Increasing the speaking fluency of the second grade students of SMA Negeri 1 Maos.

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ABSTRACT

Marganingsih, Margaretha. 2008. Increasing the Speaking Fluency of the Second Grade Students of SMA Negeri 1 Maos. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The research focused on how to increase the speaking fluency level of the second grade students of SMA Negeri 1 Maos. The research was aimed at finding out the students’ speaking fluency level and the appropriate teaching technique to increase students’ speaking fluency level. There were two problems in this research, namely: 1) what is the speaking fluency level of the second grade students of SMA Negeri 1 Maos? and 2) what is the appropriate teaching technique to increase the speaking fluency level of the second grade students of SMA Negeri 1 Maos?

At the initial stage the problems occurred in the classroom were the students spoke in a very low voice and unclearly, their pronunciation were incomprehensible, they spoke choppily, and they used a very limited range of vocabulary. To solve the research problems, the researcher conducted Classroom Action Research with the second grade students of SMA Negeri 1 Maos as the subjects. The number of participants were eight out of forty-seven students of class XI-IA.2. There were three cycles in this classroom action research. The data were obtained by making use of ACTFL guidelines, field notes, an open-ended questionnaire and speaking fluency rubrics as the research instruments.

At the beginning of the research, the researcher found out that most of the students were novice mid level students. Eight students were novice low level students and they became the point of attention in this research. The researcher applied role-play technique in the first cycle and card-game technique in the second and third cycle. After reflecting on the fact-findings, the researcher concluded that card-game technique was the most appropriate technique to be implemented in speaking class, in order to increase the speaking fluency of the second grade students of SMA Negeri 1 Maos. After conducting card-game technique, the eight students could increase their speaking fluency level. Six students increased to novice mid level and two students increased to novice high level.

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ABSTRAK

Marganingsih, Margaretha. 2008. Increasing the Speaking Fluency of the Second Grade Students of SMA Negeri 1 Maos. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini menitikberatkan pada bagaimana cara untuk meningkatkan tingkat kelancaran berbahasa Inggris pada siswa kelas XI di SMA Negeri 1 Maos. Penelitian ini bertujuan untuk mengetahui tingkat kelancaran berbicara siswa dalam Bahasa Inggris dan untuk menemukan teknik mengajar yang paling tepat untuk meningkatkan tingkat kelancaran berbicara dalam Bahasa Inggris. Dalam penelitian ini terdapat dua pokok permasalahan, yaitu: 1) apa tingkat kelancaran berbahasa Inggris yang dimiliki oleh siswa kelas XI di SMA Negeri 1 Maos? 2) teknik mengajar apakah yang paling tepat untuk meningkatkan tingkat kelancaran berbicara Bahasa Inggris pada siswa kelas XI di SMA Negeri 1 Maos?

Pada tahap awal ada beberapa masalah yang muncul di kelas adalah para siswa berbicara dengan suara yang sangat pelan dan tidak jelas, pelafalan mereka sulit dimengerti, mereka berbicara terbata-bata, dan kosakata mereka sangat terbatas. Untuk menjawab pokok permasalahan tersebut, peneliti mengadakan sebuah penelitian yang disebut Classroom Action Research, dengan siswa kelas XI di SMA Negeri 1 Maos sebagai subyek atau partisipan dalam penelitian ini. Jumlah partisipan dalam penelitian ini adalah 8 dari 47 siswa yang hanya diambil dari satu kelas, yaitu kelas XI-IA.2. Dalam penelitian ini terdapat tiga siklus. Dalam penelitian ini penulis menggunakan ACTFL Proficiency Gudelines, field-notes, an open-ended questionnaire dan speaking fluency rubric sebagai alat untuk memperoleh data yang dibutuhkan.

Pada awal penelitian, peneliti menemukan bahwa sebagian besar siswa berada pada tingkat pemula sedang dan 8 siswa berada pada tingkat pemula rendah dan kedelapan siswa ini menjadi pusat perhatian dalam penelitian ini. Peneliti menggunakan role-play sebagai teknik mengajar pada siklus pertama dan card-game sebagai teknik mengajar pada siklus kedua dan ketiga. Setelah merefleksikan penemuan dan data yang diperoleh, peneliti menyatakan bahwa card-game adalah teknik yang tepat untuk meningkatkan tingkat kelancaran berbicara bahasa Inggris pada siswa kelas XI di SMA Negeri 1 Maos. Setelah menerapkan teknik card-game, kedelapan siswa dapat meningkatkan tingkat kelancaran berbicara bahasa Inggris mereka. Enam siswa meningkat menjadi tingkat pemula menengah dan dua siswa meningkat menjadi tingkat pemula atas.

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INCREASING THE SPEAKING FLUENCY

OF THE SECOND GRADE STUDENTS OF SMA NEGERI 1 MAOS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Margaretha Marganingsih Student Number: 031214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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INCREASING THE SPEAKING FLUENCY

OF THE SECOND GRADE STUDENTS OF SMA NEGERI 1 MAOS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Margaretha Marganingsih Student Number: 031214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that the thesis, which I wrote, does not contain the

works or part of the works of other people, except those cited in the

quotations and the references, as a scientific paper should.

Yogyakarta, April 24, 2008

The writer

Margaretha Marganingsih 031214096

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Margaretha Marganingsih

Nomor Mahasiswa : 031214096

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

Increasing the Speaking Fluency of the Second Grade Students of SMA Negeri 1 Maos

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 12 Mei 2008

Yang menyatakan

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It becomes a bridge to step forward….

And

It is not too soon or too late….

This thesis is dedicated to:

Jesus Christ,

My Parents,

My Brothers and My Sister,

My Love, Brian…

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ACKNOWLEDGMENTS

First of all, I would like to thank God Almighty, Jesus Christ, for His grace

which empowered me to finish this thesis. I thank Him for accompanying me

when I felt down and hopeless, so that I could still smile and be stronger than

before.

I would like to thank F.X. Ouda Teda Ena, S.Pd., M.Pd., my major sponsor,

who guided me in writing this thesis with diligent care and effectiveness. I would

also like to thank Made Frida Yulia, S.Pd., M.Pd., my co-sponsor, who helped me

in taking care of the language. Without their deep concerns, I am sure that this

thesis would never be completed.

I would like to show gratitude to Drs. Muryanto, the Head Master of SMA

Negeri 1 Maos, who gave me the permission to conduct the research. I would also

express gratitude to Heri Mustiko Hadi, S.Pd. who had the willingness to give his

time to guide and to help me when I was conducting the research at SMA Negeri

1 Maos. I am also sure that this thesis could not be finished without the presence

of second grade students (Class XI-IA.2) at SMA Negeri 1 Maos as research

participants. They helped me to gather the data which were needed to accomplish

this thesis. I thank them for being my cooperative students.

