IMPROVING SPEAKING SKILLS USING SIMPLE SENTENCE IN SMALL TALK TECHNIQUE FOR SEVENTH YEAR STUDENTS OF JUNIOR HIGH SCHOOL DARUL FIKRI BAWEN IN THE ACADEMIC YEAR 20162018 A GRADUATING PAPER

  

IMPROVING SPEAKING SKILLS USING SIMPLE

SENTENCE IN SMALL TALK TECHNIQUE FOR SEVENTH

YEAR STUDENTS OF JUNIOR HIGH SCHOOL DARUL

FIKRI BAWEN IN THE ACADEMIC YEAR 2016/2018

A GRADUATING PAPER

  

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan(S. Pd.)in the English

Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

  

By:

BELLA ETIKA SETIO UTOMO

NIM.11313040

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

  

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

  

MOTTO

“ONE LEAVE IS BETTER THAN ONE GOLD”

• -Bella Etika Setio Utomo-

  

“Everybody is Genius. But if you judge a fish by its ability

to climb a tree its whole life believing that it is stupid”

• -Albert Einstein-

  

成功的秘诀在你肯不肯

Chenggong de mi jue zai ni ken bu ken

“The succes secret is in your struggle”

  

(Everyone is number one‟s song– Andy Lau)

  

DEDICATION

  I dedicate this graduating paper to: 1.

  Allah Subhanahu Wata‟ala 2. My hero (Father) and my nymph (Mother). You are my everything.

  3. My beloved sibling (Shilla Maulitta S.M.) who always send me a power.

  4. Thanks to my beloved soulmate (Muhammad Subhan) who always support me, accompany me, listen me and motivate me. I hope you will be succes people.

  5. All of my family. Thank you for loving me everyday everywhere.

  6. All of my friends especially Toyi Ambarwati, Isma, Wahyu Lestyowati and any other. Thank you for 4

  th

  friendship and thank you for caring me. I love you so much.

  7. All of my beloved people who cannot be mentioned one by one.

  

ACKNOWLEDGEMENT

  All praise to Allah, the most gracious and the most merciful because of His wonderful blessing the writer can finised this graduating paper as one of the requirement for Sarjana Pendidikan Islam in English and Education Department of Teaching Training and Teaching Faculty of State Institute for Islamic Studies(IAIN) Salatiga.

  Peace and salutation always be given to our prophet Muhammad SAW who Moslems hope his blessing in the Judgment day. However, this success would not be achieved without the support, guidance, advice, help and encouragement from individuals and institutions. Therefore, the writer would like to thank to the following: 1.

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

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

  3. Noor Malihah, Ph. D., as the Head of English Education Department.

  4. Widiyanto, Dr.Phil., M.A, as my academic counselor thanks for your support, directed, suggestion and guidance.

  5. Hammam S.Pd., M.Pd., Ph.D. as the counselor of this research thanks for suggestion and recommendation for this research from beginning until the end.

  6. All lecturers of English Education Department of IAIN Salatiga, thanks for your advice, knowledge, and kindness.

  7. Mr. Loemiyono, S.Pd.I, S.Kom. as the Headmaster of Islamic Junior High School Darul Fikri Bawen and all of teachers and students, especially for my teacher counselor Mrs. Alfa S.Pd.I. and Mrs. Iis S.Pd.I thanks for your kindness, help, guidance and advice.

  8. My beloved family who always support me.

  9. My best friends (Toyi, Wahyu, Isma, Indah, Sef Afif, Subhan Etc ), thanks for caring me, your support and success for you all.

  10. All of my friend in IAIN Salatiga, especially for English Education Department in the cohort of 2013, whose names cannot be mentioned one by one.

  Finally, may Allah receive all their kindness and also repay all of those who have helped the writer during finished this graduating paper. Hopefully, this graduating paper be able to be useful knowledge and information to the readers.

