ACKNOWLEDGMENTS
Praised be merely to Allah SWT the Most Gracious and the Most Merciful who has
helped me to finish this research project entitled “Implementing Drill Technique in
Teaching Speaking at the Second Grade of SMP Negeri 4 Bandar Lampung”.
This script is made as one of the requirements to accomplish the S-1 Degree at
Language and Arts Department of Teacher Training and Education Faculty in the
University of Lampung.
I would like to acknowledge my gratitude to:
1. Prof. Ag. Bambang Setiyadi, M.A., Ph.D., as the first advisor of this script.
Thank you very much for giving me guidance in finishing this script by
providing useful advices to enrich the content of this script.
2. Drs. Ramlan Ginting Suka as my second advisor who also gave me many
suggestions and guidance.
3. Dr. Muhammad Sukirlan, M.A., as my examiner who gave his guidance,
suggestions and also encouragements for the improvement of this script.
4. Dr. Muhammad Fuad, M.Hum., as the head of language and arts education
5. Dr. Bujang Rahman, M.Si., as the dean of teacher training and education
faculty.
6. All my friends in English Department 2010, Aria Safitri, Desi Rahayu, Titik
Oktavia, Esy Octa Utami, Candra Cahyani Gani, Fitrivani Amalia Rahadi,
Zakia Permata, Agustina Dwijayanti, Shirta El Rusyda, Indah Nurhasanah,
Yulia Agustiara, Logi Bellamari, Puspa Aprilia, and Maulini Rizki.
7. My lovely friend in Mechanical Engineering Faculty, Rabi’ah Surrianingsih, thanks for being the best friend ever. And also Ika Nurmala Dewi from the
Counselor Guidance program study, thanks for being the best advisor ever.
8. My friends in my ‘unforgetable’ dorm: Fathiya Mubina, Novita Setiani and Hudanur Aini. Thank you very much for the being the best mates ever.
9. My friends in Muslimah Media Center ‘company’, Erlida Amnie Lubis, Evi Listyoningsih, Wiwit Hariyani, Riyanti Lestari, Nur Yuliantini and Iin
Mustanginah. Thanks for the ‘deadlines’.
The last, I realize that this research has many weaknesses. Therefore, suggestions and
criticism are needed for the improvement of this script. The researcher hopes that this
research can be used by the readers as the reference for the further research.
Bandar Lampung, August 2014 The writer,
CURRICULUM VITAE
Fortina Delana is the last daughter from the great father, Bapak Nasruddin Nujum and the amazing mother, Ibu Mismiwati. She was born on December, 14th
1992. She entered TK Pertiwi Dharma Wanita Bandarjaya in 1997, then went to
SD Negeri 5 Bandarjaya in the next year. She graduated from SMP Negeri 3
Terbanggi Besar in 2007 and went to SMA Negeri 1 Terbanggi Besar in the same
ABSTRACT
IMPLEMENTING DRILL TECHNIQUE IN TEACHING SPEAKING AT THE SECOND GRADE OF SMP NEGERI 4 BANDAR LAMPUNG
(Action Research)
By Fortina Delana
DRILL technique as the main part of audio-lingual method is a kind of technique for teaching language through dialogues which stresses on the students’ habit formation by repetition, memorizing grammatical structures through substitutions, singular-plural and tense transformations etc., using the target language and the culture where the language is spoken. This research is conducted to provide an effective technique for teachers in teaching speaking for students of SMP Negeri 4 Bandar Lampung. The objectives of this research are to organize the problems that appear during the teaching-learning process using Drill Technique and describe how the Drill Technique can be used in teaching speaking.
This is an Action Research conducted in three cycles. Each cycle consists of planning, implementing, observing, and reflecting. The subject of the research is the students of the second grade of class J. The indicators of the rsearch are based on learning product which is the improvement of students’ speaking score, and learning process which is based on the students’ activities.
DEDICATION
This script is really dedicated for my great dad, Bapak Nasruddin Nujum, and my amazing mom, Ibu Mismiwati. This is, a gift, for both of you
.
This script also dedicated for my three older brothers (Ahmad Palelam, Ahlan Dulino & Tasri Tupan) and my two older sisters (Karmila Utarinda & Linda
LIST OF APPENDICES
Appendices1. Lesson Plan 1 (Cycle 1)...
