THE EFFECT OF SIMULATION TECHNIQUE IN IMPROVING STUDENTS’ SPEAKING ABILITY OF PROCEDURE TEXT OF SMP PATRIOT JOMBANG.

iv

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

UIN SUNAN AMPEL S U R A B A Y A

By:

Maimunasih

NIM. D55211106

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

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ABSTRACT

Maimunasih. 2015. The Effect of Simulation Technique in Improve Students’ Speaking Ability of Procedure Text of SMP Patriot Jombang. A Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, SunanAmpel State Islamic University, Surabaya. Advisor: Dr. Phil. KhoirunNiam,S.Ag

Key words: Students’ Speaking Ability, Procedure Text, Simulation Technique In mastering English, speaking is the most used skill by people rather than three other skills. However most of students were low motivation and passive in learning English. The teacher has to be creative and innovative to create good atmosphere in the classroom. In this study the researcher intended to know the effect of improving speaking abilityof procedure text by implementing simulation technique. Therefore this study was aimed to know the significance difference between the students who wereusing simulation technique and who were using non simulation technique. The design that the researcher used was quasi-experimental design, especially in nonequivalent (pre-test post-test) exactly control group design. In collecting the data, the instrument used by the researcher was a test and observation. There were two kinds of test there are pre-test and post-test in which both of the test were administered to both control and experimental classes. In analyzing the data, the researcher used t-test formula with significant degree of 5% and df 56.

After doing the research, the researcher could conclude that simulation was an effective technique in improvingspeaking ability of procedure text. There

was progress in students’ pronunciation, grammar, vocabulary, and fluency.

The students were able to speak based on the generic structure and generic features of procedure text. In addition, the students in experimental group who used simulation technique achieved better than the students in control group whoused non simulation technique. It could be seen from the difference of mean score in the post test between experimental and control group which had been analyzed using t-test. The mean score of experimental group was 13.31 and the mean score of control group was 11.45. The mean score showed that the experimental group achieved higher mean score than control group. Besides, the result of the test was higher than t-table, in which t-value of this study was 7.403 and the t-table of this study was 2.003 on the degree of freedom 56 with significant level 5%. It means that simulation technique was effective for teaching speaking of procedure text. Based on the fact above, it is suggested for the teacher to implement simulation technique in order to motivate and improving the students’ speaking ability. It is also suggested for the students to improve their speaking by practicing English with their friends in their daily communication.

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ABSTRAK

Maimunasih. 2015. Pengaruh Simulasi Teknik di Meningkatkan Kemampuan Berbicara Siswa dari Prosedur Teks SMP Patriot Jombang. Sebuah Tesis. Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, SunanAmpel Universitas Islam Negeri, Surabaya. Advisor: Dr. Phil. KhoirunNiam, S.Ag

Kata kunci: Kemampuan Berbicara Siswa, Prosedur Teks, Teknik Simulasi Dalam menguasai bahasa Inggris, berbicara adalah yang paling sering digunakan keterampilan oleh orang-orang bukan tiga keterampilan lainnya. Namun sebagian besar siswa motivasi rendah dan pasif dalam belajar bahasa Inggris. guru harus kreatif dan inovatif untuk menciptakan suasana yang baik di dalam kelas. Dalam studi ini peneliti bertujuan untuk mengetahui efek meningkatkan berbicara abilityof teks prosedur dengan menerapkan teknik simulasi. Oleh karena itu penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan antara siswa yang wereusing teknik simulasi dan yang menggunakan teknik simulasi non. Desain yang peneliti digunakan adalah desain kuasi-eksperimental, terutama di nonequivalent (pre-test post-test) persis rancangan. Dalam pengumpulan data, instrumen yang digunakan oleh peneliti adalah tes dan observasi. Ada dua jenis tes ada pre-test dan post-test di mana kedua dari tes diberikan untuk kedua kontrol dan kelas eksperimen. Dalam menganalisis data, peneliti menggunakan rumus t-test dengan tingkat signifikan 5% dan df 56.

Setelah melakukan penelitian, peneliti dapat menyimpulkan bahwa simulasi adalah teknik yang efektif dalam kemampuan teks prosedur improvingspeaking. Ada kemajuan dalam siswa pengucapan, tata bahasa, kosa kata, dan kelancaran. Para siswa mampu berbicara berdasarkan struktur generik dan fitur generik dari teks prosedur. Selain itu, siswa di kelompok eksperimen yang menggunakan teknik simulasi dicapai lebih baik daripada siswa di kelompok kontrol whoused teknik simulasi non. Hal ini dapat dilihat dari perbedaan nilai rata-rata di post test antara eksperimen dan kelompok kontrol yang telah dianalisis menggunakan t-test. Skor rata-rata kelompok eksperimen adalah 13,31 dan nilai rata-rata dari kelompok kontrol adalah 11,45. Rerata skor menunjukkan bahwa kelompok eksperimen mencapai skor rata-rata lebih tinggi dari kelompok kontrol. Selain itu, hasil tes lebih tinggi dari t-tabel, dimana t-nilai dari penelitian ini adalah 7,403 dan t-tabel dari penelitian ini adalah 2,003 pada derajat kebebasan 56 dengan tingkat signifikan 5%. Ini berarti bahwa teknik simulasi efektif untuk mengajar berbicara teks prosedur. Berdasarkan fakta di atas, disarankan bagi guru untuk menerapkan teknik simulasi untuk memotivasi dan meningkatkan kemampuan berbicara siswa. Hal ini juga disarankan bagi para siswa untuk meningkatkan berbicara mereka dengan berlatih bahasa Inggris dengan teman-teman mereka dalam komunikasi sehari-hari mereka.

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TABLE OF CONTENTS

Title Sheet ... i

Advisor Approval Sheet ... ii

Approval Sheet ... iii

Motto ... iv

Acknowledgement ... v

Dedication Sheet ... vi

Abstract ... vii

Pernyataan Keaslian Tulisan ... viii

List of Tables ... ix

List of Appendices ... x

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

B. Research Question ... 5

C. Objective of the Study ... 5

D. Reseach Hypothesis ... 6

E. Significance of the Study ... 6

F. Scope and Limitation of the Research ... 6

G. Definition of Key Terms ... 7

CHAPTER II: REVIEW OF RELATED LITERATURE A. Speaking ... 10

B. Teaching Speaking ... 12

C. Procedure Text ... 15

D. Simulation Technique ... 17

E. The Advantage of Simulation Technique ... 19

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G. The Role of Teacher in Speaking Simulation ... 23

H. Previous Study ... 24

CHAPTER III: RESEARCH METHODOLOGY A. Research Design ... 28

B. Population and Sample ... 29

C. Research Instrument ... 31

D. Data Collection Technique... 33

E. Research Procedure ... 38

F. Data Analysis Technique ... 46 CHAPTER IV : FINDING AND DISCUSSION

A. Finding 53

B. Discussion 64

CHAPTER V CONCLUSION AND SUGGESTION

A.Conclusions 68

B.Suggestions 69

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CHAPTER I INTRODUCTION

This chapter discusses the background of the study, research question, objectives of the study, hypothesis, significance of the study, scope and limit of the study, and definition of the key term.

