ARTIFICIAL ENVIRONMENT PROGRAMS IN INCREASING STUDENTS’ SPEAKING SKILL AT SMP PROGRESIF BUMI SHALAWAT SIDOARJO.

ARTIFICIAL ENVIRONMENT PROGRAMS IN

INCREASING STUDENTS’ SPEAKING SKILL AT

SMP PROGRESIF BUMI SHALAWAT SIDOARJO

THESIS

Submitted in Partial Fulfillment of the Requirement for the degree of Sarjana

Pendidikan (S.Pd) in Teaching English

By:

Dzulfikar Lazuardi Masyhuri

NIM D05212035

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

ABSTRACT

Masyhuri, Dzulfikar Lazuardi (2017). Artificial Environment to Increase Students’ Speaking Skill at SMP Progresif Bumi Shalawat Sidaorjo. A Thesis English Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisor: Rakhmawati, M.Pd.

Key Words:Artificial Environment, Speaking Skill

Artificial environment is a model of simulation environment. This environment is completely controlled by the artificial environment modeller. This study focuses on analyzing the implementation of artificial environment to increase students’ speaking skill at SMP Progresif Bumi Shalawat Sidoarjo. Therefore, this research conducted based on the research questions. (1) How is the implementation of artificial environment programs in SMP Prograsif Bumi Shalawat to increase English speaking skill in 8th grade? (2) does the artificial environment programs increase English speaking skill in 8th grade? The subjects of this research are the English teacher and the students of 8th grade students of SMP Prograsif Bumi Shalawat Sidoarjo. There are 17 students from Al-Fatih class. The researcher only took male class in 8th grade because this school background was boarding school and researcher only took one class from Al-Fatih class as a research subject because Al-Fatih class has quick progress in English subject especially in speaking. The researcher used descriptive qualitative method to present the data. Here, the researcher collected the data by using three techniques, those are; observation checklist, interview guideline, and documents. The first, researcher conducted observation in Al-Fatih class during English Day program, and doing observation outside of the classroom during Native Speaker and English Camp program. After doing the observation, the researcher interviewed the English teacher and all students about their opinion of this artificial environment programs. Finally, the researcher analyzed the collected data. Overall, after joining “English Day” 65% of the students’ scores are increased, 23% of the students’ scores are decreased, and 12% of the students’ score are still the same. Likewise, “English Camp” results 53% of the students get better scores, 29% unfortunately get worse and 18% of the students have no change in the score. Finally, “Native Speaker” can help 59% of the students to increase their score, 29% of the students to get lower score, and 12% of the students still have the similar scores in English speaking skill.

ABSTRACT

Masyhuri, Dzulfikar Lazuardi (2017). Artificial Environment to Increase Students’ Speaking Skill at SMP Progresif Bumi Shalawat Sidaorjo. Skripsi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Sunan Ampel Surabaya. Dosen Pembimbing: Rakhmawati, M.Pd.

Kata Kunci:Artificial Environment, Speaking Skill

Artificial environment adalah sebuah model simulasi lingkungan. Lingkungan ini sepenuhnya dikontrol oleh pembuat artificial environment. Skripsi ini berfokus pada analisis dan implementasi artificial environment yang diterapkan di SMP Progresif Bumi Shalawat Sidoarjo. Oleh karena itu, skripsi ini dilakukan berdasarkan pada rumusan masalah. (1) Bagaimana implementasi artificial environment di SMP Progresif Bumi Shalawat Sidoarjo dalam meningkatkan kemampuan berbicara siswa kelas 8? (2) Apakah artificial environment dapat meningkatkan kemapuan berbicara siswa di kelas 8? Subjek dari penelitian ini adalah guru bahasa inggris dan siswa kelas 8 SMP Progresif Bumi Shalawat Sidoarjo. Ada 17 siswa di keals Al-Fatih. Peneliti hanya memilih kelas al-fatih karena backgrounfd sekolah ini adalah pondok pesantren dan kelas ini juga memiliki progres yang sangat bagus dalam perkembangan kemampuan berbicara siswapeneliti menggunakan deskriptif kualitatif untuk menyampaikan isi skripsi. Peneliti menggumoulakan data menggunakan tiga teknik, yaitu; observasi, interview, dan dokumen. Pertama, peneliti menggunakan observasi selama kegiatan English Day dan observasi diluar ruangan selama Native Speaker dan English Camp. Setelah melakukan observasi, peneliti melakukan interview dengan guru bahasa inggris dan semua siswa untuk bertanya pendapat mereka tentang program artificial environment. Akhirnya, peneliti menganalisis data yang sudah terkumpul. Secara keseluruhan, setelah mengikuti “English Day” 65% siswa mengalami kenaikan nilai, 23% nilai siswa menurun, dan 12% nilai siswa tetap sama. Demikian juga, hasil “English Camp” 53% siswa nilainya meningkat, 29% siswa mengalami penurunan nilai dan 18% siswa nilainya tetap sama. Dan yang terakhir, “Native Speaker” membantu 59% meningkatakn nilai mereka, 29% nilai siswa menurun, dan 12% siswa masih menadapatkan nilai yang sama dalam aspek berbicara dalam bahasa inggris.

TABLE OF CONTENTS

TITLE SHEET ... i

APPROVAL SHEET ... ii

EXAMINER APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ACKNOWLEDGEMENTS ... vi

ABSTRACT ... ix

PERNYATAAN KEASLIAN TULISAN ... x

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiii

LIST OF APPENDIX ... xiv

CHAPTER I: INTRODUCTION A. Background of The Study ... 1

B. Research Questions ... 9

C. Objectives of The Study ... 9

D. Significance of The Study ... 9

E. Scope and Limits ... 10

F. Definition of Key Term ... 11

CHAPTER II: REVIEW OF RELATED LITERATURE A. Learning Environment ... 13

a. Family Environment ... 14

b. School Environment ... 14

c. Society or Community ... 15

B. Artificial Environment ... 15

a. Artificial Environment in Boarding School ... 17

b. Artificial Environment as Method ... 18

c. Artificial Environment for Teaching Speaking ... 21

C. Elements of Speaking ... 23

a. Language Features ... 23

b. Mental / Social Processing ... 25

D. Previous Study ... 29

CHAPTER III: RESEARCH METHODS A. Approach and Research Design ... 35

C. Subject of Research ... 36

D. Data and Source of Data ... 37

E. Research Stages ... 37

F. Research Instruments ... 38

G. Data Collection Technique ... 39

H. Data Analysis Technique ... 40

CHAPTER IV: FINDINGS AND DISCUSSION A. Research Findings ... 41

1. The Implementation of Artificial Environment Programs in SMP Progresif Bumi Shalawat Sidoarjo ... 41

2. Artificial Environment Programs Increase English Speaking Skill ... 49

B. Discussion ... 56

CHAPTER V: CONCLUSION A. Conclusion ... 85

B. Suggestion ... 89

REFERENCES APPENDICES

1

CHAPTER I INTRODUCTION

This study is about artificial environment to increase students speaking skill. This chapter discusses the area of the study that be covered in some headings; background of study, research questions of the study, objectives of the study, significance, scope and limitation, then definition of the key terms.

