Increasing the Students Ability in Speak (1)

ABSTRACT

Tafonao, Anugerah, 2016, Increasing the Students’ Ability in Speaking by using Global Presentations Strategy at the Eighth Grade of SMP Negeri 1 Bawolato. Thesis

Advisor (I) Drs. Ellyanus, M.Pd, and Thesis Advisor (II) Yasminar Amaerita Telaumbanua, S.Pd.,M.Pd

Key Words: Speaking, Global Presentations Strategy

Speaking is sharing for human information to the other people by giving ideas, opinions, and suggestions through conversation. In syllabus that is use in SMP Negeri 1 Bawolato, the students are expected to be able to communicate and to express idea, knowledge, opinion, feeling and willing to the others. But in reality, based on the researcher observation most of the students found in the school were not able to speak well and could not achieved the target of KKM that has been decided that is 75 or more.

The purpose of the research is to incre ase the students’ ability in speaking by using Global Presentations Strategy. Global Presentations Strategy is a strategy that can be use to train the students cooperative in learning and showing their speaking ability by presenting a material in front of class. The subject of the research was the class VIII-A students of SMP Negeri 1 Bawolato. The total number of the class VIII-A are 33 students. The research applies in two cycles. Each cycle consists of two meetings. In conducting each cycle the researcher did it in some steps, they are; planning, action, observation sheet and video camera to record the students speaking ability. The research conducted Classroom Action Research. In collecting the data, the researcher used two data; they are qualitative data and quantitative data. The qualitative data gotten from the observation sheet while the quantitative data gotten from the video recording of speaking ability.

The result of the research showed the improvement of the students ’ ability in speaking from the first cycle to the second cycle. In the first cycle at the first meeting of the observation sheet of the students’ activities founds that, there were 13 (39.39%) students at the “Very Good” level, 9 (22.22 %) students at the “Adequate’ level, and 11 (33.33%) students at the “Less” level, while in the second meeting of the first cycle, the students found that, there were 18 (54.54%) stude nts at the “Very Good” level, 7 (30.30%) students at the “Adequate’ level, and 8 (24.24%) students at the “Less” level. Then, based on the students’ ability in speaking result at the second meeting of the first cycle, the students found that, there were 18.18% in the “very adequte” level, 24.24% in the “low” level and 57.57% in “Very Low” level. However there was no student in the “High” and the“Very high” levels. The average of the students’ mark was 54.66. Furthermore, in the second cycle at the first meeting, based on the students’ activities, the students found that, there were 28 (84.84 %) students at the “Very Good” level, 2 (6.06%) students at the “Adequate’ level, and 3 (9.09 %) students at the “Les” level, while in the second meeting of the second cycle, the students found that, there were 31 (93.93 %) students at the “Very Good” level, 1 (3.03%) students at the “Adequate’ level, and 1 (3.03%) students at the “Less” level. The result of the evalution of the students’ ability in speaking were 78.78% the students in the “High” level, 21.21% students in the“adequate”level, and there was no students in “Low” and“Very Low” level . The average of the students’ mark is 78.66.

Based on the results, the researcher concludes that: Global Presentatios Strategy is appropriate in teaching speaking.

Finally, the researcher gives some suggestions: First, it is suggested to the English teacher to apply Global Presentations Strategy in teaching speaking in order that the students can

be motivated and interested in learning English. Because through being able to learn speaking, the students could speak better. Second, for the next researcher who will study speaking to get more information about the using of Global Presentations Strategy , in order that the Global Presentations Strategy can be used well as a Strategy to teach others skill in English. Third, it is necessary to the readers to notice the students’ need in learning English. Because students need many things in learning English better and comfortable.

ACKNOWLEDGEMENTS

All praises are to Jesus Christ, the Almighty and the most Merciful who gives the researcher immeasurable blessings, countless love, power and strength during finishing the thesis. He is the centre of everything in the researcher’s life.

The researcher is deeply grateful to many people who supported him to finish the thesis. Hence, the researcher wants to express his sincere appreciation and thanks to: 1. Mr. Drs. Bezisokhi Laoli, M.M, as the Rector of IKIP Gunungsitoli for his supports and motivations to the students of IKIP Gunungsitoli.

2. Mr. Adieli Laoli, S.Pd., M.Pd, as the Dean of FPBS who always guides him by giving wonderful input, time, motivation, suggestion, and ideas in finishing the thesis.

3. Miss Yasminar Amaerita Telaumbanua, M.Pd as the Chair of the English Education Study Program, the researcher’s second advisor and also as the Academic Advisor who never feels bored to give motivation, correction, and ideas in finishing the thesis.

