Vol. 6 No. 02 Tahun 2019

TATIK MUFLIHAH, NAILUL AUTHAR
Implication of English Vocabulary Instruction through Pictures for
Elementary Students
NOVI RAHMANIA AQUARIZA, SYAFI’UL ANAM,
PRATIWI RETNANINGDYAH
10 Minutes Extensive Reading and Its Effect for Learnerss’ Writing
and Speaking Skill
ROSI ANJARWATI, IMA CHUSNUL CHOTIMAH,
LAILATUS SA’ADAH
Students’ Order Thinking Skill in Learning English
DANIAR SOFENY
Self Assessment in Writing Skill of Introverted Students
KHUSNUL KHOTIMAH
A Study of Language Styles Used in the Queen Movie
LAILI MAHBUBAH, FATIH AL FAUZI, DIHLIZA BASYA
Examining Guided Note Taking Method to Assist Listening Skill at
Madrasah Aliyah Arrisalah Curah Kates Ajung
MUHAMMAD MUJTABA MITRA
Origami: An Alternative Media to Teach Procedure Text in Speaking

Diterbitkan oleh:
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Islam Lamongan

Vol. 6 No. 02 Tahun 2019
DEWAN REDAKSI

Penanggung Jawab
Ketua
Sekretaris

: Dr. Madekhan, S.Pd., M.Si.
: Abdullah Farih, M.Pd.
: Riya Risqi Setyaningrum., M.Pd.

Editor Manajemen

: 1. Dian Luthfiyati, M.Pd.
2. Diah Astuty, M.Pd.

Editor Tata Kelola

: 1. Riryn Fatmawaty, M.Pd.
2. Hariyanto, S.Pd., M.Ip.

Reviewer

: 1. Dr. Like Raskova Octaberlina, M.Ed.
(UIN Maulana Malik Ibrahim Malang)
2. Siti Nurul Azkiyah, Ph.D.
(UIN Syarif Hidayatullah Jakarta)
3. Sastika Seli, S.Pd., M.A.
(STKIP Lubuk Linggau)
4. Ayu Oktaviani, S.Pd., M.A.
(STKIP Lubuk Linggau)
PENERBIT
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan

Universitas Islam Lamongan
KANTOR
Fakultas Keguruan dan Ilmu Pendidikan
Gedung A Universitas Islam Lamongan
Jl. Veteran No. 53 A Lamongan
Telp. (0322)324706/ 317116.
Email: fkipunisla@gmail.com

Vol. 6 No. 02 Tahun 2019

TATIK MUFLIHAH, NAILUL AUTHAR
(183-186)
Implication of English Vocabulary Instruction through Pictures for
Elementary Students
NOVI RAHMANIA AQUARIZA, SYAFI’UL ANAM,
PRATIWI RETNANINGDYAH (187-189)
10 Minutes Extensive Reading and Its Effect for Learnerss’ Writing
and Speaking Skill
ROSI ANJARWATI, IMA CHUSNUL CHOTIMAH,
LAILATUS SA’ADAH (190-198)
Students’ Order Thinking Skill in Learning English
DANIAR SOFENY (199-205)
Self Assessment in Writing Skill of Introverted Students
KHUSNUL KHOTIMAH
(206-211)
A Study of Language Styles Used in the Queen Movie
LAILI MAHBUBAH, FATIH AL FAUZI, DIHLIZA BASYA
(212-215)
Examining Guided Note Taking Method to Assist Listening Skill at
Madrasah Aliyah Arrisalah Curah Kates Ajung
MUHAMMAD MUJTABA MITRA
(216-226)
Origami: An Alternative Media to Teach Procedure Text in Speaking

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Vol. 6 No. 2 (2019)
p-ISSN: 2085-1383; e-ISSN: 2621-4156

ORIGAMI: AN ALTERNATIVE MEDIA TO TEACH PROCEDURE TEXT IN
SPEAKING
Muhammad Mujtaba Mitra
mujtaba.mitrazuana@ikhac.ac.id
Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

