Post on 08-Jun-2019
IMPROVING SPEAKING ABILITY
OF THE TWELFTH GRADE STUDENTS
OF SMA STELLA DUCE BANTUL YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Natalia Dewi Primasari
Student Number: 031214075
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2008
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IMPROVING SPEAKING ABILITY
OF THE TWELFTH GRADE STUDENTS
OF SMA STELLA DUCE BANTUL YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Natalia Dewi Primasari
Student Number: 031214075
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2008
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Impossible is just a big word thrown around
by small people
who find it easier to live in the world they have been given
than to explore the power they have to change it.
Impossible is not a fact.
It is an opinion.
Impossible is not a declaration.
It is a dare.
Impossible is potential.
Impossible is temporary.
Impossible is nothing. (unknown)
I dedi cate th i s th esi s to my bel oved paren ts, my
broth er , an d my Ni col au s M .
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ACKNOWLEDGEMENTS
First of all, I would like to thank God the Almigthy, Jesus Christ for
giving me the strength, courage, and compassion so that I could finish this thesis.
His guidance gave lights and strengths to deal with the hard time I had to go
through during the making of this thesis.
This thesis is accomplished and improved by the guidance and comments
of people who are willing to be involved during the writing of my thesis. I owe
much to Christina Kristiyani, S.Pd., M.Pd., my major sponsor, for giving me
attention, suggestions, guidance, and motivation during the finishing of my thesis.
She gave me her valuable time, energy, and understanding in the middle of her
busy days so that I could finish my thesis. In finishing this thesis, I am greatly
indebted to Laurentia Sumarni, S.Pd., my co-sponsor, for valuable time,
guidance, support, and feedbacks in correcting my writing. I would also like to
express my sincere gratitude to Ouda Teda Ena, S.Pd., M.Pd, who gave me
suggestions to improve my thesis and times for sharing my thesis. My sincere
gratefulness also goes to all PBI lecturers, who always provided valuable lessons
and secretariat staff, Mbak Danik and Mbak Tari, for all help and kindness
during my five-year study. I would also like to thank Ag. Suwardi, S.Pd, the head
of SMA Stella Duce Bantul, who allowed me to conduct the research at the school.
I am going to give my deepest thank to my beloved parents, my father,
Supriyadi, my mother, Suharismi, for their love, support, guidance to face this
wild life, beautiful care, and patience. Also my beloved brother, Eko ‘boentoet’,
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for his love, laughter, and time we share together. My deepest love and gratitude
goes to my coolest gift from the Lord, Nicolaus, for his love, patience, care,
warmth, kindness, sharing moments, and support.
My special thanks go to all of my participants: Ayu, Jocki, Novian, Fika,
Lia, Rahma, Indar, Rina. I thank them for their cooperation and time in giving
me data in the research. I thank them a lot for allowing me to be their english
extracurricular teacher in the last two years. I also thank Kristin for her
willingness to be the observer in the research. May God bless them all.
My gratitude goes to cewe-cewe populer: Iphat, Mak Miertah, Dita,
Dame’, Dek Tika, for all the love, friendship, laughter, tears, support, discussion,
suggestions, criticism, foods, foolishness we shared during our study in the
university. I hope that our friendship will never end. I thank Ria, Veni, NitNot, as
my friends, let’s have our victory soon! I also thank all my friends of PBI’03 Paul,
Layung, Monci, Ratna, Hepi, Proti, Ethy, Iyaz, Joyce, Christine, Moniq, Rere,
Ardhi, Bagong, Si Be, Jii, ‘Babah’ Lukas, Punto, Suki, Yessi. I thank them for
the laughter, friendship, and for being my great friends. I am really blessed to
have them all. Finally, I wish to appreciate all people who have colored my life
whom I could not mention one by one.
Natalia Dewi Primasari
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TABLE OF CONTENTS
Page
TITLE PAGE ....................................................................................... i
APPROVAL PAGES ........................................................................... ii
PAGE OF DEDICATION .................................................................... iv
STATEMENT OF WORK’S ORIGINALITY .................................. v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................ vi
ACKNOWLEDGEMENTS ................................................................. vii
TABLE OF CONTENTS ..................................................................... ix
LIST OF TABLES ............................................................................... xii
LIST OF FIGURES ............................................................................. xiii
LIST OF APPENDICES ...................................................................... xiv
ABSTRACT .......................................................................................... xv
ABSTRAK .............................................................................................. xvi
CHAPTER I: INTRODUCTION
A. Background of the Study........................................................... 1
B. Problem Formulation................................................................. 5
C. Problem Limitation.................................................................... 5
D. Objectives of the Study ............................................................. 5
E. Benefit of the Study.................................................................. 6
F. Definition of Terms................................................................... 6
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical description ............................................................. 8
1. Theories of Language Learning ........................................... 8
a. Foreign Language Learning .............................................. 8
b. Interactive Learning .......................................................... 9
2. Theories of Language Teaching........................................... 10
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a. Communicative Language Teaching................................. 11
1). Learner’s Role .............................................................. . 12
2). Teacher’s Role .............................................................. 12
3). Communicative Competence........................................ 13
4). Teaching Learning Activities ....................................... 14
5). Procedure ...................................................................... 16
b. Interactive Language Teaching......................................... 16
3. Speaking............................................................................... 20
a. Nature of Speaking............................................................ 20
b. The Process of Speaking ................................................... 22
c. Teaching Speaking ............................................................ 22
1). Teaching Techniques ................................................... 23
a). Cued-Dialogue ....................................................... 24
b). Role-Play ............................................................... 25
(1). The Uses of Role-Playing ............................... 26
(2). The Procedures of Using Role-Play ............... 27
B. Theoretical Framework ............................................................. 29
CHAPTER III: METHODOLOGY
A. Method ...................................................................................... 33
B. Participants of the Study............................................................ 34
C. Research Instruments ................................................................ 35
D. Data Gathering Techniques....................................................... 39
E. Data Analysis Techniques ......................................................... 40
F. Research Procedure.................................................................... 44
CHAPTER IV: RESULTS AND ANALYSIS
A. The Research Findings and Discussion..................................... 47
1. First Cycle ............................................................................... 47
a. Diagnosing ........................................................................ 47
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b. Action Planning................................................................. 49
c. Action Taking.................................................................... 50
d. Evaluation ......................................................................... 51
1). Content....................................................................... 51
2). Comprehensibility...................................................... 52
3). Fluency ...................................................................... 53
4). Pronunciation............................................................. 53
5). Vocabulary................................................................. 53
6). Grammar .................................................................... 54
e. Specifying Learning .......................................................... 56
2. Second Cycle .......................................................................... 56
a. Diagnosing ....................................................................... 56
b. Action Re-Planning .......................................................... 57
c. Action Taking ................................................................. 58
d. Evaluation ........................................................................ 59
1). Content ...................................................................... 59
2). Comprehensibility ..................................................... 60
3). Fluency ..................................................................... 61
4). Pronunciation ............................................................ 61
5).Vocabulary ................................................................. 62
6). Grammar ................................................................... 63
e. Specifying Learning .......................................................... 64
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions ................................................................................ 66
B. Suggestions ................................................................................ 68
REFERENCES .................................................................................... 70
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LIST OF TABLES
Table Page
3.1 Analytic Rubrics for Speaking Ability.............................................. 38
3.2 The Percentage of Overall Speaking Ability .................................... 43
4.1 The Improvement of Speaking Ability in the First Cycle................. 55
4.2 The Improvement of Speaking Ability in the Second Cycle ............ 64
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LIST OF FIGURES
Figure Page
2.1 The Process of Communication System ........................................... 22
2.2 The Action Research Cycle............................................................... 31
4.1 Cued-dialogue in Describing Things ............................................... 49
4.2 Role-Play in Making Invitation......................................................... 57
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LIST OF APPENDICES
Page
Appendix 1: Permission Letter ............................................................... 72
Appendix 2: Statement of Research Completion.................................... 73
Appendix 3: Lesson Plans....................................................................... 74
Appendix 4: Speaking Materials............................................................. 79
Appendix 5: The results of Students’ Speaking Rubrics ........................ 91
Appendix 6: Field Notes ......................................................................... 97
Appendix 7: Students’ Comments on Role-Play .................................... 110
Appendix 8: Examples of Students’ Role-play....................................... 118
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ABSTRACT
Primasari, Natalia Dewi. 2008. Improving Speaking Ability of the Twelfth Grade Students of SMA Stella Duce Bantul. Yogyakarta: Sanata Dharma University.
Speaking, among others, is one important skill in English skills. Therefore, students should master English speaking ability. A technique which is used in teaching English speaking should help teachers to improve students’ speaking ability.
The research discussed two teaching techniques to teach English speaking ability of the twelfth grade students of SMA Stella Duce Bantul. The main purpose of the study is to find out the most appropriate technique in teaching English speaking to improve students’ speaking ability. There is a question formulated in the study. The question was, “what is the most appropriate technique to improve English speaking ability of the twelfth grade students of SMU Stella Duce Bantul?”
In order to find out the answer to the research question, the researcher employed a classroom action research. In the research, the researcher played important roles as a teacher and a researcher. Moreover, two instruments, namely speaking rubrics and fieldnotes, were used to obtain important data. Fieldnotes were used to obtain data in students’ speaking ability and teaching learning activities generally. Speaking rubrics were used to obtain data on students’ improvements in English speaking. The researcher conducted two research cycles. In the first cycle, the researcher employed a cued-dialogue as the first technique. There were two meetings in the first cycle. In the second cycle, the researcher employed role-play as the second technique. The researcher conducted three meetings in the second cycle.
The result of the study showed that there was improvement on students’ English speaking ability. In the first cycle, students showed significant improvement only in the content and comprehensibility. Whereas, there were no significant improvements in fluency, pronunciation, vocabulary and grammar. In conclusion, cued-dialogue was not effective to improve students’ speaking ability. In the second cycle the researcher used role-play as a technique and there were satisfying improvements. All students made improvement in speaking components. From the result of the study, it is concluded that role-play is more appropriate technique to improve students’ speaking ability of the twelfth grade students of SMA Stella Duce Bantul.
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ABSTRAK Primasari, Natalia Dewi. 2008. Improving Speaking Ability of the Twelfth Grade Students of SMA Stella Duce Bantul. Yogyakarta: Universitas Sanata Dharma.
Berbicara, diantara kemampuan yang lain, merupakan kemampuan yang penting dalam kecakapan berbahasa Inggris. Oleh sebab itu, siswa harus memiliki kemampuan berbicara yang baik dalam berbahasa Inggris. Teknik yang digunakan dalam mengajar berbicara sebaiknya membantu guru untuk meningkatkan kemampuan siswa dalam berbicara.
Penelitian ini membahas teknik untuk mengajar kemampuan berbicara bahasa Inggris siswa kelas duabelas SMA Stella Duce Bantul. Tujuan utama dari penelitian ini adalah menemukan teknik yang tepat untuk meningkatkan kemampuan dalam berbicara bahasa Inggris siswa kelas XII SMA Stella Duce Bantul. Ada satu permasalahan yang dikemukakan dalam studi ini, yaitu, “metode apakah yang paling tepat untuk meningkatkan kemampuan berbicara bahasa Inggris siswa kelas XII SMA Stella Duce Bantul.”
Untuk menjawab pertanyaan pada penelitian ini peneliti menggunakan metode penelitian tindakan kelas (classroom action research) dimana peneliti berperan sebagai guru dan peneliti. Ada dua alat untuk memperoleh data-data penting, yaitu catatan lapangan dan rubrik berbicara. Catatan lapangan digunakan untuk memperoleh data tentang kemampuan berbicara siswa secara umum. Sedangkan rubrik berbicara digunakan untuk mengetahui dan mengukur peningkatan kemampuan berbicara siswa. Dalam penelitian tindakan kelas ini, peneliti melakukan dua siklus penelitian. Pada siklus pertama peneliti menggunakan cued-dialogue sebagai teknik pertama untuk mengajar berbicara bahasa Inggris. Terdapat dua kali pertemuan dalam siklus pertama. Pada siklus kedua, peneliti menggunakan role-play sebagai teknik kedua untuk mengajar berbicara bahasa Inggris. Peneliti melakukan tiga kali pertemuan pada sklus kedua.
Hasil yang diperoleh dari penelitian ini menunjukkan adanya peningkatan kemampuan berbicara bahasa Inggris. Pada siklus pertama, siswa mengalami peningkatan penting hanya pada isi dan tingkat pemahaman dalam berbicara. Sedangkan komponen lain dalam berbicara seperti kelancaran, pelafalan, kosakata, dan struktur tidak terdapat peningkatan penting. Disimpulkan bahwa cued-dialogue kurang efektif untuk meningkatkan kemampuan berbicara siswa. Pada siklus kedua peneliti menerapkan role-play dan terdapat peningkatan yang sangat memuaskan. Semua siswa mengalami peningkatan dalam komponen berbicara. Dari hasil yang diperoleh dalam penelitian ini disimpulkan bahwa role-play merupakan teknik yang lebih tepat untuk meningkatkan kemampuan berbicara siswa kelas XII SMA Stella Duce Bantul.
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CHAPTER I
INTRODUCTION
Chapter I presents discussions of the thesis background that motivates the
writer to write the thesis. There are six major concerns presented in this chapter.
Those are background of the study, problem limitation, problem formulation,
objectives of the study, benefits of the study, and definition of terms.
A. Background of the Study
Language is the center feature of cultures in communication and the
spoken language is the primary (Richard and Rodgers, 1986: 8). Lado (1961: 240)
describes speaking ability as the ability to express oneself in life situations or the
ability to report situations in appropriate words, or the ability to converse, or to
express the intended messages without undue hesitation. In communication, there
are at least two individuals involved. The first individual is the speaker and the
other is the hearer. In a moment, the speaker tries to send the intended message
and the hearer tries to comprehend the message received. Their roles in
communication exchange continually.
In accordance with the development of human resource, the request for
international language, English, is increasing rapidly. It appears because English
is a means of communication and interaction across the world. As a matter of fact,
English is used in broad areas such as education, economy, entertainment,
information, news, etc. As a support to the issue, English language teaching has
received special attention. This attention is due to the role of English as a means
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of global communication, and the transfer of science and technology. As a result,
the mastery of this language is highly required. Schools and universities now offer
English as a compulsory subject.
English language teaching has a special position in schools. It is
compulsory for Indonesian students mainly from lower secondary schools to
university level. According to the decree of the Minister of Education and Culture
(1967 number 69) or National Education, English is the first foreign language for
all Indonesian students from lower secondary education to university levels. The
main goal is to provide students with good English mastery so that they are able to
participate in various academic activities, most of which are conveyed in English.
In achieving the goal, learners should master the English skills; they are
reading, listening, speaking and writing. Nunan (2003: 48) explains that speaking
skill in new language is more difficult than other skills. Davies (2000: 82) also
states that speaking comes naturally to humans, but it is not as simple as it seems.
It needs high effort to be able to utter something in English. Bailey and Savage
(1994) as cited by Lazarton (2000: 103) explain that “speaking in a second or
foreign language has often been viewed as the most demanding of four skills.” It
means that speaking skill is very important to be mastered by students. However,
many learners in Indonesia are less able to speak actively in English, especially
before they enter university level. Rivers (1968: 161) explains that speaking
English well means that those learners are aware of certain aspects of the code.