I give deep appreciation to my lovely parents, Henricus Rusbadi and F.R.

Lastri, who always become the shelter and who always take care of me with their

endless love. I thank them for the prayers and for everything.

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I also dedicate this thesis to my sister, Monika Avianthi, to my brother, Dion Ardi

Cahyono, and to my brother in-law, Saptono Roso Adi, who always support me.

To my cute niece, Wendy, I thank her for being an angel in our family.

This thesis is also dedicated to Brian “Pip” Tamtomo who supports me in

every single thing and who always be my diary. I thank him for loving me, for

giving “colors” in my life, and for the Mt. Gede and Mt. Slamet adventures. Those

were awesome things that made me awake from the powerless and hopeless. To

‘koko’ Marvin, mas Chris, and mas Yoyok, I would like to thank them for being a

bridge to reach my unsinkable dream!!

Finally, I would like to thank all friends at the English Language Education

Study Program ’03, such as Nicko, Ardi, Dudi, Anash, Leli, Uci, Linda, Utiek,

Yusta, and Wiwit. I thank Nina and Tony for the computer and the printer

(without their presence, this thesis could not be accomplished!). I thank my

friends at KB 4( Shanti, Yuni ‘Djowo’, Yuni ‘Klmntn’, Dewi, Nina, Gita and

Qon) for being my nice neighbors. I would also thank Irene for accompanying me

and for the printer.

Margaretha Marganingsih

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CHAPTER V. CONCLUSIONS AND SUGGESTIONS

Conclusions ... 51

Suggestions ... 52

REFERENCES ... 55

APPENDICES ... 57

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LIST OF TABLES

Page

Table 3.1 The Format of Field-notes... 29

Table 3.2 The Format of Questionnaire ... 30

Table 3.3 Speaking Fluency Rubric ... 31

Table 4.1 Students’ Speaking Fluency Development in the First Cycle... 40

Table 4.2 Students’ Speaking Fluency Development in the Second Cycle .. 44

Table 4.3 Students’ Speaking Fluency Development in the Third Cycle ... 48

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LIST OF FIGURE

Page

Figure 3.1 The Reflective Cycle of Classroom Action Research ... 26

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LIST OF APPENDICES

Page

Appendix 1: Letter of Inquiry to Conduct a Research ... 57

Appendix 2: Letter of Permission ... 59

Appendix 3: Letter of Recommendation that the Research has been Conducted ... 61

Appendix 4: Teaching-learning Journals ... 63

Appendix 5: Attendance Lists ... 67

Appendix 6: Syllabus ... 71

Appendix 7: Lesson Plans ... 75

Appendix 8: Teaching Materials (Handouts) ... 82

Appendix 9: Questionnaires ... 89

Appendix 10: Field-notes ... 98

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ABSTRACT

Marganingsih, Margaretha. 2008. Increasing the Speaking Fluency of the Second Grade Students of SMA Negeri 1 Maos. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The research focused on how to increase the speaking fluency level of the second grade students of SMA Negeri 1 Maos. The research was aimed at finding out the students’ speaking fluency level and the appropriate teaching technique to increase students’ speaking fluency level. There were two problems in this research, namely: 1) what is the speaking fluency level of the second grade students of SMA Negeri 1 Maos? and 2) what is the appropriate teaching technique to increase the speaking fluency level of the second grade students of SMA Negeri 1 Maos?

At the initial stage the problems occurred in the classroom were the students spoke in a very low voice and unclearly, their pronunciation were incomprehensible, they spoke choppily, and they used a very limited range of vocabulary. To solve the research problems, the researcher conducted Classroom Action Research with the second grade students of SMA Negeri 1 Maos as the subjects. The number of participants were eight out of forty-seven students of class XI-IA.2. There were three cycles in this classroom action research. The data were obtained by making use of ACTFL guidelines, field notes, an open-ended questionnaire and speaking fluency rubrics as the research instruments.

At the beginning of the research, the researcher found out that most of the students were novice mid level students. Eight students were novice low level students and they became the point of attention in this research. The researcher applied role-play technique in the first cycle and card-game technique in the second and third cycle. After reflecting on the fact-findings, the researcher concluded that card-game technique was the most appropriate technique to be implemented in speaking class, in order to increase the speaking fluency of the second grade students of SMA Negeri 1 Maos. After conducting card-game technique, the eight students could increase their speaking fluency level. Six students increased to novice mid level and two students increased to novice high level.

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ABSTRAK

Marganingsih, Margaretha. 2008. Increasing the Speaking Fluency of the Second Grade Students of SMA Negeri 1 Maos. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini menitikberatkan pada bagaimana cara untuk meningkatkan tingkat kelancaran berbahasa Inggris pada siswa kelas XI di SMA Negeri 1 Maos. Penelitian ini bertujuan untuk mengetahui tingkat kelancaran berbicara siswa dalam Bahasa Inggris dan untuk menemukan teknik mengajar yang paling tepat untuk meningkatkan tingkat kelancaran berbicara dalam Bahasa Inggris. Dalam penelitian ini terdapat dua pokok permasalahan, yaitu: 1) apa tingkat kelancaran berbahasa Inggris yang dimiliki oleh siswa kelas XI di SMA Negeri 1 Maos? 2) teknik mengajar apakah yang paling tepat untuk meningkatkan tingkat kelancaran berbicara Bahasa Inggris pada siswa kelas XI di SMA Negeri 1 Maos?

Pada tahap awal ada beberapa masalah yang muncul di kelas adalah para siswa berbicara dengan suara yang sangat pelan dan tidak jelas, pelafalan mereka sulit dimengerti, mereka berbicara terbata-bata, dan kosakata mereka sangat terbatas. Untuk menjawab pokok permasalahan tersebut, peneliti mengadakan sebuah penelitian yang disebut Classroom Action Research, dengan siswa kelas XI di SMA Negeri 1 Maos sebagai subyek atau partisipan dalam penelitian ini. Jumlah partisipan dalam penelitian ini adalah 8 dari 47 siswa yang hanya diambil dari satu kelas, yaitu kelas XI-IA.2. Dalam penelitian ini terdapat tiga siklus. Dalam penelitian ini penulis menggunakan ACTFL Proficiency Gudelines, field-notes, an open-ended questionnaire dan speaking fluency rubric sebagai alat untuk memperoleh data yang dibutuhkan.

