IMPLEMENTATION OF “MAGIC MANTRA” TO TEACH SPEAKING IN INDOCITA FOUNDATION SINGOSARI

IMPLEMENTATION OF “MAGIC MANTRA” TO TEACH
SPEAKING IN INDOCITA FOUNDATION
SINGOSARI

THESIS

By:
DWI SARI KURNIAWATI
201210100311215

ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016

IMPLEMENTATION OF “MAGIC MANTRA” TO TEACH
SPEAKING IN INDOCITA FOUNDATION
SINGOSARI
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education

By:
DWI SARI KURNIAWATI
201210100311215

ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016

MOTTO AND DEDICATION

Only those who have suffered long can see the light within the shadows
(Dwi Sari Kurniawati)

Miracles only happen for those who have determination to keep trying
(Dedy Prima)

Try not become man of success, but rather become a man of value.
(Albert Einstein)

DEDICATION:
This thesis is willingly dedicated to:
My lovely dad, Papa Junaedi
My beautiful woman who always loving me, Mama siti,
My beloved soldiers, Mas Rangga and Abang Frenky
My all families,
My all friends,

STATEMENT OF WORK’S ORIGINALITY

The undersigned below:
Name

: DWI SARI KURNIAWATI

NIM

: 201210100311215

Department

: English Department

Faculty

: Faculty of Teacher Training and Education

I hereby declare that this thesis there is no any thesis or paper that have been proposed to
receive a bachelor degree, and there is no ideas or notions written or published by another
person, unless what has been written in this thesis and mentioned in the references.

Malang, October 25, 2016

Dwi Sari Kurniawati

ACKNOWLEDGEMENTS
In the Name of Allah, the most Gracious, the most Merciful All praises be to Allah,
king of the king, the Lord of the world, and the master of the day after, who has given us
blessing and guidance. Because of His graciousness and mercifulness the writer can write
well. The writer realizes and feels very sure that without His blessing, mercy, and guidance, it

would be possible for himself to finish the paper. I am totally realized that this thesis is still
imperfect. Thus, I openly welcome all criticism and constructive suggestions from all parties
as the betterment of this thesis. Sholawat and sallam may Allah send them to our Prophet
Muhammad SAW (peace be upon him) his families, his companions, and his follower, the
best messenger for people all over the world. This world becomes peace because of his hard
effort in giving the human being advices.
Obviously, I would like to say my special gratitude to my supervisors, Puji
Sumarsono, M.Pd, and Drs. Mas’udi, M.Ed for the patience in guiding and supervising me
during the process of my thesis writing. Furthermore, my great gratitude addressed to my
thesis examiners, Ma’am Rinjani Bonavidi, S.Pd., M.Ed., Ph.D and Ma’am Agista Nidya
Wardani, M.A. for their valuable suggestions so that I can make this thesis is better than
before.
Furthermore, the researcher wants to say thank you very much to the honorable: Miss.
Eka Fitria Atmawati Hartono who has given permission in order to have an observation and
interview in her class. Then, Miss ummi, and Indocita Foundation (IF) Singosari which has
accepted to do an observation.
Additionally, my countless gratitude is dedicated for both of my parents, Mama Siti
Juwariyah and Papa Muhammad Djunaedi, who always supported to finish my thesis.
Furthermore, my boundless appreciation goes to the one and only my elder brother, Rangga
kurniawan, for his endless supports and nice affection. Then, my beloved army, Mei frenky

Dwi Gunawan, for his never-ending supports while up and down feelings during one last
year.
Lastly, I would like to express my thankfulness for all of my mutually respectful
friends: Brian Dwi Pamungkas, Shinta Dwi Kurniawati, Dewi Khoirun Nisa H, Sri Wahyuni
Ningsih, Nafisa Hamdiyah, Mustaghfiroh, Ambika Putri Perdani, Nur lailatul Fithriyah, Siti
Nur Cholila, Bunga Navyani, Lailatus Sholikatin, Dita Fitriyana, Diana, and Hilda, without

their patience, guidance, support and cooperation this paper could have never been written.
Finally, the writer surrenders everything to Allah SWT and the writer hope it will be a useful
thing for the writer itself and for all to improve educational quality.

