehension
5 (95-100) Appears to understand everything without
difficulty.
4 (85-94)
Understand nearly everything at normal speed
although occasionally repetition may be
necessary.
3 (75-84) Understand most of what is said at slower than
normal speed without repetition.
80
2 (65-74)
Has great difficulty comprehend social
conversation spoken slowly and with frequent
repetition
1 Below
65
Cannot be said to understand even simple
conversation.
Tangerang Selatan, 31 Januari 2018
Peneliti
Mella Sarasyifa
NIM: 1113014000040
81
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP KELAS EXPERIMEN)
Nama Sekolah : SMAN 9 KOTA TANGERAN SELATAN
Mata Pelajaran : Bahasa Inggris (Peminatan)
Kelas / Semester : XI/ 2
Materi : Songs
Alokasi Waktu : 4 x 45 menit (2x pertemuan)
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
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.
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.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar:
3.10 Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait
kehidupan remaja SMA/MA
4.10 Menangkap makna secara kontekstual terkait dengan fungsi sosial dan
unsur kebahasaan lirik lagu terkait kehidupan remaja SMA/MA
E. Materi Pembelajaran:
1. Fungsi Sosial
Memahami pesan moral lagu dan menghargai lagu sebagai karya seni.
2. Unsur Kebahasaan:
- Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu.
82
- Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a,
the, this, those, my, their, dsb secara tepat dalam frasa nominal
F. MetodePembelajaran :
Model Pembelajaran : Flipped Classroom Model
Pendekatan : Scientific Learning Approach
Metode Pembelajaran : Metode bervariasi
G. Tahap Pembelajaran
Pertemuan pertama
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan
pembelajaran
5 menit
Speaking
Time
Mengasosiasi:
Siswa berkumpul dengan kelompok yang
terdiri dari 5-6 siswa untuk berdiskusi dan
bernyanyi
Mengkomunikasikan:
Siswa menyampaikan video yang telah
ditonton di rumah kepada anggota grup
Siswa bernyanyi lagu kesukaan kemudian
melempar tebak arti lirik lagu dan idiom
Mengamati:
Siswa memperhatikan kata-kata dan struktur
kalimat yang di berikan presenter
Guru mengamati 5 aspek speaking siswa
Menanya:
Siswa bertanya kepada presenter lebih detail
mengenai lagu yang dinyanyikan
Mencoba:
Siswa mencoba menebak arti lirik lagu dan
idiom
20 menit
Inti
Mengasosiasi:
Siswa masih begabung dengan kelompok
Mengkomunikasikan:
Siswa berdiskusi dengan memberikan
penjelasan hasil pekerjaan rumah tentang
makna lirik lagu yang di pilih
60 menit
83
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Siswa (delegasi) menyampaikan hasil
diskusi
Mengamati:
Siswa saling memperhatikan penjelasan
presenter dalam grup
Mencoba:
Siswa mencoba membuat lagu pribadi
(hanya lirik lagu) dengan Bahasa
sendiri/puitis
Menanya:
Siswa bertanya kepada grup lain mengenai
makna lagu yang telah di buat
Penutup
1. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
2.. Guru memberikan kesempatan pada
siswa untuk bertanya jika masih belum
mengerti dalam pemaparan grup
3. Guru memberikan tugas/pekerjaan rumah
dengan mencari lirik lagu atau menonton
video mengenai lirik lagu sebagai bahan
membuat mini album book-project
dipertemuan selanjutnya
10 menit
Pertemuan kedua
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan pembelajaran
5 menit
Speaking
Time
Mengasosiasi:
Siswa berkumpul dengan kelompok yang
terdiri dari 5-6 siswa untuk berdiskusi dan
persiapan menyanyi di depan kelas
Mengkomunikasikan:
Siswa menyampaikan video yang telah
20 menit
84
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
ditonton di rumah kepada anggota grup
Mengamati:
Siswa memperhatikan temannya
menyampaikan penjelasan
Guru mengamati 5 aspek speaking siswa
Menanya:
Siswa bertanya mengenai video yang di
jelaskan temannya
Mencoba:
Siswa mencoba menanggapi dan masuk ke
dalam percakapan
Inti
Mengasosiasi:
Siswa mempersiapkan kelompoknya maju
ke depan
Mengkomunikasikan:
Siswa bernyanyi perkelompok di depan
kelas
Mengamati:
Siswa saling memperhatikan lagu yang
dibawakan kelompok lain
Menanya:
Siswa bertanya kepada grup lain mengenai
makna lagu yang telah di buat
Mencoba:
Siswa mencoba menebak makna lagu dan
menjawab kuis yang diberikan kelompok
lain
60 menit
Penutup
1. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
2.. Guru memberikan kesempatan pada
siswa untuk bertanya jika masih belum
mengerti dalam pemaparan grup
3. Guru memberikan tugas/pekerjaan rumah
dengan menonton video untuk
10 menit
85
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
pengambilan nilai speaking pertemuan
selanjutnya
No Criteria Rating
Score Description
1 Pronunciation
5 (95-100) Has few traces of foreign language.
4 (85-94) Always intelligible, thought one is conscious of
a definite accent.
3 (75-84)
Pronunciation problem necessities concentrated
listening and occasionally lead to
misunderstanding.
2 (65-74)
Very hard to understand because of
pronunciation problem, most frequently be
asked to repeat.
1 Below
65
Pronunciation problem to serve as to make
speech virtually unintelligible.
2 Grammar
5 (95-100) Make few (if any) noticeable errors of grammar
and word order.
4 (85-94)
Occasionally makes grammatical and or word
orders errors that do not, however obscure
meaning.
3 (75-84) Make frequent errors of grammar and word
order, which occasionally obscure meaning.
2 (65-74)
Grammar and word order errors make
comprehension difficult, must often rephrase
sentence.
86
1 Below
65
Errors in grammar and word order, so, severe as
to make speech virtually unintelligible.
3 Vocabulary
5 (95-100) Use of vocabulary and idioms is virtually that of
native speaker.
4 (85-94) Sometimes uses inappropriate terms and must
rephrases ideas because of lexical and equities.
3 (75-84)
Frequently uses the wrong words conversation
somewhat limited because of inadequate
vocabulary.
2 (65-74) Misuse of words and very limited vocabulary
makes comprehension quite difficult.
1 Below
65
Vocabulary limitation so extreme as to make
conversation virtually impossible.
4 Fluency
5 (95-100) Speech as fluent and efforts less as that of native
speaker.
4 (85-94) Speed of speech seems to be slightly affected by
language problem.
3 (75-84) Speed and fluency are rather strongly affected
by language problem.
2 (65-74) Usually hesitant, often farce into silence by
language limitation.
1 Below
65
Speech is halting and fragmentary as to make
conversation virtually impossible.
5 Comprehension 5 (95-100) Appears to understand everything without
difficulty.
87
4 (85-94)
Understand nearly everything at normal speed
although occasionally repetition may be
necessary.
3 (75-84) Understand most of what is said at slower than
normal speed without repetition.
2 (65-74)
Has great difficulty comprehend social
conversation spoken slowly and with frequent
repetition
1 Below
65
Cannot be said to understand even simple
conversation.
Tangerang Selatan, 31 Januari 2018
Peneliti
Mella Sarasyifa
NIM: 1113014000040
APPENDIX 3
88
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP KELAS KONTROL)
Nama Sekolah : SMAN 9 KOTA TANGERAN SELATAN
Mata Pelajaran : Bahasa Inggris (Peminatan)
Kelas / Semester : XI/ 2
Materi : Hortatory Text
Alokasi Waktu : 6 x 45 menit (3x pertemuan)
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
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.
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.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar:
3.9 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks hortatory exposition lisan dan tulis dengan memberi dan meminta
informasi terkait pandangan/pendapat mengenai topik yang hangat
dibicarakan umum, argumentasi pendukung, serta saran, sesuai dengan
konteks penggunaannya.
4.9.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan teks hortatory exposition lisan dan tulis, terkait isu
aktual.
4.6.2 Menyusun teks hortatory exposition lisan dan tulis, terkait isu aktual,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks
89
E. Materi Pembelajaran:
1. Fungsi Sosial
Mengajak, membujuk orang lain/pembaca atau pendengar untuk
menyetujui melakukan tindakan yang direkomendasikan dalam teks.
2. Struktur Teks
- Menyebutkan pokok permasalahan terhadap sesuatu yang hangat
dibicarakan (Thesis statement)
- Menyebutkan pandangan/pendapat mengenai permasalahan tersebut
beserta ilustrasi sebagai pendukung (Arguments)
- Diakhiri dengan jalan keluar/ solusi yang ditawarkan untuk mengatasi
permasalahan tersebut
5. Unsur Kebahasaan:
- Kalimat Simple Present
- Conditional Clauses
- Modals
- Kosa kata, tata bahasa, ucapan, tekanan kata, dan intonasi.
6. Topik
Berbagai hal terkait dengan interaksi antara guru dan peserta didik selama
proses pembelajaran, di dalam maupun di luar.
