Increasing The Students Ability in Speak (2)
INCREASING THE STUDENTS’ ABILITY IN SPEAKING SKILL BY USING THEME BASED MODEL AT THE SEVENTH GRADE OF SMP NEGERI 2 LOTU IN 2015/2016 THESIS
By:
CHRYSMAN JAYA MENDROFA
Register Number. 122108022
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGE AND ARTS ENGLISH EDUCATION STUDY PROGRAM JULY, 2016
INCREASING THE STUDENTS’ ABILITY IN SPEAKING SKILL BY USING THEME BASED MODEL AT THE SEVENTH GRADE OF SMP NEGERI 2 LOTU IN 2015/2016 THESIS
Submitted to: Institute of Teacher Training and Education of Gunungsitoli
in Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan
BY: CHRYSMAN JAYA MENDROFA
Register Number. 122108022
INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS ENGLISH EDUCATION STUDY PROGRAM JULY, 2016
ABSTRACT
Mendrofa, Chrysman Jaya, 2016, Increasing the Students’ Ability in Speaking Skill by using Theme Based Model at the Seventh Grade of SMP Negeri 2 Lotu. Thesis Advisor (1) Adieli Laoli, S.Pd.,M.Pd, (2) Dra. Nursayani Maruao M.Pd
Key Words: Theme Based Model, Speaking
Speaking is one of communication ways to make people capable of expressing their minds, feelings, and making some interactive process of communication orally, face to face communication, give information, expressing self and make some close relationship. In syllabus of SMP Negeri 2 Lotu, the students hoped are able to speak in English by using oral language in accurate figure, accent, grammar, vocabulary, fluency, comprehension, and accept with environtment.
The purpose of this research is to increase the students’ ability in speaking by using Theme Based Model. To achieve the purpose, the research used Classroom Action Research. The subject of this research is the students at the seventh grade especially class VII-a of SMP Negeri 2 Lotu which the total students of the class VII-a are 25 persons. This research applies in two cycles. Each cycle consists of two meetings. In conducting each cycle the researcher did it in some steps, they are; planning, action, observation and reflection. The instrument used by the researcher to collect the data are observation paper, field notes, oral test and camera (recorder). In collecting the data, the researcher uses two data; they are qualitative data and quantitative data.
Based on the result of the students’ observation paper in Cycle I, there were 10 students who had done activities and 15 students who undone the activities. The result of the students’ oral test in Cycle I, it showed that there were 5 students got level of ranting 2 with score between 43-52, 12 students got level of ranting 2+ with score between 53-62, and 7 students got level ranting 3 with score between 63-72. The average of the students’ value is 57.48.
In conducting Cycle II, the researcher re-panned and improved the weakness of the activities of Cycle I in order that the result which was expected in this research could be achieved. In Cycle II the result of the students’ observation paper showed that there were 23 students who had done activities and 2 students who undone the activities. The result of the students’ oral test in Cycle I, it showed that there were 20 students got level of ranting 3+ with score between 73-82 and 3 students got level of ranting 4 with score between 83-92. The average of the students’ value is 75.56.
Based on the results of the research above, it shows that the students get increase in speaking and they achieve the Minimum Competence Criterion thought Theme Based Model. Furthermore, in teaching English, Theme Based Model is suitable to help the students in getting progression in learning English language. Therefore, the researcher has some suggestion such as: (a) The English teachers of SMP Negeri 2 Lotu are encouraged to use Theme Based Model to increase the Based on the results of the research above, it shows that the students get increase in speaking and they achieve the Minimum Competence Criterion thought Theme Based Model. Furthermore, in teaching English, Theme Based Model is suitable to help the students in getting progression in learning English language. Therefore, the researcher has some suggestion such as: (a) The English teachers of SMP Negeri 2 Lotu are encouraged to use Theme Based Model to increase the
In this research, the researcher stops the research in Cycle II because the students’ ability in speaking has been achieved the Minimum Competence Criterion (MCC).
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ACKNOWLEDGEMENTS
First of all, the researcher would like to express his sincere gratitude to Jesus Christ. Because of his blessing, the researcher was able to finish this thesis with entitle “Increasing the Students’ Ability in Speaking skill by Using Theme Based Model at the Seventh Grade of SMP Negeri 2 Lotu in 2015/2016”. Started from the time in proposing the title, writing the thesis proposal, doing the research, until finishing in writing this thesis, there were many kinds of obstacle faced by the researcher. But the researcher could pass it well because of love and mercy of Jesus Christ.
