ABSTRACT
INCREASING STUDENTS SPEAKING ABILITY THROUGH SUPPLY
THE WORD TECHNIQUE AT THE EIGHTH GRADE OF
SMP NEGERI 1 NEGERIKATON PESAWARAN
By
SUGIONO
One of the objectives in teaching English is to make the learners able to
communicate using language in the form of oral and written communication. They
should master the language skills: listening, speaking, reading and writing. For
students of junior high school, speaking is one of skill in English lesson. The aim
of this research was to see whether supply the word technique could improve not
only students speaking achievement but also students activities and teacher s
performance. The research was conducted at SMPN 1 Negerikaton Pesawaran.
The subject of the research was students of second year in the academic year
2010/2011. In this classroom action research, the writer acted as the observer;
meanwhile the English teacher of SMPN 1 Negerikaton taught his own students
by Supply the Word Technique.
✁✂✄☎✆✝ ✞ ✟✠✞ ✡✞✄☛
Alhamdulillah, praise to Allah SWT the Beneficent and Merciful, who has given
mercies, blessing, and everything to the writer in finishing his script, entitled
Increasing Students Speaking Ability through Supply The Word Technique at
the eighth grade of SMPN 1 Negerikaton Pesawaran Lampung . Shalawat and
Salam to the prophet Muhamad SAW and his Family. This script is submitted as
compulsory fulfillment of requirement for SI degree of English Education Study
Program at Teacher Training and Education Faculty, Lampung University. It is
necessary to be known that this script would never have come into existence
without any supports, encouregement, and assistence by serveral outstanding
people and institutions. Therefore. The writer would like to address his respect
and gratitude to the following:
1. Drs. Hery Yufrizal, M.A., Ph.D. as his first advisor who has guided the
writer patiently in writing the script. His deep gratitude is also extended to
Budi Kadaryanto, S.Pd., M.A. as his second advisor, who has given him
expertise and guidance in writing this scientific script and invaluable
teaching experience.
2. Drs. Sudirman, S.Pd. as his examiner who has given suggestion and critics
to the script. It will be hard for the writer to make the script becomes
perfect without his contributions.
3. Prof. Dr. Patuan Raja, M.Pd. as the writer s academic advisor.
4. Dr. Bujang Rahman, M.Si., The Dean of Teacher Training and Education
Faculty.
5. Drs. Imam Rejana, M.Si.,The Chairperson of Language and Arts
Education Departement.
7. All lecturers in English Education Study Program Teacher Training and
Education Faculty, Lampung University.
8. Tusiman., S.Pd, M.M., as the Headmaster of SMPN 1 Negerikaton
Pesawaran for allowing him to undertake the research and also to Mrs.
Yusni Sipahutar, S.Pd. as the English teacher of the school in which the
writer did his research. His thanks also go to the students of VIII A who
welcomed me into their environment and so willingly became involved in
the research.
9. The writer s beloved parents Karmo and Saminem. Thanks for their
patience and willingness to wait for the writer s gradution. His sincere
thanks and love are also dedicated to his sister, Aslihatun Umi Fuadha and
brother, Albar Taufiqurahman.
10. My beloved comrades Eng 09 of English Study Program. The kulabis
Koeswoyo, Dedi, Sukendar, Jumarno, Eva, Uswatun, Sofia, Oji, Yulia,
and Ishak.
11. Anyone that cannot be mentioned directly or indirectly who has helped the
writer in completing this script. The writer does appreciate any opinion
and suggestion for the improvement of this script,
Bandar Lampung, Nopember 2011
The writer,
ADMITTED BY
☞✌ ✍ ✎ ✏✑✒✓ ✏✔ ✒✕✓ ✖✕ ✑ ✑✒✔✔✗✗
✖✘ ✏✒✙ ✚✗✙ ✛✕ ✓ ✜
Drs. Hery Yufrizal, M.A., Ph.D.
✌ ✌✌✌✌ ✌✌✌ ✌✌✌✌ ✌✌✌✌ ✌✌✌ ✌✍ ✎ ✏✑✒✓✗✙ ✜
Drs. Sudirman, M.Pd.
✌ ✌✌✌✌ ✌✌✌ ✌✌✌✌ ✌✌✌✌ ✌✌✌ ✌✢✗ ✣✙✗✔✏✙✤ ✜
Budi Kadaryanto, S.Pd., M.A.
✌ ✌✌✌✌ ✌✌✌ ✌✌✌✌ ✌✌✌ ✌✌✌✌ ✌✥✌ ✦✘✗ ✧✗✏✓✕★✦ ✗✏✣✘✗✙✦✙ ✏✒✓ ✒✓✩ ✏✓✪✍✪✫ ✣✏✔✒✕ ✓✬✏✣✫ ✭✔✤
Dr. H. Bujang Rahman, M.Si.
✮ ✯✰✱✲ ✳✴✴ ✵ ✱✶✱✲ ✷✶ ✴✵✱✴✴ ✵✸✹✺ ✹✻✼✽✾✿ ❀❁❂✹
❃❄ ❅
CREASING STUDENTS SPEAKING ABILITY
THROUGH SUPPLY THE WORD TECHNIQUE AT THE
EIGHT GRADE OF SMP NEGERI 1 NEGERIKATON
PESAWARAN LAMPUNG
❆❁❇❈✹❉❁❊✺❋✻●✹ ❃
SUGIONO
❆❁❇❈✹❉❁❊✺❋ ❇● ❍✹✼ ❃ ■ ❏■ ❑■ ❏▲ ❏❏ ■ ▼✹◆✻✼ ❁●✹❉❁ ❃
❖✻❉P ❇✻P✹✻❉❈◗✼ ❁✺ ❘✼ ❙P✼ ✻●❆❁❇❈❚ ❃
❆■❯❉P❂❀✺✾❯❈❇✽✻ ❁❀❙❉
❱✻✽❇❂❁❚ ❃
✿✹✻✽✾ ✹✼✿ ✼✻ ❀❉❀❉P✻❉❈❯❈ ❇✽✻ ❁❀❙❉
APPROVED BY
❲❳❨ ❩❬ ❭❪❫ ❭❴❴❩❵❵❛❛
❲❳❨❩❬❭❪ ❜ ❲ ❳❨❩❬❭❪ ❝
Drs. Hery Yufrizal, M.A.,Ph.D.
Budi Kadaryanto,S.Pd.,M.A.
❞❡❢❜❣ ❤✐ ✐ ❥❜❣❜❣ ❦ ❧❜❜ ❜✐✐❜ ❞❡❢ ❜❣❦❜✐ ♠❝❤❝✐✐❧✐❜❜✐✐❝
♥ ♦❛❫♦♣❩❪q❛❪❬❭r❭s
t ♣r✉ ✈ ♣✉❛♣r❳❲❪❵ ❬✇❳✈① ♣❵ ❩ ❭r②❛q♣❪❵❴ ❛r❵
Drs. Imam Rejana, M.Si.
