THE USE OF TALK TIME SOFTWARE WITH EVERYONE IS A TEACHER HERE STRATEGY TO DEVELOP STUDENTS’ PARTICIPATION IN SPEAKING CLASS (Classroom Action Research of The Seventh Grade Students of SMP IT Nurul Islam Tengaran in The Academic Year of 2015/2016). - Test
THE USE OF TALK TIME SOFTWARE WITH EVERYONE IS A
TEACHER HERE STRATEGY TO DEVELOP STUDENTS’
PARTICIPATION IN SPEAKING CLASS (Classroom Action
Research of The Seventh Grade Students of SMP IT Nurul Islam
Tengaran in The Academic Year of 2015/2016).
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education
Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
ANNIATUS SA’DIYAH
113 11 117
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE
“Be an inspiration, do not be an imitation” ~Dian Pelangi~
DEDICATION
This paper is sincerely dedicated for:
My beloved parents, my father Sakur and my mother Sunarsih , thanks for all support, finance, trust, motivation me to be a better person, and everlasting prayer.
My beloved sister (Siti Hamidah Hanum), my aunt (Solehah), and my uncle (Soleh), my Grandfather, Grandmother, and my big family thanks for your togetherness and love.
My Islamic Teachers (KH.Masbuhin Faqih, KH.Zinul Arifin Arif, KH.Hbibullah, Ust.Fahrussani, Mr.Taufik Rozikin, Mr.Kalend Osen, Mrs.Erna. Ust.Haris, Usth.Nurrohmah, and Usth.A’yun. Thanks for the guidance when I was in junior and senior high school.
My lovely musyrifah at SMP IT Nurul Islam Tengaran Islamic Boarding School. I will miss you all.
All of my Lovely friends at Salatiga ( Kuni, Arum, isti, muntasiroh, triyanah, istiqomah, and faizah)
My lovely friends at IAIN Salatiga especially TBI 2011.
ABSTRACT
ANNIATUS SA’DIYAH (2015) “THE USE OF TALK TIME SOFTWARE WITH EVERYONE IS TEACHER HERE STRATEGY TO DEVELOP STUDENTS’ PARTICIPATION IN SPEAKING CLASS OF THE SEVENTH GRADE OF SMP IT NURUL ISLAM TENGARAN IN THE ACADEMIC YEAR 2015/2016
”. Graduating Paper. English Department of Educational Faculty. IAIN Salatiga. Counselor: HANUNG TRIYOKO, M.Hum, M.Ed. This study is a classroom action research. The general objective of this study is The use of talk time software with everyone is teacher here to develop students’ participation in speaking class, while the specific objectives of this research are (1) To find out the result of the writer use of talk time software with everyone is teacher here strategy. (2) To find out the implementation of talk time software with everyone teacher here strategy to develop student s’ participation in speaking class. This classroom action research was conducted at SMP IT Nurul Islam Tengaran. The procedure of the research consisted of planning, action, observation, and reflection. The data were collected from achievement test and observation. The tests were in the form of pre-test and post-test I, post test II conducted in cycle 1 and cycle 2. The research resulted: Using talk time software with everyone is teacher here strategy to develop students’ participation in speaking class , it is proved with the students’ improvement score of the tests. the mean of pre-test is 70,55, post-test I is 70,74, and the mean of post-test II 87,03.
Key Word: talk time I, everyone is teacher here strategy, participation, speaking
class
TABLES OF CONTENTS
TITLE .............................................................................................................. i
DECLARATION ............................................................................................. ii ATTENTIVE CONSELOR NOTES................................................................ iii STATEMENT OF CERTIFICATION ............................................................. iv MOTTO............................................................................................................ v DEDICATION ................................................................................................. vi ACKNOWLEDGEMENT ............................................................................... vii ABSTRACT ..................................................................................................... x TABLE OF CONTENT ................................................................................... .. xi LIST OF TABLES ........................................................................................... xiv LIST OF FIGURE ……………………………………………………………. xv
CHAPTER I: INTRODUCTION A. The Background of the Study ...........................................................1 B. The Statement of the Problem……………………………………………2 C. The Objectives of the Study…………………………...........................3 D. The Limitation of the Study............................................................... …..4 E. The Benefits of the Study …............................................................ ….4 F. Definition of Key Terms. ………................................................... 5
G.
