INCREASING STUDENTS' SPEAKING ABILITY THROUGH CLAMSHELL TECHNIQUE IN ELEVENTH GRADE OF SMAN 1 TALANGPADANG

ABSTRACT

INCREASING STUDENTS’ SPEAKING ABILITY THROUGH CLAMSHELL TECHNIQUE IN SMAN 1 TALANGPADANG

By

Amir Sarifuddin

English has been one of the main subjects for students in the school level. From elementary to senior high school, students learn English as a compulsory subject. English is divided in four kinds of skills (listening, speaking, reading, and writing). From the division, speaking is important to be taught in order to make students able to use English as a means of communication device. We can use various techniques to attract students’ interest. Clamshell can be used as one of the technique for teaching speaking. Clamshell can increase students’ self-confidentce and motivation in learning English.

The objectives of this research were to see whether Clamshell technique can be used in teaching speaking to improve students’ speaking ability and what aspect of speaking is mostly affected by Clamshell technique. This research was quantitative research. The researcher used pre-test and post-test design in this research. This research was conducted in SMAN 1 Talangpadang in the XI IPA 2 consisting of 32 students. In collecting the data, the researcher administered speaking test to the students to see how far the improvement of their speaking performance.

Based on the data, it was found that there were significant improvements in students’ speaking performance. The data shows that gains of students speaking ability increased by 13,5. The data also showed value of two tail significance was 0.000 and the sign < α (0.000 < 0.05) and for t table 6.624 > 2.045. It could be stated that the hypothesis was accepted. It also showed in each aspect of speaking, for pronunciation, two tail significance was 0.000 and t-values were 5.000. For fluency, two tail significance was 0.000 and t-values were 6.241. For grammar, two tail significance was 0.000 and t-values were 5.887. For vocabulary, two tail significance was 0.000 and t-values were 4.187. And for comprehension, two tail significance was 0.000 and t-values were 4.190. In conclusion, it can be said that Clamshell technique can be used as one technique in teaching speaking to increase students’ speaking ability.

INCREASING STUDENTS' SPEAKING ABILITY

THROUGH CLAMSHELL TECHNIQUE IN ELEVENTH GRADE OF SMAN 1 TALANGPADANG

(A Script)

BY

AMIR SARIFUDDIN

FACULTY

OF TEACHER TRAINING AND EDUCATION LAMPUNG UNIVERSITY

DEDICATION

ACKNOWLEDGEMENTS

Praise is merely to the Almighty Allah SWT for the gracious mercy and tremendous blessing that enables the writer to accomplish this bachelor thesis entitled: Increasing Student Speaking Ability through Clamshell Technique in Eleventh Grade of SMA 1 Talangpadang. This bachelor thesis is presented to fulfill one of the requirements in accomplishing S-1 Degree in English Education Study Program, Teacher Training and Education Faculty, University of Lampung. It is important to be known that this bachelor thesis would never come into existence without any supports, encouragements and assistances by several generous people. Therefore, in this occasion the writer would like to express his sincere gratitude and deep respect to Dr. Muhammad Sukirlan, M.A., as his first advisor, for his support, ideas, and suggestions for the writer during the completion of bachelor thesis. His appreciation is also due to his second advisor, Drs. Deddy Supriyadi, M.Pd., who helped him in finishing this bachelor thesis. The writer also would like to express his deep gratitude to his inspiring examiner, Budi Kadaryanto, S.Pd, M.A., who has given his suggestions and criticism as well as his constructive ideas in improving the content of this bachelor thesis.

Special thanks would be given to Hanifah, M.Pd., writers’ greatest inspiratory, for the unique idea in the writers’ bachelor thesis. This bachelor thesis exists because of her masterpiece, development of Clamshell Learning theory in teaching learning process, so that the writer could smoothly finish his bachelor thesis. Furthermore, the writer would like to say thanks to Hj. Widarnis, S.Pd., MM, the headmaster of SMAN 1 Talangpadang for providing the opportunity to conduct the research, and also, Murniyati, S.Pd the English teacher in SMAN 1 Talangpadang, for being helpful during the research process who gives chance to conduct this research in her class and the students of XI IPA3 for their willingness to cooperate and participate in this research.

The greatest honor and appreciation would be finally dedicated to his beloved parents, his father Sugiarto, and his mother Arsem. It is truly undoubted that loves, cares, spirits, motivation, patience and willingness to wait for his graduation and timeless prayers during days and nights are everything for him. His sincere thanks and love are also dedicated to her beloved sisters, Siti Aminah and Tuti Nurhayati.

The writer would also addressed his appreciation to his beloved big family of English Department ’09, especially for Pelangi’s Boarding house members: Asep Saepul Waton, Gilang Jaka Pramana, Ilham Sanjaya, Panjitam Pratama, Muhammad Rozi, Ikhwan Mukhlisi, I Wayan Suwastana, Mohammad Fikri Nugraha Kholid, Mardi Afen Prihutan Samosir, Destoprani Brajannoto, Ahmad

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Wibawa, Muhammad Reza Febrian thank you so much for being such a great companion in finishing this bachelor thesis.

And last but not least, the writer would give all his love to his beloved wife wannabe, Ray Devi Ningrum, who motivate him finishing his bachelor thesis.

Hopefully this bachelor thesis can give benefits to the readers and those who want to carry out further research.

Bandar Lampung,

CURRICULUM VITAE

The researcher name is Amir Sarifuddin. The researcher was born in Talangpadang, May 14th 1991. He is the third child in his family. His fathers’ name is Sugiarto and his mothers’ name is Arsem. He has two older sisters. His sisters’ names are Siti Aminah and Tuti Nurhayati.

In 2003 he graduated from SDN 04 Talangpadang, he continued his study in SMPN 1 Talangpadang. He became one of the students in SMAN 1 Talangpadang in 2006 then he graduated from high school level in 2009. Then he continued his study as a student in University of Lampung (UNILA) in 2009.

MOTTO

What doesn't kill you makes you stronger.