ABSTRACT
Procedure text is the text that has to be mastered by senior high school. The purpose of the text is to give
a clue how to do something through some steps. The students should experience the lesson in order to
help them to know that activity is on their daily life and to apply the worldly education "learning to do"
and to make class more lively and communicative. Experiencing the objective above, there are many
kinds of media that can be used to motivate the students to learn procedure text orally. One of them is
using "origami" (it's the art or process, originating in Japan, of folding paper into shapes representing
objects such as flowers, animal and furniture etc.). This study is conducted using a descriptive qualitative
research with non-participant researcher. The subject is the students of senior high school in Mojokerto.
In doing the observation, the data are collected by observing the activity during the class, the result of
observation checklist and the result of questionnaire. Using "origami" as an alternative media to teach
procedure text in speaking class is expected to attract the students' interest; it can give the students'
opportunities to feel a variety in teaching learning process. "Origami" helps the students increase
motivation, enthusiasm, and become easy to practice their language orally. In carrying out "origami", the
teacher selects "origami" for beginner because the models can be found in around their house or school.
They enable the students to instruct orally. "Origami" is a good media in learning procedure text orally
because it can give fun and relaxation and break up the routine class activity. Furthermore, the students
experience and understand what they learn.
Keywords: Origami, An alternative media, Procedure text, Speaking class

INTRODUCTION
In studying language, people
learn spoken language first before they
learn the written version (Agustien, 2004).
For example, in first year junior high
school, the language taught will be
primarily spoken in that the teaching
materials are geared around language that
accompanies actions and activities learners
do in the classrooms and schools
(Aguestien, 2004). Being able to speak
well and fluently is the key of a successful
interaction. By speaking well, the students
would understand the messages the
teachers are conveying. Having a good
skill at speaking in language learning is
very essential (Richard and Roger, 1986).
But the fact shows that most of the
students seem to be passive in speaking
class, whereas their activeness in oral
expression is really needed in this skill.
Active participation in the class is

important in all the language skills, but
especially so in speaking (Chastian, 1998).
The students consider that speaking
English is not easy. They are often not
relaxed as long as this activity goes on,
since they are worried about the mistakes
they probably make while they speak. So
that way, they tend to keep silent in
speaking class. Those cases above have to
do with the mental factor of the students
such as their mood, motivation and
readiness. Speaking ability is a completed
skill that include several factors namely
readiness to study, readiness to think,
readiness to practice, motivation, and
guidance. If the students cannot meet one
of them, they will not learn nicely the
language and the result will be in low
quality of speaking. Besides, the economic
environment in Indonesia shows less
support to the students to learn English,
since English is not communicated in the

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community and it becomes a difficult skill
to be developed.
Moreover, the new curriculum
concerns with the development of
communicative competence. In this case,
the students are encouraged to have ability
to create short functional texts, monologue
and English texts that need to be mastered
in the junior high school. They are
procedure, descriptive, recount, narrative,
and report (Depdiknas, 2006). One of the
texts that should be learned by junior high
school students is procedure text. It is a
text which has certain series of action. It
has a purpose to give a clue how to do
something
through
some
steps.
Sometimes, it is not easy to teach this text.
To facilitate and encourage the students in
order to be active in speaking as much as
possible in making the text orally and
make good atmosphere in language
learning teaching, teachers need some
techniques or medias to help them.
Media is considered as tools that
can give contribution to the teaching
learning process. They can attract students'
interest, bring positive attitude and make
the teaching learning run well. Here
Depdiknas, in curriculum, proposes the
recipe of cooking as media in teaching
procedure text. But it’s not applicable. For
example, when students are ordered to
make a kind of drink or food, it is
sometimes impossible for them to bring
such as a blender, fruits or kitchen
furniture and they need a lot of time to do
that. Here is ‘origami’ that can be used as
an alternative media to be used. Origami’
is an art paper folding. It derived from two
words, they are ‘Ori’ means to fold and
‘gami’ means paper in Japanese. 'Origami'
is the art or process, originating in Japan,
of folding paper into shapes representing
objects, for example; flower, and bird. By
making and playing origami, the students
are expected to feel free to express their
ideas, thus the main goals will be
achieved. According Katrin and Yuri
Shumakov that some advantages of

