Increasing the speaking fluency of the second grade students of SMA Negeri 1 Maos.

(1)

ABSTRACT

Marganingsih, Margaretha. 2008. Increasing the Speaking Fluency of the Second Grade Students of SMA Negeri 1 Maos. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The research focused on how to increase the speaking fluency level of the second grade students of SMA Negeri 1 Maos. The research was aimed at finding out the students’ speaking fluency level and the appropriate teaching technique to increase students’ speaking fluency level. There were two problems in this research, namely: 1) what is the speaking fluency level of the second grade students of SMA Negeri 1 Maos? and 2) what is the appropriate teaching technique to increase the speaking fluency level of the second grade students of SMA Negeri 1 Maos?

At the initial stage the problems occurred in the classroom were the students spoke in a very low voice and unclearly, their pronunciation were incomprehensible, they spoke choppily, and they used a very limited range of vocabulary. To solve the research problems, the researcher conducted Classroom Action Research with the second grade students of SMA Negeri 1 Maos as the subjects. The number of participants were eight out of forty-seven students of class XI-IA.2. There were three cycles in this classroom action research. The data were obtained by making use of ACTFL guidelines, field notes, an open-ended questionnaire and speaking fluency rubrics as the research instruments.

At the beginning of the research, the researcher found out that most of the students were novice mid level students. Eight students were novice low level students and they became the point of attention in this research. The researcher applied role-play technique in the first cycle and card-game technique in the second and third cycle. After reflecting on the fact-findings, the researcher concluded that card-game technique was the most appropriate technique to be implemented in speaking class, in order to increase the speaking fluency of the second grade students of SMA Negeri 1 Maos. After conducting card-game technique, the eight students could increase their speaking fluency level. Six students increased to novice mid level and two students increased to novice high level.

(2)

ABSTRAK

Marganingsih, Margaretha. 2008. Increasing the Speaking Fluency of the Second Grade Students of SMA Negeri 1 Maos. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini menitikberatkan pada bagaimana cara untuk meningkatkan tingkat kelancaran berbahasa Inggris pada siswa kelas XI di SMA Negeri 1 Maos. Penelitian ini bertujuan untuk mengetahui tingkat kelancaran berbicara siswa dalam Bahasa Inggris dan untuk menemukan teknik mengajar yang paling tepat untuk meningkatkan tingkat kelancaran berbicara dalam Bahasa Inggris. Dalam penelitian ini terdapat dua pokok permasalahan, yaitu: 1) apa tingkat kelancaran berbahasa Inggris yang dimiliki oleh siswa kelas XI di SMA Negeri 1 Maos? 2) teknik mengajar apakah yang paling tepat untuk meningkatkan tingkat kelancaran berbicara Bahasa Inggris pada siswa kelas XI di SMA Negeri 1 Maos?

Pada tahap awal ada beberapa masalah yang muncul di kelas adalah para siswa berbicara dengan suara yang sangat pelan dan tidak jelas, pelafalan mereka sulit dimengerti, mereka berbicara terbata-bata, dan kosakata mereka sangat terbatas. Untuk menjawab pokok permasalahan tersebut, peneliti mengadakan sebuah penelitian yang disebut Classroom Action Research, dengan siswa kelas XI di SMA Negeri 1 Maos sebagai subyek atau partisipan dalam penelitian ini. Jumlah partisipan dalam penelitian ini adalah 8 dari 47 siswa yang hanya diambil dari satu kelas, yaitu kelas XI-IA.2. Dalam penelitian ini terdapat tiga siklus. Dalam penelitian ini penulis menggunakan ACTFL Proficiency Gudelines, field-notes, an open-ended questionnaire dan speaking fluency rubric sebagai alat untuk memperoleh data yang dibutuhkan.

Pada awal penelitian, peneliti menemukan bahwa sebagian besar siswa berada pada tingkat pemula sedang dan 8 siswa berada pada tingkat pemula rendah dan kedelapan siswa ini menjadi pusat perhatian dalam penelitian ini. Peneliti menggunakan role-play sebagai teknik mengajar pada siklus pertama dan card-game sebagai teknik mengajar pada siklus kedua dan ketiga. Setelah merefleksikan penemuan dan data yang diperoleh, peneliti menyatakan bahwa card-game adalah teknik yang tepat untuk meningkatkan tingkat kelancaran berbicara bahasa Inggris pada siswa kelas XI di SMA Negeri 1 Maos. Setelah menerapkan teknik card-game, kedelapan siswa dapat meningkatkan tingkat kelancaran berbicara bahasa Inggris mereka. Enam siswa meningkat menjadi tingkat pemula menengah dan dua siswa meningkat menjadi tingkat pemula atas.

(3)

INCREASING THE SPEAKING FLUENCY

OF THE SECOND GRADE STUDENTS OF SMA NEGERI 1 MAOS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Margaretha Marganingsih Student Number: 031214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

(4)

INCREASING THE SPEAKING FLUENCY

OF THE SECOND GRADE STUDENTS OF SMA NEGERI 1 MAOS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Margaretha Marganingsih Student Number: 031214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

(5)

(6)

(7)

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that the thesis, which I wrote, does not contain the

works or part of the works of other people, except those cited in the

quotations and the references, as a scientific paper should.

Yogyakarta, April 24, 2008 The writer

Margaretha Marganingsih 031214096

(8)

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Margaretha Marganingsih

Nomor Mahasiswa : 031214096

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

Increasing the Speaking Fluency of the Second Grade Students of SMA Negeri 1 Maos

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal : 12 Mei 2008

Yang menyatakan

(9)

It becomes a bridge to step forward….

And

It is not too soon or too late….

This thesis is dedicated to:

Jesus Christ,

My Parents,

My Brothers and My Sister,

My Love, Brian…

(10)

ACKNOWLEDGMENTS

First of all, I would like to thank God Almighty, Jesus Christ, for His grace which empowered me to finish this thesis. I thank Him for accompanying me when I felt down and hopeless, so that I could still smile and be stronger than before.

I would like to thank F.X. Ouda Teda Ena, S.Pd., M.Pd., my major sponsor, who guided me in writing this thesis with diligent care and effectiveness. I would also like to thank Made Frida Yulia, S.Pd., M.Pd., my co-sponsor, who helped me in taking care of the language. Without their deep concerns, I am sure that this thesis would never be completed.

I would like to show gratitude to Drs. Muryanto, the Head Master of SMA Negeri 1 Maos, who gave me the permission to conduct the research. I would also express gratitude to Heri Mustiko Hadi, S.Pd. who had the willingness to give his time to guide and to help me when I was conducting the research at SMA Negeri 1 Maos. I am also sure that this thesis could not be finished without the presence of second grade students (Class XI-IA.2) at SMA Negeri 1 Maos as research participants. They helped me to gather the data which were needed to accomplish this thesis. I thank them for being my cooperative students.

I give deep appreciation to my lovely parents, Henricus Rusbadi and F.R. Lastri, who always become the shelter and who always take care of me with their endless love. I thank them for the prayers and for everything.

(11)

I also dedicate this thesis to my sister, Monika Avianthi, to my brother, Dion Ardi Cahyono, and to my brother in-law, Saptono Roso Adi, who always support me. To my cute niece, Wendy, I thank her for being an angel in our family.

This thesis is also dedicated to Brian “Pip” Tamtomo who supports me in every single thing and who always be my diary. I thank him for loving me, for giving “colors” in my life, and for the Mt. Gede and Mt. Slamet adventures. Those were awesome things that made me awake from the powerless and hopeless. To ‘koko’ Marvin, mas Chris, and mas Yoyok, I would like to thank them for being a bridge to reach my unsinkable dream!!

Finally, I would like to thank all friends at the English Language Education Study Program ’03, such as Nicko, Ardi, Dudi, Anash, Leli, Uci, Linda, Utiek, Yusta, and Wiwit. I thank Nina and Tony for the computer and the printer (without their presence, this thesis could not be accomplished!). I thank my friends at KB 4( Shanti, Yuni ‘Djowo’, Yuni ‘Klmntn’, Dewi, Nina, Gita and Qon) for being my nice neighbors. I would also thank Irene for accompanying me and for the printer.