F. MetodePembelajaran :
Model Pembelajaran : Conventional Classroom Model
Pendekatan : Scientific Learning Approach
Metode Pembelajaran : Metode bervariasi
G. Tahap Pembelajaran
Pertemuan pertama
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan pembelajaran
10 menit
Inti
Mengasosiasi:
Siswa membentuk kelompok yang terdiri
dari 5-6 siswa
70 menit
90
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Mengamati:
Siswa mengamati video yang ditayangkan
guru
Mengkomunikasikan:
Siswa berdiskusi mengenai video yang
ditayangkan guru
Salah satu perwakilan grup maju untuk
mempresentasikan hasik diskusi
Mencoba:
Siswa mencoba membuat rangkuman
tentang kesepakatan hasil diskusi per-grup
mengenai hortatoy dalam buku tugas
masing-masing
Menanya:
Siswa bertanya kepada grup lain mengenai
presentasi teks hortatori
Penutup
1. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
2. Guru memberikan kesempatan pada
siswa untuk bertanya jika masih belum
mengerti dalam pemaparan grup
3. Guru memberikan tugas
10 menit
Pertemuan kedua
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan pembelajaran
4. Apresepsi
10 menit
Inti
Mengasosiasi:
Siswa maju berkelompok
Mengkomunikasikan:
Siswa mempresentasikan tugasnya
Mengamati:
Siswa memperhatikan temannya di depan
70 menit
91
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
kelas
Menanya:
Siswa bertanya kepada presenter mengenai
presentasi teks hortatory
Mencoba:
Siswa mencoba menjawab pertanyaan yang
diberikan kelompok lain
Penutup
1. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
2. Guru memberikan kesempatan pada
siswa untuk bertanya jika masih belum
mengerti dalam pemaparan grup
3. Salam penutup
10 menit
Pertemuan ketiga
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan pembelajaran
10 menit
Inti
Mengasosiasi:
Siswa membentuk kelompok yang terdiri
dari 5-6 siswa
Mengamati:
Siswa mengamati video yang ditayangkan
guru
Mengkomunikasikan:
Siswa berdiskusi mengenai video yang
ditayangkan guru
Salah satu perwakilan grup maju untuk
mempresentasikan hasik diskusi
Mencoba:
Siswa mencoba membuat rangkuman
tentang kesepakatan hasil diskusi per-grup
70 menit
92
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
mengenai hortatoy dalam buku tugas
masing-masing
Menanya:
Siswa bertanya kepada grup lain mengenai
presentasi teks hortatori
Penutup
1. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
2. Guru memberikan kesempatan pada
siswa untuk bertanya jika masih belum
mengerti dalam pemaparan grup
3. Guru memberikan tugas
10 menit
Pertemuan keempat
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan pembelajaran
4. Apresepsi
10 menit
Inti
Mengasosiasi:
Siswa maju berkelompok
Mengkomunikasikan:
Siswa mempresentasikan tugasnya
Mengamati:
Siswa memperhatikan temannya di depan
kelas
Menanya:
Siswa bertanya kepada presenter mengenai
presentasi teks hortatory
Mencoba:
Siswa mencoba menjawab pertanyaan yang
diberikan kelompok lain
70 menit
Penutup
1. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
2. Guru memberikan kesempatan pada
10 menit
93
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
siswa untuk bertanya jika masih belum
mengerti dalam pemaparan grup
3. Salam penutup
H. Sumber dan Media Pembelajaran
Sumber belajar : Internet, buku.
Media Pembelajaran : PowerPoint
I. Penilaian Proses dan Hasil Pembelajaran
No Criteria Rating
Score Description
1 Pronunciation
5 (95-100) Has few traces of foreign language.
4 (85-94) Always intelligible, thought one is conscious of
a definite accent.
3 (75-84)
Pronunciation problem necessities concentrated
listening and occasionally lead to
misunderstanding.
2 (65-74)
Very hard to understand because of
pronunciation problem, most frequently be
asked to repeat.
1 Below
65
Pronunciation problem to serve as to make
speech virtually unintelligible.
2 Grammar
5 (95-100) Make few (if any) noticeable errors of grammar
and word order.
4 (85-94)
Occasionally makes grammatical and or word
orders errors that do not, however obscure
meaning.
3 (75-84) Make frequent errors of grammar and word
order, which occasionally obscure meaning.
94
2 (65-74)
Grammar and word order errors make
comprehension difficult, must often rephrase
sentence.
1 Below
65
Errors in grammar and word order, so, severe as
to make speech virtually unintelligible.
3 Vocabulary
5 (95-100) Use of vocabulary and idioms is virtually that of
native speaker.
4 (85-94) Sometimes uses inappropriate terms and must
rephrases ideas because of lexical and equities.
3 (75-84)
Frequently uses the wrong words conversation
somewhat limited because of inadequate
vocabulary.
2 (65-74) Misuse of words and very limited vocabulary
makes comprehension quite difficult.
1 Below
65
Vocabulary limitation so extreme as to make
conversation virtually impossible.
4 Fluency
5 (95-100) Speech as fluent and efforts less as that of native
speaker.
4 (85-94) Speed of speech seems to be slightly affected by
language problem.
3 (75-84) Speed and fluency are rather strongly affected
by language problem.
2 (65-74) Usually hesitant, often farce into silence by
language limitation.
1 Below
65
Speech is halting and fragmentary as to make
conversation virtually impossible.
95
5 Comprehension
5 (95-100) Appears to understand everything without
difficulty.
4 (85-94)
Understand nearly everything at normal speed
although occasionally repetition may be
necessary.
3 (75-84) Understand most of what is said at slower than
normal speed without repetition.
2 (65-74)
Has great difficulty comprehend social
conversation spoken slowly and with frequent
repetition
1 Below
65
Cannot be said to understand even simple
conversation.
Tangerang Selatan, 31 Januari 2018
Peneliti
Mella Sarasyifa
NIM: 1113014000040
96
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP KELAS KONTROL)
Nama Sekolah : SMAN 9 KOTA TANGERAN SELATAN
Mata Pelajaran : Bahasa Inggris (Peminatan)
Kelas / Semester : XI/ 2
Materi : Songs
Alokasi Waktu : 4 x 45 menit (2x pertemuan)
A. Kompetensi Inti
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
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.
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.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar:
3.10 Menafsirkan fungsi sosial dan unsur kebahasaan lirik lagu terkait
kehidupan remaja SMA/MA
4.10 Menangkap makna secara kontekstual terkait dengan fungsi sosial dan
unsur kebahasaan lirik lagu terkait kehidupan remaja SMA/MA
E. Materi Pembelajaran:
1. Fungsi Sosial
Memahami pesan moral lagu dan menghargai lagu sebagai karya seni.
2. Unsur Kebahasaan:
- Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu.
97
- Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a,
the, this, those, my, their, dsb secara tepat dalam frasa nominal
F. MetodePembelajaran :
Model Pembelajaran : Flipped Classroom Model
Pendekatan : Scientific Learning Approach
Metode Pembelajaran : Metode bervariasi
G. Tahap Pembelajaran
Pertemuan pertama
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan
pembelajaran
5 menit
Inti
Mengasosiasi:
Siswa membentuk kelompok yang terdiri
dari 5-6 siswa
Mengamati:
Siswa mengamati video clip/ mendengar
audio lagu yang di putar guru
Mencoba:
Siswa menganalisa makna lagu, dan
penggunaan tenses yang dominan
Siswa menjawab kuis
Mengkomunikasikan:
Siswa berdiskusi dalam kelompok
Menanya:
Guru memberikan kuis
60 menit
Penutup
1. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
2. Guru memberikan kesempatan pada siswa
untuk bertanya jika masih belum
mengerti dalam pemaparan grup
3. Guru memberikan tugas/pekerjaan rumah
dengan membuat mini album book-
project
4. Salam penutup
10 menit
98
Pertemuan kedua
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
1. Guru menyapa siswa
2. Guru mengecek presensi siswa
3. Guru menyampaikan tujuan pembelajaran
5 menit
Inti
Mengasosiasi:
Siswa membentuk kelompok 5-6 yang
terdiri dari siswa
Mengkomunikasikan:
Siswa mengumpulkan tugas
Siswa presentasi lanjutan
Mengamati:
Siswa mendengarkan presentasi
Menanya:
Siswa bertanya mengenai presentasi yang
dibawakan
Mencoba:
Siswa bernyanyi bersama
60 menit
Penutup
1. Guru membimbing siswa untuk
menyimpulkan kegiatan yang telah
dilaksanakan
2. Guru memberikan kesempatan pada siswa
untuk bertanya jika masih belum
mengerti dalam pemaparan grup
3. Salam penutup
10 menit
H. Sumber dan Media Pembelajaran
Sumber belajar : Internet, buku.
Media Pembelajaran : PowerPoint
I. Penilaian Proses dan Hasil Pembelajaran
99
No Criteria Rating
Score Description
1 Pronunciation
5 (95-100) Has few traces of foreign language.
