THE EFFECTIVENESS OF USING NEAR-PEER ROLE MODELING (NPRM) ON STUDENTS’ SPEAKING ABILITY (A Quasi-Experimental Study at the First Grade of SMPN 3 South Tangerang)

THE

EFFECTIVENESS

OF

USING

NEAR-PEER

ROLE

MODELING

(NPRM)

ON

STUDENTS’

SPEAKING

ABILITY

(AQuasi-ExperimentalStudyattheFirstGradeofSMPN3SouthTangerang)

By

NURLAILAINDAHJ.

NIM.109014000148

THE

DEPARTMENT

OF

ENGLISH

EDUCATION

FACULTY

OF

TARBIYA

AND

TEACHERS

TRAINING

SYARIF

HIDAYATULLAH

STATE

ISLAMIC

UNIVERSITY

JAKARTA

2014

ABSTRACT

NurlailaIndahJ.(Reg.No.109014000148).TheEffectivenessofUsing Near-Peer Role Modeling (NPRM) on Students’ Speaking Ability (A Quasi-ExperimentalStudyattheFirstGradeofSMPN3SouthTangerang).Skripsiof FacultyofTarbiyaandTeachersTrainingofSyarifHidayatullahStateIslamic UniversityJakarta,2014

Keywords: Speaking,Near-PeerRoleModeling,Motivation,SelfEfficacy.

SpeakingskillhasbeenoneofthemostwantedskillsinEnglishlearning today.Therefore,speakingwasthefocusoftheresearch.Thewriteradministered aresearchbyapplyingamethodnamedNear-PeerRoleModeling(NPRM)inthe firstgradeofSMPN3SouthTangerang.Thepurposeofthestudywastogetthe empirical data which can describe whether Near-Peer Role Modeling was effective or not in enhancing students’ speaking competence in English. This studyusedaquantitativemethodwithaquasiexperimentalstudydesign.This studywasheldonOctoberuntilDecember2013.Thesamplingtechniqueusedin theresearchwassimplerandomsampling.Thereforethewritertooktwoclasses forbeingthesubjectoftheresearch;oneforexperimentalclassandanotherfor thecontrolledclass.Thedatawereanalyzedbyusingt-testformula.Thedata found indicated that there was a significance difference between students in experimentalclassandcontrolledclass.Theresultoft-testformulain5%degree ofsignificanceshownthattobserved(t0)>ttable(tt)=7.05>1.99. So,thenull

hypothesis(H0)isrejectedandalternativehypothesis(Ha)isaccepted.Itmeans

that,therewasasignificantdifferencebetweenstudentsusingNPRMandthose whodidnot.ThestudentswhoweretaughtbyNPRMcanattainbetterspeaking scorethanthestudentswhowereonlytaughtbymemorizingtextwhilespeaking. Inotherwords,theNPRMiseffectivetobeappliedinSMPN3SouthTangerang.

ABSTRAK

NurlailaIndahJ.(NIM.109014000148).KeefektivanPenggunaanNear-Peer Role Modeling terhadap Kemampuan Berbicara Siswa (Sebuah Penelitian Kuasi-ExperimentaldikelasVII,SMPN3TangerangSelatan)Skripsi,Jurusan PendidikanBahasaInggris,FakultasIlmuTarbiyahdanKeguruan,Universitas IslamNegeriSyarifHidayatullahJakarta,2014.

KataKunci: Berbicara,Near-PeerRoleModeling,Motivasi,SelfEfficacy.

Keterampilanberbicaratelahmenjadisalahsatuketerampilanyangpaling dicari dalam pembelajaran bahasa Inggris sekarang ini. Maka dari itulah, keterampilanberbicaramenjadifokusdalampenelitianini.Penulismengadakan sebuah penelitian dengan mengaplikasikan metode bernama Near-Peer Role Modeling(NPRM)dikelasVII,SMPN3SouthTangerang.Tujuandaripenelitian initidaklainadalahuntukmendapatkandataempiris yangdapatmenjelaskan bahwaNPRMituefektifatautidakdalammeningkatkankemampuanberbicara siswa dalam bahasa Inggris. Penelitian ini menggunakan metode kuantitatif dengandesainquasiexperimental.PenelitaninidilaksanakanpadabulanOktober hingga Desember 2013. Pengambilan sampel yang digunakan penulis adalah dengantekniksampelacaksederhana.Makadariitupenulismengambilduakelas sebagai subjek penelitian; satu merupakan kelas eksperimen dan yang lainnya merupakan kelas kontrol. Data yang diperoleh dianalisa dengan menggunakan rumust-test.Datatersebutmengindikasikanbahwaadaperbedaan yangcukup signifikanantarakelaseksperimendankelaskontrol.Hasildariujit-testpada tarafsignifikansi5%tersebutmenunjukkanbahwattes(t0)>ttabel(tt)=7.05>1.99.

Makahipotesisnull(H0)ditolakdanhipotesisalternative(Ha)diterima.Halini

berarti ada perbedaan yang cukup signifikan antara murid yang menggunakan NPRMdanmuridyangtidakmenggunakanNPRM.Muridyangdiajarkandengan metode NPRMdapatmeraihnilaispeakingyanglebihbaikdaripadamuridyang hanya diajarkan dengan metode menghapalkan teks. Dengan kata lain, NPRM efektifuntukditerapkandiSMPN3TangerangSelatan.

ACKNOWLEDGEMENT

IntheNameofAllah,theMostGracious,theMostMerciful

PraisedbetoAllah,Lordoftheworlds,WhohasgiventhewriterHislove

andcompassiontofinishthelastassignmentinherstudy.Peaceandsalutationbe

upontotheprophetMuhammadPBUH.,hisfamilyandhiscompanion.

Itisapleasuretoacknowledgethehelpsandcontributionsofalllecturers,

institution,family,andfriendswhohavecontributedindifferentwayshencethis

skripsiwasprocesseduntilitiscompletedandpresentedtotheFacultyofTarbiya

andTeachersTrainingasapartialfulfillmentoftherequirementsforthedegreeof

S.Pd.(BachelorofArts)inEnglishLanguageEducation.

Firstofall,thewriterwouldliketoconveyherspecialgratitudetoher

advisors,DR.AtiqSusilo,MAandAtikYuliyani,MA.TESOL,whosescholarly

suggestionsandcriticalremarkshaveenabledthewritertorefinethisskripsi.A

specialgratitudeisalsoconveyedforherbelovedparents,Mr.SigitJatmikoand

Mrs.PujiAstutiwhohavegiventheirinfinitelove,care,supports,andhelps.The

writerbelievesthatitisalmostimpossibletofinishthisskripsiwithoutthemby

herside.

