INCREASING STUDENTS’ SPEAKING ABILITY THROUGH SUPPLY THE WORD TECHNIQUE AT THE EIGHT GRADE OF SMP NEGERI 1 NEGERIKATON PESAWARAN LAMPUNG (CLASSROOM ACTION RESEARCH)
ABSTRACT
INCREASING STUDENTS SPEAKING ABILITY THROUGH SUPPLY
THE WORD TECHNIQUE AT THE EIGHTH GRADE OF
SMP NEGERI 1 NEGERIKATON PESAWARAN
By
SUGIONO
One of the objectives in teaching English is to make the learners able to
communicate using language in the form of oral and written communication. They
should master the language skills: listening, speaking, reading and writing. For
students of junior high school, speaking is one of skill in English lesson. The aim
of this research was to see whether supply the word technique could improve not
only students speaking achievement but also students activities and teacher s
performance. The research was conducted at SMPN 1 Negerikaton Pesawaran.
The subject of the research was students of second year in the academic year
2010/2011. In this classroom action research, the writer acted as the observer;
meanwhile the English teacher of SMPN 1 Negerikaton taught his own students
by Supply the Word Technique.
There were two cycles done in this research since the indicators have been
achieved in the second cycle. Concerning the result of speaking achievement, in
cycle 1 there about 24 or 66.67% students whose scores are 60 or more. It meant
that the result of the speaking test could not fulfill the indicator of the research.
Furthermore, in the second cycle there were approximately 30 students or 83.33%
who got 60 and even more than 60. It meant that the indicator of learning product
had been achieved in the second cycle. In addition, from five kinds of students
activities observed by the writer, there were two activities which did not fulfill the
indicator; paying attention to the teacher s explanation (77.78%) and responding
to the teacher s questions (27.78%). Therefore, it was fulfilled in the second cycle.
The number of students who paid attention to the teacher s explanation increased
from 77.78% to 91.67% in the second cycle while responding to the teacher s
questions increased from 26.32% to 86.84%. Moreover, the teacher got 73 for his
teaching performance. It meant that the target had not reached. Fortunately, after
doing some betterments in some aspects, in the cycle 2 the target had been
fulfilled. The teacher got 81 in the second cycle. It meant that the teacher got very
good for his teaching performance. Referring to the result of the research above, it
could be concluded that supply the word technique was applicable to improve
students
speaking achievement, students
activities and teacher s teaching
performance. It was done because Supply the word Technique was believed to be
able to improve not only learning product but also learning process.
✁✂✄☎✆✝✞✟✠✞✡✞✄☛
Alhamdulillah, praise to Allah SWT the Beneficent and Merciful, who has given
mercies, blessing, and everything to the writer in finishing his script, entitled
Increasing Students Speaking Ability through Supply The Word Technique at
the eighth grade of SMPN 1 Negerikaton Pesawaran Lampung . Shalawat and
Salam to the prophet Muhamad SAW and his Family. This script is submitted as
compulsory fulfillment of requirement for SI degree of English Education Study
Program at Teacher Training and Education Faculty, Lampung University. It is
necessary to be known that this script would never have come into existence
without any supports, encouregement, and assistence by serveral outstanding
people and institutions. Therefore. The writer would like to address his respect
and gratitude to the following:
1. Drs. Hery Yufrizal, M.A., Ph.D. as his first advisor who has guided the
writer patiently in writing the script. His deep gratitude is also extended to
Budi Kadaryanto, S.Pd., M.A. as his second advisor, who has given him
expertise and guidance in writing this scientific script and invaluable
teaching experience.
2. Drs. Sudirman, S.Pd. as his examiner who has given suggestion and critics
to the script. It will be hard for the writer to make the script becomes
perfect without his contributions.
3. Prof. Dr. Patuan Raja, M.Pd. as the writer s academic advisor.
4. Dr. Bujang Rahman, M.Si., The Dean of Teacher Training and Education
Faculty.
5. Drs. Imam Rejana, M.Si.,The Chairperson of Language and Arts
Education Departement.
6. Prof. Dr. Cucu Sutarsyah, M. A., The Head of English Study Program.
7. All lecturers in English Education Study Program Teacher Training and
Education Faculty, Lampung University.
8. Tusiman., S.Pd, M.M., as the Headmaster of SMPN 1 Negerikaton
Pesawaran for allowing him to undertake the research and also to Mrs.
Yusni Sipahutar, S.Pd. as the English teacher of the school in which the
writer did his research. His thanks also go to the students of VIII A who
welcomed me into their environment and so willingly became involved in
the research.
9. The writer s beloved parents Karmo and Saminem. Thanks for their
patience and willingness to wait for the writer s gradution. His sincere
thanks and love are also dedicated to his sister, Aslihatun Umi Fuadha and
brother, Albar Taufiqurahman.
10. My beloved comrades Eng 09 of English Study Program. The kulabis
Koeswoyo, Dedi, Sukendar, Jumarno, Eva, Uswatun, Sofia, Oji, Yulia,
and Ishak.
11. Anyone that cannot be mentioned directly or indirectly who has helped the
writer in completing this script. The writer does appreciate any opinion
and suggestion for the improvement of this script,
Bandar Lampung, Nopember 2011
The writer,
Sugiono
ADMITTED BY
☞✌ ✍✎✏✑✒✓✏✔✒✕✓ ✖✕✑✑✒✔✔✗✗
✖✘✏✒✙✚✗✙✛✕✓
✜ Drs. Hery Yufrizal, M.A., Ph.D.
✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌
✍✎✏✑✒✓✗✙
✜ Drs. Sudirman, M.Pd.
✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌
✢✗✣✙✗✔✏✙✤
✜ Budi Kadaryanto, S.Pd., M.A.
✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌
✥✌ ✦✘✗ ✧✗✏✓ ✕★ ✦✗✏✣✘✗✙ ✦✙✏✒✓✒✓✩ ✏✓✪ ✍✪✫✣✏✔✒✕✓ ✬✏✣✫✭✔✤
Dr. H. Bujang Rahman, M.Si.
✮✯✰ ✱✲✳✴✴✵✱✶ ✱✲✷✶✴✵ ✱ ✴✴✵
Graduated on:
November 2011
✸✹✺✹✻✼✽✾ ✿❀❁❂✹
❃ ❄❅CREASING STUDENTS
SPEAKING ABILITY
THROUGH SUPPLY THE WORD TECHNIQUE AT THE
EIGHT GRADE OF SMP NEGERI 1 NEGERIKATON
PESAWARAN LAMPUNG
❆❁❇❈✹❉❁❊✺ ❋✻●✹
❆❁❇❈✹❉❁❊✺ ❋❇●❍✹✼
▼✹◆✻✼❁●✹❉❁
❘✼❙P✼✻● ❆❁❇❈❚
❱✻✽❇❂❁❚
❃
❃
❃
❃
❃
SUGIONO
■❏■❑■❏▲❏❏■
❖✻❉P❇✻P✹ ✻❉❈ ◗✼❁✺
❆■ ❯❉P❂❀✺✾ ❯❈❇✽✻❁❀❙❉
✿✹✻✽✾✹✼ ✿✼✻❀❉❀❉P ✻❉❈ ❯❈❇✽✻❁❀❙❉
APPROVED BY
❲❳❨❩❬❭❪ ❫❭❴❴❩❵❵❛❛
❲❳❨❩❬❭❪ ❜
❲❳❨❩❬❭❪ ❝
Drs. Hery Yufrizal, M.A.,Ph.D.
❞❡❢ ❜❣❤✐✐❥❜❣ ❜❣❦❧❜❜ ❜ ✐✐❜
Budi Kadaryanto,S.Pd.,M.A.
❞❡❢ ❜❣❦❜✐♠❝❤ ❝✐✐❧✐❜ ❜ ✐✐❝
♥♦❛ ❫♦♣❩❪q❛❪❬❭r ❭s
t♣r✉✈♣✉❛ ♣r❳ ❲❪❵❬ ✇❳✈①♣❵❩❭r ②❛q♣❪❵❴❛r❵
Drs. Imam Rejana, M.Si.
❞❡❢ ❜❣③❦✐③❝❜ ❜❣❥❦✐♠ ❜ ✐✐③
U⑧⑤❷⑩ ⑩❹⑧⑨❺④⑤❶ ⑨❻④❼④❷Y❷❽⑦❾❶
U❽
④⑤⑥⑦⑧⑨⑩④⑤❶ ⑩❷❸
U
Y
❿❾⑦❸
U
⑩ ❹❹❼ ❷❽⑧
❷⑧⑥❽⑤④➀ ⑧ ⑨❷ ❷❽⑧ ⑧④❶❽❷ ❶⑦⑨❸⑧
❾➁ ⑩➂❹ ⑤⑧❶⑧⑦④ ➃ ⑤⑧❶⑧⑦④❺⑨❷❾⑤ ❹⑧⑩⑨❿⑨⑦⑨⑤
❼⑨➂❹➄⑤❶
(CLASSROOM ACTION RESEARCH)
BY
SUGIONO
➅➆➇➈➉➊➊➋➌ ➉➍ ➎ ➏➎➐➊➉➎➑ ➒➆➑➓➉➑➑➈➋➍➊ ➔➓
→➣➋ ↔➋↕➆➉➐➋➈➋➍➊ ➓➔➐ ➅ -1 Degree
In
The Language and Arts Department of
Teacher Training and Education Faculty
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
2011
➙➛➜➜➝➙➛➞➛➟ ➠➝➡➢➤
➥➦➧ ➨➩➫➭➧➩➯➲ ➳➵➸➧ ➫➲ ➺➻➼➫➽➳➽➾ ➚➧ ➨➵➲ ➪➽➩➳ ➫➳ ➶➵➸➹➻➳➼ ➺➧➘➵➭➵➳➴ ➷➹➩➫➘ ➬➮➱✃ ➬❐❒❒➾
➚➧ ➫➲ ➭➦➧ ➲➧❮➽➳❰ ➲➽➳ ➽Ï ➦➵➩➸➽➳➫➽➻➲ ❮➽➻➹➘➧ Ð➵➩➸➽ ➵➳❰ ➺➵➸➫➳➧➸➾ ➚➧ ➦➵➲ ➵
❰➵➻➼➦➭➧➩ ➳➵➸➧❰ ➷➲➘➫➦➵➭➻➳ Ñ➸➫ Ò➻➵❰➦➵ ➵➳❰ ➵ ➲➽➳ ➷➘➪➵➩ ➥➵➻Ï➫Ó➻➩➵➦➸➵➳➾ ➚➧
➧➳➭➧➩➧❰ ➺Ô Õ Ö ×➽➨➽➩➧Ø➽ ➫➳ ➬❐Ù➮➾ ➚➵Ú➫➳➼ ➼➩➵❰➻➵➭➧❰ Ï➩➽➸ ➭➦➧ Û➘➧➸➧➳➭➵➩Ü ➺❮➦➽➽➘
➫➳ ➬❐ÝÞ➴ ➦➧ ➨➧➳➭ ➭➽ ➺ßà ➥➩➫ Ô➦➵➩➸➵ ×➽➨➽➩➧Ø➽ ➵➳❰ ➼➩➵❰➻➵➭➧❰ ➫➳ ➬❐Ýá➾ ➚➧
Ï➫➳➫➲➦➧❰ ➦➫➲ ➚➫➼➦ ➺❮➦➽➽➘ ➵➭ ➺ß➷ ➬Ù à➵➼➧➘➵➩➵➳ à➩➫➳➼➲➧➨➻ ➵➳❰ ➼➩➵❰➻➵➭➧❰ ➫➳ ➬❐Ý❒➾
➚➧ Ï➫➳➫➲➦➧❰ Ô➫➹➘➽➸➵ Ö ➽Ï ➶➵➸➹➻➳➼ Ñ➳➫Ú➧➩➲➫➭Ü ➫➳ ➬❐Ý❐➾
â➳ ➭➦➫➲ Ü➧➵➩➴ ➦➧ ➨➵➲ ➩➧➼➫➲➭➧➩➧❰ ➵➲ ➵➳ ➺ã➬ ➫nvrse❮ei➵tr ingntsudeof➶➵mpung
Ñniv➵sitreytÛ➳➼lishÛ❰➻❮➵tionàogr➵mof➥e➵❮rhe➥➩➵ing➵ndÛ❰➻❮➵tion
Ò➵❮ultyinÖÞÞ❐➴ ➦➧ ❮➵rdieon➥➧➵❮hingà➵r ❮❮ti eàrog➵mäàà➶å ➵tSßàÕ ➬
➳➾
ÕiÐreg ➵tonà➲e➵➵w➵r
æçæèéêëèìí
îïð ñòóôõö ôñ õó÷øùúû ùðùôòüöðù ö÷ý
þôñ ÿðú÷ ðù õüóð✁öñ ✂ï÷ ✄ððõ ÷✁ õóüûô✁☎ ✆÷ó ✝û ñøòòðññ ü✁ù úô✆ð
þôñ ÿðú÷ ðù ✂ô✆ ð
þôñ ÿðú÷ ðù ñôñöðóñ
þôñ ÿðú÷ ðù ✆óôð✁ùñ
þôñ ÿðú÷ ðù ✞ú✝ü✝üöðó
✟✠✡☛ ☞✌ ✌✠✍✎✏✑✡
Figures
✒✓✔✕✖✗✘ ✙✚✛ ✜✢✘ ✔✣✔✤✘ ✥✦ ✧✤★✩✩✗✥✥✪ ✫✔✕✓✥✬ ✭✘✩✘★✗✔✢ ✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚
✒✓✔✕✖✗✘ ✯✚✛ ✰✱✘★✲✓✬✳ ✴✪✱✗✥✵✘✪✘✬✕✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚
✒✓✔✕✖✗✘ ✯✚✸ ✴✪✱✗✥✵✘✪✘✬✕ ✥✦ ✰✱✘★✲✓✬✳ ✫✔✢✓✘✵✘✪✘✬✕ ✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚
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❃❄❅❆❇ ❈❉❈ ❃❄❅❆❇ ❊❋ ●❇❍■❇❏❑❄▲❇ ❊❋ ❑▼❇ ◆❑❖P❇❏❑◆◗ ◆●❇❄❘❙❏▲ ◆■❊❍❇❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉
❃❄❅❆❇ ❯❉❈ ❃❄❅❆❇ ❊❋ ❱●❇❄❘❙❏▲ ❱■❊❍❇ ❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉
❃❄❅❆❇ ❯❉❚ ❃❄❅❆❇ ❊❋ ❑▼❇ ❳❅◆❇❍❨❄❑❙❊❏ ❱▼❇❇❑ ❋❊❍ ❱❑❖P❇❏❑◆◗ ❩■❑❙❨❙❑❙❇◆❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉
❃❄❅❆❇ ❯❉❯ ❃❄❅❆❇ ❊❋ ❑▼❇ ❳❅◆❇❍❨❄❑❙❊❏ ❱▼❇❇❑ ❋❊❍ ❃❇❄■▼❇❍◗◆ ❬❇❍❋❊❍❭❄❏■❇❉❉❉❉❉❉❉❉❉❉
