THE EFFECT OF USING STAND UP HAND UP PAIR UP (SUHUPU) STRATEGY IN STUDENTS’ MOTIVATION IN SPEAKING ENGLISH FOR THE ELEVENTH GRADE STUDENTS AT SYUBBANUL WATHON VOCATIONAL HIGH SCHOOL IN ACADEMIC YEAR 2018/2019 - Test Repository

  

THE EFFECT OF USING STAND UP HAND UP PAIR UP

(SUHUPU) STRATEGY IN STUDENTS’ MOTIVATION IN

SPEAKING ENGLISH FOR THE ELEVENTH GRADE

STUDENTS AT SYUBBANUL WATHON VOCATIONAL

  

HIGH SCHOOL IN ACADEMIC YEAR 2018/2019

A GRADUATING PAPER

  Submitted to the Board of Examiners as a Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan (S. Pd) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN)

  Salatiga

  

Written by:

FITA WIDYASTUTI

NIM. 113 14 060

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

  

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

  MOTTO

“Strength Does Not Come From Physical Capacity. It Comes From

An

  Indomitable Will”

• MAHATMA GANDHI-

  

DEDICATION

  This graduating paper is dedicated to:

• Allah SWT who always bestows blessing and gives me strength. Without Alloh, I am nothing, the only God who show me the right path and guide me to do good deeds.
• My beloved parents, my father, and mother, thanks for everything. You always love and support me. You are my inspiration and my everything. My proudly respect belongs to both of you.
• My beloved sister Fira Dwi Yulian, who always help and loves me all the time. Thank you so much. You are like a little elf of my helper.
• My big family that supported my education.
• One of my beloved friend who always supports and loves me all the time.

  Thank you so much

• The family of ICP batch 14, who always accompany my journey
• All of my beloved friends and students who cannot be mentioned one by one.

  

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim, Assalamu’alaikum Wr.Wb.

  Alhamdulillahirabbil’alamin, all praise to Allah SWT, the most Gracious and the most Merciful. I thank to Allah, the almighty, for giving me the strength to carry on this graduating paper as one of the requirement for Sarjana Pendidikan (S.Pd) in English Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2018. May peace and salutation always deliver to our beloved Prophet, Muhammad SAW who has guided us from the darkness to the brightness.

  However, this success would not be achieved without highly efforts and many great people, and also institutions that have been my greatest support in both my personal and professional life. I would like to seize this opportunity to express my deepest regard and gratitude for:

  1. Dr. Rahmat Hariyadi, M.Pd., the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.

  2. Suwardi, M.Pd., the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.

  3. Noor Malihah, Ph.D, the Head of English Education Department and the counselor of this paper, who always gives a great attention, suggestion and guidance for this paper from beginning until the end.

  

ABSTRACT

  Widyastuti, Fita. 2018. The Effect of Using Stand Up Hand Up Pair Up

  (SUHUPU) Strategy in Students’ Motivation in Speaking English For The Eleventh Grade Students at Syubbanul Wathon Vocational High School in Academic Year 2018/2019. A Graduating Paper.

  English Education Department. Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Noor Malihah, Ph.D. This research dealt with the effect of using Stand Up Hand Up Pair Up

  (SUHUPU ) strategy in students’ motivation in speaking English for the eleventh grade students at Syubbanul Wathon vocational high school. The objectives of this research were (1) to find out the students’ motivation in speaking English before implementing SUHUPU (2) to find out the students’ motivation in speaking English after implementing SUHUPU. The subject of this research were two classes in the eleventh grade: the first class was Ja dda 8 as the experimental class and the second class was Jadda 3 as the comparison class. The approach of research was quntitative research especially quasi experimental research. The instument that used to collect the students’ motivation data was questionnaire. The data collected from the score of pre-questionnaire and post-questionnaire after treatment was implemented. The data tested statistically by using Statistical Product and Service Solution (SPSS) version 16.0.