Margaretha Marganingsih

(12)

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

DEDICATION PAGE ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... viii

LIST OF TABLES ... xii

LIST OF FIGURE ... xiii

LIST OF APPENDICES ... xiv

ABSTRACT ... xv

ABSTRAK ... xvi

CHAPTER I. INTRODUCTION A. Background of the Study ... 1

B. Problem Formulation ... 5

C. Problem Limitation ... 5

D. Objectives of the Study ... 6

E. Benefits of the Study ... 7

F. Definition of Terms ... 7

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 10

1. The Nature of Speaking ... 10

2. Principles for Teaching Speaking ... 11

a. Second Language and Foreign Language Learning Context .. 12

b. Practice With Both Fluency and Accuracy ... 12

(13)

c. Opportunities for Students to Talk by Using Group Work or Pair

Work and Limiting Teacher Talk ... 13

d. Negotiation for Meaning ... 13

e. Provide Transactional and Interactional Speaking Activities . 13 3. Problems During Speaking Activities in the Classroom ... 14

4. Factors in Increasing Students’ Speaking Fluency ... 14

a. Motivation ... 15

b. Speaking is a Fundamental activity ... 16

c. Psychological Factors in the Classroom ... 16

5. Techniques in Teaching Speaking ... 17

a. Information Gap ... 18

b. Jigsaw Activities ... 18

c. Role-plays ... 18

d. Simulation ... 19

e. Contact Assignments ... 19

f. Language Games ... 19

1) Card Game ... 20

2) Puzzle ... 21

3) Picture Game (Find the Differences and Similarities) ... 21

6. Teaching Speaking Based on Kurikulum Tingkat Satuan Pendidikan (KTSP) in Senior High School ... 21

a. The Objectives of Kurikulum Tingkat Satuan Pendidikan in Senior High School ... 22

b. The Teacher’s Role in Kurikulum Tingkat Satuan Pendidikan in Senior High School ... 23

B. Theoretical Framework ... 23

CHAPTER III. METHODOLOGY A. Method of Research ... 25

B. Research Participants ... 27

(14)

C. Research Instruments ... 27

1. ACTFL proficiency guidelines of Speaking from California University of Pennsylvania ... 27

2. Field Notes ... 28

3. Open-ended Questionnaire ... 29

4. Speaking Fluency Rubric ... 30

D. Data Gathering Technique ... 32

E. Data Analysis Technique ... 33

F. Research Procedure ... 33

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Research Findings ... 35

1. The First Cycle ... 35

a. Problem Identification ... 35

b. Making a Lesson Plan and Selecting the First Technique (Role- play) ... 37

c. Applying the Technique ... 38

d. Monitoring and Noticing the Fact Findings ... 38

2. The Second Cycle ... 40

a. Problem Identification ... 40

b. Revising the Lesson Plan and selecting the Second Technique (Card-game) ... 41

c. Applying the Technique ... 42

d. Monitoring and Noticing the Fact findings ... 42

3. The Third Cycle ... 45

a. Problem Identification ... 45

b. Making a Lesson Plan ... 46

c. Applying the Technique (Card-game) ... 46

d. Monitoring and Noticing the Fact Findings ... 47

(15)

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

Conclusions ... 51

Suggestions ... 52

REFERENCES ... 55

APPENDICES ... 57

(16)

LIST OF TABLES

Page

Table 3.1 The Format of Field-notes... 29

Table 3.2 The Format of Questionnaire ... 30

Table 3.3 Speaking Fluency Rubric ... 31

Table 4.1 Students’ Speaking Fluency Development in the First Cycle... 40

Table 4.2 Students’ Speaking Fluency Development in the Second Cycle .. 44

Table 4.3 Students’ Speaking Fluency Development in the Third Cycle ... 48

(17)

LIST OF FIGURE

Page Figure 3.1 The Reflective Cycle of Classroom Action Research ... 26

(18)

LIST OF APPENDICES

Page

Appendix 1: Letter of Inquiry to Conduct a Research ... 57

Appendix 2: Letter of Permission ... 59

Appendix 3: Letter of Recommendation that the Research has been Conducted ... 61

Appendix 4: Teaching-learning Journals ... 63

Appendix 5: Attendance Lists ... 67

Appendix 6: Syllabus ... 71

Appendix 7: Lesson Plans ... 75

Appendix 8: Teaching Materials (Handouts) ... 82

Appendix 9: Questionnaires ... 89

Appendix 10: Field-notes ... 98

(19)

ABSTRACT

Marganingsih, Margaretha. 2008. Increasing the Speaking Fluency of the Second Grade Students of SMA Negeri 1 Maos. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

(20)

ABSTRAK

Marganingsih, Margaretha. 2008. Increasing the Speaking Fluency of the Second Grade Students of SMA Negeri 1 Maos. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

(21)

CHAPTER I INTRODUCTION

This chapter presents the background of the study, problem identification, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

Speaking English is one of the four basic skills which should be mastered by the students at SMA Negeri 1 Maos because of its importance in communication. Moreover, in the national final examination speaking is also tested, in which the students should perform their speaking ability. This requirement leads the students to have the ability to speak English fluently. Another reason why the ability to speak English is important to learn is that it is very beneficial for the students who later after graduating from Senior High School will work. Their ability in speaking English will be used in some activities, such as job interview and presentation (especially for those who work in marketing). Therefore, being able to speak English is a must nowadays.

The students have to devote all of their energies to study harder in speaking English because they assume that speaking English is difficult to learn. In order to be able to speak fluently, the students should have strong motivation to learn and to practice speaking. Yet, the teacher also plays an important role in the success of students’ speaking fluency improvement. The teacher should

(22)

implement an appropriate technique in teaching speaking and also should be able to provide communicative activities which can encourage the students to speak actively during teaching-learning activities, so that the students can improve their speaking fluency.

There are some communicative activities which can be used by the teacher in teaching speaking. One of those activities may help the students to increase their speaking fluency. However, not all activities are suitable and effective to be implemented in class. Therefore, the teacher should consider the problems which may influence students’ fluency in speaking. It helps the teacher to choose the activity which is appropriate and effective to be implemented in the class to overcome the problems, as well as which helps the students to increase their speaking fluency level.

The problems in teaching speaking may come either from the student him/herself or the students’ friends. By knowing the problems which occur during teaching-learning activities, the teacher can implement a proper teaching technique to solve the problems. The teacher can also develop students’ strengths and minimize students’ weaknesses.

The problem which occurs frequently in speaking class is the unwillingness of the students to speak during speaking lesson. When the teacher intends to make an interaction with the students in the target language in order to build a communicative situation in the classroom, the students tend to keep silent. There are some reasons why the students keep silent. One of those reasons is they are afraid of making mistakes.

(23)

As a teacher, s/he should be able to encourage the students to speak actively in speaking activities. As the researcher explained before, the teacher can use some activities which are considered as communicative activities. By using these communicative activities, the students are encouraged to speak. By speaking actively during speaking lesson, they have chances to practice speaking English more. The students can also express their thoughts or their experiences in the target language, even though it is hard for them. Thus, it is important for the teacher to choose and to provide a communicative activity which is suitable with the students’ characteristics and which can be implemented effectively, so that it can reinforce the students to speak actively in the target language and can improve the students’ speaking fluency level.

Littlewood (1981: 20) divides the communicative activities into two types; those are functional communicative activities and social interaction activities. Functional communicative activities involve mainly the sharing and processing of information and are structured in such a way that the learner has to overcome an information gap or solve a problem. Social interaction activities involve social context, so that the learner has to pay greater attention to the social as well as functional meaning to which language conveys. The activities included in social interaction activities are role-plays, simulation, and conversation or discussion session.

The teacher should choose wisely one of those activities, because a particular activity is not always appropriate to be used in different schools even in different class. Before implementing a certain activity, the teacher should consider

(24)

the students’ proficiency level or the students’ characteristics and the characteristics of the activity itself. The teacher has to match the students’ characteristics and the characteristics of the activity, so that the activity which is implemented can be effective. An activity which is considered difficult should not be implemented in the class with low background knowledge students. Therefore, it is better for the teacher to know the characteristics of all activities then defines one of those activities, which is suitable to students’ characteristics and which motivates the students to speak as the most appropriate one.

The students’ motivation plays an important role in the success of the activity because motivation influences students’ performance in class. Adelman and Taylor (1983) as cited in (Evans, S., Evans, W. and Mercer, C., 1986: 64) state that a student who has motivation often can do much better than those who do not have motivation. To build students’ motivation to speak in every speaking activity, it is very important for the teacher to provide an interesting activity. An interesting activity enables the students to be more interested and motivated to speak.