❃❄❅❆❇ ❪❉❈ ❃▼❇ ❫❍❇❴❖❇❏■❵ ❳❋ ❱❑❖P❇❏❑◆◗ ❱●❇❄❘❙❏▲ ❩■▼❙❇❨❇❭❇❏❑ ❄❑ ❛❵■❆❇ ❜ ❉❉❉
❃❄❅❆❇ ❪❉❚ ❃▼❇ ❫❍❇❴❖❇❏■❵ ❳❋ ❱❑❖P❇❏❑◆◗ ❱●❇❄❘❙❏▲ ❩■▼❙❇❨❇❭❇❏❑ ❄❑ ❛❵■❆❇ ❜❜❉❉
❃❄❅❆❇ ❪❉❯ ❱❑❖P❇❏❑◆◗ ❳❅◆❇❍❨❄❑❙❊❏ ❱▼❇❇❑ ❄❑ ❛❵■❆❇ ❜❜ ❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉
❃❄❅❆❇ ❪❉❪ ❃▼❇ ❫❍❇❴❖❇❏■❵ ❊❋ ❱❑❖P❇❏❑◆◗ ❬❄❍❑❙■❙●❄❑❙❊❏ ❙❏ ❃❇❄■▼❙❏▲ ❡❇❄❍❏❙❏▲
❬❍❊■❇◆◆❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉
Page
❚
❚❲
❚❲
❚❈
❯❲
❪❝
❞❲
❢❯
❣❤✐✐❤
❥❦ ❧❦♠ ♥❦♦♣ q♥r♠ ♠♥♣ s❦t♣✉❧✈♣❧♠✇ ①❦ ②❦✉ ③❦④ ⑤④♠ q♥r♠ ③❦④
⑥r❧ ①❦ ♠❦ ♠♥♣ s❦t♣✉❧✈♣❧♠✇⑦
(J.F Kennedy)
⑧⑨⑩❶❷ ❸❹ ❺❸❻⑧❷❻⑧❼
P❽❾❿
➀➁➀➂➃➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➆➇➈➀➉➆➊➀➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➆➋➋➉➌➍➆➂➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➊➎➉➉➁➊➎➂➎➏ ➍➁➀➆➃ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➑➃➑➁➊➆➀➁➌➒ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➏➌➀➀➌ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➆➊➓➒➌➔➂➃➑→➃➏➃➒➀ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➀➆➇➂➃ ➌➣ ➊➌➒➀➃➒➀➈➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➂➁➈➀ ➌➣ ➣➁→➎➉➃➈ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➂➁➈➀ ➌➣ ➀➆➇➂➃ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➂➁➈➀ ➌➣ ➆➋➋➃➒➑➁➊➃➈ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
↔↕ ↔❻⑧➙❸➛➜❺⑧↔❸❻
co
dg
n
u
r
➝➄➝ ➇➞k
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➝➄➟ ➣m
lo
u
r➞tio
no
fth
e➋➠r ➡➢m
e
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➝➄➤ ➌➡➥ticv
e e➉
fth
o
ese➞hcr
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➝➄➦ ➎seofthe➉➞sehcr
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➝➄➧ ➈ opecofthe➉ ➞secrh
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
↔↔↕ ❹➙⑨➨❷ ❸❹ ⑧➩❷❸➙↔❷❼
➟➄➝ ➊pteoncof➈ pe➞k➈ingkil
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➟➄➟ ➀peyof➈➞peking
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
cu
e
➟➄➤ ➊pteoncof➈ uplythe➔dor➀➭hniq
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➟➄➦ ➋eduroc of ➀➭➞ching ➈ ➞peking➀➲➳houg ➈ uply ➀➲➭ ➔dor
cu
e
➀➭hniq
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
ges ➌ f ➈ u
ly ➀➲➭ ➔ do
p
r
➟➄➧ ➀he ➆➵➐➞➞ntsge ➞nd the ➑➸i ➞➵➐➞nt➞
cu
e
➀➭hniq
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
tio
p
n
➟➄➫ ➀➲➭tiecor➞l➆sum
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➅
➅➅
➅➅➅
➅➐
➐
➐➅
vi
ix
xi
xi
xi
➝
➤
➤
➦
➦
➫
9
➝➯
➝➝
➝➟
➝➤
↔↔↔↕ ➙❷❼❷⑨➙❺➩ ➨❷⑧➩❸➛
f➀➲➭ ➉ se➞hcr
o
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄ ➝➦
➤➄➝ ➈ teing
➤➄➟ ➉ se➞hcr➋orduesc
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄ ➝➧
➤➄➤ →➞ing➁ndic➞storof➀➲➭ ➉ se➞hcr
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄ ➝➺
streo
n
fth
e➉➞serhc
➤➄➦ ➁um
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄ ➝➻
➤➄➧ ➑➞t➞ ➆➼➞lsiy ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄ ➟➤
➽➾➚ ➪➶➹➘➴➷➹ ➬➮➱ ➱➽➹✃➘➹➹➽❐➮
❒❮❰ Ï esult ❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
❒❮Ð Ò iscussion❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
