USING DEMONSTRATION METHOD TO IMPROVE STUDENT’S SPEAKING ABILITY IN PROCEDURE TEXT CLASS XII TKJ 3 SMKN 3 MALANG
USING DEM ONSTRATION M ETHOD TO IM PROVE STUDENT’S
SPEAKING ABILITY IN PROCEDURE TEXT CLASS XII TKJ 3
SM KN 3 M ALANG
THESIS
By:
NANDA EKA UTARI
(09360235)
ENGLISH DEPARTM ENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF M UHAM M ADIYAH M ALANG
2013
USING DEM ONSTRATION M ETHOD TO IM PROVE STUDENT’S
SPEAKING ABILITY IN PROCEDURE TEXT CLASS XII TKJ 3
SM KN 3 M ALANG
THESIS
This thesis is submited to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
NANDA EKA UTARI
09360235
ENGLISH DEPARTM ENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF M UHAM M ADIYAH M ALANG
OCTOBER 2013
ACKNOWLEDGEMENT
Alhamdulillah, all praise is to Allah SWT, the merciful and charitable.
Because of his guidance, blessing and affection, he can finish this thesis. Sholawat
and peace are always for our prophet Muhammad.
She would like to express great appreciation and thank to many
persons who are being kind to the completion of her thesis. She appreciates and
thanks to Riza Elfana M.A and Drs. Soeparto, M.Pd for the valuable guidance and
their worth advice; thus, her thesis can run well. Thank you very much to SMKN 3
Malang which permitted and helped my research.
Great thank are also to her beloved mom Hartatik , her beloved sister
Rizki, for prayers, encouragement, guidance, sacrifice, and support for success in
every part of her life including in this thesis. Her thanks also go to all lecturers of
English Department of Muhammadiyah University of Malang who have given so
much worth knowledge and great suggestions in finishing her study.
Finally, her special expression of gratitude is for all of her best friends
especially, D1 class UMM’09, Putri, Alea, Ucik, Ipul, Adi, Amry, Diana, Septi, Tisa,
mbak Deden, Tika, Andika and others that could not be mentioned one by one.
Malang, October 2013
Nanda Eka Utari
TABLE OF CONTENTS
APPROVAL ........................................................................................................ i
LEGALIZATION ............................................................................................... ii
MOTTO AND DEDICATION ............................................................................ iii
ABSTRACT ........................................................................................................ iv
ACKNOWLEDGEMENT .................................................................................. v
TABLE OF CONTENTS.......................................................................................vi
CHAPTER I INTRODUCTION
1.1 Background of Study ....................................................................................... 1
1.2 Statements of Problem .................................................................................... 4
1.3 Hypothesis...........................................................................................................4
1.4 Purpose of Study ............................................................................................. 4
1.5 Significance of Study ...................................................................................... 4
1.6 Scope and Limitation ...................................................................................... 5
1.7 Definition of Key Terms ................................................................................. 5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Speaking ......................................................................................................... 6
2.1.1
Definition of Speaking ........................................................................ 6
2.1.2 Teaching Speaking ............................................................................ 7
2.1.3 Method to Promote Speaking ............................................................. 8
2.1.4
Guidance for Teacher in Teaching Speaking .......................................14
2.2 Demonstration Method ................................................................................... 15
2.2.1
Goals of Demonstration Method ........................................................... 16
2.2.2
The Advantages of Demonstration Method ......................................... 17
2.2.3 Procedures in Using Demonstration Method ......................................... 19
2.3 Procedure Text.................................................................................................... 20
2.3.1 The Principles Goals of Procedure Text ................ ................................ 21
2.3.2 Features of Procedure Text ..................................................................... 21
2.3.3 Linguistic Characteristic of Procedure Text ........................................... 23
2.4 Speaking Ability .............................................................................................. 23
2.4.1 The Components of Speaking Ability .................................................... 24
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .............................................................................................. 27
3.2 Population and Sample .................................................................................... 28
3.2.1 Population ............................................................................................... 28
3.2.2 Sample .................................................................................................. 29
3.3 Research Instrument ........................................................................................ 29
