IMPROVING STUDENTS‟ SPEAKING COMPETENCE BY USING SITUATIONAL DIALOGUES - repository perpustakaan
IMPROVING STUDENTS‟ SPEAKING COMPETENCE BY USING
SITUATIONAL DIALOGUES A Thesis
Submitted to English Education Department as a Partial Fulfillment of Requirements for S.Pd Degree
By : Nesti Arnita
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO 2014
DEDICATION All Glory be the to almighty Allah Who bestowed His blessing upon the
Writer in her life and enabled her to accomplish this thesis entitled “IMPROVING STUDENTS‟ SPEAKING COMPETENCE BY USING SITUATIONAL DIALOGUES”. The prayer and salaams are always offered for the Prophet Muhammad the most beloved Prophet of Allah, his relatives and companions.
In this opportunity, the writer extends her gratitude to: 1.
My beloved parents, “father and mother” who always give me support, motivation, advice, pray and endless love. They are my inspiration and my spirit to finishing my thesis. I am very proud of being your daughter. Thanks for everything that you give for me. I love you so much.
2. My beloved sister and brother “Kenti Widi Hartanti, Aji Pratomo and Ragil Apit Trio” who always give me support and Motivation.
3. Loving thanks to my friends or learning partner, Yayuk, Ira, Atik, who played such important role along the journey.
4. My beloved friends at my boarding house nopil, nisa, trindil, mumuk, lemo, depek. Thanks for giving me motivation and entertain me.
5. To my superman, Ahmad Fauzi who remains and willing to engage with the strugle. Million thank for your practical and emotional support as I added the roles of being your partner to competing demands of work, study, and personal development. Thanks for making impossible possible, I love you.
6. My lovely friends at English Department of University of Muhammadiyah Purwokerto who can not be mention one by one, thanks for giving me a lot of assistance and motivation.
MOTTO This live does not about against doubt, but about the beauty of action from all doubt. g lory belongs to the most persevering person do kindness for your friends to care them and for your foe to defeat them ACKNOWLEDGEMENT Praise be to Allah SWT who has given his guidance mercy and strength to the writer, so the writer could accomplish this thesis as the partial fullfillment of requiremnet for attaining the graduate degree of Education in English Department of Teacher Training and Education Faculty of Muhammadiyah University of Purwokerto.
In this occasion, the writer also would like to thank the following people who had given so much help to the writer, they were:
1. Drs. Ahmad M.Pd as the head of Teacher Training and Education Faculty of University of Muhammadiyah of Purwokerto for encouregement to do this thesis.
2. I offer gratitude and appreciation to Drs. Pudiyono, M. Hum, as the head of English Departement and as my supervisor who had the responsibility for his patience in providing careful guidance, helpful corrections, very good advice as well as suggestion and encouragement during the consultation. There was no single words except, Thank you very much for guiding me as good as my parent. You are a nice lecturer.
3. Dra. Sri Supriyanti M.Pd, as the Headmaster of SMA N 5 Purwokerto, thanks for the permission to do the research in the school.
4. Ishartati, S.Pd., as the English teacher who had given the good guidance to do the research.
5. Library official who gave good service related with the reference in this thesis so that the writer could do this well.
The writer realized that this thesis was far from being a perfect one. So the writer welcome critict and suggestions for all the readers. The writer hopes her thesis will be useful for anyone, especially the students of UMP.
Purwokerto, Juli 2014 The writer,
Nesti Arnita NIM.1001050027
TABLE OF CONTENT TITLE i ………………….............……………….........………….......... APPROVAL............................ ii ………………………………….…...... LEGALIZATION............................ iii ……………………………….…... LETER OF STATEMENT................…………………………………… iv DEDICATION............... v ……………………………………................. MOTO………………………………………………..……………….... vii ACKNOWLEDGEMENT viii ………………………………………........... TABLE OF CONTENT x ……………………………………………....... ABSTRACT xii ………......…………………………………….................. LIST OF TABLE xiii …………………………………………………......... LIST OF FIGURE
………………………………………………............ xiv LIST OF APPENDICES
…………………………………………............ xv
CHAPTER I. INTRODUCTION A. Background.
………………………………………….............. 1
B. Reason For Choosing The Topic ……………………................ 4 C. Problem Of The Research...
……………………………........... 4
D. Aim Of The Research ………………………………................. 4
E. Clarification of Term ..……….……………………….............. 4
F. Contribution of The Text …..…………………………............. 5
CHAPTER II. THEORETICAL REVIEW A. The Nature of Speaking …..………………..…………............... 7 B. The Function of Speaking....
…………………………................ 8
1. Talk as Interaction ……………….…………...........……...… 8
2. Talk as Transaction ……………………………...........…...... 9
3. Talk as Performance …………………….…………... ........... 9 C. Speaking Competence..............
…………………………........... 10 D. Classroom Speaking Activities........
