THE SPEAKING ABILITY OF ELEVENTH GRADE STUDENTS OF SMK ROHMATUL UMMAH JEKULO KUDUS IN ACADEMIC YEAR
2011/ 2012 TAUGHT BY USING SPEECH TECHNIQUE
By
ISEH MUSYAFAK NIM 200732074
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS
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THE SPEAKING ABILITY OF ELEVENTH GRADE STUDENTS OF SMK ROHMATUL UMMAH JEKULO KUDUS IN ACADEMIC YEAR
2011/ 2012 TAUGHT BY USING SPEECH TECHNIQUE
SKRIPSI
Presented to the University of Muria Kudus in Partial Fulfillment for Completing the Sarjana Progam
in English Education
By
ISEH MUSYAFAK NIM 200732074
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS
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ADVISORS’ APPROVAL
This is that to certify that the Sarjana Skripsi of Iseh Musyafak (NIM 2007-32-074) has been approved by the Skripsi advisor for further approval
by the Examining Committee.
Kudus, 29 September 2012 Advisor I
Atik Rokhayani, S.Pd, M.Pd NIS. 0610701000001207
Advisor II
Drs. Muh. Syafei, M.Pd NIP. 19620413-198803-1-002
Acknowledged by
The Faculty of Teacher Training and Education Dean,
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EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Iseh Musyafak (NIM: 2007-32-074) has been approved by the Examining Committee as a requirement for the Sarjana Degree in English Education.
Kudus, 29 September 2012 Thesis Examining Committee:
Atik Rokhayani, S.Pd, M.Pd Chairperson NIS. 0610701000001207
Drs. Muh. Syafei, M.Pd Member NIP. 19620413-198803-1-002
Drs. Suprihadi, M.Pd Member NIP. 19570616-198403-1-015
Mutohhar, S.Pd, M.Pd Member NIS. 0610701000001204
Acknowledged by
The Faculty of Teacher Training and Education Dean,
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MOTTO AND DEDICATION
MOTTO
Everything is begun by in the name of Allah, Most Gracious, Most Merciful. It is no crying over split milk.
Defeat is temporary condition only, but surrender makes defeat everlasting.
DEDICATION
This skripsi is dedicated to:
His beloved parents who always wish
him luck. Thanks for teaching him right from wrong.
His family who always give their
support.
His beloved “Enèng” who always
supports and pray for his success.
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ACKNOWLEDGEMENT
Praise be to Allah, the Cherisher and Sustainer of the worlds. The writer can accomplish this research entitle “The Speaking Ability of Eleventh Grade
Students of SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012 Taught by Using Speech Technique”.
Praise and invocation are also given to our prophet, Muhammad SAW, who is always his intercession in the end of the world. Therefore, the writer would express his appreciation to those who always supports and helps him.
1. Drs. Susilo Raharjo M.Pd. as the Dean of Teacher Training and Education Faculty of Muria University.
2. Fitri Budi Suryani, SS, M.Pd. as the Head of English Education Department. 3. Atik Rokhayani, S.Pd, M.Pd. as the First Advisor for her best suggestion,
guidance, and motivation in finishing this final project.
4. Drs. Muh. Syafei, M.Pd as the Second Advisor for his valuable help, guidance, correction and suggestion for the completion of this final project. 5. All lectures and staff of English Education Department who have given their
contribution to the writer for the completion of this research.
6. His beloved parents (Mr. Abdul Ghoni and Mrs. Jumirah) who always give love, support, and teach him the right from wrong.
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8. The English Teacher of SMK Rohmatul Ummah Jekulo Kudus Mrs. Siti Khotijah, S.Pd, thanks for her help, and all of the students of SMK Rohmatul Ummah Jekulo Kudus for helping him in collecting the data.
9. To “Emak Juni and Eneng Maya” who always give support, motivation and moral encouragement.
10. Beloved “BEC Kediri” big family, TC 111, and MS 45 that always trained him in English.
11. All of writer’s friends: Himma, Diqin, Fajri, and can not mention one by one who give support and help him.
12. His lovely friends in English Education Department, thanks for help, support and affection.
Kudus, 29 September 2012 Writer
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ABSTRACT
Musyafak, Iseh. 2012. The Speaking Ability of Eleventh Grade Students of SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012Taght by
Using Speech Technique. Skripsi. English Education Department, Teacher
Training and Education Faculty. Advisor: (i) Atik Rokhayani, S.Pd, M.Pd (ii) Drs. Muh. Syafei, M.Pd.
