PEMBAHASAN JUDUL
SKRIPSI BAHSA INGGRIS SPEAKING PART 1 (Peer
Interviewing, Community
Language Learning Method (CLLM) & Cue
Card)
1.
Peer
Interviewing
a.
The
Use
of Peer Interviewing to Improve the Students Speaking Ability at the SMA
b.
The
Improving the Students Speaking Ability at
the SMA by Using
of Peer Interviewing
2.
Community
Language Learning Method (CLLM)
a. The Use of Community Language Learning
Method (CLLM) in Teaching Speaking Ability
b. The effectiveness of using Community Language Learning Method
(CLLM) in Teaching Speaking Ability
3.
Cue
Card
a.
The Improving the Students’ Speaking
Ability by Using Cue Card at the Eighth Year Students of SMPN
b.
The
Effect of Using Cue Card at the Eighth Year Students of SMPN to Improving the Students’ Speaking
Ability
1. Peer Interviewing
Defenisi Peer Interviewing
Pair interviewing is a one way in
encouraging and improving student to speak up and to be active in the learning
process and also expected the student have positive attitude. In short, the
activity starts with two students which are interviewing each other. They were
interviewing each other about the topic given
Procedure Peer Interviewing
a. Teacher
explains to student about the topics which are going to be interviewed. Topics tat given to student considered an
interesting topics that make them active to interview.
b. After
the student understand about the topics is going to be interviewed, teacher gives student to think about the
topic for 5-10 minutes, to make sure that they have ready to interview each other.
c. Next,
the student move their chair and take sit face to face for each pair and the
teacher gives commands to begin the interview.
d. Each
student have time about 5- 10 minute
to interview his/her partner
and then his / her partner became an interviewing for each pair 30-40 minutes.
e. While
the activity conducted, the teacher working around to control student and make sure that they
are speaking English for interviewing.
f. When
time is up, the teacher asks
to students to stop the activity and
take a sit like before the interview activity conducted.
g. Before
teacher gives some conclusion about the topic that has been interviewed, the
teacher ask to each student to tell their point of view about the topic has been interviewed in front of class or just stand up on the their chair and other student will listen it.
h. Last,
teacher gives conclusion and closes the activity.
2. Community Language Learning Method
(CLLM)
Defenisi Community Language Learning Method
(CLLM)
Community
Language Learning Method is counseling learning where it is a non-direct
therapies approach which is designed to easing the learners in acquiring the
target language. This design of CLLM discusses about
activities of teaching learning using CLLM technique such as : objective, the
syllabus, type learning and teaching activities, learner roles, and teacher
roles
Procedure Community Language Learning Method
(CLLM)
a.
Translation. Learners from a small circle. A learner
whisper a message or meaning he or she want to express, the teacher translates
it into the target language, and the learner repeats the teacher’s translation.
b.
Group work. Learners may engage in various group
tasks, such as small group discussion of a topic, preparing a conversation,
preparing a summary of a topic for presentation to other group. Preparing a
story that will be presented to the teacher and the rest of the class.
c.
Recording. Students record conversations in the target
language.
d.
Transcription. Students transcribe utterances and
conversation they have recorded for practice and analysis of linguistic forms.
e.
Analysis. Students analyze and study transcriptions of
target language sentence in order to focus on particular lexical usage or on
the application of particular grammar rules.
f.
Reflection and observation. Learners reflect and
report on their experience of the class, as a class or in groups.
g.
Listening. Students listen to a monologue by the
teacher involving elements they might have elicited or over hear in class
interactions
h.
Free conversation. Students engage in free
conversation with the teacher or with other learners
3. Cue Card
Defenisi Cue Card
Harmer (2007)
states that cue
cards are cards with
words and pictures
on them, which
students use in
pair or group work.
Cue cards also make the
students speak up on the
spot or particular word or phrases in
a conversation or
in sentence. It can be concluded
that cue cards make
the students active
in speaking
Procedure Cue Card
a. First, this activity
is “guessing the
picture”. The teacher
prepares one envelope (20
cards), then the
teacher gives the
students guidance as to
the sort of
questions they should
ask and the
students work in
pairs. Each pair chooses an envelope and puts their cards on the table,
looking at them very
carefully
b. Second, this activity
is “do you
remember”. The teacher
prepares an envelope (10
cards). The students
work in pair
and follow the instructions from
the teacher. Put
the cue cards
on the table.
Look at the pictures
for two minutes
c. Third, this activity
is “fast”. The
teacher prepares 20
cards. This activity can be
carried out in pairs or small groups. The students take the cards and place
them face down in a heap. They take it in turns to pick up a card,
look at it, and say
the appropriate word
in English
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