• Tidak ada hasil yang ditemukan

THE IMPLEMENTATION OF STAD (STUDENT TEAMS ACHIEVEMENT DIVISIONS) TO INCREASE STUDENTS’ SPEAKING ABILITY AT THE FIRST GRADE OF SMK YADIKA NATAR

N/A
N/A
Protected

Academic year: 2017

Membagikan "THE IMPLEMENTATION OF STAD (STUDENT TEAMS ACHIEVEMENT DIVISIONS) TO INCREASE STUDENTS’ SPEAKING ABILITY AT THE FIRST GRADE OF SMK YADIKA NATAR"

Copied!
88
0
0

Teks penuh

(1)

THE IMPLEMENTATION OF STAD (STUDENT TEAMS

ACHIEVEMENT DIVISIONS) TO INCREASE STUDENTS’ SPEAKING ABILITYAT THE FIRST GRADE OF

SMK YADIKA NATAR

By

NyomanAdiIrawan

A Script

Submitted in A Partial Fulfillment of The Requirements for S-1 Degree

In

The Language Arts Department of Teacher Training and Education Faculty

ENGLISH STUDY PROGRAM OF LANGUAGE AND ARTS DEPARTMENT IN

TEACHER TRAINING AND EDUCATION FACULTY OF LAMPUNG UNIVERSITY

(2)

i ABSTRACT

THE IMPLEMENTATION OF STAD (STUDENT TEAMS

ACHIEVEMENT DIVISIONS) TO INCREASE STUDENTS’ SPEAKING ABILITY AT THE FIRST GRADE OF

SMK YADIKA NATAR

By

NYOMAN ADI IRAWAN

Speaking is a complex language skill to be mastered. This is because it involves vocabulary, pronunciation, fluency, grammar, and comprehension. In speaking, the students in Senior High School learn how to use the English well, how to pronounce the word in English, learn how to invite someone, accept an invitation and refuse an invitation from someone, learn how to greet in meeting and parting. The problems are most of the students in Senior High School especially in SMK YADIKA NATAR are difficult to invite, accept invitation and refuse it. The learners also have weaknesses to greet in meeting and parting in English.

The research is intended to investigate whether or

not the implementation of Student Team Achievement Division (STAD) teaching technique can increase students’ speaking ability significantly. This research is a quantitative research. The design of this research was one group pretest posttest design. This research was conducted at SMK YADIKA NATAR and the population was the first grade students of SMK YADIKA NATAR. One class was taken as the sample. The class consisted of 24 students.

The data were collected through recording and analyzed by using repeated t-test to

examine the significant increase of students’ speaking ability. The result of the test

showed that there was a significant increase from pretest to posttest after being taught by STAD. The increase is from 60.3 up to 80.3. In this research all aspects of

speaking increased; pronunciation 11.3 up to 15.1, Vocabulary 15.1, Fluency up to 15.7), Comprehension up to 16.1), and Grammar 16.9. The result of the computation

showed that the value of the two tailed significance was 0.000. Since the sign < α

(3)
(4)
(5)

CONTENTS

Page

ABSTRACT……… i

CURRICULUM VITAE………. ii

MOTTO……….. iii

DEDICATION……….. iv

ACKNOWLEDGEMENT………. v

CONTENTS……… ix

TABLES………. xi

GRAPHS……… xii

LIST OF APPENDICES……… xiii

I. INTRODUCTION 1.1. Background of the Study……….. 1

1.2. Formulation of the Problem………... 3

1.3. Objective of the research………... 4

1.4. Uses of the Research………. 4

1.5. Scope of the Research………... 4

1.6. Definition of Terms... 5

II. THEORETICAL FRAMEWORK 2.1. Concept of Speaking Skill……… 7

2.2. Type of Speaking……….. 9

2.3. Concept of STAD………...………... 12

2.3.1. The Purpose of STAD………. 14

2.3.2. Criteria of STAD……….………. 16

2.3.3. Standardization of STAD……… . 17

2.4. Concept of Teaching Speaking………. 18

2.5. Procedure of Teaching Speaking through STAD…….…………. 19

2.6. The Advantage STAD in Teaching Speaking……… 21

2.7. Theoretical Assumption………. 23

(6)

3.2. Subject……… 24

3.3. Data……… 25

3.4. Variables……… 25

3.5. Step in Collecting the Data……… 26

3.5.1. Selecting Speaking Material………... 26

3.5.2. Determining the Instrument of the Research…………. 26

3.5.3. Determining the Population and Sample……… 26

3.5.4. Conducting Pretest……… 27

3.5.5. Giving the Treatments……… 27

3.5.6. Conducting Posttest……… 28

3.5.7. Analyzing, Interpreting and Concluding the Data…. … 28 3.6. Instrument of the Research……….. 29

3.8. Hypothesis Testing………... 35

IV. RESULT AND DISCUSSION 4.1. Result of Speaking Test……… 36

4.1.1. Result of Pretest………... 37

4.1.2. Result of Posttest……… 39

4.2. The Increase of Students’ Speaking Ability……… 41

4.3. Hypothesis Test………... 43

4.4. Discussion and the Findings….………... 44

V. CONCLUSION AND SUGGESTION 5.1. Conclusion………. 53

5.2. Suggestion……….. 55 REFERENCES

(7)

I. INTRODUCTION

1.1 Background of the Research

Learning English is a long process which needs time a+nd a hard work to study. In order to have a good English proficiency is impossible to be covered instantly. They must face many problems and get a lot of practice. And of course they must be passionate. How to provoke them to be passionate is a serious challenge for every English Teacher. At least, the students have to learn two important parts of the language. They are language components (grammar, phonology, and

vocabulary) and the language skills (listening, speaking, reading, and writing) which means that every student who wants to master English, they must learn these components and skills of the language because both parts have important function to others.

(8)

essential in learning English. It is in accordance with students’ aspiration come to English class which is cited by River (1976:161), stated that students come to study a foreign language in school with strong conviction that language is something spoken. Definitely, this kind of skill must be concerned seriously as the important one.

It is useless to master so much vocabularies and grammar if they do not able use them in communicating and interacting with others. Speaking is a process of communication between at least two people and speaking is a way to express

someone’s idea. However, today’s world requires that the goal of teaching

speaking should improve students’ communicative skill, because only in that way students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance.

(9)

In accordance with improving speaking skill, teacher should have a good competence in presenting learning material. He or she should use good strategy of teaching to make it easier to be understood and to be observed by the students. But, in many cases the students often feel bored in learning language; they are uninterested to the material presented by the teacher; they are afraid to speak up and they are passive, so most of them are failed to master English. The teacher needs to use strategy to bring the students out of that condition so they can master English orally.

