IN SPEAKING SKILLS
(
A Descriptive Qualitative Study at SMP Negeri 87 Jakarta
)
By:
Gadis Rizky Kurnia
1110014000089
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
Qualitative Study at SMP Negeri 87 Jakarta). Skripsi S1 Jurusan Pendidikan Bahasa Inggris, Fakultas Taribiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Pembimbing:Dr. Atiq Susilo, MA
Dr. Ratna Sari Dewi, M.Pd
Kata Kunci: Penguasaan Ungkapan Idiom, Kemampuan Berbicara, SMP
Negeri 87
Tujuan riset ini adalah untuk mengetahui dan menjelaskan tingkat kemampuan penguasaan ungkapan idiom siswa SMP Negeri 87 Jakarta dalam metode berbicara Bahasa Inggris.
Metode Penelitian ini adalah kualitatif dan dikategorikan sebagai deskriptif evaluatif sebab studi ini ditujukan untuk menggambarkan keadaan yang sebenarnya efek penguasaan ungkapan idiom siswa kelas tujuh SMPN Negeri 87 Jakarta pada tahun pelajaran 2014/2015. Validasi dari data ini menggunakan formula prosentase yang didasarkan pada obversavsi dan pertanyaan angket model pilihan ganda.
Hasil dari riset ini mengungkapkan bahwa siswa dengan kemampuan idiom dan keahlian berbicara terbaik adalah 13,89% dalam predikat sangat baik, sedang terbaik kedua adalah 77,78% dalam predikat baik, dan terbaik ketiga adalah 8,33% dalam predikat cukup.
Qualitative Study at SMP Negeri 87 Jakarta). S-1 thesis of Department of English Education, The Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisors: Dr. Atiq Susilo, M.A.
Dr. Ratna Sari Dewi, M.Pd.
Key words: Idiomatic Expression Learning, Speaking Skill, SMP Negeri
87
The objectives of this research to find out the ability of basic two-word verb idiomatic expressions mastery on the seventh grade students of SMP Negeri 87 Jakarta on their speaking skill.
This study is of the qualitative research typle and it is categorized as descriptive evaluative because it is aimed at describing the objective or real condition of the idiomatic expression mastery effect on the speaking skill of the seventh grade students of SMPN Negeri 87 Jakarta in the academic year of 2014/2015. The data of this study was validated by applying percentage formula. They were analized based on observation and a multiple-choiced questionnaire.
The results of this research expose that students with the best idiomatic mastery and best speaking skill are 13.89% students within the predicate very good, the second best are 77.78% students within the predicate good, the third are 8.33% of the fair predicate or fair.
To the Knowing Allah SWT I wish, first of all, to render the greatest thanks. He is the One I turn to for helps and always helps me out whenever problems of difficulties stand in my way, feeling blue for any discouraging things, or downhearted inflicts me. To His messenger, a holy person on his name I am accustomed to praying to His true Beloved I offer my deepest gratitude.
Mother and father’s prayers are always for my success and to both of them
nothing can be offered but deepest gratitude from the bottom of my heart. Other family members also I wish to extend my deep gratitude for every wish and prayer they invoke to the Almighty God.
Dr. Atiq Susilo, M.A. , the first advisor, and Dr. Ratna Sari Dewi, M.Pd. , M.Pd, the second advisor, are respectable persons whose patience in advising and guiding during the process of this thesis are second to none, and to whom I surely am in debt of every single worthy word. Nothing can I say to both of them but thank you very-very much.
I should also give my soulful thankful to those who accompanied her when
she was “in trouble”, my dear friends for their willingness to give a straightaway and useful help any time needed. They are good supporters who keep on encouraging me to be always optimistic, so I have to say thank you to them sincerely.
I would undoubtedly thank to all the lecturers who have so far implanted in these innumerable cells of the small circular brain inside the skull and the up-and-down soft and volatile heart for the benefit of English knowledge, which its benefits has and will, Insha Allah, favor me now and in the sort as well as long
i
A. Background of Study ... 1
B. Identification of the Problem ... 2
C. Limitation of the Study ... 2
C. Formulation of the Study... 3
D. Objective and Significance of the Study ... 4
CHAPTER II THEORETICAL FRAMEWORK ... 6
A. Speaking ... 7
B.Speaking Skill ... 9
C.Idiomatic Expression ... 13
D. Two-Word Verb ... 16
E. The Use of Idiomatic Expression ... 18
CHAPTER III RESEARCH METHODOLOGY ... 18
A. Place and Time of Study ... 20
B. Objective of Study ... 20
C. Research Variable ... 20
D. Population and Sample... 21
E. Instrument of the Research ... 21
ii
C. Research Findings ... 32
D. Discussion ... 33
CHAPTER V CONCLUSION AND SUGGESTION ... 32
A. Conclusion ... 36
1
English language, according to Eliana Edith Roberto De Caro, is particularly rich in idiomatic expressions or idioms—those modes of expression peculiar to a language (or dialect) which frequently defy logical and grammatical rules. Without idiomatic expressions English would lose much of its variety and
humor both in speech and writing. The background and etymological origins of most idioms is at best obscure.1 That’s why, idiomatic expressions are hard to learn. However, we cannot avoid them, or else we will, as stated before, lose much of its variety.
Most of Indonesian English learners find words or vocabularies to be their main hindrance. It is not surprising because the English language is still a foreign language in Indonesia and it is one of the fastest and most vivid languages in the world. It is made up of over 1.5 million words. Over and above that, the same word can have a variety of different meanings depending on the context it is put in; two (or more) words can have the exact same spelling but are pronounced differently, depending on their meanings. Common or general words are hard to learn, what to say idiomatic expressions whose meanings cannot be inferred from the meanings of the words that make it up.2
In spite of its hardness, idiomatic expressions are very important because they are used in everyday English conversation. They are a natural part of language and are used by native speakers not only on special occasions... but in every and each occasion!!
This is what the writer sees and finds generally in English communication in
daily scenes of discourses, specially among students, and more particularly among the seventh graders of SMP Negeri 87 Jakarta. This is the widespread phenomenon the writer would like to look into.
1
The Advantages and Importance of Learning and Using Idioms in English.2009.dialnet.unirioja.esdescarga/articulo/3618851.pdf
2
This phenomenon will certainly block fluency progress, i.e. a condition when a native understands you and you understand him or her. This means to be fluent we have to be like the native and to be like them we have to communicate in a natural way. And one of the steps we have to take in order to be like a native
is mastering idiomatic expressions. Alycia said, ―If you want to speak English like
a native, you need to use idiomatic expressions. That’s the bottom line (= the most
important thing).‖3
The seventh graders of SMP Negeri 87 Jakarta are fond of English. They
sometimes communicate in Englsih. In the classroom, when they have to present something before class in English, they tend to be active and like to talk in English. The English they use, however, is very limited to some bookish words that sound so awkard.
