Increasing the Students Ability in Speak (1)

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Tafonao, Anugerah, 2016, Increasing the Students’ Ability in Speaking by using Global Presentations Strategy at the Eighth Grade of SMP Negeri 1 Bawolato. Thesis Advisor (I) Drs. Ellyanus, M.Pd, and Thesis Advisor (II) Yasminar Amaerita Telaumbanua, S.Pd.,M.Pd

Key Words: Speaking, Global Presentations Strategy

Speaking is sharing for human information to the other people by giving ideas, opinions, and suggestions through conversation. In syllabus that is use in SMP Negeri 1 Bawolato, the students are expected to be able to communicate and to express idea, knowledge, opinion, feeling and willing to the others. But in reality, based on the researcher observation most of the students found in the school were not able to speak well and could not achieved the target of KKM that has been decided that is 75 or more.

The purpose of the research is to increase the students’ ability in speaking by using Global Presentations Strategy. Global Presentations Strategy is a strategy that can be use to train the students cooperative in learning and showing their speaking ability by presenting a material in front of class. The subject of the research was the class VIII-A students of SMP Negeri 1 Bawolato. The total number of the class VIII-A are 33 students. The research applies in two cycles. Each cycle consists of two meetings. In conducting each cycle the researcher did it in some steps, they are; planning, action, observation sheet and video camera to record the students speaking ability. The research conducted Classroom Action Research. In collecting the data, the researcher used two data; they are qualitative data and quantitative data. The qualitative data gotten from the observation sheet while the quantitative data gotten from the video recording of speaking ability.

The result of the research showed the improvement of the students’ ability in speaking from the first cycle to the second cycle. In the first cycle at the first meeting of the observation sheet of the students’ activities founds that, there were 13 (39.39%) students at the “Very Good” level, 9 (22.22%) students at the “Adequate’ level, and 11 (33.33%) students at the “Less” level, while in the second meeting of the first cycle, the students found that, there were 18 (54.54%) students at the “Very Good” level, 7 (30.30%) students at the “Adequate’ level, and 8 (24.24%)

students at the “Less” level. Then, based on the students’ ability in speaking result at the second meeting of the first cycle, the students found that, there were 18.18% in the “very adequte” level,

24.24% in the “low” level and 57.57% in “Very Low” level. However there was no student in the

“High” and the“Very high” levels. The average of the students’ mark was 54.66. Furthermore, in

the second cycle at the first meeting, based on the students’ activities, the students found that,

there were 28 (84.84%) students at the “Very Good” level, 2 (6.06%) students at the “Adequate’ level, and 3 (9.09%) students at the “Les” level, while in the second meeting of the second cycle, the students found that, there were 31 (93.93%) students at the “Very Good” level, 1 (3.03%)

students at the “Adequate’ level, and 1 (3.03%) students at the “Less” level. The result of the evalution of the students’ ability in speaking were 78.78% the students in the “High” level, 21.21% students in the“adequate”level, and there was no students in “Low” and“Very Low” level. The average of the students’ mark is 78.66.

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Finally, the researcher gives some suggestions: First, it is suggested to the English teacher to apply Global Presentations Strategy in teaching speaking in order that the students can be motivated and interested in learning English. Because through being able to learn speaking, the students could speak better. Second, for the next researcher who will study speaking to get more information about the using of Global Presentations Strategy , in order that the Global Presentations Strategy can be used well as a Strategy to teach others skill in English. Third, it is

necessary to the readers to notice the students’ need in learning English. Because students need

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All praises are to Jesus Christ, the Almighty and the most Merciful who gives the researcher immeasurable blessings, countless love, power and strength during finishing the thesis. He is the centre of everything in the researcher’s life.

The researcher is deeply grateful to many people who supported him to finish the thesis.

Hence, the researcher wants to express his sincere appreciation and thanks to:

1. Mr. Drs. Bezisokhi Laoli, M.M, as the Rector of IKIP Gunungsitoli for his supports and

motivations to the students of IKIP Gunungsitoli.

2. Mr. Adieli Laoli, S.Pd., M.Pd, as the Dean of FPBS who always guides him by giving wonderful input, time, motivation, suggestion, and ideas in finishing the thesis.

3. Miss Yasminar Amaerita Telaumbanua, M.Pd as the Chair of the English Education Study Program, the researcher’s second advisor and also as the Academic Advisor who never feels bored to give motivation, correction, and ideas in finishing the thesis.

4. Mr. Ellyanus, M.Pd as the researcher’s first advisor who never feels bored to give motivation, correction, and ideas in finishing the thesis

5. Mr. Afore Tahir Harefa, S.Pd., M.Hum., as the examiner of education and who always give advices and new knowledge in finishing the thesis.

6. All of the lecturers in English department at IKIP Gunungsitoli who have taught him well during studying at IKIP Gunungsitoli.

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amazing and kindness in his life, who always give love, advices, prayers, motivations, supports, and many other things that cannot be expressed by words.

8. The headmaster of SMP Negeri 1 Bawolato (Mr. Ozuizisokhi Telambanua, S.Th), the English teacher of SMP Negeri 1 Bawolato (Mr. Marnius Bawamenewi, S.Pd.), and the students at the eighth grade especially VIII-A Negeri 1 Bawolato in 2015/2016 that help the researcher to collect the data in finishing the thesis.

9. His close friends in Junior and Senior High School and college (Intan Bawamenewi, Agusriman Hia, Mesra Maret Laia, Bestri Hia, Leli Marningsih Telaumbanua, Arnita

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hopes all constructive suggestions and criticisms so the thesis can be better. And hopefully the thesis will be useful for the readers.