Pada awal penelitian, peneliti menemukan bahwa sebagian besar siswa berada pada tingkat pemula sedang dan 8 siswa berada pada tingkat pemula rendah dan kedelapan siswa ini menjadi pusat perhatian dalam penelitian ini. Peneliti menggunakan role-play sebagai teknik mengajar pada siklus pertama dan card-game sebagai teknik mengajar pada siklus kedua dan ketiga. Setelah merefleksikan penemuan dan data yang diperoleh, peneliti menyatakan bahwa card-game adalah teknik yang tepat untuk meningkatkan tingkat kelancaran berbicara bahasa Inggris pada siswa kelas XI di SMA Negeri 1 Maos. Setelah menerapkan teknik card-game, kedelapan siswa dapat meningkatkan tingkat kelancaran berbicara bahasa Inggris mereka. Enam siswa meningkat menjadi tingkat pemula menengah dan dua siswa meningkat menjadi tingkat pemula atas.

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CHAPTER I INTRODUCTION

This chapter presents the background of the study, problem identification,

problem formulation, problem limitation, objectives of the study, benefits of the

study, and definition of terms.

A. Background of the Study

Speaking English is one of the four basic skills which should be mastered

by the students at SMA Negeri 1 Maos because of its importance in

communication. Moreover, in the national final examination speaking is also

tested, in which the students should perform their speaking ability. This

requirement leads the students to have the ability to speak English fluently.

Another reason why the ability to speak English is important to learn is that it is

very beneficial for the students who later after graduating from Senior High

School will work. Their ability in speaking English will be used in some

activities, such as job interview and presentation (especially for those who work

in marketing). Therefore, being able to speak English is a must nowadays.

The students have to devote all of their energies to study harder in

speaking English because they assume that speaking English is difficult to learn.

In order to be able to speak fluently, the students should have strong motivation to

learn and to practice speaking. Yet, the teacher also plays an important role in the

success of students’ speaking fluency improvement. The teacher should

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2

implement an appropriate technique in teaching speaking and also should be able

to provide communicative activities which can encourage the students to speak

actively during teaching-learning activities, so that the students can improve their

speaking fluency.

There are some communicative activities which can be used by the teacher

in teaching speaking. One of those activities may help the students to increase

their speaking fluency. However, not all activities are suitable and effective to be

implemented in class. Therefore, the teacher should consider the problems which

may influence students’ fluency in speaking. It helps the teacher to choose the

activity which is appropriate and effective to be implemented in the class to

overcome the problems, as well as which helps the students to increase their

speaking fluency level.

The problems in teaching speaking may come either from the student

him/herself or the students’ friends. By knowing the problems which occur during

teaching-learning activities, the teacher can implement a proper teaching

technique to solve the problems. The teacher can also develop students’ strengths

and minimize students’ weaknesses.

The problem which occurs frequently in speaking class is the

unwillingness of the students to speak during speaking lesson. When the teacher

intends to make an interaction with the students in the target language in order to

build a communicative situation in the classroom, the students tend to keep silent.

There are some reasons why the students keep silent. One of those reasons is they

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As a teacher, s/he should be able to encourage the students to speak

actively in speaking activities. As the researcher explained before, the teacher can

use some activities which are considered as communicative activities. By using

these communicative activities, the students are encouraged to speak. By speaking

actively during speaking lesson, they have chances to practice speaking English

more. The students can also express their thoughts or their experiences in the

target language, even though it is hard for them. Thus, it is important for the

teacher to choose and to provide a communicative activity which is suitable with

the students’ characteristics and which can be implemented effectively, so that it

can reinforce the students to speak actively in the target language and can improve

the students’ speaking fluency level.

Littlewood (1981: 20) divides the communicative activities into two types;

those are functional communicative activities and social interaction activities. Functional communicative activities involve mainly the sharing and processing of

information and are structured in such a way that the learner has to overcome an

information gap or solve a problem. Social interaction activities involve social

context, so that the learner has to pay greater attention to the social as well as

functional meaning to which language conveys. The activities included in social

interaction activities are role-plays, simulation, and conversation or discussion

session.

The teacher should choose wisely one of those activities, because a

particular activity is not always appropriate to be used in different schools even in

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4

the students’ proficiency level or the students’ characteristics and the

characteristics of the activity itself. The teacher has to match the students’

characteristics and the characteristics of the activity, so that the activity which is

implemented can be effective. An activity which is considered difficult should not

be implemented in the class with low background knowledge students. Therefore,

it is better for the teacher to know the characteristics of all activities then defines

one of those activities, which is suitable to students’ characteristics and which

motivates the students to speak as the most appropriate one.

The students’ motivation plays an important role in the success of the

activity because motivation influences students’ performance in class. Adelman

and Taylor (1983) as cited in (Evans, S., Evans, W. and Mercer, C., 1986: 64)

state that a student who has motivation often can do much better than those who

do not have motivation. To build students’ motivation to speak in every speaking

activity, it is very important for the teacher to provide an interesting activity. An

interesting activity enables the students to be more interested and motivated to

speak.

Building a good atmosphere during teaching-learning activities is also an

important thing which should be done by the teacher. Having a good atmosphere

in the class makes the students feel comfortable to do the activity, to speak, to

express their thoughts or ideas, even to perform in front of the class. The comfort

makes the students have the willingness to speak without anxiety.

In this research, the researcher is going to measure the students’ speaking

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the class in order to increase students’ speaking fluency level. To measure the

students’ speaking fluency level, the researcher uses some research instruments

such as ACTFL proficiency guidelines and speaking fluency rubric. Meanwhile,

to increase the students’ speaking fluency level the researcher will try to

implement some teaching techniques which provide communicative activities and

which will motivate the students to speak actively during the lesson.

A. Problem Formulation

The research has two problems which can be formulated as follows:

1. What is the speaking fluency level of the second grade students of SMA

Negeri 1 Maos?

2. What is the appropriate teaching technique to increase the speaking fluency

level of the second grade students of SMA Negeri 1 Maos?

B. Problem Limitation

Since there are some demands of passing the examination and looking for

a job, there is no exception for the students not to cope with speaking skill. In

speaking class, there are several problems which are faced by both the students

and the teacher. That is why the researcher tries to solve the problems which

occur during speaking activities, which become a barrier for the students to

increase their speaking fluency.

In this research the researcher is concerned with the speaking fluency level

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6

can be implemented in speaking class in order to increase students’ speaking

fluency level. To limit the scope of the study, the research is conducted in SMA

Negeri 1 Maos in the form of Classroom Action Research with the second grade

students as the participants. The researcher decides to conduct the research in

SMA Negeri 1 Maos because of its accessbility, so that more or less the

researcher knows the condition and the students’ characteristics in that school.

