INCORPORATING ENGLISH CLASSROOM ACTIVITY AND ...

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INCORPORATING ENGLISH CLASSROOM ACTIVITY AND

ENGLISH EXTRACURRICULAR ACTIVITY IN

PROMOTING STUDENTS SPEAKING SKILL

(An experiment study at SMKN 1 Takalar)

A Thesis

Submitted to Faculty of Teachers Training and Education Makassar

Muhammadiyah University in Partial Fulfillment of requirement for the degree

of sarjana pendidikan in English Department

MUNIRAH AENUM

10535621315

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

iv

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Munirah Ainum

NIM : 10535 6213 15

Program Studi : Pendidikan Bahasa Inggris

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : INCORPORATING ENGLISH CLASSROOM ACTIVITY

AND ENGLISH EXTRACURRICULAR ACTIVITY IN

PROMOTING STUDENTS SPEAKING SKILL

Dengan ini menyatakan bahwa:

Skripsi yang saya ajukan di depan tim penguji adalah asli hasil karya saya sendiri,

bukan hasil jiplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Februari 2020

Yang Membuat Pernyataan

Munirah Ainum

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SURAT PERJANJIAN

Saya yang bertandatangan di bawahini:

Nama : Munirah Ainum

NIM : 10535 6213 15

Program Studi : Pendidikan Bahasa Inggris

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya akan

menyusunnya sendiri (tidak dibuatkan oleh siapa pun).

2. Dalam penyusunan skripsi ini, saya akan melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.

4. Apabila saya melanggar perjanjian pada butir 1, 2 dan 3, maka saya bersedia

menerima sanksi sesuai aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.


Yang Membuat Pernyataan

Munirah Ainum

vi

MOTTO

BE YOUR SELF.

BE THE BEST, DO THE BEST!

I dedicated this thesis special to my beloved parents and my family.

vii

ABSTRACT

Munirah Aenum, 2019. English Education Department, Faculty of Teachers

Training and Education Universitas Muhammadiyah Makassar. Thesis, ―The

Effectiveness of English Activity and English Extracurricular Activity to Improve

Students‘ Speaking Ability at Eleventh Grade Students of SMKN 1 Takalar.

Supervised by Erwin Akib and Herlina Daddi.

This thesis study aimed at finding out students‘ speaking ability by

incorporating English Activity and English Extracurricular Activity. The research

design a pre-experimental, in which it used pre-test and post-test comparison to

find out the result of the research, the population of the research was all students

of the Eleventh Grade Students of SMKN 1 Takalar which consisted of eleven

classes. Each class consisted of 31 students, so the number of population was 210

students. Among the total number of population, the researcher took one class to

be sample of this research by using purposive sampling technique.

The instruments of this research was speaking test. To analyze the score of

the students‘ achievement in pre-test and post-test about ―the effectiveness of

English Activity and English Extracurricular Activity to improve students‘

speaking ability‖, the researcher used t-test analyzes. The result of the data

showed that there was a significant difference between pre-test and post-test. The

value of t-test in terms of fluency (14.88) was greater than the t-table (1.697) at

the level of significant (p) = 0.05 degree of freedom (df) = 30. It can be said that

the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was

accepted. This meant that there was a significant difference between the students‘

speaking ability before and after using English Activity and English

Extracurricular Activity or it can be said that the incorporating of English Activity

and English Extracurricular Activity was effective to improve students‘ speaking

ability at Eleventh Grade Students of SMKN 1 Takalar.

Keywords: Speaking, fluency, Effectiveness, English Activity and English

Extracurricular Activity

viii

ABSTRAK

Munirah Aenum, 2019. Jurusan Pendidikan Bahasa Inggris, Pelatihan dan

Pendidikan Fakultas Keguruan, Universitas Muhammadiyah Makassar. Skripsi

―The Effectiveness of English Activity and English Extracurricular Activity to

Improve Students‘ Speaking Ability at Eleventh Grade Students of SMKN 1

Takalar. Di bombing oleh Erwin Akib and Herlina Daddi.

Penelitian tesis ini bertujuan untuk mengetahui kemampuan berbicara

siswa oleh incorporating English Activity and English Extracurricular Activity.

Penelitian ini merancang pra-eksperimen, di mana digunakan pre-test dan post-

test perbandingan untuk mengetahui hasil penelitian, populasi penelitian ini

adalah semua siswa kelas XI SMKN 1 Takalar yang terdiri dari sebelas siswa.

kelas. Setiap kelas terdiri dari 31 siswa, sehingga jumlah populasinya adalah 210

siswa. Di antara jumlah total populasi, peneliti mengambil satu kelas untuk

menjadi sampel penelitian ini dengan menggunakan teknik purposive sampling.

Instrumen penelitian ini adalah tes berbicara. Untuk menganalisis skor

prestasi siswa dalam pre-test dan post-test tentang ―efektivitas English Activity

and English Extracurricular Activity to improve students‘ speaking ability‖,

peneliti menggunakan analisis uji-t. Hasil data menunjukkan bahwa ada

perbedaan yang signifikan antara pre-test dan post-test. Nilai uji-t dalam hal

kelancaran (14,88) lebih besar dari t-tabel (1,697) pada tingkat signifikan (p) =

0,05 derajat kebebasan (df) = 30. Dapat dikatakan bahwa hipotesis nol (H0)

ditolak dan hipotesis alternatif (H1) diterima. Ini berarti bahwa ada perbedaan

yang signifikan antara kemampuan berbicara siswa sebelum dan sesudah

menggunakan English Activity and English Extracurricular Activity atau dapat

dikatakan bahwa penggabungan English Activity and English Extracurricular

Activity efektif untuk meningkatkan kemampuan berbicara siswa di Siswa Kelas

XI SMKN 1 Takalar.

Kata kunci : Speaking, fluency, Effectiveness, English Activity and English


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ACKNOWLEDGEMENT

In the name of Allah, The Most Gracious and The Most Merciful. The Lord

of Universe, the researcher could finish this thesis as one of the requirement for

Sarjana Pendidikan in English Education Department of Educational Faculty of

Makassar Muhammadiyah University. Secondly, also shalawat and salam be with

our Prophet Muhammad SAW who has guided us from the darkness to the bright

future.

Without blessing and guidance from Allah, it is impossible for the

researcher to complete this thesis. And also, without the assistance of the

following number of people who have a great contribution and influences on the

writing this thesis, it seems it is very difficult for the researcher to finish her work,

then the researcher realized that an appropriate moment for me to deepest

gratitude for:

1. Dr. H. Abd. Rahman Rahim, S.E., M.M. as the Rector of Muhammadiyah

University of Makassar.

2. Erwin Akib, M.Pd., Ph.D. as the Dean of Education Faculty

3. Ummi Khaerati Syam, S.Pd.,M.Pd. as the Leader of English Education

Department.

4. Drs. H. Nurdin, M.Pd. as the academic counselor.

5. Erwin Akib, M.Pd., Ph.D. and Herlina Daddi S.Pd., M.Pd.. as counselors

who has educated, supported, directed and given the writer advice

suggestions, and a recommendations for this thesis from beginning until

the end.

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6. The mean and the staff and all of the lecturers of the FKIP Unismuh

Makassar especially to the lectures of English Department who taught me

for many years.

7. The researcher‘s deepest appreciation goes to her beloved parents, her

father Alauddin and her stepmother Nurlina for the endless love, pray, and

support. And special also for the deceased mother who gave birth to her

Nuraeni, this achievement is for you.

8. The researcher gratefully thank to the principal of SMKN 1 Takalar, H.

Mudatsir, S.Pd., M.AP. for allowing me to conduct the research there.

