THE EFFECT OF PRESENTATION TECHNIQUE TOWARD STUDENTS’ SPEAKING SKILL AT STATE ISLAMIC SENIOR HIGH
SCHOOL PADUSUNAN PARIAMAN
THESIS
Submitted in Partial Satisfaction of the Requirement for Strata One (S1) Degree
Written By
IRA MEDIAWATI NIM: 1314050156
ENGLISH TADRIS DEPARTMENT
TARBIYAH FACULTY AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY (UIN)
Dedicated for: My Beloved Parents, Wahidin and Ratimi And my cute sister Iin Haryani
This thesis special I dedicated to my family, especially to my parents (Wahidin and Ratimi) who have been giving all my strength and energy to be a smart and knowledgable person. And then they also always give their moral, material support and edless prayers for my succes, because there is no word as bautiful as chanting prayer and no prayer is the most solemn than the prayer that is spoken from the parents.
I just want to say big thanks to my paresnt, who have been always give love for their childreen and the important things for them just how to make their children succes in education. Stay healty mom and dad we always love you,
I promise to make your dream will be come true mom and dad, because you are my hero in the world, I will hard work and never give up to get my succes. I want to say thanks to my beloved sister and brother , For my sister “iin haryani” I hope you get good job and always healty everytime. For my brother “Muhammad Idan Syah” I hope you always succes in your education and always healty too. And the last for my young brother “Muhammad Ilhan Syah” stay with your family and stay healty always ok.
Padang,August2017 A Dreamer
Ira Mediawati
DECLARATION PAGE
Research from several references and sources. If in the following day proved that this thesis is not my own work, I will be ready to take a consequence.
Padang, August 2017 Researcher
Ira Mediawati 1314050156
ACKNOWLEDGMENT
“Alhamdulillahirabbil‟alamin”.Praise to be Allah SWT who has given the
opportunity, health,knowledge, and strength to finish this thesis.The researcher also expresses her deep praises to the prophet Muhammad SAW
and would like to send “Sholawat” and “Salam” to him, “the Uswatun Hasanah” for all Moeslems.
The title of this thesis is “The Effect of Presentation Technique Toward
students‟ speaking ability at state islamic senior high school padusunan
pariaman. This thesis is writen to fulfill one of the requirements to obtain undergraduate degree (S1) from the program study at the English Department in Tarbiyah Faculty of UIN Imam Bonjol Padang.
This thesis was impossible to be completed without helps and supports from many people. So that, the researcher would like toexpress her sincere gratitude and great thanks to the following persons:
1. Dr. Hadeli, MA, M.Pd as the first supervisor and Haryudi Nizar, M.Pd as second supervisor who always contribute intellectual advice to me, and had given helps, guiding, valuable suggestion, command, correction, and times to support me in completing this thesis.
2. Dr. Darmayenti, M.Pd and Dra. Elismawati, M.Pd as examiner who have given comments, suggestion, and constructive feedbacks in improving this thesis.
3. Besral, S.Pd, M.Pd as a chairman of English TadrisDepartment who has helped me during my academic year.
4. The lecturers of Tadris Department, all of English Lecturers for giving precius thoughts, knowledge, and motivation which are really useful in facing my future.
5. Dean of Tarbiyah Faculty of UIN Imam Bonjol Padang and all staff members of the faculty for their appreciation and supports.
6. Headmaster and English Teacher of MAN Padusunan Pariaman for their permission and opportunity to conduct the research.
8. My Beloved Parents (Wahidin and Ratimi), my beloved sister andbrother (Iin Haryani S.Pd, Muhammad Idan Syah, and Ahmad Ilhan Syah)who always love, pray, support, and motivate me in finishing my study. You are my reason to keep up the achievement.
9. My friends, my lovely CC Comel (Cute, Si au, Mare and Bubud) thanks for our moment every time , my friends of pondokan fika ( sesepuh akak Noris, Dina, Muzi, Emil, Wira, Iwid, Mona, Rina, Merry, Ani, Vira, Dila, and Riska), there are some friends that have called by special name, TBI A, my team in KKN and PPL, and all of my friends in ETD that cannot be mentioned one by one. The researcher is very grateful for the support, motivation, and always being in my side during the study.
10.my Oppa-oppa Handsome (BTOB oppa, VIXX oppa, SUJU oppa,) thanks for your song that make me happy when I Listen your song, for B1A4 oppa thanks for your song (only one) I very love this song. And the last for Minhyuk Oppa saranghae.
At last, The researcher realized that this thesis is not perfect yet and has several weaknesses. Therefore, any comment and suggestion, and criticism are expected to come up from the readers in order to make a great one and this thesis is more useful. Padang, August, 2017
Researcher
Ira Mediawati
1314050156
ABSTRACT
The purpose of this study was to determine the difference of students‟
speaking achievement between those taught by using Presentation technique and those who are taught without using Presentation technique at Islamic Senior High School Padusunan Pariaman.
This reseach was true experimental research. The population of this study was all of the students at class XI of Islamic Senior High School Padusunan Paariaman that consist of five classes with total of students 158 people. This research was started from May-July 2017 lasted for six meetings. For getting the sample, the researcher used cluster random sampling which was got two classes as sample. The students consisted of 22 students as experimental class and 22 students as control class. Total numbers of sample were 44 students. This research had a speaking test as an instrument to get the data.
The result of this research showed that in post test, the researcher found that mean score of experimental class (74.95) was higher than mean scores of control class (65.05). Therefore, t calculated (4,796) was bigger than t-table (2.021). It meant that the hypothesis was accepted. Statistically, it showed that teaching by using Presentation Technique gave improvement for students speaking ability at class XI State Islamic Senior High School Padusunan Pariaman.
It can be concluded that Presentation Technique is effective efective in improving students speaking ability. It implies that English teacher can use Presentation Technique to teach speaking in order to improve students speaking.
ABSTRAK
Tujuan dari penelitian ini adalah untuk mengetahui perbedaan kemampuan berbicara siswa dalam pembelajaran bahasa inggris dengan di ajarkan dengan menggunakan teknik presentasi dan dengan siswa yang di ajarkan tidak menggunakan teknik presentasi di MAN Padusunan Pariaman.