-General Douglas-

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CONTENTS

ABSTRACT ... i

CURRICULUM VITAE ... ii

DEDICATION ... iii

MOTTO ... iv

ACKNOWLEDGEMENTS ... v

CONTENTS ... vii

TABLES ... ix

I. INTRODUCTION 1.1 Background of the Problem ... 1

1.2 Identification of the Problem ... 4

1.3 Limitation of the Problem ... 4

1.4 Research Question ... 4

1.5 Objectives of the Research ... 5

1.6 Uses of the Research ... 5

1.7 Scope of the Research ... 5

1.8 Definition of Terms ... 6

II. LITERATURE REVIEW 2.1 Definition of Speaking ... 7

2.2 Aspects of Speaking ... 8

2.3 Types of Speaking ... 9

2.4 Teaching Speaking... 10

2.5 Techniques of Teaching Speaking ... 11

2.6 Clamshell technique... 17

2.7 Theoretical Assumption ... 20

2.8 Hypotheses ... 20

III. RESEARCH METHODS 3.1 Design ... 21

3.2 Population and Sample ... 22

3.3 Instruments ... 22

3.4 Research Procedure ... 23

3.5 Data Analysis ... 24

3.6 Scores ... 27

3.7 Hypothesis Testing ... 28

IV. RESULT AND DISCUSSION 4.1 Cronological order of Experiment ... 29

4.3 The Aspect of Speaking ... 33

4.4 Hypothesis Testing ... 40

4.5 Reliabillity of Pretest and Posttest ... 46

4.5 Discussion ... 47

V. CONCLUSION AND SUGGESTION 5.1 Conclusions ... 52

5.2 Suggestions ... 52

REFERENCES APPENDICES

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LIST OF TABLES

Table 3.1 Table of Specification ... 27

Table 4.1 Table of the Whole Result of Pretest ... 31

Table 4.2 Table of the Whole Result of Posttest ... 32

Table 4.3 Table of Distribution (Students’ Pronunciation Score in Pretest)... 33

Table 4.4 Table of Distribution (Students’ Fluency Score in Pretest)…. ... 34

Table 4.5 Table of Distribution (Students’ Grammar Score in Pretest) ... 35

Table 4.6 Table of Distribution (Students’ Vocabulary Score in Pretest) ... 35

Table 4.7 Table of Distribution (Students’ Comprehension Score in Pretest) ... 36

Table 4.8 Table of Distribution (Students’ Pronunciation Score in Posttest) ... 37

Table 4.9 Table of Distribution (Students’ Fluency Score in Posttest)... 38

Table 4.10 Table of Distribution (Students’ Grammar Score in Posttest) ... 38

Table 4.11 Table of Distribution (Students’ Vocabulary Score in Posttest)…. ... 39

Table 4.12 Table of Distribution (Students’ Comprehension Score in Posttest) ... 40

Table 4.13 The Gain of students’ speaking increase... 40

Table 4.14 Table of Gain of Students’ Speaking Increase for each aspect ... 41

Table 4.15 Table of T – test Result of Pretest and Posttest ... 43

Table 4.16 Table of the t-test Result of Pronunciation ... 43

Table 4.17 Table of the t-test Result of Fluency ... 44

Table 4.18 Table of the t-test Result of Grammar ... 45

Table 4.19 Table of the t-test Result of Vocabulary ... 45

I.

INTRODUCTION

The points that explained in this chapter are background of the problem which explained the problem and the reason why this research are conducted. This chapter also covers identification of the problem, limitation, research questions, research objective, the use of the research, research scope, and definition of term. The points explained as follow:

1.1Background of the Problems

Since English has been the language in globalization era in particular occasions, people are forced to be able to use it for communication. To succeed in communication with people from different country, people need to use English as a means of expressing messages. In Indonesia, English has been the main subject for students in the school level. From junior to high school, students learn English as a must in their lessons list.

As we know that the main function of language is a means of communication, students have to have the English ability. English can be divided into two types based on the way of how communication is carried out which include active skills like in speaking and writing and passive skills like in reading and listening. From the division we can assume that active skills are more frequently performed than the passive one. In order to make students able to use English as a communication device, speaking is needed to be taught. In teaching speaking we can use various

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fun and effective methods and techniques to attract students’ interest. So, the students can learn English without being forced by the teacher.

However, the fact is different from what happen in SMAN 1 Talangpadang. The students only get the passive skills from their teacher while the active skills they get is only writing so students can understand the English but they cannot use it for daily communication because students do not accustomed to using it. Although speaking is now an essential part of many language curricula, it is probably true to say that while it frequently occurs in class, speaking is less frequently taught. The problem came not only from the teacher but also from the students itself. Many students are less motivated to learn. Most of them are going school just to do their task as students. No more, no less. Indiscipline is also the cause of students’ failure to learn English. It can be seen from the amount of students who came late and from those who ignores the lesson. These students influenced those who have high motivation. A high motivated once also have a problem to use English as a real communication. Some of them are fear of making errors and using inappropriate words.

To overcome this problem, proper techniques are needed in order to build motivation and confidence of the teachers and students in teaching and learning, but the problem is, the teaching technique the teacher are use also unsatisfactory. For example, the teacher only teaches grammar by applying grammar translation method. This should be avoided by the teacher in teaching English moreover if it constantly uses to teach by the teacher because this technique can make the student bored.

One technique known as Clamshell can be chosen to attract students’ attention in teaching and learning activity. The students used to be in passive condition so it is important to guide them and show them how to use the language in expressing the idea in some situation. As its technique were named, based on the way the clamshell made the pearl in their body by inserted/being inserted something into the body to stimulate the production of something more precious like a pearl. Through clamshell technique, we can give the students some issue and they have to share their idea in simple speech form. Steps of clamshell technique required students to have little knowledge about the material. So, the empty crack of knowledge occurred. Curiosity encouraged the students to fulfill this crack of knowledge with high enthusiasm. This intrinsic motivation might encourage the student to optimize their time of study.

We can say that clamshell can provide the students an idea or maybe some so they can see through it and learn how the language should be used. It explored their speaking ability by using their own idea to speak as in the society. One thing the teacher should convince the students that there is no such a difficult thing if we learn. Hanifah (2013:55) says “Clamshell learning’s are learning model that emphasizes the effort that students have basic knowledge on the basis of competencies and indicators that became the theme of learning”. Hopefully, Clamshell Technique can increase students’ self-confidence and motivation in learning English.

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1.2Identification of the Problem

Based on the background of the problem above, there are severe problems usually faced by the students in teaching learning process. Problem that usually faced by the students are:

a. Students only get the passive skills from their teacher while the active skills they get is only writing so students can understand the English but they cannot use it for daily communication to express the ideas in speaking because students do not accustomed to using it.

b. Students do not have motivation and confidence to explore their English.

1.3 Limitation of the Problems

This research is limited to deal with the use of Clamshell technique to improve students speaking ability and solve the self-confidence problem faced by the students.

