IMPROVING THE STUDENTS’ SPEAKING ABILITY BY USING BLINDFOLD TECHNIQUE AT SMA NEGERI 3 BANTAENG (A Classroom Action Research at Eleventh Grade in SMA Negeri 3 Bantaeng)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in partial fulfillment of the requirement for the degree
of education in English department
HIKMAWATI 105351125316
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PRODI PENDIDIKAN BAHASA INGGRIS نمـحرلا هـللا مــــــسب
مــــيحرلا
SURAT PERNYATAAN
Name : Hikmawati
Nim : 105351125316
Jurusan :PendidikanBahasaInggris
Program : S.1
JudulSkripsi :Improving The Students’ Speaking Ability By Using Blindfold Technique At SMA Negeri 3 Bantaeng
Dengan ini menyatakan,
Skripsi yang saya ajukan didepan tim penguji, adalah “hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun”.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila dikemudian hari pernyataan ini tidak benar sesuai dengan aturan yang berlaku.
Makassar, November 2020 Yang membuat pernyataan
Hikmawati
Jalan Sultan Alauddin No. 259Makassar Telp : 0811 1782101(Secretary) Email : [email protected] Web : bg.fkip.unismuh.ac.id
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PRODI PENDIDIKAN BAHASA INGGRIS مــــيحرلا نمـحرلا هـللا مــــــسب
SURAT PERJANJIAN
Name : Hikmawati
Nim : 105351125316
Jurusan :PendidikanBahasaInggris
Program : S.1
Judul Skripsi :Improving The Students’ Speaking Ability By Using Blindfold Technique At SMA Negeri 3 Bantaeng
Dengan ini menyatakan perjanjian sebagai berikut :
1. Mulai dari penyusunan proposal sampai selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, dan tidak dibuatkan oleh siapapun.
2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi ini.
4. Apabila saya melanggar perjanjian seperti yang tertera pada poin 1, 2, dan 3 maka saya bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian surat perjanjian ini saya buat dengan penuh kesadaran dan tanpa tendensi dari pihak manapun.
Makassar, November 2020 Yang mmbuat perjanjian
Hikmawati
Jalan Sultan Alauddin No. 259Makassar Telp : 0811 1782101(Secretary) Email : [email protected] Web : bg.fkip.unismuh.ac.id
ACKNOWLEDGEMENT
Alhamdulillahi Robbil Alamin, first of all the researcher would like to express the deepest prise and gratitude to Allah SWT who has given His blessing and merciful to complete this thesis. Shalawat and salam are addressed to the final choosen religious messenger, the Prophet Muhammad SAW.
The researcher realized that many people had given their helps and useful suggestion for the finishing of this thesis. Without the assistance of them, this Thesis would never have existed. Therefore, the researcher would like to express her appreciation and sincere thank to :
1. Prof. Dr. H. Ambo Asse as the rector of Muhammadiyah University of Makassar.
2. Erwin Akib, M.Pd., Ph.D as the dean of teacher training and education.
3. Ummi Khaerati Syam, S.Pd.,M.Pd as the head of English Education Department of FKIP Unismuh Makassar
4. Dr. Nur Qalbi, SS.,M.Hum as the first consultant who has spent a lot of time to give guidance, suggestion, and advice in the accomplishment of this thesis and Wildhan Burhanuddin, S.Pd., M.Hum as the second consultant who has helped the researcher in correcting this thesis.
5. All English lectures of FKIP UNISMUH who cannot be mentioned one by one because due to limited space. Thanks for all knowledge and advice that given to the researcher, may Allah bless you forever.
6. Her beloved parents who have given her support, motivation and prayer and working hard to see their daughter success to finish her study. And her beloved younger brother who support her to complete this Thesis.
7. The headmaster, teachers, and students at SMA Negeri 3 Bantaeng who have helped her to conduct the research in their school.
8. For her beloved friends Ulfaminingsih, Nur Alifiah Nurdin, Nur Indra Jaya, Muh. Haris and all members of glowing class who have given their support to the researcher to completed her Thesis.
Finally, for all everybody who gave valuable suggestion, guidance, assistance, and advice to support this thesis may almighty.
May Allah SWT always be with us and gives power guidance in our life, Aamin.
Makassar, November 2020
Hikmawati
LIST OF CONTENTS
APPROVAL SHEET. ... i
COUNSELLING SHEET ... ii
SURAT PERNYATAAN ... iv
SURAT PERJANJIAN ... v
SERTIFIKAT TURNITIN ... vi
ACKNOWLEDGEMENT ... .vii
LIST OF CONTENTS ... ix
LIST OF TABLE ... xi
LIST OF APPENDICES ... xii
ABSTRACT ... xiii
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Problem Statement ... 3
C. Objective of the Research ... 3
D. Significance of the Research ... 4
E. Scope of the Research ... 4
CHAPTER II REVIEW OF RELATED LITERATURE ... 5
A. Previous Related Research Findings ... 5
B. Some Pertinent Ideas ... 7
1. Teaching Speaking Skill ... 7
2. Blindfold Technique... 20
C. Conceptual Framework ... 24
CHAPTER III RESEARCH METODE ... 25
A. Research Design ... 25
B. Research Variable ... 27
C. Population and Sample ... 28
D. Research Instrument ... 28
E. Data Collection... 28
F. Techniques of Data Analysis ... 30
CHAPTER IV FINDINGS AND DISCUSSION ... ..33
A. Findings ... .. 33
B. Discussion ... ...43
CHAPTER V CONCLUSION AND SUGGESTION ... 45
A. Conclusion ... 45
B. Suggestion ... 46 BIBLIOGRAPHY
APPENDICES BIOGRAPHY
LIST OF TABLES
Page
Table 1. Conceptual Framework ... 24
Table 2. Assessing Students‟ Progress ... 29
Table 3. Scores‟ Criteria ... 30
Table 4. Holistic Grading ... 31
Table 5. Students‟ Pre Test Score ... 33
Table 6. Assessing the Students‟ Progress (pretest)... 36
Table 7. Assessing The Students‟ Progress (post test I) ... 37
Table 8. Assessing the students‟ progress (post test II) ... 37
Table 9. Students‟ Post Test I Score……….. 37
Table 10. Students Post test II score ………40
Table 11. Students‟ Speaking Score pre test, Post test I, post test II ... 42
LIST OF APPENDICES
Page Rencana Pelaksaan Pembelajaran ... 49 Question of pre test ... 66 Post test I dan II ... 67
ABSTRACT
Hikmawati (105351125316), “Improving The Students‟ Speaking Ability By Using Blindfold Technique at SMA Negeri 3 Bantaeng”, Skripsi of English Education Departement, Faculty of Teachers Training and Education, Muhammadiyah University of Makassar. Supervised :Nur Qalbi, and Wildhan Burhanuddin.
