Improving The Students’ Ability In Using Polite Sentence through Short Story at the Second Years of SMP Negeri 3 Ujungbulu Kab. Bulukumba. - Repositori UIN Alauddin Makassar

  IMPROVING THE STUDENTS’ ABILITY IN USING POLITE SENTENCE

THROUGH SHORT STORY AT THE SECOND YEARS OF SMP NEGERI 3

UJUNGBULU BULUKUMBA

  

A Thesis

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan in English Education Department of

  

Tarbiyah and Teaching Science Faculty of

UIN Alauddin Makassar

BY

  

IRMAYANTI

Reg. Number: 20401106059

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHING SCIENCE FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR

  

2010

PERNYATAAN KEASLIAN SKRIPSI

  Dengan penuh kesadaran, penulis yang bertanda tangan di bawah ini menyatakan

bahwa skripsi ini benar-benar hasil karya penyusunan sendiri. Jika di kemudian hari skripsi

ini terbukti merupakan duplikat, tiruan dan atau dibuat orang lain secara keseluruhan atau

sebagian, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.

  Makassar, 13 Agustus 2010 Penulis, Irmayanti

  NIP. 20401106059

PERSETUJUAN PEMBIMBING

  Pembimbing penulisan skripsi saudara Irmayanti Nim: 20401106059 Mahasiswa

Jurusan Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan Keguruan UIN Alauddin

Makassar, setelah dengan seksama meneliti dan mengoreksi skripsi yang bersangkutan

dengan judul “Improving The Students’Ability in Using Polite Sentence Through Short

Story at the Second Years of SMP Negeri 3 Ujungbulu Bulukumba

  ” memandang bahwa

skripsi tersebut telah memenuhi syarat-syarat ilmiah dan dapat disetujui untuk diajukan ke

sidang munaqasyah.

  Demikian persetujuan ini diberikan untuk proses selanjutnya.

  Makassar, Juli 2010

  Pembimbing I

  Muh Rusydi Rasyid, S.Ag., M.Ag., M.Ed NIP. 19721208 199803 1 003

  Pembimbing II

  Drs. Muhammad Yaumi, M.Hum,M.A NIP. 19661231 200003 1 023

  

PENGESAHAN SKRIPSI

Skripsi yang berjudul

  ” Improving Vocabulary of the Elementary Level Student at New

Generation Club (NGC) Makassar 2009/2010 Academic Year through Learning Word

Formation

  ” yang disusun oleh saudari Jumran Bahar, Nim: 20401106037, Mahasiswa

Jurusan Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan Keguruan UIN Alauddin

Makassar, telah diuji dan dipertahankan dalam sidang munaqasah yang diselenggarakan pada

hari ……………………………bertepatan dengan ……………………….. dan dinyatakan

dapat diterima sebagai salah satu syarat untuk mendapatkan gelar Sarjana Pendidikan (S.Pd)

pada Fakultas Tarbiyah dan Keguruan Program Studi Pendidikan Bahasa Inggris dengan

beberapa perbaikan.

  Makassar, 2010 M

  23 Sya’ban 1430 H

DEWAN PENGUJI

(SK. Dekan No. 64 Tahun 2009)

  Ketua : Dra. Djuwairiah Ahmad, M.Pd.,M.TESOL (………………) Sekretaris : Rappe, S.Ag,.M.Ag.

  (………………) Munaqisy I : Drs. Wahyuddin Naro, M.Hum (………………) Munaqisy II : Dra. Hj. Mardiana, M. Hum. (………………) Pembimbing I : Muh. Rusydi Rasyid, S.Ag.,M.Ag.,M.Ed

  (………………)

  Pembimbing I :Drs.Muhammad Yaumi,M.Hum,M.A (………………)

  

Disahkan oleh:

Dekan Fakultas Tarbiyah dan Keguruan UIN Alaudddin Makassar

Prof. Dr. H. Moh. Natsir Mahmud, MA.

  

Nip. 195408161983031004

  

ACKNOWLEDGMENT

  ميحرلا نمحرلا الله مسب

  Alhamdullilahi Rabbil Alamin , the researcher would like to express she deepest

  gratitude to the Almighty Allah SWT, the only provider, the most merciful whose blessing give her guidance, inspiration and good health all the time to conduct the writing this thesis. Also Salawat and Salam are delivered to our great prophet Muhammad SAW who has brought us from the darkness to the lightness.

