INCREASING THE STUDENTSABILITY IN SPEAKI

INCREASING THE STUDENTS'ABILITY IN SPEAKING SKILL THROUGH CHAIN DRILL TECHNIQUE THE EIGHTH GRADE OF SMP NEGERI 3 HILIDUHO IN 2016/2017 THESIS

By: TUTI MARIANI WARUWU

Reg. Number: 122108138

INSTITUTE TEACHER TRAINING AND EDUCATION Of GUNUNGSITOLI FACULTY EDUCATION OF LAGUAGES AND ARTS ENGLISH EDUCATION STUDY PROGRAM

DECEMBER, 2016

INCREASING THE STUDENTS'ABILITY IN SPEAKING SKILL THROUGH CHAIN DRILL TECHNIQUE AT THE EIGHTH GRADE OF SMP NEGERI 3 HILIDUHO IN 2016/2017 THESIS

Submitted the English Education Program in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan TUTI MARIANI WARUWU

Reg. Number 122108138

INSTITUTE TEACHER TRAINING AND EDUCATION Of GUNUNGSITOLI FACULTY EDUCATION OF LAGUAGES AND ARTS ENGLISHEDUCATION STUDY PROGRAM

DECEMBER,2016

ABSTRACT

Waruwu, Tuti Mariani, 2016, Increasing the Students'Ability in Speaking Skill Through Chain Drill Technique at the Eighth Grade of SMP Negeri 3

Hiliduho in 2016/2017. Thesis advisors (I) Adieli Laoli, S.Pd., M.Pd, (II)Yasminar Amaerita Telaumbanua, M.Pd.

Key words: Chain Drill Technique, Speaking Skill

Speaking skill is the ability to express the idea, feeling, opinion and emotion form. Speaking needs skill the students' participation in conversation, dialogues and discussion form, and the students also learn to express their idea, desire, feeling and etcetera. In other words, speaking is a way for the students to express something by using language accurately in certain situation.

The researcher's purpose in the research is to increase the students’ ability in speaking skill in asking and giving opinion at the eighth grade of SMP Negeri 3 Hiliduho in 20l6/20l7. The research was done through Classroom Action Research (CAR) in two cycles. Each cycle consisted of two meetings. The procedure of each meeting consisted of planning action, observation, and reflection. The subject of the research was the student of SMP Negeri 3 Hiliduho at the eighth grade especially class A, which consisted of 30 students. The instruments of the data are observation sheet, evaluation sheet and field notes.

Based on the result of the data analysis, the researcher concludes that the students 'achievement in Cycle I was stated in enough level. The result of the evaluation sheet shows that the highest score was 93 and the lowest score was 35. The average of the students score was 59.7. Because the students' ability could not achieve the Minimum Competence Criterion (MCC) 60 points, therefore the researcher continued to Cycle II.

The result of Cycle II shows that the students' ability in speaking skill increases. It could be seen on the average of the students' ability was 80.07. The highest score was 98 and the lowest score was 65. The result of the students' ability shows that the students had been achieved Minimum Competence Criterion (MCC) that has been specified. Therefore, the researcher concludes that the students at the Eighth Grade (VIII-A) of SMP Negeri 3 Hiliduho were able to achieve the MCC. Because the students more achieved the Minimum Competence Criterion, the researcher stopped the research.

Based on the the research findings, the researcher gives suggestions, namely (a) The English teacher of SMP Negeri 3 Hiliduho is encourage to apply Chain Drill Technique in teaching apeaking skill; and (b) the researcher expects that the next researchers use Chain Drill Technique in teaching speaking skill especially in asking and giving opinion.

ACKNOWLEDGEMENTS

First of all the researcher wants to thank to Jesus Christ for His almighty, love, and blessing to the researcher to finish the thesis entitled "Increasing the Students' Ability in Speaking Skill Through Chain Drill Technique at the Eighth Grade of SMP Negeri 3 Hiliduho in 2016/2017". ln finishing the research, the researcher faces many problems. But thanks to God, He gives the researcher much power and spirit to overcome those problems.

During studying in IKIP Gunungsitoli until graduating from the institute, the researcher has been supported by many sides, which help her and always motivate her. Hence, the researcher wants to express her sincere appreciation and thanks to:

1. Mr. Drs. Henoki Waruwu, M.Pd, as the Rector of IKIP Gunungsitoli for his best

service for the students of IKIP Gunungsitoli.

2. Mr. Adieli Laoli S.Pd., M.Pd as the Dean of the Faculty of Language and Arts, and as her first advisor, who always guides and gives her motivation and ideas in arranging the thesis.

3. Miss Yasminar Amaerita Telaumbanua" M.Pd as the Chair of English Education Study Program and also as her second advisor, who always supports, guides, gives motivation, correction and ideas as input in finishing the thesis.