Keywords: Speaking, Speech
Speaking is the productive skill in the oral mode. It is not like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. The purpose of speaking is to deliver information, idea, concept, and opinion orally. Speaking is also one of four English skills that should be possessed by everybody. In fact, there are many people or students especially eleventh grade students of SMK Rohmatul Ummah Jekulo Kudus, they still get difficulty when they get speaking lesson. From the fact, teacher should have a technique that is able to facilitate and improve the students’ speaking ability. One of the techniques is speech technique.
Speech is a speaking activity in front of the public or oration to deliver an idea, or giving detail for something. It means that in application, students compulsory to be able to deliver speech or idea to anybody else. It aims to get the students brave, especially the eleventh grade students of SMK Rohmatul Ummah Jekulo Kudus in delivering an idea and opinion that they deliver by speech. Besides, it is also to improve the students’ speaking ability.
Design f this research is Classroom Action Research. This research is conducted at SMK Rohmatul Ummah Jekulo Kudus in academic year 2011/ 2012, especially the eleventh grade students of Rohmatul Ummah Jekulo Kudus. The number of students is 28 students consist of 15 gentlemen and 13 ladies. This research consists of three cycles and every cycle has instrument as follows: observation, test result, questioner. Besides, writer applies the research design in every cycle such as: planning, observing, analyzing, and reflecting.
The result of this research shows that using speech technique in teaching speaking in English is effective to improve the students’ speaking ability. It can be seen from the increase the test result in every cycle and the teaching learning process in the classroom that is going better. The average score percentage of students’ speaking ability in cycle I is 53.14% and cycle II is 57.29%. Based on the data, it can be seen there is an improvement of students speaking ability average score percentage between cycle I and II around 4.15%. The average score percentage of students’ speaking ability in cycle III is 62.43%. The improvement of students speaking ability average score percentage between cycle II and III around 5.14%. While the improvement of students speaking ability average score percentage from cycle II up to cycle III around 9.29%.
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speech technique. In cycle I there are many students not giving respond when the teacher gets them practice their speech. Eventhough there are some students giving good respond. While from the questioner, it shows most of activity is always felt difficult/ problem by teacher during the teaching learning process. Eventhough some other activities are seldom even never felt difficult. In cycle II, there are many students giving a good respond, even some of them still chat with friends. While from the questioner, it shows most of activity is seldom felt difficult/ problem by teacher. Few activities are always felt difficult. In cycle III, almost all students are active in teaching learning process even though few of them are silent. While from the questioner, it shows most of activity is never felt difficult by teacher. Few of the activity are seldom felt difficult and no activities are always felt difficult.
The writer suggests to teachers able to use speech technique as one of alternative technique to teach English. In usage of this technique, it is suggested to choose an interesting and updated material. For the students, it is suggested more active in every activity during teaching learning process both in asking question and practice the speech. And last for further researcher, in usage of speech technique, they should pay attention the process in the class more. This technique is also available for tenth and twelve grade of Senior High School.
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ABSTRAKSI
Musyafak, Iseh. 2012. Kemampuan Berbicara Siswa Kelas Sebelas SMK Rohmatul Ummah Jekulo Kudus Tahun Pelajaran 2011/ 2012 Dajarkan
menggunakan Teknik Speech. Skripsi. Progam Studi Pendidikan Bahasa
Inggris Fakutas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus. Pembimbing: (i) Atik Rokhayani, S.Pd, M.Pd (ii) Drs. Muh. Syafei, M.Pd Kata kunci: Berbicara, Pidato
Berbicara adalah kemampuan yang produktif didalam pengucapan secara lisan. Hal ini tidak seperti kemampuan lain, namun lebih sulit dari kelihatannya dan sangkut pautnya lebih dari sekedar melafalkan kata. Tujuan berbicara adalah untuk menyampaikan informasi, ide, gagasan, dan opini secara lisan. Kemampuan berbicara juga merupakan satu dari empat kemamuan dasar berbahasa yang harus dipraktikkan secara lisan yang harus dimiliki oleh setiap orang. Tapi pada kenyataannya, masih ditemukan banyak orang atau siswa sekolah terutama siswa kelas sebelas SMK Rohmatul Ummah, mereka masih mendapatkan kesulitan ketika mereka mendapatkan materi tentang berbicara. Dari penemuan kenyataan ini, guru harus mempunyai teknik yang mampu memfasilitasi dan meningkatkan kemampuan berbicara siswa. Salah satunya adalah dengan teknik speech (berpidato).
