IMPROVING SPEAKING SKILLS USING SIMPLE
SENTENCE IN SMALL TALK TECHNIQUE FOR SEVENTH
YEAR STUDENTS OF JUNIOR HIGH SCHOOL DARUL
FIKRI BAWEN IN THE ACADEMIC YEAR 2016/2018
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan(S. Pd.)in the English
Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
BELLA ETIKA SETIO UTOMO
NIM.11313040
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
v
MOTTO
“ONE LEAVE IS BETTER THAN ONE GOLD”
-Bella Etika Setio Utomo-
“Everybody is Genius. But if you judge a fish by its ability
to climb a tree its whole life believing that it is stupid”
-Albert Einstein-
成功的秘
诀在你肯不
肯
Chenggong de mi jue zai ni ken bu ken
vi
DEDICATION I dedicate this graduating paper to:
1. Allah Subhanahu Wata‟ala
2. My hero (Father) and my nymph (Mother). You are my everything.
3. My beloved sibling (Shilla Maulitta S.M.) who always send me a power.
4. Thanks to my beloved soulmate (Muhammad Subhan) who always support
me, accompany me, listen me and motivate me. I hope you will be succes
people.
5. All of my family. Thank you for loving me everyday everywhere.
6. All of my friends especially Toyi Ambarwati, Isma, Wahyu Lestyowati
and any other. Thank you for 4th friendship and thank you for caring me. I
love you so much.
vii
ACKNOWLEDGEMENT
All praise to Allah, the most gracious and the most merciful because of
His wonderful blessing the writer can finised this graduating paper as one of the
requirement for Sarjana Pendidikan Islam in English and Education Department of Teaching Training and Teaching Faculty of State Institute for Islamic
Studies(IAIN) Salatiga.
Peace and salutation always be given to our prophet Muhammad SAW
who Moslems hope his blessing in the Judgment day. However, this success
would not be achieved without the support, guidance, advice, help and
encouragement from individuals and institutions. Therefore, the writer would like
to thank to the following:
1. Dr. Rahmat Hariyadi, M. Pd., the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M. Pd., the Dean of Teacher Trainig and Education Faculty of
State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph. D., as the Head of English Education Department.
4. Widiyanto, Dr.Phil., M.A, as my academic counselor thanks for your
support, directed, suggestion and guidance.
5. Hammam S.Pd., M.Pd., Ph.D. as the counselor of this research thanks for
suggestion and recommendation for this research from beginning until the
end.
6. All lecturers of English Education Department of IAIN Salatiga, thanks for
viii
7. Mr. Loemiyono, S.Pd.I, S.Kom. as the Headmaster of Islamic Junior High
School Darul Fikri Bawen and all of teachers and students, especially for
my teacher counselor Mrs. Alfa S.Pd.I. and Mrs. Iis S.Pd.I thanks for your
kindness, help, guidance and advice.
8. My beloved family who always support me.
9. My best friends (Toyi, Wahyu, Isma, Indah, Sef Afif, Subhan Etc ),
thanks for caring me, your support and success for you all.
10. All of my friend in IAIN Salatiga, especially for English Education
Department in the cohort of 2013, whose names cannot be mentioned one
by one.
Finally, may Allah receive all their kindness and also repay all of those
who have helped the writer during finished this graduating paper. Hopefully,
this graduating paper be able to be useful knowledge and information to the
readers.
Salatiga, March 13th 2018
The writer
ix
ABSTRACT
Utomo, Bella Etika Setio. 2018. IMPROVING SPEAKING SKILLS USING SIMPLE SENTENCE IN SMALL TALK TECHNIQUE FOR SEVENTH-YEAR STUDENTS OF JUNIOR HIGH SCHOOL DARUL FIKRI BAWEN IN THE ACADEMIC YEAR 2016/2018.
Graduating Paper English Education Department of State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Hammam, S.Pd.I, M.Pd. Ph.D.
Keywords: Improving speaking skills, small talk, simple sentence
Based on an observation, the students of Islamic Junior High School Darul Fikri Bawen has not enthusiastic in learning English especially in speaking skills. Most students assume that English is difficult lesson.
Based on the problem, by doing this research the writer wants to show small talk technique used in simple sentence form to learn speaking English better. The technique can helps the students to understand what did they say and what will they say in English.
