THE SPEAKING ABILITY OF ELEVENTH GRADE STUDENTS OF SMK ROHMATUL UMMAH JEKULO KUDUS IN ACADEMIC YEAR 2011 2012 TAUGHT BY USING SPEECH TECHNIQUE By ISEH MUSYAFAK NIM 200732074
THE SPEAKING ABILITY OF ELEVENTH GRADE STUDENTS
OF SMK ROHMATUL UMMAH JEKULO KUDUS IN ACADEMIC YEAR
2011/ 2012 TAUGHT BY USING SPEECH TECHNIQUE
By
ISEH MUSYAFAK
NIM 200732074
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
ii
THE SPEAKING ABILITY OF ELEVENTH GRADE STUDENTS
OF SMK ROHMATUL UMMAH JEKULO KUDUS IN ACADEMIC YEAR
2011/ 2012 TAUGHT BY USING SPEECH TECHNIQUE
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment for Completing the Sarjana Progam
in English Education
By
ISEH MUSYAFAK
NIM 200732074
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
iii
ADVISORS’ APPROVAL
This is that to certify that the Sarjana Skripsi of Iseh Musyafak
(NIM 2007-32-074) has been approved by the Skripsi advisor for further approval
by the Examining Committee.
Kudus, 29 September 2012
Advisor I
Atik Rokhayani, S.Pd, M.Pd
NIS. 0610701000001207
Advisor II
Drs. Muh. Syafei, M.Pd
NIP. 19620413-198803-1-002
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP. 19560619-198503-1-002
iv
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Iseh Musyafak (NIM: 2007-32-074) has
been approved by the Examining Committee as a requirement for the Sarjana
Degree in English Education.
Kudus, 29 September 2012
Thesis Examining Committee:
Atik Rokhayani, S.Pd, M.Pd
NIS. 0610701000001207
Chairperson
Drs. Muh. Syafei, M.Pd
NIP. 19620413-198803-1-002
Member
Drs. Suprihadi, M.Pd
NIP. 19570616-198403-1-015
Member
Mutohhar, S.Pd, M.Pd
NIS. 0610701000001204
Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP. 19560619-198503-1-002
v
MOTTO AND DEDICATION
MOTTO
Everything is begun by in the name of Allah, Most Gracious, Most Merciful.
It is no crying over split milk.
Defeat is temporary condition only, but surrender makes defeat everlasting.
DEDICATION
This skripsi is dedicated to:
His beloved parents who always wish
him luck. Thanks for teaching him right
from wrong.
His family who always give their
support.
His
beloved
“Enèng”
who
always
supports and pray for his success.
His friends who always be there for him.
vi
ACKNOWLEDGEMENT
Praise be to Allah, the Cherisher and Sustainer of the worlds. The writer
can accomplish this research entitle “The Speaking Ability of Eleventh Grade
Students of SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012
Taught by Using Speech Technique”.
Praise and invocation are also given to our prophet, Muhammad SAW,
who is always his intercession in the end of the world. Therefore, the writer would
express his appreciation to those who always supports and helps him.
1.
Drs. Susilo Raharjo M.Pd. as the Dean of Teacher Training and Education
Faculty of Muria University.
2.
Fitri Budi Suryani, SS, M.Pd. as the Head of English Education Department.
3.
Atik Rokhayani, S.Pd, M.Pd. as the First Advisor for her best suggestion,
guidance, and motivation in finishing this final project.
4.
Drs. Muh. Syafei, M.Pd as the Second Advisor for his valuable help,
guidance, correction and suggestion for the completion of this final project.
5.
All lectures and staff of English Education Department who have given their
contribution to the writer for the completion of this research.
6.
His beloved parents (Mr. Abdul Ghoni and Mrs. Jumirah) who always give
love, support, and teach him the right from wrong.
7.
Mr. Mohtarom, S.Ag, as the Headmaster of SMK Rohmatul Ummah Jekulo
Kudus, who permits and facilitates him to conduct the research.
vii
8.
The English Teacher of SMK Rohmatul Ummah Jekulo Kudus Mrs. Siti
Khotijah, S.Pd, thanks for her help, and all of the students of SMK Rohmatul
Ummah Jekulo Kudus for helping him in collecting the data.
9.
To “Emak Juni and Eneng Maya” who always give support, motivation and
moral encouragement.
10. Beloved “BEC Kediri” big family, TC 111, and MS 45 that always trained
him in English.
11. All of writer’s friends: Himma, Diqin, Fajri, and can not mention one by one
who give support and help him.
12. His lovely friends in English Education Department, thanks for help, support
and affection.
Kudus, 29 September 2012
Writer
Iseh Musyafak
viii
ABSTRACT
Musyafak, Iseh. 2012. The Speaking Ability of Eleventh Grade Students of SMK
Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012Taght by
Using Speech Technique. Skripsi. English Education Department, Teacher
Training and Education Faculty. Advisor: (i) Atik Rokhayani, S.Pd, M.Pd
(ii) Drs. Muh. Syafei, M.Pd.
Keywords: Speaking, Speech
Speaking is the productive skill in the oral mode. It is not like the other
skills, is more complicated than it seems at first and involves more than just
pronouncing words. The purpose of speaking is to deliver information, idea,
concept, and opinion orally. Speaking is also one of four English skills that should
be possessed by everybody. In fact, there are many people or students especially
eleventh grade students of SMK Rohmatul Ummah Jekulo Kudus, they still get
difficulty when they get speaking lesson. From the fact, teacher should have a
technique that is able to facilitate and improve the students’ speaking ability. One
of the techniques is speech technique.
Speech is a speaking activity in front of the public or oration to deliver an
idea, or giving detail for something. It means that in application, students
compulsory to be able to deliver speech or idea to anybody else. It aims to get the
students brave, especially the eleventh grade students of SMK Rohmatul Ummah
Jekulo Kudus in delivering an idea and opinion that they deliver by speech.