Penelitian ini adalah Experimen. Populasi dari kelas XI terdiri dari 5 kelas dengan jumlah keseluruhannya 84 siswa. Penelitian ini dimulai pada bulan Mei sampai Juli 2017 selama 6 kali pertemuan.Untuk mendapatkan sampel, peneliti menggunakan Cluster Random Sampling (sampe lacak kelompok) yang didapatkan 2 kelas sebagai sampel.Siswa pada kelas experimen terdiri dari 22 siswa, dan 22 siwa pada kelas control. Jumlah keseluruhan sampel yaitu 44 siswa.Penelitian ini mengambil sebuah tes berbicara sebagai sebuah alat untuk mendapatkan data.
Hasil dari penelitian ini menunjukkan bahwa dalam tes akhir peneliti menemukan bahwa rata-rata skor kelas experimen adalah( 74.95) lebih tinggi dari rata-rata kelas kontrol (65.05). selanjutnya t-hitung (4.796) lebih besar dari t-tabel (2.021). dengan ini berarti hipotesis dapat diterima. Secara statistik menunjukkan bahwa mengajar berbicara bahasa inggris dengan menggunakan Teknik Presentasi meningkatkan kemampuan siswa kelas XI MAN Padusunan.
Dapat disimpulkan bahwa Teknik Presentasi adalah teknik yang efektif dalam meningkatkan kemampuan berbicara siswa. Guru bahasa inggris bisa menggunakan teknik presentasi untuk mengajarkan berbicara agar meningkatkan berbicara siswa tersebut.
TABLE OF CONTEN HALAMAN PENGESAHAN
DEDICATION
ACKNOWLEDGMENT……… ... ii
ABSTRACT……… iv
TABLE OF CONTENT……… ... iv
LIST OF TABLES……… ... vi
LIST OF APPENDICES……… ... vii
LIST OF FIGURE……….. x
CHAPTER I INTRODUCTION A. Background of the Problem ... 1
B. Identification of the Problem ... 6
C. Limitation of the Problem ... 7
D. Formulation of the Problem ... 7
E. Purpose of the Study ... 8
F. Significant of the Study ... 8
G. Definition of Key Term ... 8
CHAPTER II REVIEW OF RELATED LITERATURE A. Theory ... 10
1. Speaking Skill ... 10
a. Definition of Speaking... ... 10
b. Component of Speaking... ... 11
c. Teaching Speaking at Senior High School... 13
2. Presentation Technique ... 16
a. Definition of presentation technique ... 16
b. Some influential factor in oral presentation ... 20
c. The stage of Presentation Technique ... 23
d. The Advantages of Using Presentation Technique In Teaching Speaking ... 27
B. Relevant Studies ... 28
C. Conceptual Framework ... 29
CHAPTER III RESEARCH METHOD
A. Research Design ... 32
B. Population and Sample ... 33
C. Instrumentation... . 34
D. Place and Times ... 37
E. Procedure of Doing Research ... 37
F. Technique of Data Collection ... 40
G. Technique of Data Analysis ... 41
CHAPTER IV FINDING AND DISCUSSION A. Research Finding ... 44
1. Description of The Data 2. Data Analysis B. Discussion ... 65
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 69
B. Suggestions ... 70
BIBLIOGRAPHY………. . 71
APPENDICES………... . 73
Table 2.1 hierarchy of skill and self-confidence required for performance activities
………
18
Table 3.1 Reseach Design
………...
32
Table 3.2 sample of instrument in giving speaking
scores………... 34
Table 3.3 Indicator of speaking based on hughes scale
1-6………... 35
Table 3.4 Procedures in teaching
speaking... 38 Table 4.1 students‟ spaking score of post-test of experiment class 45
Table 4.2 students‟ speaking score of post-test of control class... 46
Table 4.3 Description of data post-test... 48 Table 4.4 The interval data of experiment class post-test score... 51
Table 4.5 Calculation process of mean and standard deviation of speaking test experiment class...
52
Table 4.6 The interval data of control class post-test score... 55
Table 4.7 Calculation process of mean and standard deviation of
speaking test control class... 56
Table 4.8 The calculation of comparison of mean post-test of
experimental and control class in pronounciation, grammar,
vocabulary, fluency and comprehension...
Table 4.9 The result of testing normality speaking post-test 61
Table 4.10 The result of testing homogeneity speaking post-test... 62
LIST OF APPENDICES
Appendix 1 Students‟ Speaking Score at Class XI of State Senior High School (MAN) Padusunan Pariaman
………... 73
Appendix Students MID term class XI first semester academic year 2016/2017 MAN Padusunan Pariaman...
74
Appendix 2 Analysis SPSS of Normality test and Homogenity Population
……… 79
Appendix 3 Post test score of Experiment class and control class
………...
85
Appendix 4 Post test scorew of control class... 86
Appendix 4 Analysis SPSS test of normally and homogenity of control class and experiment class
………...
Appendix 5 t-Table ………... 90
Appendix 6 Analysis post test scores of experiment class and control class ……… 91
Appendix 7 Speaking Test ………... 93 Appendix 8 Model of Students Scoring Sheet of speaking post test for control and experiment class... 94
Appendix 9 Scoring criteria of speaking ability performance... 95
Appendix 10 Surat Penelitian... 221
Appendix 11 Photo of the Research ... 222
LIST OF FIGURE
CHAPTER I INTRODUCTION
A. Background of the Problem
One of the ways to express ideas, feelings, experiences and knowledge
is by using language, either in written or spoken from, formal or informal
situation. Human beings as a social and individual people always
communicate with the others. For communicating, someone uses and needs
language. Moreover, communication is needed in human daily activities,
because without communication, human will not be able to interact each other.
They also will not be able to share hopes, opinions, ideas and etc.
There are four basic skills that have to be achieved by the students,
namely: Listening and Reading as receptive skills, and Speaking and Writing
as productive skills. Speaking is helpful in learning English such as speaking
helps students to be active learner. It can be seen when students express their
ideas. It can also help students to ask questions, answer questions, and give
suggestion or opinion in learning process. It is also useful for communication
with the teacher or other students. Briefly, speaking can give significant
Speaking is one of important basic skills that is learnt by the students.