4. Mr. Ellyanus, M.Pd as the researcher’s first advisor who never feels bored to give motivation, correction, and ideas in finishing the thesis

5. Mr. Afore Tahir Harefa, S.Pd., M.Hum., as the examiner of education and who always give advices and new knowledge in finishing the thesis.

6. All of the lecturers in English department at IKIP Gunungsitoli who have taught him well during studying at IKIP Gunungsitoli.

7. The researcher’s innermost appreciation also goes to his beloved parents Tendro Aro Tafonao (father), Bunga Ria Lase (mother), Filiaro Tafonao (grandpa), all his aunts, and his brother Yakin Kasih Tafonao, Agus Bahari Tafonao, Yarestui Tafonao, Fajarman Tafonao (brothers), Setia Mesti Tafonao, Masrenik Tafonao (sisters), and for his families for a most 7. The researcher’s innermost appreciation also goes to his beloved parents Tendro Aro Tafonao (father), Bunga Ria Lase (mother), Filiaro Tafonao (grandpa), all his aunts, and his brother Yakin Kasih Tafonao, Agus Bahari Tafonao, Yarestui Tafonao, Fajarman Tafonao (brothers), Setia Mesti Tafonao, Masrenik Tafonao (sisters), and for his families for a most

8. The headmaster of SMP Negeri 1 Bawolato (Mr. Ozuizisokhi Telambanua, S.Th), the English teacher of SMP Negeri 1 Bawolato (Mr. Marnius Bawamenewi, S.Pd.), and the students at the eighth grade especially VIII-A Negeri 1 Bawolato in 2015/2016 that help the researcher to collect the data in finishing the thesis.

9. His close friends in Junior and Senior High School and college (Intan Bawamenewi, Agusriman Hia, Mesra Maret Laia, Bestri Hia, Leli Marningsih Telaumbanua, Arnita Bu’ulolo, Anita Hulu, Eprida Hulu, Ade Putra Tafonao, Dedi Anwar Telaumbanua, Rahmat Setiawan Harefa, Hendrikus Sihura, Pinta Hasrat Zendrato, Leli Kristiani Waruwu, Kristalenta Telaumbanua, Muliani Daeli, Periman Batee, Serius Harefa, Luther Krisyanto Harefa, Agusniar Hura, Ibe Trimanidar Telaumbanua, Nurhayati Zega, Listinawati Giawa, Agusman Zai, Emmi Sartika Lase, Nidarmawati Zebua, Henti Zalukhu, Donny Satria Zebua, Lesna Ceria Lahagu, Mesra Hadir Tafonao, Denismawati Hulu, and Desmawati Lase,) for their time to read, their supports, togetherness in happiness, sadness, stupidity, secrets, experiences, tights, arguments, jealousy, tears, laughter and unforgettable memories, and all of his friends of English Department the generation 2012/2013 especially his friends in Class

B who always patiently support, help and motivate the researcher in finishing the thesis.

Finally, the researcher realizes that the thesis is far from being perfect. Therefore, he hopes all constructive suggestions and criticisms so the thesis can be better. And hopefully the thesis will be useful for the readers.

Gunungsitoli, July 2016 The researcher,

Anugerah Tafonao

Reg. Number 112108010

LIST OF GRAPHICS

Graphic Page

1. The Students ’ Activities in the First meeting of Cycle I................................ 53

2. T he Researcher’s Activities which were Done All and not Done at All in the First meeting of Cycle I ……………………………………..

55

3. The Students ’ Activities in the Second meeting of Cycle I.................................. 58

4. The Researcher’s Activities which were Done All and not Done at All in the Second Meeting of Cycle I........................................................... 60

5. The Students’ Ability in Speaking through Global Presentations Strategy in Cycle I ..................... ..................................................................................

62

6. The Students ’ Activities in the First meeting of Cycle II................................. 65

7. T he Researcher’s Activities which were Done All and not Done at All in the First meeting of Cycle II …………………………………............ 67

8. The Researcher’s Activities which were Done All and not Done at All in the Second Meeting of Cycle II........................................................... 67

9. The Students ’ Activities in the Second meeting of Cycle II ............................ 64

10. The Students’ Ability in Speaking through Global Presentations Strategy in Cycle II ........................................................................................................ 70

11. The Classification of the Students’ Mark by Using Global Presentations Strategy in Cycle I and Cycle II .................... ……………………………… 73

ACKNOWLEDGEMENTS

All praises are to Jesus Christ, the Almighty and the most Merciful who gives the researcher immeasurable blessings, countless love, power and strength during finishing the thesis. He is the centre of everything in the researcher’s life.

The researcher is deeply grateful to many people who supported him to finish the thesis. Hence, the researcher wants to express his sincere appreciation and thanks to:

1. Mr. Drs. Henoki Waruwu, M.Pd, as the Rector of IKIP Gunungsitoli for his supports and motivations to the students of IKIP Gunungsitoli.