Besides, it is also to improve the students’ speaking ability.
Design f this research is Classroom Action Research. This research is conducted
at SMK Rohmatul Ummah Jekulo Kudus in academic year 2011/ 2012, especially
the eleventh grade students of Rohmatul Ummah Jekulo Kudus. The number of
students is 28 students consist of 15 gentlemen and 13 ladies. This research
consists of three cycles and every cycle has instrument as follows: observation,
test result, questioner. Besides, writer applies the research design in every cycle
such as: planning, observing, analyzing, and reflecting.
The result of this research shows that using speech technique in teaching
speaking in English is effective to improve the students’ speaking ability. It can be
seen from the increase the test result in every cycle and the teaching learning
process in the classroom that is going better. The average score percentage of
students’ speaking ability in cycle I is 53.14% and cycle II is 57.29%. Based on
the data, it can be seen there is an improvement of students speaking ability
average score percentage between cycle I and II around 4.15%. The average score
percentage of students’ speaking ability in cycle III is 62.43%. The improvement
of students speaking ability average score percentage between cycle II and III
around 5.14%. While the improvement of students speaking ability average score
percentage from cycle II up to cycle III around 9.29%.
In every cycle is also seen the improvement of students activities and the
decrease of teacher’s problem in the classroom during teaching learning by using
ix
speech technique. In cycle I there are many students not giving respond when the
teacher gets them practice their speech. Eventhough there are some students
giving good respond. While from the questioner, it shows most of activity is
always felt difficult/ problem by teacher during the teaching learning process.
Eventhough some other activities are seldom even never felt difficult. In cycle II,
there are many students giving a good respond, even some of them still chat with
friends. While from the questioner, it shows most of activity is seldom felt
difficult/ problem by teacher. Few activities are always felt difficult. In cycle III,
almost all students are active in teaching learning process even though few of
them are silent. While from the questioner, it shows most of activity is never felt
difficult by teacher. Few of the activity are seldom felt difficult and no activities
are always felt difficult.
The writer suggests to teachers able to use speech technique as one of
alternative technique to teach English. In usage of this technique, it is suggested to
choose an interesting and updated material. For the students, it is suggested more
active in every activity during teaching learning process both in asking question
and practice the speech. And last for further researcher, in usage of speech
technique, they should pay attention the process in the class more. This technique
is also available for tenth and twelve grade of Senior High School.
x
ABSTRAKSI
Musyafak, Iseh. 2012. Kemampuan Berbicara Siswa Kelas Sebelas SMK
Rohmatul Ummah Jekulo Kudus Tahun Pelajaran 2011/ 2012 Dajarkan
menggunakan Teknik Speech. Skripsi. Progam Studi Pendidikan Bahasa
Inggris Fakutas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus.
Pembimbing: (i) Atik Rokhayani, S.Pd, M.Pd (ii) Drs. Muh. Syafei, M.Pd
Kata kunci: Berbicara, Pidato
Berbicara adalah kemampuan yang produktif didalam pengucapan secara
lisan. Hal ini tidak seperti kemampuan lain, namun lebih sulit dari kelihatannya
dan sangkut pautnya lebih dari sekedar melafalkan kata. Tujuan berbicara adalah
untuk menyampaikan informasi, ide, gagasan, dan opini secara lisan. Kemampuan
berbicara juga merupakan satu dari empat kemamuan dasar berbahasa yang harus
dipraktikkan secara lisan yang harus dimiliki oleh setiap orang. Tapi pada
kenyataannya, masih ditemukan banyak orang atau siswa sekolah terutama siswa
kelas sebelas SMK Rohmatul Ummah, mereka masih mendapatkan kesulitan
ketika mereka mendapatkan materi tentang berbicara. Dari penemuan kenyataan
ini, guru harus mempunyai teknik yang mampu memfasilitasi dan meningkatkan
kemampuan berbicara siswa. Salah satunya adalah dengan teknik speech
(berpidato).
Berpidato adalah sebuah aktifitas berbicara didepan umum atau sebuah
orasi untuk menyampaikan sebuah ide ataupun memberikan keterangan detail
tentang sesuatu hal. Ini berarti ; dalam aplikasinya dikelas, siswa dituntut untuk
mampu menyampaikan pidato atau ide mereka kepada orang lain. Hal ini
bertujuan untuk melatih keberanian siswa, khususnya siswa-siswa kelas sebelas
SMK Rohmatul Ummah Jekulo Kudus dalam cara penyampaian ide dan opini
yang mereka tuangkan dalam sebuah pidato. Disamping itu juga untuk
meningkatkan kemampuan berbicara siswa.
Rancangan penelitian ini adalah Penelitian Tindakan Kelas. Penelitian ini
dilakukan di SMK Rohmatul Ummah Jekulo Kudus di tahun pelajaran 2011/
2012, khususnya kepada siswa-siswa kelas sebelas SMK Rohmatul Ummah
Jekulo Kudus. Jumlah siswa kelas sebelas adalah 28 siswa, yang terdiri dari 15
putra dan 13 putri. Penelitian ini terdiri dari tiga siklus dan setiap siklusnya
memiliki xilternativ, yaitu: observasi, hasil tes, dan kuesioner. Disamping itu,
peneliti juga menerapkan desain penelitian dalam setiap siklus sebagai berikut:
perencanaan, observasi, analisis dan refleksi.
Hasil dari penelitian ini menunjukkan bahwa menggunakan teknik speech
dalam mengajarkan bebicara pada pelajaran bahasa Inggris efektif untuk
meningkatkan kemampuan berbicara siswa. Hal ini dapat dilihat dari peningkatan
hasil tes disetiap siklus dan proses pengajaran dikelas yang semakin membaik.
