Gantarangkeke)
THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement fo the Degree of
education in English Departement
RISKIYAH AYU 105351134116
ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2020
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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSSAR
SURAT PERNYATAAN Name : Riskiyah ayu
Nim : 105351134116 Program : English Education
Title : Applying ICT to Improve Students’ English Speaking Ability ( A Pre Experimental Research Design at the 8th Grade of SMPN 4
Gantarangkeke
skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar.
Makassar, December 2020 Yang membuat pernyataan
Riskiyah ayu
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UNIVERSITAS MUHAMMADIYAH MAKASSSAR
SURAT PERJANJIAN Name : Riskiyah ayu
Nim : 105351134116 Program : English Education
Title : Applying ICT to Improve Students’ English Speaking Ability ( A Pre Experimental Research Design at the 8th Grade of SMPN 4
Gantarangkeke
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan menyusun sendiri skripsi saya.
2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini say buat dengan penuh kesadaran.
Makassar, December 2020 Yang membuat perjanjian
Riskiyah ayu
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MOTTO
“ALLAH Knows Everything, Be humble, Be Brave. Do the Best, Show the Best and
Be the Best one”
“Allah tau segalanya, tetap rendah hati, dan berani.
Lakukan yang terbaik, tunjukan yang terbaik dan
jadilah yang terbaik”
viii ABSTARCT
Ayu, Riskiyah. 2020. Applying ICT to Improve Students’ English Speaking ability (A Pre Experimental Research Design at the 8th Grade of SMPN 4 Gantarangkeke). Supervised Syamsiarna Nappu and Firman.
This research aims to improving students speaking ability through being taught ICT at the 8th grade of SMPN 4 Gantarangkeke in term of fluency, and pronunciation. The research methodology of this research is pre experimental research design. The population of the research was 8th grade, with the sample 25 students. The sample was taken by using purposive sampling.
The research rindings indicate that there was the effectiveness before and after giving a treatment by applying ICT. It was proven by the value of t-test value speaking in fluency is greater than the ratio on the table 7.782>1.710, the value of t- test in pronunciation is greater than the ratio on t-table 9.732>1.710. Based on the findings of two component, it was found that the value of t-test speaking was greater that the ratio on the t-table 9.089>1.710. Based on the table it can be concluded that the alternative hypothesis is accpeted. finally it can be concluded that the null hypothesis is rejected. There was the effectiveness before and after giving a treatment by applying ICT at SMPN 4 Gantarangkeke.
Keyword: Speaking, ICT (Information Communication and Technology), Fluency and Pronunciation
ix ABSTARCT
Riskiyah ayu, 2020 pengaplikasian ICT untuk meningkatkan kemampuan berbicara bahasa inggris siswa (Penelitian pre-eksperimental di kelas 8 SMP Nwgeri 4 Gantarangkeke). Dipandu oleh Syamsiarna Nappu dan Firman.
Penelitian ini bertujuan untuk mengetahui peningkatan Beribacara siswa melalui penggunaan ICT pada kelas 8 di SMPN 4 Gantarangkeke dalam kelancaran dan pengucapan. Penilitan ini bertujuan unutk meningkatkan kemampuan berbicara siswa pada kelas 8 SMPN 4 Gantarangkeke pada fluency dan pronunciation. Populasi penelitian ini adalah kelas 8 SMPN 4 Gantarangiekeke, dengan jumlah sampel 25 orang. Sampel penelitian ini diambil dengan teknik purposive sampling.
Berdasarkan temuan tersebut, bahwa Ada keefektifan sebelum dan sesudah pemberian treatment dengan mengaplikasian ICT. Ini dibuktikan dengan bahwa nilai t-test dalam berbicara pada kelancaran lebih besar daripada rasio t-tabel 9.732˃1.710, nilai t-test dalam berbicara pada pengucapan lebih besar daripada rasio t-table 7.782>1.710. berdasarkan hasil dari kedua komponen ditemukan bahwa hasil dari t- test dalam kemampuan berbicara siswa lebih besar daripada rasio t-tabel 9.089>1.710. Berdasarkan tabel tersebut dapat disimpulkan bahwa hipotesis alternatif diterima. Akhirnya dapat disimpulan bahwa null hipotesis ditolak. Ada keefektifan sebelum dan sesudah pemberian treatment dengan mengaplikasian ICT di SMPN 4 Gantarangkeke.
Kata kunci: Berbicara, ICT (informasi komunikasi dan tekhnologi) kelancaran dan pengucapan
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ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious, Most Merciful
Alhamdulillah, the researcher expressed thank you very much for the gratitude Allah SWT for blessing and mercy on the writer during the process until the finished writing this Thesis. Shalawat and salam are addressed to the final chosen religious messenger, the Prophet Muhammad SAW, who has bring us from the darkness to the brightness.
In writing this Thesis the writer found many difficulties, so the writer realized that the Thesis has a lot of mistakes and weakness. In order to become perfect, the writer needs correction and suggestion. The writer would like to say thank you so much for the people who gave spirit, advice, suggestion, and helping to write as follows :
1. My highest appreciation and deepest thankful to my beloved parents, Hj.Rosma and H.Bakri who always be my best parents. And all of my family for the attention , support and their love.
2. My highest appreciation for the Rector of Makassar Muhammadiyah University, Prof Dr H. Abd. Rahman Rahim, SE., MM.
3. My highest appreciation and deepest thankful are due to Dr. Syamsiarna Nappu, M.Pd as my first consultant and Firman, S.Pd., M.Pd as my second consultant who had guided me very well during my proposal.
4. My highest appreciation also is due to Ummi Khaerati Syam, S.Pd.,M.Pd as the Head of English Department.
5. My deeply and most great full to Erwin Akib, M.Pd., Ph.D as the Dekan of FKIP Muhammadiyah University of Makassar.
6. Thanks and a great gratitude goes to my beloved parents (Baharuddin and Marhani) and my big family, for beloved Namching (Ahmad Kurniawan) and for Jomblo class in 2016 that cannot mention one by one. I love you all.