2. Lesson Plan 2 (Cycle 2)...
3. Lesson Plan 3 (Cycle 3)...
4. Questionaires of Interview 1st Cycle...
5. Questionaires of Interview 3rd Cycle...
LIST OF TABLES
Table Page
Table 4.1 Students’ Speaking Performance Score at Cycle 1... 36
Table 4.2 Students’ Observation Sheet at Cycle 1... 37
Table 4.3 Students’ Speaking Performance Score at Cycle 2 ... 45
Table 4.4 Students’ Observation Sheet at Cycle 2... 46
Table 4.5 Improvement of Speaking Performance from 1st-2nd Cycle... 51
Table 4.6 Students’ Speaking Performance at Cycle 3... 54
Table 4.7 Students’ Observation Sheet at Cycle 3... 55
Table 4.8 Improvement of Speaking Performance from 2nd-3rd Cycle... 58
Table 4.9 Matrix of the Revised Model from Cycle 1-Cycle 3... 59
MOTTO
“..the key of life is how successfully you are in managing your time..”(FD)
IMPLEMENTING DRILL TECHNIQUE IN TEACHING
SPEAKING AT THE SECOND GRADE OF SMP NEGERI 4
BANDAR LAMPUNG
(A Script)
By
Fortina Delana
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
CONTENTS
Page
ABSTRACT ... i
CURRICULUM VITAE ... ii
DEDICATION ... iii
MOTTO ... iv
ACKNOWLEDGEMENT ... v
CONTENTS ... vii
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
I. INTRODUCTION 1.1. Background of the Problem ... 1
1.2. Formulation of the Problem ... 5
1.3. Objectives ... 5
1.4. Uses ... 5
1.5. Scope ... 6
1.6. Definition of Term ... 6
II. LITERATURE REVIEW 2.1. Speaking ... 7
4.2. Discussion and the Findings... 60
a. Improvement of Students’ Rating Score of Speaking ... 60
b. Improvement of Students’ Performance and Learning Process .... 61
a) Cycle 1 ... 63
b) Cycle 2 ... 79
c) Cycle 3 ... 73
V. CONCLUSION 5.1. Conclusion ... 75
5.2. Suggestion ... 76
REFERENCES ... 77
I. INTRODUCTION
This chapter of research consists of background of the problems, formulation of
problems, objectives, uses, scope and definition of term.
1.1. Background of the Problems
In Lampung, it is fact that English has been taught from the kindergarten level,
eventhough many schools agreed to teach the subject from SD (Elementary School)
or SMP (Junior High School). This good situation does not mean that the students
from the very basic level of education to the university students in Lampung have a
good quality in English language.
It is also a general opinion that English is said as a language which is difficult to be
learned/ acquired and to be used where Indonesian people do not use English as their
second language. In addition, almost all of the pronunciation of Indonesian words are
different from English words.
In Bandar Lampung, there are several schools that apply their own decision to use full
English in their school environment, e.g. Sekolah Dharma Bangsa Bandar Lampung.
2
different to the school that hopes to English teachers who ‘met’ them for only 2 or 3 times a week.
Usually, in a class, teachers only find 3 or 4 students from the whole class who are
able to use English comprehensively or able to speak English fluently, as we know
that the essence of a language is as the media to communicate (Jones:1989 in
Rahmawati:2007). This situation becomes a serious problem for the teacher, as it is in
line with Gove (2013), he says that teachers are the most important fighters in the
bat-tle to make opportunity more equal means ‘the person’ that let say responsible for this teaching-learning problem is the teacher itself. English teachers often face some
common problems, e.g. the students are not able to speak English even by using the
minimum standard of the English grammar (e.g. speak Indonesian-English), or the students’ score of English subject always in the lowest are even sometime score does
not reflect their ability in speaking English, or it is difficult for them to speak English
orally, or it is difficult for them to understand the language in written form and many
others problems.
There are many factors and possibilities that make up those problems. e.g. students’ low motivation, teachers’ lack of ability, inappropiate method and students’ wrong assumption on learning the language.
In the assumption about language of audio-lingual method, Setiyadi (2006:55) says
that language is the everyday spoken utterance of the average person at normal speed.
lan-3
guage of some Indonesian people, let say someone’s traditional language have the
same difficulties level to English language. The dialect, structure and the literature
are extremely different from Bahasa Indonesia. But there are many Indonesian people
who acquire Bahasa Indonesia the same time they acquired their traditional language.
