ARTIFICIAL ENVIRONMENT PROGRAMS IN
INCREASING STUDENTS’ SPEAKING SKILL AT
SMP PROGRESIF BUMI SHALAWAT SIDOARJO
THESIS
Submitted in Partial Fulfillment of the Requirement for the degree of Sarjana
Pendidikan (S.Pd) in Teaching English
By:
Dzulfikar Lazuardi Masyhuri
NIM D05212035
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
ABSTRACT
Masyhuri, Dzulfikar Lazuardi (2017). Artificial Environment to Increase Students’ Speaking Skill at SMP Progresif Bumi Shalawat Sidaorjo. A Thesis English Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisor: Rakhmawati, M.Pd.
Key Words:Artificial Environment, Speaking Skill
ABSTRACT
Masyhuri, Dzulfikar Lazuardi (2017). Artificial Environment to Increase Students’ Speaking Skill at SMP Progresif Bumi Shalawat Sidaorjo. Skripsi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Sunan Ampel Surabaya. Dosen Pembimbing: Rakhmawati, M.Pd.
Kata Kunci:Artificial Environment, Speaking Skill
TABLE OF CONTENTS
TITLE SHEET ... i
APPROVAL SHEET ... ii
EXAMINER APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION SHEET ... v
ACKNOWLEDGEMENTS ... vi
ABSTRACT ... ix
PERNYATAAN KEASLIAN TULISAN ... x
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiii
LIST OF APPENDIX ... xiv
CHAPTER I: INTRODUCTION A. Background of The Study ... 1
B. Research Questions ... 9
C. Objectives of The Study ... 9
D. Significance of The Study ... 9
E. Scope and Limits ... 10
F. Definition of Key Term ... 11
CHAPTER II: REVIEW OF RELATED LITERATURE A. Learning Environment ... 13
a. Family Environment ... 14
b. School Environment ... 14
c. Society or Community ... 15
B. Artificial Environment ... 15
a. Artificial Environment in Boarding School ... 17
b. Artificial Environment as Method ... 18
c. Artificial Environment for Teaching Speaking ... 21
C. Elements of Speaking ... 23
a. Language Features ... 23
b. Mental / Social Processing ... 25
D. Previous Study ... 29
CHAPTER III: RESEARCH METHODS A. Approach and Research Design ... 35
C. Subject of Research ... 36
D. Data and Source of Data ... 37
E. Research Stages ... 37
F. Research Instruments ... 38
G. Data Collection Technique ... 39
H. Data Analysis Technique ... 40
CHAPTER IV: FINDINGS AND DISCUSSION A. Research Findings ... 41
1. The Implementation of Artificial Environment Programs in SMP Progresif Bumi Shalawat Sidoarjo ... 41
2. Artificial Environment Programs Increase English Speaking Skill ... 49
B. Discussion ... 56
CHAPTER V: CONCLUSION A. Conclusion ... 85
B. Suggestion ... 89
REFERENCES
1
CHAPTER I
INTRODUCTION
This study is about artificial environment to increase students speaking skill.
This chapter discusses the area of the study that be covered in some headings;
background of study, research questions of the study, objectives of the study,
significance, scope and limitation, then definition of the key terms.
A. Background of Study
The ability to speak English for Indonesian people are ranked 32nd of
70 countries in the world. This survey based on a survey that conducted by the
tutoring agency English First (EF).1 This survey shows that the ability to
speak English for Indonesian people are still in the middle level in the world.
It could be a bit of an overview, how Indonesian students’ ability to speak in
English. Speaking means that the students repeat sentences or dialogues, or
chant in English words. Repitition is only one useful way of practising new
language. It is important for learners to practise the language they are learning
in situations which are similar to life outside the classroom. They need to
practise real communication: talking about their lives, talking about news,
expressing their ideas, discussing issues, etc.2 In accordance with the opinion
of the speaking above, it can be concluded that speaking English in the
classroom requires a situation created as if like in real life. Therefore, an
1 EF Team, “The World’s Largest Ranking of English Skills” (http://www.ef.co.id/epi/ accessed on
June, 21st 2016 at 8:54 p.m)
2
artificial environment needed by the teacher or an institution of learning to
improve students learning, especially in speaking English.
Otto Sumarwoto said that environment is the number of objects and
circumtances contained within the space occupied which affect our lives.
Thoeretically, that is infinite space for the number, but practically, they are
always given the space limitations that may be determined according to needs,
for example: rivers, political factors, education factors, and so on.3
Meanwhile according to Munib, environment is the unity of an object
space, power, and the state of the living creatures, including humans and
behavior that affect the continuity of the livelihoods and walfare of human
beings and other living creatures.4 In other words, artificial is unnatural that
shows everything that is modeled on whether the shape, nature, the workings
of something already in existence that have been created.
Something can be said to be artificial when it is designed to resemble
the original well, the form, nature, ways of working, and others as well as
bring benefits such as those produced by the original. If we make something
that does not imitate the original and does not produce benefits as the original
then it can not be said as artificial.
Research relating to artificial (human made) such as artificial
intelligence and educational shows, there are three kinds of models in the
3 Fajar, “Pengertian Lingkungan menurut Para Ahli”
(pengertian.website/pengertian-lingkungan-menurut-para-ahli/ accessed on July, 20th 2016 at 5:17 p.m)
3
educational process, first model is a scientific tool, the second model is a part
in the education component, and the third model is as the basis for the design
of the educational component.5 From the explanation above, shows that in the
educational process required an artificial, indeed the description above shows
only a part of the artificial intelligence and education. However, the
environment also becomes one of the supporting educational processes. In
addition, the artificial environment is an aspect that is suitable in the
educational process. Because, the environment is also a determinant in
education, if the environment is nice, the results obtained will be also good
and vice versa.