Thewriter’ssinceregratitudealsogoesto:

1. AllofthelecturersofEnglishEducationDepartment

2. Drs.Syauki,M.Pd.,theHeadofEnglishDepartment

3. H.Maryono,SE.,M.M.Pd.,theHeadofSMPN3SouthTangerang

4. Agit Pratroris Nugraha, S.Pd., the English Teacher of SMPN 3 South

Tangerang

5. ZaharilAnasy,M.Hum.,theSecretaryofEnglishDepartment

6. Dra. Nurlena, MA., Ph.D., the Dean of the Faculty of Tarbiya and

TeachersTrainingSyarifHidayatullahStateIslamicUniversityJakarta

7. NidaHusna,M.Pd.,MA.TESOL,theacademicadvisor

8. AllofherbelovedfriendsatSMAN1Purwakarta,D-Class2009Syarif

Hidayatullah State Islamic University, KMM RIAK (Komunitas Musik

Mahasiswa-RuangInspirasiAtasKegelisahan),andeverybodywhocannot

bementionedonebyone, thanks for givinghappiness when she feels

bored,thankyoufornicebrotherhoodandsisterhood

The writer does realize that this skripsi cannot be considered perfect

withoutcritiquesandsuggestions.Therefore,itissuchapleasureforherto

getcritiquesandsuggestionstomakethisbetter.

Jakarta,January27th₂₀₁₄

TheWriter

TABLE

OF

CONTENT

TITLE... i

SURATPERNYATAANKARYAILMIAH... ii

APPROVALSHEET... iii

ENDORSEMENTSHEET... iv

ABSTRACT... v

ABSTRAK... vi

ACKNOWLEDGEMENT... vii

TABLEOFCONTENTS... ix

LISTOFFIGUREANDTABLES... xi

LISTOFAPPENDICES ... xii

CHAPTERI INTRODUCTION ...1

A.BackgroundofStudy...1

B.LimitationoftheProblem...3

C.ProblemsFormulation...4

D.PurposeoftheStudy...4

E.ObjectiveoftheStudy...4

CHAPTERII LITERATUREREVIEW...5

A.Speaking...5

1.TheUnderstandingofSpeaking...5

2.PurposeofSpeaking...5

3.KindsofSpeakingActivities...6

4.ElementsofSpeaking...7

a.Grammar...7

b.Pronunciation...9

c.Vocabulary... 10

B.SpeakingAbility... 12

C.TeachingSpeaking... 14

1.TeachingSpeakingEnglishasaForeignLanguage... 14

2.GoalofEnglishTeachinginIndonesia... 15

D.NearPeerRoleModeling... 16

1.TheUnderstandingofNear-PeerRoleModeling... 16

2.BenefitsofNear-PeerRoleModeling... 20

3.TheApplianceofNear-PeerRoleModeling... 20

E.PreviousStudy... 20

F.ConceptualFramework... 22

G.TheoreticalHypothesis... 23

CHAPTERIII RESEARCHMETHODOLOGY... 24

A.PlaceandTimeoftheStudy... 24

B.ResearchMethodandDesign... 24

C.PopulationandSample... 25

D.ResearchInstrument... 25

E.DataAnalysisTechnique... 29

F.StatisticalHypothesis... 31

CHAPTERIV RESEARCHFINDINGSANDDATA INTERPRETATION... 32

A.ResearchFindings... 32

1.DataDescription... 32

a. Pre-testandPost-testofExperimentalClass... 32

b.Pre-testandPost-testControlledData... 34

2.DataAnalysisandHypothesisTesting... 36

a. AnalysisofPre-testandPost-test... 36

b.HypothesisTesting... 39

B. DataInterpretation... 41

CHAPTERV CONCLUSIONANDSUGGESTIONS... 43

A.Conclusion... 43

B.Suggestions... 43

REFERENCES... 45

APPENDICES... 48

LIST

OF

FIGURE

AND

TABLES

Figure2.1 SpeakingProficiency...13

Table 2.2 ModelsofLearning...17

Table 3.1 ResearchSchedule...24

Table 3.2 ScoringInstrument...26

Table 3.3 RatingScale...27

Table 4.1 TestResultofExperimentalClass...32

Table 4.2 TheResultofControlledClass...34

Table 4.3 NormalityofPre-Test...37

Table 4.4 NormalityofPost-Test...38

Table 4.5 Pre-TestHomogeneity...38

[image:11.595.113.494.165.564.2]

LIST

OF

APPENDICES

1. SKKDofFirstGradeofJuniorHighSchool...48

2. LessonPlans ...51

3. Materials...78

4. IntervalGroupforHypothesisTesting...88

5. TheCriticalValueofT...89

6. SuratKeteranganSMPN3SouthTangerang...90

7. ScheduleofSMPN3SouthTangerang...91

8. PengesahanProposalSkripsi...92

9. SuratPermohonanIzinObservasi...93

10. SuratPermohonanIzinPenelitian...94

11. SuratBimbinganSkripsi...95

CHAPTER

I

INTRODUCTION

A.

Background

of

the

Study

TherehavebeenmanywaystoteachEnglish.Itstartedinthelatenineteenth

century,whenlinguistandlanguagespecialistwantedtoimprovethequalityof

language teaching. As stated by Richards and Rodgers, “In the mid-and late

nineteenth century opposition to Grammar-Translation Method gradually

developed in several European countries. This Reform Movement, as it was

referredto,laidthefoundationsforthedevelopmentofnewwaysofteaching

languagesandraisedcontroversiesthathavecontinuedtothepresentday.”1

TomakestudentsunderstandandhavegoodcompetenceinEnglish,itis

neededagoodtheoryofhowalanguageshouldbetaughtandlearnt.Therefore,

newmethodsweredevelopedtostudyEnglishbyreferringtogeneralprinciples

andtheoriesconcerninghowlanguagesarelearnt,howknowledgeoflanguageis

representedandorganizedinmemory,orhowlanguageitselfisstructured.

Somehow a good method will focus not only on the rethoric aspect of

knowledge but also the psychological aspect of the students when they are

learninganewlanguage.Languageskillswhicharedevelopedassomebodystarts

learninganewlanguagearespeaking,listening,reading,andwriting.Tohave

thoseskills all at once maynot be easy. Hence, therehas to be an effective

teaching and learning English based on the goal. Nowadays, the focus in

conventionalmodernlanguageteachinghasbeenonthelanguagefunctionitself.

Languageisusedtocommunicateeachother.So,itisneededagoodmethod

whichhelpstudentstoinitiateinspeakingEnglishandimprovetheirskillsin

speakingEnglish.Itcombinestheaspectofknowledge,social,andpsychology.

Thenstudentscanbemotivatedtokeeplearninganddoingmoreimprovement.

The goal ofmodernlanguageteachingis students arerequired to have a

communicativecompetence.Communicativecompetencereferstothelanguage

1 _{Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language} Teaching,1st_{ed.,(Cambridge:CambridgeUniversityPress,1986),p.5.}

2

user'sgrammaticalknowledgeofsyntax,morphology,phonologyinEnglishand

indeed the social knowledge of how and when the utterances should be used

appropriately. Unfortunately in Indonesia, English is onlytaught as a foreign

language.Therefore,studentsarenotreallyforcedtospeakinEnglishasinother

countriesofESL(EnglishasSecondLanguage).Astheconsequence,students

willnothavegoodcircumstancestolearnEnglisheffectively.