7. Thanks and great gratitude goes to my idol EXO (Kim Jongin, Byun Baekhyun, Park Chanyeol, Kim Minseok, Lay Zhang, Kim Jongdae, Doh Kyungsoo, Kim Junmyeon, Ooh Sehun), my fandom Exo-l, and my hype idol NCT (Mark, Haechan, Jisung, Renjun, Chenle, Jaemin, Jeno etc) and all of SM Artist.
The words were not enough to say many appreciation for their help and contribution in finishing this Thesis. May Allah SWT guides and give them the happiness throughout your life. Finally the writer realizes that this “Thesis” was far from being perfect. So, it was a pleasure for him to accept constructive critiques and suggestions for improving this Thesis.
May Allah, The Almighty, bless them all.
Makassar, 2020
Writer
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LIST OF CONTENT
COVER
APPROVAL SHEET ... i
COUNSELLING SHEET 1 ... ii
COUNSELLING SHEET 2 ... iv
MOTTO ... vii
ABSTRACT ... viii
ABSTRAK ... ix
ACKNOWLEDGMENT ... x
LIST OF CONTENT ... xii
LIST OF TABLE ... xv
LIST OF FIGURE ... xvi
LIST OF APPENDICES ... xvii
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Research Question ... 5
C. Objective of the Research ... 5
D. Significance of the Research ... 5
E. Scope of the Research ... 6
CHAPTER II RIVIEW OF RELATED LITERATURE ... 7
A. Previous Related Findings ... 7
B. Concept of Speaking ... 8
1. Definition of Speaking ... 8
2. Component of Speaking ... 9
3. Type of Speaking ... 13
4. Teaching Speaking Activities ... 16
C. Concept of ICT ... 20
1. Definition of ICT ... 20
2. Kinds of ICT ... 22
3. Applying of ICT on the English Teaching Process ... 25
4. Advantages of Using ICT In Language Teaching ... 28
D. Conceptual Framework ... 28
E. Hypothesis ... 30
CHAPTER III RESEARCH METHODOLOGY ... 32
A. Research Design ... 32
B. Population and Sample ... 33
1. Population ... 33
2. Sample ... 34
C. Variable ... 34
D. Research Instrument ... 35
1. Test ... 35
2. Recording ... 35
E. Data Collection Procedures ... 36
1. Pre-Test ... 36
2. Experimental Teaching ... 36
3. Post-Test ... 39
F. Analysis Data ... 40
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 40
A. Findings ... 40
1. Students’ Speaking Score in Fluency ... 40
2. Students’ Speaking Score in Pronunciation ... 43
B. Discusiion ... 47
1. Students’ Speaking Score in Fluency ... 47
2. Students Speaking Score in Pronunciation ... 49
CHAPTER V CONCLUSION AND SUGGESTION ... 55
A. Conclusion ... 55
B. Suggestion ... 55 BIBLIOGRAPHY ... 56 APPENDDIX ... 57 CURICULUM VITAE
xv LIST OF TABLES
Table 3.1 Research Design ... 21
Table 3.2 Scoring Rubric ... 26
Table 4. 1 Item 1 ... 28
Table 4.2 Item 2 ... 29
Table 4.3 Item 3 ... 32
Table 4.4 Item 4 ... 33
Table 4.5 Item 5 ... 35
Table 4.6 Item 6 ... 36
xvi
LIST OF FIGURES
Conceptual Framewok ... 29
Figure 4.1 ... 41
Figure 4.2 ... 42
Figure 4.3 ... 42
Figure 4.4 ... 44
Figure 4.5 ... 45
Figure 4.6 ... 45
xvii
LIST OF APPENDINCES Appendix 1 : Pre-test and Post-test
Appendix 2 : Instrument Appendix 3 : Lesson Plan Appendix 4 : Result of SPSS
Appendix 5 : The result of the students speaking in pre-test Appendix 6 : The result of the students speaking in post-test Appendix 7 : Distribution T-Table
Appendix 8 : EED Turnitin Appendix 8 : Documentation
1 CHAPTER I INTRODUCTION A. Background
English is a language that occupies the first position in the world to communication. In studying English, learners have to master four skills, namely speaking, listening, writing and reading. Speaking is a skill used as a mean of interaction to express and transfer ideas and emotion. According to (Richards, 2008), English language teaching speaking activities need to focus on how to help students to use and to communicate in English. This skill is considered important because most students often evaluate their success in English based on their proficiency in speaking.
This study was focus on speaking because it is a very significant element in mastering the four skills of English. Speaking is one of the most important aspects of foreign language. It means that speaking is very important for learning foreign language. By mastering that skill it is expected that learners will be easier to master the other languages.
In the process of teaching English, media very important to support the learning process. This technology contributes to improving students communicative in Indonesia. Each school has used ICT to facilitate teachers and students in the process of teaching in the classroom. Many types of applications that they use in class and can improve learning better.
Now, Information and Communication Technology (ICT) had been widely use in the field of life, especially in education. Everyone can do things more easily with existing technology, today the education has captivate potential and significant progress in language learning. According to Dang (2011) said that this technology also provides information faster when need and easily accessible for educational purposes, therefore students who grow up in ICT-rich environments are exposed to opportunities to experience and develop skills through their use in and outside of the classroom.
Technology has provided richer resource, greater access to resources, greater interactivity and greater opportunities for students to manipulate and use language.
When teacher adds sound of voice to text, especially when students can access it outside the physical presence of the teacher can give a personalized touch to students’
learning experience. According to Hartoyo (2008) in his book say that computers are tools and media that facilitate people in learning languages, although the effectiveness of learning depends entirely on the user.
Teacher uses ICT in the teaching and learning process to prepare the lessons and to deliver those lessons in the class. In practice in educational institutions both formal and non-formal, ICT includes computers, laptops, PPT, LCD projectors, social media internet, gadgets, networks, printers, scanners, video / DVD players, digital cameras, tape / CDs, interactive / smart board and so on. ICT helps many people to get any information and to communicate each other.