One of teaching strategy that has orientation with constructive approaches is cooperative learning by using STAD (Student Team Achievement Divisions). According to Johnson (1997) the use of cooperative learning especially STAD type has beneficial to motivate students in group so that they can help each other in mastering the materials that is given. Beside that the use of STAD also can growing awareness that learning is important, useful and fun, the students more responsible in learning process, and make students to have positive thinking in learning the material that is given.

1.2 Formulation of the Problem

In order to set the research in a clear objective and by referring to the description of the problems above, here, the writer formulates the problem as follows;

(10)

2. In what aspect of speaking is STAD increase the students’ speaking ability?

1.3 Objective of the Research

The objectives of conducting the research are;

1. To know whether there is any a significant difference of students’ speaking ability score after being taught through STAD.

2. To know in what aspect of speaking is the highest increase of students’ speaking ability score after being taught through STAD.

1.4 Use of the Research

The finding of this research will be used to give information to readers about the issue; the use of STAD technique in teaching and learning English, especially in teaching speaking skill. This research gives information to teachers especially English teachers about an idea in teaching technique. It is hoped, the information can be use both theoretically and practically and both by the English teachers and student of English Teachers Training to improve their ability in teaching and further their students achievement in learning English.

1.5 Scope of the Research

The researcher intends to find out whether there is a significant difference of

students’ speaking ability score from pretest to posttest after being taught through

(11)

comprehensibility based on the rating scale by Harris(1978: 84). The learning and teaching process in this research is specified to the use of STAD, since in STAD technique the learners have many opportunities to improve their speaking ability. This research was conducted at the first grade of SMA YADIKA

NATAR, Lampung Selatan. There are six classes but only one class is taken as the sample. The Writer conducts this research in five meetings for three weeks.

1.6 Definition of the Terms

In order to avoid misinterpretation about the use of terms in this essay while discussing the issue, here are some definition of the terms;

a. Speaking is an ability to converse or to express a sequence idea fluently (Lado; 1976). It is a two ways process between speaker and listener and involves productive and reactive skill of understanding. b. Cooperative learning is the instructional use of small group so that

the students work together to maximize their own and each other’s learning, the student are divided into small groups after receiving instruction from teacher, than, they work through the assignment until all group members understand and successfully complete it (Johnson & Johnson; 1989)

(12)

that each students have individual and mutual responsibility to the learning activity.

(13)

II. THEORETICAL FRAMEWORK

2.1 Concept of Speaking

Speaking is an activity of delivering massage, it occurs between speaker and listener orally. In other words, the main point of speaking activity is that

speakers communicate their massage to the listeners. In this case, the speaker and listener should be able to understand each other. The speaker can produce the sounds that involved the massages and the listener can receive, process, and response the massages.

According to Byrne (1984) speaking is oral communication. It is a two ways process between speaker and listener and involve productive and receptive skill of understanding, while Huebner (1969) states that speaking is the main skill in communication. Based on this idea it is understood that through speaking, someone can communicate or express what she or he wants in order to understand one another.

(14)

ideas, speaker must also attend the aspect of speaking, in order that the massage is understandable to the listener.

According to Brown (1987: 2) in all communication or conversation two people are exchanging information or they have a communication or conversation need. It means that the reason for the people to communicate with other is in order to tell people something, which they do not know, or to find something out from other people.

Johnson (1983: 18) refers to speaking as the ability to produce articulation, sounds or words to express, to say, to show and to think about ideas, taught and feeling. Murica (1978: 91) says speaking is the primary element of language and it can be developed from the beginning when someone was born, from the first contact with the language.

Furthermore, in speaking, there are some aspects that should be concerned. They are fluency, accuracy (grammar and pronunciation) and comprehensibility. Fluency is the smoothness or flow with which sounds, syllable, words and phrases are joined together when speaking.

(15)

some extant by allowing the students to focus on the element of phonology, grammar, and discourse in their spoken output. The statement infers that both fluency and accuracy are important in speaking. Grammar is needed for students to arrange a correct sentence and conversation, while pronunciation refers to the ability to produce easily comprehensible articulation (Syakur; 1987).

Besides, fluency and accuracy, comprehensibility is also needed in speaking since it reflect how much the speaker understands what he is talking about. If someone says something beyond the topic discussed, it can be said that he has no comprehensibility towards the topic. In other words, comprehensibility

determines how well the speaker interprets and responds the massage received. Comprehensibility is defined as measurement of how much interpretation is required to understand the others’ responses

(http:/wwwkl2.dc.us/teachingandlearning/document/ Rubrics.pdf).

Harris (1974: 82) adds that comprehension for all communication certainly requires a subject to respond to speech as well as initiate it.

(16)

2.2 Types of Speaking

Brown (2001: 250) says that much of our language teaching is devoted to instruction in mastering English conversation. He classifies the types of oral language as the figure below:

1. Monologue

Planned Unplanned

2. Dialogue

Interpersonal Transactional

In monologues, when one speaker uses spoken language, as in speeches, lectures, readings, and news broadcast, the listener must process long stretches of speech without interruption-the stream of the speech will go on whether or not the hearer understands. In planed, as it opposed to unplanned, monologue differs

(17)

Brown also provides type of classroom speaking performance, they are: 1. Imitative

A very limited portion of classroom speaking time may legitimately be spent generating” Human tape-recorder” speech, where for example, learner practice an

intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaning full interaction, but for focusing on some particular element of language form.

2. Intensive

Intensive speaking goes one-step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of the language. Intensive speaking can be self-imitated or it can even from part of some pair work activity, where learners are “going over” certain

forms of language. 3. Responsive

The students’ speech in the classroom is responsive short replies to

teacher-or-students-initiated questions or comment. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic: 4. Transactional (dialogue)

(18)

5. Interpersonal (dialogue)

Interpersonal dialogue carried out more for maintaining social relationship than for the transmission of the facts and information e.g. The conversations are little trickier for learner because they can involve some or all of the following factors: a casual register, colloquial language, emotionally charged language, slag, ellipsis, sarcasm, and a covert “agenda”.

6. Extensive (monologue)

Students at intermediate to advanced level are called on to give extended

monologues in the form of oral reports, summaries, or perhaps short speeches. In this, the register is more formal and deliberative. This monologue can be planned or impromptu.

From the types of speaking described above, the researcher choose extensive monologue, since its purpose is to report or to retell a story, which the story will be based on students’ experiences.

2.3 Concept of STAD

(19)

cooperative that is created to help the students’ socialization. Learning

cooperative STAD type is featured by the task structure, purpose and cooperative reward. STAD can influence the feedback between the students. STAD consists of five major components: class presentation, teams, quizzes, individual

improvement scores, and team recognition. The details of each component are discussed as follows:

1. Class presentations.

This component is mainly constructed by the teacher. Materials are presented and explained to the students; however, the students must always realize that they must pay careful attention because the learning content will appear on the worksheet that they will be assigned in the next component.