Building a good atmosphere during teaching-learning activities is also an important thing which should be done by the teacher. Having a good atmosphere in the class makes the students feel comfortable to do the activity, to speak, to express their thoughts or ideas, even to perform in front of the class. The comfort makes the students have the willingness to speak without anxiety.

In this research, the researcher is going to measure the students’ speaking fluency level and to find the appropriate teaching technique to be implemented in

(25)

the class in order to increase students’ speaking fluency level. To measure the students’ speaking fluency level, the researcher uses some research instruments such as ACTFL proficiency guidelines and speaking fluency rubric. Meanwhile, to increase the students’ speaking fluency level the researcher will try to implement some teaching techniques which provide communicative activities and which will motivate the students to speak actively during the lesson.

A. Problem Formulation

The research has two problems which can be formulated as follows:

1. What is the speaking fluency level of the second grade students of SMA Negeri 1 Maos?

2. What is the appropriate teaching technique to increase the speaking fluency level of the second grade students of SMA Negeri 1 Maos?

B. Problem Limitation

Since there are some demands of passing the examination and looking for a job, there is no exception for the students not to cope with speaking skill. In speaking class, there are several problems which are faced by both the students and the teacher. That is why the researcher tries to solve the problems which occur during speaking activities, which become a barrier for the students to increase their speaking fluency.

In this research the researcher is concerned with the speaking fluency level of the second grade students and the most appropriate teaching technique which

(26)

can be implemented in speaking class in order to increase students’ speaking fluency level. To limit the scope of the study, the research is conducted in SMA Negeri 1 Maos in the form of Classroom Action Research with the second grade students as the participants. The researcher decides to conduct the research in SMA Negeri 1 Maos because of its accessbility, so that more or less the researcher knows the condition and the students’ characteristics in that school. The researcher chooses the second grade students as the participants because they have already experienced the teaching techniques which were used by the teacher when they were in the first grade. After conducting this research, both the researcher and the teacher of SMA Negeri 1 Maos will know which technique is more appropriate to be implemented in speaking class. It will help the teacher in SMA Negeri 1 Maos to develop his/her teaching technique in increasing the students’ speaking fluency level.

C. Objectives of the Study

In the study the researcher has two objectives which are stated below: 1. to find out the speaking fluency level of the second grade students of SMA

Negeri 1 Maos

2. to find the appropriate teaching technique to increase the speaking fluency level of the second grade students of SMA Negeri 1 Maos.

(27)

D. Benefits of the Study

The research is expected to give positive contribution not only to English teachers who want to teach speaking but also to those who are interested in developing students’ speaking skill, especially students’ speaking fluency. The study may also give benefits to teacher candidates or scholars who deal with teaching-learning activities, especially in teaching speaking.

For the students of the English Language Education Study Program who will conduct a research in speaking, hopefully the research gives additional information which is beneficial for their research. The research is also beneficial for the teacher or the teacher-researcher who wants to create an interesting atmosphere in speaking class. Thus, the students have motivation to speak in speaking activity and they are able to improve their speaking fluency.

For English teachers at SMA Negeri 1 Maos, hopefully the research helps the teachers to solve the problems which occur during teaching-learning activities especially speaking activities. This research may also help the teachers in creating speaking activities to increase students’ speaking fluency. Therefore, the teachers can increase the students’ quality at SMA Negeri 1 Maos, especially in speaking.

E. Definition of Terms

The research mainly concerns some terms. Therefore, the researcher defines those terms which will be used in this research, in order to avoid any misconceptions due to the lack of information on the terms to be discussed later on. The definitions are as follows:

(28)

1. Speaking

Nunan (2003: 48) states speaking as “the productive aural/oral skill.” This skill consists of producing systematic verbal utterances to convey meaning. Speaking happens in real time and when the speaker speaks, s/he cannot edit or revise what s/he wishes to say. In this research, speaking means an activity in which in this activity the studentsutter words, phrases, or sentences which convey a certain meaning and the students can transfer the information they have orally. To practice speaking, the teacher can provide some speaking activities. Harmer (1998: 87) defines speaking activity as an activity or a task which asks the students to have speaking ability to communicate, express thoughts, ideas or feelings orally. The activity or task is aimed to provoke the learners to speak or to communicate actively. In this research, the researcher will apply some speaking techniques such as games, telling story, role-plays and discussion, which provide speaking activity.

2. Speaking Fluency

According to Hornby (1995: 451), the word “fluency” means “the quality or condition of being fluent.” While, fluency in speaking is the ability of the speaker to utter or to speak the language smoothly, with little hesitancy and pauses (Nunan, 2003: 55). When the speaker speaks smoothly, it can be said that the speaker speaks fluently. For the second grade students of SMA Negeri 1 Maos, it is expected that they can transform the information or express their ideas or thoughts completely and what they say can be understood by others.

(29)

3. SMA Negeri 1 Maos

SMA Negeri 1 Maos is a Senior High School which is located at Jl. Raya Maoskidul, Maos, Cilacap, Central Java. The researcher chose SMA Negeri Maos because of its quality. Since SMA Negeri 1 Maos has good quality, SMA Negeri 1 Maos is seen as the appropriate school to be researched. The researcher sees many opportunities to develop the students’ ability and quality in English. Therefore, the researcher conducted the research at SMA Negeri 1 Maos.

(30)

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of theoretical description and theoretical framework. The theoretical description presents the definition and discussion of some theories which are related to the nature of speaking and teaching speaking. The theoretical framework presents the summary of all relevant theories which help the researcher to solve the problems.

A. Theoretical Description 1. The Nature of Speaking

Nunan (2003: 48) defines speaking as “the productive aural/oral skill.” This skill consists of producing systematic verbal utterances to convey meaning. Speaking happens in real time and when a speaker speaks, she/he cannot edit or revise what she/he wishes to say. Paulston (1976: 55-56) in her book defines speaking as a competence or an ability to communicate in the target language.

The National Capital Language Resource Center (2004), as cited in “The Essentials of Language Teaching – Teaching Speaking” (http://www.nclrc.org. /essentials/speaking/spindex.htm) states that speaking involves three areas of knowledge; those are mechanics, functions, as well as social and cultural rules and norms. Mechanics deal with pronunciation, grammar, and vocabulary. The speaker should know how to use the right words in the right order with the correct pronunciation. When the speaker does not have knowledge on it, the speech

(31)

produced might be meaningless. The speech may have transactional or interactional function. The speaker should know when clarity of message is essential (transaction/ information exchange) and when precise understanding is not required (interaction/ relationship building). Social and cultural rules and norms are related to turn-taking, rate of speech, length of pauses between speakers, relative roles of participants. Social and cultural rules and norms deal with the understanding on how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.

Speaking English is regarded as a skill which is difficult to learn because when people speak to someone, they have to know how to pronounce, how to deliver the message of the speech and also how to use the rules of speaking. Thus, the students regard speaking as the most important skill they should acquire, because knowing a language can be measured by their ability to speak (Celce-Murcia, 1991: 125).

2. Principles for Teaching Speaking

There are five principles that should be considered by the teacher in teaching speaking (Nunan, 2003: 54-56). The principles are very useful for the teacher, especially for a new teacher who will teach speaking in her/his class. Therefore, those principles can be used as a guideline for the teacher, so that the teaching-learning activities in speaking class will be successful. Those five principles are as follows:

(32)

a. Second Language and Foreign Language Learning Contexts

Speaking is learnt in two broad contexts. They are foreign language and second language situations. A foreign language (FL) context is one where the target language which is learnt is not to be used as a language for communicating in the society. A second language (SL) context is one where the target language which is learnt is used as a language for communicating in the society.

This “second versus foreign” distinction is often confusing to both the teacher and the students. Nevertheless, it is important to understand the difference, since these terms appear so often in language education field. The difference between learning a second language and learning a foreign language is usually defined in terms of where the language is learnt and what social and communicative functions the language serves there. A second language has social and communicative functions within the community where it is learnt. In contrast, a foreign language does not have immediate social and communicative functions within the community where it is learnt.

b. Practice with Both Fluency and Accuracy

In teaching speaking, the teacher should encourage the students to practice in both speaking fluency and accuracy. What is meant by fluency is the ability of the speaker to use language smoothly and confidently, with few unnatural pauses. While the extent to which students’ speech matches what people actually say when they use the target language is called accuracy.