This condition sometimes because in their ‘area’ they use their traditional language, but in their school or their work they use Bahasa Indonesia. Means, acquiring some
traditional language behind Bahasa Indonesia, is the same way as we acquiring
Eng-lish language. It is in line with Setiyadi (2006:55), he says learning a foreign
lan-guage is the same as the acquisition of the mother tongue.
Their habits formed the ability to acquire their traditional language. They often heard
the language, they often repeat the language and use the language suitable to the
con-text and how the language is used in that place. Unconciously, they acquired the
lan-guage without go to school to learn the lanlan-guage.
Language is both knowledge and skill. In teaching English language as foreign
lan-guage, the method of course will be much concerning on how the language is used
and what are the samples of the utterance of the language that spoken everyday. The
tutors need to make the students understand and concern to the context of when and
where the language is used.
More listening/ repeating is one of the answers concluded by the writer when she
tried to observe someone who easily acquiring some foreign (traditional) language
4
audio-lingual method in teaching speaking skill. But it might took too long time if the
writer applied all the principles of the method, so the writer chose to use the drill
technique of audio-lingual method.
Language is a process of habit formation is one of many assumptions about language
by ALM (Setiyadi, 2006:55). Meanwhile, all the four language skills (listening, speaking, reading and writing) can’t be always taught by using this method where the
method only considered to produce oral utterances that is spoken by the native
speak-er. The important thing in using this method, the teacher must have a good ability in
pronouncing the language almost like the native-speaker of the target language
because teacher is the main model in the teaching-learning process.
The researcher hoped this technique ‘brought’ the students to be familiar with the u
t-terances of the language, familiar to hear and repeat the utt-terances/ dialogues, and at
the end they unconsciously are able to speak English nearly the way the
native-speaker spoke.
This research tried to find the students’ development and the improvement, and see
the problems occurred during the cycle by the cycle and find the suitable treatment to
solve the problems occured.
This research is classified as an action research. As suitable to Lewin (1946) in
Va-sarin (2007), describes action research as proceeding in a spiral of steps, each of
which is composed of planning, action and the evaluation of the result of the action.
5
change is desirable, and according to Setiyadi (2014), he says that an action research
conducted by university student is focus-oriented to the development of the
teaching-learning process that comes from the reflection of the one cycle to the other cycles.
1.2. Formulation of Problems
Based on the general background of the study above, statement of the problem can be
stated as :
1. What problems occured in the teaching-learning process using Drill
Tech-nique?
2. How is the implementation of the Drill Technique in the teaching-learning
process?
1.3. Objectives
The objectives of the research are to :
1. Organize the problems that appear during the teaching-learning process using
Drill Technique.
2. Describe the effective implementation of Drill Technique in teaching
speak-ing.
1.4. Uses
The writer expects that the result of the research might be used :
1. Theoritically, to verify the previous theories that related to drill technique in
6
2. Practically, to see whether drill technique can be applied in improving stu-dents’ pronunciation.
1.5. Scope
This research was focused on teaching the students through the three drill techniques
of audio-lingual method (Repetition Drill, Substitution Drill & Response Drill). Drill
technique in this research is used as the method of language teaching. The research
conducted in Class VIII J of SMP N 4 Bandar Lampung, which consists of 22
students. She chooses to teach the second grade students of Junior High School
because they have learned speaking already. The researcher acted as the teacher to
see the effective implementation of using the technique in teaching speaking and to
find out the problems which are occured while the teaching-learning process in order
to be revised on the next meeting.
1.6. Definition of Term
1. Teaching speaking is teaching the way for students to express their emotions,
communicative needs, interact to other person in any situation and influence
the others (Santi, 2013:8).
2. Drill Technique is a key feature of audio lingual method which emphasis on
repeating structural patterns through oral practice.
That is the discussion of this chapter. The first subtitle introduces the background of
II. LITERATURE REVIEW
This chapter of research consists of speaking, teaching speaking, drill technique,
developing a procedure of teaching based on the assumption of ALM and advantages and
disadvantages of using the drill technique.
