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CHAPTER I INTRODUCTION
A. Background of Study
1.Ideal condition
In Junior High School, learning English is to develop the language skills. According to Kepmendikbud no: 0961967, the aim of teaching
English in junior high school to university is to develop working knowledge of English reflected from effective reading ability, ability to understand spoken
English, writing ability, and speaking ability. Now it is stated clearly in
Standart Kompetensi Lulusan
for speaking in the year 2008 that the students graduated from the junior high school are expected to be able to understand
some kinds of texts: narrative, descriptive, procedure, report, and functional texts such as advertisements, letters, brochure, etc. In addition, the students are
also be able to express the meaning in the simple conversation for transactional and interpersonal, interactive and non interactive, informal and
non-formal situation to communicate in the context of daily life.
Students, who learn English at SMP Negeri 1 Bojonegoro, are required to both understand simple written and spoken English. This is stated clearly in
the curriculum of SMP Negeri 1 Bojonegoro in the year of 20082009 that “The competency standard of speaking for students to achieve is the capability
to understand meaning in transactional and interpersonal speaking and sustain it in daily life context”.
2. The real condition
The problem existing in SMP Negeri 1 Bojonegoro in learning English is speaking skill. Compared with other skills: listening, reading, and
writing, students’ speaking competence is still lower. It could be seen that 1 some students were still low in fluency in speaking skill, 2 there were no
variations of activities in teaching speaking, 3 there were no variations of techniques in teaching speaking, 4 there were no variations in making a
group of speaking, 5 the students had no motivation in speaking test. The role of students in teaching and learning process is only as the object of
learning.
3. The indicator problem
. In competence problems the indicators were: a it is difficult for students to choose appropriate vocabularies in their speaking; b The students
cannot speak fluently; c The students have mispronunciation; d It is difficult to arrange words to support their speaking; e Some students get
speaking score below
Kriteria Ketuntasan MinimalKKM
; and f some students have difficulty in making sentences in grammatical form
.
In addition, the problems were also indicated from the situation in the class as follows: a
some students have low motivation in speaking; b some students have low involvement in teaching and learning process in speaking; and c there is no
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good interaction among students and teacher. All indicators above make the activities of speaking monotonous and boring for the students. Those
problems existed because there were some causes which made speaking skill still need more attentions. Those are: 1 teaching speaking skill doesn’t have
enough time for students to practice in class; 2 the role of teacher in class is more dominated than the opportunity of students in speaking; 3 the materials
used by the teacher in speaking class come from course books without providing any communicative activities; 4 the technique of teaching
speaking does not challenge the students to speak up; and 5 technique in grouping cannot stimulate the students to interact one another.
4. The solution
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