A.Background of the study.

According to Nunan “Speaking is the process of producing utterances or articulate sounds in comprehensible manner thus he can reach communicative competence as the objective of speaking Being able to speak well and fluently is the key of a successful interaction.”1 By speaking well, the listener would understand the message we are talking about. It is supported by Halley and Austin who stated that “Being able to communicate orally in another language means that we have opportunities to express our ideas and support for making our intentions clearer.”2

Richardson also stated that learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in their spoken proficiency3. As a skill, speaking is the most used skill by people rather than

1

David Nunan, Second Language Teaching and Learning.(Canada:Heinle&Heinle Publisher, 1999), 225

2

Heley M.J, Austin T.Y, Content-Based Second Language Teaching and Learning, An Interactive Approach,(USA: Pearson2004,), 191

3

Jack Richardson, Developing Classroom Speaking Activities; From Theory to Practice. (Retrieved January 20th, 2015 from www.professorjackrichards.com)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id the three other skills. It can be said that most language learners learn English in

order to develop proficiency in speaking. Besides, many language learners regard speaking ability as the measure of knowing a language.Nunan said that the learners define fluency as the ability toconverse with others, much more than the ability to read, write, or comprehend oral language4. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.

Better achievement of students’ speaking skill depends on some factors

that teacher brings during teaching and learning process. According to Bailey in Nunan, teaching speaking should be done communicatively5. The teacher has to maintain interactions with the students as well as the interaction between each student in the classroom. The teacher has to be creative and innovative to create a good atmosphere in the classroom. Teacher is demanded to make English lesson more exiting, easy and joyful, so students will not feel afraid of making mistake and burdening. Thus, the teacher has to be able to package English lesson as an interesting lesson. The teacher has to find an appropriate and interesting method in teaching process because language teaching can be an interesting process when the teacher makes an effort to explore a variety of methods which can motivate students to speak. This is in line withBrown who

4

David Nunan, Practical English Language Teaching,(New York: McGrow-Hill Education, 2003), 51

5

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id explained that teaching is guiding and facilitating learning, enabling the learner

to learn, setting the conditions for learning6.

English lesson is one of compulsory subject which is taught in Junior High School. The students of Junior High School have to master four skills in English. According to the English Standard Competence, there are four language skills that have to be mastered by the students, one of them is speaking skill and there are two types of text that have to be mastered by the students. One of those texts is procedure text7. Procedure text is a kind of text type or genre that has to be mastered by the students. The students are supposed to express what they have understood of a particular procedure text both in oral and written. But, the students often find difficulties to express the meaning of it in spoken language because accorder to Brown, they are supposed to express its meaning in a simple short monolog by using variety oral language, accurately, orderly, and acceptably to communicate with the surroundings8. It proves that mastering procedure text in speaking skill is very important.

There are many techniques of language teaching that may be selected for teaching speaking skill. One of them is simulation technique. As stated by Harmer, simulation technique can increase the self-confidence of the students, in which the students pretend that they are in a real life contexts and have a

6

H. Douglas Brown,Principles of Language Learning and Teaching, Fifth Edition. ( New York: Pearson Longman,2001),8

7

Depdiknas, StandartKompetensidanKompetensiDasar,(Jakarta:Depdiknas,2006), 279 8

H. Douglas Brown, Language Assessment, Principles and Classroom Practice.( New York: Pearson Longman, 2003) , 144

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id variety of social roles9. However, simulations are more elaborate than role

plays10. This is supported by Kayi thatin simulations students can bring items to the class to create a realistic environment11. This technique can motivate the students because it is entertaining. Furthermore, the students can speak easily when they actively participate in activities.

Based on the description above, the researcher is interested in using simulation to teach speaking of procedure text. The researcher wants to know whether simulation technique is effective in improving students speaking ability of procedure text. The researcher chooses procedure text because procedure text consists of series of actions and the material does not have to depend on the text book only. By using simulation technique the students are given chance to speak English freely. As stated by Dewey one learns best by doing an active experimentation.12The students will enhance their speaking ability because they are not only doing an oral presentation but also relating themselves with the authentic materials.

In this research, researcher focuses on the students on seventh grades at SMP Patriot Jombang. Based on preliminary study at seventh grade of Patriot Jombang Junior High School there was a low motivation in study English, the students were passive in learning English. They did not have self confidence in speaking English because of many factors. One of them is the

9

Jeremy Harmer, The Practice of English Language Teaching: Fourth Edition, (England: Pearson Longman, 2007), 353

10

Jeremy Harmer, The Practice………, 352 11

HyriyeKayi, open international education (http://unr.edu//homepage/hyriek. accessed at June 24, 2015)

12

H. Douglas Brown, Principles of Language Learning and Teaching, Fifth Edition.( New York: Pearson Longman,2001), 239

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id conventional method used by English teachers, the teacher only translate the

words and ask their students to remember the dialog on the book. The researcher thought that the teachers need a new creative method to assist the student in improving their speaking ability in order they can be motivated to speak effectively too. Therefore the researcherchose one of the techniques to teach speaking that is simulation technique.

B.Research Question

Based on the background of the study above the research question can be formulated as follow:

”Is simulation technique more effective to teach speaking of procedure text than using non simulation technique (conventional method) in SMP Patriot

Jombang?”

C.Objective of the Study

Related to the research question, this study attempts to know the effective of simulation technique in improving speaking ability of procedure

text than students’ speaking ability of procedure text by using non simulation

technique.

D. Research Hypothesis

The working hypothesis (Ha) for this study is: there are some differences between students speaking ability of procedure text taught by using simulation technique and the students speaking ability of procedure text taught by using non simulation technique.

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E. Significance of the study.

The research aims to found out the alternative way of teaching speaking to improve the students speaking ability. The result is significant for:

a. Teacher:

1) This research can give information about new creative teaching method. 2) To give information that speaking ability can improve by using

simulation technique. b. Students:

1)To improve students’ motivation and interest. 2)To build students’ confidence in communicating c. Future researcher:

This research can be used for reference of their knowledge. F. Scope and Limit

1. Scope

Seventh grade of SMP Patriot Jombang which used procedural text and simulation technique.

2. Limit

This study only focuses on the seventh grade of SMP Patriot Jombang in academic year 2014-2015 and procedure text. This study only focuses on simulation technique in teaching speaking procedure text.

G. Definition of Key Term 1. The Effective

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id The effect is a change produced by an action or a cause a result or

outcomes.13 A result caused by something or an action. The improvement ofstudents’speaking of procedure text score as a result that caused by the implementation simulation technique to teach speaking of procedure text.The effect of this research was the degree of improvement in the students' speaking ability of procedure text as a result of using simulation technique, and measured statistically by T-test paired sample using SPSS 16 for windows of the effect size.

Effective is defined as the capability of producing a desired result14. When something is effective, it means it has an expected outcome or a deep produce. In this research, effective was indicated by improvement of speaking ability of procedure text that measured by comparing the mean score of posttest both experimental and control group. The technique is effective if the score of test in experimental group is better than the result of control group.