During studying in IKIP Gunungsitoli until finishing his study and even since proposing the topic of this thesis, the researcher obtained many kinds of helps, supports, motivation from many people. Therefore, the researcher would like to express great special appreciation and gratitude to:
1. Mr. Drs. Henoki Waruwu, M.Pd as the Rector of IKIP Gunungsitoli for his supports and motivations to the students of IKIP Gunungsitoli.
2. Mr. Adieli Laoli, S.Pd., M.Pd, as the Dean of FPBS and also as the researcher’s first advisor, who always guides his by giving wonderful input, time, motivation, suggestion, and ideas in finishing the thesis.
3. Mrs. Dra. Nursayani Maru’ao, M.Pd as the researcher’s second advisor who never feels bored to give motivation, correction, and ideas in finishing the thesis.
4. Mrs. Dra. Sulasmi as researcher’s advisor of academic.
5. Miss Yasminar Amaerita Telaumbanua, M.Pd as the Chair of the English Education Study Program and also the examiner of research method.
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6. Mr. Afore Tahir Harefa, S.Pd., M.Hum as the examiner of education and Mr. Yaredi Waruwu, S.S.,M.S as the examiner of study who always give advices and new knowledge in finishing the thesis.
7. All of the lecturers in English department at IKIP Gunungsitoli who have taught his well during studying at IKIP Gunungsitoli.
8. The researcher’s innermost appreciation also goes to his beloved parents Yasoziduhu Mendrofa, A.Ma. Pd (father), Mariani Lahagu (mother) Tuty Marnita Mendrofa Amd. Keb (sister), Cornelis Verdinan Mendrofa, Amd. Kep (old brother), Johan Erwin Mendrofa (young brother), Merwin Viantaty Zandroto as his motivation and for his families for a most amazing and kindness in his life, who always give love, advices, prayers, motivations, supports, and many other things that cannot be expressed by words.
9. The headmaster of SMP Negeri 2 Lotu (Mr. Waonaso Harefa S.Pd), the English teacher in SMP Negeri 2 Lotu (Mr. Boroli Zega S.Pd), and the students at the seventh grade especially VII-A in SMP Negeri 2 Lotu 2015/2016 that help the researcher in finishing the thesis.
10. His close friends in English Department the generation 2012, especially his friends in Class A who always patiently support, help and motivate the researcher in finishing the thesis. For volunteering their time to read early drafts, their supports, togetherness in happiness, sadness, stupidity, secrets, experiences, tights, arguments, jealousy, tears, laughter and unforgettable memories.
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Finally, the researcher realizes that the thesis is far from being perfect. Therefore, he hopes all constructive suggestions and criticisms so the thesis can be better. And hopefully the thesis will be useful for the readers.
Sesungguhnya,.. Penyesalan terbesar dalam hidup kita itu Bukan ketika kita gagal, tetapi ketika kita tidak melakukan hal yang Sebenarnya bisa kita lakukan tapi tidak melakukannya.
Gunungsitoli,
July 2016
The researcher,
CHRYSMAN JAYA MENDROFA Reg. Number 122108022
B. Suggestions………………………………………………. 75
BIBLIOGRAPHY............…………………………………………………….. 76 APPENDICES........................................................…………………………… 78 BIOGRAPHY...................................................................................................... 152
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LIST OF TABLES
1. The Weighting Table of the Interview Scoring ……………………………… 16
2. The Conversion Table ……………………………………………………….. 17
3. The Condition of the Seventh Grade Students of SMP Negeri 2 Lotu............. 27
4. The Weighting Table of the Interview Scoring ……………………………… 39
5. The Conversion Table ……………………………………………………….. 40
6. The Students’ Speaking Ability in Cycle I…………………………………….. 52
7. The Students’ Speaking Ability in Cycle II………………………………….... 62
8. The Researche’r Ability in Teaching Speaking by Using Theme Based Model in all Cycle........................................................................ 63
9. The Students’ Activities in all Cycles ………………………………………… 64
10. The Students’ Ability in Speaking for all of Cycles..…………………………. 65
LIST OF GRAPHICS
1. The Researcher’s Observation Paper in Cycle I..............……………………. 49
2. The Students’ Observation Paper in Cycle I....................……………………. 50
3. The Students’ Ability in Speaking in Cycle I................................................. 52
4. The Researcher’s Observation Paper in Cycle II............……………………. 60
5. The Students’ Observation Paper in Cycle II..................……………………. 61
6. The Students’ Ability in Speaking in Cycle II................................................. 63
7. The Comparison of the Researcher’s Ability in Teaching Speaking Skill by Using Theme Based Model in All Cycles (done and undone)...................... 64
8. The Comparison of the Students’ Ability in All Cycles (done and undone)...... 65
9. The Comparison of the Students’ Ability in All Cycles (success and unsuccess)...................................................................................... 66
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LIST OF FIGURES
1. The Framework ……………………………………………………………. 25
2. Preliminary Study …………………………………………………………… 29
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CHAPTER I INTRODUCTION
A. The Background of the Problem Speaking is one of the important skills in English beside listening, reading, and
writing. It is important because speaking is always used in activity life. Collins (1991: 1339) says, “Speaking is the activity of giving speeches and talk”. It means that speaking is one of the skills in language that important for someone to express his or her idea and feeling orally”. According to Nunan (2001: 29), “Speaking is the way of presenting information to tell a story, describing something, giving a set of instruction, making a comparison and those that are evaluating, giving explanation, making a justification, predicting, coming to a decision and making interview”.