This research is aimed to knowing the students‟ speaking ability can be improved by using blindfold technique in the second class of SMA Negeri 3 Bantaeng year 2020/2021.
This research uses Classrom Action Research (CAR). The Classroom Action Research that is used in this research adopting the Kurt Lewin‟s design. It consists of 2 cycles. Every cycle consists of four phases those are : planning, acting, observing, and reflecting. The subject of this research is the students in XI IPA 1. In collecting the data, this research uses observation and test.
Based on the research findings, it can be said that using blindfold technique in improving speaking skill is success since the criteria of success were achieve. The criterion of action success is 75% of students could achieve the target score of the minimal mastery level criteria or KKM of English lesson was 75 (seventy-five). The findings of the study are : first, related to the test result, they were 9 students or 60 % of students in the class who achieved the minimal mastery level criterion or KKM in pretest. Next, in the result of cycle I, there were 80 %o or 12 students who achieved the minimal mastery level criterion or KKM.
Next, in the result of cycle II, there were 14 or 93.33 % students in the class who achieved the minimal mastery level criterion or KKM. Second, related to the observation result showed that the students were braver and more confident in speaking. It can be seen from their participation in the class, their participation in the conversation, and their performance. It can be concluded that most students love blindfold technique. Moreover, they admitted that their speaking ability is improved.
Key words :Blindfold, pronunciation, vocabulary
1 CHAPTER I INTRODUCTION A. Background
It is widely recognized that English is a very popular language. But in Indonesia, English is a foreign language and using English for daily communicate is something rare that only used in the classroom and some particular requirements in a proficiency test (Riswandi and Diki.,2016:298). It is very important since , so mastering English is extremely essential.
The language is used for international communication and also to develop science, technology, bussiness, and culture. Because of it‟s important role, english becomes the subject that must be learnt in Indonesia schools at all levels. In learning english, the students should master four basic skills namely speaking, writing, reading, and listening.
As we know that all of them are related each other. (Mustika.,2013: 18) argued in her thesis that teaching english in Indonesia is not easy because the students do not use in their daily communication. So to be able to speak English, the students need to study other sub skills such vocabulary, pronounciation, and grammar. If we cannot master one of them, it can be said to be imperfect. In other words, it is important for students to master it well.
One of important basic skills in english is speaking. Speaking is essential tool for communicating in human life. We can express our mind felling through speaking. Speaking is one of the basic skill that requires the process of communicative competence, pronunciation (intonation, stress, and pitch), grammar, fluency, vocabulary and comprehension in order to build a good communication. These elements are needed to measure the capability of the students in speaking using appropriate technique. Students‟ speaking ability is also affect by how much the students have a chance to hear English in their daily lives.
A correct speaking is the basic of all the languages, either in English. Because, its sound system so differs from other language. From speaking someone can construct a message in a form that order people can understand, and delivering the message using the correct pronunciations, stress, and intonation. Speaking also involves interaction and communicating with other people. English teacher mustapply a technique that is more interesting and enjoyable in teaching and learning process especially in teaching speaking skill.
Using technique in language teaching can bring and make the class more fresh than using the popular technique in Indonesia, lecturing (Hisyam and Yunita.,2015: 25). Technique is one of the components of teaching that relate to the subject that is given by the teacher. Many kinds of technique can be used in teaching speaking, one of them is blindfold technique. The blindfold is a game of free movement and exploration of a virtual space that allows simple interaction with key elements and assests, which ends up being quite a challenge.
The game simulates a realistic sound setting, allowing players to make sense of the sound driven experience. To make interesting, enjoyable class, having fun and relaxed students, games can be choice for the teacher as a technique to teaching. Besides, this game can bring the students that they need to study the expressions of others to direct a person. Blindfold can impel team members into working together more closely and blindfolds can make some team building activities more memorable and wearing blindfolds can be fun. So that the students can be more interested and enjoy in English learning process.
In fact, most of the second year students of SMA NEGERI 3 BANTAENG still have difficulties in speaking. It caused by some factors.
Those are :
1. Most of the students are to shy and afraid to take a part in the conversation. In the other words, the students are having problem with their confidence.
2. Most of the students are still clumsy in speaking, they just speak when the teacher ask them.
3. The students are not enthusiastic and not courage enough to involve in the speaking learning process. Therefore, they need an attractive technique to stimulate them to speak English.
It could be understood that most of the students were still difficult to achieve the minimal mastery level criterion (KKM) for English subject, which has determined by school that is 75 (seventy-five).
Those are cases are quite problematical and the writer considers that is necessary to find out an alternative way to create suitable and interesting technique related to students‟ condition. For the need of research, the researcher choose the XI class because this class is more passive than the other class. To solve the students‟ problem in speaking the researcher uses blindfold technique.
Based on the background above, the researcher is inspired to make a classroom action research, because the researcher wants to know how far blindfold game media can improve students‟ speaking ability. So, the researcher makes a classroom action research with the title “ Improving the students’ speaking ability by using blindfold technique at SMA Negeri 3 Bantaeng”.
B. Problem Statement
Based on the background of the study above, the problem question is “how students improvement speaking ability by using blindfold technique at SMA Negeri 3 Bantaeng?”
