TEACHING SPEAKING USING CONVERSATION IN THE NOVEL FOR THE EIGHT GRADE STUDENTS OF SMP MUHAMMADYAH 10 Teaching Speaking Using Conversation In The novel For The Eight Grade Students of SMP Muhammadyah 10 Surakarta.

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TEACHING SPEAKING USING CONVERSATION IN THE NOVEL FOR THE EIGHT GRADE STUDENTS OF SMP MUHAMMADYAH 10

SURAKARTA

MUHAMMADYAH UNIVERSITY OF SURAKARTA

PUBLICATION ARTICLE

Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education

in English Department

NISSA SAJDAH LAILY A320120157

SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADYAH UNIVERSITY OF SURAKARTA

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i APPROVAL

TEACHING SPEAKING USING CONVERSATION IN THE NOVEL FOR THE EIGHT GRADE STUDENTS OF SMP MUHAMMADYAH 10

SURAKARTA

PUBLICATION ARTICLE

NISSA SAJDAH LAILY A320120157

Has been checked an approved by:

Consultant I Consultant II

Anam Sutopo, S. Pd., M. Hum., Dr. Drs. Agus Wijayanto, Ph. D.

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ACCEPTANCE

TEACHING SPEAKING USING CONVERSATION IN THE NOVEL FOR THE EIGHT GRADE STUDENTS OF SMP MUHAMMADYAH 10

SURAKARTA

NISSA SAJDAH LAILY A320120157

Accepted and approved by Board Examiner School of Teacher Training and Education

Muhammadyah University of Surakarta On Juni 9, 2016

Team of Examiners:

1. Anam Sutopo, S. Pd., M. Hum., Dr. (...) (Chair Person)

2. Agus Wijayano, Ph. D. (...) (Member I)

3. Muamaroh, Ph. D. (...) (Member II)

Dean,

Prof. Dr. Harun Joko Prayitno NIP 196504281993031001

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iii I, whose autograph signed below:

Name : Nissa Sajdah Laily NIM : A320120157

Program : English Education Department

Testify this publication article entitled TEACHING SPEAKING USING CONVERSATION IN THE NOVEL FOR THE EIGHT GRADE STUDNETS OF SMP MUHAMMADYAH 10 SURAKARTA, is the real work of the writer and no plagiarism of the previous literary work which have been raised to obtain bachelor degree of a certain university, nor there are opinions or masterpieces which have been written or published by others, except those in which the writing was referred in the manuscript and mentioned in literary review and bibliography.

Hence, later, if it is proven that there are untrue statements in this testimony, I will hold responsibility.

Surakarta, Juni 9, 2016 The writer,

NISSA SAJDAH LAILY A320120157

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TEACHING SPEAKING USING CONVERSATION IN THE NOVEL FOR THE EIGHT GRADE STUDENTS OF SMP MUHAMMADYAH 10

SURAKARTA By

Nissa Sajdah Laly

School of Teacher Training and EducationMuhammadyah University of Surakarta Abstract

This study aims to describe the implementation of teaching speaking using conversation in the novel, the effectiveness of teaching speaking using conversation in the novel and the strength and weaknesess of teaching speaking using conversation in the novel for the eight grade students of SMP Muhammadyah 10 Surakarta. the writer uses descriptive qualitative research. The subject of this study is the English teacher and the eight grade students of SMP Muhammadyah 10 surakarta.. the methods of collecting data are observation, document analysis, and interview. In analyzing the data, the writer uses an interactive model, namely, data reduction, data display and verification of data. Based on the research finding, the teacher used role play in teaching speaking, while the procedures to teaching speaking are; 1.) opening 2.) main activity 3.) closing. This research is quite effective because there is a significance increase in students score of using conversation in the novel. The strenght of this research is students happy and enjoy, while the weakness is there is a lack of time in teaching speaking and less of novel collection.