Unfortunately,alotofproblemsfoundinstudentstospeakEnglishinEFL

country.StudentswhoarenotinEnglishspeakingcountryareusuallyafraidto

startspeakingEnglishbecausetheyfeellackofvocabulary,ormakingmistakes

anderrorswhilespeaking.Therefore,theyarenottryingtospeakEnglish.To

makestudentsinitiatetospeakEnglishandhaveagoodskillinspeaking,itneeds

morethanjustgivingstudentsalotofwordstorememberortensesbasedonits

context.Asinfact,speakingskillcanonlybeachievedbyspeakingtrainingandit

isnotaninstantwork.

Moreover,whenattemptingtospeak,learnersmustgathertheirthoughtand

encodetheideasinthevocabularyandsyntacticstructuresofthetargetlanguage

(English).Inthiscase,speakingskillissomehowassociatedtothemotivationof

thestudentsthemselves.Besides,thechallengeneedstobefacediswhenstudents

whoareinterestedinEnglishgettheirenthusiasmdisappearsoverthetime,some

are caused of learning foreign language need hard work, some are caused of

Englishdoesnotseemimmediatelyusefulorrelevanttotheirlives,andsomeare

causedofthechancetousetheskillshavebeenlearntisnull.Motivationcan

reallyinfluenceonstudyingnewthingsandthereviewperformanceofmaterials

whichhavebeenlearnt,tactics,andmanners.2

ItisNear-PeerRoleModeling,amethodwhichemergesfromanunderlying

principlethatpeerscanbeatrustedandcrediblesourceofinformation.Thepeers

cansharesimilarexperiencesandsocialnorms.Itencouragesstudents’interaction

duringtheclassundertheinfluenceoftheclosepeertouseEnglishsuccessfully.

Usingapeermodeltodeliverinformationtostudentscanensurethateachof

3

peerscantakeanequalroleininforming,shaping,andpassingoninformation.

Near-PeerRoleModelingisassumedtobeabletoincreasestudents'motivation

andstrategy-choicewhiledaringtobeliefin studyingEnglish. Itis amethod

whichmoregivesfocus onthepsychologicalaspectofstudentsinlearninga

language,especiallyinspeakingEnglish.

Furthermore based on writer’s findings on preliminary study in SMPN 3

South Tangerang, it was found that students were afraid to start speaking in

English.Theyusuallyfeltdoubttotryspeakingaslackingofvocabularythough

theteacherhadencouragedthemtospeak.Studentswereusuallyforcedtospeak

inaplannedconversation.Theyusedtotakeaconversation/dialoguefrombooks

tobememorizedandpracticed.Infact,speakingskillcanalsobeattainedfrom

workingoutEnglishinreallifefromcertaintopicsrelatedtothesubjectmaterial.

Fromthisproblem,itisquiteobviousthatstudentsmightneedamodelwhichcan

givethemmoreself-efficacyandmotivation.Apeermodelcandefinitelygivea

positive influence to the students as “seeing or visualizing people similar to

oneselfperformsuccessfullytypicallyraisesefficacybeliefsinobserversthatthey

themselvespossessthecapabilitiestomastercomparableactivities.”3_Therefore,

as well as Near-Peer Role Modeling, it can overcome the problems faced by

studentswhentheywanttospeakup.

AsteachingmethodofEnglishcanaffectstudents’competenceinEnglish,

thewriterwaseagertotakethisproblemasherresearch. Thewritertriedto

stimulate students to speak English byusing Near-Peer Role Modeling-where

studentscouldtrytospeakfreelywithoutfeelinganxiousofmakingmistakes.

Thewriterconductedaresearchon“TheEffectivenessofUsingNear-PeerRole

Modeling(NPRM)onStudents’SpeakingAbility”.

B.

Limitation

of

the

Problem

Alloftheproblemshappenedabovemightconsumetoomuchtimetobe

researchedallatonce.Duetotheproblemsfacedaretoowide,thewriteronly

3_{TimMurphey,SelfandOtherModeling:StreghteningImaginedIdealSelvesforStudents}

4

focusedononeproblem.ThewriterfocusedtheresearchontheEnglishteaching

methodwhichishopefullywillincreasestudents’motivationandself-efficacyby

usingNear-PeerRoleModelinginoralcompetencies.

C.

Problems

Formulation

Basedonthebackgroundabovethewriterformulatedtheresearchquestions

asfollows:

1. IsNear-PeerRoleModeling(NPRM)effectiveonstudents’speakingability

inEnglish?

D.

Purpose

of

the

Study

The purpose of the study was to get empirical evidence about the

effectivenessofusingNear-PeerRoleModeling(NPRM)onstudents’speaking

abilityinEnglish.

E.

Objective

of

the

Study

The results of the study are expected to give information for teachers,

especiallyEnglishteachersinJakartawhetherNear-PeerRoleModelingsupports

CHAPTER

II

LITERATURE

REVIEW

A.

Speaking

1. TheUnderstandingofSpeaking

McDonoughandShawstates,“Speakingisnottheoralproductionofwritten

language,butinvolveslearnersinthemasteryofawiderangeofsub-skillswhich,

addedtogether,constituteanoverallcompetenceinthespokenlanguage.”1_So,it

means that speaking is an activity which involves several sub-skills such as

pronunciation,grammar,andvocabulary.

Speaking is a productive skill that involves genuine exchange of

information.2_{Itmeansthatspeakingisanactivitywhichproducessomething,in}

thiscasewordstoshareinformation.WhileaccordingtoTarigan,“Speakingisan

ability to say sounds, articulation, or words to express, convey, or deliver

thoughts,ideas,andfeelings.”3_{Therefore,speakingisdeterminedasaskillwhich}

dealsthewayofpronouncingwordsandgiveinformationfromthespeaker‟ sside

whetheritistheideas,thought,orevenfeelings.MoreoverTariganenforcesthat

speakingisbeyondutteringwordsormakesounds.Itiscalledas“aninstrument

tocommunicateideaswhicharearrangedanddevelopedaccordingtotheneedsof

listener or hearer.”4 _{Through speaking, human can converse each other. To}

conclude,speakingcanbedefinedasanactivitywhich enactiveseveralskills

such as knowledge of vocabulary, pronunciation, and grammatical features to

encodeandexpressanoralideaforaccomplishingapurpose.

2. PurposeofSpeaking

Speaking also refers to a desire which enables people to produce certain

wordsinapurpose.ItissupportedbyMcDonoughandShawwhostates:

1

McDonough and Christopher Shaw, Materials and Methods in ELT-A Teacher’s Guide, (Oxford:Blackwell,1993),p.151.

2_{Swaminatha Pillai, English Language Teaching-First Year, (Chennai: Tamilnadu}

Corporation,2008),p.106.