There are some reasons why speaking is important. First,speaking can help
students in communication with others and they have something to speak.
Second, it can support other language skills, such as listening, reading, and writing. In other word, speaking is crucial for the learner.
In addition, speaking is used to convey ideas, arguments, opinions, or
thoughts to other people in speech. Speaking skill also can be defined as oral
communication that shows how well a speaker is able to arrange the words in
order to express his or her thought and can be understood by listener.Speaking
as productive skill expresses person idea and feeling by using spoken
language, it means that everyone will express their own ideas to other people
through speaking performance. Through the speaking, everybody wants to
express their idea, what they think and what is in their mind. Showing the idea
may oral and written, and in speaking, express the ideas can do spontaneously
but in writing we should think first to arrange the words.
Based on the preliminary observation at State Islamic Senior High
School (MAN) Padusunan Pariaman, speaking English was still big problem
for the students. There were some problem that were faced by the students in
Speaking. First, the students thought that speaking English was difficult. The
students thought like that because they had lack of vocabulary and they do not
know how to pronounce words well in speaking. That is why the students
think speaking English is difficult. see on students speaking test below:
live breakfast but in my house nothing rice or eating, it is no problem. Aa~ I it can I tahan, next I go to sawah in aa~ in there I go, I do fishing, it is make me sad because just one, just one have a fishing, eehh just one a fish. So, I take out fishing to the river and I life go to home, and in travelling to home I singing sendiri, maybe everybody think I crazy but it is no berpengaruh to me, maybe shy but it is no problem maybe it is my moment.
Second, the students do not know the way to use grammar effectively in
speaking and theycan not express their ideas, opinions, feeling or tell
something orally even though in simple sentence. The students were afraid to
speak English in front of the class and they feel shy because they were afraid
to make mistakes.
Aa~ my name is Hafidzah, you can call me fiza. Aa~ five years ago I go to Yogyakarta for study in pesantren ihtisan gunung kidul, I am very happy because I get fun there or other citizent. Aa~ mau belajar disana I get mendapat kesulitan , I get problem because kompetesi hard high, I always think it and I study dengan rajin but not get prestasi. I am very sad, aa~ setelah lama I get sick, sick tipus and my family move, memindahkan saya in back Sumbar and saya melanjutkan sekolah and I in pariaman sekaligus berobat. Aa~ but I am very happy because I am get prestasi in pariaman and I get many friend back, just that.
Finally, the technique that used by the teacher for speaking class not
interest by the students, and the teacher itself who gives the material of lesson
focused more on reading, and writing class than speaking. That is why their
to make the students speak the language well. Regarding to teaching speaking
class, a teacher must create situation where all students enjoy in class and they
get more motivation to study English.
In addition, the students got low mark when they joined
performance test, especially speaking. They were asked to tell a story, but they
could not do that. They were asked to tell about something, someone or
somewhere. They only tried hard to remember word by word, not the idea of
the story.
Furthermore, teaching and learning process did not encourage the
students to speak. The technique which is used by the teacher did not make
them active in the teaching and learning process. Teaching and learning
process still focused on teacher centered. The teacher dominated classroom
activities meanwhile the students were passive. As the result, the students
never had opportunity to practice their English. Furthermore, the teacher also
focused the teaching and learning process on the usage of the language. It
made the students think much about structure when they wanted to speak
English. They were afraid to make a mistake.
Refer to preliminary research in Islamic Senior High School Padusunan
Pariaman, theresearcher found that Senior High School students still face
many problems in mastering English. Most of students have lower grade of
speaking ability than other subject particularly on spelling, structure, word
choice and so on. After evaluating students English competency, the
other aspects. It is approved by the mark of student obtained to the test below
:
Table 1.1 : The Mean Score of Students inSpeaking at Second class in Islamic Senior High School (Preliminary Observation)
Class
Total of
Students (KKM) P G V F C Score
XI IPA1 29 78 2,10 14,48 13,44 5,51 13,93 49,48
P : Pronounciation G : Grammar V : Vocabulary F : Fluency
C : Comprehension
Based on the fact of the score, the writer can conclude that the
students‟ abilities in speaking are still low. So, the teacher needs help in
teaching speaking. A Technique is important thing in teaching and learning
speaking activity. One Technique is presentation. Presentation does not only
encourage students to participate in speaking class but also increase students
confident when he speaks with his friends. When he needs some help, his
friends always are there for him. He will not be shy to ask something to his
friends. So, he can solve his problem.
Based on the above phenomenon, the writer tries to use presentation
According to Killen (1998:160) presentation are those teaching strategies in
which one or more students are required to “act” a part. Presentation will be
beneficial to develoving and organizing the ideas into good arrangement. By
presentation also can add students‟ vocabulary and can achieve the goal of
learning. presentation can improve their motivation and attention to be more
active and creative in learning process. presentation play an important role in
motivating the students to speak. The presentation can help students to gain
ideas during speaking. It is for this reason that a teacher should be able to
select a suitable Technique for teaching speaking. Chamot (1984:71) says that
strategy in teaching learning is techniques, approaches, or deliberate actions
that teacher and students take in order to facilitate the learning and recall of
both linguistic and content area information.
Based of the phenomenon, the writer is interested to use
PresentationTechnique in teaching Speaking at State Islamic Senior high
school (MAN) Padusunan Pariaman. The main problem of this research is
how to improve students‟ speaking ability through Presentation. So, the writer
does the research with title:The Effect of Presentation Technique in
Improving Students‟ speaking Ability at Islamic SeniorHigh School
padusunan pariaman.
B. Identification of the Problem
Based on the background of the problem in this research, there are some
problems found in teaching speaking at islamic senior high school (MAN)
students and the teacher. The problem caused by the teachers might be the
teacher‟s is the same strategy in teaching speaking. the strategy that used by
the teacher for speaking class not interest by the students, and the teacher itself
who gives the material of lesson focused more on reading, and writing class
than speaking. That is why their speaking ability is still low. While us now
that product of teaching English is to make the students speak the language
well. Regarding to teaching speaking class, a teacher must create situation
where all students enjoy in class and they get more motivation to study
English.
