IMPROVING THE STUDENTS SPEAKING ACHIEVEMENT IN NARRATIVE TEXT THROUGH SNOWBALL THROWING MODEL.
IMPROVING THE STUDENTS’ SPEAKING ACHIEVEMENT
IN NARRATIVE TEXT THROUGH SNOWBALL
THROWING MODEL
A THESIS
Submitted to Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
IRA PANE
Register Number: 209321004
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First, the writer would like to express great thanks to Allah SWT for the
mercy has given Blessings, Health, Protection, Knowledge and Opportunity so
that this thesis entitled “Improving the Students’ Speaking Achievement in
Narrative Text Through Snowball Throwing Model”could be completed.
This thesis aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State
University of Medan.
This thesis probably still has many weaknesses so that constructive
suggestions and comments from the readers is wished.
During the process of writing this thesis, the writer has worked with a
great number of people through their guidance, suggestions, and comments. Thus
the writer would like to extend her sincere and special thanks to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University
of Medan.
2. Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Language and
Arts, Vice Dean I, Vice Dean II, Vice Dean III, and all the
administrative staff in State University Of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.
4. Dra. Masitowarni Siregar, M.Ed, the Head of English Education
Study Program.
5. Dra. Tjut Ernidawati, M.Pd, as her thesis consultant for her
generous assistance, guidence and advice she spent on supervising the
draft of this thesis.
6. All the judges of my Green table in English Department, for the
valuable knowledge, advises, and guidance during finished my thesis.
Drs. Johan Sinulingga, M.Pd.as the first judge, Drs. Willem
Saragih, Dipl. Appl., M.Pd. as the second judge, and Dr.
Zainuddin, DIP.TEFL., M.Hum. as the third judge.
7. Achmad Azis, the Headmaster of SMP Swasta Taman Harapan
Medan and Mrs. Ita, the English teacher.
8. Her beloved parentFajar Siddik Pane and Roslinda Hutapea, for
their endless loveand moral support in completing her education.
9. Her beloved brother Wanda Andika Pane,her sister Lia Kartika
Pane, S.E.and her younger brotherFadli Saputra Panewho have
given special support to pursue a better future life in obtaining the S1
Degree.
10. All English Education Department Students ’09 whose names are
not mentioned here, for their support.
Medan, March 2014
The Writer,
Ira Pane
Reg.Num. 209321004
ii
LIST OF TABLES
Table 3.2
Table 3.3
Table 3.4
Table 3.5
Table 4.1
Table 4.2
Table 4.3
Table 4.4
The Procedure of Data Collection for the First Meeting .........
Procedure of Data Collection for the Cycle ............................
Aspects of Speaking ................................................................
Score Categorize of Speaking .................................................
Students’ Speaking Score during Six Meetings ......................
The Comparison of Students’ Speaking Score ........................
Percentage of Students’ Narrative Speaking Competence ......
The Range of Score Improvement...........................................
23
23
26
29
32
36
36
37
REFERENCES
Arrends, Richard I. 2004. Learning to Teach (6th Ed). New York: McGraw – Hill
Companies.
Clark, H.H and Clark, E.V. 1997. Psychology and Language: An Introduction to
Psycholinguistics. New York: Harcourt Brace Jovanovich.
Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K8. Boston: Allyn&Bacon. Retrived January 29th 2013 at The Internet TESL
Journal, Vol. XII, No.11,November 2006http://iteslj.org/.
Hopkins, David. 2008. A teacher’s Guide to Classroom Research (4nd Ed.).
London: McGraw – Hill Open University Press.
Hornby, AS. 2005. Oxford Advanced Learner’s Dictionary. New York: Oxford
University Press.
Hughes. Rebecca. 2002. Teaching and Learning Speaking. London : Longman.
Hyland, Ken. 2002. Teaching and Researching Writing. Great Britain: Pearson
Education.