Gunungsitoli, July 2016

The researcher,

Anugerah Tafonao

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TABLE OF CONTENTS

Page

ABSTRACT ……… … i

ACKNOWLEDGMENTS……… iii

TABLE OF CONTENTS ……… vi

LIST OF TABLES ………. ix

LIST OF GRAPHICS ………. x

LIST OF APPENDICES ... xi

CHAPTER I INTRODUCTION ... 1

A. The Background of the Problems ... 1

B. The Identification of the Problems ... 4

C. The Limitation of the Problems ... 5

D. The Formulation of the Problems ... 5

E. The Purposes of the Research ... 5

F. The Significances of the Research ... 5

G. The Assumptions of the Research ... 6

H. The Limitations of the Research ... 6

I. The Key Terms Definitions of the Research ... 7

CHAPTER II REVIEW OF RELATED LITERATURE ... 8

A. Theoretical Framework ... 8

1. Speaking ... 8

a. The Definition of Speaking ... 8

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d. Speaking Strategy ... 11

e. Teaching Speaking ... 11

f. What are Principles for Teaching Speaking ... 12

g. What are Suggestions for Teachers in Teaching Speaking ... 12

h. Speaking Assesment ... 14

i. Syllabus of Speaking Skill of the Eighth Grade in SMP Negeri 1 Bawolato ... 20

2. Global Presentations Strategy ... 23

a. The Definitions Global Presentations Strategy ... 23

b. The Principles of Global Presentations Strategy ... 24

c. The Procedure s of Global Presentations Strategy ... 24

d. Advantages and disadvantages of Global Presentations Strategy ... 27

e. The Relationship between Speaking and Global Presentations Strategy ... 27

D. The Procedure of Implementing the Actions ... 34

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS... 49

A. The Research Findings ……….. 49

1. The Research Setting ……… 49

2. The Student’s Ability in Speaking by Using Global Presentations Strategy……….. 50

1. The Common Response of the Research Problems…… 76

2. The Analysis and Interpretation of the Research Findings………... 77

3. The Research Findings versus the Latest Related Research ……… 78

4. The Research Findings versus the theory ……….. 79

5. The Research Findings Implication ……….. 79

6. The Analysis and Research Findings Limitation ……… 80

CHAPTER V CONCLUSIONS AND SUGGESTIONS ……… 81

A. Conclusions……… 81

B. Suggestions ……… 82

BIBLIOGRAPHY ……….. 83

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Table Pages

1. Aspect of Scoring...……… 14

2. The Weighting Table ……….. 16

3. The Conversion Table... ……….. 17 4. Proficiency Description and Proficiency Level of the Students

Ability in Speaking...……….. 19 5. The Students Ability in Speaking Through Global Presentations Strategy

at the Eighth Grade of SMP Negeri 1 Bawolato in the Second Meeting

of Cycle I...……….. 61 6. The Students Ability in Speaking Through Global Presentations Strategy

at the Eighth Gradeof SMP Negeri 1 Bawolato in the Second Meeting

of Cycle II...………... 72 7. The Students’ Ability in Speaking through Global Presentations Strategy at

the Eighth Grade of Negeri 1 Bawolato at the Second Meeting of Cycle II... 74 8. The Researcher Activities of all Cycles... 75

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LIST OF GRAPHICS

Graphic Page

1. The Students’ Activities in the First meeting of Cycle I... 53 2. The Researcher’s Activities which were Done All and not Done

at All in the First meeting of Cycle I ……….. 55 3. The Students’ Activities in the Second meeting of Cycle I... 58 4. The Researcher’s Activities which were Done All and not Done

at All in the Second Meeting of Cycle I... 60 5. The Students’ Ability in Speaking through Global Presentations Strategy

in Cycle I ... ... 62 6. The Students’ Activities in the First meeting of Cycle II... 65 7. The Researcher’s Activities which were Done All and not Done

at All in the First meeting of Cycle II ………... 67 8. The Researcher’s Activities which were Done All and not Done

at All in the Second Meeting of Cycle II... 67 9. The Students’ Activities in the Second meeting of Cycle II ... 64 10.The Students’ Ability in Speaking through Global Presentations Strategy

in Cycle II ... 70 11.The Classification of the Students’ Mark by Using Global Presentations

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Appendix Page

1. Syllabus………

2. Lesson Plans ………

3. Material of Aking and Giving Information………. 4. The Observation Sheet of the Researcher ... .... 5. The Observation Sheet of The Students ...……….. 6. The Test Instrument Validity ... 7. a. The Students’ Ability in Speaking in the First Cycle at the

Second Meeting ………

b. The Students’ Ability in Speaking in the Second Cycle at the

Second Meeting ………..

8. The students’ Presence List ………....

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ACKNOWLEDGEMENTS

All praises are to Jesus Christ, the Almighty and the most Merciful who gives the researcher immeasurable blessings, countless love, power and strength during finishing the thesis. He is the centre of everything in the researcher’s life.

The researcher is deeply grateful to many people who supported him to finish

the thesis. Hence, the researcher wants to express his sincere appreciation and thanks

to:

1. Mr. Drs. Henoki Waruwu, M.Pd, as the Rector of IKIP Gunungsitoli for his supports

and motivations to the students of IKIP Gunungsitoli.

2. Mr. Adieli Laoli, S.Pd., M.Pd, as the Dean of FPBS who always guides him by giving wonderful input, time, motivation, suggestion, and ideas in finishing the thesis.

3. Miss Yasminar Amaerita Telaumbanua, M.Pd as the Chair of the English Education Study Program, the researcher’s second advisor and also as the Academic Advisor who never feels bored to give motivation, correction, and ideas in finishing the thesis.

4. Mr. Drs. Ellyanus, M.Pd as the researcher’s first advisor who never feels bored to give motivation, correction, and ideas in finishing the thesis

5. Mr. Afore Tahir Harefa, S.Pd., M.Hum., as the examiner of education and who always give advices and new knowledge in finishing the thesis.

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7. The researcher’s innermost appreciation also goes to his beloved parents Tendro Aro Tafonao (father), Bunga Ria Lase (mother), Filiaro Tafonao (grandpa), all his aunts, and his brother Yakin Kasih Tafonao, Agus Bahari Tafonao, Yarestui Tafonao, Fajarman Tafonao (brothers), Setia Mesti Tafonao, Masrenik Tafonao (sisters), and for his families for a most amazing and kindness in his life, who always give love, advices, prayers, motivations, supports, and many other things that cannot be expressed by words.