4. Mr. Afore Tahir, S.Pd., M.Hum as the Secretary of English Education Study Program and as her examiner of education who guides her by giving ideas and suggestions to completely the thesis correctly.

5. Mrs. Kristof Martin Efori Telaumbanu4 S.S., M.Pd as her examiner of study, who always gives her suggestion and motivation in finishing the thesis

6. Mr. Drs. Ellyanus, M.Pd as her examiner of method, who always help her in giving ideas and suggestions to completely the thesis correctly.

7. Mr. Yufdika Zebua, S.Pd as the Headmaster of SMP Negeri 3 Hiliduho and all thestudents of the eighth grade of SMP Negeri 3 Hiliduho who helps her in getting the data during carrying out her research.

8. Her beloved parents (A/I. Meti Waruwu) and also her brothers Frans Jul Waruwu, Yatatema Waruwu, Agustian Waruwu who have sacrificed for funding mission and pray, all of her families who always share to support the researcher and motivate her during studying in IKIP Gunungsitoli.

9. Special thanks for her beloved Idaman Gea for his kindness, patience, support and who shares happiness during finishing the thesis.

10. Her close friends: Sefri Rosniat Lase, Fince Kristian Waruwu, May Berliana Zebua, Fincer Arniat Telaumbanua, Fatirine Gulo, and Deswita Lase who always support, give motivation and help her in finishing the thesis.

11. Finally, the researcher expects the suggestion and criticism for improving the research that it could be better and useful for everybody.

Gunungsitoli, December20l6 The Researcher

Tuti Mariani Waruwu Reg. Number 122108138

CHAPTER I INTRODUCTION

A. The Background of the Problem

Speaking is one of the ways to produce sounds. People can convey opinions, ideas and perceptions by speaking. Speaking is very important in learning language, because it can make students be active to give opinions or ideas in teaching-learning process, so teaching-learning process will run effectively.

Chaney in Kayi (1998:3) says, “Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contents." In other words speaking is a way to express something by using language accurately in every situation.

Furthermore, speaking can be a way of developing the students’ ability in making communication. As Mulgrave (1954:3) says, “ Speaking is not only to say the words but is instrument to express our opinion to other people. " It can be comprehended that speaking is a tool for the students and people to express opinions, ideas, and feelings to others everywhere, anytime, and for everybody as long as students and people are in a social environment.

In mastering speaking, the students are expected to speak well by mastering whole skills. Based on KTSP-2006 junior high school, the competence standard expects the students to express the meaning of conversation in daily life context and access science. And also in basic competence expects the students are able to express the meaning of formal and informal transactional or interpersonal conversation In mastering speaking, the students are expected to speak well by mastering whole skills. Based on KTSP-2006 junior high school, the competence standard expects the students to express the meaning of conversation in daily life context and access science. And also in basic competence expects the students are able to express the meaning of formal and informal transactional or interpersonal conversation

In fact, the students are not able to speak English Based on the researcher's observation at the eighth grade students of SMP Negeri 3 Hiliduho showed that the students are not able to pronounce the words correctly, the students are not able to produce a good sound clearly, the students are not able to use stress and intonation patterns of language, &e students are not able to use vocabulary appropriately, the students are not able to practice English because of limited vocabulary, the teacher did not use appropriate techniques in teaching material that can make the students interest to speak English orally.

In teaching and learning process, the teacher's role in teaching is needed to help the students to solve their problems. The teacher should view her/himself as a facilitator and guide. S/he has the duty to find out ways to increase the students' ability in learning English. As Battle (1968:90) says, "As a teacher, it is our responsibility to help our students to think and to act as total human beings on the great problems or present their life". Related to the research, it can be understood that in teaching and learning process, the researcher should be active and creative to find the effective instructions to teach the students by using metho4 approach, and also technique.

Based on the problems on previous page, the researcher wants to overcome the problems by applying one technique that can make the students more attractive to Based on the problems on previous page, the researcher wants to overcome the problems by applying one technique that can make the students more attractive to

Regarding to the explanations above the researcher is interested to do a research entitled “ Increasing the Students' Ability in Speaking Skill through Chain Drill Technique at the Eighth Grade of SMP Negeri 3 Hiliduho in 2016/2017.

B. The Identification of the Problems

The identification of problems in the research are :

1. The students are not able to pronounce the words correctly.

2. The students are not able to produce a good sound clearly.

3. The students are not able to use stress and intonation patterns of language.

4. The students are not able to use vocabulary appropriately.

5. The students are not able to practice English because of limited vocabulary.

6. The teacher did not use appropriate techniques in teaching material that can make the students interest to speak English orally.