3.4 Data Collection .................................................................................................. 31
3.5 Data Analysis .................................................................................................... 35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ........................................................................................... 37
4.1.1 The Result of Pretest of Experimental Group ........................................... 37
4.1.2 The Result of Pretest of Control Group .................................................... 37
4.1.3 The Result of Posttest of Experimental Group ......................................... 38
4.1.4 The Result of Posttest of Control Group.................................................... 38
4.2 The Result of Hypothesis Testing .................................................................... 38
4.3 Disscussion ....................................................................................................... 40
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion ...................................................................................................... 42
5.2 Suggestions ..................................................................................................... 42
5.2.1 Suggestion of Teacher .................................................................................... 43
5.2.2 Suggestion of Student .................................................................................... 43
5.2.3 Suggestion of Other Researcher .................................................................... 43
REFERENCES
APPENDIXES
1. Lesson plan
2. The Materials
3. STUDENT’S QUESTION ORALLY
4. The Materials of Pre test
5. The Materials of Post test
6. Score of pre Test Speaking monologue in front of class (TKJ2)
7. Score of pre Test Speaking monologue in front of class (TKJ3)
8. Score of post test speaking monologue in front of class (TKJ2)
9. Score of post test speaking demonstrate in front of class (TKJ3)
10. PRETEST
11. POSTTEST
12. THE COMPUTATION OF ANOVA
13. DOCUMENTATION
REFERENCES
Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Praktek. Jakarta: PT Rinela
Cipta
Ary, Donald. 2002. Introduction to Research in Education. Six editions. USA:
Wadswordh.
Brown,H Douglas.2000.Principles of language learning and Teaching.Englewood
Cliffs: Addison Wesley Longman
Brown, Michael J. Talking Cards. The Internet TESL Journal, Vol. IV, No. 8, August
1998.
Chaney, A.L., T.L. Burke.1998. Teaching Oral Communication in Grades K-8.
Boston: Allyn and Bacon.
Djuharie.2006. Procedure Text. Jakarta: Ganeca Exact.
Freiberg and Amy.1992. How to Teach Speaking. UK, London: BBC
Fulcher, Gleen. 2003. Testing Second Language Speaking. New York: Longman
Group.
Kayi, Hayriye, Teaching Speaking: Activities to Promote Speaking in a Second
Language. The Internet TESL Journal, Vol. XII, No. 11, November 2006.
Lauer.2003.Method and Approaches. England: Pearson Education limited.
Mc Donough,Jo and Christoper Shaw.2003.Materials and Method in ELT : Black
well publishing
Nunan, D. 2003. Practical English Language Teaching. NY:McGraw-Hill.
CHAPTER 1
INTRODUCTION
This chapter discusses background of the study, statement of the problem,
hypothesis, and purpose of the study, significance of the study, scope and limitation,
and the definition of key terms.
1.1 Background of Study
Learning English is divided into four abilities (skills) or aspects, namely the
ability of listening, speaking, writing, and reading. One of the objectives of teaching
English is to make the learners able to communicate using the language in the form of
oral and written communication. One of the objectives of teaching foreign language is
to provide the students with skills which enable them to communicate orally with the
speakers of other nationality who have also learned the language.
Speaking is one of oral communication that is learned by students from
Elementary School until Senior High School. It is useless to master so much
vocabularies and grammar if they cannot use them in communicating and interacting
with others. Speaking is a process of communication between at least two people and
speaking is a way to express someone’s idea. But, learning speaking is not easy.
There are some difficulties in speaking. Students get difficulties in using English
when their teacher ask them to come in front of the class to speak, such as to describe
something, to introduce, or to make a dialogue with their friends.
There are many aspects that cause their difficulties such as shyness, nervousness,
feeling afraid of making mistake, not knowing the way how to pronounce certain
1
2
words, are potential problems that can hinder the students to speak. Based on the
previous research conducted by Handayani (2009) it was found that difficulties in
speaking were limited to references , limited to time in practicing English , less
frequency in studying English , never had partner in practicing English , never had
chance to speak English with native speaker , and teaching method which have no
varieties and make student boring.
To overcome the problems above, teachers have to choose an appropriate
method in teaching speaking because a suitable method can make students interested
in the lesson and motivate to pay attention and more active in teaching and learning
activity. This makes a huge task for the teachers because they were directed to create
a comfortable learning situation but not eliminate the essential elements of the lesson
itself.
