IMPLEMENTING DRILL TECHNIQUE IN TEACHING SPEAKING AT THE SECOND GRADE OF SMP NEGERI 4 BANDAR LAMPUNG

ACKNOWLEDGMENTS

Praised be merely to Allah SWT the Most Gracious and the Most Merciful who has helped me to finish this research project entitled “Implementing Drill Technique in

Teaching Speaking at the Second Grade of SMP Negeri 4 Bandar Lampung”.

This script is made as one of the requirements to accomplish the S-1 Degree at Language and Arts Department of Teacher Training and Education Faculty in the University of Lampung.

I would like to acknowledge my gratitude to:

1. Prof. Ag. Bambang Setiyadi, M.A., Ph.D., as the first advisor of this script. Thank you very much for giving me guidance in finishing this script by providing useful advices to enrich the content of this script.

2. Drs. Ramlan Ginting Suka as my second advisor who also gave me many suggestions and guidance.

3. Dr. Muhammad Sukirlan, M.A., as my examiner who gave his guidance,

suggestions and also encouragements for the improvement of this script. 4. Dr. Muhammad Fuad, M.Hum., as the head of language and arts education

5. Dr. Bujang Rahman, M.Si., as the dean of teacher training and education faculty.

6. All my friends in English Department 2010, Aria Safitri, Desi Rahayu, Titik

Oktavia, Esy Octa Utami, Candra Cahyani Gani, Fitrivani Amalia Rahadi, Zakia Permata, Agustina Dwijayanti, Shirta El Rusyda, Indah Nurhasanah, Yulia Agustiara, Logi Bellamari, Puspa Aprilia, and Maulini Rizki.

7. My lovely friend in Mechanical Engineering Faculty, Rabi’ah Surrianingsih, thanks for being the best friend ever. And also Ika Nurmala Dewi from the Counselor Guidance program study, thanks for being the best advisor ever. 8. My friends in my ‘unforgetable’ dorm: Fathiya Mubina, Novita Setiani and

Hudanur Aini. Thank you very much for the being the best mates ever.

9. My friends in Muslimah Media Center ‘company’, Erlida Amnie Lubis, Evi Listyoningsih, Wiwit Hariyani, Riyanti Lestari, Nur Yuliantini and Iin Mustanginah. Thanks for the ‘deadlines’.

The last, I realize that this research has many weaknesses. Therefore, suggestions and criticism are needed for the improvement of this script. The researcher hopes that this research can be used by the readers as the reference for the further research.

Bandar Lampung, August 2014 The writer,

Fortina Delana NPM 1013042006

CURRICULUM VITAE

Fortina Delana is the last daughter from the great father, Bapak Nasruddin Nujum and the amazing mother, Ibu Mismiwati. She was born on December, 14th 1992. She entered TK Pertiwi Dharma Wanita Bandarjaya in 1997, then went to SD Negeri 5 Bandarjaya in the next year. She graduated from SMP Negeri 3 Terbanggi Besar in 2007 and went to SMA Negeri 1 Terbanggi Besar in the same year. She entered Lampung University through PKAB in 2010.

ABSTRACT

IMPLEMENTING DRILL TECHNIQUE IN TEACHING SPEAKING AT THE SECOND GRADE OF SMP NEGERI 4 BANDAR LAMPUNG

(Action Research)

By Fortina Delana

DRILL technique as the main part of audio-lingual method is a kind of technique for teaching language through dialogues which stresses on the students’ habit formation by repetition, memorizing grammatical structures through substitutions, singular-plural and tense transformations etc., using the target language and the culture where the language is spoken. This research is conducted to provide an effective technique for teachers in teaching speaking for students of SMP Negeri 4 Bandar Lampung. The objectives of this research are to organize the problems that appear during the teaching-learning process using Drill Technique and describe how the Drill Technique can be used in teaching speaking.

This is an Action Research conducted in three cycles. Each cycle consists of planning, implementing, observing, and reflecting. The subject of the research is the students of the second grade of class J. The indicators of the rsearch are based on learning product which is the improvement of students’ speaking score, and learning process which is based on the students’ activities.

The problems often faced by the researcher was from their understanding, they often didn’t know what was the researcher talking about. But the learning process was getting better from cycle to cycle. They were more active and more confident in the next cycle than in the previous cycle. Referring to this result of research, drill technique can be used in teaching speaking to improve students’ speaking skill.

DEDICATION

This script is really dedicated for my great dad, Bapak Nasruddin Nujum, and my amazing mom, Ibu Mismiwati. This is, a gift, for both of you

.

This script also dedicated for my three older brothers (Ahmad Palelam, Ahlan Dulino & Tasri Tupan) and my two older sisters (Karmila Utarinda & Linda

LIST OF APPENDICES

Appendices

1. Lesson Plan 1 (Cycle 1)... 2. Lesson Plan 2 (Cycle 2)... 3. Lesson Plan 3 (Cycle 3)... 4. Questionaires of Interview 1st Cycle... 5. Questionaires of Interview 3rd Cycle... 6. Students’ Rating Score at Cycle 1... 7. Students’ Rating Score at Cycle 2... 8. Observation Sheet of Students’ Activities 1st Cycle... 9. Observation Sheet of Students’ Activities 2nd Cycle... 10. Observation Sheet of Students’ Activities 3rd Cycle...