9. The researcher would like to thank to her aunt, her grandmother, her big

family, and her best friends for the endless love, pray, support, always

remind to keep going and never giving up.

10. The researcher delivering thankful to all her students who helped as her

participant to fulfill her research.

Finally this graduating paper is expected to be able to provide useful

knowledge and information to the reader. And the researcher is pleased to

accept more suggestion and contribution from the reader for the

improvement of the thesis.


The Researcher

Munirah Aenum

NIM 10535 6213 15

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TABLE OF CONTENT

Cover Page ............................................................................................................ i

Lembar Pengesahan .............................................................................................. ii

Approval Sheet ...................................................................................................... iii

Surat Pernyataan.................................................................................................... iv

Surat Perjanjian ..................................................................................................... v

Motto ..................................................................................................................... vi

Abstract ................................................................................................................. vii

Acknowledgement............................................................................................... viii

List of Content....................................................................................................... ix

List of Table .......................................................................................................... x

List of Figure ......................................................................................................... xi

CHAPTER I INTRODUCTION ........................................................................... 1

A. Background ............................................................................................... 1

B. Research problem ...................................................................................... 7

C. Research objectives .................................................................................. 7

D. Significance of the study .......................................................................... 7

E. Scope of the study ..................................................................................... 8

CHAPTER II LITERATURE REVIEW ............................................................... 9

A. Previous Research Findings ...................................................................... 9

B. Some Pertinent ideas ................................................................................. 15

1) Speaking ............................................................................................. 15

2) Speaking Components ........................................................................ 20

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1. Speaking Skill ......................................................................................... 21

C. English Classroom Activity ..................................................................... 25

D. English Extracurricular Activity .............................................................. 27

E. The Benefits of Extracurricular Activities ............................................... 29

F. Conceptual Framework ............................................................................ 31

CHAPTER III RESEARCH METHOD................................................................ 34

A. Research Design ........................................................................................ 34

B. The Research variable ............................................................................... 37

C. Population and Sample .............................................................................. 37

D. Research instrument .................................................................................. 38

E. Data collection ........................................................................................... 39

F. Data analysis ............................................................................................. 39

CHAPTER IV FINDINGS AND DISCUSSION ................................................. 35

A. Findings ..................................................................................................... 35

B. Discussion ................................................................................................. 37

CHAPTER V CONCLUSION AND SUGGESTION .......................................... 40

CONCLUSION .................................................................................................... 40

SUGGESTION ...................................................................................................... 41

BIBLIOGRAPHY ................................................................................................. 42

1

CHAPTER I

INTRODUCTION

A. Background

As a foreign language in Indonesia, English is learned seriously by many

people to have a good prospect in the community of International world. Recently,

English becomes important. Since it is important, English is taught widely at

formal school starting from elementary school up to universities. English

language skills include listening, speaking, reading, and writing. All these

language skills become parts of the language teaching learning processes to be

mastered by the students. However, training language skill is not simple. The

same thing happens in the teaching learning processes in speaking skills which

have not yet been successfully achieved.

In English class, speaking is one of the four basics besides speaking,

reading, and writing. It has been taught since the students entered a junior high

school, however, there are some difficulties faced by students to speaking

confidently. The students should be instructed about how to speak English well. In

other word, students may be able to actualize the elements of speaking in their

factual existence. Santoso (2016) state that the teaching of speaking skill should

be figured as central in foreign language pedagogy. The goal of teaching speaking

skill is communicative efficiency. This means that learners should be able to make

themselves understood.

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Speaking is considered to be the most sought skill for an individual to be

accepted competent in a foreign language. Speaking is more than to from

grammatically correct sentences; it rather covers broad areas of mechanics,

functions, pragmatics and social interaction. The mastery of speaking skill in

English is a priority for many second or foreign language learners. Learners

consequently often evaluate their success in language learning as well as the

effectiveness of their English course on the basis of how well they feel they have

improved in their spoken language proficiency.

Speaking a foreign language can support students achievement in school.

Therefore some schools have extracurricular activities that can improve students‘

English, namely meeting club. One of schools that implementing this activity is

SMKN 1 Takalar. Extracurricular activities that available in SMK 1 Takalar are

meeting club. Meeting club is one of the activities that is able to answer the

importance of the role of English as an international language. In meeting club

activities students are trained to speak English bot with peers or in the

pronunciation of nearby objects. This activity greatly facilitates students to be

more active in speaking and improving their knowledge of English. After students

take part in this program they will get used to and be more confident in speaking.

Murdibjono (2012) stated that English extracurricular is activities yields

positive results. First of all, the students like joined the English extracurricular

activity either ‗Pembinaan‘ or English Club. Second, the students‘ opinions about

the teaching techniques which were applied by the instructor are positive. It

means that the students enjoyed the teaching and learning process. However,

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those opinions are only for the teaching techniques applied in English Club. Some

‗Pembinaan‘ students state that they sometimes get bored during the activities.

Third, the students‘ opinions about the facilities given by the school are positive.

Indah lesmana (2015) stated that one of the goals of the educational system

in indonesia is producing students who have good competence to face the global

era. In this era, students not only should master the materials that given in class

but also should be able to show what they know to others fluently and accurately.

In this case, having good communication skills is needed especially speaking

skill. Therefore the speaking activity given should belong to the communicative

activity in order to help them improve their speaking ability. This research focus

on speaking activity in stduents‘ textbook entitled When English Rings a Bells

which used by students in seventh graders in 2013 curriculum. There are two

research questions those are; what kinds of speaking activities that presented in

students textbook and do the speaking activities belong to the communicative

activity. This research use descriptive qualitative in order to get information about

the contents of the textbook. The data sources that used is textbook entitled When

English Rings a Bell used by seventh graders. Then, the instrument that used is

observation by using field note in order to collect data from data sources. Next,

when the data has been gotten, it will analyze by using the theory from Harmer

(2007) about kinds of classroom speaking activities and theory from Little wood

(2004) which about the stages of activity from focus on form to focus on meaning.

The result of this research shows that there are seven kinds of speaking activities

those are conversation practice, monolog, prepared talk, discussion,

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questionnaires, role play, and communication games. Then, based on the analysis,

all the activities in the textbook belong to the communicative activity because

there is no activity which totally focus on language form.

Qoairina susilowati (2017) stated that especially in speaking skill, the

students of SMA N 1 Sragen made English Extracurricular named English

Conversation Club. The name of English conversation club is made by the

students. This extracurricular focused on speaking practice. It is because they are

aware that speaking practice is important for the students. Students are hardly

trained to master speaking skills through various activities. Brown and Yule

(1983: 25) stated that learning to talk in the foreign language is often considered

being one the most of difficult aspects of language learning for the 4 teacher to

help the students to learn. It means that speaking is the most of difficult skill in

learning English. Mastering speaking is not easy. The students need to learn as

well as in other places or other times for example, they join in English

extracurricular.

Ria dwi pratiwi stated that to achieve both objectives, Required maximum

role of a teacher, both in the transmitter of the material, the use methods,

classroom management, and so on. In addition, teachers are expected to be more

creative to support learning activities in the classroom one of the activities in

question are supporting extracurricular activities.

Extracurricular activities is ―activities conducted outside of school hours‖.

Extracurricular activities can be done in school or out of school depending on the

needs and suitability of extracurricular activities. Specifically for English subjects,

5

extracurricular activities are often carried out school and outside the school

extracurricular English language debate. Like the English language outside the

school hours and school environment, to be more fluent in pronunciation.

From the brief description above that the extracurricular activity is an

activity that can support students‘ learning activities, including activities that can

support student learning activities in class. Conjecture is evident from the pre-

survey that researchers do in SMAN AA Putussibau. Of the pre-survey,

researchers found that the majority of students often take part in student council,

English debate, language labs, and so also actively participate in learning

activities in the classroom,

This phenomena brings the researcher to conduct a research under

incorporating English classroom activity and English extracurricular activity in

promoted students speaking skill.