Persentase nilai rata-rata berbicara siswa pada siklus I adalah 53,14% dan pada
siklus II adalah 57,29%. Dari hasil tersebut dapat dilihat adanya peningkatan
persentase nilai rata-rata kemampuan berbicara antara siklus I dan siklus II
sebesar 4,15%. Persentase nilai rata-rata kemampuan berbicara siswa pada siklus
xi
III adalah 62,43%. Peningkatan persentase nilai rata-rata kemampuan berbicara
siswa antara siklus II dan siklus III adalah 5,14%. Sementara itu peningkatan
persentase nilai rata-rata kemampuan berbicara siswa dari siklus I hingga siklus
III adalah 9,29%.
Dalam setiap siklus juga terlihat peningkatan aktifitas siswa dan
menurunnya tingkat kesulitan/ masalah yang dihadapi oleh guru dalam pengajaran
bahasa Inggris dengan menggunakan Speech Technique. Pada siklus I, banyak
dari siswa tidak memberikan tanggapan ketika guru menyuruh mereka
mempraktekkan pidato mereka. Meskipin begitu, ada beberapa siswa yang
memberikan tanggapan baik. Sememtara itu dari kuisioner menunjukkan bahwa
kebanyakan aktifitas sering dirasa sulit/ menjadi masalah bagi guru selama
pengajaran dalam siklus. Sedangkan beberapa aktifitas lain jarang atau bahkan
tidak pernah dirasa sulit. Pada siklus II, ada banyak siswa yang memberikan
tanggapan baik, meskipun begitu ada juga beberapa siswa yang masih ngobrol
dengan temannya. Sementara itu dari kuisioner menunjukkan bahwa kebanyakan
aktifitas jarang dirasa sulit/ menjadi masalah bagi guru. Hanya beberapa aktifitas
yang sering dirasa sulit. Pada siklus III, xiiltern semua siswa aktif dalam
pengajaran meskipun sedikit dari mereka yang masih diam. Sementara itu dari
kuisioner menunjukkan bahwa kebanyakan aktifitas tidak pernah dirasa sulit oleh
guru dalam pengajaran. Sedikit dari aktifitas jarang dirasa sulit serta tidak ada
aktifitas yang selalu dirasa sulit.
Peneliti menyarankan kepada para guru agar dapat menggunakan speech
technique sebagai salah satu teknik xiilternative untuk mengajar bahasa Inggris.
Dalam penggunaan teknik ini disarankan juga untuk memilih materi yang menarik
dan terkini. Untuk siswa-siswa diharuskan lebih aktif dalam setiap aktifitas selama
pengajaran baik dalam bertanya ataupun praktik berpidato. Dan terakhir, untuk
peneliti selanjutnya mereka dalam menggunakan speech technique supaya lebih
memperhatikan aktifitas dalam proses pengajaran dikelas. Teknik ini juga
diaplikasikan dikelas sepuluh ataupun duabelas.
xii
TABLE OF CONTENT
Page
COVER .............................................................................................................. i
LOGO ................................................................................................................. ii
TITLE ................................................................................................................. iii
ADVISORS’ APPROVAL ................................................................................ iv
EXAMINERS’ APPROVAL .............................................................................. v
MOTTO AND DEDICATION .......................................................................... vi
ACKNOWLEDGMENT .................................................................................... vii
ABSTRACT ....................................................................................................... ix
ABSTRAKSI ..................................................................................................... xi
TABLE OF CONTENT ..................................................................................... xiii
LIST OF TABLES ............................................................................................. xvii
LIST OF FIGURES ........................................................................................... xix
LIST OF APPENDICES .................................................................................... xx
CHAPTER I INTRODUCTION
1.1. Background of the Study .............................................................................
1
1.2. Statement of the Problem ............................................................................
6
1.3. The Purpose of the Research .......................................................................
6
1.4. Significance of the Research .......................................................................
6
1.5. Scope of the Research .................................................................................
7
1.6. Operational Definition ................................................................................
7
CHAPTER II REVIEW TO RELATED LITERATURE AND ACTION
2.1.
Teaching in Vocational High School (SMK) ...........................................
9
2.1.1. Teaching English in SMK Rohmatul Ummah Jekulo Kudus .................. 10
2.1.2. Curriculum of Teaching English in SMK Rohmatul Ummah Jekulo
Kudus ...................................................................................................... 11
xiii
2.1.3. The Purpose of Teaching English in SMK Rohmatul Ummah Jekulo
Kudus ..................................................................................................... 12
2.1.4. The Material of Teaching English in SMK Rohmatul Ummah Jekulo
Kudus ..................................................................................................... 13
2.2.
Speaking Ability ..................................................................................... 14
2.2.1. Improving Speaking Ability .................................................................... 15
2.2.2. Speech Technique .................................................................................. 15
2.2.3. Elements of Speech ................................................................................ 16
2.2.4. Point of Speech ...................................................................................... 14
2.2.5. Advantage and Disadvantage of Using Speech Technique .................... 18
2.2.6. Teaching English Speaking by Using Speech Technique ...................... 19
2.2.7. Step of Teaching Speaking by Using Speech Technique ....................... 21
2.3.
Action Hypothesis .................................................................................. 22
CHAPTER III METHOD OF THE RESEARCH
3.1.
Setting and Characteristic of Subject of the Research ............................ 23
3.2.
Variable of the Research ......................................................................... 24
3.3.
Design of the Research ............................................................................ 24
3.3.1
Planning .................................................................................................. 27
3.3.2
Acting .................................................................................................... 27
3.3.3
Observing ............................................................................................... 28
3.3.4
Reflecting ............................................................................................... 28
3.4.
Procedure of the Research ...................................................................... 28
xiv
3.4.1. First Reflection ....................................................................................... 28
3.4.2. Fact Finding Analysis ............................................................................. 29
3.4.3. Action Plan ............................................................................................. 29
3.4.4. Observe Action ....................................................................................... 29
3.4.5. Action Result .......................................................................................... 29
3.4.6. Reflection ............................................................................................... 29
3.5.