8. The headmaster of SMP Negeri 1 Bawolato (Mr. Ozuizisokhi Telambanua, S.Th), the English teacher of SMP Negeri 1 Bawolato (Mr. Marnius Bawamenewi, S.Pd.), and the students at the eighth grade especially VIII-A Negeri 1 Bawolato in 2015/2016 that help the researcher to collect the data in finishing the thesis. 9. His close friends in Junior and Senior High School and college (Intan

Bawamenewi, Agusriman Hia, Mesra Maret Laia, Bestri Hia, Leli Marningsih Telaumbanua, Arnita Bu’ulolo, Kasihan Telaumbanua, Eprida Hulu, Ade Putra Tafonao, Dedi Anwar Telaumbanua, Meni Riang Hati Sadawa, Rahmat Setiawan Harefa, Hendrikus Sihura, Pinta Hasrat Zendrato, Leli Kristiani Waruwu, Kristalenta Telaumbanua, Muliani Daeli, Periman Batee, Serius Harefa, Luther Krisyanto Harefa, Agusniar Hura, Ibe Trimanidar Telaumbanua, Nurhayati Zega, Listinawati Giawa, Agusman Zai, Emmi Sartika Lase, Nidarmawati Zebua, Henti Zalukhu, Donny Satria Zebua, Lesna Ceria Lahagu, Mesra Hadir Tafonao, Berkat Lase, and Desmawati Lase,) for their time to read, their supports, togetherness in happiness, sadness, stupidity, secrets, experiences, tights, arguments, jealousy, tears, laughter and unforgettable memories, and all of his friends of English

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Department the generation 2012/2013 especially his friends in Class B who always patiently support, help and motivate the researcher in finishing the thesis.

Finally, the researcher realizes that the thesis is far from being perfect. Therefore, he hopes all constructive suggestions and criticisms so the thesis can be better. And hopefully the thesis will be useful for the readers.

Gunungsitoli, July 2016

The researcher,

Anugerah Tafonao

Reg. Number 112108010

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TABLE OF CONTENTS

Pages CHAPTER I : INTRODUCTION

A. The Background of the Problem ... 1

B. The Identification of the Problems ... 5

C. The Limitation of the Problems ... 5

D. The Formulation of the Problem ... 5

E. The Purpose of the Research ... 5

F. The Significance of the Research ... 6

G. The Assumptions of the Research ... 6

H. The Research Limitations ... 7

I. The Key Terms Definitions of the Research ... 8

CHAPTER II : REVIEW OF RELATED LITERATURE A. Theoretical Framework 1. Writing ... 9

a. The Definition of Writing ... 9

b. The Process of Writing ... 10

c. The Teaching of Writing ... 12

d. The Ability in Writing ... 9

e. The Purposes of Writing ... 11

f. Paragraph ... 11

1) Definition of paragraph... 16

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3) Writing Effective Paragraph ... 18 g. Descriptive paragraph ... 19 1) The Definition of Descriptive Paragraph ... 19 2) Types of Descriptive Paragraph ... 20 3) The Way of Evaluating the students’ ability in

Writing... 21 2. Cubing Strategy ... 23 a. The Definition of Cubing Strategy ... 23 b. The Step of Using Cubing Strategy ... 24 c. The Advantages and Disavantages Cubing

Strategy ... 26 B. The Latest Related Research ... 27 C. Conceptual Framework ... 27 CHAPTER III: RESEARCH METHOD

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CHAPTER I INTRODUCTION

A. The Background of the Problem

Language is one of the essential tools of communication that is used by everyone to express ideas and feeling to other people. According to Ridwan (1979:

1), “Language is a system of communication such that expression side is both spoken

sounds and words used by human to express their thought and feelings”. It can be said, language is an integral of people life, because without language people cannot express ideas, feelings, opinions and suggestions. Also, it is a human voice for communication.

In learning English there are some skills that must be obtained by the students, namely; listening, speaking, reading and writing skills. So, the researcher chose; speaking skill, because it is an activity that has an important part in making the language can be understood, it is one of the linguistic skills that must be mastered by the users of the language and someone can express her or his ideas, feelings or opinions to someone else by saying it. This is supported by Urdang (1969: 115) speaking is the act, utterance or discourse of a person who speaks. It can be said that, speaking is one of the skills of language that is needed to be mastered because it is an important basic for someone to express her or his idea and feelings orally.

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2 Based on the statement on previous page the researcher thinks that speaking is an important skill for someone to be competent in language, she or he can scrutinize, read, write and express her or his idea and feelings when communicating with other. Through speaking, students can share in personal experience through direct participation in giving and taking of conversation and discussion. S/he learns to express her/his idea in real time. He soon discovers that if she or he wants to influence her/his peers s/he must speak clearly and accurately. It is supported by Djiwandono (1996: 68) saying, by speaking someone can express her or his ideas and feeling orally. It can be said by speaking the students are able to receive information, give information, deliver massages, produce utterance and so on.

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Based on the basic competence on previous page, there are indicators, namely; using the speech act in Giving information. The reseacher takes point that speaking is an important skill that should be mastered by the students in order to communicate in English fluently. In speaking the students should be able to express their ideas, opinions and feelings both of their English class in everyday life. But in reality, based on the interviews and observations to the students and the English teacher, the researcher found the problem occured by the students could not speak English especially in asking and giving information. The problem appears because the

students’ were not able to pronounce words well, the students were not able to say something fluently, they were not able to construct their idea well and they were lack of vocabulary.

Besides, the researcher found that the teacher still used Conventional Method for each meeting which could not affect positively the students’ learning. The teacher provided, read, and explained the material, while the students listened to the teacher’s explanation, and then they were invited to do exercises. Conventional Method is not appropriate to be applied in recent time because it is a part of teacher-centred strategy, while the most suggested strategy in teaching must be student-centred to make the students are more active in the teaching-learning process. So the students have scores in under averages with scores 55-60. It can be concluded that the students did not reach the target of KKM that has been decided by the school, it is 75 or more.

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4 The researcher implemented the strategy in order that the researcher could build the

students’ ability in speaking.

Methany (2009:14) states, “ Global Presentations Strategy provides the

students with opportunity to practice their speaking skill”. It can be understood that Global Presentations Strategy is one strategy to help the students’ experience in communication, encourage the students emotion and allow every student practice opportunities for making contributions.

Based on the explanations above, the researcher has conducted the research entitled: Increasing the Students’ Ability in Speaking by Using Global Presentations Strategy at the Eighth Grade of SMP Negeri 1 Bawolato in 2015/2016.

B. The Identification of the Problems

The identification of the problem in the research, namely. 1. The students could not speak English fluently.

2. The students were not able to pronounce words well.

3. The students were not able to construct their idea in Giving information. 4. The students were lack of vocabulary.

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C. The Limitation of the Problems

Based on the identification of problems on the previous page, the researcher limited the problem to make it easy for the researcher to investigate. So the researcher increases the students’ ability in speaking especially giving information by using Global Presentations Strategy at the Eighth Grade of SMP Negeri 1 Bawolato in 2015/2016.