This encourages the writer to analyze the students’, and in this case the seventh graders, mastery of the basic two-word idiomatic expressions and its effect on their speaking skill.
B. Identification of the Problem
Based on the background of the study above the writer identifies some relation on the students’ speaking skill if they know more or less about idiomatic expressions mostly used in speaking or spoken English.
1. First of all, the ability students’ natural of way of speaking English, such
of the expressions ―get out of my way‖ instead of ―go from my way‖ or ―You’ll be in the deep sea if …‖ instead of ―You’ll have big trouble.‖
2. Second, it helps students speak more fluently. That means their fluency is better if they can use appropriate spoken mode in their communication. 3. Third, it makes the communication situation warmer that closeness or
intimacy can be build this way.
C. Limitation of the Study
Thesis problem needs clarifying. It is therefore supposed to be limited to some particular research subject without which the research will not and cannot
3
focus. For the purpose, the writer limits the problems of mastering idiomatic expressions, i.e basic or commonest idiomatic expressions: two-word verbs.
D. Formulation of the Study
Learning idiomatic expressions is a vital if a learner wants to master speaking skill in English language. Why so? Because it is inseparable part in day in day out English communication, both in written and spoken. Take a look at the following examples in the written and spoken modes:
In written:
Timothy and his little sister, Patty, don’t get along with each other very well. In fact, they fight constantly. He picks onher when it’s time for her to go to bed. She picks on him when his friends come over to play.4
In spoken:
A.May I help you?
B.Yes, please. I’m looking for ... A.What size do you wear? B.Size 36
A.Here. How do you like these?
B.Hmm. I think they’re a little too _______. Do you have any __________s?
A.Yes. We have a wide selection. Why do you look through all of your _______s and pick out the ones you like?
B.Can I try them on?5
Realizing that idiomatic expressions are used both in speaking and writing, the writer would like to know further:
1. To what extent do the seventh grade students of SMP Negeri 87 Jakarta learn the basic two-word verb idiomatic expressions?
2. Is there any possible influence of two-word verb idiomatic expression learning on the speaking skill?
4Molinsky, Steven J. and Bill Bliss, New Side by Side: Student Book 3, (New York: Prantice Hall Regents, 2002) p. 125.
E. Objective and Significance of the Study
1. Objective of the Study
The statements above would serve as the steppingstone for any possible answer expected in this research, and it is to find out:
1. The learning of basic two-word verb idiomatic expressions of the seventh grader students of SMP Negeri 87 Jakarta.
2. Whether there is any relation of two-word verb idiomatic expression learning of the seventh grade students of SMP Negeri
87 Jakarta on the speaking skill.
2. Significance of the Study
Any purposeful research is expected to have benefits on the audience of the research. It is also expected to benefit the writer or researcher herself. Accordingly the writer wishes this to be significant from both theoretical and practical point of view.
1. Theoretically:
a. The primary purpose of basic two-word verb idiomatic expression learning research is to get any information needed by both teachers and students so that they may make the best effort to enhance any progress or improve any shortcomings they might find.
b. Idiomatic—two-word verb—expressions are inseparable in English study the learning to the natural mastery of which will hopefully enhance the speaking skill required or set in the teaching-learning target within the curriculum. In addition, speaking skill is one of the skills English learners are supposed to command. Without this skill, a learner of English would be
considered as nothing but a passive English speaker.
d. By using more and more two-word verb expressions, one can express their opinions in more various ways in accordance with their feelings or mood in a proper and right way that is going to be naturally and beautifully understood and appreciated as normal or standard English communication.
2. Practically
a. Speaking is maybe the hardest skill students need to learn and master. However, its mastery is a must, because it is one of the
skills an English learner must master.
b. Two-word verb idiomatic expressions are part of English words or vocabulary that one should learn and command so that they can understand English, especially spoken or informal one better. Spoken English modes will make both interlocutors more familiar to each other faster. It is also a common practice to use these kinds of words.
c. There are a huge number of idiomatic Expressions in English language. According to Jakendoff (1997), there are estimated to be at least twenty-five thousand idiomatic expressions in the
English language.6 This means the learning and mastery of them would both be hard and benefit us a lot.
d. We cannot look down upon learning idiomatic expressions in English language and consider them as trivial, since they are an inseparable part of the language corpus students should and have to learn and put them into practice day in day out.
CHAPTER II
THEORETICAL FRAMEWORK
A. Speaking
There are many experts explaining definition of speaking. Speaking is a productive language skill.7 It means that speaking is a person’s skills to produce sounds that can be understood by other people, so that he or she is able to create good communication. It is a mental concept processed by someone in such a way
to form a meaning when uttered.
Wendy and Listbeth state that speaking is perhaps the demanding skill for the teacher to teach. In their own language children are able to express emotions, communicate intonations and reactions, explore the language and make fun of it, so they expect to be able to do the same in English.8
According to Ladouse (in Nunan) speaking is described as the activity as the ability to express oneself in the situation, or the activity to report acts, or situation in precise words or the ability to converse or to express a sequence of ideas
fluently.‖9
Brown cites that when someone can speak a language it means that he can carry on a conversation reasonably competently. In addition, he states that the benchmark of successful acquisition of language is almost always the demonstration of an ability to accomplish pragmatic goals through an interactive discourse with other language speakers. 10
Sanggam Siahaan, Issues in Linguistics. (Yogyakarta: Graha Ilmu, 2008), p. 95. 8
Wendy A. Scott and Listbeth H. Ytreberg, Teaching English to Children. (New York: Longman), p. 33.
9
David Nunan,. Research Methods in Language Learning. (New York: Cambridge University Press, 1991), p. 23.
10
J.D Brown,. Pragmatics Tests: Different Purposes,Different Tests. in K. R. Rose & G. Kasper (Eds), Pragmatics in language Teaching. New York: Cambridge University Press, 2001), p. 267.
11
While another expert, Theodore Huebner said, ―Language is essentially speech, and speech is basically communication by sounds‖.
From the above definition, it can be inferred that speaking is communication, expressing ideas, opinions, or feelings to others by using words or sounds of articulation in order to inform, to persuade, and to entertain that can be learnt by using some teaching - learning methodologies.