Data Analysis ......................................................................................... 30
CHAPTER IV FINDING OF THE RESEARCH
4.1
Identifying the Problem .......................................................................... 34
4.2
The Cycle Research Procedures ............................................................. 35
4.2.1 The First Cycle ....................................................................................... 35
4.2.1.1 Planning the Action ................................................................................ 35
4.2.1.2 Implementing the Action ........................................................................ 37
4.2.1.3 Observing the Action ............................................................................. 41
4.2.1.4 Reflecting the Result of the Observation ............................................... 50
4.2.2 The Second Cycle ................................................................................... 52
4.2.2.1 Planning The Action ............................................................................... 53
4.2.2.2 Implementing the Action ........................................................................ 54
4.2.2.3 Observing the Action ............................................................................. 58
4.2.2.4 Reflecting the Result of the Observation ............................................... 67
4.2.3 The Third Cycle ..................................................................................... 68
4.2.3.1 Planning The Action ............................................................................... 68
xv
4.2.3.2 Implementing the Action ........................................................................ 70
4.2.3.3 Observing the Action ............................................................................. 74
4.2.3.4 Reflecting the Result of the Observation ............................................... 82
CHAPTER V DISCUSSION ............................................................................. 85
CHAPTER VI CONCLUSION AND SUGGESTION
6.1.
Conclusion .............................................................................................. 89
6.2.
Suggestion .............................................................................................. 90
BIBLIOGRAPHY .............................................................................................. 92
APPENDICES ................................................................................................... 94
CURRICULUM VITAE ..................................................................................... 142
xvi
LIST OF TABLES
Page
Table 3.1
Table 3.2
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
Table 4.10
Table 4.11
Table 4.12
The Criteria of Speaking Assessment of Eleventh Grade
Students of SMK Rohmatul Ummah Jekulo Kudus in Speech
Technique ......................................................................................
The Criteria Achievement Score of the Students Taught by
Using Speech Technique ..............................................................
The Pronunciation Words in Cycle I ............................................
The Result of Observation to Know the Teacher’s and Students’
Activity of Cycle I in Teaching English by Using Speech
Technique to Improve Speaking Ability for Eleventh Grade
Students of SMK Rohmatul Ummah Jekulo Kudus in Academic
Year 2011/ 2012.............................................................................
The Result of Questionnaire to Know the Teacher’s Problem in
Cycle I in Teaching English by Using Speech Technique to
Improve Speaking Ability for Eleventh Grade Students of
SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/
2012 ..............................................................................................
The Scoring of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle I ............................
The Criteria achievement Score of the Students Taught by Using
Speech Technique .........................................................................
The pronunciation words in Cycle II ............................................
The Result of Observation to Know the Teacher’s and Students’
Activity of Cycle II in Teaching English by Using Speech
Technique to Improve Speaking Ability for Eleventh Grade
Students of SMK Rohmatul Ummah Jekulo Kudus in Academic
Year 2011/ 2012 ............................................................................
The Result of Questionnaire to Know the Teacher’s Problem in
Cycle II in Teaching English by Using Speech Technique to
Improve Speaking Ability for Eleventh Grade Students of
SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/
2012 ..............................................................................................
The Scoring of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle II 64
The Criteria achievement Score of the Students Taught by Using
Speech Technique .........................................................................
The pronunciation words in Cycle III 71
The Result of Observation to Know the Teacher’s and Students’
Activity of Cycle III in Teaching English by Using Speech
Technique to Improve Speaking Ability for Eleventh Grade
Students of SMK Rohmatul Ummah Jekulo Kudus in Academic
Year 2011/ 2012 ............................................................................
xvii
30
32
38
41
46
48
50
55
58
62
66
74
Table 4.13
Table 4.14
Table 4.15
The Result of Questionnaire to Know the Teacher’s Problem in
Cycle III in Teaching English by Using Speech Technique to
Improve Speaking Ability for Eleventh Grade Students of
SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/
2012 .............................................................................................. 78
The Scoring of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle III .......................... 80
The Criteria achievement Score of the Students Taught by Using
Speech Technique ......................................................................... 81
xviii
LIST OF FIGURES
Figure 3.1
The Scheme of Action Research Cycle ......................................... 27
xix
LIST OF APPENDICES
Page
Appendix 1 Syllabus ......................................................................................... 94
Appendix 2 Lesson Plan Cycle I ...................................................................... 99
Appendix 3 The Lay-Out of Observation to Know the Teacher’s and
Students’ Activities in Teaching English by Using Speech
Technique cycle I .......................................................................... 105
Appendix 4 The Lay-Out Questionnaire to Know the Teacher’s Problem in
Teaching English to Improve Speaking Ability by Using
Ostensive Teaching cycle I ........................................................... 107
Appendix 5 Lesson Plan Cycle II ..................................................................... 108
Appendix 6 The Lay-Out of Observation to Know the Teacher’s and
Students’ Activities in Teaching English by Using Speech
Technique cycle II ........................................................................ 113
Appendix 7 The Lay-Out Questionnaire to Know the Teacher’s Problem in
Teaching English to Improve Speaking Ability by Using
Ostensive Teaching cycle II .......................................................... 115
Appendix 8 Lesson Plan Cycle III .................................................................... 116
Appendix 9 The Lay-Out of Observation to Know the Teacher’s and
Students’ Activities in Teaching English by Using Speech
Technique cycle III ....................................................................... 121
Appendix10 The Lay-Out Questionnaire to Know the Teacher’s Problem in
Teaching English to Improve Speaking Ability by Using
Ostensive Teaching cycle III ........................................................ 123
Appendix11 The Score of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle I ............................ 124
Appendix12 The Score of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle II ........................... 125
Appendix13 The Score of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle III .......................... 126
Appendix14 The list of the Eleventh Grade Dtudents of SMK Rohmatul
Ummah Jekulo Kudus in Academic Year 2011/ 2012 ................. 127
Appendix15 Pictures .......................................................................................... 128
xx
OF SMK ROHMATUL UMMAH JEKULO KUDUS IN ACADEMIC YEAR
2011/ 2012 TAUGHT BY USING SPEECH TECHNIQUE
By
ISEH MUSYAFAK
NIM 200732074
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
ii
THE SPEAKING ABILITY OF ELEVENTH GRADE STUDENTS
OF SMK ROHMATUL UMMAH JEKULO KUDUS IN ACADEMIC YEAR
2011/ 2012 TAUGHT BY USING SPEECH TECHNIQUE
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment for Completing the Sarjana Progam
in English Education
By
ISEH MUSYAFAK
NIM 200732074
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
iii
ADVISORS’ APPROVAL
This is that to certify that the Sarjana Skripsi of Iseh Musyafak
(NIM 2007-32-074) has been approved by the Skripsi advisor for further approval
by the Examining Committee.