  Salatiga, March 13

  th

  2018 The writer

  Bella Etika Setio Utomo NIM. 113-13-040

  

ABSTRACT

  Utomo, Bella Etika Setio. 2018. IMPROVING SPEAKING SKILLS USING SIMPLE SENTENCE IN SMALL TALK TECHNIQUE FOR SEVENTH-YEAR STUDENTS OF JUNIOR HIGH SCHOOL DARUL FIKRI BAWEN IN THE ACADEMIC YEAR 2016/2018.

  Graduating Paper English Education Department of State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Hammam, S.Pd.I, M.Pd. Ph.D. Keywords: Improving speaking skills, small talk, simple sentence

  Based on an observation, the students of Islamic Junior High School Darul Fikri Bawen has not enthusiastic in learning English especially in speaking skills. Most students assume that English is difficult lesson.

  Based on the problem, by doing this research the writer wants to show small talk technique used in simple sentence form to learn speaking English better. The technique can helps the students to understand what did they say and what will they say in English.

  The aims of this research are (1) to find out the implementation of the speaking skills using simple sentence in small talk technique for seventh-year students of Junor High School Darul Fikri Bawen. (2) to find out the improvement of the speaking skills using simple sentence in small talk technique for seventh- year students of Junor High School Darul Fikri Bawen. The research method that is used in this research is classroom action research. The subjects of the research were 26 students in first grade at Islamic Junior High Shcool Darul Fikri Bawen. The researcher uses two cycles. Each cycle consists of planning, action, observation and reflection. The result of his research shows that there is an improvement of students„ speaking skill using small talk technique in simple sentence form. It can be seen from T-Test calculation in cycle 1 is 8,92 and cycle 2 is 9,23. And also the increasing percentage of the oral test from cycle 1 to cycle 2 with the standardized score (the minimum of passing criteria) is 75, at the cycle 1 is 34,62% students and 96,15% in the cycle 2 who pass in oral test. The increasing of oral test from cycle 1 to cycle 2 is 61.52 %. This indicates that by applying simple sentence in small talk technique, the students in speaking skill can be improved.

  

TABLE OF CONTENT

  TITLE .................................................................................................................. i DECLARATION ................................................................................................. ii ATTENTIVE COUNSELORS

  ‟ NOTES ............................................................. iii STATEMENT OF CERTIFICATION ................................................................ iv MOTTO ................................................................................................................ v DEDICATION ..................................................................................................... vi ACKNOWLEDGMENT .................................................................................... vii ABSTRACT ....................................................................................................... ix TABLE OF CONTENT ....................................................................................... x LIST OF FIGUR ............................................................................................... xiii LIST OF TABLES ............................................................................................. xiv LIST OF CHARTS ............................................................................................ xv

  CHAPTER 1 : INTRODUCTION A. Background of the Research ............................................................... 1 B. Research Questions .............................................................................. 3 C. Objectives of the Research ................................................................. 4 D. Benefit of the Research ....................................................................... 4 E. Hypothesis and Success Indicator ........................................................ 5 F. Research Methodology . ...................................................................... 5 1. Research Design ............................................................................ 5

  2. Subject of the Reseacrh ................................................................. 7 3.

  Steps of the Research .................................................................... 9 4. Data Collection Techniques......................................................... 10 5. Data Analisys .............................................................................. 12 G. Outline of the Study .......................................................................... 14

  CHAPTER II : THEORITICAL FRAMEWORK A. SUPPORTING THEORIES.................................................................. 16 1. Speaking ............................................................................................ 16 a. Definition of speaking................................................................... 16 b. Elements of Speaking.................................................................... 16 c. Principle of Teaching Speaking.................................................... 18 d. Classroom Speaking Activities..................................................... 19 2. SMALL TALK................................................................................. 22 a. Definition of Small Talk............................................................... 22 b. Advantage and Disvantage of Small Talk.................................... 23 c. The Procedure of Small Talk........................................................ 24 3. SIMPLE SENTENCE...................................................................... 24 a. Definition of Sentence.................................................................. 24 b. Definition of Simple Sentence....................................................... 26 B. Review of Previous Research ................................................................ 27 CHAPTER III THE IMPLEMENTATION OF THE RESEARCH