A. Background of Study

The ability to speak English for Indonesian people are ranked 32nd of 70 countries in the world. This survey based on a survey that conducted by the tutoring agency English First (EF).1 _{This survey shows that the ability to}

speak English for Indonesian people are still in the middle level in the world. It could be a bit of an overview, how Indonesian students’ ability to speak in English. Speaking means that the students repeat sentences or dialogues, or chant in English words. Repitition is only one useful way of practising new language. It is important for learners to practise the language they are learning in situations which are similar to life outside the classroom. They need to practise real communication: talking about their lives, talking about news, expressing their ideas, discussing issues, etc.2 _{In accordance with the opinion}

of the speaking above, it can be concluded that speaking English in the classroom requires a situation created as if like in real life. Therefore, an

1 _{EF Team, “The World’s Largest Ranking of English Skills” (http://www.ef.co.id/epi/ accessed on}

June, 21st _{2016 at 8:54 p.m)}

2

artificial environment needed by the teacher or an institution of learning to improve students learning, especially in speaking English.

Otto Sumarwoto said that environment is the number of objects and circumtances contained within the space occupied which affect our lives. Thoeretically, that is infinite space for the number, but practically, they are always given the space limitations that may be determined according to needs, for example: rivers, political factors, education factors, and so on.3

Meanwhile according to Munib, environment is the unity of an object space, power, and the state of the living creatures, including humans and behavior that affect the continuity of the livelihoods and walfare of human beings and other living creatures.4 _{In other words, artificial is unnatural that}

shows everything that is modeled on whether the shape, nature, the workings of something already in existence that have been created.

Something can be said to be artificial when it is designed to resemble the original well, the form, nature, ways of working, and others as well as bring benefits such as those produced by the original. If we make something that does not imitate the original and does not produce benefits as the original then it can not be said as artificial.

Research relating to artificial (human made) such as artificial intelligence and educational shows, there are three kinds of models in the

3 _{Fajar, “Pengertian Lingkungan menurut Para Ahli”}

(pengertian.website/pengertian-lingkungan-menurut-para-ahli/ accessed on July, 20th _{2016 at 5:17 p.m)}

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educational process, first model is a scientific tool, the second model is a part in the education component, and the third model is as the basis for the design of the educational component.5 _{From the explanation above, shows that in the}

educational process required an artificial, indeed the description above shows only a part of the artificial intelligence and education. However, the environment also becomes one of the supporting educational processes. In addition, the artificial environment is an aspect that is suitable in the educational process. Because, the environment is also a determinant in education, if the environment is nice, the results obtained will be also good and vice versa.

Seeing the meaning of environmental and artificial mentioned above, we can conclude that the artificial environment is designed as or imitates a behavior of human life in different space and makes the space similar to the original, for example: we asked students in a school that does not apply English as a primary language, to speak English on regular basis as if we are in countries that use English as the primary language. In particullar, a school that does not use English as the primary language has a different space from a country that uses English as the main language. Then, we make these schools use English on a regular basis as if we were in the original English-speaking countries.

5 _{Michael Baker, “The Roles of Models in Artificial Intelligence and Education Research: A Prospective}

4

Artificial environment is an example of using a simulation environment. This environment is fully controlled by the artificial environment modeller.6 _{In other words, artificial environment is a training}

demonstrated in the form of an imitation, similar to the actual state which is controlled by the makers of the training. In this research, the simulated is the artificial environment program which requires students to speak as if they are in English-speaking countries. And this program is controlled by the school as an initiator or the program makers.

The ability of Indonesian students to speak Englsih are still not good enough, because the English language is not used as a daily communication language. English is only used for language mastery in schools also for mastery science. So they use English in certain places such as school, tutoring agencies, tourist spot, and they use it in their gadget application and so on.

Relating to those issues, as English language tends to be used in certain places and things; an artificial environment in schools help to improve their ability to speak foreign languages, especially English. Artificial environment that discussed here could be the holding English competition in schools, implementing English day routinely in certain days of the week, describe students experience using English, convey the discussion using

6 _{Mehdi Khosrow-Pour. “Encyclopedia of Information Science and Technology, Second Edition” IGI}

Global, (http://www.igi-global.com/dictionary/artificial-environment/36435 accessed on July, 22nd

5

English, etc. Thus, students be faced with the real situation which is common in countries that use English as the primary language (first language/L1).

Researcher chooses a title an artificial environment to increase students’ speaking skill as research material, because the students are expected to speak English properly in real life. However, they do not use English as the primary language in their daily life. Therefore, teachers or educational institutions are expected to implemet an artificial environment. In expecting students improvement in speakig skill and their understanding towards the use of English language, artificial environment can be applied, because it is expected to improve their speaking skill.

This study focuses on the artificial environment and speaking in English to know how the artificial environment can increase their speaking skill in English. Researcher chooses this study because there are many students who consider English is difficult, they do not want to learn English and eventually their skill to speak English are less or even bad, and with applied the artificial environment are expected to increase the English proficiency of students in particular skill to speak. Because the focus of this research is on speaking skill, then the artificial environment become the focus here is all artificial environment program that can increase students’ speaking skill.

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This research has been conducted in one of the junior high school in Sidoarjo namely SMP Progresif Bumi Shalawat that located in Bumi Shalawat boarding house. Researcher chooses this school for the research because, the school has an international level and implement bilingual language, Arabic and English. And also, this school has apply Arabic day and English day for the students, then there are also debate using Arabic and English language that held every month to train the language skills of students in this school. But, artificial environmental phenomenons that occuring in SMP Progresif Bumi Shalawat are, there are many students who attend here has not been maximized their skills using both of foreign languages that implemented in this school especially English language, and also many students are still complaining that Arabic and English is difficult to understand and apply as daily language communication.

The previous research that related with the phenomenons above is a journal from Cheng-Ti Lin entitled A Successful Artificial English Learning Environment-Hong Kong Study. The aim of this study tries to analyze the social status so that the reason for this phenomenon can be induced. The researcher in this journal applied content analysis to analyze the social context of Hong Kong. Using literature study, the researcher hopes to find out how Chinese culture and the government policy have worked together to create a unique artificial English environment through education system to cultivate

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their human resources good English ability. The result of this research is Hong Kong creates an artificial English learning environment in its education system for students to cultivate their English. Thus, becomes a useful tool for learning in school, and in turn, a useful tool for finding a better job, it works for it goes well with the culture and benefits all.7

Oksana Bartosh in her master degree thesis, entitled Environmental Education: Improving Student Achievement. The aim of this study is to obtain statistical evidence of the positive impact of Environmental Education (EE) on student learning and to make and educational case for environmental education. The research compares two groups of school selected by the author after consulting with various EE providers, and other EE for at least three years, and a group of comparison (non EE) schools which do not have an environmental education program or are only starting to develop it. Schools were paired using US census and OSPI (Office of Superintendent of Public Instruction) information. To evaluate the impact of the EE programs on student achievement, data about WASL (Washington Assessment of Student Learning) and ITBS (Iowa of Basic Skills) test from OSPI web site were used. WASL was Washington’s state test from 1997 until summer 2009. The result of this study is schools that undertake systemic environmental education programs consistenly have higher test scores on the state standardized test

7 _{Cheng-Ti Lin, “A Successful Artificial English Learning Environment-Hong Kong Study”. Departement}

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over comparable “non-EE” schools. The mean percentages of the students who meet standards on WASL and ITBS test are higher in WASL and ITBS in the schools with environmental programs. There were no EE schools that had lower percentage of students who meet or above standards in all six areas. Overall, 73 pairs out of 77 EE schools had higher scores in at least one subject.8

The similarities of this research with the previous research is the implementation of artificial environment in English learning. But, the difference with this research is, the previous research applies the artificial environment to analyze the social status of Hong Kong Study which is to cultivate their human resources with good English ability and the second research applies the artificial environment to improving students achievement. And this research uses the artificial environment to know how artificial environment can increase students speaking ability especially in English.

