4.4 Description of Students’ Overall Ability before Treatment
4.4.1 The Experimental Group
Before giving the treatments, I found that the ability of the students to speak in English especially in transactional conversation was low. The scoring of
the test is based on some components of speaking skill modified from Brown‟s oral proficiency scoring system. They are grammar, vocabulary, fluency,
pronunciation, task, and comprehension. Each of the six components consists of score rank from 1 up to 4. The students mean score in the pre-test was only 66.11
and mostly, they lacked in pronunciation and grammar. The pre-test conducted before the treatment showed that when they were asked to make a dialogue about
transactional conversation, their dialogue consisted of very poor pronunciation and mostly inappropriate pronunciation. The grammar was very difficult to
understand. The students‟ vocabulary was so limited that made them became difficult to make a conversation. The description of each aspect was explained as
follows: 1 Grammar
In the pre test, students were still weak in their grammar when doing conversation because they still made mistakes and forgot in using the patterns of
each tense. They did not understand how to produce some sentences into a good structure. Some of them were still confused in using to be, pronoun and
possessive pronoun like these example: - Who your name?
- Me will buy some fruit
- I name is Mona After looking the samples above, I thought that grammar was not difficult
aspect in learning English. The problem may arise because the students were careless in identifying sentences and lazy to learn more about grammar that
caused them forgot in using the right tenses. 2 Vocabulary
Students had limited vocabulary, it could be seen when they faced some situations in the questions, and they got difficulties to know the meaning of the
situation. They still needed a dictionary to translate the meaning of each question. Because of the limitation of vocabulary
, it made students‟ conversation could not be easily understood.
3 Fluency Based on the aspect of fluency, the students still used “ums” or “ers”. They
seemed confused to use the right words and afraid to make some mistakes in pronuncing words because they seldom practiced speaking in front of class.
4 Pronunciation Mostly, students were not able to pronounce the word correctly. They still
made mistakes in pronouncing some words, such as “certainly” as [„sЗ: tnli] but
they p ronounced it as [„sentЗrli]. Other examples, students should pronounce
“course” as [k : s] but they pronounced it as [kourse]. They should pronounce “sure” as [śΰәr] but they preferred to say [śΰr]. From example above, it showed
that they pronounced words as how they were written. 5 Task
In the pre-test, they ignored the structure of grammar in speaking English because they thought that grammar was not important. They just considered that
they would get scores from the teacher if they spoke in front of class without noticing their grammar and vocabulary.
6 Comprehension Talking about comprehension, they did not know and understand the
meaning of the questions so well. They only knew the meaning of the question by using a dictionary. So without a dictionary, they could not do anything about
transactional conversation.
4.5 Description of Students’ Overall Ability after Treatment
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