Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of SarjanaPendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
THE USE OF CONVERSATION STARTER TECHNIQUE
TO IMPROVE STUDENTS’ FLUENCY IN SPEAKING
(Classroom Action Research At First Grade Students Of SMKN 1
Salatiga In The Academic Year of 2014/2015)
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of SarjanaPendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
A’YUN MAS’UDAH
113 11 090
ENGLISH AND EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2015
DECLARATION
مسبهللانمحرلاميحرلا
"In The Name of Allah the Most Gracious and the Most Merciful" Hereby, the writer declares that this graduating paper is written by the writer her/himself. This paper does not contain any materials which have been published by other people; and it does not cite any other people‟s ideas except the information from the references.
This declaration is written by the writer to be understood.
Salatiga, 03 August2015 The writer A‟yunMas‟udah 11311090
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
JL.TentaraPelajar 2 Tlp(0298) 323433 Salatiga 50731 Website:-mail: administrasi@iainsalatiga.ac.id Salatiga, August032015
RifqiAuliaErlangga, S.Fil, M.Hum The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga ATTENTIVE COUNSELOR’S NOTE Case: A‟yunMas‟udah‟s Graduating Paper Dear,
Dean of Teacher Training and Education Faculty Assalamu’alaikumwr.wb.
After reading and correcting name‟s graduating paper entitled “THE USE OF CONVERSATION
STARTER TECHNIQUE TO IMPROVE STUDENTS’ FLUENCY IN SPEAKING(ClassroomAction Research At First Grade Students Of SMK N 1 Salatiga In The Academic Year of
2014/2015)”, I have decided and would like to propose that this paper can be accepted by the Teacher Training and Education Faculty. I hope this pakper will be examined as soon as possible.
Wassalamu’alaikumwr.wb.
Counselor RifqiAuliaErlangga, S.Fil, M.Hum NIP.19830507 200901 1 010
A GRADUATING PAPER
THE USE OF CONVERSATION STARTER TECHNIQUE TO IMPROVE
STUDENTS’ FLUENCY IN SPEAKING
(CLASSROOM ACTION RESEARCH AT FIRST GRADE STUDENTS OF SMKN 1
SALATIGA IN THE ACADEMIC YEAR OF 2014/2015)
WRITTEN BY:
A’YUN MAS’UDAH
NIM: 11311090
Has been brought to the board of examiners of English and Education Department of Teacher
thTraining and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on 29
August 2015, and hereby considered to complete the requirements for the degree of
Sarjanapendidikan Islam (S.Pd.I) in English and Education.
Board of examiners
Head : MuhKhusen, M.A Secretary : RifqiAuliaErlangga, S.Fil, M.Hum First examiner : Ruwandi, S.Pd, M.A Second examiner :SetiaRini, M. Pd th Salatiga, 29 August 2015Dean of Teacher Training and Education Faculty Suwardi, M.Pd. NIP. 19670121 199903 1 002
MOTTO
EVERYTHING IS LILLAHITA’ALA,
ALWAYS KEEP ON SPIRIT AND
BELIEVE IN ALLAH
DEDICATION
This graduating paper is graduating to: 1. Allah SubhanahuWata‟ala
2. My beloved mother and father ( Chaniroh and Zaenuri ), thanks for your pray and supports.
3. My dearest sisters and brother (Miftahullaila, Ana handayani, Ulfifaizah, Dewikusuma, Fuad mas duki) thanks for your motivation and always give spirit to do this paper.
4. My lovely best friends (Farrah zakiyahanwar, FizaniFadilah, DewiVerawati and Sri rejeki) thanks for the togetherness and supports.
5. All my friends TBI A until E
ACKNOWLEDGEMENT
Assalamu’alaykumWr. Wb.Alhamdulillahirabbil’alamin, all praise due to Allah, the Most Gracious and
the Most Merciful who always keeps me when I was in down and up. Bless and mercy is upon great Prophet Muhammad Saw for his guidance that leads me to the truth.