Thus, the researcher tries to examine the problems that exist in SMP Progresif Bumi Shalawat, the students’ lack of ability to speak English, but the school has an international level and implements many language programs. This research entitled Artificial Environment Programs in Increasing Students’ Speaking Skill at SMP Progresif Bumi Shalawat Sidoarjo.

8 _{Oksana Bartosh, Master Degree Thesis: “Environmental Education: Improving Student}

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B. Research Question

Based on the background above, the researcher want to know about:

1. How is the implementation of “artificial environment” programs (English Day, English Camp, and Native Speaker) in SMP Progresif Bumi Shalawat to increase English speaking skill in 8th grade?

2. Does the “artificial environment” programs increase English speaking skill in 8th grade?

C. Research Objectives

Based on the research question above, the objectives of this study are:

1. To know what are the “artificial environment” programs that implemented in SMP Progresif Bumi Shalawat and how the implementation of “artificial environment” programs.

2. To know whether “artificial environment” programs can increase students speaking skill or not.

D. Significance of the Study

With the holding this study, researcher hopes to provide useful findings for both students and teachers.

1. For Students

This research helps them to know how far their skill in English especially in speaking, after attending language courses organized by the

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school. If their ability increase after joining the program, students are expected to be more active in lerning foreign languages in school especially English.

2. For English Teachers

This research expected can help teachers to find out how the development of students’ skill to apply the language program in school especially English. If the students can increase their English skills, that means the teachers have succeeded in educating students to be able to speak in English.

3. For Headmaster

This research expected to help the headmaster to monitor and regulate the course of “artificial enviroment” programs at shcool, in order that programs can run well and smoothly and also if there are students do not perform these programs, the headmaster decide what kind of punishment given to students.

E. Scope and Limits

Scope of this research is all students enrolled in SMP Progresif Bumi Shalawat academic year 2016-2017 consists of classes VII, VIII, and IX. But, researcher takes only on male class of 8th grade because they have recieved the “artificial environment” programs for one year at this school, and the result can be seen now. How their Englsih skill especially in speaking when

11

they are first time going to this school and how their English speaking skill when they has one year to be at this school.

Researcher limit the research only about “artificial environment” programs that can increase speaking skill in SMP Progresif Bumi Shalawat. The programs are “English Camp” it means students ask to become a ordinary person who apply English for daily conversation outside the class and school, “Native Speaker” it means students hope to become a guide for native speaker who invited to school also ask them to ask about their culture, hobby, experiences, etc. and the last program is “English Day”.

F. Definition of Key Term

1. Artificial Environment is an example of using a simulation environment. This environment is fully controlled by the artificial environment modeller.9 _{Create or imitate a different behavior of human life and make it}

same as the original. Artificial environment means here are the English program in school such as English day held every week, English debate, story telling, discussion using English, retell students experience using English, etc. thus, students faced with the real situation which is common in countries that use English as the first language (L1).

2. Speaking Skill is the ability to express opinions, ideas, or thought orally; it consist of producing systematic verbal utterence to convey meaning in

9 _{Mehdi Khosrow-Pour. “Encyclopedia of Information Science and Technology, Second Edition” IGI}

Global, (http://www.igi-global.com/dictionary/artificial-environment/36435 accessed on June, 22nd

12

order to be understood by the people we are speaking with.10 _{And this skill}

is a second skill of human life are learned after listening skill. Speaking skill that disscussed here are fluency, vocabulary, grammar, and confidence of students to speak in English.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher attempts to provide two sub-sections. The first is the review of related literature which describes the basic theories used in this research. The second is review of previous study; explains the differences of this study from others which are conducted by other researchers.

A. Learning Environment

The learning environment is a part of the learning process that creates learning objectives. The learning environment is not separated from the presence of the students in learning. Study habits of students influenced by the habits of students in learning at school, at home, and in the community. Effective study habits have an impact on the learning environment. A good learning environment must be followed by reinforcement given by the teacher maximally.1

The learning environment is the condition and all facilities used for activities of daily learning.2 _{The neighborhood around the deliberately used as a tool in the}

learning process such as books, game equipment, etc. Is called an educational environment. Educational environment is a variety of environmental factors that

1 _{Bayu Winamo, Skripsi S-1: “Pengaruh Lingkungan Belajar dan Motivasi Berprestasi terhadap Hasil}

Belajar Siswa Kompetensi Keahlian Teknik Otomasi Industri di Sekolah Menengah Kejuruan Negeri 2 Depok Yogyakarta”. (Yogyakarta: Universitas Negeri Yogyakarta, 2012), 1.

2 _{Bambang Budi Wiyono, Hubungan Antara Lingkungan Belajar (Jakarta: Forum Penelitian, 2003),} 29.

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influence the practice of education or the environment in the process of learning.3

Slameto said that part of an educational environment that affect the learning process is grouped into three factors: family environment, school environment, and society or community.4

1. Family Environment

Family is a major and first environmental in determining the success of someone learning.5 _{Meanwhile, according to Wirowidjojo (in Slameto) family}

is the first and main educational institutions.6 _{So, the family is the first}

educational environment that person recieves when born into the world and this environment also determines a person’s success in learning, because students spend most of their time at home.

2. School Environment

School environment is an instrument activities in the process of educating, learning and training.7 _{At school the value of ethics, moral, mental, spiritual,}

discipline, knowledge and skills are developed. Therefore, school became a very dominant instrument for learning achievement.8 _{Thus, we can conclude}

that school environment is second educational environment after family

3 _{Dhita Yulia Nawati, Skripsi S-1: “Lingkungan Pendidikan dan Aktivitas Belajar yang Mendukung}

Prestasi Siswa”. (Semarang: UNNES, 2011), 7.

4 _{Slameto, Belajar dan Faktor-Faktor yang Mempengaruhi, (Jakarta: Rineka Cipta, 2003), 60.} 5 _{Thursan Hakim, Belajar Secara Efektif, (Jakarta: Puspa Swara, 2005), 17.}

6 _{Slameto, Belajar dan Faktor-Faktor.... 61.}

7 _{Tulus Tu’u, Peran Disiplin pada Perilaku dan Prestasi Siswa, (Jakarta: Grasindo, 2004), 18.} 8 _{Dhita Yulia Nawati, Skripsi S-1: “Lingkungan Pendidikan.... 16-17.}

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environment which is become the important instrument to develop knowledge and skills of students.

3. Society or Community

Society or community environment as a very important educational environment outside the family and school environments because society or community environment can affect the mental development of students.9

In this research, environment that used as research material is school environment that uses artificial environment such as English day, debate, telling story, and others that have become routine in the school where the research took place in increasing their language ability especially in speaking English.

B. Artificial Environment

Artificial environment is an environment that is deliberately created or built by man for certain purposes that are beneficial to human life.10 _Artificial

environment is an example of using a simulation environment. This environment is fully controlled by the artificial environment modeller.11 _Artificial

environment is a training demonstrated in the form of an imitation, similar to the actual state which is controlled by the makers of the training. In this research, the

9 _{Dhita Yulia Nawati, Skripsi S-1: “Lingkungan Pendidikan.... 20.}

10 _{Agni Ristiyanti, Skripsi S-1: “Pemanfaatan Lingkungan Sebagai Media Pembelajaran Geografi}

pada Siswa Kelas X di SMA Negeri 1 Kesesi Kabupaten Pekalongan Tahun Ajaran 2012/2013”. (Semarang: UNNES, 2013), 9-10.