Seeing the meaning of environmental and artificial mentioned above,
we can conclude that the artificial environment is designed as or imitates a
behavior of human life in different space and makes the space similar to the
original, for example: we asked students in a school that does not apply
English as a primary language, to speak English on regular basis as if we are
in countries that use English as the primary language. In particullar, a school
that does not use English as the primary language has a different space from a
country that uses English as the main language. Then, we make these schools
use English on a regular basis as if we were in the original English-speaking
countries.
5 Michael Baker, “The Roles of Models in Artificial Intelligence and Education Research: A Prospective
4
Artificial environment is an example of using a simulation
environment. This environment is fully controlled by the artificial
environment modeller.6 In other words, artificial environment is a training
demonstrated in the form of an imitation, similar to the actual state which is
controlled by the makers of the training. In this research, the simulated is the
artificial environment program which requires students to speak as if they are
in English-speaking countries. And this program is controlled by the school as
an initiator or the program makers.
The ability of Indonesian students to speak Englsih are still not good
enough, because the English language is not used as a daily communication
language. English is only used for language mastery in schools also for
mastery science. So they use English in certain places such as school, tutoring
agencies, tourist spot, and they use it in their gadget application and so on.
Relating to those issues, as English language tends to be used in
certain places and things; an artificial environment in schools help to improve
their ability to speak foreign languages, especially English. Artificial
environment that discussed here could be the holding English competition in
schools, implementing English day routinely in certain days of the week,
describe students experience using English, convey the discussion using
6 Mehdi Khosrow-Pour. “Encyclopedia of Information Science and Technology, Second Edition” IGI Global, (http://www.igi-global.com/dictionary/artificial-environment/36435 accessed on July, 22nd
5
English, etc. Thus, students be faced with the real situation which is common
in countries that use English as the primary language (first language/L1).
Researcher chooses a title an artificial environment to increase
students’ speaking skill as research material, because the students are
expected to speak English properly in real life. However, they do not use
English as the primary language in their daily life. Therefore, teachers or
educational institutions are expected to implemet an artificial environment. In
expecting students improvement in speakig skill and their understanding
towards the use of English language, artificial environment can be applied,
because it is expected to improve their speaking skill.
This study focuses on the artificial environment and speaking in
English to know how the artificial environment can increase their speaking
skill in English. Researcher chooses this study because there are many
students who consider English is difficult, they do not want to learn English
and eventually their skill to speak English are less or even bad, and with
applied the artificial environment are expected to increase the English
proficiency of students in particular skill to speak. Because the focus of this
research is on speaking skill, then the artificial environment become the focus
here is all artificial environment program that can increase students’ speaking
6
This research has been conducted in one of the junior high school in
Sidoarjo namely SMP Progresif Bumi Shalawat that located in Bumi Shalawat
boarding house. Researcher chooses this school for the research because, the
school has an international level and implement bilingual language, Arabic
and English. And also, this school has apply Arabic day and English day for
the students, then there are also debate using Arabic and English language that
held every month to train the language skills of students in this school. But,
artificial environmental phenomenons that occuring in SMP Progresif Bumi
Shalawat are, there are many students who attend here has not been
maximized their skills using both of foreign languages that implemented in
this school especially English language, and also many students are still
complaining that Arabic and English is difficult to understand and apply as
daily language communication.
The previous research that related with the phenomenons above is a
journal from Cheng-Ti Lin entitled A Successful Artificial English Learning
Environment-Hong Kong Study. The aim of this study tries to analyze the
social status so that the reason for this phenomenon can be induced. The
researcher in this journal applied content analysis to analyze the social context
of Hong Kong. Using literature study, the researcher hopes to find out how
Chinese culture and the government policy have worked together to create a
7
their human resources good English ability. The result of this research is Hong
Kong creates an artificial English learning environment in its education
system for students to cultivate their English. Thus, becomes a useful tool for
learning in school, and in turn, a useful tool for finding a better job, it works
for it goes well with the culture and benefits all.7
Oksana Bartosh in her master degree thesis, entitled Environmental
Education: Improving Student Achievement. The aim of this study is to obtain
statistical evidence of the positive impact of Environmental Education (EE)
on student learning and to make and educational case for environmental
education. The research compares two groups of school selected by the author
after consulting with various EE providers, and other EE for at least three
years, and a group of comparison (non EE) schools which do not have an
environmental education program or are only starting to develop it. Schools
were paired using US census and OSPI (Office of Superintendent of Public
Instruction) information. To evaluate the impact of the EE programs on
student achievement, data about WASL (Washington Assessment of Student
Learning) and ITBS (Iowa of Basic Skills) test from OSPI web site were used.
WASL was Washington’s state test from 1997 until summer 2009. The result
of this study is schools that undertake systemic environmental education
programs consistenly have higher test scores on the state standardized test
8
over comparable “non-EE” schools. The mean percentages of the students
who meet standards on WASL and ITBS test are higher in WASL and ITBS
in the schools with environmental programs. There were no EE schools that
had lower percentage of students who meet or above standards in all six areas.
Overall, 73 pairs out of 77 EE schools had higher scores in at least one
subject.8
The similarities of this research with the previous research is the
implementation of artificial environment in English learning. But, the
difference with this research is, the previous research applies the artificial
environment to analyze the social status of Hong Kong Study which is to
cultivate their human resources with good English ability and the second
research applies the artificial environment to improving students achievement.
And this research uses the artificial environment to know how artificial
environment can increase students speaking ability especially in English.
Thus, the researcher tries to examine the problems that exist in SMP
Progresif Bumi Shalawat, the students’ lack of ability to speak English, but
the school has an international level and implements many language
programs. This research entitled Artificial Environment Programs in
Increasing Students’ Speaking Skill at SMP Progresif Bumi Shalawat
Sidoarjo.
9
B. Research Question
Based on the background above, the researcher want to know about:
1. How is the implementation of “artificial environment” programs (English
Day, English Camp, and Native Speaker) in SMP Progresif Bumi Shalawat
to increase English speaking skill in 8th grade?