The codes are vocabulary of the language, phonological and morphological
features, and syntactical rules. Learners should master or at least approach some
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characteristics in speaking such as task completion, comprehensibility, fluency,
pronunciation, vocabulary, and grammar (The Internet TESL Journal, Vol. IX,
No.4, http://iteslj.org/).
Learners should prepare their four English skills before entering university
or higher level of study. They study English in schools. Franke (1884) as cited by
Richards (2001: 11) explains that in teaching a new language teacher should use it
actively in the classroom. It means that teachers should encourage students to try
to speak in order to communicate with each other. Nevertheless, schools do not
provide sufficient time to learn English. Moreover, learners have limited
opportunity to use and practice the language, either in the classroom or outside
classroom. The researcher found that schools in Yogyakarta provided extra time
to study in extracurricular activities. One of them was SMA Stella Duce Bantul.
SMA Stella Duce Bantul states that English is one of the main subjects in
the school education system. In the regular hours of teaching English, the time to
study was limited. Learners only have four hours a week to study. Knowing that
there are many English materials that learners should master in the limited time,
SMU Stella Duce Bantul gives extra hours for learning. Extracurricular activities
seem to be the solution. Nouveldt (1997: 482) explains that extracurricular
activity is not the part of the required curriculum and outside the regular course of
the study. However, it is under the supervision of the school. The extracurricular
activity is intended to broaden the students’ knowledge in one or more fields.
Extracurricular activities give more time for teachers to teach the learners in
informal situation and to give the learners more opportunity to explore, practice,
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and express their feelings, thought, and opinion. SMU Stella Duce Bantul has
many extracurricular activities including English. In this activity learners have
opportunities to practice and participate in problem solving activities and develop
their skills in English.
The researcher had taught the twelfth grade students of SMA Stella Duce
Bantul English in extracurricular activity for a year. Related to the fact, the
researcher identified the general area of the learners and she found that they had
problems in speaking English well. It covered content, comprehensibility, fluency,
pronunciation, vocabulary, and grammar. The researcher found that the students
were talkative but they could not speak fluently because of bad grammar and lack
of vocabulary. Besides, students often had difficulties in choosing topics to talk.
In order to solve the problems in students’ speaking ability, the researcher
employed classroom action research. The research deals with the technique in
teaching speaking. In this research, the researcher conducted cycles until she
found an appropriate technique to teach speaking. Techniques in teaching
speaking are in various and the techniques support the learners to master the
materials. The researcher stopped the cycle when she obtained satisfying result on
students’ speaking ability. The satisfying result is when students achieved 87% or
score 18 points in speaking ability in the level at the minimum. The researcher
conducted research in teaching speaking to the students in XII IPS 1 of SMA
Stella Duce Bantul.
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B. Problem Formulation
The problem is formulated in the following question:
What is the most appropriate technique to improve English speaking ability to the
twelfth grade students of SMU Stella Duce Bantul?
C. Objective of the Study
The research is intended to find out the most appropriate technique to improve
English speaking ability to the twelfth grade students of SMA Stella Duce Bantul.
D. Problem Limitation
This research is limited to the discussion on finding the most appropriate
technique in teaching speaking to increase the students’ speaking ability. To focus
on the study, the researcher conducts the research only to the twelfth grade of
Senior high school students in SMA Stella Duce Bantul, Yogyakarta. The
researcher conducted the research only in extracurricular activity. The reason why
the researcher chose SMA Stella Duce Bantul as the place of conducting the
research is because the researcher is also one of the English extracurricular
teachers of SMA Stella Duce Bantul.
E. Benefits of the Study
The study is expected to give valuable contribution to the senior high
school students, senior high school teachers, and other researchers.
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1. The students
The students will improve their English speaking ability using the most
suitable technique. They will be able to interact and converse in English. Besides,
they can apply the interactive communication in their real communication in their
community.
2. The teachers
The study may provide information about the technique in teaching
speaking in English class whether in regular classes or extracurricular activities.
3. The other researchers
The result of the research hopefully can be used as the background
knowledge or reference for the next researchers. They may use the result of this
study for their own research on related issues.
F. Definition of Terms
1. Extracurricular activity
Nouveldt (1997: 482) explains that extracurricular activity is not the part
of the required curriculum and outside the regular course of the study. However, it
is under supervision of the school. In this study, extracurricular activity is used to
enhance speaking English ability.
2. Speaking Ability
Lado (1961: 240) explains speaking ability as the ability to express oneself
in life situation, or the ability to report acts or situations in precise words or the
ability to converse, to express the sequence of ideas fluently. This study deals
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with the improvement of speaking ability. This study is aimed to find the most
appropriate technique to improve students’ English speaking ability.
3. Action Research
Mills (2003: 4) describes action research as any systematic inquiry
conducted by teacher researchers to gather information about the ways that their
particular school operates how they teach, and how well their students learn. The
information is gathered with the goals of gaining insight, developing reflective
practice, effecting positive changes in the school environment and on educational
practices in general, and improving student outcomes.
4. SMA Stella Duce Bantul
SMA Stella Duce Bantul is a private senior high school under the
Tarakanita Institution. It is located in Ganjuran, Bambanglipuro, Bantul,
Yogyakarta. The goal of the school is similar to that of the other public schools.
The vision of the school is forming good personality, good quality, and friendly
human beings.
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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter deals with some theories that become the bases for the
discussion. The purpose of this chapter is to get the understanding of what the
basic principles of the research are, so that the problem stated in the previous
chapter can be answered. The discussion will be divided into two major parts as
the bases for classroom action research; they are theoretical description and
theoretical framework. In this chapter, the writer presents discussion on some
theories as the foundation this research.
A. Theoretical Description
The theoretical description contains related theories to this research. This
part presents three major topics. They are theories of language learning, theories
of language teaching, and the description of speaking.
1. Theories of Language Learning
a. Foreign Language Learning
According to Johnson (2001: 5) there are five characters why people take
time to learn foreign language in today’s world. They are, for study purposes, for
the sake of cross-cultural understanding, for strengthening persons’ cultural
identity, for purposes of international communication, for facilitating international
communication.
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The goal of learning English as foreign language as study purpose appears
in educational systems. Students who learn English as the foreign language have a
purpose to pass the exams in the educational systems. Gebhard (1996: 3) explains,
“The primary goal for children studying in the educational system is to pass
English entrance exams to enter good high schools and universities.” Meanwhile,
in educational system nowadays the teaching is directed in making the learners
able to comprehend and interpret English so that they can also use the language in
real communication.
In order to reach the goal of leaning English as a foreign language,
teachers should be creative in their roles. The teachers’ role of teaching English as
a foreign language is concerned with many aspects. Gebhard (1996: 3) explains
that teachers should concern on how to get the students speak in English class.
Therefore, the teachers should use authentic materials or tests and get the students
take on their own responsibilities for their learning.
b. Interactive Learning
According to Brown (2001: 48) the essentially interactive nature of
communication is at the basis of current theories of communicative competence.
In communication activity there are two factors involved, production and
reception of the speaker and listener. The point is a result of interaction, of “give
and take”, as a participant in communication activity. In other words, people
collaborating in the communication; talk as a form of social activity. In
conclusion, the interaction means two or more people involving in the situations
and exchanging thoughts in oral or written activities to make relations.
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Thus, the communicative purpose of language compels students to create
opportunities of communication and interaction in the classroom. Teacher should
provide an interactive course or technique which brings students to get involved in
communicative activities. As learners interact with each other through oral and
written discourse, their communicative abilities are enhanced. Burns (2002: 214)
explains that motivation for interactional communication is primarily to create and
maintain social relationships, for example, casual conversation between friends.
That is primarily because in reality talk in daily life is a mixture of transactional
and interactional communication. Brown (2001: 48) mentions the characteristics
of interactive classes that the teachers should do. They are as follows:
1). Doing a significant amount of pair work and group work. 2). Receiving authenticity language input in real-world context. 3). Producing language for genuine, meaningful communication. 4). Performing classroom tasks that prepare them for actual language use
“out there.” 5). Practicing oral communication through the give and take and
spontaneity of actual conversation. 6). Writing to and for real audiences, not contrived ones.
(Brown, 2001: 48) Based on the theory of interactive learning above, it is considered that
role-play is one of the most suitable techniques of interactive learning. Moreover,
role-play has all the characteristics of interactive learning. It is suitable to
administer to the students who want to increase their speaking ability.
2. Theories of Language Teaching
Language teaching becomes a profession in the twentieth century (Howatt
and Widdowson, 1979: 231). In that century, language teaching had been
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characterized by frequent change and innovation on language teaching ideologies
and methods. This part presents discussions on two language teaching ideologies
that give foundation to the study. They are Communicative Language Teaching
and Interactive Teaching.
a. Communicative Language Teaching
Richard and Rodgers (2001: 151) explain that Communicative Language
Teaching marks the beginning of a major paradigm shift within language teaching
in the twentieth century. The general principles of CLT are widely accepted
around the world today.
One of the characteristics of CLT according to Littlewood (1981: 1) is that
it pays systematic attention to functional as well as structural aspects of language,
combining these into a more fully communicative view. The goal of foreign
language teaching in communicative view is, therefore, communicative ability.
Nunan (2003: 50) explains that Communicative Language Teaching has
two versions. The weak version says that teachers should teach the components of
language but include communication activities. The strong version says that
lessons should consist of opportunities to communicate in the target language
because the students learn through interaction. Teachers should also pay attention
to the accuracy and the way the students speak the target language.
Richard and Rodgers (2001: 160-161) explain that Communicative
Language Teaching has a basic theory. The basic assumptions are as follows:
1. Language is a system for the expression of meaning. 2. Allowing the interaction and communication in the language
system is the main function.
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3. The aspect or the features that indicate its functional and communicative uses are the structures of the language itself.
4. The grammatical and structural features are not the only units of language but categories of functional and communicative meaning.
(Richard and Rodgers, 2001: 160-161)
The four basic assumptions of language that show what aspects of the
language should be taught, how language should be presented in classrooms and
how language competence should be evaluated. Setiyadi (2006: 147) explains the
four assumptions that Richards and Rodgers suggested came from a single theory
that emphasizes the use of language in daily life that is communication.
1). Learner’s Role
The learners’ role in communicative approach as described by Breen and
Candlin (1980: 110) quoted by Richard and Rodger (2001: 166) is in the
following:
The role of learner as negotiator-between the self, the learning process, and the object of learning –emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities, which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in the interdependent way.
(Richard and Rodger, 2001: 166)
From what Breen and Candlin say, it can be seen that the communicative
approach recommends the use of cooperative interaction between the learner in
the teaching and learning activities. The learners learn to see that if there is a
communication, which is not done smoothly, it is a responsibility and not the fault
of the speaker or the listener.
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2). Teachers’ Role The role of the teacher in Communicative Approach is to create the natural
environment in the classroom. This approach also requires the teacher to be
more creative in varying the activities of the teaching learning process, so that
it can be more natural as in a real situation.
A teacher knows that individuals learn in different ways and at different
rates. Older learners usually learn best by applying generalization to a situation
and from hearing much comprehensible input.
Richard and Rodgers (2001: 167) explain the teacher’s role in
communicative approach as follows:
The teacher has two main roles: the first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and the texts. The second role is to act as an independent participant within the learning-teaching group.
From the discussion on the teacher’s role above, it obvious that teacher should
be creative in teaching activities. It will send the learners to the successful
learning.
3). Communicative Competence
Theories on communicative competence now emphasize on the
importance of interaction as people that use language in contexts or situation to
get an idea from other people to himself and vice versa. In Hyme’s view
(1972:281) as quoted by Richard and Rodgers (2001: 159) a person who acquires
communicative competence acquires both knowledge and ability for language use.
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Communicative competence is an equipment to be able to communicate in both
interactional and transactional communication. It can also be said that the
successful indicator in communication is when a person has mastered the
communicative competence. Halliday (1970: 145) as quoted by Richard and
Rodgers (2001: 159) explains a powerful theory of the language function of
communicative competence. He explains seven basic functions that language
performs for children learning their first language.
1. The instrumental function: using language to get things 2. The regulatory function: using language to control the behavior of others 3. The interactional function: using language to create interaction with others. 4. The personal function: using language to express personal meanings and
feelings. 5. The heuristic function: using language to learn and to discover. 6. The imaginative function: using language to create a world of
imagination. 7. The representational function: using language to communicate information.
(Richard and Rodgers, 2001: 159)
Littlewood (1981: 6) specifies his discussion on communicative ability in
foreign language teaching and learning. He proposes understanding on
communicative ability through observing four domains of skill, which make up a
person’s communicative competence. They are as follows:
1. The learner must attain as high a degree as possible of linguistic competence.
2. The learner must distinguish between the forms which he has mastered as part of his linguistic competence, and the communicative functions that they perform.
3. The learner must develop skills and strategies for using language to communicate meanings as effectively as possible in the concrete situations.
4. The learner must become aware of the social meaning of language forms.
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Brown (2001:166) explains that in order to be able to communicate or
interact in a community successfully people should master and involve elements
of communicative competence such as grammatical, discourse, linguistic,
pragmatic and strategies. In other words, people should have good communicative
competence in order to minimize the error production and misunderstanding in
communication.
Richards, Platt and Weber (1985: 49) as cited in Brown (2001) explain the
characteristics of communicative competence includes (a) knowledge of the
grammar and vocabulary of the language; (b) knowledge of rules of speaking
(how to begin the conversations, knowing what topics can be talked and etc); (c)
knowing how to use and respond to different types of speech acts such as requests,
apologies, thanks, and invitations; (d) knowing how to use language appropriately.
4). Teaching and Learning Activities
The theories on the goal of CLT presented above encourage a discussion
on ways to develop communicative skills through exercises and activities. The
range of exercise types and activities appropriate with a communicative approach
is unlimited. Such exercises enable learners to attain the communicative
objectives, engage learners in communication and require the use of such
communicative processes as information sharing, negotiation of meanings and
interaction. Littlewood (1981) distinguishes between “functional communicative
activities” and “social interaction activities” as major activity types in CLT.
Teachers can device communicative activities for the classrooms which emphasis
on the functional aspects for communication. This functional aspect for example
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is problem solving by the students or the learners. They as the learners should also
digest some information in the communication. In other words, the purpose of this
activity is that the learners should use the language, in this term is English, in
order to get meanings or do conversation as effective as possible.
Furthermore, language should not only effective but also appropriate in
social context or situation where the interaction takes place. Littlewood (1981: 21)
explains that success in the conversation or in negotiating meaning is not only in
terms of “functional effectiveness” but also in terms the language that is
acceptable in the community. Littlewood (1981:21) also explains that
acceptability of the beginner learner may take concern more on accuracy in
pronunciation and grammar. Then it will come to have it as a part of producing
language which is appropriate to specific kinds of social situation.
5). Procedure
Finnochiaro and Brumfit as cited in Richard and Rodgers (1986: 81)
explain evolutionary procedures for the CLT. The procedures suggest of eleven
activities as follows:
1. Presentation of a brief dialog or several mini-dialogs, preceded by a motivation and a discussion of the function and the situation.