  During the writing of the thesis, the researcher received much assistance from a number of people, for their valuable guidance, correction, suggestion, advice and golden support. Without them, the writing of this thesis would never been possible completed. Therefore, the researcher would like to express the greatest thanks and appreciation for those people, they are: 1.

  The writer’s beloved parents, Nurding and Ramlia who always educate, support, and pray for the writer’s success.

  2. Prof. Dr. H. Azhar Arsyad, M.A.,the Rector of Alauddin State Islamic University (UIN) Makassar.

  3. Prof. Dr. H. Moh. Natsir Mahmud, M.A. as the Dean of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic Universitiy (UIN) Makassar.

  4. Dra. Djuwairiah Ahmad, M.Pd., M. TESOL and Dra. Kamsinah, M.Pd.I, the head and secretary of English education department of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University (UIN) Makassar.

  5. Muh. Rusydi Rasyid, S.Ag.,M.Ag.,M.Ed and Drs. Muhammad Yaumi,

  M.Hum., M.A the first and second consultant for their guidance and advice during this writing thesis.

  6. The writer’s beloved big family, brothers, sisters, uncle, aunt, and cousin ;

  Mira, Syamsia, Rosmini, Kisman, Jusran. And Cousin , Inda, I’ma, Nini, Nurul, Agus.their love, suggestions and advise.

  7. All students at the second year of SMP Negeri 3 Ujungbulu Bulukumba 8.

  The writer’s classmates in English Department PBI 3 and 4 (the 2006 generations).Thya, Mira, Lina, Mia, Nasrullah, Syahban, Rahma, Karmila,

  Nanni, Mahmuddin, Nurli,. And all friends could not be mentioned here.

  Thanks for friendship, togetherness and suggestions to the researcher. The researcher realizes that, this writing thesis is still the simplest one. Remaining errors are the writer’s own; therefore, constructive criticism and suggestions will be highly appreciated.

  Finally, willingly the writer prays, May all our efforts are blessed by Allah SWT.Amin.

  Makassar, 13 Agustus.2010 The Writer

  ABSTRACT Title : Improving The Students’ Ability In Using Polite Sentence through Short Story at the Second Years of SMP Negeri 3 Ujungbulu Kab. Bulukumba. Researcher : Irmayanti Reg. Number : 20401106059 Consultant I : Muh. Rusydi Rasyid, S.Ag.,M.Ag.,M.Ed Consultant II : Drs. Muhammad Yaumi, M.Hum, MA.

  This research was conducted at the second grade of SMP 3 Ujungbulu Bulukumba

period 2010-2011. The second grade of 20 students; there are 14 boys and 6 girls. Most of

the students had problems in Using Polite Sentence in Speaking.

  Because students in the second class had ability in Speaking in Using Polite

Sentence. The research aims to examine the effectiveness of learning techniques with

changes in te aching methods in the class which is expected to enhance students’ ability and

interest of students in English language lesson. After the action taken during the two cycles, it

appears that the interest learning English and their writing skills in a significant increase.

  The researcher applies collaborator Classroom Action Research. It consists of two

cycles. Each cycle consists of four meetings and four steps. The steps are plan, action,

observation, and reflection.

  It is found that the students’ achievements and performances from the first to the second cycle improve highly. The readers can see the improvements of their score form the

first cycle. The mean score of the first cycles is 29,4 but it in the second cycle Become 34,6

in the second cycle. After conducting this research, most of the students’ we brave to ask questions, help and respects each others, explore their ideas, give suggestions, and etc. It is really good improvements.

  Based on the data above, the researcher concludes that speaking task on

Unforgettable Experience c an improve the students’ speaking Ability. This research has

proved that speaking task is unforgettable Experience is a successful teaching strategy.

CHAPTER I INTRODUCTION A. Background Politeness is a part of the cultures of Indonesia. Polite is not only in attitude

  but also in using language. Sometimes the writer do not pay attention to politeness in our life whether informal forms. And in everyday conversation, there are ways to go about getting the things we want. When the writer are with a group of friends, the writer can say to them with an impolite word. However, when the writer are surrounded by a group of adults at a formal function in which our parents or older people are attending, the writer must say to them polite words.