(33)

c. Give Opportunities for Students to Talk by Using Group Work or Pair Work, and Limiting Teacher Talk

A language teacher should be aware of how much time the teacher spends to talk in class so that the students still have time to talk in class. The teacher should increase the amount of time for the students to speak in the target language during lessons, so that the students can practice to speak more in order to be able to speak both fluently and accurately.

d. Negotiation for Meaning

In teaching speaking, the teacher should provide time which involves the process that is called negotiating for meaning, in which the students make progress in speaking by communicating in the target language to understand and make themselves understood. It can be done by asking for clarification, repetition, or explanations during conversations.

e. Provide Transactional and Interactional Speaking Activities

Harmer (1998: 87) says that “speaking is not only let the learner say a lot of sentences using a particular piece of grammar or particular function.” When the students talk with someone else outside the classroom, they usually do speak for some purposes. It can be interactional or transactional purposes. That is why in teaching speaking the teacher should design classroom activities which encourage the students to do both interactional and transactional speech, so that the students do not use their language only for a particular function. In interactional speech,

(34)

the students communicate with others for social purposes, such as for establishing and maintaining social relationships. While in transactional speech, the students communicate to have something done or to deliver some information.

3. Problems During Speaking Activities in the Classroom

During the lesson, the teacher should be aware of the problems which occur in the class. The problems which occur may come from the student himself, their friends or the teacher. There are several problems which occur during speaking activities that influence students’ speaking fluency. Lawtie (2004) as cited in “Teaching Speaking Skills 2 – Overcoming Classroom Problems” (http://www.teachingenglish.org.uk/think/speak/speak_skills2.shtml) writes that there are three problems which often occur during speaking class. Those problems are:

a. students do not want to talk or say anything because they are afraid of making mistake or because they are not interested on the topic,

b. when students work in pairs or groups, they just end up chatting in their own language,

c. when all students speak together, it will be too noisy and out of hand, and sometimes the teacher lose control of the classroom.

4. Factors Which Influence Students’ Speaking Fluency

The problems which occur during teaching-learning activities especially in speaking class may happen because of some factors. These factors may influence

(35)

the students’ speaking ability and fluency. There are three factors which play an important role in increasing students’ speaking fluency. Those three factors are the students’ motivation, the students’ perception toward speaking as a fundamental activity, and psychological factors in the classroom.

a. Motivation

Motivation plays an important role in achieving the success of the study. Nunan (1991) as cited in Lawtie (2004) “Teaching Speaking Skills 2 – Overcoming Classroom Problems” (http://www.teachingenglish.org.uk/think/ speak/speak_skills2.shtml) writes “success is measured in terms of the ability to carry out a conversation in the target language.” If the students do not practice or learn how to speak or the students do not have any opportunity to speak in the target language in the classroom, they may soon be de-motivated and lose interest in learning. It means that if the students are de-motivated and lose interest in learning, they have no willingness to follow the lesson, even to do the activities during the class. If it happens in speaking class, the students will be reluctant to speak in speaking activities and it is impossible for the students to be able to speak English fluently.

Lumsden (1994) as cited in “Students’ Motivation to Learn” (http://www. nwrel.org/reqest/oct00/references.html#lumsden) says that “motivation naturally has to do with person’s desire to participate in an activity.” This motivation concerns the reasons and goals that underlie one’s involvement or noninvolvement in that activity. People tend to have motivation if they have a certain reason or goal they want to achieve. When the students have motivation to

(36)

be able to speak English fluently because they will go abroad or because they want a job in which the ability in speaking English is required, they will push themselves to do or practice more than those who do not have any motivation.

There are two kinds of motivation. They are intrinsic and extrinsic motivation. Deci and Ryan, as written in Woolfolk (1995: 332), state “intrinsic motivation is the natural tendency to pursue personal interests and exercise capabilities and in doing so seek out and conquer challenges.” While, “extrinsic

motivation is caused by any number of outside factors or external reinforces” (Harmer, 2001: 51).

b. Speaking is a Fundamental Activity

If the goal of language teaching class is truly to enable the students to communicate in the target language, then speaking skill should be taught and practiced more in the classroom than the other skills. Therefore, the teacher should speak in the target language as much as possible in the classroom, so that the students are encouraged to speak in the target language too. If this happens, then speaking in the target language becomes the primary activity to be done and the students will be reinforced to be able to speak in the target language.

c. Psychological Factors in the Classroom

Littlewood (1981: 93) writes “the development of communicative skills can only take place if learners have motivation and opportunity to express their own identity and to relate with the people around them.” Thus, the teacher should

(37)

be able to build a learning atmosphere which provides them a sense of security and value as individuals. It also needs the existence of interpersonal relationships which do not create inhibitions, but are supportive and accepting in order to make them feel comfortable to express their thoughts or ideas.

5. Techniques in Teaching Speaking

Based on the explanation above, there are some techniques which can provide speaking activities which are suitable to the principles of teaching speaking and the curriculum. Harmer (1998: 87) defines speaking activity as an activity or a task which demands the students to have speaking ability to communicate, express thoughts, ideas, feelings orally. He also states that in a speaking activity the students are using any and all the language at their command to perform some kind of oral task and that a good speaking activity can and should be highly motivating.

Therefore, the teacher should implement a technique which provides an activity or task which is aimed to provoke the learners to speak or to communicate actively. Later, this activity is called communicative activity. Some techniques in teaching speaking which provides communicative activities and which can be implemented to motivate students to speak actively in speaking class are information gap, jigsaw activities, role-plays, simulation, contact assignments and language games (Nunan, 2003: 56). In this research, the researcher implemented role-play and language game (card-game) technique.

(38)

a. Information Gap

Information gap is a technique in which one person has information that the other lacks (Nunan, 2003: 56). In this activity the students must share the information using the target language. By exchanging or sharing the information they will attain the complete information.

b. Jigsaw Activities

Jigsaw activites are activities which have two or multidirectional information gap, in which each person in a pair or group has some information the other persons or groups need (Nunan, 2003: 56). The difference between information gap and jigsaw activities is in the number of persons who share the information. In the information gap, it is done in pair, while in jigsaw activities it can be done in pairs, between pairs or groups.

c. Role-plays

Littlewood (1981: 49) says “in role-playing learners are asked to imagine themselves in a situation that could occur outside the classroom. They are asked to adopt a specific role in this situation as if the situation really existed.” Role-plays give learners practice speaking the target language before they do so in a real environment. The role relationships among the students as they play their parts also call for them to develop their sociolinguistic competence. Through well-prepared role-plays, the teacher can encourage the students to experiment and innovate with the language, and create a supportive atmosphere that allows them

(39)

to make mistakes without fear of embarrassment. This will contribute to their self-confidence as speakers and to their motivation to learn more.

d. Simulation

“Simulation is a technique in which props and documents provide a somewhat realistic environment for language practice” (Nunan, 2003: 57). The students use the given props and documents to practice speaking as if they have a conversation in a real situation. Simulation is often done as a practice before the real activity happens. Simulations are more elaborate than role-plays.

e. Contact Assignments

“This technique involves sending the students out of the classroom with a stated purpose to talk to people in the target language” (Nunan, 2003: 58). In designing a contact assignment, the teacher must be sure that the required information cannot be gotten by reading available written information. This technique can be done in a form of interviewing foreigners who become the information source.

f. Language Games

“Students are put into a situation in which they have to use all or any of the language they possess to complete a game-like task” (Harmer, 1991: 126). Language games are used frequently in speaking class, because it is enjoyable. The students tend to perform well, even they are encouraged to perform because

(40)

usually a teacher gives a reward for them. Games also add interest to what students might not find very interesting. Sustaining interest can mean sustaining effort. There are many language games which can be used in teaching speaking such as card games, cross word and picture games. Meanwhile, in this research the researcher only implemented card-game technique to increase the students’ speaking fluency level.

1) Card Game

In this research, card game became an appropriate technique to increase the second grade students of SMA Negeri 1 Maos. Jacobs (undated) as cited in “Using Games in Language Teaching” (www.georgejacobs.net/MIArticles/ Games%20for%Language%20teaching.doc) states that basically, card game is a guessing game, in which one person thinks of a famous person, place, or thing. While, the other participants can ask Yes/No questions to find clues in order to guess who or what the person is thinking of. In this research, the researcher implemented another style of card game, in which one student (weak student) stood in front of the class and gave the description of someone’s appearance. While, the others guessed the person whose name was written on the card.

By implementing card game technique which provides communicative activities, the researcher could overcome the problems which occurred during the lesson and also could give many chances for the students to practice speaking in order to increase their speaking fluency level. Card game also built students’ communicative competence and made the learning easier and more enjoyable.