2. Does the “artificial environment” programs increase English speaking skill
in 8th grade?
C. Research Objectives
Based on the research question above, the objectives of this study are:
1. To know what are the “artificial environment” programs that implemented
in SMP Progresif Bumi Shalawat and how the implementation of “artificial
environment” programs.
2. To know whether “artificial environment” programs can increase students
speaking skill or not.
D. Significance of the Study
With the holding this study, researcher hopes to provide useful
findings for both students and teachers.
1. For Students
This research helps them to know how far their skill in English
10
school. If their ability increase after joining the program, students are
expected to be more active in lerning foreign languages in school
especially English.
2. For English Teachers
This research expected can help teachers to find out how the
development of students’ skill to apply the language program in school
especially English. If the students can increase their English skills, that
means the teachers have succeeded in educating students to be able to
speak in English.
3. For Headmaster
This research expected to help the headmaster to monitor and
regulate the course of “artificial enviroment” programs at shcool, in order
that programs can run well and smoothly and also if there are students do
not perform these programs, the headmaster decide what kind of
punishment given to students.
E. Scope and Limits
Scope of this research is all students enrolled in SMP Progresif Bumi
Shalawat academic year 2016-2017 consists of classes VII, VIII, and IX. But,
researcher takes only on male class of 8th grade because they have recieved
the “artificial environment” programs for one year at this school, and the
11
they are first time going to this school and how their English speaking skill
when they has one year to be at this school.
Researcher limit the research only about “artificial environment”
programs that can increase speaking skill in SMP Progresif Bumi Shalawat.
The programs are “English Camp” it means students ask to become a ordinary
person who apply English for daily conversation outside the class and school,
“Native Speaker” it means students hope to become a guide for native speaker
who invited to school also ask them to ask about their culture, hobby,
experiences, etc. and the last program is “English Day”.
F. Definition of Key Term
1. Artificial Environment is an example of using a simulation environment.
This environment is fully controlled by the artificial environment
modeller.9 Create or imitate a different behavior of human life and make it
same as the original. Artificial environment means here are the English
program in school such as English day held every week, English debate,
story telling, discussion using English, retell students experience using
English, etc. thus, students faced with the real situation which is common
in countries that use English as the first language (L1).
2. Speaking Skill is the ability to express opinions, ideas, or thought orally; it
consist of producing systematic verbal utterence to convey meaning in
9 Mehdi Khosrow-Pour. “Encyclopedia of Information Science and Technology, Second Edition” IGI Global, (http://www.igi-global.com/dictionary/artificial-environment/36435 accessed on June, 22nd
12
order to be understood by the people we are speaking with.10 And this skill
is a second skill of human life are learned after listening skill. Speaking
skill that disscussed here are fluency, vocabulary, grammar, and
confidence of students to speak in English.
13
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher attempts to provide two sub-sections. The first
is the review of related literature which describes the basic theories used in this
research. The second is review of previous study; explains the differences of this
study from others which are conducted by other researchers.
A. Learning Environment
The learning environment is a part of the learning process that creates learning
objectives. The learning environment is not separated from the presence of the
students in learning. Study habits of students influenced by the habits of students
in learning at school, at home, and in the community. Effective study habits have
an impact on the learning environment. A good learning environment must be
followed by reinforcement given by the teacher maximally.1
The learning environment is the condition and all facilities used for activities
of daily learning.2 The neighborhood around the deliberately used as a tool in the
learning process such as books, game equipment, etc. Is called an educational
environment. Educational environment is a variety of environmental factors that
1 Bayu Winamo, Skripsi S-1: “Pengaruh Lingkungan Belajar dan Motivasi Berprestasi terhadap Hasil
Belajar Siswa Kompetensi Keahlian Teknik Otomasi Industri di Sekolah Menengah Kejuruan Negeri 2 Depok Yogyakarta”. (Yogyakarta: Universitas Negeri Yogyakarta, 2012), 1.
2 Bambang Budi Wiyono, Hubungan Antara Lingkungan Belajar (Jakarta: Forum Penelitian, 2003),
14
influence the practice of education or the environment in the process of
learning.3
Slameto said that part of an educational environment that affect the learning
process is grouped into three factors: family environment, school environment,
and society or community.4
1. Family Environment
Family is a major and first environmental in determining the success of
someone learning.5 Meanwhile, according to Wirowidjojo (in Slameto) family
is the first and main educational institutions.6 So, the family is the first
educational environment that person recieves when born into the world and
this environment also determines a person’s success in learning, because
students spend most of their time at home.
2. School Environment
School environment is an instrument activities in the process of educating,
learning and training.7 At school the value of ethics, moral, mental, spiritual,
discipline, knowledge and skills are developed. Therefore, school became a
very dominant instrument for learning achievement.8 Thus, we can conclude
that school environment is second educational environment after family
3 Dhita Yulia Nawati, Skripsi S-1: “Lingkungan Pendidikan dan Aktivitas Belajar yang Mendukung Prestasi Siswa”. (Semarang: UNNES, 2011), 7.
4 Slameto, Belajar dan Faktor-Faktor yang Mempengaruhi, (Jakarta: Rineka Cipta, 2003), 60. 5 Thursan Hakim, Belajar Secara Efektif, (Jakarta: Puspa Swara, 2005), 17.
6 Slameto, Belajar dan Faktor-Faktor.... 61.
15
environment which is become the important instrument to develop knowledge
and skills of students.
3. Society or Community
Society or community environment as a very important educational
environment outside the family and school environments because society or
community environment can affect the mental development of students.9
In this research, environment that used as research material is school
environment that uses artificial environment such as English day, debate,
telling story, and others that have become routine in the school where the
research took place in increasing their language ability especially in speaking
English.