B. The Limitation of the Problems

The researcher limits the problems of the research, namely: “Increasing the students' ability in speaking skill through Chain Drill Technique at the eighth grade of SMP Negeri 3 Hiliduho in 2016/2017”.

D. The Formulation of the Problem

The problem of the research can be formulated, namely "How does Chain Drill Technique increase the students' ability in speaking skill at the eighth grade of SMP Negeri 3 Hiliduho in 2016/2017?”

E The Purpose of the Research

The purpose of the research is to increase the students' ability in speaking skill through Chain Drill Technique at the eighth grade of SMP Negeri 3 Hiliduho in 201612017.

F. The Significance of the Research

The significance of the research is signified for: l. The researcher, as an experience to teach speaking in her teaching-learning

process by using Chain Drill Technique.

2. The students, as contribution to motivate them to speak English and they will

interest in learning English.

3. The English teaches, as an input to use the appropriate technique in teaching

speaking.

4. Readers, as a simulation to make them more interest to learn English and as a source to enhance their knowledge.

5. Further researchers, as a comparative material of her/his research that is relevant with the research, especially in arranging their thesis in IKIP Gunungsitoli.

G. The Assumptions of the Research

The researcher has assumptions in the research they are :

1. Speaking is a skill that must be taught to the students and they can convey

their ideas, feelings, and opinions.

2. Chain Drill Technique is an alternative technique which can be used in

teaching English.

H. The Limitations of the Research

In the research the researcher has some limitations of the research as follows.

1. Subject of the research is the students at eighth grade of SMP Negeri 3 Hiliduho,

especially class VIII-a

2. The researcher will focus on increasing the students' ability in Speaking Skill.

3. The researcher will conduct Classroom Action Research (CAR) as her research method.

4. The researcher will use "Asking and Giving Opinion" as the material to the students.

I. The Key Terms Definitions of the Research

To avoid misunderstanding about the research the researcher wants to explain the key terms definition as follows.

1. Speaking is an activity of the students that can express and convey their idea, assumption to the other orally based on the hearing and vision by using English.

2. Chain Drill Technique is a technique that can help the students to convey about their idea that invites them to respond the researcher's greetings or questions. So, by this technique it can make them more creative and active to express their opinion and information.

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Framework l. Speaking

a. The Definitions of Speaking

Speaking is the productive skill in the oral mode. It is like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. Speaking has various purposes, as Richard and Renandya (2002:201) state, “Speaking is used for many different purposes and each purpose involves different skills when we use casual conversation'. Therefore it can be said that speaking used to seek or express opinions, to describe things, to complain about people, and others.

Furthermore, Lenny (1976:213) affirms, “Speaking is one of the basic skills of producing speech as means of communication”. In other words, speaking skill is important skills that can build interaction with the other people.

The definition of speaking above can be concluded that speaking is one of the language skills and it can be used as a tool of interaction among people in expressing the needs, request and information. Thus, the students know that speaking is one of tools to make communication to express opinions, idea and feelings to others orally.

b. The Teaching of Speaking

In teaching and learning process especially in speaking, the students deal with the difficulties in learning the target language, therefore the teacher should arrange the teaching and learning course well when presenting material. According to Suyanto (2007:37) that teaching speaking is the process to direct the students to speak English acceptable and accurately.

Furthermore, Suyanto (2007:38) state that there are three kinds of speaking situations in daily life. Those are interactive, partially interactive, and non- interactive. Interactive speaking situations include face-to-face conversations and telephone calls. In which the people are alternately listening and speaking that people have a chance to ask for clarification, repetition, or slower speech from people conversation partner. Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech. In the research the researcher will focus on interactive speaking.

Based on the explanation above, the researcher concludes that teaching speaking is a way for the English teacher to teach the students. So that, the students can expresses their idea, opinion and information in English orally, fluently, and communicatively. Also, the researcher as a teacher in the research should be an idol figure of the students to create the interesting strategy in teaching-learning process like the expert opinion above. The researcher does not let the students enjoy their mistake, and therefore the aim of the researcher can reach a satisfying result.

c. The Principles of Teaching Speaking

In Speaking, there are some principles as the basic for the researcher in teaching speaking. Nunan (2003: 51) states that teaching speaking is directing the students to produce the English sounds and sounds patterns, using and sentence stress, intonation and the rhythm of second language and selecting appropriate words and sentences to the proper social setting, situation and subject matter.

Nunan (2005: 54) deals some principles for teaching speaking, as follows. l) Be aware of the differences between second language and foreign language

context. It mans that when the teacher teaches his/her students, she/he should know the different, of second language and foreign language. If it is second language, the target language is not the language communication in the society. While foreign language is the target language that is the language of communication in the society.