2. Oral practice of each utterance of the dialog segment to be presented by the teacher’s model.
3. Questions and answers based on the dialog topics and situations themselves.
4. Questions and answers related to the students’ personal experiences but centered on the dialog theme.
5. Study one of the basic communicative expressions in the dialog or one of the structures which exemplify the function.
6. Learner’s discovery of generalizations of rules underlying the functional expression or structure.
7. Oral recognition, interpretive activities.
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8. Oral production activities. It proceeds from guided to freer communicative activities.
9. Copying the dialogs or mini dialogs or modules if they are not in the class text.
10. Sampling of the written homework assignments, if given. 11. Evaluating on learning. (Oral only).
The steps above introduce the learner to a well-organized practice which
motivates students to speak. The implementation of Communicative Language
Teaching in this study basically is to enforce communicative learning objectives
as the result of interactive factors in the classroom.
b. Interactive Language Teaching
For many years, researchers of language teaching have proposed various
approaches to help language teachers in conducting an effective classroom
condition that will facilitate the students to achieve the goal of their learning.
Communication remains to be the central goal.
Brown (2001:166) explains that there are seven principles in interactive
for interaction in language classroom. They are; first, the best interaction is not
focused on using the correct grammar or other linguistic forms but on the meaning
and the message of the conversation. Learners can easily proceed to “automatic
modes of processing.” Second, learners are motivated to use language in their own
communicative competence. Learners are also able to establish contact to each
other in an attempt to understand them in “speech act of fulfillment and self-
actualization.” Then, learners have intrinsic motivation in their learning activities.
Third, teachers used the strategic language competence both on making certain
decisions and on saying or writing or interpreting language. Teachers have
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strategic investment to the students. Fourth, failing to produce intended utterance
or making error in production or failing to interpret meaning are some of the risks
of interaction. Due to the risks people sometimes are being an object of laughing.
Fifth, speaking and writing interactively belongs to the culture nuance of language.
It is about the language-culture connection which involving in the teaching
learning activities. Sixth, in the developmental process of acquisition numerous
errors of production and comprehension usually occur that later it will be the part
of this development. Seventh, the communicative competence should be mastered
by students. In order to be able to communicate or interact in community
successfully people should mastered and involved elements of communicative
competence such as grammatical, discourse, linguistic, pragmatic and strategies.
Nowadays teachers have important role in teaching-learning activities in
the classrooms. Teachers should consider the importance of interaction in the
classrooms. Brown (2001: 165) explains that in this communicative paradigm on
language teaching it seems that interaction is being the core of communication.
Learning to interact through interaction itself is the best way from any other.
People send, receive, and interpret messages finally negotiate meaning and find
the purpose. Brown (2001: 165) “explains that interaction is the collaborative
exchange of thoughts, feelings or ideas between two or more people, resulting in
reciprocal effect on each other.”
In the beginner level of language study, interactive classrooms should be
conducted. Wilga Rivers (1987: 4-5) as quoted by Brown (2001:165):
Through interaction, students can increase their language store as they listen to or red authentic linguistic materials, or even the output of their fellow
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students in discussion, skits, joint problem-solving tasks, or dialogue journals. In interaction students can use all they posses of the language –all they have learned or casually absorbed- in real life exchanges.
(Brown, 2001:165)
When communicating, people use language to convey and receive
message. People do that by considering the social context in which the
communication takes place. Wells (1981:29, 46-47) explains that linguistic
interaction is a collaborative activity involving the establishment of a triangular
relationship between the sender, the receiver, and the context of situation, whether
the communication is speech or writing.
Interaction exists when there are two persons involved in communication.
In spite of expression of one’s own ideas, one should also be able to comprehend
of those ideas of others. During the English lesson in the classroom, students need
to communicate their own meaning and to understand what the others are talking.
Wells (1981: 26) explains that “ collaborative, firstly, in the orderly sequencing of
speaking and listening turns; collaborative, secondly, in relating the meanings
expressed in each turn to those in the turn that precede and follow, finally, in
agreeing on the object and action (how to apply it).”
By this collaborative activity, students learn to use language in human
relations. Thus, this activity should be the central activity in the classroom. In
addition to that, it is also important to create a situation in which the students can
develop their communicative competence in a natural way.
To promote interaction in the classroom, teachers should be able to
encourage students to participate and build up the students’ confidence and
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enjoyment in what they are doing. Because interactive language teaching means
elicitation of wiling students’ participation and initiative, it requires a high degree
of indirect leadership.
3. Speaking
This section will discuss the basic theory of speaking skill. The purpose of
the discussion of the speaking theory below is to view the detail information, for
those who concern on teaching speaking skill.
a. The Nature of Speaking
What people need to know and to be able to do in order to speak in another
language is not as simple as people speak their own native language. There are
speaking theories based on the experts and what underlying the successful oral
communication.
Nunan (2003: 48) explains that speaking in a new language is harder than
other skills like reading, writing, or listening. It is so because of two reasons they
are, first, speaking happens in real time, here and now; usually the person whom
we are talking to is waiting for us to speak right then. Second, when a person
speaks, he or she cannot edit and revise what he or she wishes to say.
According to Lado (1961: 240) “speaking ability is described as the ability
to express oneself in life situations or the ability to report acts or situations in
precise words, or the ability to converse, or to express the sequences of ideas
fluently.” Besides, people need to know how to articulate sounds appropriately,
people need enough vocabulary, and need to master the syntax. In other words,
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people need to master linguistic competence and communicative competence.
Lado (1961: 241) explains that “speaking ability as the ability to use in essentially
normal communication situations the signaling systems of pronunciation, stress,
intonation, grammatical structure, and vocabulary of foreign language at a normal
rate of delivery for native speakers of the language.”
Van Lier (1995: 88) as cited in Nunan (2003: 48) explains that spoken
language and written language have many differences. Here are the differences:
a. Speaking is concerned with hearing and writing concerned with visualization.
b. Speaking is temporary and received by the listener immediately. Whereas
writing is permanent and received in slow or late.
c. In speaking people need to have rhythm, stress, and intonation but in writing
people have punctuation so that it can be received well by the receivers.
d. In speaking the speaker may have feedback directly whereas in writing it may
not have any feedback.
e. Speaking need planning and editing in limited time while person speaks, but
in writing it has longer time to plan, edit, and revise.
Brown (2001) explains that in order to be able to speak in another
language, one need should know how to articulate sounds in comprehensible
manner, adequate vocabulary and syntax mastery. Burns (2002: 211) also explains
that speaking is so much part of daily life that we tend to take it for granted.
However, learning speaking, whether in the first or other language, involves
developing subtle and detailed knowledge about why, how and when to
communicate, and complex skills for producing and managing interaction. Nunan
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(2003: 50) explains that in order to communicate well in another language, one
has to make herself understood by people she is speaking with. Of course this is
such a difficult task to do especially at the beginning and intermediate level.
b. The Process of Speaking
Rivers (1968: 158) explains that learning a foreign language is more than
learning the description of it. Nevertheless, speaking and listening are involved in
the process. Therefore, it is necessary to know what are involved in the process.
Shannon and Weaver as cited in Rivers (1968: 158) provide the model of
communication system as follows:
Signal Received signal
Information source
DestinationReceiver TransmitterTransmitterInformation source
Noise Source
Figure 2.1: The Process of Communication System (Rivers, 1968: 158)
c. Teaching Speaking
In order to do the research to teach speaking to the twelfth grade students
of SMA Stella Duce Bantul, the theory of teaching speaking was explored. The
theory that becomes the basic understanding to speaking that involves learning by
doing some principles will be described below.
Rivers (1970: 160-162) explains that to teach speaking skill, it is necessary
to have the understanding of the process involved in speech. Teaching speaking
skill is more demanding on the teacher than the teaching of any other language
skill. Accordingly, it is necessary for the teacher to give the students opportunities
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to practice the speaking skill. Furthermore, they will develop greater and greater
skill in encoding their thoughts even in a complicated foreign language speech.
Time by time, their native speech habits also reassert themselves when they try to
express their messages in the foreign language. Teaching speaking is sometimes
considered as a simple process because it is totally natural. Nevertheless,
according to Nunan (2003: 48) teaching speaking as a foreign language is
anything but simple. People who learn a foreign language from textbooks often
sound bookish when they speak.
In recent years there are still many teachers who teach speaking by having
students repeat sentences and recite textbook dialogues. Unfortunately, actual
conversation does not sound like the textbook dialogues. People acquiring
languages learn the pieces by interacting with other people. Therefore, learners
should interact during lessons. That is why Communicative Language Teaching
arose.
Paulstan and Bruder (1976: 56) explain that teaching language skills as
speaking is based on Communicative Competence. Communicative competence is
the ability of the speaker to produce and communicate in a target language.
Teaching points are to instruct the students or learners how to get the meaning
across and to be able to communicate some referential meaning in the target
language.
1). Teaching Techniques
Lado (1964: 10) explains that the goal of teaching speaking will be
achieved effectively if the teacher has involved the techniques and procedures to
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manage the class. The teachers have to prepare their materials and exercises that
enable the learners to attain communication objective, engage learners in
communication, and requires the use of communicative process (Richard and
Rodgers, 1986: 76). Teaching techniques frequently used in teaching speaking are
dialogue practice, conversation, role-play, getting information, and question and
answer. These techniques provide the learners with many opportunities to actively
participate in speaking activities (Rivers, 1986: 165).
Communicative approach has proposed two kinds of communicative
activities namely, Functional Communication Activity and Social Interactional
Activity. Both actually reflect the spoken form practice in teaching speaking skill.
a). Cued dialogues Cued-dialogue was a technique used in the research. This technique was
used in the first cycle of the research. These exercises allow the students to apply
what they have learned without conducting a conversation from start to finish with
elaboration. It provides limited cues to expand. The language functions are
specified and the turns numbered, so that following the steps will create a fairly
natural conversational exchange. A feedback discussion should follow.
Littlewood (1981: 51) states that this activity gives the interaction some of
the uncertainty and spontaneity involved in real communication because each
learner must listen to his partner before formulating a definite response.
Littlewood (1981: 51) explains that the cues also enable the learners to predict a
large proportion of what the other will say and to prepare the general list of their
own responses. Littlewood (1981: 52) explains that there are three restrictions on
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the range of language that can occur appropriately in a cued-dialogue. First, the
cues control the functional meanings that learners have to express. Second, the
social situation and relationship determine what kind of language is appropriately
for expressing these meanings. The last, particularly in early stages, it is unlikely
that learners’ repertoire will contain a wide variety of alternative forms to express
a particular communicative function.
Therefore, Littlewood (1981: 52) explains that it is not difficult for a
teacher to prepare learners for a specific activity, by equipping them with suitable
forms. However, Littlewood (1981: 52) also explains that the teacher may vary
the learners’ scope for creativity in two ways. The first one is that the cues may be
more or less detailed in the functional meanings they specify and the teacher can
vary his/ her instructions to the learners.
b). Role Play
Role play is any speaking activities when students put themselves into
somebody else’s position. The situations in role play are usually not far from their
daily life. Hopefully while they are doing the role plays, the students or the
participants are representing and experiencing some characters known in everyday
life. It would be a kind of practice and mistakes could be avoided before they
apply it in real world.
Role play is an exercise in which student takes the role of a person
affected by an issue and studies the impact of the issues on human life and the
effects of human activities on the world around us. Through role play students
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take on the roles of situation to demonstrate the lesson in an interesting and
immediate manner.
According to Littlewood (1981: 49), students in role play are asked to
imagine themselves in other situations or condition that could occur outside the
classroom. They are asked to act as if the situation is real. It could be any simple
situation that usually happens in real world around students.
According to Morrison (2000: 370) “role play is defined as participation in
simulated social situations that are intended to throw light up upon the role/rules
context governing “real” life social episodes.” Hamilton (1976) in Morrison (2000:
370) explains variety of role play as a method and differentiated in terms of
“passive-active” forms. Person may role-play absolutely by reading a text of a
social situation and filling in a questionnaire about it. Therefore, a person may
role play because he/she acted the characterization and perform it in front of
audiences.
(1). The uses of role-playing
The uses of role-playing are classified by Van Ments (1978) in Morrison
(2000: 375) as follows:
(a). Developing sensitivity and awareness
The definition of position such as mother, teacher, policeman, and priest,
for example, explicitly or implicitly incorporate various role characteristics that
often lead to the stereotyping of position occupants. Role-playing provides a
means of exploring such a stereotypes and developing a deeper understanding of
the point of view and feelings of someone who finds herself in a particular role.
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(b). Experiencing the pressures that create roles
Role-playing provides study material for group members on the ways in
which roles are created in, for example, a committee. It enables subjects to
explore the interactions of formal structure and individual personalities in role
taking.
(c). Testing out for oneself possible modes of behavior
In effect, this is the rehearsal syndrome: the trying out in one’s mind in
advance of some new situation that one has to face. Role playing can be used for a
wide variety of situation where the subject, for one reason or another, needs to
learn to cope with the rituals and conventions of social intercourse and to practice
them so that they can be repeated under stress.
(d). Simulating a situation for others (and possibly oneself) to learn from
Here the role-player provides materials for others to use and work upon. In
the simplest situation, there is just one role-player acting out a specific role.
(2). The Procedures of Using Role Play
Role play will be a beneficial technique as a means of speaking activity
instruction if the teachers provide problems to solve without having procedures.
Shaftel as cited by Hidayat (1980: 30) suggests some steps in administering role
play in teaching activities. They are as follows:
(a). Warming up
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This step aims to bring the real situation into the class. Teacher may first
introduce a general theme of the role-play to students and asks for their reaction
and have short discussion about it.
(b). Deciding the Role
The teacher, then, may decide who is going to play which characters in the
role play. Therefore, teacher can allocate roles according to the student’s
proficiency or at random.
(c). Preparing place
In this step, player design and prepare everything, which is needed
included places to do the role-play. Teacher in this step may help students to
prepare it.
(d). Provide observer
In role-play, there should be observers. They can be students who are not
doing role-play or the attendant. They have to observe the role play seriously so
that they can analyze the action and observe the accuracy, the fluency and the
diction.
(e). The role play
In this step, students who are being the actor should act as if the situation
is real, spontaneous, and realistic. It is necessary to know that the role-plays which
are acted are not too long or too difficult. Therefore, the teacher should select the
themes in accordance with students’ background knowledge and proficiency.
(f). Discussion and evaluation
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In the discussion session, the teacher should provide some terms to observe.
For example:
• The appearance of the performers. Whether they are natural or not.
• The way they express their feeling.
• Behavior
• Problem solving
• Diction, accuracy, and fluency.
(g). Repeating the role play
This repetition can be done more than once. The teacher and students may
exchange their ideas or suggestion to the role play.
(h). Expressing experiences
The purpose of this step is trying to see the relation between the situation
and the students’ experiences in the role play. The advantage of this step is that
students can apply the principle of the game and the way to solve problems if it
really happens in real life.
B. Theoretical Framework
This section summarizes and synthesizes some theories presented
previously and relates those theories to the study. From the theory of interactive
language learning, it can be inferred that in learning speaking students need to
interact with each other through oral or written discourse to enhance their abilities.