B. Artificial Environment
Artificial environment is an environment that is deliberately created or built
by man for certain purposes that are beneficial to human life.10 Artificial
environment is an example of using a simulation environment. This environment
is fully controlled by the artificial environment modeller.11 Artificial
environment is a training demonstrated in the form of an imitation, similar to the
actual state which is controlled by the makers of the training. In this research, the
9 Dhita Yulia Nawati, Skripsi S-1: “Lingkungan Pendidikan.... 20.
10 Agni Ristiyanti, Skripsi S-1: “Pemanfaatan Lingkungan Sebagai Media Pembelajaran Geografi
pada Siswa Kelas X di SMA Negeri 1 Kesesi Kabupaten Pekalongan Tahun Ajaran 2012/2013”. (Semarang: UNNES, 2013), 9-10.
11 Mehdi Khosrow-Pour. “Encyclopedia of Information Science and Technology, Second Edition” IGI
Global, (http://www.igi-global.com/dictionary/artificial-environment/36435 accessed on June, 22nd
16
simulated is the English day program which requires students to speak as if they
are in English-speaking countries. And this program is controlled by the school
as an initiator or the program makers.
the implementation using affective strategies and cognitive strategies.
Affective strategies that researcher use in this research is presence of the
students, it means that students are in the artificial environment, not in the
labolatory or classroom interacting with a computer. Typically, during artificial
programs, students attention divided between the artificial environment and real
environment, which might be noisy or distracting in other ways. The cognitive
strategies that couple students to artificial environment programs are best
illustrated from studies of conceptual change. Students bring a whole host of
assumptions about how the surrounding environment works to their activities in
artificial environment programs.12
Students can learn the artificial environment from the various aspects such as
process, utilization, functionality, maintenance, carrying capacity, as well as
other aspects relating to the interests of human and society in general. Artificial
environment can be attributed to the interest of the various fields of studies given
in the school.13
Based on the explanation above, researcher examine the artificial environment
that is associated with the subjects of English. And English day, native speaker
12 William Winn, “Learning in Artificial Environments: Embodiment, Embeddedness, and Dynamic
Adaptation”. Technology Institute Cognition and Learning. Vol. 1, 2002, 14-16.
17
and English camp are selected as research material. English day here is the day
that all students in school are required to speak in English, as if English is their
daily communication language. Native speaker is school invite some foriegner to
school and ask students to guide them, ask them about their culture, ask them to
playing a game together and so on. And English camp is students visited some
places and ask them to speak English in daily life.
1. Artificial Environment in Boarding School
Boarding house/school as an educational system successfully combines
Islamic education with the local culture at that time. The integration effort
between the teachings of Islam with local culture is characteristic of the
spread of Islam in the early days Islam came to Indonesia. The spread of
Islam at that time prioritizing flexibility and tolerance for the belief and values
that thrive in the society since before Islam came to Indonesia.14
Boarding school education response to school founded by Islamic
reformist is “rejecting with a copying”. Boarding school refuses assumptions
reformers and looked at as a serious threat to the boarding school, but also
within certain limits to follow and copying the reformist step in order to
survive.15
14 Suteja, “Pola Pemikiran Kaum Santri: Mengaca Budaya Wali Jawa”. In Marzuki Wahid.et.all (Ed.).
Pesantren Masa Depan: Wacana Pemberdayaan dan Transformasi Pesantren (Bandung: Pustaka Hidayah, 1999), 77.
15 Karel A. Steenberik, Pesantren, Madrasah, Sekolah: Pendidikan Islam dalam Kurun Moderen.
18
Boarding school then perform adjustment measures are believed to
provide benefits to the students, support the sustainability and survival of
boarding school, such as leveling system and a planned curriculum, clear and
orderly.16 Adjustment measures above, at this time carried by almost all
boarding schools, with opening of various educational intitutions that adopt
modern education system. Inculding the developmet of learning English.17
2. Arttificial Environment as Method
In teaching English as a second or foreign language, methodology of the
teaching itself of course takes an important role in increasing students’ ability.
Method is the practical realisation of an approach. An approach describes how
language is used and how it offers a model of language competence.
According to Jeremy Harmer teaching method in language learning are:18
a. Audio-lingualism
Audio-lingual uses Stimulus-Response-Reinforcement model, it
attempted to engrader good habits in language learners. In addition, it
relied heavily on drills to from these habits; substitution was built into
these drills so that, in small steps, the student was constantly learning and,
moreover, was shielded from the possibility of making mistakes by the
design of the drill.
16 Karel A. Steenberik, Pesantren, Madrasah.... 67.
17 Mohammad Muchlis Solichin, “Inovasi Pembelajaran di Pesantren: Pengembangan Pembelajaran
Bahasa Inggris”. Nuansa Jurnal STAIN Pamekasan. Vol. 10 No. 1, Januari-Juni 2013, 206-207.
18 Jeremy Harmer, The Practice of English Language Teaching (England: Pearson Education Limited,
19
However, habit-forming drills have remained popular among teachers
and students. The theory behind them still informs some taped materials in
language labolatories; teachers who feel insecure with the relative
freedoms of some recent methods often feel more confident with the
linguistic restriction of such procedures.
b. Presentation, Practice, and Production (PPP)
Presentation, Practice, and Production (PPP) is a variation on
Audio-lingualism in British-based teaching and to elsewhere. In this procedure,
the teacher introduces a situation which contextualises the language to be
taught. The language, too, is then presented. The students now practise the
language using accurate reproduction techniques such as choral repetition,
individual repetition, and cue-response drills. These have similarities with
the classic kind of Audio-lingual drill we saw above, but because they are
contextualised by the situation that has been presented, they carry more
meaning than a simple substitution drill. Later the students, using the new
language, make sentences of their own, and this is reffered to as
production.
c. The Communication Approach
The communication approach or communicative English teaching
(CLT) is the name which was given to set a beliefs which include not only
20
emphasis in how to teach. Communicative language teaching has come
under attack from teachers for being prejudiced in favour of
native-speaker teachers by demanding a relatively uncontrolled range of
language use on the part of the students, and thus expecting the teacher to
be able to respond to any and every language problem which may come
up. However, the communicative approach has left an indelible mark on
teaching and learning, resulting in the use of communicative activities in
classroom all over the world.
d. Task-based learning
Task-based learning speculated that students were just as likely to
learn language if they were thingking about non-linguistics problem as
when they were concentrating on particular language forms.
e. Four methods
Community language learning (CLL), the silent way, suggestopedia,
total physical response (TPR). CLL concept is students sit in a circle or
square, it is up the them what they want to talk and there is a counsellor
stand outside the students sitting. The counsellor provides or corrects the
target language statements, so if the students talk in wrong word the
counsellor can fix it. The silent way is the behaviour of the teacher who,
rather than entering into conversation with the students, say as little as
21
and students exist in a parent-children relationship, to remove barriers to
learning, students are given different names from their outside real ones.