“origami” are it can be used as tool of
development of fine 'motor skills' of both
hands, development of intellectual
abilities, development of creative abilities,
activation of the Right and Left
hemispheres of the brain, development of
imagination, development of attention,
development of memory, development of
patience,
motional
and
aesthetic
experiences, and give joy, satisfaction and
pride in their own work (taken from And
for teachers, it can help them to deliver the
information, and to motivate the students
of junior high school.
Based on the explanation above,
the writer chooses ‘origami’ as alternative
media in learning procedure text orally. It
is also caused by many reasons. Firstly,
‘origami’ can be used to introduce new
vocabularies, give fun, motivation,
relaxation, and enjoyment. Secondly, there
is similarity both procedure text and
‘Origami’ in consisting of some steps or
actions to make something.
Origami
The word ‘origami’ comes from
Japan: ‘Ori’ means to fold and ‘kami’
means paper. When combined together, it
formed the word origami. In the American
Heritage dictionary of the English
language gives definition that ‘origami':
The art or process, originating in Japan, of
folding paper into shapes representing
objects, for example flowers and birds.
Origami can be defined as a traditional
Japanese art that exemplifies Japan's
outstanding aesthetic sensibility
The history of origami started
both in the east and west. The earliest form
of paper-folding is in China where people
use paper that is covered with foil, to make
paper house or coins to be burned in
funeral rites. The origami is known to the
Japanese only later in the seventh century.
At that time, origami is not any kind of art
that is affordable to the people, due to the
fact that paper is not easily available and
thus only the rich has the ability to possess
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it. To the Japanese, whether a completed
origami is considered a success or not
depends a lot on the maker’s eye for its
form, structure, and proportion. Paper
folding is one of the key to creativity. It is
widely practiced by the schools on the
children to help develop their motor skills.
It not only challenges the mind to create, it
also helps in memorizing sequences in the
process of folding for children.
Origami and language Learning
A speaking or communication is
a neglected language skill in many
classrooms so far (Baker and Westrup,
2003). It means that most of language
classroom only study written materials.
The focus of each students is not on the
success of communicative encounters each
other, but on the student's individual
success though independent assessment of
discrete on a test. This has no predictive
value for the success of performance in
any actual communicative encounters that
may occur in the future.
Origami is considerable as a
technique that could be directly applicable
to dealing successfully with these issues in
the classroom. Origami is one of the
Japanese arts, which have been studied by
some countries in the world. The reason is,
since all students have been taught some
paper folding in elementary school
especially in Japan, they would not
consider it particularly daunting, whether
or not they thought they were skilled at it.
If students success at origami, it may lead
them success in English course and could
reassure those who were not confident of
their language ability (Foreman-Takano,
1998). In this case of origami, it does not
require difficult vocabulary. It means that
it does require the effective use of words
in the context of both the relationship
between communicators and the matter to
be communicated. It also provides a
realistic setting for applying vocabulary to
situations other than test-taking or other
communicatively irrelevant
activities.

Moreover, in origami, the explanation does
not involve the abstract or artificial. It
concerned with the practical issue of what
one is doing right now, how one is doing
it, and how best to make the
communication partner(s) understand what
exactly is going on.
In this case an individual
feedback is needed. The feedback involved
in the teaching learning of paper folding is
one of its benefits as a communication
exercise. This feedback comes in both
verbal and nonverbal form, since the
manipulation of paper is involved along
with language. Origami activity can be an
ideal medium especially for those have
difficulty expressing their experiences
verbally. It is immediately clear whether
an explanation was understood. Ways of
improving the explanation may be offered
by the communication partner(s) or may
suggest themselves.
In addition, Foreman-Takano
stated that Origami has other appealing
elements useful for communication
practice as follows:
"First, it offers the folder some control in
how the conversation proceeds. It can
function as a technique for starting
conversations with strangers in a natural
way; the folder can initiate the exchange,
or cause the model being folded to
provoke comment. Origami used in this
way is more unusual, and requires less
self-disclosure, than typical opening
gambits which can diverge
into
vocabulary-intensive discussions of beliefs
and ideas, problematic ground in these
days of political correctness. Whether the
partner in communication is also a folder
or is new to origami, the subject is a builtin aid to continuing the conversation,
particularly since origami is practiced in so
many countries of the world. Armed with
this kind of information, the folder is ready