4 (85-94) Always intelligible, thought one is conscious of
a definite accent.
3 (75-84)
Pronunciation problem necessities concentrated
listening and occasionally lead to
misunderstanding.
2 (65-74)
Very hard to understand because of
pronunciation problem, most frequently be
asked to repeat.
1 Below
65
Pronunciation problem to serve as to make
speech virtually unintelligible.
2 Grammar
5 (95-100) Make few (if any) noticeable errors of grammar
and word order.
4 (85-94)
Occasionally makes grammatical and or word
orders errors that do not, however obscure
meaning.
3 (75-84) Make frequent errors of grammar and word
order, which occasionally obscure meaning.
2 (65-74)
Grammar and word order errors make
comprehension difficult, must often rephrase
sentence.
1 Below
65
Errors in grammar and word order, so, severe as
to make speech virtually unintelligible.
3 Vocabulary 5 (95-100) Use of vocabulary and idioms is virtually that of
native speaker.
100
4 (85-94) Sometimes uses inappropriate terms and must
rephrases ideas because of lexical and equities.
3 (75-84)
Frequently uses the wrong words conversation
somewhat limited because of inadequate
vocabulary.
2 (65-74) Misuse of words and very limited vocabulary
makes comprehension quite difficult.
1 Below
65
Vocabulary limitation so extreme as to make
conversation virtually impossible.
4 Fluency
5 (95-100) Speech as fluent and efforts less as that of native
speaker.
4 (85-94) Speed of speech seems to be slightly affected by
language problem.
3 (75-84) Speed and fluency are rather strongly affected
by language problem.
2 (65-74) Usually hesitant, often farce into silence by
language limitation.
1 Below
65
Speech is halting and fragmentary as to make
conversation virtually impossible.
5 Comprehension
5 (95-100) Appears to understand everything without
difficulty.
4 (85-94)
Understand nearly everything at normal speed
although occasionally repetition may be
necessary.
3 (75-84) Understand most of what is said at slower than
normal speed without repetition.
101
2 (65-74)
Has great difficulty comprehend social
conversation spoken slowly and with frequent
repetition
1 Below
65
Cannot be said to understand even simple
conversation.
Tangerang Selatan, 31 Januari 2018
Peneliti
Mella Sarasyifa
NIM: 1113014000040
APPENDIX 4
102
PRE-TEST SCORE OF THE EXPERIMENTAL CLASS
No Participants
Criteria
Score
Pro
nu
nci
ati
on
Flu
ency
Vo
cab
ula
ry
Co
mp
reh
ensi
on
Gra
mm
ar
1 Student 1 80 80 80 80 75 79
2 Student 2 75 75 75 80 75 76
3 Student 3 75 75 70 75 70 73
4 Student 4 80 75 75 80 70 76
5 Student 5 75 75 75 75 70 74
6 Student 6 80 75 75 75 70 75
7 Student 7 80 80 75 80 75 78
8 Student 8 80 75 75 80 75 77
9 Student 9 75 75 75 80 75 76
10 Student 10 75 75 70 75 70 73
11 Student 11 75 70 70 70 65 70
12 Student 12 75 75 75 75 70 74
13 Student 13 85 85 80 80 75 81
14 Student 14 85 80 80 85 80 82
15 Student 15 80 80 75 85 75 79
16 Student 16 80 75 75 80 75 77
17 Student 17 75 80 75 80 70 76
18 Student 18 75 75 70 85 70 75
19 Student 19 75 75 75 75 75 75
20 Student 20 80 80 75 80 70 77
21 Student 21 85 85 80 85 80 83
22 Student 22 75 75 75 75 75 75
23 Student 23 80 75 75 75 75 76
24 Student 24 80 75 75 80 75 77
25 Student 25 80 75 75 75 75 76
26 Student 26 75 75 70 75 70 73
27 Student 27 75 70 75 75 70 73
28 Student 28 75 75 75 75 70 74
29 Student 29 75 75 75 80 75 76
30 Student 30 75 70 75 75 70 73
31 Student 31 80 85 85 85 80 83
32 Student 32 80 75 80 80 75 78
33 Student 33 75 70 70 70 70 71
34 Student 34 75 70 70 75 65 71
35 Student 35 85 85 80 85 75 82
36 Student 36 80 70 75 80 70 75
37 Student 37 75 80 75 75 75 76
38 Student 38 75 75 75 80 75 76
APPENDIX 5
103
POST-TEST SCORE OF THE EXPERIMENTAL CLASS
No Participants
Criteria
Score
Pro
nu
nci
ati
on
Flu
ency
Vo
cab
ula
ry
Co
mp
reh
ensi
on
Gra
mm
ar
1 Student 1 85 85 85 85 80 84
2 Student 2 80 85 80 80 80 81
3 Student 3 80 80 80 85 75 80
4 Student 4 80 80 80 85 75 80
5 Student 5 75 75 75 80 70 75
6 Student 6 80 80 85 80 75 80
7 Student 7 85 85 85 90 80 85
8 Student 8 85 85 85 85 80 84
9 Student 9 80 80 80 85 80 81
10 Student 10 80 80 75 75 70 76
11 Student 11 75 75 75 75 70 74
12 Student 12 75 75 75 80 70 75
13 Student 13 85 85 80 80 80 82
14 Student 14 90 85 90 85 85 87
15 Student 15 85 85 85 85 85 85
16 Student 16 85 80 80 80 80 81
17 Student 17 80 85 80 80 75 80
18 Student 18 80 85 85 85 75 82
19 Student 19 80 75 80 80 75 78
20 Student 20 85 80 80 80 75 80
21 Student 21 90 90 85 85 85 87
22 Student 22 75 80 85 75 75 78
23 Student 23 85 80 85 80 80 82
24 Student 24 85 90 85 80 80 84
25 Student 25 85 85 85 80 80 83
26 Student 26 85 80 85 80 80 82
27 Student 27 85 75 80 80 70 78
28 Student 28 80 80 75 75 75 77
29 Student 29 80 75 80 80 75 78
30 Student 30 75 75 75 75 75 75
31 Student 31 85 90 90 85 85 87
32 Student 32 85 80 85 80 80 82
33 Student 33 70 70 70 80 70 72
34 Student 34 80 75 80 80 70 77
35 Student 35 85 85 85 85 80 84
36 Student 36 85 70 75 80 70 76
37 Student 37 80 80 85 80 75 80
38 Student 38 80 80 80 80 80 80
APPENDIX 6
104
PRE-TEST SCORE OF THE CONTROL CLASS
No Participants
Criteria
Score
Pro
nu
nci
ati
on
Flu
ency
Voca
bu
lary
Com
pre
hen
sion
Gra
mm
ar
1 Student 1 80 80 75 80 75 78
2 Student 2 80 75 75 80 75 77
3 Student 3 80 80 80 85 80 81
4 Student 4 80 75 75 80 75 77
5 Student 5 80 75 75 80 75 77
6 Student 6 70 70 75 75 70 72
7 Student 7 80 80 75 80 75 78
8 Student 8 75 75 75 75 75 75
9 Student 9 80 75 75 75 75 76
10 Student 10 85 80 85 85 80 83
11 Student 11 80 75 75 75 75 76
12 Student 12 75 75 80 75 75 76
13 Student 13 80 80 80 80 75 79
14 Student 14 85 85 80 80 80 82
15 Student 15 85 80 85 80 85 83
16 Student 16 80 75 75 80 75 77
17 Student 17 70 70 75 75 70 72
18 Student 18 75 75 75 70 75 74
19 Student 19 80 75 75 80 75 77
20 Student 20 75 70 75 75 75 74
21 Student 21 85 80 80 85 80 82
22 Student 22 80 75 70 75 70 74
23 Student 23 80 85 80 85 80 82
24 Student 24 75 80 75 80 75 77
25 Student 25 80 75 70 80 75 76
26 Student 26 80 75 75 70 75 75
27 Student 27 70 75 70 70 70 71
28 Student 28 80 80 75 80 75 78
29 Student 29 80 75 75 80 75 77
30 Student 30 75 75 70 75 70 73
31 Student 31 80 75 75 80 75 77
32 Student 32 75 75 70 70 75 73
33 Student 33 70 70 75 75 75 73
34 Student 34 80 75 75 80 75 77
35 Student 35 75 75 70 80 75 75
36 Student 36 85 85 80 85 80 83
37 Student 37 85 75 80 75 80 79
38 Student 38 80 75 75 75 75 76
PPENDIX 7
105
POST-TEST SCORE OF THE CONTROL CLASS
No Participants
Criteria
Score
Pro
nu
nci
ati
on
Flu
ency
Vo
cab
ula
ry
Co
mp
reh
ensi
on
Gra
mm
ar
1 Student 1 80 80 80 85 75 80
2 Student 2 75 80 75 80 75 77
3 Student 3 85 85 85 80 80 83
4 Student 4 80 80 75 80 75 78
5 Student 5 80 80 70 80 75 77
6 Student 6 75 70 70 75 70 72
7 Student 7 85 85 75 80 75 80
8 Student 8 75 80 70 85 70 76
9 Student 9 80 80 70 80 75 77
10 Student 10 80 85 85 90 85 85
11 Student 11 85 80 75 75 75 78
12 Student 12 80 75 80 80 75 78
13 Student 13 80 80 75 85 75 79
14 Student 14 90 85 80 85 90 86
15 Student 15 90 80 85 85 90 86
16 Student 16 80 80 75 85 75 79
17 Student 17 75 75 70 75 75 74
18 Student 18 75 75 70 80 75 75
19 Student 19 85 80 75 85 75 80
20 Student 20 75 80 70 80 75 76
21 Student 21 85 80 80 85 80 82
22 Student 22 70 80 70 80 75 75
23 Student 23 80 80 75 85 85 81
24 Student 24 80 80 75 85 70 78
25 Student 25 80 75 75 80 75 77
26 Student 26 80 75 70 80 75 76
27 Student 27 80 75 70 80 70 75
28 Student 28 85 80 75 85 75 80
29 Student 29 80 70 70 80 70 74
30 Student 30 80 75 70 80 70 75