Traumatic themes are avoided and the sympathy between teacher and
students are vitally important. TPR is ask students to respond physically to
the language they hear. Language processing is thus matched with
physical action.
f. Humanistic teaching
Students are encouraged to make use of their own lives and feelings in
the classroom.
g. The lexical approach
The lexical approach is based on the assertion that ‘language consists
not of traditional grammar and vocabulary but often of multi-word
prefabricated chunks’.
As mentioned in the explanation above, teaching method has several
strategies under some particular considerations; learners’ age, learners’
proficiency level, classroom condition and so on. Artificial Environment is
basically not included into the method or the strategies; however, some
characteristics, purposes and steps that make it can be incorporated to one of
the strategies or the techniques. Specifically, as this research conducts
Artificial Environment as programs that aim to increase students’ ability in
22
3. Artificial Environment for Teaching Speaking
Tarigan defines that speaking is one of the language skills developed in
childhood, which is generated from the listening process, and at this time
speaking skills learned.19 David stated speaking is the ability to express
opinions, ideas, or thought orally; it consist of producing systematic verbal
utterence to convey meaning in order to be understood by the people we are
speaking with.20
Speaking is one of the general abilities that can make someone understand
our point, speaking is also the second ability that need of understanding by
others. In fact, first time person was born into the world, they only boast their
ears to listen the surrounding environment. Then, they tried to communicate
something to adult in accordance with what they had heard from the
surrounding environment. This process occurs continuously every day and
every moment in a phase of life. Speaking is one of language skills effectively
in oral form. Speaking skills needed by students to communicate in conveying
the message and information.21
From the definitions speaking above, we can conclude that speaking is
one of language skills developed in childhoos resulting from the process of
listening and communication needed in everyday activities.
19 H. Guntur Tarigan, “Prinsip-Prinsip Dasar.... 3-4.
20 David Nunan, Practical English Language Teaching (New York: McGraw Hill, 2003), 40.
21 Ahmad Munir, Skripsi S-1: “Communication Strategies Toward Students’ Speaking Ability”. (Nusa
23
The school environment plays an important role for development of
students’ learning. These environments include the physical environment of
school such as facilities and infrastructure, learning resources and media. And
then social environment concerning students’ relation with their friends,
teachers and school employees. The last environment is academic
environment, the atmosphere of the school and the implementation of
teaching and learning activities and other activities.22
Artificial environment that exist in this study are included in academic
environment of the school environment. Artificial environment is meant in
this research is forming a school atmosphere which the students must to speak
English like in countries that use Englsih as main language, in this reasearch,
researcher examine English day, native speaker and English camp as the
artificial environment. So, all students speak English in the morning until
evening. So, the role of artificial environment is expected to help students in
mastering English language in various aspects, one of them is speaking.
C.Elements of Speaking
Regarding to the method mentioned above, Harmer also revealed the
significant points in teaching speaking skills known as elements of speaking;
as these following explanations23:
a. Language Features
22 Nana Syaodih Sukmadinata, Landasan Psikologi Proses Pendidikan, (Bandung: Remaja
Rosdakarya, 2004), 164.
24
Language features is necessary for spoken production, the features are:
Connected speech: effective speakers of English need to be able not only
to produce the individual phonemes of English but also to use fluent
‘connected speech’. In connected speech sounds are modified, omitted,
added or weakened. It is for this reason that we should involve students in
activities designed specifically to improve their connected speech.
Expressive devices: native speakers of English change the pitch and stress
of particular parts of utterances, vary volume and speed, and show by
other physical and non-verbal (paralinguistic) means how they are feeling.
The use of these devices contributes to the ability to convey meanings.
They allow extra expression of emotion and intensity. Students should be
able to deploy at least some of such suprasegmental features and devices
in the same way if they are to be fully effective communicators.
Lexis and grammar: spontaneous speech is marked by the use of a number
of common lexical phrases, especially in the performance of certain
language functions. Teachers should therefore supply a variety of phrases
for different functions such as agreeing or disagreeing, expressing
surprise, shock, or approval. Where students are involved in specific
speaking contexts such as a job interview, we can prime them, in other
hand, with the certain useful phrases which they can produce at various
25
Negotiation language: effective speaking benefits from the negotiatory
language we use to seek clarification and to show the structure of what we
are saying. We often need to ‘ask for clarification’ when we are listening
to someone else talk. For students this is especially crucial. A way of
getting students to practise this language is to give individuals cards which
each have one of these phrases written on them. We can then start to
explain something but insert words or explanations that are purposefully
incomprehensible or obscure.
b. Mental/Social Processing
If part of a speaker’s productive ability involves the knowledge of
language skills such as those discussed above, succes is also dependent
upon the rapid processing skills that talking necessitates.
Language processing: effective speakers need to able to process language
in their own heads and put it into coherent order so that it comes out i
forms that are not only comprehensible, but also convey the meanings
that are intended.