  The researcher found that there was no significant difference in the students’ motivation in speaking English before implementing SUHUPU. The mean score of EC (Experimental Class) was 3.49 and CC (Comparison Class) was

  3.46. Those can be categorized into moderate degree of motivation. Independent T-test result showed that was 0.29. By referring to the in number 1.997, thus

  < . So that EC and CC indeed belong to the same participants when the research was started. After implementing SUHUPU, the mean score of the student’ motivation in speaking English was increased. The mean score of EC became 4.10 and CC became 3.80. Those result can be categorized into high degree of motivation. The result of Independent T -test showed that was 4.559. by refering to the , . Hence, researcher interpreted that there was any

  > significant difference after implementing SUHUPU. The result showed that SUHUPU strategy was an effective strategy in improving the students’ motivation in speaking English. To sum up, the researcher concluded that null hypothesis (H a ) is accepted and alternative hypothesis (H 0) is rejected.

  Key Words

  : SUHUPU, Numbered Heads Together, Students’ Motivation, Speaking

  

TABLE OF CONTENT

TITLE .................................................................................................................... i DECLARATION .................................................................................................. ii ATTENTIVE COUNSELOR’S NOTE ............................................................. iii

STATEMENT OF CERTIFICATION ............................................................. iv

MOTTO ................................................................................................................. v DEDICATION ...................................................................................................... vi

ACKNOWLEDGEMENT .................................................................................. vii

ABSTRACT........................................................................................................... ix TABLE OF CONTENT....................................................................................... x

LIST OF TABLES ............................................................................................... xiii

  CHAPTER I INTRODUCTION A. Background of the Research ..................................................................... 1 B. Research Question ..................................................................................... 5 C. Objectives of the Research ........................................................................ 6 D. Significance of the Research ..................................................................... 6 E. Definition of Key Terms ........................................................................... 7 F. Graduating Paper Outline .......................................................................... 8 CHAPTER II LITERATURE REVIEW A. Previous Research ...................................................................................... 10 B. Theoretical Framework ............................................................................. 12

  1. Speaking ............................................................................................... 12

  a. Nature of Speaking ........................................................................ 12

  b. Function of Speaking .................................................................... 14

  c. Types of Speaking ......................................................................... 16

  2. Teaching Speaking .............................................................................. 18

  a. Nature of Teaching Speaking ....................................................... 18

  b. Activities to Promote Speaking .................................................... 21

  c. Characteristic of Successful Teaching Speaking......................... 24

  3. Motivation ............................................................................................ 25

  a. Nature of Motivation ..................................................................... 25

  b. Types of Motivation in Learning.................................................. 27

  c. Factor Influence Motivation in Learning ..................................... 30

  d. Characteristics of Motivated Students ......................................... 31

  4. Stand Up Hand Up Pair Up (SUHUPU) ............................................ 32

  a. Definition of SUHUPU ................................................................. 32

  b. The Purposes of SUHUPU ........................................................... 34

  c. The Standard Procedures of SUHUPU ........................................ 34

  5. Numbered Heads Together(NHT) ...................................................... 35

  a. Definition of Numbered Heads Together .................................... 35

  b. The Purposes of Numbered Heads Together ............................... 36

  c. The Standard Procedures of Numbered Heads Together ............ 37

  d. Hypothesis of the Research .......................................................... 37

  CHAPTER III RESEARCH METHODOLOGY A. Type of Research ....................................................................................... 39