Berpidato adalah sebuah aktifitas berbicara didepan umum atau sebuah orasi untuk menyampaikan sebuah ide ataupun memberikan keterangan detail tentang sesuatu hal. Ini berarti ; dalam aplikasinya dikelas, siswa dituntut untuk mampu menyampaikan pidato atau ide mereka kepada orang lain. Hal ini bertujuan untuk melatih keberanian siswa, khususnya siswa-siswa kelas sebelas SMK Rohmatul Ummah Jekulo Kudus dalam cara penyampaian ide dan opini yang mereka tuangkan dalam sebuah pidato. Disamping itu juga untuk meningkatkan kemampuan berbicara siswa.
Rancangan penelitian ini adalah Penelitian Tindakan Kelas. Penelitian ini dilakukan di SMK Rohmatul Ummah Jekulo Kudus di tahun pelajaran 2011/ 2012, khususnya kepada siswa-siswa kelas sebelas SMK Rohmatul Ummah Jekulo Kudus. Jumlah siswa kelas sebelas adalah 28 siswa, yang terdiri dari 15 putra dan 13 putri. Penelitian ini terdiri dari tiga siklus dan setiap siklusnya memiliki xilternativ, yaitu: observasi, hasil tes, dan kuesioner. Disamping itu, peneliti juga menerapkan desain penelitian dalam setiap siklus sebagai berikut: perencanaan, observasi, analisis dan refleksi.
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III adalah 62,43%. Peningkatan persentase nilai rata-rata kemampuan berbicara siswa antara siklus II dan siklus III adalah 5,14%. Sementara itu peningkatan persentase nilai rata-rata kemampuan berbicara siswa dari siklus I hingga siklus III adalah 9,29%.
Dalam setiap siklus juga terlihat peningkatan aktifitas siswa dan menurunnya tingkat kesulitan/ masalah yang dihadapi oleh guru dalam pengajaran bahasa Inggris dengan menggunakan Speech Technique. Pada siklus I, banyak dari siswa tidak memberikan tanggapan ketika guru menyuruh mereka mempraktekkan pidato mereka. Meskipin begitu, ada beberapa siswa yang memberikan tanggapan baik. Sememtara itu dari kuisioner menunjukkan bahwa kebanyakan aktifitas sering dirasa sulit/ menjadi masalah bagi guru selama pengajaran dalam siklus. Sedangkan beberapa aktifitas lain jarang atau bahkan tidak pernah dirasa sulit. Pada siklus II, ada banyak siswa yang memberikan tanggapan baik, meskipun begitu ada juga beberapa siswa yang masih ngobrol dengan temannya. Sementara itu dari kuisioner menunjukkan bahwa kebanyakan aktifitas jarang dirasa sulit/ menjadi masalah bagi guru. Hanya beberapa aktifitas yang sering dirasa sulit. Pada siklus III, xiiltern semua siswa aktif dalam pengajaran meskipun sedikit dari mereka yang masih diam. Sementara itu dari kuisioner menunjukkan bahwa kebanyakan aktifitas tidak pernah dirasa sulit oleh guru dalam pengajaran. Sedikit dari aktifitas jarang dirasa sulit serta tidak ada aktifitas yang selalu dirasa sulit.
Peneliti menyarankan kepada para guru agar dapat menggunakan speech
technique sebagai salah satu teknik xiilternative untuk mengajar bahasa Inggris.