LIST OF TABLES

Table Page

Table 4.1 Students’ Speaking Performance Score at Cycle 1... 36

Table 4.2 Students’ Observation Sheet at Cycle 1... 37

Table 4.3 Students’ Speaking Performance Score at Cycle 2 ... 45

Table 4.4 Students’ Observation Sheet at Cycle 2... 46

Table 4.5 Improvement of Speaking Performance from 1st-2nd Cycle... 51

Table 4.6 Students’ Speaking Performance at Cycle 3... 54

Table 4.7 Students’ Observation Sheet at Cycle 3... 55

Table 4.8 Improvement of Speaking Performance from 2nd-3rd Cycle... 58

Table 4.9 Matrix of the Revised Model from Cycle 1-Cycle 3... 59

MOTTO

“..the key of life is how successfully you are in managing your time..”(FD)

IMPLEMENTING DRILL TECHNIQUE IN TEACHING

SPEAKING AT THE SECOND GRADE OF SMP NEGERI 4

BANDAR LAMPUNG

(A Script)

By

Fortina Delana

TEACHER TRAINING AND EDUCATION FACULTY

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

2014

CONTENTS

Page

ABSTRACT ... i

CURRICULUM VITAE ... ii

DEDICATION ... iii

MOTTO ... iv

ACKNOWLEDGEMENT ... v

CONTENTS ... vii

LIST OF TABLES ... x

LIST OF APPENDICES ... xi

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

1.2. Formulation of the Problem ... 5

1.3. Objectives ... 5

1.4. Uses ... 5

1.5. Scope ... 6

1.6. Definition of Term ... 6

II. LITERATURE REVIEW 2.1. Speaking ... 7

2.3. Drill Technique ... 10

2.4. Developing A Procedure of Teaching Based On the Assumption of ALM 14

2.5. Advantages and Disadvantages of Using Drill Technique ... 18

III. RESEARCH METHODS 3.1. Research Setting ... 21

3.2. Method of Collecting Data ... 22

3.3. Consistency of the Data ... 23

3.4. Research Procedure ... 24

3.5. Research Indicators ... 27

3.6. Instrument of the Study ... 27

3.7. Data Anlaysis ... 29

IV. RESULT AND DISCUSSION 4.1. Result ... 30

4.1.1. CYCLE 1 (Pre-experiment) ... 30

1. Planning ... 31

2. Implementing ... 31

3. Observing ... 35

4. Reflecting ... 40

Recommendations for Cycle 2 ... 41

4.1.2. CYCLE 2 ... 42

1. Planning ... 42

2. Implementing ... 43

3. Observing ... 45

4. Reflecting ... 50

Recommendations for Cycle 3 ... 52

4.1.3. CYCLE 3 ... 52

1. Planning ... 52

2. Implementing ... 53

3. Observing ... 54

4.2. Discussion and the Findings... 60

a. Improvement of Students’ Rating Score of Speaking ... 60

b. Improvement of Students’ Performance and Learning Process .... 61

a) Cycle 1 ... 63

b) Cycle 2 ... 79

c) Cycle 3 ... 73

V. CONCLUSION 5.1. Conclusion ... 75

5.2. Suggestion ... 76

REFERENCES ... 77

I. INTRODUCTION

This chapter of research consists of background of the problems, formulation of problems, objectives, uses, scope and definition of term.

1.1. Background of the Problems

In Lampung, it is fact that English has been taught from the kindergarten level, eventhough many schools agreed to teach the subject from SD (Elementary School) or SMP (Junior High School). This good situation does not mean that the students from the very basic level of education to the university students in Lampung have a good quality in English language.

It is also a general opinion that English is said as a language which is difficult to be learned/ acquired and to be used where Indonesian people do not use English as their second language. In addition, almost all of the pronunciation of Indonesian words are different from English words.

In Bandar Lampung, there are several schools that apply their own decision to use full English in their school environment, e.g. Sekolah Dharma Bangsa Bandar Lampung. This condition will give effects on the quality of ability on their English. It will be

2 different to the school that hopes to English teachers who ‘met’ them for only 2 or 3 times a week.

Usually, in a class, teachers only find 3 or 4 students from the whole class who are able to use English comprehensively or able to speak English fluently, as we know that the essence of a language is as the media to communicate (Jones:1989 in Rahmawati:2007). This situation becomes a serious problem for the teacher, as it is in line with Gove (2013), he says that teachers are the most important fighters in the bat-tle to make opportunity more equal means ‘the person’ that let say responsible for this teaching-learning problem is the teacher itself. English teachers often face some common problems, e.g. the students are not able to speak English even by using the minimum standard of the English grammar (e.g. speak Indonesian-English), or the students’ score of English subject always in the lowest are even sometime score does not reflect their ability in speaking English, or it is difficult for them to speak English orally, or it is difficult for them to understand the language in written form and many others problems.

There are many factors and possibilities that make up those problems. e.g. students’ low motivation, teachers’ lack of ability, inappropiate method and students’ wrong assumption on learning the language.

In the assumption about language of audio-lingual method, Setiyadi (2006:55) says that language is the everyday spoken utterance of the average person at normal speed. In the context of traditional language, as usually became the second or the first

lan-3 guage of some Indonesian people, let say someone’s traditional language have the same difficulties level to English language. The dialect, structure and the literature are extremely different from Bahasa Indonesia. But there are many Indonesian people who acquire Bahasa Indonesia the same time they acquired their traditional language. This condition sometimes because in their ‘area’ they use their traditional language, but in their school or their work they use Bahasa Indonesia. Means, acquiring some traditional language behind Bahasa Indonesia, is the same way as we acquiring Eng-lish language. It is in line with Setiyadi (2006:55), he says learning a foreign lan-guage is the same as the acquisition of the mother tongue.

Their habits formed the ability to acquire their traditional language. They often heard the language, they often repeat the language and use the language suitable to the con-text and how the language is used in that place. Unconciously, they acquired the lan-guage without go to school to learn the lanlan-guage.

Language is both knowledge and skill. In teaching English language as foreign lan-guage, the method of course will be much concerning on how the language is used and what are the samples of the utterance of the language that spoken everyday. The tutors need to make the students understand and concern to the context of when and where the language is used.