According to the theory, the ability to speak will be a good point for anybody in
the communicative nuance. In the theory of speaking, students need to know how
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30
to articulate sounds appropriately, students need enough vocabulary, and need
master syntax. However, the students of the twelfth grade of SMA Stella Duce
Bantul are less capable of speaking English. The researcher has noticed this
problem and wants to find an immediate solution through conducting a classroom
action research.
The research problem concerns what the appropriate technique to improve
the English speaking ability of the students. The researcher should have some
criteria to determine whether the techniques in teaching speaking can improve the
students’ English speaking ability or not. The theories in procedures of
communicative language teaching and the interactive language teaching will form
the basis for determining the success or failure of plans. In which, the teacher has
basis in ways to teach speaking in interactive and communicative procedures.
Furthermore, speaking is one of the English skills. Therefore, researcher
applies techniques in accordance to the curriculum of education for the twelfth
grade students to meet the indicators of English speaking. The researcher will
improve the students’ English speaking ability through a classroom action
research. As the theory of classroom action research, researcher should apply one
or more teaching techniques that can be successful in improving students’ English
speaking ability.
In this action research, the researcher should be creative in designing
various materials as well as choosing suitable sources and media. According to
theories of teacher’s role and student’s role, students as the subject of study
should participate actively in teaching learning process. A good relationship
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31
between the teacher and the students will build the students’ motivation, which is
very meaningful in solving the problems. The willingness to practice their English
speaking both inside and outside the classroom will make them more successful in
improving their English speaking ability. The collaboration between the school,
the students, and the researcher is essential in conducting classroom action
research. Then, the steps in conducting classroom action research and the
representation of the cycle can bee seen in the figure below:
DIAGNOSING
SPECIFYING LEARNING ACTION PLANNING
EVALUATING ACTION TAKING
(a)
Figure 2.2 The Action Research Cycle (Baskerville, 1999: 9)
To conduct the first cycle of an action research, there are five steps as
follows:
Diagnosing:
Diagnosing corresponds to the identification of the primary problems that are the
underlying causes of the research for change. Diagnosing involves self-
interpretation of the complex organizational problem in a holistic fashion.
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Action Planning:
The researcher then acts in the next activity, action planning. This activity plans
actions that should relieve the primary problems. The discovery of the planned
actions is guided by the theoretical framework, which indicated both some desired
result for the participants, and the changes that would be achieved.
Action Taking:
The researcher implements the planned actions. This step causes change to occur
and leads to an improved situation.
Evaluating:
After the actions are completed, the researcher evaluate the outcomes. Evaluation
is used to see whether the actions taken can relieve the problems. Where the
change is successful, the evaluation must critically question whether the action
undertaken is the sole cause of success. Where the change is unsuccessful, some
framework for the next iteration of the action research cycle should be established.
Specifying Learning:
The success or failure of the actions provides important knowledge to the
researcher for dealing with future research settings.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents a discussion of the method used in the research. The
discussion includes research method, research participants, research instruments,
and data gathering technique, data analysis, and research procedures.
A. Research Method
The research was an action research. According to Elliot (1991: 54) action
research is concerned with the everyday problems experienced by teachers, rather
than the ‘theoretical problems’ defined by pure researchers within a discipline of
knowledge. He also says that “action research combines diagnosis with reflections,
focusing on practical issues that have been identified by participants and which
are somehow both problematic yet capable of being changed.” It can also be
defined that action research is designed to bridge the gap between research and
practice. Somekh (1995: 340) explains that “action research should contribute not
only to practice but to theory of education and teaching which is accessible to
other teachers, making educational practice more reflective.” Mills (2003)
explains that action research is any systematic inquiry conducted by teacher
researchers to gather information about the ways that their particular school
operates how they teach, and how well their students learn. The information is
gathered with the goals of gaining insight, developing reflective practice, effecting
positive changes in the school environment and on educational practices in
33
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general, and improving students’ outcomes. According to Peter and Robinson
(1984) as cited by Baskerville (1999: 231), action research refers to a class of
research approaches, rather than a single, monolithic research method. As a class,
the various forms of action research share some agreed characteristics and these
characteristics distinguish action research from other methodologies to social
enquiry. It means that the research hopefully had brought good changes in the
class. New situation in the class that appreciates the difference among students
was applied. The research was also intended to change the classroom paradigm
into interactive and communicative atmosphere.
The research used action research because the researcher wanted to know
“how things are done” including conducting the experimental research and
collecting the data. In this study the researcher offered solution to the participants
to solve the problems that have been identified. In this study the researcher
analyzed and described how the situation and the implementation were going on
in the entire study not just at the beginning.
The researcher improved the similarities between practical theories and
practices. The researcher also interpreted the aspects that caused changes or the
improvements on the ability to communicate interactively of the participants.
B. Research Participants
The research was conducted in SMA Stella Duce Bantul Yogyakarta. The
participants of the study were the twelfth grade students of SMA Stella Duce
Bantul. The students who became the participants of this research were taken
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from one class. The class consisted of 15 students. The twelfth grade students of
SMA Stella Duce Bantul needed English more than the other grades and their
expectation to interact in English was different from that of other levels such as
students at elementary and secondary schools.
The researcher considered that the twelfth grade students had their critical
activities to interact with others. The students were the main subjects of this
research study because the interactive materials had been adjusted to them.
Through this study the researcher saw the changes that were expected in
interaction with others. The researcher wanted to know how the participants
improved their ability to interact with others using the materials given.
C. Research Instruments
The researcher used field notes and observation sheets as the instruments
of the research.
1. Field notes
Kemmis and McTaggart (1982: 197) explain that field notes are methods
of reporting observations of and reflection about classroom problems and the
teachers’ own reaction to them. Whereas, the observation needed taking notes or
recording whatever observed in order to have reliable result.
Field notes are written accounts of what the researcher hears, sees,
experiences, and thinks in the course of collecting and reflecting on the data in the
qualitative research (Bogdan and Biklen, 2003: 110). Field notes consist of two
parts of materials. They are descriptive and reflective. The researcher’s best effort
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to objectively record of details of the events was represented by descriptive part.
The researcher should observe and report all the details rather than summarize or
evaluate. Bogdan and Biklen (2003: 114) explain that the reflective part contains
sentences and paragraphs that reflect a more personal account of the course of the
inquiry. The researcher recorded the more subjective side of the research. It
emphasizes on speculation, feelings, problems, ideas, hunches, impressions, and
prejudices. The researcher wrote everything which was important about students’
improvement.
In the research, researcher used descriptive field notes. The researcher
could see the details of the events and could see the complicated situation.
Moreover, researcher could observe and record the actual events. The field notes
also helped the researcher to answer the problem formulation. The data obtained
in the field notes provided description on students’ activities in the classroom, as
well as their significant progress in assessing speaking ability. The field notes
were also aimed to see the factors that influenced the students and technique
during the implementation.
2. Observation Check List
Observational data are attractive as they afford the researcher the
opportunity to gather real data from real situation, so the researcher should enter
and understand the situation that is being observed. Patton (1990: 203-5) as
quoted by Cohen (2000:305) explains that the researcher had opportunity to see
what happens and takes place at the time rather than at second hand. According to
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Morrison (1993:80) as quoted by Cohen (2000:305), observation enables
researcher to gather data on:
a. The physical setting (e.g. the physical environment and its organization);
b. The human setting (e.g. the organization of people, the characteristics and
make up of the group or individuals being observed, for instance gender, class,
etc);
c. The interactional setting (e.g. the interaction that are taking place, formal,
informal, planned, unplanned, verbal, non-verbal, etc);
d. The programme setting (e.g. the resources and their organization, pedagogic
style, curricula and their organization).
The research was based on Morrison’s classification. In enabling the
research the researcher to gather data on the program setting since it observed the
pedagogic style, the organization, the environment and the improvement of the
students. Through this observation the researcher was also able to improve or
modify the techniques if it was not appropriate.
Basically, the researcher used speaking rubrics to answer question of the
research. Speaking rubrics were intended as the medium to see the improvements
of the students and to know the problems that they faced. Besides, the researcher
was able to know how the students improved their English speaking skill mastery
during the implementation.
In the research, the researcher provided speaking rubrics that would be
filled by observer. In the speaking rubrics and observation the observer was
supposed to observe the details of the student’s ability to speak in English as
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presented in the speaking rubrics and observation. The successful indicators in
speaking rubrics used in the research are as follows:
Table 3.1 Analytic Rubrics for Speaking Ability Score 1 2 3 4 Content Minimal
completion of the task and/or responses frequently inappropriate
Partial completion of the task, responses mostly appropriate yet undeveloped
Completion of the task, responses appropriate and adequately developed
Superior completion of the task, responses appropriate and with elaboration
Comprehensibility Barely
comprehensible responses
Mostly comprehensible responses, requiring interpretation on the part of the listener
Comprehensible responses, requiring minimal interpretation on the part of the listener
Readily comprehensible responses, requiring no interpretation on the part of the listener
Fluency Halting speech and uneven with long pauses or incomplete thoughts
Choppy speech and/or slow with frequent pauses, few or no incomplete thoughts
Some hesitation but manages to continue and complete thoughts
Continuous speech with few pauses or stumbling
Pronunciation Frequently interferes with communication
Occasionally interferes with communication
Does not interfere with communication
Enhances communication
Vocabulary Inadequate and/or inaccurate use of vocabulary
Somewhat inadequate and/or inaccurate use of vocabulary and too basic for this level
Adequate and accurate use of vocabulary for this level
Rich use of vocabulary
Grammar Inadequate and/or inaccurate use of basic language structures
Emerging use of basic language structures
Emerging control of basic language structures
Control of basic language structures
(Taken from: Foreign Language Program Studies, Fairfax Country Public Schools,
2004)
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The researcher wrote everything that should be observed about the
situation and students’ behavior. By doing so, the researcher would not miss every
progress that the students made.
D. Data Gathering Techniques
In gathering data for the research, the researcher obtained the data in
several steps of two cycles. In the first cycle the researcher wrote field notes of the
events and presented an observer who would observe the details events and the
materials.
The researcher observed the students’ improvement through observation
checklist or speaking rubrics that were filled by the observer. Besides, the
researcher also had her own field notes. In this stage the researcher should be
active in joining the implementation and activities. The researcher also observed
the students’ behavior, students’ interest, and their improvement in using the
techniques in her notes. The researcher worked on the notes during the
implementation. The person who filled the speaking rubrics and observation had
to observe students’ English speaking ability during the implementation.
The researcher planned the techniques to teach regarding the strengths and
weaknesses of the previous implementation. The researcher eliminated the
weaknesses of the result by renewing the teaching technique. The researcher
implemented the techniques of teaching in the next cycle in order to gain better
result.
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E. Data Analysis Techniques
The researcher analyzed the data gathered in the research in order to gain
the answer to the question formulated in the problem formulation. In analyzing
the data from the instruments, researcher triangulated all the data gathered from
the speaking rubric and field notes. The researcher conducted this step in order to
gain valid and reliable data. Bodgan and Bilken (2003: 107) explain that
triangulation is used to “verify of facts”. This statement strengthens that a fact
needs more than one source of information.
The researcher first identified the problems through observation checklist
or speaking rubrics and field notes. Based on the instruments employed in the
research, the researcher identified problems faced by the students.
The data were analyzed based on some criteria of speaking components.
They are as follows:
1. The content:
The content of the speaking is poor when students show minimal
completion of the task and/ or responses frequently inappropriate. The content is
fair when students show partial completion and responses mostly appropriate yet
undeveloped. Then, it is good when students could provide complete speaking.
The complete speaking consisted of opening, while, and closing. It also covers
appropriate and adequately developed responses. The content will be very good
when students show superior completion and appropriate responses and with
elaboration.
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2. Comprehensibility:
The comprehensibility of speaking is poor when students show barely
comprehensible responses. The comprehensibility is fair when the responses are
mostly comprehensible and it is good when students show comprehensible
responses and requiring minimal interpretation on the part of the listener. It will
be very good when students show readily comprehensible responses in speaking.
The responses required no interpretation on the part of the listener.
3. Fluency:
The fluency of speaking is poor when students show halting speech with
long pauses. The fluency is fair when students show choppy and/ or slow speech
with frequent pauses. Then, the fluency is good when students show some
hesitation but manages to continue speech. It will be very good when students
spoke continuous with few pauses or stumbling.
4. Pronunciation:
The pronunciation of the speech is poor when students’ speaking
frequently interferes with communication. They are fair when the speech
occasionally interferes with communication. Then it is good when students’
speaking did not interfere with communication. It will be very good when
students’ speech show enhances communication.
5. Vocabulary:
The vocabulary in students’ speaking is poor when students show
inadequate and/or inaccurate use of vocabulary. It is fair when students show
somewhat inadequate use of vocabulary. Then, it is good when they show an
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adequate and accurate use of vocabulary. In expanding the speaking content
students showed the variety of vocabulary and did not use the same words again
and again. It will be very good when they use rich of vocabulary in speaking.
6. Grammar:
The grammar of the speaking is poor when students show inaccurate use
of basic language structures. It is fair when students show an emerging use of
basic language structures. Then, it is good when students have an emerging
control of basic language structures. Students were able to use basic language
structures such as present tenses, past tenses, perfect tenses, and future tenses. It
will be very good when they have control of basic language structures.
The technique in the cycle was considered to be successful if the
participants reached the indicators and increased their speaking ability. The
researcher evaluated the result of the implementation and found out whether or
not the implementation had many weaknesses. If the researcher found many
weaknesses, she would refine the method in the next implementation.
In order to see the achievement indicators, the researcher employed
speaking rubrics during the research implementation. The researcher monitored
the progress of the students’ speaking ability including content, comprehension,
fluency, pronunciation, vocabulary, and grammar. The percentage of the students
who made progress in achieving the indicators could be seen using the following
formula:
n
x∑
x 100%
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x = number of students who made progress in speaking ability. n∑ = the total number of students being observed
The progress of the students’ speaking ability was scored based on the
criteria in the speaking rubrics mentioned in the research instruments. The
minimum score was 1 and the maximum score was 4 for each criterion. Each
student would have total scores for his or her speaking ability. Thus, the total
score of the speaking ability in the speaking rubrics were converted into
percentage using the following formula:
Table 3.2 The Percentage of Overall Speaking Ability
Score = % Score = % Score = % 1 = 50.2 % 9 = 67.5 % 17 = 84.8 % 2 = 52.3 % 10 = 69.7 % 18 = 87 % 3 = 54.5 % 11 = 71.8 % 19 = 89.2 % 4 = 56.7 % 12 = 74 % 20 = 91.3 % 5 = 58.8 % 13 = 76.2 % 21 = 93.7 %
6 = 61 % 14 = 78.3 % 22 = 95.7 % 7 = 63.2 % 15 = 80.5 % 23 = 97.8 % 8 = 65.3 % 16 = 82.7 % 24 = 100 %
(Taken from: Foreign Language Program Studies, Fairfax Country Public Schools, 2004)
The percentages above showed the students’ speaking ability. It included
all the criteria such as content, comprehensibility, fluency, pronunciation,
vocabulary, and grammar in speaking. Students reached the criteria when they had
18 score or 87% at the minimum in their speaking ability or showed good level in
every speaking element. The score and percentage showed that the average of all
components in speaking was 3 score. It means that students had already made
improvement in all components. The researcher then transformed the data into
descriptive analysis.