④ ⑤⑥⑦⑧⑨⑩④ ⑤❶⑩ ❷❸ ⑧ ⑤❷⑩
U
⑩❹⑧⑨ ❺④ ⑤❶⑨❻ ④ ❼④ ❷Y
❷❽ ⑦❾❶ ❽U
⑩❹❹❼U
Y
❷❽ ⑧❿❾ ⑦❸❷ ⑧ ⑥❽ ⑤④➀U
⑧⑨ ❷❷❽ ⑧⑧④ ❶❽❷❶ ⑦⑨❸ ⑧❾➁⑩➂❹⑤⑧❶⑧⑦④➃⑤⑧❶ ⑧ ⑦④ ❺⑨ ❷ ❾⑤❹⑧⑩⑨❿⑨ ⑦⑨ ⑤ ❼ ⑨➂❹➄⑤❶
(CLASSROOM ACTION RESEARCH)
BY
SUGIONO
➅➆ ➇➈ ➉➊➊➋➌➉➍➎➏➎ ➐➊➉➎ ➑➒➆➑➓ ➉➑➑➈ ➋➍ ➊➔➓ → ➣ ➋↔ ➋↕➆➉➐➋➈ ➋➍ ➊➓ ➔ ➐➅
-1 Degree
In
The Language and Arts Department of
Teacher Training and Education Faculty
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
➙➛➜➜➝➙➛ ➞➛➟➠➝ ➡➢➤
➥➦➧ ➨➩➫➭➧➩➯➲➳ ➵➸➧ ➫➲ ➺➻➼ ➫➽➳ ➽ ➾➚➧➨➵➲ ➪➽ ➩➳ ➫➳➶ ➵➸➹ ➻➳ ➼➺➧➘➵➭➵➳ ➴➷➹ ➩➫➘➬➮ ➱ ✃
➬❐ ❒❒➾ ➚➧ ➫➲ ➭➦ ➧ ➲➧ ❮➽ ➳❰ ➲ ➽➳ ➽Ï ➦➵➩➸➽ ➳ ➫➽➻➲ ❮➽ ➻ ➹➘➧ Ð➵➩➸➽ ➵➳❰ ➺➵➸➫➳➧➸➾ ➚➧ ➦➵➲ ➵ ❰➵➻➼➦➭➧➩ ➳➵➸➧ ❰ ➷➲ ➘➫➦➵➭➻➳ Ñ ➸➫ Ò ➻➵❰➦➵ ➵➳❰ ➵ ➲ ➽➳ ➷➘➪➵➩ ➥➵➻Ï➫Ó ➻➩ ➵➦➸ ➵➳➾ ➚➧ ➧➳➭➧➩➧ ❰➺ÔÕÖ×➽ ➨➽➩➧Ø➽ ➫➳ ➬❐ Ù➮ ➾➚ ➵Ú➫➳➼➼➩➵❰➻ ➵➭➧ ❰Ï➩➽ ➸➭➦➧Û➘➧➸➧➳➭➵➩Ü➺❮➦➽➽➘ ➫➳ ➬❐Ý Þ➴ ➦ ➧ ➨➧➳➭ ➭➽ ➺ßà ➥➩ ➫ Ô➦➵➩ ➸➵ ×➽➨➽ ➩➧Ø➽ ➵➳❰ ➼ ➩ ➵❰➻ ➵➭➧ ❰ ➫➳ ➬❐Ý á ➾ ➚➧ Ï➫➳➫➲➦➧ ❰➦➫➲➚ ➫➼➦➺❮➦➽➽➘➵➭➺ß ➷➬Ùà ➵➼➧➘➵➩ ➵➳à ➩ ➫➳➼ ➲➧➨➻ ➵➳❰➼ ➩➵❰➻➵➭➧ ❰➫➳ ➬❐Ý❒➾ ➚➧Ï➫➳ ➫➲➦➧ ❰Ô➫➹ ➘➽ ➸ ➵Ö➽Ï➶ ➵➸➹ ➻➳ ➼Ñ➳ ➫Ú➧➩➲ ➫➭Ü➫➳ ➬❐Ý❐➾
â➳➭➦➫➲ Ü➧➵➩➴➦➧ ➨➵➲➩➧➼ ➫➲ ➭➧➩➧ ❰➵➲ ➵➳➺ã➬➫
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⑧ ⑨⑩ ❶❷❸ ❹❺❸❻⑧ ❷❻⑧ ❼
P
❽❾ ❿➀➁➀ ➂➃ ➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➅ ➆➇➈➀➉➆➊➀➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➅➅ ➆➋➋➉ ➌➍ ➆➂ ➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➅➅➅ ➊➎➉ ➉➁➊➎ ➂➎ ➏➍➁ ➀➆➃➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➅➐ ➑➃➑➁➊ ➆➀➁➌➒➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➐ ➏➌➀ ➀➌➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➐➅ ➆➊ ➓➒➌➔➂➃➑→➃➏ ➃➒➀➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄
vii
➀➆➇➂➃➌➣➊ ➌➒➀➃➒➀➈➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ix
➂➁➈➀➌➣➣➁→➎➉➃➈ ➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄xi
➂➁➈➀➌➣➀➆ ➇➂➃➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄xii
➂➁➈➀➌➣➆➋➋➃➒➑➁➊➃➈➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄xiii
↔↕ ↔❻⑧➙❸➛➜❺⑧↔❸ ❻
➝➄➝ ➇➞
ckg
ro
u
n
d
➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➝ ➝➄➟ ➣o
rm
u
l
➞o
n
tio
f th
e
➋r
➠ ➡➢em
➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➤ ➝➄➤ ➌➡➥ective o
➉f th
e
ese
➞rch
➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➤ ➝➄➦ ➎ses o
f th
e
➉ese
➞rch
➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➦ ➝➄➧ ➈co
p
e o
f th
e
➉ese
➞rch
➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➦↔ ↔↕ ❹➙⑨➨❷❸❹⑧➩❷ ❸➙↔❷ ❼
➟➄➝ ➊
o
n
cep
t o
f
➈➞p
e
kin
➈g
kill
➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➫ ➟➄➟ ➀y
p
e o
f
➈➞p
e
kin
g
➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄9
➟➄➤ ➊o
n
cep
t o
f
➈ly
th
p
p
u
e
➔o
rd
➀➭ch
n
iqu
e
➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➝➯ ➟➄➦ ➋ro
ced
u
re o
f
➀➭➞ch
in
g
➈p
e
➞kin
g
➀➲➳o
u
g
h
➈u
p
p
ly
➀➲➭ ➔o
rd
➀➭
ch
n
iqu
e
➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➝➝ ➟➄➧ ➀h
e
➆➵➐➞n
t
➞g
es
➞n
d
th
e
➑i
➸➞➵➐➞n
t
➞ges
➌f
➈u
p
p
ly
➀➲➭ ➔o
rd
➀➭
ch
n
iqu
e
➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➝➟ ➟➄➫ ➀➲➭o
retic
➞l
➆ssu
m
p
tio
n
➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➄➄➄➄ ➝➤↔ ↔ ↔↕ ➙❷ ❼❷ ⑨➙❺➩➨❷ ⑧➩❸➛
➽➾➚ ➪➶ ➹➘➴➷➹➬➮➱➱ ➽ ➹✃ ➘➹➹➽❐➮
❒❮❰ Ï
esult
❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ Ð Ñ ❒❮Ð Òiscussion
❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ ❮❮❮❮ Ó Ñ➾➚ ✃ ❐➮✃ ➴ ➘➹➽ ❐➮ ➹➬➮➱➹➘ÔÔ➶ ➹➷➽ ❐➮ ➹
CHAPTER I
INTRODUCTION
1.1 Background
One of the objectives in teaching English is to make the learners able to
communicate using the language in the form of oral and written communication.
In Indonesia, English is as the first foreign languague. English becomes a
compulsory subject for students.They should master the language skills; listening,
speaking, reading and writing. Meanwhile, the language components;
pronunciation, vocabulary and grammar are the tool for students in supporting
their matery of those four skills. Speaking is a process of communication between
at least two people and speaking is a way to express someone s idea. For students
in Junior High school speaking is one of skill in English Lesson. In speaking
class, the students of Junior High School learned how to respond and practice a
short dialogue fluently.
English is one of the subject in Junior High school. The English lesson has been
taught from the first until third grade of Junior High School at SMPN I
Negerikaton, Ideally the students at the eighth grade of SMPN I Negerikaton
could respond something in English, they could practice a short dialogue fluently,
many students at the eighth grade who could not respond and practice a short
dialogue with their friends in English.
Based on the writer s experience when he taught in junior high school (SMPN 1
Negerikaton), the writer faced the problem that there were some students in
Junior High School who have good vocabulary and understood about grammar
but they faced difficulties when they wanted to use English. It might be caused
by most of the teachers in Junior High School only gave vocabulary and
grammar to their students and the teacher only gave little chance for students to
practice speaking.
The students in junior high school (SMPN 1 Negerikaton) had some difficulties
in speaking. They got difficulties in using English when their teacher asked them
to come in front of the class to speak, such as to respond something, or to make a
dialogue with their friends. There were many aspects that caused their difficulties
such as shyness, nervouness, feeling afraid of making mistake, not knowing the
way how to pronounce certain words, and other physical and mental problem.