2. Simulation Technique.

Simulation is a technique to teach speakingin whichthe students simulate a real- life encounter as if they were doing so in the real world15. In this research, simulation technique is used to teach in speaking of procedure text. The implementations of this technique are: setting up, getting going, managing the activity, winding down, and assessing

13

AS Hornby, Oxford Advance Learner’s Dictionary,(New York: Oxford University Press,1987), 369

14

AS Hornby, Oxford Advance……..,369 15

Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition. (England: Pearson Longman,2007), 352-353

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id students.The teacher also asked the students to bring some materials they

needed to make simulations about how to make drinks and food. 3. Speaking Ability

Speaking ability is the competence of the students to convey information, express ideas, thoughts, feeling and reaction in appropriate structure, speech sounds, appropriate vocabulary according to the situation and subject matter, and used the language fluently16

In this research, speaking ability is the competence of the students to convey information, to express the ideas to the audience about how to make something in procedure text.

16

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4. Procedure Text

A procedure text is a piece of text that tells the readers or listeners how to do something. According to Andersonits purpose is to provide instructions for making something, doing something or getting somewhere17.

In this research procedure text is a text that shows a process in order about how to make something completely18. Procedure text is dominantlystructured with imperative sentence since it actually an instruction. Procedure textusually explains the ingredient or material which is need though sometime it is omitted, after that procedure text will explain step by step how to make drink and food.

17

Mark Anderson and Kathy Anderson, Text Type in English(Australia: Macmillan Education Australia Pty. Ltd,1997 ), 28

18

HyriyeKayi, open international education (http://unr.edu//homepage/hyriek. accessed at June 24, 2015)

10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents some literatures which are related of the study, specifically it covers speaking, teaching speaking, procedure text, simulation technique, the advantage of simulation technique, the procedure of simulation technique for speaking skill, the role of teacher in speaking simulation technique and previous studies.

A.Speaking.

Speaking is a part of learning besides listening, reading, and writing. According to Brown, speaking is “The ability to accomplish pragmatic goals through interactive discourse with other speakers of the language”19. According to

Harmer speaking is “To convey message to the listeners effectively, the speaker should understand who the listeners are such us he should give articulate in comprehensible manner thus he can reach communicative competence as the objective”20.

Speaking is very important in our daily lives because it is a mean of communication. According to Brown and Yule as quoted by Jack C. Richards, speaking has been classified into three functions in human interaction. Those

19

H. Douglas Brown, Teaching by Principle: An Interactive Approach to Language Pedagogy, Second Edition. (Longman,2001), 267

20

Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition. (England: Pearson Longman,2007),25-26

classifications are interactional function of speaking (talk as interaction), the transactional functions of speaking (talk as transaction), and talk as performance21. 1. Interactional function is a function that serves to establish and maintain social relations. It is usually called as conversation. The focus is more on the speakers and how they wish to present themselves to each other than on the message.

2. Transactional function is a function of speech which focuses on the exchange of information. This type of talk refers to situations where the focus is on what is said or done. The central focus is on the message and the way to make the speaker himself is understood clearly and accurately, rather than participants an how he interacts socially with each other. The main features of talk as transactions are; it has a primarily information focus, the main focus is the message and not the participants, participants employ communication strategies to make themselves understood, there may be frequent questions, repetitions, and comprehension checks, there may be negotiation and digression, linguistic accuracy is not always important.

3. Talk as performance. This kind of function includes public talk which transmits information to the audiences, public announcements, and speeches. Most of these talks are in the form of monolog rather than dialog and are closer to written language rather than conversational language. The main features of

21

Jack C. Richards, Teaching Listening and Speaking from Theory to Practice,(USA: Cambridge University Press,2008), 21-28

talk as performance are; there is a focus on both message and audience, it reflects organization and sequencing, form and accuracy is important, language is more like written language, it is often monologue.

Procedure text includes transactional function because the student as the speaker which is explaining about some steps procedurally. The focus is on the message. By explaining those steps, the students can deliver some messages or some information of procedure text. Simulation technique can increase the students to learn the material of procedure text and practice speaking.

B. Teaching Speaking.

In the teaching of English, the students are expected master four language skills, and speaking is one of the skills that must be learned by all students when they are learning English. Richard, Platt and Weber stated that communicative competence as an important part of teaching speaking includes (a) knowledge of the grammar and vocabulary of the language; (b) knowledge of rules of speaking; (c) knowing of how to use language appropriately22

Teaching speaking is a challenging responsibility as there are many problems related to every day practice. Some fundamental problems that appear in the speaking class include inhibition, complete silence, and low participation23. Learners often feel afraid to say things in a foreign language classroom. They are

22

David Nunan, Second Language Teaching and Learning, (Canada: Heinle&Heinle Publisher, 1999), 226

23

Penny Ur, A Course in Language Teaching: Practice and Theory, (United Kingdom: Cambridge University Press, 1999), 121

usually worried in making mistakes, fearful of criticism or loosing face. In

addition, learners often complain that they can’t think of anything to say; they

have no motive to express themselves beyond the guilty of feeling that they should speak. Commonly, in the speaking class, most of the students still confuse

with the teacher’s speak, so that they are decided to keep silence. According to Penny Ur the problem is compounded by the tendency that some learners are dominant, while others speak very little or not at all24.

The teacher is demanded to design an activity that will be able to overcome those problem. Penny Ur suggests four characteristic of successful speaking in the class25. First, much of the time should be used for the activity involving the learners to talk. Second, classroom activity should not be dominated by talkative participants. Third, learners are eager to speak because they are interested in the topic. Last, learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.

Effective is defined as the capability of producing a desired result26. When something is effective, it means it has an expected outcome or a deep produce.

Effective to improve means the students who were using simulation technique got higher score in speaking ability of procedure text than those who

24

Penny Ur. A Course in Language Teaching: Practice and Theory(United Kingdom: Cambridge University Press, 1999), 122

25

Penny Ur. A Course………., 120 26

were not.27Moreover, the effectiveness of simulation technique in improving the speaking of procedure textdetermined from the speaking score gotten by experimental group.

An effective speaking class can be seen when the post-test score is of experimental group shows significant score improvement, it means that simulation technique is effective to improve the speaking ability of procedure text. The effectiveness simulation technique was calculated by using T-test paired sampleusing SPSS 16 for windows of the effect size.

If Tvalue is lower than T table, it means that the students who were teach using simulation technique does not get significant score improvement and it indicates that simulation technique is not effective. But if Tvalue is higher than Ttable, it means that the students who were teach using simulation technique get significance score improvement and it indicate that simulation technique is effective28

Simulation technique help the students to act out behave based on the material that they have to deliver. The students have to simulate the real activity as they were doing so in the real world. By simulation technique, the students can improve their speaking skills. They can practice English while simulate the real activity as they were doing in real life. So, simulation technique can solve the speaking problem in the classroom.