Kudus, 29 September 2012
Advisor I
Atik Rokhayani, S.Pd, M.Pd
NIS. 0610701000001207
Advisor II
Drs. Muh. Syafei, M.Pd
NIP. 19620413-198803-1-002
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP. 19560619-198503-1-002
iv
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Iseh Musyafak (NIM: 2007-32-074) has
been approved by the Examining Committee as a requirement for the Sarjana
Degree in English Education.
Kudus, 29 September 2012
Thesis Examining Committee:
Atik Rokhayani, S.Pd, M.Pd
NIS. 0610701000001207
Chairperson
Drs. Muh. Syafei, M.Pd
NIP. 19620413-198803-1-002
Member
Drs. Suprihadi, M.Pd
NIP. 19570616-198403-1-015
Member
Mutohhar, S.Pd, M.Pd
NIS. 0610701000001204
Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Drs. Susilo Rahardjo, M.Pd
NIP. 19560619-198503-1-002
v
MOTTO AND DEDICATION
MOTTO
Everything is begun by in the name of Allah, Most Gracious, Most Merciful.
It is no crying over split milk.
Defeat is temporary condition only, but surrender makes defeat everlasting.
DEDICATION
This skripsi is dedicated to:
His beloved parents who always wish
him luck. Thanks for teaching him right
from wrong.
His family who always give their
support.
His
beloved
“Enèng”
who
always
supports and pray for his success.
His friends who always be there for him.
vi
ACKNOWLEDGEMENT
Praise be to Allah, the Cherisher and Sustainer of the worlds. The writer
can accomplish this research entitle “The Speaking Ability of Eleventh Grade
Students of SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012
Taught by Using Speech Technique”.
Praise and invocation are also given to our prophet, Muhammad SAW,
who is always his intercession in the end of the world. Therefore, the writer would
express his appreciation to those who always supports and helps him.
1.
Drs. Susilo Raharjo M.Pd. as the Dean of Teacher Training and Education
Faculty of Muria University.
2.
Fitri Budi Suryani, SS, M.Pd. as the Head of English Education Department.
3.
Atik Rokhayani, S.Pd, M.Pd. as the First Advisor for her best suggestion,
guidance, and motivation in finishing this final project.
4.
Drs. Muh. Syafei, M.Pd as the Second Advisor for his valuable help,
guidance, correction and suggestion for the completion of this final project.
5.
All lectures and staff of English Education Department who have given their
contribution to the writer for the completion of this research.
6.
His beloved parents (Mr. Abdul Ghoni and Mrs. Jumirah) who always give
love, support, and teach him the right from wrong.
7.
Mr. Mohtarom, S.Ag, as the Headmaster of SMK Rohmatul Ummah Jekulo
Kudus, who permits and facilitates him to conduct the research.
vii
8.
The English Teacher of SMK Rohmatul Ummah Jekulo Kudus Mrs. Siti
Khotijah, S.Pd, thanks for her help, and all of the students of SMK Rohmatul
Ummah Jekulo Kudus for helping him in collecting the data.
9.
To “Emak Juni and Eneng Maya” who always give support, motivation and
moral encouragement.
10. Beloved “BEC Kediri” big family, TC 111, and MS 45 that always trained
him in English.
11. All of writer’s friends: Himma, Diqin, Fajri, and can not mention one by one
who give support and help him.
12. His lovely friends in English Education Department, thanks for help, support
and affection.
Kudus, 29 September 2012
Writer
Iseh Musyafak
viii
ABSTRACT
Musyafak, Iseh. 2012. The Speaking Ability of Eleventh Grade Students of SMK
Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012Taght by
Using Speech Technique. Skripsi. English Education Department, Teacher
Training and Education Faculty. Advisor: (i) Atik Rokhayani, S.Pd, M.Pd
(ii) Drs. Muh. Syafei, M.Pd.
Keywords: Speaking, Speech
Speaking is the productive skill in the oral mode. It is not like the other
skills, is more complicated than it seems at first and involves more than just
pronouncing words. The purpose of speaking is to deliver information, idea,
concept, and opinion orally. Speaking is also one of four English skills that should
be possessed by everybody. In fact, there are many people or students especially
eleventh grade students of SMK Rohmatul Ummah Jekulo Kudus, they still get
difficulty when they get speaking lesson. From the fact, teacher should have a
technique that is able to facilitate and improve the students’ speaking ability. One
of the techniques is speech technique.
Speech is a speaking activity in front of the public or oration to deliver an
idea, or giving detail for something. It means that in application, students
compulsory to be able to deliver speech or idea to anybody else. It aims to get the
students brave, especially the eleventh grade students of SMK Rohmatul Ummah
Jekulo Kudus in delivering an idea and opinion that they deliver by speech.
Besides, it is also to improve the students’ speaking ability.