B. Research Problem

Based on the background that the researcher explained, the following

research problem; Does the incorporation of English classroom activity and

English extracurricular activity promote students‘ fluency in speaking?

C. Research objectives

Based on the research problem, the research objective of this study to find

out how the incorporation of English classroom activity and English activity and

English extracurricular activity promoted students speaking skills because the

material in the curriculum that is applied in the classroom is not enough for

students to support students‘ speaking abilities.

6

D. Significance of the study

The significances of the study are expected to be useful for the lecturers, for

the students and for the researcher. The lecturers are able to use this research as

new knowledge to improved students‘ ability to speak English, namely by holding

a meeting club program. For the students, this research can be reference to help

students to improved their speaking skill. For the researcher to find out that

attended meeting club regularly can develop students‘ speaking skills.

E. Scope of the study

The research was limited on students fluency in students‘ speaking

incorporated of English classroom activity and English extracurricular activity

promoted students‘ fluency in speaking in term of smoothness in SMKN 1

Takalar.

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CHAPTER II

LITERATURE REVIEW

A. Previous Research Findings

There are some researcher have been conducting studies related to

this research, these are:

The first researcher is from Kardiansyah (2018) stated that research

focused its study on understanding the influence between English

extracurricular activity with students‘ learning achievement on English

subject. The population in this research is all eleventh grade students of

SMA N 4 Magelang who join the extracurricular activity. The research is

done to know how much the influenced of extracurricular activity to the

result of learning. The result of research shows that English extracurricular

influenced for about 69% toward the result of students‘ learning

achievement on English subject. The result of that analysis proves that

English extracurricular activity is influential toward the result of learning,

because the average score of students is 81,06 in which it has passed over

the minimum criteria which is 77,0.

The second researcher is Anggraeni (2015) stated that the

researcher interviewed the teacher and teach the students to get information

what is students‘ problem in speaking English and the researcher get easy

access to get the data because the researcher is alumni in this school. From

interviewed the teacher and teach the students the researcher can conclude

8

the limitation of the students speaking ability in SMPN 2 Lembah Gumanti

is caused by some reasons that come from the teacher and the students.

First, the problems that come from the teacher are: the first, teachers‘

attention does not focus to one of students but the teacher must be given to a

number of students in the classroom, whereas in one class there are about 30

to 32 students. Second, in learning process the teacher not only teach

speaking skill but also listening, reading and writing because they have

some portion of time in learning process. Second, problems that come from

the students are: first, limitation of time in learning process that makes

speaking ability the students is not achieved whereas in learning speaking

the students need more time to study, and practice.

The third research is Teaching Written Announcement Through

Gallery Walk Technique (An Experimental Study of Eighth Grade Students

at SMP Muhammadiyah 1 Weleri, Kabupaten Kendal, in the Academic

Year of 2013/2014) . The objective of this study was to find out whether

there was significant difference in the achievement of writing announcement

text between the eighth grade students of SMP Muhammadiyah 1 Weleri in

the academic year of 2013/2014 who were taught by using Gallery Walk

technique and those who were taught by using conventional method. To

meet this objective, an experimental research design called pretest-posttest

control group design was applied. The research was carried out at SMP

Muhammadiyah 1 Weleri. The subjects of the research were two classes.

The experimental group was the students of VIII-A which consisted of 28

9

students and was taught by using Gallery Walk technique. The control

group was the students of VIII-B which consisted of 28 students and was

taught by using conventional method. The data of the research were

obtained from the writing test on pre-test and post-test. Based on the pre-test

analysis, the value of value was 0.38, while the value of table was 1.67.

Since the value of value was lower than the table, it meant that there was no

significant difference in the students‘ achievement of writing announcement

text between experimental and control groups on pre-test. Meanwhile, based

on the post-test analysis, the value of value was 1.76. Compared with the

value of table, 1.67, the value was higher than the table. It meant that there

was significant difference in the students‘ achievement of writing

announcement text after the treatment was given where the students‘

achievement in experimental group was higher or better than the control

group. The result above indicates that the use of Gallery Walk technique in

teaching writing announcement text brought about significant improvement.

The fourth research by Clarena Larrotta and Arlene Serrano

(1998) with title Adult Learners‘ Funds of Knowledge: The Case of an

English Class for Parents. This research is rooted in an approach that sees

English learning and teaching as practices shaped by adults‘ funds of

knowledge and adult-learning principles. Adult learners bring with them an

array of life experiences, skills and talents, language proficiencies, and

learning experiences that are often neglected in the classroom practice. It is

important that instructors know their students—their cultures and values—

10

and ask about the previous knowledge the students bring with them. As

teachers of a multilevel English as a Second Language (ESL) class for

Spanish-speaking parents, we investigated how English literacy instruction

can build on the funds of knowledge (life experiences, knowledge, skills,

and learning habits) that adult learners bring with them. In addition, we

explored how personal glossaries and storybooks help adults in their

language-learning journey. Over a 10-week period we worked as volunteer

instructors and offered free of cost English literacy instruction for 35

Spanish-speaking parents from Mexico, Colombia, and Panama at a public

middle school in central Texas. Educators from the school recruited parents

through a letter of invitation, and class met once a week for two hours, with

childcare and dinner provided. The parents were housewives, worked in

housekeeping, construction, or were looking for jobs. Their level of

schooling varied from elementary to some high school, and students

displayed a wide range of English proficiency. In order to create a safe and

reliable learning environment, we established classroom routines such as

reading comprehension, mini-lessons, creating personal glossaries, and

writing storybooks. We read short passages to facilitate reading

comprehension and class discussion. A list of vocabulary words

accompanied the reading to make it more accessible because the students‘

reading levels varied from beginner to intermediate. We also used reading

comprehension strategies, such as preview-view-review, thinking aloud,

11

inference, literal question/answer exercises, and underlining unfamiliar

words.

The fifth research is A Study on English Extracurricular Activities

at SMPN 2 PANDAAN by Asfarinah Hidayah, Murdibjono (2009). This

study examined the implementation of English extracurricular activities at

SMPN 2 Pandaan in the aspects of (1) the purposes of conducting English

extracurricular activities, (2) the facilities, media, and materials provided

and/or used in English extracurricular activities, (3) the teaching techniques

used in English extracurricular activities, and (4) the students‘ opinions

toward the English extracurricular activities. To obtain the data, this study

utilizes a descriptive qualitative research design with the field notes as the

main instrument. The result shows that the English extracurricular activities

are divided into two activities, the English Club and ‗founding‘ program,

which are held in different days with different groups of students.

Based on the previous findings above, the researcher explains that

their research is same from A Study on English Extracurricular Activities at

SMPN 2 PANDAAN by Asfarinah Hidayah, Murdibjono findings.

Asfarinah Hidayah, Murdibjono findings to study examines the

implementation of English extracurricular activities at SMPN 2 Pandaan in

the aspects of (1) the purposes of conducted English extracurricular

activities, (2) the facilities, media, and materials provided and/or used in

English extracurricular activities, (3) the teaching techniques used in English

extracurricular activities, and (4) the students‘ opinions toward the English

12

extracurricular activities. This research has different from Anggraeni

finding. Anggraeni finding information what is students‘ problem in

speaking English and the researcher get easy access to get the data because

the researcher is alumni in this school.

B. Some Pertinent Ideas

1) Speaking

a. Definition of Speaking

Speaking is an interactive process of constructing meaning

that involves produced and received and processed information

(Burns & Joyce, 1997). Its form and meaning are dependent on the

context in which it occurs, included the participants themselves, their

collective experienced, the physical environment, and the purposes

for speaking. It is often spontaneous, open-ended, and evolved.