Keywords:teaching speaking, conversation, novel, role play. Abstrak

Penelitian ini bertujuan untuk mendeskripsikan penerapan pengajaran berbicara dengan menggunakan percakapan pada novel, keefektifan pengajaran berbicara dengan menggunakan percakapan pada novel, kelemahan dan kelebihan pengajaran speaking dengan menggunakan percakapan pada novel untuk murid kelas delapan SMP Muhammadyah 10 Surakarta. Penulis menggunakan penelitian deskriptif kualitatf. Subjek dari penelitian ini adalah guru bahasa inggris dan murid kelas delapan. Dalam menganalisa data, penulis mengguanakn model interaksi, diantaranya; reduksi data, display data, dan verifikasi data.. berdasarkan penemuan penelitian, guru menggunakan teknik role play dalam pengajaran berbicara, sedangkan prosedur pengajaran dalam pembelajaran berbicara adalah; 1.) pembukaan 2.) aktifitas inti 3.) penutup. Penelitian ini lumayan efektif karna terdapat kenaikan yang signifikan pada nilai siswa ketika menggukana percakapan pada novel dalam pembelaran berbicara. Kelebihan dari penelitian ini adalah bahwa siswa merasa senang dan menikmati, sedangkan adapun kelemahan dari penelitian ini adalah kurangnya waktu dan koleksi novel.

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2 1. INTRODUCTION

English is one of the international languages that is used by many people in the world and in many areas of everyday life. Therefore, using English is the easiest way to communicate with people from other countries about many aspects in human life such as technology, economy, social, and politics. English is a foreign language in Indonesian context. Learning a foreign language is an integrated process that the learner should study the four basic skills: listening, speaking, reading, and writing. We use it to understand our world through listening and reading and to communicate our feeling, need, and desires through speaking and writing. By having more knowledge about language skill we have much better chance of understanding and being understood and getting what we want and need from these around us.

Teaching speaking is different from teaching writing. Teaching speaking has its own ways to make students engaged. Such activities may include role playing, games, problem-solving, song, and discussion (Fauziati, 2008: 122). In this case, the writer use role playing as a technique to teaching speaking by using conversation in the novel.

The objectives of this study is to describe the implementation of teaching speaking using conversation in the novel for the eight grade students of SMP Muhammadyah 10 Surakarta, the effectiveness of teaching speaking using conversation in the novel for the eight grade students of SMP Muhammadyah 10 Surakarta. Then the last, the strenght and weaknessess of teaching speaking using conversation in the novel for the eight grade students of SMP Muhammadyah 10 Surakarta.

There are some researchers which are already used as reference by the writer for the research because they have long been focused on the research on speaking skill. Susanti (2007) draws the conclusion on her research that from the result of the analysis, it is proven that the students. score of speaking taught by using role play is better. This result has answered the research question that the use of role play in teaching speaking is quite effective.

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Nurhayati (2011) draws the conclusion on her research that the result of the research show that there was improvement on the student’s speaking skill in actively communicative by using Communicative Language Teaching. Irianti (2011) draws conclusion on her research that the result of this study is proved that the response of the students toward the teacher profesionalism and their interest in learning speaking using role play technique is 75.00% and 78.57% that means it falls into the strong and very strong category. It can be conclude that the students like role play technique. Rachmawati (2013) draws conclusion on her research from the result of this research is that students outcomes using this technique were good in criteria with the average 30,6. From the data of the students responses, students felt enjoy, happy, and found their self confidence during performance. Nopiani (2013) draws the conclusion from the result of data analysis from the administration of questionnaire showed the positive changing attitude and motivation of students in learning speaking skill through role play. Sunardi (2013) draws conclusion from the result of the study is that the use of role play technique is effective to increase their speaking ability especially fluency and pronounciation.

In learning speaking skill, the students often find some problems. The problem frequently found is that their native language causes them difficult to use the foreign language. Other reason is because of lack motivation to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation. Many factors can cause the problem of the students speaking skills namely the students. interest, the material, and the media among others including the technique in teaching English. Many techniques can be applied including role play because many research findings say that this technique is effective to use in teaching speaking.

2. RESEARCH METHOD

This research was conducted on January 11 up to April 29, 2016 at the eight grade of SMP Muhammadyah 10 Surakarta.. The subject of the study are the English teacher and the eight grade students of SMP Muhammadyah 10

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Surakarta. The object of this study is the teaching-learning process of speaking at the eight grade of SMP Muhammadyah 10 Surakarta. the writer observed two times, the first observation was done on Monday, February 15, 2016. Then the second observation was done on Friday, April 29, 2016. The writer only observed one class to get the data in teaching-learning procedure. To collect the research data, based on the aim of the study, the writer applied three research technique, namely; observation, interview, and document analysis. The data in this research are analyzed by using descriptive qualitative research. The writer uses an interactive model that includes three main components, namely; the data reduction, data display, and verification of data or conclusion.

