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IMPROVING SPEAKING ABILITY OF THE TWELFTH GRADE STUDENTS OF SMA STELLA DUCE BANTUL YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Natalia Dewi Primasari Student Number: 031214075 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2008 i PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Page 1: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI … · Penelitian ini membahas teknik untuk mengajar kemampuan berbicara bahasa Ingg ris siswa kelas duabelas SMA Stella Duce Ba ... metode

IMPROVING SPEAKING ABILITY

OF THE TWELFTH GRADE STUDENTS

OF SMA STELLA DUCE BANTUL YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Natalia Dewi Primasari

Student Number: 031214075

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

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IMPROVING SPEAKING ABILITY

OF THE TWELFTH GRADE STUDENTS

OF SMA STELLA DUCE BANTUL YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Natalia Dewi Primasari

Student Number: 031214075

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

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Impossible is just a big word thrown around

by small people

who find it easier to live in the world they have been given

than to explore the power they have to change it.

Impossible is not a fact.

It is an opinion.

Impossible is not a declaration.

It is a dare.

Impossible is potential.

Impossible is temporary.

Impossible is nothing. (unknown)

I dedi cate th i s th esi s to my bel oved paren ts, my

broth er , an d my Ni col au s M .

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ACKNOWLEDGEMENTS

First of all, I would like to thank God the Almigthy, Jesus Christ for

giving me the strength, courage, and compassion so that I could finish this thesis.

His guidance gave lights and strengths to deal with the hard time I had to go

through during the making of this thesis.

This thesis is accomplished and improved by the guidance and comments

of people who are willing to be involved during the writing of my thesis. I owe

much to Christina Kristiyani, S.Pd., M.Pd., my major sponsor, for giving me

attention, suggestions, guidance, and motivation during the finishing of my thesis.

She gave me her valuable time, energy, and understanding in the middle of her

busy days so that I could finish my thesis. In finishing this thesis, I am greatly

indebted to Laurentia Sumarni, S.Pd., my co-sponsor, for valuable time,

guidance, support, and feedbacks in correcting my writing. I would also like to

express my sincere gratitude to Ouda Teda Ena, S.Pd., M.Pd, who gave me

suggestions to improve my thesis and times for sharing my thesis. My sincere

gratefulness also goes to all PBI lecturers, who always provided valuable lessons

and secretariat staff, Mbak Danik and Mbak Tari, for all help and kindness

during my five-year study. I would also like to thank Ag. Suwardi, S.Pd, the head

of SMA Stella Duce Bantul, who allowed me to conduct the research at the school.

I am going to give my deepest thank to my beloved parents, my father,

Supriyadi, my mother, Suharismi, for their love, support, guidance to face this

wild life, beautiful care, and patience. Also my beloved brother, Eko ‘boentoet’,

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for his love, laughter, and time we share together. My deepest love and gratitude

goes to my coolest gift from the Lord, Nicolaus, for his love, patience, care,

warmth, kindness, sharing moments, and support.

My special thanks go to all of my participants: Ayu, Jocki, Novian, Fika,

Lia, Rahma, Indar, Rina. I thank them for their cooperation and time in giving

me data in the research. I thank them a lot for allowing me to be their english

extracurricular teacher in the last two years. I also thank Kristin for her

willingness to be the observer in the research. May God bless them all.

My gratitude goes to cewe-cewe populer: Iphat, Mak Miertah, Dita,

Dame’, Dek Tika, for all the love, friendship, laughter, tears, support, discussion,

suggestions, criticism, foods, foolishness we shared during our study in the

university. I hope that our friendship will never end. I thank Ria, Veni, NitNot, as

my friends, let’s have our victory soon! I also thank all my friends of PBI’03 Paul,

Layung, Monci, Ratna, Hepi, Proti, Ethy, Iyaz, Joyce, Christine, Moniq, Rere,

Ardhi, Bagong, Si Be, Jii, ‘Babah’ Lukas, Punto, Suki, Yessi. I thank them for

the laughter, friendship, and for being my great friends. I am really blessed to

have them all. Finally, I wish to appreciate all people who have colored my life

whom I could not mention one by one.

Natalia Dewi Primasari

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TABLE OF CONTENTS

Page

TITLE PAGE ....................................................................................... i

APPROVAL PAGES ........................................................................... ii

PAGE OF DEDICATION .................................................................... iv

STATEMENT OF WORK’S ORIGINALITY .................................. v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................ vi

ACKNOWLEDGEMENTS ................................................................. vii

TABLE OF CONTENTS ..................................................................... ix

LIST OF TABLES ............................................................................... xii

LIST OF FIGURES ............................................................................. xiii

LIST OF APPENDICES ...................................................................... xiv

ABSTRACT .......................................................................................... xv

ABSTRAK .............................................................................................. xvi

CHAPTER I: INTRODUCTION

A. Background of the Study........................................................... 1

B. Problem Formulation................................................................. 5

C. Problem Limitation.................................................................... 5

D. Objectives of the Study ............................................................. 5

E. Benefit of the Study.................................................................. 6

F. Definition of Terms................................................................... 6

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical description ............................................................. 8

1. Theories of Language Learning ........................................... 8

a. Foreign Language Learning .............................................. 8

b. Interactive Learning .......................................................... 9

2. Theories of Language Teaching........................................... 10

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a. Communicative Language Teaching................................. 11

1). Learner’s Role .............................................................. . 12

2). Teacher’s Role .............................................................. 12

3). Communicative Competence........................................ 13

4). Teaching Learning Activities ....................................... 14

5). Procedure ...................................................................... 16

b. Interactive Language Teaching......................................... 16

3. Speaking............................................................................... 20

a. Nature of Speaking............................................................ 20

b. The Process of Speaking ................................................... 22

c. Teaching Speaking ............................................................ 22

1). Teaching Techniques ................................................... 23

a). Cued-Dialogue ....................................................... 24

b). Role-Play ............................................................... 25

(1). The Uses of Role-Playing ............................... 26

(2). The Procedures of Using Role-Play ............... 27

B. Theoretical Framework ............................................................. 29

CHAPTER III: METHODOLOGY

A. Method ...................................................................................... 33

B. Participants of the Study............................................................ 34

C. Research Instruments ................................................................ 35

D. Data Gathering Techniques....................................................... 39

E. Data Analysis Techniques ......................................................... 40

F. Research Procedure.................................................................... 44

CHAPTER IV: RESULTS AND ANALYSIS

A. The Research Findings and Discussion..................................... 47

1. First Cycle ............................................................................... 47

a. Diagnosing ........................................................................ 47

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b. Action Planning................................................................. 49

c. Action Taking.................................................................... 50

d. Evaluation ......................................................................... 51

1). Content....................................................................... 51

2). Comprehensibility...................................................... 52

3). Fluency ...................................................................... 53

4). Pronunciation............................................................. 53

5). Vocabulary................................................................. 53

6). Grammar .................................................................... 54

e. Specifying Learning .......................................................... 56

2. Second Cycle .......................................................................... 56

a. Diagnosing ....................................................................... 56

b. Action Re-Planning .......................................................... 57

c. Action Taking ................................................................. 58

d. Evaluation ........................................................................ 59

1). Content ...................................................................... 59

2). Comprehensibility ..................................................... 60

3). Fluency ..................................................................... 61

4). Pronunciation ............................................................ 61

5).Vocabulary ................................................................. 62

6). Grammar ................................................................... 63

e. Specifying Learning .......................................................... 64

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions ................................................................................ 66

B. Suggestions ................................................................................ 68

REFERENCES .................................................................................... 70

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LIST OF TABLES

Table Page

3.1 Analytic Rubrics for Speaking Ability.............................................. 38

3.2 The Percentage of Overall Speaking Ability .................................... 43

4.1 The Improvement of Speaking Ability in the First Cycle................. 55

4.2 The Improvement of Speaking Ability in the Second Cycle ............ 64

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LIST OF FIGURES

Figure Page

2.1 The Process of Communication System ........................................... 22

2.2 The Action Research Cycle............................................................... 31

4.1 Cued-dialogue in Describing Things ............................................... 49

4.2 Role-Play in Making Invitation......................................................... 57

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LIST OF APPENDICES

Page

Appendix 1: Permission Letter ............................................................... 72

Appendix 2: Statement of Research Completion.................................... 73

Appendix 3: Lesson Plans....................................................................... 74

Appendix 4: Speaking Materials............................................................. 79

Appendix 5: The results of Students’ Speaking Rubrics ........................ 91

Appendix 6: Field Notes ......................................................................... 97

Appendix 7: Students’ Comments on Role-Play .................................... 110

Appendix 8: Examples of Students’ Role-play....................................... 118

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ABSTRACT

Primasari, Natalia Dewi. 2008. Improving Speaking Ability of the Twelfth Grade Students of SMA Stella Duce Bantul. Yogyakarta: Sanata Dharma University.

Speaking, among others, is one important skill in English skills. Therefore, students should master English speaking ability. A technique which is used in teaching English speaking should help teachers to improve students’ speaking ability.

The research discussed two teaching techniques to teach English speaking ability of the twelfth grade students of SMA Stella Duce Bantul. The main purpose of the study is to find out the most appropriate technique in teaching English speaking to improve students’ speaking ability. There is a question formulated in the study. The question was, “what is the most appropriate technique to improve English speaking ability of the twelfth grade students of SMU Stella Duce Bantul?”

In order to find out the answer to the research question, the researcher employed a classroom action research. In the research, the researcher played important roles as a teacher and a researcher. Moreover, two instruments, namely speaking rubrics and fieldnotes, were used to obtain important data. Fieldnotes were used to obtain data in students’ speaking ability and teaching learning activities generally. Speaking rubrics were used to obtain data on students’ improvements in English speaking. The researcher conducted two research cycles. In the first cycle, the researcher employed a cued-dialogue as the first technique. There were two meetings in the first cycle. In the second cycle, the researcher employed role-play as the second technique. The researcher conducted three meetings in the second cycle.

The result of the study showed that there was improvement on students’ English speaking ability. In the first cycle, students showed significant improvement only in the content and comprehensibility. Whereas, there were no significant improvements in fluency, pronunciation, vocabulary and grammar. In conclusion, cued-dialogue was not effective to improve students’ speaking ability. In the second cycle the researcher used role-play as a technique and there were satisfying improvements. All students made improvement in speaking components. From the result of the study, it is concluded that role-play is more appropriate technique to improve students’ speaking ability of the twelfth grade students of SMA Stella Duce Bantul.

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ABSTRAK Primasari, Natalia Dewi. 2008. Improving Speaking Ability of the Twelfth Grade Students of SMA Stella Duce Bantul. Yogyakarta: Universitas Sanata Dharma.

Berbicara, diantara kemampuan yang lain, merupakan kemampuan yang penting dalam kecakapan berbahasa Inggris. Oleh sebab itu, siswa harus memiliki kemampuan berbicara yang baik dalam berbahasa Inggris. Teknik yang digunakan dalam mengajar berbicara sebaiknya membantu guru untuk meningkatkan kemampuan siswa dalam berbicara.

Penelitian ini membahas teknik untuk mengajar kemampuan berbicara bahasa Inggris siswa kelas duabelas SMA Stella Duce Bantul. Tujuan utama dari penelitian ini adalah menemukan teknik yang tepat untuk meningkatkan kemampuan dalam berbicara bahasa Inggris siswa kelas XII SMA Stella Duce Bantul. Ada satu permasalahan yang dikemukakan dalam studi ini, yaitu, “metode apakah yang paling tepat untuk meningkatkan kemampuan berbicara bahasa Inggris siswa kelas XII SMA Stella Duce Bantul.”

Untuk menjawab pertanyaan pada penelitian ini peneliti menggunakan metode penelitian tindakan kelas (classroom action research) dimana peneliti berperan sebagai guru dan peneliti. Ada dua alat untuk memperoleh data-data penting, yaitu catatan lapangan dan rubrik berbicara. Catatan lapangan digunakan untuk memperoleh data tentang kemampuan berbicara siswa secara umum. Sedangkan rubrik berbicara digunakan untuk mengetahui dan mengukur peningkatan kemampuan berbicara siswa. Dalam penelitian tindakan kelas ini, peneliti melakukan dua siklus penelitian. Pada siklus pertama peneliti menggunakan cued-dialogue sebagai teknik pertama untuk mengajar berbicara bahasa Inggris. Terdapat dua kali pertemuan dalam siklus pertama. Pada siklus kedua, peneliti menggunakan role-play sebagai teknik kedua untuk mengajar berbicara bahasa Inggris. Peneliti melakukan tiga kali pertemuan pada sklus kedua.

Hasil yang diperoleh dari penelitian ini menunjukkan adanya peningkatan kemampuan berbicara bahasa Inggris. Pada siklus pertama, siswa mengalami peningkatan penting hanya pada isi dan tingkat pemahaman dalam berbicara. Sedangkan komponen lain dalam berbicara seperti kelancaran, pelafalan, kosakata, dan struktur tidak terdapat peningkatan penting. Disimpulkan bahwa cued-dialogue kurang efektif untuk meningkatkan kemampuan berbicara siswa. Pada siklus kedua peneliti menerapkan role-play dan terdapat peningkatan yang sangat memuaskan. Semua siswa mengalami peningkatan dalam komponen berbicara. Dari hasil yang diperoleh dalam penelitian ini disimpulkan bahwa role-play merupakan teknik yang lebih tepat untuk meningkatkan kemampuan berbicara siswa kelas XII SMA Stella Duce Bantul.

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CHAPTER I

INTRODUCTION

Chapter I presents discussions of the thesis background that motivates the

writer to write the thesis. There are six major concerns presented in this chapter.

Those are background of the study, problem limitation, problem formulation,

objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

Language is the center feature of cultures in communication and the

spoken language is the primary (Richard and Rodgers, 1986: 8). Lado (1961: 240)

describes speaking ability as the ability to express oneself in life situations or the

ability to report situations in appropriate words, or the ability to converse, or to

express the intended messages without undue hesitation. In communication, there

are at least two individuals involved. The first individual is the speaker and the

other is the hearer. In a moment, the speaker tries to send the intended message

and the hearer tries to comprehend the message received. Their roles in

communication exchange continually.

In accordance with the development of human resource, the request for

international language, English, is increasing rapidly. It appears because English

is a means of communication and interaction across the world. As a matter of fact,

English is used in broad areas such as education, economy, entertainment,

information, news, etc. As a support to the issue, English language teaching has

received special attention. This attention is due to the role of English as a means

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of global communication, and the transfer of science and technology. As a result,

the mastery of this language is highly required. Schools and universities now offer

English as a compulsory subject.

English language teaching has a special position in schools. It is

compulsory for Indonesian students mainly from lower secondary schools to

university level. According to the decree of the Minister of Education and Culture

(1967 number 69) or National Education, English is the first foreign language for

all Indonesian students from lower secondary education to university levels. The

main goal is to provide students with good English mastery so that they are able to

participate in various academic activities, most of which are conveyed in English.

In achieving the goal, learners should master the English skills; they are

reading, listening, speaking and writing. Nunan (2003: 48) explains that speaking

skill in new language is more difficult than other skills. Davies (2000: 82) also

states that speaking comes naturally to humans, but it is not as simple as it seems.

It needs high effort to be able to utter something in English. Bailey and Savage

(1994) as cited by Lazarton (2000: 103) explain that “speaking in a second or

foreign language has often been viewed as the most demanding of four skills.” It

means that speaking skill is very important to be mastered by students. However,

many learners in Indonesia are less able to speak actively in English, especially

before they enter university level. Rivers (1968: 161) explains that speaking

English well means that those learners are aware of certain aspects of the code.