2. Teams.

Students are divided into groups of heterogeneous academic performance, sex, and race or ethnicity. This component is important because it

prepares students to do well on the quizzes. All teammates study the worksheet or materials together and need to explain them to each other carefully. Students must ensure that all members understand the materials thoroughly before doing the quiz.

3. Quizzes

(20)

group gets higher score, this will be possible to help the team to improve their scores in the next components.

4. Individual improvement scores

The idea behind this component is that each student has a performance goal to work harder and better than in the past. All students can improve the team scores if they do better in the quizzes. Students at all levels of achievement: high, average, or low have equal opportunities to work for the team. However, each student has a base score driving from their score on their last performance.

5. Team recognition

Team gets a reward if the team’s average score satisfy the criteria. Teacher may have a role in creating how to reward successful group. However, this component does not mainly focus to the rewards, it rather focuses on the recognition of the students’ accomplishment.

2.3.1 The Purpose of STAD

According to Vygotsky (www.depdiknas.com: 2004) the major implication in learning that require the setting class have the form of cooperative learning, students interact and give the strategies to overcome the problem effectively. Besides that, cooperative learning of STAD type can also help students work in group, critical thinking and develop their social skill.

STAD is one of cooperative learning that has a purpose as cited by Arends

(21)

academic achievement, reception many kinds of opinion and develop social skills.

1. Achievement academic

Cooperative learning can increase students’ achievement and charge

behavior to back up the result of student study. Besides that, cooperative learning is very useful for the students that get low, middle, and high achievement because they can cooperate to handle the problem with their friends.

2. Receive many kinds of opinion

In cooperative learning, the students can develop and charge their ideas or opinion in a group. Cooperating to handle academic problem and also to passed student structure appreciation to value each other.

3. Develop social skill

In cooperative learning, students can develop their social drill because always share in a group with their friend and student study cooperative skill to value other opinion and determine the purpose together.

Slavin (1984) also said that there are many reason for cooperative such as greater students’ achievement, social benefit, and changing structure.

These points are as follow;

1. Greater student achievement

In individual competition many students attempt to accomplish a goal with only a few winners. But in cooperative team there are more winners in the team, because all members reap from the success of an

(22)

in cooperative learning. Some forms of group competition promote

cohesiveness among group members and group spirit. Slavin also found that 63% of cooperative learning groups that were analyzed had a growth in achievement.

2. Social benefit

Learning cooperative can increase the social skill of the student. Because they find that teams are able to accomplish more when they are trained to work together.

3. Changing together

Many students that work in teams or are moving toward this concept and many others are finding more beneficial and profitable to combine the knowledge and manpower of a team in an interdisciplinary group.

2.3.2 Criteria of STAD

Gnagey and Ostrowski (1992) said that STAD is a system of cooperative learning which features small heterogeneous teams of 4-6 members who tutor each other on the material in the course and prepare each other for weekly quizzes. Students take the quizzes individually but are awarded bonus point on the basis of the teams’ mean performance. Rather than awarding bonus points to the team with

the highest average quiz score which worked in favor of the teams with more bright, motivated students.

(23)

the teacher. Then, they work in groups of four until six members before doing individuals quizzes. The teams may earn reward based on how much they progress over the previous learning period. The only way that the team can be successful is to ensure that everyone in the group has learned the content and is able to master the quizzes.

2.3.3 Standardization of STAD

Standardization of teaching English by using STAD in this study as cited by Slavin (2000), the students’ ability in each group are chosen heterogeneously. So

the ability of one group to the other groups is homogeneous. If it is possible, to make groups the teacher should notice the differences of race, religion, gender, and social background of the students. If in the class the differences of race, religion, gender, and social background of the students are the same relatively. So the teacher makes the group based on the academic ability of each student.

STAD has some components.

The first is teams; STAD cooperative has 4-6 students in group. They are

heterogeneous students. They have different level in academic, gender, and ethnic group. Every group has a task to be solved in the classroom. Placement test; the teacher gives the students the test. The question that is given based on the material that will be taught by the teacher. It is to help the students in understanding the material.

The second is the students’ creative; to help the students to be active in group

(24)

the teacher makes the team study to work together in a group to solve the material that is given. And ask the students to read the instructions and ask the teacher or their about the instruction. And the last is team score and recognition; the teacher gives the score to the students.

Slavin (1995) said that to give the score in group work or cooperative is calculated by calculate the result pre-test and add the result post-test:

Group score

Score Point

100% ( perfect score) 30 points

10 above the benchmark 30 points

5-9 above the benchmark 20 points

4 below to 4 above the benchmark 10 points 5 or more below the benchmark 0 point

And then the teacher gives reward to the group, reward is given by the teacher based on the formula as follow:

Group reward

2.4 Concept of Teaching Speaking

Teaching speaking means teaching how to use the language for communication, for transferring idea, thought or even feeling to other people. River (1978:6) states that speaking is developed from the first contact with the language that we

Mean of the group Reward

5 < X < 15 15 < X < 25 25 < X < 30

Good Very good

(25)

learn, because by the speaking we can transfer our ideas or thought to order people. Moreover Johnson (1983;23) says that the essence of human language is human activity on the part of the individual to make him understand by another and activity on the part of the other understands what was on the first. Then, he adds that the languages as an activity that permits people to communicate with each other. So it is clear that language is very important. We can not only teach what will be spoken but also the situation what we deal with. The teacher teaches speaking by carrying out the students in certain situation when the topic is being talked about. The topic must be familiar with the students so what the ideas have an oral command of the language need to describe the topic.

From the explanation above, the researcher assumes that in teaching speaking, teacher should gives the situation and opportunity to students in order that they will see the real thing because any single utterance always reflect to the

communication of speakers without being ashamed or afraid of communicating to the others to tell their ideas, experience or feeling. In this case the researcher proposes the teaching for speaking by using STAD Technique.

2.5 Procedure of Teaching Speaking Through STAD

(26)

1. Students are divided into teams. Four is an ideal number. Teams are chosen heterogeneously. That is to say that a team should consist of a mix of boys and girls and have a spread of ability level.

2. The teacher introduces the materials to be learnt.

3. The teacher gives handouts and answer sheets to the teams. Each team should receive fewer sheets than the total needed. For example a team of four would be given two worksheets and two answer sheets. This is to stress the idea of working together.

4. Team member practice together.

5. The quiz is taken. The students take the quiz individually. If necessary move tables apart to minimize the chance of copying.

6. The teacher collects the handout and marks them before the next class. The first quiz becomes the benchmark for the team score. The process is repeated for five or six lessons.