2.1. Speaking Skill
The main four basic skills in learning English are speaking, listening, reading, and
writing. When the students entered SMP (Junior High School), they are taught by the
teacher to use this skill, even sometimes it is difficult for them to use English
lan-guage to describe something or to express what is on their mind or to communicate
while the teaching-learning process in the classroom.
Speech is a kind of instinct, and therefore a thought-free process, while reading
writ-ing is an intellectual achievement of sorts (Liberman:1995). Therefore, from all of the
language skills, unfortunately speaking is seen as less important than other skills. We
can assume that it might be caused by an assumption that every (normal) people can
speak. As a result, how to understand and write the language are much considered
than how to speak. We can see from the materials and the evaluation on English
les-son that almost all of them are forcing the students to know the form of some kind of
8
This condition makes many English teachers concern their teaching in mastering the
grammar. They seem to forget speaking skill is also important to be taught.
Setiyadi (2006:55) states clearly that one of the aim of the ALM method is learners
are able to speak in acceptable pronunciation and grammatical correctness. It is clear
that the students must be more careful in using and choosing words and the way in
communication using the language. Someone who expects to be able to speak English
well, she or he must know how to use the language in suitable context.
Speaking skill requires the students to know many vocabularies and rule of grammar,
interaction with the other speakers, and speak English well as native speakers do
(in-volves the pronunciation and the fluency). The following five are the components in
speech process:
1. Vocabulary
2. Pronunciation (including the segmental features; vowels and
consonants; and the stress and intonation)
3. Fluency (the ease and speed of the flow of speech)
4. Grammar
5. Comprehension
(Harris, 1969:81)
The writer has mentioned earlier, that speaking skill is needed to be mastered by the
students to communicate in the speaking class at school environment or another
Talk-9
ing something in English means we need to consider how to pronounce some words
or even sentences in English.
Creating a stronger link between pronunciation and communication can help increase learners’ motivation by bringing pronunciation to a level of intelligibility and
encour-aging learners’ awareness of its potential as a tool for making their language not only easier to understand but more effective (Jones, 2002 in Varasin, 2007), therefore
pronunciation may seem to be the foundation of speaking English because if the
words or sentence is mispronounced, the other will not understand the meaning or
what the speakers about. Then the function of language as the media of
communica-tion may not work. And it is impossible for us to use some foreign language without
knowing the pronunciation of the language. The explanations above clearly stated
that communication just one of the function of language, we also need to master the
pronounciation of the language as it is pronounced by the native speaker.
2.2. Teaching Speaking
Speaking is one of the aspects of the language that is considered hard to improve and
teach, as it is according to Hinkel (2005, p.485) in Nazara (2011) that speaking skill
is the most complex and difficult skill to master. Most English teachers do not teach
speaking mostly because they are not good at speaking but they are “ok” with teac
h-ing grammar, writh-ing, and readh-ing. Though sometime many language learners regard
speaking ability as the measurement of knowing a language. These learners define
10
comprehend oral language. They regard speaking as the most important skill they can
acquire, and they assess their progress in spoken communication.
According to Burkart (1998) that language teaching means the teacher helps their
students develop this body of knowledge by providing authentic dialogue or
coversation that prepares students for real-life communication situations. They help
their students develop the ability to produce the sentences which are grammatically
correct, and to do so using acceptable pronunciation. The ability to communicate in a
foreign language clearly and efficiently contributes to the success of the learner in
school and success later in every phase of life. Therefore, it is essential that language
teachers pay great attention to the teaching speaking.
2.3. Drill Technique
Audio-lingual method is a kind of method for teaching language through dialogues which stresses on the students’ habit formation by repetition, memorizing
grammatical structures through substitutions, singular-plural and tense
transformations etc, using the target language and the culture where the language is
spoken (Setiyadi, 2006:54). Therefore, repetition is really concerned in the method
and almost dominated by repetition technique. Where to repeat English phrases
cor-rectly might lead the students to master the foreign language.
Beside the repetition, the other principles of audio-lingual method are drilling the
students. In simple word, drill means listening to a model (teacher), or tape or another
11
forcing the students to use the language. Since the primary aim of the method is to
communicate, the students must use the target language all the times. While the
teaching learning process, the teacher must drill the students to use the target
lan-guage and make it familiar with their tongue so that they can pronounce the lanlan-guage
acceptably.