  According to Brown and Levinson(1978), Politeness starategies are developed in ord er to save the hearers „‟Face‟‟. Face refers to the resfect that an individual has for him or herself and maintaining that „‟self esteem‟‟ in public or in private situations.

  The writer must always to be accustom her self to be, because Polite is one of characteristic of the Indonesia people. So , the we will not feel difficult to use the politeness sentence where ever we are.

  Politeness should be seen as a set of strategies or verbal habits them, as well as being a socially constructed norm within particular communities of practice, whether the writer speak with children and adults.

  In retelling a short story, the students have to know the content of material then they retell it by using their own words. Every students has a different ways in retelling story.

  Muhammad Amin Rasyid(1997:23), states that, he has communicate competence as well as linguistic competence. There are many different ways of saying the something and asking someone to be quite. Words are use to communicate certain meanings. Words can also be conveyed by attitude, are conveyed by intonation, gesture, facial expression and many other. Meaning is conveyed not only through language, but also through bodily contact, physical proximity, orientation , bodily posture, gesture, headraces, Facial expression , eye movement and even appearance.

  In practicing studying English, by using a short story can make the students to be active in speaking in using Polite sentence with true as like retelling short story in speaking english.

  Based on the statement above, the writer is curious in doing the research on title

  ‘‟Improving The Students‟ Ability in Using Polite Sentence thorough Short Story

  at t he Second Year of SMP Negeri 3 Ujungbulu Bulukumba‟‟.

B. Problem Statement.

  Based on the background above, the problem statement of this research is : How can polite sentence a true short story be used to improve students

  ‟ ability at the second year ?

  C. Objective of the study.

  This research aims is to find out that,Using Polite Sentence ability be improved thorough Short Story at the Second year of SMP Negeri 3 Ujungbulu Bulukumba.

  D. Significance of the Research

  This Research is expected to be useful for: The lecturer s‟ who lead speaking class in order to make differences in speaking especially polite sentence to the students. It is also useful for the students

  ‟ in sharing expressing their own opinion.

  E. Scope of the Research

  The scope of this research is focused on the form of Politeness sentence in Speaking through Short Story at second grade students of SMP Negeri 3 Ujungbulu Bulukumba . Speaking has four criteria employed in this research are (1) pronunciation, (2) grammar, (3) vocabulary, and (4) fluency.

CHAPTER II REVIEW OF RELATED LITERATURE A. The Meaning of Politeness. According to Brown and Stephen Levinson(1978), that polite one of the face posed by face-threatening acts to addressees. Longman dictionary of contemporary English (1987: 796) state that, the polite

  are : 1.

  Having or showing good manner sensitivity to other people‟s feeling, and/ or correct social behavior. Showing fineness of feeling, good education and manner, refined.

  a.

  Having the characteristics of advanced cultural interests and pursuits (especially in arts and bells letters).

  b.

  Showing or characterized by correct social usage, marked by an appearance of consideration, tact, deference, or courtesy, marked by a lack of roughness or crudities( used terms seldom met in literature). (Webster, 1990: 910). There are another meaning of polite such as below:

1) Polite is showing manner, civil.

  2) Often used of speech, usage, etc especially refined, cultured, elegant, cultivated, euphemism, nice, nellyism, see aesthetics style. (Oxford, 1992:

  794).

2. The levels of politeness.

  There are some levels of politeness in English, as follows: a. Very Polite Levels, ( Musdalipah, 2003:35)

• Do you checking all these figures, please?
• I wonder if you would mind shutting the door?
• Will you do me a favor and buy me a pound of coffee in the groceries?
• Be so kind as to pass the information to Mr. Ali?
• Have the kindness to pass the information to Mr. Budy? b.

  Polite Levels

• Will you check all there figure, please?
• Would you please shut the door?
• Could you the tell me the time, please?
• Can/ may I go home early, please? c.

  Familiar levels, (jones, 1897:18)

• Can you check all these figures for me?
• Shut the door, will you?
• Can you come here a minute?
• Can help me? d.

  Rude Levels

• Shut the door !
• Be punctual!
• Come here !