1.4 Research Question

Based on the background above, the research questions of this research are formulated as follows:

1. Can Clamshell technique be used to improve students’ speaking ability? 2. What aspects of speaking are most affected after being taught by using

1.5 Objectives of the Research The objectives of this research are:

1. To see whether Clamshell technique can be used in teaching speaking to improve students’ speaking ability

2. To see what aspect of speaking is mostly affected after Clamshell technique is being taught in speaking class.

1.6 Uses of the Research

This study has some uses as follows: 1. Theoretical

The result of the research used to confirm the previous theory about the effect of using Clamshell technique in improving students speaking ability and make this technique to be one of new recommended technique.

2. Practical

- The result of the research used as a tool that helps English teacher or English students to learn English in effective and proper way.

- The result of the research used as information for the reader about the eminences of clamshell technique in improving students speaking ability

1.7 Scope of the Research

This research was held to find out and solve the problem of the students’ lack of in the level of senior high school. The research is focus at the progress of the students’ speaking skill. The students taught speaking by using clamshell technique. In teaching speaking in the class, the researcher used some social issue

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as a topic. The researcher chose second grade of SMAN 1 Talangpadang as the population. The issue is given by the teacher.

1.8 Definition of Terms

Some definitions of term use in this research are stated as below:

 Clamshell learning is learning model that emphasizes the effort that students have basic knowledge on the basis of competencies and indicators that became the theme of learning.

 Motivation is defined as the process that initiates, guides and maintains goal-oriented behaviors.

 Self Confidence is an attitude which allows individuals to have positive yet

realistic views of themselves and their situations.

 Speaking is a process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts

II. LITERATURE REVIEW

This chapter explains about the theories related to the research such as concept of speaking, techniques of teaching speaking, and then the concept of Clamshell learning as the technique used in the teaching and learning process of the experiment. The explanation is delivered as follow:

2.1. Definition of Speaking

There are many definitions of speaking stated by experts. Brown (1994) says that speaking is an interactive process of constructing meaning that involves producing and receiving interactive process. Speaking involves 2 or more parties. According to Chaney (1998:13), speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. Some symbols always occur in many situations of speaking like head shake or something. Huebner (1960:5) says that speaking is a skill used by someone in daily life communication whether at school or outside. The skill is required by much repetition, it primarily neuromuscular and not an intellectual process. It contains the ability in sending and receiving massage because repetition is needed by people to achieved and mastered language skill. Doff (1988:2) also says that in all communication or conversation, two people are exchanging information or they have a communication or conversation need. Moreover, Lado (1976:240) says speaking as an ability to converse or to express a sequence of ideas fluently. From experts statements we have above, we can get a conclusion that speaking is

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a process of oral activity used in daily life as a part of communication in which verbal and non-verbal symbol used in sending and receiving massage.

2.2. Aspects of speaking

1. Pronunciation is ways of words are pronounced. As what (Oster 1985:431) said, one who learns English as a foreign language must be able to use English pronunciation as well as other skills in the language. Pronunciation is an essential component not only of learning a language but also of using that language. For this reason, the learning of proper pronunciation is a delicate area; students need to feel free to make mistakes and practice their pronunciation in order to increase their accuracy, but there are also times when pronunciation must be quickly corrected so that it does not impede the students' ability to understand and be understood.

2. Grammar is a rule system in a language. (Lado, 1969:221) said that grammar is a system of units and patterns of language. Grammar is the way in which words are put together to form proper sentences. It’s important to make well-formed grammatical sentences to create a good impression and get the meaning across effectively.

3. Vocabulary is the words used in a language. We can speak at all without vocabulary (Wilkins, 1983:111) Vocabulary is the personal collection of words that any given person knows and uses on a daily basis. Vocabulary can always be improved and for some people is quit extensive.

4. Fluency is the parameter of the speaking level of someone. Someone who has good fluency can perform or use the language easily and quickly in right

order of language. Sentence Fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear 5. Comprehension denotes the ability of understanding the speaker’s intention

and general meaning (Heaton, 1991:35). Good comprehension refers to good understanding. If someone’ language understanding is good, it can affect the speaking ability. Comprehension is the understanding and interpretation of what is say. To be able to accurately understand the language. One big part of comprehension is having a sufficient vocabulary, or knowing the meanings of enough words.

2.3. Types of Speaking

There are several types of language that we have to know as the English Teachers. According to Brown (2001:250) language teaching is devoted to instruction in mastering English conversation. He divided oral language into two types:

Monologue is the oral language involves only one people in it. There is only one person who speaks as in lectures, news casting, radio broadcast, etc. monologue can be divided into two types;

1.Monologue

Planned Unplanned

 Planned Monologue is the person who speaks use monologue has prepared a note or text to help him or her to speak fluently.

 Unplanned Monologue is the person who speaks in monologue does not use any notes or texts. All words spoken emerge from the speaker’s mind naturally and spontaneously.

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Dialogue is the oral language involves two or more speaker in it. Based on the function dialogue can be divided into two types;

2. Dialogue

Interpersonal Transactional  Interpersonal dialogue functioned to promote social relationship.

 Transactional Dialogue aimed to convey proportional or factual information. 2.4. Teaching Speaking

Teaching speaking is one of the important parts in teaching language. We know that language is naturally used as a means of communication. River (1978:6) says speaking is developed from the first contact with the language that we learn, because we can transfer our ideas or massages or thought or order to people using speaking.

Japerson in Marians (1978:23) says the essence of human language is human activity on the part of the individual to make him understand by another and activity on the part of the other understands what was on the first. Language, as an activity, permits people to communicate with each other. It can be seen from the statement that language needs interaction (speaking) in the process to fulfill the purpose not just a heap of grammar that students have in the school. Speaking can be understood and mastered if learners feel the situation as if they are in the real condition where the language they learned is used. In this case, researcher uses Clamshell as the technique in teaching speaking in order to give the learners sensation of the real experience of English environment.

2.5. Techniques of Teaching Speaking

There are many techniques in teaching speaking which usually used. There are thirteen techniques of teaching speaking according to Hayriye Kayi (2006) based on some experts’ statement, in his article, he tell the techniques as follows:

2.5.1. Discussion

This kind of activity can stimulate students’ response in speaking. After the content-based lesson teacher can set a discussion activity by making some groups and hold question and answer related to the last lesson they have learned. By using this activity routinely, students can use their speaking in more active way.

2.5.2. Role Play

In this kind of activity students pretend as if they are in the real condition of society in various social contexts and have a variety of roles. In role-play, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984)

2.5.3. Simulations

Simulation is almost like role play but there is a different between role play and simulation. In simulation students ask to pretend as a character and make it as in the real condition. For examples students act as a guitarist, then he must bring property like a real guitarist.