Then, the last problem come from the students themselves;First, the
students thought that speaking English was difficult. The students thought like
that because they had lack of vocabulary and they do not know how to
pronounce words well in speaking. That is why the students think speaking
English is difficult. Second, The students do not know the way to use grammar
effectively in speaking and they can not express their ideas, opinions, feeling
or tell something orally even though in simple sentence. The students were
afraid to speak English in front of the class and they feel shy because they
were afraid to make mistakes.
Therefore, it is need a technique which can prepare the students for real
world activity. Presentation Technique is one of the technique that can prepare
the students to do activity like a real situation.
Based on the problems that are identified above. This research focuses
on using Presentation in teaching speaking at Islamic Senior High School
(MAN) Padusunan Pariaman.
D. Formulation of the problem
Based on the limitation of the problem above, the problems of the
research is formulated as: Does Presentation technique give significant effect
toward students speaking skill at State Islamic Senior High School Padusunan
Pariaman?
E. Purpose of the Study
The purpose of the research is to find out effectiveness of students
speaking skill at State Islamic Senior High School Padusunan Pariaman by
using presentation technique.
F. Significance of the research
This research is expected to give positive contributions not only to the
researcher but also to English teachers and students who are studying English
especially at State Islamic Senior High School (MAN) Padusunan Pariaman.
For the students, they will have the information on how to use Presentation in
speaking skill. Teachers will be able to know the effectiveness of presentation
as technique to improve their students‟ in speaking skill.
To avoid misunderstandings, some definitions used in this study are
clarified as follow:
1. Speaking :speaking is using a language actively to gain the meaning of
other people and have a sense. (Lynne,2002: 40)it means that speaking
will help everyone to express their feeling whether they are happy, sad,
interest, and many more in order to make a good interaction in daily life.
2. Presentation : presentation is a short talk by one person to a group of
people introducing and describing a particular subject( Essberger in Trila
2010)
So can be conclude that Presentation is the act of showing or giving
something; the way in which something is offered, shown, explained,etc
3. Speaking skill is a complex skill to acquare. The components of speaking
are generally recognized in analysis of speech process such as
pronunciation, grammar, vocabulary, fluency and comprehension.
Therefore, the goal of teaching speaking is to improve students
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Theories 1. Speaking Skill
a. Definition of Speaking Skill
According to Lynne (2002: 40) speaking is using a language
actively to gain the meaning of other people and have a sense.
Naturally, speaking as means of communication is the process of
transmitting the message from the source to target language. Beside
that Scott (2005: 1) states that speaking is a part of daily activity that
we doin our communication. Additionally, Harmer (1998: 88) says that
good speaking activities should be highly motivating.Based on the
definitions above,it means that speaking will help everyone to express
their feeling whether they are happy, sad, interest, and many more in
order to make a good interaction in daily life.
According to Nunan (2003: 57), speaking skill is a complex
skill to acquare. The components of speaking are generally recognized
in analysis of speech process such as pronunciation, grammar,
teaching speaking is to improve students communication skill. Nation
and Jonathan (2009: 5) state that one person‟s output can be another
person‟s input. It means that somebody can catch what somebody else
is talking about. In addition, Ur (2009: 120) also states that speaking
seems intuitively the most important: people who know a language are
reffered to as speakers of that language, as if speaking included all
other kinds of knowing. Briefly, both opinion has emphasized that
speaking is one of output of language and everybody has to heighten
their input that will help in speaking activity. Then, many spoken
activities will include a mixture of meaning-focused input and
meaning- focused output and speaking includes all of the knowing.
From the theories above, it can be concluded that speaking is a
way of communication that used the speaker to express their opinion,
feeling and idea. Speaking is very important to communicate with
others.
b. Component of Speaking
Based on some opinions above, the most important aspect of
speaking skill that must be considered by the students especially the
foreign language learner is the component of speaking skill, the
component will affect the way students speak English. According to
Brown (2003: 140) there are five component of speaking, they are:
Pronunciation is the way for students to produce clearer
language when they speak. It deals with the phonological process
that refers to the component of a grammar made up of the elements
and principles that determine how sounds vary and pattern in a
language. Pronunciation is the way to speak a language and a way
in which a word is pronounced (Hornby: 2000). So, it can be
concluded that pronunciation is the way how to produce the sound
of word in order to make the communication understandable.
2) Grammar
The grammar of a language is the description of the ways in
which words can change their forms and can combined into
sentences in that language Harmer (2001: 12). Besides, it is needed
for students to arrange a correct sentence in conversation. If
grammar rules are too careless violated, communication may
suffer, although, creating a „good‟ grammar rules is extremely
difficult. According to Richard (1986:8) the rule of grammar
should to thought only after the students have practiced the
grammar point in context that is grammar should be thought
inductively. In short, while speaking, someone can construct the
rule of word inductively in order to give meaning for all the words.
3) Vocabulary
One cannot communicate effectively or express their ideas
vocabulary. It indicates that the richness of vocabulary will
extremely affect one‟s ability to speak a language. So, vocabulary
means the appropriate diction which is used in communication.
4) Fluency
Fluency can be defined as the ability to speak fluently and
accurately. Fluency in speaking is the aim of many language
learners. Signs of fluency include a reasonably fast speed of
speaking and only a small number of pauses and “ums” or “ers”.
These signs indicate that the speaker does not have spend a lot of
time searching for the language items needed to express the
message.
5) Comprehension
Comprehension is someone understanding about the
message or information that delivered by speaker to the listener.
In conclusion, there are some components of speaking skill that
must be understood and considered by the learner to improve their
speaking skill. The students have to know thoses component as stated
before.
c. Teaching Speaking at Senior High School
Teaching English at Islamic Senior High School (MAN)
Padusunan Pariaman has some rules based on Indonesian government
in educational side which consists of the content standard of course,
graduation. They will be integrated to the basic competency of the
syllabus in curriculum 2013.The content standard emphasizes to the
minimal matter and the time allocation of the course. It must be used
efficient in order to reach the purpose of the curriculum in the certain
time.
