IMPROVING STUDENTS‟ SPEAKING COMPETENCE BY USING
SITUATIONAL DIALOGUES
A Thesis
Submitted to English Education Department as a Partial Fulfillment of
Requirements for S.Pd Degree
By :
Nesti Arnita
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF
PURWOKERTO
DEDICATION
All Glory be the to almighty Allah Who bestowed His blessing upon the
Writer in her life and enabled her to accomplish this thesis entitled
“IMPROVING STUDENTS‟ SPEAKING COMPETENCE BY USING SITUATIONAL DIALOGUES”. The prayer and salaams are always offered for
the Prophet Muhammad the most beloved Prophet of Allah, his relatives and
companions.
In this opportunity, the writer extends her gratitude to:
1. My beloved parents, “father and mother” who always give me support, motivation, advice, pray and endless love. They are my inspiration and my
spirit to finishing my thesis. I am very proud of being your daughter.
Thanks for everything that you give for me. I love you so much.
2. My beloved sister and brother “Kenti Widi Hartanti, Aji Pratomo and
Ragil Apit Trio” who always give me support and Motivation.
3. Loving thanks to my friends or learning partner, Yayuk, Ira, Atik, who
played such important role along the journey.
4. My beloved friends at my boarding house nopil, nisa, trindil, mumuk,
lemo, depek. Thanks for giving me motivation and entertain me.
5. To my superman, Ahmad Fauzi who remains and willing to engage with
the strugle. Million thank for your practical and emotional support as I
study, and personal development. Thanks for making impossible possible,
I love you.
6. My lovely friends at English Department of University of
Muhammadiyah Purwokerto who can not be mention one by one, thanks
MOTTO
This live does not about against doubt, but about the
beauty of action from all doubt.
g lory belongs to the most persevering person
do kindness for your friends to care them and for your
ACKNOWLEDGEMENT
Praise be to Allah SWT who has given his guidance mercy and strength to
the writer, so the writer could accomplish this thesis as the partial fullfillment of
requiremnet for attaining the graduate degree of Education in English Department
of Teacher Training and Education Faculty of Muhammadiyah University of
Purwokerto.
In this occasion, the writer also would like to thank the following people
who had given so much help to the writer, they were:
1. Drs. Ahmad M.Pd as the head of Teacher Training and Education Faculty
of University of Muhammadiyah of Purwokerto for encouregement to do
this thesis.
2. I offer gratitude and appreciation to Drs. Pudiyono, M. Hum, as the head
of English Departement and as my supervisor who had the responsibility
for his patience in providing careful guidance, helpful corrections, very
good advice as well as suggestion and encouragement during the
consultation. There was no single words except, Thank you very much for
guiding me as good as my parent. You are a nice lecturer.
3. Dra. Sri Supriyanti M.Pd, as the Headmaster of SMA N 5 Purwokerto,
thanks for the permission to do the research in the school.
4. Ishartati, S.Pd., as the English teacher who had given the good guidance to
5. Library official who gave good service related with the reference in this
thesis so that the writer could do this well.
The writer realized that this thesis was far from being a perfect one. So the
writer welcome critict and suggestions for all the readers. The writer hopes her
thesis will be useful for anyone, especially the students of UMP.
Purwokerto, Juli 2014
The writer,
Nesti Arnita
TABLE OF CONTENT
ACKNOWLEDGEMENT………... viii
TABLE OF CONTENT………... x
2. Talk as Transaction ………...…... 9
3. Talk as Performance ……….…………... ... 9
C. Speaking Competence...………... 10
D. Classroom Speaking Activities...………... 12
E. The Description of Situational Dialogues in Teaching Speaking……...……….……...………….... 14
F. The Steps in Teaching Speaking Using Situational Dialogues...………....………...… 16
G. How to Use Dialogues………...……….….… 20
H. The Avantages and Limitation of The Use of Situational Dialogues……...………... 21
E. The Classroom Action Research Procedure……..……… 27
F. Technique for Collecting The Data...………..… 29
G.Technique on Analyzing The Data………...… 34
H.The Criteria of Success Indicators………...… 43
CHAPTER IV. RESULT AND DISCUSSION A.Result of The Research... ………..…. 45
B. Quantitative Data Analysis………....………….….. 64
C.Disscussion...………...… 67
CHAPTER V. CONCLUSION AND SUGGESTION A.Conclusion………..………...……….. 74
IMPROVING STUDENTS‟ SPEAKING COMPETENCE BY USING
SITUATIONAL DIALOGUES
( A Classroom Action Research at Second Grade Students of XI IPS IV SMA N 5
Purwokerto in Academic Year 2013/2014)
Nesti Arnita
1001050027
ABSTRACT
The main objective of the research was to improve the students‟ speaking
competence by using situational dialogues. The participants of the research were 28 students of second grade in XI IPS IV. This action research was conducted in two cycles. Each cycle consisted of planning, acting, observing and reflecting. In collecting the data, speaking performance (dialogue) was used as the quantitative data, observation and questionnaire as qualitative data.
The result of the research could be seen from the score average test: 79.07 in post-test 1 and 83.96 in post-post-test 2. The number of the students who reached learning completeness was 64.3% in cycle 1 and 89.29% in cycle 2. It means this had already reached the success indicator. Besides, the students‟ observation result showed that 80% of the students were active in involving their self in teaching learning process that made the class more communicative. Further, from questionnaire result, 77.5% students gave positive response through the implementation of situational dialogue as a classroom technique in teaching learning process in terms of motivated, made the students entustiatic to present their speech and improved speaking competence. Based on the result of the research, it could be concluded that the use of situational dialogue could improve
the students‟ speaking competence and also improved the teaching learning process in term of, improving the students‟ motivation in term of involment,
LIST OF TABLE
3.1 Students‟ Observation 31
3.2 Teacher‟s Observation 32
3.3 List of Students‟ Questionnaire 33
3.4 Scoring System 34
3.5 Proficiency Description 37
3.6 Conversion of Speaking Proficiency 40
3.7 The Intrepretation Level 41
4.1 Observation of Students‟ Activities 47 4.2 Observation of Teacher‟s Activity 47
4.3 Schedule of Implementing The Action in Cycle 1 48
4.4 The Comparison of Pre-Test and Post-Test 1 Result 52
4.5 The Result of The Students‟ Observation Activity in Cycle 1 53 4.6 Teacher‟s Observation Result 54
4.7 The Schedule of Implementing The Action in Cycle 2 57
4.8 The Comparison of Post-Test 1 and Post-Test 2 Result 61
4.9 Observation Result of Students‟ Speaking Activity in Cycle 2 62
4.10 Teacher‟s Observation Result 65
4.11 The Students‟ Score 66
4.12 The Result of Students‟ Questionnaire 69
4.13 The Result of Each Test 68
4.14 The Result of Students‟ Observation in Cycle 1 and 2 71
LIST OF FIGURE
Figure 1 Type of Dialogue 15
Figure 2 Action Research Design 27
LIST OF APPENDICES
Appendix 3.1 Pre-Test Result
Appenndix 3.2 The Result of Post-Test 1
Appenndix 3.3 The Result of Post-Test 2
Appenndix 3.4 The Observation Result of Students‟ Activities 1 Cycle 1
Appenndix 3.4 The Observation Result of Students‟ Activities 2 Cycle 1
Appendix 3.5 The Observation Result of Students‟ Activities 1 Cycle 1
Appendix 3.5 The Observation Result of Students‟ Activities 2 Cycle 1
Appendix 3.6 The Observation Result of Teacher‟s Activities 1 Cycle 2
Appendix 3.7 Students‟ Questionnaire
Appendix 4