However, Speaking in Heaton’s words has five elements12:
1. Pronunciation. Harmer, in this case, states that if students want to be able to speak English fluently, they need to be able to pronounce phonemes correctly, use appropriate stress and intonation pattern and and speak in connected speech.13
2. Grammar. According to Bygate, to be able speak foreign language, it is necessary to know a certain amount of grammar and vocabulary.14
3. Vocabulary. Folse defines vocabulary as single words, set phrases, verbs, and idioms.15
4. Fluency. In the words of Riddel, fluency is the ability to talk freely
without too much stopping or hasitating.16
5. Comprehension. Heaton defines comprehension as the ability to understand something of what a situation is really like.
Last but not least, Chaney also states that speaking is a skill used by someone in daily life communication whether at school or outside. The skill is acquired by much repetition; it is primarily a neuromuscular and not an intellectual process. It consists of competence in sending and receiving messages.17
Baygate Martin. Language Teaching: A Scheme for Teacher Education: Speaking, (Oxford: Oxford University Press, 1997), p. 3.
15
Folse, S. Keith. Vocabulary Keiths: Applying Second Language Research to Classroom Teaching, (Michigan: University Press, 2004), p. 4.
16
David Riddel.Teach English as a Second Language, (Chicago: McGraw – Hill Companies, 2001), p. 118.
17
B. Speaking Skill
This is the productive skill a learner must possess so that he can express his ideas in a spoken mode. Harmer says, ―While listening and reading involve the ability to correctly receive messages and are therefore referred to as receptive skills, speaking and writing, on the other hand, involve language production and
are referred to as productive skills.‖18
This skilll has often meant a difficulty and an obstacle for English learners. There might arise a question why. The answer is obvious. In the natural spoken language students are required to be aware of characteristics of fluent speech, such as reduced forms, fixed phrases, collocations and most importantly the pace of speech and use of slang or idiom. All of these have to be taken into consideration while practising conversation in class. Without these, our spoken language would sound bookish and unnatural. To avoid this, it is essential to introduce and
practise ―real‖ communication with our students within the learning process. If it is neglected, it may be a reason why students are often shocked and disappointed when using a foreign language for the first time whilst interacting in foreign environment. They have not been prepared for spontaneous communication and could not cope with all of its simultaneous demands.
Accordingly, the mastery of this skill is a priority for many second-language or foreign-language learners.19 Consequently, learners often evaluate their success in language learning on how much they feel they have improved in their speaking skill.
Van Duzer states that students’ speaking skill and their speech habit have
an impact on the success of any exchange. Students, as the speaker, have to be able to anticipate and then produce the expected patterns ofspecific discourse situations. They must also manage other elements such as rephrasing, providing feed back, turn-taking, or redirecting. The speaker must know the usual pattern
, Jeremy Harmer. The Practice of English Language Teaching, (Essex:Longman, 1991) p. 16.
19
appropriate facial expressions. Other things which are included into indicators of good speaking skill:20
a. Producing sounds, stress patterns, rhythmic structures, and intonations of the language.
b. Using grammar and structure accurately.
c. Selecting vocabulary which is understandable and appropriate for the audience, the topic being discussed, and the setting in which the speechact occurs.
d. Applying strategies to enhance comprehensibility, such as emphasizingkeywords and rephrasing.
e. Using gestures or body language.
f. Paying attention to the success of the interaction and adjusting
components of speech such as vocabulary, rate of speech, and complexity of grammar and structure to maximize listener comprehension and involvement.
The above indicators might also be simplified into four competences as indicated by Canale :
a. Grammatical competence includes language rules such as
vocabulary,formation of words or sentences, and pronunciation.
b. Sociolinguistic competence addresses the appropriateness in terms of
both the meaning and form, which can vary with the status of participants, objectives of the communication and norms of the communication.
c. Discourse Competence includes an understanding of how spoken texts
are organized and is related to the cohesion and coherence of utterances.
d. Strategic Competence is compensatory in nature, drawn on when the
developing language system of the second/foreign language learner is
20
Mary Ann CunninghamFlorez, Improving Adult English Language Learner’s
deficient in some regard. It refers to mastery of both verbal and non-verbal communication strategies. 21
The indicators of good speaking skill is also graded by the following 1–5 rating scales according to Bashir et al:
1. The learner can hardly understand anything at all, unless the speaker is talking about things the learner is observing, or unless the language being learned is closely related to some other language the learner knows. 2. There are more genuine two-way conversations with speakers of the
language, although it takes a very patient native speaker to persevere in trying to communicate with a learner at this stage.
3. The learner can understand new information, but ...meanings must often be negotiated.
4. The learner learns most from normal native-to-native speech as it occurs in the whole range of life experiences. The learner will understand most input, provided he attends to it.
5. the learner has increasing facility in discussions using his vocabulary without any proper preparation. 22
This means that (good) speaking skill is graded and its facility, where there is no negotiation in meaning, depends on both vocabulary mastery and daily-based practice and context. In addition, concerned with vocabulary mastery as stated above, i.e, characteristics of fluent speech, such as reduced forms, fixed phrases, collocations and most importantly the pace of speech and use of slang or idiom, Eliana said: ―The use of idioms has a great influence in the teaching and learning process of a foreign language, because it could be one of the ways to
give students better conditions to improve communicative skill in daily context.‖23
Daily context is everyday communication means that speakers of any language speak among themselves. This communication tends to use more
21Canale, M. ―A Communicative Approach to Language Proficiency Assessment in Minority
Setting‖. In C. Rivera. (Ed.). Communicative Competence Approaches to Language Proficiency Assessment: Research and Application, (GreatBritain: Robert Hartnoll Ltd, 1984), pp: 107--121.
22
Marriam Bashir.Factor Effecting Students’ English Speaking Skills, (BritishJournal Publishing Vol.2 No.1: 2011),pp. 36--38.
23
informal words, phrases, or language, and one of them is the two-word verb idiomatic expressions. Two-word verbs are very common in everyday communication. It is stated that native speakers of English tend to use phrasal verbs in everyday conversation and generally reserve one-word verbs (i.e. "investigate" instead of "look into") for more formal occasions such as business letters etc.24
This means that two-word verb idiomatic expressions are commonly used in informal situationday in day out, spoken English, that makes us sound more natural, as stated that phrasal verbs or the two-word verbs are so common in spoken English, using them will make you sound more natural when you speak English.25
Why is it so? Because by using these two-word verbs (that collocate) daily sound just right to native speakers, who use them all the time (too). Eliana said further:
It is very important to know that native speakers of a language use idioms all the time. Students are often embarrased and frustrated if they cannot understand the idioms a person is using. A strong knowledge of idioms will help students be better speakers. The high number of idioms and their high frequency in discourse make them an important aspect of vocabulary.