Literature of Review....………………………………………………....6 H. The Outline of the Study…………………………………….......……….7
CHAPTER II: THEORITICAL FRAMWORK A. Speaking .................................................................................................... 9 1. Concept of Speaking a. Definition of speaking ……………………....................................9 b. The Elements of Speaking............................................................. .9 c. Teaching Speaking........................................................................ 12 d. Types of Classroom Activities Performance……..…………..…..12 e. Classroom Speaking Activities .................................................... 14 2. Concept of Everyone is Teacher Here a. The Definition of Everyone is Teacher Here ...……………....…18 b. The Advantage and Disadvantage of Everyone is Teacher Here ..18 c. The Procedures of Everyone is Teacher Here strategy……..……19 CHAPTER III: RESEARCH METHOD ……………………………………...….26 A. The Setting of the Study ................................................................................ 26 B. The Subject of the Study ............................................................................. 31
C.
Method of the Research…………………………………………………..…33 D.
Research Instrument………………………………………………………..38 E. Method of Data Analysis………………………………………..…………39
CHAPTER IV: ANALYSIS AND DISCUSSION A. Data Presentation .................................................................................................. 41
B. Calculation of the Test Result................................................................................ 54
CHAPTER V: CLOSURE A. Conclusion ............................................................................................................ 60B. Suggestion ............................................................................................................ 61
BIBLIOGRAPHY APPENDIXES CURRICULUM VITAE
LIST OF TABLES
TABLE 3.1 THE CONDITION OF EDUCATIONAL FASILITIESTABLE 3.2 THE PROFILE OF THE TEACHER OG LANGUAGE TUTORING PROGRAM OF SMP IT NURUL ISLAM TENGARANTABLE 3.3 THE SITUATION OF THE STUDENTS OF LANGUAGE TUTORING OF SMP IT NURUL ISLAM TENGARAN IN THEACADEMIC YEAR 2015/2016
TABLE 3.4 LIST OF THE SAMPLE TABLE 3.5STUDENTS’ OBSERVATION SHEET
TABLE 3.6 CLASS PARTICIPATION RUBRICTABLE 4.1 THE RESULT OF PRE TESTTABLE 4.2 THE RESULT OF POST TEST I TABLE 4.3STUDENTS’ OBSERVATION SHEET
TABLE 4.4 THE RESULT OF POST TEST II TABLE 4.5STUDENTS’ OBSERVATION SHEET
TABLE 4.6 CALCULATING THE TEST SCORELIST OF FIGURE
FIGURE 2.1 THREE LEVEL OF TALK TIME SOFTWAREFIGURE 2.2 DESIGN AND LAYOUT OF TALK TIME SOFTWAREFIGURE 2.3 TALK TIME SOFTWAREFIGURE 2.4 FAMILY TOPICFIGURE 2.5 CD OF TALK TIME SOFTWARECHAPTER I INTRODUCTION A. The Background of the Study Language is the most important aspect in life being and most
completly expressed in speech. Everyone shows their feeling to each other by using language. They can express their ideas, feelings, and thoughts. In language learning, the student is often unable to produce or to hear elements and patterns which differ from those of his first language (Lado, 1983:55).
Learning is acquiring or getting knowledge of a subject or a skill by study, experience, or instruction (Brown, 1980:7). Students need concentration and motivation when they learn language. It is caused of differences of students skill. As long as they practice there is a teacher who controls and motivate them. Because teacher is the central subject of the study (Lado, 1987:11).
Speaking is the good way to practice the language. Many student difficult to speak the english. Because they are unconfident to practice it.
Speaking is the single most important aspect of learning a second or foreign language (Nunan, 1991:39). .
The problem comes from the students who do not interest the material and bored in the class. As the result, they did not speak english actively when they are in speaking class. They do not pay attention when the teacher gives explanation about materials. To improve and making interest it the writer would like to solve the problem.