3_{Henry Guntur Tarigan, Berbicara Sebagai Suatu Keterampilan Berbahasa, (Bandung:}

Angkasa, 2008), p. 16.

4_Ibid.

6

As a skill to produce utterances, when genuinely communicative, speaking is desire and purpose driven, in other words we genuinely want to communicate

somethingtoachieveaparticular end.Thismayinvolveexpressingideas,opinions,

expressingawishoradesiretodosomething;negotiatingand/orsolvingaparticular

problem;orestablishingandmaintainingsocialrelationshipsandfriendship.5

WhitmanandBoasenotesthatthefunctionofspeaking(publicspeaking)are

to interest, to entertain, to inform, to inquire, to persuade, to convince, to

stimulate,todenounce,toimpress,towarn,toarouse,toinstruct,toexplore,to

move,andtoconfuse.6_{WhileaccordingtoTarigan,speakinghasthreegeneral}

purposes:a)toinform,b)toentertain,andc)topersuade.7_{Eventhemixtureof}

thosethreeintoonepurposeisalsoapossibility.

ItisalsosupportedbyBoerthattherearethreegeneralpurposesofspeaking:

a)Toinform,thespeakergivesthehoworwhatofatopic,withanaimofgetting

thelistenerinbelievingsomething.b)Topersuade,thespeakergivesthewhy,

withanaimofgettingthelistenerstodosomething.c)Toentertain,onlygiving

thelistenersanenjoyment.8_{Thosegeneralpurposesareallbasedonwhatthe}

speaker wants to do with their words to other people. It can informative,

persuasive,orevenentertaining.

3. KindsofSpeakingActivities

AccordingtoSnow,inaprocessofproducingasentenceinEnglish,students

needtostrugglewiththegoalofspeakingidea,strategy,listener‟ sbackground

knowledge, word choice, grammar, pronunciation, and gestures and facial

expression.ThereareseveralclassesactivitiescanbedoneinteachingEnglishas

follows:

a. Memorization of material, students are encouraged to speak by

memorizingsomepassagesordialogues.

b. Choraldrill,theall-classrepeatwhattheteachersays.

5_{McDonoughandShaw,op.cit.,p.152.}

6_{Yayan G. H. Mulyana, A Practical Guide for Public Speaking, (Bekasi: Kesaint Blanc,}

1995),pp. 2─3.

7

Tarigan,op.cit.,pp. 16─7.

8_{John J. Boer, Basic Language Messages and Meanings, (New York: Harper & Row}

7

c. Classroom chat, it is the informal communication which is more fun,

nonthreatening,andlikeamodelofgenuinecommunication.

d. Model-based dialogues, using a dialogue in a textbook and act the

dialoguewiththemovesthatillustratethedialogue.

e. Presentations,studentsprepareandpracticematerialwithinitsgrammar,

vocabulary,pronunciation,andintonationinfrontoftheclass.

f. Roleplays,pairpracticeoffreedomtoplay,improvise,andcreatearole.

g. Survey,askingthesamefewquestionsseveraltimestodifferentstudents.

h. Interviews,converseingreaterdepthwithapair.

i. Cocktailparties,anendlesstalkwithapersonandclosetheconversation,

thenmoveonforsomechatwithanotherperson.

j. Pairorsmall-grouptasks,studentsworktogetherinpairsorgroupwitha

tasktodeal.

k. Debates,arguewithanissueandthereisonlyonepersoncangiveanidea

atatimeindebatephase.

l. Large-group discussion, it can arise students‟ interest in topic about

something.9

4. ElementsofSpeaking

a. Grammar

Grammaristhesetofstructuralrulesthatgovernsthecompositionofclauses,

phrases,andwordsinanygivennaturallanguage.10_{So,grammarisalanguage}

rule considering the pattern of words/sentences. While according to Yule

grammaris,“theprocessofdescribingthestructureofphrasesandsentencesin

suchawaythatweaccountforallgrammaticalsequencesinalanguageandrule

outalltheungrammaticalsequenceisonewayofdefininggrammar.”11_Itmeans

thatgrammarisallaboutthefeaturesoflanguagestructure.Besides,Kollnand

9_{DonSnow,FromLanguageLearnertoLanguageTeacher,(Virginia:TeachersofEnglish}

toSpeakersofOtherLanguages,Inc.,2007),pp. 108─17.

10_{Grammar,(http://en.wikipedia.org/wiki/Grammar),January13,2014.}

81.

8

Funkstatesthatgrammarrefersto:a)thesystemofrulesinourheads,b)the

formaldescriptionoftherules,c)thesocialimplicationsofusage,sometimes

called „linguisticetiquette‟ .12 _{Thus, grammarcan bedefined as astudyabout}

knowing to produce any sentences subconsciously in mind, the branch of

linguisticsscience,andmannersofdailyusageoflanguage.

Englishgrammaticalfeaturesconsistofseveralrulessuchas:verbtenses,

partofspeech,wordclassorder,andsentence/clausepattern.Englishtensesare

classifiedintothree-present,past,andfuture.Presenttensesareusedtoshowthe

dailyactivities.Pasttensesareusedtoshowtheactivitiesinpasttime.While

futuretensesareusedtoexpresstheactivitieswhicharegoingtodoinfuture.

Whilepartofspeecharethewordclasses.Thereareeightkindspartofspeech.It

canbeseenasbelow.

 Nouns, words used to refer to people, object, creatures, qualities,

phenomena,andabstractideas.(e.g.boy)

 Articles,wordsusedwithnounstoformnounphrasesoridentifyingthe

thingsalreadyknown.(e.g.a/the)

 Adjectives,wordsusedtypicallywithnouns,toprovidemoreinformation

aboutthethingsreferred.(e.g.happy)

 Verbs,wordsusedtorefertovariouskindsofactionsandstatesinvolving

peopleandthingsinevents.(e.g.talk)

 Adverbs,wordstypicallywithverbs,toprovidemoreinformationabout

actions,states,event.(e.g.slowly,yesterday)

 Prepositions, words used with nouns in phrases providing information

abouttime,place,andotherconnectorsinvolvingactionsandthings.(e.g.

at,in)

 Pronouns, words used in place of noun phrases, typically referring to

peopleandthingsalreadyknown.(e.g.it,herself)

12

MarthaKollnandRobertFunk,UnderstandingEnglishGrammar,8th_{ed.,(NewYork:}

9

 Conjunctions,wordsusedtomakeconnectionsandindicaterelationships

betweenevents.(e.g.and,because)13

b. Pronunciation

Pronunciationisthewayawordoralanguageisspoken,orthemannerin

which someone utters a word.14 _{The study of how a language should be}

pronouncedisphonology.Phonologyis“essentiallythedescriptionofthesystem

andpatternsofspeechsoundsinalanguage.”15_{TopronounceEnglishwordsto}

some people may be quite difficult. Speech sounds are made by air moving

outwardfromthelungsthroughthemouthornose.16_{Itiscausedofthedifferent}

mannerofpronouncingtheirfirstlanguageandEnglishlanguage.Englishwords

soundedunfamiliartotheirfirstlanguage.EspeciallyIndonesian,itslanguageis

pronouncedaswhatwritten.