Another definition is from Richards and Renandya

(2002:204) stated that effective oral communication requires the

ability to used the language appropriately in social interactions that

involves not only verbal communication but also paralinguistic

elements of speech such as pitch, stress, and intonation. Moreover,

nonlinguistic elements such as gestures, body language, and

expressions are needed in conveying messages directly without any

accompanying speech.

According to Brown in Alam (2007:9) stated that speaking is

an interactive process of constructed meaning that involves produced

13

and received a processed information. Speakers require that speakers

not know how to produce specific point of language such as

grammar, pronunciation, but also that understand when, why, and

what ways to produce language.

In short, speaking is always related to communication.

Speaking its self can be stated the skill to used the language

accurately to express meaning in order to transfer or to get

knowledge and information from other people in the whole life

situation.

b. Speaking Goal

Speaking is the ability to speak articulation sounds or words

to express, express and convey thoughts, ideas, and feelings.

Tarigan, (2008:16) speaking is related of pronunciation words that

aims to convey what will be conveyed either feelings, ideas or ideas.

Therefore, to convey the message effectively, the speaker must

understand what will be communicated. Someone who speaks them

should be able to express their feelings to get the target language

communication. With this communication means people can interact

with other languages.

c. Kind of Speaking Performance

Brown (2001: 266-268) identified six categories apply

to the kinds of oral production that students are expected to carry

out in classroom. They are:

14

1) Imitative,

imitative speaking is a kinds of practicing an

intonation or trying to pinpoint a certain vowel sound. It is

carried out not for the purpose of meaningful interaction, but

for focusing on some particular element of language form.

This activity is usually performed in form of drilling;

2) Intensive,

intensive speaking goes one step beyond imitative to

include any speaking performance that is designed for

practicing some grammatical aspect of language. It can be in

the form of self-initiated or pair wor activity;

3) Responsive,

responsive speaking is meant by being able to give

replies to the questions or comments in meaningful in

authentic one;

4) Transactional

In this case transactional is mere done in the dialogue.

Itis aimed at conveying or exchanging specific information, an

extended form of responsive language

5) Interpersonal,

Like in the transactional, interpersonal speaking here is

also carried out in a dialogue. It is purposed for maintaining

social relationships than for the transmission of facts and

15

information. These conversations are little trickier for learners

because they can involve some factors such as, slang, ellipsis,

sarcasm, a casual register, etc. This often makes the learners

find it difficult to understand the language, or even

misunderstood;

6) Extensive,

Extensive speaking here mostly in the form of

monologue, in the practice, the advanced levels are called

on to give extended monologue in the form of oral reports,

summaries, or perhaps short speeches.

Each category above can be implemented based on the

students‘ level and students‘ ability. Here are the summary

purpose of each element: imitative for focusing on some

particular element of language form, intensive to practice some

phonological or grammatical aspect of language, responsive can

stimulate students‘ in speaking, transactional to invite students

to engage in a conversation, interpersonal to learn how such

features as the relationship in the conversation, and extensive is

to practice in the form of oral reports, summaries, or perhaps in

short speeches.

16

2) Speaking Components

a. Vocabulary

Blachowicz (2000) stated that vocabulary is words that

students will encounter in many texts but are unlikely to be exposed

to in everyday contexts. They are words that are precise, interesting,

and sophisticated; words that mature language users include in their

conversation; words that authors include in their conversation; word

authors include in their stories and articles.

b. Accuracy

Branch (2016) stated that accuracy refers to the ability to

produce grammatically correct sentences while fluency refers to the

quality or condition of being able to speak or write a language or

perform an action smoothly, accurately and easily, which includes

the ability to produce written and/or spoken language with ease, the

ability to speak with a good but not necessarily perfect command of

intonation, vocabulary, and grammar, the ability to communicate

ideas effectively, and the ability to produce continuous speech

without causing comprehension difficulties or a breakdown of

communication.

c. Pronunciation

Cruttenden (2018) stated that the term ‗pronunciation‘ covers

both phonetics and phonemics which operate on longer stretches of

utterances than sounds or phonemes how words and sentences are

17

accented and how pitch, loudness and length work to produce

rhythm and intonation.

d. Fluency

Ho (2018) stated that fluency is the ability of speaking that

often used to measure the success of a students who learn a foreign

language. The primary purpose in communication is how to make

the listeners understood what the speaker is trying to express.

1. Speaking Skill

Kurum (2016) stated that speaking is considered to be the mostly

sought skill for an individual to be accepted competent in a foreign

language. Speaking is more than to form grammatically correct sentences;

it rather covers broad areas of mechanics, functions, pragmatics and social

interaction.

Richards (1990) stated that the mastery of speaking skills in English

is a priority for many second or foreign language learners. Learners

consequently often evaluate their success in language learning as well as

the effectiveness of their English course on the basis of how well they feel

they have improved in their spoken language proficiency.

Tuan (2015) stated that in order to help students overcome

problems in learning speaking, it is necessary for the teachers to figure out

factors that affect their speaking performance. Students‘ speaking

performance can be affected by the factors that come from performance

conditions (time pressure, planning, standard of performance and amount

18

of support), affective factors (such as motivation, confidence and anxiety),

listening ability and feedback during speaking activities.

Baker (2003) stated that speaking skill is the definitive guide to

teaching speaking to students of English as a second or additional

language.

Bashir (2011) stated that speaking skill is a system of arbitrary

vocal symbols, which permit all people in a given culture, or other people

who have learnt the system of that culture, communication or to interact.

Boonkit (2010) stated that speaking is one of the four macro skills

to be developed as a means of effective communication in both first and

second language learning contexts.

According to some experts speaking skill is competent in a foreign

language, a system of arbitrary vocal symbols, and permit all people in a

given culture. However, the differences are speaking skill should have

mechanic and system of culture to interact. According to researcher

speaking skill is train us to speak in public to be confident.

a) Performance conditions

Students perform a speaking task under a variety of

conditions. Nation & Newton (2009) believe that performance

conditions can affect speaking performance. The four types of

performance conditions that Nation & Newton (2009) suggest

include time pressure, planning, the standard of performance and the

amount of support.

19

b) Affective factors

One of the most important influences on language learning

success or failure is probably the affective side of the learner

(Oxford, 1990). Krashen (1982) stated that a variety of affective

variables has been confirmed to be related to success in second

language acquisition in research over the last decade but most of

those studied examined the three categories: motivation, self-

confidence and anxiety.

c) Listening ability

Speaking skills cannot be developed unless we develop

listening skills (Doff, 1998). Students must understand what is said

to them to have a successful conversation. Shumin (1997) shares the

ideas of Doff (1998) by stated that when one person speaks, the other

responds through attending by means of the listening process. In fact,

every speaker plays the role of both a listener and a speaker.

Therefore, one is certainly unable to respond if he/ she cannot

understand what is said. It means speaking is closely related to

listening.

d) Topical knowledge

Topical knowledge is defined as knowledge structures in

long-term memory (Bachman & Palmer, 1996). In other words,

topical knowledge is the speakers‘ knowledge of relevant topical

information. The information that topical knowledge provides

20

enables learners to use language with reference to the world in which

they live. Bachman & Palmer (1996) stated certain test tasks may be

easier for those who possess the relevant topical knowledge and

more difficult for those who do not. Bachman & Palmer (1996)

believe that topical knowledge has effects on speaking performance.

e) Feedback during speaking activities

Most students want and expect their teachers to give them

feedback on their performance. However, all speaking production

should not be dealt with in the same way. Harmer (1991) asserts that

the decisions that the teachers make about how to react to students‘

performance will depend upon the stages of the lesson, the activities,

the types of mistake made and the particular student who is making

that mistake. If the teachers correct whenever there is a problem, the

conversational flow as well as the purpose of the speaking activity

will be destroyed (Harmer, 1991). If the students are corrected all the

time, they can find this very demotivating and become afraid to

speak. They suggest that the teachers should always correct the

students‘ mistakes positively and with encouragement (Baker &

Westrup, 2003).