………………………........ 12
E. The Description of Situational Dialogues in Teaching Speaking
…….......................…………….…….....………….... 14
F. The Steps in Teaching Speaking Using Situational Dialogues......................................
………....…………….....… 16
G. How to Use Dialogues …………………......…………….….… 20
H. The Avantages and Limitation of The Use of Situational Dialogues
……................................................……………..... 21 I. Basic Asumption.....................................
…………………...... 24
CHAPTER III. RESEARCH METHOD A. Method of Research.......................................
…….………...… 25 B. Setting of Research.................. .……………………………...…. 26 C. Subject of Research.....................
……….…..……………......... 26 D. Research Design.........................................
…………………..... 26
E. The Classroom Action Research Procedure ……..……………… 27 F. Technique for Collecting The Data.................
………………..… 29
G. Technique on Analyzing The Data …………………………...… 34
H. The Criteria of Success Indicators …………………………...… 43
CHAPTER IV. RESULT AND DISCUSSION A. Result of The Research............
……………………………..…. 45
B. Quantitative Data Analysis ……………………....………….….. 64 C. Disscussion...........................
………………………………...… 67
CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ………………………………..……….........……….. 74
B. Sugesstion ………………………………………………..……… 75
IMPROVING STUDENTS‟ SPEAKING COMPETENCE BY USING
SITUATIONAL DIALOGUES ( A Classroom Action Research at Second Grade Students of XI IPS IV SMA N 5
Purwokerto in Academic Year 2013/2014) Nesti Arnita 1001050027
ABSTRACT The main objective of the research was to improve the students‟ speaking competence by using situational dialogues. The participants of the research were 28 students of second grade in XI IPS IV. This action research was conducted in two cycles. Each cycle consisted of planning, acting, observing and reflecting. In collecting the data, speaking performance (dialogue) was used as the quantitative data, observation and questionnaire as qualitative data.
The result of the research could be seen from the score average test: 79.07 in post- test 1 and 83.96 in post-test 2. The number of the students who reached learning completeness was 64.3% in cycle 1 and 89.29% in cycle 2. It means this had alr eady reached the success indicator. Besides, the students‟ observation result showed that 80% of the students were active in involving their self in teaching learning process that made the class more communicative. Further, from questionnaire result, 77.5% students gave positive response through the implementation of situational dialogue as a classroom technique in teaching learning process in terms of motivated, made the students entustiatic to present their speech and improved speaking competence. Based on the result of the research, it could be concluded that the use of situational dialogue could improve the students‟ speaking competence and also improved the teaching learning process in term of, improving the students‟ motivation in term of involment, students self-confident, and interest to perform their speech in teaching learning process.
LIST OF TABLE
4.10 Teacher‟s Observation Result
4.6 Teacher‟s Observation Result
54
4.7 The Schedule of Implementing The Action in Cycle 2
57
4.8 The Comparison of Post-Test 1 and Post-Test 2 Result
61
4.9 Observation Result of Students‟ Speaking Activity in Cycle 2
62
65
4.5 The Result of The Students‟ Observation Activity in Cycle 1
4.11 The Students‟ Score
66
4.12 The Result of Students‟ Questionnaire
69
4.13 The Result of Each Test
68
4.14 The Result of Students‟ Observation in Cycle 1 and 2
71
4.15 The Result of Students‟ Questionnaire
53
52
3.1 Students‟ Observation
37
31
3.2 Teacher‟s Observation
32
3.3 List of Students‟ Questionnaire
33
3.4 Scoring System
34
3.5 Proficiency Description
3.6 Conversion of Speaking Proficiency
4.4 The Comparison of Pre-Test and Post-Test 1 Result
40
3.7 The Intrepretation Level
41
4.1 Observation of Students‟ Activities
47
4.2 Observation of Teacher‟s Activity
47
4.3 Schedule of Implementing The Action in Cycle 1
48
72 LIST OF FIGURE Figure 1 Type of Dialogue
15 Figure 2 Action Research Design
27 Figure 3 Analyzing The Data
35 LIST OF APPENDICES Appendix
1 Appendix 1.1 Pre-Test Appendix 1.2 Post-Test 1
Post-Test 2 Appendix
2 Appendix 2.1 Lesson Plan Appendix 2.2 Lesson Plan Appendix 2.3 Lesson Plan Appendix 2.4 Lesson Plan
Appendix
3 Appendix 3.1 Pre-Test Result Appenndix 3.2 The Result of Post-Test 1 Appenndix 3.3 The Result of Post-Test 2 Appenndix 3.4
The Observation Result of Students‟ Activities 1 Cycle 1
Appenndix 3.4 The Observation Result of Students‟
Activities 2 Cycle 1 Appendix 3.5 The Observation Result of Students‟
Activities 1 Cycle 1 Appendix 3.5
The Observation Result of Students‟ Activities 2 Cycle 1
Appendix 3.6 The Observation Result of Teacher‟s
Activities 1 Cycle 2 Appendix 3.7
Students‟ Questionnaire Appendix
4 Appendix 4.1 Documentation