The spoken mode is so stressed for, as stated by Norberth Schmitt and Micheal McCarthy26, it is the main source of exposure to language and it thus the main engine for language change and dynamism.
C. Idiomatic Expression
Dixon says that Idiomatic expressions have long played an important role in the English language. In fact, the use of idioms is so widespread that an understanding of these expressions is essential to successful communication, whether in listening, speaking, reading, or writing.27
Schmitt, Norbett and Micheal McCarty. Vocabulary: Description, Acquisition, and Pedagogy, (New York: Cambridge University Press, 1997), p. 38.
27
No wonder we will find so many idioms or idiomatic expressions incorporated into different kinds of English dictionaries, such Cambridge
Advanced Learner’s Dictionaries and Oxford Advanced Learner’s Dictionary to
mention two of them. The innumerable and the difficulties idiomatic expressions pose to students has made them frustrated as stated by Collis28:
Nonnative speakers of English can reach a point in their knowledge of the language where they feel comfortable with standard literary speech; however, they are liable to find themselves in hot water when confronted with idiomatic expressions. When hearing an idiom or colloquialism they may feel frustrated or confused, since the true meaning of the idiom generally cannot be determined by a knowledge of its compononn parts. In many cases an attempt on the part of the learner to tie down a definition of an idiom that would work in all instances is a futile undertaking.
It is a futile undertaking when we try to determine the meaning of its component parts. This is confirmed by Sarah Badger. She says that phrases carryingdifferent meanings than the literal definition of their component words are
called idiomatic expressions or idioms. Roger Woodham in BBC World Service states that idiomatic expressions are combinations or collocations of words which cannot be translated word for word. Thus29, I could eat a horse is an idiomatic way of saying: I'm very hungry.
Every language its own idioms and the speaker of each language use them to communicate ideas cleverly or quickly. By using and decoding idiomatic expressions helps non-native speakers (of English) sound more fluent and aids them in understanding others more efficiently.30
According to Badger,31 idiomatic expressions can be in the form of:
1. Simile idioms like when you say ―like two peas in a pod", you are describing how two things are similar or close in nature, by comparing them to peas which grow together in a pod.
2. Phrasal verbs usually contain one or more individual verbs and prepositions that, when used together in a sentence, act as a single verb. For example, people use the phrasal verb "to get away with" to mean "avoid punishment" as in the sentence, "She will get away with stealing that car."
3. Aphorisms, or colloquially called "sayings," aphorisms may develop organically over time, but are often coined in widely read books, famous speeches or other texts. Some have roots in sacred scriptures and survive translations and cultural diffusion because of their ability to capture profound philosophical truths in short, easy-to-remember sentences. Some often-quoted aphorisms include, "He who hesitates is lost" and "The best things in life are free."
4. Landmark events and important historical figures, which often make their way into idiomatic expressions particular to certain cultures. In the United States, for example, to give your "John Hancock" means to provide your signature. This expression references one of the signers of the Declaration of Independence, John Hancock, whose signature is one of the largest and most distinct on the document.
5. Metaphorical idioms compare two situations, objects or actions. However, idioms based on metaphors do not use the words "like" or "as" to connect the two ideas. For example, when you call a method of coercion a "carrot and stick method," you compare the situation at hand to the practice of luring stubborn horse or mule by dangling a carrot in
front of him and prodding with a stick behind, or consider this ―trial and error‖.
make a special effort to learn them. There are too many. You will learn the most
common naturally through the learning material that you are using.‖
In short, the writer might say that idiomatic expressions are one of unique language features with unique meanings sticking to every language posseses as the English language does. Bahasa Indonesia does have some idiomatic expressions in certain forms such as Nasi sudah menjadi bubur (to close the barn door after the horse has bolted), besar pasak daripada tiang (live beyond your means), and memancing di air keruh (fish in troubled water) to mention a few. However, our idioms are not so many as the English counterparts and they are not
that common to use in daily speech. In the writer’s mind, idiomatic expressions
are much easier to learn by contexts, so we do not learn all of them, but we learn them in accordance with our context as students, soccer players, swimmers, etc.
However,in accordance withthe implication of Woodham statement above– donot make a special effort to learn them. There are too many. You will learn the
most common naturally through the learning material that you are using—
thisresearch is limited to two-word verb idiomatic expressions. And this is in
harmony with Dixon’s idea that The student may learn grammar and, withtime,
acquire adequate vocabulary, but without a working knowledge of such idioms as above all, to get along, on the whole, to look up, etc., even the best student's speech will remain awkward and ordinary.
D. Two-Word Verb
Two-word verbs are included in the general category of idioms by Dixon. They are then called Essential Idioms in Enlgish. A two-word verb is a verb whose meaning is altered by the addition of a particle (a preposition used with a verb to form an idiomatic expression.) to look, for example, may become to look up or to look over, each having its own special meaning.32
In addition, two-word verb is also called phrasal verb.33 They usually consist of verb + adverb or verb + preposition.This is a special type of idiom
32
Dixon, J. Robert. Essential Idioms in English, (Englewood Cliffs, New Jersey: PrenticeHall Regents, 1983), p. 1.
33O’Dell, Felicity and MichaelMc
made up of a verb plus a preposition or adverb.34 Like most idioms, the 2-word verb usually has a meaning different from the words it is composed of. For example, when you look up a word in the dictionary, you are not really looking up - you may even be looking down. It is important to study 2-word verbs because they are very common, especially in everyday speech.
There are two kinds of two-word verbs: separable and inseparable.
1. The separable phrasal verb. It can be separated by an object. It cannot
be followed by an object pronoun (if the verb takes an object.). For example:
He took his coat off. He took it off. He took off his coat. (Not) he took off it. The following is a short list of separable two-word verbs:
add up
add
back up
cause to move backwards; support; blow up; cause to explode; destroy by explosives
break into
go into a house or room forcibly; suddenly; begin; bring about - cause to happen
can be followed by an object pronoun (if the verb takes an object.). For example:
34
I looked after the children. I look after them. The following is a short list of inseparable two-word verbs:
call for
Dixon says that Idiomatic expressions have long playedan important role in the English language. In fact, the use of idioms is so widespread that an understanding of these expressions is essential to successful communication, whether in listening, speaking, reading, or writing.
He explains further that the student may learn grammar and, with time, acquire adequate vocabulary, but without a working knowledge of such idioms as above all, to get along, on the whole, to look up, etc., even the best student's speech will remain awkward and ordinary.