The codes are vocabulary of the language, phonological and morphological

features, and syntactical rules. Learners should master or at least approach some

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characteristics in speaking such as task completion, comprehensibility, fluency,

pronunciation, vocabulary, and grammar (The Internet TESL Journal, Vol. IX,

No.4, http://iteslj.org/).

Learners should prepare their four English skills before entering university

or higher level of study. They study English in schools. Franke (1884) as cited by

Richards (2001: 11) explains that in teaching a new language teacher should use it

actively in the classroom. It means that teachers should encourage students to try

to speak in order to communicate with each other. Nevertheless, schools do not

provide sufficient time to learn English. Moreover, learners have limited

opportunity to use and practice the language, either in the classroom or outside

classroom. The researcher found that schools in Yogyakarta provided extra time

to study in extracurricular activities. One of them was SMA Stella Duce Bantul.

SMA Stella Duce Bantul states that English is one of the main subjects in

the school education system. In the regular hours of teaching English, the time to

study was limited. Learners only have four hours a week to study. Knowing that

there are many English materials that learners should master in the limited time,

SMU Stella Duce Bantul gives extra hours for learning. Extracurricular activities

seem to be the solution. Nouveldt (1997: 482) explains that extracurricular

activity is not the part of the required curriculum and outside the regular course of

the study. However, it is under the supervision of the school. The extracurricular

activity is intended to broaden the students’ knowledge in one or more fields.

Extracurricular activities give more time for teachers to teach the learners in

informal situation and to give the learners more opportunity to explore, practice,

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and express their feelings, thought, and opinion. SMU Stella Duce Bantul has

many extracurricular activities including English. In this activity learners have

opportunities to practice and participate in problem solving activities and develop

their skills in English.

The researcher had taught the twelfth grade students of SMA Stella Duce

Bantul English in extracurricular activity for a year. Related to the fact, the

researcher identified the general area of the learners and she found that they had

problems in speaking English well. It covered content, comprehensibility, fluency,

pronunciation, vocabulary, and grammar. The researcher found that the students

were talkative but they could not speak fluently because of bad grammar and lack

of vocabulary. Besides, students often had difficulties in choosing topics to talk.

In order to solve the problems in students’ speaking ability, the researcher

employed classroom action research. The research deals with the technique in

teaching speaking. In this research, the researcher conducted cycles until she

found an appropriate technique to teach speaking. Techniques in teaching

speaking are in various and the techniques support the learners to master the

materials. The researcher stopped the cycle when she obtained satisfying result on

students’ speaking ability. The satisfying result is when students achieved 87% or

score 18 points in speaking ability in the level at the minimum. The researcher

conducted research in teaching speaking to the students in XII IPS 1 of SMA

Stella Duce Bantul.

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B. Problem Formulation

The problem is formulated in the following question:

What is the most appropriate technique to improve English speaking ability to the

twelfth grade students of SMU Stella Duce Bantul?

C. Objective of the Study

The research is intended to find out the most appropriate technique to improve

English speaking ability to the twelfth grade students of SMA Stella Duce Bantul.

D. Problem Limitation

This research is limited to the discussion on finding the most appropriate

technique in teaching speaking to increase the students’ speaking ability. To focus

on the study, the researcher conducts the research only to the twelfth grade of

Senior high school students in SMA Stella Duce Bantul, Yogyakarta. The

researcher conducted the research only in extracurricular activity. The reason why

the researcher chose SMA Stella Duce Bantul as the place of conducting the

research is because the researcher is also one of the English extracurricular

teachers of SMA Stella Duce Bantul.

E. Benefits of the Study

The study is expected to give valuable contribution to the senior high

school students, senior high school teachers, and other researchers.

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1. The students

The students will improve their English speaking ability using the most

suitable technique. They will be able to interact and converse in English. Besides,

they can apply the interactive communication in their real communication in their

community.

2. The teachers

The study may provide information about the technique in teaching

speaking in English class whether in regular classes or extracurricular activities.

3. The other researchers

The result of the research hopefully can be used as the background

knowledge or reference for the next researchers. They may use the result of this

study for their own research on related issues.

F. Definition of Terms

1. Extracurricular activity

Nouveldt (1997: 482) explains that extracurricular activity is not the part

of the required curriculum and outside the regular course of the study. However, it

is under supervision of the school. In this study, extracurricular activity is used to

enhance speaking English ability.

2. Speaking Ability

Lado (1961: 240) explains speaking ability as the ability to express oneself

in life situation, or the ability to report acts or situations in precise words or the

ability to converse, to express the sequence of ideas fluently. This study deals

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with the improvement of speaking ability. This study is aimed to find the most

appropriate technique to improve students’ English speaking ability.

3. Action Research

Mills (2003: 4) describes action research as any systematic inquiry

conducted by teacher researchers to gather information about the ways that their

particular school operates how they teach, and how well their students learn. The

information is gathered with the goals of gaining insight, developing reflective

practice, effecting positive changes in the school environment and on educational

practices in general, and improving student outcomes.

4. SMA Stella Duce Bantul

SMA Stella Duce Bantul is a private senior high school under the

Tarakanita Institution. It is located in Ganjuran, Bambanglipuro, Bantul,

Yogyakarta. The goal of the school is similar to that of the other public schools.

The vision of the school is forming good personality, good quality, and friendly

human beings.

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter deals with some theories that become the bases for the

discussion. The purpose of this chapter is to get the understanding of what the

basic principles of the research are, so that the problem stated in the previous

chapter can be answered. The discussion will be divided into two major parts as

the bases for classroom action research; they are theoretical description and

theoretical framework. In this chapter, the writer presents discussion on some

theories as the foundation this research.

A. Theoretical Description

The theoretical description contains related theories to this research. This

part presents three major topics. They are theories of language learning, theories

of language teaching, and the description of speaking.

1. Theories of Language Learning

a. Foreign Language Learning

According to Johnson (2001: 5) there are five characters why people take

time to learn foreign language in today’s world. They are, for study purposes, for

the sake of cross-cultural understanding, for strengthening persons’ cultural

identity, for purposes of international communication, for facilitating international

communication.

8

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The goal of learning English as foreign language as study purpose appears

in educational systems. Students who learn English as the foreign language have a

purpose to pass the exams in the educational systems. Gebhard (1996: 3) explains,

“The primary goal for children studying in the educational system is to pass

English entrance exams to enter good high schools and universities.” Meanwhile,

in educational system nowadays the teaching is directed in making the learners

able to comprehend and interpret English so that they can also use the language in

real communication.

In order to reach the goal of leaning English as a foreign language,

teachers should be creative in their roles. The teachers’ role of teaching English as

a foreign language is concerned with many aspects. Gebhard (1996: 3) explains

that teachers should concern on how to get the students speak in English class.

Therefore, the teachers should use authentic materials or tests and get the students

take on their own responsibilities for their learning.

b. Interactive Learning

According to Brown (2001: 48) the essentially interactive nature of

communication is at the basis of current theories of communicative competence.

In communication activity there are two factors involved, production and

reception of the speaker and listener. The point is a result of interaction, of “give

and take”, as a participant in communication activity. In other words, people

collaborating in the communication; talk as a form of social activity. In

conclusion, the interaction means two or more people involving in the situations

and exchanging thoughts in oral or written activities to make relations.

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Thus, the communicative purpose of language compels students to create

opportunities of communication and interaction in the classroom. Teacher should

provide an interactive course or technique which brings students to get involved in

communicative activities. As learners interact with each other through oral and

written discourse, their communicative abilities are enhanced. Burns (2002: 214)

explains that motivation for interactional communication is primarily to create and

maintain social relationships, for example, casual conversation between friends.

That is primarily because in reality talk in daily life is a mixture of transactional

and interactional communication. Brown (2001: 48) mentions the characteristics

of interactive classes that the teachers should do. They are as follows:

1). Doing a significant amount of pair work and group work. 2). Receiving authenticity language input in real-world context. 3). Producing language for genuine, meaningful communication. 4). Performing classroom tasks that prepare them for actual language use

“out there.” 5). Practicing oral communication through the give and take and

spontaneity of actual conversation. 6). Writing to and for real audiences, not contrived ones.

(Brown, 2001: 48) Based on the theory of interactive learning above, it is considered that

role-play is one of the most suitable techniques of interactive learning. Moreover,

role-play has all the characteristics of interactive learning. It is suitable to

administer to the students who want to increase their speaking ability.

2. Theories of Language Teaching

Language teaching becomes a profession in the twentieth century (Howatt

and Widdowson, 1979: 231). In that century, language teaching had been

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characterized by frequent change and innovation on language teaching ideologies

and methods. This part presents discussions on two language teaching ideologies

that give foundation to the study. They are Communicative Language Teaching

and Interactive Teaching.

a. Communicative Language Teaching

Richard and Rodgers (2001: 151) explain that Communicative Language

Teaching marks the beginning of a major paradigm shift within language teaching

in the twentieth century. The general principles of CLT are widely accepted

around the world today.

One of the characteristics of CLT according to Littlewood (1981: 1) is that

it pays systematic attention to functional as well as structural aspects of language,

combining these into a more fully communicative view. The goal of foreign

language teaching in communicative view is, therefore, communicative ability.

Nunan (2003: 50) explains that Communicative Language Teaching has

two versions. The weak version says that teachers should teach the components of

language but include communication activities. The strong version says that

lessons should consist of opportunities to communicate in the target language

because the students learn through interaction. Teachers should also pay attention

to the accuracy and the way the students speak the target language.

Richard and Rodgers (2001: 160-161) explain that Communicative

Language Teaching has a basic theory. The basic assumptions are as follows:

1. Language is a system for the expression of meaning. 2. Allowing the interaction and communication in the language

system is the main function.

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3. The aspect or the features that indicate its functional and communicative uses are the structures of the language itself.

4. The grammatical and structural features are not the only units of language but categories of functional and communicative meaning.

(Richard and Rodgers, 2001: 160-161)

The four basic assumptions of language that show what aspects of the

language should be taught, how language should be presented in classrooms and

how language competence should be evaluated. Setiyadi (2006: 147) explains the

four assumptions that Richards and Rodgers suggested came from a single theory

that emphasizes the use of language in daily life that is communication.

1). Learner’s Role

The learners’ role in communicative approach as described by Breen and

Candlin (1980: 110) quoted by Richard and Rodger (2001: 166) is in the

following:

The role of learner as negotiator-between the self, the learning process, and the object of learning –emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities, which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in the interdependent way.

(Richard and Rodger, 2001: 166)

From what Breen and Candlin say, it can be seen that the communicative

approach recommends the use of cooperative interaction between the learner in

the teaching and learning activities. The learners learn to see that if there is a

communication, which is not done smoothly, it is a responsibility and not the fault

of the speaker or the listener.

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2). Teachers’ Role The role of the teacher in Communicative Approach is to create the natural

environment in the classroom. This approach also requires the teacher to be

more creative in varying the activities of the teaching learning process, so that

it can be more natural as in a real situation.

A teacher knows that individuals learn in different ways and at different

rates. Older learners usually learn best by applying generalization to a situation

and from hearing much comprehensible input.

Richard and Rodgers (2001: 167) explain the teacher’s role in

communicative approach as follows:

The teacher has two main roles: the first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and the texts. The second role is to act as an independent participant within the learning-teaching group.

From the discussion on the teacher’s role above, it obvious that teacher should

be creative in teaching activities. It will send the learners to the successful

learning.

3). Communicative Competence

Theories on communicative competence now emphasize on the

importance of interaction as people that use language in contexts or situation to

get an idea from other people to himself and vice versa. In Hyme’s view

(1972:281) as quoted by Richard and Rodgers (2001: 159) a person who acquires

communicative competence acquires both knowledge and ability for language use.

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Communicative competence is an equipment to be able to communicate in both

interactional and transactional communication. It can also be said that the

successful indicator in communication is when a person has mastered the

communicative competence. Halliday (1970: 145) as quoted by Richard and

Rodgers (2001: 159) explains a powerful theory of the language function of

communicative competence. He explains seven basic functions that language

performs for children learning their first language.

1. The instrumental function: using language to get things 2. The regulatory function: using language to control the behavior of others 3. The interactional function: using language to create interaction with others. 4. The personal function: using language to express personal meanings and

feelings. 5. The heuristic function: using language to learn and to discover. 6. The imaginative function: using language to create a world of

imagination. 7. The representational function: using language to communicate information.

(Richard and Rodgers, 2001: 159)

Littlewood (1981: 6) specifies his discussion on communicative ability in

foreign language teaching and learning. He proposes understanding on

communicative ability through observing four domains of skill, which make up a

person’s communicative competence. They are as follows:

1. The learner must attain as high a degree as possible of linguistic competence.

2. The learner must distinguish between the forms which he has mastered as part of his linguistic competence, and the communicative functions that they perform.

3. The learner must develop skills and strategies for using language to communicate meanings as effectively as possible in the concrete situations.

4. The learner must become aware of the social meaning of language forms.

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Brown (2001:166) explains that in order to be able to communicate or

interact in a community successfully people should master and involve elements

of communicative competence such as grammatical, discourse, linguistic,

pragmatic and strategies. In other words, people should have good communicative

competence in order to minimize the error production and misunderstanding in

communication.

Richards, Platt and Weber (1985: 49) as cited in Brown (2001) explain the

characteristics of communicative competence includes (a) knowledge of the

grammar and vocabulary of the language; (b) knowledge of rules of speaking

(how to begin the conversations, knowing what topics can be talked and etc); (c)

knowing how to use and respond to different types of speech acts such as requests,

apologies, thanks, and invitations; (d) knowing how to use language appropriately.

4). Teaching and Learning Activities

The theories on the goal of CLT presented above encourage a discussion

on ways to develop communicative skills through exercises and activities. The

range of exercise types and activities appropriate with a communicative approach

is unlimited. Such exercises enable learners to attain the communicative

objectives, engage learners in communication and require the use of such

communicative processes as information sharing, negotiation of meanings and

interaction. Littlewood (1981) distinguishes between “functional communicative

activities” and “social interaction activities” as major activity types in CLT.

Teachers can device communicative activities for the classrooms which emphasis

on the functional aspects for communication. This functional aspect for example

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is problem solving by the students or the learners. They as the learners should also

digest some information in the communication. In other words, the purpose of this

activity is that the learners should use the language, in this term is English, in

order to get meanings or do conversation as effective as possible.

Furthermore, language should not only effective but also appropriate in

social context or situation where the interaction takes place. Littlewood (1981: 21)

explains that success in the conversation or in negotiating meaning is not only in

terms of “functional effectiveness” but also in terms the language that is

acceptable in the community. Littlewood (1981:21) also explains that

acceptability of the beginner learner may take concern more on accuracy in

pronunciation and grammar. Then it will come to have it as a part of producing

language which is appropriate to specific kinds of social situation.

5). Procedure

Finnochiaro and Brumfit as cited in Richard and Rodgers (1986: 81)

explain evolutionary procedures for the CLT. The procedures suggest of eleven

activities as follows:

1. Presentation of a brief dialog or several mini-dialogs, preceded by a motivation and a discussion of the function and the situation.