2) Give the students practice with both fluency and accuracy. It means that the teacher must be provide the students with fluency by practice and realize that making mistake in natural part of learning a new language.

3) Provide opportunities for the students to talk by using group work or pair work and limiting teacher talk. Here the English teacher provides the students time to do the activities of pair work and group work in teaching speaking.

4) Plan the speaking tasks. In this case, in teaching English the English teacher provide task for the students, so that the teacher will know the progress of communicating of his/her students.

5) Design classroom activities that involve guidance and practice in both transactional and in transactional speaking. It means that the English teacher should have known how to design his/tm classroom activities in teaching speaking including transactional speech and interpersonal speech.

From the explanations above, it can be concluded that a principle in teaching speaking is used to achieve the target in speaking, and can enhance the researcher knowledge in teaching speaking for the students. In the research the researcher will

be used two of the five principles according to Nunan above, there are: designing classroom activities that involve guidance and practice in both transactional and in transactional speaking, and then the researcher will provide opportunities for the

students to talk by using pair work, and limiting the researcher talking. These principles will help the researcher to do teaching-learning process in order that the students’ ability in speaking will increase.

d. Micro Skills of Speaking

Micro skills of speaking are very important for the students to develop their

ability to express their ideas, opinions and as the guidelines for the researcher in teaching speaking. Brown (1986: 275) gives some micro skills in teaching

speaking as follows.

1. Pronounce the distinctive sounds of a languages clearly enough so that

people can distinguish them. This includes making tonal distinctions.

2. Use stress and rhythmic patterns, and intonations patterns of the languages clearly enough so that people can understand what is said.

3. Use the correct forms of words and put words together in a correct word

order. This may mean, for Example, change in the tense, case, or gender.

4. Use vocabulary appropriately.

5. Use the register or language variety that is appropriate to the situation and the relationship to the conversation partner.

6. Make clear to the listener the main sentence constituents, such as subject, verb, object, by whatever means the languages uses.

7. Make the main ideas stand out from supporting ideas or information.

8. Make the discourse hang together so that people can follow what you are saying.

Based on the opinion above, the researcher will focus on some micro skills that the researcher will use as a guideline in teaching speaking, there are ; pronouncing the distinctive sounds of a language clearly, using stress and rhythmic and intonation patterns of the language, and using vocabulary appropriately.

e. The Technique of Evaluating Speaking

In the research, the researcher uses an oral test. The test is used to test the students’ ability in speaking especially in expression of asking and giving opinion. The researcher chooses the test because it is appropriate with the technique that researcher will apply in this action. In which, the students are expected to share information each other and the researcher evaluates the result of the students’ oral test. The researcher considers the aspects of scoring according to Adam and Firth in Hughes 91993: 113) assert that there are five of criteria levels in Speaking. They are accent, grammar, vocabulary, fluency, and comprehension.

Accent

1) Pronunciation frequently unintelligible.

2) Frequent gross errors and very heavy accent make understanding difficult, require frequent repetition.

3) Foreign accent requires concentrated listening and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vocabulary.

4) Marked foreign accent and occasional mispronunciation which do not interfere with understanding.

5) No conspicuous mispronunciation, but would not be take for a native speaker.

6) Native pronunciation, with not trace of “foreign accent”.

Grammar

1) Grammar almost entirely inaccurate except in stock phrases.

2) Content errors showing control of very few major patters and frequently preventing communication.

3) Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.

4) Occasional errors showing imperfect control of some patterns but not weakness that causes misunderstanding.

5) Few errors, with no patterns of failure.

6) No more than two errors during the interview.

Vocabulary

1) Vocabulary inadequate for even the simplest conversation.

2) Vocabulary limited to basic personal and survival areas (time, food, transportation, family, and etcetera).

3) Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion some common professional and social topics.

4) Professional vocabulary adequate to discuss special interest, general vocabulary permits discussion of any non-technical subject with some circumlocutions.

5) Professional vocabulary broad and precise, general vocabulary adequate to cope With complex practical problems and varied social situations.

6) Vocabulary apparently as accurate and extensive as that of an educated native speaker.

Fluency

1) Speech is so halting and fragmentary that conversation is virtually impossible.

2) Speech is very slow and uneven expect for short or routine sentences

3) Speech is frequently hesitant and jerky, sentences may be left uncompleted.

4) Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping of words.

5) Speech is effortless ad so smooth, but perceptibly non-native in speech and evenness.

6) Speech on all professional and general topics as effortless and smooth as a native speaker's.

Comprehension

1) Understands to little for the simplest type of conversation

2) Understands only slowly, very simple speech on common social and aoristic topics requires constant repetition and rephrasing.

3) Understands careful somewhat simplified speech when engaged in a dialogue, but may require considerable repetitions and rephrasing.