However, this paper will not be finished without supports, advices, help and encouragement from people and institution and let she says thanks to:
1. Mr. Dr. RahmatHariyadi, M.Pd., as the Rector of State Institute for Islamic Studies(IAIN)Salatiga, thanks for time I spend studying in IAIN Salatiga.
2. Mr. Suwardi, M.Pd., as The Dean of Teacher Training and Educational Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Mrs.Noor Malihah, Ph. D., as the Head of English Education Department of State Institute for Islamic Studies (IAIN)Salatiga.
4. Mr.RifqiAuliaErlangga, S.Fil,M.Hum.,as counselor who has espoused, and given the writer advices, suggestions and recommendations for this graduating paper from beginning until the end. Thank you so much, I learn a lot from you.
5. All the lecturers who have given much knowledge.
6. All beloved family, thanks for your spirit and support.
7. All friends of C class and all friends in English Department. Thank for your friendship and kindness.
8. Mrs Farida, as the English teacher of SMKN1 Salatiga, thank you for giving me contribution while I was conducting the research there, and all the students at first grade of class cooking2 in SMKN1 salatiga 9. Who cannot be mentioned one by one.
Eventually, this graduating paper is expected to be able to provide useful knowledge and information to the readers. The writer is pleased to accept more suggestion and contribution for the improvement of this graduating paper.
Salatiga, September 03 2015 The Writer A‟yunMas‟udah 11311 090
ABSTRACT
Mas‟udah, A‟yun. 2015. “The Use Of Conversation Starter Technique To Improve
Students’ Fluency In Speaking” (Classroom Action Research At First Grade Students Of SMK N 1 Salatiga In The Academic Year Of 2015/2016). Dean of Teacher Training and Education faculty.English
Education Department.State Institute for Islamic Studies (IAIN) Salatiag.The counselor is RifqiAuliaErlangga, S.Fil,M.Hum.
Keywords: influence, students’ fluency, speaking, conversation starter
The objectives of this research are : 1) To understand the implementation of conversation starter technique to improve students‟ fluency in speaking at the first grade students at SMK N 1 Salatiga in academic year of 2015/ 2016; 2) To find out the improvement of students‟ fluency in speaking by conversation starter technique at the first grade students at SMK N 1 Salatiga in academic year of 2015/ 2016.
The population of this research is the first grade students of SMKN1 Salatiga in Academic Year 2015/2016. The writer takes XI cooking class 2 class as the sample, there are 37 students. The methods which are used in collecting data are Pre- test, treatment, and Post- test. The students were given test by giving opinion individually (pre-test) and giving arguments through Conversation Starter (post-test). The writer analyzes the speaking components containing vocabulary and expression, grammar structure, smoothness, communicate effectively, pronunciation and intonation. The mean score of the students‟ pre-test in speaking in cycle 1 is 55,94 and the mean score of the students in post- test is 61,21. The students‟ score are increased in the cycle 2, the mean score of their pre test is 58,37 and mean score of post test is 70,27. According to the mean of both tests, the mean of post-test is higher than the pre-test, so teaching speaking by using Conversation Starter is better than before using Conversation Starter. The writer uses T-test formula to know the differences of pre-test and post-test. The result of t- test are in cycle 1 the t-test is 4,17, which is higher than t-table (2,028) and in the cycle 2, the t-test is 8,50, higher than t-table (2,028), by the level significant of 5%. So there is improvement of students‟ fluency in speaking of the first grade students of SMKN 1 Salatiga. After being taught by using Conversation starter.