C. English Classroom Activity

Accorded by Robert Dickey with his research ― learner – centered

Classroom English ―Despite the fact that they may have minimal proficiency in

English themselves, Korean teachers are expected to become models of English

21

for their students. Merely running a video or audio player is not enough, and using

native-speakers of English as models of English is no longer an option. A re-

thinking of the teacher-learner relationship is required to enable students to fully

realized their individual learning capabilities. The Learner-centered classroom

aims to do so. This paper presents one option for teachers to present authentic in-

context English to students, who will not only learn the language more rapidly,

but also be further convinced of the usefulness of English and the English abilities

of their instructors. Various terms used in the topic area are examined to promoted

clarity in the discussion: Classroom English is defined as a subfield of teacher

talk, and distinguished from dialogues loosely centered in the classroom. The

Learner-centered approach is summarized, and the merits and concerns of teacher

talking time and a bi-lingual approach to teaching are discussed. Specific

guidance for developing personalized Classroom English language is offered.

According by Tesol (2017) stated that these are English classroom activity:

Traditional Scavenger Hunt – pass out a list of things to do or find, first

individual (or team) to complete the list wins (use vocab that the student is

learning in the class room, or conversational interactions) EXAMPLE: Give

someone a compliment / Ask a stranger a question / Find something hard and

green.

Role play – give students a scenario, and a specific character or role to

play (optional), students act out the scenario together using realistic speech and

gestures, EXAMPLE: Cashier at a Fast Food Restaurant / Customer Ordering

Food.

22

Toss The Ball games – get in a circle, toss a ball or other fun object

around the circle, when a student gets the ball they have to say a word or phrase

as prompted by the teacher, or act out a vocab word, (great for beginners, after

playing a few minutes start to encourage full sentences, if possible, even short

and simple ones, write a few example sentences on the board in case they need

help) EXAMPLE: ―When you get the ball, say the name of one of the animals we

talked about last week...‖ / ―...Now can you use that in a sentence?‖ / ―I would

like to pet an elephant.‖

We’re going on a trip...What will you bring? – bring in a bag or suitcase

and open it up, show the students what you have inside (it could be old vocab, or

new vocab, or items you‘d need for traveling), propose the idea of taking a trip

together as a class, ask students what they‘d like to bring and have them work in

pairs to create a packing list. When finished, have groups share their lists with the

class.

D. English Extracurricular Activity

Accorded by Asfarinah (2009) This study examined the implementation of

English extracurricular activities at SMPN 2 Pandaan in the aspects of (1) the

purposes of conducting English extracurricular activities, (2) the facilities, media,

and materials provided and/or used in English extracurricular activities, (3) the

teaching techniques used in English extracurricular activities, and (4) the students‘

opinions toward the English extracurricular activities. To obtain the data, this

study utilizes a descriptive qualitative research design with the field notes as the

main instrument. The result shows that the English extracurricular activities are

23

divided into two activities, the English Club and ‗founding‘ program, which are

held in different days with different groups of students.

English extracurricular at SMK 1 Takalar is a meeting club. In addition, in

general, activities in high schools and vocational school are much different. One

of them is that in high school only learning materials and the practice is mostly

only in schools, while vocational schools besides learning materials they also have

field practice activities outside of school according to their chosen majors.

In one vocational schools there are several stages of students involvement

in vocational extracurricular activities. Accorded by Kolchenko (2012) that these

following stages of students‘ involvement into vocational extracurricular activity:

a. English Speaking Club – meetings with native speakers, discussions,

language contests and quizzes, watching films in their original language.

b. Trainings of communication competence, teamwork, time-management.

c. Written translations ordered by the university, their further revision and

editing with tutor explaining rules and peculiarities of translation.

d. City tours and escort of foreign guests of the University, oral translation

during scientific conferences, lectures, master-classes from foreign

professors.

e. Employment support in Career Development Centre.

Meeting club is one of the extracurricular activities at SMK 1 Takalar

which is a place for students to learn more English in addition to the lessons they

get in class, this activity is very helpful for their main students in speaking

24

English because in this meeting club students are trained to confidence speaking

in public and practicing their fluency in English.

E. The Benefits of Extracurricular Activities

Jakson (2017) stated that extracurricular activity has some benefits as

follows:

a) Improved academic performance

Studies have shown that students who participate in co-curricular

activities have a marked improvement in the grades. This can be attributed

to skills they learn such as better time management to accommodate their

hobbies and class activities, better organizational skills and a boost in their

self-esteem.

b) Better time management skills

A student has to learn how to balance their academic life with their

hobbies. They needed to know how to incorporate their club and sports

activities into their school life and allocate enough time for each.

c) Learn new and useful skills

Students learn new skills that are useful in their school life and

day-to-day activities. Students learn skills such as teamwork, better social

skills, and critical thinking.

d) Sense of commitment

Students who participate in co-curricular activities have a sense of

commitment to whatever they are involved in. This is because as they take

part in whatever sports or club activity they are a member of, they have to

25

commit to it and give their all, and this commitment extends to all other

areas of their lives.

e) Sense of responsibility

A student who is given a task such as leading a scouts group, or

First Aid, will with time be very efficient in that task. This will foster a

sense of accountability and responsibility in them.

f) New friends

Students should be encouraged to pursue extracurricular activities

as they meet and spend time with new people, hence forming new

friendships. This is important as they interact with those of different or

similar interests, and learn a thing or two from them.

g) Introduction to new activities

Students who engage in extracurricular activities are exposed to a

wide range of new activities such as sports, painting, drama, scouts and

singing.

h) More opportunities

For secondary school students, engaging in extracurricular

activities boosts their chances of gaining admission into universities. Most

universities nowadays check what the student offers apart from their

academics, and that is where co-curricular activities come in.

26

F. Conceptual framework

Based on the conceptual framework above, the researcher conducted this

research in speaking English teaching class. In this process, the researcher have

used some topics in terms improving students speaking fluency. The topics are

holiday, experience, family, dream, and achievement. Also in this process the

researcher have used English classroom activity and English extracurricular

activity. To know students speaking skill, the researcher used test that are Pretest

and Posttest. Thus, the output of this research is to find out the effectiveness of

Speaking English

teaching class

English classroom

activity

English Extracurricular

activity

Figure 2.1: Conceptual Framework

Improving students‘

speaking skill

Test

Pretest Postest

27

English classroom activity and English extracurricular activity to promoting

students‘ speaking skill.

28

CHAPTER III

RESEARCH METHOD

A. Research Design

In this study, the researcher used quantitative method. The researcher

conducted the data based on pre-experimental design with pretest-posttest. The

researcher used pre-experimental design because there is relationship between

dependent variable and independent variable to find out the result of the

treatment. The design presents as follow:

O1 X O2

O1 : pretest

X : treatment

O2 : posttest

(Gay, 2006)

1. Pre-test

Before doing treatment, the researcher did speaking test to the students by

asking a topic. Each student has a chance to answer the question in 3 minutes.