C. Objective of the Research
Based on the research questions of the Study, the objective of the study is “to find out the students improvement speaking ability by using blindfold technique at SMA Negeri 3 Bantaeng.”
D. Significance of the Research
The researcher expected that this research distributed some significance both theoretically and practically.
1.Theoretical Significances
a. The result of this research expected to be useful information in learning and teaching process using Blindfold Technique, especially in learning English.
b.The result of this research expected to be useful information for future researcher who will conduct the same research.
2.Practical Significances
a.The research could improve the students‟ speaking ability by using blindfold technique
b.The research could solve the students‟ problem to improve speaking ability in teaching and learning English in the classroom.
E. Scope of the Research
In this research, the researcher focuses on accuracy in terms of pronunciation and vocabulary of improving speaking skill in Senior High School that more refreshing usingBlindfold Technique.
5 CHAPTER II
REVIEW OF RELATED LITERATURE A. Previous Related Research Findings
Several studies have been done and reported by many language teachers and researchers have purpose to improve students‟ speaking ability. In conducting a research, theories are needed to explain some concept and term applied in the research concerned. The researcher presented some theories related to the study in order to focus on the scope of research. The theoretical elaboration on the concepts and terms used had been presented in the following part.
Muttahidah, Improving Students’ Vocabulary through Vocabulary Card (A Classroom Action Research in the First Year of MTs.NurulFalah, Ciputat). Skripsi.Department of English Education the Faculty of Tarbiyah and Teachers‟ Training, SyarifHidayatullah State Islamic University Jakarta. 2011.The objective of the research is to improve the students‟
vocabulary. The method used in this study was Classroom Action Research (CAR). The classroom action research design applied in this study was a collaborative classroom action research means that the research workedcollaboratively with the English teacher in the class. The qualitative data were gained by analyzing the interview and observation result. Then, quantitative data were obtained from the students‟ vocabulary score of pretest and posttest and questionnaire.
Purnamasari.Improving Students’ Ability in Mastering Vocabulary by Word Square Method at MTs.NurIhsan Medan.A thesis.Department of English Education faculty of Tarbiyah and Teachers Training State Institute for Islamic Studies of North Sumatera Medan. 2013.This research aimed to find out the improving students‟ vocabulary ability by using Realia media. This study was conducted by using Classroom Action Research (CAR). The object of this research was to improve students‟
vocabulary ability by using Word Square Method. The instruments for
collecting data were quantitative data (vocabulary test) and qualitative (observation sheet, interview sheet, diary note and photography evidence). Thesis, Inayah.entitle: Using Flashcards to Improve Students’
Understanding on Present Continuous Tense. 2010.The research aimed to examine the development of it as media in improving students‟
understanding in present continuous tense. The subject of the research were 41 students in the seventh grade. The research used three cycles, and she found that the students‟s score increased from the pre test until the post test of the first and second cycle. Thus, by using flashcards could improve students‟ understanding in present continuous tense.
The similarity of the research of Muttahidah,improving Students’
Vocabulary through Vocabulary Card (A Classroom Action Research in the First Year of MTs.NurulFalah, Ciputatand this researchisused Classroom Action Research (CAR). The classroom action research design applied in this study was a collaborative classroom action research means that the research workedcollaboratively with the English teacher in the class. But the difference of the research of Muttahidah is the qualitative data were gained by analyzing the interview and observation result, meanwhile this research used addition of data by analyzing diary note, test and photography evidence. Another similarity of the research of Purnamasari.Improving Students’ Ability in Mastering Vocabulary by Word Square Method at MTs.NurIhsanMedanand this research isconduct in two cycles, cycle I consisted of three meetings and cycle II consisted of three meetings, but the difference is Purnamasari using Realia Media meanwhile this research used blindfold. Last researcher Inayah.entitle:
Using Flashcards to Improve Students’ Understanding on Present Continuous Tense2010 is use pre test until the post test of the first and second cycle, but the difference Inayah using flashcards could improve students‟ understanding in present continuous tense, meanwhile this research use blindfold technique to improve students‟ speaking ability.
The novelty of this research is using blindfold mystery an object.
This technique help students explore the sense of sight about the five sense, develop students working together more closely, more memorable, fun team activities what it feels without seeing. It guides the students‟
mind to sense everything around them and use their good feelings to make decisions.
B. Some Pertinent Ideas
1. Teaching speaking English a. The nature of speaking
Speaking is one of the four language skills that is taught in the teaching of English. Many experts have their own ideas in defining the meaning of speaking. Speaking is the productive skill. This is an activity of producing words or sentences orally. By that skill, people can deliver their ideas, thought and opinion about the world. Through speaking, people can communicate with others directly or indirectly. It is like what Brown and Yale (89: 14) state that speaking expresses need-request, informatiosn, service, etc. Speaking is perhaps the most demanding skill for the teacher to teach (Scott and Ytreberg, 2004 : 125). Speakers talk in order to have some effect on their listeners. When speaking to other people, speakers try to make their communication run well. Speakers have to speak when they want to assert things to change their knowledge. They ask them questions to get them to provide information. They request things to get them to do things for them. In speaking, communication between two people should happen.
Mackey (2007: 13) defines speaking as oral expression that involves not only the use of right patterns of rhythm and intonation but also that of right words order to convey the right meaning. Chaney (1998:
13) argues that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.
Tupan (1995: 14) also says that language is first spoken. It means that
speaking is the basic competence and the most important skill of language.
In addition, Harmer (2007) states that speaking is a skill which becomes the important part of daily life that it is the way for people to create social relationship as human being.
The standard of the successful language acquisition is the learners‟
ability to interact with others. Brown (2001) cites that when someone speak a language, it means that he/she can carry on a conversation reasonably competently. In addition, he states that the benchmark of successful acquisition of language is almost always the demonstration of an ability to accomplish pragmatic goals through an interactive discourse with other speakers of language.