2.5.4. Information Gap

In this activity, students are supposed to be working in pairs. One student have the information that other partner does not have and the partners share their

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information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need.

2.5.5. Brain Storming

Brain storming is functioned to stimulate students’ knowledge about the lesson learned in the meeting. In brain storming teacher ask some question related to the lessons or material they have. Through brain storming students are helped in understanding the material in more easy way. Brain storming also helps the students to practice their speaking and confidence in front of other people. A point that the teacher must remember is do not ever criticized students’ idea or opinion so the students can explore their mind freely.

2.5.6. Storytelling

Using story telling in teaching speaking help the students be creative. Students can briefly explain about the story has been read or make their own story to tell to their friends in front of the class. Story telling forced students to be creative in the delivery in order to make the story interesting.

2.5.7. Interviews

Interview is almost like simulation but in interview, students are only focused on making question and answer about a topic as they are a journalist who interview a resource person or a guest. Topic given is better given by the teacher so the student know what kind of question they have to make or what the path they should follow. The interview questions have to be made by the students using their own mind and way of thinking. This kind of activity also helps students to

practice their sentences production. In order to boost students speaking confidence teacher can ask them to perform the interview in front of the class.

2.5.8. Story Completion

In this activity teacher narrate a story to the class. Teacher stop narrating the story after some sentence has been delivered. In the next step in story completion activity each student asked to continue the story and add the sentence told by the teacher using their own idea. They may add some new character, plot, setting, and so on.

2.5.9. Playing Cards

In this game, students should form groups of four. Each suit represent a topic. For instance: diamonds represent earning money, hearts represent love and relationships, spades represent an unforgettable memory, and card represent best teacher. Each student in a group choose a card. Then, each student write 4-5 questions about that topic to ask the other people in the group. For example: if the topic "diamonds earning money" is selected, here are some possible questions: “Is money important in your life? Why? ” Or what is the easiest way of earning money?” or “What do you think about lottery?” Etc. However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production. Rather, students ask open-ended questions to each other so that they reply in complete sentences.

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2.5.10.Picture Narrating

This activity is based on several sequential pictures. Teacher have some sequential picture to show to the class. Students ask to tell and explain the event or story happen in the picture shown.

2.5.11.Picture Describing

In this technique, students asked to form some groups. Each group have a picture given by the teacher. The next step, students are asked to explain and describe the picture they have. After they have discussed the picture, one of the group members tell to the class about the picture. Everything related to the picture can be told. This kind of activity is very god to promote students’ creativity because this type of activity demanding a high imagination and creativity. Beside that students also can improve their public speaking skill.

2.5.12.Find the Differences

For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures.

2.5.13.Reporting

Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.

Definition of Reporting

There are many premises about the definition of reporting in teaching speaking. In this case, in oxford dictionary, reporting is to give people information about something that you have heard, seen, done etc. Reporting can be used to encourage general oral fluency or to train students for public performance, especially when they are studying for specific purpose.

Purposes of Reporting

Reporting has two purposes in general. The first purpose of reporting is to make the student can speak the idea in the real condition; second purpose is to motivate the student’s self-confidence especially in speaking.

In the first purpose we can say that by using reporting method students can feel how the real situation and condition when they have to perform some speech in front of others. Students usually learn something easily if they interact with the subject directly, that is why reporting is said as a good technique in teaching speaking because reporting provides students the experience and maintain their self-confidence to perform some speech. Based on the second purpose, we know that reporting naturally aimed to boost student’s motivation and self-confidence. When presenting tasks, teachers should tell learners about the language function to be produced in the task and the real context(s) in which it usually occurs. They should provide opportunities for interactive practice and build upon previous instruction as necessary (Burns & Joyce, 1997).

Types of Reporting

According to Brown's (1994), reporting task categories for speaking can be divided into three types. The types of reporting that Brown said are explained as below:

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 Short speeches

Short speech is kind of speech which is briefly sent information about something. A short speech is sometimes more difficult speak than a long one. To be effective, short talks need careful refining. Every word must count. The speaker must keep in mind the occasion at his speech, the audience to whom he talks, the group for whom he speaks, the facts that need to be given, and above all, the time allotted. He should err on the side of brevity, if at all.  Oral reports

An oral report is a presentation, usually done for a student’s teacher and classmates. An oral report is an opportunity for students to practice their speaking skills, but other skills may come into play as well. There are presentation skills, such as making eye contact with the audience, listening skills of a question and answer session, and the skill of anticipating how to present something in a way that can be understandable as well as appealing to the particular audience.

 Oral summaries

Oral summaries are a sort statement that gives only the main point of something, not the detail. So, the point can be sent to another student clearly.

2.6. Clamshell technique

Based on the explanation about reporting above, it can be seen the equality between reporting technique and clamshell technique.

2.6.1. Definition of clamshell learning model

The philosophy of clamshell technique comes from the mechanism of a real clamshell making the valuable pearl in its body. Sand or something strange are inserted into the body to stimulate the production of something more precious, like a pearl. Clamshell learning model is the model of learning which emphasizes in the effort so the students have basic knowledge about the basic competences of the teaching learning process. It becomes stimuli which motivate the students so they can advance to the next step according to the process the teacher have planned. Townsend in Mardalis (1989:15) says humans have a curiosity. While outside him there were events stimulating. Relationship between external stimuli and the desire to know in human being is the cause of why people are always asking and finally investigate or dig up information. Slightest the basic knowledge the students know related to the material affect student’s interest in learning process. Steps of clamshell technique require students to have little knowledge about the material. So, the empty crack of knowledge occur. Curiosity encourage the students to fulfill this crack of knowledge with high enthusiasm.

Motivated teaching requires creativity and imagination of teachers to strive in earnest to find ways that are relevant and appropriate in order to generate and maintain student interest. Teachers should always try to make the students have a good self-motivation (Hamalik, 2001:162). One thing the teacher should convince

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the students that there is no such a difficult thing if we learn. It can be done by verbal approach and a good learning process.

2.6.2. Procedure of teaching trough clamshell learning

Hanifah in her research was made the flowchart base on the result of her research. This flowchart contains the step that should be applied in the class.

The flowchart of clamshell learning (Hanifah, 2013:95)

START

STUDENTS DIGGING THE INFORMATION FROM THE HAND OUT MATERIAL

STUDENTS GOT THE BASIC INFORMATION AND TRIGGERED THE STUDENTS CURIOSITY

STUDYING PROCESS

 SIMULATION PROCESS  ACCOMMODATION PROCESS  EQUILIBRATION PROCESS

EVALUATION OF STUDYING PROCESS EVALUATION OF STUDYING RESULT

YES/NO

TUNTAS

NOT COMPLETE

The steps of teaching through clamshell learning is:

 Teacher prepares the teaching material based on the standard competences, basic competences, and indicators.