Joyce, B & Weil, M. 2004. Models of Teaching :5rd Edition. Raleigh, NC. North
California Department of Public Instruction.
Kemmis, S and R. Mettagart.2005. The action Research. Geeolong: Deakin
University.
Knapp, Peter and Watkins, Megan. 2005. Genre, Text, Grammar; Technologies
for Teaching and Assesing Writing. Australia: University of New South
Wales Press Ltd.
Nunan, David. 1989.Designing Tasks for The Communicative Classroom.
Sydney: Macquaire University.
Sinaga, Nurcahaya. 2010.The Application of Dictogloss Technique Trough
Collaborative Learning to Improve Student’s Achievement Writing: State
University of Medan (Unpublished).
Suprijono, Agus. 2010. Cooperative Learning. Yogyakarta: Pustaka Belajar.
Swales and Feak. 2001.Academic Writing for Graduate Students. The University
of Michigan Press.
Wallace, Michael. J. 1998. Action Research for Language Teachers. United
Kingdom: Cambridge University Press.
46
http://english-language-education.blogspot.com/2012/12/narrative
text.html#!/2012/12/narrative-text.html. Accessed on April, 12 2013
http:// mgmp2008.Worpress.com/10/29/model-model-pembelejaran/. Accessed on
April, 10 2013
1
CHAPTER I
INTRODUCTION
A.The Background of the Study
Language is a form of social interaction and communication which is used
by the society in order to create relationship one to another. Language consist of
four communicative skills, they are listening, speaking, reading, and writing. All
those skill have different character but they are related each other. For instance,
when you listened to someone‟s voice, you could write down what you have
listened, then you could read what you have written, and you could speak what
you have read.
According to the writer‟s experience in conducting mini research in
observing classroom and teaching, one of the main interesting language skills is
speaking. Speaking according to Chaney and Burk (1998) is the process of
building and sharing meaning through the use of verbal and non-verbal symbols,
in a variety of contexts. It is usually realized that spoken language develops
naturally or automatically at the right time. Then it tends face to face conversation
and the form or style is more generally colloquial.to be more fragmentary and
sociable because when the students talk to other students, it should involve them.
For example, say such things as „You know what the point?‟, and „You will
accompany me, won‟t you?‟, the last utterance use of tag question persuading a
reply. In addition, spoken language is used in
Speaking as a productive language, it is supposed to be something
complex in students‟ opinion. They ever find themselves stressing out over
1
2
learning while they are asked to speak out. The students do not understand clearly
that the measurement of successful speaking is the existence of speaker in
interactive communication because they forget that, as teenagers, they are already
the competent users of language.
Apparently, there is difficult tendency in students‟ mind while speaking.
What‟s their real problem in speaking? “The affective factors”. The students adopt
a kind of viruses in their mind namely “fear of mistake”. They are not totally sure
if they are saying is right or wrong. It could be caused of the vocabulary,
pronunciation, and grammar lack nesses. The students think English as a difficult
and complex language. Thus they are very worry if teacher will ask them to speak
in front of the class.
Furthermore, speaking is not only as much as is necessary. It should be
achieved the discourse competence. Martin and Rose (2003) state that discourse
competent is a form of students‟ English ability in spoken text. It reflects a
communicative context in terms of the speaking acquisition, for example genre as
a text type specifically for narrative. Genre of narration is the interesting event
that can be conducted in form of entertaining and good lesson story to tell or
retell. But constantly, to speaking narrative is not easy as it is. That is to be
difficult to students by sharing something sophisticated spontaneously or called as
speaking narrative.
The teacher should stimulate a right way for motivate the students
intrinsically. It can be done by applying qualified model in teaching learning
process, so the students can be more active and practice themselves everywhere.
3
Bruce and Weil (2004:20) defined that to choose certain models and not others are
partly a matter of efficiency and partly a matter of considerable philosophical
import. Then the model that is chosen creates the world of the learner.