AveryandEhrlichnotes,“TheEnglishspellingsystemoftenfailstorepresent

thesoundsofEnglishinastraightforwardmanner.”17_{Itisobvioustoseethat}

Englishwordsaredifferentlypronouncedfromitswrittenform.Alettercanbe

pronouncedinseveralways.Thereisnotanyregularsound-spellingrulewhich

caneasethewayofEnglishlearnerstopredictthepronunciationofawordthey

neverhavefoundbefore.

Thesoundsystemorpronunciationofthefirstlanguage(L1)caninfluence

students‟ pronunciationinEnglishforthreeaspects.First,thedifficultiesmay

arisewhenthelearnerencounterssoundsinEnglishwhicharenotpartofthe

soundinventoryofthelearner‟ snativelanguage;second,difficultiesmayarise

becausetherulesforcombiningsoundsintowordsaredifferentinthelearner‟ s

nativelanguage;third,thepatternsofstressandintonation,whichdeterminethe

13

Ibid.,pp.82─3.

14_{Pronunciation,(http://en.wikipedia.org/wiki/Pronunciation),January13,2014.} 15_{Yule,op.cit.,p.42.}

16_{Peter Avery and Susan Ehrlich, Teaching American English Pronunciation, (Oxford:}

OxfordUniversityPress,2012),p.11.

10

overall rhythm and melodyofa language, can betransferred from thenative

languageintosecondlanguage.18

c. Vocabulary

Vocabularyisthecommonwordsofalanguagewhichisusedbypeople.A

person'svocabularyisthesetofwordswithinalanguagethatarefamiliartothat

person.19 _{It also supported by Read who states,} “Our _{everyday concept of}

vocabularyisdominatedbythedictionary.Wetendtothinkofitasaninventory

of individual words, with their associated meanings.”20 _{Therefore, to know}

vocabularyis aboutknowingthemeaningofwords. Inaddition,accordingto

RichardasnotedbyRead,thereareseveralassumptionsaboutthemeaningof

knowingaword:

1. Toknowlexicalitemsofvariouskinds

2. Knowingthedegreeofprobabilityofencounteringthatwordinspeechor

print

3. Knowingthelimitationsontheuseofthewordaccordingtovariationsof

functionandsituation

4. Knowingthesyntacticbehaviorassociatedwiththeword

5. Knowledgeofthenetworkofassociationsbetweenawordandotherwordsin

language

6. Knowingthesemanticvalueofaword

7. Knowingmanyofthedifferentmeaningsassociatedwithaword.21

There aretwo types of vocabulary, function and content words. Function

wordsarereferredtoarticles,prepositions,pronouns,conjunctions,auxiliaries.It

belongs to grammatical feature of the language and used for the syntactical

reasons.Whilecontentwords,suchasnouns,verbs,adjectives,andadverbarethe

wordswhichhavemeanings,provideandmodifyeachwordsinasentence.Some

18_Ibid.,p.xv.

19_{Vocabulary, (http://en.wikipedia.org/wiki/Vocabulary), January 13, 2014.}

11

English words are derived from other languages such as Germanic, French,

Arabic,andLatin.Evensomewordsarederivedfromtheseveralprocessesof

coinage, borrowing, compounding, blending, clipping, backformation,

conversion,acronyms,derivation,prefixesandsuffixes,infixes,andkamhmu.

a) Coinage,thewordsfrominventionwhicharetotallynewterms.Itisfrom

the invented trade names of commercial products which become

familiarlyusedandbecomeageneralterm.(e.g.aspirin)

b) Borrowing, the words are generated from the other language. (e.g.

croissantfromFrench,akindofbread)

c) Compounding,thewordsaretakenfromcombiningtwosinglewords.

(e.g.bookcase,good-looking)

d) Blending,thewordsareformedbycombiningtwosinglewordsintoa

newterm.(e.g.gasolineandalcoholgasohol)

e) Clipping,thewordsarereducedfromthecommonformintotheshorter

form.(e.g.advertisementad)

f) Backformation,areducedformwhichhaveanothertypeofwordclass,

nounintoverb.(e.g.televisiontelevise)

g) Conversion,thewordsarefunctionalshifted.Thefunctionofthewords

canbeasnounandalsoverb.(e.g.amustandmust)

h) Acronym,wordscreatedfromtheinitialletterofwordsset.(e.g.CD

CompactDisk)

i) Derivation,aprocessofcreatingnewEnglishwordswhenthereisnot

anydealwiththecommonwordformationprocess.Itisfamiliarlycalled

asaffixes.Theaffixesarecategorizedintothree:

 Prefixes,itprecedesthewords,suchasun-,mis-,pre-,(e.g.unhappy)  Suffixes,itcomesafterandfollowthewords,suchas-ful,-less,-ness,

-ish,and-ism.(e.g.joyful)

 Infixes,itisanaffixwhichappearsinsideaword.

12

j) Kamhmu,wordsofinfixinginEnglish.Itisalanguagesetspokenin

SouthEastAsia.(e.g.v.seen.srnee)22

B. SpeakingAbility

Speakingabilityisaconditionwhereaspeakerhasacapabilityinusingtheir

ownsubconsciousunderstandingtouttereverysinglesentence.Mostly,students

learnEnglishinordertospeakaswellasnativespeakers.Therefore,itisneeded

several competences to be able to speak. As what has been noted by a

sociolinguistHymesinHarmer,“grammaticalcompetenceisnotenough;native

speakersalsohavecommunicativecompetence-thatisasubconsciousknowledge

oflanguageuse,andoflanguageasdiscourse.”23_{Butwhilespeaking,thewords}

comeoutareone-shotproduction.So,thecompletegrammaticalfeatureswhich

areinvolvedinspeakingcannotberedraftedasinwrittentext.Nomatterwhat,

thosecompetencesareneededtobuildagoodspeakingability.

To have good speaking ability, it is required to have the language use

knowledge.Itisthecompetenceofaspeakertousealanguagebasedonthe

context.Thespeakerknowshowtochooseandpickawordineverysentence

stated.Harmeraffirmsthatthereareseveralfactorswhichaffectlanguageusersin

choosing some words, they are: “setting, participants, purpose, channel, and topic.”24

Settingistheplaceandsituationwhichthespeakerhastodealwith.Itisthe

circumstanceswhichmakethespeakeruseformalorinformalwaytospeakup.

Participantsarepeoplewhotakechargeinthespeakingwiththespeaker.Itcanbe

speaker‟ sfriends,parents,acquaintances,orevenbosses.Purposeisthegoalof

speaking. The purpose itself can be anything, e.g. expressing any thoughts,

suggestions,greeting,andwarnings.Everypurposewillmakeadifferentwayof

utterances.Channelisthewayofthespeakertakesthecommunication.Itcanbe

22

Yule,op.cit., pp. 53─9.