2. Mr. Adieli Laoli, S.Pd., M.Pd, as the Dean of FPBS who always guides him by giving wonderful input, time, motivation, suggestion, and ideas in finishing the thesis.

3. Miss Yasminar Amaerita Telaumbanua, M.Pd as the Chair of the English Education Study Program, the researcher’s second advisor and also as the Academic Advisor who never feels bored to give motivation, correction, and ideas in finishing the thesis.

4. Mr. Drs. Ellyanus, M.Pd as the researcher’s first advisor who never feels bored to give motivation, correction, and ideas in finishing the thesis

5. Mr. Afore Tahir Harefa, S.Pd., M.Hum., as the examiner of education and who always give advices and new knowledge in finishing the thesis.

6. All of the lecturers in English department at IKIP Gunungsitoli who have taught him well during studying at IKIP Gunungsitoli.

7. The researcher’s innermost appreciation also goes to his beloved parents Tendro Aro Tafonao (father), Bunga Ria Lase (mother), Filiaro Tafonao (grandpa), all his aunts, and his brother Yakin Kasih Tafonao, Agus Bahari Tafonao, Yarestui Tafonao, Fajarman Tafonao (brothers), Setia Mesti Tafonao, Masrenik Tafonao (sisters), and for his families for a most amazing and kindness in his life, who always give love, advices, prayers, motivations, supports, and many other things that cannot be expressed by words.

8. The headmaster of SMP Negeri 1 Bawolato (Mr. Ozuizisokhi Telambanua, S.Th), the English teacher of SMP Negeri 1 Bawolato (Mr. Marnius Bawamenewi, S.Pd.), and the students at the eighth grade especially VIII-A Negeri 1 Bawolato in 2015/2016 that help the researcher to collect the data in finishing the thesis.

9. His close friends in Junior and Senior High School and college (Intan Bawamenewi, Agusriman Hia, Mesra Maret Laia, Bestri Hia, Leli Marningsih Telaumbanua, Arnita Bu’ulolo, Kasihan Telaumbanua, Eprida Hulu, Ade Putra Tafonao, Dedi Anwar Telaumbanua, Meni Riang Hati Sadawa, Rahmat Setiawan Harefa, Hendrikus Sihura, Pinta Hasrat Zendrato, Leli Kristiani Waruwu, Kristalenta Telaumbanua, Muliani Daeli, Periman Batee, Serius Harefa, Luther Krisyanto Harefa, Agusniar Hura, Ibe Trimanidar Telaumbanua, Nurhayati Zega, Listinawati Giawa, Agusman Zai, Emmi Sartika Lase, Nidarmawati Zebua, Henti Zalukhu, Donny Satria Zebua, Lesna Ceria Lahagu, Mesra Hadir Tafonao, Berkat Lase, and Desmawati Lase,) for their time to read, their supports, togetherness in happiness, sadness, stupidity, secrets, experiences, tights, arguments, jealousy, tears, laughter and unforgettable memories, and all of his friends of English

Department the generation 2012/2013 especially his friends in Class B who always patiently support, help and motivate the researcher in finishing the thesis.

Finally, the researcher realizes that the thesis is far from being perfect. Therefore, he hopes all constructive suggestions and criticisms so the thesis can be better. And hopefully the thesis will be useful for the readers.

Gunungsitoli, July 2016 The researcher,

Anugerah Tafonao

Reg. Number 112108010

CHAPTER I INTRODUCTION

A. The Background of the Problem

Language is one of the essential tools of communication that is used by everyone to express ideas and feeling to other people. According to Ridwan (1979: 1), “Language is a system of communication such that expression side is both spoken sounds and words used by human to express their thought and feelings”. It can be

said, language is an integral of people life, because without language people cannot express ideas, feelings, opinions and suggestions. Also, it is a human voice for communication.

In learning English there are some skills that must be obtained by the students, namely; listening, speaking, reading and writing skills. So, the researcher chose; speaking skill, because it is an activity that has an important part in making the language can be understood, it is one of the linguistic skills that must be mastered by the users of the language and someone can express her or his ideas, feelings or opinions to someone else by saying it. This is supported by Urdang (1969: 115) speaking is the act, utterance or discourse of a person who speaks. It can be said that, speaking is one of the skills of language that is needed to be mastered because it is an important basic for someone to express her or his idea and feelings orally.

Based on the statement on previous page the researcher thinks that speaking is an important skill for someone to be competent in language, she or he can scrutinize, read, write and express her or his idea and feelings when communicating with other.

Through speaking, students can share in personal experience through direct participation in giving and taking of conversation and discussion. S/he learns to express her/his idea in real time. He soon discovers that if she or he wants to influence her/his peers s/he must speak clearly and accurately. It is supported by Djiwandono (1996: 68) saying, by speaking someone can express her or his ideas and feeling orally. It can be said by speaking the students are able to receive information, give information, deliver massages, produce utterance and so on.