The aims of this research are (1) to find out the implementation of the speaking skills using simple sentence in small talk technique for seventh-year students of Junor High School Darul Fikri Bawen. (2) to find out the improvement of the speaking skills using simple sentence in small talk technique for seventh-year students of Junor High School Darul Fikri Bawen. The research method that is used in this research is classroom action research. The subjects of the research were 26 students in first grade at Islamic Junior High Shcool Darul Fikri Bawen. The researcher uses two cycles. Each cycle consists of planning, action, observation and reflection. The result of his research shows that there is an
improvement of students„ speaking skill using small talk technique in simple
x
TABLE OF CONTENT
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELORS‟ NOTES ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENT ... x
LIST OF FIGUR ... xiii
LIST OF TABLES ... xiv
LIST OF CHARTS ... xv
CHAPTER 1 : INTRODUCTION A. Background of the Research ... 1
B. Research Questions ... 3
C. Objectives of the Research ... 4
D. Benefit of the Research ... 4
E. Hypothesis and Success Indicator ... 5
F. Research Methodology . ... 5
xi
2. Subject of the Reseacrh ... 7
3. Steps of the Research ... 9
4. Data Collection Techniques... 10
5. Data Analisys ... 12
G. Outline of the Study ... 14
CHAPTER II : THEORITICAL FRAMEWORK A. SUPPORTING THEORIES... 16
1. Speaking ... 16
a. Definition of speaking... 16
b. Elements of Speaking... 16
c. Principle of Teaching Speaking... 18
d. Classroom Speaking Activities... 19
2. SMALL TALK... 22
a. Definition of Small Talk... 22
b. Advantage and Disvantage of Small Talk... 23
c. The Procedure of Small Talk... 24
3. SIMPLE SENTENCE... 24
a. Definition of Sentence... 24
b. Definition of Simple Sentence... 26
B. Review of Previous Research ... 27
xii
A. Procedure of the Research ... 30
1. Cycle 1 ... 30
2. Cycle 2 ... 32
3. The minimal Standart of Succesful ... 33
CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS A. Result of the Research... 34
1. Cycle 1... 34
2. Cycle 2... 44
B. Discussion ... 52
CHAPTER V: CLOSURE A. CONCLUSIONS... 57
B. SUGGESTIONS... 58 REFERENCES
xiii
LIST OF FIGURE
xiv
LIST OF TABLE
Table 1.1 List of the Students‟ Name of Students ... 7
Table 1.2 Research Schedule ... 9
Tabel 1.3 Observation Sheet ... 11
Table 4.1 Observation Sheet Cycle I (Meeting 1) ... 39
Table 4.2 Observation Sheet Cycle I (Meeting 2) ... 39
Table 4.3 The students„ Score of Pre-test and Post-test in Cycle 1 ... 41
Table 4.4 Observation Sheet Cycle II ... 47
Tabel 4.2 The students„ Score of Pre-test and Post-test in Cycle 2 ... 48
Tabel 4.3 The Mean and T-Calculations of Students„ score ... 53
xv
LIST OF CHART
1
CHAPTER I INTRODUCTION
In this chapter, the writer presents the background of the research, research
questions, objectives of the research, benefits of the research, hypothesis and
success indicator, research methodology and graduating paper outlines
A. Bakground of the Research
Language is an important aspect of life. Language is the tool which
people use to communicate with other people. People use language to
express their feeling, express ideas and share experiences. Consequently,
everyone require to have a good language skills in order to communicate
with other. Brown (2007:6) defines that language is a systematic
instrument which delivered by using sounds, gestures, or signs agreed for
communicating ideas or feelings. In this globalization‟s era, people not
only master their own language skills but they also learn some foreign
language. Indonesia is a country which is using English in many aspects of
life. The goverment supports the existence of English by included English
in learning activities at school. The goverment requires the students to
master the integrated skills such as listening, speaking, reading, and
writing.
The first important thing in teaching English is to make the
students to be active (Sarwati, 2012:13). The English lesson must be fun
2
student understand the theories. Students must practice speaking English if
they want to be able to speak English well.
Based on the observation with the English teacher at Junior high
School Darul Fikri Bawen, the writer found some problem in English
learning activities especially in speaking skills. Student feels that speaking
is the most difficult part of English. Most students are not confidence
when teacher asks them to speak. The problem comes from the students
who do not enthusiastic and bored in the class. Sometimes teacher gives
materials but the next day they have forgoten the materials. They do not
pay attention when the teacher gives explanation. They think that learning
English especially speaking is difficult so they are lazy to following the
lesson. They have a lot of opportunities to practice speaking English in
boarding school program but they do not use the opportunities well. They
affraid to speak English, they affraid and embarrassed to speak wrong. The
writer thinks that using simple sentence in small talk technique can be use
for improve student‟s speaking skill as simple as can.
Small talk is a conversation for its own sake. Jasmine (2004:115)
states that small talk was developed by anthropologist Malinowski from
Poland. According to Malinowski small talk related to the term of phatic
communion. The definition of phatic communion is a conversation which
is aimless, purposeless and unintentional sometimes looks suspicious and
3
In language learning, small talk makes the student be able to
explore their speaking skill without restricted. The writer also applys
simple sentence form for the concept of conversation. The writer thinks
that learning speaking skill should start with simple thing. Students trains
to speak using simple sentence as pattern. Mastering simple sentence make
students understand how the sentences are formed. It makes student
understand about what did they say. From the explanation above the writer
would like to conduct a research entlitled “IMPROVING SPEAKING
SKILLS USING SIMPLE SENTENCE IN SMALL TALK
TECHNIQUE FOR SEVENTH-YEAR STUDENTS OF JUNIOR HIGH SCHOOL DARUL FIKRI BAWEN IN THE ACADEMIC YEAR 2016/2018”
B. Research Questions
Based of the background of the study, the writer formulates the
problems of the study as follows:
1. How is the implementation of the speaking skills using simple
sentence in small talk technique for seventh-year students of
Junor High School Darul Fikri Bawen in the academic year of
2017/2018?
2. How is the improvement of the speaking skills using simple
sentence in small talk technique for seventh-year students of
Junor High School Darul Fikri Bawen in the academic year of
4
C. Objectives of the Study
Based on the statements of the problems above, the objectives of
the study are mentioned as follows:
1. To find out the implementation of the speaking skills using
simple sentence in small talk technique for seventh-year
students of Junor High School Darul Fikri Bawen in the
academic year of 2017/2018.
2. To find out the improvement of the speaking skills using
simple sentence in small talk technique for seventh-year
students of Junor High School Darul Fikri Bawen in the
academic year of 2017/2018.
D. Benefit of the study
The writer expects that the result of this study contribute toward
English teaching speaking skills. There are two kinds of the benefits in this
research :
1. Theoritical benefit
This research enrich the study on the teaching speaking
class especially simple sentence in small talk technique. So the
readers more understand about improving speaking skills using
simple sentence in small talk technique.
2. Practical benefit
By understanding simple sentence patterns and practice
5
To motivates the teacher and to increase students speaking
skills. To make the student more attention and interest to
learning speaking because they have an interesting way in
learning and they have a chance to practice their english ability.
E. Hypothesis and Success Indicator
By conducting this research, the researcher proposes a hypothesis:
Using simple sentence in small talk technique can improve student‟s
speaking skills.
The success indicator of this research is taken from the students‟
Basic Competence shown in Lesson Plan (RPP) (see appendix). The
students‟ success and failure in doing the activities in cycle I and II will be
assessed by referring to the criterion of the passing grade (KKM). The
target of English lesson in Junior High school Darul Fikri Bawen is 70.