  B. Time and Location of the Research .......................................................... 42

  C. Population and Sample of the Research ................................................... 42

  1. Population ............................................................................................ 42

  2. Sample .................................................................................................. 43

  3. Variable of the Research ..................................................................... 47

  4. Instrument of the Research ................................................................. 48

  5. The Test of Instrument ........................................................................ 49

  6. Technique of Collecting Data ............................................................. 50

  7. Technique of Data Analysis ................................................................ 51

  CHAPTER IV DISCUSSION AND DATA ANALYSIS A. Description

  1. Pre- Questionnaire of Students’ Motivation ....................................... 55

  2. Post- Questionnaire of Students’ Motivation ...................................... 58

  B. Data Analysis ............................................................................................. 61

  1. Pre- Questionnaire of Students’ Motivation Analysis ........................ 62

  2. Post- Questionnaire of Students’ Motivation Analysis ...................... 71

  a. Statistical Analysis Result of Pre and Post Questionnaire of Students’ Motivation of Experimental Class ............................... 78

  b. Statistical Analysis Result of Pre and Post Questionnaire of Studen ts’ Motivation of Comparison Class ................................. 80

  C. Discussion .................................................................................................. 82

  1. The Analysis of the Students ’ Motivation in Speaking English

  Before Implementing SUHUPU ......................................................... 82

  2. The Analysis of the Students’ Motivation in Speaking English After Implementing SUHUPU ..................................................................... 84

  3. Hypotheses Result ............................................................................... 85

  CHAPTER V CLOSURE A. Conclusion .................................................................................................. 87 B. Suggestions................................................................................................. 88

  1. For the Teachers .................................................................................. 88

  2. For other Researchers .......................................................................... 89

  REFERENCES APPENDICES

  

LIST OF TABLES

Table 3.1 Pre- Questionnaire and Post- Questionnaire Control Group Design ..... 41Table 3.2 The Total Population of the Second Year Students of SMK

  Syubbanul Wathon Tegalrejo Magelang in 2018-2019 ......................... 43

Table 3.3 Likert- Type Scale Response Anchors: Level of agreement ................. 50Table 3.4 Students’ motivation level ....................................................................... 52Table 4.1 Result of Pre-Questionnaire of

  Students’ Motivation in Experimental Class .......................................................................................................... 55

Table 4.2 Result of Pre-

  Questionnaire of Students’ Motivation in Comparison Class .......................................................................................................... 57

Table 4.3 Result of Post-

  Questionnaire of Students’ Motivation in Experimental Class .......................................................................................................... 58

Table 4.4 Result of Post- Questionnaire of Students’ Motivation in Comparison

  Class .......................................................................................................... 60

Table 4.5 The Mean Scores of Pre-

  Questionnaire of Students’ Motivation.......... 62

Table 4.6 Distribution Score in both EC and CC .................................................... 63Table 4.7 Critical Values for two tailed test ............................................................ 67Table 4.8 Group Statistics ......................................................................................... 70Table 4.9 Independent Samples Test of Pre-Questionnaire.................................... 70Table 4.10 The Mean Scores of Post-

  Questionnaires of Students’ Motivation .... 71

Table 4.11 Post-Questionnaire Distribution Score in both EC and CC ................ 72Table 4.12 Group Statistics of

  Students’ Motivation Post-Questionnaire ............. 76

Table 4.13 Independent Sample Test of Post-Questionnaire.................................. 83Table 4.14 Paired Samples Statistics of Experimental Class ................................. 79Table 4.15 Paired Samples Test of Experimental Class ......................................... 80Table 4.16 Paired Samples Statistics of Comparison Class ................................... 81Table 4.17 Paired Samples Test of Comparison Class ........................................... 81Table 4.18 Hypothesis Data Result .......................................................................... 85

LIST OF APPENDICES

  1. Curriculum Vitae

  2. SKK

  3. Note of counselor

  4. Research permission Letter

  5. Official Statement letter from SMK Syubbanul Wathon Tegalrejo Magelang

  6. Profile of SMK SMK Syubbanul Wathon Tegalrejo Magelang

  7. Consultation Sheet

  8. Lesson Plan/ RPP

  9. Sheet of Pre-Questionnaire and Post-Questionnaire

  10. Learning Materials (Suggestion Material & Excercises)

  11. Research Documentation

CHAPTER 1 INTRODUCTION This chapter focuses on discussing an introductory explanation of the

  research. It presents the background of the research, research questions, objectives of the research, limitations of the research, significance of the research, clarification of key terms, hypothesis of the research, the system of the graduating paper outline.