Interacting with others: most speaking involves interaction with one or
more participants. This mean that effective speaking also involves a good
deal of listening, an understanding of how the other participants are
feeling, and a knowledge of how linguistically to take turns or allow
26
(on-the-spot) information processing: quite apart from our response to
others’ feelings, we also need to be able to process the information they
tell us the moment we get it. The longer it takes for ‘the penny drop’ the
less effective we are as instant communicators. However, it should be
remembered that this instant response is very culture-specific, and is not
prized by speakers in many other language communities.
Considering the elements and the materials/social processing of speaking
above, Haycraft specialize some effective strategies in teaching speaking
because of the characteristics, aims, stages and students responds as these
following points24:
a. Maximize student-talking
From the name of the strategy, it can be seen that the main purpose of
the activities is to engage students to dominate the communication
process. The activities of this technique are: Pairwork and groupwork:
this provides almost natural situations; information gaps and the jigsaw
principle: an effective way to stimulate students in issuing materials with
slight differences; the Pyramid: this refers to the class interaction
multiplying to the whole class’ involvement: Find two people in a crowd
with something in common: the situation is like a market survey and
discusses about opinion, each student has a slightly different task.
24 John Haycraft, An Introduction to English Language Teaching (England: Longman Group Ltd, 1986),
27
b. Dialogues
This activity purposes to stimulate students to speak in organized way.
The instructions, topic and even the sentences are clearer. Here, students
not only read and understand the dialogue, but also to absorb and
reproduce what they contain, in both acting out and improvisation.
c. Chain Stories
In intermediate and advance level, this strategy is available as
students’ improvisation is needed. Real life situation can be adapted. The
stages are also easy to be followed besides help students to recall things
that have been said.
d. Mime Stories
In communicating, keeping on attention is very important. This
activity can help students to have it. The good things about this strategy is
not only entertaining, but also using strong expression and body language
might refresh students’ mind. In addition, it also effective because it uses
parts of the language process which are difficult to practice in other ways.
e. Telling Jokes
This strategy has a higher level of difficulty. However, it has an
essential part of conversation and personal communication. Students are
stimulated to think more about what kind of joke that can make people
28
f. Talks/Lecturettes
This encourages students to talk in front of people. It is the same kind
of public speaking or speech.
g. Conversation
Most classes are designed to practice specific speaking or listening
skills. However, there should be times when students can express
themselves without any aim in mind except general conversation.
Therefore, this strategy is very effective for them.
h. Role playing and improvisation
Acting in language learning is valuable because students can be actors
when speaking another language; it accustoms students to perform in front
of others, which is what they have to do outside the classroom; it helps
them to overcome the nervousness which this entails; it gets them
speaking expressively in a situation, and thus makes them more aware of
stress and intonation in speech; it involves everyone, as those in the
‘audience’ want to see how their fellow students will perform, conscious
that they too will soon be on ‘stage’ themselves.
From the explanation above we can conclude that, based on the aims,
purposes, and the natures of teaching speaking, the characteristics of effective
29
• The program applies one of language teaching methods
• The program aims to increase students’ speaking skill
• The program encourages students to speak more
• The program stimulates students to show facial expression and body language
• The program does not make students get bored (stop to speak and seem not
really interested)
• The program provides the real-life situation
• The program encourages students to speak in front of public/audiences
• The program facilitates students to make a chitchat during the process of
communication
• The program has rules and regulation regarding the “artificial environment”
programs and easy to be followed
• The program helps students to get better scores in speaking skill
D. Previous Study
In this study, researcher found previous study related to artificial environment
in education. Jessica Lynn Michelle Young in her master degree thesis, entitled
All Education is Environmental Education. The purpose of this study is to explore
how secondary school students construct meanings for environmentalism. The
study participants consisted of grade-twelve students from rural eastern Ontario
secondary school. The question guiding this research are: a) in what ways do
30
influence these students’ decisions to take or to not take, senior level elective
Environmental Education courses as part of their secondary school curriculum;
and c) what are students’ perception of Environmental Education and the current
curriculum in secondary schools. Using a critical theory approach, this qualitative
study employed two different methodological approaches: a survey, in the form of
a questionnaire, and focus groups. The most significant finding was not only the
apparent lack of direction these students percieve themselves to be recieving
regarding Environmental Education in the secondary context, which in some
cases leads to a deficiency in understanding and concern, but also their nothing
the prevalence of media as a source of information about environmentally-related
issues.25
Oksana Bartosh in her master degree thesis, entitled Environmental
Education: Improving Student Achievement. The aim of this study is to obtain
statistical evidence of the positive impact of Environmental Education (EE) on
student learning and to make and educational case for environmental education.
The research compares two groups of school selected by the author after
consulting with various EE providers, and other EE for at least three years, and a
group of comparison (non EE) schools which do not have an environmental
education program or are only starting to develop it. Schools were paired using
US census and OSPI (Office of Superintendent of Public Instruction) information.
25 Jessica Lynn Michelle Young, Master Degree Thesis: “All Education is Environmental Education”.
31
To evaluate the impact of the EE programs on student achievement, data about
WASL (Washington Assessment of Student Learning) and ITBS (Iowa of Basic
Skills) test from OSPI web site were used. WASL was Washington’s state test
from 1997 until summer 2009. The result of this study is schools that undertake
systemic environmental education programs consistenly have higher test scores
on the state standardized test over comparable “non-EE” schools. The mean
percentages of the students who meet standards on WASL and ITBS test are
higher in WASL and ITBS in the schools with environmental programs. There
were no EE schools that had lower percentage of students who meet or above
standards in all six areas. Overall, 73 pairs out of 77 EE schools had higher scores
in at least one subject.26
Junko Katayama in his Doctor of Philosophy thesis, entitled Theory into
Practice in Environmental Education: Towards and evidence-based approach.
