THE IMPROVEMENT STUDENT’S SPEAKING SKILL IN ENGLISH
LESSON WITH ACTION LEARNING STRATEGY IN FIFTH
GRADE OF ELEMENTARY SCHOOL 054914
KOTA LAMA II, LANGKAT
T.A 2011/2012
A THESIS
Submitted To The Department Of Education Pre- School And Elementary
School Faculty Of Education UNIMED In Partial Fulfillment Of The
Requirements For The Degree Of Sarjana Pendidikan
By:
ALVIA ZUHAIRA
108113015
FAKULTY OF EDUCATION
THE STATE UNIVERSITY OF MEDAN
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim
Alhamdulillahirabbil’alamin. Praise and thank to Allah the Almighty
always granting countless blessing, knowledge, health and opportunity to the
writer so that she has finally been able to finish her thesis. Moreover, she would
like to express her deepest
gratitude to the prophet Muhammad, may Allah’s
blessing and peace be upon him, for being the role model in her life.
In completing the thesis the writer would like to acknowledge her
profound gratitude for all the generous attention, suggestion, and support wich
have been rendered to the writer by many people. Especially the parents, her
beloved father M. Ikhsan and her mother Seniah Aksa S.Pd, who had to give her
all their life. The writer also would like to extend her sincere and special thanks
to :
Prof. Dr. Ibnu hajar damanik, M.Si. the Rector of State University of
Medan.
Drs. Nasrun, MS., as the Dean of Faculty Of Education.
Prof. Dr. Yusnadi, M.S., as Vice Dean I.
Drs. Aman Simare- mare, M.Pd., as Vice Dean II.
Drs. Khairul Anwar, M.Pd., the Head of Department of Education Pre-
School And Primary School And All The Administrative Staff.
Drs. Ramli Sitorus, M.Ed.,The Secretary Of Department Of Education
Pre- School And Primary School, and also as her thesis supervisor.
Dra. Eva Betty S, M.Pd., Drs. Khairul Anwar, M.Pd., Drs. Daitin Tarigan,
M.Pd., as her lecturer, for their sincere guidance, contructive comments,
All the lecturers, and the librarian of department of education pre- school
and primary school. Thanks for their valuable knowledge, advice and
guidance during her academic year in department of education pre- school
and primary school.
Her lovely and wonderful sister, Dana Alfi Anjani for the everlasting
love, care and support.
Mr. Kusroyo S.Pd., the head master of elementary school 054914 kota
lama II and all teacher and staff.
The writer also grateful to students of elementary school 054914 kota
lama II who have participated during the research.
The writer also would like to express her special thanks to her precious
friend in sados’ executive
, Nurhasanah S, S.P.d., Puspita Sari, S.Pd., Yarti
Zendrato, S.Pd., kak Nanda, Mala, Qory, Firsha, Ratih, Anggi, for their
care, love and support.
Her best friend Khairatun Nisa, Ira Ramadani, Syaufa Yura, Tria Asvina,
Sri Wulan, Tyarma Hrp, Aprillena Saragih, Novi Andriani, Rika Syahrida
Fitri Zein, Irma Erviana Fransiska, Surya Celly Dalimunthe, for their
support and their love.
Special thanks to all her PPL friend, Ayu Rizky Ramadhani, Asni
i
ABSTRACT
ALVIA ZUHAIRA , NIM : 108113015. “The Improvement Student’s Speaking Skill In English Lesson With Action Learning Strategy In Fifth Grade Of Elementary School 054914 Kota Lama II Langkat T.A 2011/2012"
This study deals with the improvement student’s speaking skill in english lesson with action learning strategy in fifth grade of elementary school 054914 kota lama II. This study was conducted by using classroom action research. The subject of the research was class V elementary school 054914 kota lama II that consisted of 35 students. The research was conducted in two cycle and every cycle consisted of two meetings. Data collected through the observation perform test on student speaking skill in the form of an oral test. Based on the oral test scores, students score kept improving in every test. On initial test later in cycle I 39,68 increased to 61,11 and rose again to 76,05 in cycle II. The improvement also can be seen from the percentage of the students epeaking achievement. In the initial test only 14,2% (five students) got category skill. In the post test in cycle I and cycle II 45,71% (sixteen students) and 88,57% (thirty one students) got category skill. It means ther was an improvement about 74,37.
That by using action learning strategy the students actively use language to speak, that it can increase their speaking skill. It can be concluded that there was a significant effect of moving toward better by using action learning strategy to improve students speaking skill.