Speaking skill is an important part of the curriculum in language teaching, this makes it an important for students to be able to speak English. However, the goal of teaching speaking should improve students’ communicative skills as a way to help students express themselves and learn how to follow the social and cultural rules appropriate in each communication circumstance. Hence, Information and Communication Technology (ICT) can be used by the English teacher to enhance students’ English Proficiency, especially speaking skill.
Based on information from the school and interview some students and the teacher, the researcher find out there were some problem that students found when the process learning. The students didn’t have any brave and confidence in speak up in front of the class. Actually, the applying of ICT has not been maximally used in the class. So in learning process when the teacher asked the students, most of them have no respond with the question. The students’ still passive in speaking ability, so teaching English by applying this ICT tool is expected to improve students' language learning skills especially in their speaking abilities.
This information and communication technology expected can help motivate students, develop their knowledge and attract the attention of each student. Then when the teacher gives a difficult task, students will be easier to do it and student participation will reach a higher level when technology is used as part of the learning process. An applying of ICT on the earning process will be readily available and accessible, and improve their speaking ability easily.
In addition, the applying of technology is also an approach to the application of modern technology based on learning, such as multimedia learning and an applying the ICT in the classroom as a media learning is also an innovation that can provide benefits for teachers, especially in the teaching of EFL learners. Based on the recent research done by Elkhayyat (2011) The Effectiveness of Using ICT to Enhance the EFL Speaking Skill For Eight Grades, resulted that states there is no statistically significant difference between the verbal-linguistic posttest mean score of the two groups, but based on the descriptive analysis questionnaire shows that the experimental group has the high motivation, regarding employing ICT tools in teaching and learning of EFL speaking.
Another recent research done by Toumi (2015), integrating ICTs to Improve EFL Learners’ Speaking Skill, resulted that integrating ICT’s is the best technique for enhancing the students speaking abilities. Consequently, EFL learners need to be provided with effective techniques and tools to improve their oral competency and to create a relaxed atmosphere when they can use language.
According to the results of some of the previous researchers above, it can be seen the results of research on the use of ICT on the teaching process also still produce the different results. therefore, the need for further researchers in the hope of being able to explain the development of students' speaking skills on the teaching process by using ICT as a media.
Based on the explanations above, the researcher interested in conducting a research the title “Applying ICT to Improve Students’ English Speaking Ability (A Pre Experimental Research Design at the 8th Grade of SMPN 4 Gantarangkeke)”
B. Research Questions
Based on the background of the study, the research question in this study : Is the use of ICT effective to improve student’s speaking ability in term of fluency and pronunciation?
C. Objectives of the Research
Based on the research question above, the researcher intends to find out whether or not;
The use of ICT effective to improve the student’s speaking ability in term of fluency, and pronunciation.
D. Significance of The Research
This study expected can give contribution to provide additional information to the exiting studies about using ICT as a model on the English teaching process, and give significant in practical contribution to English Speaking ability. First, English teacher can refer to ICT as a tools in teaching speaking and improve students’ in speaking competence. Second, the students can develop the ability in speaking English, increase their activity in learning, and develop cooperative skill. Third, researcher can have insight and experiences as well as input for future research in PBL model.
E. Scope of The Research
The scope of this research is covered junior high school SMPN 4 Gantarangkeke in order to determine the use of ICT to improve students speaking ability. The limitation refers to Hormaililis (2003) in his theory that there are four the component of speaking, but in this research only focused on the speaking skill which consist pronunciation, and fluency.
The researcher seen the significant between the students speaking ability before being taught by using ICT and after using ICT.
7 CHAPTER II
RIVIEW OF RELATED LITERATURE A. Previous Related Findings
There were some previous related finding which supports this research, several study have been conducted in terms of ICT :
A study by Elkhayyat (2011), the finding showed that the use of ICT can improve the EFL speaking skill. The statistical result showed that the difference between the general speaking mean scores of the pretest and the posttest. On the other hand that there was a difference result between the general speaking mean score of the pretest and the posttest.
Another study conducted by Benmeddah (2017), the study found that adding ICT is the best Method for increasing Students speaking capacities. The data showed that the percentage of the result have the courage to use ICT tools in oral presentation.
Toumi (2015), that the results have shown that integrating ICT’s is the best technique in enhancing the students’ speaking abilities. Consequently, EFL learners need to be provided with effective techniques and tools to improve their oral competency and to create a relaxed atmosphere when they can use language.
These previous studies contribute a lot in helping the researcher through the research. These studies have similarities with the present study to show that the applying ICT on the English teaching process can improve the students
speaking ability; however, there was a difference and new problem set by the researcher in order to produce original new work in the term of sample, teaching material, and the activities in the teaching and learning process. So it will help and facilitate my further research to see how the development of students in terms of developing their speaking abilities by using ICT in the learning process.
B. Concept of Speaking 1. Definition of Speaking
According to Adam (2005), speaking is an oral communication between two or more person to express ideas talking together. Fulcher (2013), states that speaking is the verbal use of language to communicate with other. Hybel, Richard and Weaver (2001) explain that speaking is a process in share the information, opinion, and feelings.
Good speaking skills help the speakers to deliver the correct messages to the listeners. Because its functions are important to daily, speaking skills are decided as one of main skill in English. Goh and Burns (2012) stated that
“speaking is a combinatorial skill”. So the English teacher should providing communicative language activities and interesting media in the classroom and them give them opportunity to practice their speaking skill as much as possible.
According to Lindsay Cora and Knight Paul (2006) Speaking is a productive skill. Speaking is productive language skill Siahaan (2008). Goh and Burns (2012) indicated speaking skills include the ability to range of strategies to
composite for gaps in knowledge and ineffective speaking skills. According to Adam (2005), speaking is “an oral communication between two or more person to express ideas talking together”.
In addition, Rizkiah (2014) says that speaking is the action in conveying information and expressing the feeling. Mufaidah (2004) adds that, “speaking is an interactive process of constructing meaning that involves producing, receiving and processing the information”. In addition, Brown (2001) states that speaking is one of language skill which is very important to be mastered by students in order to be good communicators.