23_{JeremyHarmer,ThePracticeofEnglishLanguageTeaching,(NewYork:Longman,1991)}

p.14.

13

facetoface,ontelephone,orvideocall.Whiletopicisthecontentofthespeaking

itself,itisthemainideaofthespeakingisabout.

Theknowledgeoflanguageasadiscoursemeansthecompetenceofhowa

speakerusestheorganizedgrammarandvocabularybasedonthepurposeofthe

speaking.Thatiswhatiscalledasstructuringdiscourse.Harmerstates,“Inspeech

we use intonation and restatement of points together with a range of speech

phenomenatostructurewhatwesay.”25

Besidestheknowledgeoflanguageuseanddiscourse,thereisalsoanother

type of competence which should be recognized in speaking. It is strategic

competence. Itisthecompetencewhichletthespeakercangivethefeedbackof

each words spoken to them. Strategic competence “is not knowledge about

anythingbutratherknowledgeofhowtoevaluatewhatissaidtousandhowto

planandexecutewhatwewanttosayback.”26_{Whilesociolinguisticcompetence}

isthecompetencetorespondappropriatelythespeakernon-verballybasedonthe

purpose of the talk. To sum up, speaking is referred into four kinds of

competences, grammatical competences, sociolinguistic competence, discourse

competence, and strategic competence. Those competences can be figured as

below.27

Figure2.1

SpeakingProficiency

25_{Ibid., p. 16.} 26_Ibid.

27_{KangShumin, “Factors toConsider:DevelopingAdultEFLStudents‟ Speaking Abilities”,}

[image:25.595.109.497.192.738.2]

14

Moreover,whensomebodysucceedsonbuildinggoodcommunication,this

showstheirpersonalityhasbeenmature.AswhathasbeensaidbyPowersin

Tarigan,thecharacteristicsofmaturepersonalityare:socialskill,semanticskill,

phoneticskill,andvocalskill.28_{Thoseskillsaretheoneswhichallowandmake}

somebodytobeabletospeakwell.

C. TeachingSpeaking

1. TeachingSpeakingEnglishasaForeignLanguage

TeachingtospeakEnglishinanEFL(EnglishasaForeignLanguage)setting

isaboutteachingtocommunicateinEnglishtostudentswholiveinaplacewhere

Englishisnottheirfirstlanguage.TeachingspeakinginanEFLsettingisrather

hardtodobecauseEnglishisnotusedindailylifecommunication.Tarigannotes

that,“Speakingisaskillwhichdevelopsinchildageandonlyachievedformerly

fromlisteningskill,andthattimespeakingskillisalsolearned.”29_Itmeansthat

speaking can naturally achieved by any children born and living. It is what

naturally happens when children start learning a language, but in learning a

foreignlanguagesuchasEnglishisadifferentmatter.

InIndonesia,studentsarefacedtotherealitythatEnglishisneededtobe

learnt while there is not any good circumstance for them to speak. In EFL

(EnglishForeignLanguage)countrylikeIndonesia,speakingEnglishisveryhard.

ThesituationandconditionwillneverbesupportiveenoughtospeakEnglish.As

whathasbeennotedbyGebhard,“InEFLsettingstherearefewerchancesfor

studentstouseEnglishoutsidetheclassroom.”30

Eventhoughitishelpedthroughaconditionedsituation,itwillonlysucceed

on certain groups. Indonesian who major of them speaks Bahasa and native

languageoftheirhometownwhenforcedtospeakEnglishinclass,theyusually

find difficulties. The factors which usually discourage the students to speak:

studentsfeelnervousandafraidofmakingerrors,atmosphereintheclassroomis

28_{Tarigan,op.cit.,p.20.} 29_{Ibid., p. 3.}

15

notsupportive,themesofconversationarenotinteresting,andresponseofthe

otherstudentsisnothelpfultoencouragespeaking.

2. GoalofEnglishTeachinginIndonesia

Goal of English teaching nowadays is the communicative competence.

Gebhard states that, “Communicative competence has four interrelated

components - grammatical, discourse, socio-cultural, and strategic competence.”31

It means that students have to comprehend those four components all at once to

achieve the main goal. Or at least, the students in Indonesia can express their

meanings in English through writing and speaking. At a basic level, this includes

development of students‟ ability to comprehend and produce written and spoken

English in communicatively proficient and accurate ways.32_{It is very different}

from the several years before, where English is merely taught as an additional

subject in school; English was only taught from translating word to word to

understand each text given by teacher.

Majority in Indonesian school, oral English teaching materials are usually

focused on situational or communicative function. The topics used are about

introducing self, talk about hobby, family, and the way of cooking, discuss about

job, visiting, meeting, or shopping. Unfortunately, the materials are not really

depth learnt. Then, almost all of the students talking about the same topic and give

boredom to the class.

Consequently, the audiences in the speaking classroom are not conducive and

dry. The speaker will talk without attention of other students. And students will

never be able enjoy it. To them, at least they do the job to speak English. So, the

students cannot improve their skills in speaking. Many of classes do not pay

attention to the effect of oral class atmosphere on language learning. A free and

light-hearted atmosphere promotes communications, while a nervous and stiff

atmosphere builds invisible obstacles in communications.33

31_Ibid.,p.64. 32_Ibid.,p.63.

16

D. Near-PeerRoleModeling(NPRM)

1. TheUnderstandingofNear-PeerRoleModeling(NPRM)

NPRMisonekindofmethodwhichencouragesapeerteaching.Therehas

beensomepeerteachingmethodbefore.Italsoencouragesstudentstobealeader

in the class tutoring others. An English teacher even has been forced by the

studentstokeepdoingpeerteaching.Tostudents,peerteachingisfun.Itisnoted

byTeeHwathat,“Moreconversationswithhimandotherstudentsledmeto

realizethattheyallsharedthesamefrustrations.Heandhispeershadaccesstoa

broadrangeofinterestingandrichmediaoutsidetheclassroom,buttheschool

stillsubjectedthemtothetraditionalwayofpassiveandrotelearning.

”

34

BasedonMurphey,“nearcanmeandifferentthings:age,ethnicity,gender,

interest,nearinproximity,andnearinfrequency.”35_{Peermeansachildwhois}

roughlyequivalentindevelopmenttotheobserver.36_Rolemeans“a_roleorsocial

roleisasetofconnectedbehaviours,rights,obligations,beliefs,andnormsas

conceptualised by actors in a social situation.”37 _{Model means an individual}

whosebehavior,verbalizations,andexpressionsareattendedtobytheobserver

and serve as cues for subsequent modeling. Modeling means behavioral,

cognitive,andaffectivechangesderivingfromobservingoneormoremodels.38

Therearethreemodelsoflearning:reception,construction,andco-construction.

Thesecanbeseenasbelow.39

34_{TanTeeHwa,StudentPeerTeachingStrategy,Malaysia.(Bangkok:UNESCOBangkok,}

2009), p. 2.