Harmer (2001) adds that speaking happens when two people are engaged in talking to each other. It can be fairly sure that they are doing so for good reasons. Their reasons may be that they want to say something, they have some communicative purposes, and they select from their language store.
From the definitions above, it can be concluded that speaking is the most important skill of language which is about expressing ideas into words about someone‟s perception, opinions, or feelings. to others by using words or sounds of articulation in order to inform, to persuade, and to entertain. feelings, and intentions to make other people grasp the message that is conveyed. People speak to other people to make communication run well. They have to speak to express their ideas about something. If they want something, they have to say it. It makes other people know what they want.
b. Speaking ability
Speaking ability is the ability to express oneself in a life situation, or the ability to report act or situation in precise words to express a sequence of ideas fluently. According to Harmer ( 2001:46 ), speaking
happens when two people are engaged in talking to each other. It involves using speech to express meanings to other people. It means that speaking is one of crucial abilities to use a language. A successful teaching speaking depends on interactive discourse within the speakers that is the communication between teachers and students or students with other in the classroom.
Nunan in Brown (2001 : 251 ) divides the spoken language into two types: monologue and dialogue. According to Brown ( 2001;251), in monologues, when one speaker uses spoken language for any length of time, as in speeches, lectures, readings, news broadcast, and the like, the hearer must process long stretches of speech without interruption. The stream of speech will go on whether or not the hearer comprehends. In dialogues, two or more speakers can share those exchanges that promote social relationships ( interpersonal) and those for which the purpose is to convey proportions or factual information ( transactional). In accordance with the definition above, it can be said that both dialogues and monologue are two types of speaking learning activities.
c. Aspects of speaking skill
Brown (2001:122) states that there are some aspects of speaking such as pronunciation, vocabulary, fluency, accent, and grammar, that should be mastered in order to be able to speak well. As a complex activity, speaking has three main aspects as follows:
1). Accuracy
Aaccuracy in speaking is the use of correct form of pronunciation, vocabulary and grammar.
a).Pronunciation is a basic quality of language learning especially in speaking ability. It concerns the way we say, articulate, assimilate, intonate, and stress words. Having poor pronunciation skill can obscure communication and prevent us from making meaningful utterances.
Harmer (2007:221) states that pronunciation teaching is not only making the students are able to differentiate sounds and sound features, but also improving their speaking ability immeasurably such as to concentrate on sounds and be aware of using stress when producing sound.
b).Vocabulary is a foundation of a language. To create meaningful utterance or sentences, it needs to use appropriate vocabulary to express something. In other words, the requirement for students who want to have a good speaking ability is mastering vocabulary. In addition, Harmer (2007:221) says that if the students have more vocabularies or at least 1000 words, they can communicate fluently. They do not take a long time in expressing what they are going to say because they know the words that describe their ideas.
c).Grammar is very important in speaking accuracy. According to Nunan (2003:154) grammar usually can be thought as a set of rules specifying the correct pattern of words at sentence level. If our conversation is full of grammatical mistakes, your ideas will not get across so easily. Studying grammar rules will certainly help students speak more accurately. Those three parts are very important elements to accomplish the accuracy in the effort of being able to speak well.
2). Fluency
Fluency according to Mary Spratt and friends (2005:34) is speaking at a normal speed without hesitation, repetition and with smooth use of connected speech. It deals with how comfortable students are when they speak, how easily the words come out and whether there are great pauses and gaps in the student‟s speaking. It is a parameter of students‟
speaking ability goal. It deals with the quality of the way they speak fluently.
3). Accent
Language accent of one speaker and other is different. This is because every person has their own way in saying words depending on the cultures the speakers have. Roach (2009) states that there is no speaker who can be taken to represent a particular accent or dialect in this world.
d. Types of spoken language
Brown (2001:251) divides spoken language into monologue and dialogue. In monologue of spoken language, when one speaker uses spoken language for any length of time, the hearer must process long stretches of speech without interruption. In a monologue, the stream of speech will go on whether or not the hearer comprehends. Monologue is categorized into two subtypes. They are planned and unplanned monologues. Brown (2001) says that planned monologues usually create a little redundancy and are therefore relatively difficult to comprehend while unplanned monologues exhibit more redundancy, which is made for ease in comprehension but the presence of more performance variables and other hesitations can either help or hinder comprehension. So, it can be said that planned monologue is well prepared than unplanned monologue which contains more redundancy.
Meanwhile, dialogues involve two or more speakers and can be subdivided into those exchanges that promote social relationships (interpersonal) and those whose purpose is to convey proportional or factual information (transactional). Those subcategories are classified further into familiar and unfamiliar categories. In each case, participants may have a good deal of shared knowledge (background information, schemata). Therefore, the familiarity of the interlocutors will produce a conversation with more assumptions, implications, and other meanings hidden between the lines. References and meanings have to be made more
explicit to assure effective comprehension within conversations between or among participants who are not familiar with each other.
e. Classroom Speaking Activities
An interesting classroom teaching activity has a contribution to create an enjoyable atmosphere and to relax the speaking teaching learning process. The following activities are more classroom speaking activities suggested by Harmer (2001:271-275). They are most widely used by English teachers.
1). Acting From A Script
There are two kinds of acting scripts that should be considered by the teacher those are play scripts and acting out the dialogues. On the playing scripts, it is important for the students to treat it as a „real‟ acting.
The role of the teacher on this activity is becoming as if theatre directors, drawing attention to appropriate stress, intonation and speed. On acting the dialogue, rehearsing dialogues before the performance facilitates students to improve their speaking ability. In other words, the students gain much more from the experience on the process of rehearsal.
2). Communication Games
Game is the most effective and interesting activity to teach language to students. Game is also an activity with role. Thus, teachers should be careful in choosing the game. They have to choose the game which is appropriate to practice speaking. It should depend on an information gap. According to Bailey (2003:56), “Information gap is a useful activity in which one person has information that the other lacks.