Malang, October 24, 2016

Dwi Sari Kurniawati

TABLE OF CONTENT
APPROVAL ………………………………………………………………… iii
MOTTOS AND DEDICATIONS ………………………………………….. v
STATEMENT OF WORK’S ORIGINALITY ……………………………. vi
ABSTRACT …………………………………………………………………. vii

ACKNOWLEDGEMENT ………………………………………………….. viii
TABLE OF CONTENTS …………………………………………………… x
APPENDIX ………………..…………………………………………………. xii
LIST OF THE TABLES ……………………………………………………. xiii
CHAPTER I INTRODUCTION
1.1 Background of the Study ...................................................................... 1
1.2 Statements of the Problem ................................................................... 5
1.3 Purposes of the Study ........................................................................... 6
1.4 Significances of the Study ................................................................... 6
1.5 Scope and Limitation ........................................................................... 7
1.6 Definition of the Key Terms ................................................................ 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching Speaking ................................................................................... 9
2.1.1 Teaching Speaking Activities ......................................................... 10
2.1.2 Teaching Strategies to Teach Speaking ....................................…. 13
2.1.3 Students’ Responses to the Teaching Speaking ........................…. 14
2.2 The Meaning of Magic Mantr ............................................................. ... 15
2.3 Magic Mantra in Teaching Speaking ............................................... … 15
2.3.1 Goals of Magic Mantra in Teaching Speaking ............................ 16
CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design.................................................................................... 17
3.2 Research Subject and Respondent of the Study.................................18
3.3 Research Instruments .........................................................................19

3.3.1 Observation ...............................................................................19
3.3.2 Interview ...................................................................................20
3.4 Data Collection ..................................................................................21
3.5 Data Analysis .....................................................................................21
CHAPTER IV FINDINGS AND DISCUSSIONS
4.1 Research Finding ...............................................................................22
4.1.1

The implementation of “Magic Mantra” in Teaching Speaking
Used by the Teacher at Indocita Foundation Singosari .........22

4.1.2

The Students’ Responses Toward “Magic Mantra” in Teaching
At Indocita Foundation Singosari ..........................................30

4.2 Discussion ......................................................................................... 31
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion .......................................................................................34
5.2 Suggestions ......................................................................................35

REFERENCES ………………………………………………………………
APPENDIX

……………………………………………………………….

APPENDIX
Appendix 1
Appendix 2

Observation Field Note 1 ..............................................................

Appendix 3

Observation Field Note 2 ..............................................................

Appendix 4

Interview Guide with Teacher .......................................................

Appendix 5

Interview Guide with students.......................................................

Appendix 6

Pictures of Teaching and learning activity during observation….

Appendix 7

Pictures ..........................................................................................

Appendix 8

Magic Mantra ................................................................................

LIST OF THE TABLES
Table 2.1 Magic Mantra …………………………………………………………
Table 1: Phases of teaching in Drilling Technique Observation 1………………
Table 2: Phases of teaching in Drilling Technique Observation 2………………
Table 3: Phases of teaching in Question and Answer Technique Observation 1
Table 4: Phases of teaching in Question and Answer Technique Observation 2
Table 5: Phases of teaching in Discussion Technique Observation 1…………
Table 6: Phases of teaching in Discussion Technique Observation 2…………

REFERENCES
Akdemir et al. 2011. Broadsheet English: teaching speaking through newspaper articles.
Procedia-Social and Behaviour Science. 46. 3967-3971.
Anjaniputra A.G. 2013. Teacher’s Strategies in Teaching Speaking to Students at
Secondary Level. Journal of English and Education. 1(2), 1-8.
Ary, Donald et al. 2010. Introduction to Research in Education (8th Edition). Belmont:
Wadsworth.
Brown, H. Douglas. 2000. Teaching by Principles an Interactive Approach to Language
pedagogy 2nd Edition. Longman.
Brown, H. Douglas. 2007. Teaching by Principles an Interactive Approach to Language
pedagogy 5th Edition. Pearson Education