Team Points

Score Point

100% ( perfect score) 30 points 10 above the benchmark 30 points 5-9 above the benchmark 20 points 4 below to 4 above the benchmark 10 points 5 or more below the benchmark 0 point

7. Once a benchmark is established it is recomputed after every two quizzes : (current benchmark + last quiz) : 3

(27)

2.6 Advantage of STAD in Teaching Speaking

Johnson (1997) the use of learning cooperative especially STAD type has beneficial to motivate students in group so that they can help each other in mastering the materials that is given. Beside that the use of STAD also can growing awareness that learning is important, useful and fun, the students more responsible in learning process, and make students positive thinking in learning the materials that’s given.

Cooperative learning methods like STAD have been proven to be successful among a wide range of subject and age different levels. STAD is the most heavily researched of the entire cooperative learning methods and the positive effects have been consistent in all subjects. The greatest positive effects on students learning occur when group are recognized or rewarded based on the individual learning of each of the group members.

In teaching and learning process, it is considered the importance of the language classroom. Brown (1994: 173-174) conveys that an integration of these principle and issues yield a number of advantages of group work for English language classroom.

(28)

extended conversational, exchanges, and for the students adoption or role that would otherwise be possible.

The second is offers and embracing affective climate; it means that the second important advantage offered by the group is security of a smaller group of the students where each individual is not starkly on public display to what the student may perceive as critics and rejection. Suddenly, students become increase in students’ motivation.

The third is cooperative promotes learner responsibility and autonomy; it means that group work places responsibility for action and progress upon each of member of group somewhat equally. The fourth is cooperative a step toward individualization instruction; it means that small group can help the students with varying abilities to accomplish separate the goals. The teacher can recognize and capitalize upon other individual differences such as age, culture heritage, field of study, cognitive style, to name a few by careful selection of small groups and by administering different task to different groups.

(29)

2.7 Theoretical Assumption

In teaching English, it is important to set a teaching learning situation where the students feel secure, enjoyable, and full of teamwork problem solving. Teaching learning process adapts it by presenting a certain interaction which every student to interact each other and build understanding and knowledge together through cooperative learning.

Characteristics had by cooperative learning strategy are regarded to be a means that might give a positive influence in improving one of the oral skills which has to be mastered by senior high school’s students, that is speaking ability.

STAD teaching technique is one of teaching cooperative concept. In this technique student will learn English in the spirit of mutual cooperation. This atmosphere could decrease students to fell insecurity while learning process. They will also be more motivated to study because this technique set them to help each other in mastering the materials. By those, the writer assumes that this technique is able to improve students’ speaking performance.

2.8 Hypothesis

Referring the theories and the assumptions above, the writer would like to formulate hypothesizes as follows;

H: There is a significant difference of students’ speaking

(30)

III. RESEARCH METHODOLOGY

3.1 Research Design

This research was intended to find out whether STAD technique can be used to improve students’ speaking ability significantly. A quantitative design was employed and the researcher used one-group pretest-posttest design. In this research the students were given pre-test before treatment, and after four times treatments the students were given post-test. The pre-test was used to find out the students preliminary ability and the post-test was used to look how far the

increase is after the treatments. The design can be presented as follows:

T1 X T2

Note:

T1 = Pré-test X = Treatment T2 = Post test (Setiyadi, 2006:131)

3.2 Subject

(31)

2013/2014. One class has been chosen to conduct the research which was class IX C there was consisted of 24 students. The sample was chosen by using simple probability sampling through lottery drawing. Therefore from the six classes, each class has the same opportunity to be chosen as a subject.

3.3 Data

The research aimed at gaining the data that is the students’ speaking performance score before the treatment (pretest) and after treatment (posttest) is performing in terms of interpersonal dialogue focuses on five aspects of speaking namely fluency, accuracy (pronunciation and grammar), comprehensibility based on rating scale by Harris (1978: 84). The score was ranged from 20-100.

3.4 Variables

The research consists of the following variables:

1. Students` speaking ability as dependent variable (Y). It means that the performance of students in speaking depends on their ability in using aspects of speaking namely fluency, accuracy (pronunciation and grammar), and comprehensibility.

2. STAD (Student Teams Achievement Divisions) as independent

(32)

3.5 Steps of Collecting Data

In order to know the ability of the students in speaking and the effectiveness of STAD in developing student performance in speaking, the researcher conducted pre and post-test to collects the data.

In order to collect the data, the researcher followed the following steps;

1. Selecting speaking materials

In selecting the speaking material, the researcher used the syllabus of the first year of SMK student based on school based curriculum or KTSP (an English operational curriculum which is arranged and applied by each education unit) which the newest curriculum used by the School. The topics chosen are Invitation, Meeting, and Parting.

2. Determining instrument of the research

The instrument in this research was speaking test. The writer conducted the speaking test for the pretest and posttest, these tests aimed at gaining the data that is the students’ speaking performance score before the treatment and after the treatment in performing a speaking before and after the treatment concern on aspects of speaking namely fluency, accuracy (pronunciation and grammar), and comprehensibility.

3. Determining subject

(33)

sampling technique is lottery. So that those all classes of the first year class get the same chance to be the sample.

4. Conducting pretest

Pretest was given before the researcher applied the treatment (teaching speaking through STAD). The test was speaking test in the forms of interpersonal dialogue. The material tested was related to the School Based Curriculum or KTSP which was suitable with their level. Pretest was given to know how far the competence of the students in speaking skill before the treatment. The test was held for 90 minutes. The teacher provided the materials, and made group of two. The students were, then, called to perform their interpersonal dialogue in front of the class. In performing the dialogue the students were asked to speak clearly since the

students’ voice would be recorded. The researcher himself and another

English teacher judged the students’ performance.

5. Giving treatment (STAD) technique)

The researcher presented the material for treatment through STAD Technique. There were four times treatments in this research. Each treatment was held for 90 minutes. In selecting the speaking material the researcher used the syllabus of the first year of SMK student based on School Based Curriculum or KTSP (an English operational curriculum which is arranged and applied by each education unit). And the procedure of teaching speaking through STAD technique adapted from three

(34)

6. Conducting posttest

The researcher administered posttest after treatment, which last 90 minutes. It

aimed to know the progress of the students’ speaking ability after being given

the treatment using STAD Technique. The scoring system based on the rating scale by Harris.

In conducting the posttest the researcher provided some topics and let them make a short dialogue of 2-3 students based on the topic provided. The test was done orally and directly, the teacher calls each pair of students one by one to come in front of the class to perform their dialogue. The researcher asked the students to speak clearly since the students’ voice would be

recorded during the test. The material for pretest and posttest was taken from

the students’ handbook. The form of the test was subjective test since there

was no exact answer.