By communication, people are able to create a relationship, to inform, to share, and to find information. In other words, people can do whatever they need through communication. In this case, speaking is the skill needed by the students in order to convey their ideas for easy communication.
Based on the definition above, speaking can be said as the way of someone or people in describing something with oral communication as an activity. Speaking also used in many differences purpose and each purpose involved the different skill such as to express our ideas, clarity the information, persuade someone or something. That means that human using words and phrases it in interactive process to constructing the meaning of speaking.
2. Component of Speaking
Based on the explanation of some experts about speaking skill, the researcher can explain about the component of speaking in each theory as follows: There are four aspects below has a great influence in speaking skill as Hormaililis (2003 : 6), they are:
a. Vocabulary
Vocabulary is one of the extreme aspects that support speaking activity. It deals with the right and appropriate words. (Ur in Hormailis 2003 : 6).
b. Grammar
Warriner in Ramli (2003 : 6) believes that communication in speaking runs smoothly if its grammar can be understood. Therefore, speakers must be aware of the grammar that they use in speaking. In other words, grammar is the rule by which we put together meaningful and part of words of a language to communicate massages that are comprehensible.
c. Fluency
Speaking is an activity of reproducing word orally. It means that there is a process of exchanging ideas between a speaker and a listener Longman in Hormailis (2003 : 17) states that the fluency is the quality or condition of being fluent. It is skill to use the language spontaneously and confidently and without undue pauses and hesitation.
d. Pronunciation
Pronunciation is the production of speech sound for communication and it is very important in communication. Kelly (2000 : 11) says that to use the stress and the intonation inaccurately can cause problem.
Beside that, there are five components of speaking skill as Pernanda (2009:9) are as bellow:
a. Grammar
Brown in Pernanda (2009 : 9) grammar is the rule by which put togerher meaningful an part of a language to communicate messages that are comprehensible.
b. Vocabulary
Dash (2013 : 68) vocabulary skill involves word meaning recognition and guessing the meaning of unknown word structure and context.
c. Pronunciation
According to Professional Development Service for Teachers (2007: 7) pronunciation refers to the way words are said.
d. Fluency
Longman in Pernanda (2009 : 10) fluency is the quality or condition of being fluent.
e. Comprehension
Longman in Pernanda (2009 : 10) understand everything in normal educated conversation except for very colloquial or low frequency
There are five components of speaking according to Brown (2001; 406- 407), they are:
a. Fluency
It refers to one’s ability to speak smoothly and easily. Fluency is the matter of the way someone speak the language without any trouble like thinking the word confusing the idea, etc.
b. Comprehension
Comprehension is a students’ competence to comprehend all of the speaker says to them.
c. Grammar
Grammar is the way to recognize the words into the correct sentence. This is important that if the speaker can master grammar to organize the word so the speaker also easily to speak English well.
d. Vocabulary is the basic of language. It appears in every language skill.
Vocabulary is about choice of words which is used appropriately based on the context of speaking.
e. Pronunciation
Based on the definition, pronunciation is the important of language. It is very important because if they have a good pronunciation so their speaking will be understandable.
Based on the all explanation of some theory above, the researcher can conclude that the component of speaking is the important one to be for a good speaker. In this research, the researcher refers to the theory According to Hormaililis (2003 : 6), that the component of speaking are grammar, vocabulary, fluency and pronunciation. But in this research, the researcher will only take two components of speaking. This research will focus on the way students produce the sound (pronunciation), and phrases fluently without very much conscious thought.
3. Type of Speaking
As stated by Brown (2004, p. 141) the basic types of speaking are divided into five categories, namely:
a. Imitative
Imitative is the skill to imitate a word, a phrase or possibly a sentence.
Imitative is not only part of phonetic level and oral production, but also includes a number of prosodic, lexical, and grammatical properties of language.
b. Intensive
Intensive is the production of short tense of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationship such as, prosodic elements-intonation, stress,
rhythm, and juncture. For example, reading aloud sentence and dialogue completion.
c. Responsive
Responsive includes a short conversation, standard greetings, small talk, and simple request and comments. On the other hand, responsive is the interaction and the test of comprehension.
d. Interactive
Interactive speaking is in the length and complexity of interaction, which sometimes includes multiple exchanges and or multiple participants. For instance, interview, discussion, game and role play.
e. Extensive (monologue)
Extensive type includes speeches, oral presentations, and story-telling during which opportunity for oral interaction from listener is either highly limited or ruled out together. This type needs more action and interaction to the listener.
Brown (2003:141) states all effective tests, designing appropriate assessment tasks in speaking begins with the specification of objective or criteria.
Those objectives may be classified in term of several types of speaking performance :
a. Imitative
At the one end of a continuum of types of speaking performance is the ability to simply parrot back (imitate) a word or phrase or possibly a sentence. While
this is purely phonetic level of oral production, a number of prosodic, lexical and grammatical properties of language may be concluded in the criterion performance.
b. Extensive
A second type of speaking frequently employed in assessment contexts is the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical of phonological relationship (such as prosodic element-intonation, stress, rhythm, juncture).
Examples of extensive assessment tasks include directed response tasks, reading aloud, sentence and dialogue completion limited picture-cued task including simple sequences and relationship up to the simple sentence level.
c. Responsive
Responsive assessment tasks included interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and a small talk, simple request and comments and the like.
4. Teaching Speaking activities
Teaching speaking should be attractive and communicative activities.
According to Harmer (2005) “Speaking activities can give students enormous confidence and satisfaction, and with sensitive teacher guidance can encourage them into further study”. Today, teachers need to be active. They need to be
creative in teaching, such as in preparing the materials, making lesson plan and choosing the right technique an activity will be used in teaching.