  A. Procedure of the Research .................................................................... 30 1.

  Cycle 1 .............................................................................................. 30 2. Cycle 2 ............................................................................................... 32 3. The minimal Standart of Succesful ................................................. 33

  CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS A. Result of the Research........................................................................... 34 1. Cycle 1............................................................................................... 34 2. Cycle 2............................................................................................... 44 B. Discussion .............................................................................................. 52 CHAPTER V: CLOSURE A. CONCLUSIONS.................................................................................... 57 B. SUGGESTIONS..................................................................................... 58 REFERENCES APPENDIXES

  

LIST OF FIGURE

Figure 3.1 Figure Cyclical Action Research Model .............................................. 6

  

LIST OF TABLE

Table 1.1 List of the Students‟ Name of Students ................................................ 7Table 1.2 Research Schedule ................................................................................ 9Tabel 1.3 Observation Sheet ................................................................................ 11Table 4.1 Observation Sheet Cycle I (Meeting 1) ............................................... 39Table 4.2 Observation Sheet Cycle I (Meeting 2) ............................................... 39Table 4.3 The students„ Score of Pre-test and Post-test in Cycle 1 ..................... 41Table 4.4 Observation Sheet Cycle II .................................................................. 47Tabel 4.2 The students„ Score of Pre-test and Post-test in Cycle 2 ..................... 48Tabel 4.3 The Mean and T-

  Calculations of Students„ score ................................ 53

Table 4.4 The Percentages of Oral Test .............................................................. 54

LIST OF CHART

  Chart 4.1 The Mean and T- calculation of Students„Score .................................. 53

CHAPTER I INTRODUCTION In this chapter, the writer presents the background of the research, research

  questions, objectives of the research, benefits of the research, hypothesis and success indicator, research methodology and graduating paper outlines

A. Bakground of the Research

  Language is an important aspect of life. Language is the tool which people use to communicate with other people. People use language to express their feeling, express ideas and share experiences. Consequently, everyone require to have a good language skills in order to communicate with other. Brown (2007:6) defines that language is a systematic instrument which delivered by using sounds, gestures, or signs agreed for communicating ideas or feelings. I n this globalization‟s era, people not only master their own language skills but they also learn some foreign language. Indonesia is a country which is using English in many aspects of life. The goverment supports the existence of English by included English in learning activities at school. The goverment requires the students to master the integrated skills such as listening, speaking, reading, and writing.

  The first important thing in teaching English is to make the students to be active (Sarwati, 2012:13). The English lesson must be fun and interesting. While student enjoys the lesson, teacher must makes the student understand the theories. Students must practice speaking English if they want to be able to speak English well.

  Based on the observation with the English teacher at Junior high School Darul Fikri Bawen, the writer found some problem in English learning activities especially in speaking skills. Student feels that speaking is the most difficult part of English. Most students are not confidence when teacher asks them to speak. The problem comes from the students who do not enthusiastic and bored in the class. Sometimes teacher gives materials but the next day they have forgoten the materials. They do not pay attention when the teacher gives explanation. They think that learning English especially speaking is difficult so they are lazy to following the lesson. They have a lot of opportunities to practice speaking English in boarding school program but they do not use the opportunities well. They affraid to speak English, they affraid and embarrassed to speak wrong. The writer thinks that using simple sentence in small talk technique can be use for impr ove student‟s speaking skill as simple as can.

  Small talk is a conversation for its own sake. Jasmine (2004:115) states that small talk was developed by anthropologist Malinowski from Poland. According to Malinowski small talk related to the term of phatic communion. The definition of phatic communion is a conversation which is aimless, purposeless and unintentional sometimes looks suspicious and even irrelevant (Coupland, 2000:3)”..