The researcher chooses the second grade students as the participants because they

have already experienced the teaching techniques which were used by the teacher

when they were in the first grade. After conducting this research, both the

researcher and the teacher of SMA Negeri 1 Maos will know which technique is

more appropriate to be implemented in speaking class. It will help the teacher in

SMA Negeri 1 Maos to develop his/her teaching technique in increasing the

students’ speaking fluency level.

C. Objectives of the Study

In the study the researcher has two objectives which are stated below:

1. to find out the speaking fluency level of the second grade students of SMA

Negeri 1 Maos

2. to find the appropriate teaching technique to increase the speaking fluency

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D. Benefits of the Study

The research is expected to give positive contribution not only to English

teachers who want to teach speaking but also to those who are interested in

developing students’ speaking skill, especially students’ speaking fluency. The

study may also give benefits to teacher candidates or scholars who deal with

teaching-learning activities, especially in teaching speaking.

For the students of the English Language Education Study Program who

will conduct a research in speaking, hopefully the research gives additional

information which is beneficial for their research. The research is also beneficial

for the teacher or the teacher-researcher who wants to create an interesting

atmosphere in speaking class. Thus, the students have motivation to speak in

speaking activity and they are able to improve their speaking fluency.

For English teachers at SMA Negeri 1 Maos, hopefully the research helps

the teachers to solve the problems which occur during teaching-learning activities

especially speaking activities. This research may also help the teachers in creating

speaking activities to increase students’ speaking fluency. Therefore, the teachers

can increase the students’ quality at SMA Negeri 1 Maos, especially in speaking.

E. Definition of Terms

The research mainly concerns some terms. Therefore, the researcher

defines those terms which will be used in this research, in order to avoid any

misconceptions due to the lack of information on the terms to be discussed later

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8

1. Speaking

Nunan (2003: 48) states speaking as “the productive aural/oral skill.” This

skill consists of producing systematic verbal utterances to convey meaning.

Speaking happens in real time and when the speaker speaks, s/he cannot edit or

revise what s/he wishes to say. In this research, speaking means an activity in

which in this activity the studentsutter words, phrases, or sentences which convey

a certain meaning and the students can transfer the information they have orally.

To practice speaking, the teacher can provide some speaking activities. Harmer

(1998: 87) defines speaking activity as an activity or a task which asks the

students to have speaking ability to communicate, express thoughts, ideas or

feelings orally. The activity or task is aimed to provoke the learners to speak or to

communicate actively. In this research, the researcher will apply some speaking

techniques such as games, telling story, role-plays and discussion, which provide

speaking activity.

2. Speaking Fluency

According to Hornby (1995: 451), the word “fluency” means “the quality

or condition of being fluent.” While, fluency in speaking is the ability of the

speaker to utter or to speak the language smoothly, with little hesitancy and

pauses (Nunan, 2003: 55). When the speaker speaks smoothly, it can be said that

the speaker speaks fluently. For the second grade students of SMA Negeri 1

Maos, it is expected that they can transform the information or express their ideas

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3. SMA Negeri 1 Maos

SMA Negeri 1 Maos is a Senior High School which is located at Jl. Raya

Maoskidul, Maos, Cilacap, Central Java. The researcher chose SMA Negeri Maos

because of its quality. Since SMA Negeri 1 Maos has good quality, SMA Negeri 1

Maos is seen as the appropriate school to be researched. The researcher sees many

opportunities to develop the students’ ability and quality in English. Therefore,

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of theoretical description and theoretical framework.

The theoretical description presents the definition and discussion of some theories

which are related to the nature of speaking and teaching speaking. The theoretical

framework presents the summary of all relevant theories which help the

researcher to solve the problems.

A. Theoretical Description 1. The Nature of Speaking

Nunan (2003: 48) defines speaking as “the productive aural/oral skill.”

This skill consists of producing systematic verbal utterances to convey meaning.

Speaking happens in real time and when a speaker speaks, she/he cannot edit or

revise what she/he wishes to say. Paulston (1976: 55-56) in her book defines

speaking as a competence or an ability to communicate in the target language.

The National Capital Language Resource Center (2004), as cited in “The

Essentials of Language Teaching – Teaching Speaking” (http://www.nclrc.org.

/essentials/speaking/spindex.htm) states that speaking involves three areas of

knowledge; those are mechanics, functions, as well as social and cultural rules and

norms. Mechanics deal with pronunciation, grammar, and vocabulary. The

speaker should know how to use the right words in the right order with the correct

pronunciation. When the speaker does not have knowledge on it, the speech

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produced might be meaningless. The speech may have transactional or

interactional function. The speaker should know when clarity of message is

essential (transaction/ information exchange) and when precise understanding is

not required (interaction/ relationship building). Social and cultural rules and

norms are related to turn-taking, rate of speech, length of pauses between

speakers, relative roles of participants. Social and cultural rules and norms deal

with the understanding on how to take into account who is speaking to whom, in

what circumstances, about what, and for what reason.

Speaking English is regarded as a skill which is difficult to learn because

when people speak to someone, they have to know how to pronounce, how to

deliver the message of the speech and also how to use the rules of speaking. Thus,

the students regard speaking as the most important skill they should acquire,

because knowing a language can be measured by their ability to speak

(Celce-Murcia, 1991: 125).

2. Principles for Teaching Speaking

There are five principles that should be considered by the teacher in

teaching speaking (Nunan, 2003: 54-56). The principles are very useful for the

teacher, especially for a new teacher who will teach speaking in her/his class.

Therefore, those principles can be used as a guideline for the teacher, so that the

teaching-learning activities in speaking class will be successful. Those five

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12

a. Second Language and Foreign Language Learning Contexts

Speaking is learnt in two broad contexts. They are foreign language and

second language situations. A foreign language (FL) context is one where the

target language which is learnt is not to be used as a language for communicating

in the society. A second language (SL) context is one where the target language

which is learnt is used as a language for communicating in the society.

This “second versus foreign” distinction is often confusing to both the

teacher and the students. Nevertheless, it is important to understand the difference,

since these terms appear so often in language education field. The difference

between learning a second language and learning a foreign language is usually

defined in terms of where the language is learnt and what social and

communicative functions the language serves there. A second language has social

and communicative functions within the community where it is learnt. In contrast,

a foreign language does not have immediate social and communicative functions

within the community where it is learnt.

b. Practice with Both Fluency and Accuracy

In teaching speaking, the teacher should encourage the students to practice

in both speaking fluency and accuracy. What is meant by fluency is the ability of

the speaker to use language smoothly and confidently, with few unnatural pauses.