4) Understands quite normal well educated speech when engaged in a dialogue, but requires occasional repetition or rephrasing

5) Understands in normal educated conversation except for every colloquial or low frequency items, or exceptionally rapid or slurred speech.

6) Understands everything in both formal and colloquial speech to be expected of an educated native speaker.

Table I TIIE WEIGIITING TABLE WEIGHTING TABLE

I 2 3 4 5 6 Score Accent

0 I 2 3 4 5 …. Grammar

6 12 18 24 30 36 …. Vocabulary

4 I 12 16 22 26 …. Fluency

…. Total Score: Accent + Grammar + Vocabulary + Fluency * Comprehension =

TOTAL SCORE

So, from criteria of scoring above, the researcher considers how accent, grammar, vocabulary, fluency, comprehension, of the students during sharing information with their friends. In interpreting the students' fluency in speaking the researcher uses the table of conversion, as follows.

Table 2 THE CONVERSION TABLE Total Score

Fluency levels

16-25

26-32

33-42

43-52

53-62

63-72

73-82

83-92

93-99

In the research, the researcher will use oral test to evaluate the students’ ability in Speaking skill. . Bellow, there are two e:ramples of the result of scoring of two students (Jay and Keyzia) as follows.

1) The results of proficiency description's Jay are: accent 5 (score a), grammar 5 (score 30), vocabulary 6 (score 26), fluency 5 scores (10), and comprehension 5 (score l9).

The total score of Jay : 4 + 30 +26 + l0 + 19 89 So, the fluency level of Jay was 4

2) The results of proficiency description's Keyzia are: ascent 4 (score 3), grammar 6

(score 36), vocabulary 6 (score 26), fluency 6 scores (12), and comprehension 5 (score l9).

The total score of Keyzia = 3 + 36 + 26 + 12 + 19 = 96 So, the fluency level of Keyzia was 4*

After collecting the score, the researcher will get obtained score (raw score) of the students’ ability in Speaking. Then the researcher comes to get their value by considers the formulation of Cartier 1986; Cziko 1983; Hudson and Lynch 1984; Bachman 1987; and Brown 1984a, 1988a, 1990a, 1993a, 1995 in Brown (1996: 1-8) as follows.

Obtained score Value = x 100 Maximum score

After that the researcher describes the level of the students' ability in speaking as Cartier in Nurgiyantoro (1986: 363) classifies that G-39 is fail, 4f59 is les, 60- 74 is enough, 75-84 is good, and 85-100 is very good.

From the evaluation above, the researcher knows whether the students are fail or past from the Minimum Competence Criterion (MCC) that have been decided in their school.

f. Speaking SkiIl in the Syllabus at the Eighth Grade of SMP Negeri 3 Hiliduho

In learning English the students are expected to have the ability in making communication. English as a foreign language involves the four skills that have to be mastered by the students at the eighth grade of SMP Negeri 3 Hiliduho, such as: listening speaking, reading, and writing. In the research, the researcher focuses on speaking skill.

Syllabus is the plan in a group of subject that consists of competence standard,

basic. competence, material, learning activities, indicator, assessment, time allocation, and learning sources. Below is the explanation of the components of syllabus:

1) Competence Standard

Competence standard is quantification of the students' activity that describes the mastery of the lesson that is expected to be achieved such as: expressing the

meaning in simple short oral transactional and interpersonal to interact on the close environs.

2) Basic Competence Basic competence is the ability that has to be mastered the students that has been arranged in syllabus to achieve the learning goal, such as: expressing the meaning of transactional and interpersonal (to get things done) by using oral language accurately and acceptable on the close environs.

3) Material Material is a lesson that will be learnt by the students ad it must relevant with

the standard competence and basic competence. In the syllabus there are some materials that have related to the Speaking skill, such as asking ad giving opinion. Asking and giving opinion is one of the expressions that help the students to express their view about something.

In the research, asking and giving opinion will be use by the researcher as material to the students in teaching-learning process. The researcher chooses this material because Chain Drill Technique is guiding the students to speak up. Larsen (2008:48) asserts that Chain Drill Technique is an activity that gives the teacher opportunity to check the students' speech by starting conversation. It can be comprehend that asking and giving opinion is one of alternative material that can be used to guide the students to express their main view, feeling, and opinions. There are some definitions and examples of asking and giving opinion, as follows.

g. Definition of Asking Opinion

a) Expression of asking opinion is an expression that is used to ask someone's opinion about something.

b) There are some expressions of asking opinion. l) What do you think ......?

2) What is your opinion.....?

3) How do you feel about ....?

c) The example of using the expression of asking opinion. Gilbert : Clark, what do you think about this cat?

Clark : I think, it is a cute cat. Gilbert : What do you think about this book?