7. Analyzing, interpreting, and concluding the data gained

After collecting the data referring the rating scale namely fluency, accuracy, (pronunciation and grammar) and comprehensibility, than, analyzing, interpreting, and concluding the data gained were done. First, the data, in form of speaking score, gained from pretest and posttest were tabulated and calculated inter-rater reliability. Then, calculate minimal score, maximal score, and mean of the pretest and the posttest and its standard deviation. Repeated Measures T-Test or paired sample T-test was used to draw the conclusion. The comparison of two means counted using Repeated Measures T-Test will tell us whether students’ speaking ability can improve

(35)

3.6 Instrument of the Research

The instrument in this research was speaking test. The writer conducted speaking test for the pretest and posttest, these tests aimed at gaining the data that was the

students’ speaking ability score before the treatment and after the treatment in

performing a short dialogue in forms of interpersonal dialogue before and after the treatment concern on five aspects of speaking namely pronunciation, vocabulary, fluency, comprehension and grammar.

In achieving the reliability of pretest and posttest of speaking, inter rater

reliability was used in this study. The first rater was the researcher himself and

the second rather was the English class teacher. Both of them discussed and put mind of the speaking criteria in order to obtain the reliable result of the test. Extend validity of the pretest and posttest in this research related to the face and the construct validity. The face validity or superficial inspection of the speaking test had been previously examined by both advisors and colleagues, until the test which is in form of instruction looked right and understandable to other.

Construct validity, in this research the writer focused on speaking ability in forms of interpersonal dialogue. The topics chosen were accepting and refusing an invitation and meeting and parting. Thos topics were the representative of speaking material of School Based Curriculum or KTSP as a matter of tailoring

(36)

3.6.1 Validity of the Test

A test can be considered valid if the test measure the object to be measured and suitable with the criteria (Hatch and Farhady, 1982: 250). According to the Hatch and Farhady (1982: 281) there are two basic types of validity; content validity and construct validity.

1. Content Validity

Content validity was concerned with whether the test is sufficiently representative and comprehensive for the test. In the content validity, the material was given suitable with the curriculum. Content validity is the extent to which a test measures a representative sample of the subject meter content, the focus of content validity is adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982: 251).

2. Construct Validity

Construct Validity was concerned with whether the test is actually in line with

the theory of what it means to know the language that was being measured, it would be examined whether the test question actually reflect what it means to know a language. In this research the researcher focused on speaking ability in forms of interpersonal dialogue with the topics; Invitation, Meeting, and Parting based on School based Curriculum or KTSP.

3.6.2 Reliability of the Test

(37)

because Shohamy provided the inter-rater reliability while Hatch and Farhady did not. Reliability refers to extend to which the test is consistent in its score and gives us an indication of how accurate the test score are (Shohamy, 1985:70). In achieving the reliability of the pretest and posttest of speaking, inter-rater

reliability was used in this study. The first rater was the researcher himself and

the second rater was the English teacher. All of them discussed and put mind of the speaking criteria in order to obtain the reliable result of the test.

The Statistical Formula for Counting the Reliability Is As Follow:

R = 1 -

 

d = the different of rank correlation 1-6 = constant number

(Shohamy, 1985)

The Standard of Reliability

(38)

3.6.3 Criteria of Scoring the Students’ Speaking Ability

The consideration of criteria for scoring students’ speaking ability based on the oral rating sheet from Harris (1974: 48) were based on the oral rating from Harris there were five aspect to be tested namely pronunciation, vocabulary, fluency, comprehension, and grammar and these aspect could be improved by the students through steps in implementing the STAD Technique task.

First, pronunciation was implemented by listening to the teacher first when the teacher told the students a short dialogue about the topic and then in their group they practiced the dialogue and gave response to reply their friend, if they did not know how to pronounce a word they asked their friend or their teacher and there was a peer correction in this case.

Second, vocabulary, the teacher gave some new vocabularies and the equal meaning related to the topic. The teacher asked the students to find out the synonym or the antonym of some vocabularies that is considered difficult to be understood in the dialogue. When the teacher gave the equal meaning of the dialogue it means that the teacher used different vocabularies from the dialogue, so the students can acquire many new vocabularies and their vocabulary would increase.

(39)

Fourth, comprehension, since the teacher explained the topic clearly by using expression and asked the students to practice in group so it could make the students more and easily comprehend about the topic, and in this case the teacher acted as advisor and the students were not afraid and shy to ask the teacher or their friends if there was difficulty related to the topic. So it would increase their comprehension about the topic.

Fifth, grammar, since they studied in learning group and cooperative situation there was a peer correction, the smarter students would help their friend in grammar and discussed in their group about some mistakes or in grammatical sentences. If it was difficult enough they asked the teacher to help them. So in this technique their grammar would be better than before.

In evaluating the students' speaking scores, the researcher and another rater, that was the class teacher, listen to the students' record and use the oral English. The researcher recorded the students' utterances since it could help the raters to evaluate more objectively. Based on the oral rating sheet from Harris (1974: 84), there were five aspects to be tested namely, pronunciation, vocabulary, fluency, comprehension, and grammar (Appendix 3).

3.7 Data Analysis

To analyze the data, the students' score in the pretest and posttest the writer computed them by using the formula as follows:

N x

M 

Notes:

(40)

∑X = Students score

N = Total number of students (Arikunto, 1997: 68)

Then the mean of pretest was compared to the mean of posttest to see whether STAD Technique had a positive effect toward students speaking ability or not.

3.7.1 Data treatment

According to Setiyadi (2006:168-169), using T-Test for hypothesis testing has 3 basic assumptions, namely:

1. The data is interval or ratio

2. The data is taken from random sample in population 3. The data is distributed normally

Therefore, the writer used the following procedures:

3.7.2 Random test

This was to make sure that the data is random. The writer used SPSS version 13 to help him. The writer used mean as the cut point. The hypothesis is formulated as follows:

Ho: the data is random H 1: the data is not random

In this script the criterion for the hypothesis is that:

(41)

3.7.3 Normality test

The researcher used normality test to know whether the data is distributed normally or not. The hypothesis is formulated as follows:

Ho: The data is distributed normally H1: the data is not distributed normally

In this script the criterion for the hypothesis is that: H is accepted if sign > @ in this case. The researcher uses the level of significance 0.05. If p>0.05 in all test (pretest and posttest). It proves that the Ho was accepted and all the data were distributed normally.

3.8 Hypothesis Testing

The hypothesis testing was used to prove whether the hypothesis proposed in this research is accepted or not. The data were statistically analyzed using statistically repeated measures t-test. To check whether the value is statistically significant to

support the writer’s hypothesis or not the t-distributor table is used which include

the list of critical t-value that should be reached at certain degree of freedom and significant level. In which t-value will support the writer’s hypothesis if the t -value reached is higher or the same to the critical -value stated in the table. The hypothesis was analyzed by using statistical computerization i.e repeated

(42)

V. CONCLUSIONS AND SUGGESTION

After computing and interpreting the data gained of research presented at the previous chapter, in this chapter the researcher presents conclusion and suggestion. In reference to the result of the research some conclusions and suggestions are derived as follows:

5.1. Conclusion

1. There is difference of students’ speaking ability score after being taught

through STAD. The difference of students’ speaking ability score

between before and after being taught through STAD is 20 point. It can be seen from the mean score of pre-test (60.3) and post-test (80.3).