While the extent to which students’ speech matches what people actually say

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c. Give Opportunities for Students to Talk by Using Group Work or Pair Work, and Limiting Teacher Talk

A language teacher should be aware of how much time the teacher spends

to talk in class so that the students still have time to talk in class. The teacher

should increase the amount of time for the students to speak in the target language

during lessons, so that the students can practice to speak more in order to be able

to speak both fluently and accurately.

d. Negotiation for Meaning

In teaching speaking, the teacher should provide time which involves the

process that is called negotiating for meaning, in which the students make

progress in speaking by communicating in the target language to understand and

make themselves understood. It can be done by asking for clarification, repetition,

or explanations during conversations.

e. Provide Transactional and Interactional Speaking Activities

Harmer (1998: 87) says that “speaking is not only let the learner say a lot

of sentences using a particular piece of grammar or particular function.” When the

students talk with someone else outside the classroom, they usually do speak for

some purposes. It can be interactional or transactional purposes. That is why in

teaching speaking the teacher should design classroom activities which encourage

the students to do both interactional and transactional speech, so that the students

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the students communicate with others for social purposes, such as for establishing

and maintaining social relationships. While in transactional speech, the students

communicate to have something done or to deliver some information.

3. Problems During Speaking Activities in the Classroom

During the lesson, the teacher should be aware of the problems which

occur in the class. The problems which occur may come from the student himself,

their friends or the teacher. There are several problems which occur during

speaking activities that influence students’ speaking fluency. Lawtie (2004) as

cited in “Teaching Speaking Skills 2 – Overcoming Classroom Problems”

(http://www.teachingenglish.org.uk/think/speak/speak_skills2.shtml) writes that

there are three problems which often occur during speaking class. Those problems

are:

a. students do not want to talk or say anything because they are afraid of making

mistake or because they are not interested on the topic,

b. when students work in pairs or groups, they just end up chatting in their own

language,

c. when all students speak together, it will be too noisy and out of hand, and

sometimes the teacher lose control of the classroom.

4. Factors Which Influence Students’ Speaking Fluency

The problems which occur during teaching-learning activities especially in

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the students’ speaking ability and fluency. There are three factors which play an

important role in increasing students’ speaking fluency. Those three factors are

the students’ motivation, the students’ perception toward speaking as a

fundamental activity, and psychological factors in the classroom.

a. Motivation

Motivation plays an important role in achieving the success of the study.

Nunan (1991) as cited in Lawtie (2004) “Teaching Speaking Skills 2 –

Overcoming Classroom Problems” (http://www.teachingenglish.org.uk/think/

speak/speak_skills2.shtml) writes “success is measured in terms of the ability to

carry out a conversation in the target language.” If the students do not practice or

learn how to speak or the students do not have any opportunity to speak in the

target language in the classroom, they may soon be de-motivated and lose interest

in learning. It means that if the students are de-motivated and lose interest in

learning, they have no willingness to follow the lesson, even to do the activities

during the class. If it happens in speaking class, the students will be reluctant to

speak in speaking activities and it is impossible for the students to be able to

speak English fluently.

Lumsden (1994) as cited in “Students’ Motivation to Learn” (http://www.

nwrel.org/reqest/oct00/references.html#lumsden) says that “motivation naturally

has to do with person’s desire to participate in an activity.” This motivation

concerns the reasons and goals that underlie one’s involvement or

noninvolvement in that activity. People tend to have motivation if they have a

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be able to speak English fluently because they will go abroad or because they

want a job in which the ability in speaking English is required, they will push

themselves to do or practice more than those who do not have any motivation.

There are two kinds of motivation. They are intrinsic and extrinsic

motivation. Deci and Ryan, as written in Woolfolk (1995: 332), state “intrinsic

motivation is the natural tendency to pursue personal interests and exercise

capabilities and in doing so seek out and conquer challenges.” While, “extrinsic

motivation is caused by any number of outside factors or external reinforces”

(Harmer, 2001: 51).

b. Speaking is a Fundamental Activity

If the goal of language teaching class is truly to enable the students to

communicate in the target language, then speaking skill should be taught and

practiced more in the classroom than the other skills. Therefore, the teacher

should speak in the target language as much as possible in the classroom, so that

the students are encouraged to speak in the target language too. If this happens,

then speaking in the target language becomes the primary activity to be done and

the students will be reinforced to be able to speak in the target language.

c. Psychological Factors in the Classroom

Littlewood (1981: 93) writes “the development of communicative skills

can only take place if learners have motivation and opportunity to express their

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be able to build a learning atmosphere which provides them a sense of security

and value as individuals. It also needs the existence of interpersonal relationships

which do not create inhibitions, but are supportive and accepting in order to make

them feel comfortable to express their thoughts or ideas.

5. Techniques in Teaching Speaking

Based on the explanation above, there are some techniques which can

provide speaking activities which are suitable to the principles of teaching

speaking and the curriculum. Harmer (1998: 87) defines speaking activity as an

activity or a task which demands the students to have speaking ability to

communicate, express thoughts, ideas, feelings orally. He also states that in a

speaking activity the students are using any and all the language at their command

to perform some kind of oral task and that a good speaking activity can and

should be highly motivating.

Therefore, the teacher should implement a technique which provides an

activity or task which is aimed to provoke the learners to speak or to communicate

actively. Later, this activity is called communicative activity. Some techniques in

teaching speaking which provides communicative activities and which can be

implemented to motivate students to speak actively in speaking class are

information gap, jigsaw activities, role-plays, simulation, contact assignments and

language games (Nunan, 2003: 56). In this research, the researcher implemented

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a. Information Gap

Information gap is a technique in which one person has information that

the other lacks (Nunan, 2003: 56). In this activity the students must share the

information using the target language. By exchanging or sharing the information

they will attain the complete information.

b. Jigsaw Activities

Jigsaw activites are activities which have two or multidirectional

information gap, in which each person in a pair or group has some information the

other persons or groups need (Nunan, 2003: 56). The difference between

information gap and jigsaw activities is in the number of persons who share the

information. In the information gap, it is done in pair, while in jigsaw activities it

can be done in pairs, between pairs or groups.

c. Role-plays

Littlewood (1981: 49) says “in role-playing learners are asked to imagine

themselves in a situation that could occur outside the classroom. They are asked to

adopt a specific role in this situation as if the situation really existed.” Role-plays

give learners practice speaking the target language before they do so in a real

environment. The role relationships among the students as they play their parts

also call for them to develop their sociolinguistic competence. Through

well-prepared role-plays, the teacher can encourage the students to experiment and