ÐÑ
ÓÑ
➾➚ ✃❐➮✃➴➘➹➽❐➮➹ ➬➮➱ ➹➘ÔÔ➶➹➷➽❐➮➹
Ó❮❰ ÕÖ×ØÙÚÛÜÖ×Û ❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
Ó❮Ð ßÚààáÛâÜÖ×Û❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
ÝÞ
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ÏãäãÏãåÕãß❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
æççãåÒèÕãß ❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
ÝÝ
ÝÑ
CHAPTER I
INTRODUCTION
1.1 Background
One of the objectives in teaching English is to make the learners able to
communicate using the language in the form of oral and written communication.
In Indonesia, English is as the first foreign languague. English becomes a
compulsory subject for students.They should master the language skills; listening,
speaking,
reading and writing. Meanwhile, the language components;
pronunciation, vocabulary and grammar are the tool for students in supporting
their matery of those four skills. Speaking is a process of communication between
at least two people and speaking is a way to express someone s idea. For students
in Junior High school speaking is one of skill in English Lesson. In speaking
class, the students of Junior High School learned how to respond and practice a
short dialogue fluently.
English is one of the subject in Junior High school. The English lesson has been
taught from the first until third grade of Junior High School at SMPN I
Negerikaton, Ideally the students at the eighth grade of SMPN I Negerikaton
could respond something in English, they could practice a short dialogue fluently,
or they could use English when they spoke with their friends. In fact there were
many students at the eighth grade who could not respond and practice a short
dialogue with their friends in English.
Based on the writer s experience when he taught in junior high school (SMPN 1
Negerikaton), the writer faced the problem that there were some students in
Junior High School who have good vocabulary and understood about grammar
but they faced difficulties when they wanted to use English. It might be caused
by most of the teachers in Junior High School only gave vocabulary and
grammar to their students and the teacher only gave little chance for students to
practice speaking.
The students in junior high school (SMPN 1 Negerikaton) had some difficulties
in speaking. They got difficulties in using English when their teacher asked them
to come in front of the class to speak, such as to respond something, or to make a
dialogue with their friends. There were many aspects that caused their difficulties
such as shyness, nervouness, feeling afraid of making mistake, not knowing the
way how to pronounce certain words, and other physical and mental problem.
Based on the background above, the writer showed the Pre-Research data of
speaking test in eighth grade of class VIII A SMPN 1 Negerikaton Pesawaran
Lampung. The ability of the students speaking before they got the treatments.