The teacher and the writer expect that there are at least 85% of the students
who pass the target.
F. Research Methodology 1. Research Design
The writer use classroom action research (CAR). Classroom
action research combines as substantive act with a research procedure,
it is action disciplined by enquiry, a personal attempt at understanding
while engage in a process of improvement and reform (Ayu, 2015:41).
Classroom action research aimed to improve teachers‟ learning
6
Design in CAR helps the writer to do the research sistematicaly.
Design consist of several cycles. The cycles are planning, acting,
observing, and reflecting of the learning process based on the lesson
plan which made for a section. To get maximum result, every cycle
must be evaluate.
Figure 1.1 Figure Cyclical Action Research model
Andi (2015:33-38) mention that all those steps can be explained as follow:
a. Planning
At the planning stage, the writer arranges some
procedural acts that will be apply in improving speaking skill
using simple sentence in small talk technique. The procedures
are put in two lesson plans.
b. Acting
Acting was the implementations of planning that has been
arranged. At the acting step, the writer tries to implement the steps
7
c. Observing
Observation is control of classroom action research.
The writer and teacher work together in the research. Teacher
was an learning executor to prevents action beyond planning,
and the writer is an observer in the class. In this phase, the
writer prepares the observation sheet. The observation sheet
collect from observer during teaching learning process about
speaking by using small talk technique in simple sentence.
Then, the teacher and the writer discuss about the observation
sheet result in order to resolve the problem that found during
the lesson.
d. Reflecting
On this phase, the data that have been collected will be
analyze by the writer to determines the next action in the next
cycle. After the observation process is done, the writer will
reports and reflects to evaluate teaching-learning process to
know the improvement of student‟s speaking skills.
2. Subject of the Research
The subject of this research is the seventh year (B class) of
Junior High School Darul Fikri Bawen in the academic year of
8
Table 1.1 List of the Students‟ Name of seventh year (B class) at
Junior High School Darul Fikri Bawen
No Students‟ Name Sex
1 A Female
2 B Female
3 C Female
4 D Female
5 E Female
6 F Female
7 G Female
8 H Female
9 I Female
10 J Female
11 K Female
12 L Female
13 M Female
14 N Female
15 O Female
16 P Female
17 Q Female
18 R Female
9
3. Steps of the Research
In this research, the writer carries out the steps which
summarize in the following research schedule. This research was done
on January 2018 until February 2018. The table of research schedule
is written below:
Table 1.2 Research Schedule
No Date and time Activities Place and time
1. January 23th,
2018
Observation giving the letter
to the one of the staff at SMP
Muhammadiyah Salatiga
Interview with the English
teacher of Junir High School
Darul Fikri (Mrs. Iis Hidayati)
10
5. Data Collection Techniques
The writer use some techniques to colleting data. The techniques
are test, documentation and obeservation.
a. Test
Bawen in the preliminary
3 January 24th,
2018
Meet the English teacher
(Mrs. Iis Hidayati) to consult
the lesson plan
Doing action in the class
(cycle 1)
Doing action in the class
(cycle 1)
Doing action in the class
11
The writer used test for collecting speaking data.
According to Arikunto (2010: 193), ―test is a series of question or other instrument which are used to measure the
individual or group skill, knowledge, intelligence,
capability or talent‖. This test partially separated into two
items, there are:
1.) Pre – test
Pre-test will be implemented before treatment
that aim to know how far the students speaking skill.
2.) Pos – test
The teacher will be implemented the post-test
to the students after giving the treatments. The
post-test were also consisted of oral post-test.
b. Documentation
Documentation method is an activity to search
variables such as notes, transcripts, books, newspapers,
magazines, etc. This method is not too difficult because if
there is an error the source data is not changed. In this
section, the writer took pictures as evidence of teaching
and learning activities (Arikunto, 2010: 274).
c. Observation
Arikunto defined (2010: 199) observation is a method of collecting
data which focus on an object using all of the five human‟s senses. The
writer uses this method to know the students directly in the teaching
12
observation sheet to make it more systematic. The observation sheet is
written below:
Tabel 1.3 Observation Sheet
No Statements Score
Yes No 1 Teacher prepares the material
2 The class can be conditioned by the teacher 3 Teacher uses time conditionally
4 The method is used interesting
5 Teacher is able to use the method well 6 Teacher being friendly to the students 7 Teacher provides teaching aids 8 Teacher asks the students„ difficulties 9 Students pay attention to the explanation 10 Students ask the teacher„s explanation 11 Students become active in the classroom 12 Students brave to ask and answer the question 13 Students fell happy during the lesson
14 Students get bored during the lesson process
6. Data Analysis
a. Descriptive Technique
In this research, the process of descriptive technique used
some components include: analyzing data, conclusion or
verification. The datas that include in descriptive technique are:
Documentations and observation‟s note. After that, the researcher
explaine all of the datas which collecte in every cycles, synthesize
and summarize in order to make the data clear.
13
In this research, the writer also present qualitative data
which analyze use statistical technique to support the research
result. The quantitative datas form are pre and post speaking test.
To know the improvement in pre-test and post-test, the writer
would use the formula as follow (Iriyanto, 2004:29) :
1) Mean
∑
Explanation:
M : Mean of students‟ score
Σx : The sum of students‟ score
N : The total number of respondent
2) Standard Deviation
√∑ (∑ )
Explanation:
SD : standard of deviation for one simple t-test
D : deference between pre test and post test
N : number of observation in sample
3) T-Test
After calculating standart defiation,the writer calculates
14
post-test. It uses to analyze the significant influence of using
small talk used in simple sentence form to improve student‟s
speaking skills.
(∑ ) (
√ )
Explanation:
T : T-test for difference of pre-test and post test
SD : Standard deviation for one simple t-test
D : Difference between pre-test and post-test
N : Number of observation in sample
G. Graduating Paper Outlines
This research is divided into five chapters. Each chapter explains
different matters in line with the topic that is discussed.