According to the writer, one of the models which are appropriated to this
issue for developing their speaking achievement in narrative text is snowball
throwing model. According to Bayor (2010), Snowball Throwing is one of the
active learning models which in practice involve a lot of students. The teacher's
role here is only as giving guidance on the topic of early learning and subsequent
demolition of the course of learning.
However, according Suprijono (2010: 128) Snowball throwing is teacher
presents the material to be presented. Teacher forms a group and call the chairman
of each group to give an explanation about the material. Each group head back to
the group and explain any material submitted by the teacher to his friend. Each
student is given one sheet of paper to write down a question of whatever
pertaining to material that has been described by the group leader. Paper
containing the question is made into a ball and thrown from one student to other
students for 15 minutes. After students got one ball / one question is given the
opportunity for students to answer questions that are written in ball-shaped paper
interchangeably. At the end, the teacher gives evaluation and closing. It can be
concluded that the snowball throwing model has the strength to improve students‟
speaking achievement because it involves the activity of physic and mental while
doing the process of cooperative learning. Then the students are encouraged to
have bravery to speak loud each other.
4
In addition, in the journal of Deni Kurnianengih Darusmin entitled “Using
Snowball Throwing Model to Increase Speaking Ability of the Second Year
Students of SMP N 21 Pekanbaru” states that the snowball throwing model
significantly improves the students‟ writing skill in terms of the narrative text.
However, the statistic gives significant differences of the score results of the two
cycles were found on the Post-test 2, where about 83.33 % of the students reached
the school minimum standard of English subject in speaking ability in narrative
text. Moreover, the students‟ activeness during the snowball throwing model
treatment also improved from one meeting to others.
Then finally, by finding out the real problem and the real fact of the
journal above in classroom activity specifically in speaking achievement in
narrative text, it is interesting to conduct a research in improving students‟
speaking narrative achievement by choosing snowball throwing model.
B. The Problem of the Study
Based on the background of study above, the problem of this study can be
questioned as follows,
“Does the snowball throwing model significantly improve the students‟ speaking
achievement in narrative text?”
C. The Objective of the Study
This study is aimed at finding out whether snowball throwing model could
significantly improve student‟s speaking achievement in narrative text.
5
D. The Scope of the Study
This study basically limited to the students‟ achievement of Senior High
School on Grade XI. It is related to the classroom observation for the first time;
there is a problem in speaking narrative in this certain grade. Thus, one of the
suitable models which can be applied is snowball throwing. It is one of
cooperative learning which conducts the teaching learning process more
meaningful. So, the situation of the classroom is in active learning, and then this
model can significantly attract students‟ competence in group work.
E. The Significance of the Study
1. Theoretical Significance
The findings of the study are theoretically expected to be significant
for improving students‟ speaking achievement in narrative text through
snowball throwing model.
2. Practical Significance
a. Practically this study is useful for teaching learning process to
improve the classroom atmosphere become more active by
applying snowball throwing model in improving students‟
speaking narrative achievement.
b. Practically the students become more active in speaking narrative
by applying snowball throwing model.
6
c. Practically this study is useful for other researchers to explore more
about speaking narrative as reference in terms of the applying
snowball throwing model.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
After analyzing the quantitative data, the writer found out that the students’
scores increased during the cycles. It can be seen from the improvement of the
mean in test I was 64.44, the mean of test II was 68.92, and the mean of test III
was 74.15. Moreover, the qualitative data showed that the students were more
interested and enjoyable in speaking narrative through Snowball Throwing Model.
Therefore, it can be concluded that the application of Snowball Throwing Model
can improve the students’ speaking achievement in narrative text.
B.
Suggestions
Related to the writer’s research, some suggestions are pointed out as
follows:
1. For the teaching learning process, it’s better to apply Snowball Throwing
Model in teaching learning process because it’s proven that this
technique can improve the students’ speaking achievement in narrative
text easily and creatively.