Here was the table of percentage of students speaking score:
Table 1.1 Table of percentage of the students speaking score
Score Interval
60
INCREASING STUDENTS SPEAKING ABILITY THROUGH SUPPLY
THE WORD TECHNIQUE AT THE EIGHTH GRADE OF
SMP NEGERI 1 NEGERIKATON PESAWARAN
By
SUGIONO
One of the objectives in teaching English is to make the learners able to
communicate using language in the form of oral and written communication. They
should master the language skills: listening, speaking, reading and writing. For
students of junior high school, speaking is one of skill in English lesson. The aim
of this research was to see whether supply the word technique could improve not
only students speaking achievement but also students activities and teacher s
performance. The research was conducted at SMPN 1 Negerikaton Pesawaran.
The subject of the research was students of second year in the academic year
2010/2011. In this classroom action research, the writer acted as the observer;
meanwhile the English teacher of SMPN 1 Negerikaton taught his own students
by Supply the Word Technique.
There were two cycles done in this research since the indicators have been
achieved in the second cycle. Concerning the result of speaking achievement, in
cycle 1 there about 24 or 66.67% students whose scores are 60 or more. It meant
that the result of the speaking test could not fulfill the indicator of the research.
Furthermore, in the second cycle there were approximately 30 students or 83.33%
who got 60 and even more than 60. It meant that the indicator of learning product
had been achieved in the second cycle. In addition, from five kinds of students
activities observed by the writer, there were two activities which did not fulfill the
indicator; paying attention to the teacher s explanation (77.78%) and responding
to the teacher s questions (27.78%). Therefore, it was fulfilled in the second cycle.
The number of students who paid attention to the teacher s explanation increased
from 77.78% to 91.67% in the second cycle while responding to the teacher s
questions increased from 26.32% to 86.84%. Moreover, the teacher got 73 for his
teaching performance. It meant that the target had not reached. Fortunately, after
doing some betterments in some aspects, in the cycle 2 the target had been
fulfilled. The teacher got 81 in the second cycle. It meant that the teacher got very
good for his teaching performance. Referring to the result of the research above, it
could be concluded that supply the word technique was applicable to improve
students
speaking achievement, students
activities and teacher s teaching
performance. It was done because Supply the word Technique was believed to be
able to improve not only learning product but also learning process.
✁✂✄☎✆✝✞✟✠✞✡✞✄☛
Alhamdulillah, praise to Allah SWT the Beneficent and Merciful, who has given
mercies, blessing, and everything to the writer in finishing his script, entitled
Increasing Students Speaking Ability through Supply The Word Technique at
the eighth grade of SMPN 1 Negerikaton Pesawaran Lampung . Shalawat and
Salam to the prophet Muhamad SAW and his Family. This script is submitted as
compulsory fulfillment of requirement for SI degree of English Education Study
Program at Teacher Training and Education Faculty, Lampung University. It is
necessary to be known that this script would never have come into existence
without any supports, encouregement, and assistence by serveral outstanding
people and institutions. Therefore. The writer would like to address his respect
and gratitude to the following:
1. Drs. Hery Yufrizal, M.A., Ph.D. as his first advisor who has guided the
writer patiently in writing the script. His deep gratitude is also extended to
Budi Kadaryanto, S.Pd., M.A. as his second advisor, who has given him
expertise and guidance in writing this scientific script and invaluable
teaching experience.
2. Drs. Sudirman, S.Pd. as his examiner who has given suggestion and critics
to the script. It will be hard for the writer to make the script becomes
perfect without his contributions.
3. Prof. Dr. Patuan Raja, M.Pd. as the writer s academic advisor.
4. Dr. Bujang Rahman, M.Si., The Dean of Teacher Training and Education
Faculty.
5. Drs. Imam Rejana, M.Si.,The Chairperson of Language and Arts
Education Departement.
6. Prof. Dr. Cucu Sutarsyah, M. A., The Head of English Study Program.
7. All lecturers in English Education Study Program Teacher Training and
Education Faculty, Lampung University.
8. Tusiman., S.Pd, M.M., as the Headmaster of SMPN 1 Negerikaton
Pesawaran for allowing him to undertake the research and also to Mrs.
Yusni Sipahutar, S.Pd. as the English teacher of the school in which the
writer did his research. His thanks also go to the students of VIII A who
welcomed me into their environment and so willingly became involved in
the research.
9. The writer s beloved parents Karmo and Saminem. Thanks for their
patience and willingness to wait for the writer s gradution. His sincere
thanks and love are also dedicated to his sister, Aslihatun Umi Fuadha and
brother, Albar Taufiqurahman.
10. My beloved comrades Eng 09 of English Study Program. The kulabis
Koeswoyo, Dedi, Sukendar, Jumarno, Eva, Uswatun, Sofia, Oji, Yulia,
and Ishak.
11. Anyone that cannot be mentioned directly or indirectly who has helped the
writer in completing this script. The writer does appreciate any opinion
and suggestion for the improvement of this script,
Bandar Lampung, Nopember 2011
The writer,
Sugiono
ADMITTED BY
☞✌ ✍✎✏✑✒✓✏✔✒✕✓ ✖✕✑✑✒✔✔✗✗
✖✘✏✒✙✚✗✙✛✕✓
✜ Drs. Hery Yufrizal, M.A., Ph.D.
✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌
✍✎✏✑✒✓✗✙
✜ Drs. Sudirman, M.Pd.
✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌
✢✗✣✙✗✔✏✙✤
✜ Budi Kadaryanto, S.Pd., M.A.
✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌✌
✥✌ ✦✘✗ ✧✗✏✓ ✕★ ✦✗✏✣✘✗✙ ✦✙✏✒✓✒✓✩ ✏✓✪ ✍✪✫✣✏✔✒✕✓ ✬✏✣✫✭✔✤
Dr. H. Bujang Rahman, M.Si.