A. Background of the Research

  God create human to live together in this world. Of course, they need a tool to communicate and interact with other people around them.

  Communication is one of the essential aspects of life. The communication will be more effective with the help of language. Language is a system of communication using sound or symbols that enable us to exchange knowledge, beliefs, inner thought, emotion, feeling or experience.

  Basically, language is speech. It is used for carrying out various activities of life. Sapir (1921) state that “Language is an anonymous, collective and unconscious art; it was a result of the creativity of thousands of generations”. In another word, a language developed spontaneously without conscious effort and deployed without awareness in the society.

  There are many languages in the world such as Indonesian, Javanese, Spanish, French, Arabic, German, etc. Nowadays, the worlds are changing fast. English becomes a global language. Crystal (2003) argues that there are two main ways in which a language is accepted as a global language. Firstly, language is as an official language of a country which is used as a medium of communication in the government, law courts, media, and also the educational system. Secondly, a language will be known as a global status when it is used as a priority in a country’s foreign-language- teaching. Right now, we can see in our society, more than 300 million of the world’s population speak English as native, second or foreign language. It may not be the most spoken language in the world, but it is the official language in many countries, including Indonesia. A global language acts as “lingua-franca”. It means English enable people from various backgrounds and ethics to communicate with each other. Today, English plays important role in every sector of human life such as economic, business, education, health, politics, media mass, engineering, and others. In the education sector, English may open doors in the academic world. English also will give an opportunity to study overseas.

  Thus, learners may get more knowledge and experience.

  Among the four skills, students consider speaking as the most difficult one since it needs great courage as well as preparation to produce the language (Malihah, 2010:86). Speaking is a productive skill which consists of systematic verbal utterance to convey meaning in order to get a response from the listener (Cameron, 2001; Nunan, 2003). In the process of speaking, people can use verbal and non-variety symbols in a variety of context. When the speaker finds a hard way to express some words, the speaker can use gesture or facial expression. Undeniable, most people think that mastering the art of speaking is the important aspect to learn. As far we know that the Indonesian language as the official language, while English acts as a foreign language. Thus, not so many people use English in their day-to-day communication (Musyahda, 2002). Learning English is quite challenging to be learned. Actually, there are some problems faced by Indonesia in learning English, for instance: inappropriate learning system, Indonesian’ perspective and lack of motivation disable Indonesia from learning English. For that reason, Indonesia should pay more attention to English. Huda (1997) states that developing an educational system is the main challenge for Indonesia.

  Based on the researcher’s observation, SMK Syubannul Wathon is a Technology Vocational High School based Islamic boarding system. In this school, English is learned a nd taught as a compulsory subject. The school pays a good attention to English subject, students learn English for one hundred and sixty minutes a week. Moreover, the school also hold extracurricular to support students’ English Learning such as English Intensive Program and English Corner. Ideally, students should achieve the passing grade that has been determined and students should be able to master in 4 skills in English, especially in speaking subject.

  Based on the researcher ’s observation, English teacher usually used role play in designing speaking class. Firstly, he or she gave students certain material for examples; hotel reservation, restaurant, hospital and etc. In the last 30 minutes, the teacher asked the students to practice with other friends inside or outside the classroom. Talking about role play, according to Richards (2008: 31), role play is one of the familiar techniques for practicing real-world transaction that involves of 3 steps; preparing, modeling and eliciting, and practicing and reviewing.

  Purposely, role play is useful to encourage students’ curiosity, participation and motivate them to learn more. Moreover, it revives the ease and the joy of experimental learning (Mantooth, 2014:6). In another side, role play takes a long time for speaking practice. Other reason, role play needs some creativity from both of teachers and also students. From the observation that has been done, the researcher tried to apply another strategy for designing speaking class. That strategy was Stand Up Hand Up and Pair Up (SUHUPU). Researcher’s aim is to try out SUHUPU strategy so that speaking activity is more effective than using the old strategy.