  In language learning, small talk makes the student be able to explore their speaking skill without restricted. The writer also applys simple sentence form for the concept of conversation. The writer thinks that learning speaking skill should start with simple thing. Students trains to speak using simple sentence as pattern. Mastering simple sentence make students understand how the sentences are formed. It makes student understand about what did they say. From the explanation above the writer would like to conduct a research entlitled

  “IMPROVING SPEAKING SKILLS USING SIMPLE SENTENCE

IN SMALL TALK

  TECHNIQUE FOR SEVENTH-YEAR STUDENTS OF JUNIOR HIGH SCHOOL DARUL FIKRI BAWEN IN THE ACADEMIC YEAR 2016/2018” B. Research Questions

  Based of the background of the study, the writer formulates the problems of the study as follows:

  1. How is the implementation of the speaking skills using simple sentence in small talk technique for seventh-year students of Junor High School Darul Fikri Bawen in the academic year of 2017/2018? 2. How is the improvement of the speaking skills using simple sentence in small talk technique for seventh-year students of

  Junor High School Darul Fikri Bawen in the academic year of 2017/2018?

  C. Objectives of the Study

  Based on the statements of the problems above, the objectives of the study are mentioned as follows:

  1. To find out the implementation of the speaking skills using simple sentence in small talk technique for seventh-year students of Junor High School Darul Fikri Bawen in the academic year of 2017/2018.

  2. To find out the improvement of the speaking skills using simple sentence in small talk technique for seventh-year students of Junor High School Darul Fikri Bawen in the academic year of 2017/2018.

  D. Benefit of the study

  The writer expects that the result of this study contribute toward English teaching speaking skills. There are two kinds of the benefits in this research :

  1. Theoritical benefit This research enrich the study on the teaching speaking class especially simple sentence in small talk technique. So the readers more understand about improving speaking skills using simple sentence in small talk technique.

  2. Practical benefit By understanding simple sentence patterns and practice in small talk technique, students be able to speak english well.

  To motivates the teacher and to increase students speaking skills. To make the student more attention and interest to learning speaking because they have an interesting way in learning and they have a chance to practice their english ability.

  E. Hypothesis and Success Indicator

  By conducting this research, the researcher proposes a hypothesis: Using simple sentence in small talk technique can improve student‟s speaking skills.

  The success indicator of this research is taken from the students‟ Basic Competence shown in Lesson Plan (RPP) (see appendix). The students

  ‟ success and failure in doing the activities in cycle I and II will be assessed by referring to the criterion of the passing grade (KKM). The target of English lesson in Junior High school Darul Fikri Bawen is 70. The teacher and the writer expect that there are at least 85% of the students who pass the target.

  F. Research Methodology 1. Research Design

  The writer use classroom action research (CAR). Classroom action research combines as substantive act with a research procedure, it is action disciplined by enquiry, a personal attempt at understanding while engage in a process of improvement and reform (Ayu, 2015:41).

  Classroom action research aimed to improve teachers‟ learning methode in classroom, department, or school (Hopkins, 1993:44).

  Design in CAR helps the writer to do the research sistematicaly. Design consist of several cycles. The cycles are planning, acting, observing, and reflecting of the learning process based on the lesson plan which made for a section. To get maximum result, every cycle must be evaluate.

Figure 1.1 Figure Cyclical Action Research model

  Andi (2015:33-38) mention that all those steps can be explained as follow: a.

  Planning At the planning stage, the writer arranges some procedural acts that will be apply in improving speaking skill using simple sentence in small talk technique. The procedures are put in two lesson plans.

  b.

  Acting Acting was the implementations of planning that has been arranged. At the acting step, the writer tries to implement the steps that have been formulated at planning. c.

  Observing Observation is control of classroom action research.

  The writer and teacher work together in the research. Teacher was an learning executor to prevents action beyond planning, and the writer is an observer in the class. In this phase, the writer prepares the observation sheet. The observation sheet collect from observer during teaching learning process about speaking by using small talk technique in simple sentence.

  Then, the teacher and the writer discuss about the observation sheet result in order to resolve the problem that found during the lesson.

  d.

  Reflecting On this phase, the data that have been collected will be analyze by the writer to determines the next action in the next cycle. After the observation process is done, the writer will reports and reflects to evaluate teaching-learning process to know the improvement of studen t‟s speaking skills.