Since speaking skill focuses on students‟ performance, it is
important for the teacher to prepare the procedure of teaching well. It
can be said the teachers must involve the students in those process
well. Briefly, teacher has to be able to motivate the students to speak
English in daily class activity in order to improve students‟ willingness
to speak English, furthermore the teacher has to build good class
atmosphere within learning process, as a result students enjoy speaking
English. To activate students speaking skill, it begins from the
teachers. They have to be a good model and must use English in the
class consequently in every class activity whether a command,
reinforcement or so on.
As we know, speaking is very important in our life. If we want
contact other people, we can speak directly. It means that we can
communicate with people through speaking. Speaking is an ability to
interact with other. Speaking is performed face to face to make use of
oral production.
In teaching speaking, teacher should provide materials that is
student need. It forces the teacher give more opportunity for student to
speak English, another thing is class environment should be attend
student be a good corporation with students to build a good teaching
speaking.
In teaching speaking process, the teacher should pay attention
on the technique that they used. The technique that they used should be
suitable for the students. In addition, in order to make the students are
able to speak fluently, the teachers need to play the number of different
roles. Harmer (2001:275) He said that there are three important roles
of teachers in teaching speaking. First, the teacher is as prompter. It means that the students sometimes get lost, cannot think of what to say
next, or in some other way lose the fluency we expect of them. We can
leave them to struggle out of such situation on their own. However, the
teacher may be able to help them and the activity to progress by
offering discrete suggestion. If this can be done support it will stop the
sense of prostrations that some students feel when they come to a dead
end of language or ideas.
Second, the teacher is as participant. It means that the teacher should be good animators when asking the students to produce the
language. Sometimes this can be achieved by setting up an activity
clearly and with enthusiasm. However, on such circumstances they
have to be careful that they do not participate too much. Thus
Third, Teacher is as a feedback provider. It means that how the teacher can give feed back in speaking activities is answered by
considering carefully the effect of possible different approaches.
In conclusion, teaching English in Senior High School is based
on curriculum and syllabus available. It is needed good classroom
management to recall the students doing activity that has been asked.
Then, the purpose of the lesson should be achieved by the students and
they are expected to achieve the maximum achievement.
2. Presentation Technique
a. Definition of Presentation Technique
According to Essberger (2010) states that presentation is a short
talk by one person to a group of people introducing and describing a
particular subject (for example: a new product, company figures or a
proposed advertising campaign). Presentation is a teaching Strategies in
which one or more students are required to “act” a part (Killen, 1998:160).
They may be very formal activities (such as scripted play), very structured
activities (such as debating), free flowing activities (such as role play), or a
mixture of structure and freedom (such as simulation games). All of these
activities have one very important common feature: the students who are
participating are required to take a “role” and to behave in ways that may
not be natural to them. A second important feature is that the activity will
usually involve just a few „active‟ participants, with remainder of the class
Presentation According Sandra in Trila (2010) has three types, they
are:
a. Written presentation
It is kind presentation by using written media such as: story,
newspaper, articles, pamphlet, document letter book, etc.
b. Oral Presentation
Presentation orally used in formal situation such as report,
discussion group, debate, talk show, speech, etc.In particularly, "oral
presentations are a face-threatening activity" and "speech anxiety and
limited presentation skills are the major problems that lead to learners'
oral presentation failures" (King in Webster, 2002). Certainly having
learners share their worries and concerns before tackling their oral
presentations has proved a useful step, as has eliciting from the
learners prior experience of presenting to a group.
c. Visual presentation
Presentation, which is done by using visual aids including:
Diagram, photograph, model, display and others
Successful presentation requires students to perform different
skills and different levels of self confidence, both of which might need
to be developed before they can learn effectively in this way. The
diagram below by Killen (1998) summarizes some of these skills and
Table 2.2: hierarchy of skill and self-confidence required for performance activities
Performance Activity Performance Skill Required
Level of Self
answering question Low
Discussion in teacher-formed small group
As above plus explaining, demonstrating, expressing opinion
Moderate
Discussion in large group
As above plus reaching
consensus, challenging and defending views
Moderate
hole-class discussion As above plus planning question,
defending points of views Moderate
ormal debate
resentation of reasoned
arguments, rapid formulation of response to arguments of other, ability to present a cohesive set of ideas over several minutes
High
Miming (possibly with use of character masks)
Ability to take role or pretend to
be engaged in an activity High
cripted plays As above, but using voice for
added effect High
Unscripted plays (role play)
As above plus ability to think rapidly and respond rapidly to inputs from others
Very high
Performance or presentation activities can be used as a means
of achieving a wide variety of educational outcomes, including
acquisition of knowledge, application of knowledge to develop further
understanding and skills, and attitudinal change (Killen, 1998:161).In
addition, Besral (2010: 6) states that presentation must be regarded as a
bridge to express one‟s idea freely before it is put into print.
In presentation, there are presenter, known with presenting
is the ideal one. It can improve Students Talking Time (STT), which
bring a lot of advantages both to the presenting students (PS) and the
audience. Asking students to give presentation has the following
advantages (Essberger: 1998):
a. It gives the presenting student a good opportunity to practice
unaided speaking
b. It gives the other students good listening practice
c. It increase the presenting student‟s confidence when using English
d. It can be a good practice for the real situation for those students
who may actually need to give presentations in English in their
professional lives
e. It is an excellent generator of spontaneous discussion
Those advantages will not be reached maximal without well
preparation and will be explained through the next point below.
b. Some Influential Factors in Oral Presentation
Delivering oral presentation is not a simple one. There are
so many factors should be thought about. They might come from
choice of subject, preparation, equipment, and time allocation.
The first and the most important thing to do presentation
are learn how to select a suitable topic. Usually this takes time
because there are certain requirements (Ivanova: 2004):
a) It must take into account the audience‟s background
knowledge, interest the audience and the presenting student (to
avoid boredom)
b) It must be suitable for the type of the presentation-a how-to
speech
c) It must require visual materials that are readily available
d) It must fit into the time limit
Students, no doubt anymore, will have a great willing to
present something interest, curious, fun, and fit with their
capability. This may be hobbies, personal activities, past
holidays, or something even more odd than usual (new invention
or innovation for future needs). Here some possible interesting
subject.
