A STUDY ON STUDENT’S ENGLISH SPEAKING ACTIVITIES AT
JAMA’AH COFFEEIYAH (JC) STUDY CLUB ENGLISH DEPARTMENT UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
By:
IMAM SYAFI’I
06360082
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
A STUDY ON STUDENT’S ENGLISH SPEAKING ACTIVITIES AT JAMA’AH COFFEEIYAH (JC) STUDY CLUB ENGLISH DEPARTMENT
UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to fulfill one of the requirements to achieve
Sarjana Degree in English Education
By:
IMAM SYAFI’I
06360082
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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MOTTO AND DEDICATION
“AllAh AkAn mengangkat (derajat) orang yang beriman diantaramu dan
orang-orang yang diberi ilmu beberapa derAjAt” (QS: Al-Mujadalah: 11).
‚Man Taraka Hurmatas Syaikhu Lha Yafli’u ‘Abadan‛
Barang Siapa Tiada Menaruh Hormat Pada Gurunya, Maka Tiada Meraih
Sukses Selama HidupNya.
(K.H. Hasyim Asyhari)
This Thesis is dedicated to:
His (Late) Parents
His Sisters and Brothers
All his Teachers and Lecturers
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ACKNOWLEDGEMENT
Alhamdulillah, all praise is to ALLAH, the Merciful and Charitable. Because of His guidance, blessing and affection, the researcher could finish this thesis. Shalawat and Salam may also be upon the prophet Muhammad SAW wa ‘Alihi Washahbihi Ajma’in, the leader of mankind.
The researcher would like to express his great gratitude and appreciation to many people who have been involved in finishing this thesis. Thanks to:
1. His beloved (late) parents Haris bin Darwan and Masria who always inspire the researcher to be progressively involved in the reality.
2. His teachers in Al-Hikam Islamic boarding school, especially the founder Dr. K.H. Hasyim Muzadi, and all his teachers in Yayasan Darul Hasan especially Drs. Zaini Hasan, M.Pd who have guided and taught the
researcher. Also pap Deddy Wahyudi, M. Pd and mom Nurhasanah, S. Pd. May it be worthwhile in the forthcoming day.
3. His sisters Hj. Nurhayati, and his brother (the Late) H. Tatang bin Roti’in, Mpo’ Surifah, Hadlori, and Misriadi and my Siti Nuriyah, S. Kep who have favored and funded the researcher, so he could pass this degree. 4. His first advisor, Dr. Sri Hartiningsih, M.M and his second advisor, Bayu
H. Wicaksono, Ph. D for their guidance, suggestion, correction and comment on this thesis.
5. My only wife, Umi Hamidah Fithriani, S.Pdi for any support and motivation to complete this research.
6. The Jamaah Coffeeiyah friends Dwi Aji Saputra, S. Pd, Bima Teresna, Alisandi, S.Pd, Manda Fredo Dwi A. A, S.Pd, Rizal, S. Pd Mr. Sanusi, Septian Al-Hadi, S. Pd and Mr. Mashudi for any supportive motivation to complete this research and for their daily nice English discussion.
Malang, August 1, 2013 Researcher,
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TABLE OF CONTENTS
TITLE
APPROVAL ... ....i
LEGALIZATION ... ...ii
MOTTO AND DEDICATION... ..iii
ACKNOWLEDGEMENTS... .. iv
CHAPTER II : REVIEW OF RELATED LITERATURE 2.1 Speaking………..………... ...7
2.3.1 The Elements of Speaking ……… ...7
2.3.1.1 Language Feature…..…………..……… ...7
2.3.1.2 Mental/ Social Processing………... ...8
2.3.2. The Functions of Speaking…….….…………..……… ...9
2.3.2.1 Talk as Interaction………...……... ...9
2.3.2.2 Talk as Transaction……….. ...11
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2.4 Activities to Promote Speaking…..……….………. ...13
2.4.1 Discussion ……… ...13
2.4.1.1 Brainstorming………..……… ...14
2.4.2 Role-Play and Simulation………. ...15
2.4.3 Information Gap………. ...17
2.4.3.1 Find the Difference………..……… ...18
2.4.3.2 Picture Describing………..……… ...18
2.4.4 Interviews……… ...19
3.3 Research Instrument... ………...24
3.3.1 Observation……….….. ..24
3.3.2 Interviews……….….. ..26
3.4 Data Collection ………... ..27
3.5 Data Analysis ………... ..28
CHAPTER IV: FINDING AND DISCUSSION 4.1 Research Finding ……….……… ..29
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4.1.2 The Implementation of Speaking Activities (Discussion, Picture Describing, and FYI) at Jamaah Coffeeiyah Study Club, UMM……… ...32
4.1.3 The Advantages and the Disadvantages of Speaking Activities (Discussion, Picture Describing, and FYI) at Jamaah Coffeeiyah Study Club, UMM………..……… ...37 4.2 Discussion ……… ...40
CHAPTER V: CONCLUSION AND SUGGESTION
5.1 Conclusion ………... ...43 5.2 Suggestion ………...…. ...44
4.1.1 Suggestion for Jamaah Coffeeiyah Members……..………... ...44 4.1.2 Suggestion for the Next Researcher………..………... ...44 BIBLIOGRAPHY
BIBLIOGRAPY
Arita, Yun. 2008. A Study of Student’s Problems in Daily English Speaking
Activity at SMA Pomosda Tanjunganom Nganjuk. Unpublished Thesis
UMM
Arifin, Zainal. 2011. Penelitian Pendidikan: metodedan Pendekatan Baru. Bandung: Remaja Rosdakarya
Ary, Donald & Lucy Cheser Jacobs & Chris Sorensen. 2010. Introduction to
Research in Education (8th edition). Wadsworth, Cengange Learning
Brown, Gillian &George Yule. 1988. Discourse Analysis. Cambridge University Press
Chaney, A.L., & T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn & Bacon. (in Kayi: 2006)
Cohen, Louis & Lawrence Manion & Keith Morrison. 2007. Research Methods in
Education (6th edition). New York. Routledge
Davies, Alison .2007. Storytelling in the Classroom. London. SAGE Publications Inc.