Considering, the writer offer Demonstration Method to improve speaking
ability. According to Sanjaya (2008) in Soli (2010) the demonstration is a way of
presenting the lesson by demonstrating and showing the students about the process, a
particular situation or object that is being studied in the form of real and artificial
form. The advantages of demonstration method are (1) Observing something on the
actual object, (2) Thinking systematically, (3) Understanding the process of
something, (4) Coaching student for speaking directly in front of class with
presenting the real object, (5) Analyzing the activity in the process.
There is previous research about the strength of demonstration method done
by Didien Ika Herayani (2012) entitled “The Effect of Using Demonstration Method
To Improve Student’s Writing Ability in IX H SMPN 2 Batu”
shows that
3
demonstration method can increase student’s writing ability. Standard of Competence
and Minimum Completion Score (KKM) is 75 for the third grade junior high school.
Based on daily average score test students get 71,25 still cannot fulfill Standard of
Competence and Minimum Completion Score (KKM). After the teacher gives
treatment with demonstration method, the average score increase become 78,68. It
can be concluded that demonstration gives positive effect to students of class IX H at
SMPN 2 Batu.
From the research before, the writer chooses SMKN 3 Malang to conduct this
research because the writer did teaching practice there. Based on the daily average
score test, the writer found that students cannot fulfill standard of competence and
minimum completion score (KKM), it is 75 for the third grade of vocational school.
Their speaking skill is not good and the daily average score test is 72,65. It signs that
English learning result of students of the third years of SMKN 3 Malang is still low.
In this case, the writer focuses to improve students speaking ability in the
form of procedure text. Because based on Basic Competence (KD) students of
vocational high school (SMK) have to mastering simple short meaning of functional
text in the form of procedure text accurately, and practicing the procedure text in
front of class fluently. Which, Procedure text is a text that tells the reader a step or
process to make something, so demonstration method are suitable because the
students can speak directly in front of class with presenting the real object.
4
1.2 Statement of Problem
Can the implementation of demonstration method improve student’s speaking
ability in procedure text class XII TKJ 3 (Technology Computer and Network)
SMKN 3 Malang?
1.3 Hypothesis
1.3.1 Hi: Using demonstration method can improve students’ speaking ability in
procedure text at XII TKJ 3 (Technology Computer and Network) SMKN 3
Malang
1.3.2 Ho: Using demonstration method cannot improve students’ speaking ability in
procedure text at XII TKJ 3 (Technology Computer and Network) SMKN 3
Malang
1.4 Purpose of the Study
The purpose of this study is to find out whether demonstration method can
improve the student ability in speaking in XII TKJ 3 (Technology Computer and
Network) SMKN 3 Malang.
1.5 Significance of the Study
It is hoped that the result of this research can give contribution to the teachers
in terms of creating variation of teaching speaking skill in procedure text by using
demonstration method. The study also gives significance to the students. Through the
implementation of demonstration method, the students can improve their speaking
skill within natural, exciting and motivating situation, as the result, they will perform
5
speaking skill more confidently. The last, this research is expected to be used as a
model of follow up research in teaching learning speaking.
1.6 Scope and Limitation
There are so many kinds of functional text such as advertisement, note, spoof,
procedure, etc. The writer does not study to those texts in this research. Moreover,
she only focuses on the procedure text to increase students’ speaking ability with
demonstration method for third TKJ 3 (Technology Computer and Network) grades
of SMKN 3 Malang.
1.7 Definition of Key Terms
1.
The demonstration method is a way of presenting the lesson by demonstrating
and showing the students about the process, a particular situation or object that is
being studied in the form of real and artificial form Sanjaya (2008) in Soli
(2010).
2.
Speaking is a skill used by someone in daily life communication whether at
school or outside Theodore Huebner (2000) in Nindiyah (2009).
3.
Procedure text is a text that tells the reader a step or process to make something.
Procedure text is aims to provide guidance on the steps/method/ways of doing
things. Text generally contains troubleshooting procedures or series of actions or
steps in making a product or performs an activity (Djuharie, 2006:38).
4.