2. Treatment

The students learned to apply speaking fluency

a. Students were divided into 5 groups, and each group consist of five

students

29

b. Selected discussion topic based on curriculum material. The topics

are:

1) Holiday

2) Family

3) Experience

4) Dream

5) Achievement

c. The researcher gave explanation to the students about the rules in the

speaking fluency.

d. Ensured that the students had time to prepare the material and collect

supported data to presented during the discussion (2 minutes)

e. Gave and divide the time to the students in each group to

1. Introduction their group (1 minute)

2. Presented the material (7 minutes)

3. Questions section (10 minutes)

4. Make a conclusion (2 minutes)

3. Post-test

After doing the entire six meetings, the last step was be the posttest. in this

studied, the posttest was asking a topic which same as the pretest. Each student

had a chance to describe in 3 minutes. The mean score of pre-test and post-test

were compared in order to find out whether they are different significantly or not.

30

B. The Research variable.

a. Independent variable

Independent variable of this study is incorporating English

classroom activity and extracurricular activity.

b. Dependent variable

Dependent variable of this study is speaking skill.

C. Population and Sample

1) Population

The population of this research was the students at SMK Negeri

1 Takalar in the XI class, which consist of 210 students.

At SMK Negeri 1 Takalar there are 7 different majors:

1. Hospitality

2. Nursing

3. Network work techniques

4. Light vehicle engineering

5. Motorcycle engineering

6. Cruise

7. Fishery

31

2) Sample

In this research, the sample was select by using purposive

sampling technique. Purposive sampling is the sampling method

where the researcher took students who had same characteristics as the

purpose of the research, in this case all the students join

extracurricular.

The researcher chosed hospitality classes as a sample, because

students in these majors were demanded to be more fluent in English.

D. Research instrument

The instrument used in this research was speaking test. Speaking test have be in

form oral test. The researcher gave one topic then, the students answered and

explained about the topic. The researcher recorded by using phone.

E. Data collection

The data collection applied pretest and posttest, where the pretest administers

before giving the treatment and posttest administers after giving treatment.

In collecting the data, the researcher used instrument that are test.

1. The researcher came the class and gave the students a test. The researcher

have gave the students speaking test. Each student answered a question

based on the instrument test.

2. While students did the speaking test, the researcher recorded them by using

phone.

32

3. After doing the recorded, the researcher transcribed the students‘ speaking

in order to students‘ experience.

F. Data analysis

1. In giving score for the students in speaking fluency categories is used as

follow:

Table 3.1. the assessment of smoothness

Classification Score Criteria

Excellent

Very good

Good

Average

6

5

4

3

Speaking without too great effort with wide range of

expression searching for words. Searching for words

but occasionally only one or two unnatural pauses.

Has to make an effort at times to search for word.

Nevertheless, smoothness delivery on the whole and

only a few unnatural pauses.

Although he has made an effort on the search of the

word; there are not too many unnatural pauses, fairly

smooth delivery mostly. Occasionally, fragmentally

but success in conveying the general meaning fair

range of expression.

Has to make an effort for much of the time, often has

to search for desired meaning, rather halting delivery

33

Poor

Very poor

2

1

and fragmentary. Range of expression often limited.

Long pauses while he searches for desired frequently

fragmentary and halting delivery, almost gives up

making the effort at times limited range of expression.

Full of long and unnatural pauses. Very halting and

fragmentally delivery. At times giving up Making the

effort, very limited range of expression.

Heaton in Mirdayani, 2011

2. To find out the mean score of the students‘ answer in pretest and posttest,

the researcher will be used the formula:

XX

N

Note:

: Mean Score

: Total scores

N : Total number of the students

3. The percentage of the students‘ performance identified by used the followed

formula:

% = X2 – X1 x 100

X1

Note:

X

34

% : the percentage of the student development

X1 : the mean score of pretest

X2 : the mean score of posttest

4. To classified the students‘ score is classified by used the followed

classification:

a. Score 9.6 - 10 is classified as excellent

b. Score 8.6 -9.5 is classified as very good

c. Score 7.6 - 8.5 is classified as good

d. Score 6.6 - 7.5 is classified as fairly good

e. Score 5.6 -6.5 is classified as Fair

f. Score 3.6 -5.5 is classified as poor

g. Score 0.0- 3.5 is classified as very poor.

5. Calculating the value of t-test to indicated the significance of the difference

between the pretest and posttest by used the followed formu

Note:

t : test

ƩD2 : the sum of all squares

(ƩD)2 :

the sum of all sums

ΣD : Sum of the differences

N : number of subjects in particular group

35

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presented the findings of the research and discussion about the

findings. They were follows;

A. Findings

The findings of this research deal with the students‘ score. They were the

students‘ score classification, the mean scores and standard deviation of pre-test and

post-test, and the t-test value. The findings described as follows:

1. The Students‘ Speaking Skill

The students‘ score of pre-test and post-test were observed based components

of speaking. The data can be seen in the following table:

Table 4.1 frequency and rate percentage of the students’ speaking skill on

fluency (smoothness).

No

Score

Classifying

Pre-Test Post-Test

Frequency Percentage Frequency Percentage

1 9.6-10 Excellent - - 2 6.45 %

2 8.6-9.5 Very Good - - - -

3 7.6-8.5 Good - - 1 2.86%

4 6.6-7.5 Fairly good 4 12.90% 6 19.35%

5 5.6-6.5 Fairly - - - -

6 3.6-5.5 poor 6 19.35% 14 45.16%

7 0.0-3.5 Very poor 21 67.74% 2 6.45%

Total 31 100% 31 100%

36

The table above showed that the English Classroom Activity and English

Extracurricular Activity improved the speaking fluency of the students from pre-test

and post test in which post test was greater than pre test. In pre-test, there were 21

students or 67.74% categorized as very poor, while in the post test, there were 2

students or 6.45%. It indicated that there were 19 students improved their speaking

fluency. In the pre-test, 6 students or 19.35% categorized as poor, while in the post

test there were 14 students or 45.16%. There where 4 students or 12.90% categorized

as fairly good, while in the post test, there were 6 students or 19.35%. It indicated that

2 students improve their speaking fluency. In the pre-test none of them as good while

in post test, there were 1 students or 2.86%. It indicated that 1 students improve their

speaking fluency. In the pre test and post test category fairly and very good. In pre-

test none of theme as excellent, while in the post test, there were 2 students or 6.45%.

it indicated that there were 2 students improved their speaking fluency.

2. Hypothesis Testing

To know the level of significance of the pre-test and post test, the researcher

used t-test analysis on the level of significance (p) = 0.05 with the degree of

freedom (df) = N-1 (31-1=30), where number of subject (30 students) the the value

of table is 1.697. The t-test statistical, analysis for independent sample is applied.

37

The following table shows the result of t-test calculation:

Table 4.3.The t.test of students’ improvement

Components t-test value t-table value

Fluency (smoothness) 14.88 1.697

Speaking ability 14.88 1.697

The table above 4.3 showed that t-test value for fluency in smoothness was

greather than t-table (14.88>1.697) it was improved, it meant that there was a

significance difference between the students‘ speaking skill in fluency before and

after using English Classroom Activity and English Extracurricular Activity. So, it

can be said that the use of English Classroom Activity and English Extracurricular

activity effective in improving the students‘ speaking skill at eighth grade in SMKN

1 Takalar.

B. Discussion

In this part, the discussion dealt with the interpretation of finding derived

from the result of findings about the observation result of the students‘ speaking

ability in terms of fluency (smoothness) in teaching learning process used English

Classroom Activity and English Extracurricular Activity. It indicated by the students‘

score in pre-test and post-test.

1. The improvement of the students speaking ability in term of smoothness

The implementation of English Classroom Activity and English

Extracurricular Activity in speaking ability could improve the students‘ smoothness.

38

The result showed that in smoothness, the students‘ score in pre-test was classified as

poor, while in post-test, students‘ score was classified as fair. So, it could be

conclude that there were improvement in students‘ score after did the treatment used

English Classroom Activity and English Extracurricular Activity.