3. RESEARCH FINDING AND DISCUSSION a. Research Finding

The writer used some method for collecting the data. First, the writer observed the teaching-learning process on speaking skill to get the real description. Then the writer analyzed the document such as speaking materials, lesson plan, some field note, and the result of students work and score.. and interviewed with the teacher and the students at the eight grade of SMP Muhammadyah 10 Surakarta.

1. The Implementation of Teaching Speaking using Conversation in the Novel for the Eight Grade Students of SMP Muhammadyah 10 Surakarta.

Based on the observation, the teacher used the technique of role play. the writer use role play because it gives students an opportunity to practice communicating in different social context and social roles. So, it can improve students oral performance. In addition, it allows students to be creative and to put themselves in another person’s place for a while. Role play is also a technique that make students work pairs or group. Support one another and make the classroom more interesting and to reduce student’s boredom. It is appropriate with Brown (2004: 174) role playing is a popular pedagogical activity in communicative language teaching classes. Within constraint set forth by the guidelines,

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it frees students to be somewhat creative in their linguistic output. Role play allows some rehearsel time so that students can map out what they are going to say, and it has the effect of lowering anxieties as students can, even for a few moments, take on the person of someone other than themselves. In using role play technique the writer used scripted role play that using conversation in the novel as media. The writer is doing a twice observation, in each observation they all have similar treatment. In the first and second observation the teacher used opening, main activity, and closing. In the first observation each group played a different theme of chapter in the novel. However in the second observation they just get only one theme of chapter in the novel for each group. But it doesn’t matter because every students have their speaking skill individually and the teacher want to measure their speaking skill.

2. The Effectiveness of Teaching Speaking using Conversation in the Novel for the Eight Grade Students of SMP Muhammadyah 10 Surakarta.

After conducting the research the writer obtained two kinds of data, the score of pre-test and the score of post test, below are the data of student’s score that had been crosscheck from the teacher who have authority to done the assesment, so it can be said that the data is valid because it was done by the teacher as expert jugdjes, and these data are absolutely subjective because it was done based on the student’s score orientation that consist of four criteria, which are the scores of grammar and vocabulary (lexicogramatical), discourse management, intonation, communication strategy.

Based on the result of T-test show that there is no significance difference between pre-test and post-test I which is shown with the significance value 0,717>0,05 but there is a difference between

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post-6

test I and post-test II with the significance value 0,000<0,05 and there is also a difference in the post-test II and post-test III has been shown with the significance value 0,000<0,05. So, it can be conclude that there is a significance increase in teaching speaking using conversation in the novel. It is proven that the student’s score of speaking thaught using conversation in the novel is better. It means that the use of conversation in the novel in teaching speaking is quite effective. Another reason based on the student’s responses is because most students find that playing a role using conversation in the novel is fun and enjoyable. This reason leads to better attention in learning and stimulate them to participate in role play activities.

3. The Strenght and Weaknessess of Teaching Speaking using Converstaion in the Novel for the Eight Grade Students of SMP Muhammadyah 10 Surakarta.

a) The Strenghts of Teaching Speaking Using Conversation in the Novel

1) Students enjoy and happy

Based on observation and interviewed with the students, the writer can conclude that the students are enjoyed and happy. Those are indicated by the students doing during the lesson. They are cooperative enough with the teacher and have a great spirits to follow the teaching learning process. They become more challenging to be able give a good performance, more active and more creative.

2) Students learn something new

Teaching speaking using conversation in the novel gave something new to the students, first, it is gave them first experience using media novel in learning english, second, they not only get the learning material from the textbook, but also from the novel, for instance, they can get the example of

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expression how to ask something based on conversation in the novel.

b) The Weaknesses of Teaching Speaking Using Conversation in the Novel

1) The lack of time

The problem for the teacher is lack of time in teaching speaking using connversation in the novel. Because of it, the teaching learning process using PPP (Presentation, Practice, Produce) does not run perfectly. The teacher should be able to implement the three stages of the learning style, because of the lack of time, then the teacher does not implement the produce stage and also should done the practice stages into two meeting.