11 _{Mehdi Khosrow-Pour. “Encyclopedia of Information Science and Technology, Second Edition” IGI}

Global, (http://www.igi-global.com/dictionary/artificial-environment/36435 accessed on June, 22nd 2016 at 8:44 a.m).

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simulated is the English day program which requires students to speak as if they are in English-speaking countries. And this program is controlled by the school as an initiator or the program makers.

the implementation using affective strategies and cognitive strategies. Affective strategies that researcher use in this research is presence of the students, it means that students are in the artificial environment, not in the labolatory or classroom interacting with a computer. Typically, during artificial programs, students attention divided between the artificial environment and real environment, which might be noisy or distracting in other ways. The cognitive strategies that couple students to artificial environment programs are best illustrated from studies of conceptual change. Students bring a whole host of assumptions about how the surrounding environment works to their activities in artificial environment programs.12

Students can learn the artificial environment from the various aspects such as process, utilization, functionality, maintenance, carrying capacity, as well as other aspects relating to the interests of human and society in general. Artificial environment can be attributed to the interest of the various fields of studies given in the school.13

Based on the explanation above, researcher examine the artificial environment that is associated with the subjects of English. And English day, native speaker

12 _{William Winn, “Learning in Artificial Environments: Embodiment, Embeddedness, and Dynamic} Adaptation”. Technology Institute Cognition and Learning. Vol. 1, 2002, 14-16.

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and English camp are selected as research material. English day here is the day that all students in school are required to speak in English, as if English is their daily communication language. Native speaker is school invite some foriegner to school and ask students to guide them, ask them about their culture, ask them to playing a game together and so on. And English camp is students visited some places and ask them to speak English in daily life.

1. Artificial Environment in Boarding School

Boarding house/school as an educational system successfully combines Islamic education with the local culture at that time. The integration effort between the teachings of Islam with local culture is characteristic of the spread of Islam in the early days Islam came to Indonesia. The spread of Islam at that time prioritizing flexibility and tolerance for the belief and values that thrive in the society since before Islam came to Indonesia.14

Boarding school education response to school founded by Islamic reformist is “rejecting with a copying”. Boarding school refuses assumptions reformers and looked at as a serious threat to the boarding school, but also within certain limits to follow and copying the reformist step in order to survive.15

14 _{Suteja, “Pola Pemikiran Kaum Santri: Mengaca Budaya Wali Jawa”. In Marzuki Wahid.et.all (Ed.).}

Pesantren Masa Depan: Wacana Pemberdayaan dan Transformasi Pesantren (Bandung: Pustaka Hidayah, 1999), 77.

15 _{Karel A. Steenberik, Pesantren, Madrasah, Sekolah: Pendidikan Islam dalam Kurun Moderen.} (Jakarta: LP3ES, 1994), 65.

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Boarding school then perform adjustment measures are believed to provide benefits to the students, support the sustainability and survival of boarding school, such as leveling system and a planned curriculum, clear and orderly.16 _{Adjustment measures above, at this time carried by almost all}

boarding schools, with opening of various educational intitutions that adopt modern education system. Inculding the developmet of learning English.17

2. Arttificial Environment as Method

In teaching English as a second or foreign language, methodology of the teaching itself of course takes an important role in increasing students’ ability. Method is the practical realisation of an approach. An approach describes how language is used and how it offers a model of language competence. According to Jeremy Harmer teaching method in language learning are:18

a. Audio-lingualism

Audio-lingual uses Stimulus-Response-Reinforcement model, it attempted to engrader good habits in language learners. In addition, it relied heavily on drills to from these habits; substitution was built into these drills so that, in small steps, the student was constantly learning and, moreover, was shielded from the possibility of making mistakes by the design of the drill.

16 _{Karel A. Steenberik, Pesantren, Madrasah.... 67.}

17 _{Mohammad Muchlis Solichin, “Inovasi Pembelajaran di Pesantren: Pengembangan Pembelajaran} Bahasa Inggris”. Nuansa Jurnal STAIN Pamekasan. Vol. 10 No. 1, Januari-Juni 2013, 206-207. 18 _{Jeremy Harmer, The Practice of English Language Teaching (England: Pearson Education Limited,} 2001), 78-92.

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However, habit-forming drills have remained popular among teachers and students. The theory behind them still informs some taped materials in language labolatories; teachers who feel insecure with the relative freedoms of some recent methods often feel more confident with the linguistic restriction of such procedures.

b. Presentation, Practice, and Production (PPP)

Presentation, Practice, and Production (PPP) is a variation on Audio-lingualism in British-based teaching and to elsewhere. In this procedure, the teacher introduces a situation which contextualises the language to be taught. The language, too, is then presented. The students now practise the language using accurate reproduction techniques such as choral repetition, individual repetition, and cue-response drills. These have similarities with the classic kind of Audio-lingual drill we saw above, but because they are contextualised by the situation that has been presented, they carry more meaning than a simple substitution drill. Later the students, using the new language, make sentences of their own, and this is reffered to as production.

c. The Communication Approach

The communication approach or communicative English teaching (CLT) is the name which was given to set a beliefs which include not only a re-examination of what aspect of language to teach, but also a shift in

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emphasis in how to teach. Communicative language teaching has come under attack from teachers for being prejudiced in favour of native-speaker teachers by demanding a relatively uncontrolled range of language use on the part of the students, and thus expecting the teacher to be able to respond to any and every language problem which may come up. However, the communicative approach has left an indelible mark on teaching and learning, resulting in the use of communicative activities in classroom all over the world.

d. Task-based learning

Task-based learning speculated that students were just as likely to learn language if they were thingking about non-linguistics problem as when they were concentrating on particular language forms.

e. Four methods

Community language learning (CLL), the silent way, suggestopedia, total physical response (TPR). CLL concept is students sit in a circle or square, it is up the them what they want to talk and there is a counsellor stand outside the students sitting. The counsellor provides or corrects the target language statements, so if the students talk in wrong word the counsellor can fix it. The silent way is the behaviour of the teacher who, rather than entering into conversation with the students, say as little as possible. Suggestopedia is referred to as ‘infantilisation’ that is the teacher

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and students exist in a parent-children relationship, to remove barriers to learning, students are given different names from their outside real ones. Traumatic themes are avoided and the sympathy between teacher and students are vitally important. TPR is ask students to respond physically to the language they hear. Language processing is thus matched with physical action.

f. Humanistic teaching

Students are encouraged to make use of their own lives and feelings in the classroom.

g. The lexical approach

The lexical approach is based on the assertion that ‘language consists not of traditional grammar and vocabulary but often of multi-word prefabricated chunks’.

As mentioned in the explanation above, teaching method has several strategies under some particular considerations; learners’ age, learners’ proficiency level, classroom condition and so on. Artificial Environment is basically not included into the method or the strategies; however, some characteristics, purposes and steps that make it can be incorporated to one of the strategies or the techniques. Specifically, as this research conducts Artificial Environment as programs that aim to increase students’ ability in speaking skill, so the following discussions are focused on speaking skill.