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for a discussion of this aspect of Japanese
culture in its multicultural dimensions.”
In Japan, A language-intensive book in
English on origami was chosen as a text,
and origami was used as the basis for
English reading
and
cross-cultural
speaking/performance exercises in an
"Introduction to
English Speaking
Cultures" course. Both individual and
group exercises were devised for
speaking/performance
practice;
the
language in the book provided a guide for
appropriate usage, and the students were
able to determine what that usage was with
a minimum of prompting. Some students
commented that they appreciated the fact
that the textbook was authentic, as
opposed to contrived material; apparently
this lent it some credibility.
METHOD
In conducting this study, the writer
uses a descriptive qualitative research
design. It describes the situation that
happening in the process of teaching and
learning in the process speaking in the
classroom using "Origami". Dealing with
it, Creswell (2003) states that the
descriptive studies provide essential
knowledge about natural of objects and
persons: and they contribute again at
receiving intervals as our science grows
from one cycle, or level insight, to another.
The main procedure of this study followed
the occurring phenomena naturally. This
‘origami’ will applied four times in order
to find out whether this media could be
best used as a means of learning speaking,
and could encourage the students to speak
or not.
In this study, the writer did not take
part when the process of what would be
done. He just observed the teachinglearning process in the class, described and
reported what was be heard and everything
that happened during the class. He

evaluated and formulated the students’
responses and the teacher’s role when
‘origami’ was applied after several
meeting. Hopefully, at the end of the
study, the implementation of ‘origami’ as
media in learning procedure text orally
could be implemented in the teaching of
speaking.
The subject of the study was
English teacher and the students of a
school in Mojokerto. The writer chose as
subject of the study because they have
learned English at least three years and
also they were good input.
To collect data that needed for this
study, there were two instruments used;
they were observation checklist and
Questionnaire. The data of the study were
through observation checklist
and
questionnaire. The researcher observed
from the start of teaching until the end of
teaching of procedure text using origami
as alternatives media. In this case the
researcher was as an observer. As an
observer, he used an observation checklist
to observe the teaching learning process
using origami since the class begins up to
the end of the class.
The data that was gained from the
questionnaire is used for finding out the
students’
responses
toward
the
implementation of ‘Origami’ as alternative
media. This questionnaire was given to
each student at the end of the teachinglearning process. The students were asked
to choose an appropriate answers from the
options provided based on their own
opinion.
The data was in the form of
observation checklist in the term of “yes”
and “no” answer. The indicators in the
checklist will comprise the material, the
students’ responses, the technique, and the
teaching learning process of procedure text
using “Origami”. Meanwhile, in analyzing
the students’ responses toward the use of
Origami as alternative media to teach
procedure text, the researcher used the
result of the questionnaire. The result of
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the questionnaire was analyzed using
percentage. The technique of percentage
was formulated as follows:
The students answering the option x 100 %
The number of all the students

DISCUSSION
The students were eager to learn
English, it could be seen when their
English teacher entered to the class. They
shouted the greeting to her. The teacher
asked to the students about what they
would learn. Before the teacher started
new lesson, the teacher reviewed about the
previous lesson. After reviewing, the
teacher wrote in the black board
"procedure text". The teacher explained
what students were going to learn,
especially topic, which was going to be
learned. The teacher needed to inform all
information which was related to the topic
so that they knew the objective of the
teaching learning process.
Hopefully, by informing the
objective, they could understand and do
the best activity. Most activities that were
involved in this phase were oral activity.
The teacher had to be active in order to
direct the students in the teaching and
learning process. Even though the teacher
must be active, it did not mean that the
students were passive in the teaching
learning process. On the other hand, the
active participant of the students was
needed in spoken cycle. It was needed
since this phase also had an aim at arising
the students' ability to speak.
After the teacher informed the
students about the topic they would be
discussed, for example, the topic that
would be learned was the activity was
needed steps, she would asked them to
mention those activities which were
needed steps. In this phase, the teacher
needed to build their knowledge in finding
those activities in their daily life. After
explaining the advantages and weakness of