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to make mistakes without fear of embarrassment. This will contribute to their

self-confidence as speakers and to their motivation to learn more.

d. Simulation

“Simulation is a technique in which props and documents provide a

somewhat realistic environment for language practice” (Nunan, 2003: 57). The

students use the given props and documents to practice speaking as if they have a

conversation in a real situation. Simulation is often done as a practice before the

real activity happens. Simulations are more elaborate than role-plays.

e. Contact Assignments

“This technique involves sending the students out of the classroom with a

stated purpose to talk to people in the target language” (Nunan, 2003: 58). In

designing a contact assignment, the teacher must be sure that the required

information cannot be gotten by reading available written information. This

technique can be done in a form of interviewing foreigners who become the

information source.

f. Language Games

“Students are put into a situation in which they have to use all or any of

the language they possess to complete a game-like task” (Harmer, 1991: 126).

Language games are used frequently in speaking class, because it is enjoyable.

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usually a teacher gives a reward for them. Games also add interest to what

students might not find very interesting. Sustaining interest can mean sustaining

effort. There are many language games which can be used in teaching speaking

such as card games, cross word and picture games. Meanwhile, in this research

the researcher only implemented card-game technique to increase the students’

speaking fluency level.

1) Card Game

In this research, card game became an appropriate technique to increase

the second grade students of SMA Negeri 1 Maos. Jacobs (undated) as cited in

“Using Games in Language Teaching” (www.georgejacobs.net/MIArticles/

Games%20for%Language%20teaching.doc) states that basically, card game is a

guessing game, in which one person thinks of a famous person, place, or thing.

While, the other participants can ask Yes/No questions to find clues in order to

guess who or what the person is thinking of. In this research, the researcher

implemented another style of card game, in which one student (weak student)

stood in front of the class and gave the description of someone’s appearance.

While, the others guessed the person whose name was written on the card.

By implementing card game technique which provides communicative

activities, the researcher could overcome the problems which occurred during the

lesson and also could give many chances for the students to practice speaking in

order to increase their speaking fluency level. Card game also built students’

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2) Puzzle

In puzzle game, the students are told they are going to work in pairs. In

each pair student A is given the following pictures and told not to show them to

student B. student B, on the other hand, is given the same pictures, but cut up so

they are not in any order. It is now student B’s job to arrange the pictures in the

same order as student A’s.

3) Picture Game (Find the Differences or Similarities)

Students are put into pairs. In each pair student A is given a picture and

student B is given a picture which is similar, but different in some vital respects.

They are told that they must not look at each other’s material but that they must

find out a certain number of differences (or similarities) between the two pictures

through discussion only.

6. Teaching Speaking Based on the Kurikulum Tingkat Satuan Pendidikan (KTSP) in Senior High School

The Center of Educational Data and Information – The National

Department of Education (2004) defines curriculum as a set of program and

arrangement about the aim, the content and the material which are included in the

course, as well as the procedure which is used as a guidelines for the

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Tingkat Satuan Pendidikan (KTSP) is defined as an operational curriculum which

is composed and done by each educational unit.

Kurikulum Tingkat Satuan Pendidikan (KTSP) is basically the expansion

of the Competency Based Curriculum (CBC), which still uses Competency Based

Curriculum as the basic to develop the Standard Competency and Basic

Competence. The differences between these two curricula are, first, in Kurikulum

Tingkat Satuan Pendidikan there are two Standard Competencies in Listening and

Speaking skills, while in Competency Based Curriculum there is only one

Standard Competency in each skill. The second difference is in conducting

Kurikulum Tingkat Satuan Pendidikan schools are given more autonomy to design

the materials which are appropriate with students’ competency.

a. The Objectives of Kurikulum Tingkat Satuan Pendidikan in Senior High School

The National Department of Education states that there are three aims of

teaching English in Senior High School based on Kurikulum Tingkat Satuan

Pendidikan. First, it aims to make the students have the ability on developing the

communicative competence in written and spoken so that they are able to achieve

the informational literacy level. Second, it also aims to make the students have the

awareness of the importance of mastering English to increase nation’s competitive

power in a globalization era. Third, it aims to develop the students’

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b. The Teacher’s Role in Kurikulum Tingkat Satuan Pendidikan in Senior High School

The success of the curriculum implementation is in the teacher’s hands.

Teachers traditionally are expected to have authority figures and have roles like

parent, instructor, director, manager, judge, leader, evaluator, controller, or doctor.

The important roles of the teacher are to be a facilitator who facilitates

communicative activity in the classroom and also to be a communicator who is

engaged in the communicative activity with the students (Littlewood, 1981:

91-93). In this research, the researcher regards the teacher as a motivator who is able

to motivate, encourage, reinforce or stimulate the students to speak. During the

activities the teacher acts as an adviser, answering students’ questions, monitoring

their performance and knowing the students’ strengths and weaknesses as a basis

for planning future learning activities.

B. Theoretical Framework

Before conducting the research on speaking, the first important thing

should be considered by the researcher is the nature of speaking itself. The

researcher should know what speaking is and what areas of knowledge are

involved when people speak. Those are the things which should be taught to the

students. To teach them all, the researcher uses the five principles for teaching

speaking as guidance, so that the research can be done successfully and the

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At the beginning of the research, the researcher should find the problems

which occur during the lesson. By knowing the problems which influence the

students speaking fluency, the researcher will be able to help the students to

overcome it. The problems which occur are related to some factors. Therefore, to

solve the problems the researcher should know the factors of it. Knowing the

factors also helps the researcher to increase or improve the students’ speaking

fluency.

The researcher can implement some teaching techniques to overcome the

problems on speaking and to improve students’ speaking fluency. The researcher

can choose some teaching techniques to be implemented in speaking lessons. In

this research, the researcher implemented role-play and card-game technique. To

decide the materials to teach speaking, the researcher uses the recent curriculum

that is Kurikulum Tingkat Satuan Pendidikan as guidance. From this curriculum,

the researcher can also know the roles of the teacher during the speaking lesson.

In this research, the researcher has a role as a motivator who motivates and

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CHAPTER III METHODOLOGY

This chapter discusses the methodology of the research, which deals with

the method of research, research participants, setting, research instruments, data

gathering technique and research procedures.