Based on the background above, the writer showed the Pre-Research data of
speaking test in eighth grade of class VIII A SMPN 1 Negerikaton Pesawaran
Lampung. The ability of the students speaking before they got the treatments.
Table 1.1 Table of percentage of the students speaking score
Score Interval
Number of Students
Percentage %
60
14
38.89%
<60
22
61.11%
Jumlah
36
100%
The minimum score of English lesson (KKM) at SMPN 1 Negerikaton was 60.
Based on the table there were 14 students who could achieve the KKM and 22
students who got the score below 60.
Based on the background above and the difficulty that was faced by students in
Junior High School of eighth grade class VIII A SMPN 1 Negerikaton in
speaking, the writer concerned to find out whether
su
pply the word technique
could increase the students speaking ability through his research entitled
Increasing Students Speaking Ability through
Supply the Word Technique
At
the Eighth Grade of SMPN 1 Negerikaton Pesawaran Lampung
1.2 Formulation of the Problem
Based on the background of the problem, the writer formulated the problem as
follow:
1. How can
supply the word technique
be used to improve students ability
in speaking English at the eighth grade of class VIII A SMPN 1
Negerikaton Pesawaran?
2. How can
supply the word technique
be used to improve the teaching
learning activity of speaking at the eighth grade of class VIII A SMPN 1
3. How can
supply the word technique
be used to improve teacher s
performance at the eighth grade of class VIII A SMPN 1 Negerikaton
Pesawaran?
1.3 Objective of the Research
The objective of this reseach were :
1. To find out whether
supply the word technique
be used to improve
students ability in speaking English at the eighth grade of class VIII A
SMPN 1 Negerikaton Pesawaran.
2. To find out whether
supply the word technique
be used to improve the
teaching learning activity of speaking at the eighth grade of class VIII A
SMPN I Negerikaton-Pesawaran.
3. To find out whether
supply the word technique
be used to improve
teacher s performance at the eighth grade of class VIII A SMPN 1
Negerikaton Pesawaran.
1.4 Uses of the Research
The significant of this research are :
1. Practically
As consideration for English teachers that
supply the word technique
can
be used as an alternative to increase students speaking ability.
2. Theoretically
The significant of this research is to contribute useful information for the
1.5 Scope of the Research
This research was a classroom action research. In this research, the writer
focaused on speaking skill in form of transactional dialogue. The speaking test
was conducted as an instrument to measure the students speaking ability. The
subject of the research was the students of the eighth grade of class VIII A SMPN
1 Negerikaton Pesawaran Lampung. The materials were taken from their hand
book on producing certainty and uncertainty with the topic : sport, food and
family. They have 10 minutes for preparing their performance, and 4-5 minutes
for perfoming the dialogue. The writer asked the students to speak clearly since
the students voice would be recorded. In this test the writer used inter-rater to
asses students performance. The raters were be the writer himself and English
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s
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ú ýù÷ þ üÿ ù ✁ ✂ û ø✁þøüúû✁ ✄s
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ú üù☎ ÷ þ✆✝ ø✁ þ øüú û ✁✄supply the word technique
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ö✞✁ ✂✆ösupply the
word technique
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✁✄supply the word technique
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✱❁✶ ✯✬◗✴✱ ❍✶ ✬❁✶ ❁✭✯ ✿✱ ✬✯❀✮✻✱ ✰ ✸✮ ✭❂ ❂✬ ❂ ✸ ✲✴✲ ✬ ✺❂ ✬✯ ✺✱ ✭✳✯ ✬✯ ✷ ✲✳✮✯ ✴✯❁✬ ✭✸✬ ✮✯✼ ❃ ✶✱❚
w
❯❱/swim/
❲❳❨r
❯❩❬❯❭❭sw
❯❱❪Like/
❭❨❯❫/
❲❴❨❱sur
❵❛y
❩ ❜❭❯❫❵❝❩ ❩ ❞❡❨❭❭Do/du/
: Do you like tenis?
Play/pl y/
: Do you want to play basketball with me?
❢❣❤ ❣ ❢✐
r
❥ ❦ ❦❥ ❧The study of how words and their component parts combined to form sentences,
structural relationships in language or in language, sometimes including
pronunciation, meaning, and linguistic history. Grammar is the set of logical and
scructural rules that govern the composition of sentences, phrases, and words in
any given natural_language. Grammar refers to the study of language riles it is a
kind of regularity of sound structure that nobody could learn language without
grammar, e.g.
What are you doing?
I am playing basketball with my brother.
❢❣❤ ❣♠
Vocabulary
Vocabulary means the appropriate diction which is used in communication
Syukur (1987:68). Vocabulary refers to the selection of words that suitable with
content Harris (1974:68-69). Vocabulary is divided by two part close class and
♥♦♣ ♦qrs
u
t✉cy
✈✇
u
①②③y
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⑦ ⑨⑨✇⑦ ⑩w
④t
⑤w
④t
⑤s
⑦ ❶ ②❷ ❸❹sy
✇✇❺❻✇①s
❹w
⑦ ❼❷❸❺ ②❷❽ ⑤ ❼❺s
①s
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⑦❿①t
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⑤ ①r
①s
❽①❺➀④②❿➁ ➂ru
⑥ ⑨ ④t
➃1
➄➅➆ ➇1
7) in Nation sees fluency as
the maximal effective operation of the language system so far ecquired by the
students. Beside that it refers to the one who express a language quickly and
easily without any difficulty.
♥♦♣ ♦➈➉➊ ➋➌
rehe
✉si
➊✉Comprehension the study how well students understand a language, or that helps
them to improve their understanding of it, in which they read a piece of writing or
listen to someone speaking, and then answer questions. Beside that,
comprehension is the ability to understand completely and be familiar with a
situation, facts, ect It refers to the speakers intension and general meaning.
♥♦ ♥➍ ➎➌
e
➊➏➐➌ea
➑i
✉g
Brown (2002) classifies the type of oral language in two parts, monologue and
dialogue. Monologue is divided in two parts planned and unplanned. Dialogue is
divided in two parts interpersonal and transactional. The first is monologues.
Monologues means that when one speaker uses spoken language, as in speeches,
lectures readings, news broadcast, and the like, the hearer must process long
stretches of speech without interrupting-the stream of speech will go on whether
or not the hearer comprehends. In planned, as it opposed to unplanned,
➒➓➔→➣ ↔
u
↕➙ ➒➓➔→➣↔u
↕ ➓➛ ➜➣→v
↕s tw
➣ ➣ ➝ ➞➣➝↕s
➟↕➔➠↕rs
➔➛ ➒ ➡➔➛ ➢↕su
➢ ➒➓v
➓ ➒↕ ➒ ➓➛ ➤➣ ↕x
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➥➔t
➟r
➣ ➞➣➤↕s
➣➡➓➔→r
↕→➔t
➓➣➛➦ ➥➓ ➟➧➓➛➤↕r
➟↕rs
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➥➓ ➡➥t
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➔→ ➓➛➩➣ ➝➞ ➔t
➓➣➛ ➧tr
➔➛➦➔ ➡t
➓➣➛ ➔→➨➭ ➯➝➔➛➦➔ ➡t
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↕➙w
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➥↕ ➟➫➝➟➣➦↕ ➣➩ ➡➣ ➛ ➜↕y
➓➛↔ ➣➝ ↕x
➡➥➔➛↔➓➛↔s
➟↕ ➡➓➩➓ ➡➓➛➩➣➝➞➔t
➓➣ ➛➓s
➔➛↕xt
↕➛➒↕ ➒➩➣➝➞➣➩r
↕s
➟➣ ➛➦➓v
↕→➔➛↔u
➔ ↔↕➭➲➳➵➸➺ ➻
ce
➼t
➺ ➽➾u
➼➼➚y
t
➪➶Word Technique
Supply the word technique
➓s
➔ ➠➓➛➒➣➩t
↕ ➡➥➛ ➓que which is used as a way to help
students speaking ability. It focused on how the students can respond fluently.