This research addresses conceptual and practical issues in the field of
environmental education. Environmental education is a compound and contested
field in terms of both environmental and education ideologies. Its practice is also
influenced by prespectives of context and change. Hence, the operationalisation
of environmental education might be expected to vary across different ideologies
and contexts. Thus, this research attempts to explore the operationalisation from
theory into practice in environmental education. The approach of this research
26 Oksana Bartosh, Master Degree Thesis: “Environmental Education: Improving Student
32
derives from those issues in the research context of education and environmental
education that are currently of most concern. This research attempts to shed light
on the nature of environmental education by using an evidence-based approach.
However. Most evidence-based work in education is grounded in a
post-positivistic prespective. This research, by contrast, employs evidence drawn from
qualitative inquiry that recognises the significance of in-depth contextual
understanding. Thus, the research sits within the qualitative paradigm and
employs case study mehodology. The findings of this research were compered
and synthesised. It is recommended that organisations that implement
environmental education need to be clear about ideological and theoretical
positions; the significance of context; and the freedom of learners. In terms of
policy-making, it is suggested that governments should support a diversity of
different ideological practices in environmental education; consider, particularly
for international policy-making, the many varied prespectives of context and
change; and, implement policy through a top-down approach that encourages
bottom-up initiatives.27
Caroline Howe in her dissertation, entitled The Role of Education as a Tool
for Environmental Conservation and Sustainable Development. The objectives of
this study are to develop and test indicators of conservation success across and
within conservation projects, in order to provide guidance for future evaluation of
33
conservation success, to explore the factors contributing to conservation success
across and within conservation projects, to quantify, where possible, the effect of
education on project success in order to deliver rigorous scientific evidence to
guide the effective use of education as a tool for conservation and to provide an
example of the effect of a specific conservation instrument on overall
conservation success, and to investigate the return-on-investment (ROI) in
education. This study involved a combination of quantitative statistical and
cost-benefit analysis alongside qualitative in-depth interviews with project leaders.
The findings of this study shown that conservation education (both formal and
informal) as a specific example of a conservation tool, is a practical and
cost-effective conservation intervention. However, its effect on conservation outcomes
is not linear and therefore, a ROI analysis should be carried out during and after
any education programme, to ensure that the type and quatity of education is a
highly cost-effective measure when it is the primary aim of a project.28
Cheng-Ti Lin in his journal, entitled A Successful Artificial English Learning
Environment-Hong Kong Study. The aim of this study is tries to analyze the social
status so that the reason for this phenomenon can be induced. The researcher
apply content analysis to analyze the social context of Hong Kong. With literature
study, the researcher hopes to find out how Chinese culture and the goverment
policy have worked together to create a unique artificial English environment
28 Caroline Howe, Dissertation: “The Role of Education as a Tool for Environmental Conservation and
34
through education system to cultivate their human resources with good English
ability. The result of this research is Hong Kong creates an artificial English
learning environment in its education system for students to cultivate their
English. Thus, becomes a useful tool for learning in school, and in turn, a useful
tool for finding a better job, it works for it goes well with the culture and benefits
all.29
The difference with this research is, the previous research apply the artificial
environment and environmental education to analyze the social status which is to
cultivate their human resources with good English ability, to know students
achievement on traditional and environmental education and others. And this
research apply the artificial environment to know how artificial environment can
increase students speaking ability especially in English.
35
CHAPTER III
RESEARCH METHOD
This chapter deals with the procedure of conducting the research, it covers
research approach and design, subject of research, data and source of data, research
stages, research instruments, data collection technique, and data analysis technique.
A. Research Approach and Design
Based on Bogdan and Taylor in Moleong state, qualitative research is
a research procedure that represents the descriptive data such as words in
written and oral from the people and the behavior that can be observed.1
According to this theory, this research use descriptive research. So, researcher
described the situations in the teaching and learning English process,
especially in “artificial environment” programs to increase students speaking
skill. Therefore, the researcher used qualitative approach to conduct this
research.
Ary stated that descriptive study is designed to obtain information with
the current status of phenomena.2 In addition, this research is based on the
observation and interview; it analyzed the “artificial environment” programs
to increase students speaking skill and also collected information about
“artificial environment” programs that implemented in this school and how
36
the implementation of “artificial environment” to answer the problem stated in
chapter I.
B. Researcher Presence
In this research, one roles of researcher is the collector the data such
the observer and the interviewer. The researcher presence is needed in doing
this research, although there are instruments used in this research to collect
data. The role of researcher is an observer and interviewer of the participant.
The teacher and students, as research subject, know about the presence of the
researcher.
C. Subject of Research
This research would be held at SMP Progresif Bumi Shalawat
Sidoarjo. This study carried out in the 8th grade of SMP Progresif Bumi
Shalawat. The students in 8th grade are students that have been in this school
for a year, and have received the “artificial environment” programs for one
year at this school, and the result can be seen now. How their English skill
especially in speaking when they are first time going to this school and how
their English speaking skill when they has one year to be at this school. The
researcher chooses the male class of 8th grade as subject of research because
this school background was boarding school. There are 5 male classes in 8th
grade, and researchers choose 1 class because according to the teacher this
37
environment” programs that require all students to speak in Arabic and
English.
D. Data and Source of Data
The data in this study are about “artificial environment” programs to
increase students’ speaking skill at SMP Progresif Bumi Shalawat. Those data
were collected from source data as follow; first source was students of 8th
grade and the English teacher to get students data about their speaking skill,
second source was “artificial environment” programs in school using
observation checklist. The data about students speaking skill would be obtain
by interview the students and the teacher. While, the data about “artificial
environment” programs would be obtain by conducting the observation with
observation checklist.
E. Research Stages
In this research processed, the researcher showed to the reader about
the step from the beginning how to collect the data in general view. The first
step, researcher consulted to the teacher of SMP Progresif Bumi Shalawat
Sidaorjo. Then researcher asked permission to the teacher to observe the
“artificial environment” programs that held in this school at least five
meetings. Then the researcher has done the observation when school is over.
The next step is interviewing to the students in targeted class on the 8th
38
interview to know how far students speaking skill. Then, the last step the
researcher interview the teacher to know deeply about students speaking skill
and to strengthen the result of observation.