Externally, The problems may come from some factors such as: (1) the use of strategy is not appropriate; (2) teachers prefer lecturing rather than solving problem; (3) the teachers teach seriously and statically, there is not variation made by teacher to make student interested and motivated.
Brown (1980:7) described in teaching-learning devided as “showing or helping someone to learn how to do something, giving instruction, guiding in the study of something providing with knowladge, causing to know or understand. On the language learning, there are four english language skill. Namely speaking, listening, writing, reading.
However on this research the researcher will more focus on the speaking skill.
Software and strategy can be one of influential program to improve student speaking class. Strategy is important to make the teaching process more effective, interesting, and amazing. One of the software and strategy are use Talk Time Software and Everyone is Teacher Here strategy.
According to Allyn and Bacon (1996:113) everyone is teacher here is an easy strategy for obtaing classwide participation and individual accountability. It gives every student the opportunity to act as a “teacher” for other student.
The procedure of Everyone is Teacher Here strategy such as: (1) hand out an index card to each student. Ask student to write down a question they have about the learning material being studied in the class; (2) collect the cards, shuffle them, and distribute one of each student. Ask student to read silently the quesrion or topic on their card and think of a respon; (3) invite volunteers who are willing to read out loud the card they obtained and give a response; (4) after a response is given, ask the others in the class to add to what the volunteer ahs contributed; (5) continue as long as there are volunteer.
From the explanation above the writer would like to make research entlitled
“THE USE OF TALK TIME SOFTWARE WITH EVERYONE
IS A TEACHER HERE STRATEGY TO DEVELOP STUDENTS’ PARTICIPATION IN SPEAKING CLASS (Classroom action research of the seventh grade students of SMP IT Nurul Islam Tengaran in The Academic Year of 2015/2016).
B. The Statements of the Problems
Based of the background of the study, the writer formulates the problems of the study as follows:
1. What is the result of the researcher uses of talk time software with everyone is teacher here strategy to develop students ’ participation in speaking class in the seventh grade of SMP IT Nurul Islam Tengaran in the academic year of 2015/2016?
2. How is the implementation of Talk Time Software with Everyone
Teacher Here to develop student s’ participation in speaking class in
the seventh grade of SMP IT Nurul Islam Tengaran in the academic year of 2015/2016?
C. The Objectives of the Study
Based on the statements of the problems above, the objectives of the study are as follows:
1. To find out the result of the use of talk time software with everyone is
teacher here strategy to develop students ’ participation in speaking class in the seventh grade of SMP IT Nurul Islam Tengaran in the academic year of 2015/2016?
2. To find out the implementation of talk time software with everyone
teacher here strategy to develop student s’ participation in speaking class in the seventh grade of SMP IT Nurul Islam Tengaran in the academic year of 2015/2016? D.
The Limitation of the study
In the research, the writer limits the problem only on the student’s speaking class by using a “Talk Time” Software with “everyone is teacher here” strategy todevelope students’ participation in speaking class of the seventh grade of SMP IT Nurul Islam Tengaran in the academic year 2014/2015.
E. The Benefit of the study
The writer hope that this research will have some benefits in the english teaching speaking learning process, especially in teaching speaking skill. There are two kinds of the benefits in this research, 1.
Theoritical benefit a.
This research will enrich the study on the teaching speaking class especially use talk time software with everyone is teacher here trategy.
2. Practical benefit a.
It helps the teachers increase the students’ speaking class b. By teaching speaking using talktime software with everyone is teacher here, it will motivate the students to be interest in learning english speaking.
c.
The student can expected to have more attention and interest to learning speaking because they have an interesting way in learning and they have a chance to practice their english ability.
F. Definition of key term 1.
Develop Develop is a general idea that something might be improved (Hopkins 1993:63).
2. Participation
Participation is take a part or become involved in an activity (Oxford Dictionary 2008:328).
3. Student Student is person who is studying at a college or university (Oxford Dictionary, 2008:441).
4. Speaking class Speaking is communicate with each other. Speaking make use language in ordinary, not singing, voice. Class is a group of students meeting regulary to study the same subject under the guidance of an instractor, to listen the teacher, to engange in guided discussion or in recitations.
