Final Assignment

Discourse Studies

Pendidikan Bahasa Inggris

Grace Ananda
2020083008
10. https://www.youtube.com/watch?v=qthht0_Yxbc
Dialogue:
T : Oke class, good morning everyone
S : Good Morning ma’am
T : How’s your life today?
S : I’m fine, and you?
T : I’m great, nice to meet you
S : Nice to meet you
T : Well, before we start our lesson today let’s pray according to each other religion. Pray begin
*praying*. Thankyou. I would like to check your attendance list. Is anyone absent today?
S : Yes…..
T : how many absent?
S : five…
T : Five person?
S : Yes…
T : Oke good, oke class does anyone tell us what is the last material that you have learned
before?
S : Invitation
T : Invitation, Esther, do you still remember the generic structure of invitation.
S : Receiver body of invitation and center.
T : Good, so last week all of you have learned about invitation, and generic structure are sender
body of invitation and…
S : Receiver
T; Great, Now , I will play a motivation song to all of you. *turn on the music* Stand up please,
let sing together
S, T : *sing together*
T : Oke thanks class, take a sit please. Well I found that through this video, all of you can love
your mom and you can make a mother card to your mom. Can you? Bisa?
S : Bisa
T : Oke Good, what is this *pointing the picture*
S : Birthday Card
T : Birthday Card, have you ever got a greeting card? Kalian pernah mendapatkan sebuah kartu
ucapan?
S : Yes
T : What kind of greeting card that u got? Jenis kartu ucapan apa yang kalian dapatkan?
S : Birthday Card
T : Birthday card, yaa kartu ucapan selamat hari ulang tahun, so that is based on the
brainstorming according to you today we are going to learn about, hari ini kita akan belajar
tentang materi apa?
S : Greeting card
T : greeting card yeaa.. so based on the brainstorming today we are going to learn about greeting
card. well, in this learning process we have core competencies and also we have basic
competencies, and we have the indicators of knowledge and the indicators of skills. Oke class for
these learning objectives at the end of the learning process all of you are able to analyze to
compare to make and to present the greeting card in front of the class, yeah so after you analyze,
you config create and then you will present it to your friends in front of the class. Have you
understood? Sudah paham?
S : Yes
T : Oke good, In this learning process I would like to tell you the system of the material in this
episode we have some aspects the first one is attitude in Indonesia as we say “sikap” and then we
have knowledge in Indonesia we say “pengetahuan”. Then we have skill in Indonesia we say
“keterampilan”. So, in this learning process I will assist you about your attitude, your knowledge
and your skill. So, do your best yeah. Because after this I will evaluate you about your attitude,
your knowledge, and your skill. Okay class, before we continue to the next section I will
distribute the LKPD to all of you.
*distribute the LKPD* Everybody got it? Semua sudah kan?
S : Yes
T : Oke Good, now attention please look out on the slide, please absorb this greeting card you
can see on your LKPD there is a greeting card here and then observing, I give you only three
minutes to observe this greeting card, after that all of you will answer the questions based on the
greeting card. We start from now, kita mulai dari sekarang. Just observe this greeting card.
Kalian amati kartu ucapan yang ada di slide, all you can see on your LKPD. Three minutes more.

Finish? One minute…

Oke Time’s up. These on the greeting card that you have observed please answer the questions,
number one…. Esther can you read it?
S : *reading* “What is the kind of greeting card on the picture?”
T : Yaa.. What is the kind of greeting card on the picture, and what is your answer?
S : Birthday Card
T : Birthday card, is that right? Apakah benar?
S : Yeeess..
T : Yes, Birthday Card, Number two, Nona can you read it?
S : *silent*
T : How about Marry, please?
S : *reading “who sent the card?”
T : and what is your answer Marry?
S : Gunanda
T : yaa.. saiapa yang mengirim kartu itu? Namanya…. Gu…
S : Gunanda
T : Next, number three, There are… can you read??
S : For whom the card is?
T : For whom the card is? Can anyone answer it?
S : ani and anne
T : oke, and the last one. What is the generic structure in the greeting card? Please answer it
S : Receiver, body, and sender
T : Yes, the generic structure of the greeting card is receiver, body, and sender. So, that’s the
answer of the question of the greeting card. Well, I will play a video explanation about the
material for today so pay attention to the video because after this all of you have to do the task.