2) Preparation
Preparation is the key element of any presentation. In
preparation, give the students plenty of time to prepare will give
them confidence on the day. Good organizing of presentation also
Oral presentation consists of introduction, body, and
conclusion. Here are some tips to help student preparing each
part of oral presentation.
1) Introduction
a) Capture the attention and interest of the audience,
perhaps with quoting a proverb or statement.
b) State the topic or aim of the presentation (e.g., “Today I
will discuss a primary school classroom”).
c) Give any relevant background precisely.
d) Give the audience a plan of what is to be discussed (e.g.,
“I will first consider two points in favor”).
2) Body
a) Develop each point according to the plan
b) Use connectives that can help the audience has a sense of
structure (e.g., firstly, secondly). This is more frequently
and more emphatically than in essay or written
presentation because the audience cannot “see” when a
new point begins
3) Conclusion
a) Give signal to the audience that the talk is almost
finished: “In conclusion….”
b) Restate the main points.
d) Draw a strong conclusion.
3) Guidelines
Students should be guided by teacher so that they can
learn “do‟s and don‟t “of presentation. Writing out guidelines
and giving each student a copy of them can helpful. Below is
such a list, which could be used to guided students:
1) Before speaking, Presenting Student should prepare
handouts for classmates.
2) While speaking, presenting students should stand up, not sit
down. Maintain eye contact with the audience (listener)
smile, speak clearly not overrun time (5-10 minutes).
4) Time allocation
It is commonly agreed that an ideal presentation should
last about 5-10 minutes plus question. Students should learn not
to overrun this allocated time and prepare their task accordingly.
5) Visual Aids
It is very helpful to use visual aids such as overhead,
slides, photograph, model, diagram, etc as they make it easier for
audience to understand the presentation. In addition, says
Zeyrek‟ (2004), students should be encouraged to bring in some
purposeful material such as map, real object, posters, flashcard,
here about how to use an OHP if some students have not had a
similar experience before.
6) Teacher‟s role in-class presentation
Working with students on oral presentations is a
time-taking and challenging job for teachers because students need a
lot of help and guidance from topic selection. In other words, as
King (2002) puts it. The teacher is the guide, organizer,
consultant, resource person, and supporter.
c. The Stage of Presentation Technique
In addition, King (2002) wrote an article under title
preparing EFL learners for oral presentation. The article covered
some procedure in doing oral presentationl, there are:
a. Handout guidelines
Since oral presentations involve multi-skills, a carefully
planned and constructed guideline will help develop students‟
receptiveness to oral presentation. The teacher needs to give
them time to prepare their talks and help in preparing if
necessary. The students should be guided by teacher so that
they can learn “do‟s and dont” of presentation.
b. Grouping learners
Before doing the presentation, the learners divided into
several group. Every group have three or four members.
The first and the most important thing to do
presentation are learn how to select a suitable topic. It must
take into account the audience‟s background knowledge. The
students no doubt anymore, will have a great willing to present
somenting interest, curious, fun and fit with their capability.
This maybe hobbies, personal activities, past holidays, or
something even more add than usual ( new invention or
innovation for future needs).
d. Handling technical problem
It is important for students to know in advance how to
handle theequipment themselves. A discussion about the equal
importance of both the rehearsal and the performance will
prevent students from technical surprises and panic on the day
of the presentation. Usually, students concentrate all their
energies on performance and forgot to check machines in
advance and assume everrything will happen as they plan or
expext.
e. Holding Question and Answer sessions
Oral presentation also enables the students to do
Question and answer section. The other group should give the
Question to the group that presented, so it can improve the
students participation in the classroom.
The teacher evaluation should be given to students
while assigning the work. It can be used as a guideline for
students to prepare their presentations. In this way, students are
informed in advance of the criteria by which their presentations
will be evaluated. It is helpful for students to know the teacher's
expectations and grading criteria.
d. Advantages of Using Presentation in Teaching Speaking
Al Issa and Al-Qubtan (2010:228) states that there some
advantages which can be gotten from oral presentation technique.
First: integrating language skill,Oral Presentations help integrate the language skills, which are all equally essential and important in
the global village. The literature on teaching English has
emphasized integrating the four skills and giving them equal
weight. they can develop their vocabulary and pronounciation by
sharing with their classmate and under the guidance from the
teacher. We know that the limitation of the students‟ competence
so as a teacher we must help them in developing their vocabulry
and pronounciation to produce good speaking.
Second: practicing speaking,Oral Presentation is an efficient way to encourage the presenting students to practice meaningful oral
English and the rest of the class to practice listening.Through
suggestion from their classmate involved all of component of the
speakingspecially in vocabulary and pronounciation. Hope, the
student will develop their students‟ speaking ability.
Third: preparing for real life,Taking the floor and standing in front
of other people, such as one„s classmates, to present one„s work is
challenging because it requires confidence and couragePresentation
also engages students actively in learning, so that they appreciate
the value of participation, rather than just hoping to learn by
absorption. Providing students with opportunities and a safe
environment in which to experiment and take a risk in their
interactions with others and, through these experiences, to gain a
better understanding of their own value and attitudes (Killen, 1998:
162). Positive feedback doesn‟t just raise self-esteem; it helps
students develop a fuller awareness of their competences as
speakers.
Fourth: Acquiring knowledge through language. Languages in general, and English in particular, are powerful tools for acquiring
infinite knowledge and information. When students are asked to
research a topic and search for particular information or data in
English, they are using the language meaningfully and purposefully
and are varying their exposure to sources of knowledge via the
genuine use of the target language, which has its implications for
And the lastExpanding the teacher’s roles. Teachers in the traditional
EFL classroom have specific roles to play in terms of exercising
authority over as well as transmitting and controlling knowledge,
information, and classroom activities.
B. Relevance the Studies
The research that relates to the researcher‟s study has been done by
several persons. First, based on Zerek‟s research (2004) in What Oral
Presentations Bring into Efl Class, founded that the Student Talking Time increased by oral presentations, which were both a good speaking opportunity
for the presenting student and the listening opportunity for audience.
Second research is conductsby Suyanti (2005). She conducts a research
entitled “Increasing students’ vocabulary through the presentation of story
words". Here, she said that the use of presentation of story words, could
improve the students‟ ability to gather vocabulary significantly.