✮✯✰ ✱✲✳✴✴✵✱✶ ✱✲✷✶✴✵ ✱ ✴✴✵
Graduated on:
November 2011
✸✹✺✹✻✼✽✾ ✿❀❁❂✹
❃ ❄❅CREASING STUDENTS
SPEAKING ABILITY
THROUGH SUPPLY THE WORD TECHNIQUE AT THE
EIGHT GRADE OF SMP NEGERI 1 NEGERIKATON
PESAWARAN LAMPUNG
❆❁❇❈✹❉❁❊✺ ❋✻●✹
❆❁❇❈✹❉❁❊✺ ❋❇●❍✹✼
▼✹◆✻✼❁●✹❉❁
❘✼❙P✼✻● ❆❁❇❈❚
❱✻✽❇❂❁❚
❃
❃
❃
❃
❃
SUGIONO
■❏■❑■❏▲❏❏■
❖✻❉P❇✻P✹ ✻❉❈ ◗✼❁✺
❆■ ❯❉P❂❀✺✾ ❯❈❇✽✻❁❀❙❉
✿✹✻✽✾✹✼ ✿✼✻❀❉❀❉P ✻❉❈ ❯❈❇✽✻❁❀❙❉
APPROVED BY
❲❳❨❩❬❭❪ ❫❭❴❴❩❵❵❛❛
❲❳❨❩❬❭❪ ❜
❲❳❨❩❬❭❪ ❝
Drs. Hery Yufrizal, M.A.,Ph.D.
❞❡❢ ❜❣❤✐✐❥❜❣ ❜❣❦❧❜❜ ❜ ✐✐❜
Budi Kadaryanto,S.Pd.,M.A.
❞❡❢ ❜❣❦❜✐♠❝❤ ❝✐✐❧✐❜ ❜ ✐✐❝
♥♦❛ ❫♦♣❩❪q❛❪❬❭r ❭s
t♣r✉✈♣✉❛ ♣r❳ ❲❪❵❬ ✇❳✈①♣❵❩❭r ②❛q♣❪❵❴❛r❵
Drs. Imam Rejana, M.Si.
❞❡❢ ❜❣③❦✐③❝❜ ❜❣❥❦✐♠ ❜ ✐✐③
U⑧⑤❷⑩ ⑩❹⑧⑨❺④⑤❶ ⑨❻④❼④❷Y❷❽⑦❾❶
U❽
④⑤⑥⑦⑧⑨⑩④⑤❶ ⑩❷❸
U
Y
❿❾⑦❸
U
⑩ ❹❹❼ ❷❽⑧
❷⑧⑥❽⑤④➀ ⑧ ⑨❷ ❷❽⑧ ⑧④❶❽❷ ❶⑦⑨❸⑧
❾➁ ⑩➂❹ ⑤⑧❶⑧⑦④ ➃ ⑤⑧❶⑧⑦④❺⑨❷❾⑤ ❹⑧⑩⑨❿⑨⑦⑨⑤
❼⑨➂❹➄⑤❶
(CLASSROOM ACTION RESEARCH)
BY
SUGIONO
➅➆➇➈➉➊➊➋➌ ➉➍ ➎ ➏➎➐➊➉➎➑ ➒➆➑➓➉➑➑➈➋➍➊ ➔➓
→➣➋ ↔➋↕➆➉➐➋➈➋➍➊ ➓➔➐ ➅ -1 Degree
In
The Language and Arts Department of
Teacher Training and Education Faculty
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
2011
➙➛➜➜➝➙➛➞➛➟ ➠➝➡➢➤
➥➦➧ ➨➩➫➭➧➩➯➲ ➳➵➸➧ ➫➲ ➺➻➼➫➽➳➽➾ ➚➧ ➨➵➲ ➪➽➩➳ ➫➳ ➶➵➸➹➻➳➼ ➺➧➘➵➭➵➳➴ ➷➹➩➫➘ ➬➮➱✃ ➬❐❒❒➾
➚➧ ➫➲ ➭➦➧ ➲➧❮➽➳❰ ➲➽➳ ➽Ï ➦➵➩➸➽➳➫➽➻➲ ❮➽➻➹➘➧ Ð➵➩➸➽ ➵➳❰ ➺➵➸➫➳➧➸➾ ➚➧ ➦➵➲ ➵
❰➵➻➼➦➭➧➩ ➳➵➸➧❰ ➷➲➘➫➦➵➭➻➳ Ñ➸➫ Ò➻➵❰➦➵ ➵➳❰ ➵ ➲➽➳ ➷➘➪➵➩ ➥➵➻Ï➫Ó➻➩➵➦➸➵➳➾ ➚➧
➧➳➭➧➩➧❰ ➺Ô Õ Ö ×➽➨➽➩➧Ø➽ ➫➳ ➬❐Ù➮➾ ➚➵Ú➫➳➼ ➼➩➵❰➻➵➭➧❰ Ï➩➽➸ ➭➦➧ Û➘➧➸➧➳➭➵➩Ü ➺❮➦➽➽➘
➫➳ ➬❐ÝÞ➴ ➦➧ ➨➧➳➭ ➭➽ ➺ßà ➥➩➫ Ô➦➵➩➸➵ ×➽➨➽➩➧Ø➽ ➵➳❰ ➼➩➵❰➻➵➭➧❰ ➫➳ ➬❐Ýá➾ ➚➧
Ï➫➳➫➲➦➧❰ ➦➫➲ ➚➫➼➦ ➺❮➦➽➽➘ ➵➭ ➺ß➷ ➬Ù à➵➼➧➘➵➩➵➳ à➩➫➳➼➲➧➨➻ ➵➳❰ ➼➩➵❰➻➵➭➧❰ ➫➳ ➬❐Ý❒➾
➚➧ Ï➫➳➫➲➦➧❰ Ô➫➹➘➽➸➵ Ö ➽Ï ➶➵➸➹➻➳➼ Ñ➳➫Ú➧➩➲➫➭Ü ➫➳ ➬❐Ý❐➾
â➳ ➭➦➫➲ Ü➧➵➩➴ ➦➧ ➨➵➲ ➩➧➼➫➲➭➧➩➧❰ ➵➲ ➵➳ ➺ã➬ ➫nvrse❮ei➵tr ingntsudeof➶➵mpung
Ñniv➵sitreytÛ➳➼lishÛ❰➻❮➵tionàogr➵mof➥e➵❮rhe➥➩➵ing➵ndÛ❰➻❮➵tion
Ò➵❮ultyinÖÞÞ❐➴ ➦➧ ❮➵rdieon➥➧➵❮hingà➵r ❮❮ti eàrog➵mäàà➶å ➵tSßàÕ ➬
➳➾
ÕiÐreg ➵tonà➲e➵➵w➵r
æçæèéêëèìí
îïð ñòóôõö ôñ õó÷øùúû ùðùôòüöðù ö÷ý
þôñ ÿðú÷ ðù õüóð✁öñ ✂ï÷ ✄ððõ ÷✁ õóüûô✁☎ ✆÷ó ✝û ñøòòðññ ü✁ù úô✆ð
þôñ ÿðú÷ ðù ✂ô✆ ð
þôñ ÿðú÷ ðù ñôñöðóñ
þôñ ÿðú÷ ðù ✆óôð✁ùñ
þôñ ÿðú÷ ðù ✞ú✝ü✝üöðó
✟✠✡☛ ☞✌ ✌✠✍✎✏✑✡
Figures
✒✓✔✕✖✗✘ ✙✚✛ ✜✢✘ ✔✣✔✤✘ ✥✦ ✧✤★✩✩✗✥✥✪ ✫✔✕✓✥✬ ✭✘✩✘★✗✔✢ ✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚
✒✓✔✕✖✗✘ ✯✚✛ ✰✱✘★✲✓✬✳ ✴✪✱✗✥✵✘✪✘✬✕✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚
✒✓✔✕✖✗✘ ✯✚✸ ✴✪✱✗✥✵✘✪✘✬✕ ✥✦ ✰✱✘★✲✓✬✳ ✫✔✢✓✘✵✘✪✘✬✕ ✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚✚
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✺✻✼✽ ✾✿ ✽❀❁✺❂✼
Table
❃❄❅❆❇ ❈❉❈ ❃❄❅❆❇ ❊❋ ●❇❍■❇❏❑❄▲❇ ❊❋ ❑▼❇ ◆❑❖P❇❏❑◆◗ ◆●❇❄❘❙❏▲ ◆■❊❍❇❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉
❃❄❅❆❇ ❯❉❈ ❃❄❅❆❇ ❊❋ ❱●❇❄❘❙❏▲ ❱■❊❍❇ ❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉
❃❄❅❆❇ ❯❉❚ ❃❄❅❆❇ ❊❋ ❑▼❇ ❳❅◆❇❍❨❄❑❙❊❏ ❱▼❇❇❑ ❋❊❍ ❱❑❖P❇❏❑◆◗ ❩■❑❙❨❙❑❙❇◆❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉
❃❄❅❆❇ ❯❉❯ ❃❄❅❆❇ ❊❋ ❑▼❇ ❳❅◆❇❍❨❄❑❙❊❏ ❱▼❇❇❑ ❋❊❍ ❃❇❄■▼❇❍◗◆ ❬❇❍❋❊❍❭❄❏■❇❉❉❉❉❉❉❉❉❉❉
❃❄❅❆❇ ❪❉❈ ❃▼❇ ❫❍❇❴❖❇❏■❵ ❳❋ ❱❑❖P❇❏❑◆◗ ❱●❇❄❘❙❏▲ ❩■▼❙❇❨❇❭❇❏❑ ❄❑ ❛❵■❆❇ ❜ ❉❉❉
❃❄❅❆❇ ❪❉❚ ❃▼❇ ❫❍❇❴❖❇❏■❵ ❳❋ ❱❑❖P❇❏❑◆◗ ❱●❇❄❘❙❏▲ ❩■▼❙❇❨❇❭❇❏❑ ❄❑ ❛❵■❆❇ ❜❜❉❉
❃❄❅❆❇ ❪❉❯ ❱❑❖P❇❏❑◆◗ ❳❅◆❇❍❨❄❑❙❊❏ ❱▼❇❇❑ ❄❑ ❛❵■❆❇ ❜❜ ❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉
❃❄❅❆❇ ❪❉❪ ❃▼❇ ❫❍❇❴❖❇❏■❵ ❊❋ ❱❑❖P❇❏❑◆◗ ❬❄❍❑❙■❙●❄❑❙❊❏ ❙❏ ❃❇❄■▼❙❏▲ ❡❇❄❍❏❙❏▲
❬❍❊■❇◆◆❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉❉
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❚❈
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❪❝
❞❲
❢❯
❣❤✐✐❤
❥❦ ❧❦♠ ♥❦♦♣ q♥r♠ ♠♥♣ s❦t♣✉❧✈♣❧♠✇ ①❦ ②❦✉ ③❦④ ⑤④♠ q♥r♠ ③❦④
⑥r❧ ①❦ ♠❦ ♠♥♣ s❦t♣✉❧✈♣❧♠✇⑦
(J.F Kennedy)
⑧⑨⑩❶❷ ❸❹ ❺❸❻⑧❷❻⑧❼
P❽❾❿
➀➁➀➂➃➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➆➇➈➀➉➆➊➀➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➆➋➋➉➌➍➆➂➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➊➎➉➉➁➊➎➂➎➏ ➍➁➀➆➃ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➑➃➑➁➊➆➀➁➌➒ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➏➌➀➀➌ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➆➊➓➒➌➔➂➃➑→➃➏➃➒➀ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➀➆➇➂➃ ➌➣ ➊➌➒➀➃➒➀➈➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➂➁➈➀ ➌➣ ➣➁→➎➉➃➈ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➂➁➈➀ ➌➣ ➀➆➇➂➃ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➂➁➈➀ ➌➣ ➆➋➋➃➒➑➁➊➃➈ ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
↔↕ ↔❻⑧➙❸➛➜❺⑧↔❸❻
co
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n
u
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➝➄➝ ➇➞k
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➝➄➟ ➣m
lo
u
r➞tio
no
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e➋➠r ➡➢m
e
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➝➄➤ ➌➡➥ticv
e e➉
fth
o
ese➞hcr
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➝➄➦ ➎seofthe➉➞sehcr
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➝➄➧ ➈ opecofthe➉ ➞secrh
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
↔↔↕ ❹➙⑨➨❷ ❸❹ ⑧➩❷❸➙↔❷❼
➟➄➝ ➊pteoncof➈ pe➞k➈ingkil
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➟➄➟ ➀peyof➈➞peking
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
cu
e
➟➄➤ ➊pteoncof➈ uplythe➔dor➀➭hniq
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➟➄➦ ➋eduroc of ➀➭➞ching ➈ ➞peking➀➲➳houg ➈ uply ➀➲➭ ➔dor
cu
e
➀➭hniq
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
ges ➌ f ➈ u
ly ➀➲➭ ➔ do
p
r
➟➄➧ ➀he ➆➵➐➞➞ntsge ➞nd the ➑➸i ➞➵➐➞nt➞
cu
e
➀➭hniq
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
tio
p
n
➟➄➫ ➀➲➭tiecor➞l➆sum
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄
➅
➅➅
➅➅➅
➅➐
➐
➐➅
vi
ix
xi
xi
xi
➝
➤
➤
➦
➦
➫
9
➝➯
➝➝
➝➟
➝➤
↔↔↔↕ ➙❷❼❷⑨➙❺➩ ➨❷⑧➩❸➛
f➀➲➭ ➉ se➞hcr
o
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄ ➝➦
➤➄➝ ➈ teing
➤➄➟ ➉ se➞hcr➋orduesc
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄ ➝➧
➤➄➤ →➞ing➁ndic➞storof➀➲➭ ➉ se➞hcr
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄ ➝➺
streo
n
fth
e➉➞serhc
➤➄➦ ➁um
➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄ ➝➻
➤➄➧ ➑➞t➞ ➆➼➞lsiy ➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄➄ ➟➤
➽➾➚ ➪➶➹➘➴➷➹ ➬➮➱ ➱➽➹✃➘➹➹➽❐➮
❒❮❰ Ï esult ❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
❒❮Ð Ò iscussion❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
ÐÑ
ÓÑ