In doing speaking skills, the students can share in personal experience through direct participation in giving and taking of conversation, discussion and express the idea in real time. And it supported by Rivers (1970: 162) says, “To teach the speaking skill it is necessary to have a clear understanding of the process involved in speech”.
The statement above means that speaking is engage the students ability and intelligence to gain information though reciprocal interaction between the speaker and listener to get the information. The important in doing speaking skills is the speakers are able to express their ideas, opinions and feelings in daily activities.
In the syllabus of SMP N.2 Lotu particularly at the seventh grade, there are four skills that should be owned by the students. One of the skills is speaking. The competence standard is the students are able to speak in functional oral text and short conversation. Based on the basic competence, the students are able to convey the meaning in short functional oral text by using oral language in accurate figure, fluent, and accept with environtment. The indicator hopes the students are able to express and conveying the meaning in short functional oral text in some expressions such as exspession love by using oral language in accurate figure, accent, grammar vocabulary, fluency and comprehension, and accept with environtment.
In speaking the students should be competence to express their ideas, opinions and feelings both of their English class in everyday life. To achieve the target in this syllabus the school has decided Minimum Competence Criterion (MCC) of the English subject especially in the seventh grade is 65.
In fact, the expectation above cannot be achieved by the students. It showed by the researcher’s observation at the seventh grade of SMP N.2 Lotu. The students in seventh grade are not able to express their ideas, opinions and feelings in daily activities, the students are not able to express their loving with certain expressions such as, I love you, I miss you, I never stop loving you, I love you forever, I truly love you endlessly, my love will always with you and they are not able to express their sadness with some expressions such as, I feel so blue, I was sad to hear, it’s so sad, I am so sad, please don’t disturb me, I have a trouble.
The problems above affected by some facts, such as: The technique or model that the teacher uses in teaching speaking does not activate the students to speak and also the lack of the students’ vocabulary. So, the students are not participate and motivate to speak, the students are not able to share their experience with their friends, the students are not able to perform, to model, and to express their ideas within conversation, the students are not able to convey their ideas through speaking. They just get the traditional model from the English teacher, namely; write, read and hold a discussion, but no one of the students say anything, they are so lazy and often keep silent, the students are passive when teaching and learning process heppened in the classroom.
To overcome the problems above the researcher tries to apply a model in order to increase the students’ ability in speaking skills which is Content Based Instruction. The researcher uses this model in order that the researcher can build the students’ ability in speaking. According to Davies (2003 : 9), “Content based instruction (CBI) is
a teaching model that emphasizes learning about something rather than learning about language”. It means that Content Based Instruction (CBI) model is one model to help the students’ experience in communication, encourage the students’ emotion and allow every students practice opportunities for making contributions. There are three types of Content Based Instruction (CBI) such as, The Sheltered Model, The Adjunct Model, and The Theme Based Model. So, to conduct the research, the researcher will use The Theme Based Model to apply in teaching and learning process.
Based on the explanations above, the researcher wants to do the research to solve the students’ problem and propose the title “Increasing the Students’ Ability in Speaking Skill by using Content Based Instruction (CBI) espeacially in Theme Based Model at the Seventh Grade of SMP Negeri 2 Lotu in 2015/2016”.
B. The Identification of the Problem In speaking process, the researcher identifies the problems, they are:
1. The lack of the students’ vocabulary.
2. The students are not participate and motivate to speak.
3. The students are not able to convey their ideas through speaking.
4. The students are not able to share their experience with their friends.
5. The students are not able to perform, to model, and to express their ideas within conversation.
6. The technique or model that the teacher uses in teaching speaking does not activate or less variation the students to speak.
C. The Limitation of the Problem Based on the identification of the problem above, the researcher limits the
problem to search out about increasing the students’ ability in speaking skill especially in expression love by using Content Based Instruction (CBI) in Theme Based Model at the seventh Grade of SMP Negeri 2 Lotu in 2015/2016.