The Audio-lingual method drills students in the use of grammatical sentence patterns.
Setiyadi (2006:57) says that the method said that language is the everyday spoken
utterance of the average person at a normal speed. It means that the main issue of the method is producing oral ‘product’ in acceptable pronunciation and grammatical
correctness.
The method provide relatively complete technique and procedure. Drills, as part of
the Audio lingual method technique, have been applied to the teaching of English
especially in speaking. There are a number types of drills technique in ALM
(Setiyadi:63-66) that are Repetition Drills, Substitution Drill, Transformation Drill,
Replacement Drill, Response Drill, Cued Response Drill, Rejoinder Drill,
Restate-ment, Completion, Expansion Drill, Contraction Drill, Integration Drill, and
Transla-tion Drill. The teacher may choose some of them because it all depends on the needs
of the students. The writer only chose three of them; they are Repetition Drill,
Substi-tution Drill, and Response Drill. The following are the type of drills that are in the writer’s opinion needed by the students. But the following drills will be adjusted
suit-able to the problems or the needs of the students by seeing the result from the first
12
The writer chose the repetition drill because it is needed to strengthen the students’ memorization. By drilling to repeat some phrases or se
n-tences correctly lots of times, it will lead the students to master the
Language learners are required to replace one word with another. They
may replace a word of the model sentence with a pronoun, number, or
gender and make some necessary changes.
Example:
This type of drill will let the students not only to can master the
13
words/sentence even by imitating from the guided sentence that is
giv-en by the model.
3. Response Drill
Language learners respond to somebody’s sentence. In this drill the
answers are patterned after the questions. This drill may involve “who” question or “yes/no” questions.
Example:
T1 : Alice is at school.
T2 : Where is Alice?
T3 : At school.
Although the concept of audio lingual method is speaking first
under-standing later, by using this type of drill the students not only could
remember the utterances, but can respond the utterances.
All those types of drills provided by the researcher first before she found the result of
the implementation of the technique. Later the researcher will matched the types of
drills needed by the students (from the result of cycle per cycle) to find out the
im-provement.
Finally, it can be concluded that ALM considered to drill the students to use the
14
2.4. Developing Procedure of Teaching Speaking Based on the Assumption of Audio Lingual Method
In this research the writer used drill technique to attain the students’ pronunciation to be improved.
For a simple improvement in their speaking skill (pronunciation included) the teacher
can use a simple memorized phrases or sentences. It can be practiced trough
repeti-tion drill. It can also improve the student’ memorization of phrases or even utterances by giving them a lot of repetition practices. For example, teacher says ‘I am the winner of the Math Olympiad’, the students will repeat the same phrase ‘I am the
winner of the Math Olympiad’. The teacher may also vary the technique of the
teach-ing by choosteach-ing substitution drill. For example teacher shows or writes word ‘a st a-tion’, and say ‘where is the station?’ then the students repeat it then move to the next
substitution words. This concept of teaching is aimed to make improvement in
students speaking skill as clearly stated by Harris (1969:81) :
1. Vocabulary
2. Pronunciation (including the segmental features; vowels and
consonants; and the stress and intonation)
3. Fluency (the ease and speed of the flow of speech)
4. Grammar
Related to the languange assumption of ALM (the main part of drill technique) that
language is habit formation and another assumption about language of ALM that
15
support the students to produce the language as what native speaker said, not
Indonesian-English (as it is the common problem of learning English). The teacher
drills the students to master the language by much doing repetition in producing
utterances or dialogues that it is spoken everyday in daily life conversation.
As it is stated by Setiyadi (2006:55) that the one of the linguistic aim of ALM is
lan-guage learners are able to speak in acceptable pronunciation and grammatical
cor-rectness, the drill technique will provide the students a focus accuracy. The students
will be able to produce some phrases or sentences without making mistakes because
they are drilled by the teacher with correct grammatical phrases and sentences. By
using the technique the students can notice the correct form or pronunciation of a
word or phrase. The writer also assumed that the technique will help the students to
memorize and automized the language patterns.
