Appendix 3

Saturday, January 5th 2013

LEARNING ACTION PLAN Cycle 1 Session 1

School Subject Class/Semester Skill/Component Topic Time Allocation

: SMKN 1 Gianyar : English : XAk2 / 2 : Speaking/Pronunciation : Vowel Sounds : 2 x 45 minutes

A. Standard Competence Understanding the meaning of a simple functional text this related with a close environment. B. Basic Competence Reading aloud meaningfully words, phrases, and sentences in good pronunciation, stress, and intonation acceptably related with a close environment C. Indicators: 1. Identifying of word and pronunciation in target language used to reinforce skills. 2. Identifying and producing the sounds of words, phrases, and sentences in a good pronunciation and intonation. 3. Using intonation and stress of words, phrases, and sentences when reading and speaking. D. Character Value: Creative, responsible, discipline, curious, democratic, tolerant, and friendly. E. Instructional Objectives: In the end of study, students are able to: 1. identify word and pronunciation in target language used to reinforce skills, 2. identify and produce the sounds of words, phrases, and sentences in a good pronunciation and intonation, 3. use intonation and stress of words, phrases, and sentences when reading and speaking.

F. Learning Materials: List of minimal pairs (vowel sounds) lit - light bed - bad soot - suit know - now look - luck cod - card fair - fear need - mead catch - cash liege - lease read - red saw - sought but - boot wreath - wreathe sock - suck dug - dog pay - bay zoo - sue azure - assure whistle - thistle sing - sang boot - boat why - way leak - lick vest - vast thirst - first read - lead near - ne'er jet - chet beige - bays

G. Approach/Strategy/Method: Approach : Student Centered Approach Strategy : Active Learning Method : Minimal Pairs

H. Learning Activities: Teachers Activities Pre-activities: 1. Greeting the students. 2. Checking the students attendance list. Whilst-activities: Exploration. 1. Asking the students if they have found difficulties in localize pronunciation between more than one words. Elaboration. 1. Presenting list of minimal pairs on the board. 2. Demonstrating the correct pronunciation of the minimal

Students Activities 1. Greeting the teacher back. 2. Responding to the teacher.

1. Answering the questions orally.

teachers

1. Paying attention teacher.

to

the

2. Paying attention comprehending to

and the

pairs written on the board. 3. Eliciting students to give examples of other words which use the same changing phonemes. Confirmation. 1. Distributing minimal pair sheets to students.

teachers explanation.

3. Trying to find the examples teacher asked.

1. Taking the sheets from the teacher.

2. Giving the example and then having students repeat together.

2. Repeating teachers example several times orally.

3. Giving comments and suggestions to the students performance.

3. Receiving teachers comments and suggestions.

Post-activities. 1. Distributing the post-test and asking the students to present it orally and individually. 2. Giving on emphasis on the activity that had been done before. 3. Leaving the class; good bye 1. Taking and continuing to do the post-test.

2. Responding to the teacher.

3. Answering teachers leave taking; good bye

I. Learning Resources 1. List of minimal pairs (vowel sounds) 2. Laptop, LCD-Projector J. Assessment:

Competency Achievement Indicators Identifying and producing the sounds of words, phrases, and sentences in a good pronunciation and intonation.

Technique

Form

Example

Performance Test

Performance

Saying the following words, phrases, and sentences in appropriate pronunciation

Instruments: A. Performance assessment in the classroom (assessing the students, while teaching and learning process).

B. Scoring Rubrics

Score Qualification of Students Achievement in Pronunciation Score 10 9 8 7 6 5 Qualification Uses correct pronunciation and tones, and speaks with fluency. Good effort to simulate native intonation and pronunciation. Uses good pronunciation, but with some tone mistakes. May forget lines. Speaks at proper speed with no noticeable hesitation. Student is not entirely consistent in speed and pausing in pronunciation. Pronunciation is sometimes

4 3 2 1 0

comprehensible and some tones are evident. Fluency is choppy. Student has some problems in the areas of comprehensibility and pronunciation. Pronunciation and intonation do not interfere with comprehension. Student is not comprehensible; pronunciation is overly influenced by native language. Pronunciation and intonation impair comprehension. No attempt to simulate native sounds and intonation

Taken from World Languages Speaking Rubric.

Gianyar, Saturday, January 5th 2013 Researcher

I Made Sucita NPM: 09.8.03.51.31.2.5.3163

POST TEST Cycle 1 Session 1 School Subject Class/Semester Skill/Component Topic Time Allocation : SMKN 1 Gianyar : English : XAk2 / 2 : Speaking/Pronunciation : Vowel Sounds : 2 x 45 minutes

A. Read the words of each pair loudly in good pronunciation (Bacalah kata-kata dari setiap pasangan dengan nyaring dalam pengucapan yang benar)

lit - light read red bed - bad saw sought soot - suit but boot know - now wreath - wreathe look - luck sock suck cod - card dug dog fair - fear pay bay need - mead zoo sue catch - cash azure assure liege - lease whistle thistle

sing - sang boot - boat why - way leak - lick vest - vast thirst - first read - lead near - ne'er jet - Chet beige - bays

B. Read these sentences loudly in good pronunciation. Give an emphasis on italic-typed words on each sentence.

(Bacalah kalimat-kalimat berikut dengan nyaring dan pengucapan yang benar. Berilah penekanan pada kata-kata yang tercetak miring dalam setiap kalimat.)

1. They read the red book. 2. These black socks are suck. 3. Why does Amy take that way? 4. They know this subject now. 5. Two police catch the thief that robs the cash.