Improve is process of becoming something better (Oxford:2004)
In this study, improve means make students speaking ability better, with an
increase of the result of posttest that higher than the pretest.
SPEAKING ABILITY IN PROCEDURE TEXT CLASS XII TKJ 3
SM KN 3 M ALANG
THESIS
By:
NANDA EKA UTARI
(09360235)
ENGLISH DEPARTM ENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF M UHAM M ADIYAH M ALANG
2013
USING DEM ONSTRATION M ETHOD TO IM PROVE STUDENT’S
SPEAKING ABILITY IN PROCEDURE TEXT CLASS XII TKJ 3
SM KN 3 M ALANG
THESIS
This thesis is submited to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
NANDA EKA UTARI
09360235
ENGLISH DEPARTM ENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF M UHAM M ADIYAH M ALANG
OCTOBER 2013
ACKNOWLEDGEMENT
Alhamdulillah, all praise is to Allah SWT, the merciful and charitable.
Because of his guidance, blessing and affection, he can finish this thesis. Sholawat
and peace are always for our prophet Muhammad.
She would like to express great appreciation and thank to many
persons who are being kind to the completion of her thesis. She appreciates and
thanks to Riza Elfana M.A and Drs. Soeparto, M.Pd for the valuable guidance and
their worth advice; thus, her thesis can run well. Thank you very much to SMKN 3
Malang which permitted and helped my research.
Great thank are also to her beloved mom Hartatik , her beloved sister
Rizki, for prayers, encouragement, guidance, sacrifice, and support for success in
every part of her life including in this thesis. Her thanks also go to all lecturers of
English Department of Muhammadiyah University of Malang who have given so
much worth knowledge and great suggestions in finishing her study.
Finally, her special expression of gratitude is for all of her best friends
especially, D1 class UMM’09, Putri, Alea, Ucik, Ipul, Adi, Amry, Diana, Septi, Tisa,
mbak Deden, Tika, Andika and others that could not be mentioned one by one.
Malang, October 2013
Nanda Eka Utari
TABLE OF CONTENTS
APPROVAL ........................................................................................................ i
LEGALIZATION ............................................................................................... ii
MOTTO AND DEDICATION ............................................................................ iii
ABSTRACT ........................................................................................................ iv
ACKNOWLEDGEMENT .................................................................................. v
TABLE OF CONTENTS.......................................................................................vi
CHAPTER I INTRODUCTION
1.1 Background of Study ....................................................................................... 1
1.2 Statements of Problem .................................................................................... 4
1.3 Hypothesis...........................................................................................................4
1.4 Purpose of Study ............................................................................................. 4
1.5 Significance of Study ...................................................................................... 4
1.6 Scope and Limitation ...................................................................................... 5
1.7 Definition of Key Terms ................................................................................. 5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Speaking ......................................................................................................... 6
2.1.1
Definition of Speaking ........................................................................ 6
2.1.2 Teaching Speaking ............................................................................ 7
2.1.3 Method to Promote Speaking ............................................................. 8
2.1.4
Guidance for Teacher in Teaching Speaking .......................................14
2.2 Demonstration Method ................................................................................... 15
2.2.1
Goals of Demonstration Method ........................................................... 16
2.2.2
The Advantages of Demonstration Method ......................................... 17
2.2.3 Procedures in Using Demonstration Method ......................................... 19
2.3 Procedure Text.................................................................................................... 20
2.3.1 The Principles Goals of Procedure Text ................ ................................ 21
2.3.2 Features of Procedure Text ..................................................................... 21
2.3.3 Linguistic Characteristic of Procedure Text ........................................... 23
2.4 Speaking Ability .............................................................................................. 23
2.4.1 The Components of Speaking Ability .................................................... 24
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .............................................................................................. 27
3.2 Population and Sample .................................................................................... 28
3.2.1 Population ............................................................................................... 28
3.2.2 Sample .................................................................................................. 29
3.3 Research Instrument ........................................................................................ 29