2. For the students, it’s suggested that students should learn well the
activities of Snowball Throwing Model in order to make them apply
themselves to be able learn vocabulary and speaking effectively
44
IN NARRATIVE TEXT THROUGH SNOWBALL
THROWING MODEL
A THESIS
Submitted to Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
IRA PANE
Register Number: 209321004
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
First, the writer would like to express great thanks to Allah SWT for the
mercy has given Blessings, Health, Protection, Knowledge and Opportunity so
that this thesis entitled “Improving the Students’ Speaking Achievement in
Narrative Text Through Snowball Throwing Model”could be completed.
This thesis aimed at fulfilling one of the requirements for the degree of
Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State
University of Medan.
This thesis probably still has many weaknesses so that constructive
suggestions and comments from the readers is wished.
During the process of writing this thesis, the writer has worked with a
great number of people through their guidance, suggestions, and comments. Thus
the writer would like to extend her sincere and special thanks to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University
of Medan.
2. Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Language and
Arts, Vice Dean I, Vice Dean II, Vice Dean III, and all the
administrative staff in State University Of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department.
4. Dra. Masitowarni Siregar, M.Ed, the Head of English Education
Study Program.
5. Dra. Tjut Ernidawati, M.Pd, as her thesis consultant for her
generous assistance, guidence and advice she spent on supervising the
draft of this thesis.
6. All the judges of my Green table in English Department, for the
valuable knowledge, advises, and guidance during finished my thesis.
Drs. Johan Sinulingga, M.Pd.as the first judge, Drs. Willem
Saragih, Dipl. Appl., M.Pd. as the second judge, and Dr.
Zainuddin, DIP.TEFL., M.Hum. as the third judge.
7. Achmad Azis, the Headmaster of SMP Swasta Taman Harapan
Medan and Mrs. Ita, the English teacher.
8. Her beloved parentFajar Siddik Pane and Roslinda Hutapea, for
their endless loveand moral support in completing her education.
9. Her beloved brother Wanda Andika Pane,her sister Lia Kartika
Pane, S.E.and her younger brotherFadli Saputra Panewho have
given special support to pursue a better future life in obtaining the S1
Degree.
10. All English Education Department Students ’09 whose names are
not mentioned here, for their support.
Medan, March 2014
The Writer,
Ira Pane
Reg.Num. 209321004
ii
LIST OF TABLES
Table 3.2
Table 3.3
Table 3.4
Table 3.5
Table 4.1
Table 4.2
Table 4.3
Table 4.4
The Procedure of Data Collection for the First Meeting .........
Procedure of Data Collection for the Cycle ............................
Aspects of Speaking ................................................................
Score Categorize of Speaking .................................................
Students’ Speaking Score during Six Meetings ......................
The Comparison of Students’ Speaking Score ........................
Percentage of Students’ Narrative Speaking Competence ......
The Range of Score Improvement...........................................
23
23
26
29
32
36
36
37
REFERENCES
Arrends, Richard I. 2004. Learning to Teach (6th Ed). New York: McGraw – Hill
Companies.
Clark, H.H and Clark, E.V. 1997. Psychology and Language: An Introduction to
Psycholinguistics. New York: Harcourt Brace Jovanovich.
Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K8. Boston: Allyn&Bacon. Retrived January 29th 2013 at The Internet TESL
Journal, Vol. XII, No.11,November 2006http://iteslj.org/.
Hopkins, David. 2008. A teacher’s Guide to Classroom Research (4nd Ed.).
London: McGraw – Hill Open University Press.
Hornby, AS. 2005. Oxford Advanced Learner’s Dictionary. New York: Oxford
University Press.
Hughes. Rebecca. 2002. Teaching and Learning Speaking. London : Longman.
Hyland, Ken. 2002. Teaching and Researching Writing. Great Britain: Pearson
Education.
Joyce, B & Weil, M. 2004. Models of Teaching :5rd Edition. Raleigh, NC. North
California Department of Public Instruction.