D. The Formulation of the Problem The problem above is formulated as follows: “How does the Content Based Instruction (CBI) espeacially in Theme Based Model increase the students’ ability in speaking skill espeacially in expression love at the Seventh grade of SMP Negeri 2 Lotu in 2015/2016?”.
E. The Purpose of the Research The purpose of the researcher is to increase the students’ ability in speaking
skills especially in expression love by using Content Based Instruction (CBI) espeacially in Theme Based Model at the seventh Grade of SMP Negeri 2 Lotu in 2015/2016.
F. The Significances of Research There are some significances of this research can be useful for:
1. The students, as contributions for them to be able to speak.
2. The researcher, as a guideline in applying a new model namely Content Based Instruction (CBI) espeacially in Theme Based Model as a choice to increase the students’ ability in speaking skill.
3. The teacher can use this model as guidelines in order to engage the students more interest in learning English speaking.
4. The readers, as a source of the new knowledge in learning speaking by using Content Based Instruction (CBI) espeacially in Theme Based Model.
G. The Assumptions of the Research The researcher has some assumptions in this research, they are:
1. Speaking is one of the important things in communication.
2. Speaking is very important for the students in mastering English.
3. Content Based Instruction (CBI) espeacially in Theme Based Model is applicable to be used in teaching English skill.
H. The Limitation of the Research are as follows
1. The subject of this research is the seventh grade of SMP Negeri 2 Lotu especially class VII-A in 2015/2016.
2. The object of this research is the students’ ability in speaking skills especially in expression love.
3. The researcher will use classroom action research (CAR) as the research method.
4. This research will focus to increasing students’ ability in speaking skill especially in expression love by using Content Based Instruction (CBI) espeacially in Theme Based Model.
I. The Key Terms Definitions of this Research To avoid misunderstanding during this research, the researcher wants to give some explanation that concern to the definition of this research title:
1. Speaking is one of the skills that have to be mastered by the students to express their ideas, opinion, feelings, and utterances.
2. Content Based Instruction (CBI) espeacially in Theme Based Model is the model that particularly effective with students, for broadening their participation, and promoting one person to talk at a time one by one. It is a good model for the researcher in teaching speaking to increase the students’ ability in speaking to express their ideas, opinions and feelings in daily activities.
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Speaking
a. The Definitions of Speaking
According to Harmer (1991: 87) speaking is a way to tell and express something orally that will make rehearsal, feedback, and engagement toward people. Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information by telling and express something orally (Brown, 1994; 27).
Based on the theory above the researchers conclude that Speaking is one of communication ways to make people capable of expressing their minds, feelings, and making some interactive process of communication orally face to face communication, give information, expressing self and make some close relationship.
b. The Purpose of Speaking Speaking is the productive skill in the oral mode. It is like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. Speaking has various purposes, as Richard and Renandya (2002:201) state, “Speaking is used for many different purposes and each purpose involves different skills when we use casual conversation”.
According to Tsui (1996: 154), “the purpose of teaching speaking is communicative efficiency”. That’s why we can say that speaking can be used to seek or express opinions, to describe things, to complain about people, and others. Students should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, vocabulary to observe the social and cultural rules that apply in each communication situation.
Based on the theory above the researcher conlclude that the purpose of speaking is to communicate with the other people to present information, to tell about something, express felling, giving a set instruction, making a comparison and those that evaluate, giving explanation, making a justification predicting, coming to a decisions and making interview.
c. Types of Speaking According to Brown (1986: 271), that there are six types with the
obvious connection between listening and speaking, six similar categories apply to the kinds of oral production that students are expected to carry out in the classroom, namely:
1) Imitative
A very limited portion of classroom speaking time may legitimately
be spent generating human tape recorder speed, where, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
2) Intensive Intensive speaking goes one step beyond imitative to include any
performance that designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self initiated or it can even form part of some pair work activity, where learners are going over certain forms of language.
3) Responsive
A good deal of the students’ speech in the classroom is responsive, short replies to teacher or students initiated question or comments. Such speech can be meaningful and authentic.
4) Transactional (conversation) Transactional language, carried out for the purpose of conveying or
exchanging specific information, is an extended form of responsive language.
5) Interpersonal The other form of conversation mentioned in the previous chapter was interpersonal conversation, carried out more for the maintaining social relationships than for the transmission of facts and information.
6) Extensive Finally, students at intermediate to advanced levels are called on to give extended monologue in the form of oral reports, summaries, or perhaps short speeches.
Moreover according to Maria del Mar Suárez Vilagran (2008:25), that there are three types speaking, namely:
1) Interactive
a) Face-to-face conversation
b) Telephone calls
c) We are alternately listening and speaking
d) Chance o ask for clarification, repetition, or slower speech from our conversation partner.