those activities, she introduced the activity
used "origami" as media. The function of
questions related to the topic was to
motivate the students to learn. 72 % of the
students said that their teacher always
encourages them to participate in the class,
23 % said she encourage enough, and only
5 % who answered that she rarely
encourage them in class. From that
responses that the teacher always motivate
and encourage them actively to participate
in class especially English class. In this
case, motivation is very important because
if people or students are motivated, they
intend to accomplish something and
undertake goal-oriented action to do so
(Brophy, 1998). In means that when
students are motivated the goal will be
achieved. Then some questions, were
asked by the teacher, were as follows:
1. Do you know "origami"?
2. Do you like "origami"?
3. Can you make 'origami"?
4. What kind of shape do you usually
make?
5. What do you do if you do not how to
make "origami"?
After
doing
this
activity,
hopefully, the students understood the
topic. Related to the material or topic
"origami", it was understandable. It was
supported by the students' responses that
42 % said that it was very interesting, 47%
said it was interesting, 9 % said it was less
interesting and only 2 % said that it was
not interesting. Related to origami can
increase students' curiosities in learning
procedure text, 21 % of the students said
that it can really increase their curiosities,
65 % of them said it just increase their
curiosities, only 14 % of them who said
that it rarely increase their curiosities and 0
% of them said that it cannot increase their
curiosities. From the responses, it proved
that origami is interesting media in
teaching learning of procedure text. The
teacher mentioned the vocabularies related
to the topic such as Fold, Unfold, inside,
outside, square, triangle, and make, point,

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and turn. Then she drilled them how to
pronoun correctly. This activity was used
in order to accustom the students to say the
words correctly.
The first lesson was how to make
swan. After instructing them, the teacher
asked them whether they understood or
not. Then, some of them raised their hands
to ask her to help them to finish their
works. The teacher always helps them if
they did understand. It was supported by
the students' responses that 84 % of them
said that their teacher always give them
explanations if they did not understand, 14
% said the teacher often explain and there
is no one who answered she rarely or
never explain. At the end of the class, the
teacher gave the chances to them to ask
questions if they still had difficulties in
understanding the lesson. It could be seen
that 40 % of them said the teacher always
gave them chances, 60 % said the teacher
often gave them chances.
The teacher tried to use bilingual
class – English and Indonesia in order to
create the students actively in the class.
Because when she only used English, the
students would be hard to understand
materials, then the class would be noisy,
and they did not pay attention to what the
teachers explained. Although the teacher
dominated the class. Because 7 % said too
dominant, 70 % said dominated, 21 % said
less dominant, and only 2 % said not
dominant. The teacher dominated the
teaching learning only when the new topic
learned and to build their knowledge about
the topic. If the teacher just keeps silent
the students will be so noisy. From the
result of the observation, it could be
assumed that the class was active both the
teacher and the students.
The Result of the Second Observation
After greeting and having some
talks with the students, the teacher
reviewed the previous meeting such as, the
purpose of procedure text, the generic
structure, vocabularies, and connector of

sequences. These were done to recall the
students' memory whether they still
remembered or not.
The teacher instructed them to
make a lot of models of origami such as,
fish, rocket, butterfly, cat, seal, samurai hat
and the last is snail. The first model that
they made was a fish. Then she instructed
them to follow the teacher such as:
1. Firstly, take a piece of paper
2. Secondly, mountain fold the paper
3. Next, fold along the other diagonal.
You will see the center point of the
paper and your paper in form of
square
4. Then, open one of the side of the
square and make it to be a triangle
5. A triangle shape is ready and tidy up
6. Then, turn over the paper, fold the
other square in to a triangle and tidy
up. Now your paper has two triangles
7. After that, take one side of the a
triangle then fold over the center line
8. Then, fold the other side.
9. After all, turn the Origami
10. Finally, draw the eyes and add a smile
to fish with pen. Your fish is ready.
Then the next models they made.
During the activities, they tried to
concentrate and asked her questions. If the
students asked her in Indonesian language,
she tried helping them to use English. This
technique can be used to encourage and
train them to speak English. The teacher
trained them to deliver their questions in
English. This is also used to accustom
them to make good sentences and say them
correctly.
It is also supported by the
students' responses, 74 % of the students
said the teacher always correct their
languages, 19 % of them said that often,
and 7 % of them said rarely, and 0 % said
nothing. Related to the time, the teacher
always gives specific time to correct the
mistakes. It could be seen that 47 % said
that always, 44 % said often, 9 % said that
rarely and 0 % said nothing.