5. Talk time Talk time is student book english with audio CD.
6. Software the collection of computer programmes that can be use with a particular computer.
7. Everyone is Teacher Here strategy It is one of strategy which makes the students more active in class. All the students will speak English. The students will be a teacher in front of the class and answer the question from their friend.
G. Literature of review
In this graduating paper, the researcher reviews which related studies to support this paper as mentioned.
THE USE OF SCAFFOLDING TALK TECHNIQUE TO
IMPROVE STUDENTS’ SPEAKING SKILL (CLASSROOM ACTION RESEARCH OF THE EIGHT GRADE OF MTS NEGERI ANDONG IN
THE ACADEMIC YEAR 2013/2014) by Tika Rahmawati. She focused on the use of scaffolding methode to improve speaking skill. She explained that expression of the teacher to interrac or give intruction to . her student in the classroom
The researcher concludes that scaffolding talk is teachers’ utterances that accompany his or her action in language classroom to provide guide, support in order to help the students understanding in assigning the students do some task by their instruction. Teacher usually try to use clear and concise words to make students understand what they have to do. Teacher support or assist students in the beginning of the learning and then give opportunity for students to take responsibility independently.
H. The Outline of The Study
Chapter 1 is the introduction which consists of the explanation of the background of the study, statement of the problems study, objective of the study, limitation of the study, benefit of the study, definition of of key term, literature of the study, and the outline of the study. Chapter 11 describe of the literature review which contain of the definition of Talk Time Software with Everyone is Teacher Here Setrategy. The tehnique of Everyone is Teacher Here Strategy, the general concept of Everyone is Teacher Here Strategy, the principle of Everyone Is Teacher Here Strategy, background of teaching speaking, the elements of speaking, the principle og teaching speaking, the role of the teacher and student in SMP IT Nurul Islam Tengaran, the definition of action research, steps in action research cycle, models of action research, objective of classroom action research. Chapter III discusses about the research method. It covers setting of research, method of research, the subject of research, data collecting method, research instrument, evaluation criteria, the procedures of research, and technique of data analysis. Chapter IV presents research findings and discussion. It includes the analysis of the method that used to develope students’ speaking skill in the seventh grade of SMP IT Nurul Islam Tengaran. Chapter V is conclusion and recommendation. It contents all of data analysis an gives some suggestion of the problems discussed.
The last part is bibliography.
CHAPTER II THEORETICAL FRAMEWORK A. SPEAKING 1. Concept of Speaking a. Definition of Speaking Speaking skill is an ability to orally express opinion, thought, and feeling to other people both directly and directly. Brown (2001: 267) cites that when someone can speak a language
it means that he can carry on a conversation reasonably competently. It is an important in learning English because with speaking we can express our ideas, notions, and feelings. Oral communication will be effective for students if the students know how to interact in expressing their thought and forming social relationship through speech.
b. The Elements of Speaking
The ability to speak fluently presupposess not only a knowledge of language feature, but also the ability to process information and language ‘in the spot’. There are elements of speaking according to Harmer (2001:269).
1) Language feature
The elements necessary for spoken production, are the following: a) Connected speech: in connected speech sound are modified, omitted, added, or weakened.we should involve students in activities designed specifically to improve their connected speech b)
Expressive device: native speaker of english change the pitch and stress of particular part of utterances, vary volume and speed., and show by other physical nad non-verbal (paralinguistic) means how they are feeling (especially in face-to-face interaction). The use of these devices contributes to the ability to convey meanings. They allow the extra expression of emotion and intensity. Student should be able to deploy at least some of such suprasegmental features and devices in the same way if they are to be fully effective communicators.
c) Lexis and grammar: spontaneous speech is marked by the use of a number of common lexical phrases, especially in the performance of certain language. Teachers should therefore supply a variety of phrases for different functions such as agreeing or disagreeing, expressing surprise, shock, or approval. Where students are involved in specific speaking contexts such as a job interview, we can prime them, in the same, in the same way, with certain useful phrases which they can produce at various stage of an interaction.
d) Negotiation language: effective speaking benefit from the negotiatory language we use to seek clarification and to show the structure of what we are saying. We often need to ask for clarification when we are listening to someone else talk and it is very crucial for student
2) Mental/ social processing
Success of speaker ’s productive ability involves the knowledge of language such as those discussed above, success is also dependent upon the rapid processing skills that talking necessitates.
a.