Clark : I think this book is very wonderful. Gilbert : Yes, That is right

h. Definition of Giving Opinion

a) Definition of expression of giving opinion Expression of giving opinion is an expression that is used to give our opinion

about someone's statement about something.

b) The expressions of giving opinion l) I think ....

2) I must say....

3) From my point of view ...

c. The example of using the expression of giving opinion Mayden : Triy4 what do you think about my new hair?

Triya : I think your hair make you beautiful. Mayden : Thanks

2. Chain Drill Technique

a. The Definition of Chain Drill Technique

There are many kinds of technique that can be used in teaching speaking. Each technique has the characteristic which differ from others. The technique is used by the teacher in conducting teaching and learning process to help the students in studying. Since the technique is important in teaching and learning process, the researcher will apply Chain Drill Technique to teach the students in speaking skill.

Furthermore, Larsen (2008:48) asserts that, Chain Drill Technique is an activity that gives the teacher an opportunity to check the students' speech, by starting conversation In addition Webster QN7:64) affirms that, Chain Drill Technique is a technique that is done by the students individually to respond a chain questions. In conclusion Chain Drill Technique is a technique that requires the students in participating by using the language in expressing their main view and opinion. It can

be said that by implementing the technique the students are more interested to communicate with the others.

b. The Procedures of Implementing Chain Drill Technique

Elisabeth (2006:38) asserts there is a procedure to apply Chain Drill Technique as follows.

l) Begin the chain of conversation by greeting individual students or asking the questions.

2) After the first students responds, he or she returns to the student #2, sitting next him or her, and offers a greeting or asks a questions.

3) Student #2 responds.

4) Then student #2 turns to student #3 and asks a question or offers a greeting.

Diane (1986:46) also provides the procedure to apply Chain Drill Technique as follows.

1) The teacher begins the chain by greeting a particular student, or asking them a question.

2) The student responds, and then turns to the students sitting next to him.

3) The first student greets or asks a question of the second student and the chain

continues.

4) And then the next student asks a question or offers a greeting.

5) The teacher allows some controlled communication, even though it is limited.

The procedure that is provided by the experts from the previous page is modifying by the researcher with the aim to adjust the theory with the students’ needs. So the procedure that is applied in teaching-learning process by the researcher

in conducting the research as follows.

1) The researcher explains the material and Chain Drill Technique to the students.

2) During conducting the activity, the researcher allows some controlled communication, even though it is limited. In other words, the researcher is allows the students free in speaking English even thought the students are making mistakes in communication with their friends.

3) The researcher begins the conversation by greeting a particular students or asks

them a question.

4) After the first students respond, then turns to the students 2 sitting next to her/him.

5) Student 2 responds, and then she/he turns to student 3 and asks a question or offers a greeting.

6) After the student 3 responds, she/he turns to the students sitting next to her/him

to ask a question or offers a greeting until all the class participating in speaking.

7) The researcher gives improvement on the students' mistake and their limitation

in responding a chain during conducting Chain Drill Technique.

8) The researcher concludes the material and closes the meeting.

c. The Advantages and Disadvantages of Chain Drill Technique

There are some advantages of Chain Drill Technique according to Hill (199022), as follows.

1) It makes the students work and independently without the necessary guidance of the teacher.

2) It makes the students more creative and active in speaking.

3) It also helps to avoid the competitive classroom situation that occurs when one

child offers a response, which is then challenged by other students. Besides the advantages, there is a disadvantage of the technique, which the

students usually have the same responses when they try to respond something.

d. The Relationship between Speaking and Chain Drill Technique

Speaking is a tool of communication among people who want to express ideas or communication. To make the students express their ideas so some techniques can help them. The technique is Chain Drill. Lois (2007:61) states Chain Drill Technique is a way of getting the students to "talk" in responding a chain. It can

be comprehended that, by this technique the students can express their ideas because Chain Drill Technique is guiding the students to speak up. When the researcher asks them a question, so automatically the students must respond it, although their communication is limited. Them a question, so automatically the students must respond it, although their communication is limited.

In conclusion, the students can express and convey their idea, assumption, perception to others orally based on the hearing and vision by using English. Thus, by using Chain Drill Technique the students' ability in Speaking increases.

B. The Latest Related Research

Ryan (2009) has found out about “The effect of Chain Drill Technique on the students’ Ability in Speaking at the Eighth Grade of SMP 2 Palembang”. The purpose of his research is to to know whether there is a significant effect of Chain Drill Technique on the students' ability in speaking skill. In conducting his research,

he conducted Quantitative Research and its design is pre test and post test. In his research, he used asking and giving opinion as his material. His research consisted of two variables. Variable “x” is dependent variable and variable “Y” is independent variable.