A. Method of Research

The research was a Classroom Action Research. Classroom Action

Research is a research which becomes a response to solve the problem which

occurs in a classroom and becomes a means of improving teacher’s teaching

quality (Hopkins, 1993: 9). This research was conducted by applying a particular

teaching technique until the criterion of stopping the cycle was fulfilled. The

criterion to stop the cycle is at least four weak students had stepped up the score in

two competencies. If the criterion was not fulfilled, the researcher applied another

teaching technique until the criterion was fulfilled. This process was called a loop

process.

In this research, the process was begun by identifying the problems which

occurred in the class. After identifying the problems, the researcher then made a

lesson plan and selected the first technique to be implemented in the class. After

making a lesson plan, the researcher took action 1 or applied the first technique in

the class. The researcher then monitored and noticed the fact-findings, as well as

decided whether the technique which was applied can improve students’ speaking

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fluency or not. If the technique improved students’ speaking fluency, then the

researcher stopped the cycle. Yet, if the technique did not improve students’

speaking fluency the researcher identified the problems again, made a new lesson

plan and decided the second technique to be implemented. The researcher then

took action 2, monitored, and noticed the fact findings. The process or the cycle of

the classroom action research can be seen in Figure 3.1.

Identifying the problems

Making a lesson plan and selecting the first technique to increase the

students’ fluency level

Action 1 Applying the first technique in the class

Monitoring and noticing the fact

findings Revising lesson plan and

selecting the second technique

Action 2 Applying the second

technique, etc.

The students can increase their fluency level

The students cannot increase

their fluency

Stop the Cycle

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B. Research Participants

The research participantswere the second grade students (class XI-IA.2) at

SMA Negeri 1 Maos. Based on the observation, there were 8 out of 47 students in

the class who became the research participants. They were chosen because they

were the weakest students in class. Their performance in speaking was poor. It

could be seen when they did the task to introduce themselves. They spoke

unclearly and choppily.

C. Research Instruments

In the research, the researcher used four kinds of research instruments to

gather the data. They were the ACTFL proficiency guidelines, field notes,

open-ended questionnaire and speaking fluency rubric.

1. The ACTFL Proficiency Guidelines of Speaking From California University of Pennsylvania

ACTFL stands for the American Council for the Teaching of Foreign

Language. The guidelines provide the criteria for assessing fluency. The

researcher used the ACTFL guidelines for novice level because the participants of

the research were novice-level students. The general description about ACTFL

proficiency guidelines for novice level is the guidelines which are used to measure

the students’ proficiency level which is characterized by the ability to

communicate minimally with learnt material. There are three types of novice level

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Proficiency Guidelines, as cited in http://www.actfl.org/files/public/Guide

linesspeak.pdf.).

The students are regarded as novice low level students if they can only

produce isolated words with a few high frequency phrases and they have no

functional communicative ability. When the students can produce more than two

or three words, show frequent language pauses and repetition of interlocutor’s

words and also show some difficulties of producing even the simplest utterances,

they are regarded as novice mid level students. While, the novice high level

students are those who are able to use the learnt utterances in communication,

who can ask questions or statements involving learnt materials, who show signs of

spontaneity and who use vocabularies which center on areas such as basic objects,

places and most kinship terms.

2. Field Notes

The researcher recorded the data of what she heard and saw during the

class activities in field notes, which were useful to monitor students’ performance

and students’ improvement. The researcher wrote some notes of important

information, which were related to the students’ speaking fluency progress. The

format of field-notes is shown in Table 3.1.

Table 3.1 shows the format of field-notes which provides some beneficial

information. It describes the name of the class, the date of the lesson, objectives,

planned outcomes, and particular notes/ points of attention. In the objectives, the

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planned outcomes, the teacher can write the activity or task that will be done by

the students at the end of the lesson. While in particular notes, the teacher can

write some important information or the problem which occurs during

teaching-learning activities.

Table 3.1. The Format of Field-notes (Wallace, 1998: 60) SINGLE LESSON TIME LINE RECORD SHEET Name ……….. Date…………..

BEFORE THE LESSON Objectives:

……….. ………..

Planned outcomes:

………. ……….

Particular notes/ points of attention: ………. ……….

3. Open-ended Questionnaire

This open-ended questionnaire was used as the students’ reflection on

what they have learnt or experienced in the class. The researcher could also

monitor students’ progress through this questionnaire. The researcher would know

whether the students made progress or not. The format of the open-ended

questionnaire can be seen in Table 3.2.

Table 3.2 is the format of open-ended questionnaire. There were four

questions in the questionnaire. The students could write their perception toward

the implementation of a particular technique and toward the teaching-learning

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important information about facts/ personal perceptions, students’ experiences,

students’ opinions/ preferences and/or students’ ideas.

Table 3.2. The Format of the Open-ended Questionnaire QUESTIONNAIRE

1. Question 1 Answer:

……….. ………..

………. ……….

……… ………

4. Speaking Fluency Rubric

In this research, the rubric used was made by compiling four competencies

from different sources. The four competencies in this speaking fluency rubric are

vocal expression, pronunciation, fluency and vocabulary. The first competency

was taken from School-wide Academic Rubric for Speaking, as cited in

http://rhamhs. reg8.k12.ct.us/Rubric/Speaking.htm. The second competency taken

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Language Students, as cited in http://www.fcps.edu/DIS/OHSICS/forlang/PALS/

rubrics/2spk_exp.htm#Pronunciation. The third competency taken from IELTS

Speaking Band Descriptors ( Public Version ), as cited in http://www.ielts.org/_

lib/pdf/UOBDs_SpeakingFinal.pdf. The last competency taken from Baak

“FORUM Portfolio Development: An Introduction”, as cited in http://exchanges.

state.gov/forum/vols/ vol35/no2/p38.htm. The speaking fluency rubric which was

used in this classroom as a whole can be seen in Table 3.3.

Table 3.3 The Speaking Fluency Rubric (Compiled from Different Sources) VOCAL EXPRESSION

1 The audibility and clarity of speech are very poor. 2 The audibility and clarity of speech are poor. 3 The audibility and clarity of speech are fair. 4 The audibility and clarity of speech are good. PRONUNCIATION

1 Speech is so strongly influenced by first language that message is often incomprehensible and difficult to understand.

2 Speech is still strongly influenced by first language and usually understood. 3 Speech continues to be influenced by first language and understood without

difficulty.

4 Speech is less influenced by first language, begins to contain elements of a native accent and readily understood.

FLUENCY

1 Almost no rateable language, no communication possible.

2 Pauses lengthily before most words, little communication possible.

3 Speaks with long pauses, has limited ability to link simple sentences, gives only simple responses and is frequently unable to convey basic message.

4 Cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction; links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence.