2) The less of novel collection

The second weaknesses of this research is the less of novel collection. Because the novel used by the teacher is only one, it is the novel from Arswendo Atmowiloto “Cemara’s Family” that taken from the TV series with the same tittle. The writer and also the teacher think that there is should be a various novel that should be thaught in learning process in order create a variousness.

b. Discussion

Based on the research finding, the writer gets some results. The first is the implementation of teaching speaking using conversation in the novel. The teacher used role play as a technique because it gives students an opportunity to practice communicating in different social context and social roles. It is appropriate with Brown (2004: 174) role playing is a popular pedagogical activity in communicative language teaching classes. Within constraint set forth by the guidelines, it frees students to be somewhat creative in their linguistic output. Role play allows some rehearsel time so that students can map out what they are going to say, and it has the effect of lowering anxieties as students can, even for a few moments, take on the

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person of someone other than themselves. Based on the observation, the writer get some result related to the implementation of teaching speaking using conversation in the novel, the procedure that the teacher used are opening, main activity and closing. In using role play technique the writer used scripted role play by using conversation in the novel.

To know the effectiveness of teaching speaking by using role play, the writer gives oral test to the students. Because the test is oral test, the writer divided the score into five criteria, which are the scores of grammar and vocabulary (lexicogramatical), discourse management, intonation, communication strategy. Each criteria, then, is rated into five scale of rating scores. After that, to get the mean, the scores from all criteria are sum and divided into five. The pre-test had been given before the treatment was given. Moreover, the post-test was given after he had given the treatment to the class. Based on the result of the data analysis, it is proven that the student’s score of speaking thaught using conversation in the novel is better. It means that the use of conversation in the novel in teaching speaking is quite effective. Another reason based on the student’s responses is because most students find that playing a role using conversation in the novel is fun and enjoyable. This reason leads to better attention in learning and stimulate them to participate in role play activities

Based on the observation, interview and document analyzed, the writer could know the strenght and weaknesses in the implementation of role play technique in teaching speaking using conversation in the novel for the eight grade students of SMPMuhammadyah 10 Surakarta. The implementation of teaching speaking using conversation in the novel makes students enjoyed and get something new. Those are indicated by the students doing during the lesson. They are cooperative enough with the teacher and have a great spirits to follow the teaching learning process. They find challenging to be able to think smart, more active, and more creative. It would make students know what they have to do. It means that, the strenght in implementation of role play technique using conversation in the novel

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here is the students would be enjoyed and get something new. They are not bored with the lesson. The weaknesess of the implementation of teaching speaking using conversation in the novel are related to the teacher’s problem. There is a difficulty in managing the time. Because of it, the teaching learning process using PPP (Presentation, Practice, Produce) does not run perfectly. The teacher should be able to implement the three stages of the learning style, because of the lack of time, then the teacher does not implement the produce stage and also should have done the practice stages into two meeting.

4. CONCLUSION

After conducting observation of teaching speaking using conversation in the novel for the eight grade students of SMP Muhammadyah 10 Surakarta, it can be conclude that there are three steps of the implementation of teaching speaking using conversation in the novel that is opening, main activity, and closing. After the treatment given, there were many positive result, firstly, students can be creative and active, and secondly, it was successful in improving student’s speaking skill.

After analyze the data gained from the pre-test, the researcher found that the student’s speaking skill ability was low, based on the observation and interview with the students, the researcher found that most of the students think that English is difficult, it was make the students lost their motivation and interest in speaking class. But after the treatment given to them and the teacher doing a post-test, there are a different significant of their score that was increased, it means that there was improvement of the students by using conversation in the novel to teach speaking. It is proven that the student’s score of speaking thaught using conversation in the novel is better. It means that the use of conversation in the novel in teaching speaking is quite effective.

Teaching speaking using conversation in the novel also has strenght and weaknesses. It was successful in improving students speaking skill and also

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make the student being creative and active, it makes the students enjoyed and happy. But there was also the weaknessess of the teaching speaking using conversation in the novel, based on the observation and interview with the teacher, firstly, there is a lack of time of time and secondly, less of the novel.

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