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3. Artificial Environment for Teaching Speaking

Tarigan defines that speaking is one of the language skills developed in childhood, which is generated from the listening process, and at this time speaking skills learned.19 _{David stated speaking is the ability to express}

opinions, ideas, or thought orally; it consist of producing systematic verbal utterence to convey meaning in order to be understood by the people we are speaking with.20

Speaking is one of the general abilities that can make someone understand our point, speaking is also the second ability that need of understanding by others. In fact, first time person was born into the world, they only boast their ears to listen the surrounding environment. Then, they tried to communicate something to adult in accordance with what they had heard from the surrounding environment. This process occurs continuously every day and every moment in a phase of life. Speaking is one of language skills effectively in oral form. Speaking skills needed by students to communicate in conveying the message and information.21

From the definitions speaking above, we can conclude that speaking is one of language skills developed in childhoos resulting from the process of listening and communication needed in everyday activities.

19 _{H. Guntur Tarigan, “Prinsip-Prinsip Dasar.... 3-4.}

20 _{David Nunan, Practical English Language Teaching (New York: McGraw Hill, 2003), 40.}

21 _{Ahmad Munir, Skripsi S-1: “Communication Strategies Toward Students’ Speaking Ability”. (Nusa} Tenggara Barat: STKIP Hamzanwadi Selong, 2005), 10.

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The school environment plays an important role for development of students’ learning. These environments include the physical environment of school such as facilities and infrastructure, learning resources and media. And then social environment concerning students’ relation with their friends, teachers and school employees. The last environment is academic environment, the atmosphere of the school and the implementation of teaching and learning activities and other activities.22

Artificial environment that exist in this study are included in academic environment of the school environment. Artificial environment is meant in this research is forming a school atmosphere which the students must to speak English like in countries that use Englsih as main language, in this reasearch, researcher examine English day, native speaker and English camp as the artificial environment. So, all students speak English in the morning until evening. So, the role of artificial environment is expected to help students in mastering English language in various aspects, one of them is speaking.

C.Elements of Speaking

Regarding to the method mentioned above, Harmer also revealed the significant points in teaching speaking skills known as elements of speaking; as these following explanations23_:

a. Language Features

22 _{Nana Syaodih Sukmadinata, Landasan Psikologi Proses Pendidikan, (Bandung: Remaja} Rosdakarya, 2004), 164.

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Language features is necessary for spoken production, the features are: Connected speech: effective speakers of English need to be able not only to produce the individual phonemes of English but also to use fluent ‘connected speech’. In connected speech sounds are modified, omitted, added or weakened. It is for this reason that we should involve students in activities designed specifically to improve their connected speech.

Expressive devices: native speakers of English change the pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and non-verbal (paralinguistic) means how they are feeling. The use of these devices contributes to the ability to convey meanings. They allow extra expression of emotion and intensity. Students should be able to deploy at least some of such suprasegmental features and devices in the same way if they are to be fully effective communicators.

Lexis and grammar:spontaneous speech is marked by the use of a number of common lexical phrases, especially in the performance of certain language functions. Teachers should therefore supply a variety of phrases for different functions such as agreeing or disagreeing, expressing surprise, shock, or approval. Where students are involved in specific speaking contexts such as a job interview, we can prime them, in other hand, with the certain useful phrases which they can produce at various stages of an interaction.

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Negotiation language: effective speaking benefits from the negotiatory language we use to seek clarification and to show the structure of what we are saying. We often need to ‘ask for clarification’ when we are listening to someone else talk. For students this is especially crucial. A way of getting students to practise this language is to give individuals cards which each have one of these phrases written on them. We can then start to explain something but insert words or explanations that are purposefully incomprehensible or obscure.

b. Mental/Social Processing

If part of a speaker’s productive ability involves the knowledge of language skills such as those discussed above, succes is also dependent upon the rapid processing skills that talking necessitates.

Language processing:effective speakers need to able to process language in their own heads and put it into coherent order so that it comes out i forms that are not only comprehensible, but also convey the meanings that are intended.

Interacting with others: most speaking involves interaction with one or more participants. This mean that effective speaking also involves a good deal of listening, an understanding of how the other participants are feeling, and a knowledge of how linguistically to take turns or allow others to do so.

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(on-the-spot) information processing: quite apart from our response to others’ feelings, we also need to be able to process the information they tell us the moment we get it. The longer it takes for ‘the penny drop’ the less effective we are as instant communicators. However, it should be remembered that this instant response is very culture-specific, and is not prized by speakers in many other language communities.

Considering the elements and the materials/social processing of speaking above, Haycraft specialize some effective strategies in teaching speaking because of the characteristics, aims, stages and students responds as these following points24_:

a. Maximize student-talking

From the name of the strategy, it can be seen that the main purpose of the activities is to engage students to dominate the communication process. The activities of this technique are: Pairwork and groupwork: this provides almost natural situations; information gaps and the jigsaw principle: an effective way to stimulate students in issuing materials with slight differences; the Pyramid: this refers to the class interaction multiplying to the whole class’ involvement: Find two people in a crowd with something in common: the situation is like a market survey and discusses about opinion, each student has a slightly different task.

24 _{John Haycraft, An Introduction to English Language Teaching (England: Longman Group Ltd, 1986),}

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b. Dialogues

This activity purposes to stimulate students to speak in organized way. The instructions, topic and even the sentences are clearer. Here, students not only read and understand the dialogue, but also to absorb and reproduce what they contain, in both acting out and improvisation.

c. Chain Stories

In intermediate and advance level, this strategy is available as students’ improvisation is needed. Real life situation can be adapted. The stages are also easy to be followed besides help students to recall things that have been said.

d. Mime Stories

In communicating, keeping on attention is very important. This activity can help students to have it. The good things about this strategy is not only entertaining, but also using strong expression and body language might refresh students’ mind. In addition, it also effective because it uses parts of the language process which are difficult to practice in other ways. e. Telling Jokes

This strategy has a higher level of difficulty. However, it has an essential part of conversation and personal communication. Students are stimulated to think more about what kind of joke that can make people laugh. This is bound to be an artificial exercise.

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f. Talks/Lecturettes

This encourages students to talk in front of people. It is the same kind of public speaking or speech.

g. Conversation

Most classes are designed to practice specific speaking or listening skills. However, there should be times when students can express themselves without any aim in mind except general conversation. Therefore, this strategy is very effective for them.

h. Role playing and improvisation

Acting in language learning is valuable because students can be actors when speaking another language; it accustoms students to perform in front of others, which is what they have to do outside the classroom; it helps them to overcome the nervousness which this entails; it gets them speaking expressively in a situation, and thus makes them more aware of stress and intonation in speech; it involves everyone, as those in the ‘audience’ want to see how their fellow students will perform, conscious that they too will soon be on ‘stage’ themselves.