  One of the students’ success keys depends on the individuals strive and desire to reach their goal. Of course, they need something that prompts, incites or stimulates their actions which are known by motivation. Motivation is the essential key in the field of education.

  According to Sabouri (2012) “motivation is a combination of effort plus desire to achieve a goal plus favorable attitudes toward the goal to be accomplished”. It is like a tool to prompt our heart to make something happen. Here, motivated learners are a teacher’s dream. Sometimes, teachers often forget that their learning activities are filtered through students’ motivation in the class. From the previous statement, we can analyze that without students’ motivation, there is no life in the class.

  To improve students’ motivation in speaking skill, an appropriate strategy is needed. Teaching speaking needs fun and enjoys strategy. Stand Up Hand Up Pair Up (SUHUPU) is a fun and enjoy strategy that used to motivate students in oral communication skill, improve student’s participation and easy grouping in the classroom. This strategy was created by Kagan (1998). He argued that SUHUPU is “a class building activity that can be used to motivate, active prior knowledge, close a lesson or group of a lesson, review previously learned material, and to have fun”.

  Regarding with the symptoms that researcher explain above, the researcher is interested to conduct a research entitled: “The Effect of Using Stand Up Hand Up Pair Up (SUHUPU) Strategy in Students’ Motivation in Speaking English For the Eleventh Grade Students at Syubbanul Wathon

  Vocational High School” B.

   Research Question

  The questions of research can be formulated into the following questions: 1.

  How is the students’ motivation in speaking English before implementing SUHUPU?

  2. How is the students’ motivation in speaking English after implementing SUHUPU?

  C. Objectives of the Research 1.

  To find out the student’s motivation in speaking English before implementing SUHUPU.

  2. To find out the students’ motivation in speaking English after implementing SUHUPU.

  D. Significance of the Research

  According to Creswell (1994: 113), the significance of the study should describe the importance of the study for selected audiences.

  Therefore, I expect that this study meaningfully contributes to give practical and theoretical benefits.

  1. Practically

  a. For the Researcher By conducting this research, the researcher can learn how to conduct research correctly. The finding of the effect by using

  SUHUPU in the students’ motivation in speaking English for the research can be used as the starting points in improving the researcher teaching skill, especially in teaching speaking. This research can give some innovations to the teachers in the future planning.

  b. For students By conducting this research, hopefully, students can improve their motivation in English speaking learning, thus students have high motivation, self-confident, and good achievement in English, especially in speaking skill.

  2. Theoretically The result of researcher paper can be used as a comparison strategy in English teaching-learning process, especially for speaking skill.

E. Definition of the Key Terms

  In order to explain and avoid misunderstanding about the title and the content of the research, there are several key terms should the researcher define as the following.

  1. Speaking Speaking is the action of conveying information or expressing one’s feeling in speech (Oxford Dictionaries). Likewise, Nunan (2003) argues that speaking is the productive oral skill that consists of systematic verbal utterance to convey meaning. In this research, speaking is a way for students to express their idea to the others in the learning process.

  2. Motivation According to Xiao (2013: 258), Motivation is the impetus to create and sustain intentions and goal-seeking acts. In this research, motivation is an arousal student to be motivated to speak. By having high motivation in speaking, they will show their effort to speak and always try to use English more. Thus, it will influence their learning outcomes.

  3. Strategy A strategy is a careful plan or method for achieving a particular goal usually over a long period of time (Webster: 2010). In this research, a strategy is a plan that used to increase students’ motivation in English speaking skill.

  4. SUHUPU SUHUPU is a funny strategy that used to motivate, improve students’ participant and inclusion, promote in speaking skill, and easy grouping of the student in the learning process. SUHUPU is an effective strategy to improve students’ social and thinking skill (Kagan, 2009).