The different between this research to previous researches is that in
this research the researcher tried to emphasize on the teaching English through
oral presentation technique to promote students‟ speaking ability and to
improve the researcher‟s ability in teaching English in form of classroom.
While the previous research focused on the following result. First research
focused on the implementation of using oral presentation teaching. While the
second‟s, focused on the vocabulary improvement by using the presentation of
C. Conceptual Framework
In teaching and learning process, teacher should be able to teach
appropriate technique. This is applied in order to the students not to be
bored and understand the concepts what they have learned. One of the
technique that help the student‟s to be more active in learning is
Presentation technique. The use of this technique in teaching speaking is
hoped to increase their ability in speaking than students without using this
strategy (conventional) after doing six times treatment. In teaching and
learning process students are hope speaking skills
This research is going to find out the differences of Presentation
technique in improving students‟ speaking ability at Islamic Senior High
School Padusunan Pariaman in experimental class and the differences of
teacher technique in improving student‟s speaking ability at Islamic Senior
High School Padusunan Pariaman in control class. In the last meeting, the
students will be given posttest.To make it clear, the conceptual framework
Figure 1
Conceptual Framework
D. Hypothesis
Based on the review of related to literatures above, the researcher
formulate the hypothesis that students in presentation technique have higher
performance than students in the non-presentation technique. Teaching Speakingprocess
Control Class
Handout guidalines Grouping Learnes Choosing Topic Handling Technical
Problem
Holding Question and Answer sessions
Preparing peer and teacher evaluation form
The students read the text
Discuss with their friends
Perform in front of the class
Findings
Students Teacher
Experiment Class
Result
Result
CHAPTER III RESEARCH METHOD A. Research Design
This research was an experimental research because it will find out the
effect of PresentationTechnique improve students‟ speaking ability at
Islamic Senior High School Padusunan Pariaman. According to Gay, Mill,
and Airasian (2009: 240) experimental research is the only type of
research that can test hypotheses to establish cause-effect relations. The
experimental design must have two groups: an experimental group and
control group. The students was treated in different ways, the experimental
group was taught through Presentation technique, and the control group
was taught through teacher technique.
This research was use post-test only design. The posttest scores are
compared to determine the effect of the treatment. According to Gay, Mill,
and Airasian (2009: 257) this design takes the following form:
Table 3.1 Research Design
Group Treatment Post-test
Ex XI O
C X2 O
Ex= experimental class C = control class
X1=treatment through simulation technique X2= treatment through teacher technique O = posttest.
1. Population
According to Arikunto (2010: 173) population is the entire
research subject. In addition, Gay (1987: 102) state that population is
the group to which a researcher would like the results of a study to be
generalizable.The population of this research is the second grade
students of Islamic Senior High School padusunan pariaman. Total
number of second year students in State Islamic Senior High School
Padusunan Pariamanis158 consist of five classes (XI IPA1, XI IPA2, XI
IPS1, XI IPS2,and XI PK).
2. Sample
Gay, Mill, and Airasian (2009: 124) state that sample is a group of
individuals, items, or events that represents the characteristics of the
large group. This research was cluster sampling technique. Arikunto
(2010: 180) states that cluster sampling is randomly selected groups,
not individuals. Moreover, Gay, Mill, and Airasian (2009: 129) state
that cluster sampling is intact groups, not individual are randomly
selected.
Shortly, this research was cluster random sampling to select the sample
in which it was used lottery to decide experimental class that treated by
using Presentation technique and control class will be treated using
conventional technique.
Instrument is a tool to collect data from the sample. According to
Sugiyono (2012: 133) instrument of research is used to measure a value of the
research‟s variables. The instrument of this research was speaking test.
According to Brown (2010: 3) a test is a method of measuring a person‟s
ability, knowledge, or performance in given domain. Speaking test is used to
collect the data. This test is conducts to know whether there is significant the
using of presentation technique improve students‟ speaking skill or not.
In order to get students‟ speaking scores, oral proficiency scoring is
categorized byHughes (2003:131-133)criteria 1-6 in scoring test, such as
pronunciation, grammar, vocabulary, fluency, and comprehension. Those
criteria can be seen from table below:
Table 3.2 Sample of Instrument in Giving Speaking Scores:
Criteria 1 2 3 4 5 6
Pronunciation 0 1 2 2 3 4
Grammar 6 12 18 24 30 36
Vocabulary 4 8 12 16 20 24
Fluency 2 4 6 8 10 12
Comprehension 4 8 12 16 20 24
Total Score 100
Table 3.3 Indicator of Speaking Based on Hughes Scale 1-6
No Speaking
Component Level Description Score
1 Accent
(Pronunciation)
1. Pronunciation frequently unintelligible. 0 2. Frequent gross error and a very heavy accent
make understanding difficult, require frequent repetition.
1
listening, and mispronunciation lead to occasional misunderstanding and apparent error in grammar or vocabulary.
4. Marked foreign accent” and occasional
mispronunciation which do not interfere with understanding.
2
5. No conspicuous miss pronunciation but would not be taken for native speaker.
3
6. Native pronunciation with no trace of
“foreign accent”. 4
2 Grammar 1. Grammar almost entirety inaccurate phrases. 6 2. Constant errors in showing control of very
few major Pattern and frequently preventing communication.
12
3. Frequent errors showing some major pattern uncontrolled and causing occasional irritation and misunderstanding.
18
4. Occasional errors showing imperfect control of some pattern but no weakness that causes misunderstanding.
24
5. Few errors with no pattern of failure. 30 6. No more than two errors during the interview. 36 3 Vocabulary 1. Vocabulary inadequate for even the simplest
conversation.
4
2. Vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc)
8
3. Choices of words sometimes inaccurate, limitation of vocabulary prevent discussion of some common professional and social topics.
12
4. Professional vocabulary adequate to discuss special interest: general vocabulary permits discussion of any non-teaching subject with some circumlocutions.
16
5. Professional vocabulary broad and precise: general vocabulary adequate to cope with complex practical problems and varied social situation.