31 Student 31 85 75 70 85 75 78
32 Student 32 80 75 75 80 75 77
33 Student 33 75 75 70 75 75 74
34 Student 34 80 70 75 80 75 76
35 Student 35 80 80 70 80 80 78
36 Student 36 90 90 85 90 80 87
37 Student 37 85 85 80 80 80 82
38 Student 38 85 80 75 85 75 80
APPENDIX 8
106
THE GAINED SCORE OF THE EXPERIMENTAL CLASS
Number of the
Students Nilai Pre-Test Nilai Post-Test Gained Score
Student 1 79 84 5
Student 2 76 81 5
Student 3 73 80 7
Student 4 76 80 4
Student 5 74 75 1
Student 6 75 80 5
Student 7 78 85 7
Student 8 77 84 7
Student 9 76 81 5
Student 10 73 76 3
Student 11 70 74 4
Student 12 74 75 1
Student 13 81 82 1
Student 14 82 87 5
Student 15 79 85 6
Student 16 77 81 4
Student 17 76 80 4
Student 18 75 82 7
Student 19 75 78 3
Student 20 77 80 3
Student 21 83 87 4
Student 22 75 78 3
Student 23 76 82 6
Student 24 77 84 7
Student 25 76 83 7
Student 26 73 82 9
Student 27 73 78 5
Student 28 74 77 3
Student 29 76 78 2
Student 30 73 75 2
Student 31 83 87 4
Student 32 78 82 4
Student 33 71 72 1
Student 34 71 77 6
Student 35 82 84 2
Student 36 75 76 1
Student 37 76 80 4
Student 38 76 80 4
Total 2891 3052 161
Mean 76.1 80.3 4.2
APPENDIX 9
107
THE STEPS TO ANALYZE THE NORMALITY AND HOMOGENEITY
TEST USING SPSS
1. The Normality Test
a. Open SPSS version 23 software program
b. Click Variable View and complete these columns:
1) Input data information in the first row. Make sure Variable 1 name
(Pre_Test_Score/ Post_Test_Score), Decimals (0), Values (None),
Measure (Nominal).
2) Input data information in the second row. Make sure Variable 2
name (Class), Decimals (0), Values (1=’Experimental Class’,
2=’Controlled Class’), Measure (Scale).
c. Click Data View, input the pre-test score of experimental and
controlled class in the “Pre_Test_Score” column. Then, type “1” as the
representation of experimental class and type “2” as the representation
of controlled class in the “Class” column.
d. Click Analyze >> Descriptive Statistic>>Explore
e. Move ‘Pre_Test_Score’ to Dependen List box, and ‘Class’ to Factor
List box.
f. Click Plot>>checklist ‘Normality plots with test’>>Continue
g. Checklist ‘Plots’>>OK
108
2. The Homogeneity Test
a. Open SPSS version 23 software program
b. Click Variable View and complete these columns:
1) Input data information in the first row. Make sure Variable 1 name
(Pre_Test_Score/ Post_Test_Score), Decimals (0), Values (None),
Measure (Nominal).
2) Input data information in the second row. Make sure Variable 2
name (Class), Decimals (0), Values (1=’Experimental Class’,
2=’Controlled Class’), Measure (Scale).
c. Click Data View, input the pre-test score of experimental and
controlled class in the “Pre_Test_Score” column. Then, type “1” as
the representation of experimental class and type “2” as the
representation of controlled class in the “Class” column.
d. Click Analyze >> Compare Means>>One-Way ANOVA
e. Move ‘Pre_Test_Score’ to Dependen List box, and ‘Class’ to Factor
List box.
f. Click Option>>checklist ‘Homogeneity of Variance test’>>OK
APPENDIX 10
109
THE STEPS TO ANALYZE THE T-TEST USING SPSS
a. Open SPSS version 23 software program
b. Click Variable View and complete these columns:
1) Input data information in the first row. Make sure Variable 1 name
(Pre_Test_Score/ Post_Test_Score), Decimals (0), Values (None),
Measure (Nominal).
2) Input data information in the second row. Make sure Variable 2
name (Class), Decimals (0), Values (1=’Experimental Class’,
2=’Controlled Class’), Measure (Scale).
c. Click Data View, input the pre-test score of experimental and
controlled class in the “Pre_Test_Score” column. Then, type “1” as
the representation of experimental class and type “2” as the
representation of controlled class in the “Class” column.
g. Click Analyze >> Compare Means>>Independent-Sample T-test
h. Move ‘Pre_Test_Score’ or ‘Post_Test_Score’ into Test Variable(s)
box, and ‘Class’ into Grouping Variable box.
i. Click Define groups: Group 1 (1) and Group 2 (2)>>Continue>>OK
APPENDIX 11
110
SPEAKING PRE-TEST
Instruction:
1. Make a group consists of 4-5 students
2. Join with your member group
3. Make a Hortatory Text by your own
4. Compile and discuss with your group at home
5. The next meeting, your group will present the Hortatory Text in front of
the class but speaking individually
Task:
Free Hortatory Text Topics.
SPEAKING POST-TEST
Instruction:
1. Make a group consists of 4-5 students
2. Join with your member group
3. Discuss with your group
4. Explain and share about the hortatory text spontaneously
5. Speaking individually
Task:
Free topics related to the school and the education.
111
SPEAKING TREATMENT
Instruction for Homework:
1. Make a group consists of 4-5 students
2. You have two options to access the video:
First, offline video without subtitle at all. I will share it using SHAREIT
application if you ask.
Second, online video with subtitle on Youtube caption option.
3. The link channel of online videos will be shared via Line
4. Each students should take a note about the video. Please, just key point.
5. Note taking will be checked
6. You have the responsibility to be honest and keep talking in English when
I go around tomorrow
Instruction for Class Session:
1. Join with your member group
2. Discuss your homework (video) about 20 minutes
3. I will go around
4. Encourage your friends to talk and share their opinion
5. I will check your speaking and note taking
6. Please keep talking, I trust you!
Task:
Watch the video that I have listed.
APPENDIX 12
112
EXAMPLES OF LEARNING MATERIAL
(VIDEO FOR HOMEWORK)
https://www.youtube.com/watch?v=uwkLdqUOrxE (Jakarta Travel Guide)
https://www.youtube.com/watch?v=9DbvSl_C_kY (A Japanese Technique to
Overcome Laziness)
https://youtu.be/Y-8b99rGpkM (What Happens to Your Body if You Don’t
Sleep)
APPENDIX 13
113
RESEARCHER’S NOTE TRANSCRIPT
a. The Preparation Stages
1. Video Selection and Video Duration
The researcher determined to use videos from Youtube platform as the
primary input sources to be used in teaching speaking. It was considered
because the best input to acquire and enrich the target language was from
the native speaker since the teacher had some obstacles such as dialect or
wrong pronunciation. In addition, the consideration was many students
faced some difficulties to produce a language. It was caused by the
minimum input of the students got in the outside class. It also affected the
component of students’ speaking such as pronunciation, fluency,
vocabulary, comprehension, and grammar when the students produce an
output. For example, the students had limited vocabulary, did not know
how to pronounce some words that related to the videos, and did not
comprehend the video in the class. Based on the researcher’s note and
interview with some students the students spent more their mobile data and
be an active user on social media such as Line and Instagram.
However, in educational aspect, Youtube was the most popular
platform to be accessed by almost all the students. It was because the
students were interested to imitate the native speaker which has been
published the video on Youtube. The most popular videos that attracted
students interest such as the song videos and the Vlog (Video Blog) of
actor or actress videos. Therefore, the researcher used this opportunities to
introduce the positive content of Educational videos which they could be
accessed in the outside class. In the other word, the researcher could
control the students’ speaking activities.