They must use the target language to share that information”. It means that in information gap exercise, one student must be in the position of telling another something that the second student does not know yet. The concept of information gap has become one of the most fundamental in the whole area of communicative language teaching.
3). Discussion
Discussion is also one of good activities for teaching speaking.
Bukart (2000), suggests some ways for the teacher to succeed in the discussion done by their students. They are preparing the students, offering choices, setting a goal or outcome, using small groups instead of whole class discussions, limiting discussion‟s time, allowing students to participate in their own way, doing topical follow-up and giving feedback on their grammar or pronunciation problems.
4). Prepared talks
Prepared-talk is an activity where students make a presentation on a topic of their own choice. Such talks are not designed for informal spontaneous conversation because they are prepared. However, if possible, students should speak from notes rather than from a script. Prepared-talk represents a defined and useful speaking genre, and if properly organized, can be interesting for both speakers and listeners.
5). Questionnaires
Another activity is questionnaires. It is useful because they ensure that both the questioner and the respondent have something to say to each other. Students can design questionnaires on any topics that are appropriate for them so that the teachers can act as a resource, helping them in the design process. The result obtained from questionnaires can then form the basis for written work, discussions or prepared talks.
6). Simulation and Role Play
Riddell (2003) states that this activity is the most often use in the class of speaking because it can be organized to any levels. Role-playing is a process-oriented group technique in which students acts out or simulates a real-life situation. It is particularly suitable for practicing the sociocultural variations in speech acts, such as complimenting,
complaining, and the like (Celce-Murcia, 2002). Students can act out simulation as them or take on the role of completely different character and express thoughts and feelings.
According to these theories, the classroom speaking activities proposed by some experts are almost the same. Teachers can choose an activity that is related to the topic and objective of the lesson. Every activity has its own advantages and disadvantages. If teachers want to use one of the activities, they have to consider the situation, condition of their students and the material that will be taught.
f. Teaching Speaking
Teaching four skills, listening, reading, speaking and writing become a compulsory for the English teachers to guide the students to achieve those abilities by teaching them as interesting as possible. Thus, speaking is also to be taught like the other skills. Freemen ( 2000 : 128) states that the goal of Communicative Language Teaching ( CLT) is to enable students to communicate in the target language.
Teaching is guiding learners in studying and getting new knowledge, skills, and attitudes. Brown (20070: 7) says that teaching cannot be defined apart from learning, for teaching is guiding and facilitating learning, enabling the learner to learn, and setting the condition for learning.
Nunan (2003) defines "teaching speaking" as to teach ESL learners to:
1) Produce the English speech sounds and sound patterns
2) Use word and sentence stress, intonation patterns and the rhythm of the second language.
3) Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.
4) Organize their thoughts in a meaningful and logical sequence.
5) Use language as a means of expressing values and judgments.
6) Use the language quickly and confidently with few unnatural pauses, which are called as fluency.
Brown (2001 :269) argues that in planning and implementing techniques in the interactive classroom, teachers need to make sure that their students can deal with types of spoken language. Moreover, Nunan in Brown (2001:250) states that much of our language teaching energy is devoted to instruction in mastering English conversation. However, numerous other forms of spoken language are also important to incorporate into a language course. In teaching oral communication, teachers need to show the details of how to convey and negotiate the ever- elusive meaning of language.
Some important points are applied in teaching speaking process.
They are :
1). The Elements of Speaking
Harmer (2001: 269-271) mentions some elements of speaking, that is language feature and mental/ social processing.
a). Language features
There are four elements applied in the language features. The first element is connected speech. A speaker should not only be able to produce the individual phonemes of English.
The second elements is expressive devices. A speaker should be able to do as what native speakers of English do. Native speakers of English change the pitch and stress of particular parts of utterances, very volume and speed, and use paralinguistic features to show what they are feeling.
The third element is lexis and grammar. Speaker can make spontaneous speech by using a number of common lexical phrases, especially in the performance of certain language functions.
The fourth element is negotiation of meaning. Speaking requires the ability of the speaker to negotiate the meaning used to seek clarification and to show the structure of what he or she is saying.
b). Mental/social Processing
There are three components in mental/ social processing. The first component is language processing. Speakers needs to be able to process language in his or her head and put it into coherent order so that it can be comprehensible and can also convey the meanings that are inherited.
The second component is interacting with others. Speaking involves a good deal of listening to other participants, understanding or how they are feeling, and also the ability on how to take turns or allow to do so. The third component is information processing.
1). Types of Classroom Speaking Performance
According to Brown ( 2001:271-274) there are six similar categories which are applied to oral production that students are expected to carry out in the classroom. They are:
The first is imitation. Learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation in this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
The second is intensive. Intensive speaking is designed to practice some phonological or grammatical aspects of language. Intensive speaking can be self-initiated or it can even form part of some pair work activity.
The third is responsive. Responsive is a good deal of students‟
speech in the classroom, short replies to teacher or students initiated questions or comments.
The fourth is transactional ( dialogue). Transactional dialogue is carried out for the purpose of conveying or exchanging specific information. It is an extended form of responsive language.
The fifth is interpersonal ( dialogue). Interpersonal dialogue is carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.
The sixth is extensive ( monologue). Extensive monologue is given to students at intermediate to advanced levels in the form of oral reports summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned or impromptu.
1). Key Concept of Teaching Speaking in the Classroom
Spartt, Pulverness and Williams (2005:157) say that the key concepts of teaching speaking in the classroom are:
a). Teachers can develop learners‟ speaking skills by focusing regularly on particular aspects of speaking : those are fluency, pronunciation, grammatical accuracy, body language.
b). Learners do controlled practice activities in which thay only can use the language that has just been taught.
c). Tasks and less controlled practice activities give more opportunities than controlled activities for learners to practice communication, interaction and fluency.
d). Sometimes learners speak more in class when they have a reason for communicating, to solve a problem or to give other classmates some information they need.
e). As speaking is such a complex skill, learners may need a lot of help to prepare for speaking, practice of necessary vocabulary, time to recognize their ideas and what they want to say, practice in pronouncing new words and expressions, practice in carrying out a task, before they speak freely.
f).Learners, especially beginners and children, need much time to process all the new language they hear before they produce it in speaking.
g).The activities in a speaking lesson often follow this pattern : 1. Lead-in : an introduction to the topic of the lesson.