More listening/ repeating is one of the answers concluded by the writer when she tried to observe someone who easily acquiring some foreign (traditional) language without learn it by going to school. This was the reason why the writer decided to use

4 audio-lingual method in teaching speaking skill. But it might took too long time if the writer applied all the principles of the method, so the writer chose to use the drill technique of audio-lingual method.

Language is a process of habit formation is one of many assumptions about language by ALM (Setiyadi, 2006:55). Meanwhile, all the four language skills (listening, speaking, reading and writing) can’t be always taught by using this method where the method only considered to produce oral utterances that is spoken by the native speak-er. The important thing in using this method, the teacher must have a good ability in pronouncing the language almost like the native-speaker of the target language because teacher is the main model in the teaching-learning process.

The researcher hoped this technique ‘brought’ the students to be familiar with the u t-terances of the language, familiar to hear and repeat the utt-terances/ dialogues, and at the end they unconsciously are able to speak English nearly the way the native-speaker spoke.

This research tried to find the students’ development and the improvement, and see the problems occurred during the cycle by the cycle and find the suitable treatment to solve the problems occured.

This research is classified as an action research. As suitable to Lewin (1946) in Va-sarin (2007), describes action research as proceeding in a spiral of steps, each of which is composed of planning, action and the evaluation of the result of the action. In practice, the process begins with a general idea that some kind of improvement or

5 change is desirable, and according to Setiyadi (2014), he says that an action research conducted by university student is focus-oriented to the development of the teaching-learning process that comes from the reflection of the one cycle to the other cycles.

1.2. Formulation of Problems

Based on the general background of the study above, statement of the problem can be stated as :

1. What problems occured in the teaching-learning process using Drill

Tech-nique?

2. How is the implementation of the Drill Technique in the teaching-learning

process?

1.3. Objectives

The objectives of the research are to :

1. Organize the problems that appear during the teaching-learning process using

Drill Technique.

2. Describe the effective implementation of Drill Technique in teaching speak-ing.

1.4. Uses

The writer expects that the result of the research might be used :

1. Theoritically, to verify the previous theories that related to drill technique in teaching speaking.

6 2. Practically, to see whether drill technique can be applied in improving

stu-dents’ pronunciation.

1.5. Scope

This research was focused on teaching the students through the three drill techniques of audio-lingual method (Repetition Drill, Substitution Drill & Response Drill). Drill technique in this research is used as the method of language teaching. The research conducted in Class VIII J of SMP N 4 Bandar Lampung, which consists of 22 students. She chooses to teach the second grade students of Junior High School because they have learned speaking already. The researcher acted as the teacher to see the effective implementation of using the technique in teaching speaking and to find out the problems which are occured while the teaching-learning process in order to be revised on the next meeting.

1.6. Definition of Term

1. Teaching speaking is teaching the way for students to express their emotions,

communicative needs, interact to other person in any situation and influence the others (Santi, 2013:8).

2. Drill Technique is a key feature of audio lingual method which emphasis on

repeating structural patterns through oral practice.

That is the discussion of this chapter. The first subtitle introduces the background of the research then problems, objectives, uses, scope, and definition of term.

II. LITERATURE REVIEW

This chapter of research consists of speaking, teaching speaking, drill technique, developing a procedure of teaching based on the assumption of ALM and advantages and disadvantages of using the drill technique.

2.1. Speaking Skill

The main four basic skills in learning English are speaking, listening, reading, and writing. When the students entered SMP (Junior High School), they are taught by the teacher to use this skill, even sometimes it is difficult for them to use English lan-guage to describe something or to express what is on their mind or to communicate while the teaching-learning process in the classroom.

Speech is a kind of instinct, and therefore a thought-free process, while reading writ-ing is an intellectual achievement of sorts (Liberman:1995). Therefore, from all of the language skills, unfortunately speaking is seen as less important than other skills. We can assume that it might be caused by an assumption that every (normal) people can speak. As a result, how to understand and write the language are much considered than how to speak. We can see from the materials and the evaluation on English les-son that almost all of them are forcing the students to know the form of some kind of text or anything else and infact the form of the evaluation always in written form.

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This condition makes many English teachers concern their teaching in mastering the grammar. They seem to forget speaking skill is also important to be taught.

Setiyadi (2006:55) states clearly that one of the aim of the ALM method is learners are able to speak in acceptable pronunciation and grammatical correctness. It is clear that the students must be more careful in using and choosing words and the way in communication using the language. Someone who expects to be able to speak English well, she or he must know how to use the language in suitable context.

Speaking skill requires the students to know many vocabularies and rule of grammar, interaction with the other speakers, and speak English well as native speakers do (in-volves the pronunciation and the fluency). The following five are the components in speech process:

1. Vocabulary

2. Pronunciation (including the segmental features; vowels and

consonants; and the stress and intonation)

3. Fluency (the ease and speed of the flow of speech)

4. Grammar

5. Comprehension

(Harris, 1969:81)

The writer has mentioned earlier, that speaking skill is needed to be mastered by the students to communicate in the speaking class at school environment or another envi-ronment. But communication is not the only function of learning the language.

Talk-9

ing something in English means we need to consider how to pronounce some words or even sentences in English.

Creating a stronger link between pronunciation and communication can help increase learners’ motivation by bringing pronunciation to a level of intelligibility and encour-aging learners’ awareness of its potential as a tool for making their language not only easier to understand but more effective (Jones, 2002 in Varasin, 2007), therefore pronunciation may seem to be the foundation of speaking English because if the words or sentence is mispronounced, the other will not understand the meaning or what the speakers about. Then the function of language as the media of communica-tion may not work. And it is impossible for us to use some foreign language without knowing the pronunciation of the language. The explanations above clearly stated that communication just one of the function of language, we also need to master the pronounciation of the language as it is pronounced by the native speaker.