This is the video, pay attention to the video *play the video*
S : *watching video*
T : That’s the video about the explanation of the material for today. So, on the video explained
about social function, language feature and the generic structure of greeting card. So I hope that
all of you still remember which one is generic dstructur , which one is the social function, and
also which one is language feature of greeting card. Well, look at the picture and then make
some questions by using why, who, what based on the card. Number one, sudah saya kerjakan.
Please look at on the picture and you make some question by using why. Why in Indonesia we
say “mengapa”, and Who in In Indonesia “Siapa”, and what….
S : Apa
T : Good, so your task is make some questions based on this greeting card. Have you
understood?
S : Yes
T : So, you do the task I will divide you in groups. This group one, group two, and group three
*pointing*. So there are two groups in this class, sorry three groups in this class. Once Again,
pay attention task two you please make some questions by using why, who, and what. Any
question before you do the task? Ada pertanyaan?
S : No….
T : No questions, all of you can understood the measure so please I’ll give you only five minutes
tome some questions based on this greeting card, time is your please do it with your group.
*walk around the class and give explanation for each group*
Finish?
S : Finish..
T : Are you sure? Two minutes more. Finish?
S : Finish…
T : It means that all of you can understood this material easily. So we deserve, I give the chance
to group one to answer task 2. So please, who wants to answer it?
S : What’s date of medicated festival be held?
T : yes.. Stadi menggunakan What, apa. For the next Dea please.
S : What is the kind of the greeting card?
T : Does anyone want to translate into Bahasa Indonesia? In Indonesia we say apa jenis kartu
ucapan tersebut. So there are using what. How about the others, the last? Oke no one, so there are
two questions, group one made two questions based on the greeting card. Jadi group one suda
membuat dua pertanyaan dengan melihat pada contoh kartu ucapan yang ada di slide. Oke next,
after you make some question now you have to analyze the language features of the same
greeting card. Setelah kalian membuat pertanyan berdasarkan text yang ditampilkan, tugas
berikutnya kalian menganalisa unsur keklausaan dari text tersebut. Can you do it? Bisa kan?
S : Bisa
T : Bisa, so please analyze the social function, language feature, and generic structure on
greeting card bellow. This is task three, oke please time is yours, after you make some questions
you have to analyze the socil function, language feature, and generic structure of this greeting
card. Five minutes.
Have you finish?
S : Finish
T : Oke, group two present the result on your discussion please. Stand up please Marry.
S : *not clear*
T : Is about?
S : Social function.
T : Next..
S : Congratulation
T : Is about?
S : language feature
T : The last?
S : Sender, Tini. Receiver Dea Almamater, Body and….
T : Oke, can you help your friend to read it? Marry sit down please.
S : congratulation and success on the anniversary of SMP Negeri 2 may you always the best.
T : yes, thank you. Give applause to group two. Yes that about social function, language feature,
and the generic structure of this greeting card so this is about the generic structure, Dea
almamater is the receiver, and than congratulation until your best is contain, and the last one Tini
is the sender. And than the social function and the language feature is to congratulation, ucapan
selamat. Oke good, next please compared the language feature of this greeting card bellow, write
down the answer on the LKPD. So there are two type of greeting cards your task is compared the
language feature of this one and this one *pointing the slide*. Kalian membandingkan unsur
kebahasaan yang digunakan oleh feature one and feature two. So this one is the picture one, this
one is the picture two *pointing*. From the picture one does anyone read it? Mary can you read
it? Marry please. Esther?
S : *not clear,but right*
T : yes, that’s the contain the generic structure of first greeting card, and the second card about
congratulation. The task is please compare/membandingkan the language features of this
greeting cards. Only five minutes. This time is yours, please discuss with your friends to
compare the language features of this greeting card on the slide. Finish?
S : Finish
T : great, all of you already finished. Oke good, because the time is up, let’s check the result.
According to you, the first what is the language feature of the first picture? The language feature
of the first picture is….
S : Get well soon.
T : yes, get well soon. So the language feature of picture one is get well soon. How about the
second picture?
S : Congratulation.
T : congratulation, so picture one about get well soon, and picture two about congratulation.
Good.
next, because all of you have understood, which one is the social function, which one is the
language feature, which one is the generic structure of greeting card, now in task five yo will
make a greeting card by seeing the generic structure, social function, and language feature of the
greeting card. Tugas kelima kalian akan membuat sebuah kartu ucapan dengan memperhatikan
struktur generic, dan language features of greeting card. Have you understood?