Chapter 1 is the introduction which consists of the explanation of
the background of the study, research statements, objectives of the study,
benefit of the study, hypothesis and success indicator, research
methodology and the outline of the study.
Chapter II describes the literature review which containt two parts.
Part A explain supporting theories. The supporting theories discuss about
definition of speaking, elements of Speaking, principles of teaching
speaking, classroom speaking activities, definition of small talk,
15
definition of simple sentence and the examples of simple sentence. Part B
discuss the review of previous research.
Chapter III is the implementation of the research. This chapter
consists of procedure of the research.
Chapter IV is research findings and data analysis. This chapter
consists the result of the research about the improvement and the
significant influence of student‟s speaking skills using small talk technique
in simple sentence for seventh-year students of Junior High School Darul
Fikri Bawen in the academic year of 2017/2018.
Chapter V is closure. This chapter consists of conclusions and
suggestions of the research based on the analysis in chapter four. The
conclusions containt the answer to the research questions about the
implementation and the improvement of small talk technique in simple
sentence to students‟ speaking skills. After that, it is followed by
16
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter consists of supporting theories and the review of previous
research. Supporting theories describes some information involving: speaking,
small talk technique, and simple sentence.
A. Supporting Theories 1. SPEAKING
a. Definition of speaking
Speaking has many definitions because in this field there
are many experts who have their own concept of speaking. Each
definition comes from a different point of view. Speaking is a skill
which judged people in the first impression are being formed
(Hedge, 2000: 261). Speaking is the used of verbal and nonverbal
symbols in the process of building and sharing meaning in various
contexts (Chaney, 1998:13).
Furthermore Hedge explains that, Speaking is an important
skill because speaking reflect a human‟s personality and
perceptions so, speaking deserves more attention in both first and
second language.
b. Elements of Speaking
To speak a foreign language fluently and accurately,
17
support the development of speaking skills. Harmer (2001: 269)
mentions these elements of speaking, there are:
1) Connected Speech : effective speakers of English need to be
able to produce their own phonemes of English. In
connected speech sound are modified (assimilation),
omitted (elision), and added (linking). For this reason that a
teacher should insert activities designed specifically to
improve their connected speech.
2) Expressive devices: To express various feelings native
speakers of English change the pitch and stress of particular
part of utterance, vary volume and speed, and show by other
physical and non-verbal (paralinguistic) especially during
face-to-face interaction.
3) Lexis and grammar: Spontaneous speech occurs when a
person uses a number of common lexical phrases in a
particular language performance. Teacher should supply a
variety of phrases for different function such as agreeing or
disagreeing, expressing surprise, shock, or approval.
Students are directed to engage in specific speaking
contexts such as a job interview, we can prime them, in the
same, in the same way, with certain useful phrases which
18
4) Negotiation language: effective speaking benefit from the
negotiator language. We use to grap and understand the
structure of the spoken language. We often ask for
clarification to the meaning of the words of others and it is
useful the students.
In addition, Harmer indicates that there is other
elements of speaking that is necessary to be mastered. Those
are mental/social processing and rapid processing skill that
involves language processing, interaction and informing
processing.
The writer tries to give more understanding about the
mental procesing based on Harmer such as; language
processing, interactive with other and (on the spot)
information processing. This is the main point about mental
processing that we have to be learned by the learner who are
willing to learn foreign language.
c. Principle of Teaching Speaking
The goal of teaching speaking skills is makes the student
creative, active and confidence. The student must dominates the
learning activities in the classroom and teacher is only an
instructor. By teaching speaking, student‟s ability should be
19
say but they learn to answer a question so there is an active
communication.
According to Harmer (2001:102) the principles of speaking
learning are helps the student to start a conversation, asks the
student to talk anything what they want, asks the student to talk
anything they can, motivation and feedback, inserts integrated
skills (speaking, listening, and reading), and incorporates the
teaching of speech acts in the speaking.
d. Classroom Speaking Activities
In the speaking skills activitiy learner needs to realize both
interactional and transactional purposes. Transactional language is
the language which being used primarily for communicating
information. interactional conversations can range over many
topics which unpredictional, with the participants taking turns and
commenting freely. (Behdis, Bahman and Abdolreza,
2014:443).Students are expected be able to master both speaking
in transactional and intersectional settings. Therefore, teaching
speaking should be attractive and communicative. Harmer
(2001:348-352) said there are six classroom speaking activities
pesented below.
20
Playing scripts and acting is a fun and rewarding
activity. In playing scripts and acting, students practice real
application of speaking theories. In playing scripts and acting
, teacher must control the activity. Teacher act as theatre
directors, drawing attention to appropriate stress, intonation,
and speed (Annisatus, 2015:29).
2) Communicative games
The games design to stimulate communication
between student depend on an information gap. The activities
on the communication games solve a puzzle, draw a picture,
put thing in the right order, or fine similarities and differences
between pictures. All of the actifities aimed to give
opportunities to the students talk to a partner (Annisatus,
2015: 30).
3) Discussion
Discussion is an old method that used in learning
speaking activities . in discussion, students are free to
express their opinion. Annisatus (2015: 21) cited Harmer
(2001:272) devided discussion into several levels from
highly formal, whole - group staged events to informal
small-group interactions.
For examples, the buzz groups that can be used for a
21
students to respond fluently and immediately is to insert
“instant comment” mini activities into lessons and and
debate formal where students prepare arguments in favor or
against various propositions.
4) Prepared Talks
Preparation is very important . In this activity
students be able to choose their own topic to presented.
Aniisatus (2015: 31) explain that conversation here is not
designed for informal spontaneous conversation but
conversation for beginer learner in order to make layout.
Event though, “if possible students should speak from notes
rather than from a script”.