Many activities are implemented in order to increase students’ ability in spoken language. Speaking activities provide feedback for both teacher and learner. Harmer (2001: 271-274) states that there are five classroom speaking activities. They are acting from script, communication games, discussion, problem solving and role play.
a. Acting for script
In this type speaking, the teacher asks the students to perform a play based on their course books on their dialogues they have written by themselves.
b. Communication games
A game is on of activities that can help students relaxed in learning the language. Games based activities can involve oral strategies such as of oral describing, predicting, and asking for feedback.
c. Discussion
Discussion is probably the most used activity in the oral skill class. A discussion can be held for a various reason. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things.
d. Problem solving
Problem solving is the activity to solving the students problem trough share their problem, opinion and feeling. In this case the teacher as the bridge to communicate among the participant, and it will be help students to practice and expressing their ideas in spoken language.
e. Simulation and Role Play
Simulation and Role play can be used to encourage general oral fluency, or to train students for specific situation. Role play is an excellent way to simulate real communication that is relevant to experiences outside the classroom.
Speaking is an important part of the learning and teaching process of English as a second language. the goal of teaching is to improve students’
communication skills, because speaking is the way the students to express themselves. Here are the activities to teach an EFL learner how to speak communicatively:
a) The first activity is discussion, which aims at drawing a conclusion, sharing ideas about something, or finding solution on a problem. In this activity, a teacher must set the purpose of discussion in the beginning, so that students will discuss relevant points according to the purpose
b) The second way of setting students to speak is role play and simulation. In role play activities, the students pretend they are in various contexts and have a variety of social roles. The teacher then gives information to the learners
such as who they are and what they think or feel. Role play and simulation have advantages. For one, it is entertaining as well as motivating students.
The second advantage is increasing the self-confidence of hesitant students, because they have a different role and do not have to speak for themselves c) The third activity is brainstorming; in this case students must produce ideas on
a given topic in a limited time. Brainstorming is a one of very effective way to the encourage students to speak up their thoughts and feelings quickly and freely. The good characteristic of this activity is that students are not criticized for their ideas, so students will be open to share new things collaboratively.
d). Fourth and the most favorite is storytelling. The students can briefly summarize a tale or story heard from somebody beforehand, or they may create their own stories to tell to their classmates. By this activity, the teacher can both explore students’ speaking and entertain the class.
e). The last activity is reporting, which integrates speaking ability. In the class, they report to their friends what they find as the most interesting news. The students can also express their opinion about the news, or tell whether they have experienced anything related to the news worth telling to class. This activity fosters the creativity of the learners as well as their public speaking skills.
In summary, teaching speaking can use a variety of communicative activities, ranging from discussion, role play and simulation, brainstorming,
storytelling, and reporting. By using those communicative methods, the students will have more opportunity to communicate each other based on real-life situations, or to engage in active tasks to promote their confidence, creativity, and speaking ability in the ways that are meaningful and fun for them.
From the explanation above, the types of teaching speaking activity in the classroom, the test which is suitable to be used in teaching speaking by using ICT. It means that the students are taught English in order they are able to speak English. Furthermore, to improve students’ speaking ability, the teacher should using ICT to the learning process. By using ICT as a media of learning activities that emphasize students to learn independently and how to learn by using a tolls of Information and Communicative Technology to make students time efficient in learning and to avoid boredom in the classroom. So by using ICT students can improve their speaking ability.
C. Concept of ICT ( Information and Communication Technology) 1. Definition of ICT ( Information and Communication Technology)
ICT covers two aspects, namely information technology and communication technology. Information technology (ICT) is technology that combines computers with high communication that carry the video, voice, and data etc. William and Sawyer (2003). In the above understanding, there are two main components in information technology, namely computer technology and communication technology.
Dodi Nandika, Gatot Priowirjanto and h. Soekartawi (2007:11) explain the ICT is a term used to describe an attractive and innovative way to provide lifelong learning with global access to information, learning and support. In this case include communication device or application, include: radio, television, mobile phone, computer and network hardware and software, satellite systems and so on, as well as a variety of services and the applications associated with them, such as video conferencing and distance learning. It is expressed by (Anderson, 2010) that includes many ICT which allows us to receive information and communicate or Exchange information with others, the tools and functions for (capture), interpreting (interpreted), car storing facility (store), and transmitting (sending) information.
On consensus was UNESCO (2011) there is a consensus on the benefits for education through the proper use of integration ICT. The fundamental issue is whether the teachers know how to use ICT effectively in their teaching.
Yves Punie and Marcelion Cabrera (2006:27) explains there are two major perspectives on the role of ICT, namely: (1) ICT for learning and (2) learning by updating the use ICT. While Anderson (2010) points out that the use of ICT in the classroom, Lecture Hall and laboratory teaching throughout the Asia-Pacific region have brought about a change in the way teachers teach and how students learn, citing the opinions expressed by Resta and Patru (2010).
While the meaning of ICT for the world of education itself means the availability of channels or suggestions that can be used to broadcast educational programs, and to improve students' learning abilities through the application of ICT itself.
ICT include the use of computer technology including hardware, peripheral device, media, delivery system, and software. UNESCO (2002 ) say that the term is used in the ISTE NETS standards and it used by UNESCO in references to the integration of technology into teaching.
With ICT-based systems will improving the quality of education for students in increasing motivation, facilitate the accession of basic skills, promote inquiry and exploration, and prepares the individual to thrust the world of technology. From the side of ICT to improve the quality of teaching, because it can be used as a tool for training and support for the teachers of their geographic dispersion. In fact the previous of research has found that the introduction of ICT for the purpose of education has a positive effect on the practice of teaching.
2. Kinds of ICT
English language is being the most people in now days in the world. The developing of technology has a contribute into development of education, especially in English majority. In the development of education by using ICT (Information and Communication Technology) are the tool to deliver the message in the science to many people begin from print technology and now they are just
used do it by telecommunication to media, voice record on tape, video, television, and CD.
According to Kent “ICT in education point of view refers to “information and communication Technology (ICT) such as computers, communications facilities and features that variously support teaching, learning and a range of activities in education (QCA Schemes of Work for ICT in Kent Country Council.
2004).
Computer Assisted Language Learning (CALL) is the internet, and variety of generic computer application Fitzpatrick and Davies (2002). Here are some kinds of ICT that used on the teaching process to support learning in the classroom, they are:
1. Electronic Books
Electronic book or e-book is one that utilizes computer technology to deliver multimedia information in the form of a compact and dynamic. In an” e- book can be integrated impressions” sound, graphics, images, animations, and”
movie” so that the information presented is richer than conventional books.