2. Practice activities or tasks in which learners have opportunities to use the new language.
3. Post-task activities: activities in which learners discuss the topic freely and ask the teacher about the language used.
2)Principles for designing Speaking Technique
In relation to the teaching of speaking, Brown ( 2001: 275-276) proposes some principles for designing speaking teaching techniques.
They are presented as follows:
a) Use techniques that cover the spectrum of learner need, form language based that focused on accuracy to message-based on interaction, meaning, and fluency.
b) Provide intrinsically motivating techniques.
c) Encourage the use of authentic language in meaningful contexts.
d) Provide appropriate feedback and correction.
e) Capitalized on the natural link between speaking and listening.
f) Give students opportunities to initiate oral communication.
g) Encourage the development of speaking strategies.
3). Stages in Teaching Speaking
According to Harmer ( 2000:46) there are three stages in teaching speaking. They are introducing the new language, practice, and communicative activities.
The first is introducing the new language. English is the new language for the students: they should be introduced to its meaning, forms, and functions. The meaning relates to its denotation, connotation, and culture. The function relates to the social life and the form relates to its linguistics.
The second is practice. Practicing a new language is not just once.
A teacher should reinforce again and again so that students become familiar and automatic in producing the language. Teachers can create an atmosphere in which the students are able to find the words to express themselves in a real situation.
The third is communicative activities. Communicative activities should be aimed to practice the communication that happens daily.
Students are prepared to learn speaking within the text available in the students‟ book. These models of dialogues are limited because students do not have a chance to express their own ideas, and to create new situations.
g. Assessing Speaking
Brown (2004:140) assumes that while speaking is productive skill that can be directly and empirically observed, those observations are invariably influenced by accuracy and the effectiveness of a test taker‟s listening skill, which necessarily compromises the reliability and validity of an oral production test. It means that the accuracy and the teacher‟s/test taker‟s listening skill become the significant aspects in assessing students‟
oral production.
There are five categories of speaking assessment tasks proposed by Brown (2004:144-182).
1. Imitative. This is types of speaking performance tasks that deal with the ability to imitate a word or phrase or possibly a sentence. The example of these kinds of tasks is repetition.
2. Intensive. This category of speaking assessment tasks related to the linguistic difficulties either phonological or grammatical aspect of language. Kinds of intensive speaking tasks are direct response, read- aloud, dialogue completion tasks and oral questionnaires, picture-cued tasks, and translation.
3. Responsive. This kinds of tasks include interaction and test comprehension but at somewhat length of utterance. Question and answer, giving instruction and directions and paraphrasing are categorized as responsive speaking tasks.
4. Interactive. Interactive speaking tasks can be described as tasks which produce interaction either transactional language or interpersonal exchange. Interview, role play, discussions and conversations, and games can be set as interactive tasks.
5. Extensive. These oral production tasks which are termed as monologue tasks include speeches, oral presentation, and story-telling.
2. Blindfold Technique
a. Definition of Blindfold Technique
The Blindfold is a game of free movement and exploration of a virtual space that allows simple interaction with key elements and assests, which ends up being quite a challenge. The game simulates a realistic sound setting, allowing players to make sense of the sound driven experience.
The Blindfold Game is one of the media that can improve students‟
vocabulary. The Blindfold Game is a practical exercise in verbal
communication that used blindfold in the games. This game used to teach directions, numbers, and making instructions. Besides, this game can bring the students that they need to study the expressions of others to direct a person. The Blindfold can impel team members into working together more closely and blindfold can make some team building activities more memorable and wearing blindfold can be fun. So that the students can be more interested and enjoy in English learning process
b.Types of Blindfold Technique 1).Blindfold Cat and Mouse
Blindfold Cat and Mouse is a fully accessible card game inspired by the kipbo card game, for both sighted and visually impaired people, designed for rapid audio play.
The objective of the game is to be the first one to empty your stock pile. You have a stock pile with 30 cards, 4 discard piles, and your hand of 5 cards. Your opponent has the same. The deck consists of cards from 1 to 12.
The game starts by playing a 1 card from your hand onto a build pile. Then if you have a 2 card, you play it, then a 3 card and so on, until you play a 12. The build pile is cleared off, and you start again. If you cannot play a card, you discard a card, and your opponent goes. There are other rules, but that's quick summary of the game.
2).Blindfold Bingo
Blindfold Bingo is an fully accessible audio game where you play bingo by yourself, or against several computer players. In bingo, numbers are announced, and you press to dab your card on that number. You can choose how many other computer players are playing, and how many cards they can buy. If you get a bingo, you win 50% of the coins that were used to purchase cards by you and the other players.
Blindfold Bingo comes with over 16 patterns of play, and lets you both explore a pattern and then play that pattern, such as a clover leaf, or the letter X, or an inside diamond. You can record yourself saying bingo,
and blindfold bingo will play it back to you when you get a bingo. You can also select from other people's voices, and share you voice with the people who play blindfold bingo.
3) Blindfold Word Game
Blindfold Word Games are a fully accessible word game for both sighted and visually impaired people, designed for rapid audio play. Word games includes the games word ladder, word flick, hangman, unscramble and 7 small words. (1) The Game Word Ladder: the objective of blindfold word ladder is to convert one word into another word by changing only one lettera time. For example, to change the word 'COLD' to 'WARM', you can first change the third letter of COLD from 'L' to 'R', making the word CORD. Then change the second letter of 'CORD', so the new word is 'CARD', then the fourth letter of 'CARD', so the new word is 'WARD'.