Holleman says that as English learners work to improve their conversatioanl profiency, they soon realize that the number of idiomatic expressions used in spoken English is staggering. They discover immediately as they interact with native English speakers, expressions involving idioms can be a serious challenge in understanding the dynamics of a conversation. Most importantly, being able to
use idiomatic expressions in a discussion increases a person’s confidence in their overall communicative profiency in spoken English.35
35
We might conclude that idiomatic expression is very useful. It can be used to:
1. develop a successful communication, whether in listening, speaking, reading, or writing;
2. develop natural speech, i.e. the students’, even the best ones’, speech will remain awkward and ordinary;
3. develop understanding the dynamics of a conversation; and 4. develop or increase a person’s confidence in spoken English.
CHAPTER III
RESEARCH METHODOLOGY
Research methodology is a must in any research. It is like an itinerary for a traveler to take, without which the traveler could take hard winding and bumpy road, or even get lost. That is why, following the route that is going to take the researcher to a destination, i.e. to find out whether there is any effect of two-word verb idiomatic expression mastery on the seventh grade students of SMP Negeri 87 Jakarta on the speaking skill is unavoidable
This Chapter consists of place and time of the study, of objective of the study, research method, population and sample, instrumentation, procedure of data collection, technique of data analysis.
A. Place and Time of Study
This research took place at SMP Negeri 87 Jakarta the location is at Kebayoran Lama Sub-district. The study is conducted from May 12 – 18, 2014.
B. Objective of the Study
Whether there is any effect of two-word verb idiomatic expression mastery on the speaking skill of the seventh grade students of SMP Negeri 87 Jakarta
C. Research Method
This research is a descriptive-qualitative research, which means it is intended to find out the descriptive outcome of the collected data and the interpretation of which as the conclusion. According to Arikunto, the data are the result of documenting a certain activity by a researcher through observing, interviewing, experimenting, and testing. The data of this research were collected from the seventh grade students of SMP Negeri 87 Jakarta.
D. Population and Sample
Based on research theory we may conclude that population the population of this research is the whole seventh grade students of SMP Negeri 87 Jakarta.
should be clearly described. Purposeful sampling selects participants for a specific reason (e.g., age, culture, experience), not randomly.36
Accordingly, the sample of this research is the seventh-grade students of Class 7 A of SMP Negeri 87 Jakarta.
E. Instrument of the Research
Creswell points out that data collection procedure in qualitative research involves four basic types: observations, interviews, documents, and visual images.37
According to Arikunto, there are four methods of collecting data commonly used in a research. They are a test, questionnaire, interview, and observation.38
Observation and questionnaire are chosen as the writer’s instruments of data collection.
F. Procedure of Data Collection
As stated above, the instruments of the research are observation and questionnaire. Therefore, the writer applis the following steps:
a. Observation
1. An assignment of 10 basic two-word verbs is given to the all respondents to be memorized, then put them into simple sentences, and finally put them into daily-activity paragraph. The idiomatic expressions are taken from Essential Idioms in English by Robert J. Dixson for elementary level.
2. All respondents are to state the memorized words and put them simple sentences and paragraph at the appointed time of observation.
3. The result of above instruction is then put into the table of score history
36
Steward, M. Law et al. Guidelines for Critical Review Form – Qualitative Studies. [Online article](1998),www.usc.edu/hsc/ebnet/res/Guidelines.pdf
37
Creswell, J. W.,Research Design: Qualitative and Quantitative Approaches, (London: Sage Publications, 1994), pp. 149--150.
38
Table of Score History 3.1
No Respondent Score of 1m+1S+2Sp/4 Pred Ach
Lrnd Sentc Spch 1 – 100 1 – 4
1 2
3
4
5
etc
Note:
Lrnd is learned VG is very good
Sentc is sentences G is good
Spch is speech F is Fair
Pred is predicatre P is poor Ach is achievement
b. Questionnaire
1. A questionnaire consists of 10 multiple-choice question items will be distributed among the correspondents to answer. The purpose is to know how many respondents understand or know the basic two-word verb idiomatic expressions.
2. The answer was compiled and converted to percentage of how many respondents are very good, good, fair, and poor.
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
The objectives of this research, namelyto to find out the effect of basic two-word idiomatic mastery on the speaking skill of the seventh grade students of SMP Negeri 87 Jakarta,will be answered in this chapter.
After some preparations made, such as making observation sheets in the form of table of observation, the writer explains to the chosen respondents that they are to memorize, make simple sentences based on the memorized two-word verbs, and give a short speech on ―Going to School‖ that contains the memorized words.
A. The Research Findings
The observation process takes 8 days, May 12 – 18, 2014. It takes two days to have basic two-word idiomatic expressions learned by heart, two days to practice the learned expressions, and four days for the whole process of observation. To make the observation easier, the researcher asked the student to
prepare their own speech on ―going to school‖ some time at home. This is done so
for the sake of effectiveness in observing the students or respondents’
performance.
The observation is taken in three stages:
a. The students were asked to come forward and express their learned basic two-word idiomatic expressions. They stood alone before the researcher in a classroom to be observed.
b. After that, every student was asked to get back to their seats and prepared
themselves to utter sentences containing the basic two-word idiomatic expressions they already learned.
And here is the result of the observation (table 4.1) Table 4.1
Score of Observation
No Respondents’
Code
Score of 1L+1S+2Sp/4
Pred Ach
Lrnd Sentc Spch 1 – 100 1 – 4
1 R1 75 75 75 75.00 3.00 B G
2 R2 80 75 75 73.75 2.95 B G
3 R3 90 80 80 82.50 3.30 B+ G
4 R4 70 65 60 63.75 2.55 B- G
5 R5 65 60 60 61.75 2.45 B- G
6 R6 70 60 65 65.00 2.60 B- G
7 R7 90 90 85 87.50 3.50 A- VG
8 R8 85 80 80 81.25 3.25 B+ G
9 R9 60 60 55 57.50 2.30 C+ F
10 R10 70 65 65 66.25 2.65 B- G
11 R11 90 90 85 87.50 3.50 A- VG
12 R12 75 70 75 73.75 2.95 B G
13 R13 70 65 65 66.25 2.65 B- G
14 R14 65 65 65 65.00 2.60 B- G
15 R15 70 65 70 68.75 2.75 B G
16 R16 70 70 65 67.50 2.70 B G
17 R17 85 80 85 83.75 3.35 A- VG
18 R18 75 70 70 71.25 2.85 B G
19 R19 95 90 95 93.75 3.75 A VG
20 R20 80 75 80 78.75 3.15 B+ G
21 R21 65 60 60 61.25 2.45 B- G
22 R22 70 70 70 70.00 2.80 B G
23 R23 75 70 75 73.75 2.95 B G
24 R24 85 80 85 83.75 3.35 A- VG
No Respondents’ Code
Score of 1L+1S+2Sp/4
Pred Ach
Lrnd Sentc Spch 1 – 100 1 – 4
26 R26 70 60 65 65.00 2.60 B- G
27 R27 75 70 75 73.75 2.95 B G
28 R28 80 80 80 80 3.20 B+ G
29 R29 65 60 60 61.25 2.45 B- G
30 R30 70 70 75 72.50 2.90 B G
31 R31 60 60 60 60 2.40 B- G
32 R32 55 50 50 51.25 2.05 C+ F
33 R33 85 80 80 81.25 3.25 B+ G
34 R34 70 65 65 66.25 2.65 B- G
35 R35 60 55 60 58.75 2.35 B- G
36 R36 60 55 55 56.25 2.25 C+ F
The above table gives a quite a clear picture that there are more respondents who get B-, the ranges of which is from 2.35 – 3.00, and a few who gets more than A-. In a glance, it shows the category they would achieve in the rating scale used in this research. Something must be done further, so that the result can give better and clearer picture for anyone to understand and interpret without having to spend more time by looking into the table deeply.