2.2. Teaching Speaking

Speaking is one of the aspects of the language that is considered hard to improve and teach, as it is according to Hinkel (2005, p.485) in Nazara (2011) that speaking skill is the most complex and difficult skill to master. Most English teachers do not teach

speaking mostly because they are not good at speaking but they are “ok” with teac

h-ing grammar, writh-ing, and readh-ing. Though sometime many language learners regard speaking ability as the measurement of knowing a language. These learners define fluency as the ability to talk with others, much more than the ability to read, write, or

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comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in spoken communication.

According to Burkart (1998) that language teaching means the teacher helps their students develop this body of knowledge by providing authentic dialogue or coversation that prepares students for real-life communication situations. They help their students develop the ability to produce the sentences which are grammatically correct, and to do so using acceptable pronunciation. The ability to communicate in a foreign language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to the teaching speaking.

2.3. Drill Technique

Audio-lingual method is a kind of method for teaching language through dialogues which stresses on the students’ habit formation by repetition, memorizing

grammatical structures through substitutions, singular-plural and tense

transformations etc, using the target language and the culture where the language is spoken (Setiyadi, 2006:54). Therefore, repetition is really concerned in the method and almost dominated by repetition technique. Where to repeat English phrases cor-rectly might lead the students to master the foreign language.

Beside the repetition, the other principles of audio-lingual method are drilling the students. In simple word, drill means listening to a model (teacher), or tape or another student then repeating or responding what is heard. On the other hand, drill means

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forcing the students to use the language. Since the primary aim of the method is to communicate, the students must use the target language all the times. While the teaching learning process, the teacher must drill the students to use the target lan-guage and make it familiar with their tongue so that they can pronounce the lanlan-guage acceptably.

The Audio-lingual method drills students in the use of grammatical sentence patterns. Setiyadi (2006:57) says that the method said that language is the everyday spoken utterance of the average person at a normal speed. It means that the main issue of the method is producing oral ‘product’ in acceptable pronunciation and grammatical correctness.

The method provide relatively complete technique and procedure. Drills, as part of the Audio lingual method technique, have been applied to the teaching of English especially in speaking. There are a number types of drills technique in ALM (Setiyadi:63-66) that are Repetition Drills, Substitution Drill, Transformation Drill, Replacement Drill, Response Drill, Cued Response Drill, Rejoinder Drill, Restate-ment, Completion, Expansion Drill, Contraction Drill, Integration Drill, and Transla-tion Drill. The teacher may choose some of them because it all depends on the needs of the students. The writer only chose three of them; they are Repetition Drill, Substi-tution Drill, and Response Drill. The following are the type of drills that are in the writer’s opinion needed by the students. But the following drills will be adjusted suit-able to the problems or the needs of the students by seeing the result from the first cycle to the next cycle.

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1. Repetition Drills

This is the simplest drill in learning the language. It is used for very beginning of language learners.

Example:

Teacher : I study in the morning.

Students : I study in the morning

The writer chose the repetition drill because it is needed to strengthen the students’ memorization. By drilling to repeat some phrases or se n-tences correctly lots of times, it will lead the students to master the language and know the pattern of the language grammar. It is in line with the assumption of the method that repetition by the teacher and followed by the students is one of the way in teaching the target language.

2. Substitution Drill

Language learners are required to replace one word with another. They may replace a word of the model sentence with a pronoun, number, or gender and make some necessary changes.

Example:

Teacher : John is cold.

Teacher : Hungry.

Students : John is hungry.

Teacher : In the class.

Students : John is in the class.

This type of drill will let the students not only to can master the utter-ances spoken by the teacher but also to change or produce

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words/sentence even by imitating from the guided sentence that is giv-en by the model.

3. Response Drill

Language learners respond to somebody’s sentence. In this drill the answers are patterned after the questions. This drill may involve “who” question or “yes/no” questions.

Example:

T1 : Alice is at school.

T2 : Where is Alice?

T3 : At school.

Although the concept of audio lingual method is speaking first under-standing later, by using this type of drill the students not only could remember the utterances, but can respond the utterances.

All those types of drills provided by the researcher first before she found the result of the implementation of the technique. Later the researcher will matched the types of drills needed by the students (from the result of cycle per cycle) to find out the im-provement.

Finally, it can be concluded that ALM considered to drill the students to use the lan-guage and asks them to repeat what the teacher said.

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2.4. Developing Procedure of Teaching Speaking Based on the Assumption of Audio Lingual Method

In this research the writer used drill technique to attain the students’ pronunciation to be improved.

For a simple improvement in their speaking skill (pronunciation included) the teacher can use a simple memorized phrases or sentences. It can be practiced trough repeti-tion drill. It can also improve the student’ memorization of phrases or even utterances by giving them a lot of repetition practices. For example, teacher says ‘I am the winner of the Math Olympiad’, the students will repeat the same phrase ‘I am the

winner of the Math Olympiad’. The teacher may also vary the technique of the

teach-ing by choosteach-ing substitution drill. For example teacher shows or writes word ‘a st a-tion’, and say ‘where is the station?’ then the students repeat it then move to the next substitution words. This concept of teaching is aimed to make improvement in students speaking skill as clearly stated by Harris (1969:81) :

1. Vocabulary

2. Pronunciation (including the segmental features; vowels and consonants; and the stress and intonation)

3. Fluency (the ease and speed of the flow of speech) 4. Grammar

Related to the languange assumption of ALM (the main part of drill technique) that language is habit formation and another assumption about language of ALM that language is everyday spoken utterances, all these assumption about language will

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support the students to produce the language as what native speaker said, not Indonesian-English (as it is the common problem of learning English). The teacher drills the students to master the language by much doing repetition in producing utterances or dialogues that it is spoken everyday in daily life conversation.