TABLE OF CONTENT
COVER PAGE .................................................................................. i DECLARATION ............................................................................. ii ATTENTIVE COUNSELOR NOTE ............................................... iii CERTIFICATION PAGE ................................................................. iv MOTTO ............................................................................................ v DEDICATION ................................................................................. vi ACKKNOWLEDGMENT ............................................................... vii ABSTRAC ....................................................................................... ix TABLE OF CONTENT .................................................................... x
CHAPTER I INTRODUCTION A. Background f The Study ................................................. 01 B. Problem of The Study .................................................... 03 C. Limitation of The Problem ............................................. 03 D. Objectiveness of The Study ........................................... 03 E. Significance of The Study .............................................. 04 F. Definition of The Key Term .......................................... 05
1. Conversation starter ................................................. 05
2. Speaking .................................................................... 06 G. Review of related Lierature ............................................. 07 H. The Outline of The Paper Presentation ........................... 08
CHAPTER II LITERATURE REVIEW A.
1. Definition of speaking ............................................... 10
2. Types of speaking ..................................................... 11
3. The elements of speaking .......................................... 13
4. Characteristic of successful speaking........................ 16 5. . Students‟ Fluency in Speaking .................................. 17
B. Conversation Starter ...................................................... 21 1. The definition ............................................................ 21 2. Technique for conversation starter information ........ 22 3. Teaching speaking through conversation starter technique .................................................................. 24 C. .. Research Hypothesis...................................................... 25
CHAPTER III RESEARCH REPORT A. Setting of Research ...................................................... 26 B. Research Methodology................................................. 31
1. Classroom action research...................................... 31 2. .. The characteristic of classroom action research ..... 32
3. The principle of classroom action research ............ 33
4. Object of classroom action research ...................... 34
C. Subject of The Research............................................... 38
D. Research Procedure ...................................................... 37
E. Technique of Collecting Data ...................................... 39
F. Technique of Data Analysis ......................................... 40
CHAPTER IV IMPLEMENTATION OF THE RESEARCH A. Field Note ..................................................................... 43
1. Cycle I .................................................................... 43
2. Cycle II ................................................................... 56
B. Calculation of The Result Cycle I ................................ 51
1. Score of pre- test and post-test in the cycle I ......... 51
C. Calculation of The Result of Cycle II .......................... 64
1. Score of the pre-test and post-test cycle II ............. 64
D. Description of Analysis of the Questionnaire .............. 68
CHAPTER V CLOSURE A. Conclusion ................................................................... 72 B. Implementation ............................................................ 73 C. Suggestion .................................................................... 73 REFERENCES APPENDIXES
LIST OF TABLES
Table 3.1Condition of Students .................................................................. 29
Table 3.2Infrastructure .............................................................................. 29
Table 3.4List Subject of the Research in First Grade Class BO2 ........... 36
Table 4.5Students Score of Pre- test and Post- test in cycle 1 ................. 51
Table 4.6Students Score of pre- test and Post- test in cycle 2 ................. 64
Table 4.7Analysis of Questionnaire ........................................................... 69
CHAPTER I INTRODUCTION A. BACKGROUND OF THE STUDY Language is an important of communication tool for humans, because
of the language we can find out the information we need. Therefore, we have to be able to master the language and the elements such as vocabulary, structure, and etc. As an important thing of communication for human, so learn the language well is necessity.
English is the international language of the world, and it is a foreign language for Indonesian. Most of people who take on education are learned and learn English. So, as a student, learning English language is very important and necessity. One of the aims of teaching English is students could speak in English. In language teaching exactly English, there are four skills; listening, speaking, reading and writing. Many people feel that speaking in a new language is harder than reading, writing or listening for two reason. First, unlike reading or writing, speaking happens in real time usually the person we are talking to is waiting for us to speak right then. Second, when we speak, we cannot edit and revise what we wish to say, as we can if we are writing.
Teaching speaking is giving instruction to a person in order to communicate. Learners can use conversation as our basic communication. A conversation starter is an introduction used to begin a good conversation. Small talk conversation starters play an important role, because they get the dialogue going. Equipped with a good understanding of the art ofnd a few good small talk conversation starters, we can converse with anybody.
There are many ways and approaches from which a teacher can choose to reach an educational objective. By employing a variety of methods and techniques, students and teachers are more interested and motivated, and the classroom atmosphere is better for teaching and learning. Good teachers are constantly seeking ways to improve their techniques and procedures. (Sharon K. Zenger, M.S, 1977:01)
Many students lack to speaking English well, many factors that become reasons why their speaking English are bad. This problem can be caused of teaching process in the class. For that reason, the writer wants to apply the technique that can make the students fluent and improve in speaking English.