The researcher had listed the educational videos in some channels
Youtube based on the students’ learning style and interest, as follows:
1) TED Talk
2) TED Education
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3) Khan Academy
4) Asap SCIENCE
5) Travel Guide
6) English Today Jakarta
7) Tech Insider
8) Bright Side
9) Business Insider*
10) ASA Vlogs*
Based on the lists above, the channels consisted the educational videos in
number 1-8, and additional videos in number 9-10. Furthermore, the
researcher required the students to watch the video duration less than 7
minutes, in order to be focused and encouraged the students to watch the
short videos.
2. The Instructional of Flipped Classroom
After the pre-test was administered in the experimental class, the
researcher explained the flipped classroom model, the regulation of the
new model, the video that should be watched and also the duration, and the
aspects of speaking that would be assessed. It was intended to encourage
and build students’ understanding of the speaking task. After the students
understand all the rules, then, the researcher gave the instructional of
flipped classroom to the students for the first-sixth meetings, as follows:
The first instruction, the students were asked to make a group consists
of 4-5 students in the class. Second, the students had two options to access
the video, there were offline and online videos as a homework. The offline
video contained video with no subtitle at all. On the other hand, online
video with subtitle on Youtube caption option could be accessed through
the link. The researcher shared the link via Line through the leader of the
class. Third, each students should take a note about the video but only key
point, and would be checked by the researcher. The last, the researcher
explained that the students had the responsibility to be honest and keep
115
talking in English when the researcher went around their group in the next
meeting.
b. The Homework Stages
The treatment of the experimental class spent six meetings. In six
meetings, all of the students decided to choose the online videos, therefore,
the researcher sent the links to the leader of class via Line. Then, to
explore the students’ attitude of flipped classroom model, the researcher
used three patterns when shared the links in every two meetings.
The first pattern for two meetings, the researcher used English as the
instruction, only one video for all group, and sent the link three days
before the meeting. The second pattern for two meetings, the researcher
used Bahasa as the instruction, used the variety of videos, and sent the link
at 20:50 WIB (the night) before the meeting. Actually, the researcher
should send the links two days before the meeting, but it was the
researcher’s mistakes and had the trouble with this pattern. And the third
pattern for two meetings, the researcher used mixed language (English
then translated in Bahasa) as the instruction, used the variety of channels
but the students were free to choose the topic in the channel, and sent the
links at 20:18 WIB (the night) before the meeting.
The finding could be concluded that the students had a positive
response in the first pattern, on the other hand, had a negative response
when the video was sent the day before the meetings.
c. The Class-Time Stages
The students were ready to implement the flipped classroom model.
The students have joined with their group before the researcher entered the
classroom. Each groups consisted of 5-6 students and was heterogeneous
of the speaking level. Then, the students discussed the video which has
116
watched at homework. The researcher went around the groups to check the
note taking and clarified the pronunciation and the topics if needed. The
researcher reported the development of the students, as follows:
1) The First and the Second Meeting
The students still adapted with this model. They tried to speak in
English but the passive and silent participants were still dominant. When
the researcher went around to the other group, many students suddenly
kept in silent and suddenly pretended to talk with their members. In
addition, only one topic of the video which was discuss in these meetings.
As a result, they were bored and confused what else they should be
discussed. Based on this situation, the researcher evaluated and tried to
give the better requirement and solutions for the next meetings.
2) The Third and the Fourth Meeting
The students has adapted with this model. They spoke in English even
though using mixed language (English and Bahasa). They were enthusiast
to respond their friend in the group because the topics were variety. As the
result, they were challenged to join in conversation to deliver the different
topics. Based on the evaluation in the first and the second meeting, the
researcher decided to point out the leader in each groups. The leaders had a
responsibility to encourage their member who would not speak or join the
conversation through asked and gave the opportunities for them to share
their ideas. The result was they spoke in English when the researcher went
around to the other group, even though there was still one or two students
were silent in a group.
117
3) The Fifth and Sixth Meeting
The researcher was surprised by the students who were passive in a
group became active members. Almost all the students in the experimental
class were interested, challenged, and enthusiast to speak in English
dependently. They were more fluent and less shy to speak in English even
though they had incorrect pronunciation and grammar. However, this
situation became an opportunities for the researcher to assist the students
and correct the students’ mistakes in speaking.
APPENDIX 14
118
INTERVIEW TRANSCRIPT
Preliminary Qualitative Phase
*Interview a Group of the Students (8 students)
R : “Kalian kenapa tadi gak mau aktif speaking di grup?”
S1 : “Bukannya gak mau kak, tapi saya bingung mau ngomong apa.”
S2 : “Kalau aku, emang gak suka kak sama speaking. Males aja gitu
hawanya.”
R : “Loh kok males? Emang ada apakah dengan speaking?”
S2 : “Kalau aku tergantung guru kak. Aku akan aktif speaking kalau gurunya
juga membiasakan diri speaking in English.”
S3 : “Iya kak bener. Masa princess aja pronunciationnya gitu ya kemarin.
Harusnya kan ‘c’ itu ‘s’, tapi ini princess ya ‘c’nya disebut kak.”
R : “Oh gitu. Yasudah khusnudzan aja ya. Mungkin lagi kepleset hehe”
S1 : “Tapi emang bener sih kak, kalau sekali dua kali kepleset kita maklumin.
Tapi… kayaknya ini bukan kepleset deh kak. Sering aja gitu aneh.
R : “Terus kalian maunya gimana biar speaking?”
S4 : “Duh kak, kalau ditanya gitu aku juga bingung, hehe. Soalnya otak aku
ke settingnya ya udah males karena di kelas kurang aktif speakingnya.”
R : “Hmm gitu..”
S5 : “Kita bukannya gak mau diskusi ya kak tadi pas pelajaran kakak. Tapi
kita kaget aja gitu kak baru kali ini di suruh ngomong spontan ke temen.
Kan bingung vocabnya apa dan grammarnya sih yang paling takut.”
S6 : “Nah iya tuh kata S5 bener!”
S2 : “Ya itu tadi ujung-ujungnya bener kan kata gue, males hawanya.”
S7 : “Tapi kalau lo males, kapan bisanya? Sekarang apa-apa pake English.”
S8 : “Kalau speaking, aku lebih seneng dari native langsung kak.”
S1-S7 : “Iya kak setuju.”
119
Preliminary Qualitative Phase
*Interview a Teacher (Tedi Yosep, M.Pd.)
R : “Assalamu’alaikum Bapak, perkenalkan saya Mella Sarasyifa, peneliti
Flipped Classroom Model untuk pembelajaran speaking di kelas
Bapak. Saya ingin bertanya mengenai kegiatan-kegiatan speaking,
apakah bapak bersedia?”
PT : “Wa’alaikumsalam. Iya silakan, Mel.”
R : “Baik, terima kasih Pak. Langsung saja ya Pak. Jenis kegiatan apa yang
dilakukan ketika ada aktivitas speaking di kelas. Pak?”
PT : “Saya biasa pakai dialog untuk kegiatan speaking.”
R : “Apakah dengan dialog, siswa menjadi aktif di kelas?”
PT : “Pasif, karena kan kurikulum harus tercapai. Jadi, target materi lain
selain speaking itu yang lebih prioritas.”
R : “Hambatan apa saja yang Bapak hadapi selama mengajar speaking?"
PT : “Siswa tidak mau berbicara, tidak percaya diri, dan minimnya vocab.”
R : “Bagaimana cara bapak mengatasi hambatan tersebut?”
PT : “Karena tujuan bahasa Inggris khussunya speaking itu adalah
komunikasi , dan guru itu bisa mengaktivasi yang tidak aktif menjadi
aktif. Itu semua harus di mulai dari saya dulu sebagai guru, contohin
pakai bahasa Inggris. Saya juga pakai presentasi (siswanya) di kelas
per BAB materi, jadi siswa mau tidak mau saya aktivasi untuk
speaking.”
R : “Materi apa yang biasa Bapak gunakan untuk speaking? Sumbernya?”
PT :”Materi sesuai silabus, dan saya serahkan ke siswa sumber bebas.”
R :” Pernah tidak, Bapak mengembangkan materi sendiri?”
PT : “Tidak Pernah.”
R : “Lalu, apa yang bapak harapkan dari aktivitas speaking siswa?”
PT : “Saya mah yang penting siswa mau belajar dan termotivasi untuk
120
speaking saja sudah cukup.”
R : “Bagaimana cara memotivasi siswa dan evaluasi siswa?”
PT : “Dengan nilai. Makanya saya suka kasih nilai tinggi sebagai bentuk
apresiasi dan assess saya ke mereka yang sudah berani maju ke depan
dan percaya diri. Masalah pronunciation, kadang saya perbaiki ketika
maju, dan tidak masalah dengan fluency. Jadi murni karena sudah
berani maju ke depan saja sudah dapat poin lebih, karena realitanya
siswa kita sangat sulit untuk speaking.”
R : “Bapak pernah mendengar atau menggunakan Flipped Classroom
Model?”