Nation (1974:19) when we will teach the Swimming we put the letters not in the
right order mmngsiiw and the teacher says the right pronunciation of the word
several times. After hearing the teacher s pronunciation, the students try to write
the right word. Tobe able to understand the meaning of those words. There are
some ways that can be used by the teacher, such as : picture, sentence clue and
gesture or body movement.
1. Using Picture
The teacher gave a picture, then the teacher asked the students to respond
about the picture and the students expressed their own words.
2. Using Sentence Clues
The teacher described the word by using sentences. For example : if the
teacher taught the word Volleyball the teacher asked the students as
follow:
Teacher
: It is kind of sport
There are six players in a team
What sport is it?
Students
: volleyball, sir
➹ ➘ ➴
si
➷g
➬➮stu
r
➮➱r
✃➱❐y
❒ ➱❮➮ ❰➮➷t
If the students doesn t understand the meaning of the word, the teacher
uses the appropriate hand qesture or body movements.
Ï➘ÐÑ
r
➱cedure
➱ÒÓeachi
➷g
ÔÕea
Öi
➷g thr
➱×gh
Ôu
ÕÕØy t
Ù➮Word Technique
In increasing students speaking ability. The writer would like to present the
application of
supply the word technique. The writer took some steps in
presentation as follow :
1. Pre-Activities
- Teacher greeted the students
- Teacher checked students attendance list
- Teacher checked students vocabulary related to the topic by giving the
qoestions (in these activities the teacher supplies some words relate to
the topic and the teacher used picture, sentence clues and gesture or body
movement), e.g.
Teacher
:
Do you know irfan bachdim?
Students
:
yes, I do
Teacher
:
Who is he?
Students
:
he is football player.
Teacher
:
What club does he play?
ÚÛ
Whilst Activities
ÜÝ Þß àá Þ
r
âãv
ã â Þât
á Þstu
âÞäås
ã äæßãrs
ÜÝ Þß àá Þ
r
çßv
Þß äÞx
ß è æéÞs
áê ët
âãß éêçu
Þr
Þéßt
Þâåêå áÞt
ê æã àìÞí çíT : Do
y
ê îknow Bambang Pamungkas?
S : Yes, I do.
T : Who is he?
S : He is football player
T : What club does he play?
S : He plays in Persija
T : Are you sure, he is Indonesian?
S : Yes, I m sure.
Ü
Teacher
çßv
Þßàáß ä çÞïê ët
áÞstu
âÞäås t
ê æëß àt
ã àÞã äæßãrs
Ü
Teacher
ßs
ðÞât
áÞstu
âÞ äås t
êæÞr
ïê ë èã äïr
ê äêït
áÞàéßss
ã äæßãrs
í3. Post Activities
ÜÝ Þß àá Þ
r
âã âßr
Þïé Þàt
ãê äñy
ßs
ðã ä çt
á Þstu
â Þäås w
áßt t
á Þy
áßv
ÞéÞßr
ä Þâíòóß è æéÞô
Teacher
: well, students, what expressions have we studied so far?
Students
:We have studied about the expression of certainty and
uncertainty.
ö÷ø
.
ù úûüýþ ÿt
ÿ✁ûs
ÿ ýt
úû✂✄☎ ÿýþ ÿ û ✁ÿ☎t
✆ ✝✞u
✟✟ ✠y
ùúûWord Technique
2.5.1. The Advantages of Supply the Word Technique
✡☛
t
☞✌✍✎ ✏✑✒✓ ✔u
✕✏ ✍ ✔s
✖s
✏✑✗☞✘ ✍✗ ✙✕ ✏ ✍ ☞✏✚✡☛
t
✙✍ ☞r
✏ ✌s
✏s stu
✕ ✏ ✍✔s
✖v
✘ ☞✌✛ ✜✑ ✌ry
✚✡☛
t
✙✍ ☞r
✏ ✌s
✏s t
✏ ✌☞✎✙✍✢✑✏ ✌r
✍ ✙✍✢✒ ✣✘ ☞✏ss
✙s
✤ ✘ ✣✏✌☞t
✙v
✏✚✡☛
t
✙✍ ☞r
✏ ✌s
✏s stu
✕ ✏ ✍✔s
✖✒✌rt
✙☞✙✒✌t
✙✘✍✙s s
✒✏ ✌✥✙✍ ✢✚2.5.2. The Disadvantages of Supply the Word Technique
✡☛
t
✍✏✏✕ ✓✤u
☞✎ ✔✙✤ ✏✛ ✏✗ ✘ ✣✏t
✎✏t
✏ ✌☞✎ ✙✍ ✢✑✏ ✌r
✍ ✙✍✢✒✣✘☞✏ss
✏s
✒✏ ☞✙✌✑✑y
✗ ✘ ✣t
✎ ✏t
✏ ✌☞✎✏r
✚✩✪ ✫✬✭✮ ✯✰ ✰✰
✯✮✱✮ ✫✯✩✪ ✲✮ ✭✪✳✴✱
✵✶✷✱✸✹✹ ✺✻✼✽ ✾✭✿✸✯✸ ❀✸❁ ❂❃✿
❄❅ ❆❇❈❉ ❊❋❉ ❋●❊❍ ❇■ ❆❇❋ ❏❊❈ ❆ ❋❊ ❑❉ ❋▲ ●❍ ▼ ●❉❉ ❊◆ ◆❖ ●❍ ❆❈ ◆ ❅ ❊❋❉ ❋●❊❍ ❇P ◗ ❇❈❉ ❊❋❉ ❋●❊❍ ❇ ❏●❉ ▲◆❅ ❋●❆❆❇ ❋❋❈❘❇ ❆❇❘❊ ●▲ ❋❉ ❆❑ ▲ ❋❅ ❆❉◆❙❍ ▼●❉ ❉❚❄ ❄❄
A
❯❱ ❲❳❨❳❋❘❋❊❈❩●❆◆ ❅❲❋❉ ●❏●❊●❅P ❄❆❏●❉▲ ◆ ❅❋❬ ●❉ ❋▲ ◆❅❆❇ ❋❭ ❊◆❬ ▼❋❖❙●❍ ❋▲❬❪❆❇❋❉ ❆❑▲❋❅❆❉ ●❅▲❆❇ ❋ ❆❋●❍ ❇❋❊❏❇ ❋❅❆❇ ❋❪ ❏❋❊❋❈ ❅❍ ▼●❉ ❉P ◗ ❇ ❋ ❏❊❈ ❆❋❊❆❇ ❋❅ ❋❫●❖❈ ❅❋▲ ❆❇❋❍ ●❑ ❉ ❋ ◆❙ ❆❇ ❋ ❭ ❊◆❬ ▼❋❖ ●❅▲ ❙◆❑ ❅▲ ❆❇ ❋ ❉ ◆▼❑❆❈ ◆❅ ❙◆❊ ❆❇ ●❆ ❭ ❊◆❬ ▼❋❖.