27

Sugiyono. Statistika untuk Penelitian.(Bandung: Alfabeta, 2010), 125 28

C. Procedure Text.

One ofstandard competences that have to be mastered by seventh graders is able to respond and express the meaning in a monologue of procedure text and also get the idea of the text29. According to Mark Anderson a procedure text is a piece of text that tells the readers or listeners how to do something. Its purpose is to provide instructions for making something, doing something or getting somewhere.30

A procedure text usually has three sections. These sections are also called generic structure. There are:

1. An introductory statement or title that gives the aim or goal a. This may be the title of the text

b. This may be an introductory paragraph 2. Materials needed for completing the procedure

a. This may be list b. This may be paragraph

c. This step may be left out in some procedure 3. A sequence of steps in the correct order

a. Numbers can be used to show first, second, third and so on. b. The order is usually important.

29

Depdiknas, StandarKompetensidanKompetensiDasar, (Jakarta: Depdiknas,2006), 4 30

Mark Anderson and Kathy Anderson, Text Type in English, (Australia: Macmillan Education Australia Pty. Ltd,1997 ), 28

c. Words such as now, next, and after this can be used.

d. The steps usually begin with a command such as add, stir, or push.

Table 2.1

Example of procedure text HOW TO MAKE FRIED EGGS

Procedure Text

Part of Generic Structure

Part of Language

Fried eggs Goal -

Ingredients:

 2 teaspoons of butter (or olive oil)

 2 or 3 large eggs, depending on appetite

 Salt and pepper to taste

Materials -

Equipment:

 A small (10”) frying pan  A spatula

 Gas ring, at medium heat

Materials -

Method:

1. first, melt the butter in the pan over medium heat

Steps 1.Using imperative such as; melt the butter in the pan,

2. then, crack open the eggs into the pan and let fry until the yolks begin to harden at the edges (indicated by a lightening in the yolk color) 3. using the spatula, flip the

eggs over and allow to cook ten seconds for over-easy, or up to one minute for over-hard.

4. Finally, add salt and pepper to taste, and serve.

crack open the eggs, flip the eggs, etc.

2.Using action verbs such as; melt, crack, flip, etc.

3.Using

connectives such as; first, then, finally.

D.Simulation Technique

Simulation is a problem –driven activity that occurs described realistic setting. In simulation students are given a text to perform or problem to solve together31.

Simulation is a technique to teach speaking which are students simulates a real- life encounter as if they were doing so in the real world32. Simulations are

31

Ken Hyland, Language Learning Simulation: A Practical Guide.(online serial) 31 (4) (http://eca.state.goy/forum/vols/vol31/no4/p16.htm accessed on June 21, 2015) 32

Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition. (England: Pearson Longman,2007), 352-353

very similar to role-play both are interactive learning events, but generally role play involves learners taking on characters that are not their own, while participants in simulation they can act out behave as they. However, simulations are more elaborate than role-play. In simulations, the students can bring items to the class to create a realistic environment.

Accorder toJones the activities which involve simulation such as; performing memorized dialogues, contextualized drills, cued dialogues, role-playing, and improvisation33. Those activities are parts of simulation, but differ in terms of teacher-control and learner-creativity. They can be viewed as part of single continuum which links pre-communicative and communicative activities. In dialogue-performance, the teacher’s control is at a maximum and the learner’s creativity is at a minimum. In contextualized drills, the learner creates sentences that may be new to him, but they have been predetermined by the teacher. Cued dialogues are the borderline between pre-communicative and communicative simulation. In cued dialogues, the teacher exercises direct control over the meanings that are expressed, but not over the language that is used for expressing them. In role-playing, the teacher controls only the situation and the learners’ roles in it, but leaves the learners themselves to create the interaction. Improvisation is the least controlled activity. The starting point for an improvisation may be a simple everyday situation into which the learners are asked to project themselves.

33

E. The Advantage of Simulation Technique.

Hyland stated that there are five advantages of simulation34:

1. Motivation. Simulations encourage motivation because they ensure that communication is purposeful rather than artificial. Participants are involved as they identify with their roles and have the freedom to choose the meanings they want to express. Because students can bring their background experiences into class and make their own decisions, more interest and excitement is created in learning.

2. Fluency development. A tenet of communicative teaching is that people learn by doing. This statement is also supported by Richards and Lockhart, there is some learners who learn best when they are physically involved in the experience. They remember new information when they actively participate in activities, field trips, and role play or simulation. Fluency is encouraged in simulations because learners are immersed in a language-rich environment where language use is centered on immediate communicative needs.

3. Integrated of skills. Simulations provide the opportunity to learn the pragmatic skills of using language appropriately, to develop the nonverbal components of language, and to acquire intercultural and interpersonal competence in a second language. Participants learn that successful

34

Ken Hyland, Language Learning Simulations: A Practical Guide. (Online serial) 31 (4), (http://eca.state.goy/forum/vols/vol31/no4/p16.htm accessed on June 21, 2015)

communication is a jointly achieved accomplishment involving a range of skills. Simulations can also help develop cognitive abilities such as analyzing, evaluating, and synthesizing information.

4. Active participant. Simulations provide a unique means of encouraging learners to respond actively and to participate with their fellows. Absorbing students’ in interaction encourages attention to input, an essential requirement for language acquisition. Learning is more effective the more it engages the learner, and simulations seek to achieve this.

5. Reduced anxiety. Simulations reduce the stress associated with learning and using new language. This is due partly to the shift in classroom roles and partly to the low cost of making errors compared with error consequences in the real world. Not only do simulations offer a relatively safe environment for making mistakes, but they also promote an egalitarian atmosphere because there is no error correction to undermine confidence and divert attention to utterance form. Students are not judged, corrected, or evaluated, and this reduces their anxieties about linguistic performance, with a consequent improvement in achievement. Moreover, there is less stress involved in playing the role of someone else.

F. The Procedure of Simulation Technique for Speaking Skill

Hyland said that the most important point of running a simulation is to believe that is going to work35. He also has out lined some preparations and procedures of implementing this technique as follow:

1. Setting up. The simulation should be carefully planned and chosen on the basis of issues that are likely to maximize motivation and language use. The emphasis is on creating believable situations that emphasize reality of context over language, and this may mean using resources not specifically designed for language work.

2. Getting going. Once the simulation has been selected or written, the students can be introduced to the central ideas of the activity and encouraged to discuss them. Participants must understand the nature of the task, their roles, and the constraints of the environment. Information should be kept as brief and simple as possible to avoid confusion, but can be given as homework texts or in the native language to help speed understanding of what is involved. A variety of listening and reading exercises will reinforce the transfer of information and generate motivation, particularly if learners recognize they are developing useful skills. Any specialist vocabulary and expressions should be introduced at this stage.

35

Ken Hyland, Language Learning Simulations: A Practical Guide. (Online serial) 31 (4).(http://eca.state.goy/forum/vols/vol31/no4/p16.htm accessed on June 21, 2015)

3. Managing the activity. Fluency work demands that the teacher disengage from the governing role and allow learners to produce and interpret language on their own. Once the simulation is underway, the teacher becomes an activity manager, advising and monitoring the learning environment. The management of time and the activity during the simulation should be handled by the students themselves. During the simulation the teacher becomes the observer and collecting the data to share in the debriefing. Overt error correction should be avoided and mistakes noted for discussion later.