F. Graduating Paper Outline

  In this section, the researcher discussed some terms in chapter one into chapter five as follows: Chapter one is introduction consists of the background of the research, research questions, objectives of the research, significances of the research, definition of key terms, and graduating paper online. Chapter two consists of the literature review that presents previous research, theory of speaking, teaching speaking, motivation and theories of SUHUPU, and

  Hypothesis of the research. Chapter three is research methodology which consists of type of the research, time and location o the research, population and sample of the research, variable of the research, instrument of the research, test of the instrument, technique of collecting data, and technique of data analysis. Chapter four is analysis and discussion consists of data description, data analysis, and discussion. Chapter five is closure consists of conclusion and suggestion. The last part is references and appendices.

CHAPTER II LITERATURE REVIEW This chapter, the researcher focuses on giving a comprehensive theoretical

  foundation for the research. It aims at giving direction to what extent the research is conducted, theories explained in this research are conducted based on the research of this theory.

A. Previous Research

  The first previous research came from Masiska. She told about her experiences when teaching English in Junior High School. Purposely, she conducted research in order to solve her students’ problem in English skill, especially in speaking skill. Besides that, Masiska wants to give advice to English teachers so that the teaching and learning process more interesting and effective. In that research, she combined SUHUPU Strategy and Three Steps Interview Strategy. SUHUPU used to elicit the students’ participation in delivering an idea. Besides, this strategy was used to make a group and find a partner. In other word, students could work with all friends in the class. While Three Steps Interview Strategy used to promote the students’ speaking activity by using an interview. In this strategy, one was being the interviewer and the other was being the informant. Masiska used the procedure that is suggested by Kagan (2001) and Baker (2005).

  Those strategies were combined in exploration, elaboration, and confirmation. The findings of this research stated that the combination both of Stand Up Hand Up Pair Up (SUHUPU) Strategy and Three Steps

  Interview Strategy could improve students’ speaking ability. Moreover, students felt enjoy and interest in the classroom activity. Students participated more and used their thinking skill to solve some problems that given by the teacher in the class. In the previous researcher, Masiska combined SUHUPU Strategy and Three Steps Interview Strategy. While in this research, the researcher focuses on the SUHUPU strategy. The researcher tries to find out the effect of using SUHUPU strategy in students’ motivation in speaking English.

  The second previous research came from Ihsan (2016). He conducted a research in Muhammadiyah 1 Senior High School Gresik in Easy-

  Speaking course. He wanted to know the students’ motivation in practicing speaking English in Easy-Speaking course. In this previous research, Ihsan used a descriptive quantitative research. The data obtained from the questionnaire distributed and analyzed to get the result. The result showed that 1) Learners effort in practicing speaking English is 56.1%. 2) The learners’ interest in practicing speaking English is 49.7%. 3) The learner’s attitude towards practicing speaking English is 59.9%. 4) The learner’s desire in practicing speaking is 71.43%. Ihsan suggested that using media is very important both to i ncrease the students’ motivation and to give a big opportunity to the students to explore their idea. The similarity both Ihsan and my research are equally looking for the students’ motivation percentage in a Senior High School grade. In the previous research, the researcher did not use a certain strategy. He only examined the strategy that has been applied there. In this research, the researcher uses SUHUPU strategy to examine and improve the students’ motivation.

  The third previous research came from Heriani Saputri (2010). She tried to find out whether there is a significant effect of using GAP Activities toward students’ motivation in speaking English among second- year students at MAN 2 Model Pekanbaru. In this previous research, she used Pre-Experiment al design with emphasis upon “intact group design”. From the research, she found there was a significant effect of using information GAP Activities. The questioner result showed that there was an increase of points in the experimental group. In short, she concluded that GAP Activities was effective to improve students’ motivation in speaking English.

B. Theoretical Framework 1. Speaking a. Nature of Speaking

  Speaking is the oldest and most universal way for human being to express an opinion, thought and feeling to other people and other culture. Speaking plays a major important role in the language skills include listening, reading and writing. In other definition, speaking is the productive oral skill that consists of systematic verbal and non-verbal to convey a meaning that can be directly and empirically observed (Nunan: 2003; Brown: 2004). It can be understood that when people speak orally to other people, they are producing words, gestures, or others which have meaning and the listener can give respond or feedback.