35_{Tim Murphey, National Foreign Language Resource Center, What is Near Peer Role} Modeling?,2013,(http://www.nflrc.hawaii.edu).

36_{Dale H. Schunk, Peer Models and Children's Behavioral Change. Review of Educational} Research,57, (1987), p. 1.

37_{Role, (http://en.wikipedia.org/wiki/Role), January 15, 2014.} 38

DaleH.Schunk,LearningTheories-AnEducationalPerspective,6th_{ed.,(Boston:Pearson}

Education,Inc.,2012),p.123.

39_{Chris Watkins, Eileen Carnell, and Caroline Lodge, Effective Learning in Classrooms,}

17

Table2.2

ModelsofLearning

Fromthetableabove,itcanbeseenthatmodelsoflearningcanbeateacher,

individual‟ sexperience,orevenfromothers.Thethirdmodeloflearningcanbe

calledasco-construction.Itincludesthelearners“tocreateknowledgeandthey

maycreateacollaborativeproductfromthis.”40_{Theteacherencourageslearners}

tohavedialoguesoranykindsofcollaborativeactivitiestohelpstudentsmake

sense of the experiences. This third model of learning is the prior model of

learningwhichsupportsNear-PeerRoleModeling.

AccordingtoMurphey,“Near-PeerRoleModelingispresentingrolemodels

who are from the same culture, near the students' ages, and using English

successfully(notperfectly)increasesourstudents'motivationandstrategy-choice

whilechallenginglimitingbeliefs.”41_{AndNear-PeerRoleModels(NPRMs)are}

peerswhoareclosetooursocial,professionaland/oragelevelwhoforsome

40_{Ibid., p. 17.}

41_{Tim Murphey, Motivating with Near Peer Role Models, JALT'97:Trends&Transitions,}

1998,p.201.

Modelsoflearning

Reception Concernedwithquantity,facts,andskills;assumes

transmissionofknowledgefromanexternalsource(e.g.

teacher).Emotionalandsocialaspectsarenotattendedto.

Learning=beingtaught.

Construction Concernedwiththelearner‟ sconstructionofmeaning

throughdiscussion,discovery,open-endedlearning,

makingconnections.

Learning=individualsense-making.

Co-construction Concernedwiththelearner‟ sconstructionofmeaning

throughinteractionandcollaborationwithothers,

especiallythroughdialogue.

[image:29.595.105.544.146.540.2]

18

reasons we may respect and admire.42 _{Besides NPRMs is also described as}

“peoplewhomightbeneartotheirtuteesinage,ethnicity,gender,interest,pastor

presentexperiencesandalsoproximityandinfrequencyofsocialcontact.”43_So,

itcanbeconcludedthatNPRMisamethodwhichencouragestudentsbyamodel

fromthenearone,canberespect,andadmirebecauseoftheability/experiencesin

learningEnglishowned.Fromthemodel,thestudentsarehopedtobemotivated

tolearnEnglish.Therefore,students‟ selfefficacyraiseasthepeermodelshows

studentsofwhatshouldbedoneintensively.

Thismethodemergedfromanideathatnativespeakermaynotbeavailable

formodeling.AsstatedbyRuddickandNadasdy,“TheideabehindNPRMsis

thatwemayidentifymorecloselywiththosepeoplethatareneartousinthe

abovecategories anddoingso wemaywanttoimitatethemorimitatesome

aspectortalentthatNPRMshave.”44_{Thismethodpromotestheadvantagesof}

using the peer from higher level to be imitated as teaching learning process

begins. It is appropriate as what has been stated bySchunk that, “Competent

modelsteachskills,butsimilarmodelsarebestforselfefficacy.”45

Selfefficacycaninfluencewhatthestudentswanttodointheirdailylives.

Students with low efficacymayavoid doing thetask given. Theythemselves

judgethattheyarecapableornotindoingthetask.Whilethosewhoareinhigh

efficacywilldosometrialuntiltheproblemsfacedaresolved.Evenstudents‟

self-efficacy may change in the count of day. It is due to “the individual‟ s

preparation,physicalcondition(sickness,fatigue),andaffectivemood,aswellas

externalconditionssuchasthenatureofthetask(length,difficulty)andsocial

milieu(generalclassroomconditions).46_{Toseethatarolemodelisveryimportant}

inleadingstudentstospeakEnglish,soaclose/nearpeerrolemodelcanbethe

bestrolemodel.

42_Ibid.

43_{MichaelRuddickandPaulNadasdy,TheInfluenceofNearPeerRoleModels(NPRMs)in}

Second Language Classrooms Intended to Improve Students‟ Pronunciation When Teacher InterventionisNotEnough,AsianEFLJournal,ProfessionalTeachingArticles,Vol.65,2013,p. 29.

44_Ibid.

19

Murpheysupposesthatstudentscanspeakwhentheybelievethattheycould

doitso.Weinernotesthat,“Theapproachcomponentofachievementmotive

(hopeforsuccess)isassociatedwithattributingfailuretoluckorlackofeffort

and success to availability, whereas the avoidance component is linked to

attributingfailuretolackofabilityandsuccesstoluck.47_{Fromthisidea,Murphey}

initiated a peer-model to increase students‟ motivations and self-efficacy.

Heckhausenpointsoutthat,“Eveniftherearemanypotentialpositiveincentives,

onewillonlybemotivatedtostriveforthemifoneexpectsthat:1)thebehaviors

oneiscapableofperformingwillleadtosuccessfultaskperformance,and2)

successful task performance will lead to incentives (i.e., possesses high

instrumentality).”48

Moreover it is noted by Murphey that Bandura suggests, “seeing or

visualizingpeoplesimilartooneselfperformsuccessfullytypicallyraisesefficacy

beliefs in observers that they themselves possess the capabilities to master

comparable activities.”49 _{It is obvious to see whether NPRM would be}

successfullydoneinteachingEnglishasthestudentswerehelpedtospeakwith

otherstudentseffectivelywithoutfeelingdoubtofmakingmistakes.Thestudents

aremotivatedtospeakEnglishasothersarealsoinitiatedtospeakEnglishsimilar

tothepeers.AswhathasbeennotedbySchunk,“Observingapeermodelraised

self-efficacyandachievementmorethanobservingateacherornomodel;the

teacher-modelconditionpromotedtheseoutcomesbetterthannomodel.”50_So,

Near-Peer Role Modeling (NPRM) is a method which promotes students‟

interactionduringtheclassundertheinfluenceoftheclosepeertouseEnglish

successfully.

47_{InternationalHandbookofPsychology,(London:SagePublicationsLtd..,2000),p.201.} 48_Ibid.,p.200.

49_{Tim Murphey, Self and Other Modeling: Strenghtening Imagined Ideal Selves for Students}

and Teachers,IndependentLearningAssociation, 2007, p. 2.