That is why, to have a better picture of the score obtained by the respondents, frequency distribution f should be known first. Frequency distribution is found by using the table of frequency distribution (Table 4. 2) below as suggested by Heaton (1975) 39. By this table, those who rank the top and the bottom would also be revealed.
39
Table 4. 2
Frequency Distribution Score of Observation
Table 1 Table 2 Table 2
Respondents
’ Code
S
Pred
Resps’
Code Pred Pred Frequency
R7 VG R25 G VG 5
R11 VG R27 G G 28
R16 VG R30 G F 3
R19 VG R4 G
R24 VG R5 G
R3 G R6 G 3
R8 G R10 G
R20 G R13 G
R28 G R14 G D+
R33 G R21 G D
R1 G R26 G
R2 G R29 G
R12 G R31 G
R15 G R34 G
R16 G R35 G
R18 G R9 G
R22 G R32 G
R23 G R36 G
second-best (G), and so on. In a word, some scores are distributed much more frequently than others; other scores are much less distributed.
By this table, we also find that VG is much less distributed (5 respondents) than others. Predicate G is much more distributed ( 28 respondents). Contrary to the scale G, Pred F is the least distributed scale among the students. It is almost the same with the predicated VG. This is a good thing because only very few respondent are in the fair category, and no respondent comes to the lowest predicate (a poor category).
B. The Questionnaire Result
A sheet of questionnaire of five question items is given to 36 respondents. They are to answer based on their real and honest condition. By using Guttman
scale they are to give a simple answer ‗yes’ or ‗no’ to the question items. And
based on the respondents’ answer to the questionnaire, the writer finds the
following result:
Respondent QUESTION ITEMS TOTAL Pred
1 2 3 4 5
1 1 1 1 1 0 4 G
2 0 1 1 1 1 4 G
3 1 0 1 1 1 4 G
4 1 1 1 1 0 4 G
5 1 1 1 1 0 4 G
6 1 1 1 1 0 4 G
7 1 1 1 1 1 5 VG
8 1 0 1 1 1 4 G
9 0 1 1 1 0 3 F
10 1 0 1 1 1 4 G
11 1 1 1 1 1 5 VG
12 1 1 1 1 0 4 G
13 1 1 1 1 0 4 G
14 1 1 1 1 0 4 G
Respondent QUESTION ITEMS TOTAL Pred
1 2 3 4
16 1 0 1 1 1 4 G
17 1 1 1 1 1 5 VG
18 1 1 1 0 1 4 G
19 1 1 1 1 1 5 VG
20 1 1 1 0 1 4 G
21 1 1 1 0 1 4 G
22 1 1 1 1 0 4 G
23 1 1 1 1 0 4 G
24 1 1 1 1 1 5 VG
25 1 1 1 0 1 4 G
26 1 1 1 1 0 4 G
27 1 0 1 1 1 4 G
28 1 1 1 0 1 4 G
29 1 1 1 1 0 4 G
30 1 1 1 1 0 4 G
31 1 1 1 0 1 4 G
32 0 0 1 1 1 3 F
33 1 1 1 1 0 4 G
34 1 0 1 1 1 4 G
35 1 1 1 1 0 4 G
36 0 0 1 1 1 3 F
Total 32 27 36 30 21 146
In order to have a better description of the questionnaire result we can put them into the following charts:
Chart 1 The ability’s students of knowledge idiom expression for question 1:
0 5 10 15 20 25 30 35
Yes No
From the chart we understand that only some of the respondents do not really understand what idiomatic expression is. It is understandable because definition is still not really familar matter with students of seventh grade. The percetage of respondents who can answer this is 88,88% is actually excellent.
Chart 2 The ability’s students of knowledge idiom expression for question number 2:
Is (the phrasal verb) ―get up‖ an idiomatiac expression?
0 5 10 15 20 25 30 35
Yes No
This chart shows that the respondents understand this phrase is an idiomatic expression. Only some of them do not understand that ―get up‖ is an idiomatic expression. They might have used it many a time but they are not aware of. The percentage of the respondents who know that this is an idiomatic expression is 75%. This is still very good.
for question number 3:
Do you know what ―get up‖ means?
0 5 10 15 20 25 30 35 40
Yes No
The chart demonstrates that all of the respondents know the meaning of ―get up‖. It indicates all of the students actually use the basic and daily idiomatic expression, but they do not really understand that they actually use it. All of the students can answer this question, i.e, 100%.
Chart 4 The ability’s students of knowledge idiom expression for question number 4:
Does ―switch on‖ mean menyalakan (lights)?‖
0 5 10 15 20 25 30 35
Yes No
idiomatic expression, even though if they will look at electrical appliances closely they will find this word easily.
Chart 5 The ability’s students of knowledge idiom expression for question number 5:
Is ―switch on‖ the synonym of ―turn on‖?
0 5 10 15 20 25
Yes No
The last chart shows that respondents are not that good at synonymous idiomatic expressions. We understand that mastering synonymous ordinary words is not easy, let alone idiomatic expressions. Anyway, the number of respondents who can answer correctly are pretty fair. There are 21 respondents or 58.33%
C. Analisis Statistic
The observation and the questionnaire results show that the numbers of respondents who are very good at the speaking skill are even higher than those of the fair category. There are 5 students who are very good (A and A-), which is high enough for the total of that small sample. There are a great number of students who are good, i.e, ranging from B+ and B to B-, and only 3 persons who are fair. Anyway, there are neither poor nor very poor. In short, those who fall into very good are 5, good are 28, and fair are 3.