(41)

2) Puzzle

In puzzle game, the students are told they are going to work in pairs. In each pair student A is given the following pictures and told not to show them to student B. student B, on the other hand, is given the same pictures, but cut up so they are not in any order. It is now student B’s job to arrange the pictures in the same order as student A’s.

3) Picture Game (Find the Differences or Similarities)

Students are put into pairs. In each pair student A is given a picture and student B is given a picture which is similar, but different in some vital respects. They are told that they must not look at each other’s material but that they must find out a certain number of differences (or similarities) between the two pictures through discussion only.

6. Teaching Speaking Based on the Kurikulum Tingkat Satuan Pendidikan (KTSP) in Senior High School

The Center of Educational Data and Information – The National Department of Education (2004) defines curriculum as a set of program and arrangement about the aim, the content and the material which are included in the course, as well as the procedure which is used as a guidelines for the teaching-learning activities to achieve a particular educational objective. While, Kurikulum

(42)

Tingkat Satuan Pendidikan (KTSP) is defined as an operational curriculum which is composed and done by each educational unit.

Kurikulum Tingkat Satuan Pendidikan (KTSP) is basically the expansion of the Competency Based Curriculum (CBC), which still uses Competency Based Curriculum as the basic to develop the Standard Competency and Basic Competence. The differences between these two curricula are, first, in Kurikulum Tingkat Satuan Pendidikan there are two Standard Competencies in Listening and Speaking skills, while in Competency Based Curriculum there is only one Standard Competency in each skill. The second difference is in conducting Kurikulum Tingkat Satuan Pendidikan schools are given more autonomy to design the materials which are appropriate with students’ competency.

a. The Objectives of Kurikulum Tingkat Satuan Pendidikan in Senior High School

The National Department of Education states that there are three aims of teaching English in Senior High School based on Kurikulum Tingkat Satuan Pendidikan. First, it aims to make the students have the ability on developing the communicative competence in written and spoken so that they are able to achieve the informational literacy level. Second, it also aims to make the students have the awareness of the importance of mastering English to increase nation’s competitive power in a globalization era. Third, it aims to develop the students’ comprehension about the connection between language and culture.

(43)

b. The Teacher’s Role in Kurikulum Tingkat Satuan Pendidikan in Senior High School

The success of the curriculum implementation is in the teacher’s hands. Teachers traditionally are expected to have authority figures and have roles like parent, instructor, director, manager, judge, leader, evaluator, controller, or doctor. The important roles of the teacher are to be a facilitator who facilitates communicative activity in the classroom and also to be a communicator who is engaged in the communicative activity with the students (Littlewood, 1981: 91-93). In this research, the researcher regards the teacher as a motivator who is able to motivate, encourage, reinforce or stimulate the students to speak. During the activities the teacher acts as an adviser, answering students’ questions, monitoring their performance and knowing the students’ strengths and weaknesses as a basis for planning future learning activities.

B. Theoretical Framework

Before conducting the research on speaking, the first important thing should be considered by the researcher is the nature of speaking itself. The researcher should know what speaking is and what areas of knowledge are involved when people speak. Those are the things which should be taught to the students. To teach them all, the researcher uses the five principles for teaching speaking as guidance, so that the research can be done successfully and the students are able to speak English fluently.

(44)

At the beginning of the research, the researcher should find the problems which occur during the lesson. By knowing the problems which influence the students speaking fluency, the researcher will be able to help the students to overcome it. The problems which occur are related to some factors. Therefore, to solve the problems the researcher should know the factors of it. Knowing the factors also helps the researcher to increase or improve the students’ speaking fluency.

The researcher can implement some teaching techniques to overcome the problems on speaking and to improve students’ speaking fluency. The researcher can choose some teaching techniques to be implemented in speaking lessons. In this research, the researcher implemented role-play and card-game technique. To decide the materials to teach speaking, the researcher uses the recent curriculum that is Kurikulum Tingkat Satuan Pendidikan as guidance. From this curriculum, the researcher can also know the roles of the teacher during the speaking lesson. In this research, the researcher has a role as a motivator who motivates and encourages the students to speak actively during the speaking activities.

(45)

CHAPTER III METHODOLOGY

This chapter discusses the methodology of the research, which deals with the method of research, research participants, setting, research instruments, data gathering technique and research procedures.

A. Method of Research

The research was a Classroom Action Research. Classroom Action Research is a research which becomes a response to solve the problem which occurs in a classroom and becomes a means of improving teacher’s teaching quality (Hopkins, 1993: 9). This research was conducted by applying a particular teaching technique until the criterion of stopping the cycle was fulfilled. The criterion to stop the cycle is at least four weak students had stepped up the score in two competencies. If the criterion was not fulfilled, the researcher applied another teaching technique until the criterion was fulfilled. This process was called a loop process.

In this research, the process was begun by identifying the problems which occurred in the class. After identifying the problems, the researcher then made a lesson plan and selected the first technique to be implemented in the class. After making a lesson plan, the researcher took action 1 or applied the first technique in the class. The researcher then monitored and noticed the fact-findings, as well as decided whether the technique which was applied can improve students’ speaking

(46)

fluency or not. If the technique improved students’ speaking fluency, then the researcher stopped the cycle. Yet, if the technique did not improve students’ speaking fluency the researcher identified the problems again, made a new lesson plan and decided the second technique to be implemented. The researcher then took action 2, monitored, and noticed the fact findings. The process or the cycle of the classroom action research can be seen in Figure 3.1.

Identifying the problems Making a lesson plan and selecting

the first technique to increase the students’ fluency level

Action 1 Applying the first technique in the class

Monitoring and noticing the fact

findings Revising lesson plan and

selecting the second technique Action 2

Applying the second technique, etc.

The students can increase their fluency level

The students cannot increase

their fluency Stop the Cycle

Figure 3.1. The Reflective Cycle of Classroom Action Research (Adapted from Ebutt’s Model as Written in Hopkins, 1993: 52)

(47)

B. Research Participants

The research participantswere the second grade students (class XI-IA.2) at SMA Negeri 1 Maos. Based on the observation, there were 8 out of 47 students in the class who became the research participants. They were chosen because they were the weakest students in class. Their performance in speaking was poor. It could be seen when they did the task to introduce themselves. They spoke unclearly and choppily.

C. Research Instruments

In the research, the researcher used four kinds of research instruments to gather the data. They were the ACTFL proficiency guidelines, field notes, open-ended questionnaire and speaking fluency rubric.

1. The ACTFL Proficiency Guidelines of Speaking From California University of Pennsylvania

ACTFL stands for the American Council for the Teaching of Foreign Language. The guidelines provide the criteria for assessing fluency. The researcher used the ACTFL guidelines for novice level because the participants of the research were novice-level students. The general description about ACTFL proficiency guidelines for novice level is the guidelines which are used to measure the students’ proficiency level which is characterized by the ability to communicate minimally with learnt material. There are three types of novice level in the guidelines. They are novice low, novice mid and novice high (ACTFL

(48)

Proficiency Guidelines, as cited in http://www.actfl.org/files/public/Guide linesspeak.pdf.).

The students are regarded as novice low level students if they can only produce isolated words with a few high frequency phrases and they have no functional communicative ability. When the students can produce more than two or three words, show frequent language pauses and repetition of interlocutor’s words and also show some difficulties of producing even the simplest utterances, they are regarded as novice mid level students. While, the novice high level students are those who are able to use the learnt utterances in communication, who can ask questions or statements involving learnt materials, who show signs of spontaneity and who use vocabularies which center on areas such as basic objects, places and most kinship terms.

2. Field Notes

The researcher recorded the data of what she heard and saw during the class activities in field notes, which were useful to monitor students’ performance and students’ improvement. The researcher wrote some notes of important information, which were related to the students’ speaking fluency progress. The format of field-notes is shown in Table 3.1.

Table 3.1 shows the format of field-notes which provides some beneficial information. It describes the name of the class, the date of the lesson, objectives, planned outcomes, and particular notes/ points of attention. In the objectives, the teacher can write what activity or task the teacher should do in the class. In the

(49)

planned outcomes, the teacher can write the activity or task that will be done by the students at the end of the lesson. While in particular notes, the teacher can write some important information or the problem which occurs during teaching-learning activities.

Table 3.1. The Format of Field-notes (Wallace, 1998: 60) SINGLE LESSON TIME LINE RECORD SHEET Name ……….. Date…………..

BEFORE THE LESSON Objectives:

……….. ……….. Planned outcomes:

………. ………. Particular notes/ points of attention: ………. ……….