VOCABULARY

1 Little knowledge of English vocabulary.

2 Limited range; frequent errors of word form, choice, usage, meaning confused. 3 Adequate range; occasional errors of word form, choice, usage, but meaning not

obscured.

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Table 3.3 is the speaking fluency rubric which was used in this research.

There are four speaking competencies in this rubric and every competency has

four scores. Each score has its description of the competency. As written before,

the competencies in the rubrics were chosen from different references and they

were adapted to the competencies which had been observed or measured.

B. Data Gathering Technique

Before conducting the research, the researcher observed the class and

students’ activities in order to analyze students’ needs and to know students’

background knowledge, so that the researcher was able to make the standard of

scoring and the researcher was also helped to decide the appropriate teaching

technique and teaching materials to be taught.

The researcher taught the class and while teaching, the researcher

observed the students and identified the problem in the classroom. To know

students’ fluency level, the researcher asked the students to speak and assessed

their level by using speaking fluency rubric and the ACTFL proficiency

guidelines. After knowing students’ fluency level, the researcher wrote some

important notes in the field-notes and recorded every action which happened in

the classroom.

From field-notes, the researcher could gain some important information

about students’ characteristics and also their progress. After gathering the data of

the students’ performance in the class, the researcher analyzed students’

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researcher found out whether the classroom action research which was conducted

could increase students’ speaking fluency or not. After the researcher found the

appropriate technique to increase students’ fluency level, to verify the findings the

researcher ran the verification cycle and gave questionnaire to the students. In this

questionnaire the students answered the questions about the teaching-learning

experiences using the particular technique.

D. Data Analysis Technique

The data about students’ speaking fluency was gained from the students’

performance which had been matched with the description of ACTFL proficiency

guidelines. From the guidelines the researcher was able to find out the students’

speaking fluency level. To know whether the students increased their speaking

fluency level or not, the researcher analyzed their performance and their score in

the speaking fluency rubrics. If the score showed the improvement, it can be

concluded that the students increased their speaking fluency. The appropriate

activity could be decided when students’ speaking fluency level was increased.

The increase of the students’ speaking fluency level could be seen in the speaking

fluency rubric.

E. Research Procedure

First of all, the researcher observed the teaching-learning activities and

then identified the problem that occurred in the classroom. After that, the

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first teaching technique. After revising overall plan, the researcher applied the

lesson plan and the technique in the classroom. Then, the researcher monitored

and recorded the finding, as well as analyzed the students’ performance. If the

finding and the students’ performance fulfilled the criteria and showed the

improvement of students’ speaking fluency, the researcher stopped the cycle.

Meanwhile, if the finding and the students’ performance did not fulfill the criteria,

the researcher decided the new teaching materials and made a new lesson plan

with another teaching technique until the criteria are fulfilled and the finding of

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the findings of the research. The research findings

are described in the Classroom Action Research procedure through the cycles of

the research.

A. The Research Findings and Discussion

This part discusses the fact-findings of the Classroom Action Research

which was conducted to the second grade students of SMA Negeri 1 Maos. There

were three cycles in this research. Each cycle describes the steps of research

procedure which were begun by identifying the problem, making a lesson plan

and selecting the technique, applying the technique, monitoring and noticing the

fact-findings.

1. The First Cycle

The first cycle of the research describes the beginning process of the

Classroom Action Research, including the finding about the problems which

occur in the classroom, the finding about the students’ speaking fluency level and

the first reflection on the overall process in the cycle.

a. Problem Identification

Before implementing the first teaching technique, the researcher did an

observation by gaining data from the classroom teacher. The researcher obtained

the data about the characteristics of the second grade students at SMA Negeri 1

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Maos and their problems or difficulties which occurred in class. In this first cycle,

the researcher also observed the students’ performance and found the problems

which occurred. It was done in the first hour of the lesson.

In the first hour of the lesson, the researcher taught “Introduction” to the

second grade students (class XI-IA.2) of SMA Negeri 1 Maos. The students were

taught about how to greet, how to introduce themselves, how to ask someone to

introduce her/himself, h

Increasing the speaking fluency of the second grade students of SMA Negeri 1 Maos.

ABSTRACT

ABSTRAK

INCREASING THE SPEAKING FLUENCY

SANATA DHARMA UNIVERSITY YOGYAKARTA

SANATA DHARMA UNIVERSITY YOGYAKARTA

LEMBAR PERNYATAAN PERSETUJUAN

Increasing the Speaking Fluency of the Second Grade Students of SMA Negeri 1 Maos

It becomes a bridge to step forward….

TABLE OF CONTENTS

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

REFERENCES ... 55

LIST OF TABLES

LIST OF FIGURE

ABSTRACT

ABSTRAK

CHAPTER I INTRODUCTION

A. Background of the Study

A. Problem Formulation

B. Problem Limitation

C. Objectives of the Study

E. Definition of Terms

2. Speaking Fluency

3. SMA Negeri 1 Maos

CHAPTER II

A. Theoretical Description 1. The Nature of Speaking

2. Principles for Teaching Speaking

a. Second Language and Foreign Language Learning Contexts

b. Practice with Both Fluency and Accuracy

c. Give Opportunities for Students to Talk by Using Group Work or Pair Work, and Limiting Teacher Talk

d. Negotiation for Meaning

e. Provide Transactional and Interactional Speaking Activities

3. Problems During Speaking Activities in the Classroom

4. Factors Which Influence Students’ Speaking Fluency

a. Motivation

b. Speaking is a Fundamental Activity

c. Psychological Factors in the Classroom

5. Techniques in Teaching Speaking

a. Information Gap

c. Role-plays

d. Simulation

e. Contact Assignments

f. Language Games

1) Card Game

2) Puzzle

3) Picture Game (Find the Differences or Similarities)

6. Teaching Speaking Based on the Kurikulum Tingkat Satuan Pendidikan (KTSP) in Senior High School

a. The Objectives of Kurikulum Tingkat Satuan Pendidikan in Senior High School

b. The Teacher’s Role in Kurikulum Tingkat Satuan Pendidikan in Senior High School

B. Theoretical Framework

CHAPTER III METHODOLOGY

A. Method of Research

B. Research Participants

C. Research Instruments

2. Field Notes

3. Open-ended Questionnaire

4. Speaking Fluency Rubric

Table 3.3 The Speaking Fluency Rubric (Compiled from Different Sources) VOCAL EXPRESSION

FLUENCY

VOCABULARY

B. Data Gathering Technique

D. Data Analysis Technique

E. Research Procedure

CHAPTER IV

A. The Research Findings and Discussion

1. The First Cycle

a. Problem Identification