S : yeess..
T : Create a greeting card include in skills. Jadi kalian membuat sebuah kartu ucapan itu
termasuk dalam penilaian keterampilan, so please do your best because I will get the value of
this a greeting card, I mean you are making, you will make a greeting card so I will valuing, I
will take the great of this. 10 minutes to make a greeting card in groups, after you make a
greeting card< I will invite one of you especially in group three to cut in front of the class and
read the results of the discussion about making a greeting card. Jadi setelah ini kita melihat, lalu
membuat. Setelah membuat salah satu dari kelompo tiga untuk maju membacakan kartu ucapan
yag sudah mereka buat. Sudah paham? Times yours. 5 minuts only. Please do with your friends
in group, make greeting card. Don’t forget to write your name on the LKPD.
T : are you finish?
S : Belum
T : one minute more. Grup one, two, three finish?
S : Finish
T : Oke, for group three present the greeting card. Stand up please. Semangat!
S : *yel-yel semangat*
T : oke sit down please, give aplouse to us
S : *applause*
T : oke group three who wants to read it? Michelle? Oke please come in front of the class. The
others please listens to your friends, give attention to your friends. Please Michelle
S : *reading the greeting card*
T : excuse me, put off your mask, louder please
S : *continue reading*
T : yea, that’s the greeting card of group three, Michelle can you show us which one is the
sender, which one is the contain of the greeting card, and which one is receiver. Please.
S : to Esther merry Christmas until and happiness to you is on of content. Dea is sender.
T : oke great give aplouse to Michelle, thank you.
One of our friend was explained about the greeting card, which one is the sender, which one is
the body of greeting card, and which one is the receiver. All of you have understood of greeting
card? Have you understood?
S : Yes
T: I hope all of you have understood this material, so you can use it in daily life. Oke class,
before we close the class. I would like to ask you to make a conclusion. Does anyone make
conclusion of material for today. Dea? Sandy? Oke stand up please. Everyone listen to Sandy.
S : *give conclusion*
T : oke thank you sandy, sit down please. Apakah yang bisa membuat lebih jelas. The conclusion
of this material today about greeting card. In Indonesian we say…
S : kartu ucapan
T : kinds of greeting card are birthday card, and then graduation card, and then mother’s day card
and the last is independents day card. So there are so many greeting card that’s you may have to
knowing. Your assignment for today please make some notes and the discussion all about the
material for today and submitted to WA group. Kalian punya tugas membuat catatan, dan
menulis hasil diskusi dari material hari in kemudian kalian kirimkan ke grup WA. And then
before you get home I would like to remember you please take care of your health and don’t
forget use mask and keep spirit in learning English. To close the class stand up please.
S : *stand up*
T : To close the class let’s pray according to each other beliefs. Pray begin. Than you. Good
morning class
S : good morning ma’am.
T : salam dan bahagia .
S : salam bahagia.
T : see you next time, and good bye.
S : Good bye.
 ANALYSIS OF THE TEACHING AND LEARNING PROCESS
OF TEACHERS AND STUDENTS IN ENGLISH LANGUAGE
LEARNING AT SMP NEGERI 3 TUAL

Backgorund
State High School 3, as a form of basic education in the territory of the Unitary State of
the Republic of Indonesia. This junior high school has included English lessons in school
materials. This is because communication between nations requires English as an international
language, so in education in Indonesia the ability to speak English is one of the skills which must
be mastered by the learner from the beginning. In this case, English learning is directed at four
skills in The English language, including: listening, speaking, reading, and reading ability.
Writing. Currently for elementary schools, English lessons are still taught in one unified theme
and then directly taught these 4 skills, so as to know the mastery such skills can be seen as the
result of learners' learning in English lessons.
Brown (1994: 89) says learning is often considered a translation of the term
"instructional" is the process of interaction of learners with educators and learning resources in a
learning environment. Learning is described by Gagne and Briggs in Brown, as an effort by
people whose goal is to help people learn. Therefore, there are five assumptions that support
learning, namely (1) learning must be planned to facilitate student learning, (2) both short phases
and long-term phases are included in the learning design, (3) learning planning should not be
perfunctory and not merely provide a nurturing environment, (4) learning efforts must be
designed with a system design, and (5) learning must be developed based on knowledge of how
the person learns.