3. Open-ended Questionnaire

This open-ended questionnaire was used as the students’ reflection on what they have learnt or experienced in the class. The researcher could also monitor students’ progress through this questionnaire. The researcher would know whether the students made progress or not. The format of the open-ended questionnaire can be seen in Table 3.2.

Table 3.2 is the format of open-ended questionnaire. There were four questions in the questionnaire. The students could write their perception toward the implementation of a particular technique and toward the teaching-learning activities during the lesson. From the questionnaire the teacher could gain some

(50)

important information about facts/ personal perceptions, students’ experiences, students’ opinions/ preferences and/or students’ ideas.

Table 3.2. The Format of the Open-ended Questionnaire QUESTIONNAIRE

1. Question 1 Answer:

……….. ……….. 2. Question 2

Answer:

………. ………. 3. Question 3

Answer:

……… ……… 4. Question 4

Answer:

……… ………

4. Speaking Fluency Rubric

In this research, the rubric used was made by compiling four competencies from different sources. The four competencies in this speaking fluency rubric are vocal expression, pronunciation, fluency and vocabulary. The first competency was taken from School-wide Academic Rubric for Speaking, as cited in http://rhamhs. reg8.k12.ct.us/Rubric/Speaking.htm. The second competency taken from Fairfax County Public School – PALS: Performance Assessment for

(51)

Language Students, as cited in http://www.fcps.edu/DIS/OHSICS/forlang/PALS/ rubrics/2spk_exp.htm#Pronunciation. The third competency taken from IELTS Speaking Band Descriptors ( Public Version ), as cited in http://www.ielts.org/_ lib/pdf/UOBDs_SpeakingFinal.pdf. The last competency taken from Baak “FORUM Portfolio Development: An Introduction”, as cited in http://exchanges. state.gov/forum/vols/ vol35/no2/p38.htm. The speaking fluency rubric which was used in this classroom as a whole can be seen in Table 3.3.

Table 3.3 The Speaking Fluency Rubric (Compiled from Different Sources) VOCAL EXPRESSION

1 The audibility and clarity of speech are very poor. 2 The audibility and clarity of speech are poor. 3 The audibility and clarity of speech are fair. 4 The audibility and clarity of speech are good.

PRONUNCIATION

1 Speech is so strongly influenced by first language that message is often incomprehensible and difficult to understand.

2 Speech is still strongly influenced by first language and usually understood. 3 Speech continues to be influenced by first language and understood without

difficulty.

4 Speech is less influenced by first language, begins to contain elements of a native accent and readily understood.

FLUENCY

1 Almost no rateable language, no communication possible.

2 Pauses lengthily before most words, little communication possible.

3 Speaks with long pauses, has limited ability to link simple sentences, gives only simple responses and is frequently unable to convey basic message.

4 Cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction; links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence.

VOCABULARY

1 Little knowledge of English vocabulary.

2 Limited range; frequent errors of word form, choice, usage, meaning confused. 3 Adequate range; occasional errors of word form, choice, usage, but meaning not

obscured.

(52)

Table 3.3 is the speaking fluency rubric which was used in this research. There are four speaking competencies in this rubric and every competency has four scores. Each score has its description of the competency. As written before, the competencies in the rubrics were chosen from different references and they were adapted to the competencies which had been observed or measured.

B. Data Gathering Technique

Before conducting the research, the researcher observed the class and students’ activities in order to analyze students’ needs and to know students’ background knowledge, so that the researcher was able to make the standard of scoring and the researcher was also helped to decide the appropriate teaching technique and teaching materials to be taught.

The researcher taught the class and while teaching, the researcher observed the students and identified the problem in the classroom. To know students’ fluency level, the researcher asked the students to speak and assessed their level by using speaking fluency rubric and the ACTFL proficiency guidelines. After knowing students’ fluency level, the researcher wrote some important notes in the field-notes and recorded every action which happened in the classroom.

From field-notes, the researcher could gain some important information about students’ characteristics and also their progress. After gathering the data of the students’ performance in the class, the researcher analyzed students’ achievement using speaking fluency rubric. From this speaking rubric, the

(53)

researcher found out whether the classroom action research which was conducted could increase students’ speaking fluency or not. After the researcher found the appropriate technique to increase students’ fluency level, to verify the findings the researcher ran the verification cycle and gave questionnaire to the students. In this questionnaire the students answered the questions about the teaching-learning experiences using the particular technique.

D. Data Analysis Technique

The data about students’ speaking fluency was gained from the students’ performance which had been matched with the description of ACTFL proficiency guidelines. From the guidelines the researcher was able to find out the students’ speaking fluency level. To know whether the students increased their speaking fluency level or not, the researcher analyzed their performance and their score in the speaking fluency rubrics. If the score showed the improvement, it can be concluded that the students increased their speaking fluency. The appropriate activity could be decided when students’ speaking fluency level was increased. The increase of the students’ speaking fluency level could be seen in the speaking fluency rubric.

E. Research Procedure

First of all, the researcher observed the teaching-learning activities and then identified the problem that occurred in the classroom. After that, the researcher decided the materials and made a lesson plan as well as selected the

(54)

first teaching technique. After revising overall plan, the researcher applied the lesson plan and the technique in the classroom. Then, the researcher monitored and recorded the finding, as well as analyzed the students’ performance. If the finding and the students’ performance fulfilled the criteria and showed the improvement of students’ speaking fluency, the researcher stopped the cycle. Meanwhile, if the finding and the students’ performance did not fulfill the criteria, the researcher decided the new teaching materials and made a new lesson plan with another teaching technique until the criteria are fulfilled and the finding of the research showed the improvement of students’ speaking fluency.

(55)

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the findings of the research. The research findings are described in the Classroom Action Research procedure through the cycles of the research.

A. The Research Findings and Discussion

This part discusses the fact-findings of the Classroom Action Research which was conducted to the second grade students of SMA Negeri 1 Maos. There were three cycles in this research. Each cycle describes the steps of research procedure which were begun by identifying the problem, making a lesson plan and selecting the technique, applying the technique, monitoring and noticing the fact-findings.

1. The First Cycle

The first cycle of the research describes the beginning process of the Classroom Action Research, including the finding about the problems which occur in the classroom, the finding about the students’ speaking fluency level and the first reflection on the overall process in the cycle.

a. Problem Identification

Before implementing the first teaching technique, the researcher did an observation by gaining data from the classroom teacher. The researcher obtained the data about the characteristics of the second grade students at SMA Negeri 1

(56)

Maos and their problems or difficulties which occurred in class. In this first cycle, the researcher also observed the students’ performance and found the problems which occurred. It was done in the first hour of the lesson.

In the first hour of the lesson, the researcher taught “Introduction” to the second grade students (class XI-IA.2) of SMA Negeri 1 Maos. The students were taught about how to greet, how to introduce themselves, how to ask someone to introduce her/himself, how to introduce others and how to close the conversation or partings. The researcher also taught the students how to pronounce the words/ expressions correctly. After explaining the material, the researcher asked the students to introduce themselves one by one in front of the class. By doing this activity, the researcher could assess the students’ performance and their speaking fluency level at the initial stage, as well as could find the problems which became a barrier.

Based on the observation, from the classroom teacher and from the researcher, the researcher could identify the problems which occurred in speaking activity. The first problem was the students spoke unclearly and in a very low voice. It showed lack of confidence and/or the students were afraid of both speaking in front of people and of making mistakes. The second problem was their pronunciation was incomprehensible. The third problem was the students spoke choppily. The fourth problem was the students spoke in a very limited vocabulary.

By conducting this first activity, the researcher could assess the students’ fluency level at the initial stage using the speaking fluency rubric and the ACTFL

(57)

Speaking proficiency as guidelines. From their overall performance, it can be concluded that most of the students were in the novice mid level. There were only 8 students who were in the novice low level and they became the focus of the research. Most of the students could introduce themselves in a proper manner, even there was a student who was able to introduce himself using different expressions and gave additional information about himself. For this activity, the teacher did not find any difficulty in asking the students to perform in front of the class.

b. Making a Lesson Plan and Selecting the First Technique (Role-play)

The researcher then decided to apply the first technique. It was role-play. Meanwhile, before applying the first technique the researcher made a lesson plan. After the students learnt the vocabulary and phrases which were used in introducing in the first hour of the lesson, the researcher explained the definition of role-play and the way to do it. After explaining it, the researcher grouped the students. After grouping the students, the researcher asked the students to perform in front of the class. There were ten groups in the class. Nine groups consisted of four students and one group consisted of five students. They did a role play in both introducing themselves and introducing others. After doing role-play, at the end of the lesson the students recalled what had been learnt.