PT : “Belum pernah, baru kali ini saya mendengarnya.”
R : “Dari banyaknya hambatan-hambatan yang bapak paparkan tadi, saya
yakin model ini bisa meningkatkan keterampilan siswa dalam
speaking.”
PT : “Ok, menarik. Kita coba!”
R : “Baik pak. Ok, saya cukupkan ya Pak. Terima kasih atas kesediaan
waktu Bapak. Wassalamu’alaikum.”
PT : “Iya, sip sama-sama.”
Preliminary Qualitative Phase
*Interview a Student (Putu Krisna from XI MIPA 1)
R : “Siang, Putu! Putu kan ketua English Club di sekolah ini, apa sih yang
Putu tau tentang speaking di SMA ini?
P : “Siang juga Kak! Ya disini masih pasif kak untuk speaking.”
R : “Kalau boleh tau, apa tuh yang menyebabkan pasif?
P : “Dari dalam diri siswanya malas untuk speaking dan guru yang
sebelumnya dan kebanyakan di sekolah ini terbiasa menggunakan
bahasa Indonesia di kelas.
121
R : “Karena kakak kan sudah tahu latar belakang dan kemampuan bahasa
Inggris kamu, kakak yakin kamu tidak mengalami kesulitan dalam
speaking. Tapi boleh ceritakan ke kakak, apa sih kesulitan-kesulitan
yang dihadapi teman-teman lain?
P : “Kesulitannya macam-macam. Ada yang kurang input, ada yang malas,
ada yang gak suka bahasa Inggris apalagi speakingnya, terlalu takut
ngomong karena takut salah grammarnya, gak ada teman berbicara
bahasa Inggrisnya. Tapi yang paling terlihat adalah kurang practice.”
R : “Oh gitu, lalu biasanya di kelas ngapain aja?
P : “Presentasi materi per chapter/ grup, ada sesi tanya jawab in English.
Seru sih. Lumayan lah,mau gak mau pakai bahasa Inggris.”
R : “Guru kamu menggunakan media gak untuk ngajar speaking?”
P : “Yang satu (bahasa Inggris wajib) pakai PowerPoint. Sama sih yang
peminatan juga. Tapi untuk media lain paling listening pakai audio
atau speaker dan video-video.”
R : “Videonya di tonton di kelas atau di rumah?”
P : “Di kelas, Kak.”
R : “Ok. Pertanyaan selanjutnya, pernah gak sih guru kamu ngasih intsruksi
atau berbicara bahasa Inggris di kelas?
P : “Kalau pelajaran bahsa Inggris (wajib) sangat jarang. Kalau pelajaran
pak Tedi (peminatan) pakai bahasa Inngris karena bapaknya itu aktif
pakai bahasa Inggris, mewajibkan kita pakai
bahasa Inggris dari presentasi sampai sesi tanya jawab, dan mengajak
siswa untuk pakai bahasa Inggris.”
R : “Memangnya ekspektasi Putu untuk speaking apa sih?”
P : “Lebih aktif speaking, ada interaksi atau diskusi dengan bahasa
Inggris.”
122
Appendix 15
QUESTIONNAIRE TRANSCRIPT
A N S W E R S
Q1: Delightful. Because I could be more understand if
I study with pictures or videos. And it’s so fun to watch
many videos that I have a different title and theme.
Q2: Ada. I have a new vocabularies, to be more
fluent when speak in English, and more detail in
listening.
Q3: Yes it is me! Often forget to do homework,
including forget these Flipped Model homework.
Q4: Yes, this model increase my speaking skill,
including I got new vocab, and more detail to
listening per word, and I will ask to repeat in discussion
if I don’t understand what my friends said.
Q5: I recommend this model, because I myself is more
understand if I study with practice not theory
Q6:
1. “Oh no! It’s just spend my quota internet! ”
2. “My friend is fluency to speak in English, I
should be like her!”
3. “Wow, it’s so interesting to watch many videos
and talk in English”
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
4. Before :
5. Process :
6. After :
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
ADINDA NUR
123
A K I L L A H D W I A Student 1 | XI-IPA 1
A N S W E R S
Q1: Bagus, beda dari model pembelajaran yang lain
Q2: Ada. Membuat murid menjadi lebih percaya diri
terhadap Bahasa Inggrisnya karena hanya
perkelompok atau beberapa orang saja yang tahu.
Kemudian, mempermudah bertukar pikiran tentang
kosakata dan grammar serta informasi yang telah di
tonton sebelumnya.
Q3: Hambatannya mungkin lebih ke ‘malas’, dan
pelafalan Bahasa Inggris di videonya.
Q4: Iya dalam hal percaya diri (karena tidak maju ke
depan), dan menjadi lebih tahu sedikit grammar.
Q5: Ya, karena bisa meningkatkan kemampuan
Bahasa Inggris dari video dan teman.
Q6:
1. Merasa tidak percaya diri
2. Merasa ada kemajuan dalam Bahasa Inggris
3. Merasa lebih percaya diri.
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
ADITYA MIFTA MAHMUD
124
A N S W E R S
Q1: Seru dan menarik.
Q2: Ada. Dengan adanya model seperti ini,
saya bisa menggunakan Bahasa Inggris
walaupun kurang lancar.
Q3: Ada. Saya jarang melihat video karena
gak ada paket
Q4: Iya, saya jadi lebih terbiasa berbicara
Bahasa Inggris.
Q5: Mungkin saja untuk rekomendasi.
Q6:
1. Sangat ragu sekali
2. Mulai beradaptasi
3. Sangat seru
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1 Before :
2 Process :
3 After :
AGNES DWI K
125
A N S W E R S
Q1: Bagus, model kelas seperti ini membuat
murid menjadi lebih aktif.
Q2: Ada. Saya lebih mengerti tentang
Bahasa Inggris dan menemukan vocab baru.
Q3: Ada, kelompoknya itu itu lagi.
Q4: Iya. Menemukan vocab baru tetapi
dalam speaking masih suka bingung.
Q5: Ada. Untuk meningkatkan skill speaking.
Q6:
1. Flat
2. Flat
3. Lumayan
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Ahmad Faris Khairy
126
A K I L L A H D W I A Student 1 | XI-IPA 1
A N S W E R S
Q1: Lumayan bagus, karena masih ada
murid yang canggung untuk aktif.
Q2: Ada. Lebih mengerti tentang Bahasa
Inggris dan mendapatkan vocab baru.
Q3: Ada. Kelompokknya monoton, tidak
berubah.
Q4: Iya. Menemukan vocab baru tetapi
dalam pengejaan masih bingung.
Q5: Ada. Untuk meningkatkan skill berbicara
Bahasa Inggris.
Q6:
1. Flat
2. Flat
3. Lumayan
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
AHMAD KHOLIS
127
A N S W E R S
Q1: Pendapat saya bagus, karena
mendorong siswa untuk berani berbicara
apapun yang dia tau.
Q2: Ada. Saya lebih berani untuk berbicara
sebisa saya dengan teman-teman saya
menggunakan Bahasa Inggris.
Q3: Kurang semangat, monoton dan
kurangnya niat.
Q4: Iya dalam hal berbicara Bahasa Inggris
meskipun seadanya, tetapi melatih lebih
berani lagi.
Q5: Iya ingin, karena meluangkan waktu
berbicara tidak hanya materi.
Q6:
1. Membosankan
2. Tertarik
3. Ingin lebih dan menyenangkan
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
AKBAR FADILLAH
128
A N S W E R S
Q1: Pendapat aku bagus, karena menurut aku
berawal kelas ini banyak yang bisa Bahasa Inggris tapi
masih pasif, sekarang lumayan ada perubahan
menjadi lebih aktif
Q2: Ada dong, yaitu menjadi lebih aktif, topik
pembicaraan lebih luas, dan banyak Bahasa Inggris
yang belum diketahui jadi tau.
Q3: Ada. Pertama-tama model ini baru dibuat ada
rasa malas menonton video dan menyimpulkan video
dengan teman-teman. Harus ngomong/diskusi pake
Bahasa Inggris tapi lama-lama jadi suka.
Q4: Iya. Aku lumayan jadi berani speaking English
sama temen-temen bisa merangkai kata sendiri
walaupun verbnya masih salah.
Q5: Iya rekomendasi! Soalnya lebih meningkat kualitas
speaking sama temen-temen di kelas dan agar
menjadi lebih aktif dan seru diskusi dengan teman.
Q6: -
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
AKILLAH DWI A
129
A N S W E R S
Q1: It’s good. It makes us learn something
new.
Q2: There so many benefits like we learn
something new, like new vocab.
Q3: Yes, sometime we susah ngomong/cari
kata-katanya.
Q4: Iya, menjadi lebih berani berbicara di
depan umum.
Q5: Yes, because it is berguna bagi masa
depan.
Q6:
1. Biasa aja
2. Asik dan jadi mau belajar Bahasa
Inggris
3. Jadi lebih mengerti Bahasa Inggris
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
ALKA A
130
A N S W E R S
Q1: Menurut saya, model ini bagus aja sih,
tapi tergantung anaknya mau ngobrol atau
enggak.