2. There is a significant increase of students’ speaking ability score after being taught through STAD. The significance is proved by the result of hypothesis testing. The result shows the value of the two tail significant

α

= 0.000 in which the significant improvement is determined by

α

< 0.05

.

It means that the H is approved.

(43)

learning process. They arranged sentences in a good order and always improved their grammar while practicing the dialogue.

5.2. Suggestion

Based on the finding, some suggestions are proposed as follow:

1. Teacher should have more time for adapting STAD technique or even the available time as efficient as possible. The teacher as motivator should always encourage student to express their ideas in better pronunciation by giving much oral activity practice.

2. In implementing STAD teaching technique in speaking the English teacher should manage the class, the time allocation and grouping the learners. The English teacher should realize that this technique requires many supporting media such as: tape recorder, video, picture and dialogue, so the teacher is required to be well prepared.

3. The teacher should explain the activity clearly. It is batter to make sure that the students know what they have to do with STAD teaching

(44)

REFFERENCES

Arikunto, Suharsimi. 1991.Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.

Brown, Douglas H. 2001. Teaching by Principles. New Jersey: Prentice-Hall, Inc. Byrne, D. 1976. Teaching Oral English. Harlow: Longman.

David&Roger Jhonson. “Cooperative Learning.” October 2001. 10 May 2006

http://www.clcrc.com/pages/cl.html.

Slavin, Robert E. 1984. Cooperative Learning. Boston: Allyn and Bacon.

Arend. 1997. Classroom Instruction Management. New York: The Mc Graw Hill Company.

Depdiknas. 2007. Materi Sosialisasi dan Pelatihan Kurikulum Tingkat Satuan

Pendidikan (KTSP). Jakarta: Diknas.

Diknas, 2006. Buku Satuan Kurikulum Tingkat Satuan Pendidikan. Diknas. Jakarta. Harris, David. 1974. English as a Second Language. New York. Mc.Graw Mill. Hatch, E&Farhady. 1982. Research Design and Statistic for Applied Linguistics.

Tokyo. Newbury House Publisher.

Hornby, A.S. 1995. Oxford Advanced Learner’s Dictionary of Current Language. Oxford: Oxford University Perss.

Huebner, Theodore. 1969. How to Teach Foreign Languages effectively. New York: New York University Press.

Hughes, Arthur.1989. Testing for Language Teachers. Cambridge. University Press. New York. 172 pages.

Johnson, Keith. 1983. Communicative Approach and Communicative Processes. Oxford: Oxford University Press.

Lado, Robert.1974. Language Testing. London. Longman.

Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching

(45)

Lewis, M & Jimmy Hill. 1985. Practical Techniques for Language Teaching.

London: Comercial Colour Press.

Murcia and Mariane Celce and Mc. Intosh, Loish. 1978. Teaching English as a

Second Language. Newburry. Newburry House Publisher.

Purwati, Nining, 2009. Improving Students’ Speaking Ability through Jigsawtask Unpublished Script FKIP Unila. Bandar Lampung.

Rivers, W.M. 1978. Teaching Foreign Language Skills. Chicago: University Press. Setiyadi, Bambang. 2006. Teaching English As A Foreign Language. Yogyakarta:

Graha Ilmu.

Setiyadi, Bambang. 2006. Metode Penelitian Untuk Pengajaran Bahasa Asing

Pendekatan Kuantitatif Dan Kualitatif. Yogyakarta: Graha Ilmu.

Shoamy, Elena. 1985. A Practical Handbook in Language Testing for the Second

Language Teacher. Tel Aviv University.

Slameto. 1988. Evaluasi Pendidikan. Jakarta. PT Raja Grafindo Persada.

(46)

Appendix 1

Pretest

Time allocation 90 minutes

1. Work in group of 2-3 students. 2. Make a dialogue based on this topic.

3. Choose one situation of six situations (Inviting someone, accepting and refusing an invitation ) available:

a) Inviting someone, accepting and refusing an invitation. a. You are going to invite someone in celebrating your

birthday party.

b. You are going to invite your friends to come to your house for dinner.

c. You are going to accept your friends’ invitation to go to the beach.

d. You are going to accept your friends’ invitation to watch movie.

e. You are going to refuse your friends’ invitation to go swimming in Unila’s swimming pool.

f. You are going to refuse your friends’ invitation to go to shopping.

b) Meeting and parting. Instruction!

1. You have 10 minutes for preparing your dialogue in group. 2. You are free to express your idea.

3. You are given 5 minutes in group to perform the dialogue in front of the class.

4. Speak clearly because your voice will be recorded.

The criteria in scoring; pronunciation, vocabulary, fluency, comprehension and grammar is 20% for each.

(47)

Posttest Time allocation 90 minutes

4. Work in group of 2-3 students. 5. Make a dialogue based on this topic.

6. Choose one situation of six situations (Inviting someone, accepting and refusing an invitation ) available:

c) Inviting someone, accepting and refusing an invitation. a. You are going to invite someone in celebrating your

birthday party.

b. You are going to invite your friends to come to your house for dinner.

c. You are going to accept your friends’ invitation to go to the beach.

d. You are going to accept your friends’ invitation to watch movie.

e. You are going to refuse your friends’ invitation to go swimming in Unila’s swimming pool.

f. You are going to refuse your friends’ invitation to go to shopping.

d) Meeting and parting. Instruction!

5. You have 10 minutes for preparing your dialogue in group. 6. You are free to express your idea.

7. You are given 5 minutes in group to perform the dialogue in front of the class.

8. Speak clearly because your voice will be recorded.

The criteria in scoring; pronunciation, vocabulary, fluency, comprehension and grammar is 20% for each.

(48)

Appendix 2

Table of rating scale Aspects of

speaking

Rating scales Description

Pronunciation

5 Speech is fluent and effortless as that native speaker.

4 Always intelligible though one is conscious of a definite accent. 3 Pronunciation problems necessitate

concentrated listening and Occasionally lead to understanding.

2 Very hard to understand because of pronunciation problem most Frequently be asked to repeat.

1 Pronunciation problem so severe as to make speech unintelligible.

Vocabulary

5 Use of vocabulary and idiom virtually that is of native speaker.

4 Sometimes use inappropriate terms and must rephrase ideas, because of

inadequate vocabulary.

3 Frequently use the wrong word,

conversation somewhat limited because of inadequate vocabulary.

