IMPROVING STUDENTS’ SPEAKING SKILLS BY USING WAYANG IN SMKN 1 SALATIGA IN THE ACADEMIC YEAR OF 2013/2014
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of SarjanaPendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
ROIS KAHFIANI
113 10 045
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MOTTO
You will never be brave if you don’t get hurt
You will never learn if you don’t make mistake
You will never be
successful if you don’t encounter failure
Believe in yourself and all that you are. Know that there is something inside you that
DEDICATION
To
1. My dearest father (Muh. Khosim) and mother (Kustini Librariyati).
2. My dearest brother (Anas Muh Wibowo).
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. In the name of Allah The Most Gracious and
The Most Merciful. The researcher would like to express her grateful to the almighty
Allah SWT for his blessing, chance, and guidance to finish this graduating paper as
one of the requirement for Sarjana Pendidikan Islam in English and Educational
Department of Educational Faculty of State Institute for Islamic Studies (IAIN)
Salatiga in 2015.
Shalawat and Salam are always sent to my beloved Prophet Rasulullah SAW
for his unparallel effort and sacrifices to show the right path and spread the light of
salvation to all mankind and universe.
However, this success would not be achieved without those support, guidance,
advice, help and encouragements‟ from individuals and institution, and the researcher
somehow realize that an appropriate moment for me to deeper gratitude for :
1. Dr. H. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Suwardi, S.Pd., M.Pd, as Dean of Teacher Training and Education Faculty.
3. Noor Malihah Ph.D. as the Head of English Education Department.
4. Noor Malihah Ph.D., the counselor of this research, Thanks for her careful
guidance, wisdom, kindness and suggestions in writing this graduating paper.
5. All of my lectures in English Educational Department.
6. My parents Muh. Khosim and Kustini Librariyati. They are the best spirits for
me. Thanks for the support and motivation.
Abstract
Kahfiani, Rois.2015. Improving Students’ Speaking Skills Using Wayang in SMKN 1
Salatiga in the Academic Year of 2013/2014. Graduating Paper English
Department and Education State of Islamic Studies Institute of Salatiga. Counselor : Noor Malihah, Ph,D.
This research is mainly aimed to improve students‟ speaking skills using Wayang in SMKN 1 Salatiga in the Academic of year 2013/2014. The purposes of research are : (1) To help students improve their English speaking skill; (2) To help the students improve their score and get students interest to study English speaking skill in the class. The methodology of research is classroom action research. To find out the improvement of students speaking skill, the researcher used pre-test and post-test. The researcher used 2 cycles; each cycle consists of 2 meetings. The meeting consisted of planning, action, observation and reflection. The researcher found that the students are active in teaching learning process. They are more confident to speak in front of class and the audiences. The results of this research in every cycle, show that the score of students speaking skill was improved. From cycle I, there is a significant improvement because to 11.68 ≥ t table 2.0301. The same is also in Cycle II, there is a significant improvement in Cycle II. It is shown by to 14 ≥ t table 2.0301. So, the students speaking skill was improved after using Wayang in teaching learning process.