2. Oral practice of each utterance of the dialog segment to be presented by the teacher’s model.

3. Questions and answers based on the dialog topics and situations themselves.

4. Questions and answers related to the students’ personal experiences but centered on the dialog theme.

5. Study one of the basic communicative expressions in the dialog or one of the structures which exemplify the function.

6. Learner’s discovery of generalizations of rules underlying the functional expression or structure.

7. Oral recognition, interpretive activities.

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8. Oral production activities. It proceeds from guided to freer communicative activities.

9. Copying the dialogs or mini dialogs or modules if they are not in the class text.

10. Sampling of the written homework assignments, if given. 11. Evaluating on learning. (Oral only).

The steps above introduce the learner to a well-organized practice which

motivates students to speak. The implementation of Communicative Language

Teaching in this study basically is to enforce communicative learning objectives

as the result of interactive factors in the classroom.

b. Interactive Language Teaching

For many years, researchers of language teaching have proposed various

approaches to help language teachers in conducting an effective classroom

condition that will facilitate the students to achieve the goal of their learning.

Communication remains to be the central goal.

Brown (2001:166) explains that there are seven principles in interactive

for interaction in language classroom. They are; first, the best interaction is not

focused on using the correct grammar or other linguistic forms but on the meaning

and the message of the conversation. Learners can easily proceed to “automatic

modes of processing.” Second, learners are motivated to use language in their own

communicative competence. Learners are also able to establish contact to each

other in an attempt to understand them in “speech act of fulfillment and self-

actualization.” Then, learners have intrinsic motivation in their learning activities.

Third, teachers used the strategic language competence both on making certain

decisions and on saying or writing or interpreting language. Teachers have

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strategic investment to the students. Fourth, failing to produce intended utterance

or making error in production or failing to interpret meaning are some of the risks

of interaction. Due to the risks people sometimes are being an object of laughing.

Fifth, speaking and writing interactively belongs to the culture nuance of language.

It is about the language-culture connection which involving in the teaching

learning activities. Sixth, in the developmental process of acquisition numerous

errors of production and comprehension usually occur that later it will be the part

of this development. Seventh, the communicative competence should be mastered

by students. In order to be able to communicate or interact in community

successfully people should mastered and involved elements of communicative

competence such as grammatical, discourse, linguistic, pragmatic and strategies.

Nowadays teachers have important role in teaching-learning activities in

the classrooms. Teachers should consider the importance of interaction in the

classrooms. Brown (2001: 165) explains that in this communicative paradigm on

language teaching it seems that interaction is being the core of communication.

Learning to interact through interaction itself is the best way from any other.

People send, receive, and interpret messages finally negotiate meaning and find

the purpose. Brown (2001: 165) “explains that interaction is the collaborative

exchange of thoughts, feelings or ideas between two or more people, resulting in

reciprocal effect on each other.”

In the beginner level of language study, interactive classrooms should be

conducted. Wilga Rivers (1987: 4-5) as quoted by Brown (2001:165):

Through interaction, students can increase their language store as they listen to or red authentic linguistic materials, or even the output of their fellow

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students in discussion, skits, joint problem-solving tasks, or dialogue journals. In interaction students can use all they posses of the language –all they have learned or casually absorbed- in real life exchanges.

(Brown, 2001:165)

When communicating, people use language to convey and receive

message. People do that by considering the social context in which the

communication takes place. Wells (1981:29, 46-47) explains that linguistic

interaction is a collaborative activity involving the establishment of a triangular

relationship between the sender, the receiver, and the context of situation, whether

the communication is speech or writing.

Interaction exists when there are two persons involved in communication.

In spite of expression of one’s own ideas, one should also be able to comprehend

of those ideas of others. During the English lesson in the classroom, students need

to communicate their own meaning and to understand what the others are talking.

Wells (1981: 26) explains that “ collaborative, firstly, in the orderly sequencing of

speaking and listening turns; collaborative, secondly, in relating the meanings

expressed in each turn to those in the turn that precede and follow, finally, in

agreeing on the object and action (how to apply it).”

By this collaborative activity, students learn to use language in human

relations. Thus, this activity should be the central activity in the classroom. In

addition to that, it is also important to create a situation in which the students can

develop their communicative competence in a natural way.

To promote interaction in the classroom, teachers should be able to

encourage students to participate and build up the students’ confidence and

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enjoyment in what they are doing. Because interactive language teaching means

elicitation of wiling students’ participation and initiative, it requires a high degree

of indirect leadership.

3. Speaking

This section will discuss the basic theory of speaking skill. The purpose of

the discussion of the speaking theory below is to view the detail information, for

those who concern on teaching speaking skill.

a. The Nature of Speaking

What people need to know and to be able to do in order to speak in another

language is not as simple as people speak their own native language. There are

speaking theories based on the experts and what underlying the successful oral

communication.

Nunan (2003: 48) explains that speaking in a new language is harder than

other skills like reading, writing, or listening. It is so because of two reasons they

are, first, speaking happens in real time, here and now; usually the person whom

we are talking to is waiting for us to speak right then. Second, when a person

speaks, he or she cannot edit and revise what he or she wishes to say.

According to Lado (1961: 240) “speaking ability is described as the ability

to express oneself in life situations or the ability to report acts or situations in

precise words, or the ability to converse, or to express the sequences of ideas

fluently.” Besides, people need to know how to articulate sounds appropriately,

people need enough vocabulary, and need to master the syntax. In other words,

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people need to master linguistic competence and communicative competence.

Lado (1961: 241) explains that “speaking ability as the ability to use in essentially

normal communication situations the signaling systems of pronunciation, stress,

intonation, grammatical structure, and vocabulary of foreign language at a normal

rate of delivery for native speakers of the language.”

Van Lier (1995: 88) as cited in Nunan (2003: 48) explains that spoken

language and written language have many differences. Here are the differences:

a. Speaking is concerned with hearing and writing concerned with visualization.

b. Speaking is temporary and received by the listener immediately. Whereas

writing is permanent and received in slow or late.

c. In speaking people need to have rhythm, stress, and intonation but in writing

people have punctuation so that it can be received well by the receivers.

d. In speaking the speaker may have feedback directly whereas in writing it may

not have any feedback.

e. Speaking need planning and editing in limited time while person speaks, but

in writing it has longer time to plan, edit, and revise.

Brown (2001) explains that in order to be able to speak in another

language, one need should know how to articulate sounds in comprehensible

manner, adequate vocabulary and syntax mastery. Burns (2002: 211) also explains

that speaking is so much part of daily life that we tend to take it for granted.

However, learning speaking, whether in the first or other language, involves

developing subtle and detailed knowledge about why, how and when to

communicate, and complex skills for producing and managing interaction. Nunan

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(2003: 50) explains that in order to communicate well in another language, one

has to make herself understood by people she is speaking with. Of course this is

such a difficult task to do especially at the beginning and intermediate level.

b. The Process of Speaking

Rivers (1968: 158) explains that learning a foreign language is more than

learning the description of it. Nevertheless, speaking and listening are involved in

the process. Therefore, it is necessary to know what are involved in the process.

Shannon and Weaver as cited in Rivers (1968: 158) provide the model of

communication system as follows:

Signal Received signal

Information source

DestinationReceiver TransmitterTransmitterInformation source

Noise Source

Figure 2.1: The Process of Communication System (Rivers, 1968: 158)

c. Teaching Speaking

In order to do the research to teach speaking to the twelfth grade students

of SMA Stella Duce Bantul, the theory of teaching speaking was explored. The

theory that becomes the basic understanding to speaking that involves learning by

doing some principles will be described below.

Rivers (1970: 160-162) explains that to teach speaking skill, it is necessary

to have the understanding of the process involved in speech. Teaching speaking

skill is more demanding on the teacher than the teaching of any other language

skill. Accordingly, it is necessary for the teacher to give the students opportunities

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to practice the speaking skill. Furthermore, they will develop greater and greater

skill in encoding their thoughts even in a complicated foreign language speech.

Time by time, their native speech habits also reassert themselves when they try to

express their messages in the foreign language. Teaching speaking is sometimes

considered as a simple process because it is totally natural. Nevertheless,

according to Nunan (2003: 48) teaching speaking as a foreign language is

anything but simple. People who learn a foreign language from textbooks often

sound bookish when they speak.

In recent years there are still many teachers who teach speaking by having

students repeat sentences and recite textbook dialogues. Unfortunately, actual

conversation does not sound like the textbook dialogues. People acquiring

languages learn the pieces by interacting with other people. Therefore, learners

should interact during lessons. That is why Communicative Language Teaching

arose.

Paulstan and Bruder (1976: 56) explain that teaching language skills as

speaking is based on Communicative Competence. Communicative competence is

the ability of the speaker to produce and communicate in a target language.

Teaching points are to instruct the students or learners how to get the meaning

across and to be able to communicate some referential meaning in the target

language.

1). Teaching Techniques

Lado (1964: 10) explains that the goal of teaching speaking will be

achieved effectively if the teacher has involved the techniques and procedures to

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manage the class. The teachers have to prepare their materials and exercises that

enable the learners to attain communication objective, engage learners in

communication, and requires the use of communicative process (Richard and

Rodgers, 1986: 76). Teaching techniques frequently used in teaching speaking are

dialogue practice, conversation, role-play, getting information, and question and

answer. These techniques provide the learners with many opportunities to actively

participate in speaking activities (Rivers, 1986: 165).

Communicative approach has proposed two kinds of communicative

activities namely, Functional Communication Activity and Social Interactional

Activity. Both actually reflect the spoken form practice in teaching speaking skill.

a). Cued dialogues Cued-dialogue was a technique used in the research. This technique was

used in the first cycle of the research. These exercises allow the students to apply

what they have learned without conducting a conversation from start to finish with

elaboration. It provides limited cues to expand. The language functions are

specified and the turns numbered, so that following the steps will create a fairly

natural conversational exchange. A feedback discussion should follow.

Littlewood (1981: 51) states that this activity gives the interaction some of

the uncertainty and spontaneity involved in real communication because each

learner must listen to his partner before formulating a definite response.

Littlewood (1981: 51) explains that the cues also enable the learners to predict a

large proportion of what the other will say and to prepare the general list of their

own responses. Littlewood (1981: 52) explains that there are three restrictions on

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the range of language that can occur appropriately in a cued-dialogue. First, the

cues control the functional meanings that learners have to express. Second, the

social situation and relationship determine what kind of language is appropriately

for expressing these meanings. The last, particularly in early stages, it is unlikely

that learners’ repertoire will contain a wide variety of alternative forms to express

a particular communicative function.

Therefore, Littlewood (1981: 52) explains that it is not difficult for a

teacher to prepare learners for a specific activity, by equipping them with suitable

forms. However, Littlewood (1981: 52) also explains that the teacher may vary

the learners’ scope for creativity in two ways. The first one is that the cues may be

more or less detailed in the functional meanings they specify and the teacher can

vary his/ her instructions to the learners.

b). Role Play

Role play is any speaking activities when students put themselves into

somebody else’s position. The situations in role play are usually not far from their

daily life. Hopefully while they are doing the role plays, the students or the

participants are representing and experiencing some characters known in everyday

life. It would be a kind of practice and mistakes could be avoided before they

apply it in real world.

Role play is an exercise in which student takes the role of a person

affected by an issue and studies the impact of the issues on human life and the

effects of human activities on the world around us. Through role play students

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take on the roles of situation to demonstrate the lesson in an interesting and

immediate manner.

According to Littlewood (1981: 49), students in role play are asked to

imagine themselves in other situations or condition that could occur outside the

classroom. They are asked to act as if the situation is real. It could be any simple

situation that usually happens in real world around students.

According to Morrison (2000: 370) “role play is defined as participation in

simulated social situations that are intended to throw light up upon the role/rules

context governing “real” life social episodes.” Hamilton (1976) in Morrison (2000:

370) explains variety of role play as a method and differentiated in terms of

“passive-active” forms. Person may role-play absolutely by reading a text of a

social situation and filling in a questionnaire about it. Therefore, a person may

role play because he/she acted the characterization and perform it in front of

audiences.

(1). The uses of role-playing

The uses of role-playing are classified by Van Ments (1978) in Morrison

(2000: 375) as follows:

(a). Developing sensitivity and awareness

The definition of position such as mother, teacher, policeman, and priest,

for example, explicitly or implicitly incorporate various role characteristics that

often lead to the stereotyping of position occupants. Role-playing provides a

means of exploring such a stereotypes and developing a deeper understanding of

the point of view and feelings of someone who finds herself in a particular role.

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(b). Experiencing the pressures that create roles

Role-playing provides study material for group members on the ways in

which roles are created in, for example, a committee. It enables subjects to

explore the interactions of formal structure and individual personalities in role

taking.

(c). Testing out for oneself possible modes of behavior

In effect, this is the rehearsal syndrome: the trying out in one’s mind in

advance of some new situation that one has to face. Role playing can be used for a

wide variety of situation where the subject, for one reason or another, needs to

learn to cope with the rituals and conventions of social intercourse and to practice

them so that they can be repeated under stress.

(d). Simulating a situation for others (and possibly oneself) to learn from

Here the role-player provides materials for others to use and work upon. In

the simplest situation, there is just one role-player acting out a specific role.

(2). The Procedures of Using Role Play

Role play will be a beneficial technique as a means of speaking activity

instruction if the teachers provide problems to solve without having procedures.

Shaftel as cited by Hidayat (1980: 30) suggests some steps in administering role

play in teaching activities. They are as follows:

(a). Warming up

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This step aims to bring the real situation into the class. Teacher may first

introduce a general theme of the role-play to students and asks for their reaction

and have short discussion about it.

(b). Deciding the Role

The teacher, then, may decide who is going to play which characters in the

role play. Therefore, teacher can allocate roles according to the student’s

proficiency or at random.

(c). Preparing place

In this step, player design and prepare everything, which is needed

included places to do the role-play. Teacher in this step may help students to

prepare it.

(d). Provide observer

In role-play, there should be observers. They can be students who are not

doing role-play or the attendant. They have to observe the role play seriously so

that they can analyze the action and observe the accuracy, the fluency and the

diction.

(e). The role play

In this step, students who are being the actor should act as if the situation

is real, spontaneous, and realistic. It is necessary to know that the role-plays which

are acted are not too long or too difficult. Therefore, the teacher should select the

themes in accordance with students’ background knowledge and proficiency.

(f). Discussion and evaluation

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In the discussion session, the teacher should provide some terms to observe.

For example:

• The appearance of the performers. Whether they are natural or not.

• The way they express their feeling.

• Behavior

• Problem solving

• Diction, accuracy, and fluency.

(g). Repeating the role play

This repetition can be done more than once. The teacher and students may

exchange their ideas or suggestion to the role play.

(h). Expressing experiences

The purpose of this step is trying to see the relation between the situation

and the students’ experiences in the role play. The advantage of this step is that

students can apply the principle of the game and the way to solve problems if it

really happens in real life.

B. Theoretical Framework

This section summarizes and synthesizes some theories presented

previously and relates those theories to the study. From the theory of interactive

language learning, it can be inferred that in learning speaking students need to

interact with each other through oral or written discourse to enhance their abilities.

According to the theory, the ability to speak will be a good point for anybody in

the communicative nuance. In the theory of speaking, students need to know how

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to articulate sounds appropriately, students need enough vocabulary, and need

master syntax. However, the students of the twelfth grade of SMA Stella Duce

Bantul are less capable of speaking English. The researcher has noticed this

problem and wants to find an immediate solution through conducting a classroom

action research.