2. Subject of the Research

  The subject of this research is the seventh year (B class) of Junior High School Darul Fikri Bawen in the academic year of 2017/2018. It consists of 26 students.

Table 1.1 List of the Students‟ Name of seventh year (B class) at Junior High School Darul Fikri Bawen

  No Sex Students‟ Name

  1 A Female

  2 B Female

  3 C Female

  4 D Female

  5 E Female

  6 F Female

  7 G Female

  8 H Female

  9 I Female

  10 J Female

  11 K Female

  12 L Female

  13 M Female

  14 N Female

  15 O Female

  16 P Female

  17 Q Female

  18 R Female

  19 S Female

  20 T Female

  

No Date and time Activities Place and time

  Fikri Bawen Bawen (13.00

  Junior High School Darul

  Darul Fikri (Mrs. Iis Hidayati) Teacher Office

  Muhammadiyah Salatiga Interview with the English teacher of Junir High School

  2018 Observation giving the letter to the one of the staff at SMP

  th,

  1. January 23

Table 1.2 Research Schedule

  21 U Female

  In this research, the writer carries out the steps which summarize in the following research schedule. This research was done on January 2018 until February 2018. The table of research schedule is written below:

   Steps of the Research

  26 Z Female 3.

  25 Y Female

  24 X Female

  23 W Female

  22 V Female

  WIB) The writer use some techniques to colleting data. The techniques are test, documentation and obeservation.

  a.

  5 February 9

  7B (09.30 WIB)

  In the classroom

  (cycle 2) Pre-test, treatment and post- test

  2018 Doing action in the class

  th,

  6 February 16

  7B (07.00 WIB)

  In the classroom

  (cycle 1) Treatment, Post-test

  2018 Doing action in the class

  th,

  7B (09.30 WIB)

  Test Bawen in the preliminary

  In the classroom

  (cycle 1) Pre-test, treatment

  2018 Doing action in the class

  th,

  4 February 08

  WIB)

  Fikri Bawen Bawen (09.00

  Junior High School Darul

  (Mrs. Iis Hidayati) to consult the lesson plan Teacher Office

  2018 Meet the English teacher

  th,

  3 January 24

4. D a t a t 5. Data Collection Techniques

  The writer used test for collecting speaking data. According to Arikunto (2010: 193), ―test is a series of question or other instrument which are used to measure the individual or group skill, knowledge, intelligence, capability or talent‖. This test partially separated into two items, there are:

  1.) Pre – test

  Pre-test will be implemented before treatment that aim to know how far the students speaking skill.

  2.) Pos – test

  The teacher will be implemented the post-test to the students after giving the treatments. The post- test were also consisted of oral test.

  b.

  Documentation Documentation method is an activity to search variables such as notes, transcripts, books, newspapers, magazines, etc. This method is not too difficult because if there is an error the source data is not changed. In this section, the writer took pictures as evidence of teaching and learning activities (Arikunto, 2010: 274).

  c.

  Observation Arikunto defined (2010: 199) observation is a method of collecting data which focus on an object using all of the five human‟s senses. The writer uses this method to know the students directly in the teaching learning activity as well as in the school area. The writer uses and observation sheet to make it more systematic. The observation sheet is written below:

Tabel 1.3 Observation Sheet

  Score No Statements

  Yes No

  1 Teacher prepares the material

  2 The class can be conditioned by the teacher

  3 Teacher uses time conditionally

  4 The method is used interesting

  5 Teacher is able to use the method well

  6 Teacher being friendly to the students

  7 Teacher provides teaching aids

  8 Teacher asks the students„ difficulties

  9 Students pay attention to the explanation

10 Students ask the teacher„s explanation

  11 Students become active in the classroom

  12 Students brave to ask and answer the question

  13 Students fell happy during the lesson

  14 Students get bored during the lesson process 6.

   Data Analysis a. Descriptive Technique

  In this research, the process of descriptive technique used some components include: analyzing data, conclusion or verification. The datas that include in descriptive technique are: Documentations and observation‟s note. After that, the researcher explaine all of the datas which collecte in every cycles, synthesize and summarize in order to make the data clear.