Q2: Menambah vocab, kalau ngobrol pakai
Bahasa Inggris, sedikit nyambung.
Q3: Ada. Kuota saya sedikit dan gak ada
wifi. Kalau video offline mager.
Q4: Iya jadi paham sedikit-sedikit kalau
ngomong pakai Bahasa Inggris.
Q5: fifty fifty, because setiap saya ngobrol
pakai Bahasa Inggris susah ngeluarinnya.
Q6:
1. Aneh! Apaan sih ini model?
2. Menarik. Lama-lama menarik juga
3. Lumayan lah, menambah kata-kata
baru
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
ANGGIT TRI W
131
A N S W E R S
Q1: Bagus, model kelas seperti ini bisa
membantu menjadi lebih baik.
Q2: Ada. Lebiih mengerti tentang Bahasa
Inggris.
Q3: Ada. Kelompok tidak berubah.
Q4: Iya menemukan wacana baru tetapi
dalam pengerjaan masih bingung,
Q5: Iya rekomendasi untuk meningkatkan skill
berbicara Bahasa Inggris.
Q6:
1. Flat
2. Flat
3. Lumayan
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
ARIO BIMO
132
A N S W E R S
Q1: Menurut saya ide ini bagus dan bisa
membantu untuk belajar speaking.
Q2: Ada. Dari model pembelajaran ini saya bisa
mencoba speaking dan belajar bagaimana
agar bisa lancar berbahasa Inggris.
Q3: Ada, karena saya belum terlalu bisa Bahasa
Inggris, saya terkadang kesulitan dalam
menonton video yang tidak ada translate dalam
Bahasa Indonesia.
Q4: Iya dalam hal percakapan dan
pembicaraan.
Q5: Iya saya merekomendasikan karena kita bisa
terys berlatih dari awalnya gak bisa menjadi bisa
sedikit demi sedikit.
Q6:
1. Menyulitkan
2. Menyenangkan
3. Menguntungkan
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
AYUDIA OKTAVIANI
133
A N S W E R S
Q1: It’s not bad, pretty good. And it’s
something really new to me.
Q2: Students are more active and
responsible (however, this is not true)
Q3: The deadline is rather tight.
Q4: 50/50 really, it’s good to have a new
method, while in the other hand, the method
isn’t effective.
Q5: Sure, with some improvements to be
more it would be good to go.
Q6:
1. Feels like kinda forced to do it.
2. It’s alright, no major issues
3. It’s not a forced activity anymore, so
it’s cool
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Bismoko N
134
A N S W E R S
Q1: I think, it’s fun! We can talk in English to our friend
without meragukan grammar, hahaha
Q2: Yas of course! When this model is applied in my
class, aku jadi seneng banget talking in English,
sometimes (when bukan pelajaran Inggris) me and my
chairmate also talking in English and I have an idea to
make a group that contain some of my class
members that interested to chat in English, hehe.
Q3: I think it’s a no for me, but maybe for some of my
friends, English is so difficult. So when kakak ask us to
discuss in group, she/he is still using Bahasa (mix) and I
became confused to talk with her/him.
Q4: Yes, in fluency, new vocab, and speaking.
Q5: Yes, I’m very recommend it! Sometimes we
understand what people say in English even we don’t
understand the meaning of per word, but we can’t
applied it when we start to speak. Ya gitulah kak
maksudnya, wkwkkw, kepanjangan ya…
Q6:
1. Fun
2. Very fun
3. Very very fun
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Bunaya Syifa
135
A N S W E R S
Q1: So funny and make us to be more active.
Q2: Of course, we learn more about
grammar and trying to speak English and we
are not afraid to speak English in this model.
Q3: Yes, there are many friends that haven’t
watch the video, so the information isn’t
enough.
Q4: Of course, because I got new vocab.
Q5: Maybe yes, because this model force us
to speak English so we must learn speaking
English more.
Q6:
1. Little confuse
2. I got new vocab
3. I’m not afraid to speak in English,
although so many mistakes
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
CHELSEA TRISTA ANGESTI
136
A N S W E R S
Q1: Sangat seru walaupun bicaranya begitu aktif.
Q2: Ada. Karena dengan cara ini kita belajar
menggunakan Bahasa Inggris dengan baik. Seperti
kita mencoba berbicara dengan teman dengan
Bahasa Inggris walaupun kata-katanya hanya di
sambung-sambung dan bahasanya setengah-
setengah.
Q3: Kadang hanya kurang mengerti dengan arti kata-
kata yang belum di dengar.
Q4: Iya, karena lama-lama kita mengerti setiap kata-
kata yang belum kita tahu.
Q5: Lumayan merekomendasi, karena cara ini lebih
menyenangkan. Karena kalau menyenangkan, kita
pun tidak terlalu tegang/takut.
Q6:
1. Tidak begitu suka, karena ngiranya ribet
2. Menyenangkan
3. Menambah ilmu, menambah kosa kata
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
DEFOURTINA S
137
A N S W E R S
Q1: Menurut saya mengenai model kelas yang
dibalik ini sangat bagus, karena membuat siswa-
siswa menjadi aktif berbicara (mengobrol)
menggunakan Bahasa Inggris.
Q2: Ada. Saya menjadi percaya diri saat
mengobrol dengan teman menggunakan
Bahasa Inggris.
Q3: Ada. Saya masih lama berpikir saat
berbicara, seperti: “Apa ya Bahasa Inggrisnya
ini?”
Q4: Iya, menjadi lancar dalam mengucapkan
kata-kata.
Q5: Ya, bisa meningkatkan dalam berbicara
Bahasa Inggris.
Q6:
1. Bosen
2. Lumayan seru
3. Seru!
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
DIEGO FERNANDO P
138
A N S W E R S
Q1: Seru sih.
Q2: Saya bisa berbicara Bahasa Inggris lebih
lancar dan menemukan Bahasa baru.
Q3: Topiknya kurang bebas. Wkwk.
Q4: Ya. Lebih meningkat di bidang
mendengarkan lagu tanpa harus subtitle
dan video.
Q5: Mungkin. Biar seru, wkwk.
Q6:
1. Tidak lancar
2. Lumayan lancar
3. Jadi ngerti kalau ada orang ngomong
Bahasa Inggris dan bisa balas
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
DIMAS RAIHAN R
139
A N S W E R S
Q1: Wah, keren banget kaya di kampong
Inggris yang di Kediri. Coba aja setiap hari
kaya gitu udah kaya orang bule, hahaha.
Q2: Ada kayaknya, soalnya jadi ingin tahu
Bahasa Inggrisnya ini itu apasih? Jadi
motivasi, belajar Bahasa Inggris makin
meningkat.
Q3: Enggak ada, paling hambatannya gak
nonton video aja sama bingung mau
ngomong apa.
Q4: Iya, pokoknya asik.
Q5: Iya, mungkin saja.
Q6:
1. Sebelumnya aktif tapi gak terlalu aktif
2. Prosesnya makin aktif tapi gak aktif-
aktif banget
3. Sesudahnya jadi mau lagi :D
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
DION BAGASTINOVA
140
A N S W E R S
Q1: Menarik dan menyenangkan.
Q2: Bisa mengetahui kata-kata baru dalam
Bahasa Inggris yang belum pernah di dengar
sebelumnya.
Q3: Ada. Seperti kurang pahamnya arti dari
kalimat Bahasa Inggris yang di ucapkan.
Q4: Lumayan meningkatkan kemampuan
saya.
Q5: Mungkin saja.
Q6:
1. Passive
2. Lumayan active
3. Passive
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Ghina Az Zahra
141
A N S W E R S
Q1: I like this type of studying. It’s more fun for me +
less homework!
Q2: Yes! I could know how much is my speaking skills
and how bad my grammar is when I speak.
Q3: Yeah, I just realized how hard it is to speak English
spontaneously.
Q4: Kind of but not really because I still use the words I
know and not the one I should be practicing.
Q5: Yes! Because it’s really important to practice your
pronunciation and speaking skills. What could be
better than practice with your friends? I’ve always
wanted to practice my English but I don’t have any
partner to do it. So, I’ll be glad if this model to be
applied in English lesson.
Q6:
1. I thought this method will fail because lots of
my friends don’t like to speak English and they
seem like hate it
2. Still thought this won’t work because how
passive the other is
3. My friends are starting to open up & hope we
could continue this method
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Hana Rizky
142
A N S W E R S
Q1: Seru!
Q2: Ada, dapat menambah kosa kata baru,
dapat melancarkan berbicara Bahasa
Inggris.
Q3: Ada. Kurang nyambung.
Q4: Iya. Tapi di bagian speakingnya kurang.
Q5: Maybe.