D. The Formulation of the Problem

In formulation, the researcher presented a question to be answered, namely; How does the Global Presentations Strategy increase the students’ ability in speaking especially in Giving information at the eighth grade of SMP Negeri 1 Bawolato in 2015/2016?

E. The Purpose of the Research

The purpose of the research is to increase the students’ ability in speaking skill especially in Giving information by applying Global Presentations Strategy at the eighth grade of SMP Negeri 1 Bawolato in 2015/2016.

F. The Significance of the Research The significance of the research are:

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6 2. As a tool for comparison material with the other strategies in increasing the

students’ ability in speaking by using Global Presentations Srategy for other researchers.

3. As a tool for researcher to increase the students’ ability in learning speaking well. 4. As a new strategy to motivate the students in mastering speaking skill.

5. As the other references in increasing the students’ ability in speaking for the readers.

G. The Assumptions of the Research` As the assumptions of the research are:

1. Speaking skill is very important to be taught to the students because this is the second step that they do when acquiring English.

2. Expressions of asking and giving information is which one of speaking skill that should be mastered by the students.

H. The Research Limitations

In the research, there are some limitations of the research, as follows.

1. The subject of the research was the eighth grade students of SMP Negeri 1 Bawolato especially class VIII-A.

2. In the research the researcher conducted Classroom Action Research (CAR).

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4. The researcher searched the students’ ability by applying a strategy it was Global Presentations Strategy in teaching-learning process, while as material is giving information.

5. The researcher conducted the research in 2016.

I. The Key Terms Definitions of the Research

For the sake of avoiding misunderstanding in the research, the researcher gives some key terms, they were:

1. Speaking is an activity used by students to communicate each other. The students should know how to express their ideas, feeling and thought to the other students especially by giving information.

2. Global Presentations Strategy is a strategy in teaching speaking that invites the students to speak by presenting a material with their group in front of class. This strategy can be applied in speaking learning in order to help the students to increase their speaking ability and to make them more accustomed in conveying something in English especially giving information.

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Framework 1. Speaking

a. Definitions of Speaking

Speaking is the process of building and sharing for human information. It is supported by Chaney (1998:13) saying, “Speaking is a process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of

contexts”. Nunan (2001: 29) says, “Speaking is the way of presenting information to tell a story, describing something, giving a set of instruction, making a comparison and those that are evaluating, giving explanation, making a justification, predicting, coming to a decision and making interview”. It can be understood that by speaking the students show and share information, ideas, opinions or suggestions through conversation.

Furthermore, Renan (2002) says, “When we engage in discussion with someone, on the other hand, the purpose may be to seek or express opinions, or to

clarify information”. The reseacher takes point, through speaking the students give instruction or get things done; they may use speaking to describe things, to complain

about people’s behavior, to make polite requests or to entertain people with jokes and anecdotes.

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According to Leny (1976:213),

Speaking is one of the basic linguistic skills, the act producing speech as a means of communication, sometimes uses as alternative term to parole (language and parole) and performance (competence and performance). It can be concluded that speaking is a skill that must be mastered by the

students to express their ideas, opinions, suggestions, thought to the other people.

b. The Purpose of Speaking

According to Tsui (1996:154)), the purpose of speaking is communicative efficiency. The students should be able to make themselves understand, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, vocabulary to observe the social and cultural rules that is applied in each communication situation.

So the purpose of speaking is to communicate with other people by Giving information.

c. Types of Speaking

Brown (2004:141) states the basic types of speaking: 1) Imitative

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10 2) Intensive

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, or phonological relationships (such as prosodic elements-intonation, stress, rhythm, juncture). The speaker must be aware of semantic properties in order to be able to respond, but interaction with an interlocutor or test administrator is minimal at best. Examples of intensive assessment tasks include directed response tasks, reading aloud, sentence and dialogue completion; limited picture-cued tasks including simple sequences; and translation up to the simple sentence level.

3) Responsive

Responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and small talk, simple requests and comments, and the like.

4) Interactive

The difference between responsive and interactive" speaking is in the length and complexity of the interaction, which sometimes includes multiple exchanges and/or multiple participants. Interaction can take the two forms of transactional language, which has the purpose of exchanging specific information, or interpersonal exchanges, which have the purpose of maintaining social relationships. (In the three dialogues cited above, A and B were transactional, and C was interpersonal.) In interpersonal exchanges, oral production can become pragmatically complex with the need to speak in a casual register and use colloquial language, ellipsis, slang, humor, and other sociolinguistic conventions.

5) Extensive (monologue)

Extensive oral production tasks include speeches, oral presentations, and story-telling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether. Language style is frequently more deliberative (planning is involved) and" formal for extensive tasks, but we cannot rule out certain informal monologues" such as casually delivered speech (for example, my vacation in the mountains, a recipe for outstanding pasta primavera, recounting the plot of a novel or movie).

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d. Speaking Strategies

According to Tsui (1996:154), there are six strategies for overcoming anxiety and reluctance to speak, namely:

1) The first strategy was to lengthen the amount of time between asking a question and nomination someone to respond.

2) The second strategy was to improve questioning techniques. 3) Third strategy, by teachers was to accept a variety of answers.

4) The fourth strategy was to give learners an opportunity to rehearse their responses in small groups or pairs before being asked to speak up in front of the whole class.

5) The fifth strategy, reported as effective was to focus on content rather than form.

6) The sixth strategy, identified by the teacher was to establish good relationships with the students.

Shortly in speaking, speaker must consider about the five elements above so they can convey meaning as effectively as possible.

e. Teaching Speaking

According to Nunan (2003), teaching speaking is to teach ESL learners to: 1) Produce the English speech sounds and sound patterns.

2) Use word and sentence stress, intonation patterns and the rhythm of the second language.

3) Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.

4) Organize their thoughts in a meaningful and logical sequence. 5) Use language as a means of expressing values and judgments. 6) Use the language quickly and confidently with few unnatural pauses,

which are called as fluency.

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12 f. What are Principles for Teaching Speaking?

According to Nunan (1991: 42), there are five principles for teaching speaking, namely;

1) Be aware of the differences between second language and foreign language learning context.

2) Give students practice with both fluency and accuracy.

3) Provide opportunities for students to talk by using group work or pair work and limiting teacher talk.

4) Plan speaking tasks that involve negotiation for meaning.