2. E-learning
Various definitions can be found for the” e-learning”. Victoria L. Tinio, for example, states that” e-learning” includes learning at all levels, formal and informal, which uses a computer network (intranet and extranet) for the delivery of teaching materials, interaction, and / or facilitation. For most of the process of
learning that takes place with the help of the Internet is often referred to as online learning.
According to Hartoyo (2012:12) there are some kinds of technologies classify into information and communication technology commonly used in language context, such as:
a. Interactive multimedia
Interactive media is the integration of digital media include combinations of electronic text, graphics, moving images, and sound, into a structure digital computerized environment that allows people to interact with the data for appropriate purposes. The digital environment can include the Internet, telecoms and interactive digital television. Finney (2011:2).
b. Computer
Computer can be utilize with other multimedia learning devices or it can stand alone (a standard PC) and still serves its basic purpose as an electronic medium of language learning. Hartoyo (2012). Computer is an electronic device which is capable of receive information (data) and performing a sequence of logical operations in accordance with a predetermined but variable set of procedural instruction (program) to produce results in the for information or signals based on Oxford dictionary. It is consist of CPU, monitor, keyboard and some other apparatus.
c. Internet
Internet can be used as a tool of learning English through E-mail, online video, text and audio record.
d. Television
Television is the other important technological medium used by the English teachers as it attracts by the eyes and ears. The television shown a full audio of visual simulation, dynamic and carry out a higher of realism. Television give linguistics expression along with the facial expression
e. Telephone
This telephone medium has not been widely used for language teaching because of the poor quality of analogue transmissions.
f. Mobile gadget
Mobile gadgets such as smart phone are equips like computer and all of personal of computer.
g. Social interface
Social interface is the facility of the media that can create the interaction with all of the human through the camera that provide in the computer. The students could be communication with the teachers and their friends who far away by this media.
h. Interactive Whiteboard
An interactive whiteboard or IWB, is a large interactive display (such as a touch screen monitor) which is connect to a computer and projector. A
projector projects the computers’ desktop onto the board’s surface, where users control the computer use a pen, finger or other devices.
Based on the definition above, these types of Information and Communication Technology can support the teaching, learning from various aspects in education.
3. Applying of ICT on The English Teaching Process
The model is a pattern (for example, reference, variety) of something to be made or produced (Ministry of Religion, 2007: 75). While learning on the process of interaction between students and the environment learn, so that changes in behavior towards the better Mulyasa (2003: 100).
Learning model is a pattern, reference, example used on process of interaction between students and the environment learnt so that changes in behavior towards the better.
Several stages of the application of ICT in learning from preparation to evaluation, namely media selection, media preparation, material preparation, presenting material on the monitor screen, explaining as well as evaluating.
Referring to the media will help with student understanding by using ICT / ICT.
In the applying of learning using ICT the teacher consider the step, they are:
1. The teacher chooses and prepares the media of ICT needed in learning such as laptops, LCDs, speakers and learning CDs. The integration of multimedia will be a tool for teachers in learning. The teacher must also be able to master the
media. With the use of these tools is expected that students can more easily and quickly understand the subject matter.
2. The teacher must prepare students 5 minutes before displaying material, students are asked to prepare books, stationery and other equipment needed, set the seating of students so that all students can see and watch the program or material displayed on the learning CD.
3. During watching a program or subject matter on the monitor screen the teacher provides an explanation or review of the material discussed.
4. So that students understand the material presented is discussed in daily life or by giving video presentations Warsita (2008: 40).
According to Simon there are 3 models of delivery of learning materials ICT based namely:
a. Tutorial
This learning model provides a learning design complex containing learning material, accompanied exercises feedback.
b. Practice and Exercise
In this learning model students are given questions or problems to be solved, then they gives response (feedback) on the answers by using of ICT. This model almost the same as homework given to students, then the teacher gives feedback. However, in learning based on ICT that they use, feedback will be given immediately to each students.
c. Simulation
This learning model presents learning with the system simulations related to the material discussed Wena (2009: 203).
Learning strategies include learning strategies and components learning.
In applying a learning strategy depends on the state of learning, the nature of the material, the type of learning desired.
Learning strategies with regard to learning approaches in manage learning activities to deliver material or content learning systematically, so that the expected ability can be controlled by students effectively and efficiently.
Therefore in the application, there are four aspects as following:
a. Order of learning activities: the order of the teacher in delivering the material or the contents of the lesson to students.
b. Learning methods: to organize subject matter to students so that learning processes occur effectively and efficiently.
c. Learning media: equipment or materials used by the teacher and students in learning activities.
d. The time spent by the teacher and students in completing each step in learning activities Warsita (2008: 25).
Based on the explanation above, to optimize learning activity integrated by using ICT it necessary to be support by middle-higher skill teachers to use ICT in teaching.
4. Advantages of Using ICT in language teaching
The use of ICT makes the learners more involved and increase the effectiveness of learning. So, there are many advantages of ICT in language teaching.
1. Advantages applying ICT on the teaching process:
a. First, ICT motivates students to achieve better and perform in a good way.
b. Second, it also helps students to reflect on what and how they have learnt.
It is increasing the students’ confidence and give them motivation by making the classroom more enjoyable.
c. Third, Simultaneously it also enhances teachers’ awareness about the positive impact of ICT,
d. It is motivates students and improves their oral performance.
e. Subsequently, ICT enables learners to gather data that would be difficult or even impossible to obtain.
2. Disadvantage of applying ICT on the English teaching process
a. Using ICT means children can become independent on computers and technology and do not learn how to do things by hand
b. Internet can lead to children accessing unsuitable sites
c. Plagiarism has increased as students find pre written work online leading to students gaining unfair results on coursework
d. ICT equipment is expensive and needs trained staff to maintain it correctly
e. Hardware can be unreliable leading to breakdowns which cause frustration.