4. Winding down. This is another communicative language opportunity for students and should be approached positively rather than critically. During the language debriefing the teacher takes a more directive and teaching role, as this explores what was said and what was not said because the students did not have appropriate language skills. It is a good idea to focus on the communicative effectiveness of the language used and have a number of general issues in mind to discuss. The content of the language debriefing may be determined by the next stage of the syllabus or remedial urgency, but its relationship to student needs is certain to be more apparent to the learners than if it is simply based on a textbook course.

5. Assessing students. Students can be assessed in a variety of ways, depending on the purpose of the activity. Generally, however, assessment will be based on how students have performed on individual tasks and on their participation and contribution to the group effort. Where the simulation results in a product,

such as a diary, report, oral presentation, news bulletin, etc., students can be allocated marks for this. If this product is a joint effort, a group mark can be allocated to each member, or the group itself can be asked to fairly share an allocated mark among its members.

G.The Role of Teacher in Speaking Simulation.

According to Harmer the teachers need to play a number of roles during speaking activities. However three have particular relevance to get students to speak fluently36:

1. Prompter: students sometimes get lost, can’t think of what to say next or in some other way lose the fluency we expect of them. Teacher can leave the students to struggle out of such situations on their own, and indeed sometimes this may be the best option. However, teacher may be able to help them and the activity to progress by offering discrete suggestions.

2. Participant: teachers should be good animators when asking student to produce language. Sometimes this can be achieved by setting up an activity clearly and with enthusiasm.

3. Feedback provider: When the students have completed an activity, the teacher just give the respond to the content of the activity as well as the language used.When the students are in the middle of speaking task, the teacher must

36

Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition. (England: Pearson Longman,2007), 347-348

give them helpful and gentle correction to get students out of difficult misunderstanding and hesitations.

H.Previous Study

1. The Technique to Teach Speaking Viewed from Students’ Creativity. An Experimental Study on Informatics Students’ of STT RRI Malang in the Academic Year of 2012/2013, by AfiNormawati

AfiNormawati described that the research method applied in this research was an experimental research. The samples were taken by using cluster random sampling technique. The experimental class was taught by using simulation technique, while the control class was taught using cooperative script technique.

The research findings are: (1) Simulation technique is more effective than Cooperative Script technique to teach speaking for Informatics students of STT RRI Malang; (2) the speaking skill of the students having high creativity is better than that of the students having low creativity; (3) there is an interaction

between teaching techniques and students’ creativity in teaching speaking. For

the students who have high creativity, Simulation technique is more effective than Cooperative Script technique.

2. Improving Students’ Speaking Skill through Simulation of Eleventh Grade

Students in SMK PGRI I Bojonegoro in Academic Year 2010/2011 by AyudaFidini Roberta.

The writer employs a classroom action research. This research was conducted in five meetings. The data sources of this research are the scores of students pre-test and post-test. Methods of the collecting data are observation format, field note, test and documentation.

Based on the analysis the writer draws some conclusions. First, the implementation of simulation technique in class action research is effective because the students can enrich the vocabulary more, not afraid and shy to perform in front of the class and they are active in speaking activities. The processes of improving speaking skill using simulation are asking the students to act as other person in different situation. Second, the result of teaching action using simulation technique shows that the students’ score of post-test is higher

than students’ score of post-test. So, the writer can conclude that the students

are able to achieve a good result. Third, the students’ response of teaching

speaking using simulation technique in speaking class is good.

3. The Effectiveness of Using Simulation in Improving Students’ Speaking Skill for Vocational High School. ( An Experimental Study at The Eleventh Grade Students of SMKN 2 Jepara in The Academic Year of 2010/2011 )

This final project aims at examining the effectiveness of simulation technique in improving students’ speaking skill for Vocation High School. This study was conducted because teaching speaking for vocational school students is not easy.

The post-test only quasi experimental design was used in conducting the research. The experimental group was taught by using simulation technique for speaking whereas the control group was taught without using simulation technique. After giving treatment, the post test, mini role play- open instruction, was conducted both in classes.

Based on the result of the study it showed that the level in speaking skill for experimental group got better than the control group. There was significant difference between the students who were taught by using simulation technique and the students who were taught without using simulation technique.

The writer concluded that simulation technique could be one of the appropriate techniques in teaching speaking to improve the students speaking skill because it gives authentic model and builds contextual situation in group activities that enhances students social and personal development.

4. An Investigation of Effectiveness of Simulation in Developing Oral Skills: A Case Study, by Dr.ChoudharyZahitJavidTaif University, Taif, Saudy Arabia.

The rationale and purpose behind this research study was to implement this modern technique of simulation in English language teaching to freshman students of pharmacy. The sample of this study comprised of the whole population of freshman pharmacy students at Taif University. The experimental

group was taught by using integrated simulation activities in their English language classes. The control group was taught without this technique. The pre-test and post-pre-test scores have been analyzed that have clearly reported that the experimental group out-performed the control group in their oral communication.

But the results of both the groups in their listening skills quizzes have not showed significant differences. The research suggests that ELT faculty members should use this innovative teaching technique especially in their oral communication classes.

Finally, according to those findings, the researcher is interested in conducting this study. By using simulation technique, the researcher hopefully that solve the teaching and learning problem in the classroom. The researcher interested in applying the simulation technique to teach speaking of procedure text.

The difference between the previous study and this study is to find out the effect of simulation technique in teaching speaking of procedure text at seventh grade of Patriot Junior High School Jombang in academic year 2014-2015. The researcher only focuses on improving speaking ability of procedure text by using simulation technique.

28

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the steps taken to conduct the study. The description involves the research design, population and sample, research instruments, data collection technique, and data analysis technique.

A.Research Design

The research design which is used in this study is an experimental research. In conducting the experiment, the researcher devotes great care to the manipulation and the control of the variables and to the observation and measurement of the result37.

In this experimental design, the researcher used quasi-experimental design, especially in nonequivalent (pre-test and post-test) control group design. In this design, there are two groups: experimental group and control group. Both of the groups are given pre-test and post-test. First, both groups are given a pre-test. Then the treatment is administered to the experimental group only. Both groups then are given a post-test to examine the difference between the two groups as the effect of treatment. In this research there are two variables of the study.

37

Ary, Donald. Lucy Cheser Jacobs, Chris Sorensen, Introduction to Research in Education, 8th Edition(Canada: Nelson Education,2010), 26

1. Independent variable:

According to Sugiono independent variable is a variable that affects or is the cause of the change or the emergence of the dependent variable38. Independent variable is the mayor variable that is selected, manipulated, and measured to investigation. In this study, the used of simulation technique in teaching speaking of procedure text was the independent variable, which given symbol X.

2. Dependent variable:

According to Sugiono, dependent variable is a variable that is affected or which become result, because of the independent variable39. Dependent variable is the variable that observed and measured for determines the effect of independent variable. In this study the scores of speaking ability of procedure text at seventh graders of SMP Patriot Jombang was dependent variable, that given symbol Y.