◗ ❇ ❋ ❉❑ ❬ ❴❋❍ ❆ ◆❙ ❆❇❈❉ ❍ ▼●❉ ❉ ❊ ◆◆ ❖ ●❍ ❆❈ ◆❅ ❊❋❉ ❋●❊❍ ❇ ❏●❉ ❆❇ ❋ ❉ ❆❑▲❋❅❆❉ ◆❙ ❆❇ ❋ ❋❈❘❇ ❆❇ ❘❊●▲❋ ◆❙ ❯❱ ❲❳ ❨ ❳❋❘❋❊❈❩●❆◆❅ ❲❋❉ ●❏●❊●❅ ❍ ▼●❉ ❉ ❚❄❄ ❄A
❏❇❈❍ ❇ ❍ ◆❅❉❈❉ ❆ ◆❙ ❵ ❛ ❉ ❆❑ ▲ ❋❅ ❆❉ P◗❇❋ ❉ ❆❑ ▲ ❋❅ ❆❉ ◆❙ ❆❇❈❉ ❍ ▼●❉ ❉ ❏❋❊ ❋ ❅ ◆❆❉ ◆ ●❍ ❆❈❜ ❋ ❏❇❋❅ ❆❇ ❋❪ ❏❋❊❋ ▼❋●❊ ❅❈ ❅❘ ❝❅❘▼❈❉ ❇ ❬ ❋❙◆ ❊❋ ❆❇❈❉ ❞A
❡ ❏●❉ ❍ ◆❅▲❑ ❍ ❆❋▲P ◗ ❇ ❋❉ ❆❑▲❋❅ ❆❉ ❏❋❊ ❋ ◆ ❅▼❪ ❘◆◆▲ ●❆ ❖❑ ▼❆❈❭▼❋ ❍ ❇◆❈❍ ❋ ❆❋❉ ❆ ❬ ❑ ❆ ❆❇ ❋❪ ❏ ❋❊❋ ❅ ◆❆ ❘◆◆▲ ●❆❑❉ ❈ ❅❘ ▼●❅❘❑●❘❋ ❙◆❊ ❬◆❆❇ ◆ ❊●▼ ●❅▲ ❏❊❈ ❆❆❋❅ ❍ ◆ ❖❖❑❅❈❍ ●❆❈ ◆ ❅PA
❍❍ ◆ ❊▲❈ ❅❘ ❆◆ ❆❇❋ ❏❊❈ ❆❋❊❉ ❭ ❊ ❋-
◆❬❉ ❋❊❜●❆❈ ◆❅ ❆◆ ❏●❊▲ ❆❇ ◆❉ ❋ ❉ ❆❑▲❋❅❆❉ ■ ❆❇❋ ❏❊❈ ❆❋❊ ❍ ◆ ❅❍ ▼❑ ▲ ❋▲ ❆❇●❆ ❖ ◆❉ ❆ ◆❙ ❆❇❋ ❉ ❆❑ ▲ ❋❅ ❆❉ ❇ ●▲ ▼◆❏ ❉ ❭ ❋●❩❈ ❅❘●❍ ❇❈ ❋❜ ❋❖ ❋❅❆.
❢❣❤✐❤ ❥❤ ❦✐❧ ❣♠ ❢❣❤♥✐♦ ❢❤ ✐♣ q ❥❤ ✐r❤ s❤r ❤ ✐t ❢❣♦ ✉✈♣❧❧ ✇ ✐✐❤ s♦ ✉❢❣❤ ❧① ❦❥❥ ✐♣ ♣ ②♥ ❣❤ ✉❢❣❤t ♥❤ ✐❤①❤ ❦✐✉♦ ✉✈ qt✇ ❥♦ ✉✈
supply the word technique
.
③❣♦①❤
t
❣❤t
❤ ❦❧ ❣❤r w
❦s
❦④④①♦ ✉✈y
supply the word technique
♦ ✉❣t
❤ ❧① ❦♣ ♣ ②ssr
, t
❣❤w
r
♦❤
t
r
♣q❥❤rv
❤ st
❣❤t
❤ ❦❧ ❣♦ ✉✈ ①❤ ❦r
✉♦ ✉✈ ④♣ ❧❤r
ss
❦ ✉s ② ❦s❤ ❥♣②❤ ✉❤❧❤ ❥ ❦rry
④♣ ♦ ✉❢s
⑤♣②
r
t
❣❦t
④✐♣❧❤ ❥ ❥⑥ ⑦✉t
❣❦t
④✐♣❧❤ss, t
❣❤t
❤ ❦❧ ❣❤r
❦① ❥♣ ②❦s❤ ❥♣ ②❤ ✉♣ ❢❤s
❦q♣✇❢st
✇ s❤ ✉ ❢ ❦❧♦r♦
t
♦❤t
s
❦✉st
❤ ❦❧ ❣❤r
④❤r
⑤♣✐②❤ ✉❢A
⑤❢❤ ✐ ❢❣ ❦❢,
❢❣❤ ❢❤ ❦❧ ❣❤ ✐ ❦✉ s ❢❣❤ ♥ ✐♦ ❢❤ ✐ ❦✉ ❦①tzed the result of the observation, and also the speaking test. The teacher and
the writer also did reflection after knowing the result of the analysis. Based on the
analysis and reflection, it was decided whether the next cycle would be held or
not, and the next cycle would be focused on eradicating the weakness in the
previous cycle.
⑧⑨⑩❶❷❸❷ ❹❺ ❻❼❽❺❾ ❻❷ ❿❺❷ ❸
u
In this classroom action research, the writer implemented two cycles because the
result of the analysis and reflection in the cycle two the indicators of the research
did it fulfill in this cycle. The main steps of each cycle were as follows :
⑧⑨⑩ ⑨➀❽➁❹➂➂➃➂➄
Based on the problem of the research, the writer prepared the lesson plan and
selected the material from the textbook. The material was short transactional teks,
which was taken from the students text book. Additionally, the writer prepared
➅➆➇ ➆➇➈➉➊➋➌ ➍
In this step, the teacher implemented the material by using
supply the word
technique
while he was teaching speaking. The teacher taught the material about
how to respond certainty and uncerainty. In teaching, the teacher involved the
students participation, so that the students would become more active in teaching
learning process. It was in onder to make the students fimiliar with what they
would do. Next, the teacher let the students to practice doing it in-pairs. The
writer observed the situation in the class and made some necessary notes.
➅➆➇ ➆ ➅➎➏➐ ➑➒➓ ➔ ➊➋➌ ➍➔➍→➣ ➍➊➑➒ ↔➒➑ ➊➔ ➊➋➌➍
The writer observed the activities happened in the classroom in every cycle and
wrote the result of the observation in the observation sheets. The writer also
interpreted the result of the observation (see appendix 3.2 and 3.3) This step was
started when teaching learning process was occurring.
➅➆➇ ➆↕➈➍➔➙➛➐ ➋
s
➔ ➍→➜➑➝➙➑ ➉➊➋➌➍In this step, the writer and the teacher analysed the result of the speaking test of
the students as the learning product. The writer also analyzed everything occurred
in the teaching learning process based on the observation sheets. It was done to
find out the improvement after the teacher implemented
supply the word
technique
, in the classroom. In analyzing, the writer together with the teacher did
reflection to discover the weakness and strenght of the implementation of
supply
the word technique
, and also to know the problems faced by both teacher and
students during teaching and learning process. By doing so, the writer and the
teacher know what should be improved for the next cycle. If the indicators of the
teacher would plan the next step to make betterment in the second cycle. On the
other hand, if the indicators were already achieved the writer and the teacher did
not need to hold the next cycle.
The cycle of Classroom Action Research (Arikunto, 2006: 16)
➞➟ ➞➠➡➢➡ ➤➥➦➧➦➧➨➩➧ ➫➦ ➭➯➢➲ ➤➳➲ ➵➸ ➺➡➻➡ ➳➡ ➯ ➤➭➺
To find out the success of this Classroom Action Research, the writer determined
the indicators, which deals with the learning product and the learning process.
➞➟ ➞➟➼➽➡ ➯ ➤➧➦➧➨➾➤➲➫
u
➭➢The target of the learning product determined by the writer and the teacher was 60
or more. It was done because 60 was the standard score or KKM (Kriteria
Ketuntasan Minimum) stated by the school for English subject. So, if at least 80%
of students score could reach 60 or more for speaking test, it meant that
supply
the word technique
could improve the students speaking achievement.
➚➪➶ ➹ ➹➘ ➹➴
CYCLE 1
➷➬➮➱✃ ❐➘ ➹➴
❒❮❰ ➪➱❮➱➹Ï➘➹➴ Ð➱Ñ ➪➱ÒÏ ➘ ➹➴
➚➪➶ ➹ ➹➘ ➹➴
CYCLE 2
➷➬➮➱✃ ❐➘ ➹➴
ÓÔ ÓÔÕÖ ×ØÙÚÛÚÜÝÙ Þß ×à à
In learning process, there were two aspects which became the focus of this
research, that were the students activities and the teacher s performance.
áÔâã
u
ä×ÚãàåæßãÛçÛãy
The target determined by the writer concerned the students activities was 80%.
So, if 80% of students were actively involved in teaching and learning activies
when
supply the word technique
was being implemented, it meant that
supply the
word technique
could make the students active in teaching and learning activities.
The writer decided to set 80% as the target of the indicator. The writer also did a
discussion with the English teacher of that class.