The population of the research is the eighth grade of SMP Negeri 2 Palembang. Because the population arc to large, so the researcher takes his sample through cluster sampling technique. His sample consisted of experimental group and

control group. The instrument of collecting the data that researcher used was oral test. So, before the instrument is applied to the students, the researcher arranged validation sheet and asked the qualified lecturer or teacher. In applying Chain Drill Technique, the researcher also recorded all the the students' speaking, asked a question to the students, then the students responded and turned to the students sitting next to

Him/her until all the students’ spoke, and also gave improvement on the students’ mistake. The result of the latest related research is there is a significant effect of Chain Drill Technique on the students 'ability in Speaking skill at the eighth grade of SMP Negeri 2 Palembang.

Furthermore, the previous research has the some process with the research. The similarities between both of the researches are using the same technique and the same material which is Chain Drill Technique, asking ad giving opinion, and also record all the students' speaking. In the research, the researcher uses qualitative Research design with the purpose is to increase the students 'ability in speaking skill.

C. The Conceptual Framework

In the research, the researcher, focuses or speaking skill by implementing Chain Drill Technique in teaching-learning process. The researcher implements the technique because the researcher wants to solve the students' problem in learning English. Chain Drill Technique is a technique that can give the students an opportunity to say something individually in speaking English.

In implementing Chain Drill Technique, the researcher conducts CAR design. To comprehend the whole description of teaching-learning process by conducting Chain Drill Technique in achieving the students' ability in speaking skill, the researcher provides the conceptual framework as written on the next page:

CHAPTER III RESEARCH METHOD

A. The Object of the Action

In searching the students 'ability in speaking skill, the researcher will conduct Classroom Action Research (CAR) or Penelitian Tindakan Kelas (PTK). Classroom Action Research (CAR) aims to increase, improve and also develop teaching and learning processes more effectively and also to increase the students' ability. According to Carr &Kemmis (Mcnniff l99l,p2)

Action research is a form of self-reflective enquiry undertaken by participants (teachers, students or principles, or example) in social (including educational) situations in order to improve the rationality and justice of (l) their own social or educational practices, (2) their understanding of these practices, and (3) the situations (and institutions) in which the practices arc carried out.

Classroom Action Research (CAR) is a research conducted by the teacher in the classroom through reflection, with a view to improve its performance as a teacher, in order to increase the students' knowledge. It can be said that CAR is a research that is done by the teacher toward curriculum, developing school, increasing the students' achievement and developing the teachers' teaching skill.

Based on the explanation above, the goal of Classroom Action Research is to increase teaching-learning process in classroom, department or school. And absolutely, the researcher focuses on the syllabus, teaching material and the learners

test score. The researcher chooses Classroom Action Research in order to increase the students' ability in speaking skill at the Eighth Grade of SMP Negeri 3 Hiliduho.

The object of action research is the students' ability in speaking especially in expressing asking and giving opinion. To observe the activities of the researcher and the students during the teaching-learning process, the researcher needs the teacher- collaborator since Classroom Action Research is collaborative action

B. The Setting end Subject of the Research

The setting of the research is SMP Negeri 3 Hiliduho that is located in Hiliduho. The subject of the researcher is the Eighth Grade of SMP Negeri 3 Hiliduho especially class VIII-A which consists of 30 students. The researcher chooses the class because their ability in speaking is low. The following table will describe the total number of the eighth grade of SMP Negeri 3 Hiliduho.

Table 3

TIIE TOTAL NUMBER of the STUDENTS at the EIGHTH GRADE

of SMP NEGERI3 HILIDUHO

Number

The total number of the student l.

C. The Schedule of Implementing the Action

In conducting the research, the researcher limits herself in time allocation. The research will be conducted on August until the last of October 2016. The researcher chooses this time because the topic (material) of speaking will be presented at the In conducting the research, the researcher limits herself in time allocation. The research will be conducted on August until the last of October 2016. The researcher chooses this time because the topic (material) of speaking will be presented at the

D. The Procedure of Implementing the Action

In the research, the researcher arranges the procedure of the action implementation in some cycles. The procedure of Class Action Research is planning, action, observation and reflection According to Lewin in Arikunto (2003: 83), CAR consists from components; they are planning action, observation and reflection. So, the researcher will do the components in doing the research because the component is very important to achieve the success result of the research. planning consist of the plans that the researcher will do. It is about all of the preparations need in doing the research. Action is the implementation of how the researcher does the research. Observation is about the objects observed. The researcher tries to reflect about what have been done and what should be done to increase the teaching - learning process. The procedure of those components and the activities of the researcher in conducting the research can be seen at the figure on the next page:

Preliminary Study Study

Cycle I

The researcher identifies the students’ the students’ problems in SMP Negeri 3 Hiliduho es 3 Hiliduho especially at the eighth grade students in speaking s in speaking skill.