According to the 2006 English curriculum, used in SMP Negeri 1 Bawolato, competences standard that should be mastered by students is expressing the meaning of transactional and interpersonal simple conversation. In the basic competence are expressing the meaning of transactional (to get things done) and interpersonal simple conversation by using oral language various accurately, fluently and accepted to interact around us and involve the expressing asking and giving agreement, responding a statement, giving information, and starting, extending, and ending a conversation on the phone.

Based on the basic competence on previous page, there are indicators, namely; using the speech act in Giving information. The reseacher takes point that speaking is an important skill that should be mastered by the students in order to communicate in English fluently. In speaking the students should be able to express their ideas, opinions and feelings both of their English class in everyday life. But in reality, based on the interviews and observations to the students and the English teacher, the researcher found the problem occured by the students could not speak English especially in asking and giving information. The problem appears because the students’ were not able to pronounce words well, the students were not able to say something fluently, they were not able to construct their idea well and they were lack of vocabulary.

Besides, the researcher found that the teacher still used Conventional Method for each meeting which could not affect positively the students’ learning. The teacher provided, read, and explained the material, while the students listened to the teacher’s explanation, and then they were invited to do exercises. Conventional Method is not appropriate to be applied in recent time because it is a part of teacher-centred strategy, while the most suggested strategy in teaching must be student-centred to make the students are more active in the teaching-learning process. So the students have scores in under averages with scores 55-60. It can be concluded that the students did not reach the target of KKM that has been decided by the school, it is 75 or more.

To overcome the problems, the researcher applied a strategy in order to increase the students’ ability in speaking which was Global Presentations Strategy.

The researcher implemented the strategy in order that the researcher could build the students’ ability in speaking.

Methany (2009:14) states, “ Global Presentations Strategy provides the students with opportunity to practice their speaking skill”. It can be understood that Global Presentations Strategy is one strategy to help the students’ experience in communication, encourage the students emotion and allow every student practice opportunities for making contributions.

Based on the explanations above, the researcher has conducted the research entitled: Increasing the Students’ Ability in Speaking by Using Global Presentations Strategy at the Eighth Grade of SMP Negeri 1 Bawolato in 2015/2016.

B. The Identification of the Problems

The identification of the problem in the research, namely.

1. The students could not speak English fluently.

2. The students were not able to pronounce words well.

3. The students were not able to construct their idea in Giving information.

4. The students were lack of vocabulary.

5. The English teacher still used Conventional Method in the teaching-learning process.

C. The Limitation of the Problems

Based on the identification of problems on the previous page, the researcher limited the problem to make it easy for the researcher to investigate. So the researcher increases the students’ ability in speaking especially giving information by using Global Presentations Strategy at the Eighth Grade of SMP Negeri 1 Bawolato in 2015/2016.

D. The Formulation of the Problem

In formulation, the researcher presented a question to be answered, namely; How does the Global Presentations St rategy increase the students’ ability in speaking especially in Giving information at the eighth grade of SMP Negeri 1 Bawolato in 2015/2016?

E. The Purpose of the Research

The purpose of the research is to increase the students’ ability in speaking skill especially in Giving information by applying Global Presentations Strategy at the eighth grade of SMP Negeri 1 Bawolato in 2015/2016.

F. The Significance of the Research

The significance of the research are:

1. As a way for English teacher to increase the ability in teaching speaking by using Global Presentations Strategy.

2. As a tool for comparison material with the other strategies in increasing the students’ ability in speaking by using Global Presentations Srategy for other researchers.

3. As a tool for researcher to increase the students ’ ability in learning speaking well.

4. As a new strategy to motivate the students in mastering speaking skill.

5. As the other references in increasing the students’ ability in speaking for the readers.

G. The Assumptions of the Research`

As the assumptions of the research are:

1. Speaking skill is very important to be taught to the students because this is the second step that they do when acquiring English.

2. Expressions of asking and giving information is which one of speaking skill that should be mastered by the students.

H. The Research Limitations

In the research, there are some limitations of the research, as follows.

1. The subject of the research was the eighth grade students of SMP Negeri 1 Bawolato especially class VIII-A.

2. In the research the researcher conducted Classroom Action Research (CAR).

3. He focused on increasing the students’ ability in speaking through Global

Presentations Strategy

4. The researcher searched the students’ ability by applying a strategy it was Global Presentations Strategy in teaching-learning process, while as material is giving information.

5. The researcher conducted the research in 2016.

I. The Key Terms Definitions of the Research

For the sake of avoiding misunderstanding in the research, the researcher gives some key terms, they were:

1. Speaking is an activity used by students to communicate each other. The students should know how to express their ideas, feeling and thought to the other students especially by giving information.