From the explanation above we can conclude that, based on the aims, purposes, and the natures of teaching speaking, the characteristics of effective strategies in teaching speaking are:

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• The program applies one of language teaching methods

• The program aims to increase students’ speaking skill

• The program encourages students to speak more

• The program stimulates students to show facial expression and body language

• The program does not make students get bored (stop to speak and seem not really interested)

• The program provides the real-life situation

• The program encourages students to speak in front of public/audiences

• The program facilitates students to make a chitchat during the process of communication

• The program has rules and regulation regarding the “artificial environment” programs and easy to be followed

• The program helps students to get better scores in speaking skill

D. Previous Study

In this study, researcher found previous study related to artificial environment in education. Jessica Lynn Michelle Young in her master degree thesis, entitled All Education is Environmental Education. The purpose of this study is to explore how secondary school students construct meanings for environmentalism. The study participants consisted of grade-twelve students from rural eastern Ontario secondary school. The question guiding this research are: a) in what ways do these students develop an understanding of environmentalism; b) what factors

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influence these students’ decisions to take or to not take, senior level elective Environmental Education courses as part of their secondary school curriculum; and c) what are students’ perception of Environmental Education and the current curriculum in secondary schools. Using a critical theory approach, this qualitative study employed two different methodological approaches: a survey, in the form of a questionnaire, and focus groups. The most significant finding was not only the apparent lack of direction these students percieve themselves to be recieving regarding Environmental Education in the secondary context, which in some cases leads to a deficiency in understanding and concern, but also their nothing the prevalence of media as a source of information about environmentally-related issues.25

Oksana Bartosh in her master degree thesis, entitled Environmental Education: Improving Student Achievement. The aim of this study is to obtain statistical evidence of the positive impact of Environmental Education (EE) on student learning and to make and educational case for environmental education. The research compares two groups of school selected by the author after consulting with various EE providers, and other EE for at least three years, and a group of comparison (non EE) schools which do not have an environmental education program or are only starting to develop it. Schools were paired using US census and OSPI (Office of Superintendent of Public Instruction) information.

25 _{Jessica Lynn Michelle Young, Master Degree Thesis: “All Education is Environmental Education”.} (Ontario: Queen’s University, 2009), 3-41.

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To evaluate the impact of the EE programs on student achievement, data about WASL (Washington Assessment of Student Learning) and ITBS (Iowa of Basic Skills) test from OSPI web site were used. WASL was Washington’s state test from 1997 until summer 2009. The result of this study is schools that undertake systemic environmental education programs consistenly have higher test scores on the state standardized test over comparable “non-EE” schools. The mean percentages of the students who meet standards on WASL and ITBS test are higher in WASL and ITBS in the schools with environmental programs. There were no EE schools that had lower percentage of students who meet or above standards in all six areas. Overall, 73 pairs out of 77 EE schools had higher scores in at least one subject.26

Junko Katayama in his Doctor of Philosophy thesis, entitled Theory into Practice in Environmental Education: Towards and evidence-based approach. This research addresses conceptual and practical issues in the field of environmental education. Environmental education is a compound and contested field in terms of both environmental and education ideologies. Its practice is also influenced by prespectives of context and change. Hence, the operationalisation of environmental education might be expected to vary across different ideologies and contexts. Thus, this research attempts to explore the operationalisation from theory into practice in environmental education. The approach of this research

26 _{Oksana Bartosh, Master Degree Thesis: “Environmental Education: Improving Student}

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derives from those issues in the research context of education and environmental education that are currently of most concern. This research attempts to shed light on the nature of environmental education by using an evidence-based approach. However. Most evidence-based work in education is grounded in a post-positivistic prespective. This research, by contrast, employs evidence drawn from qualitative inquiry that recognises the significance of in-depth contextual understanding. Thus, the research sits within the qualitative paradigm and employs case study mehodology. The findings of this research were compered and synthesised. It is recommended that organisations that implement environmental education need to be clear about ideological and theoretical positions; the significance of context; and the freedom of learners. In terms of policy-making, it is suggested that governments should support a diversity of different ideological practices in environmental education; consider, particularly for international policy-making, the many varied prespectives of context and change; and, implement policy through a top-down approach that encourages bottom-up initiatives.27

Caroline Howe in her dissertation, entitled The Role of Education as a Tool for Environmental Conservation and Sustainable Development. The objectives of this study are to develop and test indicators of conservation success across and within conservation projects, in order to provide guidance for future evaluation of

27 _{Junko Katayama, Doctor of Philosophy Dissertation: “Theory into Practice in Environmental}

Education: Towards an Evidence-Based Approach”. (United Kingdom: University of Bath, 2009), 5-317.

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conservation success, to explore the factors contributing to conservation success across and within conservation projects, to quantify, where possible, the effect of education on project success in order to deliver rigorous scientific evidence to guide the effective use of education as a tool for conservation and to provide an example of the effect of a specific conservation instrument on overall conservation success, and to investigate the return-on-investment (ROI) in education. This study involved a combination of quantitative statistical and cost-benefit analysis alongside qualitative in-depth interviews with project leaders. The findings of this study shown that conservation education (both formal and informal) as a specific example of a conservation tool, is a practical and cost-effective conservation intervention. However, its effect on conservation outcomes is not linear and therefore, a ROI analysis should be carried out during and after any education programme, to ensure that the type and quatity of education is a highly cost-effective measure when it is the primary aim of a project.28

Cheng-Ti Lin in his journal, entitled A Successful Artificial English Learning Environment-Hong Kong Study. The aim of this study is tries to analyze the social status so that the reason for this phenomenon can be induced. The researcher apply content analysis to analyze the social context of Hong Kong. With literature study, the researcher hopes to find out how Chinese culture and the goverment policy have worked together to create a unique artificial English environment

28 _{Caroline Howe, Dissertation: “The Role of Education as a Tool for Environmental Conservation and}

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through education system to cultivate their human resources with good English ability. The result of this research is Hong Kong creates an artificial English learning environment in its education system for students to cultivate their English. Thus, becomes a useful tool for learning in school, and in turn, a useful tool for finding a better job, it works for it goes well with the culture and benefits all.29

The difference with this research is, the previous research apply the artificial environment and environmental education to analyze the social status which is to cultivate their human resources with good English ability, to know students achievement on traditional and environmental education and others. And this research apply the artificial environment to know how artificial environment can increase students speaking ability especially in English.

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CHAPTER III RESEARCH METHOD

This chapter deals with the procedure of conducting the research, it covers research approach and design, subject of research, data and source of data, research stages, research instruments, data collection technique, and data analysis technique.

A. Research Approach and Design

Based on Bogdan and Taylor in Moleong state, qualitative research is a research procedure that represents the descriptive data such as words in written and oral from the people and the behavior that can be observed.1

According to this theory, this research use descriptive research. So, researcher described the situations in the teaching and learning English process, especially in “artificial environment” programs to increase students speaking skill. Therefore, the researcher used qualitative approach to conduct this research.

Ary stated that descriptive study is designed to obtain information with the current status of phenomena.2 _{In addition, this research is based on the}

observation and interview; it analyzed the “artificial environment” programs to increase students speaking skill and also collected information about “artificial environment” programs that implemented in this school and how

1 _{Lexy J. Moleong, Metodologi Penelitian Kualitatif, (Bandung: PT Remaja Rosdakarya, 2001), 82.} 2 _{Donald Ary, Introduction to Research in Eductaion, (New York: Reinhart and Winston, 1979), 53.}

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the implementation of “artificial environment” to answer the problem stated in chapter I.

B. Researcher Presence

In this research, one roles of researcher is the collector the data such the observer and the interviewer. The researcher presence is needed in doing this research, although there are instruments used in this research to collect data. The role of researcher is an observer and interviewer of the participant. The teacher and students, as research subject, know about the presence of the researcher.

C. Subject of Research

This research would be held at SMP Progresif Bumi Shalawat Sidoarjo. This study carried out in the 8th _{grade of SMP Progresif Bumi} Shalawat. The students in 8th grade are students that have been in this school for a year, and have received the “artificial environment” programs for one year at this school, and the result can be seen now. How their English skill especially in speaking when they are first time going to this school and how their English speaking skill when they has one year to be at this school. The researcher chooses the male class of 8th grade as subject of research because this school background was boarding school. There are 5 male classes in 8th grade, and researchers choose 1 class because according to the teacher this class has quick progress in speaking. This school also implements “artificial

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environment” programs that require all students to speak in Arabic and English.