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1.6. Operational Definition ... 7
CHAPTER II REVIEW TO RELATED LITERATURE AND ACTION 2.1. Teaching in Vocational High School (SMK) ... 9
2.1.1. Teaching English in SMK Rohmatul Ummah Jekulo Kudus ... 10
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2.1.3. The Purpose of Teaching English in SMK Rohmatul Ummah Jekulo
Kudus ... 12
2.1.4. The Material of Teaching English in SMK Rohmatul Ummah Jekulo Kudus ... 13
2.2. Speaking Ability ... 14
2.2.1. Improving Speaking Ability ... 15
2.2.2. Speech Technique ... 15
2.2.3. Elements of Speech ... 16
2.2.4. Point of Speech ... 14
2.2.5. Advantage and Disadvantage of Using Speech Technique ... 18
2.2.6. Teaching English Speaking by Using Speech Technique ... 19
2.2.7. Step of Teaching Speaking by Using Speech Technique ... 21
2.3. Action Hypothesis ... 22
CHAPTER III METHOD OF THE RESEARCH 3.1. Setting and Characteristic of Subject of the Research ... 23
3.2. Variable of the Research ... 24
3.3. Design of the Research ... 24
3.3.1 Planning ... 27
3.3.2 Acting ... 27
3.3.3 Observing ... 28
3.3.4 Reflecting ... 28
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3.4.1. First Reflection ... 28
3.4.2. Fact Finding Analysis ... 29
3.4.3. Action Plan ... 29
3.4.4. Observe Action ... 29
3.4.5. Action Result ... 29
3.4.6. Reflection ... 29
3.5. Data Analysis ... 30
CHAPTER IV FINDING OF THE RESEARCH 4.1 Identifying the Problem ... 34
4.2 The Cycle Research Procedures ... 35
4.2.1 The First Cycle ... 35
4.2.1.1Planning the Action ... 35
4.2.1.2Implementing the Action ... 37
4.2.1.3Observing the Action ... 41
4.2.1.4Reflecting the Result of the Observation ... 50
4.2.2 The Second Cycle ... 52
4.2.2.1Planning The Action ... 53
4.2.2.2Implementing the Action ... 54
4.2.2.3Observing the Action ... 58
4.2.2.4Reflecting the Result of the Observation ... 67
4.2.3 The Third Cycle ... 68
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4.2.3.2Implementing the Action ... 70
4.2.3.3Observing the Action ... 74
4.2.3.4Reflecting the Result of the Observation ... 82
CHAPTER V DISCUSSION ... 85
CHAPTER VI CONCLUSION AND SUGGESTION 6.1. Conclusion ... 89
6.2. Suggestion ... 90
BIBLIOGRAPHY ... 92
APPENDICES ... 94
xvii Table 4.2 The Result of Observation to Know the Teacher’s and Students’
Activity of Cycle I in Teaching English by Using Speech Technique to Improve Speaking Ability for Eleventh Grade Students of SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012 ... 41 Table 4.3 The Result of Questionnaire to Know the Teacher’s Problem in
Cycle I in Teaching English by Using Speech Technique to Improve Speaking Ability for Eleventh Grade Students of SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012 ... 46 Table 4.4 The Scoring of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle I ... 48 Table 4.5 The Criteria achievement Score of the Students Taught by Using
Speech Technique ... 50 Table 4.6 The pronunciation words in Cycle II ... 55 Table 4.7 The Result of Observation to Know the Teacher’s and Students’
Activity of Cycle II in Teaching English by Using Speech Technique to Improve Speaking Ability for Eleventh Grade Students of SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012 ... 58 Table 4.8 The Result of Questionnaire to Know the Teacher’s Problem in
Cycle II in Teaching English by Using Speech Technique to Improve Speaking Ability for Eleventh Grade Students of SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012 ... 62 Table 4.9 The Scoring of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle II 64
Table 4.10 The Criteria achievement Score of the Students Taught by Using Speech Technique ... 66 Table 4.11 The pronunciation words in Cycle III 71
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Table 4.13 The Result of Questionnaire to Know the Teacher’s Problem in Cycle III in Teaching English by Using Speech Technique to Improve Speaking Ability for Eleventh Grade Students of SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012 ... 78 Table 4.14 The Scoring of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle III ... 80 Table 4.15 The Criteria achievement Score of the Students Taught by Using
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LIST OF FIGURES
xx Appendix 4 The Lay-Out Questionnaire to Know the Teacher’s Problem in
Teaching English to Improve Speaking Ability by Using Ostensive Teaching cycle I ... 107 Appendix 5 Lesson Plan Cycle II ... 108 Appendix 6 The Lay-Out of Observation to Know the Teacher’s and
Students’ Activities in Teaching English by Using Speech Technique cycle II ... 113 Appendix 7 The Lay-Out Questionnaire to Know the Teacher’s Problem in
Teaching English to Improve Speaking Ability by Using Ostensive Teaching cycle II ... 115 Appendix 8 Lesson Plan Cycle III ... 116 Appendix 9 The Lay-Out of Observation to Know the Teacher’s and
Students’ Activities in Teaching English by Using Speech Technique cycle III ... 121 Appendix10 The Lay-Out Questionnaire to Know the Teacher’s Problem in
Teaching English to Improve Speaking Ability by Using Ostensive Teaching cycle III ... 123 Appendix11 The Score of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle I ... 124 Appendix12 The Score of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle II ... 125 Appendix13 The Score of Students Achievement Test of Speaking Ability
Taught by Using Speech Technique in Cycle III ... 126 Appendix14 The list of the Eleventh Grade Dtudents of SMK Rohmatul