B. Definition of sentence

  Brown (1984: 43) defines that English sentence is a group of words that has a subject, predicate, and express a complete though. It describes an action or a situation of person, place, a think or as ideas. To obtain endurable complete though for the reader, the sentence has to follow the rules regulated by the sentence rules.

  Swan( 1988: 25) states that a compound is a group of words that express statement, commend, question, or exclamation. A sentence consists of one or more clause and usually has at least one subject and finite verb. In writing, it begins with a capital letter and ends with full stop, question mark, or exclamation mark.

  Hurford and Heaslay (1983: 16) state that, a sentence is neither a physical event not physical object. It conceived abstractly ,a staring of word put together by grammatical rules of language.

  Moris (1947: 776) defines that sentence is a unit expressing that can stand alone grammatically thought. It may require other sentence is maven or formed from some related word in which are each the words has specially position based on the grammatical function. Although English sentence can stand alone grammatically and express complete though in conveying the meaning, in needs other sentence as the topic sentence.

  Cook (1969: 39) the sentence level is the level at which clauses are combined into large units, a construction is which the constituted in any utterance with final interaction conform ,and the constituents are the clause , connecting particles and intonation patterns.

  Blomfiheld (1933: 170) has defined the sentence as an independent linguistic from . not included by virtue of any grammatical construction in any large from.

  Hockett( 1958; 199) defines the sentence as an constituted which is not a constituent ,a grammatical form which is not in construction with any grammatical form.

  Webster (1966: 268) defines sentence as a grammatically self contained unit consisteng of a word or a syntactically related group of words that expresses as assertion a question ,a common a wash or and exclamation that in writing usually begins with a capital letter and complete s with appropriate punctuation and that in speech is phonetically distinguished by various pattern of stress, pitch and pause.

  From linguistis‟ opinions above the write conclude that a sentence is not only a group of word which consist of a subject and a verb but also it contains a complete though and ended by a full stop question mark or exclamation mark.

  C.

   Short Story.

  Kenney(1996 :21) states that, the term short story is normally applied to work of fiction ranging in the length from one thousands to fifteen thousands words.

  Whereas, poe at the same book settled the matter of short story‟s length as short enough to produce the desire effect on the reader.

  Hills(1990: 20) states that, the short story in two definition. Firstly , short story tells of that happened to someone and secondly, a short story means serious fiction will demonstrate a more harmonious relationship between a ll it‟s aspects that will any other art form. The definitions of short story before, we may reach here that short story is a narrative writing, a single- sitting read and it is narrow and focused to produce a singular effect, the story‟s meaning, and touch the life of someone and more harmonious with the others art form. Besides that, Short story can be divided into three categories they are: Short story, long story ,and short-short story.

  D. Ability.

  Oxford (1995) skill or power. Hornby (1995) state that,the irihe mental or physical capacity, power or skill required to do something. Rasch (2008) state that „‟Ability is the level of successful performance of the objects of measurement on the variable.

  E. Some Basic Concepts Speaking

  Before the researcher explains how to improve speaking ability in this research, we have to understand about speaking first. According to Brown, (1994; Burs and Joyke, 1997), speaking is an interactive process of constructing that involves producing and receiving information, its forms and meaning are dependent on the context in which it occurs, including the participants, themselves, their collective experiences, the physical environment, and the purposes for speaking, it is often spontaneous, open-ended an involving.

  Widdowson (1985) stated that the act of communication through speaking is commonly performed in face to face interaction and occurs as part of dialogue or other forms of verbal exchange. In addition, Flores in Nunan and Kathleen (2005) stated that speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. Nunan and Kathleen (2005: 23) speaking is such a fundamental human behavior that we don‟t stop to analyze it unless there is something noticeable about it.

  That many statements above, the researcher concludes that speaking is a process conveying information or something performed in face to face by using verbal communication.

F. Politeness Sentence Speaking Criteria 1.

  Pronunciation Definition of pronunciation:According to Encarta dictionary (2010:1) pronunciation is the way in which a sound, word, or language is articulated, especially in conforming to an accepted standard, can also the act of articulating a sound or word (Oxford Dictionary, 2005:343).

  Sudlow in Nirwana (2003:7) states that pronunciation is the production of speech sound for communication.