3.4 Data Collection .................................................................................................. 31
3.5 Data Analysis .................................................................................................... 35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ........................................................................................... 37
4.1.1 The Result of Pretest of Experimental Group ........................................... 37
4.1.2 The Result of Pretest of Control Group .................................................... 37
4.1.3 The Result of Posttest of Experimental Group ......................................... 38
4.1.4 The Result of Posttest of Control Group.................................................... 38
4.2 The Result of Hypothesis Testing .................................................................... 38
4.3 Disscussion ....................................................................................................... 40
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion ...................................................................................................... 42
5.2 Suggestions ..................................................................................................... 42
5.2.1 Suggestion of Teacher .................................................................................... 43
5.2.2 Suggestion of Student .................................................................................... 43
5.2.3 Suggestion of Other Researcher .................................................................... 43
REFERENCES
APPENDIXES
1. Lesson plan
2. The Materials
3. STUDENT’S QUESTION ORALLY
4. The Materials of Pre test
5. The Materials of Post test
6. Score of pre Test Speaking monologue in front of class (TKJ2)
7. Score of pre Test Speaking monologue in front of class (TKJ3)
8. Score of post test speaking monologue in front of class (TKJ2)
9. Score of post test speaking demonstrate in front of class (TKJ3)
10. PRETEST
11. POSTTEST
12. THE COMPUTATION OF ANOVA
13. DOCUMENTATION
REFERENCES
Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Praktek. Jakarta: PT Rinela
Cipta
Ary, Donald. 2002. Introduction to Research in Education. Six editions. USA:
Wadswordh.
Brown,H Douglas.2000.Principles of language learning and Teaching.Englewood
Cliffs: Addison Wesley Longman
Brown, Michael J. Talking Cards. The Internet TESL Journal, Vol. IV, No. 8, August
1998.
Chaney, A.L., T.L. Burke.1998. Teaching Oral Communication in Grades K-8.
Boston: Allyn and Bacon.
Djuharie.2006. Procedure Text. Jakarta: Ganeca Exact.
Freiberg and Amy.1992. How to Teach Speaking. UK, London: BBC
Fulcher, Gleen. 2003. Testing Second Language Speaking. New York: Longman
Group.
Kayi, Hayriye, Teaching Speaking: Activities to Promote Speaking in a Second
Language. The Internet TESL Journal, Vol. XII, No. 11, November 2006.
Lauer.2003.Method and Approaches. England: Pearson Education limited.
Mc Donough,Jo and Christoper Shaw.2003.Materials and Method in ELT : Black
well publishing
Nunan, D. 2003. Practical English Language Teaching. NY:McGraw-Hill.
CHAPTER 1
INTRODUCTION
This chapter discusses background of the study, statement of the problem,
hypothesis, and purpose of the study, significance of the study, scope and limitation,
and the definition of key terms.
1.1 Background of Study
Learning English is divided into four abilities (skills) or aspects, namely the
ability of listening, speaking, writing, and reading. One of the objectives of teaching
English is to make the learners able to communicate using the language in the form of
oral and written communication. One of the objectives of teaching foreign language is
to provide the students with skills which enable them to communicate orally with the
speakers of other nationality who have also learned the language.
Speaking is one of oral communication that is learned by students from
Elementary School until Senior High School. It is useless to master so much
vocabularies and grammar if they cannot use them in communicating and interacting
with others. Speaking is a process of communication between at least two people and
speaking is a way to express someone’s idea. But, learning speaking is not easy.
There are some difficulties in speaking. Students get difficulties in using English
when their teacher ask them to come in front of the class to speak, such as to describe
something, to introduce, or to make a dialogue with their friends.
There are many aspects that cause their difficulties such as shyness, nervousness,
feeling afraid of making mistake, not knowing the way how to pronounce certain
1
2
words, are potential problems that can hinder the students to speak. Based on the
previous research conducted by Handayani (2009) it was found that difficulties in
speaking were limited to references , limited to time in practicing English , less
frequency in studying English , never had partner in practicing English , never had
chance to speak English with native speaker , and teaching method which have no
varieties and make student boring.
To overcome the problems above, teachers have to choose an appropriate
method in teaching speaking because a suitable method can make students interested
in the lesson and motivate to pay attention and more active in teaching and learning
activity. This makes a huge task for the teachers because they were directed to create
a comfortable learning situation but not eliminate the essential elements of the lesson
itself.