5) Questionnaires
Questionnaires are very useful because they ensure
that both questioner and respondent have something to say
to each other. Students can design questionnaires on any
topic that is appropriate. As they do so the teacher can act as
a resource, helping them in the design process. The results
obtained from questionnaires can then form the basis for
written work, discussions, or prepared talks.
22
Simulation and role play reduce the student‟s
fearness of learning speaking. Simulation and role play also
train the student about how to aks, express positif and
negatif sentence, giving response and refuse demand.
“Students can act out simulation as them or take on the role
of completely different character and express thoughts and
feelings as they doing in the real world” (Annisatus, 2015:
31).
2. SMALL TALK
a. Definition of Small Talk
Small talk is polite conversation about unimportant things that
people make at social occasions. Jasmine (2004:1) define that small
talk related to the phatic communion term, while phatic communion is
a conversation which is aimless, purposeless and unintentional
sometimes looks suspicious and even irrelevant which aims to
establish human bonds. Small talk is suitable for apply to the beginer
students. The material is very convinent and close with student‟s
environment so it is easy to understand. Yansyah and Hidayah
(2015:965) conclude that this technique increase student‟s indiviual
ability and their creativity to set their own talk.
Imam baehaqi (2010: 45) said that the there are topics included
in the small talk‟s. These are greeting, weather, calling a friend,
23
someone‟s succes, complimenting someone‟s clothes, leisure
activities, favourite movie, favourit music, sport, invitaton at movie, a
sick classmate, sharing news and information, changing the subject,
receiving visitors, waiting for and invitation, accepting an invitation
party, declining an invitation to a party and ending conversation.
b. Advantages and Disvantages of Small Talk
The adventage of this strategy is students will active to
speak english and stimulate student‟s participation in calssroom
activities. James (2015: 4-5) said that small talk is very effective in
improving the level of fluency of middle and lower‟s student in
general especially students from cultural backgrounds in which verbal
participation is not recommended. But, It is not suitable for beginners,
because, Willis (2003:22) state that small talk is intermezzo in
conversation. In conversation, small talk is improvisation to make the
speaker intimate so, to apply small talk technique, the speaker must be
able to speak fluently. Furthemore, according to James (2011: 4-5)
small talk must be consolidation activity which student must think
carefully about what they want to say. For realized it, student expected
24
c. The Procedure of Small Talk
According to John (2061:103) the procedures fo small talk
described as followed. First, teacher gives material related to the
conversation as vocabulary and structure. Then, teacher devides
students to small groups, each groups consist of four students. Teacher
give topics and ideas for stimulate the students. Teacher suggests a
situation in order to build students‟ visualization. For example, when
two people wait a bus at a buss stop, wait airplane and watching
football in stadium. Student presents in front of the class and other
student gives comment. At the las section, the teacher asks question to
the group.
3. SIMPLE SENTENCE 1. Definition of Sentence
“Sentence is a grammatical unit consisting of one or more
words that are grammatically linked and a combination or sequence of
two words into one resulted in a complete meaning” (Azzar,
1999:359).
“Sentence is a grammatical unit between the constituent part of
which distributional limitations and dependec is can be established but
which can it self be put into distribution class . the writer a sentence is
the grammatical contains of phrase of clause to express statement”
25
2. Definition of Simple Sentence
Simple sentence is independent clause which contains a
subject and a verb and it expresses a complete thought (Noir,
2015:26). These are possible structures in a simple sentence:
a. Subject + Verb
The example:
A verb in this structure is called an intransitive verb.
b. Subject + Verb + Object
The example :
A verb in this structure is called a transitive verb.
c. Subject + Verb + Complement
The example:
A verb n this structure is called a linking verb.
d. Subject + Verb + Adverbial
The example:
An adverbial can be adverb of time.
e. Subject + Verb + Object + Object
The example:
Here there is a direct object (a text message) and indirect object.
f. Subject + Verb + Object + Complement
The example:
26
Here the complement (afraid) to the object of the clause
(everyone).
g. Subject + Verb + Object + Adverbial
The example:
Here the adverb of place (in my cupboard) relates to the object (my
cloth).
The subject, predicate or object can be compound, but the simple
sentence is a single unit.
(1) Simple sentence with compound subject
The example: My sister and I went to the movies.
My sister and I is the compound subject.
(2) Simple sentence with compound predicate
The example: Adam lives in Bogor, and he speaks well.
The compund sentence is both lives and speaks.
(3) Simple sentence with compound object
The example: Punk bands condemned disco and heavy metal.
The compound object is disco and heavy metal.
(4) Simple sentence with a short and uncomplicated idea
The example: Ungu Band have a Pasha vocal.
(5) Simple sentence with a long and complicated idea
The example: We have lost thousands of potential young people,
27
B. Review of Previous Research
In this graduating paper, the writer reviews some previous
researchs to support this research. The writer takes 3 previous researches.
The first research conducted by John Vijayan C M.Phil (2016). The
research was conducted to the teacher who must enable the students to
overcome their problems and must help them to develop their
self-confidence in learn speaking skills. John applied small-talk activities in the
classroom to increase students speaking skill with confidence. John found
that small talk creates an atmosphere of learning speaking skills fun,
interesting and easy. The students get confidence so they are active
without any hesitation.
The second research is done by Luk, Jamine (2004). This research
illustrates how conventionally marginalized classroom small talk can
dovelope students speaking skills in cross-cultural communication. the
students and teachers were actively involved in an extended piece of small
talk covering a variety of topics, most of which were initiated by the
students. The teacher acts as a student and the student becomes an
evaluator, the goal is students employed a variety of communication
strategies of their own accord. English teachers should open themselves up
to more non-institutional talk contexts. Students and teachers alike should
have the opportunity of experiencing the joy of using a foreign language
28
In the third research conducted by James Hunter (2011). James
thought that a major issue in teaching english language is how to ensure
that learners develop accuracy and complexity in their speaking, as well as
fluency. He said teachers who give too much feedback will make students
reluctant to speak. To reduce it, James used small talk methodology. He
tried to resolve some of the tensions between the need to speaking well
and the need to develop complexity and to bring focus on forms into the
syllabus in ways that can be recognized as valid and relevant by both
teachers and learners. Most students still did not want to talk, and they
made a lot of basic mistakes. James thought that student‟s improvisation in
a class is important. Small talk methodology was appropriate and
consistent to kept the communication running and forced students to
improve their speaking skills. Finally James found connection between
this methodology and the development of accuracy, complexity, and
fluency.