Role-play is the first technique which was implemented by the teacher to solve the problems. The first problem which occurred in the first activity was the students spoke in a very low and unclear voice. The students were afraid and did

(58)

not feel confident to perform in front of the class alone. Therefore, the teacher conducted the second activity by implementing role-play. By doing role-play the students could perform in a group and it aimed to reduce students’ fear and to increase students’ confidence. Role-play was also expected to solve the second, third and forth problem because the students could prepare their performances by making the dialogue and practicing to speak before performing in front of the class.

c. Applying the Technique

After the researcher explained the definition of role-play and how to do it, the students decided the members of their groups. Then they made the dialogue of self introduction. After finished making the dialogue, they performed in front of the class. They pretended that they did not know each other and they introduced themselves to others.

d. Monitoring and Noticing the Fact Findings

The result of role-play was not satisfactory. Conducting role-play was time-consuming because when the teacher asked the students to perform they needed time for preparation on making a dialogue. Then, when they performed in front of the class, they tend to memorize the dialogue. When they forgot the dialogue, they looked at their script. Since they memorized the dialogue, their conversation seemed unnatural. Even, there were some of them who forgot their turn to speak during the conversation. It could be concluded that role-play

(59)

technique did not work well. From ACTFL Speaking Proficiency guidelines, it could be concluded that the eight weak students did not increase their speaking fluency level. They were still novice low level students.

While teaching in the class, the teacher-researcher wrote down some additional information which was important in field notes. After that, the researcher monitored the facts drawn from the field notes and did a reflection on what had happened in the class. Based on what had been recorded in field notes, most of the students seemed reluctant to do role-plays. When the students worked in their group, some of them were only followers. Only one or two of them were active doing the job and making the dialogue.

From this first cycle, the teacher-researcher concluded that role-play as the first technique which was implemented in the class did not solve the problems. Role-play attempt failed to improve students’ speaking fluency because it made them confused and less spontaneous. The students still spoke in a very low voice and unclearly. The vocabulary used was also very limited. The progress of students’ achievement can be seen in Table 4.1.

From Table 4.1, it can be seen that there was no students’ significant improvement in their speaking fluency. For example, at the initial stage the students’ audibility and clarity of speech were very poor. After applying role-play only two students improved their vocal expression, while the rest of them were still very poor in their vocal expression. Thus, the researcher should decide and apply another technique in the second cycle which will be more appropriate to the

(60)

students. The second technique hopefully could solve the problems and also improve the students’ speaking fluency.

Table 4.1 Students’ Speaking Fluency Development in the First Cycle

Pronunciation Fluency Vocabulary Vocal expression St # Initial stage Role play Inc Initial stage Role play Inc Initial stage Role play Inc Initial stage Role play Inc

1 1 1 no 1 1 no 1 1 no 1 1 no

2 1 1 no 1 1 no 1 2 1 1 1 no

3 2 2 no 1 1 no 1 1 no 1 1 no

4 1 1 no 1 1 no 1 1 no 2 2 no

5 1 1 no 1 1 no 1 1 no 1 1 no

6 1 1 no 1 2 1 1 1 no 1 1 no

7 2 2 no 1 1 no 2 2 no 1 1 no

8 1 2 1 2 2 no 1 1 no 1 1 no

Note:

Inc: increased Vocal expression:

1 = the audibility and clarity of speech are very poor 2 = the audibility and clarity of speech are poor

2. The Second Cycle

Since role play did not increase the students’ speaking fluency level, the researcher continued doing the research by implementing another teaching technique.

a. Problem Identification

After reflecting on what happened in the first cycle and gaining feedback from the field notes, the researcher ran the second cycle. In this cycle, the researcher tried to fix the problems which occurred in the first cycle. When the students did a role-play, they did not seem too afraid to perform because they did

(61)

it in a group. However, when the students spoke, it was clearly seen that they spoke by reading the script. It did not make them speak smoothly and spontaneously. Therefore, the researcher decided to apply a different technique.

b. Revising the Lesson Plan and Selecting a Second Technique (Card-game) In the second cycle, the researcher revised the lesson plan and applied a different technique and different material. The material given in this cycle was describing people. The researcher chose describing people as the material in the second cycle, because it was related to the previous material. The technique implemented in the second cycle was card-game technique. The researcher planned to give list of vocabulary and phrases of describing people in the beginning of the lesson. It was aimed to boost the students’ vocabulary and to help them understand the material which was discussed.

The researcher then explained how to describe people based on their appearance and character. The researcher also taught the vocabularies and phrases which were used in describing people and how to pronounce those words and phrases. After explaining the material, the researcher explained to the students how to play card-game and gave the example how to play.

Card-game technique was chosen because when the students play card-game they did not need to make a dialogue or to do a preparation. The students just took the card and described someone’s appearance whose name was written on the card. They students spoke what they want to speak and they did not need to remember the dialogue. It made them spoke spontaneously and fluently.

(62)

c. Applying the Technique

Card-game is basically a guessing game. In this cycle, the researcher gave the students two versions of card game. The first version was one student came in front of the class and described the appearance or character then the others guessed the person who was described. While, the other version was one student came in front of the class and the others gave descriptions of appearance or character. The student who stood in front of the class just said “yes or no”. She/he had to say “yes”, if the description given by her/his friend was correct and say “no” if it was incorrect. The students described someone’s appearance using the learnt vocabularies and phrases.

d. Monitoring and Noticing the Fact Findings

During card-game activities, the researcher monitored the achievement of weak students. The researcher jotted down in field notes some important information and some improvement which had happened during the activities. After monitoring the weak students’ performance, the teacher found out a very different atmosphere and attitude in the second cycle. In this second cycle, the students showed their enthusiasm to perform in front of their friends. They spoke louder than before and they built a lively class. Many students could pronounce some difficult words correctly and could use adequate range of vocabulary.

The students tried hard to describe the person whose name was written on the card. They used their ideas to describe the person. One of the weak students, student 2, said: “He is a man. He is thin. He *have wavy hair. He is funny. He is a

(63)

joker. (paused, then asked the researcher silently ‘what is pelawak in English?’, then corrected the sentence) He is a comedian. Who is he?” The students were still confused and did not know the answer. Suddenly, student 6 asked the question. He said: “Is he…”(paused and asked student 5 who sat next to him, ‘What tinggi?’ and student 5 said ‘Tall’). Student 6 continued asking, “Is he tall?” Student 2 answered “Medium”. Student 2 gave another description, she said: “We see him in Extravaganza.” Then almost all the students answered at the same time “Oo..Aming.”

In this card-game activity, the students spoke spontaneously. They said and asked what they wanted to say and to ask. It could be seen more obviously when the researcher conducted the second version of card-game. Here, the researcher became the person who stood in front of the class and the students became the agents who asked the description of someone. They competed with each other to ask the question. At the beginning, the researcher only gave one clue. The researcher said: “You can see this person in this school.” Then the students started asking many questions such as “Is she a girl? Is he a man? Is he a student? Is he a teacher? Is he small? Is he funny? He *is teach Sejarah eh history?” After asking many questions, the students could guess the name of the person correctly.

After conducting card-game activities, the researcher did a reflection on what had been done by the students during the lesson. It could be seen that card-game technique could improve students’ speaking fluency. The improvement of students’ speaking fluency can clearly be seen in Table 4.2.

(64)

From speaking fluency rubric, it can be seen that there was a significant progress from the students, in which in the second cycle the students could speak louder and clearer. The students also showed their confidence to speak English. They were not afraid to express their thoughts or ideas in front of many people. It is shown in Table 4.2 that most of the students improved their vocal expression. The improvement also happened in the other three competencies. Most of the students made a significant improvement in their pronunciation, fluency and vocabulary.