B. Population and Sample

The importantpart of a research is population and sample. Population is all subject have certain quality or characteristic which is determined by the

38

Sugiyono, MetodePenelitianKuantitatif, Kualitatifdan R&D, (Bandung: Alfabeta, 2013), 39 39

researcher. Meanwhile, sample is a part of the number of characteristics owned by the population40.

1. Population

According to Sugiyono, population is a generalization region consisting of the object or subject that have certain qualities and characteristics defined by the researcher to learn and then drawn conclusions41.

The populations on this study are all the students of seventh graders at SMP Patriot Jombang in the academic year 2014-2015. There are three classes and all of the classes had similar average in score.

2. Sample

According to Sugiyono, sample is part of the number and characteristics possessed by this population. What is learned from the sample, the conclusion will be applied to the population42. In this research, the researcher took A and B classes by lottery in which A class was experimental class which got a treatment while B class was the control class. Each class consisted of 29 students, where A class consisted of 24 male and 5 female, while B class consisted of 23 male and 6 female.

Schematically, the experimental research is described below:

40

Sugiyono, MetodePenelitianKuantitatif, Kualitatifdan R&D, (Bandung: Alfabeta, 2013), 80-81. 41

Sugiyono, MetodePenelitian……., 80 42

Group Pretest Independent variable Post test A

B

Y1 Y1

X

-Y2 Y2

(Non- randomized control group. Pretest post-test design. Ary, 2012: 307) A : The experimental group that will be taught speaking of procedure text

by using simulation technique.

B : The control group that will be taught speaking of procedure text by using non-simulation technique.

X : The treatment (simulation technique).

Y1 : The pre-test before the experimental treatment. Y2 : The post-test after the experimental treatment.

C. Research Instrument.

As an experimental research, the instrument used in this research was test. By the test, the researcher differentiates the result of pre-test and post-test. According to Bachman and Palmer the test rubric defines the structure of an assessment and provides instructions to participants about what they should do.43

The use of instrument is very important in the research, because its function as the device used to collect the data. According to Arikunto, research

43

J Charles Alderson and Lyle F. Bachman, Assessing Speaking( Cambridge: Cambridge University Press, 2004 ) , 50.

instrument are tools or facilities that are using by the researcher in order to collect data. So that makes the job easier, complete and systematic44

1. Paper based Test.

The teacher will use Test to answer the research question about whether simulation technique is more effective to improve students’ speaking ability of procedure text or not. It was divided into two, pretest and post-test:

a. Pretest: pretest it is preliminary test administered to determine a students’ baseline knowledge for an educational experience or course of study45 It wasa administered to both experimental and control group. This test was purposed to obtain the data of the students, basic speaking skill. Speaking test was the instrument for the study. The students were asked to present a speaking of procedure text orally. Four criteria are assessed in this test, they are grammar, vocabulary, pronunciation and fluency. (Appendix 3and Appendix 4)

b. Posttest: it is a test given to students after completion of experimental that

used to measure the students’ ability after getting treatments.

The last instrument used was posttest. It was conducted at the end of the

study. It was used to measure the students’ speaking ability after the treatment. It was also intended to know the differences between the

students’ score of both groups.

44

Suharsimi Arikunto,Procedure Penelitian Suatu Pendekatan Praktek, (Jakarta: PT Adi Mahasatya,2006),149

45

D. Data Collection Technique.

Data collection technique used in this study was in the form of test. The tests consisted of pre-test and post-test administered consecutively in both the experimental and control group.

Test is used to know the students’ achievement in speaking of procedure text. The data in this study collected through the perform students speaking procedure text by using simulation technique, and also using scores, scores obtained by using scoring rubric.

1. Pre- Test.

Pre-test was a test which was given before the students get a treatment. Pre-test to measure the students’ speaking ability in the beginning related to the material will be used. The pre-test is used in both experimental and control groups. The purpose of pre-test is to measure the equivalence scores between experimental and control class.

The researcher gives a performance test for the experimental group and control group about how to make omelet in procedure text. In giving the test the students have to retell the procedure text after they make a procedure text by their group. The teacher divided the class into some group, one group contains of 4-5 students, and then the teacher shows one picture about omelet in the slide.

In this test the students are scored based on some speaking components which include pronunciation, fluency, grammar, and

vocabulary. In each aspects there are score in level one until four, the students would get maximum score four when he or she masters in that aspect, they would get score three when there is one item that they cannot master it. They would lack one score when there is one item again that they cannot master and so on. After the test end, determine the score by calculation the total score.

2. Post-test

Post-test was given after teaching learning process done. Post-test is giving to both experimental group and control group. The aim is to know the different result between experimental and control group. In the post-test, the control groups will be create a procedure text with free topics and the topic must be different from the text which used for pre-test.

The experimental groups are asked to create a procedure text, first, the students prepare the thing they need to do simulation technique and present their procedure text in front of the class. Theresearcher examines the

students’ performance and gives score about their pronunciation, fluency,

structure, and vocabulary. The last stage was assessing the students that had been done during their performance.

Table 3.1 The Grille of the Test

1. Standard Competence

Express the meaning in simple functional oral text and short functional text to communicate with the surroundings.

2. Basic Competence

Express the meaning in simple and short monolog by using variety oral language, accurately, orderly, and acceptably to communicate with the surroundings in the form of descriptive and procedure.

3. Sub Basic Competence

Express the meaning in simple and short monolog by using variety oral language, accurately, orderly, and acceptably to communicate with the surroundings in the form of descriptive.

4. Indicators

1) The students are able to understand the procedure text well. 2) The students are able to tell the goal of their procedure text.

3) The students are able to mentions the ingredients and the materials of their procedure text.

4) The students are able to mentions the steps of their procedure text. 5) The students are able to present their procedure text based on its

generic features; use of imperative, use of simple present tense, use of appropriate conjunctions.

Based on the topic, please compose a procedure text with your group then present it in front of the class!

Choose one of the topics below! a. How to make a cup of coffee b. How to make a cup of energen

c. How to make a cup of sweet lemon tea d. How to make a cup of milk

d. How to make a bowl of instant noodle e. How to make a plate of instant fried noodle f. how to make fried egg.

In this scoring there are four aspects which scored, there are grammar, pronunciation, fluency, and accuracy. The rubric of scoring as follow:

Table 3.2 The Scoring Rubric

Grade 4 3 2 1

Grammar

Able to use the language accurately. Errors in grammar are

Control of grammar is good. Able to speak with sufficient

Can handle elementary constructions quite accurately but does not

Errors in grammar are frequent, but speaker can be

quite rare. structural accuracy to participate in daily conversation. have confident control of grammar. understood by a native speaker.

Vocabulary

Can participate in any

conversation with a high degree or precision of vocabulary.

Able to speak the language with sufficient vocabulary. Vocabulary is broad enough that he rarely has to grope for a word.

Has sufficient vocabulary to express himself simply with some circumlocutions. Speaking with inadequate vocabulary. Pronunciation Errors in pronunciation are quite rare.