Q6:
1. Sangat ragu-ragu
2. Mulai beradaptasi
3. Biasa saja
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Herawati Azzahra
143
A N S W E R S
Q1: Menurut saya ide ini cukup bagus karena
saya kurang percaya diri untuk berbicara Bahasa
Inggris dan metode ini sangat membantu saya
mencoba berbicara Bahasa Inggris.
Q2: Ada. Saya yang dulunya tidak percaya diri
berbicara Bahasa Inggris, sekarang mulai
mencoba untuk berbicara sedikit demi sedikit.
Q3: Ada. Mungkin terkadang saya lupa Bahasa
Inggrisnya sehingga terkadang masih
menggunakan Bahasa Indonesia.
Q4: Mungkin iya, karena dengan Flipped
Classroom saya dapat mengetahui vocabulary
yang dulunya tidak tahu
Q5: Mungkin iya, karena ini sangat membantu
saya untuk speaking.
Q6:
1. Saya tidak percaya diri untuk speaking
2. So fun
3. Saya sedikit percaya diri untuk speaking
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Ira Soffana
144
A N S W E R S
Q1: It’s good because I think this model is
easy for me.
Q2: Yes, I’m studying easier and trying to
speak English better.
Q3: No.
Q4: Yes, on vocab.
Q5: Yes, back to answer number 2.
Q6:
1. I’m so hard to speak English
2. I’m still silly
3. I’m to start to be active/ talk using
English language
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Izza Aqmarina Octavian
145
A N S W E R S
Q1: About this Flipped Classroom Model, I like
it! Because it test our English skill, no problem
if I wrong in grammar.
Q2: Yes! Because I know so much about
English and any vocabulary, it makes me
active about speaking English.
Q3: Yeah, maybe little bit about speaking,
grammar, and little bit not active.
Q4: Yes, in speaking aspect. It makes me
active in speaking.
Q5: Yes! Because many people can
speaking. It enhances your speaking ability
and grammar.
Q6:
1. Masih belum bisa aktif
2. Masih agak susah speak
3. Active speaking but wrong grammar.
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
4. Before :
5. Process :
6. After :
Leonardo Diego T. S
146
A N S W E R S
Q1: In my opinion, I think the Flipped
Classroom Model is more active and want to
be more practice about speaking English.
Q2: Yes have any advantages. First, to
increase speaking English. Second, to
practice new words.
Q3: I’m wrong a little bit grammar.
Q4: Yes, because it increase my speaking to
the group friends.
Q5: I think yes. Because all people will get
about more ability in speaking.
Q6:
1. I’m shy with my friends
2. I’m a little bit not shy
3. I’m more active and not shy
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
LIANDU ROHIIM
147
A N S W E R S
Q1: Menurut saya, model kelas seperti ini
sangat baik.
Q2: Menambah kata-kata baru yang kita
tidak ketahui.
Q3: Ada, kuota saya sangat terbatas, dan
ada kata-kata yang susah di ucap.
Q4: Lumayan meningkatkan cara
pengucapan Bahasa Inggris.
Q5: Iya, karena model pembelajarannya
menarik dan interaktif.
Q6:
1. Tidak tahu kata-kata
2. Lumayan lancar
3. Menambah kata-kata Bahasa Inggris
yang saya belum ketahui sebelumnya
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
M. Al-Raviiy A. S
148
A N S W E R S
Q1: Sangat bagus dan seru!
Q2: Ada, bisa mengetahui vocab terbaru.
Q3: Ada. Bahasa dan vocab barunya.
Q4: Mungkin.
Q5: Maybe.
Q6:
1. Sulit berbicara Bahasa Inggris
2. Agak sering berbicara
3. Sangat banyak mengetahui kosa kata
baru
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
PUTRI APRILIA A
149
A N S W E R S
Q1: I think the model is an interesting concept. It has
shown that it can enhance the overall experience in
class.
Q2: Well yes, there’s a few. The model offers a less
monotonous way to learn and encourages students to
be more active.
Q3: The main obstacle during the application of the
model, was the difference in English speaking
capabilities and also the fact that different students
like different topics. So, I found that as an obstacle.
Q4: Yes it did. I gained confidence in using my English.
Q5: I wouldn’t exactly go as far as implementing this
model on every class, since the system/model isn’t yet
perfect. However, I would like to see more of this
model in the near future.
Q6:
1. Keen on it
2. Interested
3. Looking forward for more sessions of it
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
PUTU KRISNA ANDYARTHA
150
A N S W E R S
Q1: Menurut saya, model pembelajaran seperti
kemarin sangat seru dan menaikan tingkat keinginan
siswa untuk lebih mempelajari Bahasa Inggris secara
mendalam.
Q2: Ada, manfaatnya adalah kita bisa lebih mengerti
grammar dan cara pengucapan serta intonasi untuk
membaca Bahasa Inggris secara benar.
Q3: Ada, hambatan jika kakak mengirim videonya
terlalu malam. Sehingga, pada saat jam pelajaran
ada salah satu siswa di kelas atau banyak yang
belum menonton video.
Q4: Iya, meningkatkan siswa dalam berbicara Bahasa
Inggris sesuai grammar yang benar. Banyak
mendapat kosakata baru juga sehingga menambah
vocab kita.
Q5: Iya, saya merekomendasikan model ini dalam
belajar Bahasa Inggris. Karena dengan model ini siswa
tidak merasa jenuh dalam belajar Bahasa Inggris.
Q6:
1. Sebelum model ini, Saya kurang lancar dan
ragu-ragu dalam pengucapannya
2. Menggunakan mix Bahasa Inngris & Indonesia
3. Saya lebih aktif & bisa berbicara Bahasa
Inggris
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Rizka Novi Cahyani
151
A N S W E R S
Q1: Seru, menyenangkan, kita mendapatkan wadah
yang tepat untuk meningkatkan kemampuan kita
dalam conversation.
Q2: Mengasah kemampuan dalam berbicara Bahasa
Inggris, mendapatkan informasi-informasi baru dalam
Bahasa Inggris, dan menemukan konten yang tepat
untuk belajar Bahasa Inggris.
Q3: Hambatan ketika video yang di berikan terlalu
malam dimana saya sedang mengerjakan tugas
sekolah lainnya.
Q4: Bisa jadi, saya menemukan banyak kosa kata
baru dalam video-video yang telah diberikan kemarin
dengan pronunciation yang tepat.
Q5: Mungkin bisa, agar tercipta wadah bagi kita
untuk chit-chat dalam Bahasa Inggris.
Q6:
1. Merasa senang dan penasaran dengan
metode ini
2. Di awal proses agak membosankan karena
bingung sudah kehabisan topik, tetapi setelah
pertemuan-pertemuan berikutnya sudah bisa
menyesuaikan
3. Cukup menarik jika ada kelas conversation
setiap pelajaran Bahasa Inggris
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Wina Putri Kirana
152
A N S W E R S
Q1: Menurut saya, menarik mungkin dan
sedikit menyenangkan.
Q2: Dapat menonton video yang belum
pernah di tonton, menambah pengetahuan,
mengetahui cara membaca yang benar.
Q3: Ya, saat tidak ada kuota.
Q4: Sedikit mungkin.
Q5: Mungkin tidak, karena beberapa dari
kita yang masih pasif dalam berbahasa
Inggris.
Q6:
1. Kelas terasa pasif
2. Di awal menyenangkan, tapi makin
kesini membosankan
3. Ada sedikit perubahan
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Yosita Vania Rizki A
153
A N S W E R S
Q1: Bagus, kreatif, untuk meningkatkan bercakap
Bahasa Inggris.
Q2: Ada, dapat menambah vocabulary baru
walaupun kadang suka bingung.
Q3: Banyak, jadi ragu untuk bicara karena takut salah
ngomong.
Q4: Iya, dalam hal cara berbicara yang benar dalam
Bahasa Inggris.
Q5: Tidak, karena membosankan dan belum tentu
masing-masing siswa bisa berbicara Bahasa Inggris.
Q6:
1. Sangat meragukan
2. Sedikit bagus
3. Lumayan masuk otak
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Zaini Rayhani H
155
A N S W E R S
Q1: Flipped Class adalah hal dan
pengalaman baru bagi saya.
Q2: Iya, ada. Model ini membuat saya lebih
percaya diri.
Q3: Grammar merupakan hambatan bagi
saya.
Q4: Ya, dalam aspek grammar dan
pronunciation.
Q5: Ya, karena meningkatkan skill berbahasa
Inggris perlahan-lahan
Q6:
1. Tertarik dengan model ini
2. Lumayan kesulitan
3. Merasa kemampuan yang bertambah
Q U E S T I O N S
Q1: What is your opinion about the
Flipped Classroom Model?
Q2: Is there any advantages from this
model? If so, what are they?
Q3: Is there any obstacles? If so, what
are they?
Q4: Does Flipped Classroom Model
enhance your speaking ability/skill?
If so, could you please tell me more
in what aspect?
Q5: Do you recommend this model to
be applied in English lesson? Why?
Q6: How is your impression toward
this model?
1. Before :
2. Process :
3. After :
Zaky Al Kautsar