As it is stated by Setiyadi (2006:55) that the one of the linguistic aim of ALM is lan-guage learners are able to speak in acceptable pronunciation and grammatical cor-rectness, the drill technique will provide the students a focus accuracy. The students will be able to produce some phrases or sentences without making mistakes because they are drilled by the teacher with correct grammatical phrases and sentences. By using the technique the students can notice the correct form or pronunciation of a word or phrase. The writer also assumed that the technique will help the students to memorize and automized the language patterns.

Audio Lingual Method has an appropiate procedure of presenting the language materials. As it is in line with Huebener in Setiyadi (2006), the audio lingual method has a set of procedure of teaching the foreign language, where listening and speaking ability is the first skill to be considered. That’s why the first procedure of teaching is more related to listening and speaking ability. This is the procedure that will be used for teaching the language by using the technique based on the assumption about language learning in the ALM. According to Setiyadi (2006:55), one of the principles of Audio Lingual Method is language learners are able to comprehend the foreign language when it is spoken at normal speed and concerned with ordinary matters and

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also language learners are able to speak in acceptable pronunciation and grammatical correctness. And according to Larsen-Freeman in Setiyadi (2006), she says that language learning is a process of habit formation. The more often something is repeated, the stronger the habit and the greater the learning. ALM believes that learning a foreign language is the same as the acquisition of the native language. This is clear enough to be the reason of constructing the concept of the lesson plan as follow :

Pre-activity

1. The teacher attracted the students’ motivation by asking them some v o-cabularies that they know.

2. The teacher explained the material about Descriptive Material the theme is Asking and Giving Information (this is for the first cycle) without giving them know that they will be the object of research of using drill technique in teaching them.

While-activity

1. The teacher will give phrases to be repeated by the learners. For simple example:

Teacher : Do you want to lend me your English book?

Student : Do you want to lend me your English book?

(Repeated the phrase)

Teacher : Oh, never mind.

Students : Oh, never mind. (Repeated the phrase). Or it can be a little dialogue as follow:

A : Do you have a big family, Dani?

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A : How big is your family Yuni?

B : I have two brothers and three sisters.

2. The language learners listen carefully while the teacher recites the correct grammatical utterances, each sentence may be repeated half dozens of times. 3. The teacher then guided them to make repetition of each line by the language learner in chorus.

4. Repetition then continued with group decreasing in size, that is first the two halves of the class, then thirds, and then single rows or smaller groups.

5. After that the teacher will use one by one those types of drill technique, they are Substituion Drill Technique, and Response Drill Technique. Post-activity

1. The teacher asked them randomly to see their pronunciation by asking them to repeat, to substitute, and to response the teachers’ phrases/utterances/sentences.

The concept of the lesson plan above is based on the principle of the Audio Lingual Method. The first type of drill that will be used is repetition drill, because the researcher need to consider the hard level of the technique, means it should be started from the easier then go to the harder. The researcher began the process of teaching by using repetition technique. It is easy for the learner to only repeat the prhases and to make sure they mastered the prhases, the researcher decreased the size of the students as the object of teaching, that is first the two halves of the class, then thirds, and then single rows or smaller groups and one person. The next step then the researcher will use the substitution drill technique.

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As mentioned earlier that the purpose of the method is to make the language learners able to speak English in acceptable pronunciation and grammatical correctness, means later the students need to understand what they are talking about. By applying the substitution drill and response drill, the students will be able to change the utterances as they need to talk to someone else based on the suitable topic. They will not bound themselves in talking to someone by matching the prhases they are memorized, because sooner or later they will understand the meaning or even in which context they will use the prhases.

2.5. Advantages and Disadvantages of Using Drill Technique The advantages using the technique are :

1. The Audio-Lingual Method has a strong theoretical base in linguistics. 2. .Since the aim of the method is speaking ability, teaching though the ALM language learners will spend most of time for speaking.

Huebener (1969:9) in Setiyadi (2006) states that the method still has certain disadvantages to be considered, these are the diadvantages:

1. The primary aim of foreign language instruction in the school has always been

educational and cultural. The ability to speak fluently is not acquired primarily in the classroom, but through much additional practice on the outside.

2. Real conversation is difficult to achieve in the classroom because the time to

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3. Conversation must not be confused with oral practice. Conversation involves

a free, spontaneous discussion by two or more persons of any topic of common interest. Part of its effectiveness is due to facial expression and gesture.

4. Speaking ability is the most difficult phase of foreign language to teach and to acquire.

5. This ability is least likely to be reatained, for it depends on constant language. 6. It is difficult to teach because it requires unusual resourcefulness, skill, and

energy on the part of the teacher. No textbook can make make up for the originally of an everyday life situation.

7. Conversational competence depends essentially on an extensive vocabulary, memorization of numerous speech patterns, and the automatic control stress.

Then we might think that this problems will not going to be serious problems when students practice a lot outside the classroom. And the teacher should pay full attention to the students activities related to the goals of the teaching activity that using the method.

That is all the discussion of this chapter of research. At the first of the subtitle this chapter introduces the concept of speaking, teaching speaking, drill technique, developing a procedure of teaching based on the assumption of ALM and advantages and disadvantages of using the drill technique.

III. RESEARCH METHOD

This chapter of research consists of research settings, method of collecting data, consistency of the data, research procedure, the procedure of the study, research indicators, instrument of the study, and data analysis.

3.1. Research Settings

Since the research was focused on the problems that occur in the speaking class through drill technique, in which the problems that occurred are analyzed and revised by the observer. The researcher used more than one cycle of teaching to solve the problems occured, where the next cycle is reflecting the implementation from the previous cycle.

In this research the researcher used an action research. It is different from the classroom action research where usually conducted by a teacher, in this research the research conducted by the researcher (university student) as it is stated by Burns in Setiyadi (2014) that action research for university student is an approach which was done by the students to answer their research problems.