Errors never interfere with understanding and rarely disturb the native speakers. Accent is intelligible though often quite faulty. Errors in pronunciation are frequent but can be understood by a native speaker.

Accent may be obviously foreign.

Fluency

Able to use the language fluently. Can participate in any

conversation with a high degree of fluency. Can discuss particular interest of competence. Rarely has to group for words.

Can handle with confidence but not with facility most social situations, including introductions and casual conversations about current events. Not specific fluency description. Refer to other four language areas for implied level of fluency.

Adapted from Brown (2004: 172 – 173)

E.Research Procedure.

Research Procedure is a process to get the data that are relevant with the research. In conducting this research some step which the researcher will do are: 1. Getting research license from UIN SunanAmpel Surabaya.

2. Asking permission to the headmaster of SMP Patriot Jombang, where the research was done.

3. Determining the class as the subject of the study. The researcher took A and B classes by lottery, which A class was the experimental and B class was the control class.

4. Giving pre-test to both experimental and control group.

5. Teaching the experimental group (A class) about procedure text material by using simulation technique. Simulation technique was a kind of treatment which the researcher gives.

6. Teaching the control group (B class) about procedure text material without using simulation technique.

7. Conducting a post test for both experimental (A class) and control group (B class). For A class, the students were asked to make a procedure text in a group and present it in front of the class by using simulation. For control group, the researcher will be asked the students to make a procedure text in group and present it in front of the class without using simulation technique.

8. Analyzing the result of comparation between pre-test and post-test from both groups.

Table 3.3

The schedule of treatment

1. 1st June 2015

Giving pre-test to both experimental and control groups.

2. 3rdJune 2015

Implementing simulation technique in experimental group.

3. 4thJune 2015

Implementing simulation technique in experimental group.

4. 8th June 2015

Implementing simulation technique in experimental group.

5

10thJune2015

Implementing simulation technique in experimental group.

6

11th June 2015

Giving post-test to both experimental and control group.

In conducting this research, the treatment given by the researcher in experimental group is simulation technique. This technique is the independent variable which could affect the dependent variable in which the dependent variable

of this research is the students’ speaking ability. The steps in giving treatment to

experimental group can be seen as follow:

Table 3.4

Process of Doing Treatment in Experimental and Control Group

Experimental Group Control Group

1. Greeting.

2. Checking students’ presence. 3. Delivering the instructional

objectives.

Whilst- activity

Exploration

1. The researcher sets up the class by dividing the class into some groups which consists of 4-5 students.

2. The researcher explains about procedure text.

3. The researcher explains about simulation technique as the way in giving the example of procedure text.*

4. The researcher gives the example of procedure text while doing simulation.*

5. The researcher gives some topics and ask each group to choose one

1. Greeting.

2. Checking students’ presence. 3. Delivering the instructional

objectives.

Whilst- activity

Exploration

1. The researcher explains about procedure text.

2. The researcher gives the example of procedure text without doing simulation.* 3. The researcher divides the

students into some groups. 4. The researcher gives some

topics and asks the students to choose one of the topics by lottery.

5. The researcher asks the students to compose a procedure text based on the topic given.

of the topic by lottery. 6. The researcher explained the

students’ task and what should do

with their task.

7. The researcher asks the students to compose a procedure text with their group based on the topic they get.

Elaboration

1. The researcher asks the students to present their procedure text in turn with their group while doing simulation in front of the class.* 2. The researcher observes the

students’ performance. Confirmation

1. The researcher gives questions related to the procedure text that has been presented.

2. The researcher asks the students whether they get difficulty during

Elaboration

1. The researcher asks each group to present the procedure text in turn in front of the class without doing simulation.*

2. The researcher observes the

students’ performance. Confirmation

1. The researcher gives some questions related to the procedure text that has been presented.

2. The researcher gives feedback

and correct the students’

mistakes.

Post- activity

1. Conclusion. 2. Closing.

simulation.*

3. The researcher does debriefing. In this case, the researcher discusses

the students’ performance and the students’ mistakes and also gives

some exploration presented.

Post- activity

1. Conclusion. 2. Closing.

Based on the table above, it could be seen that the teaching and learning process in both of the groups will do in many steps. But there are some differences in the way of teaching and the differences activities which the researcher do is show by asterisks. The difference is the technique that the researcher used. In control group the researcher will not use simulation as a technique in teaching learning process. Meanwhile, in experimental group the researcher use simulation technique in teaching procedure text and this technique is a kind of treatment that is given to the students.

1. The process conducted the treatment in experimental group.

The activity was divided into five parts; they were setting up, getting going, managing the activity, winding down, and assessing students. In

setting up, the teacher prepared the topic and the materials which would be needed. The teacher also asked the students to bring some materials by themselves.

The teacher chose some topics that were familiar to the students to make the lesson became meaningful. Then, the teacher moved on the second stage that was getting going. In getting going, the teacher introduced the students to their roles in the simulation by giving an example of making a glass of lemon tea. The teacher tried to make the students understood about their task.

After that, the teacher moved on to the third stage that was managing the activity. In this stage, the teacher asked the students to do the simulation in front of the class according to the topic that had been prepared by the teacher. The simulations were done depended on the topics. If the topics were easy and did not need much preparation, then the simulation would be done spontaneously. The students manage their activity and control the time, while the teacher only observed their performance and also assessed them.

The fourth stage was winding down. In winding down, the teacher did debriefing with the students. The teacher reviewed and discussed the

students’ mistake. The last stage was assessing the students that had been

done during their performance.

The students were going to make simulations about making drinks and foods. Since drinks were simple topic, the teacher had the students to do the

simulation spontaneously. The teacher had prepared some ingredients to make some kind of drinks. The captain of each group was asked to pick some of the ingredients that they would need to make a drink. After that, the teacher commanded the students to not make their drink yet. The teacher asked them to imagine what they were going to do with those ingredients. She gave 5 minutes for the students to prepare. After the time for discussion and preparation was up, the teacher asked the students to come forward and do the simulation of making a drink. Before they did the simulation of making a drink, the teacher explained the criteria that would be assessed. Those criteria were grammar, vocabulary, pronunciation and fluency.

After getting treatment in four meetings, the post-test was conducted. They were given the speaking test of procedure text. The students are asked to create a procedure text, first, the students prepare the thing they need to do simulation technique and present their procedure text in front of the class.

Theresearcher examines the students’ performance and gives score about

their pronunciation, fluency, structure, and vocabulary. The researcher was assessing the students that had been done during their performance.

2. The process of teaching in control group.

In teaching learning process, the students of seventh B class, as control class, were taught in four meetings using conventional method (lecturing technique). There were no significance difficulties, because as usual.

First, the teacher was informed about the topic would be going to discuss.Then the teacher explained about procedure text, generic structure, and language feature.The teacher also explained some related vocabulary. The teacher was explanation about how to make a glass of lemon tea.The students read a text about the related topic, they practice orally in groups.Then the teacher gave some correction of their mistaken.