Based on the explanation above, the researcher conclude that ICT can lead to many developments in education as it make learning more interactive and easier for both students and teachers. However, there are problems to do with cost and safety and the worry of encouraging children to become dependent on technology whilst they probably use it a lot home as well.
D. Conceptual Framework
The conceptual framework show that the teaching and learning process will direct students, whether by integrating the type of information and communication
Information And Communication Technology (ICT)
VIDEO LEARNING
LAPTOP (Video Player)
INTERNET
LCD PROJECTOR
Students speaking ability English Language
Teaching
pronunciation Fluency
technology in the teaching process can provide a positive perception or negative perception. The use of Information Communication Technology (ICT) increases students’ motivation and their speaking performances. Therefore the teacher must be able to create creativity in teaching so students are motivated to learn.
The conceptual framework show that the teaching learning process will direct students, whether by an applying of ICT in the teaching process can improve the students’ speaking ability.
The use of ICT includes several kinds of media ICT. Using Internet access, Laptop, Video Learning, LCD Projector. From the explanation above the steps of teaching by applying of ICT focuses on the active learners in the learning process.
The implementation of ICT in the learning process, learners not only learn the concepts and principles. But also undergo a process of learning about self-direction, responsibility, and social communication in an integrated manner.
E. Hypothesis
There are two hypothesis in this research. They are H0 (Null Hypothesis) and H1 (Alternative Hypothesis)
1. H0 (Null Hypothesis) there is no significant improvement of speaking ability the students after being taught by applying ICT.
2. H1 (Alternative Hypothesis) there is a significant improvement the speaking ability of the students after being taught applying ICT.
31 CHAPTER III
RESEARCH METHODOLOGY A. Research Design
This study applied pre-experimental design which focused on quantitative approach with one-group Pre-test Post-test design. In this class sudents was given pre-test, treatment by applying ICT and post-test. The researcher attend to describe the implementation of ICT on the teaching process at the 8th grade student of SMPN 4 Gantarangkeke to find out whether or not effective to improve students’ speaking ability in term of fluency, and pronunciation.
According to Mark Balnaves (2001), a research design is the guidance of how the research constructed and carry out. Based on Creswell (2012: 293) research design can be used to collect, analyze and interpret data. Based on the explanation, the researcher get valid data and finally the researcher come to find the answer of the research problem.
According to (Ary, 2006: 328), a diagram of One-Group Pretest-Posttest design :
Y1 Pre-test
X Treatment ( Independent variable)
Y2 Post-test ( Dependent variable
B. Population And Sample 1. Population
According to Ary ( 2006; 167) Population is the larger group to which the generalization is made. So population includes all students at the second grade of SMPN 4 Gantarangkeke. The school has 3 classes at the eighth grade: VIII A, VIII B, VIII C, all of the three classes was 77.
2. Sample
In this research, the sample was taken by purposive sampling technique which researcher selected one class. The sample of this study was VIII A of SMPN 4 Gantarangkeke which consisted of 25 students, because based on the data and interview that i got from the teacher that the class was never Applying of ICT on the learning and teaching process. This class has intend has a good motivation especially in learning English but they are still low in speak up and the teacher also recommend to doing a treatment to the class VIII A.
The researcher use purposive sampling because the researcher using a pre- experimental design, which is the sample taken in pre-experimental design only one group and therefore the proportion of the sampling follows the criteria of sampling pre-experimental design.
C. Variable
The research variable is basically everything in the form of what is determined by the researcher to be studied so that information is obtained about it.
The conclusions are drawn on the end result (Sugiyono, 2018: 38).
There were two variables in this research namely independent and dependent variable:
1. Independent variable was An Applying ICT on The Teaching Process is independent variable.
2. Dependent variable refers to the English teaching, especially the improvement of Students’ Speaking Ability.
From the explanation above, they must be classified as independent and dependent variable are uses to conduct quantitative research.
D. Research Instrument
In this research, the researcher used speaking test and recording as the instrument.
1. Test
According to Arikunto (2010) test is means of collecting information, but when compared to other tool this test is more formally because it is full restrictions.
There are two kinds of the test in this study, there are pre-test and post-test. Pre-test was intended to measure the students’ speaking ability before the treatment given.
While post-test was to measure students’ reading ability the treatment given.
2. Recording
According to (Bhopal, 2017) examiners record the students test to back up your speaking skill performance. In this case, the researcher using recording as an instrument of the research is analyze to find out whether or not there is the improvement before and after giving the treatment and do the evaluation. Recording
can provide required data for the students understanding, and may be useful to perfect the researcher system of evaluation and test taking.
E. Data Collection Procedures 1. Pre-test
Pre-test was using in the first meeting to measure the ability of students before given the treatment. The researcher will ask students to choose the free topics and speak up in of the class for 4-5 minutes. The researcher recording the video of what they are talking during the presentation. This record will uses to analyze the ability of students speaking skill intern of pronunciation, grammar, vocabulary and fluency.
2. Experimental Teaching
During the study, the research was conduct a pre-experimental teaching process at SMPN 4 Gantarangkeke. The researcher will be using an ICT on teaching English process of experimental class. The researcher use ICT to know the progress of students’ achievement in speaking skills. Each meeting took 1 hour and 40 minutes and the students have to taught step by step through several techniques, including simulation and role play. The following are the details of each meeting in experimental teaching. Giving the treatment in the class by following steps below:
a. The First Meeting
The teacher will explain about the material and give some question related to the topic. The teacher is giving the opportunity for the students to ask question about things that have not been understood about the material or topic.
The teacher show a picture by using ICT trough LCD Projector as a media, The
teacher ask such as “what do you think about this picture?”. And then let the students to mention what are in their mind when they see the picture. After that, the researcher will explain more about the types, generic, and function of descriptive text. And then teacher give the student’ home course about descriptive text in term of describing thing around us.
b. The Second meeting
In this meeting, before starting the learning process, the researcher give the simulation like showing the short video about the conversation related to the material of describing things. The researcher ask the students about the material have done, and ask trying to giving feedback before check their assignment.