Õ Ôè×Øßé×à
r
ê×ÙëÞÙìØÚß ×Besided observing the students activities, the writer also observed the teacher s
teaching performance during the teaching and learning process. It was expected
that the teacher could get score 80 in his teaching performance after implementing
supply the word technique
. So, if the teacher could reach that target, it meant that
the teacher s teaching performance had been fulfilled of the indicator. For the
teaching performance, there were some aspects scored, that was, the teacher s
íîïð ñò óô
u
õö ñóò÷øóùöúö òöû ôüùTo gain the data, the writer applied three kinds of instruments. The instrument
were the speaking test, observation of students activity and observation of
teacher s performance.
ýîþÿöû ✁ ñ✂✄ö ò ó
The writer conducted speaking test, which lasted 70 minutes. In conducting the
tests the writer provided a short transactional text. Each pairs has to make a
dialogue based on the topic. The test was done orally and direct, the teacher called
the pairs one by in front of the class to perform their dialogue. The writer asked
the students to speak clearly since the students voice was being recorded during
the test. The material for test was taken from their handbook. The form of the test
was subjective test there was no exact answer. The teacher gave the score of the
students speaking ability based on the oral rating sheet provide. The teacher
assessed the students concerned on five aspect namely pronunciation, vocabulary,
fluency, comprehension, and grammar. In the test the writer used inter rater.
In evaluating the students speaking scores, the writer and another rater, which
was the class teacher, listened to the students record and used the oral English.
The writer recorded the students utterences.
þü ÷ ô✁ ñ✂þö
y
st
õRating sheet modofied from Haris (1974:84). Based on the oral rating sheet, there
were five aspects to be tested namely, pronunciation, vocabulary, fluency,
☎✆ ✝✞✟✠ ✡☛☎✆ ✝✞✟☞✌✍✎✟✆ ✏✑✒✓✍ ✔☞ ✕ ✟ ✖✗✎✟✔✘☞✌✍ ✎✟✆✏✑✒✓ ✍ ✔☞✕ ✟✙✆✚✑✛✆ ✞
1. Pronounciation
2. Vocabulary
3. Fluency
4. Comprehension
5. Grammar
20
20
20
20
20
☎
o
t
✆ ✞ ☛✜✜☛✡ ✢✝✗✟✕✣✆✘✑☞✒✍✤✟✟✘☞ ✌✍✘✥✟✒✘ ✗ ✦
u
✖✔✘✑✣✑✘y
In order to see whether there was improve of students activity, the writer used
observation sheet, when teaching and learning process occured, the writer
observed the process happened in classroom. The writer used the following table :
☎✆ ✝✞✟✠ ✡✧☎✆ ✝✞✟☞✌✘ ✤✟✢✝✗✟✕✣✆✘✑☞ ✒✍✤✟✟✘✌☞ ✕✍✘
u
✥✟✒✘ ✗ ✦✖✔✘✑✣✑✘✑ ✟✗★✢ ✍✘
u
✥✟✒✘ ✗ ✦✖✔✘✑v
✑✘y
✍
tu
✥✟n
ts
s
✩☞✥✟☛ ✧ ✠ ✪ ✫
AG
AA
AS
AK
BA
☛✡ ✬✕ ✟✖✔✘✑✣✑✘✑ ✟✗
-
Responding
to
the
topic
enthusiastically
✧✡ ✭✤✑ ✞✟✖✔✘✑✣✑✘✑ ✟✗
-
Paying attention to the teacher s
explanation
-
Responding
to
the
teacher s
questions
-
Following the teacher s instruction
✠ ✡ ✬☞✗✘ ✖✔✘✑✣✑✘✑ ✟✗
-
Able to respond the teacher s
questions and answer the task
(vocabulary test)
✮✯✰✱✲ ✳✴✵✶ ✷✸✹ ✺✻✼✳✳✷✹ ✽✾✳✶ ✿✼✳✴✲ ❀ ✳✴✽✹ ✴❁✶✺✿✳
In order to see whether there was improved of teacher s performance, the writer
used observation sheet, when teaching and learning process occured, the writer
observed the process happened in classroom. The writer used the following table :
✾ ✶✱ ❂✳✮✯ ✮✾ ✶✱ ❂✳✹✽✷✼✳✰✱✲ ✳✴✵✶ ✷✸✹✺✻✼✳✳✷✽✹✴✾✳✶ ✿✼✳✴✲ ❀✳✴✽✹✴❁✶✺✿✳
Teaching Material
:
.
Date
:
.
❃✰ ✾ ✳✶✿✼✳✴✲❀✳✴✽ ✹ ✴❁ ✶ ✺✿✳
✻✿✹✴✳❄✱
y
❅✸ ✵✸ ✺❅✶✷✸ ✿❆❇❈ ❉ ✮
4
❈✯ ❀✴✳❊✿✷✸ ✵✸ ✷✸ ✳✲
-
Doing an apperception.
-
Informing the competence that will
be achieved to the students.
❉✯ ❋✼✸ ❂✳❊✿✷✸ ✵✸ ✷✸ ✳✲
A. The Mastery of Learning Material
-
Correlating the material with other
relevant knowledge.
-
Correlating material with the real
life.
-
Using logical structure.
-
Using language components.
B. The Learning Strategy
-
Doing a teaching and learning
process which in suitable with the
competence.
-
Doing a coordinated teaching
learning process.
-
Doing a teaching learning proces
which can build the students
imagination.
-
Doing a teaching and learning
process which in suitable whit the
time allocation.
-
Emphasizing on using English in
the teaching and learning process.
-
Emphasizing
on
teaching
the
C. The Use of Learning Media
-
Showing the skill in using the
learning media.
-
Producing an interesting message
from the media.
-
Involving the students in making
and using the media.
D. The students Involvement
-
Building the active participation of
the students in the teaching and
learning process.
-
Giving positive responds to the
students opinion.
-
Facilitating the interaction between
teacher-student
and
student-student.
-
Growing the student s enthusiasm
in learning.
E. Evaluation
-
Monitoring
the
students
improvement after the teacher
explains the lesson.
-
Doing a final evaluation which is
relevant to the competence.
● ❍ ■❏❑ ▲▼◆▲❖P ❖▲❖◗❑
-
Doing
a
reflection/making
summary of the lesson by involving
the students participation.
-
Doing a follow-up by giving
derection or tasks as a remedy.
❘ ❏ ▲❙ ❚❯◆❏❱◗ ❲ ◗❑◆❱❖❳▲❖❏❨❏❩❑◆❏ ❱◗
Source : Dep. Pendidikan Nasional, 2006
Note :
Description of Score :
1 = Poor
1. 40
59
= Poor
2 = Enough
2. 60
69
= Enough
3 = Good
3. 70
79
= Good
❬❭❪❫❴ ❵❴❛❜❴ ❝❞ ❡❢
s
In analyzing the data, the writer classified the data into two categories that was,
the data of the learning process and the learning product. The data analysis was
done during and after the data had been collected from every cycle (1
st
,2
nd
,...). The
data form the first cycle had been collected, then the writer together with the
teacher analyzed the data and did reflection based on them. From the analysis and
reflection, the writer knew the weakness and streghts from the first cycle. Besides,
both writer and teacher knew what should be improved for the next cycle.
❬❭❪ ❭❣❤ ✐❴ ❥ ❜❢ ❜❦❧❥ ♠♥♦ ❵
u
To know the learning product, the writer used speaking test to collect the data.
There were some steps used to analyze the data got from the test :
❣ ❭♣❢q❢❦
n
❵r✐❡s✐❴t❢ ❜❦ ❡♦ ♠❥ ✐❡❵♠❵r✐❡ ❵♥ ✐❜❵❡u
After giving the test, the writer checked the result of students test to gave the
score. Besides that, the writer analyzed the result to know the errors mostly made
by the students. This was very useful for betterment in the next cycle.