20

2. BenefitsofNear-PeerRoleModeling

Bandura states that, there are three key functions of modeling: response

facilitation,inhibition/disinhibition,andobservationallearning.51_{Responserefers}

totheactionswhichhavetobecopiedandperformedfromthemodel.Inhibition

referstothepositiveexpectationsoftheobserverthattheywillhavethesame

experiencelikethemodel.Observationallearningreferstothepayingattention

process of new information/behavior from the model. While, according to

Schunk,thereareseveraladvantagescanbeattainedfromNRPM:

a. Peermodelsmaybeespeciallyhelpfulwithstudentswhoholdself-doubts

abouttheircapabilitiesforlearningorperformingwell.

b. Teachers often apply these ideas by selecting one or more students to

demonstrateaskilltootherclassmembers.

c. Peersalsocanbeusedtoenhanceobservers'self-efficacyinthecontextof

small-groupwork.

3. TheApplianceofNear-PeerRoleModeling

Adapted from Ruddick and Nadasdy, while Near-Peer Role Modeling is

appliedintheclassroom,NPRMsareinstructedtoactinthefollowingway:

a. Tointroducethemselvesandincludeabrieflanguagelearninghistory.

b. Totakepartinspeakingactivitywiththeinstructor.

c. Tomonitortheclassroomforproblemsandhelpwhenneeded.

d. Totakepartincommunicativegroupactivities.

e. Tolistenforandcorrectstudents.52

E.

Previous

Study

Thesametopicofnear-peerrolemodelinghasbeenalsoresearchedbyTim

MurpheyfromNanzanUniversityandTroyMillerfromNagoyaUniversity.Tim

MurpheydealtwiththewaystohighlightthepotentialNearPeerRoleModels

(NPRMs)andwaystonoticetheirimpact.Hestimulatedstudentstospeakfreely

51_Ibid.,p.125.

21

throughconductingseminarandvideoproject.Theresultwasquiteinteresting.

Students‟ beliefofspeakingcouldbechanged.Thestudentsrecordedinthevideo

hadinspiredstudentswhowatchedtospeakEnglishtoo.Modelscouldchange

student beliefs about risk-taking, making mistakes, and the importance of

enjoyingwhattheyarestudying.53

WhileTroyMillertookaresearchontheeffectiveuseofNearPeerRole

Modeling (NPRM) combined with video clips as a way to model interactive

strategies.Hefocusedonthetheoreticalbackgroundbehindinteractivestrategies,

interactionandlearning,andNPRM.Healsoexplainedandgaveexamplesof

howtousetheclipsinactivitiesorasstrategyreviewsinconversationclasses.

Theresult was compilingvideoclips, creating activities,and usingin several

classesofthepastyearasthemethodofteachingtothelowerclasses,couldbe

helpful.Hecouldfindanideaofshowingtheperfectinteractivestrategiestoother

student peersto bean effectivewayofteachingthestrategies. Andthat was

throughavideowhichencouragesstudentstospeakEnglishwell.

Another research concerning peer modeling was also done by Dale H.

Schunk.Hecriticallyreviewedtheresearchliteratureonpeermodelingamong

children as a function of model attributes. Peer modeling is hypothesized to

dependinpartonperceivedsimilaritybetweenmodelandobserver.54_Heassumed

that similarity can serve important source of information for judging the

behavioral appropriateness, formulating outcome expectations, and assessing

one's self-efficacy for learning or performing tasks. It was assessed from the

effects of model age, model sex, model competence, number of models, and

model background. The attributes which support behavioral change were

discussed. The result was peer modeling could help students in social skill

trainingandself-efficacyenhancement.Hesuggestedthatclassroompeerscan

helptrainsocialskills,enhanceself-efficacy,andremedyskilldeficiencies.

Toconclude,theresultsofresearchesshowthattherewasapositiveeffecton

students‟ capabilityinspeakingthroughNear-PeerRoleModelingmethod.From

22

thenearestmodelofthestudents,studentscanapttocopythemodelsbecause

theyaremotivated to havethesamechanceand powerto beas good as the

models.Thedifferenceofresearchwhichthewriterdidliesontheobjectofthe

research. The writer chooses to do a research in a Junior High School. The

samenessoftheresearchliesonthewaytodotheresearch.Itappliesthe

near-peerfromthehigher-gradestudentstoactasthemodel.Themodelsarenottoo

fartheobjectsage,sothemodelscangivethestrongeffecttothelower-grade

studentstohavegoodselfefficacyandmotivationinspeakingEnglish.

F.

Conceptual

Framework

Teachingspeakingisamatterofmakingstudentsunderstandinproducing

correctsounds,selectingappropriatewords,andorganizingideasintoonepoint

meaningtocomprehend.Speakingskillcannotbeattainedeasily.Itneedssome

pre-requisite sub-skills such as grammar, pronunciation, and vocabulary.

Therefore,tohaveagoodspeakingskill,itisneededmorechancesforstudentsto

speakup.Unfortunately,inIndonesiaEnglishisnotusedlargelybyitscitizen.

Thecitizenusuallyusethemotherlanguage(Bahasa).Sothat,thereshouldbea

goodteachingspeakingmethodapplied.

ByusingNear-PeerRoleModeling,studentsareencouragedtospeakupin

frontofclass.Consequently,schoolwillprovidethechanceforstudentstospeak

while they merely get little opportunities to speak in their out of school

circumstances.Near-PeerModelingisamethodwhichallowstudentstokeep

speakingeventheymakeseveralmistakes.Mistakesarenotaproblem,becauseit

isthewaystudentslearnthelanguage.Fromthepeer-models,studentswilllook

howtohavesogoodspeaking-skillthattheycanalsobemotivatedtospeakas

well.ItisworthtolearnspeakingEnglishfromthestudentswhohavealready

23

G.

Theoretical

Hypothesis

Based on the theories which was described above, it can be proposed a

hypothesisasfollows:

CHAPTER

III

RESEARCH

METHODOLOGY

A.

Place

and

Time

of

the

Study

1. PlaceoftheStudy

ThestudywasadministeredinSMPN3SouthTangerang.ItliesonSt.Ir.H.

Juanda,No.1,KampungUtan,Ciputat-SouthTangerang.

2. TimeoftheStudy

Thisresearchwasconducted onOctobertoNovember2013.Thewritergave

five times treatments based on the syllabus of the school. After five times

treatments,thewriterobservedandanalyzedthedatataken.

Table3.1

ResearchSchedule

B.

Research

Method

and

Design

1. ResearchMethod

This research used a quantitative method. This method was used as the

researchdealtwithstatisticaldata.

24

Treatment Date Theme

Pre-Test 17-10-2013 Self-Introduction

I 22-10-2013 Self-Introduction

II 24-10-2013 GiveInformation(time)

III 29-10-2013 Prohibition/Command

IV 31-11-2013 DescribingPlace

V 05-11-2013 DescribingPeople

[image:36.595.119.502.234.592.2]

25

2. ResearchDesign

Thedesignoftheresearchwasexperimental.Inthisexperimentalresearch,

the writer wanted to see the potential cause or effect of independent and

dependent variables from the treatments give