Kemmis, S and R. Mettagart.2005. The action Research. Geeolong: Deakin
University.
Knapp, Peter and Watkins, Megan. 2005. Genre, Text, Grammar; Technologies
for Teaching and Assesing Writing. Australia: University of New South
Wales Press Ltd.
Nunan, David. 1989.Designing Tasks for The Communicative Classroom.
Sydney: Macquaire University.
Sinaga, Nurcahaya. 2010.The Application of Dictogloss Technique Trough
Collaborative Learning to Improve Student’s Achievement Writing: State
University of Medan (Unpublished).
Suprijono, Agus. 2010. Cooperative Learning. Yogyakarta: Pustaka Belajar.
Swales and Feak. 2001.Academic Writing for Graduate Students. The University
of Michigan Press.
Wallace, Michael. J. 1998. Action Research for Language Teachers. United
Kingdom: Cambridge University Press.
46
http://english-language-education.blogspot.com/2012/12/narrative
text.html#!/2012/12/narrative-text.html. Accessed on April, 12 2013
http:// mgmp2008.Worpress.com/10/29/model-model-pembelejaran/. Accessed on
April, 10 2013
1
CHAPTER I
INTRODUCTION
A.The Background of the Study
Language is a form of social interaction and communication which is used
by the society in order to create relationship one to another. Language consist of
four communicative skills, they are listening, speaking, reading, and writing. All
those skill have different character but they are related each other. For instance,
when you listened to someone‟s voice, you could write down what you have
listened, then you could read what you have written, and you could speak what
you have read.
According to the writer‟s experience in conducting mini research in
observing classroom and teaching, one of the main interesting language skills is
speaking. Speaking according to Chaney and Burk (1998) is the process of
building and sharing meaning through the use of verbal and non-verbal symbols,
in a variety of contexts. It is usually realized that spoken language develops
naturally or automatically at the right time. Then it tends face to face conversation
and the form or style is more generally colloquial.to be more fragmentary and
sociable because when the students talk to other students, it should involve them.
For example, say such things as „You know what the point?‟, and „You will
accompany me, won‟t you?‟, the last utterance use of tag question persuading a
reply. In addition, spoken language is used in
Speaking as a productive language, it is supposed to be something
complex in students‟ opinion. They ever find themselves stressing out over
1
2
learning while they are asked to speak out. The students do not understand clearly
that the measurement of successful speaking is the existence of speaker in
interactive communication because they forget that, as teenagers, they are already
the competent users of language.
Apparently, there is difficult tendency in students‟ mind while speaking.
What‟s their real problem in speaking? “The affective factors”. The students adopt
a kind of viruses in their mind namely “fear of mistake”. They are not totally sure
if they are saying is right or wrong. It could be caused of the vocabulary,
pronunciation, and grammar lack nesses. The students think English as a difficult
and complex language. Thus they are very worry if teacher will ask them to speak
in front of the class.
Furthermore, speaking is not only as much as is necessary. It should be
achieved the discourse competence. Martin and Rose (2003) state that discourse
competent is a form of students‟ English ability in spoken text. It reflects a
communicative context in terms of the speaking acquisition, for example genre as
a text type specifically for narrative. Genre of narration is the interesting event
that can be conducted in form of entertaining and good lesson story to tell or
retell. But constantly, to speaking narrative is not easy as it is. That is to be
difficult to students by sharing something sophisticated spontaneously or called as
speaking narrative.
The teacher should stimulate a right way for motivate the students
intrinsically. It can be done by applying qualified model in teaching learning
process, so the students can be more active and practice themselves everywhere.
3
Bruce and Weil (2004:20) defined that to choose certain models and not others are
partly a matter of efficiency and partly a matter of considerable philosophical
import. Then the model that is chosen creates the world of the learner.
According to the writer, one of the models which are appropriated to this
issue for developing their speaking achievement in narrative text is snowball
throwing model. According to Bayor (2010), Snowball Throwing is one of the
active learning models which in practice involve a lot of students. The teacher's
role here is only as giving guidance on the topic of early learning and subsequent
demolition of the course of learning.