5) Design classroom activities that involve guidance and practice in both transactional and interactional speaking.

Based on the principles above, the reseacher focused on these five principles for planning speaking lesson in language classroom that were used to help language students gain practice in speaking in the target language.

g . What are Suggestions for Teachers in Teaching Speaking?

According to Zein (2010:26) there are some suggestions for English language teachers while teaching oral language:

1) Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.

2) Try to involve each student in every speaking activity; for this aim,

practice different ways of students’ participation.

3) Reduce teacher speaking time in class while increasing students speaking time. Step back and observe students.

4) Indicate positive signs when commenting on a students’ response.

5) Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.

6) Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials

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7) Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract students from his or her speech.

8) Involve speaking activities not only in class but also out of class; contact parents and other people who can help.

9) Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs. 10)Provide the vocabulary beforehand that students need in speaking

activities.

11)Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.

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14 h. Speaking Assessment

Aspects of scoring with the indicators to evaluate speaking skill, written by Adams and Smith (1979) in Hughes, they are:

Table 1

ASPECT of SCORING

No Aspects Indicators Scor

e

1. Accent

Native pronunciation, with no trace of “foreign

accent”. 6

No conspicuous mispronunciation, but would not be taken for a native speaker.

5

Marked “foreign accent” and occasional

mispronunciations with do not interfere with understanding.

4

“Foreign accent” requires concentrated listening

and mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary.

3

Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition.

2

Pronunciation frequently unintelligible. 1

2. Grammar

No more than two errors during the interview. 6 Few errors, with no patterns of failure. 5 Occasional errors showing imperfect control of

some patterns but no weakness that causes understanding.

4

Frequent errors showing some major pattern uncontrolled and causing occasional irritation and misunderstanding.

3

Constant errors showing control of very few major patterns and frequentlypreventing communication.

2

Grammar also entirely inaccurate expect in stock phrases.

1

Vocabulary apparently as accurate and extensive as that of an educated native speaker.

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3. Vocabulary Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situations.

5

Professional vocabulary adequate to discuss special interest, generally vocabulary permits discussion of any non-technical subject with some circumlocutions.

4

Choice of words sometimes inaccurate,

limitations of vocabulary prevent discussion of some common professional and social topics.

3

Vocabulary limited to the basis personal and survival areas (time, food, transportation, family, etc).

2

Vocabulary inadequate for even the simplest conversation.

1

4. Fluency

Speech on all professional and general topics as effortless and smooth as native speakers.

6 Speech is effortless and smooth, but perceptively non-native speed and evenness.

5 Speech is occasionally hesitant, with some

unevenness by rephrasing and grouping for words

4

Speech is frequently hesitant and jerky; sentences may be left uncompleted.

3 Speech is very slow and uneven expect for short or routine sentences.

2

Speech is so halting and fragmentary that conversation is virtually impossible.

1

5. Comprehension

Understands everything in both formal and colloquial speech to be expected of an educated native speaker.

6

Understands everything in normal educated conversation expect for very colloquial or low frequency items or exceptional rapid or slurred speech.

5

Understands quite well normal educated speech when engaged in a dialogue, but requires occasional repetition or rephrasing.

4

Understands careful, somewhat simplified speech when engaged in a dialogue, but may require considerable repetition and rephrasing.

3

Understands only slow, very simple speech on common social and touristic topics; requires

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16 constant repetition and rephrasing.

Understands so little for simplest types of conversation.

1

In giving score to the students’ work, the weighting table below is used. Table 2

As it is seen from the criteria of scoring above, the researcher gave value to

the students’ accent, grammar, vocabulary, fluency, and comprehension during Giving information with their friends. There are two examples of the result of scoring of two students (Rolisman and Happy), as follows:

1) The results of proficiency description’s Rolisman are: accent 5 (score 3), grammar 5 (score 30), vocabulary 6 (score 24), fluency 2 (score 4), and comprehension 6 (score 23).

The total score of Rolisman = 3 + 30 + 24 + 4 + 23 = 84

2) The results of proficiency description’s Happy are: accent 6 (score 4), grammar 5 (score 30), vocabulary 3 (score 12), fluency 6 (score 12), and comprehension 4 (score 15).

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After getting the total score, it was interpreted to the conversion table, as follows:

Table 3

The CONVERSION TABLE

Total Score Fluency Levels

16-25 0+*

26-32 1

33-42 1+

43-52 2

53-62 2+

63-72 3

73-82 3+

83-92 4

93-99 4+

Explanation:

• Symbol + (plus) shows in the middle position (level) between two levels, such as between 0 and 1, between 1 and 2 and so on.

• There are five levels of Proficiency Description Score, as follows:

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18 Level 2: Able to deal with routine social exchange, can handle with confidence but not with facility the simplest type of conversation, including introduction and chat about auto biography information, can get the gist of most conversation on nontechnical subjects (i.e., topics that require no specialized knowledge) and has a speaking vocabulary sufficient to express him or her simply with some circumlocutions, accents, though often quite faulty, is intelligible. Can usually handle elementary constructions quite accurately and appropriately but does not have thorough or confidents control of the grammar.

Level 3: Able to speak with sufficient structural accuracy and appropriate and vocabulary to participate effectively in most in formal conversation on practical and social topics, can discuss particular interests and special fields or competence with reasonable ease, comprehension is quite completed for a normal rate of speech, vocabulary is broad enough that he or she rarely has to grope for a word, accent may be obviously foreign control of grammar is good, errors never interfere with understanding and rarely disturb the native speaker.

Level 4: Able to use the language fluently, accurately, and appropriately on all levels normally pertinent to conversational needs can understand and participate in any conversation within the range of his or her experience with high degree of fluency and precision of vocabulary, would rarely be taken for a native speaker, but can respond appropriately even to unfamiliar topics, errors of pronunciation and grammar quite rare can handle informal interpreting from into the language.

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is fully accepted by educated native speaker in all of its features, including breadth of vocabulary and idiom, colloquialisms and pertinent cultural references.

So, the result of the conversion table shows Rolisman’s score is 84. Based on the conversion table, he is at the level 4 (83 - 92). It can be understood, Rolisman is able to use the language fluently, accurately, and appropriately on all levels normally pertinent to conversation needs, while the result of conversion Happy’s score is 73. Based on the conversion table above, she is at level 3+ (73-82). It means that, Happy is able to speak with sufficient structural accuracy and appropriate and vocabulary to participate effectively in most in formal conversation on practical and social topics.