Douglas, H. Brown. 2000. Teaching by Principle (An Interactive Approach to
Language Pedagogy) 2nd edition. Longman
Harmer, Jeremy. 2002. The Practice of English Language Teaching, (3rd edition
completely revised & updated). Longman
Jianing, Xu. 2007. Storytelling in the EFL Speaking Classroom. The Internet TESL Journal, Vol. XIII, No. 11, November 2007. http://iteslj.org/Techniques/Jianing-Storytelling.html
Kayi, Hayriye. 2006. Teaching Speaking: Activities to Promote Speaking in A
Second Language. The Internet TESL Journal, Vol. XII, No. 11, November
2006. http://iteslj.org/Articles/Kayi-Teaching Speaking.html
Knapp, Karlfried & Barbara Seidlhofer (in cooperation with Henry Widdowson) on Bygate’s Chapter.2009. Handbook of Foreign Language Communication
& Learning (HAL 6). New York.
Melany, Rian Rohmawardhani. 2008. The Effect of Games on Speaking Achievement of The First Grade Students of SMP Muhammadiyah I
NgadirojoPacitan. Unpublished Thesis UMM
Nation, Paul. 1989. Speaking Activities Five Features. ELT Journal Volume 43/1 January 1989. Oxford University Press
Neville, T. Postlethwaite. 2005. Educational research: some basic concepts &
terminology. UNESCO International Institute for Educational Planning
Patten, Bill Van & Aless&ro G Benati. 2010. Key Terms in Second Language
Acquisition. Continuum International Publishing Group
Pollard, Lucy. 2008. Guide to Teaching English (A book to help you through your
first two years in teaching). E-book Version
Richards, Jack C. 1995. The Language Teaching Matrix (5th printing). Cambridge University Press
Richards, Jack C & Charles Lockhart. 2007. Reflective Teaching in Second
Language Classrooms. Cambridge University Press
Richards, Jack C. & Richard Schmidt.2002. Longman Dictionary of Language
Richards, Jack C. & Theodore S. Rodgers. 1999. Approaches & Methods in
Language Teaching. Cambridge University Press
Richards, Jack C. 2008. Teaching Listening & Speaking (from Theory to
Practice). Cambridge University Press
Sarosdy, Judit. 2006. Applied Linguistics I (for BA Students in English). Bolcsesz Konzorcium
Saville-Troike, Muriel. 2006. Introducing Second Language Acquisition. Cambridge University Press
Sukmadinata, Nana Syaodih. 2007. Metode Penelitian Pendidikan. Bandung: Remaja Rosdakarya
Ur, Penny. 1999. A Course in Language Teaching (Trainee book). Cambridge University Press
Wahyurianto, Ibnu. 2009. The Implementation of Group Discussion to Improve The Students Speaking Proficiency in ESP Speaking Class at Bahasa
Indonesia Department of UMM. Unpublished Thesis UMM
Tri, Lilis Harsanti. 2004. The Effectiveness of Retelling Story in Teaching & Learning Speaking at The English Department of Muhammadiyah
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CHAPTER I
INTRODUCTION
This chapter will discuss; background of the study, statement of problems, purpose of the study, significance of the study, scope and limitation of the study, and some related key terms.
1.1. Background of the Study
The mastery of speaking skills in English is a priority for many second-language or foreign-second-language learners. Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language proficiency (Richard: 2008: 19). This of course, is not so exaggerated statement since it is common to say that people who know a certain language is associated with the people who have an ability of speaking that language, as what Judit
(2006: 57) suggested that “Speaking seems to be the most important as people
who know a language are referred to as „speakers‟ of that language, as if speaking
included all other kinds of knowing a language”.
Another reason for this may be a practical one. Second or foreign language learners learn any language that are intended to build communication or even share the idea with people who make use that language. This is consistent with as suggested by Muriel (2006:166) that:
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instrumental. There is need for speaking in virtually all situations where L2 learners participate in the L2 speech community: tourists generally need to ask directions and seek information about hotels and entertainment; immigrants need to shop for goods, seek services, and describe symptoms in case of health problems; foreign students and other temporary residents need to negotiate transactions for housing, utilities, and currency exchange, as well as to express themselves in an academic or professional speech
genre”.