The research problem concerns what the appropriate technique to improve

the English speaking ability of the students. The researcher should have some

criteria to determine whether the techniques in teaching speaking can improve the

students’ English speaking ability or not. The theories in procedures of

communicative language teaching and the interactive language teaching will form

the basis for determining the success or failure of plans. In which, the teacher has

basis in ways to teach speaking in interactive and communicative procedures.

Furthermore, speaking is one of the English skills. Therefore, researcher

applies techniques in accordance to the curriculum of education for the twelfth

grade students to meet the indicators of English speaking. The researcher will

improve the students’ English speaking ability through a classroom action

research. As the theory of classroom action research, researcher should apply one

or more teaching techniques that can be successful in improving students’ English

speaking ability.

In this action research, the researcher should be creative in designing

various materials as well as choosing suitable sources and media. According to

theories of teacher’s role and student’s role, students as the subject of study

should participate actively in teaching learning process. A good relationship

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between the teacher and the students will build the students’ motivation, which is

very meaningful in solving the problems. The willingness to practice their English

speaking both inside and outside the classroom will make them more successful in

improving their English speaking ability. The collaboration between the school,

the students, and the researcher is essential in conducting classroom action

research. Then, the steps in conducting classroom action research and the

representation of the cycle can bee seen in the figure below:

DIAGNOSING

SPECIFYING LEARNING ACTION PLANNING

EVALUATING ACTION TAKING

(a)

Figure 2.2 The Action Research Cycle (Baskerville, 1999: 9)

To conduct the first cycle of an action research, there are five steps as

follows:

Diagnosing:

Diagnosing corresponds to the identification of the primary problems that are the

underlying causes of the research for change. Diagnosing involves self-

interpretation of the complex organizational problem in a holistic fashion.

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Action Planning:

The researcher then acts in the next activity, action planning. This activity plans

actions that should relieve the primary problems. The discovery of the planned

actions is guided by the theoretical framework, which indicated both some desired

result for the participants, and the changes that would be achieved.

Action Taking:

The researcher implements the planned actions. This step causes change to occur

and leads to an improved situation.

Evaluating:

After the actions are completed, the researcher evaluate the outcomes. Evaluation

is used to see whether the actions taken can relieve the problems. Where the

change is successful, the evaluation must critically question whether the action

undertaken is the sole cause of success. Where the change is unsuccessful, some

framework for the next iteration of the action research cycle should be established.

Specifying Learning:

The success or failure of the actions provides important knowledge to the

researcher for dealing with future research settings.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents a discussion of the method used in the research. The

discussion includes research method, research participants, research instruments,

and data gathering technique, data analysis, and research procedures.

A. Research Method

The research was an action research. According to Elliot (1991: 54) action

research is concerned with the everyday problems experienced by teachers, rather

than the ‘theoretical problems’ defined by pure researchers within a discipline of

knowledge. He also says that “action research combines diagnosis with reflections,

focusing on practical issues that have been identified by participants and which

are somehow both problematic yet capable of being changed.” It can also be

defined that action research is designed to bridge the gap between research and

practice. Somekh (1995: 340) explains that “action research should contribute not

only to practice but to theory of education and teaching which is accessible to

other teachers, making educational practice more reflective.” Mills (2003)

explains that action research is any systematic inquiry conducted by teacher

researchers to gather information about the ways that their particular school

operates how they teach, and how well their students learn. The information is

gathered with the goals of gaining insight, developing reflective practice, effecting

positive changes in the school environment and on educational practices in

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general, and improving students’ outcomes. According to Peter and Robinson

(1984) as cited by Baskerville (1999: 231), action research refers to a class of

research approaches, rather than a single, monolithic research method. As a class,

the various forms of action research share some agreed characteristics and these

characteristics distinguish action research from other methodologies to social

enquiry. It means that the research hopefully had brought good changes in the

class. New situation in the class that appreciates the difference among students

was applied. The research was also intended to change the classroom paradigm

into interactive and communicative atmosphere.

The research used action research because the researcher wanted to know

“how things are done” including conducting the experimental research and

collecting the data. In this study the researcher offered solution to the participants

to solve the problems that have been identified. In this study the researcher

analyzed and described how the situation and the implementation were going on

in the entire study not just at the beginning.

The researcher improved the similarities between practical theories and

practices. The researcher also interpreted the aspects that caused changes or the

improvements on the ability to communicate interactively of the participants.

B. Research Participants

The research was conducted in SMA Stella Duce Bantul Yogyakarta. The

participants of the study were the twelfth grade students of SMA Stella Duce

Bantul. The students who became the participants of this research were taken

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from one class. The class consisted of 15 students. The twelfth grade students of

SMA Stella Duce Bantul needed English more than the other grades and their

expectation to interact in English was different from that of other levels such as

students at elementary and secondary schools.

The researcher considered that the twelfth grade students had their critical

activities to interact with others. The students were the main subjects of this

research study because the interactive materials had been adjusted to them.

Through this study the researcher saw the changes that were expected in

interaction with others. The researcher wanted to know how the participants

improved their ability to interact with others using the materials given.

C. Research Instruments

The researcher used field notes and observation sheets as the instruments

of the research.

1. Field notes

Kemmis and McTaggart (1982: 197) explain that field notes are methods

of reporting observations of and reflection about classroom problems and the

teachers’ own reaction to them. Whereas, the observation needed taking notes or

recording whatever observed in order to have reliable result.

Field notes are written accounts of what the researcher hears, sees,

experiences, and thinks in the course of collecting and reflecting on the data in the

qualitative research (Bogdan and Biklen, 2003: 110). Field notes consist of two

parts of materials. They are descriptive and reflective. The researcher’s best effort

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to objectively record of details of the events was represented by descriptive part.

The researcher should observe and report all the details rather than summarize or

evaluate. Bogdan and Biklen (2003: 114) explain that the reflective part contains

sentences and paragraphs that reflect a more personal account of the course of the

inquiry. The researcher recorded the more subjective side of the research. It

emphasizes on speculation, feelings, problems, ideas, hunches, impressions, and

prejudices. The researcher wrote everything which was important about students’

improvement.

In the research, researcher used descriptive field notes. The researcher

could see the details of the events and could see the complicated situation.

Moreover, researcher could observe and record the actual events. The field notes

also helped the researcher to answer the problem formulation. The data obtained

in the field notes provided description on students’ activities in the classroom, as

well as their significant progress in assessing speaking ability. The field notes

were also aimed to see the factors that influenced the students and technique

during the implementation.

2. Observation Check List

Observational data are attractive as they afford the researcher the

opportunity to gather real data from real situation, so the researcher should enter

and understand the situation that is being observed. Patton (1990: 203-5) as

quoted by Cohen (2000:305) explains that the researcher had opportunity to see

what happens and takes place at the time rather than at second hand. According to

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Morrison (1993:80) as quoted by Cohen (2000:305), observation enables

researcher to gather data on:

a. The physical setting (e.g. the physical environment and its organization);

b. The human setting (e.g. the organization of people, the characteristics and

make up of the group or individuals being observed, for instance gender, class,

etc);

c. The interactional setting (e.g. the interaction that are taking place, formal,

informal, planned, unplanned, verbal, non-verbal, etc);

d. The programme setting (e.g. the resources and their organization, pedagogic

style, curricula and their organization).

The research was based on Morrison’s classification. In enabling the

research the researcher to gather data on the program setting since it observed the

pedagogic style, the organization, the environment and the improvement of the

students. Through this observation the researcher was also able to improve or

modify the techniques if it was not appropriate.

Basically, the researcher used speaking rubrics to answer question of the

research. Speaking rubrics were intended as the medium to see the improvements

of the students and to know the problems that they faced. Besides, the researcher

was able to know how the students improved their English speaking skill mastery

during the implementation.

In the research, the researcher provided speaking rubrics that would be

filled by observer. In the speaking rubrics and observation the observer was

supposed to observe the details of the student’s ability to speak in English as

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presented in the speaking rubrics and observation. The successful indicators in

speaking rubrics used in the research are as follows:

Table 3.1 Analytic Rubrics for Speaking Ability Score 1 2 3 4 Content Minimal

completion of the task and/or responses frequently inappropriate

Partial completion of the task, responses mostly appropriate yet undeveloped

Completion of the task, responses appropriate and adequately developed

Superior completion of the task, responses appropriate and with elaboration

Comprehensibility Barely

comprehensible responses

Mostly comprehensible responses, requiring interpretation on the part of the listener

Comprehensible responses, requiring minimal interpretation on the part of the listener

Readily comprehensible responses, requiring no interpretation on the part of the listener

Fluency Halting speech and uneven with long pauses or incomplete thoughts

Choppy speech and/or slow with frequent pauses, few or no incomplete thoughts

Some hesitation but manages to continue and complete thoughts

Continuous speech with few pauses or stumbling

Pronunciation Frequently interferes with communication

Occasionally interferes with communication

Does not interfere with communication

Enhances communication

Vocabulary Inadequate and/or inaccurate use of vocabulary

Somewhat inadequate and/or inaccurate use of vocabulary and too basic for this level

Adequate and accurate use of vocabulary for this level

Rich use of vocabulary

Grammar Inadequate and/or inaccurate use of basic language structures

Emerging use of basic language structures

Emerging control of basic language structures

Control of basic language structures

(Taken from: Foreign Language Program Studies, Fairfax Country Public Schools,

2004)

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The researcher wrote everything that should be observed about the

situation and students’ behavior. By doing so, the researcher would not miss every

progress that the students made.

D. Data Gathering Techniques

In gathering data for the research, the researcher obtained the data in

several steps of two cycles. In the first cycle the researcher wrote field notes of the

events and presented an observer who would observe the details events and the

materials.

The researcher observed the students’ improvement through observation

checklist or speaking rubrics that were filled by the observer. Besides, the

researcher also had her own field notes. In this stage the researcher should be

active in joining the implementation and activities. The researcher also observed

the students’ behavior, students’ interest, and their improvement in using the

techniques in her notes. The researcher worked on the notes during the

implementation. The person who filled the speaking rubrics and observation had

to observe students’ English speaking ability during the implementation.

The researcher planned the techniques to teach regarding the strengths and

weaknesses of the previous implementation. The researcher eliminated the

weaknesses of the result by renewing the teaching technique. The researcher

implemented the techniques of teaching in the next cycle in order to gain better

result.

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E. Data Analysis Techniques

The researcher analyzed the data gathered in the research in order to gain

the answer to the question formulated in the problem formulation. In analyzing

the data from the instruments, researcher triangulated all the data gathered from

the speaking rubric and field notes. The researcher conducted this step in order to

gain valid and reliable data. Bodgan and Bilken (2003: 107) explain that

triangulation is used to “verify of facts”. This statement strengthens that a fact

needs more than one source of information.

The researcher first identified the problems through observation checklist

or speaking rubrics and field notes. Based on the instruments employed in the

research, the researcher identified problems faced by the students.

The data were analyzed based on some criteria of speaking components.

They are as follows:

1. The content:

The content of the speaking is poor when students show minimal

completion of the task and/ or responses frequently inappropriate. The content is

fair when students show partial completion and responses mostly appropriate yet

undeveloped. Then, it is good when students could provide complete speaking.

The complete speaking consisted of opening, while, and closing. It also covers

appropriate and adequately developed responses. The content will be very good

when students show superior completion and appropriate responses and with

elaboration.

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2. Comprehensibility:

The comprehensibility of speaking is poor when students show barely

comprehensible responses. The comprehensibility is fair when the responses are

mostly comprehensible and it is good when students show comprehensible

responses and requiring minimal interpretation on the part of the listener. It will

be very good when students show readily comprehensible responses in speaking.

The responses required no interpretation on the part of the listener.

3. Fluency:

The fluency of speaking is poor when students show halting speech with

long pauses. The fluency is fair when students show choppy and/ or slow speech

with frequent pauses. Then, the fluency is good when students show some

hesitation but manages to continue speech. It will be very good when students

spoke continuous with few pauses or stumbling.

4. Pronunciation:

The pronunciation of the speech is poor when students’ speaking

frequently interferes with communication. They are fair when the speech

occasionally interferes with communication. Then it is good when students’

speaking did not interfere with communication. It will be very good when

students’ speech show enhances communication.

5. Vocabulary:

The vocabulary in students’ speaking is poor when students show

inadequate and/or inaccurate use of vocabulary. It is fair when students show

somewhat inadequate use of vocabulary. Then, it is good when they show an

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adequate and accurate use of vocabulary. In expanding the speaking content

students showed the variety of vocabulary and did not use the same words again

and again. It will be very good when they use rich of vocabulary in speaking.

6. Grammar:

The grammar of the speaking is poor when students show inaccurate use

of basic language structures. It is fair when students show an emerging use of

basic language structures. Then, it is good when students have an emerging

control of basic language structures. Students were able to use basic language

structures such as present tenses, past tenses, perfect tenses, and future tenses. It

will be very good when they have control of basic language structures.

The technique in the cycle was considered to be successful if the

participants reached the indicators and increased their speaking ability. The

researcher evaluated the result of the implementation and found out whether or

not the implementation had many weaknesses. If the researcher found many

weaknesses, she would refine the method in the next implementation.

In order to see the achievement indicators, the researcher employed

speaking rubrics during the research implementation. The researcher monitored

the progress of the students’ speaking ability including content, comprehension,

fluency, pronunciation, vocabulary, and grammar. The percentage of the students

who made progress in achieving the indicators could be seen using the following

formula:

n

x∑

x 100%

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x = number of students who made progress in speaking ability. n∑ = the total number of students being observed

The progress of the students’ speaking ability was scored based on the

criteria in the speaking rubrics mentioned in the research instruments. The

minimum score was 1 and the maximum score was 4 for each criterion. Each

student would have total scores for his or her speaking ability. Thus, the total

score of the speaking ability in the speaking rubrics were converted into

percentage using the following formula:

Table 3.2 The Percentage of Overall Speaking Ability

Score = % Score = % Score = % 1 = 50.2 % 9 = 67.5 % 17 = 84.8 % 2 = 52.3 % 10 = 69.7 % 18 = 87 % 3 = 54.5 % 11 = 71.8 % 19 = 89.2 % 4 = 56.7 % 12 = 74 % 20 = 91.3 % 5 = 58.8 % 13 = 76.2 % 21 = 93.7 %

6 = 61 % 14 = 78.3 % 22 = 95.7 % 7 = 63.2 % 15 = 80.5 % 23 = 97.8 % 8 = 65.3 % 16 = 82.7 % 24 = 100 %

(Taken from: Foreign Language Program Studies, Fairfax Country Public Schools, 2004)

The percentages above showed the students’ speaking ability. It included

all the criteria such as content, comprehensibility, fluency, pronunciation,

vocabulary, and grammar in speaking. Students reached the criteria when they had

18 score or 87% at the minimum in their speaking ability or showed good level in

every speaking element. The score and percentage showed that the average of all

components in speaking was 3 score. It means that students had already made

improvement in all components. The researcher then transformed the data into

descriptive analysis.

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F. Research Procedure

The activities, which were carried out by the writer from the beginning

until the end of this study, can be summarized in eight steps of procedures. First,

the researcher asked permission to the SMA Stella Duce Bantul principal to

conduct the research. Second, the researcher conducted the initial observation to

the general situation of the class. From this observation researcher would obtain

the general view of the problem. The teacher researcher observed the students’

ability in English speaking by conducting an English speaking course in one class,

XII IPS 2 class. It would be the procedures of the diagnosing in the cycle.

Through the field notes and class observation the researcher gathered information

about the personal identification and English education background, and also the

problems in learning English speaking that they have.