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The Result of the Third Observation.
As the previous meeting, the
teacher did the same activities such as
saying greeting and recalling the students'
memory. It was done as the way to know
their understanding about the topic or
material. The teacher explained the
students that they have to work in group.
In this session, the students were expected
to learn the lesson that they had learned.
There were six groups. Each group
consists of 5 up to 7 people. They were
pear,
pineapple,
orange,
avocado,
strawberry, and mango group. After they

had met with their group. The teacher
asked each group to clue their "Pohon
Prestasi" on the wall. This was done to
motivate and in order to compete the
student to participate actively in class. If
they had more stars from the other groups,
they would be winner.
The teacher distributed the paper
work. This paper contained some
sentences but in wrong order. The group
should arrange those sentences in good
order, then they can start making the
origami model and participate actively.
One of the examples as follows:

In your group, arrange the following sentences into correct order!
A. Fold in half from top to bottom and unfold. Push up the centre point.
You will get triangle shape.
B. Fold the lower triangle upwards. Fold both the right and the left side
downwards.
C. Your butterfly is ready.

D. Fold diagonally in half, unfold. Fold the other diagonal, unfold. Get
the centre point of the paper.

E. Make a mountain fold in the middle and two valleys then unfold.

Try to add suitable connectors of sequence from the following box in your correct order text!
After

Finally

Most of the students tried harder to
understand about the meaning of the
words. They always opened up the
dictionary to find the meaning of those
words. While they tried making model,
they may have some difficulties. To know

Then

Now

about it, the teacher checked it by coming
to students' desk on by one. The teacher
helped them in finding the meaning;
however, they had opened up the
dictionary. The guidance was important to
the students. This is one of the advantages

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in group learning that the teacher can
interact more closely and more frequently
with the students. They feel comfort in
learning English and the teacher can also
built the good image in their perception.
The member of group discussed each other
to arrange the sentences into a good other.
After several minutes, the students
were ready to present their works. Here the
three examples of a group of students'
performance when they presented their
works in front of the class:
Presentation (1)
1. Firstly, take piece of origami paper
2. Secondly, fold diagonally in half
unfold. Then fold the other diagonal,
unfold. You get the center point of the
paper.
3. Now fold in half top to bottom and
unfold. Then push up the center point.
You will get triangle shape
4. After that, fold the middle tip upwards.
Turn over the paper
5. Then Fold the side of the upper layer.
Fold down the flaps of the lower layer
forward
6. Finally, draw the eyes to make crab
complete
Presentation (2)
1. Make the middle line; fold the right
and left corners to the middle line.
Fold in half from top to bottom.
2. Then make a pocket fold at the right tip
to make the bird's beak.
3. Now cut the line diagonally and fold
the front flap upwards to form the
wings.
4. Fold both the flaps of tail inside.
5. Finally, draw the eyes on the head to
compete your bird.
Presentation (3)
1. Make a triangle then unfold. Fold from
left to right and unfold. Fold side
corners to centerline.

2. Fold the side corners inwards to the
centerline. Then fold in half from top
to bottom, unfold. Pull out corners.
3. Fold in half backwards. Pocket folds
the left corner to make seal's neck.
4. After that, Pocket folds the upper tip
downwards to make seal's head. Then
fold the tip inwards to make the seal's
mouth.
5. Staircase folds to make tail. Finally,
your seal was ready.
Group by group was called to
come forward and present their works. The
teacher paid attention to their presentation.
She took a note about their pronunciations,
stress, intonation, grammar and the order
of steps. The end of presentation, the
teacher revised their mistakes. The teacher
did this behavior, because when she
revised the mistakes while they presenting
it can make the students' concentration is
lose. It was intended to arise the students'
confident in constructing the steps in front
of the class. Then the teacher gave them a
star as their reward. The more stars they
got, the more score they had. Rewarding
was done in order to motivate them to
learn actively both in the home or school
(Panitz; T., 1996; Cohen B.P. & Cohen,
E.G., 1991).
There are some benefits of
learning in group that can be seen in this
phase, they are as follows:
1) Students have more opportunities to
communicate orally. All have the
chance to participate
2) Students can draw subjects, problems,
and tasks into sharper focus.
3) Students can more easily pool their
talents
and
more
satisfactorily
understand and appreciate the diversity
among them.
4) Students who are reluctant to express
themselves orally in larger groups may
feel more at ease.
5) Students can acquire a better sense of
what can be accomplished by group
effort.
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6) Students are more likely to assume
individual responsibilities and to carry
them through when working for each
other.
7) Students gain a better sense of their
peers as “audience” for oral expression
(Too often the teacher is the person
addressed).
8) Students have more opportunities to
teach each other.
9) Students will discover that group work
often saves valuable time and improves
the quality of their work.
The Result of the Fourth Observation
As the previous meeting, the
teacher did the same activities such as
saying greeting and recalling the students'
memory. It was done as the way to know
their understanding about the topic or
material. The teacher explained the
students that they have to present their
own models individually. The teacher
explained that they can make any models
from origami paper. In this phase, the
teacher wanted to know whether or not the
students can make certain shape of origami
and the instructions.
She gave several minutes to
prepare their presentation. The limited
time was to make the process of teachinglearning more effective. Perhaps the
students' work was different one another.
It did not matter; it would give more
advantages from them. They could share
their works with their friends. Hopefully,
by sharing with their friends, they could
use many new vocabularies in their
presentation. Besides, it was expected that
they could practice how to construct the
steps individually. By construct origami,
the students' vocabularies increased. It
could be seen from the questionnaire that
35 % 0f the students said that it could
really increase their vocabularies, 65 %
said it could increase and there is no one
that it could not increase their
vocabularies.