Based on the learning method explained, the students hoped to become active in learning process. The students‟ fluency in speaking will encourage them to be able to realize the speech. So the writer takes courage to write a research with the title “THE USE OF CONVERSATION STARTER TECHNIQUE TO IMPROVE STUDENTS‟ FLUENCY IN SPEAKING” (Classroom Action Research At First Grade Students Of SMK N 1 Salatiga In The Academic Year 2014/2015).
B. PROBLEM OF THE STUDY
Based on the background above, the writer formulates the problem as follow :
1. Does the use of conversation starter technique improve the students‟ fluency in speaking at the first grade students of SMKN1 Salatiga in the academic year of 2014/2015?
2. How are the implementation of conversation starter technique on the teaching speaking English at the first grade students of SMK N 1 salatiga in the academic year of 2014/2015 ?
3. How is improvement the conversation starter technique significantly to the students‟ fluency in speaking ?
C. LIMITATION OF THE PROBLEM
The study emphasize on the influence of conversation starter technique to improve students‟ fluency in speaking at the first grade students of SMKN
1 Salatiga in academic year 2014/2015. This study especially focuses on how far the implementation of conversation starter technique to improve students‟ fluency in speaking. What are the positive implication of it.
D. OBJECTIVES OF THE STUDY
Consideering the problems that have formulated above the objectives of reaserch can be specified as follows :
1. Describe whether conversation starter technique improves the students‟ fluency in speaking at the first grade students of SMKN 1 salatiga in academic year 2014/ 2015.
2. To understand the implementation of conversation starter technique to improve students‟ fluency in speaking at the first grade students at SMK N
1 Salatiga in academic year 2014/ 2015.
3. To find out the improvement of students‟ fluency in speaking by conversation starter technique at the first grade students at SMK N 1 Salatiga in academic year of2014/ 2015.
E. SIGNIFICANCE OF THE STUDY
After the writer has completed this study it has two major benefits those are:
1. Practically : The findings of this research will be useful to the reader who is devoted on English teaching speaking.
2. Theoretically : The findings of this research will enrich the theory of students‟ fluency in speaking.
This research also can be guidance for teachers and students.
1. For the English teachers as follows:
a. To help the teachers in enrich knowledge about the technique that improve English fluency in speaking.
b.
To find out the best technique in developing students‟ fluency in speaking.
2. For the students: a. To know how far the aim has been achieved by students in English speaking teaching.
b. To make the students easier to explore their fluency in speaking by conversation starter technique.
c. To support the students to improve their fluency in English speaking materials.
F. DEFINITION OF THE KEY TERM 1. Conversation Starter
Conversation starter is a resource made up of a series of guiding questions that can be used as a focus of professional dialogue for mentoring, performance appraisal and other professional learning. (Ontario Ministry of education, 2010)
Conversation starter is one of technique to improve speaking skill. It may called to begin the conversation. An opener often takes the form of an open-ended question, which can lead to further comments oras well as creating topics for future conversations. conversation opener is often referred to aand is used to make both people in a conversation feel comfortable.
Conversation skill usually used in speaking skill to make an improvement to the students. Most of the students too shy and afraid to take a part in the conversation. In the other words, the students are having problem with their confident. There are also clumsy in speaking, they just speak when the teacher ask them. From the explanation, we know that with uses the conversation starter the students more enthusiastic to begin and open the small talk without shy or clumsy. Besides that, conversation starter will make the students attractive to stimulate them to speak English.
2. Speaking Speaking is one of the most important skills to master in a language.
Its success is measured in term of ability to carry out conversation in an interactive process construction meaning that involves producing, receiving, and processing information.