  2. Grammar Definition of Grammar: According to Encarta dictionary (2010:2) grammar is the system of rules by which words are formed and put together to make sentences and may also the rules for speaking or writing a particular language, or an analysis of the rules of a particular aspect of language.

  3. Vocabulary Definition of Vocabulary:

  According to Encarta dictionary (2010:3) vocabulary is all the words used in a language as a whole and the set of words associated with a subject or area of activity, or used by an individual person or vocabulary is an alphabeticnnal list of words and phrases supplied with definitions or translations.

  4. Fluency Definition of Fluency: According to As Hornby (1995:26), fluency is the quality or condition of being fluent.

  5. Group Investigation In group investigation, there are six items to apply it and teacher as facilitator

  (Robert E. Slavin, 2008:218-219), namely: a.

  Topic identification and arrange the students into some groups.

  In identification step, all the students identify the entire topic that has been given by the teacher, the students discuss each other, and the teacher helps the students to collect some information.

  b.

  Making planning related the topic.

  The entire students make planning about: (a) what do we learn, and (b) what are the main purposes to investigate the topic? c.

  Doing investigation.

  In doing investigation, the students collect the information, analyze the data, and make conclusion, every member contribute for their group, and the students share, discuss, clarification, and make synthesis all their opinion. d.

  Prepare the last report Preparing the last report, members of group decide their result of discussion, and members of group make planning what should they inform.

  e.

  Report presentation.

  To present the students ‟ presentation, teacher modeling the class and the entire listener evaluate what presenter said. All the students in this section were allowed to express their concept or opinion.

  f.

  Evaluation.

  The last item was evaluation, whereas teacher and students collaborate to evaluate the topic. Surely that each topic that has explained still made the students confused, that‟s why there were evaluation sections.

CHAPTER III RESEARCH METHODOLOGY A. Research Method The this research, the researcher conduct Classroom Action Research (CAR). It is a research conducted by the lecturer who wants to make their students mastering

  the materials. The main propose of Classroom Action Research is to identify and to solve the students‟ problem in the class. Kemmis and Taggart in Wiriaatmadja (2006:66) state that, the approach or the procedure of Classroom Action Research into four steps. They are; (1) planning, (2) acting, (3) observing, and (4) reflecting.

  The relations among them is called a cycle. It means that a cycle consists of planning, acting, observing, and reflecting.

  The more detail information of the research design of this research, the explanations are as below;

B. The Cycle of Research This research consists of three cycles. Each cycle consists of three meetings.

  In a cycle consists of four steps. They are: 1.

  Planning The this step, the researcher prepares what have to do in action step. He prepares all of the instruments to get valid data. Such as guidelines of interview, students work students, reading texts, and, etc.

  2. Action The this step, the researcher starts with dividing them into small group, explaining them how to analyze sentences, giving them list of sentence that, they have to analyze, after that giving them task with students work paper, checking together their job by changing their job with their friends. After that call one of the representative for each group to report their discuss proceeding. After that the researcher explains to them about their errors.

  3. Observation The this step, the researcher observes what happened in the classroom, what the students do in the classroom. The researcher has to observe also the weakness of the learning process.

  The this step also the researcher interviews some of the students. He does it for getting information about students‟ opinion about the method and the learning process. They like the method or not.

  4. Evaluation and reflection The this step, the researcher analyze the weakness that he has got in observing. After analyzing the weakness, he looks for the problems solving for the weakness. In this step also, he has to think what he have to do in the next step.

C. Procedure of Collecting Data

  The techniques that used to get a valid data are: 1. Test

  Before doing the treatment, the students will be given test to know their speaking ability. In this test, each student s‟ will be asked to tell something. This test consists of two tests, they are individual text and group test. Each cycle, the researcher will give the students ‟ treatment. Each cycle will have different treatment.

  It depends on the condition of the class. The treatment will be given based on the indicators which has not achieved yet.

  2. Observation The researcher observe the students‟ ability in speaking. He observe whether cooperative learning can improve the students

  ‟ speaking ability. He was indentify the students‟ problems in speaking. After identifying the problems, he was look for the problem solving to overcome the problems in the next cycles.

  3. Interview After identifying the students‟ problems in speaking, the researcher was look for the cause of the problem. For looking for it, he interviewed his students directly.