F. Research Instruments
In this section, the researcher used the instrument to complete all data
which is needed in this study. In this research, the instruments which were
used by the researcher are observation checklist, interview guide and
document.
1. Observation Checklist
The observation checklist in this study is used to get data
related to the implementation of “artificial environment” programs
in this school. In this section, the instrument was designed by
considering some theories regarding to implementation of
“artificial environment” programs especially in English speaking
program. Conducting the observation checklist, would assist
information about how the students implement the “artificial
environment” programs in this school and how their skill in
speaking. There are 17 points in observation checklist that divided
into three categories, characteristic, mental or social processing
and language features.
39
In this stage, the researcher has taken interviewed the
English teacher related to what are the “artificial environment”
programs that implement in this school based on an interview
guideline. The interview guideline consists of 10 questions that
related to the “artificial environment” programs that can increase
students speaking skill.
Also, there are interview guidelines for students related to
the “artificial environment” programs that they apply in school.
The interview guideline for students consists of 5 questions that
related to the programs.
3. Document
Documents in this research are the collected report score or
report book of 8th grade students’ in SMP Progresif Bumi
Shalawat. The Documents are the most important instrument for
this research. Those are used as the basic data in analyzing
students speaking skill.
G. Data Collection Technique
Creswell stated that various ways in collecting data are included into
qualitative method, those are: researcher can collect information through
unstructured or semi-structured observations, interviews, documents, and
40
sampling or selection of a large number of participants.3 This research used
all the mentioned technique.
Specifically, in this study, the data has taken by using observation
checklist, documents and interview guideline as the data collection technique.
The result of observation and interview used for answer both of research
question regarding how the implementation of “artificial environment”
programs in this school and how far the achievement of students speaking
skill in this school.
H. Data Analysis Technique
The data of this research would be analyzed in descriptive manner. In
this study the researcher has done several steps to analyze the data. To analyze
the information from the whole data, it would be conducted by using
descriptive manner as follow4:
1. Identified the data based on the statement of problem
2. Classified each information based on each item of the interview
and observation
3. Verified and interpret the data
4. Draw the conclusion
3 John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 3rd
edition (Los Angeles: SAGE Publications Inc, 2009), 145.
41
CHAPTER IV
FINDING AND DISCUSSION
This chapter presents the collected data from students’ scores, observation
checklist of the program, students and teachers’ responds towards the interview, also
the analysis of it. The results of the learning process and the checklist also the
responds are showed as research findings. Furthermore, the analyzed data is
explained in discussion part.
A. Research Findings
1. The implementation of artificial environment programs in SMP
Progresif Bumi Shalawat Sidoarjo
There are five artificial environment programs that held in this school,
those are:
a. Independent Study
“Independent Study” is a weekly program that is conducted every
monday, this program is applied for students in this school and the form
of this program is requiring students to write stories, articles, essays, etc.
with a minimum limit 150 words for beginner level. Meanwhile, for
students with higher level, allowed to write more than 150 words. There
are various materials that students can write. For example, in the
beginner level, they can write about their friends, home, parents, etc. For
42
dorm and school or their story when they were going on vacation. And
for higher level, they can write their opinions about some issues that
happen in school or in their town and so on. The method that suitable
with this program is PPP (presentation, practice, and production),
because in the first time teacher gives some instructions and then
students write a story as production and the practice is their activity
every day.
b. Vocabulary Journal
“Vocabulary Journal” is a program that is conducted in every
monday and wednesday, this program is also applied for students in this
school. The form of this program is writing at least 20 vocabluary for
beginner level and allowing more than 20 vocabulary for higher level
students, and the vocabulary should be different from previous day or
session. The material is only writing vocabulary at least 20 vocabulary
consist of verb, noun, adjective, adverb, etc. If students write vocabulary
about verb they should write the verb 1 until verb 3 from that
vocabulary. The method that applies for this program is the PPP
(presentation, practice and production).
c. English Day
“English Day” is held 3 days a week, this program conducted every
43
to speak by using English during school time, started from 6 a.m until
the end of the school activities. This program is not only applied for
students but also applied for all teachers in this school. Because this
program requires all of teachers’ participation to assess the students’
speaking in class during “English Day”, also to create English
environment in this school. The method that is used in this program is
Humanistic teaching method as one of teaching methods in English
language learning. It lets the students to speak more and do
communication each other in real life situation, inside or outside the
classroom in the school starts from 6 a.m. until 2 p.m.
d. Native Speaker
“Native Speaker” is monthly program that is conducted in every
saturday in the end of the month. This program is applied for students,
but teachers are also allowed to join this program. The form of this
program is inviting some foreigners or natives to the school for tour
around the school, conducting talkshow, seminars, playing some games,
etc. and all students have to interact with the natives or foreigners using
English as best as they can. This program’s materials are about culture
and education. There is no method applies for this program because
Many obstacles faced in the field, such as practical consideration, time
44
such as mood, and place, while time limit deals with the duration of
natives’ comfort. Some students did not get natives permission, so they
looked for other ones. However, it did take time, resulting only few
native that could have chat with.
e. English Camp
“English Camp” is a monthly program that conducted every saturday,
usually held at the beginning of the month. This program is carried out
alternately for each grade. So, if this month the program is held for 7th
grade, next month the program will be held for 8th grade and so on. This
program is also applied for students. The form of this program is
inviteing students to visit public places such as hotel, clinic, public
library, market, etc. then ask them to speak in English and act in
accordance with the role that has been determined by the teacher.
For example, school chooses a public library as a place for practice
“English Camp”, then teacher determine students to act as customer,
customer service, security, office boy, etc. and they have to speak in
English. they speak about how the customer service serves the customer
when they come to library, how the customer act when he/she wants to
borrow a book or just asking about new collection in library, how the
security act if they face customer bring forbidden object to the library