Speak means talk about, use your voice to say, be able to use a language, make a speech to an audience, make use of language ordinary, not singing, voice (Oxford Dictionary, 2003:414)
Speaking is key to communication. By considering what good speakers do, what speaking tasks can be used in class, and what specific needs learners report, teachers can help learners improve their speaking and overall oral competency.
a. Students’ Fluency
Students‟ fluency can be appeared in many factors; one of them is using conversation starter technique in speaking class. The success in speaking is if students can fluent in their speaking English. How the students can learn the technique correctly and can apply in their speaking well.
Students‟ fluency is the success that reached the students in speaking English. The student can speak well and fluent without any problem in their speaking English. The technique that teacher apply in the learning process in class, will be influence the students‟ fluency in speaking English.
G. REVIEW OF RELATED LITERATURE
In this study, the researcher takes a review of related literature from the other thesis, the title is
“Improving Students’ Speaking Mastery Through Inside-Outside Circle (IOC) Technique In The Second Year Students Of Sma Negeri 1 Welahan, Jepara Academic Year Of 2013/2014 (A Classroom
Action Research onSecond Year Students of SMAN 1 Welahan, Jepara in Academic Year of 2013/2014). Researcher by Mala Alfiana the student of State Institute of Islamic Studies (STAIN) Salatiga.
The result of the study indicates that the technique of Inside- Outside Circle can improve speaking students. When in the first meeting, the teacher concluded that it was very important to give some feedbacks and motivations to the students to be more active and creative in giving argument. In this meeting, the teacher found that they actually wanted to share something, but they were not confident in speaking English. After the researcher of this research practice this technique in several meetings, the discussion in the treatment and the feedback that the researcher gave really helped them to improve their speaking.
Although the researcher has similar topic “speaking”, but the writer has different object and technique. Beside it the researcher focuses on students‟ fluency. The researcher analyzes on improving the students‟ fluency in speaking using the conversation starter technique at the first grade students of SMKN 1 salatiga. The similarity is both of them make the students more active to speak in the class and more confidence to speak in English.
H. The outline of the Paper Presentation
In order to make easy to understand this thesis, the writer write the following system of presentation as follows:
I. Chapter I is introduction. It consists of the background of the study, problem of the study, limitation of the study, objectives of the study, significance of the study, definition of the key term, hypothesis, research methodology and paper outline.
II. Chapter II deals with the literature review. It consists of the definition of the conversation starter technique, definition of the students‟ fluency, and speaking.
III.
Chapter III presents research method, which consists of place and time of the research, research design, population and samples, technique of data collecting and technique of data analysis. IV. Chapter IV is implementation of the research. It is the analysis to answer the problems of the study.
V. Chapter V is Conclusion, it is the conclusion of the research and suggestion that the writer made from the findings that the writer made from the findings that the writer had
CHAPTER II LITERATURE REVIEW A. Speaking 1. Definition of Speaking Speaking derived from word “speak” means to utter words or
articulate sounds with ordinary speech modulation; to convey thoughts, opinions, or emotions orally, to express oneself, to be on speaking terms, etc. (Mafflin Company, 2000:1668). So, speaking is conveying the language to be meaningful in speaking.
Harris (1969:81), as quoted by Brown‟s book (1980: 8), states that teaching cannot be defined a part from learning because it is guiding and facilities of learning, enabling the learner to learn and setting the condition for learning. Speaking is a skill requiring the simultaneous use of member of different abbilities. There are five components in speaking skill, they are: a. Pronunciation Way in which language is spoken.
b. Grammar Rule for forming words and making sentence.
c. Vocabulary Total number of words that make up a language.
d. Fluency
It is quality or condition of person to speak a language easily and well.
e. Comprehension For oral communication certainly requires a subject to responds to speech as well as to initiate it.
To most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in term of ability to carry out a conversation in the language. (Nunan, 1991:39) Speaking is one aspect of the language that very important to be mastered. And also one of the reach of studying a foreign language is people could speak fluently. So by learning to speak English well, students gain a valuable skill which can be useful in their lives and contribute to their community.