The total score obtained by the students based on the proficiency description and the proficiency level achieved by them is described in Table 4 below.

Table 4

PROFICIENCY DESCRIPTION and PROFICIENCY LEVEL of the

STUDENTS’ ABILITY in SPEAKING

No Name

Proficiency Description Proficie

ncy level

Accent Grammar Vocabulary Fluency Comprehension Total

Score

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20 i. Syllabus of Speaking Skill of the Eighth Grade in SMP Negeri 1 Bawolato

Based on syllabus at Junior High School at SMP Negeri 1 Bawolato, one of basic competences that should be mastered by the students is speaking. The purpose is to make communication. The syllabus is the plan in a group of subject that consist of competence standard, basic competence, indicator, learning material, learning activities, assessment, time allocation and learning source.

The explanation of the components of syllabus will be showed in elaboration below:

1) Competence Standard

Expressing the meaning formal transactional and interpersonal simple short conversation to interact to the environment around us.

2) Basic Competence

Expressing the meaning of transactional (to get things done) and interpersonal simple conversation by using oral language various accurately, fluently and accepted to interact to the environment around us and involve the speech act such as expressing asking and giving agreement, responding a statement, Giving information

and starting, extending, and ending a conversation on the phone.”

3) Indicator

It is competence standard marked by the exchange of the students’ attitude

that can be measured. 4) Learning Material

It should have been suitable to the basic competence that can develop the

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5) Learning Activities

It was the students’ experiences that involve the mental and physical

processes among the students, namely: “The students presented a topic in front of class by using Giving information”.

6) Assessment

To measure and observe the teaching-learning process, the reseacher was applied Performence Assesment.

7) Time Allocation

It was duration of time that was needed to achieve a certain basic competence during the teaching-learning process conducted.

8) Learning Media

The media that were needed in teaching-learning process by the reseacher and the

students in the classroom, such as: “books, laptop, A4 paper and etcetera.

The Examples of Expressing Asking and Giving Agreement, Responding a Statement, Giving information and Starting, Extending, and Ending a Conversation on the Phone.

Wardiman says (2008), there are some expressing that the students should master in English learning, they are:

1) Asking and giving Information: For Example:

a) Allowed me?

b) Would you tell me with... c) ..., Let me?

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22 e) It’s okey. Let me

f) Well, allow me g) Could you tell me? 2) Responding a statement :

a) Why not b) Really? c) How true

3) Expressing Starting, Extending and a Ending a Conversation on the Phone

For Example:

a) Hello, this is.... b) Can I speak to... c) May i speak to....

All the expressions were one basic competence in conducting teaching speaking but the reseacher taught the students about Giving information especially at the eighth grade of SMP Negeri 1 Bawolato in 2015/2016.

2. Global Presentations Strategy

a. The Definitions of Global Presentations Strategy

Zwiers (2006:14) says, “Global presentations strategy is practice of showing and explaining to the content of a topic” in other words, Global Presentations Strategy provides the chance to show their ability in speaking. Furthermore, Gareis (2006:6), states “Global Presentations Strategy is ways of communicating ideas and information to a group. A presentation carries the speakers personality better and allows immidiate interaction between all participations”. Morever, Lenski (2006:25 )

states, “Global Presentations Strategy is the practice of showing the content to an audience or learners”.

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students learning cooperatively, and guiding the students to show their speaking ability especially in Giving information. So, this strategy can be applied in teaching-learning process and especially in speaking skill.

It can be said that global presentations is one of strategies for communicator as a teacher to encourage, to force and to train the students’ participation to present a topic in front of class.

b. The Principles of Global Presentations Strategy

According to Sethna (2011), there are some principles of Global Presentations Strategy as a strategy in teaching speaking, they are:

1) To broaden participation and promoting students to talk at a time. 2) The students are brave to give his/her opinion, suggestion, addition

and ideas in teaching and learning process. 3) To encourage the students’ spirit in speaking.

4) To hook the students’ emotion to talk something based on material. 5) To keep and build the students’ concentration, concern and

preparedness in learning process. 6) Making class atmosphere active.

7) Making way of setting a purpose for speaking so fun.

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24 c. The Procedures of Global Presentations Strategy

In teaching speaking through Global Presentations Strategy, firstly the teacher prepares a particular topic or lesson previously before she or he is going to teach the material.

According to Quiroga (2012:34) there are some steps in teaching speaking through Global Presentation Strategy, namely;

1) Divide the class into groups three or four. Tell them that in the next lesson the groups will have to give a group presentation based on the country they pull out of the hat or box. Pass around the hat or box and groups pick out a piece of paper with the name of their country.

2) Tell the class the presentations can be on any aspect of life in their allocated country. There are three rules:

a). The children need to give some information about the country. b). The children need to do kind of activity with class about the country. c). The whole presentation must not last more than 15 minutes( or whatever

time seems reasonable to you)

3) Brainstorm the kind of information that can be given about the

country(location, population, capital city, costums, famous people and so on) and the kind of activity that can be done( a quiz, a dance, a song, an exhibition to walk around, food tasting, making something and so on) and also

brainstorm where the children can find the information( internet, library, telvision by talking to people from the country).

4) Allocate either class time, homework time or both to groups to prepare the presentations

5) In the next lesson/ lessons, the children present their work.

Furthermore, Preszler (2006:14) provides some steps belong to the teacher in using Global Presentations Strategy to teach speaking skill, they are:

1) Divide the students into group.

2) Tell them that in the next lesson the groupss will have to give a group presentation.

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4) Brainstrom the kind of information that can be given about the country. 5) Allocate either class time.

6) The students present their work.

Morever, Edwards (2009:61) provides some steps using Global Presentations Strategy

1) Divide the students into group.

2) Tell them next lesson the groups will have to give a group presentations. 3) Brainstorm the kind of information that can be given about the

country(location, population, capital city, costums, famous people and so on) and the kind of activity that can be done( a quiz, a dance, a song, an exhibition to walk around, food tasting, making something and so on) and also brainstorm where the children can find the information( internet, library, telvision by talking to people from the country).

Based on the theoris previously the reseacher has modified as follows: 1. The researcher divided the students into group.

2. Telling the students they have group presentation in the next lesson. 3. The researcher asked one student for each group to come in front of class. 4. The researcher asked the students to pull out a piece of paper that has been

prepare by the resarcher in the box.