In implementing the research design, the writer needed a partner acts as the observer. She prepared the lesson plan for the class that used as the object of the research. The

22

lesson plan has three main stages of learning; pre-activity, while activity and post-activity.

The research was conducted in the second year of SMP N 4 Bandar Lampung. The population in the class consisted of 22 students. She used one class to gather the data needed, that are; students’ transcribing while repeating the utterances spoken by the teacher, problems occured during the teaching learning process by using the drill technique, and how is the implementation of the technique.

3.2. Method of Collecting Data

Several procedures used in order to get the empirical data required. The research would be conducted in two ways as follows:

1.Observation

The researcher first entered the class that being used to be the object in this research and see how the ability of students in speaking English and then the next meeting the researcher began to apply the technique to the students and observed and analyzed the teaching-learning process in the speaking class through drill and repetition technique. The researcher always took note to write the students’ problems in learning the language. As it is according to Setiyadi (2006:239) that the purpose of observation is to explain the situation being investigated, the activities, person or individuals who are involved in the activity and the relationship among them.

2. Interview

The researcher interviewed the teacher and view students of the objected class to find the relation of the causative-result of the research. The researcher used one of the way

23

interview introduced by Patton (1998) in Setiyadi (2006) that in Informal Model of interview to gather a valid data from the object. The object didn’t realize that they were being interview by the researcher.

3. Recording

The researcher also used voice recording to record students’ utterances that occurred during the teaching-learning process using the technique in order to get the authentic data so that made it easier in gathering the data. Then the researcher transcribed the data to be written form and find out what are the problems (common problems) that occur during the teaching-learning process.

3.3. Consistency of the Data

In order to make the data consistent, the researcher applied observation (observer as participant) and interview. Observation is a way of collecting data by becoming the part of the object, as the researcher became the teacher in the objected class and could not be covered her aim to have a research in the class, the writer acted as the teacher or instructor in the classroom at once became the researcher of the research. In conducting interview, informal interview used by the writer to get the more valid or consistent data from the object of the research. Oral grammatical test also used to measure the students’ pronunciation through the oral grammatical test. Even in this way the students’ grammar is being focused, here the researcher not only focused on the grammatical correctness but also focused on the acceptable pronunciation.

24

3.4. Research Procedure

In this action research, the researcher implemented three cycles. The cycles were used to identify the problems occurred in the learning process carried out by the technique which was going to be applied. The main steps of each cycles were:

1. Planning

The researcher planed to make a qestionaire for interviewing the object of the research then prepared the lesson plan and the selected material. The material was about dialogue that matched with their syllabus level that is taken from their book or the other acceptable source. And the research also prepared the oral test to measure the improvements.

2. Implementing

In this step, the researcher implemented the material and the drill technique while the teaching-learning process. The researcher attracted their participation to make them more ‘active’ than before.

3. Observing

The researcher observed the activities happened in the classroom in every cycle and took note for the result of the observation in the observation sheets. The researcher also interpreted the result of the observation. This step began when teaching learning process occurred.

4. Reflecting

In this step, the researcher and the observer analyzed the result of the oral test of the students are learning product. The researcher also analyzed everything that occurred during the teaching learning process. The researcher did the reflection to discover the

25

problems of the implementation in teaching speaking trough drill technique in the next cycle. On the other hand, if the target were already achieved the researcher did not need to hold the next cycle.

As it is introduced by Arikunto (2006:16) that the cycle of Classroom Action Research is in the following concept.

The Cycle of Classroom Action Research (Arikunto, 2006:16)

Since it was focused on how is the implementation of the drill technique in teaching speaking in terms of improving the students’ pronunciation, the cycles in the action research which was done by the researcher had a role to complete the model in the real context (class), so that the technique is tested for its effectiveness in the classroom. So, the action research done through cycles is a scientific approach which consisted of identification of the problems from the implementation of the drill technique, improving the cycle through reflection, testing the students, collecting data through observation and back to the identification (Setiyadi, 2014:61).

Analyzing and

Reflecting

Implementing

Planning

Observing and

Interpreting

26 Pre-experiment Cycle 1 Cycle 2 Next cycle

The first cycle of teaching improved in the next cycle of teaching. The problems occured in the first cycle is revised in the next cycle of teaching to improve the model which is developed in this study.

1.Developing Model 2. Testing Model 3. Collecting and Analyzing Data 4. Reflecting and Revising Model 1.Developing Model 2. Testing Model 3. Collecting and Analyzing Data 4. Reflecting and Revising Model 1.Developing Model 2. Testing Model

3. Collecting and Analyzing Data 4. Reflecting

and Revising Model

27

3.5. Research Indicators

To find out the success of this action research, the researcher determined the indicators, that deal to the learning product and learning process.

1. Learning Product

The target of the learning product was based on the improvement of students speaking skill. It means after applying the Drill Technique in the teaching learning process, it was hoped that the students’ speaking skill is better from the previous. The improvement were some aspects that was observed by Harris (1974:), they are Pronunciation and Grammar. But if the students showed no improvement or the target of the teaching program did not achieved yet, the researcher tried to find out the reason and revise the model for the next cycle.

2. Learning Process

In the learning process, the aspect that became the focus of the researcher is the problems occured during the teaching learning process. The problems are revised in the next cycle of teaching.

3.6. Instrument of the Study

To gain the data, the researcher applied an instrument of Harris (1974:68-69) in order to gather the data, it was needed and to classify the students’ improvement. The improvement was seen by their performance in the class. The teacher tested them hiddenly. The teacher wrote down the result in an evaluation paper by giving the categories of the achievement as the judgement how far they are acquiring the

28

materials. This kind of evaluation also help the observer to find out what kind of problem that occured in the teaching learning process.