✉❭✈❴ ❝♦❝❴ ❵❢❜❦
u
❵r✐❜u
✇ ①✐❥❴❜♥❵r✐s✐❥♦ ✐❜❵❴❦✐♠② ❵r✐❡ ❵♥ ✐❜❵❡u
③r♠❦ ✐❵>
④⑤ ⑥❵r✐②♠❝❝ ♠❢ ❜❦
w
②♠❥✇❝❴u
③❴❡⑦❡✐♥:
%
100
students
of
Number
Total
60
get
who
students
of
Number
⑧⑨⑩ ⑨❶❷ ❸❹❺❻❼❻❽❾❺ ❿➀ ❸➁ ➁
To get the data from the learning process, the writer used observation sheets. The
result of the observation sheet was analyzed after every cycle was conducted.
Since the observation was done for observing the students activities and also the
teacher s performance, the writer analyzed the result of the observation separetely
➂⑨➃➄
u
➅❸❻➄➁❷ ❸❹❺❻❼❻❽➆➀➄❼➇❼➄❼ ❸➁In analyzing the data got from observing the students learning activities, the
fallowing steps were done :
❹⑨➈❿➉❻➄❼❻❽➄➊ ❸❻
u
➋ ➌❸❺ ❿➍❹➀➄❼➇❼➄❼ ❸➁➅❿❻ ❸➌y
t
➊ ❸stu
➅❸n
ts
➌⑨➈❹➎➀➎❹➄❼❻❽
u
➄➊ ❸➏❺ ❸➀ ❸❻➄❹❽ ❸❿➍➄➊ ❸ ➁➄➅❸❻➄➁➐u
❹➀➄❼➇❼➄❼ ❸➁For calculating the precentage of the students activities, the following
formula was used :
%
100
%
x
n
A
A
... (3.2)
Note
:
% A
: percentage of students activities
A
: number of students activities observed
➑➒➓ ➔→➣↔↕➔➙➛➜ ➑➝➣➞➟➣ ➠↔➡➝ ➠➢➟ ➤ ➛➙➔➟➔➟ ➤ ➔➟➤ ➔➙➥ ➛➛↔ ➔↔ ➔➦
y
z
➛➙➧ ➒➨ ➛➔➑➤ ➛
r
➜➨ ➛➔ ➑➤➣↔↕➩➛➝➡ ➠➝➢ ➔↔ ➑➛Meanwhile, in analyzing the data got from observing the teacher s performance,
the writer did the following steps :
➔ ➒➫➠➭↔➟➣↔↕➟➤ ➛➨ ➠➟➔➦➯➑➠➝ ➛
In this step, the writer counted the sum of scores from all aspects. The aspects that
were scored cover the teacher s activities in pre-activity, while-activity, and
post-activity.
➥ ➒➓ ➔→➣
n
↕➔➲➛➜ ➑➝➣➞➟➣ ➠↔➡➝ ➠➢➟➤ ➛➲➔➟ ➔➟➤ ➔➟➤ ➔➳ ➛➥ ➛➛↔➵↔ ➔➦y
z
➛➙It was similar to analyze the students activities, to analyzed the teacher s
performance the writer also made a description from the collected data which
➸➺➻➼➽ ➾ ➚➪
➸
O
➶➸➹➘➴➷ ➬ ➶➻➶➮➴➘➱➱➾➴➽➷➬➶✃❐ ❒ ❮❰ ❮❒ ❮❐Ï ❮ ÐÑ ÐÒ ❮ ❒ ❮Ó ÔÕ ÐÖ ❐× ×ØÓÏ ÔÓ ÓØ Ñ ❐ Ñ ❰ ÐÒ ❮ ❒ ❮Ó ❮Ö❒ ÏÒ Ù ÐÒ ❮ Ú❒ Ø Ð❮❒ Ð❒Ø ❮× ÐÑ ÛØ Ü ❮ Ï Ñ ❐ÏÕ ÔÓØ Ñ ❐Ö ❐×Ó ÔÛ Û ❮Ó ÐØ Ñ❐ÖÓ❰ÑÕÕ ÑÚÓÝ
Þßà➸á âãäåæçá âæ
è é êÔë ëÕì ÐÒ ❮ ÚÑ❒× Ð❮ÏÒ❐ØíÔ ❮ ÚÖÓ Öë ëÕØÏÖîÕ ❮ ÐÑ Øï ë❒ Ñ Ü❮ ÐÒ❮ Ó ÐÔ× ❮❐ÐÓð ñ❐ÛÕØÓ Ò ÖÏÒØ❮Ü❮ï❮❐Ð ❮Óë❮ÏØÖ ÕÕì Óë❮ÖòØ ❐Û Ø ❐ ÏÕÖ ÓÓ ó ✃✃ ✃ ô
,
Øï ë❒ ÑÜ ❮ ❰❒ Ñï ÏìÏÕ ❮è ÚØ ÐÒ ÓÏ Ñ❒ ❮õöÑ❒÷ ÷é ÷øù ÐÑ ÏìÏÕ ❮õÚØ ÐÒ ÓÏ Ñ❒ ❮
úûÑ❒ü úé úúù é ý ì Ï Ñ ❐Ó Ð❒ ÔÏ ÐØ ❐Û ÐÒ ❮ Ó ÐÔ ×❮❐ ÐÓð ë❒❮ÜØ Ñ ÔÓ ò❐Ñ ÚÕ ❮×Û❮
(
❮❐ Ð❒ì î❮Ò Ö ÜØ Ñ❒)
ÚØ ÐÒ ÐÒ❮ ❐ ❮Ú Ñ ❐❮,
Ó ÐØïÔÕÖ ÐØ ❐Û ÐÒ❮ï Ø ❐ Ø ❐íÔØ❒ì ë❒ ÑÏ ❮Ó Ó Ö ❐ × ë❒ ÑÜØ ×Ø ❐Û ÐÒ ❮ Ó ÔØ ÐÖîÕ ❮ ïÖ Ð❮❒ ØÖÕÓ ÚÒ ØÏÒ ÚÖÓ❒ ❮ÕÖ Ð❮×ÐÑÐÒ ❮❒ ❮ÖÕ ÚÑ❒Õ ×Ó Ø ÐÔÖ ÐØ Ñ ❐ÙÐÒ❮ØïëÕ ❮ï❮❐ÐÖ ÐØ Ñ ❐ Ñ ❰Ó ÔëëÕì ÐÒ ❮ ÚÑ❒ × Ð❮ÏÒ ❐ØíÔ ❮ Ó ÔÏÏ ❮Ó Ó ❰ÔÕÕìØïë❒ÑÜ ❮ ÐÒ ❮Ó ÐÔ ×❮❐ ÐÓð Óë❮ÖòØ ❐Û ÖÏÒ Ø❮Ü ❮ï❮❐Ðéõé ý ì ØïëÕ ❮ï❮❐ÐØ ❐Û Ó Ôë ëÕì ÐÒ❮ ÚÑ❒ × Ð❮ÏÒ ❐ØíÔ ❮