Cole, R. W. (2008). Educating Everybody’s Children: Diverse Teaching Strategies for
Diverse Students, Revised and Expanded 2nd ed.. Virginia: Association for
Supervision and Curriculum Development (ASCD).
Creswell, John W. 2014. Research Design Qualitative, Quantitative, and Mixed Methods
Approches 4th Edition. SAGE Publications, Inc.
Efrizal D. 2012. Improving Students’ Speaking Through Communicative Language
Teaching Method AtMtsJa-Alhaq, Sentot Ali Basa Islamic Boarding School of
Bengkulu, Indonesia. International Journal of Humanities and Social Science.
20(2).
Fraenkel, Jack R, and Wallen, Norman E. 2009. How to design and Evaluate Research in
Education 7th edition. New York: McGraw Hill.Inc
Harmer J. 2000. The Practice of Language English Teaching (3rd Edition). Longman
Harmer J. 2007. Teach English Pearson Education Limited. Longman
King M. 2015. The Effects Of Sleep Deprivation On Memory, Problem Solving And
Critical Thinking. Research Methods for the Behavioral Sciences.
Kuchacikova et al. 2015. The Role Plays Implementation in Teaching Macroeconomics.
Procedia-Social and Behaviour Science.174. 2489 – 2496
Manurung K. 2015. Improving the Speaking Skill Using Reading Contextual InternetBased Instructional Materials in an EFL Class in Indonesia.Procedia-Social and
Behaviour Science.176. 44-51.
Mas’udi. 2005. Being a Good English Teacher. Paper Presented for English Teacher in
Indonesia National Training of Trainer (TOT) of English Teacher

Millrood R.P. 2015. Techniques and Technologies of Teaching Speaking: Dealing with
Backwash Effect in Russia. Procedia-Social and Behaviour Science.200. 46-52.
Miles & Hubermaan. 1994. Qualitative Data Analysis (2nd Edition). International
Educational and Professional Publisher Thousand Oaks London New Delhi
Nunan, D. (1995). Language Teaching Methodology; A Textbook for Teachers. London:
Phoenix ELT
Panlumlers & Wannapiroon. 2015. Design of Cooperative Problem-Based Learning
Activities To Enhance Cooperation Skill In Online Environment. Procedia-Social
and Behaviour Science. 174. 2184 – 2190.
Park. 2003. Engaging Students in the Learning Process:the learning Journal.Journal of
Geography in Higher Education.27(2). 183-199.
Shishkovskaya et al. 2015. EFL Teaching in the E-Learning Environment: Updated
Principles and Methods. Procedia-Social and Behaviour Science. 206. 199-204.
Sucuoglu & Bahcelerli. 2015.A study of compliment responses in English: a case of North
Cyprus. Procedia-Social and Behaviour Science.174.3285 – 3291.
Thornbury S. 2005. How to Teach Speaking. Harlow, United Kingdom.
Ummi et al. 2009. English Book Made Simple 6. Indocita Foundation Strengthening
Education and Communities.