Language processing: languge processing involves the retrieval of word in their and their asembly into syntactically and propositionally appropiate sequences.
b.
Interacting with others: effective speaking also involves a good deal of listening, an understanding of how the other participants are feeling, and knowledge of how linguistically to take turns or allow others to do so.
c. Teaching Speaking
Everybody knows mastering the art of speaking is the most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language. The goal of teaching speaking skill taht is communicative efficiency. Teaching English makes the students activelly speak English,. Learner should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the massage due to faulty pronunciation¸ grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.
Teacher is no longer primarily to correct, but he or she is suposed to encourage students to practice speaking the target language.
Meanwhile, teacher should be able to encourage students speaking some sounds, repeating, and imitating him/her. Finally, the students are required to bee used to practice and do oral language d.
Type of Classroom Activities Performance Brown (2004: 141-142), stated that there are five categorizes
of speaking performance assessment tasks, described as follows: 1.
Imitative Teacher ask the student to drill word in which the student simply repet a phrase, sentence, and
2. Intensive
It is the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationships (such as prosodic elements- intonation, stress, rhythm, juncture). The speaker must be aware of semantic properties in order to be able to respond, but interaction with an interlocutor or test administrator is minimal at best. Examples of intensive assessment tasks include directed response tasks, reading aloud, sentence and dialogue completion; limited picture cued tasks including simple sequences; and translation up to the simple sentence level. Intensive can be self-initiated or pair work activity a. Responsive
Responsive assessment tasks included interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and a small talk, simple request and comments and the like.
b.
Interactive It is similar with the previous category which is representative, however it is different in the length and complexity of the interaction, which someone includes multiple exchanges and/or multiple participants. c.
Extensive Extensive oral production tasks include speeches, oral presentations, and storytelling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether.
Language style is frequently more deliberative (planning is involved) and formal for extensive tasks, but we cannot rule out certain informal monologues such as casually delivered speech (for example, my vacation in the mountains, a recipe for outstanding pasta primavera, recounting the plot of a novel or movie).
From the explanation above, it can be summarized that speaking performance assessment tasks are imitative, intensive, responsive, interactive and extensive. We have to know that designing appropriate assessment tasks in speaking begins with the specification of objective or criteria like all of those above speaking performance assessment task
e. Classroom Speaking Activities
Teaching speaking should be atractive and interactive for the
learner. There are many type of clasroom activities. Harmer (2001:348-352) states six classroom speaking activities. They are acting from script, communication games, discussion, prepared talks, questionnaires, simulation, and role play.
1. Acting for script Playing scripts and acting out the dialogues are two kinds of acting scripts that should be considered by the teacher in the teaching and learning process. In the playing scripts, it is important for the students to teach it as real acting. The role of the teacher in this activity is as theatre directors, drawing attention to appropriate stress, intonation, and speed. This means that the lines they speak will have real meaning. By giving students practice in these things before they give their final performances, the teacher ensures that acting out is both a learning and language producing activity. In acting the dialogue, the students will be very helped if they are given time to rehearse their dialogues before the performance. The students will gain much more from the whole experience in the process.
2. Communicative games Games are design to provoke communicationbetween student freequenly depend on an information gap. One student has to talk to a partner in order to solve a puzzle, draw a picture, put thing in the right order, or fine similarities and differences between pictures.
3. Discussion
Discussion is probably the most commonly used activity in the oral skills class. Here, the students are allowed to express their real opinions. According to Harmer (2001:272) discussion range is divided into several stages from highly formal, whole - group staged events to informal small-group interactions.