b. Statistical Technique

  In this research, the writer also present qualitative data which analyze use statistical technique to support the research result. The quantitative datas form are pre and post speaking test. To know the improvement in pre-test and post-test, the writer would use the formula as follow (Iriyanto, 2004:29) :

  1) Mean

  ∑ Explanation: M : Mean of students‟ score Σx : The sum of students‟ score N : The total number of respondent

  2) Standard Deviation

  √ ∑

  ( ∑

  ) Explanation: SD : standard of deviation for one simple t-test D : deference between pre test and post test N : number of observation in sample

  3) T-Test

  After calculating standart defiation,the writer calculates T- test to determine the significant‟s difference between pre-test and post-test. It uses to analyze the significant influence of using small talk used in simple sentence form to improve student‟s speaking skills.

  (∑ )

  ( ) √

  Explanation: T : T-test for difference of pre-test and post test SD : Standard deviation for one simple t-test D : Difference between pre-test and post-test N : Number of observation in sample G.

   Graduating Paper Outlines

  This research is divided into five chapters. Each chapter explains different matters in line with the topic that is discussed.

  Chapter 1 is the introduction which consists of the explanation of the background of the study, research statements, objectives of the study, benefit of the study, hypothesis and success indicator, research methodology and the outline of the study.

  Chapter II describes the literature review which containt two parts. Part A explain supporting theories. The supporting theories discuss about definition of speaking, elements of Speaking, principles of teaching speaking, classroom speaking activities, definition of small talk, advantages and disvantages of small talk, the procedure of small talk, definition of simple sentence and the examples of simple sentence. Part B discuss the review of previous research.

  Chapter III is the implementation of the research. This chapter consists of procedure of the research. Chapter IV is research findings and data analysis. This chapter consists the result of the research about the improvement and the significant influence of student‟s speaking skills using small talk technique in simple sentence for seventh-year students of Junior High School Darul Fikri Bawen in the academic year of 2017/2018.

  Chapter V is closure. This chapter consists of conclusions and suggestions of the research based on the analysis in chapter four. The conclusions containt the answer to the research questions about the implementation and the improvement of small talk technique in simple sentence to students‟ speaking skills. After that, it is followed by bibliography and appendices.

CHAPTER II THEORETICAL FRAMEWORK In this chapter consists of supporting theories and the review of previous

  research. Supporting theories describes some information involving: speaking, small talk technique, and simple sentence.

A. Supporting Theories 1. SPEAKING

  a. Definition of speaking

  Speaking has many definitions because in this field there are many experts who have their own concept of speaking. Each definition comes from a different point of view. Speaking is a skill which judged people in the first impression are being formed (Hedge, 2000: 261). Speaking is the used of verbal and nonverbal symbols in the process of building and sharing meaning in various contexts (Chaney, 1998:13).

  Furthermore Hedge explains that, Speaking is an important skill because speaking reflect a human‟s personality and perceptions so, speaking deserves more attention in both first and second language.

  b. Elements of Speaking

  To speak a foreign language fluently and accurately, learners need to know some important speaking elements to support the development of speaking skills. Harmer (2001: 269) mentions these elements of speaking, there are: 1)

  Connected Speech : effective speakers of English need to be able to produce their own phonemes of English. In connected speech sound are modified (assimilation), omitted (elision), and added (linking). For this reason that a teacher should insert activities designed specifically to improve their connected speech.

  2) Expressive devices: To express various feelings native speakers of English change the pitch and stress of particular part of utterance, vary volume and speed, and show by other physical and non-verbal (paralinguistic) especially during face-to-face interaction.

  3) Lexis and grammar: Spontaneous speech occurs when a person uses a number of common lexical phrases in a particular language performance. Teacher should supply a variety of phrases for different function such as agreeing or disagreeing, expressing surprise, shock, or approval.