Considering, the writer offer Demonstration Method to improve speaking
ability. According to Sanjaya (2008) in Soli (2010) the demonstration is a way of
presenting the lesson by demonstrating and showing the students about the process, a
particular situation or object that is being studied in the form of real and artificial
form. The advantages of demonstration method are (1) Observing something on the
actual object, (2) Thinking systematically, (3) Understanding the process of
something, (4) Coaching student for speaking directly in front of class with
presenting the real object, (5) Analyzing the activity in the process.
There is previous research about the strength of demonstration method done
by Didien Ika Herayani (2012) entitled “The Effect of Using Demonstration Method
To Improve Student’s Writing Ability in IX H SMPN 2 Batu”
shows that
3
demonstration method can increase student’s writing ability. Standard of Competence
and Minimum Completion Score (KKM) is 75 for the third grade junior high school.
Based on daily average score test students get 71,25 still cannot fulfill Standard of
Competence and Minimum Completion Score (KKM). After the teacher gives
treatment with demonstration method, the average score increase become 78,68. It
can be concluded that demonstration gives positive effect to students of class IX H at
SMPN 2 Batu.
From the research before, the writer chooses SMKN 3 Malang to conduct this
research because the writer did teaching practice there. Based on the daily average
score test, the writer found that students cannot fulfill standard of competence and
minimum completion score (KKM), it is 75 for the third grade of vocational school.
Their speaking skill is not good and the daily average score test is 72,65. It signs that
English learning result of students of the third years of SMKN 3 Malang is still low.
In this case, the writer focuses to improve students speaking ability in the
form of procedure text. Because based on Basic Competence (KD) students of
vocational high school (SMK) have to mastering simple short meaning of functional
text in the form of procedure text accurately, and practicing the procedure text in
front of class fluently. Which, Procedure text is a text that tells the reader a step or
process to make something, so demonstration method are suitable because the
students can speak directly in front of class with presenting the real object.
4
1.2 Statement of Problem
Can the implementation of demonstration method improve student’s speaking
ability in procedure text class XII TKJ 3 (Technology Computer and Network)
SMKN 3 Malang?
1.3 Hypothesis
1.3.1 Hi: Using demonstration method can improve students’ speaking ability in
procedure text at XII TKJ 3 (Technology Computer and Network) SMKN 3
Malang
1.3.2 Ho: Using demonstration method cannot improve students’ speaking ability in
procedure text at XII TKJ 3 (Technology Computer and Network) SMKN 3
Malang
1.4 Purpose of the Study
The purpose of this study is to find out whether demonstration method can
improve the student ability in speaking in XII TKJ 3 (Technology Computer and
Network) SMKN 3 Malang.
1.5 Significance of the Study
It is hoped that the result of this research can give contribution to the teachers
in terms of creating variation of teaching speaking skill in procedure text by using
demonstration method. The study also gives significance to the students. Through the
implementation of demonstration method, the students can improve their speaking
skill within natural, exciting and motivating situation, as the result, they will perform
5
speaking skill more confidently. The last, this research is expected to be used as a
model of follow up research in teaching learning speaking.
1.6 Scope and Limitation
There are so many kinds of functional text such as advertisement, note, spoof,
procedure, etc. The writer does not study to those texts in this research. Moreover,
she only focuses on the procedure text to increase students’ speaking ability with
demonstration method for third TKJ 3 (Technology Computer and Network) grades
of SMKN 3 Malang.
1.7 Definition of Key Terms
1.
The demonstration method is a way of presenting the lesson by demonstrating
and showing the students about the process, a particular situation or object that is
being studied in the form of real and artificial form Sanjaya (2008) in Soli
(2010).
2.
Speaking is a skill used by someone in daily life communication whether at
school or outside Theodore Huebner (2000) in Nindiyah (2009).
3.
Procedure text is a text that tells the reader a step or process to make something.
Procedure text is aims to provide guidance on the steps/method/ways of doing
things. Text generally contains troubleshooting procedures or series of actions or
steps in making a product or performs an activity (Djuharie, 2006:38).
4.
Improve is process of becoming something better (Oxford:2004)
In this study, improve means make students speaking ability better, with an
increase of the result of posttest that higher than the pretest.