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F. Research Procedure
The activities, which were carried out by the writer from the beginning
until the end of this study, can be summarized in eight steps of procedures. First,
the researcher asked permission to the SMA Stella Duce Bantul principal to
conduct the research. Second, the researcher conducted the initial observation to
the general situation of the class. From this observation researcher would obtain
the general view of the problem. The teacher researcher observed the students’
ability in English speaking by conducting an English speaking course in one class,
XII IPS 2 class. It would be the procedures of the diagnosing in the cycle.
Through the field notes and class observation the researcher gathered information
about the personal identification and English education background, and also the
problems in learning English speaking that they have.
Third, based on the result of the observation collaborated with sources,
human and/or non-human; the researcher planned the most appropriate method to
be implemented to the participants based on the problems. In other words, after
knowing the problems, the researcher planned teaching techniques to be
implemented in order to solve the problems.
Fourth, the researcher took an action. The researcher stepped on the first
general plan to be applied to the participants. In implementing the general plan,
the researcher should monitor the effect that rose in the first step action. The
researcher evaluated the students whether the first technique planned and
implemented was successful or not.
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Fifth, during the implementation the researcher observed and recorded the
participants’ behavior, progress, and difficulties and also how the implementing
would go on in the speaking rubrics and field notes. The instruments were used to
document the influences of the action dealt with the process. Besides, it was used
to get accurate data to revise the next cycle. In the research, an observer observed
while the action was going on. The observer observed everything happened in the
class when the teaching learning was going on. The observer was someone who
knew well about teaching learning activities and the materials.
Sixth, the researcher explained what she had done in the action. Then the
researcher evaluated whether there were any weaknesses in the previous technique
while the problems were unsolved. The researcher and the observer discussed
everything they felt in the action whether it was good or which part was not quite
good. The data identified in the speaking rubrics and field notes were used as a
basis to implement the next cycle or teaching learning activities. The researcher
refined the teaching technique because there were weaknesses. She had to
minimize it in the next cycle.
Seventh, the researcher planned another teaching technique to solve the
problem since the weaknesses still exist from the first technique in the first cycle.
Then the researcher took an action and the technique was implemented to the
participants. Similar to the first cycle, researcher and the observer observed and
reflected for the weaknesses. After the second cycle was done, the researcher
found that the participants had achieved the indicators mentioned before.
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Finally, after having two cycles of action research the researcher decided
the most appropriate technique. The technique was applied to enhance and to
improve the speaking ability of the SMA Stella Duce Bantul. The technique was
role play. In the research there were five stages in the action research that had
been passed. In doing the research, the researcher used five phases namely
diagnosing, action planning, action taking, evaluating, and specifying learning.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the findings and the data analysis of the study. The
findings and the analysis are described through the cycles of the Classroom
Action Research. This chapter consists of the cycles of the research, speaking
rubric analysis, observations and field notes analysis.
A. The Research Findings and Discussion
The research used five phases as proposed by Baskerville (1991: 9);
namely diagnosing, action planning, action taking, evaluating, and specifying
learning. Those phases are called cycles.
1. First Cycle
The first cycle of the research describes the initial stage of the classroom
action research. As mentioned before, this cycle consists of five stages that should
be taken. The findings in every stage of the cycle are described below.
a. Diagnosing
The research was begun by diagnosing the problems. The researcher
observed the teaching-learning activities of the class in order to know the
problems that could be a barrier to students’ development of speaking ability. In
conducting classroom action research the researcher should have a class to teach
47
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and do the research. In this research, the researcher had a class to teach in an
extracurricular program in SMA Stella Duce Bantul. They were the twelfth grade
students. In the diagnosing stage, the researcher observed the students’ speaking
ability by teaching them a speaking lesson about asking for permission. The
researcher taught about how to ask for permission to do things, how to ask other
people to do things. Before the main activity the researcher explained the
objectives of the lesson and presented useful expressions of the lesson and the
glossary. The researcher asked the students to make dialogues about asking for
permission in pairs. Students presented the dialogues in front of the class.
The researcher chose to take a notice on eight students. They were in the
researcher’s main concern because of their poor speaking ability and minimum
participation.
Using the field notes and speaking rubrics, the researcher assessed the
students’ speaking abilities. From this initial stage of this research, the researcher
could draw the problems which occurred in students’ speaking ability. From their
performances, the researcher concluded the general problems of the students. The
problems were as follows:
• Students had difficulties in expanding topics to talk about. For example,
students often asked the teacher how to start or how to sustain the
conversation.
• Students had limited English vocabulary. For example, students always
opened dictionary whenever they made sentences and they often asked the
teacher for the English vocabulary.
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• Students had very poor English grammar. The use of basic language
structures was inaccurate. Here is the example, “Can you help me to taking
the bucket?” (Student number 4, field notes on October 22, 2007)
• Poor pronunciation ability in speaking. Students pronounced /k�:ld/ for
the word “could” (Student number 3, 6, 7, field notes on October 22,
2007).
• Poor speaking fluency. For example, students spoke with pauses such as
“ehm…, apa…”
b. Action Planning
The researcher used an observation checklist or speaking rubrics to
diagnose students’ speaking ability. Based on the result of the previous stage,
diagnosing, the researcher planned a technique to be implemented in order to
improve the students’ speaking ability. The researcher decided to use cued-
dialogue as the first technique in the research. Here was the example of cued-
dialogue used in the research.
Situation 1 Student A Greets student B Asks for something he lost (wallet) Describes the thing Says thank you
Student B Greets student A Asks for the description of the wallet Says sorry
Figure 4.1 Cued-dialogue in Describing things
The reason why researcher used cued-dialogue was that this technique
could help students to build topics to talk about, to enrich their vocabularies, to
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increase their grammar mastery, and reduce pauses while speaking. Moreover,
students had clues to conduct speaking activities. From the example of cued-
dialogue above, it can be seen that this technique gives students topic about
describing thing. It provides the cues on how to conduct the conversation.
Students could conduct the dialogue without thinking what they should speak next.
Littlewood (1981: 51) explains that the cues also enable learners to predict a large
proportion of what the other will say and to prepare the general list of their own
response. In doing the activities, students worked in pairs. There were 15 students
in the class, so the researcher made six pairs and one group consisting of three
students. The researcher chose them randomly to be partners in order to avoid
noise and grouping.
c. Action Taking
The researcher decided to use cued-dialogue to be implemented to the
students to solve the problems. As mentioned before in the diagnosing stage, there
were four kinds of the problems. This technique was considered as the first
technique used in this classroom action research. As soon as the technique was
chosen, the researcher wrote lesson plans and took action. During the teaching
learning activities in the class the researcher observed and took notes on
everything which was considered significant and important related to the students
improvement. The researcher conducted the first cycle using this technique in two
meetings. This aimed to make sure that researcher really wanted to know what
kind of technique which was appropriate and not seemed as a trial only. In the
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51
first meeting, the researcher taught about describing people. In the second meeting
the researcher taught about describing things. The researcher explained about the
useful expressions and vocabularies related to describing people and things.
Students worked in pairs and performed their activity in front of the class. Teacher
gave feedbacks on the students’ performances in the end of each role-play. This
kind of technique aimed to help students to build topics to talk about, to enrich
their vocabularies, to mind their grammar mastery, and reduce pauses while
speaking.
d. Evaluation
Having finished with the action and the observation the researcher made
an evaluation. From the evaluation, the researcher concluded that the technique
was appropriate to improve the students’ speaking ability or not. The researcher
could repeat the cycle until she found satisfying result. The result was the
students’ speaking ability showed significant improvement.
After two meetings were conducted and all pairs performed their
conversations, the researcher could see the improvement in speaking components
through speaking rubrics and field notes. The descriptions of the speaking
components are described as follows:
1). Content
In the area of content, six students (75%) improved or made progress.
Student number 1, student number 2, student number 7 and student number 8
improved from partial completion of the task and mostly appropriate responses
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52
yet undeveloped to completion of the task. Student number 4 improved from
minimal completion of the task to completion of the task. It means that the
students showed appropriate and adequately developed responses. Student number
3 improved from minimal completion of the task and/or frequently inappropriate
responses to partial completion of the task, mostly appropriate responses yet
undeveloped.
This technique provided topics to talk about. Nevertheless, the paths or
clues in the cued dialogues were very limited and short. When students
performed in front of the class they only spoke in very short conversations. They
only made short conversation as what they were supposed to make in the cued-
dialogue.
Student 3: excuse me! Can you help me? Student 6: yes, sure. What is that? Student 3: Do you know Amel? I must to see her now. Student 6: Oh yes, I know. Student 3: Can you tell me! Student 6: She is tall and white skin. She has round face and wavy hair.
She is in class two. Student 3: All right. Thank you. Student 6: you’re welcome. (Meeting 3, November 5, 2007)
2). Comprehensibility
In the area of comprehensibility of speaking four students (50%) made
progress. Student number 1, student number 2, and student number 5 improved
from mostly comprehensible to comprehensible responses. Student number 6
improved from barely comprehensible to comprehensible responses. It means that
the responses were comprehensible, requiring minimal interpretation on the part
of the listener. Since cued-dialogue provided topics to talk and cues to expand the
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53
topics, students could expand the topics and make comprehensible dialogues
easier.
3). Fluency
There were three students (37.5%) who improved in the area of fluency of
speaking. Student number 1, student number 3 and student number 5 improved
from halting speech and uneven with long pauses or incomplete thoughts to
choppy speech and/or slow with frequent pauses, few or no incomplete thoughts.
Students sometimes used Indonesian in their dialogues to show pauses. For
example they said “apa.., ehm.., or eh salah…”
4). Pronunciation
In this area of speaking, one student (12.5%) improved from speech
frequently interfere with communication to speech occasionally interfere with
communication. There were students’ errors in pronunciation when they perform
their dialogues. For example, in the second meeting (November 5, 2007) students
pronounced /h�:/ for the word how, /fen/ for the word fine, /s�:ld/ for the word
should and pronounced /pretI/ for the word pretty and many more.
5). Vocabulary
In the area of vocabulary, one student (12.5%) improved from inadequate
and/or inaccurate use of vocabulary to somewhat inadequate and/or inaccurate use
of vocabulary and too basic for this level of speaking. The researcher found that
students could only memorize a small number of words. It was proven by student
number 3 when he said,
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54
”Sudah, hanya begini saja kan. Tidak perlu buka kamus, seadanya aja.”
(Student number 3, field notes on October 29, 2007)
6). Grammar
In the area of grammar, three students (37.5%) improved from inadequate
and/ or inaccurate use of basic language structures to emerging use of basic
language structures. They were student number 1, student number 2 and student
number 5. There were many grammatical errors in the dialogues. They made
mistakes in present tense, modals, and past tenses. Here are the examples of errors
in grammar:
“She wash her hair every two days or so.” (Meeting 1, Student number 6, October 22, 2007) (She washes her hair every two days or so.) “I will go to Paris by next month.” (Meeting 1, Student number 3, October 22, 2007) (I will have gone to Paris by next month.) Student 4: “Do you know Amel? I must to see her now.” (Meeting 3, November 5, 2007) (I must see her now) “I lost my wallet yesterday in the toilet. Did you saw it?” (Student number 7, November 5, 2007) (Did you see it?)
From the result, it can be concluded that the technique helped students to
improve the content and comprehensibility of the dialogues. Nevertheless, the
researcher could not find any significant improvements in other indicators in the
speaking rubrics.
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Based on the scores that had been achieved by the students in the speaking
rubrics, the researcher could see the result of their speaking ability. The scores
were converted into percentage to show students’ speaking ability. The
improvement of students’ speaking ability can be seen in Table 4.1 as follows:
Table 4.1 The Increase of Speaking Ability in the First Cycle Name Speaking Ability
Diagnosing stage First Cycle Improvement Student 1 65.3% 74% 8.7% Student 2 67.5% 76.2% 8.7% Student 3 63.2% 67.5% 4.3% student 4 63.2% 67.5% 4.3%
Student 5 65.3% 69.7% 4.5%
Student 6 65.3% 71.8% 6.5% Student 7 65.3% 67.5% 2.2% Student 8 65.3% 69.7% 4.5%
By observing the improvement of speaking ability as written in Table 4.1
above, the researcher concluded that there was no significant improvement. There
was no student who reached 18 score or 87% in the cycle. The highest
improvement, 8.7%, was achieved by student number 1 and student number 2.
Nevertheless, the lowest improvement, 2.2%, was gained by student number 7.
Based on the result above, students could not achieve the indicators of the
research.
The researcher concluded that cued-dialogue as the first technique
implemented in the first cycle did not work well. It could not maximize the
students’ potentials in speaking. In fact, this technique could give students topics
to talk. Nevertheless, cued-dialogue was not able to enrich students’ vocabulary
mastery and improve students’ pronunciation mastery. Even though the teacher
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56
provided vocabulary list, students usually remembered the words that they used in
the dialogues only. Finally, this technique could not solve the problems occurred
in students’ speaking ability.
e. Specifying Learning
Cued-Dialogue as a technique to be implemented in the first cycle of the
research seemed to be ineffective to improve students’ speaking ability for
students of SMA Stella Duce Bantul. Students could not maximize their potentials
in speaking. Students still had weaknesses in four speaking components, namely
fluency, pronunciation, vocabulary, and grammar. They could not perform good
dialogues in speaking because they could not express their ideas freely into
conversations.
2. Second Cycle
The second cycle of the research was aimed to revise the technique in
teaching and solve the remaining problems. By conducting this second cycle, the
researcher hoped that the problems could be solved. There were three meetings in
this cycle.
a. Diagnosing
After evaluating what happened in the first cycle, whether there were any
weaknesses in the previous method or the problems unsolved, the researcher and
the observer discussed everything she felt in the action whether it was good or
which part was not quite good. The data identified in the observation sheets and
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57
field notes were used as a basis to implement the next cycle or teaching learning
activities. In this cycle, the researcher tried to solve the remaining problems which
still occurred in the first cycle. It was obvious when students did a cued-dialogue
they no longer had dificulties in formulating the content of the conversation and
delivering the comprehensibility of the conversations. Yet, they could not enrich
the vocabulary, grammar mastery, and pronunciation ability because they could
not develop and expand the conversation as they would like to have. Therefore,
the researcher decided to implement a different technique.
b. Action Re-planning
Based on the problems identified in the second cycle, the researcher tried
to find another technique which could eliminate the problems. The researcher
decided to use role-play as a new technique applied in the second cycle of the
research. Here was the example of role-play used in the research.
Situation 1 Robby and Dianne are good friends. They work in the same office. Robby has just finished moving into a new house and wants to invite Dianne over to celebrate. The celebration will be held on Saturday at seven in the evening in his new house. * make a dialogue about inviting to a celebration.
Figure 4.2 Role-play in making invitation
The reason why researcher decided to use role-play was because this
technique gave students opportunity to express their ideas freely. Students could
make longer conversation and as a result they could enrich the vocabularies
because students used more words from the vocabulary list provided on the
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58
handouts.furthermore students could enhance pronunciation and grammar mastery.