Audio Lingual Method has an appropiate procedure of presenting the language
materials. As it is in line with Huebener in Setiyadi (2006), the audio lingual method
has a set of procedure of teaching the foreign language, where listening and speaking
ability is the first skill to be considered. That’s why the first procedure of teaching is more related to listening and speaking ability. This is the procedure that will be used
for teaching the language by using the technique based on the assumption about
language learning in the ALM. According to Setiyadi (2006:55), one of the principles
of Audio Lingual Method is language learners are able to comprehend the foreign
16
also language learners are able to speak in acceptable pronunciation and grammatical
correctness. And according to Larsen-Freeman in Setiyadi (2006), she says that
language learning is a process of habit formation. The more often something is
repeated, the stronger the habit and the greater the learning. ALM believes that
learning a foreign language is the same as the acquisition of the native language. This
is clear enough to be the reason of constructing the concept of the lesson plan as
follow :
Pre-activity
1. The teacher attracted the students’ motivation by asking them some v o-cabularies that they know.
2. The teacher explained the material about Descriptive Material the theme is
Asking and Giving Information (this is for the first cycle) without giving them
know that they will be the object of research of using drill technique in
teaching them.
While-activity
1. The teacher will give phrases to be repeated by the learners.
For simple example: Or it can be a little dialogue as follow:
A : Do you have a big family, Dani?
17
A : How big is your family Yuni?
B : I have two brothers and three sisters.
2. The language learners listen carefully while the teacher recites the correct
grammatical utterances, each sentence may be repeated half dozens of times.
3. The teacher then guided them to make repetition of each line by the
language learner in chorus.
4. Repetition then continued with group decreasing in size, that is first the two
halves of the class, then thirds, and then single rows or smaller groups.
5. After that the teacher will use one by one those types of drill technique,
they are Substituion Drill Technique, and Response Drill Technique.
Post-activity
1. The teacher asked them randomly to see their pronunciation by asking them to repeat, to substitute, and to response the teachers’
phrases/utterances/sentences.
The concept of the lesson plan above is based on the principle of the Audio Lingual
Method. The first type of drill that will be used is repetition drill, because the
researcher need to consider the hard level of the technique, means it should be started
from the easier then go to the harder. The researcher began the process of teaching by
using repetition technique. It is easy for the learner to only repeat the prhases and to
make sure they mastered the prhases, the researcher decreased the size of the students
as the object of teaching, that is first the two halves of the class, then thirds, and then
single rows or smaller groups and one person. The next step then the researcher will
18
As mentioned earlier that the purpose of the method is to make the language learners
able to speak English in acceptable pronunciation and grammatical correctness,
means later the students need to understand what they are talking about. By applying
the substitution drill and response drill, the students will be able to change the
utterances as they need to talk to someone else based on the suitable topic. They will
not bound themselves in talking to someone by matching the prhases they are
memorized, because sooner or later they will understand the meaning or even in
which context they will use the prhases.
2.5. Advantages and Disadvantages of Using Drill Technique The advantages using the technique are :
1. The Audio-Lingual Method has a strong theoretical base in linguistics.
2. .Since the aim of the method is speaking ability, teaching though the ALM
language learners will spend most of time for speaking.
Huebener (1969:9) in Setiyadi (2006) states that the method still has certain
disadvantages to be considered, these are the diadvantages:
1. The primary aim of foreign language instruction in the school has always been
educational and cultural. The ability to speak fluently is not acquired
primarily in the classroom, but through much additional practice on the
outside.
2. Real conversation is difficult to achieve in the classroom because the time to
19
3. Conversation must not be confused with oral practice. Conversation involves
a free, spontaneous discussion by two or more persons of any topic of
common interest. Part of its effectiveness is due to facial expression and
gesture.
4. Speaking ability is the most difficult phase of foreign language to teach and to
acquire.
5. This ability is least likely to be reatained, for it depends on constant language.
6. It is difficult to teach because it requires unusual resourcefulness, skill, and
energy on the part of the teacher. No textbook can make make up for the
originally of an everyday life situation.
7. Conversational competence depends essentially on an extensive vocabulary,
memorization of numerous speech patterns, and the automatic control stress.
Then we might think that this problems will not going to be serious problems when
students practice a lot outside the classroom. And the teacher should pay full attention
to the students activities related to the goals of the teaching activity that using the
method.