After the time for discussion and preparation was up, the teacher asked the students to come forward and performed about their speaking of procedure text.Before they did the speaking of procedure text, the teacher explained the criteria that would be assessed. Those criteria were grammar, vocabulary, pronunciation and fluency.

In the next meeting, the teacher gave the other topic about speaking of procedure text. Then they try to discuss in groups and performed in front of class.

After four meetings, the post test was conducted. They were given the speaking test of procedure text. The students are asked to create a procedure text, first, the students prepare about their speaking and present their

procedure text in front of the class. The researcher examines the students’

performance and gives score about their pronunciation, fluency, structure, and vocabulary.

Data analysis presents information about the step in analyzing the data. Data analysis is used to get the true answer about the problems of the research. However the data which has been collected must be analyzed to get accurate result.

In this study, the researcher analyzed the value of students’ test including

pre-test and post-test. The data which the researcher got from pre-test was counted by using means score. The formula as follow:

Mean “to” (Pre-test) = to

 = total score of pre-test n = the number of students

After calculating the mean score of pre-test, the researcher calculated the mean score of post-test. The mean score of post-test can be formulated as follow:

Mean “t1” (post-test) =

1 t

 = total score of post -test n = the number of students

1. Normality test

To analyze the normality of score, Kolmogrov – Smirnov formula is used in this study. The Kolmogrov – Smirnov is performed by using SPSS for windows. The hypotheses used are follows:

n to



n t₁

H0: sample is from population with normal distribution H1: sample is from population with not normal distribution

The table of the data output from SPSS simply concluded as follow: by

using 5% level of significance (α), the criteria of normality test is Ho is rejected if significance value (Sig.) < 0.05, meanwhile if the significance value (Sig.) > 0,05, H0 is accepted.

2. Variant Homogeneity Test

After the result of normality test found, the researcher conduct variance homogeneity test. The hypotheses used as follows:

H0 = the variance of the pre-test of experimental and control group are homogenous.

H1 = the variance of the pre-test of experimental and control group are not homogenous.

To analyze the homogeneity of variance of the score, Levene’s test

formula is used in this study. The test formulated using SPSS for windows. The criteria of the test are H0 is rejected if the significance value more than the level of significance (Sig<0,05). Meanwhile if significance value is less than the level of significance (Sig>0,05), therefore H0 is accepted.

The independent t-test is conducted when the normality distribution and homogeneity of variance of each scores has been proven. However if the data do not fulfill the requirements, formula in non-parametric statistics can be used to compare two means of experimental and control group.

The score of both tests, pre-test and post-test were analyzed statistically by using a procedure of t-test formula with significance degree 5%. The researcher used t-test because the researcher wanted to compare between experimental group and control group and takes the following formula according to Sugiyono46:

T =

X

2

X

2 √[ ] [ ] Note:

1

X

= the mean value of experimental group

2

X

= the mean value of control group = the variants of experimental group = the variants of control group

= the number of students in experimental group = The number students in control group

3. Find the standard deviation

After calculating the mean value, the standard deviation of the data must be calculated. According to (Sudjana47: 93), the formula is:

1

)

(

₁ 2

2









n

x

x

S

46

Sugiyono , MetodePenelitianKuantitatif, Kualitatifdan R&D(Bandung: Alfabeta, 2013), 197 47

This formula is used to calculate the standard deviation of the data.

4. Find the degree of freedom

Find the degree of freedom (df), with the formula: df= + -2 Note:

= number of subject in experimental group = number of subject in control group

5. Find the progress from pretest to posttest

Progress =

Note:

MD = mean value of the difference score

MPre= mean of pretest

6. Comparing between t-test and t-table.

The formula above will give the interpretation to the result of t-test by comparing with t-table by proving the criteria of hypothesis as follows:

1). If t-value is higher or same with t table, so the Null Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is confirmed. It means that there is significant difference between experimental group and control group. 2). If t -value is less than t-table , so the Null Hypothesis (H0) is confirmed and the

Alternative Hypothesis (Ha) is rejected which means that there is no significant difference experimental group and control group.

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CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter the researcher tried to describe the data analysis of the research about the effectiveness of simulation technique in teaching speaking procedure text in SMP Patriot PeteronganJombang. The data which was taken was organized by using appropriate formula to know what differences of the students’ speaking ability of procedure text by using simulation technique than students speaking ability of procedure text using non simulation technique. The data were analysis by using SPSS 16 for window.

A. Findings.

Based on the objective of the research which has been stated by the researcher in the previous chapter, this research was aimed to know whether simulation technique was effective to teach speaking of procedure text. Therefore, in this research the researcher wanted to measure the significant difference between the two groups by conducting test and analyzing the result of test by using t-test.

There were two kinds of test, pre-test and post-test. These two kinds of test were conducted to know whether the students who were using simulation technique achieved better than those who were not using simulation technique. In

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CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher presents the conclusion of the result which has been presented in the previous chapter. The writer does not only present the conclusion but also the suggestions. The suggestions are given for the teacher, students and for other researchers.

A.Conclusion

The students speaking ability before the treatment was low. In experimental class pre-test shows that the mean was 10.62, the minimum score was 7 and maximum score was 12. After getting treatment the post-test shows that mean was 13.31, the minimum score was 10 and maximum score was 15. It could be seen that improvement in experimental class was 25.32%.

It means, the students were able to get better achievement and it could be seen from the result of post-test which had been analyzed by using t-test. The result of t-test showed that the result of test was higher than t-table, in which t-value of this study was 7.403 and the t-table of this study was 2.003 on the degree of freedom 56 with significant level 5%. It means that the alternative hypothesis of this study was accepted.

Based on the analysis of the data above, the result of this study showed that there is significant difference between the students who have been used speaking

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of procedure text by using simulation technique and those who have been used speaking of procedure text by using non simulation technique.The researcher could conclude that simulation technique was more effective technique to improve speaking ability of procedure text in SMP Patriot Jombang. It was mean that simulations Technique can implementation in improving speaking ability of procedure text.

B.Suggestion

Based on the conclusion above, the researcher would like to offer some suggestions as follow:

1. For English Teachers

-English teacher is suggested to implement simulation technique which is can help in teaching speaking so the students can enjoy joining the class. Because this technique is effective to teach speaking of procedure text.

-The teacher should think over the students’ prior knowledge and their readiness in absorbing the lesson, in addition teacher should understand the characteristics of the students, so by knowing the students’ characteristic, it will be easy for the teacher to set up the class situation.

2. For Students

-The students should improve their speaking ability intensively. They can implement simulation technique with their friends.

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-The students should not be shy in speaking and do not be afraid of making mistake during speaking.

-Always be active and try to increase the pronunciation, fluency, grammar and vocabulary in order to be able to speak English well.

3. For other researcher

This study can be used as source of information for the next researcher who wants to study about techniques in teaching and learning process especially in teaching speaking class. For the researchers of the next study, they should help the students in controlling time to avoid the timebecause one of weaknesses of simulation technique is time consuming. They are also suggested to help the students in arranging group in order to make it equal.

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November 2013 edition vol.9, No.32 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431)