This research had line with Asfarinah (2009). This study examines the

implementation of English extracurricular activities in fluency and the technique

can improve students speaking skill. It means that the using of in teaching process

effective in improving the students‘ speaking skill in smoothness. In fact, when the

researcher did the treatment, in the pre test the students were not smooth while

speak. But in post test, students‘ speaking were improved after the treatment.

Similarly in this research, the researcher developed students‘ speaking skill in

fluency. In fluency, students are very enthusiastic in speaking in front of their

friends because they learned many words about the material provided and looked up

how to pronounce words so that they can speak fluently.

2. Hypothesis

Based on the presentation of findings, the researcher presented some

interpretation of findings in order to explain them in details as follow:

The speaking test used two components of writing namely: accuracy

(pronunciation and vocabulary) and fluency (smooothness). The description of the

data collected throught speaking test was explained in the previous section showed

that the students‘ skill in speaking improved. The using of English Classroom

39

Activity and English Extracurricular Activity was effective in improving the

students‘ speaking skill of accuracy and fluency.

The description of the data collected used speaking test which has explained

in the previous section showed that the students‘ skill in speaking was developed. It

supported by the students‘ scores in pre-test and post-test from the indicators. The

students‘ scores of fluency (smoothness) 110.0 in pre-test is different from post-test

193.3, it meant that has developed between before and after giving treatment. The

mean score on pre-test in fluency (smoothness) was 3.5. This was categorized as

very poor were 6.2 become fair.

The results of t-test also supported this improvement. The final result from

accuracy (pronunciation) and fluency (smoothness) shows that t-test value for the

final score of students‘ speaking skill 15.8 > t table = 1.697; it is said that the null

hypothesis (Ho) is rejected and the alternative hypothesis H1 is accepted. It meant

that there is a significant different between the students‘ speaking ability before and

after using English Classroom Activity and English Extracurricular Activity in

speaking process, it is improved or also can said that the use of English Classroom

Activity and English Extracurricular Activity effective in improving the students

speaking ability at SMKN 1 Takalar.

40

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on discussion proposed in previous chapter, the researcher

concluded that incorporating English Classroom Activity and English

Extracurricular Activity for students‘ speaking skill of SMKN 1 Takalar was

good. This statement was proved by the finding data 67.74% in fluency students

got score categorized as very poor before applied the treatment. The students

speaking skill of SMKN 1 Takalar after giving the treatment had improved. This

statement was proved by the mean score of students on pre-test in fluency

(smoothness) was 3.5. This was categorized as very poor were 6.2 become fair.

English Classroom Activity and English Extracurricular Activity had a significant

effect on the students‘ speaking skill. It could be seen from the result of t-test that

there was significant difference between the t-test value was higher than t-table. It

proved by the data of smoothness was greather than t-table (14.88>1.697).

B. Suggestion

As the result of the study reveald that the used of social interaction model

had been effective way to improved the students‘ speaking, the researcher

suggested the following things:

41

1. It is suggested to the English teacher to use English Classroom Activity

and English Extracurricular Activity as one of model in the teaching and

learning process especially in teaching speaking skill.

2. It is suggested to the English teacher to use English Classroom Activity

and English Extracurricular Activity in teach speaking to the students.

3. The teacher should invite and raise the students‘ interest and motivation

in learning by using English Classroom Activity and English


4. The result of this research also can be used as an additional reference or

further research with different discussion for the next researcher.

42

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APPENDIX 1

NO STUDENTS PRE POST PRE POST X2-X1 D2

1 Amalia citra pratiwi 2 4 3.3 6.7 3.3 11.1

2 Annisa 2 3 3.3 5.0 1.7 2.8

3 army wardana 3 5 5.0 8.3 3.3 11.1

4 arri dwi sudana 2 4 3.3 6.7 3.3 11.1

5 asriani 2 3 3.3 5.0 1.7 2.8

6 atirah 1 3 1.7 5.0 3.3 11.1

7 devi mega safitri 3 6 5.0 10.0 5.0 25.0

8 fitri rahmadani 1 3 1.7 5.0 3.3 11.1

9 hamdana 2 3 3.3 5.0 1.7 2.8

10 hilal fajri 4 6 6.7 10.0 3.3 11.1

11 indra arianto 2 3 3.3 5.0 1.7 2.8

12 khusnul khotimah 3 5 5.0 8.3 3.3 11.1

13 lindasari 4 5 6.7 8.3 1.7 2.8

14 mirnawati tahir 4 5 6.7 8.3 1.7 2.8

15 mita natalia 3 5 5.0 8.3 3.3 11.1

16 muh. Khotib 1 3 1.7 5.0 3.3 11.1

17 muhammad fitra 3 4 5.0 6.7 1.7 2.8

18 muhammad rijal 1 3 1.7 5.0 3.3 11.1

19 murniati arsad 2 3 3.3 5.0 1.7 2.8

20 nur nuhira 1 3 1.7 5.0 3.3 11.1

21 nur aisyah 1 2 1.7 3.3 1.7 2.8

22 nur hikmah 2 4 3.3 6.7 3.3 11.1

23 nur lia 1 3 1.7 5.0 3.3 11.1

24 nurlinda agustin 3 4 5.0 6.7 1.7 2.8

25 nur lindah 1 2 1.7 3.3 1.7 2.8

26 nur mila 4 5 6.7 8.3 1.7 2.8

27 rahim 1 3 1.7 5.0 3.3 11.1

28 rahmawati 2 3 3.3 5.0 1.7 2.8

29 salman al farizi 1 4 1.7 6.7 5.0 25.0

30 salmia 2 3 3.3 5.0 1.7 2.8

31 st. Atiqa Bachtiar 2 4 3.3 6.7 3.3 11.1

TOTAL ∑X = 110.0 ∑X = 193.3 ∑D = 83.3 ∑D2 = 255.6

3.5 6.2 (∑D)2= 6944.4

APPENDIX A.2

a. Calculating the t-test analysis of speaking ability in terms of accuracy

=

=

= 2.68

t =

√

t =

√

t =

√

t =

√

t =

√

t =

t = 14.88

APPENDIX 3

NO STUDENTS PRE CLASSIFICATION POST CLASSIFICATION

1 Amalia citra pratiwi 3.3 very poor 6.7 fairly good

2 Annisa 3.3 very poor 5.0 poor

3 army wardana 5.0 poor 8.3 good

4 arri dwi sudana 3.3 very poor 6.7 fairly good

5 Asriani 3.3 very poor 5.0 poor

6 Atirah 1.7 very poor 5.0 poor

7 devi mega safitri 5.0 poor 10.0 excellent

8 fitri rahmadani 1.7 very poor 5.0 poor

9 hamdana 3.3 very poor 5.0 poor

10 hilal fajri 6.7 fairly good 10.0 excellent

11 indra arianto 3.3 very poor 5.0 poor

12 khusnul khotimah 5.0 poor 8.3 good

13 lindasari 6.7 fairly good 8.3 good

14 mirnawati tahir 6.7 fairly good 8.3 good

15 mita natalia 5.0 poor 8.3 good

16 muh. Khotib 1.7 very poor 5.0 poor

17 muhammad fitra 5.0 poor 6.7 fairly good

18 muhammad rijal 1.7 very poor 5.0 poor

19 murniati arsad 3.3 very poor 5.0 poor

20 nur nuhira 1.7 very poor 5.0 poor

21 nur aisyah 1.7 very poor 3.3 very poor

22 nur hikmah 3.3 very poor 6.7 fairly good

23 nur lia 1.7 very poor 5.0 poor

24 nurlinda agustin 5.0 poor 6.7 fairly good

25 nur lindah 1.7 very poor 3.3 very poor

26 nur mila 6.7 fairly good 8.3 good

27 Rahim 1.7 very poor 5.0 poor

28 rahmawati 3.3 very poor 5.0 poor

29 salman al farizi 1.7 very poor 6.7 fairly good

30 Salmia 3.3 very poor 5.0 poor

31 st. Atiqa Bachtiar 3.3 very poor 6.7 fairly good

LESSON PLAN

School : SMK Negeri 1 Takalar

Subject : English

Class/Semester : XI/I

Materials : Oral texts (Holiday, family, experience, dream,

achievement).