TABLE OF CONTENT
TITLE ………. i
DECLARATION ……… ii
ATTENTIVE CONSULTANT NOTES ………. ……… iii
BOARD OF EXAMINERS ………. iv
MOTTO ……….. v
DEDICATION……… vi
ACKNOWLEDGMENT ……….. vii
ABSTRACT ……….. ix
TABLE OF CONTENT………. x
LIST OF TABLES………. xv
CHAPTER I INTRODUCTION 1.1 Background of the Study……….…………..………. 1
1.2 Limitation of the Problem ... ……….. 6
1.4 Purpose of the Research ... ……… 7
1.5 Benefit of the Research ... ……… 7
1.6 Definition of Key Terms……….. ... 8
1.7 Outline of the Graduating paper……… ... 9
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Definition of Speaking…... ... 10
2.2 Element of Speaking ... ……… 11
2.3 Components of Speaking Skill ... 12
2.4 Principles of Teaching Speaking……… ... 13
2.5 Technique in Teaching Speaking ... 14
2.6 Roles of the Teacher in Speaking ... 16
2.7 Definition of Wayang ... 17
2.8 Wayang as a Media in English Teaching Speaking Skill ... 18
CHAPTER III RESEARCH METHODOLOGY 3.1 Setting of Research ... 21
3.1.2 Time of Research ... 21
3.2 Subject of Research ... 22
3.3 Data Sources….. ... ……… 24
3.4 Research Method ... 25
3.5 Type of Research ... 25
3.6 Procedure of Research ……….. ... 26
3.6.1 Planning……… 26
3.6.2 Action... ... 26
3.6.3 Observation... . 27
3.6.4 Reflection... . 27
3.7 Technique of Collecting Data………... 28
3.7.1 Test... 28
3.7.2 Observation... 29
3.7.3 Analysis... 30
3.7.4 Documentation ... 30
3.8.1 Quantitative Research ... 31
3.8.2 Statistical Technique ... 31
3.9 General Description of SMKN 1 Salatiga ... 33
3.9.1 History of SMK N1 Salatiga……… ... 33
3.9.2 Vision………….. ... 34
3.9.3 Mission ... 34
3.9.4 Students of SMKN 1 Salatiga ... 34
3.9.5 Location of SMK N1 Salatiga ... 35
3.9.6 Condition of Students, Teacher and Functionary in SMKN 1 Salatiga ... 35
3.9.7 Infrastructure and Facilities of SMKN 1 Salatiga ... 36
CHAPTER IV DATA ANALYSIS 4.1 Data presentation ... ……….. 39
4.1.1 Cycle I ... 39
4.1.2 Cycle II ... 54
CHAPTER V CLOSURE
5.1 Conclusion ... 70
5.2 Suggestion ... 71
References
LIST OF TABLES
3.1 List of XI AK 3 Students of SMKN 1 Salatiga……… 23
3.2 Cyclical Action Research………. 28
3.3 Assessment Rubric of Speaking……….. 29
3.4 Condition of Students………. 36
3.5.Infrastructure………... 36
3.6 Facilities……… 37
4.1 Dialogue for Students……….. 42
4.2 The List of Student‟s Score of pre-test and post-test in Cycle I…….. 49
4.3 The List of Student‟s Score of pre-test and post-test in Cycle II……. 63
4.4 Summary of Cycle I and Cycle II……… 68
INTRODUCTION
In chapter I, the researcher will present the introduction. In section 1.1, the
researcher will present background of the study. In section 1.2 problem of the
research, 1.3 the purpose of research, 1.4 benefit of research, 1.5 definition of key
term, and 1.6 outline paper.
1.1Background of the Study
Most of students feel afraid or nervous to speak in front of class or many
people. They can not speak clearly when they feel nervous. Although they have
studied hard and practice at home, but when the teacher asks them to speak in front of
class they still get any difficulties to do the task. Most of them cannot do the task well
and get bad score.
Usually, the teachers teach English based on the book they use. First, the
teachers explain the lesson in front of class using English and Indonesian language.
Second, after they finish their explanation, they ask the students about their
explanation whether the students understand or not. Most students do not speak and
react, because they feel confuse. They do not understand with the lesson, but they are
afraid to ask to their teachers. Some students feel shy because if they ask to their
When teaching the students, not every teacher concern to teach four language
skill. They sometimes only focus on one or two skills English for example : reading
and speaking. The teacher is actually able to deliver the materials in the book.
However, in the teaching learning process, teacher dominate the class. For example,
teacher explain all the lesson long and clear to them.
The teachers often notice four skills in English. They teach using a teacher
book, they always explain the lesson well. But the teachers are more active than the
students. However when the teachers ask the students, whether their explanation is
clear or not, most students still keep silent. Next, the teachers thought that the
students understand their explanation. Then, the teachers give some exercises for the
students to do. However, most students still get bad score.