  Students are directed to engage in specific speaking contexts such as a job interview, we can prime them, in the same, in the same way, with certain useful phrases which they can produce at various stage of an interaction.

  4) Negotiation language: effective speaking benefit from the negotiator language. We use to grap and understand the structure of the spoken language. We often ask for clarification to the meaning of the words of others and it is useful the students.

  In addition, Harmer indicates that there is other elements of speaking that is necessary to be mastered. Those are mental/social processing and rapid processing skill that involves language processing, interaction and informing processing.

  The writer tries to give more understanding about the mental procesing based on Harmer such as; language processing, interactive with other and (on the spot) information processing. This is the main point about mental processing that we have to be learned by the learner who are willing to learn foreign language.

c. Principle of Teaching Speaking

  The goal of teaching speaking skills is makes the student creative, active and confidence. The student must dominates the learning activities in the classroom and teacher is only an instructor. By teaching speaking, student‟s ability should be maximized . The student not only learns about what other people say but they learn to answer a question so there is an active communication.

  According to Harmer (2001:102) the principles of speaking learning are helps the student to start a conversation, asks the student to talk anything what they want, asks the student to talk anything they can, motivation and feedback, inserts integrated skills (speaking, listening, and reading), and incorporates the teaching of speech acts in the speaking.

d. Classroom Speaking Activities

  In the speaking skills activitiy learner needs to realize both interactional and transactional purposes. Transactional language is the language which being used primarily for communicating information. interactional conversations can range over many topics which unpredictional, with the participants taking turns and commenting freely. (Behdis, Bahman and Abdolreza, 2014:443).Students are expected be able to master both speaking in transactional and intersectional settings. Therefore, teaching speaking should be attractive and communicative. Harmer (2001:348-352) said there are six classroom speaking activities pesented below.

  1) Acting from script

  Playing scripts and acting is a fun and rewarding activity. In playing scripts and acting, students practice real application of speaking theories. In playing scripts and acting , teacher must control the activity. Teacher act as theatre directors, drawing attention to appropriate stress, intonation, and speed (Annisatus, 2015:29). 2)

  Communicative games The games design to stimulate communication between student depend on an information gap. The activities on the communication games solve a puzzle, draw a picture, put thing in the right order, or fine similarities and differences between pictures. All of the actifities aimed to give opportunities to the students talk to a partner (Annisatus, 2015: 30). 3)

  Discussion Discussion is an old method that used in learning speaking activities . in discussion, students are free to express their opinion. Annisatus (2015: 21) cited Harmer (2001:272) devided discussion into several levels from highly formal, whole - group staged events to informal small-group interactions.

  For examples, the buzz groups that can be used for a wholerange of discussion, instant comments which can train students to respond fluently and immediately is to insert “instant comment” mini activities into lessons and and debate formal where students prepare arguments in favor or against various propositions.

  4) Prepared Talks

  Preparation is very important . In this activity students be able to choose their own topic to presented.

  Aniisatus (2015: 31) explain that conversation here is not designed for informal spontaneous conversation but conversation for beginer learner in order to make layout. Event though, “if possible students should speak from notes rather than from a script”.

  5) Questionnaires

  Questionnaires are very useful because they ensure that both questioner and respondent have something to say to each other. Students can design questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design process. The results obtained from questionnaires can then form the basis for written work, discussions, or prepared talks. 6)

  Simulation and role play

  Simulation and role play reduce the student‟s fearness of learning speaking. Simulation and role play also train the student about how to aks, express positif and negatif sentence, giving response and refuse demand.

  “Students can act out simulation as them or take on the role of completely different character and express thoughts and feelings as they doing in the real world” (Annisatus, 2015: 31).

2. SMALL TALK a. Definition of Small Talk

  Small talk is polite conversation about unimportant things that people make at social occasions. Jasmine (2004:1) define that small talk related to the phatic communion term, while phatic communion is a conversation which is aimless, purposeless and unintentional sometimes looks suspicious and even irrelevant which aims to establish human bonds. Small talk is suitable for apply to the beginer students. The material is very convinent and close with student‟s environment so it is easy to understand. Yansyah and Hidayah (2015:965) conclude that this technique increase student‟s indiviual ability and their creativity to set their own talk.