The first is the buzz groups that can be used for a whole range of discussion. For example, students are expected to predict the content of a reading text, or talk about their reactions after reading the text
The second is instant comments which can train students to respond fluently and immediately is to insert ‘instant comment’ mini activities into lessons. This involves showing them photographs or introducing topics at any stage of a lesson and nominating students to say the first thing that comes into their head.
The last is formal debates. Students prepare arguments in favor or against various propositions. The debate will be started when those who are appointed as ‘panel speaker’ produce well rehearsed ‘writing like’ arguments whereas others, the
- audience, pitch in as the debate progresses with their own thoughts on the subject
4. Prepared talk Students make a presentation on a topic of their own choice.
Such talks are not designed for informal spontaneous convers ations because they are prepared and more ‘writing like’. However, if possible students should speak from notes rather than from a script 5. Questionnaires
Questionnaires are very useful because they ensure that both questioner and respondent have something to say to each other. Students can design questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design process. The results obtained from questionnaires can then form the basis for written work, discussions, or prepared talks 6. Simulation and role play
Simulation and role play can be used to encourage general oral fluency, or to train students for specific situations.
Students can act out simulation as them or take on the role of completely different character and express thoughts and feelings as they doing in the real world.
From those type of classroon activities, teacher can use one of the type. May the teacher choose one of the activity which one are related to the lesson will be discussion. Example: discussion. Teacher can use picture to act students interest to practice in front of their friend. These activities can be used as the way to measure how far the student can speak, say, and express their feeling in english.
2. Concept of Everyone is Teacher Here a. The definition of Everyone is Teacher Here Everyone is teacher here strategy is an easy strategy.
According to Silberman (1996: 113) everyone is a teacher here is a strategy for obtaining classwide participation and individual accountability. It gives every student the opportunity to act as a “teacher” for other student. He adds with this method, learners who had been involved would not want to participate in active learning will be active. It means Everyone is Teacher Here is one of the teaching method which giving a chance to the students to participate in the classroom. This method is challenging for the students, because each of them is given a chance to be a teacher for their friends.
b.
The adventage and disadvantage of everyone is teacher here
The adventage of this strategy is students will active to speak english and their participation will in class increase. When student act as a “teacher” they will speak more and other student will respect what they are talking about. In addition the relationship between teacher and students will achieve in speaking, they are strongly influenced by the ability and skill of teachers in choosing teaching methods that used. The disadvantage of this strategy is when it gives every student the opportunity to act as a “teacher” for other student, there is one of them who is nervous. Then the teacher force the student.
c. The procedure of everyone is teachere here strategy
The procedure of everyone is teacher here strategy are: 1. Hand out an index card to each student. Ask students to write down a question they have about the learning material being studied in the class.
2. Collect the cards, suffle them, and distribute one to each student ask student to read silently the question or topic on their card and think of response.
3. Invite volunteers who are willing to read out loud the card they obtained and give a response
4. After a response is given, ask the others in the class to add to what the volinteer has contribited.
5. Continue as long as there are volinteers.
3. About of Talk Time software
In this modern era, the technology have been progressively. It is mean a teacher must be atractive to design the matherial as good as possible. Puspitosari (2010:1) stated by picture, music, video, and another multimedia the presentation will be interesting. She means that the presentation wiil be easily to remembering and understanding.
Technology is no surprise that expanding every minute of every day. Software is the collection of computer programmes that can be used with a particular computer. That would mean it should not be surprising that computers are becoming part of an everyday classroom.
There are some softwares use of educational in the classroom, but the writer chooses talk time software on this reseach. Talk time is a book which three-level conversation course and recording that provides speaking and listening practice based on everyday situations. It is mean Talk Time is a listening and speaking book based on a task approach. It is very simple, and would be appropriate for those who need just a cursory exposure to basic conversational English. are three level series of texts written by Susan
Talk Time
Stempleski. According to the author, the texts are designed for high beginning to low-intermediate students. Each level consists a student book with CD. In addition to the CD that accompanies the student book, there is a class CD (separate price) needed for the majority of class work. Although the text is written in American English, the CD have a variety of English accents. The book appears to be primarily suited for young adults, as the pictures and topics center on this age group. There seems to be some attempt to address ethnicity, as the pictures and names represent various groups. Three level series of the books as follows: Figure 2.1
Three level of talk time software When looking at the table of contents, the reader will note that common themes
- –jobs, weekend activities, entertainment, hobbies, and travel
- –predominate. Moreover, on the next page, a more detailed table can be found which lays out each unit’s theme, and grammar and vocabulary focus. The text is oriented toward listening and speaking only, with the stated goal being developing
Each unit has two lessons, and each lesson has five parts: speaking, listening, grammar, conversation, and communication.