 Students read the teaching material based on the standard competences, basic competences, and indicators.

 Students mark the point they know and don’t know from the teaching material.  Teacher divides the board into two parts by giving vertical line in the center of

the board. Right parts for the point they don’t know, and left part for the point they know.

 In random, students come in front and write a point.

 Students who write in the left part have the time to explain it briefly.

 Students who write in the right part have the time to explain one point which has written in the left part of the board.

 After giving the explanation, their friends have the priority to ask or refute the explanation.

 Teacher rectifies the student explanation which is less accurate.

 Teacher adds the points which didn’t dig up yet related to the indicators by using teaching media.

 Teacher give chances to the students who want to ask things they haven’t know or haven’t clear yet.

 Teacher and students made the conclusion from the material they have learned.  Teacher does the scoring process to measure the success rate by giving oral test

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2.7. Theoretical Assumption

As a means of communication, languages had to be used in both written and oral form but the fact that we have was many of students could not use the oral form of language properly and correctly. It could be caused by many factors one of the factors was because their lack of ability in speaking. There were many techniques that could help students to improve their speaking ability. One of the techniques was Clamshell learning.

Clamshell learning used some approaches to encourage student to speak in front of society. It emphasized the effort that students have basic knowledge, so they could easily follow the material the teachers have in the classroom. The basis of competencies and indicators became an easy point for students to be studied because they must have had this point in every single student, so their self-confidence would be increased dramatically.

2.8. Hypotheses

Based on the assumption above, researcher had a hypothesis that there would be some improvements occurring in using clamshell technique as a technique in teaching speaking and aspects of speaking were most affected after being taught by using Clamshell technique in speaking class was fluency.

III.

RESEARCH METHOD

This chapter explained about the method used in the research, points explained in this chapter are: the design of the research, population and sample taken by the researcher

3.1. Design

This research is aimed to know whether Clamshell technique can increase speaking ability of the student or not. Moreover, the research has an objective to identify the students’ responses toward the use of Clamshell technique in teaching speaking. Sugiyono (2008:114) states that experimental design is a study which aims at finding out the influence of particular treatment.

This research uses quantitative research as the research design. Quantitative research is a kind of research in which the data used to tend to use statistic measurement in deciding the conclusion (Hatch and Farhady, 1982:22). It is conducted using one group pretest posttest design. The result is gotten from the comparison of the two tests (pre-test and post-test). According to Setiyadi (2000:40), the design is described as follows:

T1 X T2

T1 : Pre-test X: treatment T2: Post-test

A pretest is an activity before treatment given from the pre-test we can know how far the ability of the students. After that, the researcher gave two treatments to the

22

students using Clamshell learning as the teaching method. Finally, a posttest is aimed to see the result of the research after the treatment conducted.

3.2. Population and sample

The population of this research was the second grade of SMAN 1 TALANGPADANG. The researcher used one experimental class to be treated. The researcher chose the class that has moderate score in English subject as sample.

3.3. Instruments

This research used two instruments namely pre-test and post-test in order to answer the research questions. Sugiyono (2008) states instrument is a media used to collect the data. The instruments are described as follows:

3.3.1. Pre-Test (Speaking Test)

Pretest conducted to find out whether they have relatively the same ability in speaking before treatment. The pre-test given is speaking test for assessing oral production.

3.3.2. Post-Test (Speaking Test)

Post-test is given to the students who have been included in the pretest. It is conducted in the end of the research. It is done after giving treatments and exercises to the experimental group. The result of the post-test is used to compare the data of the pre-test and making conclusion weather clamshell technique can increase students’ speaking ability. The procedure of post-test is the same as pre-test.

3.4. Research Procedure

In this research, the researcher have procedure in collecting the data. The procedure is explained as follow

3.4.1. Preparing the Lesson Plan

The lesson plan is designed to be implemented during treatment to the experimental group. The researcher designed the lesson plan for three meetings of treatments. The lesson plan is designed based on the National curriculum of English for second grade students of senior high school which consists of Core Competence, Standard Competence, Basic Competence, Indicator, Learning Objective, and Lesson Materials. In addition, Method/ technique, Steps of the activity, Source Lesson, and the evaluation are also involved.

3.4.2. Preparing the Material

The materials were made by the researcher based on the resources from some English book of senior high school. The issue for the real material was made by the researcher.

3.4.3. Administering Pre-Test

This test is aimed to obtain the data of the students’ basic speaking skill and to ascertain that the students from the group has similar capability and the same English proficiency before they receive the treatment.

3.4.4. Conducting Treatment

This research is conducted to see the effect of using clamshell technique in teaching speaking in order to improve speaking ability. The treatment is designed

24

for three meetings to the experimental group. Time allocation for each meeting consists of two hours of instruction (one hour of instruction was forty minutes).

3.4.5. Administering Post-Test

The study employs the post test at the end of the research. It is used to measure the students’ speaking skill after the treatments. The posttest has the same procedures as the pre-test.

3.5. Data Analysis

Data analysis is aimed at organizing the data. It makes the readers able to understand the result of the research. Data analysis is the process of organizing the data in order to gain the regularity of the pattern and form of the research. Data analysis is done to create understanding for the data after following certain procedure final of result of the students can be presented by the researcher to the readers (Setiyadi, 2001).

After collecting the data, the researcher analyzed it by referring the speaking score based on aspects of speaking. Scoring for pretest – posttest was tabulating the result of the test and calculating the mean of the pretest and the posttest. Repeated Measure T – test used to draw the conclusion. The data computed through SPSS. The hypothesis analyzed at the significance level of 0.05 in which hypothesis approve if sig <α.

Evaluating the Students’ Speaking

The researcher used inter-rater to give score of students’ performance. The rater gave the students’ score by listening to the record. The rater is the researcher himself and the English teacher in school. The record helped the rater to evaluate

more objectively. The test of speaking is measure based on two principles: reliability and validity.

Inter-Rater Reliability

Nitko (1983: 395) states that a reliable measure in one that provides consistent and stable indication of the characteristic being investigated.

The researcher assumes that reliability refers to extend the test is consistent in score and gives us an indication of how accurate the test score.