Table of Harris’ Scale (1974:68-69)

No Criteria Rating Description

Scores

1 Pronunciation 5

Have a few traces of foreign language, the speech is effortless as that native speaker

4

Always intelligible, thought one is conscious of a definite accent

3

Pronunciation problems necessities concentrated listening and occasionally lead to misunderstanding

2

Very hard to understand because of pronunciation problem, most frequently be asked to repeat

1

Pronunciation problem to serve as to make speech virtually unintelligible

2 Grammar 5

Make few (if any) noticeable errors of grammar and word order

4

Occasionally makes grammatical and or word orders errors that do not obscure meaning

3

Make frequent errors of grammar and word orders, which occasionally obscure meaning

2

Grammar and word orders errors make comprehension difficult, must often rephrases sentences

1

Errors in grammar and word orders, so sever as to make speech virtually unintelligible

29

The instrument used was categorized into two types of assessment aspects. The first one was about the pronunciation and the second one was about the grammatical correctness suitable to the expected valid data that the researcher chose to use oral grammatical test.

3.7. Data Analysis

Setiyadi (2006:255) states that data analysis is a process of organizing data in order to gain the pattern or form in a research. To analyze the data in this research, the writer used Descriptive Analysis. Descriptive analysis tried to describe the implementation and the result of the research based on the collected data suitable to the objective of the research, or can be the description of problems occured from the collected data.

That is all the discussion of this chapter of research. At the first of the subtitle this chapter introduces research settings, method of collecting data, consistency of the data, research procedure, the procedure of the study, research incators, instrument of the study, and data analysis.

V. CONCLUSIONS AND SUGGESTIONS

This chapter presents conclusions and suggestions based on the result of the research and discussion.

5.1. Conclusions

Based on the result of the learning product and learning process, the researcher concludes some conclusions, as follows:

1. In learning process, the problems often faced by the researcher was from

their understanding, they often didn’t know what was the researcher talking about. But the learning process was getting better from cycle to cycle. The researcher tried to improved the way she taught the students based on the observation sheet observed by the researcher’s partner and based on the researcher’s interview to the students after the class ended. 2. The implementation of the teaching learning process was getting better

cycle to cylcle too. She changed the material suitable to the data needed by the researcher and suitable to the needs of the students. The students bravery and confidence were getting better from cycle to cycle. At the end majority of the students were brave enough and more confident to speak in English, but the negative side that happened is, the classroom was getting crowded.

76 5.2. Suggestions

Based on the conclusions, the researcher puts forward the following suggestions:

1. English teacher of Junior High School should consider implementing Drill

Technique in teaching speaking to improve students’ speaking skill and students’ confidence. Because this technique can be used to make students more active and it will also improve the teacher’s performance in teaching speaking.

2. English teacher should find another method in teaching speaking through

Drill Technique behind using dialogue. Sometime students get bored when the teacher always asks them to speak loudly.

3. In implementing this technique, the teacher has to select the appropiate topics which can increase the students interestness in learning the English Subject.

REFERENCES

Arikunto, Suharsimi. 1997. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta:

Rineka Cipta.

Bunkart, G. S. 1998. Center for Applied Linguistics.

https://www.nclrc.org/essentials/speaking/spindex.htm retrieved on June 2013.

Gove, Michael. 2013. Improving the Quality of Teaching and Leadership and

Schools. London. https://www.gov.uk/government/speeches/michael-gove-speaks-about-the-importance-of-teaching retrieved on June 2014.

Hannak, Martin., Hammerl, and Newby, David. 2003. Second Language

Acquisistion: The Interface Between Theory and Practice. Graz: The University Graz.

Huebener, Theodore. 1969. How to Teach Foreign Languages Effectively. New York:

New York University Press.

Larsen-Freeman, Diane and Long, H. Michael. 1991. An Introduction to Second

Language Acquisition Research. London: Longman.

Liberman, A.M. 1995. Why is Speech So Much Easier than Reading and Writing.

Haskins Laboratories Status Report on Speech Research 1994-1995, SR-1191120, 175-183.

Margono, S. 1996. Metodologi Penelitian Pendidikan. Semarang: Rineka Cipta.

Nazara, Situjuh. 2011. Students’ Perception on EFL Speaking Skill Development.

Jakarta: Universitas Kristen Indonesia.

Rahmawati, Yeni. 2007. Classroom Interaction in Speaking Class Using Video in the Second Grade of SMP N 2 Bandar Lampung. Bandar Lampung: Lampung University.

78

S. B., Robert and N., Paul. 1997. Teaching Speaking: Suggestion For Classroom.

https://www.jalt-publication.org/old_tlt/files/97/jan/speaking.com retrieved on October 2013.

Santi, S.A. 2013. Implementing EXCLUSIVE Learning Model in Improving

Students’ Speaking Skill at the Second Grade of SMA N 9 Bandar Lampung.

Bandar Lampung: Lampung University.

Setiyadi, Ag. Bambang. 2006. Metode Penelitian Pengajaran Bahasa Asing.

Yogyakarta: Graha Ilmu.

Setiyadi, Ag. Bambang. 2006. Teaching English as a Foreign Language. Yogyakarta:

Graha Ilmu.

Setiyadi, Ag. Bambang. 2014. Penelitian Tindakan untuk Guru dan Mahasiswa.

(Forthcoming)

Varasin, Patchara. 2007. An Action Research Study of Pronunciation Training, Language Learning Strategies and Speaking Confidence.

http://www.vuir.vu.edu.au%2F1437%2F1%2FVarasarin.pdf&ei=GTCeU7Px PMzGuATv9oGwDA&usg=AFQjCNEWWBoEz6Bf_JkY2Fal-hgye1_fPA

retrieved on June 2014.

W. McClure, Joanne. 2007. A Blended Approach in a Graduate Teaching Assistants’

materials. This kind of evaluation also help the observer to find out what kind of problem that occured in the teaching learning process.