2) Partially Interactive
a) Giving a speech to a live audience, where the conversationis that the audience does not speak.
b) The speaker checks comprehension from the audience’s faces.
3) Non-Interactive
a) When recording a speech for a radio braodcast.
b) Performing in a play.
c) Reciting a poem
d) Singing
Based on the types above, someone that has speaking competence will be able to accept the information easily through listening and assist someone to submit or to produce the good information through speaking.
d. Elements of speaking According to Harmer (third edition 1991 : 269-267), the ability to speak
fluently presupposes not only a knowledge of language features, but also the ability to process information and language on the spot.
1) Language features Among the element necessary for spoken production are the following:
a) Connected speech
Effective speaker of English need to be able not only to produce the individual phonemes of English (as in saying I would have gone) but also to use fluent connected speech (as in “I’d gone”). In connected speech, sounds are modified (assimilation), omitted (elision), edit (linking) or weakened (through construction and stress patterning)
b) Expressive devises
Native speakers of English change the pitch and stress of particular part of utterances, vary volume and speed, and show by other physical and non-verbal( paralinguistic ) means how they are feeling ( especially in face to face interaction). The use of this devise contributes to the ability to convey meanings; they allow the extra expressions of emotion of intensity. Student should be able to deploying at least some of such
suppresser mental and device in the same way if they are be fully effective communicators.
c) Lexis and Grammar
Spontaneous speech is marked by the use of the number of common lexical phrases, especially in the performance of certain language functions. Teacher should therefore apply a variety of phrases for different function such as agreeing or disagreeing, expressing surprise, shock, or approval. Where the student are involved in specific speaking contexts such as job interviews, we can prime them in a same way, which certain useful phrases, which they produce at various stages of an interaction.
d) Negotiation Language
Effective speaking benefits from the negotiator language we use to seek clarification and to show the structure of what we are saying. We open need to ask for clarification when we are listening to someone talk. For students this is especially crucial.
e) Mental/social processing
Success of speaking also depended upon the rapid processing skills that talking necessitates.
f) Language processing
Effective speakers need to be able to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. Language processing involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. One of the main reasons for including speaking activities in a language listen is to help students develop ambits and rapid language processing in English.
g) Interacting with others
Most speaking involves interaction either one or more participants. This means that effective speaking also involves a good deal of listening, and understanding of how the other participants are feeling and a knowledge of how linguistically to take turns or allow other to do so.
h) On the spot (information processing)
Quite a part from our responses to others’ feelings we also need to be able to process information they tell us the moment we get it.
e. Speaking Strategies According to Tsui (1996: 154), there are six strategies for overcoming
anxiety and reluctance to speak, namely:
1) The first strategy was to lengthen the amount of time between asking a question and nomination someone to respond.
2) The second strategy was to improve questioning techniques.
3) Third strategy, by teachers was to accept a variety of answers.
4) The fourth strategy was to give learners an opportunity to rehearse their responses in small groups or pairs before being asked to speak up in front of the whole class.
5) The fifth strategy, reported as effective was to focus on content rather than form.
6) The sixth strategy, identified by the teacher was to establish good relationships with the students.
Based on the explanation above the researcher concludes that is the key to encourage the students to communicate.
f. Teaching Speaking According to Nunan (2003 : 97), teaching speaking is to teach ESL
learners to:
1) Produce the English speech sounds and sound patterns.
2) Use word and sentence stress, intonation patterns and the rhythm of the second language.
3) Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.
4) Organize their thoughts in a meaningful and logical sequence.
5) Use language as a means of expressing values and judgments.
6) Use the language quickly and confidently with few unnatural pauses, which are called as fluency.
Based on the statements above the researcher conclude that addressed for the teachers as their skill and target in teaching speaking and assist student in learning speaking easily.
g. Principles for Teaching Speaking According to Nunan (1991: 42), there are five principles for teaching
speaking, namely;
1) Be aware of the differences between second language and foreign language learning context.
2) Give students practice with both fluency and accuracy.
3) Provide opportunities for students to talk by using group work or pair work and limiting teacher talk.
4) Plan speaking tasks that involve negotiation for meaning.
5) Design classroom activities that involve guidance and practice in both transactional and interactional speaking.
Based on the principles above the researcher conclude that these five principles for planning speaking lesson in language classroom that can be used to help language learners gain practice in speaking in the target language.
h. How to Assess Speaking To assess speaking skills, the researcher will use the steps according to Hughes (1941: 111-113).
Accent
INDICATORS
1. Pronunciation frequently unintelligible.
2. Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition.