5. The researcher asked the students to work in group based on the group that has been divided before.

6. The researcher reminded the students to find out the informatin about the material that they are going to present and can be on any aspects like travel, location and also music.

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26 8. The researcher asked the group one by one to perform it in front of class

around 4-5 minutes for each group.

9. The researcher improved the students mistakes.

10. The researcher asked the students to conclude the material. 11. The researcher closed the teaching-learning process.

The procedure above was applied in conducting the research. Based on the procedures explained previously, it shows the good activities in having the students’ interest in learning speaking by applying Global Presentations Strategy.

d. Advantages and Disadvantages of Global Presentations Strategy

According to Cullen (2012: 34), there are some advantages in implementing Global Pesentations Strategy in teaching-learning as follows;

1) The students are trained to gives his/her idea, opinion, suggestion, question and answer in teaching and learning process.

2) Evaluate the students’ preparation.

3) Measure the capable of students in teaching and learning process. 4) Encourage the students brave to give her/his opinion.

5) The class is active.

Disadvantages in implementing Global Presentations Strategy faced by teacher in teaching speaking as follows;

1) The students might struggle to find information about different countries if a library or the internet is not available.

2) Limited time.

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learners. Regarding to the advantages of Global Presentations Strategy, the researcher made a great effort appleid the strategy, in order that could increase the students’ ability in speaking skill at the eighth grade of SMP Negeri 1 Bawolato in 2015/2016.

e. The Relationship between Speaking and Global Presentations Strategy

One of the strategies that have the point in speaking is Global Presentations Strategy. As the explanation about the definition and steps of Global Presentations Strategy, it can be concluded the relationship between speaking and Global Presentations Strategy.

Global Presentations Strategy is one strategy which invites the students to express their opinions and ideas. So, when they explore their ideas and opinions, automatically the students explore their ability in speaking. By using this strategy the students should not get difficulties to speak. They enjoyed their speaking. The students work together in searching understanding, meanings, solutions or something else in order to create speaking environment, and suddenly they could build their

knowledge by another student’s opinions and ideas by using this method.

B. The Latest Related Research

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28 teaching-learning process, the researcher used the observation checklist, test, and reflection.

The conclusion of the research was Global Presentations Strategy applied that it could be used by the teacher for speaking class to develop and improve the

students’ interest. By applying Global Presentations Strategy, teaching speaking was successful.

The results of the research suggest, as follows:

1. By applying strategy in teaching-learning process, students encouraged to take part actively in the class.

2. Global Presentations Strategy gives positive impact on students’ ability in speaking.

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C. Conceptual Framework

In conducting the research, speaking is chosen as the skill that is searched. In the syllabus of KTSP-2006 there are competence standard, basic competence, indicator, and MCC that should be achieved by the students in studying speaking skill. But the students could not achieve because there are some problems that

influence the students’ ability in speaking. So, the researcher has applied one strategy namely Global Presentations Strategy. Global Presentations Strategy is a strategy which invited the students to work in group to present a material based on the topic they got when pulling out a piece of paper from the box, while they presented the material the researcher did the pre-record. To find the students’ ability in speaking, the treatment was done by the researcher using “Giving information” as the material. To obtain the result of the research, the researcher conducted speaking test to the students.

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30 The syllabus of Speaking at the Eighth Grade of SMP Negeri 1

Bawolato

Researcher

GLOBAL PRESENTATIONS STRATEGY

The researcher divided the students into group

The researcher asked the students to work in group that has been devided

The researcher reminded the students to find out the information about the material that they are going to presented

CAR

Telling the students they have group presentation

The researcher asked one student for each group to come in front of class

The researcher asked the students to pull out a piece of paper that has been prepare by the researcher in the box

Brainstorming the kind information that can be presented.

The researcher asked the students to present the material that is giving information

The researcher asked the group to perform it in front of class

The researcher improved the students’ mistakes

The researcher asked the students to conclude the material.

The researcher praised the students after performance

The ressearcher and students concluded the material

The teaching-learning process was closed

Planning Action Observation Reflection

Implementing the procedure of Global Presentations Strategy

Speaking Skill Speech act Expressing asking and giving information

Evaluations the result of learning Increasing the students

ability in speaking skill

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CHAPTER III RESEARCH METHOD

A. The Object of the Action

In the research, the researcher searched about the application of Global

Presentations Strategy as a strategy to develop the students’ ability in mastering

speaking. The researcher conducted Classroom Action Research (CAR). As Wallace in Edge (2001: 46) says, this is new of action research suggest that it is a means whereby teachers can improve their professional action by reflecting on it in a more structured way that who normally the case. And Niff as quoted by Supardi, et all., (2007:102) saying, “Classroom Action Research is a form of self reflective enquiry undertaken by participants of teacher, students, headmaster in educational field in order to improve the rationally and justice of educational practice, increasing the

students’ ability and developing the capability of teaching”. It can be said that CAR is

a reflective research that is used by the teacher as a tool to develop teacher’s teaching

skill in teaching-learning process in developing curriculum and develop the students’ ability in learning practice.

In doing the research, the researcher needed help of the English teacher to achieve a goal in teaching-learning process, because role of the English teacher in the research was very important to observe the activities of the researcher and the students during teaching-learning process.

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32 There is a point that searched by the researcher, it is:

1. The students’ ability in speaking by using Global Presentations Strategy.

B. Subject and Setting of the Research

The location of the research was SMP Negeri 1 Bawolato that is located at Jl. Nalawo No. 08 Dahana Village. The school consisted of 18 classrooms with 34 teachers. The English teachers in the school consisted of 4 persons and the classes were18 with the total number of the students was 628. The eighth class consisted of 204 students and there were six classes, namely; VIII-A, VIII-B, VIII-C, VIII-D, VIII-E and VIII-F. The subject of the research is VIII-A Class of SMP Negeri 1 Bawolato which consisted of 33 students. Therefore, the researcher chose the subject because they were not able to express their ideas and opinions and the students’ value was under average, lower than MCC.

C. The Implementation of the Action

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D. The Procedure of Action Implementation

In the research, the researcher arranges the procedures of action implementation in cycle form. According to Lewin in Arikunto (2003: 83), the operational in CAR is consists of four components; they are planning, action, observation and reflection.

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34

Unsuccessful, go to next Cycle

Cycle I

Successful

Preliminary Study

The problems are; students are not able to express their ideas through speaking, the learning strategy that is used by the teacher is not appropriate and the average of the students’ score is 55-60 while MCC is 75.