Table of Harris’ Scale (1974:68-69)

No Criteria Rating Description

Scores

1 Pronunciation 5

Have a few traces of foreign language, the speech is effortless as that native speaker

4

Always intelligible, thought one is conscious of a definite accent

3

Pronunciation problems necessities concentrated listening and occasionally lead to misunderstanding

2

Very hard to understand because of pronunciation problem, most frequently be asked to repeat

1

Pronunciation problem to serve as to make speech virtually unintelligible

2 Grammar 5

Make few (if any) noticeable errors of grammar and word order

4

Occasionally makes grammatical and or word orders errors that do not obscure meaning

3

Make frequent errors of grammar and word orders, which occasionally obscure meaning

2

Grammar and word orders errors make comprehension difficult, must often rephrases sentences

1

Errors in grammar and word orders, so sever as to make speech virtually unintelligible

29

The instrument used was categorized into two types of assessment aspects. The first one was about the pronunciation and the second one was about the grammatical correctness suitable to the expected valid data that the researcher chose to use oral grammatical test.

3.7. Data Analysis

Setiyadi (2006:255) states that data analysis is a process of organizing data in order to gain the pattern or form in a research. To analyze the data in this research, the writer used Descriptive Analysis. Descriptive analysis tried to describe the implementation and the result of the research based on the collected data suitable to the objective of the research, or can be the description of problems occured from the collected data.

That is all the discussion of this chapter of research. At the first of the subtitle this chapter introduces research settings, method of collecting data, consistency of the data, research procedure, the procedure of the study, research incators, instrument of the study, and data analysis.

V. CONCLUSIONS AND SUGGESTIONS

This chapter presents conclusions and suggestions based on the result of the research and discussion.

5.1. Conclusions

Based on the result of the learning product and learning process, the researcher concludes some conclusions, as follows:

1. In learning process, the problems often faced by the researcher was from their understanding, they often didn’t know what was the researcher talking about. But the learning process was getting better from cycle to cycle. The researcher tried to improved the way she taught the students based on the observation sheet observed by the researcher’s partner and based on the researcher’s interview to the students after the class ended. 2. The implementation of the teaching learning process was getting better

cycle to cylcle too. She changed the material suitable to the data needed by the researcher and suitable to the needs of the students. The students bravery and confidence were getting better from cycle to cycle. At the end majority of the students were brave enough and more confident to speak in English, but the negative side that happened is, the classroom was getting crowded.

76 5.2. Suggestions

Based on the conclusions, the researcher puts forward the following suggestions: 1. English teacher of Junior High School should consider implementing Drill

Technique in teaching speaking to improve students’ speaking skill and students’ confidence. Because this technique can be used to make students more active and it will also improve the teacher’s performance in teaching speaking.

2. English teacher should find another method in teaching speaking through Drill Technique behind using dialogue. Sometime students get bored when the teacher always asks them to speak loudly.

3. In implementing this technique, the teacher has to select the appropiate topics which can increase the students interestness in learning the English Subject.

REFERENCES

Arikunto, Suharsimi. 1997. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.

Bunkart, G. S. 1998. Center for Applied Linguistics.

https://www.nclrc.org/essentials/speaking/spindex.htm retrieved on June

2013.

Gove, Michael. 2013. Improving the Quality of Teaching and Leadership and

Schools. London.

https://www.gov.uk/government/speeches/michael-gove-speaks-about-the-importance-of-teaching retrieved on June 2014.

Hannak, Martin., Hammerl, and Newby, David. 2003. Second Language Acquisistion: The Interface Between Theory and Practice. Graz: The University Graz.

Huebener, Theodore. 1969. How to Teach Foreign Languages Effectively. New York: New York University Press.

Larsen-Freeman, Diane and Long, H. Michael. 1991. An Introduction to Second Language Acquisition Research. London: Longman.

Liberman, A.M. 1995. Why is Speech So Much Easier than Reading and Writing. Haskins Laboratories Status Report on Speech Research 1994-1995, SR-1191120, 175-183.

Margono, S. 1996. Metodologi Penelitian Pendidikan. Semarang: Rineka Cipta. Nazara, Situjuh. 2011. Students’ Perception on EFL Speaking Skill Development.

Jakarta: Universitas Kristen Indonesia.

Rahmawati, Yeni. 2007. Classroom Interaction in Speaking Class Using Video in the Second Grade of SMP N 2 Bandar Lampung. Bandar Lampung: Lampung University.

78

S. B., Robert and N., Paul. 1997. Teaching Speaking: Suggestion For Classroom.

https://www.jalt-publication.org/old_tlt/files/97/jan/speaking.com retrieved on

October 2013.

Santi, S.A. 2013. Implementing EXCLUSIVE Learning Model in Improving

Students’ Speaking Skill at the Second Grade of SMA N 9 Bandar Lampung.

Bandar Lampung: Lampung University.

Setiyadi, Ag. Bambang. 2006. Metode Penelitian Pengajaran Bahasa Asing. Yogyakarta: Graha Ilmu.

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

Setiyadi, Ag. Bambang. 2014. Penelitian Tindakan untuk Guru dan Mahasiswa. (Forthcoming)

Varasin, Patchara. 2007. An Action Research Study of Pronunciation Training, Language Learning Strategies and Speaking Confidence.

http://www.vuir.vu.edu.au%2F1437%2F1%2FVarasarin.pdf&ei=GTCeU7Px PMzGuATv9oGwDA&usg=AFQjCNEWWBoEz6Bf_JkY2Fal-hgye1_fPA retrieved on June 2014.

W. McClure, Joanne. 2007. A Blended Approach in a Graduate Teaching Assistants’ Pre-service Course to Promote Self Confidence. Unpublished Journal.