After the teacher doing a feedback, teacher asked the students to collecting their assignment. Teacher will ask the student in front of the class to read aloud his assignment, and the teacher will analyze the vocabulary and pronunciation of student.
c. The Third Meeting
In this meeting, the teacher is giving some instruction about what will be done, the teacher will show a picture by using ICT trough Power Point as a media. Teacher will explain to students how to describe the people based on the slide presentation. Teacher read the descriptive test and the students follow the teacher who read the test. Teacher chose the students to read aloud the text, and correcting the students pronounce if they get wrong. After that teacher and
students make conclusion of the material, do the reflection and give a feedback on the teaching and learning process..
d. The Fourth meeting
In this meeting, the teacher will show the video Learning from the Internet, and ask the students to pay attention on the video. The teacher will explain how to describe people and give the students example. The students are asked to make a descriptive test about describing people, and they will describe the people who beside them. After that, teacher will ask the students speak up about the result their test in front of the class. The other students are asked to respond the test. The students and teacher make conclusion the material, do a reflection and giving a feedback on the teaching and learning process.
e. The fifth Meeting
In this meeting, before starting the class, the researcher asked students to mention some vocabularies related to the animals. The researcher will show the students some picture about animals, and conversation video that related about describing animals. The students asked to analyze the text behind the picture.
After showing picture and analyze the text, teacher will divide the students in some group. The students will do cooperative to make conversation about describing animals which mention the expression of descriptive test, and present the result in front of the class. The students and teacher make conclusion the material, do a reflection and feedback on the process of teaching and learning.
f. The sixth meeting
In this meeting, the teacher will have to asked student to search the material from the internet about descriptive text in term of the tourism place and then bring it to the class. The teacher will explain the material about describing tourism place, and the students are asked to read and write the unfamiliar word in the test in their exercise book. The teacher will give an opportunity to students to asking if they get wrong. After that the students are asked to make a descriptive text about tourism place in their village such as, Eremerasa, Bissappu waterfall, Erbol, and Marina beach. After that the students will present the result of their assignment in front of the class, and the other students will respond each other. The students and teacher make conclusion the material, do a reflection and feedback on the teaching and learning process.
3. Post-test
Post-test is use to knowing the improvement of students speaking after giving the treatment. The researcher also will ask the students to speak “specific topics”
about descriptive text, to find the real things based on the topics of sentence and they have to prepare and practice the topic in front of the class. The researcher will do the same steps as in the pre-test, the recording of students’ presentation is analyze to find whether or not there is the effectiveness after giving the treatment.
4. Analysis of Data
In this research, the writer will be use a quantitative data analysis technique.
This is to knowing the students speaking skill after being taught by Applying of ICT on the teaching learning process.
1. The scoring student’ speaking skill at the pretest and posttest by using this formula as cited by Wahdania (2016):
Score:
x100 Scoring rubric
Level Score Indicators
Pronunciation
5 Equivalent to and fully accepted by educated native speakers.
4 Errors in pronunciation are quite rare.
3
Errors never interfere with understanding and rarely disturb the native speaker. Accent may be obviously foreign.
2 Accent in intelligible though often quite faulty.
1 Errors in pronunciation are frequent but can be understood.
Fluency
5 Has complete fluency in the language such that his speech is fully accepted by educated native speakers.
4
Able to use the language fluently on all levels normally pertinent to professional needs. Can participate in any conversation within the range of this experience with a high degree of fluency.
3 Can discuss particular interests of competence with reasonable ease. Rarely has to grope for words.
2
Can handle with confidence but not with facility most social situations, including introductions and casual conversations about current events, as well as work, family, and autobiographical information.
1 No specific fluency description
Assessing speaking (Brown, 2004; 172-173)
2. Classifying the students’ score into seven levels as follows’:
a. score 90-100 is classified as excellent b. score 80-89is classified as very good c. score 70-79 is classified as good d. score 60-69 is classified as fairly good e. score 50-69 is poor
f. score x<50 is classified as very poor
(Depdiknas as cited in wahdania,2016 ) 3. Statistic (SPSS)
SPSS is an application that used to carry out advanced statistical analysis, data analysis with machine learning algorithms, string analysis, and bog data analysis that can be integrated to build a data analysis platform. This data analyzed by used SPSS Version 2.5
After collecting all the data need, analysis data in this quantitative method research be apply to get the result of the instrument provide. This analysis is conduct to find the result of the implementation on the Information and communication technology in Teaching Speaking. It is the process whereby researcher systematically searches and arranges the whole data in order enable to present the result relate to certain research questions to others.
40 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Findings
In findings section, the researcher has calculated the result of research in SMPN 4 Gantarangkeke related to the applying ICT in improving students’ speaking ability. The discussion include the result of test, they were pre-test result and post- test result. Each section in presented in details as follows.
1. Students’ Speaking Score in Fluency
In this section, researcher present the result of students pre-test and post-test score in each component of speaking profile of Fluency.
The frequency and the percentage of the students’ Speaking skill on Fluency component in pre-test and post-test can be seen in the table.
Table 4.1 Students Pre-test Score in Fluency
Classification Score F %
Excellent 90-100 - -
Very good 80-89 - -
Good 70-79 5 20
Fairly good 60-69 6 24
poor 50-59 10 40
Very Poor X<50 4 16
Total 25 100
Based on Table 4.1 the pre-test of Fluency in the experimental group show that, the score and rate percentage good classification 5(20%), fairly good classification 6(24%), poor classification 10(40%), very poor classification 4(16%) and none of the Excellent, and very good classification.
Figure 4.1 Students’ Pre-test Score in Fluency
Table 4.2 Students’ Post-test Score in Fluency
Based on Table 4.2, post-test of Fluency in experimental group indicate out of 20 students 3(12%) were very excellent category, 11(44%) very good classification,
0% 0 20% 24%
40%
16%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
pre fluency
excellent very good good fairly good poor very poor
Classification Score F %
Excellent 90-100 1 12
Very good 80-89 11 44
Good 70-79 9 36
Fairly good 60-69 4 16
poor 50-59 - -
Very Poor X<50 - -
Total 25 100