As in the example of role-playing above, learners were able to express their ideas
and made their own path in dialogues to come to the goal of the role-playing. In
this role-play, Littlewood (1981: 55) explains that learners are initially aware only
of the overall situation and their own goals in it. They must negotiate the
interaction itself as it unfolds, each partner responding spontaneously to the
other’s communicative acts and strategies. The researcher prepared three topics of
role-play which would be administered in three meetings, they were offering help,
making invitation, and giving/asking for advice.
c. Action Taking
After conducting the first cycle and the problems still occured, the
researcher decided to use role-paly instead of cued-dialogue. The researcher
conducted the second cycle using role-play as a technique in three meetings. This
technique, role-play, is time consuming. Nevertheless, the researcher had a
solution to use time effectively. The researcher told the students about the topic
that would be discussed in the previous meeting. The topics for three meetings in
second cycle were offering help, making invitation, and giving/asking for advice.
Since this technique needed extra time to conduct in a class, researcher decided to
give the topic in the previous meeting. This aimed to prepare students in the
lesson. Thus, students had already studied and been familiar with the topic during
the class discussion. It was beyond the researcher’s expectation that students had
already made some expressions related to the topic in the first meeting. Before the
teacher gave the handouts to the students she asked about expressions related to
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offering help. The researcher gave conversations as examples of the topics in the
beginning of the lesson. She also explained about useful expressions and
vocabularies related to the topics. Students worked in pairs and performed their
conversations in front of the class. Teacher gave the feedbacks on the students’
performaces in each role-play. It included on how they perfomed their plays.
d. Evaluation
In this second cycle, the researcher employed role-play as the second
technique. Even though role-play had similar characteristics to cued-dialogue but
after conducting it the researcher could see the significant differences. During
role-play activities the researcher and the observer monitored and wrote down any
significant improvement to the students who were in the researcher’s main
concern. After three meetings were conducted in the second cycle and all pairs
performed their conversations, the researcher could see the improvements in
speaking elements. All students made progress and achieved the indicators. The
progress was described as follows:
1). Content
In the area of content all students (100%) made progress. Student number
1, student number 2 and student number 6 improved from partial completion and
mostly appropriate yet undeveloped responses to superior completion of the task
and appropriate responses and with elaboration. Student number 3 improved from
minimal completion of the task to superior completion of the task and appropriate
responses and with elaboration. Student number 5, student number 7, student
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number 8 improved from partial completion of the task and mostly appropriate yet
undeveloped responses to completion of the task.
The teacher asked the students about the expressions that should be used in
the dialogues related to offering help. The students answered correctly even
though some of them still used Indonesian.
”Can you help me! Ya kan Miss?” (Student number 6, field notes on
November 12, 2007)
“Help me!” (Student number 3, field notes on November 12, 2007)
When teacher asked for polite ones, student number 5 said,
“Di tambah please Miss.” (Student number 4, field notes on November 12,
2007)
The teacher gave situations about the topic and students were supposed to
expand it into conversation. Students felt excited when doing role-play because
they felt that their work was precious. They made longer conversation than before
when using cued-dialogue. They could explore what they wanted to say.
2). Comprehensibility
In the area of comprehensibility of speaking, all students (100%) made
progress. Student number 1, 2, 3, 4, 5 and 7 improved from mostly
comprehensible responses to comprehensible responses. Student number 6
improved from barely comprehensible responses to comprehensible responses. At
this point, students were able to make comprehensible responses, requiring
minimal interpretation on the part of listener. Student number 8 improved and
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61
reached full score of the indicator. She improved from mostly comprehensible
responses to readily comprehensible responses.
The researcher found different atmosphere in the class. Students made
longer conversation and they performed in front of the class very well. They were
more relax and free to express their own ideas and thoughts. It was proven from
the students’ diary.
Kita dapat langsung memahami teks yang kita buat sendiri. Pokoknya lebih enak karena kita bisa puas dengan hasil yang kita kerjakan sendiri. (Student number 5, observation on November 20, 2007) (We, directly, can comprehend the texts which we have made. The point is that we are satisfied with the result of the work that we have made.) Students made the conversations based on situations given seriously even
they sometimes made jokes. They worked in pairs to make all students active in
the group, they were supposed to work together.
3). Fluency
Compared to the diagnosing stage in the second cycle all students (100%)
improved their fluency in speaking. Student number 1 improved from halting
speech and uneven speech with long pauses or incomplete thoughts to continuous
speech. Student number 4 improved from choppy speech and/or slow with
frequent pauses, few or no incomplete thought to continuous speech level. Within
this level, students spoke continuously with few pauses or stumbling. The rest
improved from speech halting to speech with some hesitation. Within this level,
students spoke with some hesitation but managed to continue and complete
thoughts.
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4). Pronunciation
In the area of pronunciation, all students (100%) made progress.
Compared to the diagnosing stage, all students made improvement. All students
improved from speaking frequently interfered with communication to speaking
did not interfere with communication. In order to overcome the problem in
pronunciation, the teacher asked students to repeat new words after the teacher.
Students had improved their pronunciation ability, they made few mistakes
in the conversations. Moreover, they did self correction when doing conversation
or even their friends did it after they finished.
Student number 7 pronounced /b�sI/ for the word “Busy”,
For example student number 7 had difficulty to pronounce word “night”, and the
teacher approached her to make sure that she was able to pronounce words
correctly.
5). Vocabulary
All students (100%) made progress in the area of vocabulary. Student
number 6 improved from somewhat inadequate and/or inaccurate use of
vocabulary and too basic in this level to adequate and accurate use of vocabulary.
The other students improved from inadequate and/ or inaccurate use of vocabulary
to adequate and accurate use of vocabulary in their speaking.
They enriched their vocabulary bank because each student had his or her
own dictionary and teacher also provided vocabulary list related to the topics on
the handouts. Sometimes they asked the teacher the appropriate words to use. For
example the word “au revoir” instead of “see you.” Generally they had enriched
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their vocabulary by making longer conversations. Instead, students often asked
about vocabularies, the teacher answered it to the class and asked them to repeat.
This was also used to practice their pronunciation ability. As a result when they
performed in front of the class they made few mistakes on pronunciation and
vocabularies.
6). Grammar
In the area of grammar, all students (100%) made progress. Compared to
the diagnosing stage, all students made similar improvement. All students
improved from inadequate and/ or inaccurate use of basic language structures to
emerging control of basic language structures in speaking.
Role-play was conducted in the second meeting. In this meeting researcher
used making invitation as the topic of the lesson. Similar to the first role-play that
students had been told about the topic in the previous meeting. In this lesson
students made mistakes on grammar. The examples of students error in grammar
are as follows:
“we will moving to our house....” (Student number 7, field notes on
November 19, 2007)
(we will move to our house..)
and “what time will you coming to my house?” (Student number 1, field
notes on November 19, 2007)
(What time will you come to my house?)
“Are you have problems?” (student number 7, field notes on November 26,
2007)
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Many of the students made mistakes in the use of modals and the use of
perfect tenses.
“Sorry, I have make other plans tonight.” (Student number 4, field notes
on November 19, 2007),
(Sorry I have made another plan tonight.)
Based on the scores that had been achieved by the students in the speaking
rubrics, the researcher concluded that their speaking ability improved. From the
result it was obvious that all students achieved all indicators of the research. The
scores were converted into percentage and it would show students’ speaking
ability. The improvement of students’ speaking ability can be seen in Table 4.2.
Table 4.2 The Increase of Speaking Ability in the Second Cycle Name Speaking Ability
Diagnosing stage Second Cycle Improvement Student 1 65.3% 91.3% 36% Student 2 67.5% 91.3% 33.8% Student 3 63.2% 91.3% 38.1% student 4 63.2% 87% 23.8%
Student 5 65.3% 87% 21.7%
Student 6 65.3% 89.2% 23.9% Student 7 65.3% 87% 21.7% Student 8 65.3% 89% 23.7%
By observing the improvement of speaking ability as written in the Table
4.2 above, the researcher concluded that role-play could improve their speaking
ability. However, it was in the basic level of performance. The highest
improvement, 38.1%, was achieved by student number 3. Nevertheless, the lowest
improvement, 21.7%, was gained by student number 5 and student number 7.
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e. Specifying Learning
From the result of the research in the second cycle it was obvious that role-
play was the appropriate technique to teach speaking to the twelfth grade students
of SMA Stella Duce Bantul. Compared to the first technique, cued dialogue, it
seemed that role-play contributed good result to students. Students could explore
their ideas and expand their conversations into good ones. As a result, the
students’ speaking ability improved.
From the field notes in both cycles, the researcher took notes on some
supporting and inhibiting factors in conducting this research. First, one of the
characteristics of the students that had positive contribution to learning process
was that the students were talkative. Therefore, students could sustain their
conversation as they wanted to write. They were creative in making stories.
Second, they were very cooperative students. They helped each other when one
had difficulties. They could help each other in following the teacher’s instruction.
Their help sometimes made the activity go smoothly. Then, role-play was an
interesting activity to practice speaking. Students interested in acting roles in front
of the class, so it encouraged them to speak. Nevertheless, there was inhibiting
factor. The students often made noises in the class that resulted in the ability of
the students in following the instructions or paying attention to explanation from
the teacher in the teaching learning activities.
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CHAPTER V
CONCLUSIONS AND SUGESTIONS
There are two parts in this chapter. The first part is for the conclusions of
the study. In the second part, the writer provides suggestions for English teachers
who will implement role-play as teaching speaking technique and also for other
researcher who will conduct the same type of resesarch.
A. Conclusions
The research was intended to find out the most appropriate technique to
improve the students’ speaking ability to the third grade of SMA Stella Duce
Bantul. There was a problem in this study, “what the most appropriate technique
to improve students’ speaking English ability for the third grade of SMU Stella
Duce Bantul.”
In conducting the research, the researcher used some research instruments
to gain the data. The researcher used the speaking rubrics and field notes. The
speaking rubrics were used to assess the students’ speaking ability. Field notes
were used to record what had happened during the research as well as to know the
students’ progress. From these instruments, the researcher was able to monitor the
students’ achievement and to know whether or not the technique applied was
appropriate.
There were two cycles in the classroom action research. In the first cycle,
the researcher implemented cued dialogue. In this cued dialogue, the teacher
presented two topics to discuss. Students worked in groups and they made short
66
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conversations. Cued-dialogue which was implemented in the first cycle could not
help students to improve their English speaking ability. Students mostly improved
only in the content and comprehensibility of speaking out of the other elements
such as fluency, pronunciation, vocabulary, and grammar.
In the first cycle, students did not made any significat improvements. It
can be seen from the result that students only made progress in overall speaking
ability. The students speaking ability was still poor.
Reflecting on what happened in the first cycle, the researcher implemented
the second technique. The second technique that was implemented in the second
cycle was role-play. The students were more free to express their ideas so they
made longer conversation. They could improve their speaking ability.
With regard to the question of the research, the researcher concluded that
role-play technique could improve the students’ speaking ability. There was
significant improvement after the implementation of role-plays as speaking
activities. Students improved their ability in speaking. Students made significant
improvement in speaking elements; content, comprehensible, pronunciation,
fluency, vocabulary, and grammar. They achieved the indicators in speaking
proposed by the researcher.The use of role-plays had a great influence on the
improvement of students’ motivation to speak. Students like to act in front of the
class because it motivates them to speak confidently. It comes to the conclusion
that role-plays could improve the speaking ability for the twelfth grade students of
SMA Stella Duce Bantul during the speaking activity.
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B. Suggestions
Based on the findings of this study, role-play became an appropriate
technique to improve speaking ability to the twelfth grade students of SMA Stella
Duce Bantul. Nevertheless, there are suggestions put forward. First of all, it is
suggested to the teachers or the next researchers who want to apply this technique
in speaking class. Teachers and researchers need to be creative in preparing role-
plays for the speaking activities. Teachers may take daily problems in class into
the situations in role-plays. Teacher may conduct the role-plays outside the class
such as at the school garden or other places which are conducive to the activities.
Then the students will be able to speak and have free improvisation in their
speaking since they are familiar with the situations and the roles they play. By
providing interesting role-plays, the teachers give the students more opportunity
to speak.
Teachers should be able to control the students’ activities in the class in
order to manage the class. Furthermore, the control allows students to pay
attention to the teacher and their friends’ role-plays. It is also suggested to have
well-prepared activities of role-plays since this technique needs more time to
conduct. The teachers may explain the next topic of role-play in the previous
meeting. Then the students have enough time to prepare the expressions or
anything needed in the role-plays.
To create good atmospheres in teaching learning activities, teachers need
to build good relationship with the students. It affects the students’ behavior.
Students will not feel awkward to ask the teachers if they have difficulties in
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69
constructing dialogues in role-plays. Therefore, students will not be reluctant and
will be free to express their ideas.
Secondly, the students can improve their speaking ability by having role-
plays in pairs and students can practice speaking a lot to make good sentences
with grammatically correct. So other students or audience can comprehend the
role-plays. Students can be free in expressing their ideas through role-playing;
they can improve and expand the content of the role-plays. They also have to be
creative in performing their plays. Therefore, both the players and the audience
can enjoy the plays.
Finally, the other researchers may find new ways to improve students’
speaking ability through the use of role-plays, they may explore this issue by
conducting further studies with other participants and research designs.
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LESSON PLAN General Instructions Objectives: At the end of the course, the students are able to:
1. Acquire better speaking skill 2. Interact with other participants using English. 3. Ask or answer English questions using English and do simple conversation fluently. 4. Speak in English during the English course class and use the language functions in their daily lives.
No. Topics Specific Instructions Objectives
Teaching Learning Activities Materials Time
Allocation Media and sources
1. ASKING FORAND GIVING PERMISSION
At the end of the class, the students are able to: 1. Practise the dialogue on
asking for and giving permission
2. mention some terms on asking for and giving permission
3. make up dialogue based on the clues given on asking for and giving permission
4. practise the dialogues on asking for and giving permission
The students: 1. read and practise the
dialogue on asking for and giving permission
2. read and mention the useful expressions on asking for and giving permission
3. make up dialogues based on asking for and giving permission with their peers.
4. doing excercises on the handouts.
1. dialogue on asking for and giving permission
2. useful expression on asking and giving permission
3. dialogue grids. 4. excercise.
60’ Media:1. whiteboard 2. marker 3. handouts Source: 1. Speaking
naturally. 2. teacher’s
compilation.
APPENDIX 3: LESSON PLAN
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2. DESCRIBINGPEOPLE
At the end of the class, students are able to:
1. practise the dialogue on describing people on the handout.
2. mention the useful expressions and vocabularies on describing people.
3. make up dialogues based on the cues in the handout.
4. practise the dialogue in front of the class in pairs.
The students: 1. Read and practise the
dialogue on describing people with their peers.
2. mention and learn some vocabularies usually used in describing people.
3. make up dialogues based on the clues given on describing people.
4. perform in front of the class with their peers
1. dialogue on asking for and giving permission
2. vocabularies on describing people
3. cued dialogues
60’ Media:1. whiteboard 2. marker 3. handouts
Source: 1.Speaking naturally.
3. DESCRIBINGTHINGS
At the end of the class, students are able to:
1. practise the dialogue on describing things on the handout.
2. mention the useful expressions andvocabularies on describing things.
2. mention and learn
some vocabularies usually used in describing people.
3. make up dialogues based on the cues in the handout.
The students: 1. Read and practise the
dialogue on describing people with their peers.