➾➚ ✃❐➮✃➴➘➹➽❐➮➹ ➬➮➱ ➹➘ÔÔ➶➹➷➽❐➮➹
Ó❮❰ ÕÖ×ØÙÚÛÜÖ×Û ❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
Ó❮Ð ßÚààáÛâÜÖ×Û❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
ÝÞ
Ý❒
ÏãäãÏãåÕãß❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
æççãåÒèÕãß ❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮❮
ÝÝ
ÝÑ
CHAPTER I
INTRODUCTION
1.1 Background
One of the objectives in teaching English is to make the learners able to
communicate using the language in the form of oral and written communication.
In Indonesia, English is as the first foreign languague. English becomes a
compulsory subject for students.They should master the language skills; listening,
speaking,
reading and writing. Meanwhile, the language components;
pronunciation, vocabulary and grammar are the tool for students in supporting
their matery of those four skills. Speaking is a process of communication between
at least two people and speaking is a way to express someone s idea. For students
in Junior High school speaking is one of skill in English Lesson. In speaking
class, the students of Junior High School learned how to respond and practice a
short dialogue fluently.
English is one of the subject in Junior High school. The English lesson has been
taught from the first until third grade of Junior High School at SMPN I
Negerikaton, Ideally the students at the eighth grade of SMPN I Negerikaton
could respond something in English, they could practice a short dialogue fluently,
or they could use English when they spoke with their friends. In fact there were
many students at the eighth grade who could not respond and practice a short
dialogue with their friends in English.
Based on the writer s experience when he taught in junior high school (SMPN 1
Negerikaton), the writer faced the problem that there were some students in
Junior High School who have good vocabulary and understood about grammar
but they faced difficulties when they wanted to use English. It might be caused
by most of the teachers in Junior High School only gave vocabulary and
grammar to their students and the teacher only gave little chance for students to
practice speaking.
The students in junior high school (SMPN 1 Negerikaton) had some difficulties
in speaking. They got difficulties in using English when their teacher asked them
to come in front of the class to speak, such as to respond something, or to make a
dialogue with their friends. There were many aspects that caused their difficulties
such as shyness, nervouness, feeling afraid of making mistake, not knowing the
way how to pronounce certain words, and other physical and mental problem.
Based on the background above, the writer showed the Pre-Research data of
speaking test in eighth grade of class VIII A SMPN 1 Negerikaton Pesawaran
Lampung. The ability of the students speaking before they got the treatments.
Here was the table of percentage of students speaking score:
Table 1.1 Table of percentage of the students speaking score
Score Interval
60