In this research, the writer found some problems on the object of
his research. The problem is very basic such as the lack of student‟s
vocabulary and sentence‟s structure. In addition, there was mental
problems such as lack of confidence, fear to made mistake and thought
that speaking is the most difficult part of the English learning. The writer
thought that mastered simple sentence‟s structure helped student to speak
29
to improve speaking skills. The writer apply small talk technique on her
research.
The three studies above have similar purpose and object, but each
study has a different point of view. In the first research, the researcher
tried to increase the students confidence to trained student built
interaction with other people. In the second research, the researcher tried
to develope students speaking skills by let the students to dominated the
class so, students be able to improve their spaking skills. In the third
research, the researcher developed the students accuracy and complexity
by reduced feedback to students activities. The researcher thought that a
30
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH
A. Procedures of the Research
The writer used the CAR principle in collecting the data. The research
was conducted into two cycles. In every cycle, the writer made a collaborator
with teacher to work since preparation phase, action, observation, and
reflection until the pre-planning phase. Andi (2015, : 33-38) mentioned that
the procedures of this classroom action research were:
1. Cycle 1
The writer used simple sentence in small talk technique,
which can be improved the students‟ speaking skills. The procedure
as below:
a) Planning
In this phase, the writer plan what action would be done
in applying small talk technique in simple sentence in teaching
speaking skills. The activities that has been plan by the writer
would be presented below:
1) Preparing and adapting the material with teacher‟s
syllaby.
2) Create lesson plans that guided the teacher in teaching
and implementing small talk technique used in simple
31
3) Designing the steps of learning activities.
4) Preparing research instrument.
After arranged the planning, the writer expected that the
activities would be done systematically. Students expected to
confidence dan be able to expressed their thought orally. Stuents
also expected to be able to talk with correct expression and
structure.
b) Acting
After the preparation finished, teacher started the
learning activities. Acting was the implementations of planning
that has been arranged. the writer presented them in the
following:
1) Giving pre-test.
2) Teaching speaking using small talk technique used in
simple sentence form.
3) Giving opportunity to the students to ask any difficulties
or problems of small talk technique used in simple
sentence form.
4) Giving occation to the students who want to practice
conversation by using small talk technique used in
simple sentence form.
5) Giving post-test I.
32
Observation was to control of classroom action research.
The writer and teacher worked together in the research. Teacher
was an learning executor to prevented action beyond planning,
and the writer was an observer in the class. In this observation,
the writer uses field note techniques. The field note collected
from observer during teaching learning process about speaking
by using small talk technique used in simple sentence.
d) Reflection
On this phase, the result was reported and reflected to
measure the weakness and the development of learning process
and student‟s speaking skill on the action in other cycle. Andi
(2015, p. 36) explained “the aimed of this step is between the
researcher and collaborative teacher studied about the outcomes
of intervention”. If the learning sequence does not have a
significant effect, we can revise it.
2. Cycle 2 1) Planning
In the planning phase of the second cycle, the writer
would do several activities that would be presented bellow :
a) Revising the lesson plan based on the learning problem.
b) Reselecting material, readjust evaluation and
instrument , to improve indicators that have not been
33
2) Acting
This phase is similar with the acting phase at the first cycle.
The activities are:
a) Giving more explanation about the instrument they
would be used
b) Give different pictures to describe by students. This
would be the post-test II.
3) Observing
In this phase, the writer monitor the respond, participation
and the development of students during learning process. The
writer measures students with doing observation.
4) Reflecting
In this phase, the writer anylize student‟s progress in their
speaking ability after get treatment by using small talk technique
used in simple sentence form . The writer also asks the English
teacher‟s opinion about the students‟ improvement in speaking.
3. The Minimal Standard of Successful
The students‟ success and failure in doing the activities plan
above will be assessed by referring to the criterion of the passing
grade (KKM). The passing grade of English lesson in Junior High
School Darul Fikri Bawen is 70. The teacher and the writer expect
that there are at least 85% of the students who pass the passing
34
CHAPTER IV
RESEARCH FINDINGS AND DATA ANALYSIS
In this chapter, the writer focused on analyzed the collected data . The
writer present the data and the discussion from the result of pre-test and post-test
in the classroom action research. In this chapter, the writer as observer also show
the student‟s behavior in learning activities. In the implementation, the writer
conduct to two cycles. In each cycle, the steps are planning, acting, observing and
reflecting. Then she calculate to find the result.
A. Result of the Research
The research consists of two cycles, each cycle consists of planning,
acting, observing, and reflecting. The whole steps of this research would be
describe below:
1. Research Finding a. Cycle 1
1) Planning
Planning was the firts step which the writer do. Here, the
writer who act as the observer in the class activities made
preparation that would given as following :
a) Preparing the teaching intrument and material.
b) Designing the steps of class activies by composing lesson
plan.
35
d) Preparing students‟ observation sheet.
e) Providing test (pre – test and post – test)
2) Acting
The action of the cycle I was done on February 08th2018
and February 9th2018. The teacher is Mrs. Iis Hidayah and the
writer rolled as an observer
On Thursday, of February 2018, at 07.00 a.m., the
teacher and the writer entered the classroom. The writer to go the
back of the class. One of the student prepared chair for the writer.
The situation of the classroom was so crowded. Half of the
students talked with their seatmate. The teacher asked the student
for silent and she began the lesson. He said salam and led to pray
together.