  He use guidelines of interviews to ask his students. The result of the interview be analyzed to overcome the problems in the next cycles.

  D. Research Subject

  This research aims to find out whether at improving students‟ Using Politeness Sentence speaking ability of SMP Negeri 3 Ujungbulu Bulukumba of the second grade (IIA) in academic years 2009-2010. It was regarded that, this class was lack of Using Polite Sentence in speaking.

  E. Observed Factor

  One of the problem as a reality in the field, especially in teaching languages, it is still be done in classical. Study is more emphasized at approach who many colored with speech and have the character of teacher sentries. This thing results student unable to involve in study activity. The Activities of student s‟ only sit, silent, hears, log and memorizes. This activity results student unable to participate in tending to study activity makes them quickly bored and lazy to learn.

  Based on the factors above, that have explained about the causes of students ‟ lack in speaking, the researcher gave the students new teaching method namely Short

  Story and it was regarded able to improve the students Using Politeness in speaking ability.

  F. Researcher Position

  The this research, the researcher was an instructor as a teacher collaborator during the teaching process goes on. The aim was to assess the teaching method that was given by researcher as a reference for the next cycle. And the contrary the researcher was a collaborator whereas the collaborator was an instructor and it was done to evaluate how far the teacher understood to apply a method in the class.

G. Data Resources

  The data resource that writer used in this research are: 1. Speaking Test

  The instrument of this research is Speaking test. The test was used as pre-test and posttest. The pre- test is used to see the students‟ prior knowledge on speaking which given before treatment, while the posttest is used to know the students‟ speaking ability.

   Table 1. The Form of the evaluation of Speaking Test.

  

Classification Score Criteria Frequency

Pronunciation

  Excellent

  5 Has few traces foreign Always intelligible, though in is

  Good

  4 conscious of definite accent Pronunciation problems necessitate

  Average 3 concentrated listening and load to misunderstanding Very hard to understand because

  Poor 2 pronunciation problems, use frequently be asked to repeat Pronunciation problems so severe as to

  Very Poor

  1 make speech virtually unintelligible

  Grammar

  Makes few noticeable error of grammar Excellent

  5 and word order Occasionally makes grammatical or word

  Good 4 order error which do not however obscure meaning Makes frequent errors of grammar and

  Average

  3 word order which occasionally obscure Grammar and word order error make comprehensions difficult. Must often

  Poor

  2 rephrase sentences or restrict him to basic pattern Error in grammar and word order as

  Very Poor 1 severe as to make speech virtually a unintelligible

  Vocabulary

  Use of vocabulary or idioms is virtually Excellent

  5 that of a native speaker Sometimes use impropriate terms or must

  Good 4 refresh ideas because of lexical inadequate Frequently the wrong words,

  Average 3 conversation some what limited vocabulary Misuse of word and very limited

  Poor 2 vocabulary make comprehension quite difficult Vocabulary limitations so extreme as to

  Very Poor

  1 make conversation virtually impossible Speech as fluent and effort as that of

  Excellent

  5 native speaker

  Fluency

  Speech seems to be slightly by language Good

  4 problems

  Speech and fluently are rather strongly Average

  3 affected by language problems Usually hesitant often forced into silence

  Poor

  2 by language problems Speech is halting and fragmentary as to

  Very Poor

  1 make conversation virtually impossible

  Mean Score

  The data before that was on table used to assess the students ‟ speaking ability, there are four criteria, pronunciation, grammar, vocabulary and fluency. The highest score is good (5) and worst score is very poor (1).

  2. Guidelines of Observation The guidelines of observation will used to find data directly about the students

  ‟ progress during teaching process and consist students‟ activity. The this section researcher and collaborator was an observer in the class during the teaching goes on.

  3. Technique of data analysis Data of English speaking test was give score based on the four English speaking ability scoring classification. Harris (1984:22) classified there are four

  English speaking ability scoring classification: (a) Pronunciation, (b) grammar, (c) vocabulary, and (d) fluency.