  Speaking can be said as a tool to identify who knows or does not know about language. Brown (2001: 267) asserts a good speaker is someone who can carry on certain language in the conversation reasonably competently. Thus, speaking requires that speaker not only how to produce specific points of language such as grammar, pronunciation, and vocabulary (linguistic competence), but also they understand when, why, and in what ways to produce language.

  Richard (2008: 19) states that the mastery of speaking skills in English is a priority for many second-language or foreign- language learners. Malihah (2010: 85) underlines that speaking is a crucial part of second language learning and teaching. In communication skill, it is not merely about repeating and memorizing dialogues, but students should be able to use the utterance to communicate in the real situations. Stovall (1998) states that students need to recognize that speaking involves three areas of knowledge. Here, the definition of those areas:

  1) Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation. 2) Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required interaction/relationship building.

  3) Social and cultural rules and norms (turn-taking, a rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.

  Based on the definition above, the researcher can conclude that speaking is a productive skill to an express idea, feeling, and also mind through verbal and non-verbal symbol to make others understand about what we are talking about. In this research, speaking is the appropriate way to build communication between teachers and students or students to their classmates in the learning process. A good classroom activity is an activity that can develop learners’ ability for expressing something through speaking (Ur: 1991).

b. Function of Speaking

  Several language experts have attempted to categorize the function of speaking in human interaction. According to Richards (2008: 21), the functions of speaking are classified into three, there are talk as interaction, talk as transaction, and talk as performance.

  For each speech activities are quite distinct in term of form and function and require different teaching approaches. These are the explanation of the function of speaking:

  1) Talk as interaction Talk as interaction refers to what we normally mean by “conversation” and describes the interaction that serves a primarily social function. Purposely, this type is to maintain social relations. It usually happens when people meet each other, they exchange greetings, involve in the small talk, and to establish a comfortable zone of interaction. This type focuses on the speaker and how they wish to present themselves to each other than on the message. 2) Talk as transaction

  Talk as transaction refers to the situation where the focus is on what is said or done. The central focus is the message and making oneself understood clearly and accurately, rather than the participants and how they interact socially with each other.

  Burns (1998) distinguishes the types of talk as transaction into two. There are: a) The first type involves situations where the focus is on giving and receiving information. The listener or participant of the conversation focuses on what the speaker is said. In this type, accuracy may not be the priority. The important thing is the information is successfully communicated or understood. b) The second type is transaction that focuses on obtaining goods or services. For example: checking hotel or ordering some foods in the restaurant. Some skills that involve in using talk as transaction are explaining need or intention, describing something, asking for clarification, making a suggestion, making a comparison, agreeing or disagreeing, and etc.

  3) Talk as performance Talk as performance refers to public talk that transmits information before an audience, such as classroom presentation, public speaking, public announcement, speech and etc. in this type, talk form in monologue rather than dialog and is closer to written language than conversational language. Here, the examples of talk as performance such as giving a class report about a school trip, conducting a class debate, making a sales presentation, and etc.

c. Types of Speaking

  According to Brown (2001: 276), there are six categories that students are expected to carry out in the classroom. There are imitative, intensive, responsive, transactional, interpersonal and extensive.

  1) Imitative Imitative talks about the ability to simply imitate (parrot) a word, phrase, or sentence. Imitative focuses on the student’s pronunciation skills. In this type, teachers usually ask their students to repeat what has been said. Furthermore, imitative may include pronunciation skill, grammatical properties, and another linguistic difficulty. This type is used to establish students’ psychomotor patterns (loosen the tongue) and to associate appropriate grammatical forms based on the context.

  This activity usually performed in form of drilling. 2) Intensive

  Intensive speaking goes one step beyond imitative speaking to include any speaking performance. It is useful to practice some phonological or grammatical aspect of language. It can be in the form of self-initiated or pair work activity

  3) Responsive Responsive is slightly more complex than intensive type.