  Imam baehaqi (2010: 45) said that the there are topics included in the small talk‟s. These are greeting, weather, calling a friend, describing People, expressing concern for someone, expressing jou for someone‟s succes, complimenting someone‟s clothes, leisure activities, favourite movie, favourit music, sport, invitaton at movie, a sick classmate, sharing news and information, changing the subject, receiving visitors, waiting for and invitation, accepting an invitation party, declining an invitation to a party and ending conversation.

b. Advantages and Disvantages of Small Talk

  The adventage of this strategy is students will active to speak english and stimulate student‟s participation in calssroom activities. James (2015: 4-5) said that small talk is very effective in improving the level of fluency of middle and lower‟s student in general especially students from cultural backgrounds in which verbal participation is not recommended. But, It is not suitable for beginners, because, Willis (2003:22) state that small talk is intermezzo in conversation. In conversation, small talk is improvisation to make the speaker intimate so, to apply small talk technique, the speaker must be able to speak fluently. Furthemore, according to James (2011: 4-5) small talk must be consolidation activity which student must think carefully about what they want to say. For realized it, student expected to has good speaking ability.

c. The Procedure of Small Talk

  According to John (2061:103) the procedures fo small talk described as followed. First, teacher gives material related to the conversation as vocabulary and structure. Then, teacher devides students to small groups, each groups consist of four students. Teacher give topics and ideas for stimulate the students. Teacher suggests a situation in order to build students‟ visualization. For example, when two people wait a bus at a buss stop, wait airplane and watching football in stadium. Student presents in front of the class and other student gives comment. At the las section, the teacher asks question to the group.

3. SIMPLE SENTENCE 1. Definition of Sentence

  “Sentence is a grammatical unit consisting of one or more words that are grammatically linked and a combination or sequence of two words into one resulted in a complete meaning” (Azzar, 1999:359).

  “Sentence is a grammatical unit between the constituent part of which distributional limitations and dependec is can be established but which can it self be put into distribution class . the writer a sentence is the grammatical contains of phrase of clause to express statement” (Lyons, 1986:172).

2. Definition of Simple Sentence

  Simple sentence is independent clause which contains a subject and a verb and it expresses a complete thought (Noir, 2015:26). These are possible structures in a simple sentence: a.

  Subject + Verb The example: A verb in this structure is called an intransitive verb.

  b.

  Subject + Verb + Object The example : A verb in this structure is called a transitive verb.

  c.

  Subject + Verb + Complement The example: A verb n this structure is called a linking verb.

  d.

  Subject + Verb + Adverbial The example: An adverbial can be adverb of time.

  e.

  Subject + Verb + Object + Object The example: Here there is a direct object (a text message) and indirect object.

  f.

  Subject + Verb + Object + Complement The example:

  Here the complement (afraid) to the object of the clause (everyone).

  g.

  Subject + Verb + Object + Adverbial The example: Here the adverb of place (in my cupboard) relates to the object (my cloth).

  The subject, predicate or object can be compound, but the simple sentence is a single unit.

  (1) Simple sentence with compound subject The example: My sister and I went to the movies.

  My sister and I is the compound subject. (2)

  Simple sentence with compound predicate The example: Adam lives in Bogor, and he speaks well.

  The compund sentence is both lives and speaks. (3)

  Simple sentence with compound object The example: Punk bands condemned disco and heavy metal.

  The compound object is disco and heavy metal. (4)

  Simple sentence with a short and uncomplicated idea The example: Ungu Band have a Pasha vocal.

  (5) Simple sentence with a long and complicated idea

  The example: We have lost thousands of potential young people, including musicians to drug abuse.

B. Review of Previous Research

  In this graduating paper, the writer reviews some previous researchs to support this research. The writer takes 3 previous researches.