CHAPTER I
INTRODUCTION
1.1. Background of the Study
English is very important to learn. It is because English is claimed as an
International language. It means English becomes the one that is used to
communicate between people from different countries for multiple purposes. Besides,
English is dominant in the international media such as television, movie, and etc.
English serves as a means of absorbing and developing science, administration and
international aid, technology and culture.
Learning English means we learn all the skills of the language. There are four
skills that we need to learn, listening, speaking, reading and writing. All of those
skills are related to each other, for instance when we learn to speak, we need to listen
what other people have said. If we do not listen what other people have said before,
we would never know how to speak, at least we can see and imitate how the way
people speak by listen to them first. It is similar as when we were babies, in order to
be able to speak, we need to listen what our mother had taught, and then we can
emulate it. Then, another example is the relationship between reading and writing, we
could not start to write something if we do not read first, because by read we could
get much knowledge which we could transfer it into written form.
In line with the explanation above, one of English skill that we need to learn is
speaking. Speaking skill is as the most important skill for everyone. As we know

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many people around the world is it competent each other in this globalization era.
This situation forces the people to speak English fluently, especially for the students.
The students have to learn English to speak English in order to prepare for real life
communication situation with other people who are from another country with
different culture and linguistics background. Moreover, speaking English is
substantial because English is an International language that was learned and used as
a tool of communication by everyone in various countries, especially nowadays in
globalization era. Nunan (1995) argues that speaking holds a crucial part in learning
language as the benchmark is the fluency of following the flow on the conversation of
the target language.
In teaching and learning process, teaching speaking is important aspect. As a
productive and oral skill, speaking is importance to have as the output of foreign
language teaching (FLT) process. ‘It, like the other skills, is more complicated than it
seems at first and involves more than just pronouncing words’ (Karakuzu &
Akdemir, 2011). Moreover, materials from various sources that can be used to teach
speaking but it are important to keep it in background and aligned with the culture of
the learners. In line, many teaching methods and techniques can be used in teaching
speaking. The main aim of the teaching and learning process is to improve the
students’ ability of fluency speaking.
‘Speaking is one way to communicate which ideas and though a message
orally. To enable students to communicate, we need to apply the language in real

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communication’ (Efrizal, 2012). Moreover, the ability to speak is not influenced by a
single factor, but a number of factors. Those factors are linguistics knowledge,
grammar, vocabulary, phonology, and extra linguistics knowledge which include
topic and cultural background, knowledge of the context and familiarity with the
other speakers (Thornbury, 2005). This is in line with Manurung (2015) viewpoint
that:
Speaking as one of the language skills becomes important topics to discuss in
language teaching. The discussion topics can be related to the instructional
techniques, the instructional materials, the instructional media, the language
teachers, the language learners, and even the speaking components.
Therefore, to mastering the speaking skill is not easier than the commonly
expectation. It is correspondingly asserted by Cole (2008) ‘that it is the teacher’s role
to provide effective plans/strategies in accomplishing student’s educational needs
whose general purpose is to be able to communicate using the language being learnt’.
This theory reflects to the teaching techniques that used by the teacher when they
teach speaking in a class. The teacher must influence students’ thought when they
want to speak up.
On the other hand, the competence of the professional foreign language
teacher can be seen in the way they arrange the class into a good speech situation
field to learn speaking for the students (Millrood & Karamnov, 2012). Furthermore,
‘Speech situation as the key technique of teaching speaking can be implemented with
the help of the following three organizational and pedagogical technologies:
“cognitive dissonance”, “information gap” and “logical impasse’ (Millrood, 2015).