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TABLE OF CONTENT
Pages
ABSTRACT ... i
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENT ... iv
LIST OF IMAGE ... vii
LIST OF TABLE ... viii
CHAPTER I INTRODUCTION ... 1
1.1. Background Of The Study ... 1
1.2. The Problem Of Study ... 4
1.3. The Scope Of Study ... 5
1.4. Problem Formulation ... 5
1.5. Objective Of Study ... 5
1.6. Significancy Of Srudy ... 5
CHAPTER II REVIEW OF LITERATURE ... 7
2.1. Speaking Skill Achievement ... 7
2.1.1 Measurement of Speaking ... 7
2.2. Nature Of Learning English In Primary School ... 11
2.3. Action Learning Strategy ... 13
2.3.1 Understanding Of Action Learning ... 13
2.3.2 Action Learning Activity ... 13
2.3.3 Characteristic Of Action Learning ... 13
2.3.4 Application Of Action Learning In The Classroom ... 14
2.4. The Steps Of Action Learning ... 14
2.4.1 Advantages Of Action Learning ... 15
2.5. Conceptual Framework ... 15
2.6. Hypothesis Action ... 16
CHAPTER III RESEARCH METHODOLOGY ... .. 17
3.1. Type Of Research ... 17
vi
3.3. Operational Variable Definition ... 17
3.4. Research Design ... 18
3.5. Research Procedure ... 19
3.6. Data Collection Techniques ... 23
3.7. The Technique Of Analyses Data ... 25
3.8. Location And Time Research ... 27
CHAPTER IV RESULT AND DISCUSSION ... 29
4.1. Result ... 29
4.1.1 Description Of Research Site ... 29
4.1.2 Description Of initial condition ... 29
4.1.3 Description Of Cycle I ... 31
4.1.4 Description Of Cycle II ... 39
4.2. Discussion Result ... 48
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 52
5.1. Conclusions ... 52
5.2. Suggestions ... 52
APPENDIX
viii LIST OF TABLE
Table 2.1 assesment criteria ... 10
Table 3.1 activity cycle I ... 20
Table 3.2 activity cycle II ... 22
Table 3.3 ... 24
Table 3.4 research schedule ... 28
Table 4.1 description of initial test ... 30
Table 4.2 teacher observation cycle I ... 35
Table 4.3 student activity cycle I ... 36
Table 4.4 description of cycle I result ... 38
Table 4.5 teacher observation cycle II ... 44
Table 4.6 students observation cycle II ... 45
Table 4.7 description of cycle II result ... 46
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CHAPTER I
INTRODUCTION
1.1
Background Of The StudyWe can not ignore Important of English language in this era of globalization. It dominates all other languages. In fact, it is the second most spoken language in the world. Globalization made the use of English language more widen. The ability to speak and to write English properly has been one essential benchmark skills in the professional world. Learning English in elementary school are important given other than as a preparation of the
globalization process but as the provision of elementary school students to
continue higher education level of the established English teaching as a lesson that
must be controlled by students.
According to the regulation of minister of national education number.22 of 2006, teaching English in elementary school include language skills, there are listening,speaking, reading and writing. All that is suported by it’s element, namely grammar, vocabulary, and pronunciation acording to the theme as mean of goal achievement. As a professional teacher in the language teaching, especially the teaching of English as a foreign language, teachers mostly spend much of
time on appropriate teaching methodologist for greater effectiveness in student’s
acquisitions on English, designing and implementing materials, test, and practice.
Teacher are responsible to educate the students from little or no knowledge to
2
Mostly of the teaching before the past few decades, found the teacher tend
to carry out the teaching process in the classroom by applying traditional and
monolingual principle ways of teaching with unsatisfactory. This shows that
teachers need enrichments with appropriate ways of teaching atmosphere, that
why in teaching English as the second language by applying new and modified
fashions in order that the result of the teaching process would contribute more
input to reach satisfied learning outcome. Whole around the world recently, where
the people encourage that English as their target or second language used based
on whole interactions and communication holding the dominant role of every
aspects of their life. English is most widely used in teaching learning process of
broader educational occasions either formal or informal environment.
According to the 2006 English curriculum and its supplement, the
emphasis of the curriculum is that the students are able to communicate in English
by mastering the whole skills. However, it is not easy to master all the skills, there
must be one important skill covers the whole skills. Based on the statement above
speaking is the most important skill that should be mastered by students in order
to communicate in English fluently.
Learning conversational skills turned out to receive less attention from
teachers. Through observation at elemantary school 054914 Kota Lama II
Secanggang, researchers found data that speaking English skills provided by
teachers are dominant by using grammar that makes students know only the form
of language tenses, without giving an opportunity for student to practicing
phrases. This affect of those the student have not skilled to communicate in
3
raise by teacher in English speaking students and test results that show only 5 of
the 35 students who scored highly skilled students speak English while the other
28 students scored below the value of skilled individuals.