That is all the discussion of this chapter of research. At the first of the subtitle this
chapter introduces the concept of speaking, teaching speaking, drill technique,
developing a procedure of teaching based on the assumption of ALM and advantages and
III. RESEARCH METHOD
This chapter of research consists of research settings, method of collecting data,
consistency of the data, research procedure, the procedure of the study, research
indicators, instrument of the study, and data analysis.
3.1. Research Settings
Since the research was focused on the problems that occur in the speaking class
through drill technique, in which the problems that occurred are analyzed and revised
by the observer. The researcher used more than one cycle of teaching to solve the
problems occured, where the next cycle is reflecting the implementation from the
previous cycle.
In this research the researcher used an action research. It is different from the
classroom action research where usually conducted by a teacher, in this research the
research conducted by the researcher (university student) as it is stated by Burns in
Setiyadi (2014) that action research for university student is an approach which was
done by the students to answer their research problems.
In implementing the research design, the writer needed a partner acts as the observer.
22
lesson plan has three main stages of learning; pre-activity, while activity and
post-activity.
The research was conducted in the second year of SMP N 4 Bandar Lampung. The
population in the class consisted of 22 students. She used one class to gather the data
needed, that are; students’ transcribing while repeating the utterances spoken by the teacher, problems occured during the teaching learning process by using the drill
technique, and how is the implementation of the technique.
3.2. Method of Collecting Data
Several procedures used in order to get the empirical data required. The research
would be conducted in two ways as follows:
1.Observation
The researcher first entered the class that being used to be the object in this research
and see how the ability of students in speaking English and then the next meeting the
researcher began to apply the technique to the students and observed and analyzed the
teaching-learning process in the speaking class through drill and repetition technique.
The researcher always took note to write the students’ problems in learning the language. As it is according to Setiyadi (2006:239) that the purpose of observation is
to explain the situation being investigated, the activities, person or individuals who
are involved in the activity and the relationship among them.
2. Interview
The researcher interviewed the teacher and view students of the objected class to find
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interview introduced by Patton (1998) in Setiyadi (2006) that in Informal Model of
interview to gather a valid data from the object. The object didn’t realize that they were being interview by the researcher.
3. Recording
The researcher also used voice recording to record students’ utterances that occurred
during the teaching-learning process using the technique in order to get the authentic
data so that made it easier in gathering the data. Then the researcher transcribed the
data to be written form and find out what are the problems (common problems) that
occur during the teaching-learning process.
3.3. Consistency of the Data
In order to make the data consistent, the researcher applied observation (observer as
participant) and interview. Observation is a way of collecting data by becoming the
part of the object, as the researcher became the teacher in the objected class and could
not be covered her aim to have a research in the class, the writer acted as the teacher
or instructor in the classroom at once became the researcher of the research. In
conducting interview, informal interview used by the writer to get the more valid or
consistent data from the object of the research. Oral grammatical test also used to measure the students’ pronunciation through the oral grammatical test. Even in this way the students’ grammar is being focused, here the researcher not only focused on
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3.4. Research Procedure
In this action research, the researcher implemented three cycles. The cycles were used
to identify the problems occurred in the learning process carried out by the technique
which was going to be applied. The main steps of each cycles were:
1. Planning
The researcher planed to make a qestionaire for interviewing the object of the
research then prepared the lesson plan and the selected material. The material was
about dialogue that matched with their syllabus level that is taken from their book or
the other acceptable source. And the research also prepared the oral test to measure
the improvements.
2. Implementing
In this step, the researcher implemented the material and the drill technique while the
teaching-learning process. The researcher attracted their participation to make them more ‘active’ than before.
3. Observing
The researcher observed the activities happened in the classroom in every cycle and
took note for the result of the observation in the observation sheets. The researcher
also interpreted the result of the observation. This step began when teaching learning
process occurred.
4. Reflecting
In this step, the researcher and the observer analyzed the result of the oral test of the
students are learning product. The researcher also analyzed everything that occurred
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problems of the implementation in teaching speaking trough drill technique in the
next cycle. On the other hand, if the target were already achieved the researcher did
not need to hold the next cycle.
As it is introduced by Arikunto (2006:16) that the cycle of Classroom Action
Research is in the following concept.