The teacher invited the writer to introduced their self and
explain why she was there before continued the lesson.The writer
walked to in front of the class and introduced their self, she also
asked permission to the students to did reseach on the class.
The teacher prepared video related to the procedure text.
The title of the video was “ let‟s make a pizza”. The video showed
a song about dinosaur which sang a song “let‟s make a pizza”.
Some students followed the music and some of them looked
36
the students to mentioned the content of “let‟s make a pizza”
included to what text?. One student answered “procedure text”.
Teacher invited the students to outlined the lyrics of “let‟s
make a pizza”. She also explaine procedure text materials. The
materials are definition, social function and text structure. Then,
she played the video once againt.
After that the teacher explained that she will do pre-test.
The teacher showed the task in the whitboard using projector
machine. The teacher asked the students to discussed the assigment
with their seatmate. The assignment was matched some images
with the right sentence. The topic of the text is procedure text
entitled “how to make fried rice”. The teacher gave 10 minutes to
the students to accomplished and then presented in fornt of the
class. The teacher walked arround and checked the students.
Sometimes she asked the students about the difficulties.
After 10 minutes teacher asked the students for presenting
the result of the discussion in front of the class. The students said
that they didn‟t done it yet and they asked for extra time. The
teacher gave 5 minutes extra time to them. After 5 minutes teacher
asked the students to started the presentations. No one who wanted
to came forward. The teacher decided to selected which pair would
presenting first. The teacher selected students who was number 8
37
was the number 8 in attandance list suddenly shouted. She asked
some minutes againt for prepared more. After that, they presented
well and got applause. Student who had presentation were given
opportunity to selected student who would be the next presented.
Presentation session was running but after the 9th pair finished the
presentation the teacher looked at clock. Evidently the time was
almost up. Teacher stoped the presentation and said that the
presentation would be continued on the next meeting. She gave
some questions related to the “how to make a fried rice” text to the
students to did as homework. She explained that the homework
also did together with the pair. Teacher gave some comment to the
students performance.
The observer took the score while the students were
presented in front of the class. Then, the result would be pre-test.
The bell ringed. The teacher asked the students to clean up their
table and close the lesson with salam.
On Tuesday, of February 2018 the writer and the teacher
entered the class to teach English. Teacher opened the class with
salam and praying together. All students still pasive and the
situation was very quiet. In the second meeting, acted the students
to continued last presentation. She call the first pair to went to in
front of the class. The student looked still memorized what they
38
pairs which would did presentation. Five minutes latter, the first
student started to presented. While the students did presentation,
the teacher took the score which would adopted to be pre-test score.
After doing the pre-test the teacher explained the
definition and the steps of small talk technique. She teached how to
speaking Engish simply and how to answered question verbally
well by understanding simple present tense. All students were
payed attention. After the teacher explained the definition and steps
of small talk technique, she gave simple sentence material. The
teach definition of simple sentence and how to created righ simple
sentence. Then, she asked the students to practiced made simple
sentence.
After that, the teacher reminded the students about the
homework. The students said that they didn‟t done the homework
yet. One student explained that there were so many religious
activities in the dormitory. The teacher understood and she gave
time to finished the assignment. Few minutes later, the teacher
choosed the firts pair, that was cinta and jihan. The teacher asked
them to went to in front of the class but they refused and said that
they wanted to standed on their bench. The teacher approved it and
allowed them to presented their answers. After they were finish, all
students gave applause and they sited. The teacher praised them
39
pairs finished. While the students did presentation the writer took
the score. The score would be post-test.
3)
ObservingThe writer observed students and teacher activities in the
classroom. The writer observed every single thing that happened in
teaching and learning process.
Table 4.1 Observation Sheet Cycle I (Meeting 1)
Table 4.2: Observation Sheet Cycle I (Meeting 2)
No Statements Score
Yes No 1 Teacher prepares the material √
2 The class can be conditioned by the teacher √ 3 Teacher uses time conditionally √
4 The method is used interesting √
5 Teacher is able to use the method well √ 6 Teacher being friendly to the students √ 7 Teacher provides teaching aids √
8 Teacher asks the students„ difficulties √ 9 Students pay attention to the explanation √
10 Students ask the teacher„s explanation √ 11 Students become active in the classroom √ 12 Students brave to ask and answer the
question
√
13 Students fell happy during the lesson √ 14 Students get bored during the lesson process √
No Statements Score
Yes No 1 Teacher prepares the material √
2 The class can be conditioned by the teacher √ 3 Teacher uses time conditionally √
4 The method is used interesting √
5 Teacher is able to use the method well √
6 Teacher being friendly to the students √ 7 Teacher provides teaching aids √
40
From the observation sheet above, in the first meeting students
were very pasive in Engish learning activity. The students actually
payed attention to the teacher explanation but they not asked the
teachers‟ explanation, not brave to asked and answered the
question and got bored during the lesson process. It was happened
because the teacher could not being friendly to the students. The
teacher was also pasive in teaching English. The teacher said that
she not understand the method/technique yet. Then, the teacher and
the writer discussed about the technique. The writer gave more
explanation to the teacher about simple sentence in small talk
technique.
The classroom condition in the second meeting was better that
the first meeting. Students more active. The students ask the
teacher„s explanation, brave to ask and answer the question, fell
happy during the lesson, pay attention to the explanation and not et
bored during the lesson process. Althoug the teacher could not
conditioning the class but she has undertood the technique.
The researcher analyzed the data of pre-test and post-test. The
calculation and result of both tests are presented below: 9 Students pay attention to the explanation √ 10 Students ask the teacher„s explanation √
11 Students become active in the classroom √ 12 Students brave to ask and answer the question √
13 Students fell happy during the lesson √
41
a) The Score of Pre-test and Post-test Cycle I
Table 4.3
The students„ Score of Pre-test and Post-test in Cycle 1
No Name
Then, the writer calculates the mean of pre-test cycle 1, the
post-test mean of cycle 1, standart deviation and t-calulation to find
42
b) Descriptive statistic cycle 1.