Speaking is an activity used by someone to communicate with other. It
takes place every where and has become part of our daily activities. When
someone speaks, they interact and use the language to express their ideas, feeling
and thought. They also share information to other through communication.
In this case, the students must study hard to master it and the teacher
should create a good atmosphere in class. However, it is contrary to the real
situation in class. Speaking activities do not work in class because many factors
prevent students from speaking English with their friends. They are afraid of
making mistakes, of being laughed at by his or her friends and having lack of
confidence in their ability. The students also think that learning English is not
interesting, this is because the method or strategy that is used less atrack students
learning has focus on the teachers and put the students as listener.
Considering problem, relating to speaking activities in class and helping
students to improve their speaking skill is part of the teacher’s job. Teacher is
expected to have right teaching techniques to provide students with appropriate
teaching materials and to create a positive classroom environment. Therefor, the
students will have opportunity to use English among themselves. The teaching
learning process should not only happen between teacher and students but also
between students and students. This is in line with Confusius opinion ( in
Silberman 2009:1 ) that :” what I hear, I forget. What I see, I remember. What I
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To overcome this problem, the researchers tried to use the action learning
strategy. Action Learning is a process for bringing together a group of people with
varied levels of skills and experience to analyze an actual work problem and
develop an action plan. The group continues to meet as actions are implemented,
learning from the implementation and making mid-course corrections. Action
Learning is a form of learning by doing. Learning is done in groups where each
groups is presented an action and dialogue by students with attention to
pronunciation, vocabulary, accuracy and fluency. This is done to improve students
English speaking skills in daily life.
Based on the descriptions above, the title of research study conducted was
“ The Improvement Student’s Speaking Skill In English Lesson With Action
Learning Strategy In Fifth Grade Of Elementary School 054914 Kota Lama
II, Langkat.”
1.2
The Problem Of StudyBased on the background of the problem described above, it can be
identified several issues such as :
1. The low student motivation in learning English.
2. The teaching metods is not appropriate on activities to practice speaking in
English that’s why the students have low speaking skill in English.
5
1.3
The Scope Of StudyBased on the identification of the problems mention above, and refer to the
limitation writer in term of time, money, knowledge and skills, the autor limits the
problem in this research is The Improvement Student’s Speaking Skill In
English Lesson With Action Learning Strategy In Fifth Grade Of
Elementary School 054914 Kota Lama II, Langkat TA 2011/2012
1.4
Problem FormulationBased on the limitation of the problem above, the formulation in this study
is : whether using action learning strategy can improve students speaking skill in
English lesson in fifth grade of elementary school 054914 Kota Lama II, Langkat
TA 2011/2012 on subject i have a headache.
1.5Objective Of Study
1. Improving the students speaking skill in English.
2. To increase student motivation in learning English.
3. To improve student ability in mastering English.
1.6Significancy Of Study
The benefits of this Class Action Research (CAR ) are :
a. Be used as input for school leaders in making policies to develop and
enhance learning activity.
b. As feedback for the teacher to measure success in the implementation of
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c. Acquire new insights about the use of learning strategy in an effort to
improve students speaking skills in researchers, teachers and readers of
545 5
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 CONCLUSIONS
After analyzing the data, it was found out that students’ score increased
from the initial test to the first cycle and the second cycle. It means there is an
improvement on the student speaking skills by using action learning strategy. It
can be seen from the improvement of mean of the students’ score namely: the
mean of the initial test was still low (14,28%), and then cycle I was done. After
doing the action by using action learning strategy in cycle I, the result of the post
test had increased significantly from the initial test (45,71%). Speaking skill of
students increase due to the condition that make student must speak. That by using
action learning strategy the students actively use language to speak, that it can
increase their speaking skill. Next having been given in cycle II, the result of the
post test had increase significantly from cycle I (88,57%). It can be concluded that
there was a significant effect of moving toward better by using action learning
strategy to improve students speaking skill.
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5.2 SUGGESTIONS
Based on the result of research conducted, the reseachers recommended :
1. Action learning strategy should be used by a teacher as a solution in
improving English speaking skills.
2. The teacher should be trained to understand and use various method or
555 5
3. For further reseach, because new research to raise the extent of the
influence of the application of action learning strategy in improving
English speaking skills, the researcher recommend or suggest the
reseachers would be able to continue further post-study research. It is
important that the result of this study is usefull as a counterweight to the
theory as well as reforms in education particularly the competence of
teachers to teach.
5
5
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