  In order to have a clear concept about the scoring classification, the researcher formulate as follow:

  

Table 2. Pronunciation assessment

a. Pronunciation Classification Score Criteria

  Has few traces foreign Excellent

  5 Always intelligible, though in is conscious of Good

  4 definite accent Pronunciation problems necessitate concentrated

  Average

  3 listening and load to misunderstanding Very hard to understand because pronunciation

  Poor

  2 problems, use frequently be asked to repeat Pronunciation problems so severe as to make

  Very poor

  1 speech virtually unintelligible. Based on the table above, the students was get excellent if their score is 5, good if their score is 4, average if their score is 3, poor if their score is 2, and very poor if their score is 1.

  

Table 2. Grammar Assessment

b. Grammar Classification Score Criteria

  Makes few noticeable error of grammar and word Excellent

  5 order Occasionally makes grammatical or word order

  Good

  4 error which do not however obscure meaning Makes frequent errors of grammar and word order

  Average

  3 which occasionally obscure

  Grammar and word order error make Poor 2 comprehensions difficult. Must often rephrase sentences or restrict him to basic pattern

  Error in grammar and word order as severe as to Very Poor

  1 make speech virtually a unintelligible Based on the table above, the students was get excellent if their score is 5, good if their score is 4, average if their score is 3, poor if their score is 2, and very poor if their score is .

  

Table 3. Vocabulary Assessment

c. Vocabulary Classification Score Criteria

  Use of vocabulary or idioms is virtually that of a Excellent

  5 native speaker Sometimes use impropriate terms or must refresh

  Good

  4 ideas because of lexical inadequate Frequently the wrong words, conversation some

  Average

  3 what limited vocabulary Misuse of word and very limited vocabulary

  Poor

  2 make comprehension quite difficult Vocabulary limitations so extreme as to make

  Very Poor

  1 conversation virtually impossible Based on the table above, the students was get excellent if their score is 5, good if their score is 4, average if their score is 3, poor if their score is 2, and very poor if their score is 1.

  

Table 4. Fluency Assessment

d. Fluency Classification Score Criteria

  Excellent

  5 Speech as fluent and effort as that of native speaker Good

  4 Speech seems to be slightly by language problems Average

  3 Speech and fluently are rather strongly affected by language problems Poor

  2 Usually hesitant often forced into silence by language problems Very Poor

  1 Speech is halting and fragmentary as to make conversation virtually impossible Based on the table above, the students was get excellent if their score is 5, good if their score is 4, average if their score is 3, poor if their score is 2, and very poor if their score is 1.

  Syafey (1988) points out that to enable students master in language, there some factors should be known; (1) pronunciation, (2) grammar, (3) vocabulary, (4) fluency.

4. Achievement Indicators

  This research used two cycles and has six meetings. At the first cycle some of the indicators were not successful yet although a little of that has increasing and made the researcher working hard in next cycle. At the second cycle all the indicators have improvement and made the researcher, so the researcher decided to stop the research. The indicators are (a) pronunciation, (b) grammar, (c) vocabulary, and (d) fluency.

CHAPTER IV FINDINGS AND DISCUSSION A. Finding 1. The First Cycle a. Planning To conduct this research, the researcher had to prepare all his needs first. They

  are students‟ work paper, test (pre-test and post-test), reading text, camera and supporting instrument.

  The this cycle, the researcher had planned three times of meeting, the first meeting was given pre test to the students to know how the speaking ability students in the classroom. In the second and third meetings of providing cooperative learning to learned material by using cooperative learning group investigation approach. This meeting started on July 14, 2010.

  b.

  Action 1)

  The First Meeting At the first meeting in the first cycle, conducted pre test to 20 students to determine students' language skills by asking students to relate their daily activities.

  At the initial meeting was conducted on 14 July 2010 started on 10.30 am - 11.30 am o‟clock (based on the school schedule).

  Robert E. Slavin (2008: 218-219) stated the procedure Learning Group Investigation Approach, the class was designed as follow: a) Topic identification and arrange the students into some groups.

  In identification step, all the students ‟ identify the entire topic that has been given by the teacher, the students discuss each other, and the teacher helps the students to collect some information.

  b) Making planning related the topic.

  The entire students make planning about: (1) what do we learn, and (2) what are the main purposes to investigate the topic? c) Doing investigation.

  In doing investigation, the students collect the information, analyze the data, and make conclusion, every member contribute for their group, and the students share, discuss, clarification, and make synthesis all their opinion.

  d) Prepare the last report

  Preparing the last report, members of group decide their result of discussion, and members of group make planning what should they inform.

  e) Report presentation.