Third, based on the result of the observation collaborated with sources,

human and/or non-human; the researcher planned the most appropriate method to

be implemented to the participants based on the problems. In other words, after

knowing the problems, the researcher planned teaching techniques to be

implemented in order to solve the problems.

Fourth, the researcher took an action. The researcher stepped on the first

general plan to be applied to the participants. In implementing the general plan,

the researcher should monitor the effect that rose in the first step action. The

researcher evaluated the students whether the first technique planned and

implemented was successful or not.

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Fifth, during the implementation the researcher observed and recorded the

participants’ behavior, progress, and difficulties and also how the implementing

would go on in the speaking rubrics and field notes. The instruments were used to

document the influences of the action dealt with the process. Besides, it was used

to get accurate data to revise the next cycle. In the research, an observer observed

while the action was going on. The observer observed everything happened in the

class when the teaching learning was going on. The observer was someone who

knew well about teaching learning activities and the materials.

Sixth, the researcher explained what she had done in the action. Then the

researcher evaluated whether there were any weaknesses in the previous technique

while the problems were unsolved. The researcher and the observer discussed

everything they felt in the action whether it was good or which part was not quite

good. The data identified in the speaking rubrics and field notes were used as a

basis to implement the next cycle or teaching learning activities. The researcher

refined the teaching technique because there were weaknesses. She had to

minimize it in the next cycle.

Seventh, the researcher planned another teaching technique to solve the

problem since the weaknesses still exist from the first technique in the first cycle.

Then the researcher took an action and the technique was implemented to the

participants. Similar to the first cycle, researcher and the observer observed and

reflected for the weaknesses. After the second cycle was done, the researcher

found that the participants had achieved the indicators mentioned before.

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Finally, after having two cycles of action research the researcher decided

the most appropriate technique. The technique was applied to enhance and to

improve the speaking ability of the SMA Stella Duce Bantul. The technique was

role play. In the research there were five stages in the action research that had

been passed. In doing the research, the researcher used five phases namely

diagnosing, action planning, action taking, evaluating, and specifying learning.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the findings and the data analysis of the study. The

findings and the analysis are described through the cycles of the Classroom

Action Research. This chapter consists of the cycles of the research, speaking

rubric analysis, observations and field notes analysis.

A. The Research Findings and Discussion

The research used five phases as proposed by Baskerville (1991: 9);

namely diagnosing, action planning, action taking, evaluating, and specifying

learning. Those phases are called cycles.

1. First Cycle

The first cycle of the research describes the initial stage of the classroom

action research. As mentioned before, this cycle consists of five stages that should

be taken. The findings in every stage of the cycle are described below.

a. Diagnosing

The research was begun by diagnosing the problems. The researcher

observed the teaching-learning activities of the class in order to know the

problems that could be a barrier to students’ development of speaking ability. In

conducting classroom action research the researcher should have a class to teach

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and do the research. In this research, the researcher had a class to teach in an

extracurricular program in SMA Stella Duce Bantul. They were the twelfth grade

students. In the diagnosing stage, the researcher observed the students’ speaking

ability by teaching them a speaking lesson about asking for permission. The

researcher taught about how to ask for permission to do things, how to ask other

people to do things. Before the main activity the researcher explained the

objectives of the lesson and presented useful expressions of the lesson and the

glossary. The researcher asked the students to make dialogues about asking for

permission in pairs. Students presented the dialogues in front of the class.

The researcher chose to take a notice on eight students. They were in the

researcher’s main concern because of their poor speaking ability and minimum

participation.

Using the field notes and speaking rubrics, the researcher assessed the

students’ speaking abilities. From this initial stage of this research, the researcher

could draw the problems which occurred in students’ speaking ability. From their

performances, the researcher concluded the general problems of the students. The

problems were as follows:

• Students had difficulties in expanding topics to talk about. For example,

students often asked the teacher how to start or how to sustain the

conversation.

• Students had limited English vocabulary. For example, students always

opened dictionary whenever they made sentences and they often asked the

teacher for the English vocabulary.

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• Students had very poor English grammar. The use of basic language

structures was inaccurate. Here is the example, “Can you help me to taking

the bucket?” (Student number 4, field notes on October 22, 2007)

• Poor pronunciation ability in speaking. Students pronounced /k�:ld/ for

the word “could” (Student number 3, 6, 7, field notes on October 22,

2007).

• Poor speaking fluency. For example, students spoke with pauses such as

“ehm…, apa…”

b. Action Planning

The researcher used an observation checklist or speaking rubrics to

diagnose students’ speaking ability. Based on the result of the previous stage,

diagnosing, the researcher planned a technique to be implemented in order to

improve the students’ speaking ability. The researcher decided to use cued-

dialogue as the first technique in the research. Here was the example of cued-

dialogue used in the research.

Situation 1 Student A Greets student B Asks for something he lost (wallet) Describes the thing Says thank you

Student B Greets student A Asks for the description of the wallet Says sorry

Figure 4.1 Cued-dialogue in Describing things

The reason why researcher used cued-dialogue was that this technique

could help students to build topics to talk about, to enrich their vocabularies, to

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increase their grammar mastery, and reduce pauses while speaking. Moreover,

students had clues to conduct speaking activities. From the example of cued-

dialogue above, it can be seen that this technique gives students topic about

describing thing. It provides the cues on how to conduct the conversation.

Students could conduct the dialogue without thinking what they should speak next.

Littlewood (1981: 51) explains that the cues also enable learners to predict a large

proportion of what the other will say and to prepare the general list of their own

response. In doing the activities, students worked in pairs. There were 15 students

in the class, so the researcher made six pairs and one group consisting of three

students. The researcher chose them randomly to be partners in order to avoid

noise and grouping.

c. Action Taking

The researcher decided to use cued-dialogue to be implemented to the

students to solve the problems. As mentioned before in the diagnosing stage, there

were four kinds of the problems. This technique was considered as the first

technique used in this classroom action research. As soon as the technique was

chosen, the researcher wrote lesson plans and took action. During the teaching

learning activities in the class the researcher observed and took notes on

everything which was considered significant and important related to the students

improvement. The researcher conducted the first cycle using this technique in two

meetings. This aimed to make sure that researcher really wanted to know what

kind of technique which was appropriate and not seemed as a trial only. In the

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first meeting, the researcher taught about describing people. In the second meeting

the researcher taught about describing things. The researcher explained about the

useful expressions and vocabularies related to describing people and things.

Students worked in pairs and performed their activity in front of the class. Teacher

gave feedbacks on the students’ performances in the end of each role-play. This

kind of technique aimed to help students to build topics to talk about, to enrich

their vocabularies, to mind their grammar mastery, and reduce pauses while

speaking.

d. Evaluation

Having finished with the action and the observation the researcher made

an evaluation. From the evaluation, the researcher concluded that the technique

was appropriate to improve the students’ speaking ability or not. The researcher

could repeat the cycle until she found satisfying result. The result was the

students’ speaking ability showed significant improvement.

After two meetings were conducted and all pairs performed their

conversations, the researcher could see the improvement in speaking components

through speaking rubrics and field notes. The descriptions of the speaking

components are described as follows:

1). Content

In the area of content, six students (75%) improved or made progress.

Student number 1, student number 2, student number 7 and student number 8

improved from partial completion of the task and mostly appropriate responses

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yet undeveloped to completion of the task. Student number 4 improved from

minimal completion of the task to completion of the task. It means that the

students showed appropriate and adequately developed responses. Student number

3 improved from minimal completion of the task and/or frequently inappropriate

responses to partial completion of the task, mostly appropriate responses yet

undeveloped.

This technique provided topics to talk about. Nevertheless, the paths or

clues in the cued dialogues were very limited and short. When students

performed in front of the class they only spoke in very short conversations. They

only made short conversation as what they were supposed to make in the cued-

dialogue.

Student 3: excuse me! Can you help me? Student 6: yes, sure. What is that? Student 3: Do you know Amel? I must to see her now. Student 6: Oh yes, I know. Student 3: Can you tell me! Student 6: She is tall and white skin. She has round face and wavy hair.

She is in class two. Student 3: All right. Thank you. Student 6: you’re welcome. (Meeting 3, November 5, 2007)

2). Comprehensibility

In the area of comprehensibility of speaking four students (50%) made

progress. Student number 1, student number 2, and student number 5 improved

from mostly comprehensible to comprehensible responses. Student number 6

improved from barely comprehensible to comprehensible responses. It means that

the responses were comprehensible, requiring minimal interpretation on the part

of the listener. Since cued-dialogue provided topics to talk and cues to expand the

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topics, students could expand the topics and make comprehensible dialogues

easier.

3). Fluency

There were three students (37.5%) who improved in the area of fluency of

speaking. Student number 1, student number 3 and student number 5 improved

from halting speech and uneven with long pauses or incomplete thoughts to

choppy speech and/or slow with frequent pauses, few or no incomplete thoughts.

Students sometimes used Indonesian in their dialogues to show pauses. For

example they said “apa.., ehm.., or eh salah…”

4). Pronunciation

In this area of speaking, one student (12.5%) improved from speech

frequently interfere with communication to speech occasionally interfere with

communication. There were students’ errors in pronunciation when they perform

their dialogues. For example, in the second meeting (November 5, 2007) students

pronounced /h�:/ for the word how, /fen/ for the word fine, /s�:ld/ for the word

should and pronounced /pretI/ for the word pretty and many more.

5). Vocabulary

In the area of vocabulary, one student (12.5%) improved from inadequate

and/or inaccurate use of vocabulary to somewhat inadequate and/or inaccurate use

of vocabulary and too basic for this level of speaking. The researcher found that

students could only memorize a small number of words. It was proven by student

number 3 when he said,

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”Sudah, hanya begini saja kan. Tidak perlu buka kamus, seadanya aja.”

(Student number 3, field notes on October 29, 2007)

6). Grammar

In the area of grammar, three students (37.5%) improved from inadequate

and/ or inaccurate use of basic language structures to emerging use of basic

language structures. They were student number 1, student number 2 and student

number 5. There were many grammatical errors in the dialogues. They made

mistakes in present tense, modals, and past tenses. Here are the examples of errors

in grammar:

“She wash her hair every two days or so.” (Meeting 1, Student number 6, October 22, 2007) (She washes her hair every two days or so.) “I will go to Paris by next month.” (Meeting 1, Student number 3, October 22, 2007) (I will have gone to Paris by next month.) Student 4: “Do you know Amel? I must to see her now.” (Meeting 3, November 5, 2007) (I must see her now) “I lost my wallet yesterday in the toilet. Did you saw it?” (Student number 7, November 5, 2007) (Did you see it?)

From the result, it can be concluded that the technique helped students to

improve the content and comprehensibility of the dialogues. Nevertheless, the

researcher could not find any significant improvements in other indicators in the

speaking rubrics.

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Based on the scores that had been achieved by the students in the speaking

rubrics, the researcher could see the result of their speaking ability. The scores

were converted into percentage to show students’ speaking ability. The

improvement of students’ speaking ability can be seen in Table 4.1 as follows:

Table 4.1 The Increase of Speaking Ability in the First Cycle Name Speaking Ability

Diagnosing stage First Cycle Improvement Student 1 65.3% 74% 8.7% Student 2 67.5% 76.2% 8.7% Student 3 63.2% 67.5% 4.3% student 4 63.2% 67.5% 4.3%

Student 5 65.3% 69.7% 4.5%

Student 6 65.3% 71.8% 6.5% Student 7 65.3% 67.5% 2.2% Student 8 65.3% 69.7% 4.5%

By observing the improvement of speaking ability as written in Table 4.1

above, the researcher concluded that there was no significant improvement. There

was no student who reached 18 score or 87% in the cycle. The highest

improvement, 8.7%, was achieved by student number 1 and student number 2.

Nevertheless, the lowest improvement, 2.2%, was gained by student number 7.

Based on the result above, students could not achieve the indicators of the

research.

The researcher concluded that cued-dialogue as the first technique

implemented in the first cycle did not work well. It could not maximize the

students’ potentials in speaking. In fact, this technique could give students topics

to talk. Nevertheless, cued-dialogue was not able to enrich students’ vocabulary

mastery and improve students’ pronunciation mastery. Even though the teacher

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provided vocabulary list, students usually remembered the words that they used in

the dialogues only. Finally, this technique could not solve the problems occurred

in students’ speaking ability.

e. Specifying Learning

Cued-Dialogue as a technique to be implemented in the first cycle of the

research seemed to be ineffective to improve students’ speaking ability for

students of SMA Stella Duce Bantul. Students could not maximize their potentials

in speaking. Students still had weaknesses in four speaking components, namely

fluency, pronunciation, vocabulary, and grammar. They could not perform good

dialogues in speaking because they could not express their ideas freely into

conversations.

2. Second Cycle

The second cycle of the research was aimed to revise the technique in

teaching and solve the remaining problems. By conducting this second cycle, the

researcher hoped that the problems could be solved. There were three meetings in

this cycle.

a. Diagnosing

After evaluating what happened in the first cycle, whether there were any

weaknesses in the previous method or the problems unsolved, the researcher and

the observer discussed everything she felt in the action whether it was good or

which part was not quite good. The data identified in the observation sheets and

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field notes were used as a basis to implement the next cycle or teaching learning

activities. In this cycle, the researcher tried to solve the remaining problems which

still occurred in the first cycle. It was obvious when students did a cued-dialogue

they no longer had dificulties in formulating the content of the conversation and

delivering the comprehensibility of the conversations. Yet, they could not enrich

the vocabulary, grammar mastery, and pronunciation ability because they could

not develop and expand the conversation as they would like to have. Therefore,

the researcher decided to implement a different technique.

b. Action Re-planning

Based on the problems identified in the second cycle, the researcher tried

to find another technique which could eliminate the problems. The researcher

decided to use role-play as a new technique applied in the second cycle of the

research. Here was the example of role-play used in the research.

Situation 1 Robby and Dianne are good friends. They work in the same office. Robby has just finished moving into a new house and wants to invite Dianne over to celebrate. The celebration will be held on Saturday at seven in the evening in his new house. * make a dialogue about inviting to a celebration.

Figure 4.2 Role-play in making invitation

The reason why researcher decided to use role-play was because this

technique gave students opportunity to express their ideas freely. Students could

make longer conversation and as a result they could enrich the vocabularies

because students used more words from the vocabulary list provided on the

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handouts.furthermore students could enhance pronunciation and grammar mastery.

As in the example of role-playing above, learners were able to express their ideas

and made their own path in dialogues to come to the goal of the role-playing. In

this role-play, Littlewood (1981: 55) explains that learners are initially aware only

of the overall situation and their own goals in it. They must negotiate the

interaction itself as it unfolds, each partner responding spontaneously to the

other’s communicative acts and strategies. The researcher prepared three topics of

role-play which would be administered in three meetings, they were offering help,

making invitation, and giving/asking for advice.

c. Action Taking

After conducting the first cycle and the problems still occured, the

researcher decided to use role-paly instead of cued-dialogue. The researcher

conducted the second cycle using role-play as a technique in three meetings. This

technique, role-play, is time consuming. Nevertheless, the researcher had a

solution to use time effectively. The researcher told the students about the topic

that would be discussed in the previous meeting. The topics for three meetings in

second cycle were offering help, making invitation, and giving/asking for advice.