  Responsive becomes a good type of student speech in the class. In this level, the dialog includes standards greetings, small talk, and simple questions or comments. 4) Transactional

  Transactional carries out for the purpose of conveying or exchanging in the specific information. It is an extended form of responsive language. 5) Interpersonal

  Interpersonal carries out for the purpose of maintaining social relationships. The challenge of interpersonal speaking is the context of pragmatic. In this type, a speaker should be able to keep in mind of using slang, humor, ellipsis, and etc. This type is a little trickier for learner because it involves some factors like a casual register, colloquial language, emotionally charged language, slang, ellipsis, sarcasm, and a convert “agenda”. 6) Extensive (monologue).

  In this type, students include in the intermediate to advanced not typically improvisational communication.

  In this research, the researcher focuses on transactional levels in the form of oral reports, summaries, or perhaps short speeches.

  Extensive type needs a great deal of preparation and interpersonal type. The researcher tries to find out the effect of using SUHUPU strategy in students’ motivation in speaking English.

2. Teaching Speaking.

a. Nature of Teaching Speaking

  Speaking is a very important part of language learning and teaching. Teaching speaking is not merely about delivering material or giving some exercises. Basically, the objective of teaching spoken language is the development of the ability to interest successfully in that target language. Despite its importance, on the other way around, many times ago, teaching speaking has been undervalued and English language teachers teach speaking just in the form of repetition of drills or memorization of language.

  However, today’s world requires that the goal of teaching speaking should improve students’ communication skill. It is because only in that way students can develop and learn how to follow the social and cultural rules appropriate in each communicative circumstance. Hence, the teacher should be able to create such situations where students have real-life communication, authentic activities, and meaningful task to promote students’ speaking activity.

  Nunan (2003) defines “teaching speaking” is an activity that has some objectives to let student to (1) Produce the English speech sounds and sound patterns; (2) Use words and sentence stress, intonation pattern and 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 sentences; (5) Use language as a means of expressing values and judgments; (6) Use the language quickly and confidently with few unnatural pauses, which is called as fluency.

  Developing interactive teaching strategy is essential in the learning process. In this case, teachers need some principles in designing speaking techniques. Brown (2001: 275) argues some principles related to speaking activities, they are:

  1) Use techniques that cover the spectrum of learners needs, form language-based focus on accuracy to message-based focus on interaction, meaning, and fluency. 2) Provide intrinsically motivating techniques. 3) Encourage the use of authentic language in meaningful contexts 4) Provide appropriate feedback and correction. 5) Capitalize on the natural link between speaking and listening. 6) Give students an opportunity to initiate oral communication. 7) Encourage the development of speaking strategy.

  On the other way around, Nunan (2003: 54) argues there are many principles that every teacher should consider while planning a speaking course. They are:

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

  2) Give students practice with both fluency and accuracy. 3) Provide opportunities to talk by using group work or pair work, and limiting teacher talk.

  4) Plan speaking tasks that involve negotiation for meaning. 5) Designing classroom activities that involve guidance and practice in both transactional and interactional speaking.

  In short, teaching speaking is spoken activity that should be able to develop students’ speaking ability to the target language and make them learn how to follow the social and culture by having real-life communication, authentic activities, and meaningful task.

b. Activities to Promote Speaking

  Kayi (2006) infers from some linguistics in her article, there are thirteen activities to promote speaking activity. Here, the brief explanation of these activities:

  1) Discussions A discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event or find solutions in their discussion groups. By doing discussion, the goal of that activity can be set by the teacher. In this way, discussion points are relevant to the t eacher’s purpose, so that students do not spend their time with the irrelevant thing. 2) Role Play The other way of getting students to speak is role-playing.

  Students pretend they are in various social contexts and have a variety of that social roles. In this activity, a teacher gives information about what the learners should do or feel in the certain context.