Mean of Pre-Test 1 M = ∑
M =
M = 60
Mean of Post-Test 1 M = ∑
M =
M = 67
- Mean of pre-test = 60
- Mean of post-test = 67
- Mean of pre-test ≤ than post-test
Standart Defiation of Pre-Test and Post-Test √∑ (∑ )
√ ( )
√
√
43
T-Test Calculating (∑ )
( √ )
( ) (
√ )
( )
- T calculation is 8.92
- T-table (ɑ= 0.05) < T-calculating = 1.697 < 8.92
1) Percentages scores:
The score above shows that student‟s score increase
from the pre-test to the post-test. The mean of pre-test is 60
44
34.62% students who pass the target (kriteria ketuntasan minimal) and 65.38% students who do not pass the target because the target is 70. Based on the comparison, the
student‟s speaking ability enhance since they got the
treatment but it is not on the target.
4) Reflecting
After analyzing the cycle 1, the writer had to reflect the
students weakness in learning speaking process to maximized the
students speaking skills. It was very important to give some
feedbacks and motivation to the students. The writer found some
weakness that happened during the lesson. The weakness are the
students are not active during the lesson, the students still afraid to
practice speaking and the teacher can not conditioning the class.
From the rubric scoring the teacher found that most students had
low mastery of vocabulary, comprehension and grammar so they
feel difficult to speak English well.
b. Cycle 2
According to the result of cycle I above, it is important for the
teacher to continue the next cycle:
1. Planning
The activities are prepared:
a) Lesson plan as guidance for the teacher‟s activity in the class.
45
c) Observation sheet for classroom action research
d) Test (pre-test and post-test) to know whether student‟s speaking
skill improve or not.
2. Acting
On Friday of February 2018, the teacher and the
observer entered the class. Teacher opened the class with salam and
greeted. She asked the leader of the class to led praying together.
Teacher conditioned student until they paid attention. Teacher gave
some song to encouraged students. The teacher asked the students
preparation about the presentation of procedure text. The teacher
explained to the students that the presentation will be pre-test. There
are 13 pairs and they were ready to present the home work.
For the first presentation the teacher choose first pair
randomly. She said that other pairs should prepared. Teacher invited
the firts group to prepare the tools and ingredients in front of the
class. They were ready to started the presentation. They confidence
and smiled. They started the presetation with salam and introduced
their self. They would presented about how to make ice cream
sandwich. Every students had their speaking part. While students
did presentation the writer took the score. Then. The score would be
pre-test score. in the end, every presentation all student gave
46
presentation and she also gave other students opportunity to
commented.
After did the pre-test the teacher remainded the students to
used simple present in small talk in answering the question or
presentation. She gave the students more practice about made righ
simple sentences. Every students made 2 sentences. Then the teacher
randomly asked the student to made the exemple of simple sentence
oraly.
Then, the teacher gave last assigment to the students. There
were two procedure text. The text were how to make a lemon tea and
how to make a glass of cofee. Each text consist of the steps of a
procedure. Then, the students must searched the tools and
ingredients from the steps on the text. The teacher asked the students
to discussed the assignment with the previous group. After that, the
students must presented the result in front of the class. The group
consist of two students.
The teacher shared the text ramdomly. She gave five minutes
to finished the assignment. Teacher gave 5 minutes to the students.
Teacher walked arround the class to helped students did the
assigment. Students were active to asked to the teacher. After she
was sure that students were finished she asked the students to
47
Teacher selected a pair to presented first. She invited the
students to stand up in their own bench. The first presenter group did
the presentation well. The teacher selected other group and they also
did the presentation well. Then, she continued the presentation
activities.While the students did presentation, the writer took scores.
Then, the scores would be the post-test score.
Teacher asked the students to gave comment to the
observation orally. She gave feedback and praised all students. The
teacher closed the class with hamdallah and salam. 3. Observing
In cycle II, the researcher also observed the teaching-learning
process in the class.
Table 4.4 Observation Sheet Cycle II
No Statements Score
Yes No
1 Teacher prepares the material √
2 The class can be conditioned by the teacher √ 3 Teacher uses time conditionally √
4 The method is used interesting √
5 Teacher is able to use the method well √ 6 Teacher being friendly to the students √ 7 Teacher provides teaching aids √ 8 Teacher asks the students„ difficulties √ 9 Students pay attention to the explanation √ 10 Students ask the teacher„s explanation √ 11 Students become active in the classroom √ 12 Students brave to ask and answer the question √ 13 Students fell happy during the lesson √
48
In the cycle 2, the students more readier than previous day.
The students pay attention to the explanation, ask the teacher„s
explanation, become active in the classroom, brave to ask and
answer the question and fell happy during the lesson. The teacher
also more prepares the material well, can conditioned the class and
able to use the method well.
The researcher analyzed the data of pre-test and post-test.
The calculation and result of both tests are presented below:
a) The Score of Pre-test and Post-test Cycle II
Table 4.5
The students„ Score of Pre-test and Post-test in Cycle 2
No Name
Cycle 1 Post-Pre
D
Pre-Test
Post-Test
1 A 53 87 34 1156
2 B 60 73 13 169
3 C 70 77 7 49
4 D 60 83 23 529
5 E 50 93 43 1849
6 F 50 83 33 1089
49
8 H 73 90 17 289
9 I 50 80 30 900
10 J 60 80 20 400
11 K 73 83 10 100
12 L 63 77 14 196
13 M 63 70 7 49
14 N 53 70 17 289
15 O 70 77 7 49
16 P 53 93 40 1600
17 Q 70 77 7 49
18 R 73 90 17 289
19 S 73 90 17 289
20 T 50 90 30 900
21 U 60 70 10 100
22 V 53 67 14 196
23 W 70 87 17 289
24 X 60 77 17 289
25 Y 60 80 20 400
26 Z 73 80 7 49