The students feel shy and afraid when they want to ask a question to their
teachers. The teachers should help their students increase their self confidence and
their English language skills, namely writing, reading, listening and speaking. If they
have good English language skills, they will have good self confidence. Speaking is
one skill which can increase students self confidence.
Speaking helps the students increase their self confidence. However if they
have good speaking skill they will ask to their teacher when they do not understand
the teacher‟s explanation. The teachers usually teach writing, reading, listening and
story or letter. To teach reading the teachers ask the students to read a dialogue or
story which is written in the book. Also teachers play a tape recorder in the language
laboratory or in the classroom to teach listening. Sometimes the teachers teach
speaking with reading a text in the book. The teachers give correction when the
students read a text or dialogue, but they often teach speaking intensively.
The teachers should teach speaking intensively using some methods to the
students. There are many methods to teach speaking skill, for example acting from a
script, communication games, discussion, prepared talks, questionnaires, speech,
simulation and role play, using Wayang, etc.
Therefore, the researcher will conduct a research to know why the students
cannot speak well and do not have self confidence to speak English. Speaking is an
important skill to develop for the students. But, the students think that learning
speaking is difficult. Because the students must speak English words fluently and the
teacher will give them bad score if they cannot speak fluently like a native speaker.
Speaking is so much a part of daily life that many people take it for granted.
The average person produces tens of thousands of words a day, although some people
like politicians may produce even more than that. For a long time people was
assumed that the ability to speak fluently followed naturally from the teaching of
In Indonesia, English is obligatory taught to the students of junior high school
to senior high school and optional to the students of elementary school. One skill the
teacher develop when teaching English is speaking. The teachers help their students
speak English using some methods. Although, the students have studied speaking
English since they in elementary school but most of them have not spoken English
well. The teachers usually teach simple conversation, and the students need more than
simple conversation for their future. English skill is important for their future. They
will need that skill to apply for a job or they can get scholarship to study abroad.
Like any other skills such as playing a musical instrument or cooking,
therefore, speaking develops through an inextricable combination of learning and use.
By practicing more, people can improve their automatization and develop routines in
speaking. The important point about speaking is that when people speak, they
normally do so for a purpose. People speak because people want to achieve
something in a particular situation or context. Such achievements are not necessarily
something grand like concluding a business deal, but may simply be passing on a
piece of information or establishing contact with another human being (Juan, 2006 :
189).
As the researcher mentioned earlier that there are several methods in teaching
English speaking skills, some students still have difficulties, in speaking in front of
forget the dialogue or text. Therefore, it is necessary for the teachers to find out a
suitable method to teach English speaking skill.
One innovation that the researcher would like to implement while teaching
English speaking skill is the use of Wayang. Wayang is one of show art like drama,
which uses music, sound, literature etc. Wayang is traditional art which is developed
in Java and Bali island. Wayang was known by UNESCO in November 7th 2003 as an
amazing art in narration story and beautiful heritage which is very value (Pasha, 2011
: 17).
The use of Wayang is to help the students speak fluently in front of the
audience. The students will enjoy to make their story to be more interesting by using
Wayang. By using Wayang as a teaching media, the students should not be face to
face while learning English but the story will be listened and understood by their
friends or audience. Wayang will increase their self confidence. The students will
think that media Wayang is funny and interesting to learn English. According to
Sudarmadji (2010 : 10), Wayang is a media to get students interest, when their
teachers or friends tell a story in front of class. Also by using this media in teaching
English, the researcher hopes this method will give Wayang appreciation to the
students to save our heritage.
Wayang is chosen to increase speaking skill because teaching English using
Wayang will make students are interested in story lesson. If the students are
interested to studying English speaking skill, the lesson will be more interesting. The
Wayang has not been implemented in teaching English speaking skill in SMK
N 1 Salatiga. Therefore, it is challenging for me to find out whether or not Wayang
can improve the students English speaking skill in this research. The use of Wayang
as a teaching method can be a new method for a teacher to teach English speaking
skill. Realizing the advantages of using Wayang in teaching English, the researcher,
then, would like to conduct a classroom action research entitled “Improving Students’ Speaking Skills Using Wayang in SMKN 1 Salatiga in the Academic
Year of 2013/2014”.