D. Data and Source of Data

The data in this study are about “artificial environment” programs to increase students’ speaking skill at SMP Progresif Bumi Shalawat. Those data were collected from source data as follow; first source was students of 8th grade and the English teacher to get students data about their speaking skill, second source was “artificial environment” programs in school using observation checklist. The data about students speaking skill would be obtain by interview the students and the teacher. While, the data about “artificial environment” programs would be obtain by conducting the observation with observation checklist.

E. Research Stages

In this research processed, the researcher showed to the reader about the step from the beginning how to collect the data in general view. The first step, researcher consulted to the teacher of SMP Progresif Bumi Shalawat Sidaorjo. Then researcher asked permission to the teacher to observe the “artificial environment” programs that held in this school at least five meetings. Then the researcher has done the observation when school is over.

The next step is interviewing to the students in targeted class on the 8th grade in another day. After interview, the researcher analyzed the result of

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interview to know how far students speaking skill. Then, the last step the researcher interview the teacher to know deeply about students speaking skill and to strengthen the result of observation.

F. Research Instruments

In this section, the researcher used the instrument to complete all data which is needed in this study. In this research, the instruments which were used by the researcher are observation checklist, interview guide and document.

1. Observation Checklist

The observation checklist in this study is used to get data related to the implementation of “artificial environment” programs in this school. In this section, the instrument was designed by considering some theories regarding to implementation of “artificial environment” programs especially in English speaking program. Conducting the observation checklist, would assist information about how the students implement the “artificial environment” programs in this school and how their skill in speaking. There are 17 points in observation checklist that divided into three categories, characteristic, mental or social processing and language features.

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In this stage, the researcher has taken interviewed the English teacher related to what are the “artificial environment” programs that implement in this school based on an interview guideline. The interview guideline consists of 10 questions that related to the “artificial environment” programs that can increase students speaking skill.

Also, there are interview guidelines for students related to the “artificial environment” programs that they apply in school. The interview guideline for students consists of 5 questions that related to the programs.

3. Document

Documents in this research are the collected report score or report book of 8th grade students’ in SMP Progresif Bumi Shalawat. The Documents are the most important instrument for this research. Those are used as the basic data in analyzing students speaking skill.

G. Data Collection Technique

Creswell stated that various ways in collecting data are included into qualitative method, those are: researcher can collect information through unstructured or semi-structured observations, interviews, documents, and audio-visual recorded information. He also suggested not to doing random

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sampling or selection of a large number of participants.3 _{This research used}

all the mentioned technique.

Specifically, in this study, the data has taken by using observation checklist, documents and interview guideline as the data collection technique. The result of observation and interview used for answer both of research question regarding how the implementation of “artificial environment” programs in this school and how far the achievement of students speaking skill in this school.

H. Data Analysis Technique

The data of this research would be analyzed in descriptive manner. In this study the researcher has done several steps to analyze the data. To analyze the information from the whole data, it would be conducted by using descriptive manner as follow4_:

1. Identified the data based on the statement of problem

2. Classified each information based on each item of the interview and observation

3. Verified and interpret the data 4. Draw the conclusion

3 _{John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 3rd} edition (Los Angeles: SAGE Publications Inc, 2009), 145.

4 _{Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik. (Jakarta: Rineka Cipta, 2006),} 152.

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CHAPTER IV

FINDING AND DISCUSSION

This chapter presents the collected data from students’ scores, observation checklist of the program, students and teachers’ responds towards the interview, also the analysis of it. The results of the learning process and the checklist also the responds are showed as research findings. Furthermore, the analyzed data is explained in discussion part.

A. Research Findings

1. The implementation of artificial environment programs in SMP Progresif Bumi Shalawat Sidoarjo

There are five artificial environment programs that held in this school, those are:

a. Independent Study

“Independent Study” is a weekly program that is conducted every monday, this program is applied for students in this school and the form of this program is requiring students to write stories, articles, essays, etc. with a minimum limit 150 words for beginner level. Meanwhile, for students with higher level, allowed to write more than 150 words. There are various materials that students can write. For example, in the beginner level, they can write about their friends, home, parents, etc. For intermedate level, the students can write about their daily activity in

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dorm and school or their story when they were going on vacation. And for higher level, they can write their opinions about some issues that happen in school or in their town and so on. The method that suitable with this program is PPP (presentation, practice, and production), because in the first time teacher gives some instructions and then students write a story as production and the practice is their activity every day.

b. Vocabulary Journal

“Vocabulary Journal” is a program that is conducted in every monday and wednesday, this program is also applied for students in this school. The form of this program is writing at least 20 vocabluary for beginner level and allowing more than 20 vocabulary for higher level students, and the vocabulary should be different from previous day or session. The material is only writing vocabulary at least 20 vocabulary consist of verb, noun, adjective, adverb, etc. If students write vocabulary about verb they should write the verb 1 until verb 3 from that vocabulary. The method that applies for this program is the PPP (presentation, practice and production).

c. English Day

“English Day” is held 3 days a week, this program conducted every monday, tuesday, and wednesday. This program only requires students

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to speak by using English during school time, started from 6 a.m until the end of the school activities. This program is not only applied for students but also applied for all teachers in this school. Because this program requires all of teachers’ participation to assess the students’ speaking in class during “English Day”, also to create English environment in this school. The method that is used in this program is Humanistic teaching method as one of teaching methods in English language learning. It lets the students to speak more and do communication each other in real life situation, inside or outside the classroom in the school starts from 6 a.m. until 2 p.m.

d. Native Speaker

“Native Speaker” is monthly program that is conducted in every saturday in the end of the month. This program is applied for students, but teachers are also allowed to join this program. The form of this program is inviting some foreigners or natives to the school for tour around the school, conducting talkshow, seminars, playing some games, etc. and all students have to interact with the natives or foreigners using English as best as they can. This program’s materials are about culture and education. There is no method applies for this program because Many obstacles faced in the field, such as practical consideration, time limit, and native speaker’s permission. Practical consideration means

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such as mood, and place, while time limit deals with the duration of natives’ comfort. Some students did not get natives permission, so they looked for other ones. However, it did take time, resulting only few native that could have chat with.

e. English Camp

“English Camp” is a monthly program that conducted every saturday, usually held at the beginning of the month. This program is carried out alternately for each grade. So, if this month the program is held for 7th grade, next month the program will be held for 8th grade and so on. This program is also applied for students. The form of this program is inviteing students to visit public places such as hotel, clinic, public library, market, etc. then ask them to speak in English and act in accordance with the role that has been determined by the teacher.

For example, school chooses a public library as a place for practice “English Camp”, then teacher determine students to act as customer, customer service, security, office boy, etc. and they have to speak in English. they speak about how the customer service serves the customer when they come to library, how the customer act when he/she wants to borrow a book or just asking about new collection in library, how the security act if they face customer bring forbidden object to the library and so on.

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The method that is applied in this program is communication approach. Even though the situation is semi-real, but the students are more like playing different roles in different places in each meeting; for examples, in a hotel, there are students who are taking a role as a receptionist, and so on.