At the back of the student book is a unit by unit review quiz that tests each unit’s vocabulary and grammar focus. This is quite useful, especially when a teacher is rushed for time yet still wants to measure what students have learned by the end of each unit.
There are pictures that introduce the unit’s vocabulary, and a brief two-sentence dialogue as an example of what students are expected to learn. In addition, there is a bubble that illustrates briefly how a student might respond to a question.
Talk Time is a listening and speaking book based on a task
approach. The researcer choose this Talk Time Software in this research because It is very simple, and would be appropriate for those who need just a cursory exposure to basic conversational English. Both the design and layout are not too crowded, with plenty of charts and diagrams, as well as good pictures. And the quizzes and unit tests are quite teacher-friendly.
The contain as follows: Figure 2.2
Design and layout of talk time software The writer choses the first book because the subject is seventh grade. The researcher also focuses on one aspect, it is speaking skills. Expecially on family topic and use the CD . It is not easily to f ocus on students’ participation in speaking class, then the researcher collaborates Everyone is Teacher Here Strategy to improve students’ participation in speaking class. The picture talk
Time Software and the topic which choosen by the reseacher are as
follows:
Figure 2.3 Talk time software
Figure 2.4 Family topic
Figure 2.5 CD of talk time software Source:
CHAPTER III RESEARCH METHOD A. Setting of The Study The researcher conducts the classroom action research in SMP IT Nurul Islam Tengaran. It is located in Jln Raya Salatiga KM. 8, Butuh, RT 20 RW 11 Kec. Tengaran, Kab. Semarang Jawa Tengah. .
1. The General Information of SMP IT Nurul Islam Tengaran
SMP IT Nurul Islam is an educational organization under Yayasan
Islam Sabilul Khoirot. The school was built in 2008. The name of this
school is Sekolah Menengah Pertama Islam Terpadu (SMP IT) Nurul Islam. The location of this school becomes one with Nurul Islam Islamic Boarding sachool. Mean while the word of Nurul Islam is taken from the name of Islamic boarding there (Nurul Islam Islamic Boarding School). The headmaster of this school is Sunarto S,pd. He is the new headmaster in there start from this year in the academic year 2014/ 2015.
In this school has two programs are formal and informal. Time schedule of formal program at 07.30-14.00 PM it is mean SMP IT Nurul Islam. Time schedule of informal at 14.00-14.45 PM it is mean Language Tutoring Program of Nurul Islam Islamic Boarding School.
As long as my observation in everyday life, both of the student lazy and less pasticipation when they was in Language Tutoring Program.
So that way, the serearcher take a place in language Tutoring Program of SMP IT Nurul Islam Islamic Boarding School for this Research by the use of Talk Time Software with Everyone is Teacher Here Strategy to Improve Students’ Participation in Speaking Class.
1 Fine
14 R.Ibadah
1 Fine
13 Gudang
3 Fine
12 R.Cuci
1 Fine
11 Kamar Mandi/Wc siswa
1 Fine
10 Kamar Mandi/ Wc Guru
1 Fine
9 R.TU
1 Fine
8 R.Guru Putri
7 R.Guru Putra
a. The Condition of Educational Fasilities Table 3.1 The Condition of Educational Fasilities
1 Fine
6 R.BP
1 Fine
5 R.UKS
1 Fine
4 R.Perpustakaan
1 Fine
3 Lab.Komputer
1 Fine
2 Lab.IPA
1 Fine
1 Ruang teori kelas
NO. FACILITIES TOTAL CONDITION
2 Fine
16 Rumah Dinas Guru
Most of teacher of language tutoring program graduated from islamic boarding school and an institude that uses billingual language.