Design f this research is Classroom Action Research. This research is conducted
at SMK Rohmatul Ummah Jekulo Kudus in academic year 2011/ 2012, especially
the eleventh grade students of Rohmatul Ummah Jekulo Kudus. The number of
students is 28 students consist of 15 gentlemen and 13 ladies. This research
consists of three cycles and every cycle has instrument as follows: observation,
test result, questioner. Besides, writer applies the research design in every cycle
such as: planning, observing, analyzing, and reflecting.
The result of this research shows that using speech technique in teaching
speaking in English is effective to improve the students’ speaking ability. It can be
seen from the increase the test result in every cycle and the teaching learning
process in the classroom that is going better. The average score percentage of
students’ speaking ability in cycle I is 53.14% and cycle II is 57.29%. Based on
the data, it can be seen there is an improvement of students speaking ability
average score percentage between cycle I and II around 4.15%. The average score
percentage of students’ speaking ability in cycle III is 62.43%. The improvement
of students speaking ability average score percentage between cycle II and III
around 5.14%. While the improvement of students speaking ability average score
percentage from cycle II up to cycle III around 9.29%.
In every cycle is also seen the improvement of students activities and the
decrease of teacher’s problem in the classroom during teaching learning by using
ix
speech technique. In cycle I there are many students not giving respond when the
teacher gets them practice their speech. Eventhough there are some students
giving good respond. While from the questioner, it shows most of activity is
always felt difficult/ problem by teacher during the teaching learning process.
Eventhough some other activities are seldom even never felt difficult. In cycle II,
there are many students giving a good respond, even some of them still chat with
friends. While from the questioner, it shows most of activity is seldom felt
difficult/ problem by teacher. Few activities are always felt difficult. In cycle III,
almost all students are active in teaching learning process even though few of
them are silent. While from the questioner, it shows most of activity is never felt
difficult by teacher. Few of the activity are seldom felt difficult and no activities
are always felt difficult.
The writer suggests to teachers able to use speech technique as one of
alternative technique to teach English. In usage of this technique, it is suggested to
choose an interesting and updated material. For the students, it is suggested more
active in every activity during teaching learning process both in asking question
and practice the speech. And last for further researcher, in usage of speech
technique, they should pay attention the process in the class more. This technique
is also available for tenth and twelve grade of Senior High School.
x
ABSTRAKSI
Musyafak, Iseh. 2012. Kemampuan Berbicara Siswa Kelas Sebelas SMK
Rohmatul Ummah Jekulo Kudus Tahun Pelajaran 2011/ 2012 Dajarkan
menggunakan Teknik Speech. Skripsi. Progam Studi Pendidikan Bahasa
Inggris Fakutas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus.
Pembimbing: (i) Atik Rokhayani, S.Pd, M.Pd (ii) Drs. Muh. Syafei, M.Pd
Kata kunci: Berbicara, Pidato
Berbicara adalah kemampuan yang produktif didalam pengucapan secara
lisan. Hal ini tidak seperti kemampuan lain, namun lebih sulit dari kelihatannya
dan sangkut pautnya lebih dari sekedar melafalkan kata. Tujuan berbicara adalah
untuk menyampaikan informasi, ide, gagasan, dan opini secara lisan. Kemampuan
berbicara juga merupakan satu dari empat kemamuan dasar berbahasa yang harus
dipraktikkan secara lisan yang harus dimiliki oleh setiap orang. Tapi pada
kenyataannya, masih ditemukan banyak orang atau siswa sekolah terutama siswa
kelas sebelas SMK Rohmatul Ummah, mereka masih mendapatkan kesulitan
ketika mereka mendapatkan materi tentang berbicara. Dari penemuan kenyataan
ini, guru harus mempunyai teknik yang mampu memfasilitasi dan meningkatkan
kemampuan berbicara siswa. Salah satunya adalah dengan teknik speech
(berpidato).
Berpidato adalah sebuah aktifitas berbicara didepan umum atau sebuah
orasi untuk menyampaikan sebuah ide ataupun memberikan keterangan detail
tentang sesuatu hal. Ini berarti ; dalam aplikasinya dikelas, siswa dituntut untuk
mampu menyampaikan pidato atau ide mereka kepada orang lain. Hal ini
bertujuan untuk melatih keberanian siswa, khususnya siswa-siswa kelas sebelas
SMK Rohmatul Ummah Jekulo Kudus dalam cara penyampaian ide dan opini
yang mereka tuangkan dalam sebuah pidato. Disamping itu juga untuk
meningkatkan kemampuan berbicara siswa.
Rancangan penelitian ini adalah Penelitian Tindakan Kelas. Penelitian ini
dilakukan di SMK Rohmatul Ummah Jekulo Kudus di tahun pelajaran 2011/
2012, khususnya kepada siswa-siswa kelas sebelas SMK Rohmatul Ummah
Jekulo Kudus. Jumlah siswa kelas sebelas adalah 28 siswa, yang terdiri dari 15
putra dan 13 putri. Penelitian ini terdiri dari tiga siklus dan setiap siklusnya
memiliki xilternativ, yaitu: observasi, hasil tes, dan kuesioner. Disamping itu,
peneliti juga menerapkan desain penelitian dalam setiap siklus sebagai berikut:
perencanaan, observasi, analisis dan refleksi.
Hasil dari penelitian ini menunjukkan bahwa menggunakan teknik speech
dalam mengajarkan bebicara pada pelajaran bahasa Inggris efektif untuk
meningkatkan kemampuan berbicara siswa. Hal ini dapat dilihat dari peningkatan
hasil tes disetiap siklus dan proses pengajaran dikelas yang semakin membaik.