20
6. Vocabulary apparently as accurate and extensive as that of an educated native speaker.
24
4 Fluency 1. Speech is so halting and fragmentary that conversation is virtually impossible
2
2. Speech is slow and uneven expect for short or routine sentence.
3. Speech is frequently hesitant and jerky, sentence maybe left uncompleted
6
6. Speech on all professional and general topics as effortless and smooth as a native speaker.
12
5 Comprehension 1. Understands too little for simplest type of conversation.
4
2. Understands only slow, very simple speech on common social and touristy topics: require constant repetition and rephrasing.
8
3. Understand careful, somewhat simplified speech when engage in dialogue but may require considerable repetition and rephrasing.
12
4. Understanding quite well normal educated speech when engage in a dialogue but requires occasional repetition or rephrasing.
16
5. Understands everything in normal educated conversation except for very colloquial or low frequently items or exceptionally rapid or slurred speech.
Based on the table above, the score that given is from one point to five
point based on the competence that had by students. This research uses
indicator of speaking skill that stated by Hughes. It is helpful to assess
students speaking skill because it measures how better students in speaking
English. It also has detail indicators criterion for instance, each indicator has
mentioned its own level score. As a result, it helps the scorer to give the score
clearly to the students‟ performance.
This research was carried out at MAN Padusunan Pariaman, the
treatment was conducted at the second years students of
secondsemester.Thisresearch was done six times meeting started on May
22nd 2017 until July 27th 2017. After giving treatment for six times in class
room activities, the researcher gave post test in order to determine of
significant effect towards students‟ speaking ability. And then the
researcher compared the result of post test in experiment class and control
class. The treatment was conducted based on the teaching schedule of
State Islamic Senior High School Padusunan Pariaman.
E. Procedure of Doing Research
1. Preparation Phases
a. Making the research schedule.
b. Doing negotiation with the school about the schedule of research.
c. Preparing the legal letter of research.
d. Preparing the appropriate material based on the syllabus.
e. Designing the group of the experiment class to use Presentation
technique as conducive as possible.
f. Making the lesson plan.
g. Preparing all of elements that are needed in experiment
2. Application Phases
The teaching program that was given to experimental class and
control class, however both classes get different treatment. The experiment
through teacher technique. The treatment that was given to experimental
class and control class is as follows:
Table 3.4 Procedures in Teaching Speaking
Experiment Class Control Class
Pre Activity
1. Greeting and praying
2. Checking students‟ attendance 3. Giving motivation to the
students
4. Reviewing the prior lesson 5. Informing the goal of the
lesson
1. Teacher greets the students 2. Teacher builds students
background knowledge 3. Teacher explains the aim of
teaching and learning
Pre-Teaching Activity
1. Greeting and praying
2. Checking students‟
attendance
3. Giving motivation to the Students.
4. Reviewing the prior lesson 5. Informing the goal of the
lesson
Main Activity
Observing
1. Teacher shows Narrative paragraph to the students on white board
2. Teacher asks them to observe Narrative paragraph.
Questioning
1. Under the guidance of the teachers, students ask about some vocabularies they did not know.
2. The students ask confirmation about Narrative text and how
Main Activity
Observing
3. Teacher shows Narrative paragraph to the students on white board
4. Teacher asks them to observe Narrative paragraph.
5. Teacher ask student to read and identify the characteristic of a simple Narrative paragraph.
Questioning
to use it.
3. Teacher explains about what is the different between Narrative text and the other text
Exploring
1. Determine the topic or problem and also the purpose of the Presentation
2. The teacher gives clear description in situation that will be presented. 3. The teacher divides the
student into several group 4. The teacher helps the
students to choose the topic, the topic is about Narrative text
5. Presentation is started. 6. The other students gives
Question to the group that presented
7. The teacher gives peer and evaluation to the students who present
Asociating
1. The teacher gives responses to the entries made by students.
2. The teacher guides the students to relate the material with the last material
Communicating
1. The teacher discusses about the way of Presentation or the
teachers, students ask about some vocabularies they did not know.
5. The students ask confirmation about Narrative text and how to use it.
6. Teacher explains about what is the different between text narrative and the other text
Exploring
1. Teacher introduces the topic and give learning about the material
2. Teacher write the example of narrative text in the whiteboard and ask the students to give their ideas
Associating
1. Teacher asks students to find generic structure of the text 2. The teacher gives responses
to the entries made by students.
Communicating
1. Teacher asks students difficulties of the material to communicate their writing
2. Teacher collects students‟
material that presented, and the teacher supports the students to give opinion and arguments toward Presentation activity
Post-teaching
1. The teacher monitors the
students‟ activity
2. Teacher gives the opportunity for the students to ask their difficulties
3. Teacher concludes the topics and close the lesson
Post-teaching
1. Teacher concludes the topic.
a. Final Phase
1) Giving test to experimental and control class in the last meeting.
2) Processing data toward experimental and control class that will be seen
in chapter IV.
3) Taking conclusion from the authentic material data collection that will
be seen in chapter V.
F. Technique of Data Collection
The data of this research was collected from students‟ performance
-test of post--test. The -test wasgivenafter treatment conducting for six or eight
meetings. The data will be collected through the following procedures:
1. Both classes (experimental and control) was asked to speak about a
2. The students‟ speaking skill was recorded by using camera to evaluate
the appropriateness of pronunciation, grammar, vocabulary, fluency,
and comprehension.
3. After collecting students‟ performance of speaking, the researcher
gives score of each components of speaking to the students.
G. Technique of Data Analysis
1. Normality Testing
This test is used to know whether the distribution of each variable is
normal or not. Testing normality is done by applying kolmogorof-sminov
and shapiro-wilk test by using computer program called SPSS (statistical
product and service solution) version 16. The criteria of normality test are
significance, if the score analysis is biggest than standard significant 5
persen (0,05). If the score analysis is biggest than standard significant, the
data distribution is normal.
2. The Homogeneity Testing
This test is used to see whether the sample which sample from population
have the same characteristic as population or not. The formula which is
used in this test is levenestatistic by using SPSS ( statistical product and
service solution).
Technique that was used to analyze the data is statistical procedures by
using a set of test. It is used to see the different quality of the students
speaking with and without implementing Presentation technique.