4 Nurul Hikmah English BEC (Basic English
BEC (Basic English Course) Kediri
3 Agustina Ridho Utami English Teacher
BEC (Basic English Course) Kediri
2 Muntasiroh English Teacher
BEC (Basic English Course) Kediri
English Teacher
NO. NAME POSITION GRADUATION
IT Nurul Islam Tengaran
Table 3.2 The Profile of Teacher Language Tutoring Program of SMPThe Profile of Teacher
5 Fine
1 Fine b.
21 Lapangan
1 Fine
20 Gapuro dan Logo
1 Fine
19 Dapur
1 Fine
18 Kantin
1 Fine
17 Asrama murid
1 Anniatus sa’diyah
Teacher Course) Kediri
5 Aini Faizah Arabic Teacher
PP. Darus Salam Gontor
6 Retno Wahyuningsih Arabic Teacher
PP. Darus Salam Gontor
7 Zulia permata Qurota A Arabic Teacher
PP. Darus Salam Gontor
8 Sofin Nur Khosiyah Arabic Teacher
PP. Darus Salam Gontor
Arabic Teacher
Madrasah Aliyah Program Keagamaan (MAPK) Surakarta
9 Fu’ilal Wirdiyah
Madrasa Aliyah Program Keagamaan (MAPK) Surakarta
11 Sinna Anaka S.Pd English Teacher
IAIN Salatiga
12 Sinta Aunana S.Pd English Teacher
IAIN Salatiga
13 Hanifah Ainun Nabila Arabic Teacher
PP. Islam Al Amin Sukoharjo
14 Amanda Entin Faradila Arabic Teacher
PP. Islam Al Amin Sukoharjo
10 Hajar Nur Rohmah Arabic Teacher
15 Lutfi Ghozali English Teacher
PP. Tajul Ulum Grobogan
16 M.Arif English Teacher
BEC (Basic Englis Course) Kediri
17 Nahar Nurun nafi English Teacher
PP.Tajul Ulum Grobogan
18 Danang Sigit English Teacher
BEC (Basic Englis Course) Kediri
19 M.Anwarul Kafi English Teacher
BEC (Basic Englis Course) Kediri
20 Bani Arabic Teacher
PP. Darus Salam Gontor c.
The Situation of The Student
SMP IT Nurul Islam Tengaran is a famous school. It is good for parent who wants their child can speak in billingual language and another skill. They will be student who have more than one skill. In this tutoring language program the nineth grade do not joint this program, because they should focus on Ujian Nasional (UN).
Table 3.3 The situation of the students of Language Tutoring of SMP IT Nurul Islam tengaran in the academic year 2014/ 2015NO CLASS NUMBER MALE FEMALE TOTAL OF CLASS
1 I
3
90 93 183
2 II
3
90 90 180 TOTAL 6 180 183 363 B.
The Subject of The Study
The subject of the study is language tutoring program of SMP IT Nurul Islam Tengaran, Kabupaten Semarang.
1. Population
population is all of data which is as our consideration in certain place and time chosen. Population is a large group to which a researcher wants to generalize his or her sample result (Christensen, . 2000:158) Population of this research is the seventh grade of SMP IT Nurul Islam Tengaran in the academic year 2014/2015.
2. Sample A sample is a set of data collected and selected from statistical population by a defined procedure. The researcher takes the seventh
grade as the sample in this research. It is sevent grade that consist of
27 students. Most of the student less participation during speaking. Actually, some of students are clever, but some of them are shy to speech and less participation because they was tired under activities a day. Their schedule are full. So they less in participation. Both male and female are different classes. Than the researcher take a place in female class.
Table 3.4 List of The SampleNO NAME
1 Azza Nafisa Qotrunnada
2 Fadilah Nur Liali
3 Farah Hanum Putri
4 Nabila Hasna Musyrifah
5 Nadia Ananti
6 Nurul Fitri Hanifah
7 Salwa Nur Maulida
8 Sophia Kurniawati
9 Aghneta Putri
10 Amany Falihah