3. “Foreign accent” requires concentrated listening, and mispronunciations lead to occasional misunderstanding and apparent errors in grammar and vocabulary.
4. Marked “foreign accent” and occasional mispronunciations which do not interfere with understanding.
5. No conspicuous mispronunciations, but would not be taken for a native speaker.
6. Native pronunciation, with no trace of “foreign accent.”
Grammar
INDICATORS
1. Grammar almost entirely inaccurate phrases.
2. Constant errors showing control of very few major patterns and frequently preventing communication.
3. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.
4. Occasional errors showing imperfect control of some patterns but no weakness that causes misunderstanding.
5. Few errors, with no patterns of failure.
6. No more than two errors during the interview.
Vocabulary
INDICATORS
1. Vocabulary inadequate for even the simplest conversation.
2. Vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc).
3. Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common professional and social topics.
4. Professional vocabulary adequate to discuss special interests; general
vocabulary permits discussion of any non-technical subject with some circumlocutions.
5. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situations.
6. Vocabulary apparently as accurate and extensive as that of an educated native speaker.
Fluency
INDICATORS
1. Speech is so halting and fragmentary that conversation is virtually impossible.
2. Speech is very slow and uneven expect for short or routine sentences.
3. Speech is frequently hesitant and jerky; sentences may be left uncompleted.
4. Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words.
5. Speech is effortless and smooth, but perceptibly non-native in
speech and evenness.
6. Speech on all professional and general topics as effortless and smooth as a native speaker’s.
Comprehension INDICATORS
1. Understands too little for the simplest type of conversation.
2. Understands only slow, very simple speech on common social and touristic topics; requires constant repetition and rephrasing.
3. Understands careful, somewhat simplified speech when engaged in a conversation, but may require considerable repetition and rephrasing.
4. Understands quite well normal educated speech when engaged in a conversation, but requires occasional repetition and rephrasing.
5. Understands everything in normal educated conversation expect for very colloquial or low-frequency items, or exceptionally rapid or slurred speech.
6. Understands everything in both formal and colloquial speech to be expected of an educated of an educated native speaker.
In giving score to the students’ work, the weighting table below is used.
Table 1
WEIGHTING TABLE
PROFICIENCY 1 2 3 4 5 6 (A) DESCRIPTION
Accent 0 1 2 2 3 4 Grammar
6 12 18 24 30 39 Vocabulary
4 8 12 16 20 24 Fluency
2 4 6 8 10 12 Comprehension
SUM
Score: Accent + Grammar + Vocabulary + Fluency + Comprehension
Obtained score
Value =
X 100
Maximum score
The total of the weighted is then looked up in the following table, which converts it into a ranting on scale 0-4+.
Table 2
THE CONVERSION TABLE
Ranting Score
93 – 99 *) Sign ( + ) shows the middle position between two degrees.
1. Proficiency Description Score 1 The students are able to rich their needs and the rule in speaking.
2. Proficiency Description Score 2 The students are able to rich their needs by routed and have limited.
3. Proficiency Description Score 3 The students can use the language by the grammatically and it has important role in daily activities.
4. Proficiency Description Score 4 The students can use the language in fluently.
5. Proficiency Description Score 5 The students able to speak like foreigner and can speak in good pronunciation.
2. Content Based Instruction (CBI)
a. Definition of Content Based Instruction (CBI) According to Karges-Bone (2001: 28) Content Based Instruction (CBI) is a great model to increase and gesture the students’ participation and jazz up instruction in speaking. It supported by Rowe (1960: 432), says “Content Based Instruction (CBI) is particularly effective with students, for broadening and increase the students’ participation and promoting one person to talk at a time”.
Based on the theory above the researcher conclude that Content Based Instruction (CBI) is model that activate the students to increase and gesture the students’ participation and jazz up instruction in speaking and it will appropriate for teacher and students when use in the classroom to increse the students’ ability in speaking skills.
b. The Types of Content Based Instruction (CBI) According to Rhalmi (2009 : 31), there are several types of role in Content based Instruction (CBI), namely:
The Sheltered Model: It is used at university where the goal of teachers is to enable their ESL students to study the same content material as regular English L1 students. Sheltered CBI is called
“sheltered” because learners are given special assistance to help them understand regular classes.
The Adjunct Model: Undertaken by ESL teachers. The aim of Adjunct classes is to prepare students for “mainstream” classes where they will join English L1 learners.
The Theme Based Model: These classes can be taught by EFL teachers who create content material based on the needs and interests of the students.