2 Misuse of words and very limited vocabulary make comprehension quite difficult.

1 Vocabulary limitations so extreme as to make conversation virtually impossible.

Fluency

5 Speech is fluent and effortless as that of native speaker.

4 Speed of speech seems rather strongly affected by language problems. 3 Speed and fluency are rather strongly

affected by language problems.

2 Usually hesitant often forced into silence by language problems.

1 Speech is so halting and fragmentary as to make conversation virtually impossible. 5 Appear to understand everything without

difficulty.

(49)

Comprehension

3

Understand most of what is said at slower that normal speed with repetition.

2 Has great difficulty following what is said can comprehend only" social

conversation" spoken slowly and with frequent repetition.

1 Can not be said to understand even simple conversation in English.

Grammar

5 Grammar almost entirely in accurate phrases.

4 Constant errors control of very few major patterns and frequently preventing

communication.

3 Frequent errors showing some major patterns uncontrolled and causing occasional irritation and

misunderstanding.

2 Few errors, with no patterns of failure. 1 No more than two errors during the

dialogue.

The scores of each point were multiplied by four; Hence, the highest score was 100.

Here the identification of the scores

If the students got 5, so5 X 4 = 20

A student got 5 in Pronunciation, 3 in Vocabulary, and 3 in Fluency, 2

In Comprehension, and 2 in Grammar. Therefore, the student’s total score would be:

(50)

Appendix 3

(Lesson Plan 1 – 3)

LESSON PLAN 1

Subject : English

Topic : Inviting Someone, Accepting and Refusing an Invitation

Level : 1st Year of Senior High School Time Allocation : 2 X 45 Minutes

Skill : Speaking

Standard Competence

The students are able to express information explicitly in English. Basic Competences

 The students are able to invite someone in English.

 The students are able to accept an invitation.

 The students are able to refuse an invitation. Objective

At the end of teaching learning process, the students are able to:

 Invite Someone in English

 Accept an Invitation

 Refuse an Invitation Method

Cooperative Teaching Learning Technique

STAD technique Materials Invitation

(51)

to diner, an invitation to go to someone’s birthday party, an invitation to go shopping, an invitation to go to someone’s married party and so on.

Invitation is divided into two categories: 1. Formal invitation

Formal invitation is an invitation that is used by formal institution, formal event and for the people that is considered older than us. For example invitation from a university, invitation from a company and invitation of someone’s married. Formal invitation must be used formal invitation expression.

Here Are some Expressions in Formal Invitation.  Would you like to come to my house?

 Would you like to attend my brother’s married party next week?  Would you like come to my birth party?

 Would you mind to visit my village?

 Could you come to my house for having diner together with my family please?

2. Informal invitation

Informal invitation is an invitation that is usually used in our daily life, for example invitation for our friends, classmate and others. This invitation usually uses informal expression.

Here Are some Expressions in Informal Dialogue.  Do you mind coming to my house?

 Will you come to her party with me?  Can you diner with me?

 Are you interested in watching movie?  Are you interested in visiting my village?

Dialogue

Students should work together in pairs in their group and read the following dialogue, one student reading one part, the other student reading the other. Finally after mastering and having good understanding about the dialogue, so they can perform it in front of the class. The dialogue can be used as a model to have similar conversations.

Adi : Putri, what are you doing on Sunday afternoon? Putri : Not much, what did you have in mind?

Adi : The festival of Krakatau Mountain is going to be held on downtown. Would you like to go? Putri : Sure, sounds like fun. What is it anyway? Adi : Just vendors selling food, clothes, and what not,

kind of like a carnival. There are also street musicians and free style of motorcycle. It's

interesting to just walk around looking at the people and the sights.

Putri : What time and where do we meet?

(52)

How about 1:00?

Putri : OK, should I meet you somewhere there? Adi : Why don't I pick you up at your house? Putri : Sounds good, see you then.

The Material for Pronunciation Practice Would : /wəd/

Like : /lΛIk/ Could : /kəd/ Come : /kΛm/ Can : /kæn/ Happy : /hæpi/ House : /hauz/ Nice : /nais/ Meet : /mi:t

To : /tu/

Do : /du/

Morning : /mo:niŊ How : /hau/

The teacher asks the learner to practice and pronounce the words above for several times.

Activities

A. Pre Activities

 The teacher greats the students.

 The teacher checks the student’s attendance list.

 The teacher asks the students” do you know how to invite someone and accept and refuse an invitation? What are the expressions that commonly used to it?

 The teacher gives a chance for some of the students to give their opinion.  The teacher introduces the STAD Technique to the students and explains

(53)

B. While Activities

 Teacher arranges the students into groups heterogeneously (a mix of boys and girls and different background of ability level) based on pretest result.  The language teacher gives a brief summary of the content of the dialogue

about invitation. The dialogue is not translated but equivalent translation of key phrase should be give in order for the language learners to comprehend the dialogue.

 The teacher gives expressions that are commonly used with the meaning related to an invitation and how to pronounce difficult words.

 The language learners listen attentively while the teacher reads or recites the dialogue at normal speed several times.

 The teacher shows the gesture and the facial expression about the action that is consisted in the invitation dialogue.

 The teacher asks the students to repeat each line of the sentences after the teacher mention it before.

 The teacher asks the student to comprehend the dialogue by discussing with their group and practice to overcome the skill.

 During the activity go on the teacher as a facilitator, monitors the activities and control the time.

 The teacher asks pairs of individual learners to go to the front of the classroom to act out the dialogue (by this time the learners should have memorized the text).

C. Post Activities

 The teacher asks them whether they have some difficulties related to the topic.

 The teacher asks them’ what they have learnt?” and asks some students to conclude the topic.

 The teacher ends the class.

Media

Picture, tape recorder and printed text Sources

Students’ Handbook (Th. M. Sudarwati and Grace, Eudia. 2006. Look A head 1, Kurikulum KTSP. Jakarta: Erlangga)

Assessment

 The students’ ability to invite someone.

 The students’ ability to accept an invitation.

(54)

Scoring Procedures

Here were the rating scales based on Harris (1978: 84) PRONUNCIATION

5 Speech is fluent and effortless as that native speaker.

4 Always intelligible though one is conscious of a definite accent. 3 Pronunciation problems necessitate concentrated listening and

Occasionally lead to understanding.

2 Very hard to understand because of pronunciation problem most Frequently be asked to repeat.

1 Pronunciation problem so severe as to make speech unintelligible.

VOCABULARY

5 Use of vocabulary and idiom virtually that is of native speaker. 4 Sometimes use inappropriate terms and must rephrase ideas,

because of inadequate vocabulary.

3 Frequently use the wrong word, conversation somewhat limited because of inadequate vocabulary.

2 Misuse of words and very limited vocabulary make comprehension quite difficult.

1 Vocabulary limitations so extreme as to make conversation virtually impossible.

FLUENCY

5 Speech is fluent and effortless as that of native speaker. 4 Speed of speech seems rather strongly affected by language

problems.