Persentase nilai rata-rata berbicara siswa pada siklus I adalah 53,14% dan pada
siklus II adalah 57,29%. Dari hasil tersebut dapat dilihat adanya peningkatan
persentase nilai rata-rata kemampuan berbicara antara siklus I dan siklus II
sebesar 4,15%. Persentase nilai rata-rata kemampuan berbicara siswa pada siklus
xi
III adalah 62,43%. Peningkatan persentase nilai rata-rata kemampuan berbicara
siswa antara siklus II dan siklus III adalah 5,14%. Sementara itu peningkatan
persentase nilai rata-rata kemampuan berbicara siswa dari siklus I hingga siklus
III adalah 9,29%.
Dalam setiap siklus juga terlihat peningkatan aktifitas siswa dan
menurunnya tingkat kesulitan/ masalah yang dihadapi oleh guru dalam pengajaran
bahasa Inggris dengan menggunakan Speech Technique. Pada siklus I, banyak
dari siswa tidak memberikan tanggapan ketika guru menyuruh mereka
mempraktekkan pidato mereka. Meskipin begitu, ada beberapa siswa yang
memberikan tanggapan baik. Sememtara itu dari kuisioner menunjukkan bahwa
kebanyakan aktifitas sering dirasa sulit/ menjadi masalah bagi guru selama
pengajaran dalam siklus. Sedangkan beberapa aktifitas lain jarang atau bahkan
tidak pernah dirasa sulit. Pada siklus II, ada banyak siswa yang memberikan
tanggapan baik, meskipun begitu ada juga beberapa siswa yang masih ngobrol
dengan temannya. Sementara itu dari kuisioner menunjukkan bahwa kebanyakan
aktifitas jarang dirasa sulit/ menjadi masalah bagi guru. Hanya beberapa aktifitas
yang sering dirasa sulit. Pada siklus III, xiiltern semua siswa aktif dalam
pengajaran meskipun sedikit dari mereka yang masih diam. Sementara itu dari
kuisioner menunjukkan bahwa kebanyakan aktifitas tidak pernah dirasa sulit oleh
guru dalam pengajaran. Sedikit dari aktifitas jarang dirasa sulit serta tidak ada
aktifitas yang selalu dirasa sulit.
Peneliti menyarankan kepada para guru agar dapat menggunakan speech
technique sebagai salah satu teknik xiilternative untuk mengajar bahasa Inggris.
Dalam penggunaan teknik ini disarankan juga untuk memilih materi yang menarik
dan terkini. Untuk siswa-siswa diharuskan lebih aktif dalam setiap aktifitas selama
pengajaran baik dalam bertanya ataupun praktik berpidato. Dan terakhir, untuk
peneliti selanjutnya mereka dalam menggunakan speech technique supaya lebih
memperhatikan aktifitas dalam proses pengajaran dikelas. Teknik ini juga
diaplikasikan dikelas sepuluh ataupun duabelas.
xii
TABLE OF CONTENT
Page
COVER .............................................................................................................. i
LOGO ................................................................................................................. ii
TITLE ................................................................................................................. iii
ADVISORS’ APPROVAL ................................................................................ iv
EXAMINERS’ APPROVAL .............................................................................. v
MOTTO AND DEDICATION .......................................................................... vi
ACKNOWLEDGMENT .................................................................................... vii
ABSTRACT ....................................................................................................... ix
ABSTRAKSI ..................................................................................................... xi
TABLE OF CONTENT ..................................................................................... xiii
LIST OF TABLES ............................................................................................. xvii
LIST OF FIGURES ........................................................................................... xix
LIST OF APPENDICES .................................................................................... xx
CHAPTER I INTRODUCTION
1.1. Background of the Study .............................................................................
1
1.2. Statement of the Problem ............................................................................
6
1.3. The Purpose of the Research .......................................................................
6
1.4. Significance of the Research .......................................................................
6
1.5. Scope of the Research .................................................................................
7
1.6. Operational Definition ................................................................................
7
CHAPTER II REVIEW TO RELATED LITERATURE AND ACTION
2.1.
Teaching in Vocational High School (SMK) ...........................................
9
2.1.1. Teaching English in SMK Rohmatul Ummah Jekulo Kudus .................. 10
2.1.2. Curriculum of Teaching English in SMK Rohmatul Ummah Jekulo
Kudus ...................................................................................................... 11
xiii
2.1.3. The Purpose of Teaching English in SMK Rohmatul Ummah Jekulo
Kudus ..................................................................................................... 12
2.1.4. The Material of Teaching English in SMK Rohmatul Ummah Jekulo
Kudus ..................................................................................................... 13
2.2.
Speaking Ability ..................................................................................... 14
2.2.1. Improving Speaking Ability .................................................................... 15
2.2.2. Speech Technique .................................................................................. 15
2.2.3. Elements of Speech ................................................................................ 16
2.2.4. Point of Speech ...................................................................................... 14
2.2.5. Advantage and Disadvantage of Using Speech Technique .................... 18
2.2.6. Teaching English Speaking by Using Speech Technique ...................... 19
2.2.7. Step of Teaching Speaking by Using Speech Technique ....................... 21
2.3.
Action Hypothesis .................................................................................. 22
CHAPTER III METHOD OF THE RESEARCH
3.1.
Setting and Characteristic of Subject of the Research ............................ 23
3.2.
Variable of the Research ......................................................................... 24
3.3.
Design of the Research ............................................................................ 24
3.3.1
Planning .................................................................................................. 27
3.3.2
Acting .................................................................................................... 27
3.3.3
Observing ............................................................................................... 28
3.3.4
Reflecting ............................................................................................... 28
3.4.
Procedure of the Research ...................................................................... 28
xiv
3.4.1. First Reflection ....................................................................................... 28
3.4.2. Fact Finding Analysis ............................................................................. 29
3.4.3. Action Plan ............................................................................................. 29
3.4.4. Observe Action ....................................................................................... 29
3.4.5. Action Result .......................................................................................... 29
3.4.6. Reflection ............................................................................................... 29
3.5.