2. Global Presentations Strategy is a strategy in teaching speaking that invites the students to speak by presenting a material with their group in front of class. This strategy can be applied in speaking learning in order to help the students to increase their speaking ability and to make them more accustomed in conveying something in English especially giving information.

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Framework

1. Speaking

a. Definitions of Speaking

Speaking is the process of building and sharing for human information. It is supported by Chaney (1998:13) saying , “Speaking is a process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts”. Nunan (2001: 29) says, “Speaking is the way of presenting information to tell a story, describing something, giving a set of instruction, making a comparison and those that are evaluating, giving explanation, making a justification, predicting, coming to a decision and ma king interview”. It can be understood that by speaking the students show and share information, ideas, opinions or suggestions through conversation.

Furthermore, Renan (2002) says, “When we engage in discussion with someone, on the other hand, the purpose may be to seek or express opinions, or to

clarify information”. The reseacher takes point, through speaking the students give instruction or get things done; they may use speaking to describe things, to complain

about people’s behavior, to make polite requests or to entertain people with jokes and anecdotes.

According to Leny (1976:213), Speaking is one of the basic linguistic skills, the act producing speech as a means of communication, sometimes uses as alternative term to parole (language and parole) and performance (competence and performance).

It can be concluded that speaking is a skill that must be mastered by the students to express their ideas, opinions, suggestions, thought to the other people.

b. The Purpose of Speaking

According to Tsui (1996:154)), the purpose of speaking is communicative efficiency. The students should be able to make themselves understand, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, vocabulary to observe the social and cultural rules that is applied in each communication situation.

So the purpose of speaking is to communicate with other people by Giving information.

c. Types of Speaking

Brown (2004:141) states the basic types of speaking:

1) Imitative At one end of a continuum of types of speaking performance is the ability to simply parrot back (imitate) a word or phrase or possibly a sentence. While this is a purely phonetic level of oral production, a number of prosodic, lexical, and grammatical properties of language may be included in the criterion performance. We are interested only in what is traditionally labeled "pronunciation"; no inferences are made about the test-takers ability to understand or convey meaning or to participate in an interactive conversation. The only role of listening here is in the short-term storage of a prompt, just long enough to, allow the speaker to retain the short stretch of language that must be imitated

2) Intensive

A second type of speaking frequently employed in assessment contexts is the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationships (such as prosodic elements-intonation, stress, rhythm, juncture). The speaker must be aware of semantic properties in order to be able to respond, but interaction with an interlocutor or test administrator is minimal at best. Examples of intensive assessment tasks include directed response tasks, reading aloud, sentence and dialogue completion; limited picture-cued tasks including simple sequences; and translation up to the simple sentence level.

3) Responsive Responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and small talk, simple requests and comments, and the like.

4) Interactive The difference between responsive and interactive" speaking is in the length and complexity of the interaction, which sometimes includes multiple exchanges and/or multiple participants. Interaction can take the two forms of transactional language, which has the purpose of exchanging specific information, or interpersonal exchanges, which have the purpose of maintaining social relationships. (In the three dialogues cited above, A and B were transactional, and C was interpersonal.) In interpersonal exchanges, oral production can become pragmatically complex with the need to speak in

a casual register and use colloquial language, ellipsis, slang, humor, and other sociolinguistic conventions.

5) Extensive (monologue) Extensive oral production tasks include speeches, oral presentations, and story-telling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether. Language style is frequently more deliberative (planning is involved) and" formal for extensive tasks, but we cannot rule out certain informal monologues" such as casually delivered speech (for example, my vacation in the mountains, a recipe for outstanding pasta primavera, recounting the plot of a novel or movie).

Based on the types of the speaking on previous page, the researcher used intensive speaking through Global Presentations Strategy, where the students presented a material in front of the class about giving information.

d. Speaking Strategies

According to Tsui (1996:154), there are six strategies for overcoming anxiety and reluctance to speak, namely:

1) The first strategy was to lengthen the amount of time between asking a question and nomination someone to respond.

2) The second strategy was to improve questioning techniques.

3) Third strategy, by teachers was to accept a variety of answers.

4) The fourth strategy was to give learners an opportunity to rehearse their responses in small groups or pairs before being asked to speak up in front of the whole class.

5) The fifth strategy, reported as effective was to focus on content rather than form.

6) The sixth strategy, identified by the teacher was to establish good relationships with the students.

Shortly in speaking, speaker must consider about the five elements above so they can convey meaning as effectively as possible.

e. Teaching Speaking

According to Nunan (2003), teaching speaking is to teach ESL learners to:

1) Produce the English speech sounds and sound patterns.