After the time was over, she began
to ask students to come forward to present
their works. But for about 5 minutes, they
felt shame to others. Then she called one
of the students to the front. While the
students were presenting their works, she
did not interrupt the students because it
would make them lose their self –
confident and took a note for their
mistakes and gave the score. This activity
needed a lot of time.
Some of the students presented
their works well, but the others not. Here
the two examples of students' performance
when they presented their works in front of
the class:
Presentation (1)
1. How to make swan
2. Fold diagonally, unfold
3. Fold to center and shape a side in left
part of the paper.
4. Turn over the paper
5. Fold to center to shape a side in left
part of the paper
6. Fold the long point to the other point
7. Fold to center to make a head
8. Fold diagonally.
9. Pull the long point to make the neck
10. Tidy up and your swan was ready
Presentation (2)
1. Firstly, take a piece of paper
2. Then y, mountain fold the paper
3. Then, fold along the other diagonal.
You will see the center point of the
paper and your paper in form of
square
4. Then, open one of the side of the
square and make it to be a triangle
5. A triangle shape is ready and tidy up
6. Then, turn over the paper, fold the
other square in to a triangle and tidy
up. Now your paper has two triangles
7. After that, take one side of the a
triangle then fold over the center line
8. Then, fold the other side.
9. Then l, turn the Origami
10. Finally, draw the eyes and add a smile
to fish with pen. Your fish is ready.

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Presentation (3)
1. Take a piece of paper
2. Fold diagonally
3. Fold the right side to bottom
4. Fold the left side to bottom
5. Fold the right to center
6. Fold the left side to center
7. Fold the tip of paper upwards
8. Fold the left side of a triangle to center
and the other sides
CONCLUSION
Based on the data above, can
assumed that they were nervous while
presenting or they still could not do how to
make step of their own models. It
supported by their response that 5 % said
the steps in making origami is very easy,
70 % said easy, 26 % said that it was
difficult. It meant that most of them could
make the steps easily. It may be caused by
they often find the difficult words in using
"origami'. It could be seen that 7 % said
very often, 30 % said often and 58 % said
that they rarely find the difficult words.
Most of the students still had
difficulty to make or present the sequence
REFERENCES
Agustien, H.I.R. 2004. Literacy-based
Approach: A Key to the
Implementation of the 2004
English Curriculum. Paper
presented at the 52nd TEFLIN
International Conference,
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Baker, J., & Westrup, H. (2003). Essential
Speaking Skills: A Handbook
for English Language Teachers.
London: Continuum.
Brophy, J. E. 1998. Motivating Students to
Learn. McGraw-Hill, Boston,
MA.
Chastain, K. (1998). Developing second
language skills (2nd Ed.).
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9. Open and fold a triangle shape
upwards
10. Fold again to cover the previous fold
11. Turn Over
12. Fold the behind side. Your cap was
ready.

or step in making model orally. If they
wanted to tell the steps they would write
the instruction first. They motivated in
learning English using "origami" as media
especially procedure text. It is supported
by the data that 37 % said really motivate,
and 63 % only motivate but no one said
not motivated.
But most of activities could be said
that "origami" was successfully conducted
based on the active participation on the
students and their good responses. So, the
writer can say that using "Origami" is a
good way in learning procedure text orally.

Cohen, B.P. & Cohen, E.G. (1991). From
groupwork among children to R
& D teams: interdepence,
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Lawler, E.J.,
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1986. Approaches and Methods
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