3. make up dialogues based on the clues given on describing
1. dialogue on describing things
2. vocabularies on describing things
3. cued dialogues
60’ Media:1. whiteboard 2. marker 3. handouts Source: 1.Speaking naturally.
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4. practise the dialogue in front of the class in pairs.
people. 4. perform in front of
the class with their peers
4. OFFERINGHELP
At the end of the class, the students are able to: 1. Practise the dialogue on
offering help with their peers.
2. mention some useful expression on offering help
3. offer helps to their friends or other people in their daily conversations.
The students: 1. read and practise the
dialogue on offering help with their peers.
2. mention the useful expressions on offering help.
3. make up dialogues based on the roles given using the expression on offering help with their peers
4. perform the role-plays on offering help in front of the class
1. dialogue 2. expressions on
offering help 3. role-plays
60’ Media:1.whiteboard 2.marker 3.handouts
Sources: teacher’s compilation
5. MAKINGINVITATION
At the end of the class, students are able to: 1. practise the dialogue on
making invitation 2. mention some usefull
expressions on making invitation
3. make invitation in their
The students: 1. read and practise the
dialogue on making invitation.
2. mention some useful expressions on making invitation
3. make up conversation
1. dialogue 2. expressions on
making invition
3. role-plays
60’ Media:1. whiteboard 2. marker 3. handouts
Sources: Teacher’s compilation
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daily conversations. based on the roles given using the expressions on making invitation with their peers
4. perform the role-plays on making invitation in front of the class
6. ASKING FORAND GIVING ADVICE
At the end of the class, students are able to: 1. practise the dialogue on
asking and giving advice 2. mention some useful
expressions on asking for and giving advice
3. make dialogues in asking for and giving advice in their daily conversations
The students: 1. read and practise the
dialogue on asking for and giving advice
2. mention some useful expressions in asking for and giving advice
3. make up dialogues based on the roles given using the expressions on asking for and giving advice with hteir peers
4. perform the role-plays on asking for and giving advice in front of the class
1. dialogue 2. expressions on
asking for and giving advice
3. role-plays
60’ Media:1. whiteboard 2. marker 3. handouts Sources: 1. headlight 3
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APPENDIX 4: SPEAKING MATERIALS
ASKING FOR AND GIVING PERMISSION A. Dialogues Read the following dialogue and practice it with your partner! (During the mathematic class) Aryo : Excuse me, Sir. Teacher : Yes Aryo, can I help you? Aryo : May I have your permission to go to health center after this lesson? Teacher : What happened? Aryo : I feel bad headache Sir. It seems that I need taking a rest for a while. Teacher : Oh, have you taken an aspirin for it? Aryo : Not yet, Sir. Teacher : All right, after this lesson you may go to health center to take
some rest and don’t forget to ask for aspirin to reduce the pain. Aryo : Thank you, Sir. B. Useful Expressions There are some expressions and responses used in asking for, accepting or refusing permission.
Asking for PermissionMay I have your permission….? With your permission I should like to… I wonder if I could… Don’t you think I could… Let me… would you… Can I …? Do you mind if …? Any chance…. Giving Permission That seems perfectly acceptable I can see no objection No reason why you shouldn’t Yes, that fine Yes, certainly you can By all means Of course, you can OK/ Fine/ All right
Refusing PermissionI’m sorry. I’m not supposed to… I don’t really think you should to … I’m sorry that not possible for you to …I’m sorry I can’t let you … I’m afraid not I’m afraid you can’t … I’d like to but … Sorry, no way Sorry…
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C. Vocabulary list: Acceptable : Reason : Certainly : Supposed : Rest room : Lavatory : Library : Office : A while : D. Make a simple dialogue about asking for and giving permission in pairs! E. Answer these questions by circling the correct answer!
1. She _____ her hair every two days or so. a. wash b. washes
c. washed d. washing
2. Donita ______ in her room and father is reading in the living room.
a. is sleeping b. was sleeping
c. has slept d. had slept
3. I ________ to Paris by next month.
4. Captain Smith gave the order to abandon the ship. The italic word means______
a. would be gone b. would go
c. will go d. will have gone
a. come b. enter
c. go d. leave
5. The impact ripped a huge hole in her side. The italic word has the similar
meaning to_______ a. long b. wide
c. very big d. deep
6. I hit my foot on the table and it really______
a. disease b. hurts
c. ache d. pain
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Describing people A. Dialogue Andre : Hi dude! Ben : Hi. I heard that you have had a new girlfriend. Is that right? Andre : yes, it’s right. I show you the picture of her. Here it is. Ben : wow, she is cute. You’re so lucky! Andre : Yeah, thanks. By the way, have you had a girlfriend? Ben : No, I haven’t a girlfriend. Can you find her for me? Andre : Hey, I know a beautiful girl; she is a friend of mine. Her name is Kate. Ben : Really? Andre : Yes. She is tall and slim. She has a pointed nose and straight black hair. I
am sure that you will like her. Ben : Is she a kind girl? Andre : Sure. She is an open minded girl. Ben : Ok. Let’s make an appointment. Andre : All right. B. Useful expressions She is…. He is….. She likes….. He likes…. C. Vocabulary list: Fat : gemuk Slim : langsing Thin : kurus Sexy : seksi Thickest : kekar, berotot Handsome : tampan Beautiful : cantik Ugly : jelek Round faced : bermuka bulat Oval faced : bermuka oval Bald : botak Curly : keriting Straight : lurus Pointed nose : Berhidung mancung Flat nose : berhidung pesek
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D. Cued-dialogue Make dialogues based on these situations in the cued-dialogue! Situation 1 Student A Greets student B at school Asks about a student in another class Asks about the description of the student Says thank you
Student B Greets student A at school Replays to student A’s question Gives the description about the student Replays thanks
Situation 3 Student A Greets student B Talks about football Asks whether student B knows Christiano Ronaldo Describes about him Farewell
Students B Greets student A Talks about football Replays to student A’s question Asks about Christiano Ronaldo Farewell
Situation 3 Student A Greets student B Asks student B about the movie star Asks the student B’s favorite artist Asks why student B likes her/him Agree
Student B Replays student A greeting Doesn’t like the movie star Describes the favorite movie star Farewell
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Describing things
A. Dialogue Anne : Hi Jean! Happy birthday! Jean : Thank you very much, Mom. Anne : What do you prefer for your birthday present? A bag or shoes? Jean : Hmm.. I prefer bag to shoes. Anne : All right, but what kind of bag? Jean : I like the sophisticated one. Anne : Wow, ok. Give me the description of it! Jean : I like a black one. And it is made from leather. Anne : All right. How about the size? Jean : Small is great. Anne : I will find it for you! Jean : Thank you Mom! B. Useful expressions It is….. I like the…… The color is…. The size is…. It is made from… C. Vocabulary list
Round : bulat Square : persegi empat Triangle: segitiga Cylinder: tabung Circle : lingkaran Oval : oval/ bulat telur Metal : besi/ logam Glass : kaca Wood : kayu Rubber : karet Gold : emas Silver : perak Steel : baja
D. Cued-dialogue Make dialogues based on these situations!
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Situation 1 Student A Greets student B Asks for something he lost (wallet) Describes the thing Says thank you
Student B Greets student A Asks for the description of the wallet Says sorry
Situation 2
Student A Calls student B Asks to buy something Describes the book looks like Says thank you
Student B Replays Asks for the description of the book Agree
Situation 3 Student A Greets B Asks B to make a beautiful long dress Describes the detailed model Says thank you
Student B Greets A Asks for the detailed model Agree
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OFFERING HELP A. Dialogue
Student : Good morning, Sir. May I help you carrying these books? Teacher : Sure. Here you are. Student : Which class do you teach, Sir? Teacher : I teach class XI IPS2. Today I will distribute these books to the
students. Each pair will get one. Student : Hhow many students are there? Teacher : There are 30 students. Later on, i will ask the captain of the class
to take the remaining books in my office. Upps, this is my class. Students : OK, I’ll put the books on your table. Teacher : Thank you. Student : You’re welcome.
B. Useful expressions
Can I..? Would you like me to..? Let me help you. Let me take your coat. Shall i call a taxi? May I help you? Would you like helping me? Would you mind if...?
That’s kind of you. Here you are.. Thank you Yes, please. That would be great. Yes, certainly. Yes, thank you very much. OK Of course
C. Vocabulary list
A pile of books: tumpukan buku Offers : menawarkan Captain : ketua Remaining : sisa Report : laporan Coat : jaket
D. Role Play Make dialogues based on these situations! Situation 1 Your sister is trying to take a book from a high shelf. Situation 2 An old lady is walking to cross the street
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Situation 3 Your friend is going to post a letter. She is ill. Situation 4 Your father is at the door. He is carrying a large box. Situation 5 An old man is asking a direction. Offer him a help.
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Making invitation
A. Dialogue Donna : Good morning Mark. What are you doing? Mark : Hi Donna! Good morning. I am going to make a frame with this paper. Donna : yeah, I remember now! You like handycraft, don’t you? Mark : Yes, I really like it. Donna : There is a handycraft exhibition in Jogja Expo Center. It starts from 8 a.m
to 9 p.m. Mark : Really? Donna : Yes. By the way, are you free this evening? Would you like to come to
the handycraft exhibition with me? Mark : That would be great! OK, what time? Donna : How about 7 p.m? Mark : No problem. I will pick tou up at your house. Donna : All right. See you later. Mark : See you. B. Useful expressions in invitations
Making an invitation Accepting Refusing
• I would like to invite you to dinner this Saturday.
• I would like to invite you to a party next Friday.
• I was wondering if you would like to come to...
• We are going to have a party and we would love you to come.
• Are you free on Saturday? Would you like to..
• How about dinner?
• How about coffee?
• Let’s go to our place for a tea.
• Thank you. I’d love to.
• That would be
wonderful. • Yes, thank you.
What time?
• Thanks I’d love to.
• Sounds great! • OK. • All right.
• I’m awfully sorry, but I have other plans.
• I wish I could, but
I ..
• I’d really like to. But I have ...
• Sorry. I have already made plans for Saturday.
• Oh, sorry
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Offering to bring something Response • I wonder if I might be able to
bring something. • Let me bring something,
won’t you? • Is there anything I could
bring? • What shall I bring? • Can I bring the wine? • What should I bring?
• It’s enough just to have you come.
• Oh, you don’t need to. • Just bring yourself. • Well, thanks if you’d like to. • Up to you, friend.
Vocabularies: Accept : menerima Alternate : pilihan / yang lain Celebrate : merayakan Corporation: perusahaan Dessert : makanan penutup Dinner : makan malam Direction : arah Lunch : makan siang Offer : menawarkan Pleasure : kesenangan Reason : alasan Refuse : menolak Reject : menolak Suggest : menyarankan Wine : anggur Situation 1 Robby and Dianne are good friends. They work in the same office. Robby has just finished moving into a new house and wants to invite Dianne over to celebrate. The celebration will be held on Saturday at seven in the evening in his new house. Situation 2 Dr. Brown is a professor at a large university where Cathy (a foreign student) is a student in it. Dr. Brown and Cathy have met each other only once before. Now Dr. Brown wants to invite Cathy to his house for a barbecue. Situation 3 Benn and Selly are both students in the same English class, but from different countries. They do not know each other very well, but Benn hopes that by inviting Selly for dinner, they can become better classmates. Situation 4 Bill works for a large corporation. Tom is Bill’s boss, but they do not know each other very well. Bill decides to invite the boss with his wife to dinner in a restaurant.
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ASKING FOR AND GIVING ADVICE A. Dialogue Lucy : Hi, Dea. You look a little worried. Is the anyhting the matter? Dea : Yes, I’ve lost my purse. Lucy I can’t find it anywhere. It had everything
in it too- money, identity card, and ATM card. Lucy : Oh dear, that’s terrible, Dea. Where did you last have it? Dea : I’m not sure. Oh yes, I remember now. I had it in the dressing room
before the last lesson. I took my locker key out of my purse and then put the purse back into my coat pocket. O no, Lucy! Do you think someone in the class stole it? Do you think I should call the police?
Lucy : No, you wouldn’t call the police, if I were you. Not yet anyway. You may have just lost it. And you shouldn’t say anything about the purse to anyone in the class, either.
Dea : Well, what do you think I should do? Lucy : I think you should first go back to the dressing room and make sure it
isn’t there. Then I would go to he school office to ask if anyone has handed a purse in.
Dea : Right, Lucy. Let’s go and look in the dressing room. Lucy : And Dea. Why don’t you have a look in your pocket? You may have put
it in there. B. Useful Expressions Asking for Advice Do you think I should… … do you think I should… What should I do to … Giving Advice I wouldn’t … (if I were you) You shouldn’t / should … Why don’t you …
Expressing Sympathy Oh, no! What a pity! What a nuisance Poor you. How terrible! How awful! I’m really sorry to hear that.
C. Vocabulary list Worry : khawatir Matter : masalah Terrible: menyedihkan Awful : jelek/ buruk Nuisance: gangguan Pity : kasihan Poor you: kasihan kamu
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Visit : mengunjungi Check :memeriksa Exercise: latihan/ olah raga Medicine: obat D. Role-Play In pairs, what should these people do? Express your sympathy and give him or her pieces of advice! Do role-plays about it!