The statistical formula for counting the reliability is as follow:

R = Reliability

N = Number of students

D = Different of rank correlation 1-6 = Constant number

After find the coefficient between rates, researcher then analyzed the coefficient of reliability with the standard of reliability below:

a. A very low reliability range from 0.00 to 0.19 b. A low reliability range from 0.20 to 0.39 c. An average reliability range from 0.40 to 0.59 d. A high reliability range from 0.60 to 0.79 e. A very high reliability range from 0.80 to 0.100

26

Reliability of Pretest

∑

(Very high reliability)

Reliability of Posttest

∑

(Very High Reliability)

Validity

Meizaliana (2009:82) states that the data is valid if the instruments used are also valid, and a test is reliable if it is constant, or it is reliable if the results of test show their constancy.

Hatch and Farhady (1982:250) defined validity as “the extent to which the result of the procedure serves the uses for which they were intended”.

Content validity, the test is a good reflection of what is thinking and the knowledge which the students to know. (Shoamy, 1985:74) states that is construct validity to measure the test be examining to reflect what language.

Based on that quotation, validity refers to the extent which the test measures what it is intend to measure. This means that relates to the purpose of the test. The test measured based on the indicator.

3.6 Scores

In evaluating the students’ speaking scores, the researcher, used the Oral English Rating sheet proposed by Haris (1974: 84). Based on the Oral English Rating sheet, there are five components that are going to be tested to the students, namely: pronunciation, fluency, grammar, vocabulary and comprehension.

Here is the Oral rating Specification (Based on David Haris’s Theory) Table 3.1 Table of Specification

No Aspects Score Criteria

1 Pronunciation 1 Pronunciation problems so severe as to make speech virtually unintelligible.

2 Very hard to understand because of

pronunciation problems. Must frequently be asked to repeat.

3 Prununciation problems necessitate

concerntrated listening and occsionally lead to misunderstanding.

4 Always intelligible though one is conscious of a definite accent

5 Has few traces of foreign accent

2 Grammar 1 Errors in grammar and word order so severe as to make speech virtually unintelligible

2 Grammar and word orders make comprehension difficult. Must often rephrase sentences and / or restrict him basic pattern.

3 Makes frequent errors of grammar and word order which obscure meaning.

4 Occasionally makes grammatical and /or word order errors which do not, however, obscure meaning.

5 Makes few (if any) noticeable errors of grammar or word order.

28

3 Vocabulary 1 Vocabulary limitation so extreme as to make conversation virtually impossible.

2 Misuses of words and very limited vocabulary make comprehension quite difficult.

3 Frequently use the wrong words: conversation somewhat limited because of inadequate vocabulary.

4 Sometimes uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies. 5 Uses of vocabulary and idioms are virtually that

of a native speaker.

4 Fluency 1 Speech as so halting and fragmentary as to make conversation virtually impossible.

2 Usually hesitant, often forced into silence by language problems.

3 Speed and fluency are rather strongly affected by language problems.

4 Speed of speech seems to be slightly affected by language problems.

5 Speech as fluent and effortless as that of a native speaker.

5 Comprehensible 1 Cannot be said to understand even simple conversation of English.

2 Has great difficulty following what is said. Can comprehend only “social conversation” spoken with frequent repetition.

3 Understand most of what is said at lower than normal speed with repetitions.

4 Understands nearly everything at normal speed although occasional repetition may be necessary. 5 Appears to understand everything without

difficulty. For further explanation, see Appendix I.

3.7. Hypothesis Testing

The hypothesis on this research is formulated as follows:

H0 :Clamshell technique can improve students’ speaking ability H1 : Clamshell technique cannot improve students’ speaking ability

V. CONCLUSION AND SUGGESTION

This chapter is the final chapter of this research report. This chapter presents the conclusion of the research findings and suggestions for English teacher who want to try to use Clamshell as the alternative technique to teach speaking and for those who want to conduct similar research using Clamshell as the technique.

5.1Conclusions

Based on the findings in the fields and from the statistical report in the last chapter, some of conclusion can be drawn as follows:

1. There were significant improvements found in the research. It can be seen from the statistical report in the chapter before. The t-value in this research was more than t-table and the significance score was less than 0.05. There were significant improvements in all aspects of speaking. It shown from the t-table of every aspect which has bigger value than t-t-table sand the significance was less than 0.05.

2. The most significance increase among all aspects is fluency. It shown from the gain of each aspect. Fluency became the aspect which is most significantly increased by 3.5 gains.

5.2Suggestions

Referring to the conclusions above, the researcher’s suggestion can be listed like the followings:

53

5.2.1 Suggestions for English Teachers

- The teacher should give more attention to the students who has difficulties in English. For example: The teacher can ask the students to practice how to pronounce the word.

- The English teachers who want to apply Clamshell are suggested to focus on certain aspects of ability to increase. It is done in order to ease the students. If the teachers do not focus on certain aspects of ability, the students will get confused since there are aspects of ability that they have to look for.

- Don’t correct student’s grammatical errors in order to improve their confidence. The more confidence of students, the bigger the chance of this technique objective to be succeeded.

- In the teaching learning process which uses Clamshell, the students should be more active than teacher. So, the teacher should give more attention to the student who makes noise in the class.

5.2.2. Suggestion for further researcher

- Choose the right sample and population will help us in conducting the research using Clamshell as a technique in it.

- Conduct the research in longer treatment to get better result and to decrease the chance of failure.

- Make sure that you can control the whole class. Don’t let the students to make a noise in the class and make sure that all of the students in the class are under your observation.

REFERENCE

Alsa, A. 2006. Hubungan Antara Dukungan Sosial Orang Tua Dengan Kepercayaan diri remaja Penyandang Cacat Fisik. Semarang. Jurnal Psikologi. No.1. 47-48 Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language

Pedagogy. San Fransisco: State University.

Burns, A., & Joyce, H. 1997. Focus on speaking. Sydney: National Center for English Language Teaching and Research.

Chaney, A.L., T.L. Burke. 1998. Teaching Oral Communication in Grades K-8.Boston: Allyn and Bacon Inc..

Doff, A. 1988. Teach English: A Training Course for Teachers Trainer_.sHandbooks. The British Council: Cambridge University Press Inc..

Hamalik, O. 2001. Proses Belajar Mengajar. Bumi Aksara. Jakarta. Harmer, J. 1983. The Practice of English Language Teaching: Longman Handbooks for Language Teaching. USA: Longman Inc..

Hanifah. 2013. Pengembangan Metode Pembelajaran Kerang Mutiara (Clamshell Learning) Pada Mata Pelajaran Geografi Sekolah Menengah Atas. BandarLampung: Unila Press.

Harris, D. 1974. Testing English as A Second Language. New York: Grow Hill Press. Hatch, E. and Farhady, H. 1982. Research Design and Statistics for Applied

Linguistics. Massachusetts: Newbury House Publisher.