From five programs above, the researcher chose only three programs to completing this thesis, those are; “English Camp” program, “Native Speaker” program, and “English Day” program. Researcher did that because of the three of them are suitable with the research that is being conducted by the researcher which the topic is increasing students speaking skill. In addition, those three programs require the speaking skill of the students in order those programs can be done.

The process for each programs is different, for “English Day” program, the process only requires the students to speak in English began from monday to wednesday and started at 6 a.m until the end of school activities. Because students are already accustomed to the “English Day” program, so they are directly speak in English when they arrive at school. Whereas for “English Camp” and “Native Speaker” program, teachers provide a guidance in advance so that students can prepare for what might be required by them. Because, when the “English Camp” and “Native Speaker” program are being held, each students or each students group get different

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duties that need to be briefed in advance by teachers so that they are ready to participate in the programs.

The three programs above give some pretty good impact to the students, those are; making them more brave to speak in English when they are in school, which in the past, they did not want to or felt shy and afraid of speaking in English, finally brave to speak in English. Also, increase their English score, although not all students scores are increased. But, there is an impact that their courage to speak English in school.

In this research, researcher used observation checklist instrument to know the characteristic, mental/social processing and language features of each program. Researcher chose the three aspects because, as stated by Jeremy Harmer, mental/social processing and language features are the aspects that are needed in teaching speaking. In addition, the characterictics of the instruments of this study is rooted from the effective strategies in teaching speaking by John Haycraft. Here, the characteristics mean aims, purposes, and the natures of teaching speaking based on the effective strategies on teaching speaking. Meanwhile, mental/social processing mean the rapid processing skills that talking necessitates and language features mean elements necessary for spoken production stated by Jeremy Harmer.

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The characteristic of this program are; applying one of language teaching methods, then the aim is to increase students’ speaking skill, this program also encourages students to speak more and speak in front of audiences/public place, students does not get bored when doing “English Day” because it provides the real-life situation, and helps students to get better score in speaking skill. But the characteristic of “English Day” program does not stimulates students to show facial expression and body language, facilitates students to make a chitchat during the process of communication, and this program has not specifically rules and regulation.

The result of mental processing from the “English Day” program are; improving students’ understanding when they are communicating, helping students to keep attention to speaker, and providing new information for students.

The improvement of language features from “English Day” program are; helping students to acquire more variety of pharses for different function, helping students to seek clarification and make sure that there’s no misunderstanding while speaking, and helping students to pay attention on changing the pitch and stressing of particular parts of utterances, vary volume and speed, and showing by other physical and non-verbal based on their feeling.

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b. English Camp

The characteristic of this program are; applying one of language teaching methods, then the aim is to increase students’ speaking skill, this program also encourages students to speak more and speak in front of audiences/public place, students does not get bored when doing “English Camp” because it provides the real-life situation, and helps students to get better score in speaking skill also stimulates students to show facial expression and body language.

The improvement of mental processing from “English Camp” are; improving students’ understanding when they are communicating, helping students to keep attention to speaker, and providing new information for students.

The result of language features from “English Camp” are; helping students to acquire more variety of pharses for different function, helping students to seek clarification and make sure that there’s no misunderstanding while speaking, and helping students to pay attention on changing the pitch and stressing of particular parts of utterances, vary volume and speed, and showing by other physical and non-verbal based on their feeling.

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This program helps students to increase their speaking skill, encourages them to speak more and speak in front of public/audiences, stimulates them to show facial expression and body language, provides real-life situation, facilitates them to make chitchat during communication process, also this program helps them to increase their score in speaking skill.

Mental processing result from this program are; improving students’ understanding when they are communicating, helping students to keep attention to speaker, and providing new information for students.

Language features result of “ Native Speaker” program are; helping students to acquire more variety of pharses for different function, helping students to seek clarification and make sure that there’s no misunderstanding while speaking, and helping students to pay attention on changing the pitch and stressing of particular parts of utterances, vary volume and speed, and showing by other physical and non-verbal based on their feeling.

2. Artificial environment programs increase English speaking skill

One of the instruments that researcher used in this research to determine that three programs above can increase students speaking skill is a document in the form of students report book from 7th _{grade until 8}th _grade, the score obtained from the accumulated score given by the teachers and the

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facilitators who have been appointed and cooperate to facilitate the process of the artificial environment programs. The scoring conducted in each program is different. But, for the main point of scoring is the same, those are: mastery of theory in English and students conversation.

“English Day” program is assessed directly by the teacher during learning process and break time. Therefore, all of the teachers in this school are required to be able to use English well so that teachers from other subject can participate in assessing “English Day” program. Assessment of “English Day” program was conducted at two different times, those are; during the learning process and break times. When it is being held in learning process, teachers assess and mark the student’s name in the students score book that have been provided in every classroom. For those students who are active in class using English language, the scores obtained will be better and for students who are not so active will get a minimum score for this program. The next assessment conducted when the break times. Thus, when the break time take place, there will be three teachers be on duty in off hours alternately for three days will be around in the school corridors and watched every class to provide an assessment to students. When teachers find out students who do not speak in the English language when break times during “English Day”, then teacher will reprimand and reduce the students’ scores in the students book scores, and for students who remain active speak

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there’s no misunderstanding while speaking, and helps students to pay attention on changing the pitch and stressing of particular parts of utterances, vary volume and speed, and showing by other physical and non-verbal based on their feeling.

To summarize, this program is implemented by having 70% resembles to the characteristic of effective strategies in teaching speaking skill, 100% considers mental/social processing in speaking and 75% reflect on language features for speaking skill.

2. The artificial environments can increase students’ score:

The artificial environment is created in order to increase students’ ability in speaking skill. Based on the findings explained above, there were nine students of the observed class who had high score in first semester for conversation, four students getting high score in regular English, and four students who got high score in both aspects. Furthermore, in the second semester, or recent semester, six students are very good in conversation aspect, four students get high score for regular English, and seven students have good scores for both conversation and regular English.

Overall, after joining “English Day” 65% of the students’ scores are increased, 23% of the students’ scores are decreased, and 12% of the students’ score are still the same. Likewise, “English Camp” results 53% get better scores, 29% unfortunately get worse and 18% of the students have no change

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in the score. Finally, “Native Speaker” can help 59% of the students to increase their score, hinders 29% of the students to get lower score, and 12% of the students still have the similar scores in English speaking skill.

B. Suggestion

The researcher proposes some suggestions to the students, teachers, and next researchers. They are as these following points:

1. To the students

a. Students should not be afraid and ashamed of learning English, because English is an international language that can help you when you grow up and ready to face the world.

b. Students should learn harder all about English to master English language better than before.

c. For students who have been able and master the English language well,

they should improve and develop your English skills further to add another experience that is more interesting and challenging than before.

2. To the Emglish teacher

a. Teacher should ensure that students do not get bored when doing

“Artificial Environment” program.

b. Teacher should develop more sub-programs for “Artificial Environment”

program, so that making it more attractive in order do not make students feel bored.

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c. Teacher should more intensively to assess and supervise the students in performing “Artificial Environment” program. So that, students can increase their English skills and scores.

3. To the next researcher

The researcher had known about artificial environment to incraese students speaking skill in SMP Progresif Bumi Shalawat Sidoarjo. The reasearcher presents a suggestion to the next researcher in conducting a next research which is still telates to this research. The suggestion is, the next researcher should conduct a research about artificial environment to increase writing skill. Because there are two “artificial environment” programs that mention in this research about writing skill, and the researchers did not do research on it. Also they can carry out another issue about “artificial environment” programs.

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