The Cycle of Classroom Action Research (Arikunto, 2006:16)
Since it was focused on how is the implementation of the drill technique in teaching speaking in terms of improving the students’ pronunciation, the cycles in the action
research which was done by the researcher had a role to complete the model in the
real context (class), so that the technique is tested for its effectiveness in the
classroom. So, the action research done through cycles is a scientific approach which
consisted of identification of the problems from the implementation of the drill
technique, improving the cycle through reflection, testing the students, collecting data
through observation and back to the identification (Setiyadi, 2014:61).
Analyzing and
Reflecting
Implementing
Planning
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occured in the first cycle is revised in the next cycle of teaching to improve the model
which is developed in this study.
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3.5. Research Indicators
To find out the success of this action research, the researcher determined the
indicators, that deal to the learning product and learning process.
1. Learning Product
The target of the learning product was based on the improvement of students
speaking skill. It means after applying the Drill Technique in the teaching
learning process, it was hoped that the students’ speaking skill is better from the previous. The improvement were some aspects that was observed by Harris
(1974:), they are Pronunciation and Grammar. But if the students showed no
improvement or the target of the teaching program did not achieved yet, the
researcher tried to find out the reason and revise the model for the next cycle.
2. Learning Process
In the learning process, the aspect that became the focus of the researcher is the
problems occured during the teaching learning process. The problems are
revised in the next cycle of teaching.
3.6. Instrument of the Study
To gain the data, the researcher applied an instrument of Harris (1974:68-69) in order
to gather the data, it was needed and to classify the students’ improvement. The improvement was seen by their performance in the class. The teacher tested them
hiddenly. The teacher wrote down the result in an evaluation paper by giving the
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materials. This kind of evaluation also help the observer to find out what kind of
problem that occured in the teaching learning process.
Table of Harris’ Scale (1974:68-69)
No Criteria Rating Description
Scores
1 Pronunciation 5
Have a few traces of foreign language, the speech is effortless as that native speaker
Very hard to understand because of pronunciation problem, most frequently be asked to repeat
1
Pronunciation problem to serve as to make speech virtually unintelligible
2 Grammar 5
Make few (if any) noticeable errors of grammar and word order
4
Occasionally makes grammatical and or word orders errors that do not obscure meaning
3
Make frequent errors of grammar and word orders, which occasionally obscure meaning
2
Grammar and word orders errors make comprehension difficult, must often rephrases sentences
1
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The instrument used was categorized into two types of assessment aspects. The first
one was about the pronunciation and the second one was about the grammatical
correctness suitable to the expected valid data that the researcher chose to use oral
grammatical test.
3.7. Data Analysis
Setiyadi (2006:255) states that data analysis is a process of organizing data in order to
gain the pattern or form in a research. To analyze the data in this research, the writer
used Descriptive Analysis. Descriptive analysis tried to describe the implementation
and the result of the research based on the collected data suitable to the objective of
the research, or can be the description of problems occured from the collected data.
That is all the discussion of this chapter of research. At the first of the subtitle this
chapter introduces research settings, method of collecting data, consistency of the
data, research procedure, the procedure of the study, research incators, instrument of
V. CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions and suggestions based on the result of the
research and discussion.
5.1. Conclusions
Based on the result of the learning product and learning process, the researcher
concludes some conclusions, as follows:
1. In learning process, the problems often faced by the researcher was from
their understanding, they often didn’t know what was the researcher
talking about. But the learning process was getting better from cycle to
cycle. The researcher tried to improved the way she taught the students based on the observation sheet observed by the researcher’s partner and based on the researcher’s interview to the students after the class ended.
2. The implementation of the teaching learning process was getting better
cycle to cylcle too. She changed the material suitable to the data needed
by the researcher and suitable to the needs of the students. The students
bravery and confidence were getting better from cycle to cycle. At the end
majority of the students were brave enough and more confident to speak
in English, but the negative side that happened is, the classroom was
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5.2. Suggestions
Based on the conclusions, the researcher puts forward the following suggestions:
1. English teacher of Junior High School should consider implementing Drill
Technique in teaching speaking to improve students’ speaking skill and students’ confidence. Because this technique can be used to make students
more active and it will also improve the teacher’s performance in teaching speaking.
2. English teacher should find another method in teaching speaking through
Drill Technique behind using dialogue. Sometime students get bored when
the teacher always asks them to speak loudly.
3. In implementing this technique, the teacher has to select the appropiate
topics which can increase the students interestness in learning the English
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