2. Types of Speaking
According to Brown, (2004: 141-142) there are five basic types of speaking activity, they are: a. Imitative
At one end of a continuum of types of speaking performance is the ability to simply parrot back (imitative) a word or phrase or possibly a sentence. While this is a purely phonetic level of oral production, a number of prosodic, lexical, and grammatical properties of language may be included in the criterion performance.
b. Intensive
A second type of speaking frequently employed in assessment contexts is the production of short stretches of oral language designed to demonstrate competence in narrow band of grammatical, phrasal, lexical, or phonological relationships (such as prosodic elements- intonation, stress, rhythm, juncture). The speaker must be aware of semantic properties in order to be able to respond, but interaction with an interlocutor or test administrator is minimal at best.
c. Responsive Responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversation, standard greeting and small talk, simple requests and comment, and the like. The stimulus is almost always a spoken prompt (in order to preserve authenticity), with perhaps only one or two follow-up questions or retorts.
d. Interactive The difference between responsive and interactive speaking is in the length and complexity of the interaction, which sometimes includes multiple exchanges and/or multiple participants. Interaction can take the two forms of transactional language, which has the purpose of exchanging specific information, or interpersonal exchange, which have the purpose of maintaining social relationship.
In interpersonal exchange, oral production can become pragmatically complex with the need to speak in casual register and use colloquial language ellipsis, slang, humor, and other sociolinguistic conventions.
e. Extensive (monologue) Extensive oral production tasks include speeches, oral presentation, and story-telling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether
3. The Elements of Speaking
Harmer (2001:269) assumed that the ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language „on the spot‟. There are two elements of speaking, they are: a. Language Features
Among the elements necessary for spoken production ( as opposed to the production of practice examples in language drills, for example), are the following: 1) : effective speakers of English need to Connected Speech be able not only to produce the individual phonemes of English (as in saying I would have gone
) but also to use fluent „connected speech‟ (as I‟d‟ve gone). It is for this reason that we should involve students in activities designed specifically to improve their connected speech.
2) : native speakers of English change the Expressive Devices pitch and stress of particular parts of utterance, vary volume and speed, and show by other physical and non verbal (paralinguistic) means how they are feeling (especially in face-to-face interaction.
The use of these devices contributes to the ability to convey meanings. They allow the extra expression of emotion and intensity. Students should be able to deploy at least some of such suprasegmental features and device in the same way if they are to be fully effective communicators. 3) : spontaneous speech is marked by the Lexis and grammar use of a number of common lexical phrases, especially in the performance of certain language function. Where students are involved in specific speaking context such as a job interview, we can prime them, in the same way with certain useful phrase with they can produce at various stages of an interaction.
4) : effective speaking benefits from the Negotiation language negotiatory language we use to seek clarification and to show the structure of what we are saying.
b. Mental/ social Processing If part of speaker‟s productive ability involves the knowledge of language skills such as those discussed above, success is also dependent upon the rapid processing skills that talking necessitates.
1) : effective speakers need to able to Language processing process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended.
2) : most speaking involves interaction Interacting with others with one or more participants. This means that effective speaking also involves a good deal of listening, an understanding of how the other participants are feeling, and a knowledge of how linguistically to take turns or allow others to do so. 3) (On-the-spot) information processing : quite apart from our response to others‟ feelings, we also need to be able to process the information they tell us the moment we get it. The longer it takes for „the penny to drop‟ the less effective we are instant communicators.
4. Characteristic of Successful Speaking
According to Ur P in Shojaee journal (1996:2) provides some characteristics of successful speaking activity: a. Learners talk a lot
As much as possible in the activities in the classroom have to be dominated with learner to be more active. Classroom activities must be design in such ways that provide opportunities for learner to talk a lot.
b. All get a chance to speak
A minority of talkative students should not dominate classroom discussions, and contributions must be fairly distributed. Classroom activities must be designed in ways that help all the students to take risk.
c. Motivation is high Learners are eager to speak because they are interested in the topic, and want to contribute to achieving a task objective.
d. Language is comprehensible Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy. The teacher must also base the activity on easy language so that the students can use the language fluently without hesitation.
e. Student speak the target language The teacher must keep students speaking the foreign language.