  To present the students ‟ presentation, teacher modeling the class and the entire listener evaluate what presenter said. All the students in this section were allowed to express their concept or opinion.

  f) Evaluation.

  The last item was evaluation, whereas teacher and students collaborate to evaluate the topic. Surely that each topic that has explained still made the students confused, that‟s why there were evaluation sections.

  2) The Second Meeting

  At the second meeting held on 17 July 2010 it was started on 12.30 pm - 01.30 pm o‟clock (based on the school schedule), at this meeting the learning process is similar to the first meeting of subdividing students based on the procedure of Cooperative Learning Group Investigation. Because at the first meeting is the provision of pre test to the students to determine their speaking ability, so in this second meeting the researcher have begun to distribute or provide the material considered helpful to their ability to speak, such as the provision of vocabulary. The material in this case is the "Money is King", the students discuss with their friends group which consists of 4 to 5 persons. This topic was be discussed as students seeking to know about the causes of money to be king or to discuss that if true to say that money is king. The students present the results of theirs group in front of the participants and they did a debate or discussion in class to solve problems about money is king.

  3) The third meeting

  At the third meeting which was held in class on 21 July 2010 it was started on 10.30 am - 11.30 am o‟clock (based on the school schedule)

  The activities begin by reminding the students what they did at the previous meeting. Subsequently, for approximately 10 minutes, the teacher explained the activities that they will do on that along day with providing examples of implementation. In this meeting, researchers still refer to the instructions of information whereas many students are not very capable active in the classroom, especially in the English language. Therefore, the researchers tried to activate it by giving students a new topic to be discussed with their friends of their group as a procedure. The topic was "Early Marriage", this topic is believed to be able to attract and motivate students to discuss with their group and then to present in front of other groups.

  c.

  Observing Based on observations made by researchers and collaborators in the first cycle, the data obtained as follows:

  1) The first cycle of learning, especially at the first meeting which made a test and approach of seats to students already had designed into the teaching approach of using Politeness Sentence in Speaking thought Short Story Group Investigation although the students still looks confuse and less concerned with this method and still there was among students in and out.

  Picture 1: The students still looks confused and still in and out Learning situation is still full of noise, and some students did not seem enthusiastic about their new learning. This is caused by the habitual with teachers who teach in their class and teacher attention that trend has not been equitable. But with a learning system provided by the researchers believed to be able to attract students‟ motivation, particularly in interacting with other students.

  2) At the second meeting of the first cycle of learning, students are still impressed passive in the learning and discussion that took place in the classroom so the class looks deserted, because of this problem, the researcher work hard to guide and motivate the students to be more active and willing to ask the researchers about these the less they understand.

  3) In the third study in Cycle I, students have demonstrated the ability and desire to develop their understanding of the topic that has been given. The students quietly along with their group of friends who have shared earlier, they read, analyze, and discover important ideas in the text.

  d.

  Reflecting

  

Table 5. Result of Pronunciation Assessment at the First Cycle

Classification Score Criteria F % N

  Has few traces foreign Excellent

  5 Always intelligible, though in is

  1

  5 Good

  4 conscious of definite accent Pronunciation problems necessitate

  20

  4

  20 Average 3 concentrated listening and load to misunderstanding Very hard to understand because

  6

  30 Poor

  2 pronunciation problems, use frequently be asked to repeat Pronunciation problems so severe as

  Very poor 1 to make speech virtually

  9

  45 unintelligible.

  4

  20 Mean Score Based on the data of the results of the observation indicated that some students still lack of pronunciation, whereas 30% got poor and 45 % got very poor and just 20% got average, 5% got god. The researcher needed to do stabilization in the second cycle es pecially the students‟ pronunciation ability.

  

Table 6. Result of Grammar Assessment at the First Cycle

Criteria F % N Classification Score

  Makes few noticeable error of grammar Excellent

  5 and word order Occasionally makes grammatical or word

  Good 4 order error which do not however obscure meaning Makes frequent errors of grammar and

  1

  5 Average

  3 word order which occasionally obscure

  20 Grammar and word order error make

  comprehensions difficult. Must often Poor

  2