,
ÐÒ❮ Ó ÐÔ× ❮❐ÐÓ î❮ÏÖï❮ ïÑ❒❮ÖÏ ÐØ Ü❮ ÐÑ ❰ÑÕÕ ÑÚ ÐÒ ❮ ÏÕÖÓ Ó Ö ❐× ÐÒ ❮ì î❮ÏÖï❮ ❮❐þÑì❮× ïÔÏÒ Ø ❐ Õ ❮Ö❒ ❐Ø ❐Û Óë❮Öò Ø ❐Û ÿ Ó ❮❮ Öë ë❮❐ ×Ø ö ✁é✃❐ Ö × ×Ø ÐØ Ñ ❐Ù Ø Ð ïÔÓ Ð Ò Ö Ü❮ Ó ÐØïÔÕÖ Ð❮× ÐÒ ❮
✂ ✄ ☎✆ ✝ ✝✞✟ ✠✡ ☛ ☞✌✍ ✎ ✠ ☛✏✡ ✑✒✓ ✆ ☛✏ ✌ ✑✠✍ ✒✔✆ ✠ ☛✎ ✕ ✝✌✖✒✠✒ ✗ ☛ ☛✘✘ ☛✏✠ ✠ ✌☞✕✍ ✎ ✠ ☛✕✏✡☛✍ ✥✖ ✠ ☛✕✏✡✒ ✑✙ ✝☛✍✘✌✍✚✕ ✑✏ ☛✒ ✑✠✡ ☛ ✏ ✞✕✖✖ ✄✛✡☛✒✚✝✍ ✌ ✗✒ ✑✙✘✍ ✌✚ ✏ ✟✏ ✞☛✜ ☞✒✠✡ ✖ ✏ ✌✍ ☛ ✢✂✠ ✌✏ ✟✏ ✞☛✣☞✒✠✡✖✏ ✌✍ ☛✤✜✄ ☎✒ ✑✏ ☛✖ ✆ ✝ ✝✞✟✠✡☛☞✌✍✎✠ ☛✏✡ ✑✒✓✆☛☞✕✖✆ ✖ ☛✎✕ ✑✎ ✒✠ ☞✌✆ ✞✎☛✕✖ ✒ ✞✟✒ ✑✠ ☛✍ ☛✖ ✠✠✡☛✖ ✠✆ ✎ ☛✑✠✖ ✥✕✠✠ ☛✑✠✒ ✌✑✕ ✑✎✝✕✍✠✒✏✒ ✝✕✠✒ ✌✑ ✄
✦✧★ ✧✩✪✫✫ ✬✭ ✮✯✰ ✱✭
✲✕✖ ☛✎✌ ✑✠✡☛✏ ✌ ✑✏ ✞✆ ✖ ✒ ✌✑✖✕✔ ✌ ✗☛
,
✠✡ ☛ ✘✌✞✞✌ ☞✒ ✑✙✍ ☛✏✌✚ ✚☛✑ ✎✕✠✒ ✌✑✖☞☛✍ ☛✝✆✠ ✳✜✄ ✴✌✍ ✠✡ ☛✠ ☛✕✏✡ ☛✍✒ ✑✙☛✑ ☛✍✕✞✕ ✑✎✝✕✍✠✒✏✆✞✕✍✞✟☎✵✶✷✜ ✷☛✙☛✍✒✸✕✠ ✌✑✠✡ ✕✠ ☞✕ ✑✠ ☛✎ ✠✌ ✒✚✝✍ ✌ ✗☛ ✠✡☛ ✞☛✕✍ ✑✒ ✑✙ ✝✍ ✌ ✎✆ ✏✠
,
☛✖ ✝ ☛✏✒✕ ✞✞✟ ✖ ✠✆ ✎ ☛✑✠✖ ✥ ✖ ✝ ☛✕✸✒ ✑✙ ✕✏✡ ✒☛✗ ☛✚☛✑✠,
✔ ✟ ✒✚✝ ✞☛✚☛✑✠✒ ✑✙✖ ✆ ✝ ✝✞✟ ✠✡ ☛ ☞✌✍✎✠ ☛✏✡ ✑✒✓✆☛ ✖✡✌✆✞✎ ✔☛✕✔ ✞☛ ✠ ✌ ✏ ✌ ✑✖ ✠✍✆ ✏✠ ✠✡ ☛ ✖ ✠✆ ✎ ☛✑✠✖ ✥ ✸✑✌ ☞✞☛✎✙☛(
☛✑✠✍✟ ✔☛✡✕ ✗✒ ✌✍)
✔✕✖ ☛✎ ✌✑ ✠✡ ☛ ✖ ✠✆ ✎ ☛✑✠✖ ✥ ✍☛✕ ✞ ☞✌✍✞✎ ✖ ✒✠✆✕✠✒ ✌ ✑ ✔ ☛✘✌✍ ☛ ✙✌✒ ✑✙ ✎ ☛☛✝☛✍ ✠ ✌ ✠✡☛ ✚✕✠ ☛✍ ✒✕ ✞✖ ✄ ✲☛✖ ✒ ✎ ☛✖ ✹ ✠✡ ☛ ✠ ☛✕✏✡ ☛✍ ✖✡✌✆✞✎ ✔ ☛ ✕✔✞☛ ✠ ✌ ✏✍ ☛✕✠ ☛✠✡☛ ✒ ✑✠ ☛✍☛✖✠✒ ✑✙ ✚✕✠ ☛✍✒✕ ✞✖ ✹ ✌ ✘ ✏ ✌✆✍✖ ☛,
✔✕✖ ☛✎ ✌ ✑✍ ☛✕ ✞✖✒✠✆ ✕✠✒ ✌✑ ✄☎✒ ✑✏ ☛✒✠ ☞✌✆✞✎☛✕✖ ☛✠✡ ☛ ✖✠✆✎☛✑✠✖ ✠ ✌✚✕✸☛✕ ✏ ✌ ✑✑ ☛✏✠✒ ✌ ✑ ✔☛✠ ☞☛☛✑ ✠✡ ☛ ✚✕✠☛✍ ✒✕ ✞✖ ✔☛✒ ✑✙ ✠✕✆✙✡✠ ☞✒✠✡ ✠✡ ☛✒✍ ✝✍ ☛✗✒ ✌✆ ✖ ✸✑✌ ☞✞☛✎✙☛✄P◗❘ ◗ P◗❙❚◗❯
❱❲❳❨❩ ❬❭❪ ❫❴ ❵ ❵❛ ❫❜❝❞ ❝❡❢❣❢❤ ❞✐❢ ❞❥❤ ❦❤❞❧ ❝❡❤ ♠ ♥♦♣q❩ r ❳❱❨st ❲t✉✈t ❨t ❲❭t✇❬①❪❬②s ❳t ❫ q ❲❪③❬④ ⑤❫⑥❪❩⑦⑧t s ❫❴ ❵❵⑨❫✐❝❤⑩❶❢ ❞❷❸❹❜❺❢ ❞⑩❢❻❡ ❝❼❽❞❾❞❣ ❝❺❤⑩❣❢❿❝❽❻❻❺➀❤⑩❶❣➀
➁❤❞❷ ➂❤❷❝❜❝❥❤❷➀❷❹♥➃②③➄❪❲❨✉ ➅❪❬⑦rt ❬ ❫
q ❲➆❬ ②④⑥❪❬❫⑨➇➈ ➉❫✐❝❤⑩❶❢ ❞❷➊ ❺❤❡
English.
➃②③✈ ②❲ s②➆✉➅❪❬⑦rt ❬➋❲❪ ❩➌➅❭①❫ ⑥②➌①❳❨❬t s ❫❴ ❵ ❵❴❫Pendekatan Kontekstual (Contextual Teaching and Learning).
✈t ❨t ❲❭t✉⑥②➌①❳❨❬t s❫
⑥②➌①❳❨❬t s ❫❴ ❵ ❵➈❫
Model Silabus dan Rencana Pelaksanaan Pembelajaran.
✈t ❨t ❲❭t✉⑥②➌① ❳ ❨❬t s ❫⑤t ❲❲ ❳s④⑥t➍❳①❫⑨ ➇➎ ➉❫
English as Second Language.
➃②③➄❪❲❨✉➏➐❫➋❲t③➏❳⑧⑧❫ ✇❲❳t ❬❭❪④ ⑤❫❴❵❵➎❫ ❱❬Analysis of Students Speaking Participation Based on CTL
during Classroom Interaction at the Second Year of SMP N 16.
(Unpublished Script).
qt ❬①t ❲➅tr➌❩❬⑦✉ ➅tr➌❩❬⑦➑❬❳➍② ❲s ❳❭➆❫➅t①❪④➒❪ ➓ ②❲❭❫ ⑨➇ ➎➉❫
Language Testing.
➅❪❬① ❪ ❬✉ ➅❪❬⑦r t ❬❫➔②❭ ❳➆t①❳④ ❱⑦❫q tr➓ t ❬⑦❫❴❵❵❛ ❫
Metode Penelitian Untuk Pengajaran Bahasa
Asing.
➄❪⑦➆t ❨t ❲❭t ✉➋❲t→t✇⑧r❩❫➑❬❳➍②❲s ❳❭t s➅tr➌❩ ❬⑦❫❴ ❵ ❵➈❫
Pedoman Penulisan Karya Ilmiah.
qt ❬① t ❲➅tr➌❩❬⑦❫ ♦②❬ ②❲➓❳❭➑❬❳➍②❲s ❳❭t s➅tr➌❩ ❬⑦❫