Finally change the last letter of 'WARD', so the new word is 'WARM'. (2) Word Flick: you have a 16 randomly chosen letters arranged in a 4 by 4 grid. You build as many words as possible using adjacent letters. The longer the word, the higher you score. For example, if the top line has the letters C, A, T, S, and the second line has the letters O, L, D, X, you could form CATS from the first line and COLD using the C from the first line, and the O, L, D from the second line. (3) Unscramble: you must unscramble the word. The letters L, E, H, O, L unscramble to become the word HELLO.
4) Blindfold War
Blindfold War is a fully accessible classic card war game for both sighted and visually impaired people, designed for rapid audio play.
Blindfold War tells the cards you and the computer played, and the number of total cards in your hand. You can customize the game to your liking: how much extra information is spoken and how quickly it is spoken.
The way of blindfold war is each player starts with a deck of 26 cards. The game takes place through a series of battles in which each
player reveals one card. The player with the highest card wins both cards.
If both players reveal a card of the same rank, a war ensues, giving each player a chance to win many of their opponent's cards. The cards are not visible; instead, you play by listening. Tap the screen to play your next card, and the computer plays its next card too.
5) Blindfold Wildcard
Blindfold Wildcard is a fully accessible card game that is a variant of the game "UNO" for both sighted and visually impaired people, designed for rapid audio play. Blindfold Wildcard tells you if a card can be played. You can customize the game to your liking: how much extra information is spoken and how quickly it is spoken.
So, based on the types of blindfold game above, the researcher used Blindfold Word Game in her research especially in Unscramble. In Unscramble, the students must arrange the unscramble word to become the right word.
6) Blindfold mystery object
Although mystery object is one of the simplest blindfold for everyone, it is also one of the most enjoyable. To play mystery object we need :
Several different object, including some unusual ones, blindfold for each player, and sleep mask.To play mystery object gather all players into a circle and have them to put their blindfolds on, take the first object and have players pass it around, once everyone has smell, felt, touch, even tasted the object, remove it from the line of sight. After all the objects pass around, they try to describes the object and guessing the object. And then the players take off their blindfold.
C. Conceptual Framework
Table 1 Conceptual Framework
Classroom Action Research
Cycle I
The input of this research is refers to speaking skill on classroom action research and the process of this research refers to apply blindfold technique for knowing the students‟ speaking ability.
Planning Acting
Observing
Reflecting Observing
Planning Acting
Observing Reflecting
Speaking Skill
Blindfold Technique
Improving students‟ speaking ability
25 CHAPTER III RESEARCH METHOD A. Research Design
This study belongs to Classroom Action Research. Classroom Action Research is utilized because it is aimed at increasing outcomes of teaching and learning. It helps the teacher more understand of the process.
Classroom Action Research is portrayed as a cyclical or spiral process involving steps of planning, acting, observing, and reflecting with each of these activities being systematically and self critically implement and interrelate.
Based on the procedure of classroom action research, namely Cycle I and Cycle II. The Cycle I in two meetings and The Cycle II in two meetings. Each cycle have four steps namely planning, action, observation, and reflection. In classroom action research device to overcome diagnosed problems in learning activity in the class. It might be essential to improve the quality of teachers, administrators, students, the teaching learning process, and certain community personel. Furthermore, it will give the better results when done collaboratively of teaching learning process in education. The procedure of data collection can be seen visually as follow:
1. Cycle 1 a. Planning
Planning is an arrangement for doing something. In this phase, there would be many activities organized that will be done in action phases related to identify problem, such as: (1) The researcher prepare lesson plan. (2) The researcher prepare the tests for each meeting. (3) The researcher prepare the facilities and media that will be used. (4) The researcher prepare observation sheet. (5) The researcher plan and design the application of teaching speaking by Blindfold technique
b. Acting
Acting is the process of doing. Acting is the implementation of planning. Everything that has been planned will be done in two meetings for Cycle I. Those activities will be done as the following:
1) The researcher explains the matery clearly.
2) To know the students‟ understanding with the matery, the researcher makes a game, namely blindfold technique.
3) The researcher acts as teacher, and the teacher explain the rules of the technique.
4) In this section, the teacher will ask students to make some group and every group has questions, some unscramble things and blidnfold.
5) Then, the every group should delegate to use blindfold.
6) The teacher starts the game and the student starts to touch the things what they get.
7) After five seconds, the students must put the things and present or describes the things.
8) If they make wrong answer they are asked to leave the game area, and for them who have right answer, they can continue the games until the end.
c. Observing
Observing will be done when the classroom action research is going on. Observing is phase to record everything happens during teaching-learning proccess including the effects of the action. The purposes of observation is to find out the information of action, such as students‟ attitudes, behaviors, and activities while giving action even the obstacles that happended in observer‟s book. The observer will observe teaching learning process in the classroom. The observer is to see how the teaching and learning design points have been implemented as a whole or not, then whether the result is good or not. This step will provide the
observer the data as the result of the respond of the step in acting. This observation will prove the action.
d. Reflecting
Reflecting is an evaluation of the action which has been done. The teacher should make it as the feedback of the running of the cycle.
Through doing the reflection, the researcher will reflect on everything done and make conclusion as a whole. The conclusion concerns with the process and the result. Whatever the weakness or the strength found will be listed on so that the writer can evaluate what need to be evaluated and improve what need to be improved if there is no improving in the first cycle. Therefore it must be continue to The Second Cycle.
2. Cycle II
Cycle II is conduct based on the result of reflection in Cycle I. The researcher aimed to get the significant improvement in Cycle II.
(a) Planning: the researcher are making a plan the implementation of lesson plan that related to the Cycle I that had evaluated and developed for the action of Cycle II
(b) Acting: in this section, the researcher did the action that look on the reflection that had evaluated and revised.
(c) Observing: in this section, the collaborator checked the observation sheet making a cheklist in the observation format. The researcher did interview to know the classroom and the actions that happened in the calssroom.
(d) Reflecting: in this section, the researcher reflect the evaluation of teaching learning process and evaluated what had been done in The Cycle II.