However, according Suprijono (2010: 128) Snowball throwing is teacher
presents the material to be presented. Teacher forms a group and call the chairman
of each group to give an explanation about the material. Each group head back to
the group and explain any material submitted by the teacher to his friend. Each
student is given one sheet of paper to write down a question of whatever
pertaining to material that has been described by the group leader. Paper
containing the question is made into a ball and thrown from one student to other
students for 15 minutes. After students got one ball / one question is given the
opportunity for students to answer questions that are written in ball-shaped paper
interchangeably. At the end, the teacher gives evaluation and closing. It can be
concluded that the snowball throwing model has the strength to improve students‟
speaking achievement because it involves the activity of physic and mental while
doing the process of cooperative learning. Then the students are encouraged to
have bravery to speak loud each other.
4
In addition, in the journal of Deni Kurnianengih Darusmin entitled “Using
Snowball Throwing Model to Increase Speaking Ability of the Second Year
Students of SMP N 21 Pekanbaru” states that the snowball throwing model
significantly improves the students‟ writing skill in terms of the narrative text.
However, the statistic gives significant differences of the score results of the two
cycles were found on the Post-test 2, where about 83.33 % of the students reached
the school minimum standard of English subject in speaking ability in narrative
text. Moreover, the students‟ activeness during the snowball throwing model
treatment also improved from one meeting to others.
Then finally, by finding out the real problem and the real fact of the
journal above in classroom activity specifically in speaking achievement in
narrative text, it is interesting to conduct a research in improving students‟
speaking narrative achievement by choosing snowball throwing model.
B. The Problem of the Study
Based on the background of study above, the problem of this study can be
questioned as follows,
“Does the snowball throwing model significantly improve the students‟ speaking
achievement in narrative text?”
C. The Objective of the Study
This study is aimed at finding out whether snowball throwing model could
significantly improve student‟s speaking achievement in narrative text.
5
D. The Scope of the Study
This study basically limited to the students‟ achievement of Senior High
School on Grade XI. It is related to the classroom observation for the first time;
there is a problem in speaking narrative in this certain grade. Thus, one of the
suitable models which can be applied is snowball throwing. It is one of
cooperative learning which conducts the teaching learning process more
meaningful. So, the situation of the classroom is in active learning, and then this
model can significantly attract students‟ competence in group work.
E. The Significance of the Study
1. Theoretical Significance
The findings of the study are theoretically expected to be significant
for improving students‟ speaking achievement in narrative text through
snowball throwing model.
2. Practical Significance
a. Practically this study is useful for teaching learning process to
improve the classroom atmosphere become more active by
applying snowball throwing model in improving students‟
speaking narrative achievement.
b. Practically the students become more active in speaking narrative
by applying snowball throwing model.
6
c. Practically this study is useful for other researchers to explore more
about speaking narrative as reference in terms of the applying
snowball throwing model.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.
Conclusion
After analyzing the quantitative data, the writer found out that the students’
scores increased during the cycles. It can be seen from the improvement of the
mean in test I was 64.44, the mean of test II was 68.92, and the mean of test III
was 74.15. Moreover, the qualitative data showed that the students were more
interested and enjoyable in speaking narrative through Snowball Throwing Model.
Therefore, it can be concluded that the application of Snowball Throwing Model
can improve the students’ speaking achievement in narrative text.
B.
Suggestions
Related to the writer’s research, some suggestions are pointed out as
follows:
1. For the teaching learning process, it’s better to apply Snowball Throwing
Model in teaching learning process because it’s proven that this
technique can improve the students’ speaking achievement in narrative
text easily and creatively.
2. For the students, it’s suggested that students should learn well the
activities of Snowball Throwing Model in order to make them apply
themselves to be able learn vocabulary and speaking effectively
44