Habituating using English language can make the students easily in practicing English. It is also force the students to how to understand the language.
5. Students’ Fluency In speaking
Speaking activities in the language classroom have variety of goals, such as; learning of content matter, learning of language items from other participants, learning communication strategies, developing skills in discourse, and development of fluency (Paul Nation, 1990). One success in the English language is a students‟ fluency in speaking. Fluncy is very important to be noticed in improving English language. Mastering grammar but fluency in English is less, then it will be difficult to respond to the conversation.
Fluency appears to be related to neural patterning from the visual sensory intake and print word processing areas in the occipital lobes.
Neural networks connect the auditory processing centers in students‟ temporal lobes to their executive functioning and word identifi cation centers in their prefrontal lobes (Geake, 2006).
According to the American Heritage Dictionary (2000:677), fluent is able to express oneself readily and effortlessly: a fluent speaker; fluent in three languages. Fluency in English is very important to be increased by students in school. Due to speak English fluently, students will be more confident to learn English.
Fluency is ability to speak English easily, without any hiccups. (Rahul Dwivedi: 2014). Fluency comes with practice in your everyday life, student cannot study fluency speaking only in books. The thing with speaking English fluency is the students do not need concentrate on the grammar while speaking. According to Rahul Dwivedi (2014) there are some ways how to speak English fluently, they are:
a. Practice Speaking English fluently is something that is very important in practice speaking English. Making easier to speak English fluently, students do not pay much attention to using correct grammar, by the book, the English would sound extremely weird. However, it would be better if the slang that has infiltrated into the language and also lack of attention to the grammatical rules while speaking.
b. Small Talk Learn how to begin a conversation. This will also grow student‟s confidence. Try to ask simple conversation with someone in front or behind you such as “what time is it?” then try to continuing the conversation. Do not be shame to ask them if you have trouble understanding.
c. Confidence Practicing English speech will require confidence. During a social gathering, start small conversations. Don‟t hesitate to ask the person to repeat him or herself. If you do not understand the meaning of particular word or phrase, ask them to clarify. Chances are they know you are in the learning process and would gladly help. So, don‟t be afraid if your conversation wrong and stay to continuing the conversation.
d. Listen Reading and speaking is not enough. Listen to how people speak, the pronunciations, and the way words are use. Watch T.V., listen to songs etc. this way you are listening to other people speak and observe how they prenounce the words. This is the simple way and it can make enjoy when doing this.
e. Read Books Read novels concentrate on the formation of the sentences.
Novels have dialogue, a conversation between two people that you can use to your advantage. Notion how people speak. They do not pay attention to the grammar as much as they do to talking. Also when you are reading, mark every unusual phrase or word and find out what it means. Incorporate new words into your vocabulary.
f. Do Not Translate Avoid translating what you hear, or what you say. Translating a phrase from your mother tongue to English or vice versa will completely rain the actual meaning of the phrase. It will also most likely be incorrect. Instead, use a dictionary.
g. Study Words And Phrases You may know a thousand words in the language, but putting them together and making an intelligible sentence could be difficult.
This is because you are not concentrating on using the words you are learning. To speak fluently, you need to learn how to put words together into phrase and sentence.
h. Idioms Idioms are an essential part of the English language. You will find yourself dumbstruck if you do not understand idioms. You might hear somebody saying „break a leg‟ to you before your English exam, and you would be baffled at why somebody would want you to break a leg. „Break a leg‟ is actually an idiom meaning „best of luck‟ or „I hope you do well‟. Fluency in English requires the knowledge of idioms. i. Do Not Think of Yourself As a Student
To become fluent, think of yourself as a person who can speak English. You will make mistakes, but these are the building blocks. As a student, you would probably find yourself studying Grammar books, but this is not important.