Table 4.2 Students’ Speaking Fluency Development in the Second Cycle

Pronunciation Fluency Vocabulary Vocal expression St # Initial stage Role play Inc Initial stage Role play Inc Initial stage Role play Inc Initial stage Role play Inc

1 1 1 no 1 2 1 1 2 1 1 2 1

2 1 2 1 1 2 1 2 3 1 1 2 1

3 2 3 1 1 2 1 1 3 2 1 2 1

4 2 2 no 1 2 1 1 3 2 2 2 no

5 1 2 1 1 2 1 1 2 1 1 2 1

6 1 2 1 2 2 no 1 3 2 1 2 1

7 2 3 1 1 2 1 2 2 no 1 2 1

8 2 3 1 2 3 1 1 3 2 1 3 2

Note:

Inc: increased Vocal expression:

1 = the audibility and clarity of speech are very poor 2 = the audibility and clarity of speech are poor 3 = the audibility and clarity of speech are fair

Based on the fact-findings which were recorded in field-notes and based on the scores in speaking fluency rubric, the researcher concluded that all weak

(1)

(2)

Appendix 10 Field-notes

(3)

SINGLE LESSON TIME LINE RECORD SHEET

MEETING 1

Name of the class: XI-IA.2 Date: July 19, 2007

BEFORE THE LESSON

Objectives:

Explain the expressions of greeting, introducing and closing/ parting. Ask the students to introduce themselves one by one in front of the class. Ask the students to do role-play in which the students greet, introduce her/himself or others and close the conversation.

Planned outcomes:

The students will have known how to greet, introduce and close the conversation. The students will be able to introduce themselves and others. The students will know what a role-play is.

Particular notes/ points for attention:

In this first meeting the teacher found the insufficient students. From the first task, that was introducing themselves, the teacher noticed the overall performance of the students. The students spoke in a very low voice and spoke unclearly. There was much wrong pronunciation, such as /nem/ in name, lets me… and there were also long pauses and speech correction. In the second task, that was role-play task, there were some problems which were found by the researcher. It took a long time to group the students and to explain what

(4)

100

the students should do. Before performing their role-play, the students made the dialogue first and again, it took much time. Some of the students were reluctant and difficult to be encouraged to perform in front of the class. When they perform their role-plays, most of the students brought their script of the dialogue and sometimes they looked at it when they forgot the dialogue. They tended to remember the speech and the long pauses occurred when they forgot their turn to speak. In this second task, most of the students still spoke unclearly and in a low voice.

(5)

101

SINGLE LESSON TIME LINE RECORD SHEET

MEETING 2

Name of the class: XI-IA.2 Date: July 26, 2007

BEFORE THE LESSON

Objectives:

Give and explain the expressions and vocabularies of describing people. Ask the students to describe someone’ appearance and character and try to guess the person whose name was on the card, by doing card game.

Planned outcomes:

The students will know the expressions and vocabularies which were used in describing people. The students will be able to describe people by describing people’s appearance and character. The students will be able to use the given expressions and vocabularies in card-game activity.

Particular notes / points for attention:

Observe the insufficient students and pay attention to them. The insufficient students showed their improvement in their speaking. They could complete the task by describing people in the card-game activity. Even though they still spoke choppily, they could tell to their friends people they meant. It was proofed when their friends could guess the person whose name was on the card. Some of those insufficient students even could guess correctly. It meant that they understood what other talk about.

(6)

102

SINGLE LESSON TIME LINE RECORD SHEET

MEETING 3

Name of the class: XI-IA.2 Date: July 27, 2007

BEFORE THE LESSON

Objectives:

Explain the differences between descriptive and report text. Explain the use of simple present tense in report text. Ask the students to report something in card-game activity.

Planned outcomes:

The students will be able to differentiate descriptive text to report text. The students will be able to apply the use of Simple Present Tense in the sentences when they report something in card-game activity. The students will be able to report something in the form of card-game activity.

Particular notes / points for attention:

Monitored the insufficient students’ achievement.

In the third meeting, the insufficient students could do the task well even though the material given in the third meeting was different. They were more confident to perform in front of the class. They could report what is written on the card smoothly even though sometimes they pronounced some words incorrectly.

Increasing the speaking fluency of the second grade students of SMA Negeri 1 Maos.

I honestly declare that the thesis, which I wrote, does not contain the

works or part of the works of other people, except those cited in the

quotations and the references, as a scientific paper should.

It becomes a bridge to step forward….

And

It is not too soon or too late….

This thesis is dedicated to:

Jesus Christ,

My Parents,

My Brothers and My Sister,

My Love, Brian…

Appendix 10

Field-notes

Parts

Dokumen yang terkait

INCREASING STUDENTS SPEAKING ABILITY BY USING JIGSAW AT THE THIRD GRADE OF SMA NEGERI 9 BANDAR LAMPUNG

INCREASING STUDENTS’ SPEAKING ABILITY BY USING JIGSAW AT THE THIRD GRADE OF SMA NEGERI 9 BANDAR LAMPUNG

The Implementation of Role Play in Increasing Students’ Speaking Ability at the Second Grade of SMK PGRI 1 Kota Agung

THE CORRELATION BETWEEN STUDENTS’ SCHEMATA AND THEIR SPEAKING ABILITY AT THE SECOND GRADE OF SMA NEGERI 1 KOTAGAJAH

THE EFFECT OF MOTIVATION ON STUDENTS’ SPEAKING ABILITY AT THE SECOND GRADE OF SMAN 1 KOTABUMI

THE IMPLEMENTATION OF ASIAN PARLIAMENTARY DEBATE TECHNIQUE IN TEACHING SPEAKING AT THE SECOND GRADE STUDENTS OF SMA NEGERI 5 BANDAR LAMPUNG

THE EFFECT OF ATTITUDE TO THE STUDENTS’ SPEAKING ABILITY AT THE SECOND YEAR OF SMA NEGERI 1 KALIREJO

THE STUDENTS’ DIFFICULTIES IN SPEAKING AT THE TENTH GRADE OF SMA NEGERI 1 SINE The Students’ Difficulties In Speaking At The Tenth Grade Of SMA Negeri 1 Sine In 2014/2015 Academic Year.

THE STUDENTS’ DIFFICULTIES IN SPEAKING AT THE TENTH GRADE OF SMA NEGERI 1 SINE The Students’ Difficulties In Speaking At The Tenth Grade Of SMA Negeri 1 Sine In 2014/2015 Academic Year.

Increasing the speaking fluency of the second grade students of SMA Negeri 1 Maos - USD Repository

Dukungan

Links

Increasing the speaking fluency of the second grade students of SMA Negeri 1 Maos.

I honestly declare that the thesis, which I wrote, does not contain the

works or part of the works of other people, except those cited in the

quotations and the references, as a scientific paper should.

It becomes a bridge to step forward….

And

It is not too soon or too late….

This thesis is dedicated to:

Jesus Christ,

My Parents,

My Brothers and My Sister,

My Love, Brian…

Appendix 10

Field-notes

Parts

Dokumen yang terkait

INCREASING STUDENTS SPEAKING ABILITY BY USING JIGSAW AT THE THIRD GRADE OF SMA NEGERI 9 BANDAR LAMPUNG

INCREASING STUDENTS’ SPEAKING ABILITY BY USING JIGSAW AT THE THIRD GRADE OF SMA NEGERI 9 BANDAR LAMPUNG

The Implementation of Role Play in Increasing Students’ Speaking Ability at the Second Grade of SMK PGRI 1 Kota Agung

THE CORRELATION BETWEEN STUDENTS’ SCHEMATA AND THEIR SPEAKING ABILITY AT THE SECOND GRADE OF SMA NEGERI 1 KOTAGAJAH

THE EFFECT OF MOTIVATION ON STUDENTS’ SPEAKING ABILITY AT THE SECOND GRADE OF SMAN 1 KOTABUMI

THE IMPLEMENTATION OF ASIAN PARLIAMENTARY DEBATE TECHNIQUE IN TEACHING SPEAKING AT THE SECOND GRADE STUDENTS OF SMA NEGERI 5 BANDAR LAMPUNG

THE EFFECT OF ATTITUDE TO THE STUDENTS’ SPEAKING ABILITY AT THE SECOND YEAR OF SMA NEGERI 1 KALIREJO

THE STUDENTS’ DIFFICULTIES IN SPEAKING AT THE TENTH GRADE OF SMA NEGERI 1 SINE The Students’ Difficulties In Speaking At The Tenth Grade Of SMA Negeri 1 Sine In 2014/2015 Academic Year.

THE STUDENTS’ DIFFICULTIES IN SPEAKING AT THE TENTH GRADE OF SMA NEGERI 1 SINE The Students’ Difficulties In Speaking At The Tenth Grade Of SMA Negeri 1 Sine In 2014/2015 Academic Year.

Increasing the speaking fluency of the second grade students of SMA Negeri 1 Maos - USD Repository

Dokumen yang Anda mencari sudah siap untuk unduhkan