2) Use word and sentence stress, intonation patterns and the rhythm of the second language.

3) Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.

4) Organize their thoughts in a meaningful and logical sequence.

5) Use language as a means of expressing values and judgments.

6) Use the language quickly and confidently with few unnatural pauses, which are called as fluency.

All of the statements on previous page can be defined as activities that the reseacher had applied as the skill in teaching speaking and assist the students in learning speaking easily.

f. What are Principles for Teaching Speaking?

According to Nunan (1991: 42), there are five principles for teaching speaking, namely;

1) Be aware of the differences between second language and foreign language learning context.

2) Give students practice with both fluency and accuracy.

3) Provide opportunities for students to talk by using group work or pair work and limiting teacher talk.

4) Plan speaking tasks that involve negotiation for meaning.

5) Design classroom activities that involve guidance and practice in both transactional and interactional speaking.

Based on the principles above, the reseacher focused on these five principles for planning speaking lesson in language classroom that were used to help language students gain practice in speaking in the target language.

g . What are Suggestions for Teachers in Teaching Speaking?

According to Zein (2010:26) there are some suggestions for English language teachers while teaching oral language:

1) Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.

2) Try to involve each student in every speaking activity; for this aim, practice different ways of students’ participation.

3) Reduce teacher speaking time in class while increasing students speaking time. Step back and observe students.

4) Indicate positive signs when commenting on a students’ response.

5) Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.

6) Provide written feedback like "Your presentation was really great. It was

a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…"

7) Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract students from his or her speech.

8) Involve speaking activities not only in class but also out of class; contact parents and other people who can help.

9) Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.

10) Provide the vocabulary beforehand that students need in speaking activities.

11) Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.

Regarding to the statements above teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the students in school and later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. To fulfill the suggestion so the reseacher appleid Global Presentations Strategy which trained the students speak fluently and pronounce word correctly. These activities make the students more active in the learning process and at the also make their learning more meaningful.

h. Speaking Assessment

Aspects of scoring with the indicators to evaluate speaking skill, written by Adams and Smith (1979) in Hughes, they are:

Table 1 ASPECT of SCORING

No Aspects

Indicators

Scor

e Native pronunciation, with no trace of “foreign

accent”.

1. Accent

No conspicuous mispronunciation, but would not

be taken for a native speaker. Marked “foreign accent” and occasional

mispronunciations with do not interfere with understanding. “Foreign accent” requires concentrated listening

and mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary. Frequent gross errors and a very heavy accent

make understanding difficult, require frequent repetition. Pronunciation frequently unintelligible.

No more than two errors during the interview.

Few errors, with no patterns of failure.

2. Grammar

Occasional errors showing imperfect control of

some patterns but no weakness that causes understanding. Frequent errors showing some major pattern

uncontrolled and causing occasional irritation and misunderstanding. Constant errors showing control of very few

major patterns and frequentlypreventing communication.

Grammar also entirely inaccurate expect in stock

phrases.

Vocabulary apparently as accurate and extensive

as that of an educated native speaker.

3. Vocabulary Professional vocabulary broad and precise;

general vocabulary adequate to cope with complex practical problems and varied social situations. Professional vocabulary adequate to discuss

special interest, generally vocabulary permits discussion of any non-technical subject with some circumlocutions. Choice of words sometimes inaccurate,

limitations of vocabulary prevent discussion of some common professional and social topics. Vocabulary limited to the basis personal and

survival areas (time, food, transportation, family, etc). Vocabulary inadequate for even the simplest

conversation. Speech on all professional and general topics as

effortless and smooth as native speakers. Speech is effortless and smooth, but perceptively

non-native speed and evenness.

4. Fluency

Speech is occasionally hesitant, with some

unevenness by rephrasing and grouping for words Speech is frequently hesitant and jerky;

sentences may be left uncompleted. Speech is very slow and uneven expect for short

or routine sentences. Speech is so halting and fragmentary that

conversation is virtually impossible. Understands everything in both formal and

colloquial speech to be expected of an educated native speaker. Understands everything in normal educated

conversation expect for very colloquial or low frequency items or exceptional rapid or slurred

5. Comprehension

speech. Understands quite well normal educated speech

when engaged in a dialogue, but requires occasional repetition or rephrasing. Understands careful, somewhat simplified

speech when engaged in a dialogue, but may require considerable repetition and rephrasing. Understands only slow, very simple speech on

common social and touristic topics; requires common social and touristic topics; requires

conversation.

In giving score to the students’ work, the weighting table below is used.