B. Research Variable
This research consists of two variables. They are independent and dependent variable. Independent variable in this research is the researcher
uses Blindfold Technique in improving speaking skill with small group consist of 3 students and giving test and observe. Gather all players into a circle and have them to put their blindfolds on, take the first object and have players pass it around, once everyone has smell, felt, touch, even tasted the object, remove it from the line of sight. After all the objects pass around, they try to describes the object and guessing the object. And then the players take off their blindfold.
Dependent variable in this research is students‟ speaking skill at the second class of Senior High School. The variable indicator is the ability of students‟ speaking specially in giving opinion. In this case students guessing an object. Then the researcher assess speaking accuracy especially in proununciation.
C. Population and Sample 1.Population
The population of this research is the second class of SMA Negeri 3 Bantaeng.
2.Sample
In this research, researcher apply purposive sampling technique to find out the improving the students‟ speaking ability by using
blindfold technique. The sample consist of 15 students in second class.
D. Research Instrument
In this research, the researcher uses observation and test. In order to know the improvement of the students‟ speaking ability. The researcher use Assessing students‟ progress with table observation and the researcher give the oral test to students to know the characteristics of students‟
speaking ability.
E. Data Collection
Technique of collecting data in this research using quantitative data. The quantitative data use test and observation.
1. Observation
To measure students‟ progress in speaking during Classroom Action research, the researcher uses observation table according to Mattews as follow.
Table 2 Assessing Students’ Progress
Skill Progress
Participation in class
Participation in conversation Giving oral presentation (perform)
Pronunciation
Vocabulary
Feeling confident about speaking
(Mattews, 2011)
Then, the researcher uses the following key to complete the table above :
+ = satisfactory progress, but need a little more practice
√ = some progress, but need much more practice
─ = little or no progress, need to pay special attention to improve this skill 2.Test
Test is consider as the best way to know how well students achieve the material the have learning. The objective of the test itself within the teaching and learning is to provide feedback. The test is conduct twice is in the form of oral. First, it is pretest, a test which is give toward students before implementing the action research in order to diagnose students ability in speaking skill. Second is post test, a test that will be accomplish to evaluate students‟ achievement and to know students progress after implementing blindfold technique in teaching English especially speaking skill.
Concerning with the validity of the test, Harris (2013) propose criteria of how to measure oral test, the description likely mention in the following table :
Table 3 Scores’ Criteria
The Criteria of Students‟ Scores
Scores Pronunciation Vocabulary
80-100 Has few traces of foreign language
The use of vocabulary is virtually
60-79 Always intelligible Sometimes uses
inappropriate terms and nedd rephrase
40-59 Occasionally lead to mis understanding
Frequently uses the wrong words
20-39 Very hard to understand Make conversation quite difficult
1-19 Speech virtually unintelligible Make conversation virtually impossible
F. Techniques of Data Analysis
The technique of analyzing data of this research is apply by using quantitative data. The quantitative data is used to analyze the score of the students; the researcher observes their activities by using Blindfold Game that was given to the students.
To make it easier to analyze, the researcher makes criteria that would be the guideline in scoring the test, it called “holistic grading” it is scoring technique that indicated students‟ general impression performance.
The formula present as follow :
Table 4 Holistic Grading
Aspects Score of aspect
Poor Fair Good Great Excellent
Pronunciation
1-29 30-49 50-59 60-79 80-100
Grammar Vocabulary Comprehension Fluency
(Madsen and Oskarsson 2006)
After gaining the data, the researcher tries to find the mean of the students‟ score for each cycle is obtain by using the following formula :
̅ ∑ Where
̅ : Mean of the students
∑ : Individual of score N : Number of the Students
(Gay.et al., 2006:320)
To categorize the number of students who belonged to competent category of students‟ speaking ability is obtain by using the following formula:
(Gay.et al., 2006) Where:
P : The class percentage
F : Total percentage score N : Number of students
The last, the improvement analysis of students‟ score within the pre-implementation and after the implementation of the action research, the researcher uses these formula
(Gay.et al., 2006) P : Percentage of students improvement
y : Pre-test result
y1 : Post test result cycle 1
(Gay.et al., 2006) P : Percentage of students improvement
y : Pre-test result
y1 : Post test result cycle 2
33 CHAPTER IV
FINDINGS AND DISCUSSION A. Findings
1. Findings before Implementing the Classrom Action Research Pre observation was conducted to observe the process of teaching learning in speaking activity before implementing the action. The researcher conducted pre observation in the XI IPA 1. Based on the pre observation result, the XI IPA 1 class showed they are more passive than another class. Most students didn‟t participate in class conversation, discussion and shy in giving oral presentation. They were not courage to involve in the speaking learning process. In the other words, the students have the problems with their confidence. Therefore, they need a technique to improve their speaking skill and make the English speaking lesson more exciting.The pretest had done before the Classroom Action Research. The researcher conducted it on October 19th, 2020. It started at 07.30 A.M. the pretest was in form. Then, the scores we‟ve taken in five criteria which score of pronunciation, and vocabulary. To be more detail, the writer explained in the following table :
Table 5 students’ Pre Test Score No Students’
name P V Total
Score
Final Score
1 S1 73 72 145 72*
2 S2 73 69 142 71*
3 S3 80 85 165 82
4 S4 85 80 165 82
5 S5 90 80 170 85
6 S6 85 85 170 85
7 S7 74 73 147 73*
8 S8 85 80 165 82
9 S9 65 69 134 67*
10 S10 65 65 130 65*
11 S11 90 86 176 88
12 S12 85 80 170 85
13 S13 77 73 150 75
14 S14 90 86 176 88
15 S15 65 69 134 67*
*Student who does not pass the KKM Explanation :
P : Pronunciation
V : Vocabulary
75 : Criterion Minimum of Completeness (KKM) The average students‟ pre test score is :
∑Pre-test = 1167
Pre test = ∑
=
=77.8
After calculating students‟ score in the form of average, then the researcher calculates it in the form of percentage, it is done to know the total students who passed the KKM by dividing the number of students