Since this technique needed extra time to conduct in a class, researcher decided to

give the topic in the previous meeting. This aimed to prepare students in the

lesson. Thus, students had already studied and been familiar with the topic during

the class discussion. It was beyond the researcher’s expectation that students had

already made some expressions related to the topic in the first meeting. Before the

teacher gave the handouts to the students she asked about expressions related to

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offering help. The researcher gave conversations as examples of the topics in the

beginning of the lesson. She also explained about useful expressions and

vocabularies related to the topics. Students worked in pairs and performed their

conversations in front of the class. Teacher gave the feedbacks on the students’

performaces in each role-play. It included on how they perfomed their plays.

d. Evaluation

In this second cycle, the researcher employed role-play as the second

technique. Even though role-play had similar characteristics to cued-dialogue but

after conducting it the researcher could see the significant differences. During

role-play activities the researcher and the observer monitored and wrote down any

significant improvement to the students who were in the researcher’s main

concern. After three meetings were conducted in the second cycle and all pairs

performed their conversations, the researcher could see the improvements in

speaking elements. All students made progress and achieved the indicators. The

progress was described as follows:

1). Content

In the area of content all students (100%) made progress. Student number

1, student number 2 and student number 6 improved from partial completion and

mostly appropriate yet undeveloped responses to superior completion of the task

and appropriate responses and with elaboration. Student number 3 improved from

minimal completion of the task to superior completion of the task and appropriate

responses and with elaboration. Student number 5, student number 7, student

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number 8 improved from partial completion of the task and mostly appropriate yet

undeveloped responses to completion of the task.

The teacher asked the students about the expressions that should be used in

the dialogues related to offering help. The students answered correctly even

though some of them still used Indonesian.

”Can you help me! Ya kan Miss?” (Student number 6, field notes on

November 12, 2007)

“Help me!” (Student number 3, field notes on November 12, 2007)

When teacher asked for polite ones, student number 5 said,

“Di tambah please Miss.” (Student number 4, field notes on November 12,

2007)

The teacher gave situations about the topic and students were supposed to

expand it into conversation. Students felt excited when doing role-play because

they felt that their work was precious. They made longer conversation than before

when using cued-dialogue. They could explore what they wanted to say.

2). Comprehensibility

In the area of comprehensibility of speaking, all students (100%) made

progress. Student number 1, 2, 3, 4, 5 and 7 improved from mostly

comprehensible responses to comprehensible responses. Student number 6

improved from barely comprehensible responses to comprehensible responses. At

this point, students were able to make comprehensible responses, requiring

minimal interpretation on the part of listener. Student number 8 improved and

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reached full score of the indicator. She improved from mostly comprehensible

responses to readily comprehensible responses.

The researcher found different atmosphere in the class. Students made

longer conversation and they performed in front of the class very well. They were

more relax and free to express their own ideas and thoughts. It was proven from

the students’ diary.

Kita dapat langsung memahami teks yang kita buat sendiri. Pokoknya lebih enak karena kita bisa puas dengan hasil yang kita kerjakan sendiri. (Student number 5, observation on November 20, 2007) (We, directly, can comprehend the texts which we have made. The point is that we are satisfied with the result of the work that we have made.) Students made the conversations based on situations given seriously even

they sometimes made jokes. They worked in pairs to make all students active in

the group, they were supposed to work together.

3). Fluency

Compared to the diagnosing stage in the second cycle all students (100%)

improved their fluency in speaking. Student number 1 improved from halting

speech and uneven speech with long pauses or incomplete thoughts to continuous

speech. Student number 4 improved from choppy speech and/or slow with

frequent pauses, few or no incomplete thought to continuous speech level. Within

this level, students spoke continuously with few pauses or stumbling. The rest

improved from speech halting to speech with some hesitation. Within this level,

students spoke with some hesitation but managed to continue and complete

thoughts.

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4). Pronunciation

In the area of pronunciation, all students (100%) made progress.

Compared to the diagnosing stage, all students made improvement. All students

improved from speaking frequently interfered with communication to speaking

did not interfere with communication. In order to overcome the problem in

pronunciation, the teacher asked students to repeat new words after the teacher.

Students had improved their pronunciation ability, they made few mistakes

in the conversations. Moreover, they did self correction when doing conversation

or even their friends did it after they finished.

Student number 7 pronounced /b�sI/ for the word “Busy”,

For example student number 7 had difficulty to pronounce word “night”, and the

teacher approached her to make sure that she was able to pronounce words

correctly.

5). Vocabulary

All students (100%) made progress in the area of vocabulary. Student

number 6 improved from somewhat inadequate and/or inaccurate use of

vocabulary and too basic in this level to adequate and accurate use of vocabulary.

The other students improved from inadequate and/ or inaccurate use of vocabulary

to adequate and accurate use of vocabulary in their speaking.

They enriched their vocabulary bank because each student had his or her

own dictionary and teacher also provided vocabulary list related to the topics on

the handouts. Sometimes they asked the teacher the appropriate words to use. For

example the word “au revoir” instead of “see you.” Generally they had enriched

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their vocabulary by making longer conversations. Instead, students often asked

about vocabularies, the teacher answered it to the class and asked them to repeat.

This was also used to practice their pronunciation ability. As a result when they

performed in front of the class they made few mistakes on pronunciation and

vocabularies.

6). Grammar

In the area of grammar, all students (100%) made progress. Compared to

the diagnosing stage, all students made similar improvement. All students

improved from inadequate and/ or inaccurate use of basic language structures to

emerging control of basic language structures in speaking.

Role-play was conducted in the second meeting. In this meeting researcher

used making invitation as the topic of the lesson. Similar to the first role-play that

students had been told about the topic in the previous meeting. In this lesson

students made mistakes on grammar. The examples of students error in grammar

are as follows:

“we will moving to our house....” (Student number 7, field notes on

November 19, 2007)

(we will move to our house..)

and “what time will you coming to my house?” (Student number 1, field

notes on November 19, 2007)

(What time will you come to my house?)

“Are you have problems?” (student number 7, field notes on November 26,

2007)

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Many of the students made mistakes in the use of modals and the use of

perfect tenses.

“Sorry, I have make other plans tonight.” (Student number 4, field notes

on November 19, 2007),

(Sorry I have made another plan tonight.)

Based on the scores that had been achieved by the students in the speaking

rubrics, the researcher concluded that their speaking ability improved. From the

result it was obvious that all students achieved all indicators of the research. The

scores were converted into percentage and it would show students’ speaking

ability. The improvement of students’ speaking ability can be seen in Table 4.2.

Table 4.2 The Increase of Speaking Ability in the Second Cycle Name Speaking Ability

Diagnosing stage Second Cycle Improvement Student 1 65.3% 91.3% 36% Student 2 67.5% 91.3% 33.8% Student 3 63.2% 91.3% 38.1% student 4 63.2% 87% 23.8%

Student 5 65.3% 87% 21.7%

Student 6 65.3% 89.2% 23.9% Student 7 65.3% 87% 21.7% Student 8 65.3% 89% 23.7%

By observing the improvement of speaking ability as written in the Table

4.2 above, the researcher concluded that role-play could improve their speaking

ability. However, it was in the basic level of performance. The highest

improvement, 38.1%, was achieved by student number 3. Nevertheless, the lowest

improvement, 21.7%, was gained by student number 5 and student number 7.

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e. Specifying Learning

From the result of the research in the second cycle it was obvious that role-

play was the appropriate technique to teach speaking to the twelfth grade students

of SMA Stella Duce Bantul. Compared to the first technique, cued dialogue, it

seemed that role-play contributed good result to students. Students could explore

their ideas and expand their conversations into good ones. As a result, the

students’ speaking ability improved.

From the field notes in both cycles, the researcher took notes on some

supporting and inhibiting factors in conducting this research. First, one of the

characteristics of the students that had positive contribution to learning process

was that the students were talkative. Therefore, students could sustain their

conversation as they wanted to write. They were creative in making stories.

Second, they were very cooperative students. They helped each other when one

had difficulties. They could help each other in following the teacher’s instruction.

Their help sometimes made the activity go smoothly. Then, role-play was an

interesting activity to practice speaking. Students interested in acting roles in front

of the class, so it encouraged them to speak. Nevertheless, there was inhibiting

factor. The students often made noises in the class that resulted in the ability of

the students in following the instructions or paying attention to explanation from

the teacher in the teaching learning activities.

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CHAPTER V

CONCLUSIONS AND SUGESTIONS

There are two parts in this chapter. The first part is for the conclusions of

the study. In the second part, the writer provides suggestions for English teachers

who will implement role-play as teaching speaking technique and also for other

researcher who will conduct the same type of resesarch.

A. Conclusions

The research was intended to find out the most appropriate technique to

improve the students’ speaking ability to the third grade of SMA Stella Duce

Bantul. There was a problem in this study, “what the most appropriate technique

to improve students’ speaking English ability for the third grade of SMU Stella

Duce Bantul.”

In conducting the research, the researcher used some research instruments

to gain the data. The researcher used the speaking rubrics and field notes. The

speaking rubrics were used to assess the students’ speaking ability. Field notes

were used to record what had happened during the research as well as to know the

students’ progress. From these instruments, the researcher was able to monitor the

students’ achievement and to know whether or not the technique applied was

appropriate.

There were two cycles in the classroom action research. In the first cycle,

the researcher implemented cued dialogue. In this cued dialogue, the teacher

presented two topics to discuss. Students worked in groups and they made short

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conversations. Cued-dialogue which was implemented in the first cycle could not

help students to improve their English speaking ability. Students mostly improved

only in the content and comprehensibility of speaking out of the other elements

such as fluency, pronunciation, vocabulary, and grammar.

In the first cycle, students did not made any significat improvements. It

can be seen from the result that students only made progress in overall speaking

ability. The students speaking ability was still poor.

Reflecting on what happened in the first cycle, the researcher implemented

the second technique. The second technique that was implemented in the second

cycle was role-play. The students were more free to express their ideas so they

made longer conversation. They could improve their speaking ability.

With regard to the question of the research, the researcher concluded that

role-play technique could improve the students’ speaking ability. There was

significant improvement after the implementation of role-plays as speaking

activities. Students improved their ability in speaking. Students made significant

improvement in speaking elements; content, comprehensible, pronunciation,

fluency, vocabulary, and grammar. They achieved the indicators in speaking

proposed by the researcher.The use of role-plays had a great influence on the

improvement of students’ motivation to speak. Students like to act in front of the

class because it motivates them to speak confidently. It comes to the conclusion

that role-plays could improve the speaking ability for the twelfth grade students of

SMA Stella Duce Bantul during the speaking activity.

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B. Suggestions

Based on the findings of this study, role-play became an appropriate

technique to improve speaking ability to the twelfth grade students of SMA Stella

Duce Bantul. Nevertheless, there are suggestions put forward. First of all, it is

suggested to the teachers or the next researchers who want to apply this technique

in speaking class. Teachers and researchers need to be creative in preparing role-

plays for the speaking activities. Teachers may take daily problems in class into

the situations in role-plays. Teacher may conduct the role-plays outside the class

such as at the school garden or other places which are conducive to the activities.

Then the students will be able to speak and have free improvisation in their

speaking since they are familiar with the situations and the roles they play. By

providing interesting role-plays, the teachers give the students more opportunity

to speak.

Teachers should be able to control the students’ activities in the class in

order to manage the class. Furthermore, the control allows students to pay

attention to the teacher and their friends’ role-plays. It is also suggested to have

well-prepared activities of role-plays since this technique needs more time to

conduct. The teachers may explain the next topic of role-play in the previous

meeting. Then the students have enough time to prepare the expressions or

anything needed in the role-plays.

To create good atmospheres in teaching learning activities, teachers need

to build good relationship with the students. It affects the students’ behavior.

Students will not feel awkward to ask the teachers if they have difficulties in

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constructing dialogues in role-plays. Therefore, students will not be reluctant and

will be free to express their ideas.

Secondly, the students can improve their speaking ability by having role-

plays in pairs and students can practice speaking a lot to make good sentences

with grammatically correct. So other students or audience can comprehend the

role-plays. Students can be free in expressing their ideas through role-playing;

they can improve and expand the content of the role-plays. They also have to be

creative in performing their plays. Therefore, both the players and the audience

can enjoy the plays.

Finally, the other researchers may find new ways to improve students’

speaking ability through the use of role-plays, they may explore this issue by

conducting further studies with other participants and research designs.

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Bodgan, Robert C and Sari K. 2003. Qualitative Research for Education: An

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Brown, Douglas. 2001. Teaching by Principles: An Interactive Approach to

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Lado, Robert. 1964. Language Teaching: A Scientific Approach. New York: McGraw-Hill, Inc.

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Richard, Jack and Rodgers, Theodore S. 2001. Approaches and Methods in

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Rivers, Wilga M. 1968. Communicating Naturally in a Second Language: Theory

and Practice in Language Teaching. London: Cambridge University Press. Rivers, Wilga M. 1970. Teaching Foreign Language Skills. Cambridge:

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Yogyakarta: Graha Ilmu. Somekh, bridget. 1995. The Contribution of Action Research to development in

Social Endeavours: A Position Paper on Action Research Methodology. British Educational Research Journal, vol. 21. No. 3.

Tilit, Bruce and Newton B. 2003. Speaking naturally: Communication Skills in

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Widdowson, H. G. 1979. Teaching Language as Communication. London: Oxford University Press.

Wiriaatmaja, Rochiati Prof. Dr. 2005. Metode Penelitian Tindakan Kelas.

Bandung: PT. Remaja Rosdakarya.

Article II. ________. 1967. Kurikulum Pendidikan dan Kebudayaan Nasional Indonesia. Jakarta: Dinas P dan K

________. The Internet TESL Journal, Vol. IX, No.4, (http://iteslj.org/, acessed on November 23, 2007)

________.PALS: Performance Assessment for Language Students. Fairfax

County Public Schools, (http://www.fcps.edu/DIS/OHSICS/forlang/PALS/rubrics/, acessed on October 12, 2007)

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LESSON PLAN General Instructions Objectives: At the end of the course, the students are able to:

1. Acquire better speaking skill 2. Interact with other participants using English. 3. Ask or answer English questions using English and do simple conversation fluently. 4. Speak in English during the English course class and use the language functions in their daily lives.

No. Topics Specific Instructions Objectives

Teaching Learning Activities Materials Time

Allocation Media and sources

1. ASKING FORAND GIVING PERMISSION

At the end of the class, the students are able to: 1. Practise the dialogue on

asking for and giving permission

2. mention some terms on asking for and giving permission

3. make up dialogue based on the clues given on asking for and giving permission

4. practise the dialogues on asking for and giving permission

The students: 1. read and practise the

dialogue on asking for and giving permission

2. read and mention the useful expressions on asking for and giving permission

3. make up dialogues based on asking for and giving permission with their peers.

4. doing excercises on the handouts.

1. dialogue on asking for and giving permission

2. useful expression on asking and giving permission

3. dialogue grids. 4. excercise.

60’ Media:1. whiteboard 2. marker 3. handouts Source: 1. Speaking

naturally. 2. teacher’s

compilation.

APPENDIX 3: LESSON PLAN

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2. DESCRIBINGPEOPLE

At the end of the class, students are able to:

1. practise the dialogue on describing people on the handout.

2. mention the useful expressions and vocabularies on describing people.

3. make up dialogues based on the cues in the handout.

4. practise the dialogue in front of the class in pairs.

The students: 1. Read and practise the

dialogue on describing people with their peers.

2. mention and learn some vocabularies usually used in describing people.

3. make up dialogues based on the clues given on describing people.