Planning Planning

Getting the syllabus, less he syllabus, lesson plan, preparing materials, the observatio he observation paper, evaluation paper and field notes.

Action Action

Greeting the students, explaining th e students, explaining the action, teaching speaking skill, t eaking skill, teaching Chain Drill Technique, giving examples e, giving examples, giving task, taking conclusion.

Observa Observation

Observation the researcher’s and students’, on the researcher’s and students’, activities, weakness, and , weakness, and the students’ understanding.

successful successful

Reflection Reflecti

Noting and analyzing the result zing the result of the Research Repo Research Report observation, evaluation sheet ervation, evaluation sheet and field notes,

improving the weakness of the stud eakness of the students.

Figure 2: The research steps to increase the students' ability in speaking skill by using Chain Drill Technique.

The figure on the previous page consists of planning, implementation observation and reflection So, the researcher needs to prepare many things, and then the researcher is done the action based on the steps of teaching and learning processes in composing lesson plan In doing the actions, the teacher-collaborator deserves the students' and researcher's activities and finally the researcher reflect the result of the observation, field notes and evaluation- The researcher predicts two opportunities both are successful and unsuccessful. Whenever the research is unsuccessful to conduct Cycle I, the researcher continued in the next cycle. To conduct the cycles the researcher rearranges the lesson plan in two meetings.

There are the steps of the researcher's, the students 'and also the teacher collaborator's activities for each cycle namely:

Cycle I

In Cycle I, the researcher needs two meetings. The allocation of time of each meeting is 2x45 minutes. The researcher follows the procedure of CAR as follows.

l. The First Meeting

In the first meeting, the researcher does the research on August 2016 by time allocation is 2 x 45 minutes. Below, there are some processes of implementing the action, as follows.

a) Planning

In planning phase, the researcher did some activities, such as:

1) The researcher found the syllabus.

2) The researcher arranged a lesson plan.

3) The researcher prepared the material about asking and giving opinion

4) The researcher prepared, the observation sheet and field notes to the researcher and the students.

5) Preparing recorded (camera).

b) Action

In this phase, the researcher did some activities, such as:

1) The researcher entered the classroom.

2) The researcher greeted the students.

3) The researcher introduced herself to the students.

4) The researcher check the attendance list of the students.

5) The researcher introduced and explains new material to the students.

6) The researcher asksed the students whether they ever learned expression of asking and giving opinion.

7) The researcher explained express ion of asking and giving opinion and giving the example about the expression of asking and giving opinion to the students.

8) The researcher introduced and explains Chain Drill Technique to the students.

9) Before the researcher started the conversation the researcher prepares camera to record the students speaking.

10) During conducted the activity, the researcher allows some controlled communication, even though it is limited.

11) The researcher begin the conversation by greeting a particular students or asks them a question.

12) After the first students responded, then turns to the students 2 sitting next to her/him.

13) Student 2 responded, and then she/he turns to student 3 and asks a question or offers a greeting.

14) After the student 3 responded, she/he turns to the students sitting next to her/him to ask a question or offers a greeting until all the class participating in speaking.

15) The researcher gives improvement on the students' mistake and their limitation in responding a chain during conducting Chain Drill Technique.

16) The researcher asked the students in pairs to practice asking and giving opinion by using things around them.

17) The researcher concluded the material and greeting the students.

c) Observation

In this phase, the teacher-collaborator observed the activities of the students and the researcher such as:

1) The teacher-collaborator observed the researcher's activity during teaching learning process.

2) The teacher-collaborator observed the students' attitude during the teaching- learning process.

3) The teacher-collaborator observed the students who give response and opinion.

4) The teacher-collaborator observed the students' ability and weakness during teaching-learning process.

d. Reflection

In this phase, the researcher did some activities, such as:

1) The researcher noted the result of the observation paper of the students' and the researcher's activities.

2) The researcher analyzed and evaluates the observation paper of the students' and the researcher's activities.

3) The researcher analyzed and evaluates the oral test of the students that has been recorded.

4) The researcher improved the weaknesses in the first meeting either the students' or the researcher's activities.

The Second Meeting

In this meeting the researcher continued the activities of the first meeting by did some activities with procedure as follows.

a) Planning l) The researcher maked the lesson plan.

2) The researcher prepared the material about expressions of asking and giving opinion.

3) The researcher prepared the test about asking and giving opinion.

4) The researcher prepared the observation sheet to the researcher and the students.

5) The researcher prepared the recording (camera).

b) Action

1) The researcher entered the classroom.

2) The researcher greeted the students and asks their condition.

3) The researcher check the students' attendance list.

4) The researcher reviews and reminds the last material to the students.

5) The students give their opinion about the last material.