Planning of the action is arranging the lesson plan, preparing the observation paper and a test in oral form, video or camera for recording the students’ and the researcher’s activities.

Action is teaching-learning process by using Global Presentations Strategy to

improve the students’ ability

in speaking.

Reflecting is result of the observation, analyzing the result of the observation, evaluating the observation, improving the weakness and students’ speaking that has been recorded also the researcher’s activities. Planning of the action is

arranging the lesson plan, preparing the observation paper and a test in oral form, video or camera for recording the students’ and the researcher’s activities.

Action is teaching-learning process by using Global Presentations Strategy to increase the students’ ability in speaking.

Reflecting is result of the observation, analyzing the result of the observation, evaluating the observation, improving the weakness and students’ speaking that has been recorded also the researcher’s activities.

The students’ speaking ability Increased by using Global Presentations Strategy The researcher stopped because

the students have achieved the MMC.

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The schema on the previous page consists of planning, action, observation and reflection. It can be defined that before doing research, for the first the researcher needs to prepare many things and he predicts two opportunities both successful and unsuccessful. Because, the result of the cycle I unsuccessful to conduct the first planning that can be known in the reflection, so the researcher needs to continued in cycle II that consist of two meetings. Because, the research was successful to conduct in Cycle II so that researcher takes the conclusion and reports the result.

Cycle I done by two meetings. Each meeting follows of the procedure of CAR (planning, action, observation and reflection) and time allocation 2 x 40 minutes. First meeting

a. Planning

1) The researcher prepared lesson plan.

2) The researcher prepared observation sheet for teacher collaborator. 3) The researcher prepared observation sheet for the students.

4) The researcher prepared material lesson. 5) The researcher prepared field notes. 6) The researcher prepared handycam. b. Action

1) The researcher greeted the students.

2) The resarcher introduced himself to the students. 3) The researcher asked the students’ preparation.

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36 6) The researcher asked the students’ background knowledge by asking some

questions about the material.

7) The researcher concluded the students’ opinion. 8) The researcher explains the material.

9) The researcher gave an example.

10)The researcher divided the students into group.

11)The researcher told the students they had group presentation.

12)The researcher asked one student for each group to come in front of class. 13)The researcher asked the students to pull out a piece of paper that had been

prepared by the resarcher in the box.

14)The researcher asked the students to work in group based on the group that has been diveded before.

15)The researcher reminded the students to find out the informatin about the material that they were going to present.

16)The researcher asked the students to present it in the next meeting. 17)The researcher with the students concluded the material.

c. Observation

1) The researcher observed the students’ and the researcher’s attitude in teaching and learning processes.

2) The researcher observed the students’ and the researcher’s activities in teaching and learning processes.

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d. Reflection

1) The researcher noted the result of observation. 2) The researcher analyzed the result of observation.

3) The researcher analyzed and evaluated the result of the student’s presentation.

4) The researcher found out the way to improved the students’ weaknesses in speaking to be improved in the next meeting.

Second Meeting a. Planning

1) The researcher prepared lesson plan.

2) The researcher prepared observation sheet for teacher collaborator. 3) The researcher prepared observation sheet for the students.

4) The researcher prepared material lesson. 5) The researcher prepared field notes.

6) The researcher prepared handycam.

b. Action

1) The researcher greeted the students.

2) The researcher checked the students’ attendance list. 3) The researcher asked the students’ preparation.

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38 6) The researcher asked the students’ background knowledge by asking some

questions about the material.

7) The researcher concluded the students’ opinion. 8) The researcher explained the material.

9) The researcher gave an example.

10)The researcher divided the students into group

11)The researcher told to the students in the next lesson they had group presentation.

12)The researcher asked one student for each group to come in front of class. 13)The researcher asked the students to pull out a piece of paper that had been

prepared by the resarcher in the box.

14)The researcher asked the students to work in group based on the group that had been divided before.

15)The researcher reminded the students to find out the informatin about the material that they were going to present.

16)The researcher brainstormed the kind information that can be presented (location, population, capital city, costums, famous people and so on).

17)The reseacher asked the students to present the material that was Giving information.

18)The researcher asked the group one by one to perform it in front of class around 4-5 minutes for each group.

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20)The researcher asked the audience to pay attention for their friend who presented material.

21)The researcher praised the students.

22)The researcher improved the students’ pronounciation. 23)The researcher with the students concluded the material.

c. Observation

1) The researcher observed the students’ and the researcher’s attitude in teaching and learning process.

2) The researcher observed the students’ and the researcher’s activities in teaching and learning process.

3) The researcher paid attention to the students’ activities. 4) The researcher observed about the students’ comprehension.

d. Reflection

1) The researcher noted the result of observation. 2) The researcher analyzed the result of observation.

3) The researcher analyzed and evaluated the result of the student’s presentation.

4) The researcher found out the way to improved the students’ weaknesses in speaking to be improved in the next meeting.

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40

quantitative data is data collected by the researcher based on the students’ ability in

speaking by applying Global Presentations Strategy.

By reflecting the result of the previous cycle after collecting all the data by using the instruments above, it shown the result of the reflection in Cycle I was unsuccessful, so, the researcher continued to Cycle II.

Cycle II was done by two meetings. Each meeting followed the procedure of CAR (planning, action, observation and reflection) and time allocation was 2 x 40 minutes.

First Meeting a. Planning

1) The researcher prepared lesson plan.

2) The researcher prepared observation sheet for teacher collaborator. 3) The researcher prepared evaluation sheet for the students.

4) The researcher prepared material lesson. 5) The researcher prepared field notes. 6) The researcher prepared handycam. b. Action

1) The researcher greeted the students.

2) The researcher asked the students’ preparation.

Figur

Table 1 ASPECT of SCORING

Table 1.

ASPECT of SCORING . View in document p.36
Table 2
Table 2 . View in document p.38
Table 3
Table 3 . View in document p.39
Table 4
Table 4 . View in document p.41
Table 5
Table 5 . View in document p.82
Table 6
Table 6 . View in document p.93
Table 7
Table 7 . View in document p.95
Table 8
Table 8 . View in document p.96
Table 10
Table 10 . View in document p.97
TABLE OF SPECIFICATION
TABLE OF SPECIFICATION . View in document p.107
Table 1
Table 1 . View in document p.115

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