Table 2

WEIGHTING TABLE

PROFICIENCY DESCRIPTION

As it is seen from the criteria of scoring above, the researcher gave value to the students’ accent, grammar, vocabulary, fluency, and comprehension during

Giving information with their friends. There are two examples of the result of scoring of two students (Rolisman and Happy), as follows:

1) The results of proficiency description’s Rolisman are: accent 5 (score 3), grammar 5 (score 30), vocabulary 6 (score 24), fluency 2 (score 4), and comprehension 6 (score 23). The total score of Rolisman = 3 + 30 + 24 + 4 + 23 = 84

2) The results of proficiency description’s Happy are: accent 6 (score 4), grammar 5 (score 30), vocabulary 3 (score 12), fluency 6 (score 12), and comprehension 4 (score 15). The total score of Happy = 4 + 30 + 12 + 12 + 15 = 73

After getting the total score, it was interpreted to the conversion table, as follows:

Table 3

The CONVERSION TABLE

Total Score Fluency Levels

16-25 0+* 26-32

Explanation: • Symbol + (plus) shows in the middle position (level) between two levels, such as

between 0 and 1, between 1 and 2 and so on. • There are five levels of Proficiency Description Score, as follows:

Level 1: Able to satisfy minimum courtesy requirements of Giving information, can ask and answer questions on very familiar topics, within the scope of her/his very limited language experience, can understand simple questions and statements, allowing for slowed speech, repetition or paraphrase, speaking vocabulary inadequate to express anything but the elementary needs, errors in pronunciation and grammar are frequent, but can be understood by a native speaker used to dealing with foreigners attempting to speak her/his language.

Level 2: Able to deal with routine social exchange, can handle with confidence but not with facility the simplest type of conversation, including introduction and chat about auto biography information, can get the gist of most conversation on nontechnical subjects (i.e., topics that require no specialized knowledge) and has a speaking vocabulary sufficient to express him or her simply with some circumlocutions, accents, though often quite faulty, is intelligible. Can usually handle elementary constructions quite accurately and appropriately but does not have thorough or confidents control of the grammar.

Level 3: Able to speak with sufficient structural accuracy and appropriate and vocabulary to participate effectively in most in formal conversation on practical and social topics, can discuss particular interests and special fields or competence with reasonable ease, comprehension is quite completed for a normal rate of speech, vocabulary is broad enough that he or she rarely has to grope for a word, accent may

be obviously foreign control of grammar is good, errors never interfere with understanding and rarely disturb the native speaker. Level 4: Able to use the language fluently, accurately, and appropriately on all levels normally pertinent to conversational needs can understand and participate in any conversation within the range of his or her experience with high degree of fluency and precision of vocabulary, would rarely be taken for a native speaker, but can respond appropriately even to unfamiliar topics, errors of pronunciation and grammar quite rare can handle informal interpreting from into the language.

Level 5: Conversational proficiency is equivalent of an educated native speaker, has complete fluency in the language such that his or her speech on all levels Level 5: Conversational proficiency is equivalent of an educated native speaker, has complete fluency in the language such that his or her speech on all levels

So, the result of the conversion table shows Rolisman ’s score is 84. Based on the conversion table, he is at the level 4 (83 - 92). It can be understood, Rolisman is able to use the language fluently, accurately, and appropriately on all levels normally pertinent to conversation needs, while the result of conversion Happy ’s score is 73. Based on the conversion table above, she is at level 3+ (73-82). It means that, Happy is able to speak with sufficient structural accuracy and appropriate and vocabulary to participate effectively in most in formal conversation on practical and social topics.

The total score obtained by the students based on the proficiency description and the proficiency level achieved by them is described in Table 4 below.

Table 4

PROFICIENCY DESCRIPTION and PROFICIENCY LEVEL of the

STUDENTS’ ABILITY in SPEAKING

Proficie No

Proficiency Description

Name ncy Accent

Comprehension Total Score

level

From the table, it can be known clearly the students’ ability in speaking.

i. Syllabus of Speaking Skill of the Eighth Grade in SMP Negeri 1 Bawolato

Based on syllabus at Junior High School at SMP Negeri 1 Bawolato, one of basic competences that should be mastered by the students is speaking. The purpose is to make communication. The syllabus is the plan in a group of subject that consist of competence standard, basic competence, indicator, learning material, learning activities, assessment, time allocation and learning source.

The explanation of the components of syllabus will be showed in elaboration below:

1) Competence Standard Expressing the meaning formal transactional and interpersonal simple short conversation to interact to the environment around us.

2) Basic Competence Expressing the meaning of transactional (to get things done) and interpersonal simple conversation by using oral language various accurately, fluently and accepted to interact to the environment around us and involve the speech act such as expressing asking and giving agreement, responding a statement, Giving information and starting, extending, and ending a conversation on the phone.”

3) Indicator It is competence standard marked by the exchange of the students’ attitude that can be measured.

4) Learning Material It should have been suitable to the basic competence that can develop the

students’ knowledge in speaking such as: “Giving information”.