Heaton, J. B. 1987. Language Testing Modern English Publication. London: Longman.

Huebner, T. 1960. Audio Visual Technique in Foreign Language. New York: Cambridge University Press.

Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11.

Lado, R. 1974. Testing for Language teachers. New York: Cambridge University Press.

Mardalis. 1989. Metode Penelitian Suatu Pendekatan Proposal. Jakarta. Bumi Aksara.

Nation, I.S.P. 1989. Improving speaking fluency. System 17, 3: 377-384.

Nitko, A. J. 1983. Educational Test and Measurement: An introduction. New York. Harcourt Brace Jovanovich

Setiyadi, Ag. B. 2006. Metodologi Penelitian untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Setiyadi, Ag. B. 2006. Teaching English as a Foreign Language. Yogyakarta: Graha Ilmu.

Sugiyono. 2006. Statistika untuk Penelitian. Bandung. Afabeta.

Unila. 2011. Format Penulisan Karya Ilmiah. Bandar Lampung: Unila Press.

REFERENCE

Alsa, A. 2006. Hubungan Antara Dukungan Sosial Orang Tua Dengan Kepercayaan diri remaja Penyandang Cacat Fisik. Semarang. Jurnal Psikologi. No.1. 47-48 Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language

Pedagogy. San Fransisco: State University.

Burns, A., & Joyce, H. 1997. Focus on speaking. Sydney: National Center for English Language Teaching and Research.

Chaney, A.L., T.L. Burke. 1998. Teaching Oral Communication in Grades K-8.Boston: Allyn and Bacon Inc..

Doff, A. 1988. Teach English: A Training Course for Teachers Trainer_.sHandbooks. The British Council: Cambridge University Press Inc..

Hamalik, O. 2001. Proses Belajar Mengajar. Bumi Aksara. Jakarta. Harmer, J. 1983. The Practice of English Language Teaching: Longman Handbooks for Language Teaching. USA: Longman Inc..

Hanifah. 2013. Pengembangan Metode Pembelajaran Kerang Mutiara (Clamshell Learning) Pada Mata Pelajaran Geografi Sekolah Menengah Atas. BandarLampung: Unila Press.

Harris, D. 1974. Testing English as A Second Language. New York: Grow Hill Press. Hatch, E. and Farhady, H. 1982. Research Design and Statistics for Applied

Linguistics. Massachusetts: Newbury House Publisher.

Heaton, J. B. 1987. Language Testing Modern English Publication. London: Longman.

Huebner, T. 1960. Audio Visual Technique in Foreign Language. New York: Cambridge University Press.

Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11.

Lado, R. 1974. Testing for Language teachers. New York: Cambridge University Press.

Mardalis. 1989. Metode Penelitian Suatu Pendekatan Proposal. Jakarta. Bumi Aksara.

Nation, I.S.P. 1989. Improving speaking fluency. System 17, 3: 377-384.

Nitko, A. J. 1983. Educational Test and Measurement: An introduction. New York. Harcourt Brace Jovanovich

Setiyadi, Ag. B. 2006. Metodologi Penelitian untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Setiyadi, Ag. B. 2006. Teaching English as a Foreign Language. Yogyakarta: Graha Ilmu.

Sugiyono. 2006. Statistika untuk Penelitian. Bandung. Afabeta.

Unila. 2011. Format Penulisan Karya Ilmiah. Bandar Lampung: Unila Press.

REFERENCE

Alsa, A. 2006. Hubungan Antara Dukungan Sosial Orang Tua Dengan Kepercayaan diri remaja Penyandang Cacat Fisik. Semarang. Jurnal Psikologi. No.1. 47-48 Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language

Pedagogy. San Fransisco: State University.

Burns, A., & Joyce, H. 1997. Focus on speaking. Sydney: National Center for English Language Teaching and Research.

Chaney, A.L., T.L. Burke. 1998. Teaching Oral Communication in Grades K-8.Boston: Allyn and Bacon Inc..

Doff, A. 1988. Teach English: A Training Course for Teachers Trainer_.sHandbooks. The British Council: Cambridge University Press Inc..

Hamalik, O. 2001. Proses Belajar Mengajar. Bumi Aksara. Jakarta. Harmer, J. 1983. The Practice of English Language Teaching: Longman Handbooks for Language Teaching. USA: Longman Inc..

Hanifah. 2013. Pengembangan Metode Pembelajaran Kerang Mutiara (Clamshell Learning) Pada Mata Pelajaran Geografi Sekolah Menengah Atas. BandarLampung: Unila Press.

Harris, D. 1974. Testing English as A Second Language. New York: Grow Hill Press. Hatch, E. and Farhady, H. 1982. Research Design and Statistics for Applied

Linguistics. Massachusetts: Newbury House Publisher.

Heaton, J. B. 1987. Language Testing Modern English Publication. London: Longman.

Huebner, T. 1960. Audio Visual Technique in Foreign Language. New York: Cambridge University Press.

Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11.

Lado, R. 1974. Testing for Language teachers. New York: Cambridge University Press.

Mardalis. 1989. Metode Penelitian Suatu Pendekatan Proposal. Jakarta. Bumi Aksara.

Nation, I.S.P. 1989. Improving speaking fluency. System 17, 3: 377-384.

Nitko, A. J. 1983. Educational Test and Measurement: An introduction. New York. Harcourt Brace Jovanovich

Setiyadi, Ag. B. 2006. Metodologi Penelitian untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Setiyadi, Ag. B. 2006. Teaching English as a Foreign Language. Yogyakarta: Graha Ilmu.

Sugiyono. 2006. Statistika untuk Penelitian. Bandung. Afabeta.

Unila. 2011. Format Penulisan Karya Ilmiah. Bandar Lampung: Unila Press.

REFERENCE

Alsa, A. 2006. Hubungan Antara Dukungan Sosial Orang Tua Dengan Kepercayaan diri remaja Penyandang Cacat Fisik. Semarang. Jurnal Psikologi. No.1. 47-48 Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language

Pedagogy. San Fransisco: State University.

Burns, A., & Joyce, H. 1997. Focus on speaking. Sydney: National Center for English Language Teaching and Research.

Chaney, A.L., T.L. Burke. 1998. Teaching Oral Communication in Grades K-8.Boston: Allyn and Bacon Inc..

Doff, A. 1988. Teach English: A Training Course for Teachers Trainer_.sHandbooks. The British Council: Cambridge University Press Inc..

Hamalik, O. 2001. Proses Belajar Mengajar. Bumi Aksara. Jakarta. Harmer, J. 1983. The Practice of English Language Teaching: Longman Handbooks for Language Teaching. USA: Longman Inc..