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In line with the explanation above, so teachers should be skilful in the
learning process, especially for English as a foreign language. Furthermore, teachers
should be able encourage students to speak English with technique that is used. Thus,
they have pleasing thing and never have similar perceptions with the students at
Indocita Foundation who do not feel confident before they speak up, e.g. they afraid
that their grammar are wrong, they cannot remember yet all of vocabulary well.
Whereas, Thornbury (2009) states that practicing is an important factor for the
success of interactive speaking.
The above theoretical consideration is also supported by number of empirical
works that were conducted by Risky (2011), Arief (2005), and Andriyani (2015).
Each section is described as follows:
Risky (2011) conducted a research about the buzz group discussion technique
implemented in teaching English speaking skill in XI-IPS class at SMAN 1 Sumenep.
The researcher found that the teacher’s ways in implementing the “Buzz Group”
discussion technique were: forming the “Buzz Groups”, presenting the problem(s) to
be discussed, explaining the guidelines of the discussion, asking all buzz groups to
discuss, and inviting the buzz group’s delegation to report/ present the result of
discussion.
According to Arief (2005), from analyzing data and discussion, in teaching
speaking, the writer found four techniques; game, role plays, small group and drilling
were most frequently used. The students were more interested and attentively toward
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the technique. It was based on his research about teaching technique in speaking class
at Basic English Course (BEC), Pare, Kediri.
Andriyani (2015) studied about using the direct method in teaching to
improve students’ speaking skill at Purikids Language Course. The findings of the
study showed that the use of the direct method was able to improve students’
speaking skills. Based on the qualitative data, the students could develop their ideas
to produce a short sentence with better vocabulary, sentence structure and
pronunciation. They also enthusiastically joined the teaching and learning activities.
Based on the writers above, we know that there is no research about
implementation of magic mantra in teaching speaking. Therefore, the writer chooses
this title to be her thesis because it is interesting to investigate about magic mantra in
teaching speaking at Indocita Foundation. Then, the writer is curious with the name
of "magic mantra", so the writer decides to preliminary interview Ummi as one of
educators who create "magic mantra" itself on March 2016. Moreover, the writer
focused on the implementation of magic mantra to teach speaking in the learning
activities. Then, in this study, the writer is intended to find out the student’s responses
toward it in teaching and learning process in speaking skill.
Therefore, the writer would like to investigate the implementation of magic
mantra to teach speaking for private class at Indocita Foundation.

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1.2. Statement of the Problem
Based on the background mentioned above, the statement of problems of this
study stated as follows:
1. How does the teacher implement the “magic mantra” in teaching speaking at
Indocita Foundation Singosari?
2. How are the students’ responses toward the “magic mantra” in teaching
speaking at Indocita Foundation Singosari?
1.3. Purpose of the Study
In line with the research questions formulated above, the study is carried out
in order to:
1. To investigate the teacher’s way to implement the “Magic Mantra” in teaching
speaking at Indocita Foundation Singosari.
2. To find out the student’s responses toward “magic mantra” in teaching
speaking at Indocita Foundation Singosari.
1.4. Significance of the Study
The findings of this study are expected to be useful for the teacher and
students. Firstly, this study is expected to enrich teacher’s knowledge of teaching
English applied in speaking. Moreover, the result of this study can help the teacher
who wants to exercise the skill in using magic mantra to teach speaking on private

6

class. Secondly, for student, the result of the study is expected to help the student find
their difficulties in speaking and find the good way out to solve it and improve their
English especially speaking skill and ability.
1.5. Scope and Limitation
The writer considers making the scope and limitation. The scope of this
study is about magic mantra that is used by the teacher of Indocita Foundation.
Meanwhile, this study is limited to the way of implementing Magic Mantra to
teach speaking at Indocita Foundation.
1.6. Definition of the Key Terms
The definitions of the key term are stated bellow in order to avoid
understanding and misinterpretation to key terms used in this study.
1. Teaching

: Exercises, activities, or tasks used in the classroom for

accomplishing objectives (Richards & Rogers, 2001).
2. Teaching speaking

: Process of giving lessons to students, in which the

objective is making and helping students speak English (Brown, 2001)
3. Magic Mantra

: A set of language expression which is taken from

movies and compiled into a textbook that is always used before learning
English to improve vocabulary mastery and speaking skill (Ummi, 2009).
4. Indocita Foundation Singosari : Indocita Foundation (IF) Singosari or
commonly known as Desa Inggris Singosari is a complex study in the village

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named Randuagung, Singosari, Malang, precisely at Jl. Pesantren No. 26 RT
05 RW 03. It is named Desa Inggris because there is a place that provides the
facility to learn English.
5. Response

: Is what happens when students reacts to a stimulus or a

cue or prompt from the teacher by saying or doing something. In
behaviorism, part of the conditioning cycle (Harmer, 2007).

8