Data Analysis ......................................................................................... 30
CHAPTER IV FINDING OF THE RESEARCH
4.1
Identifying the Problem .......................................................................... 34
4.2
The Cycle Research Procedures ............................................................. 35
4.2.1 The First Cycle ....................................................................................... 35
4.2.1.1 Planning the Action ................................................................................ 35
4.2.1.2 Implementing the Action ........................................................................ 37
4.2.1.3 Observing the Action ............................................................................. 41
4.2.1.4 Reflecting the Result of the Observation ............................................... 50
4.2.2 The Second Cycle ................................................................................... 52
4.2.2.1 Planning The Action ............................................................................... 53
4.2.2.2 Implementing the Action ........................................................................ 54
4.2.2.3 Observing the Action ............................................................................. 58
4.2.2.4 Reflecting the Result of the Observation ............................................... 67
4.2.3 The Third Cycle ..................................................................................... 68
4.2.3.1 Planning The Action ............................................................................... 68
xv
4.2.3.2 Implementing the Action ........................................................................ 70
4.2.3.3 Observing the Action ............................................................................. 74
4.2.3.4 Reflecting the Result of the Observation ............................................... 82
CHAPTER V DISCUSSION ............................................................................. 85
CHAPTER VI CONCLUSION AND SUGGESTION
6.1.
Conclusion .............................................................................................. 89
6.2.
Suggestion .............................................................................................. 90
BIBLIOGRAPHY .............................................................................................. 92
APPENDICES ................................................................................................... 94
CURRICULUM VITAE ..................................................................................... 142
xvi
LIST OF TABLES
Page
Table 3.1
Table 3.2
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 4.6
Table 4.7
Table 4.8
Table 4.9
Table 4.10
Table 4.11
Table 4.12
The Criteria of Speaking Assessment of Eleventh Grade
Students of SMK Rohmatul Ummah Jekulo Kudus in Speech
Technique ......................................................................................
The Criteria Achievement Score of the Students Taught by
Using Speech Technique ..............................................................
The Pronunciation Words in Cycle I ............................................
The Result of Observation to Know the Teacher’s and Students’
Activity of Cycle I in Teaching English by Using Speech
Technique to Improve Speaking Ability for Eleventh Grade
Students of SMK Rohmatul Ummah Jekulo Kudus in Academic
Year 2011/ 2012.............................................................................
The Result of Questionnaire to Know the Teacher’s Problem in
Cycle I in Teaching English by Using Speech Technique to
Improve Speaking Ability for Eleventh Grade Students of
SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/
2012 ..............................................................................................
The Scoring of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle I ............................
The Criteria achievement Score of the Students Taught by Using
Speech Technique .........................................................................
The pronunciation words in Cycle II ............................................
The Result of Observation to Know the Teacher’s and Students’
Activity of Cycle II in Teaching English by Using Speech
Technique to Improve Speaking Ability for Eleventh Grade
Students of SMK Rohmatul Ummah Jekulo Kudus in Academic
Year 2011/ 2012 ............................................................................
The Result of Questionnaire to Know the Teacher’s Problem in
Cycle II in Teaching English by Using Speech Technique to
Improve Speaking Ability for Eleventh Grade Students of
SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/
2012 ..............................................................................................
The Scoring of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle II 64
The Criteria achievement Score of the Students Taught by Using
Speech Technique .........................................................................
The pronunciation words in Cycle III 71
The Result of Observation to Know the Teacher’s and Students’
Activity of Cycle III in Teaching English by Using Speech
Technique to Improve Speaking Ability for Eleventh Grade
Students of SMK Rohmatul Ummah Jekulo Kudus in Academic
Year 2011/ 2012 ............................................................................
xvii
30
32
38
41
46
48
50
55
58
62
66
74
Table 4.13
Table 4.14
Table 4.15
The Result of Questionnaire to Know the Teacher’s Problem in
Cycle III in Teaching English by Using Speech Technique to
Improve Speaking Ability for Eleventh Grade Students of
SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/
2012 .............................................................................................. 78
The Scoring of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle III .......................... 80
The Criteria achievement Score of the Students Taught by Using
Speech Technique ......................................................................... 81
xviii
LIST OF FIGURES
Figure 3.1
The Scheme of Action Research Cycle ......................................... 27
xix
LIST OF APPENDICES
Page
Appendix 1 Syllabus ......................................................................................... 94
Appendix 2 Lesson Plan Cycle I ...................................................................... 99
Appendix 3 The Lay-Out of Observation to Know the Teacher’s and
Students’ Activities in Teaching English by Using Speech
Technique cycle I .......................................................................... 105
Appendix 4 The Lay-Out Questionnaire to Know the Teacher’s Problem in
Teaching English to Improve Speaking Ability by Using
Ostensive Teaching cycle I ........................................................... 107
Appendix 5 Lesson Plan Cycle II ..................................................................... 108
Appendix 6 The Lay-Out of Observation to Know the Teacher’s and
Students’ Activities in Teaching English by Using Speech
Technique cycle II ........................................................................ 113
Appendix 7 The Lay-Out Questionnaire to Know the Teacher’s Problem in
Teaching English to Improve Speaking Ability by Using
Ostensive Teaching cycle II .......................................................... 115
Appendix 8 Lesson Plan Cycle III .................................................................... 116
Appendix 9 The Lay-Out of Observation to Know the Teacher’s and
Students’ Activities in Teaching English by Using Speech
Technique cycle III ....................................................................... 121
Appendix10 The Lay-Out Questionnaire to Know the Teacher’s Problem in
Teaching English to Improve Speaking Ability by Using
Ostensive Teaching cycle III ........................................................ 123
Appendix11 The Score of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle I ............................ 124
Appendix12 The Score of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle II ........................... 125
Appendix13 The Score of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle III .......................... 126
Appendix14 The list of the Eleventh Grade Dtudents of SMK Rohmatul
Ummah Jekulo Kudus in Academic Year 2011/ 2012 ................. 127
Appendix15 Pictures .......................................................................................... 128
xx