4. perform in front of the class with their peers

1. dialogue on asking for and giving permission

2. vocabularies on describing people

3. cued dialogues

60’ Media:1. whiteboard 2. marker 3. handouts

Source: 1.Speaking naturally.

3. DESCRIBINGTHINGS

At the end of the class, students are able to:

1. practise the dialogue on describing things on the handout.

2. mention the useful expressions andvocabularies on describing things.

2. mention and learn

some vocabularies usually used in describing people.

3. make up dialogues based on the cues in the handout.

The students: 1. Read and practise the

dialogue on describing people with their peers.

3. make up dialogues based on the clues given on describing

1. dialogue on describing things

2. vocabularies on describing things

3. cued dialogues

60’ Media:1. whiteboard 2. marker 3. handouts Source: 1.Speaking naturally.

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4. practise the dialogue in front of the class in pairs.

people. 4. perform in front of

the class with their peers

4. OFFERINGHELP

At the end of the class, the students are able to: 1. Practise the dialogue on

offering help with their peers.

2. mention some useful expression on offering help

3. offer helps to their friends or other people in their daily conversations.

The students: 1. read and practise the

dialogue on offering help with their peers.

2. mention the useful expressions on offering help.

3. make up dialogues based on the roles given using the expression on offering help with their peers

4. perform the role-plays on offering help in front of the class

1. dialogue 2. expressions on

offering help 3. role-plays

60’ Media:1.whiteboard 2.marker 3.handouts

Sources: teacher’s compilation

5. MAKINGINVITATION

At the end of the class, students are able to: 1. practise the dialogue on

making invitation 2. mention some usefull

expressions on making invitation

3. make invitation in their

The students: 1. read and practise the

dialogue on making invitation.

2. mention some useful expressions on making invitation

3. make up conversation

1. dialogue 2. expressions on

making invition

3. role-plays

60’ Media:1. whiteboard 2. marker 3. handouts

Sources: Teacher’s compilation

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daily conversations. based on the roles given using the expressions on making invitation with their peers

4. perform the role-plays on making invitation in front of the class

6. ASKING FORAND GIVING ADVICE

At the end of the class, students are able to: 1. practise the dialogue on

asking and giving advice 2. mention some useful

expressions on asking for and giving advice

3. make dialogues in asking for and giving advice in their daily conversations

The students: 1. read and practise the

dialogue on asking for and giving advice

2. mention some useful expressions in asking for and giving advice

3. make up dialogues based on the roles given using the expressions on asking for and giving advice with hteir peers

4. perform the role-plays on asking for and giving advice in front of the class

1. dialogue 2. expressions on

asking for and giving advice

3. role-plays

60’ Media:1. whiteboard 2. marker 3. handouts Sources: 1. headlight 3

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APPENDIX 4: SPEAKING MATERIALS

ASKING FOR AND GIVING PERMISSION A. Dialogues Read the following dialogue and practice it with your partner! (During the mathematic class) Aryo : Excuse me, Sir. Teacher : Yes Aryo, can I help you? Aryo : May I have your permission to go to health center after this lesson? Teacher : What happened? Aryo : I feel bad headache Sir. It seems that I need taking a rest for a while. Teacher : Oh, have you taken an aspirin for it? Aryo : Not yet, Sir. Teacher : All right, after this lesson you may go to health center to take

some rest and don’t forget to ask for aspirin to reduce the pain. Aryo : Thank you, Sir. B. Useful Expressions There are some expressions and responses used in asking for, accepting or refusing permission.

Asking for PermissionMay I have your permission….? With your permission I should like to… I wonder if I could… Don’t you think I could… Let me… would you… Can I …? Do you mind if …? Any chance…. Giving Permission That seems perfectly acceptable I can see no objection No reason why you shouldn’t Yes, that fine Yes, certainly you can By all means Of course, you can OK/ Fine/ All right

Refusing PermissionI’m sorry. I’m not supposed to… I don’t really think you should to … I’m sorry that not possible for you to …I’m sorry I can’t let you … I’m afraid not I’m afraid you can’t … I’d like to but … Sorry, no way Sorry…

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C. Vocabulary list: Acceptable : Reason : Certainly : Supposed : Rest room : Lavatory : Library : Office : A while : D. Make a simple dialogue about asking for and giving permission in pairs! E. Answer these questions by circling the correct answer!

1. She _____ her hair every two days or so. a. wash b. washes

c. washed d. washing

2. Donita ______ in her room and father is reading in the living room.

a. is sleeping b. was sleeping

c. has slept d. had slept

3. I ________ to Paris by next month.

4. Captain Smith gave the order to abandon the ship. The italic word means______

a. would be gone b. would go

c. will go d. will have gone

a. come b. enter

c. go d. leave

5. The impact ripped a huge hole in her side. The italic word has the similar

meaning to_______ a. long b. wide

c. very big d. deep

6. I hit my foot on the table and it really______

a. disease b. hurts

c. ache d. pain

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Describing people A. Dialogue Andre : Hi dude! Ben : Hi. I heard that you have had a new girlfriend. Is that right? Andre : yes, it’s right. I show you the picture of her. Here it is. Ben : wow, she is cute. You’re so lucky! Andre : Yeah, thanks. By the way, have you had a girlfriend? Ben : No, I haven’t a girlfriend. Can you find her for me? Andre : Hey, I know a beautiful girl; she is a friend of mine. Her name is Kate. Ben : Really? Andre : Yes. She is tall and slim. She has a pointed nose and straight black hair. I

am sure that you will like her. Ben : Is she a kind girl? Andre : Sure. She is an open minded girl. Ben : Ok. Let’s make an appointment. Andre : All right. B. Useful expressions She is…. He is….. She likes….. He likes…. C. Vocabulary list: Fat : gemuk Slim : langsing Thin : kurus Sexy : seksi Thickest : kekar, berotot Handsome : tampan Beautiful : cantik Ugly : jelek Round faced : bermuka bulat Oval faced : bermuka oval Bald : botak Curly : keriting Straight : lurus Pointed nose : Berhidung mancung Flat nose : berhidung pesek

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D. Cued-dialogue Make dialogues based on these situations in the cued-dialogue! Situation 1 Student A Greets student B at school Asks about a student in another class Asks about the description of the student Says thank you

Student B Greets student A at school Replays to student A’s question Gives the description about the student Replays thanks

Situation 3 Student A Greets student B Talks about football Asks whether student B knows Christiano Ronaldo Describes about him Farewell

Students B Greets student A Talks about football Replays to student A’s question Asks about Christiano Ronaldo Farewell

Situation 3 Student A Greets student B Asks student B about the movie star Asks the student B’s favorite artist Asks why student B likes her/him Agree

Student B Replays student A greeting Doesn’t like the movie star Describes the favorite movie star Farewell

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Describing things

A. Dialogue Anne : Hi Jean! Happy birthday! Jean : Thank you very much, Mom. Anne : What do you prefer for your birthday present? A bag or shoes? Jean : Hmm.. I prefer bag to shoes. Anne : All right, but what kind of bag? Jean : I like the sophisticated one. Anne : Wow, ok. Give me the description of it! Jean : I like a black one. And it is made from leather. Anne : All right. How about the size? Jean : Small is great. Anne : I will find it for you! Jean : Thank you Mom! B. Useful expressions It is….. I like the…… The color is…. The size is…. It is made from… C. Vocabulary list

Round : bulat Square : persegi empat Triangle: segitiga Cylinder: tabung Circle : lingkaran Oval : oval/ bulat telur Metal : besi/ logam Glass : kaca Wood : kayu Rubber : karet Gold : emas Silver : perak Steel : baja

D. Cued-dialogue Make dialogues based on these situations!

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Situation 1 Student A Greets student B Asks for something he lost (wallet) Describes the thing Says thank you

Student B Greets student A Asks for the description of the wallet Says sorry

Situation 2

Student A Calls student B Asks to buy something Describes the book looks like Says thank you

Student B Replays Asks for the description of the book Agree

Situation 3 Student A Greets B Asks B to make a beautiful long dress Describes the detailed model Says thank you

Student B Greets A Asks for the detailed model Agree

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OFFERING HELP A. Dialogue

Student : Good morning, Sir. May I help you carrying these books? Teacher : Sure. Here you are. Student : Which class do you teach, Sir? Teacher : I teach class XI IPS2. Today I will distribute these books to the

students. Each pair will get one. Student : Hhow many students are there? Teacher : There are 30 students. Later on, i will ask the captain of the class

to take the remaining books in my office. Upps, this is my class. Students : OK, I’ll put the books on your table. Teacher : Thank you. Student : You’re welcome.

B. Useful expressions

Can I..? Would you like me to..? Let me help you. Let me take your coat. Shall i call a taxi? May I help you? Would you like helping me? Would you mind if...?

That’s kind of you. Here you are.. Thank you Yes, please. That would be great. Yes, certainly. Yes, thank you very much. OK Of course

C. Vocabulary list

A pile of books: tumpukan buku Offers : menawarkan Captain : ketua Remaining : sisa Report : laporan Coat : jaket

D. Role Play Make dialogues based on these situations! Situation 1 Your sister is trying to take a book from a high shelf. Situation 2 An old lady is walking to cross the street

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Situation 3 Your friend is going to post a letter. She is ill. Situation 4 Your father is at the door. He is carrying a large box. Situation 5 An old man is asking a direction. Offer him a help.

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Making invitation

A. Dialogue Donna : Good morning Mark. What are you doing? Mark : Hi Donna! Good morning. I am going to make a frame with this paper. Donna : yeah, I remember now! You like handycraft, don’t you? Mark : Yes, I really like it. Donna : There is a handycraft exhibition in Jogja Expo Center. It starts from 8 a.m

to 9 p.m. Mark : Really? Donna : Yes. By the way, are you free this evening? Would you like to come to

the handycraft exhibition with me? Mark : That would be great! OK, what time? Donna : How about 7 p.m? Mark : No problem. I will pick tou up at your house. Donna : All right. See you later. Mark : See you. B. Useful expressions in invitations

Making an invitation Accepting Refusing

• I would like to invite you to dinner this Saturday.

• I would like to invite you to a party next Friday.

• I was wondering if you would like to come to...

• We are going to have a party and we would love you to come.

• Are you free on Saturday? Would you like to..

• How about dinner?

• How about coffee?

• Let’s go to our place for a tea.

• Thank you. I’d love to.

• That would be

wonderful. • Yes, thank you.

What time?

• Thanks I’d love to.

• Sounds great! • OK. • All right.

• I’m awfully sorry, but I have other plans.

• I wish I could, but

I ..

• I’d really like to. But I have ...

• Sorry. I have already made plans for Saturday.

• Oh, sorry

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Offering to bring something Response • I wonder if I might be able to

bring something. • Let me bring something,

won’t you? • Is there anything I could

bring? • What shall I bring? • Can I bring the wine? • What should I bring?

• It’s enough just to have you come.

• Oh, you don’t need to. • Just bring yourself. • Well, thanks if you’d like to. • Up to you, friend.

Vocabularies: Accept : menerima Alternate : pilihan / yang lain Celebrate : merayakan Corporation: perusahaan Dessert : makanan penutup Dinner : makan malam Direction : arah Lunch : makan siang Offer : menawarkan Pleasure : kesenangan Reason : alasan Refuse : menolak Reject : menolak Suggest : menyarankan Wine : anggur Situation 1 Robby and Dianne are good friends. They work in the same office. Robby has just finished moving into a new house and wants to invite Dianne over to celebrate. The celebration will be held on Saturday at seven in the evening in his new house. Situation 2 Dr. Brown is a professor at a large university where Cathy (a foreign student) is a student in it. Dr. Brown and Cathy have met each other only once before. Now Dr. Brown wants to invite Cathy to his house for a barbecue. Situation 3 Benn and Selly are both students in the same English class, but from different countries. They do not know each other very well, but Benn hopes that by inviting Selly for dinner, they can become better classmates. Situation 4 Bill works for a large corporation. Tom is Bill’s boss, but they do not know each other very well. Bill decides to invite the boss with his wife to dinner in a restaurant.

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ASKING FOR AND GIVING ADVICE A. Dialogue Lucy : Hi, Dea. You look a little worried. Is the anyhting the matter? Dea : Yes, I’ve lost my purse. Lucy I can’t find it anywhere. It had everything

in it too- money, identity card, and ATM card. Lucy : Oh dear, that’s terrible, Dea. Where did you last have it? Dea : I’m not sure. Oh yes, I remember now. I had it in the dressing room

before the last lesson. I took my locker key out of my purse and then put the purse back into my coat pocket. O no, Lucy! Do you think someone in the class stole it? Do you think I should call the police?

Lucy : No, you wouldn’t call the police, if I were you. Not yet anyway. You may have just lost it. And you shouldn’t say anything about the purse to anyone in the class, either.

Dea : Well, what do you think I should do? Lucy : I think you should first go back to the dressing room and make sure it

isn’t there. Then I would go to he school office to ask if anyone has handed a purse in.

Dea : Right, Lucy. Let’s go and look in the dressing room. Lucy : And Dea. Why don’t you have a look in your pocket? You may have put

it in there. B. Useful Expressions Asking for Advice Do you think I should… … do you think I should… What should I do to … Giving Advice I wouldn’t … (if I were you) You shouldn’t / should … Why don’t you …

Expressing Sympathy Oh, no! What a pity! What a nuisance Poor you. How terrible! How awful! I’m really sorry to hear that.

C. Vocabulary list Worry : khawatir Matter : masalah Terrible: menyedihkan Awful : jelek/ buruk Nuisance: gangguan Pity : kasihan Poor you: kasihan kamu

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Visit : mengunjungi Check :memeriksa Exercise: latihan/ olah raga Medicine: obat D. Role-Play In pairs, what should these people do? Express your sympathy and give him or her pieces of advice! Do role-plays about it!