Based on the types on page before, the researcher conclude to use Theme Based Model to teach the students about speaking skill at the seventh grade of SMP Negeri 2 Lotu.
c. The Theme Based Model According to Rhalmi (2009: 35), “The Theme Based Model: These classes can be taught by EFL teachers who create content material based on the needs and interests of the students”. It supported by Davies (2003 : 2) says,
“Theme Based Model is usually found in EFL contexts, Theme Based CBI Model can be taught by an EFL teacher or team taught with a content specialist. The teacher(s) can create a course of study designed to unlock and build on their own students’ interest and the content can be choosen from an enormous number of deverse topics”. Based on the statements above, the researcher conclude that The Theme
Based Model is a model that appropriate to appy in the classroom to teach the students about speaking skills at the seventh grade of SMP Negeri 2 Lotu.
d. The Procedures to Implementing The Theme Based Model Rhalmi (2009 : 32) lists the procedures of implementing Theme Based
Model in teaching and learning process, those procedures, they are;
1) A subject of interest is chosen.
2) Finding suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of
lectures or even real people.
3) Using small groups
4) Assigning each group a small research task and a source of information in the target language to use to help them fulfil the task.
5) Groups sharing and comparing information.
6) A result in the form of an end product such as a report or presentation of some kind. Moreover according to Stoller ( 2001: 63) there are some procedures to
apply Theme Based Model they are;
1) Choose a subject of interest to students.
2) Find three or four suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lectures or even real people.
3) Divide the class into small groups and assign each group a small research task and a source of information to use to help them fulfil the task.
4) Then once they have done their research they form new groups with students that used other information sources and share and compare
their information.
5) There should then be some product as the end result of this sharing of information which could take the form of a group report or
presentation of some kind.
Based on the precedures above the researcher will modify the procedures:
1) The researcher prepares the material to the students.
2) The students are divided into groups.
3) The researcher introduces the material about expression of love.
4) The researcher asks the students experience about expression of love.
5) The researcher asks the students to choose a theme related to expression of love.
6) The researcher asks the students in group to share their experience about expression love with their friends in group that related to the theme which determined by the students.
7) The researcher asks the students to make a conversation by using expression of love based on the theme which determined by them.
8) The students in group are invited to perform, to model, to express the expressions of love that obtain within conversation that have been made
by them.
9) The researcher and the students take the conclusion together about the using of expression love based on the definition and example from the conversation that had been performed by the students.
10) The researcher improves the student’s mistake by considerating their proficiency description in accent, grammar, vocabulary, fluency, and comprehension.
e. The Advantages and Disadvantages of Using Theme Based Model According to Rhalmi (2009: 37), there are some advantages in using Theme Based Model in teaching-learning are;
Language learning becomes more interesting and motivating.
CBI especially in Theme Based Model offer a wide educational knowledge to learners in the formS of the different topics instructed.
It helps students Increas valuable study skills such as note taking, summarizing and extracting key information from texts.
Increasing collaborative skills, especially when using group work, which can have great social value.
Based on the advantages above, the students are trained more active to talk at the time to express their ideas, opinions, and thoughts. The disadvantages in using Theme Based Model faced by teacher in teaching speaking are;
CBI especially in Theme Based Model implicit language instruction can confuse learners and may give them the impression that they are not actually learning language.
Overuse of native language can be a problem in some parts of the lesson.
Finding information sources and texts that lower levels can understand can be difficult.
Realizing the disadventeges above, the researcher is demanded to become creative and imaginative in finding the solution to solve the disadventeges above.
f. The Relationship between Speaking and Theme Based Model Stoller, (1986:623), showed that Theme Based Model can be effectively used to teach speaking. It support by Brewster (1999:32) says, “The Theme Based Model is distinctive from the traditional approaches in four feature”.
Reggarding to the statements above the researcher conclude that this model is focused in teaching speaking skill especilly in helping the students’ to make learning a language more interesting and motivating. The students more interact with their friends directly and express their ideas, opinions, and feelings orally especially in expression love through speaking.
B. The Latest Related Research
Tjuwinunggoro (2007) in his thesis (unpublished) had made a research about increasing students’ speaking ability by using Content Based Instruction especially in Theme Based Model in SMP Negeri 1 Surabaya. The subject was class B of the eighth grade. There were 24 students in class B. The conclusion of the research is the students of the eighth grade got development in speaking after apply Theme Based Model in teaching speaking for the students. In the last meeting on his research, the average of the students got mark 85, while MCC is 65.
From the latest related research above the researcher concludes that using Content Based Instruction especially in Theme Based Model is very good and suitable to be used to teach the students in speaking skill.