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APPENDIX 5: THE RESULTS OF STUDENTS’ SPEAKING RUBRICS
Speaking Ability - Analytic Rubric Task Completion 1 -
- Minimal completion of the task and/or responses frequently inappropriate
2 --
Partial completion of the task, responses mostly appropriate yet undeveloped
3 --
Completion of the task, responses appropriate and adequately developed
4 --
Superior completion of the task, responses appropriate and with elaboration
Comprehensibility 1 -
- Responses barely comprehensible
2 --
Responses mostly comprehensible, requiring interpretation on the part of the listener
3 --
Responses comprehensible, requiring minimal interpretation on the part of the listener
4 --
Superior completion of the task, responses appropriate and with elaboration Partial completion of the task, responses mostly appropriate yet undeveloped Minimal completion of the task and/or responses frequently inappropriate
Fluency 1 -
- Speech halting and uneven with long pauses or incomplete thoughts
2 --
Speech choppy and/or slow with frequent pauses, few or no incomplete thoughts
3 --
Some hesitation but manages to continue and complete thoughts
4 --
Speech continuous with few pauses or stumbling
Pronunciation 1 -
- Frequently interferes with communication
2 --
Occasionally interferes with communication
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3 --
Does not interfere with communication
4 --
Enhances communication
Vocabulary 1 -
- Inadequate and/or inaccurate use of vocabulary
2 --
Somewhat inadequate and/or inaccurate use of vocabulary and too basic for this level
3 --
Adequate and accurate use of vocabulary for this level
4 --
Rich use of vocabulary
Grammar 1 -
- Inadequate and/or inaccurate use of basic language structures
2 --
Emerging use of basic language structures
3 --
Emerging control of basic language structures
4 --
Control of basic language structures
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Date: 22 OKTOBER 2007 Name:Kristin Meeting: 1 Student
# 1
Student
# 2
Student
# 3
Student
# 4
Student
# 5
Student
# 6
Student
# 7
Student
# 8
Content 2 2 1 1 2 2 2 2
Comprehensibility 2 2 2 2 2 1 2 2
Fluency 1 2 1 1 1 1 1 1
Pronunciation 1 1 1 1 1 1 1 1
Vocabulary 1 1 1 1 1 2 1 1
Grammar 1 1 1 1 1 1 1 1
Notes for students (feelings, mood, etc):
a. they have poor pronunciation b. they are confused about the topic (asked the teacher) c. they asked many vocabulariesto the teacher
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Notes for the materials: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………................ Date: 29 oktober 2007 Name: Kristin Meeting: 2 Student
# 1
Student
# 2
Student
# 3
Student
# 4
Student
# 5
Student
# 6
Student
# 7
Student
# 8
Content 3 3 2 2 2 2 3 3
Comprehensibility 2 3 2 2 3 2 2 2
Fluency 2 2 1 1 1 1 1 1
Pronunciation 1 2 1 1 1 1 1 1
Vocabulary 1 1 1 1 1 2 1 2
Grammar 2 2 1 1 2 1 1 1
Notes for students (feelings, mood, etc):
d. low voices e. less natural f. not relax
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Notes for the materials:
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……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments:
g. very short conversations h. duration of the dialogues more or less only one minute i. limited vocabularies j. poor pronunciation
…………………………………………………………………………………………………………………………… Date: 5 November 2007 Name: Kristin Meeting: 3 Student
# 1
Student
# 2
Student
# 3
Student
# 4
Student
# 5
Student
# 6
Student
# 7
Student
# 8
Content 3 3 2 3 2 2 3 3
Comprehensibility 3 3 2 2 3 3 2 2
Fluency 2 2 2 1 1 2 1 1
Pronunciation 1 2 1 1 1 1 1 1
Vocabulary 1 1 1 1 1 2 1 2
Grammar 2 2 1 1 2 1 1 1
Notes for students (feelings, mood, etc):
k. nervous l. short conversation m. some students are not serious
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Notes for the materials:
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……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments: - the contents of the dialogues are better than before but their pronunciation and grammar are poor. - speech halting. …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Date: 12 November 2007 Name: Kristin Meeting: 4 Student
# 1
Student
# 2
Student
# 3
Student
# 4
Student
# 5
Student
# 6
Student
# 7
Student
# 8
Content 3 3 2 3 2 2 2 2
Comprehensibility 3 3 3 2 2 3 3 2
Fluency 2 3 2 2 2 2 2 2
Pronunciation 2 2 2 2 2 1 2 2
Vocabulary 2 3 2 2 2 2 2 3
Grammar 2 3 1 1 2 2 2 2
Notes for students (feelings, mood, etc):
n. The students feel excited o. They are very talkative p. They still asked about vocabularies but less than before q. They bring their own dictionaries r. Poor pronunciation
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
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Notes for the materials: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments: Grammar “i will to got to the market..” Mis pronunciation Shelf How ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Date: 19 November 2007 Name: Kristin Meeting: 5 Student
# 1
Student
# 2
Student
# 3
Student
# 4
Student
# 5
Student
# 6
Student
# 7
Student
# 8
Content 3 3 4 3 3 4 2 2
Comprehensibility 3 3 3 2 2 3 3 3
Fluency 3 3 3 2 2 3 3 3
Pronunciation 3 3 3 2 2 3 2 3
Vocabulary 3 3 3 3 3 3 3 3
Grammar 3 3 3 2 2 3 3 3
Notes for students (feelings, mood, etc):
s. Student 3 and Student 4 are poor in pronnunciation t. Student 7 speaks unclearly u. They need to be more serious v. Student 3 and student 6 make good progress
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
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Notes for the materials:
w. good x. motivate students to talk
……………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments:
y. the conversations and dialogues are longer than before z. ask the students wether or not they have difficulties in pronouncing
words …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Date:26 November 2007 Name: Kristin Meeting: 6 Student
# 1
Student
# 2
Student
# 3
Student
# 4
Student
# 5
Student
# 6
Student
# 7
Stude
nt # 8
Content 4 4 4 3 3 4 3 3
Comprehensibility 3 3 4 3 3 3 3 4
Fluency 4 4 3 3 3 3 3 3
Pronunciation 3 3 3 3 3 3 3 3
Vocabulary 3 3 3 3 3 3 3 3
Grammar 3 3 3 3 3 3 3 3
Notes for students (feelings, mood, etc):
aa. they make improvements bb. serious please! cc. Many of them reach full score in the elements dd. They are excited ee. They speak louder than before
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
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Notes for the materials: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Comments: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
FIELD NOTES (1st meeting)
Date: October 22, 2007
First cycle
Objective:
Diagnose the problems occurred on students’ speaking ability.
Students make up dialogue based on the clues given on asking for and giving permission. Students practice the dialogues on asking for and giving permission.
Points for attention:
Students came on time and I liked it. This is the first meeting in the first cycle. I
taught students about how to ask for permission. Well, they practice the dialogue
in the handout in pairs. Then I could see their ability in speaking. Their
pronunciation and fluency were very poor. I asked students to mention and
pronounce the useful expressions and vocabularies on the handout.
When students made dialogues on asking for permission, they often asked me
how to make it. One asked me the topic to be created in the dialogue. Yes, they
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had no ideas. Only few of them could make dialogues without teacher’s guidance.
Students needed help in formulating topic to expand in the dialogues.
In answering the questions related to vocabulary and grammar, they also met
difficulties. Only two students brought dictionary, Dewi and Arista. From today’s
meeting I concluded that students need a technique which can help them in
content, grammar, pronunciation, fluency, and vocabulary.
FIELD NOTES (2nd meeting)
Date: October 29, 2007
First cycle
Objective:
The students can describe particular things as written in the cued-dialogues.
Students are able to make conversations or dialogues in describing things.
Points for attention:
Today was the second meeting in the first cycle. In this meeting I used
cued-dialogues to activate the students’ speaking abilities. In the beginning of the
class I asked the students about the shapes they knew in English. Most students
answered the question by mentioning shapes in English such as circle, square,
long, short, triangle, ball, etc. sizes such as thick, thin, big, small, much, many,
less, etc. colors such as white, red, yellow, black, blue, brown, etc. they were
enthusiastic to answer the question even though some of them still speaking in
Indonesian.
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Before stepped into the main activity I discussed the useful expression
related to describing things. Students paid attention and read on the handouts.
Moving to the main activity, I asked students to practice the dialogues in pairs.
Students practiced the dialogues seriously, but student number 3 and student
number 6 were less serious than the other. They talked too much and it was out of
the context of the material. Student number 1 and student number 2 was the first
pair who finished the dialogue.
Based on the useful expressions and exercise students were asked to make
dialogues using cued dialogue based on the situations given. There were three
dialogues and students should choose one of them. They worked in pairs. In the
process of finishing their work, many students asked the Indonesian words to me.
Even, student number 3 said “ dah begini aja ya mbak, seadanya aja ga usah liat
kamus hehe..” It showed that some students had no enough vocabulary to make
dialogues. When they performed the dialogue they only consumed not more than
1 minute. As a result I could not observe their speaking ability clearly. Their
vocabularies were limited, their grammar was poor, and pronunciation was also
poor. Student number 3 made many mistakes in pronunciation (could, work, how,
hand phone, color) and it affected his fluency in speaking. Student number 7 and
student number 8 were not relaxed in speaking and it affected in their
pronunciation and fluency (speech halting with long pauses). Although students
had topics to talk about, they should practice more. Let see in the next meeting
with describing people, still using cued dialogue as the technique.
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FIELD NOTES (3rd meeting)
Date: November 5, 2007
First cycle
Objective:
The students can describe particular people as written in the cued-dialogues.
Students are able to make conversations or dialogues in describing people.
Points for attention:
This afternoon none of the students was absent. In the beginning of the
class I hoped that this meeting would bring better result in speaking than that in
the previous meeting. Similar to the previous meeting, the class was begun by
practicing the dialogue in pairs and discussing the useful expression related to
describing people. I also asked the students to mention vocabularies related to the
description of people such as pointed nose, round face, white skin, fat, thin,
beautiful, and ugly, etc.
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In this meeting I observed that the content of the dialogues from the
students were better than that in previous meeting. Student number 1,2,4,7,8 made
improvement in content. Nevertheless, some students made mistakes in grammar
or language structures.
Student number 4: “Do you know Amel? I must to see her now.”
Student number 7 said “I lost my wallet yesterday in the toilet. Did you saw it?”
They were still weak in pronunciation, they still made mistakes such as
follows students pronounced /h�:/ for the word how, /fen/ for the word fine,
/s�:ld/ for the word should and pronounced /pretI/ for the word pretty and many
more. Students’ vocabularies also didn’t increase. It could be seen from the short
dialogue they made. They used very limited vocabularies even though they had
dictionaries with them.
Cued-dialogue did not help students to increase their speaking ability. The
good points were students increased their content and comprehensibility of the
speaking. Nevertheless, some speaking components of the students were still poor.
I think I have to find another technique to overcome their problems in speaking.
This was the end of the first cycle and I stopped this cycle since there was no
significant increase in students’ speaking ability. The result of the cycle was
unsatisfying.
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FIELD NOTES (4th meeting)
Date: November 12, 2007
Second cycle
Objectives:
• Students were able to offer help to other people and able to make dialogue
or conversation in offering help. Offering helps to their friends or other
people in their daily conversations.
• Student improved their speaking ability and showed better result than that
in previous cycle.
Points for attention:
This second cycle basically did not have significant differences in teaching
learning process. This was the first meeting in the second cycle. I used role-play
as the new technique instead of cued-dialogue. I taught students speaking with
offering help as the topic. Students still worked in pairs. They practice the
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dialogue in the handouts in pairs. Then I asked the students about the expressions
that should be used in the dialogues related to offering help. The students
answered correctly even though some of them still used Indonesian.
”Can you help me! Ya kan Miss?” (Student number 6)
“Help me!” (Student number 3,)
When teacher asked for polite ones student number 5 said,
“Di tambah please Miss.” (Student number 4)
Student number 7 pronounced /b�sI/ for the word “Busy”,
When student number 7 had difficulty to pronounce word night, and I approached
her to make sure that she was able to pronounce words correctly.
They enrich their vocabulary bank because each student had his or her
own dictionary. Sometimes they asked the teacher the appropriate words to use.
For example the word “au revoir” instead of “see you.” I was a little bit surprised
when I realized that almost all students had dictionary with them. It showed that
students had effort to enrich their vocabulary. I still found some mistakes in
structures or grammar. For example student number 7 wrote “you wants..”
intended “you want..”
I saw good improvement in this meeting. Since role-play provided
opportunity to expand the conversation, students could make longer conversation
that that in previous cycle. I hope this will be continued in the next meeting.
Preparing for the next meeting I told students to be ready with the next role-play
with topic making invitation. I hoped students would have been ready with the
expression related to the topic by the next meeting.
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FIELD NOTES (5th meeting)
Date: November 19, 2007
Second cycle
Objectives:
• Students were able to make invitation in their daily conversations.
• Students improve their speaking ability (all speaking components).
Points for attention:
As I observed, most of students had already prepared the useful
expressions or even some of them had made short conversation related to making
invitation. I was surprised. As always, I asked students to mention expressions in
making invitation before I distributed the handouts. Student number 3 and student
number 6 were very enthusiastic. They sat in front row and practiced the
conversation seriously. They sometimes asked me how to pronounce some words
for example: invite, suggest, accept, and awfully.
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After practicing short conversation, students made their own role-play
according to the handouts. They worked in pairs and did the situations provided
on the handouts related to the topic. Student number 4 and 5 had difficulties in
grammar. They asked me the form of perfect tense. Student 4 “ mbak gimana kalo
aku mau ngomong ,”besok aku sudah ada rencana”? Then I gave her the pattern
and asked them to make a sentence. “I have had plans for tomorrow.” It also
happened in student number 2, they asked me about making past perfect sentence.
Then I wrote the past perfect tense on the white board so the students could make
the sentences easier.
Finished in making role-play, all pairs did their role-play in front of the
class. Pair by pair did the role-play and the observer observed their speaking
ability on the speaking rubrics. Student number 3 and student number 6 worked
together. They made a very good role-playing about making invitation (the role-
play is attached). The content was very good, they acted very naturally, and they
made fewer mistakes in pronunciation. This role-play reached full score in the
content in speaking. I called this a satisfying result ☺ however they made
mistakes in grammar such as
“we will moving to our house....” (Student number 7)
Intended (we will move to our house..)
and “what time will you coming to my house?” (Student number 1)
Intended (What time will you come to my house?)
Nevertheless, I found that student number 7 and number 6 made a very
simple role-play so that I couldn’t see their improvement. Student number 4 and
number 5 spoke halting and pauses still occurred. Their pronunciations were also
still fair. Student number 5 pronounced /h�:/ for the word ‘how’ many times. By
this meeting these two students didn’t show significant improvement.
Then after all pairs had come in front, I evaluated their progress in
speaking and asked them if there were any difficulties. I asked the students to
learn the next topic about giving advice. I hope the students show their progress in
the next meeting.
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FIELD NOTES (6th meeting)
Date: November 26, 2007
Second cycle
Objectives:
• Students are able to give advice using the learned expressions for their
friends or people around them.
• Students improve their speaking ability in all components, especially in
fluency, pronunciation, and grammar.
Points for attention:
This was the third meeting in the second cycle of the research. Similar to
the previous meeting, I used role-play as the technique to teach them speaking.
Students practiced the dialogue on the handouts in pairs. From the dialogue some
students, number 3, 5, 6, 7 made mistake in pronouncing ‘purse’. And student
number 1, 3, 6 made mistake in pronouncing ‘either & identity’. As I saw that all
students practiced the conversation seriously.
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Then I moved to the next step of the lesson, I asked them to mention some
expression related to giving advice. Only 2 students answered me, they answered
“you should…” (student number 2) and “you cannot go to…” (student 6). I felt
satisfied because some students had known the expression. Then I asked them to
read and practice the expressions printed on the handouts.
After they learned and practiced all expressions, I asked students to make
role-play about giving advice in pairs. There were 4 situations of people who had
problem with their health. Students were asked to give advice to them and make it
into role-play. In making the conversation, students rarely asked about how to
pronounce and about the grammar. Student number 8 asked me how to say “kamu
kebanyakan makan” then I guided her to make a good translation of that.
All pairs did wonderful role-plays. They spoke and acted naturally. Their
voices were also clear. Once again, student 1, 2, 3 and 6 reached full score in
content and student 3 and 8 were very good in comprehensibility in speaking (the
role-play is attached). I observed that student 4 and student 5 made improvement
in fluency. They spoke more naturally and continuous than that in the previous
meeting. They also made fewer mistakes in grammar, I found 1 mistake that was
“I do not eating too much.” And student number 4 pronounced /edvas/ for the
word advice.
Overall, I saw a very good role-plays and speaking ability of the students.
I obtained a satisfying result. Students made progress on all components
especially fluency, pronunciation, grammar of the speaking in this second cycle. I
stopped the cycle because students had already reached the indicators of the
speaking ability provided in the research.
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APPENDIX 7: STUDENTS’ COMMENTS ON ROLE PLAYS
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APPENDIX 8: EXAMPLES OF STUDENTS’ ROLE PLAYS
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