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APPENDIX 5: THE RESULTS OF STUDENTS’ SPEAKING RUBRICS

Speaking Ability - Analytic Rubric Task Completion 1 -

- Minimal completion of the task and/or responses frequently inappropriate

2 --

Partial completion of the task, responses mostly appropriate yet undeveloped

3 --

Completion of the task, responses appropriate and adequately developed

4 --

Superior completion of the task, responses appropriate and with elaboration

Comprehensibility 1 -

- Responses barely comprehensible

2 --

Responses mostly comprehensible, requiring interpretation on the part of the listener

3 --

Responses comprehensible, requiring minimal interpretation on the part of the listener

4 --

Superior completion of the task, responses appropriate and with elaboration Partial completion of the task, responses mostly appropriate yet undeveloped Minimal completion of the task and/or responses frequently inappropriate

Fluency 1 -

- Speech halting and uneven with long pauses or incomplete thoughts

2 --

Speech choppy and/or slow with frequent pauses, few or no incomplete thoughts

3 --

Some hesitation but manages to continue and complete thoughts

4 --

Speech continuous with few pauses or stumbling

Pronunciation 1 -

- Frequently interferes with communication

2 --

Occasionally interferes with communication

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3 --

Does not interfere with communication

4 --

Enhances communication

Vocabulary 1 -

- Inadequate and/or inaccurate use of vocabulary

2 --

Somewhat inadequate and/or inaccurate use of vocabulary and too basic for this level

3 --

Adequate and accurate use of vocabulary for this level

4 --

Rich use of vocabulary

Grammar 1 -

- Inadequate and/or inaccurate use of basic language structures

2 --

Emerging use of basic language structures

3 --

Emerging control of basic language structures

4 --

Control of basic language structures

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Date: 22 OKTOBER 2007 Name:Kristin Meeting: 1 Student

# 1

Student

# 2

Student

# 3

Student

# 4

Student

# 5

Student

# 6

Student

# 7

Student

# 8

Content 2 2 1 1 2 2 2 2

Comprehensibility 2 2 2 2 2 1 2 2

Fluency 1 2 1 1 1 1 1 1

Pronunciation 1 1 1 1 1 1 1 1

Vocabulary 1 1 1 1 1 2 1 1

Grammar 1 1 1 1 1 1 1 1

Notes for students (feelings, mood, etc):

a. they have poor pronunciation b. they are confused about the topic (asked the teacher) c. they asked many vocabulariesto the teacher

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Notes for the materials: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………................ Date: 29 oktober 2007 Name: Kristin Meeting: 2 Student

# 1

Student

# 2

Student

# 3

Student

# 4

Student

# 5

Student

# 6

Student

# 7

Student

# 8

Content 3 3 2 2 2 2 3 3

Comprehensibility 2 3 2 2 3 2 2 2

Fluency 2 2 1 1 1 1 1 1

Pronunciation 1 2 1 1 1 1 1 1

Vocabulary 1 1 1 1 1 2 1 2

Grammar 2 2 1 1 2 1 1 1

Notes for students (feelings, mood, etc):

d. low voices e. less natural f. not relax

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Notes for the materials:

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……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments:

g. very short conversations h. duration of the dialogues more or less only one minute i. limited vocabularies j. poor pronunciation

…………………………………………………………………………………………………………………………… Date: 5 November 2007 Name: Kristin Meeting: 3 Student

# 1

Student

# 2

Student

# 3

Student

# 4

Student

# 5

Student

# 6

Student

# 7

Student

# 8

Content 3 3 2 3 2 2 3 3

Comprehensibility 3 3 2 2 3 3 2 2

Fluency 2 2 2 1 1 2 1 1

Pronunciation 1 2 1 1 1 1 1 1

Vocabulary 1 1 1 1 1 2 1 2

Grammar 2 2 1 1 2 1 1 1

Notes for students (feelings, mood, etc):

k. nervous l. short conversation m. some students are not serious

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Notes for the materials:

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……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments: - the contents of the dialogues are better than before but their pronunciation and grammar are poor. - speech halting. …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Date: 12 November 2007 Name: Kristin Meeting: 4 Student

# 1

Student

# 2

Student

# 3

Student

# 4

Student

# 5

Student

# 6

Student

# 7

Student

# 8

Content 3 3 2 3 2 2 2 2

Comprehensibility 3 3 3 2 2 3 3 2

Fluency 2 3 2 2 2 2 2 2

Pronunciation 2 2 2 2 2 1 2 2

Vocabulary 2 3 2 2 2 2 2 3

Grammar 2 3 1 1 2 2 2 2

Notes for students (feelings, mood, etc):

n. The students feel excited o. They are very talkative p. They still asked about vocabularies but less than before q. They bring their own dictionaries r. Poor pronunciation

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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Notes for the materials: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments: Grammar “i will to got to the market..” Mis pronunciation Shelf How ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Date: 19 November 2007 Name: Kristin Meeting: 5 Student

# 1

Student

# 2

Student

# 3

Student

# 4

Student

# 5

Student

# 6

Student

# 7

Student

# 8

Content 3 3 4 3 3 4 2 2

Comprehensibility 3 3 3 2 2 3 3 3

Fluency 3 3 3 2 2 3 3 3

Pronunciation 3 3 3 2 2 3 2 3

Vocabulary 3 3 3 3 3 3 3 3

Grammar 3 3 3 2 2 3 3 3

Notes for students (feelings, mood, etc):

s. Student 3 and Student 4 are poor in pronnunciation t. Student 7 speaks unclearly u. They need to be more serious v. Student 3 and student 6 make good progress

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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Notes for the materials:

w. good x. motivate students to talk

……………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments:

y. the conversations and dialogues are longer than before z. ask the students wether or not they have difficulties in pronouncing

words …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Date:26 November 2007 Name: Kristin Meeting: 6 Student

# 1

Student

# 2

Student

# 3

Student

# 4

Student

# 5

Student

# 6

Student

# 7

Stude

nt # 8

Content 4 4 4 3 3 4 3 3

Comprehensibility 3 3 4 3 3 3 3 4

Fluency 4 4 3 3 3 3 3 3

Pronunciation 3 3 3 3 3 3 3 3

Vocabulary 3 3 3 3 3 3 3 3

Grammar 3 3 3 3 3 3 3 3

Notes for students (feelings, mood, etc):

aa. they make improvements bb. serious please! cc. Many of them reach full score in the elements dd. They are excited ee. They speak louder than before

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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Notes for the materials: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

FIELD NOTES (1st meeting)

Date: October 22, 2007

First cycle

Objective:

Diagnose the problems occurred on students’ speaking ability.

Students make up dialogue based on the clues given on asking for and giving permission. Students practice the dialogues on asking for and giving permission.

Points for attention:

Students came on time and I liked it. This is the first meeting in the first cycle. I

taught students about how to ask for permission. Well, they practice the dialogue

in the handout in pairs. Then I could see their ability in speaking. Their

pronunciation and fluency were very poor. I asked students to mention and

pronounce the useful expressions and vocabularies on the handout.

When students made dialogues on asking for permission, they often asked me

how to make it. One asked me the topic to be created in the dialogue. Yes, they

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had no ideas. Only few of them could make dialogues without teacher’s guidance.

Students needed help in formulating topic to expand in the dialogues.

In answering the questions related to vocabulary and grammar, they also met

difficulties. Only two students brought dictionary, Dewi and Arista. From today’s

meeting I concluded that students need a technique which can help them in

content, grammar, pronunciation, fluency, and vocabulary.

FIELD NOTES (2nd meeting)

Date: October 29, 2007

First cycle

Objective:

The students can describe particular things as written in the cued-dialogues.

Students are able to make conversations or dialogues in describing things.

Points for attention:

Today was the second meeting in the first cycle. In this meeting I used

cued-dialogues to activate the students’ speaking abilities. In the beginning of the

class I asked the students about the shapes they knew in English. Most students

answered the question by mentioning shapes in English such as circle, square,

long, short, triangle, ball, etc. sizes such as thick, thin, big, small, much, many,

less, etc. colors such as white, red, yellow, black, blue, brown, etc. they were

enthusiastic to answer the question even though some of them still speaking in

Indonesian.

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Before stepped into the main activity I discussed the useful expression

related to describing things. Students paid attention and read on the handouts.

Moving to the main activity, I asked students to practice the dialogues in pairs.

Students practiced the dialogues seriously, but student number 3 and student

number 6 were less serious than the other. They talked too much and it was out of

the context of the material. Student number 1 and student number 2 was the first

pair who finished the dialogue.

Based on the useful expressions and exercise students were asked to make

dialogues using cued dialogue based on the situations given. There were three

dialogues and students should choose one of them. They worked in pairs. In the

process of finishing their work, many students asked the Indonesian words to me.

Even, student number 3 said “ dah begini aja ya mbak, seadanya aja ga usah liat

kamus hehe..” It showed that some students had no enough vocabulary to make

dialogues. When they performed the dialogue they only consumed not more than

1 minute. As a result I could not observe their speaking ability clearly. Their

vocabularies were limited, their grammar was poor, and pronunciation was also

poor. Student number 3 made many mistakes in pronunciation (could, work, how,

hand phone, color) and it affected his fluency in speaking. Student number 7 and

student number 8 were not relaxed in speaking and it affected in their

pronunciation and fluency (speech halting with long pauses). Although students

had topics to talk about, they should practice more. Let see in the next meeting

with describing people, still using cued dialogue as the technique.

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FIELD NOTES (3rd meeting)

Date: November 5, 2007

First cycle

Objective:

The students can describe particular people as written in the cued-dialogues.

Students are able to make conversations or dialogues in describing people.

Points for attention:

This afternoon none of the students was absent. In the beginning of the

class I hoped that this meeting would bring better result in speaking than that in

the previous meeting. Similar to the previous meeting, the class was begun by

practicing the dialogue in pairs and discussing the useful expression related to

describing people. I also asked the students to mention vocabularies related to the

description of people such as pointed nose, round face, white skin, fat, thin,

beautiful, and ugly, etc.

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In this meeting I observed that the content of the dialogues from the

students were better than that in previous meeting. Student number 1,2,4,7,8 made

improvement in content. Nevertheless, some students made mistakes in grammar

or language structures.

Student number 4: “Do you know Amel? I must to see her now.”

Student number 7 said “I lost my wallet yesterday in the toilet. Did you saw it?”

They were still weak in pronunciation, they still made mistakes such as

follows students pronounced /h�:/ for the word how, /fen/ for the word fine,

/s�:ld/ for the word should and pronounced /pretI/ for the word pretty and many

more. Students’ vocabularies also didn’t increase. It could be seen from the short

dialogue they made. They used very limited vocabularies even though they had

dictionaries with them.

Cued-dialogue did not help students to increase their speaking ability. The

good points were students increased their content and comprehensibility of the

speaking. Nevertheless, some speaking components of the students were still poor.

I think I have to find another technique to overcome their problems in speaking.

This was the end of the first cycle and I stopped this cycle since there was no

significant increase in students’ speaking ability. The result of the cycle was

unsatisfying.

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FIELD NOTES (4th meeting)

Date: November 12, 2007

Second cycle

Objectives:

• Students were able to offer help to other people and able to make dialogue

or conversation in offering help. Offering helps to their friends or other

people in their daily conversations.

• Student improved their speaking ability and showed better result than that

in previous cycle.

Points for attention:

This second cycle basically did not have significant differences in teaching

learning process. This was the first meeting in the second cycle. I used role-play

as the new technique instead of cued-dialogue. I taught students speaking with

offering help as the topic. Students still worked in pairs. They practice the

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dialogue in the handouts in pairs. Then I asked the students about the expressions

that should be used in the dialogues related to offering help. The students

answered correctly even though some of them still used Indonesian.

”Can you help me! Ya kan Miss?” (Student number 6)

“Help me!” (Student number 3,)

When teacher asked for polite ones student number 5 said,

“Di tambah please Miss.” (Student number 4)

Student number 7 pronounced /b�sI/ for the word “Busy”,

When student number 7 had difficulty to pronounce word night, and I approached

her to make sure that she was able to pronounce words correctly.

They enrich their vocabulary bank because each student had his or her

own dictionary. Sometimes they asked the teacher the appropriate words to use.

For example the word “au revoir” instead of “see you.” I was a little bit surprised

when I realized that almost all students had dictionary with them. It showed that

students had effort to enrich their vocabulary. I still found some mistakes in

structures or grammar. For example student number 7 wrote “you wants..”

intended “you want..”

I saw good improvement in this meeting. Since role-play provided

opportunity to expand the conversation, students could make longer conversation

that that in previous cycle. I hope this will be continued in the next meeting.

Preparing for the next meeting I told students to be ready with the next role-play

with topic making invitation. I hoped students would have been ready with the

expression related to the topic by the next meeting.

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FIELD NOTES (5th meeting)

Date: November 19, 2007

Second cycle

Objectives:

• Students were able to make invitation in their daily conversations.

• Students improve their speaking ability (all speaking components).

Points for attention:

As I observed, most of students had already prepared the useful

expressions or even some of them had made short conversation related to making

invitation. I was surprised. As always, I asked students to mention expressions in

making invitation before I distributed the handouts. Student number 3 and student

number 6 were very enthusiastic. They sat in front row and practiced the

conversation seriously. They sometimes asked me how to pronounce some words

for example: invite, suggest, accept, and awfully.

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After practicing short conversation, students made their own role-play

according to the handouts. They worked in pairs and did the situations provided

on the handouts related to the topic. Student number 4 and 5 had difficulties in

grammar. They asked me the form of perfect tense. Student 4 “ mbak gimana kalo

aku mau ngomong ,”besok aku sudah ada rencana”? Then I gave her the pattern

and asked them to make a sentence. “I have had plans for tomorrow.” It also

happened in student number 2, they asked me about making past perfect sentence.

Then I wrote the past perfect tense on the white board so the students could make

the sentences easier.

Finished in making role-play, all pairs did their role-play in front of the

class. Pair by pair did the role-play and the observer observed their speaking

ability on the speaking rubrics. Student number 3 and student number 6 worked

together. They made a very good role-playing about making invitation (the role-

play is attached). The content was very good, they acted very naturally, and they

made fewer mistakes in pronunciation. This role-play reached full score in the

content in speaking. I called this a satisfying result ☺ however they made

mistakes in grammar such as

“we will moving to our house....” (Student number 7)

Intended (we will move to our house..)

and “what time will you coming to my house?” (Student number 1)

Intended (What time will you come to my house?)

Nevertheless, I found that student number 7 and number 6 made a very

simple role-play so that I couldn’t see their improvement. Student number 4 and

number 5 spoke halting and pauses still occurred. Their pronunciations were also

still fair. Student number 5 pronounced /h�:/ for the word ‘how’ many times. By

this meeting these two students didn’t show significant improvement.

Then after all pairs had come in front, I evaluated their progress in

speaking and asked them if there were any difficulties. I asked the students to

learn the next topic about giving advice. I hope the students show their progress in

the next meeting.

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FIELD NOTES (6th meeting)

Date: November 26, 2007

Second cycle

Objectives:

• Students are able to give advice using the learned expressions for their

friends or people around them.

• Students improve their speaking ability in all components, especially in

fluency, pronunciation, and grammar.

Points for attention:

This was the third meeting in the second cycle of the research. Similar to

the previous meeting, I used role-play as the technique to teach them speaking.

Students practiced the dialogue on the handouts in pairs. From the dialogue some

students, number 3, 5, 6, 7 made mistake in pronouncing ‘purse’. And student

number 1, 3, 6 made mistake in pronouncing ‘either & identity’. As I saw that all

students practiced the conversation seriously.

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Then I moved to the next step of the lesson, I asked them to mention some

expression related to giving advice. Only 2 students answered me, they answered

“you should…” (student number 2) and “you cannot go to…” (student 6). I felt

satisfied because some students had known the expression. Then I asked them to

read and practice the expressions printed on the handouts.

After they learned and practiced all expressions, I asked students to make

role-play about giving advice in pairs. There were 4 situations of people who had

problem with their health. Students were asked to give advice to them and make it

into role-play. In making the conversation, students rarely asked about how to

pronounce and about the grammar. Student number 8 asked me how to say “kamu

kebanyakan makan” then I guided her to make a good translation of that.

All pairs did wonderful role-plays. They spoke and acted naturally. Their

voices were also clear. Once again, student 1, 2, 3 and 6 reached full score in

content and student 3 and 8 were very good in comprehensibility in speaking (the

role-play is attached). I observed that student 4 and student 5 made improvement

in fluency. They spoke more naturally and continuous than that in the previous

meeting. They also made fewer mistakes in grammar, I found 1 mistake that was

“I do not eating too much.” And student number 4 pronounced /edvas/ for the

word advice.

Overall, I saw a very good role-plays and speaking ability of the students.

I obtained a satisfying result. Students made progress on all components

especially fluency, pronunciation, grammar of the speaking in this second cycle. I

stopped the cycle because students had already reached the indicators of the

speaking ability provided in the research.

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APPENDIX 7: STUDENTS’ COMMENTS ON ROLE PLAYS

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APPENDIX 8: EXAMPLES OF STUDENTS’ ROLE PLAYS

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