In another section, Uno (2007:54) states that learning can be interpreted as a process of
interaction between learning participants and teachers / instructors and or learning resources on a
learning environment to achieve certain learning goals. Here it can be seen that learning is a
process of interaction between students and environment so that it becomes a change in behavior
towards a good one. In the learning process, the main principle is the process of involvement of
all or a large part of the student's potential and its meaningfulness for himself and his life now
and in the future.
Furthermore, Gagne and Briggs in Brown (1994: 9-10) explained that there are several
characteristics of learning, namely (1) attracting attention so that students are ready to receive the
lesson, (2) informing the purpose of the lesson, (3) stimulating the emergence of memories of
previous teachings, (4) presentation of teaching materials and learning aids (5) providing
tutoring, (6) generating performance in learning, (7) providing feedback, (8) assess performance,
and (9) strengthen learning retention and transfer.
 English in Indonesia is generally taught as a foreign language. The term 'foreign
language' in the field of language teaching is different from 'second language'. A foreign
language is a language that is not used as a means of communication in a particular country
where the language is taught. While the second language is a language that is not the main
language but is one of the commonly spoken languages in a country. While foreign languages are
usually taught as one of the subjects in schools with the aim of communicating basicly and
mastering 4 language skills (listening, reading, writing, speaking) in the language within certain
limits.
Meanwhile, Hapsari (2012) stated that English teaching in Indonesia for elementary
school students is based on the Decree of the Minister of Education and Culture No. 060 / U /
1993 dated February 25 regarding the possibility of English language programs as a subject of
local elementary school content, and can be started in grade 4 elementary schools (depdiknas).
This policy was taken because of the need to participate in the era of globalization. In its
development English, which was originally an elective local content subject, became a
compulsory local content subject in some regions. Furthermore, English lessons that initially
started in grade 4 of elementary school started in grades 1, 2 and 3.
Related to the focus of ethnographic research, Johnson (2000: 12-13) posits that "there
are two general focuses of ethnography study that particularly relevant to the field of second
language acquisition and teaching. These are educationally communication." That is,
ethnographic studies have two general focuses, ethnographic studies that are specifically relevant
to the field of language acquisition and learning (second), namely educational ethnography and
communication ethnography. Johnson (2000: 12-13) adds about the ethnographic definition of
education i.e. as the study of one or all educational processes, whether related to school or not.
He also defines ethnography as a school as the study of the educational process and the
educational environment, as well as the enculturative processes related to schooling and
schooling international, including aspects of the school related to the life of peer groups.
Creswell (2008: 473) explains that ethnography is a qualitative research procedure for
describing, analyzing and interpreting a group with regard to culture regarding patterns of action,
beliefs and language. The qualitative approach was chosen because ethnographic research can be
carried out by participation observation. Ethnographic research has the following characteristics:
(1) the data source is obtained from a natural setting , (2) the researcher is a key instrument , (3)
the report is very descriptive, (4) the analysis is inductive, (5) data verification is carried out
through triangulation, (6) participants are carried out in line with the researcher, (7) the sample is
purposive, (8) the research design is developing in the field.
The results of the research relevant to the problems discussed were carried out by Juanda
in 2010 conducting a study entitled: "Learning The Functional Literacy of Adults and Socio-
Cultural Factors (Ethnographic Research in South Sulawesi)" A Dissertation submitted to meet
as a requirement in obtaining a Doctorate degree. His research applies qualitative methods with
an ethnographic approach. This study groups several aspects, namely (1) cultural themes, (2)
socio-cultural factors in functional literacy learning, and (3) factors that influence the teaching
and learning process to run effectively. In relation to the groupings carried out, this research
focuses more on eradicating illiteracy through learning. For this reason, research related to
English learning with other focuses needs to be carried out.
This study aims to gain an in-depth and comprehensive understanding of: (1) how the
English language learning process is, (2) approaches and methods of English learning, (3) the
role of teachers as sources and learning aids in English learning at SMP Negeri 3 Tual.

LITERATURE REVIEW
The process of learning English at SMPN 3 Tual, begins with motivating students by
singing together which is carried out by the teacher with his students together. The core activity
is a learning process and experience in the classroom, and with the final activity carried out to
reflect on the activities that have been carried out by students.