Hanifah. 2013. Pengembangan Metode Pembelajaran Kerang Mutiara (Clamshell Learning) Pada Mata Pelajaran Geografi Sekolah Menengah Atas. BandarLampung: Unila Press.

Harris, D. 1974. Testing English as A Second Language. New York: Grow Hill Press. Hatch, E. and Farhady, H. 1982. Research Design and Statistics for Applied

Linguistics. Massachusetts: Newbury House Publisher.

Heaton, J. B. 1987. Language Testing Modern English Publication. London: Longman.

Huebner, T. 1960. Audio Visual Technique in Foreign Language. New York: Cambridge University Press.

Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11.

Lado, R. 1974. Testing for Language teachers. New York: Cambridge University Press.

Mardalis. 1989. Metode Penelitian Suatu Pendekatan Proposal. Jakarta. Bumi Aksara.

Nation, I.S.P. 1989. Improving speaking fluency. System 17, 3: 377-384.

Nitko, A. J. 1983. Educational Test and Measurement: An introduction. New York. Harcourt Brace Jovanovich

Setiyadi, Ag. B. 2006. Metodologi Penelitian untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Setiyadi, Ag. B. 2006. Teaching English as a Foreign Language. Yogyakarta: Graha Ilmu.

Sugiyono. 2006. Statistika untuk Penelitian. Bandung. Afabeta.

Unila. 2011. Format Penulisan Karya Ilmiah. Bandar Lampung: Unila Press. http://www.prospects.ac.uk/types_of_jobs_browse_all.htm. 08-9-2013

REFERENCE

Alsa, A. 2006. Hubungan Antara Dukungan Sosial Orang Tua Dengan Kepercayaan diri remaja Penyandang Cacat Fisik. Semarang. Jurnal Psikologi. No.1. 47-48 Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language

Pedagogy. San Fransisco: State University.

Burns, A., & Joyce, H. 1997. Focus on speaking. Sydney: National Center for English Language Teaching and Research.

Chaney, A.L., T.L. Burke. 1998. Teaching Oral Communication in Grades K-8.Boston: Allyn and Bacon Inc..

Doff, A. 1988. Teach English: A Training Course for Teachers Trainer_.sHandbooks. The British Council: Cambridge University Press Inc..

Hamalik, O. 2001. Proses Belajar Mengajar. Bumi Aksara. Jakarta. Harmer, J. 1983. The Practice of English Language Teaching: Longman Handbooks for Language Teaching. USA: Longman Inc..

Hanifah. 2013. Pengembangan Metode Pembelajaran Kerang Mutiara (Clamshell Learning) Pada Mata Pelajaran Geografi Sekolah Menengah Atas. BandarLampung: Unila Press.

Harris, D. 1974. Testing English as A Second Language. New York: Grow Hill Press. Hatch, E. and Farhady, H. 1982. Research Design and Statistics for Applied

Linguistics. Massachusetts: Newbury House Publisher.

Heaton, J. B. 1987. Language Testing Modern English Publication. London: Longman.

Huebner, T. 1960. Audio Visual Technique in Foreign Language. New York: Cambridge University Press.

Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11.

Lado, R. 1974. Testing for Language teachers. New York: Cambridge University Press.

Mardalis. 1989. Metode Penelitian Suatu Pendekatan Proposal. Jakarta. Bumi Aksara.

Nation, I.S.P. 1989. Improving speaking fluency. System 17, 3: 377-384.

Nitko, A. J. 1983. Educational Test and Measurement: An introduction. New York. Harcourt Brace Jovanovich

Setiyadi, Ag. B. 2006. Metodologi Penelitian untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Setiyadi, Ag. B. 2006. Teaching English as a Foreign Language. Yogyakarta: Graha Ilmu.

Sugiyono. 2006. Statistika untuk Penelitian. Bandung. Afabeta.

Unila. 2011. Format Penulisan Karya Ilmiah. Bandar Lampung: Unila Press. http://www.prospects.ac.uk/types_of_jobs_browse_all.htm. 08-9-2013

REFERENCE

Alsa, A. 2006. Hubungan Antara Dukungan Sosial Orang Tua Dengan Kepercayaan diri remaja Penyandang Cacat Fisik. Semarang. Jurnal Psikologi. No.1. 47-48 Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language

Pedagogy. San Fransisco: State University.

Burns, A., & Joyce, H. 1997. Focus on speaking. Sydney: National Center for English Language Teaching and Research.

Chaney, A.L., T.L. Burke. 1998. Teaching Oral Communication in Grades K-8.Boston: Allyn and Bacon Inc..

Doff, A. 1988. Teach English: A Training Course for Teachers Trainer_.sHandbooks. The British Council: Cambridge University Press Inc..

Hamalik, O. 2001. Proses Belajar Mengajar. Bumi Aksara. Jakarta. Harmer, J. 1983. The Practice of English Language Teaching: Longman Handbooks for Language Teaching. USA: Longman Inc..

Hanifah. 2013. Pengembangan Metode Pembelajaran Kerang Mutiara (Clamshell Learning) Pada Mata Pelajaran Geografi Sekolah Menengah Atas. BandarLampung: Unila Press.

Harris, D. 1974. Testing English as A Second Language. New York: Grow Hill Press. Hatch, E. and Farhady, H. 1982. Research Design and Statistics for Applied

Linguistics. Massachusetts: Newbury House Publisher.

Heaton, J. B. 1987. Language Testing Modern English Publication. London: Longman.

Huebner, T. 1960. Audio Visual Technique in Foreign Language. New York: Cambridge University Press.

Kayi, H. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11.

Lado, R. 1974. Testing for Language teachers. New York: Cambridge University Press.

Mardalis. 1989. Metode Penelitian Suatu Pendekatan Proposal. Jakarta. Bumi Aksara.

Nation, I.S.P. 1989. Improving speaking fluency. System 17, 3: 377-384.

Nitko, A. J. 1983. Educational Test and Measurement: An introduction. New York. Harcourt Brace Jovanovich

Setiyadi, Ag. B. 2006. Metodologi Penelitian untuk Pengajaran Bahasa Asing, Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Setiyadi, Ag. B. 2006. Teaching English as a Foreign Language. Yogyakarta: Graha Ilmu.

Sugiyono. 2006. Statistika untuk Penelitian. Bandung. Afabeta.

Unila. 2011. Format Penulisan Karya Ilmiah. Bandar Lampung: Unila Press. http://www.prospects.ac.uk/types_of_jobs_browse_all.htm. 08-9-2013