If we convert the result to percentage, then we will find thess:
D. Interpretation
The findings clearly denote a few students out of thirty-six (36) who took part in as respondents excel others in their learning of the basic two-word idiomatic expressions. They are much better than others. A few students (of the fair category) are also inferior to others, even though not that significant. It can be said there is a only a small gap among those who stay in scale 4 and those who stay in scale 2. This means this difference or variance is not very significant.
The above condition is still conducive to a much better achievement. It is a kind of a challenging condition whenever in a group there are only quite a number of who are excellent, a great number of who are very good, and only a few who are in between.
Finally, the conclusion of the findings is:
1. The Students’ ability of Using Idiomatic Expression in Speaking Skills in the academic year of 2014/2015 can be put into the following achievement:
a. Very Good. Five or 13.89% respondents (students) come into the
very good category. These respondents can express themselves using the basic two-word idiomatic expressions in their speech quite clearly.
b. Good. 28 or 77.78% respondents come into the good category.
These respondents have a bit problem in formulating their English communication using the basic two-word idiomatic expressions.
c. Fair. Three or 8.33% respondents come into the fair category.
Respondents with this category express or use less the basic two-word idiomatic expressions in their speech compared to the other groups.
There are only few respondents (who are the representation or reflection of the whole students of SMP Negeri 87 Jakarta in the academic year of 2014/2015) of this category.
SMP Negeri 87 Jakarta in the academic year of 2014/2015 are essentially not that hard and can be formulated as follows.
a. Basic two-word verbs. Most of the respondents find it okay to
express themselves in their speech. They need only more time to practice more so that they can make them their daily communication in English.
b. Habit. Using the basic two-word idiomatic expressions has not been
their day-to-day practice, so only very-very common ones such as get up and turn on are very familiar to them. This means they will
find no hardship if they start making their daily habit to use the basic two-word idiomatic expressions when they speak English.
Finally, to conclude this section, the following is listed for the sake of clearance:
1. The general ability of the seventh grade students of SMP Negeri 87 Jakarta in the academic year of 2014/2015 is mostly good. This category dominates the number of the students, i.e. 28 out of 36, which means 77.78% of the respondents taking part in the research. This indicates more steps or strategies are needed to develop this functional skill of those taken part in the research or the whole students of the school because they represent the students of the school in general. 2. Those who are very good in achievement should be made into a model
for the others by any strategy suited for the setting.
3. Those who get the lowest achievement must be encouraged the most of others so that they may be able to keep up with the others.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In relation to the findings of the this study on the students’ ability of using idiomatic expression in speaking skill at SMP Negeri 87 Jakarta conclusion might be drawn as follows:
1. Three (3) students or 8.83% of thirty-six students are on the lowest list of respondents with both the learning of basic two-word idiomatic expressions and speech. They have to be trained more. They have to practice much more with their peers or their English teachers and use the basic two-word idiomatic expressions they already used. Hopefully, as
the saying goes ―practice makes perfect‖.
These students can also be said to be able to speak fairly good, i.e. (in this case) a skill to speak English in an accepted and casual manner.
In other words, they can use, to a certain degree, some basic two-word idiomatic expressions in their speech. Accordingly, they can also speak
in an accepted and casual manner to a certain degree too.
2. Twenty-eight (28) students or 77.77% out of 36 students speak English in a more casual manner. They master more about the basic two-word idiomatic expressions, hence they speak better and easily.
Therefore, the respondents with this achievement should and have to upgrade their knowledge over and over. This is the first grade in junior secondary school, which there is a lot of time and long duration for them to go. In other words, they still have ample time to upgrade themselves so that they can keep up their achivement and reach the best one.
These students should still and have to improve their productive skills, i.e both sentences and speech besides maintaining what they have learned. This is because they cannot solely rely on what they have learned only right here and right now.
This respondents need to maintain their skill and keep learning more and more on further and higher idiomatic expressions and also other aspects of English language, since there are too many other things every English learner need to learn, if they want to be fluent in English.
These respondents is a good model for others to copy and follow. They learn basic two-word idiomatic expressions perfectly and speaks natural English. This is an indicator that mastering the basic two-word idiomatic expressions influence her speaking, both fluently and naturally. Their fluency is the one that should then be upgraded, for fluency is one the most significant parts in communication.
4. Last but not least, the general result is not that bad. The lowest score is fair, which indicates that the gap of the respondents is still small. In other words, the average knowledge of the respondents about the basic two-word idiomatic expressions is still fairly good.
B. Suggestion
The research findings indicate a few steps have to be taken by those who can take the advantage of this research.
1. The students
The students who take part in this research are called respondents. They represent the whole students of SMP Negeri 87 Jakarta. They find their own category based on their ability in speech using the basic two-word idiomatic expressions. The section as the consequence of the result of the observation divides those into the category they fit in. This will facilitate for the suggestion extended for them.
of two-word idiomatic expressions. This means steps of a learning ladder must be taken so as to reach the top and be the best speakers of English.
A regular English forum might need setting up. It is going to accompany and take them to the next scale, i.e. excellent scale. Besides that, they probably needs that kind of forum the most to apply their skill, improve their English, and have and English medium that anyone needs to, at least, maintain something dear.
b. The good respondents. These are those whose mastery is good and comes to the second-best one. They not only have to upgrade themselves but they need to find more guidance in their effort to be better to formulate better way of learning the basic two-word idiomatic expressions.
Basic two-word idiomatic expressions are absolutely different from Indonesian one. One of its forms is popular saying, for example.
When we say ―memancing di air keruh‖ does not means ―fishing in dirty water‖ in English, but ―fishing in troubled waters‖. And
regardless of the difficultness in learning idiomatic expressions, one has to learn them whatsoever because they are daily parts of English speech.
c. The fair respondents. These respondents may know basic two-word idiomatic expressions, but their knowing is not enough to build sentences or give speeches. In other words, they need improvement by whatever program that is able to better their ability.
They are not supposed to despair, for nothing is impossible to reach in any possible thing like speaking using the basic two-word
idiomatic expression, or other fields in functional skills.
d. Finally, all respondents or students also need to cooperate in speaking English with basic two-word idiomatic expressions to overcome their common problems. This will absolutely help them learn and command basic two-word idiomatic expressions.