B. Conversation Starter 1. The Definition
Conversation starter is one of technique to improve speaking skill. It may called to begin the conversation. An opener often takes the form of an open-ended question, which can lead to further comments or as well as creating topics for future conversations. conversation opener is often referred to as and is used to make both people in a conversation feel comfortable. According to John Depillis (2002:03), good conversation is an exchange of ideas that can be surprising, refreshing, challenging or affirming.
Conversation has many aspects and a bit like an opinion. It may appear that we are having a simple conversation. The purpose of the conversation starter is to help students on developing their conversation skills and to help with building relationships through conversation.
According to the Kim Chamberlain (2014), the aims of conversation starter are: a. Develop your thinking skills is stimulate your brain and keep your mind sharp and flexible; try new or different ways of thinking; mentally grapple with new concepts; learn from others.
b. Develop creativity is take your brain to a space where the creative juice can flow.
c. Enhance problem- solving skill is develop new and unusual ways of looking at issues; try out different strategies; gain a new angle on logic and reasoning.
d. Develop conversation skills is work on your speaking skills and techniques Being creative allows you to produce new ideas and new thoughts. The conversation starter provide the opportunity for new ways of looking at issues; a chance to be listened to; a chance to work out what your thoughts are on a topic; an opportunity to discuss serious issues; a way to connect with others; an avenue to learn new things; a way to find out more about other people; as well as a chance for fun and laughter. They may allow you to open up new areas of discussion, perhaps discuss a subject you have not talked- or even thought- about before. (Kim Chamberlain, 2014.
2. Technique for Conversation Starter Information
There are many problems for students to increase their speaking skill. They feel awkward, painful, or afraid and no one seems interest when speak with friends or speak in the class. Technique of conversation starter is can practice the student‟s speaking fluent and easier. The example below is how conversation starter can be a technique to practice student‟s fluency in English learning process. To practice this technique, the teacher makes the students to find a partner and ask them to discuss about the card that the teacher gives to them before.
The usual conversation:
You : “Hi, how are you?”
The answer : “Fine, you?”
You : “Fine too, thank you”
This conversation makes the uncomfortable pause in the conversation starts. It is cannot make long conversation and cannot make the students practice to speak in English more.
Improved Conversation Starter
It‟s easy to completely turn this situation around. The students have to do is remember this quick and simple trick and you‟ll find that their partner suddenly want to talk to you. Give something to pick up on which they can use to advance the conversation You
: “How are you?” The answer
: “I‟m good. I just finished my homework and I‟m so happy that it is now done”.
The other person might reply to your comment: “That‟s great. What was the homework?” “Did the homework easy or not?” “Yes, I know how that feels. I just finished one myself”
“I‟m hoping to get to that stage myself soon.” As soon as they provide more information to you, you now also have the opportunity to ask them questions. People like it when others are interested in them so you now have a great opportunity. They‟d probably love to tell you about their project. (www.life-with-confidence.com)
The point of this technique isn't to reveal confidential information about yourself. just add a few details and make them comfortable with the details. Making the conversation as easy as possible for the other person.
3. Teaching Speaking Through Conversation Starter Technique
Speaking English is one of aspects of language teaching that very difficult to be taught. It needs strategy that can make the students more active and want to speak up when process teaching speaking in the class. In Conversation Starter Technique, they have to speak with their partner for a minute in each circle. Here are the steps of this activity: a. The teacher asks to the students to find a partner from the class, the partner can be friend in beside them. So, they will pair to pair with their friends.
b. (Cycle 1) The teacher asks to the all students in class to make conversations or dialogue with friend in beside them. The teacher gives a topic and asks them to speak up for 5 minutes.
c. (Cycle 2) if the cycle 1 finished, The teacher asks to the students who sit in the right side to stand up, and in the left side to stay sit on chair.
And ask them to be face to face. Then, the teacher gives each student a card that consist some questions. The students who sit up should answer the questions from her/his partner, and speak up for 3 minutes. Then, the students who sit on chair will do the same way after it.