Early learning activities can be seen and it can be seen from the observations on the video
that in the early stages of learning, students greet the teacher then the teacher responds to
students, after that a prayer is held, and the last one checks the attendance of students. At the
beginning of learning begins by reviewing the previous material and giving some questions to
test students' memory of the previous material carried out by the teacher. Activities like this are
carried out to foster students' motivation to study harder so that they are able to communicate in
English well. However, this activity is not always carried out by the teacher at the beginning of
each lesson, there are times when the teacher motivates students by giving advice to students.
The core learning activity is the actual implementation of learning, where teachers and students
interact in learning experiences that are carried out inside and outside the classroom. This stage
begins by informing students about the topic and learning objectives to be achieved. Then
discuss the subject matter classically, discuss the subject in groups, and ask students to provide
solutions to the subject individually. This is done to determine the extent to which students
understand the subject being studied. In the learning process, an evaluation is carried out at the
same time, because the assessment of learning English is carried out not only at the end of the
learning process, but also during the learning process, which is called an authentic assessment.
The final learning activity is an activity to reflect and evaluate the knowledge of students
about the subject matter that has just been taught as a whole. This activity is in the form of
feedback from students, this can be seen when students perform and respond to learning with
concrete actions such as, being able to answer questions and speak in English and show results
works in the form of writings or essays in English. Data on this procedure can be found in each
learning activity that is in each attachment to the observation of class activities.
The teaching method used or practiced by the teacher is the SAS method, namely
Structural Analysis and Synthetic. In SAS, learners are trained to know vocabulary with the help
of pictures and hear from the pronunciation from the teacher (structural processes). The word is
then analyzed into syllables, letters / according to its pronunciation (analytical process). The final
step is to recombine the letters into syllables, syllables into words, and words into sentences
(synthetic processes).
 Based on analyzing, using the SAS method the teacher did not encounter any difficulties
in transferring material to students. When this happens, the learner will feel interested in
expressing what he has in mind in English (the target) because they are motivated and not bound
by grammatical rules. Usually, in this activity, there will be a direct compulsion to students to
know some words that have not been mastered by students, of course this is very burdensome
because of the many types or patterns of sentences that must be memorized. This is because there
is a fear of making sentence errors or correct speech according to the recommended sentence
pattern. But the fact that happens, precisely the learner is able to express sentences in English
automatically or naturally.
The results that I analyze showed that English learning with the SAS method at SMPN 3
Tual, was carried out by applying contextual strategies using the SAS method for low-grade
students, namely Structural Analysis and Synthetics. In SAS, learners are trained to know
vocabulary with the help of pictures and hear from the pronunciation from the teacher (structural
processes). The word is then analyzed into syllables, letters according to their pronunciation
(analytical process). The final step is to recombine the letters into syllables, syllables into words,
and words into sentences (synthetic processes).
Learning strategies emphasize the involvement of learners to relate the learning material
learned and relate it to real-life situations so as to encourage learners to be able to apply it in
their daily lives or environments. The role of teachers at SMPN 3 Tual in English learning is as a
learning designer or resource, motivator, facilitator, guide, model, director, evaluator and partner
(learning partner) of students. Contextual learning helps teachers relate the subject matter to the
real-world situation of the learner, and motivates the learner to make connections between the
knowledge gained and its application in their lives as family, community, and work members.
In the modern learning view, students and teachers are the subject of learning. In this case
the learner is no longer considered the object of learning and the teacher is no longer considered
a source of information, but both collaborate in the process of teaching and learning interaction
in the classroom to achieve the goals set. Learning for learners, the process of perfecting existing
schemes (assimilation) or the process of forming new schemes (accommodations). Thus, in the
learning process, students as the central point of learning, are more active in finding and solving
learning problems, and the teacher's task is to help the difficulties of students who have
encountered obstacles, and difficulties in understanding and solving problems.
Conclusion
From the description above, it can be concluded that the process of learning English at
SMPN 3 Tual involves the role of teachers and learners. Teachers are able to create a good
learning atmosphere so that it has a positive impact on the student's learning process and finally
the learning outcomes are maximized. The teacher also acts as a director of activities both
individually and in groups. Students will always feel safe and cared for because the teacher is
always among the students even though they study independently. As an assessment of the
progress of student learning achievement, it has an impact on the sense of respect for students
and this will motivate students to continue to compete and be responsible for their learning
process. Teachers as facilitators and resource persons on new materials for students will produce
a sense of facilitation and accept the different needs of each individual student.