2. The teacher
In relation to students and their problems, teachers have to have a kind of
eagle eyes. They have to be vigilant for their students’ needs. Concerned
with the above findings, eagle-eyed teachers can take the following steps
to improve the quality of their students or solve the problems faced by them.
a. Upgrade those whose skill have been very good to excellent by, say, speaking English with them with more and more daily basic two-word idiomatic expressions. This surely helps them find daily basic two-word idiomatic expressions. So, any time they meet their teachers, teachers would encourage them to use the expressions by saying, for
example, ―Would you turn off the light when you leave the classroom?‖.
―(Correct) practice makes perfect‖ should be the motto teachers
imposing on them, so they keep on practicing two-word idiomatic expressions till the problem is solved. They also should be notified of speaking skill can only be achieved by speaking only, not the other way around, and so can the two-word idiomatic expressions. Hopefully, this step would effectively encourage them and it is probably not too difficult for them to be encouraged better, since very good students have an inherent quality to develop themselves. Hence, it is the teachers who have to formulate the best ways to help them
at once what their adults (parents or older members of their family and relatives) act.
b. Attention is given more to whose ability is fair, so that they can catch up with those higher in learning the expressions. Teachers do not need to explain—the mistakes they might make—verbally to them but correcting their mistakes whenever they make it right away by, say, repeating the correct way.
As to those whose skill is fair need to be assisted more. However,
it doesn’t suggest that teacher leave the others. It only stresses that
teacher should have special program for their treatment.
In brief, a more intense help has to be given to them. They need to be assisted in any way they need to be. Once a teacher observes that they need something, then he or she should modify or design a program to heighten their skill. In other words, teachers may need more time and energy in improving their speaking skill, especially basic two-word idiomatic expressions.
c. Strengthen more the skill of those is good. Teachers should tirelessly stress on verbal communication with them too that they could be much more familiar with spoken communication in both formal and informal English.
d. Take the overall steps, i.e. steps for the ability from fair to very good, for the poor-skilled students. First practice, second correction and correction, third practice more and more. Teachers stress on verbal communication but in an acceptable manner; however, it must be both verbally and theoretically correct.
A thorough help is needed. They must really be bettered in all
In addition to that, encouraging the fair ones is maybe hard because they are easily frustrated when they come to something hard for them to understand and practice. Hence, teachers have to change a strategy from another to another from time to time for the sake of their own betterment. They may repeat the same expressions longer than others do, but when it seems they feel bored with, teachers must soon
change with other kinds with the same meaning. They may say ―do you go to bed early every night?‖ for some time, and then change it to ―do you turn inearly every night?‖ etc.
e. Practice more rare expressions, e.g. plug in vs plug out, which most students or respondents find it much harder to express. This can be done by simulation and then play role. The simulation can be conducted in simulated settings such as assigning a special place and object on the wall, socket, then the teacher plug an electrical device (plug) in/out to reflect what the actions suggest.
3. The School Management
School Management which is headed by a principal and aided by boards of teachers have to be aware that schools in general are places of training, institutions of education, and, therefore, supposed to be in harmony with the progress of the students. It means that they are always ready to take
any steps needed for the sake of students’ progress. Therefore, the school
management has to make up its own policy to overcome this case (internal and specific policy). There are policies that might be made or chosen for the sake of effectiveness, and hopefully help overcome this problem:
First, set more time for the students to practice their English
Second, give more extracurricular activities to them for English practice in general, and especially in using the basic two-word idiomatic expressions.
Third, make a certain program, such as a regular twice-a-week English program at school stressing on verbal communication that can be instructed by their own (internal) teachers or by hiring experienced private (external) teachers.
Fourth, upgrade teachers’ ability by sending them to the higher
institute of English education, or English-teaching workshops or holding the kind of workshop cooperating with other schools, or at least send them to dependable English schools or inviting experienced private tutors.
Fifth, take a pilot project of training for the hand-picked students to follow some special training for others to follow suit their success. This is a good and inspiring example for other students to take. Then, training them at school by their own teachers or sending them to some English schools or courses or inviting some private English tutors can be equally good option to this step.
Sixth, take the very basic step of natural English by using idiomatic expressions a daily habit for the students and teachers alike. So whenever students meet one another they practice and use idiomatic expressions day in day out.
After executing all the above suggestions, evaluate regularly the program chosen or the policy made for the betterment in the future. Be sure to cooperate with the parents of the students. If there is the so-called PTA (Parent-Teacher Association)—an organization of teachers
Students’ approval is something cannot be ignored. Find a away to convince them the importance of the program and it is for the sake of their skills and these skills would be useful for their future. Never force, but persuade them to take it for their own benefit.
Usually an activity has a kind of motto to push the activists to work harder. For the sake of it, there is no mistake if this Arabic motto
is used, ―Man jadda wa jadd‖ which means whoever works hard (he/she) will work (what he/she tries to reach) out. Lastly, an effective
program always produces effective result. According to Scott and Ytreverg,40 and Nunan41 role-plays are also excellent activities for learners' speaking in the relatively safe environment of the classroom
before they must do so in a real environment. Therefore, dialogues (in
the role plays) offer students opportunities to act out and practice oral
skill before encountering the real world.
40
Scott, W., and Ytreberg, L. (2000). Teaching English to Children. New York: Longman. 41
Jackendoff, R. 1997. The architecture of the language faculty.(Cambridge, UK: MA: MIT Press) p. 55.
O’Dell, Felicity and MichealMccarthy, English Idioms in Use Advanced, (UK:
Cambridge University Press, 2010) p. 6.
Tuckman, B W, Conducting Educational Research, (Lincoln, LIN, UK: Harcourt Brace Jovanich, Inc.: 1978), pp. 58--59.
Arikunto, S.,Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 1995), p. 98.
Creswell, J. W,. Research Design: Qualitative and Quantitative Approaches,(London: Sage Publications:1994), p. 65.
Nunan, David. Research Methods in Language Learning. (New York: Cambridge University Press, 1991), p.23.
A. L. Chaney and T. L. Burke, Teaching Oral Communication in Grades K-8, Boston: Allyn& Bacon, 1998, p. 13.
Theodore Huebner, Audio Visual Technique in Teaching Foreign Language, New York: Cambridge University Press, 1960, p. 5.
Bashir, Marriam. Factor Effecting Students’ English Speaking Skills, British Journal Publishing Vol.2 No.1: 2011, pp. 36--38.
Schmitt, Norbett and Micheal McCarty. Vocabulary: Description, Acquisition, and Pedagogy, New York: Cambridge University Press, 1997, p. 38.
Edith, Eliana Roberto De Caro. The Advantages and Importance of Learning and Using Idioms in English, (Caudemos de Linguistika Hispanica: 2011), pp. 121—136.