In fact, many second or foreign language learners feel difficult to master speaking although it seems to be priority for them. This can be traced from various findings related to the difficulty during learning speaking. The study focused on learning speaking skill for instance, is the best finding available.
A research conducted by Yun Arita (2008) about the difficulty of
student‟s daily activities in learning speaking at SMA Pomosda Tanjunganom
Nganjuk, found that the students had difficulty to make a sentence and also to make the sentence with the correct structure. Another finding conducted by the same researcher also found that students have insufficient and difficulty to
remember all of vocabularies used to communicate with others, students‟
vernacular patois problem that gave bad effect of students‟ pronunciation, intonation, accuracy, and fluency, and problem of punishment. The causes of
students‟ problems were because the students only had few vocabularies in
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This fact has become obstacles for many second or foreign language learners that need to solve. This is somewhat consistent with Bygate‟s idea (401: 2009) that:
“speaking is not necessarily an easy part of language learning,
people might read and write quite effectively, and learn succesfully through the written words, but the ability to speak does not always follow. In some ways, speaking is different kind of engagement with the foreign language, and hence requires different kinds of language learning activity. That is, learning the spoken foreign language can be a disadvantage in its own right”.
Based on Bygate‟s ideas, Kayi (2006) for example, has proposed various activities to promote speaking skills to respond to such problems. Those various activies are: discussion, role-play, simulations, information gap, brainstorming, story telling, interviews, story completion, reporting, playing cards, picture
narating, picture describing, find the difference. Sure, these activities are proposed to facilitate practice as a way to promote speaking skills, since speaking as skill will only develop with an appropriate practice (Bill & Alessandro: 2010: 149-150), and practice is the activity through which language skill and knowledge are consolidated and thoroughly mastered (Ur: 1999: 4). In short, speaking as an ability is promoted through a certain practice that is implemented by various activities.
Activity as defined by Brown (2000: 129) as everything that learners do in the classroom, is taking an important role in promoting speaking skills. It could be referred to some previous research findings. Ibnu (2009) for instance,
conducted research on group discussion effecetiveness found that this activity
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effectiveness conducted by Lilis (2004) showed that student had a good interest in learning speaking toward this way, also this activity was effective, and the
response of the student toward this activity is effective enough. Another finding related the speaking activity is a game activity. Rian (2008) for instance, found
that this way had an improvement toward student‟s speaking achievement. He
argued that:
“The result of ANOVA showed that the value of F-ratio (4.69) was greater than the value of F-table (3.99) at significance level of 0.05.
It means that there was an improvement on the students‟ speaking
achievement. Therefore, the hypothesis stated that teaching English using games improve the students‟ speaking achievement was accepted. In other word, teaching English using games was a very
effective technique for improving the students‟ speaking achievement”.
Those various findings showed that speaking activity improved speaking
proficiency and increased student‟s speaking achievement, and also attracted their
interest. It also indicates that all those activities introduce student to speak.
However, those various findings are not completed by the explaination of how the activities are carried on, and what make them effective, and also the issues of the advantages as well as the disadvantages of implementing such activities. The lack of these information, in the assumption has uncompleted information to be applied in the practical guide since activity that is described by Richard (2007) as “a task
has been selected to achieve a particular teaching/ learning goal” will help to
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Of course, to conduct such investigation the researcher needs a subject of study as the source of gathering data. One group to do speaking activities that
focuses on student‟s speaking improvement is Jamaah Coffeeiyah (JC) study club.
It is unique by its own to investigate because it has various activities that focus on development of the four basic language skills such as: speaking, listening,
reading, and writing that are directed to be fluent in speaking skill. Jamaah
Coffeeiyah (JC) basically is UMM English student study club established only
based on an agreement to have a cup of coffee while discussing something by using English. This good English atmosphere, in the assumption, would be suitable to gather data to clarify and explain all those various findings.
1.2. Statement of the Problem
The research problems of this research will be formulated as follows: a. What are the speaking activities employed in the community?
b. How are the activities carried on?
c. What are the advantages and the disadvantages of such activities?
1.3. Purpose of the Study
Based on the statement of problems above, the purpose of this study is formulated as follows;
1. To investigate the kinds of activities employed. 2. To describe the implementation of such activities.
3. To explain the advantages and the disadvantages of the activities.
1.4. Significance of the Study
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research is expected to give a way to the student in promoting English speaking skill. The last, the research is expected to be useful for public, and also to enrich the analysis of speaking activities.
1.5. Scope and Limitation
In order not to broaden the study, the researcher tries to make a scope and limitation of this study. This research only discusses students English speaking activities at Jamaah Coffeeiyah (JC) study club English department of UMM.
This investigation is only limited on various activities applied and the implementation of such activities in the community, as well as the various advantages and the disadvantages of such activities.
1.6. Definition of Key-Terms
- Speaking: is a way to share an idea through verbal and non-verbal communication (Chaney: 1986: In Kayi: 2006).
- Activities: it may refer to virtually anything that learners do in the classroom (Brown: 2000: 129).