Time alocation : 3 x meetings (6 JP)

A. Core Competencies

1. Live and practice the teachings of the religion he adheres to.

2. Living and practicing honest behavior, discipline, responsibility, caring

(mutual cooperation, cooperation, tolerance, peace), courtesy,

responsiveness and pro-active and showing attitude as part of the

solution to various problems in interacting effectively with the social and

natural environment and in placing themselves as a reflection of the

nation in world relations.

3. Understand, apply, and analyze factual, conceptual, procedural, and

metacognitive knowledge based on their curiosity about science,

technology, art, culture, and humanities with a view of humanity,

nationality, statehood, and civilization related to the causes of

phenomena and events, and apply procedural knowledge to the specific

field of study according to his talents and interests to solve problems.

4. Processing, reasoning, and presenting in the concrete and abstract realms

related to the development of what he learned in school independently,

acting effectively and creatively, and being able to use methods

according to scientific rules.

B. Basic Competencies and Indicators of Achieving Competence

Basic competence Indicators of competence

achievement

3.2 Identifying social functions,

text structure, and language

elements of oral and written

transactional interaction texts

that involve the act of giving

and asking for information

related to identity, short and

simple, in accordance with

the context of their use. Pay

attention to the elements of

language and vocabulary

related to family

relationships, pronouns

(subjective, objective,

possessive).

4.2. Composing transactional oral

and written transactional

texts is very short and simple

which involves the act of

giving and asking for

information related to

identity, short, and simple, by

paying attention to social

functions, text structure, and

linguistic elements that are

correct and in context.

3.2.3 Identify the phrases used to

express hobbies and hobbies.

3.2.4 Identifying expressions for

expressing family members.

C. Learning objectives

After training, students can:

1. Identifying communicative objectives of group texts based on guiding

questions from the teacher;

2. Identify the text structure in groups based on the guiding questions from

the teacher

3. Students can choose each part of the sentence.

4. Pay attention and use grammar, vocabulary, punctuation, spelling, and

writing correctly.

D. Learning material

Social function:

Telling a story about

a) Holiday

b) Family

c) Experience

d) Dream

e) Achievement

E. Teaching Method/Technique

English classroom activity and English extracurricular activity

F. Learning source

Kementerian Pendidikan dan Kebudayaan. Bahasa Inggris, XI: Buku guru.

Jakarta: Kementerian pendidikan dan Kebudayaan 2017.

G. Instructional Media

1. Media

- The assessment sheet

2. Tools and Materials

- Marker

- Phone

- Book

- Pen

H. Activities

First meeting

1. Classroom Activities

LEARNING STEPS

Description

Time

allocation

Opening

1. Students answer the teacher's greeting.

2. Students answer the teacher's presence.

3. Students and teachers pray before conducting teaching

and learning activities.

4. The teacher motivates students to be ready to learn.

5. To deliver students to problems or tasks that will be

carried out to study a material and explain the learning

objectives or basic competencies to be achieved.

6. Providing various materials and explanations about

activities that students will do to solve problems or

assignments

10

Core Activities

Observing

- The researcher teaches and invites students to make a few

sentences about explaining their hobbies.

- The researcher provides opportunities for students to talk

about things they want to know or problems related to

learning objectives.

15

Conclusion

- Students conclude how to respond to others (understand

the concept and express the statement of necessity in

English).

- The teacher provides reinforcement by giving

constructive corrections to students.

10

Closing

1. Students and teachers reflect on learning activities and

their benefits.

2. Students and teachers provide feedback about the

learning process and results.

3. deliver learning activities for the next meeting.

4. Students and teachers give closing remarks.

10

2. Extracurricular Activities

LEARNING STEPS

Description

Time

allocation

Opening

1. Students answer the teacher's greeting.

2. Students answer the teacher.

3. Students and teachers teach before conducting teaching



5. The teacher continues the material that has been given

10

during class and practice it in the extracurricular.

Core Activities

Observing

- The researcher continues to learn more about the hobby

material and invites students to share their respective

hobbies in front of their peers.

- Extracurricular activities carried out outside school

hours. Can be inside or outside the room.

- Extracurricular locations can be done anywhere

depending on practice and situation.

15

Conclusion



English).



10

Closing


their benefits.





10

Second Meeting


LEARNING STEPS

Description Time

allocation

Opening 1. Students answer the teacher's greeting.










assignments.

10

Core Activities

Observing

- The researcher teaches and tells students to make a few

sentences about explaining their family.

- The researcher provides opportunities for students to talk

about things they know or problems related to the

learning objectives.

- The researcher guides students to solve questions and

analyze important questions according to the learning

objectives that they want to understand.

15

Conclusion



English).

- The teacher provides reinforcement by giving constructive

corrections to students.

10

Closing


their benefits.





10


LEARNING STEPS

Description Time

allocation








10

Core Activities

Observing

- The researcher continues to learn more about the family

material and invites students to share their respective

family in front of their peers.

- inviting students to express something related to the topic

of learning by playing.

15

- provide opportunities for students to study outdoors.

Conclusion



English).

- The teacher provides reinforcement by giving constructive

corrections to students.

10

Closing


their benefits.





10

Third Meeting


LEARNING STEPS

Description Time

allocation











assignments.

10

Core Activities

Observing

- The researcher teaches students how to use tenses in

making sentences.

- The researcher directs students to make a few sentences

that tell about their experiences.

- The researcher provides opportunities for students to

discuss things they want to know or problems related to

the learning objectives.

- The researcher guides students to solve and analyze

important questions or problems in accordance with the

learning objectives to be achieved.

15

Conclusion



English).



10‘

Closing


their benefits.





10‘


LEARNING STEPS

Description Time

allocation








10

Core Activities

Observing

- The researcher continues the material that has been

given in class and applies it in the extracurricular.

- The teacher gives the opportunity to students to explain

what students want to say. for example about holidays,

family, experiences, dreams, and achievements.

- The teacher provides opportunities for students to tell

the things they know.

- Collaborating games related to learning material and

topics.

- Provide opportunities for students to study outdoors and

outside school hours.

15

Conclusion



English).



10‘

Closing


their benefits.





10‘

Instrument

Pretest

There are five topics provided. Every students will choose one topic to be

described in three minutes.

a. Family

b. Pet

c. Favorite teacher

d. Holiday

e. Experience

Posttest

There are five topics provided. Every students will choose one topic to be

described in three minutes.

a. Daily activity

b. Hobby

c. My school

d. Achievement

e. Dream

CURRICULUM VITAE

The researcher, Munirah Aenum was born on July 28th

,

1998 in Ujung Pandang, South Sulawesi. She is the first

daughter from the marriage of Alauddin and Nuraeni. She

began her study at SDN 95 Campagaya and graduated in

2009. Then she continued her education at SMPN 1 Galesong Utara and

graduated in 2012. Afterwards, she continued her study at SMAN 4 Takalar and

graduated in 2015. In 2015, she was registered as a student of English Education

Department of Teacher Training and Education Faculty of Universitas

Muhammadiyah Makassar. At the end of her study, she could finish her thesis by

the title Incorporating English Classroom Activity and English Extracurricular

Activity in Promoting Students Speaking Skill (An Experimental Study at SMKN 1

Takalar).

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