5) Learning Activities It was the stud ents’ experiences that involve the mental and physical processes among the students, namely: “The students presented a topic in front of class by using Giving information ”.

6) Assessment To measure and observe the teaching-learning process, the reseacher was applied Performence Assesment.

7) Time Allocation It was duration of time that was needed to achieve a certain basic competence during the teaching-learning process conducted.

8) Learning Media The media that were needed in teaching-learning process by the reseacher and the

students in the classroom, such as: “books, laptop, A4 paper and etcetera. The Examples of Expressing Asking and Giving Agreement, Responding a

Statement, Giving information and Starting, Extending, and Ending a Conversation on the Phone.

Wardiman says (2008), there are some expressing that the students should master in English learning, they are:

1) Asking and giving Information: For Example:

a) Allowed me?

b) Would you tell me with...

c) ..., Let me?

d) Tell me please..., d) Tell me please...,

f) Well, allow me

g) Could you tell me?

2) Responding a statement :

a) Why not

b) Really?

c) How true

3) Expressing Starting, Extending and a Ending a Conversation on the Phone For Example:

a) Hello, this is....

b) Can I speak to...

c) May i speak to....

All the expressions were one basic competence in conducting teaching speaking but the reseacher taught the students about Giving information especially at the eighth grade of SMP Negeri 1 Bawolato in 2015/2016.

2. Global Presentations Strategy

a. The Definitions of Global Presentations Strategy

Zwiers (2006:14 ) says, “Global presentations strategy is practice of showing and explaining to the content of a topic ” in other words, Global Presentations Strategy provides the chance to show their ability in speaking. Furthermore, Gareis (2006:6), states “Global Presentations Strategy is ways of communicating ideas and information to a group. A presentation carries the speakers personality better and allows immidiate interaction between all participations ”. Morever, Lenski (2006:25 ) states, “Global Presentations Strategy is the practice of showing the content to an audience or learners ”.

Based on the statement above, the reseacher takes point that Global Presentations Strategy is one strategy that the reseacher can apply to invite the Based on the statement above, the reseacher takes point that Global Presentations Strategy is one strategy that the reseacher can apply to invite the

It can be said that global presentations is one of strategies for communicator as a teacher to encourage, to force and to train the students’ participation to present a topic in front of class.

b. The Principles of Global Presentations Strategy

According to Sethna (2011), there are some principles of Global Presentations Strategy as a strategy in teaching speaking, they are:

1) To broaden participation and promoting students to talk at a time.

2) The students are brave to give his/her opinion, suggestion, addition and ideas in teaching and learning process.

3) To encourage the students’ spirit in speaking.

4) To hook the students’ emotion to talk something based on material.

5) To keep and build the students’ concentration, concern and

preparedness in learning process.

6) Making class atmosphere active.

7) Making way of setting a purpose for speaking so fun.

For several of the principles above, Global Presentations Strategy is a teaching strategy that can be applied in teaching speaking. So, the reseacher appleid the strategy to achieve the learning goal.

c. The Procedures of Global Presentations Strategy

In teaching speaking through Global Presentations Strategy, firstly the teacher prepares a particular topic or lesson previously before she or he is going to teach the material.

According to Quiroga (2012:34) there are some steps in teaching speaking through Global Presentation Strategy, namely;

1) Divide the class into groups three or four. Tell them that in the next lesson the groups will have to give a group presentation based on the country they pull out of the hat or box. Pass around the hat or box and groups pick out a piece of paper with the name of their country.

2) Tell the class the presentations can be on any aspect of life in their allocated country. There are three rules: a). The children need to give some information about the country. b). The children need to do kind of activity with class about the country. c). The whole presentation must not last more than 15 minutes( or whatever

time seems reasonable to you)

3) Brainstorm the kind of information that can be given about the country(location, population, capital city, costums, famous people and so on) and the kind of activity that can be done( a quiz, a dance, a song, an exhibition to walk around, food tasting, making something and so on) and also brainstorm where the children can find the information( internet, library, telvision by talking to people from the country).

4) Allocate either class time, homework time or both to groups to prepare the presentations

5) In the next lesson/ lessons, the children present their work. Furthermore, Preszler (2006:14) provides some steps belong to the teacher in

using Global Presentations Strategy to teach speaking skill, they are:

1) Divide the students into group.

2) Tell them that in the next lesson the groupss will have to give a group presentation.

3) Tell the class the presentation can be on any aspect of life in their allocated country.

4) Brainstrom the kind of information that can be given about the country.

5) Allocate either class time.

6) The students present their work. Morever, Edwards (2009:61) provides some steps using Global Presentations

Strategy

1) Divide the students into group.

2) Tell them next lesson the groups will have to give a group presentations.