3 Speed and fluency are rather strongly affected by language problems.

2 Usually hesitant often forced into silence by language problems. 1 Speech is so halting and fragmentary as to make conversation

virtually impossible. COMPREHENSION

5 Appear to understand everything without difficulty. 4 Understand nearly everything at normal speed although

(55)

3 Understand most of what is said at slower that normal speed with repetition.

2 Has great difficulty following what is said can comprehend only" social conversation" spoken slowly and with frequent repetition. 1 Can not be said to understand even simple conversation in English. GRAMMAR

5 Grammar almost entirely in accurate phrases.

4 Constant errors control of very few major patterns and frequently preventing communication.

3 Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.

2 Few errors, with no patterns of failure. 1 No more than two errors during the dialogue. The scores of each point were multiplied by four;

Hence, the highest score was 100 Here the identification of the scores If the students got 5, so5 x 4 = 20

4, so 4 x 4 = 16 3, so 3 x 4 = 12 2, so 2 x 4 = 8 1, so 1 x 4 = 4 For instance:

A student got 5 in Pronunciation, 3 in Vocabulary, and 3 in Fluency, 2 in

Comprehension. and 2 in Grammar. Therefore, the student's total score would be: Pronunciation 4 x 4 = 16

Vocabulary 3 x 4 = 12

Fluency 3 x 4 = 12

Comprehension 4 x 4 = 16

Grammar 3 x 4 = 12

Total 68

(56)

LESSON PLAN 2

Subject : English

Topic : Invitation (Accepting an Invitation) Level : 1st Year of Senior High School Time Allocation : 2 X 45 Minutes

Skill : Speaking

Standard Competence

The students are able to express information explicitly in English. Basic Competences

 The students are able to invite someone in English.

 The students are able to accept an invitation.

 The students are able to refuse an invitation. Objective

At the end of teaching learning process, the students are able to:

 Invite someone in English

 Accept an invitation

 Refuse an invitation Method

Cooperative Teaching Learning Technique

STAD technique Materials Invitation

(57)

Accepting an Invitation

If we are interested or we have good intention to attend someone’s invitation, so we can accept the invitation. In accepting the invitation there are some

expressions that can be used.

Here Are some Formal Accepting Invitation Expressions.  It sounds interesting, and then I would like to attend your invitation

happily.

 Sure, I could come to your birthday party.

 Yes, certainly. I would be happy to go to your brother party.  Yes, sure. I could come to your house for dinner.

Here are Some Informal Accepting Invitation Expressions.  It sounds good. I will come to you party.

This is an example of dialogue on how we accept an invitation from someone. David : "Hello John, good morning!"

John : "O, hello David, good morning!" David : "How are you today?"

John : " I'm fine, how about you?"

David : "Actually I'm getting better now, yesterday I got influence. John : "O right, that's good, what’s up David? Is there any good news? David : "Yes, actually I would like to invite you that next Saturday there will be a party in my home; my little brother is going to The material for pronunciation practice Would : /wəd/

(58)

Come : /kΛm/

The teacher asks the learner to practice and pronounce the words above for several times.

Activities

A. Pre Activities

 The teacher greats the students.

 The teacher checks the student’s attendance list.

 The teacher asks the students” do you know how to invite someone and accept and refuse an invitation? What are the expressions that commonly used to it?

 The teacher gives a chance for some of the students to give their opinion.  The teacher introduces the STAD Technique to the students and explains

them about the rule how to study by using STAD Technique. B. While Activities

 Teacher arranges the students into groups heterogeneously (a mix of boys and girls and different background of ability level) based on pretest result.  The language teacher gives a brief summary of the content of the dialogue

about invitation. The dialogue is not translated but equivalent translation of key phrase should be give in order for the language learners to comprehend the dialogue.

 The teacher gives expressions that are commonly used with the meaning related to an invitation and how to pronounce difficult words.

 The language learners listen attentively while the teacher reads or recites the dialogue at normal speed several times.

 The teacher shows the gesture and the facial expression about the action that is consisted in the invitation dialogue.

(59)

 The teacher asks the student to comprehend the dialogue by discussing with their group and practice to overcome the skill.

 During the activity go on the teacher as a facilitator, monitors the activities and control the time.

 The teacher asks pairs of individual learners to go to the front of the classroom to act out the dialogue (by this time the learners should have memorized the text).

C. Post Activities

 The teacher asks them whether they have some difficulties related to the topic.

 The teacher asks them’ what they have learnt?” and asks some students to conclude the topic.

 The teacher ends the class. Media

Picture, tape recorder and printed text Sources

Students’ Handbook (Th. M. Sudarwati and Grace, Eudia. 2006. Look A head 1, Kurikulum KTSP. Jakarta: Erlangga)

Assessment

 The students’ ability to invite someone.

 The students’ ability to accept an invitation.

 The students’ ability to refuse an invitation.

Scoring Procedures

Here were the rating scales based on Harris (1978: 84) PRONUNCIATION

5 Speech is fluent and effortless as that native speaker.

4 Always intelligible though one is conscious of a definite accent. 3 Pronunciation problems necessitate concentrated listening and

Occasionally lead to understanding.

2 Very hard to understand because of pronunciation problem most Frequently be asked to repeat.

1 Pronunciation problem so severe as to make speech unintelligible. VOCABULARY

5 Use of vocabulary and idiom virtually that is of native speaker. 4 Sometimes use inappropriate terms and must rephrase ideas,

Gambar

Table of rating scale
Table of Score Inter-Rater Reliability of Pretest
Table of Score Inter-Rater Reliability of Posttest

Referensi

Dokumen terkait

It was aimed at finding out whether there was a significant difference of speaking achievement between students taught through silent viewing and those taught through

There are some steps in STAD that a teacher has to follow: (1) using direct teaching methods to teach the first lesson, preparing a quiz on the lesson material and

The result prooves that problem solving using familiar topic can be recommended as a teaching technique as it gives better speaking ability.... Table of Rating Sheet

This research paper is aimed at describing the implementation of role play technique on teaching speaking to the sixth grade student at elementary school of SD N 01

Based on the problem identification, the scope of this study is limited on the difference of students’ problem solving ability taught using cooperative learning model type of think

This study is aimed at knowing whether the sanguine students get better English speaking score than the phlegmatic students in speaking activity at the

Pada tahap awal, dilakukan analisis terhadap kondisi awal siswa kedua kelas eksperimen. Analisis ini berdasarkan nilai pretest sebelum dilakukan treatment. Analisis

The result of this study showed that 1 significant improvement on the eleventh grade students’ speaking ability before and after the treatment at was found since the p-output was lower