In this research there are some difference case about the speaking skill, the research uses Theme Based Model at the seventh grade of SMP Negeri 2 Lotu to increase the students ability in speaking skill. The subject of this research is the students of SMP Negeri 2 Lotu at the seventh grade. The both research are different because this research uses Theme Based Model which has a certain character, principles, and procedures of implementing it.
C. Conceptual Framework Speaking is one of the skill that should be mastered by the students in studying
english. If the students want to be a good speakers, they should be practice their speaking every day.
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In the syllabus of SMP Negeri 2 Lotu, speaking is taught to the students. But in fact, most of the students are not able to share their experience, the students are not participate and motivate to speak, the students are not able to perform, to model, and to express their ideas within conversation, and the students are not able to convey their ideas through speaking.
The researcher solves the problem in teaching speaking skill by using Theme Based Model. In applying Theme Based Model there some stages namely, the researcher invites the students to work in group, share their experience with others, express the ideas based on the expression to the other student and taught the students based on the need and interest. To make easy understand, the researcher makes a framework in the next page.
Theme Based Model
Teaching-learning process
The goal of Procedures
Advantage
Teaching-Learning
The students’ achievement
Figure1:
The Conceptual Framework
CHAPTER III RESEARCH METHOD
A. The Object of the Action Research In doing this research, the researcher applied the Classroom Action Research (CAR). As stated by McNiff (2006:1), action research talks about improving practice, but talks less about improving learning as the basis of improving practice and even less, it is used as the new theory and an important contribution to the world of ideas. In other words, Classroom Action Research is important action for the teachers who are competent in improving practice, and also how the teacher is able to transform the learning into the new learning and new practice that will be benefit for the students.
Regarding to the explanation above, the researcher chose Classroom Action Research in doing this research because the researcher wanted to increase the students’ ability in speaking skill. As the subject of the research was “The Students’ Ability in Speaking Skill by Using Theme Based Model”. To observe the activities of the researcher and the students during the teaching-learning process, the researcher needs a teacher-collaborator. According to Arikunto, dkk. (2008:22), the beginner researcher should collaborate with the English teacher in conducting the Classroom Action Research. It mean that the English teacher helped the researcher in planning, action, observation and reflection. So it was possible for the researcher asked many suggestions from the English teacher in conducting this research. The researcher chose the English teacher of SMP Negeri 2 Lotu as his teacher-collaborator. The researcher hoped that by having the collaboration with the teacher-collaborator, the activities of
the researcher and the students during the teaching and learning processes could be observed well.
B. The Setting and Subject of the Research The setting of the research was SMP Negeri 2 Lotu that is located on Maziaya village, Lotu. The total numbers of the teachers were 16 persons and two of them were English teachers. The school consisted of 6 classes, the seventh grade consisted of 2 classes, the eighth grade consisted of 2 classes, and the ninth grade consists of 2 classes and the total students for all grades were 140 persons. The subject of the research was VII-A (seventh class students which was consisting of 25 students). The researcher chose class VII-A, because the students in the class has problems in learning speaking.
The real condition of the seventh grade students of SMP Negeri 2 Lotu could be seen as below.
Table 3
THE CONDITION of the SEVENTH GRADE STUDENTS of SMP NEGERI 2 LOTU in 2015/2016
Source: office of SMP Negeri 2 Lotu
C. The Schedule of the Action Based on the planning, the researcher conducted the research around two
months. It started on April – May 2016 refers to the education calendar and syllabus of the seventh grade of SMP Negeri 2 Lotu.
D. The Procedures of Implementing the Action In doing this research, the researcher arranged the procedures of the action
implementation in one cycle or more. The cycle consisted of some activities, they were:
1) Planning that involved the determination of learning material and determination of the schedule in implementing it.
2) Action was the realization of theory and teaching strategy. It was aimed to solve the problem.
3) Observation was done with the process of learning activities it was running in the class, and it involved the students’ activities, the development of material and the result of the learners.
4) Reflection involved the analysis activities of learning result with arranging the improved plan for the next cycle. The procedures above consisted of planning, implementation, observation and
reflection. In other words, before doing the research, the researcher needed to prepare many things and predicted two opportunities both successful and unsuccessful. Whenever the researcher was unsuccessful to conduct Cycle I, which could be seen in
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the reflection, the researcher needed to improve the planning of the action of the research. Moreover, if the research was successful in Cycle I, the researcher directly drawled the conclusion and the result reported. The figure of this research cycle could
be seen on the next page.
Preliminary study
Cycle I
Planning The researcher looking for the syllabus, prepares the lesson plan, material, and prrepares the
Action
The researcher devided the students into groups, introduce the material, asked the students
experience, then asked the students to chose a theme related to expressions of love, invited
the students to share their experience with their friends, asked the students to arranged a
Observation