1.2 Limitation of the Problem
This research will use Wayang as a media in teaching learning process.
Wayang which will be used by the research is kind of puppet. Many kind of Wayang
like wayang purwo, madya, golek etc. But, this research used contemporary Wayang
or puppet.
1.3 Statement of the Problem
Based on the background above, the problem in this research can be
formulated as follows :
1. How is the Wayang in improving student‟s speaking skills in SMKN 1 Salatiga?
2. How Wayang can improve the students score in English speaking skills in
1.4 Purpose of Research
From the statement of the problem above, the objectives of this research as
follows :
1. To help students improve their English speaking skills.
2. To help the students improve their score and get students interest to study
English speaking skills in the class.
1.5 Benefit of Research
The researcher hopes that these research will have two benefits as presented
below :
1. For the students
This research will give the students new experience about learning English
speaking skill. So the students will feel fun to learn English. The students can
increase their knowledge about the Indonesia culture.
2. For English teacher
This research gives additional contribution to English teachers to develop
language teaching methods theoretically and practically. This research also
contributes to the teacher in their English class, so they are able to improve the
quality of teaching learning process.
The findings of this research can increase the students achievement, and their
achievement can increase the school quality.
1.6Definition of Key Terms
In the tittle Improving Students‟ Speaking Skills Using Wayang in SMKN 1
Salatiga in the Academic of year 2013/2014 there is two key terms, they are :
1.6.1 Speaking
Speaking is so much a part of daily life that many people take it for granted.
The average person produces tens of thousands of words a day, although some people
like politicians may produce even more than that. For a long time people was
assumed that the ability to speak fluently followed naturally from the teaching of
grammar and vocabulary, with a bit of pronunciation (Thornbury, 2008 : 1).
1.6.2 Wayang
Wayang is a human imitation doll which made from wood, leather, etc, which
can be used in a traditional drama perform (Bali, Java, Sunda, etc), usually played by
a people who called as dalang (Pasha, 2011 : 5).
1.7 Outline of the Paper
This paper is divided into five chapters. In chapter I, the researcher will
of the research, the purpose of the research, benefit of research, definition of key term
and the outline of the paper.
Chapter II is review related literature. In this chapter the researcher will
present some related theories and definition speaking, element of speaking, classroom
speaking activities, definition Wayang, Wayang as a media English teaching speaking
skill.
Next, chapter III will discuss research method that consists of research of
approach, type of research, object of the research, data of source, method and
technique of data collection, and the method, technique of data and research setting.
In this chapter IV will discuss the data presentation and data analysis. The
data analysis presents the result of students English speaking skill.
Chapter V is closure that consists of conclusion and suggestion.
CHAPTER II
In chapter II, the researcher will present the review of related literature. In
section 2.1, the researcher will present definition of speaking. Section 2.2, element of
speaking, 2.3 the component of speaking skill, 2.4 the principal of teaching speaking,
2.5 technique of teaching speaking, 2.6 the role of the teacher in speaking, 2.7
definition of Wayang, and 2.8 Wayang as a media in English teaching speaking skills.
2.1 Definition of Speaking
Speaking is a very fundamental skill for the learners to develop because
through speaking skill people can communicate their feeling and what they think to
others. Oral communication is seen as a basic skill, so it is necessary. Not only
serious treatment is needed in teaching but also a great effort to be able to master the
skill.
For most people, mastering speaking skill is the most important skill of
learning a foreign language. Mastering speaking skill for a student become important
because they will get good achievement in English lesson.
According to Bygafe through Nunan (1991 : 40), speaking is the oral
interaction that can be characterized in term of routines, conventional ways of
presenting information which can either focus information or interaction.
Speaking are not going to look at controlled language practice where students
say a lot of sentences using particular piece of grammar or a particular function
2.2 Element of Speaking
Harmer (2003 : 269) states that the ability to speak English presupposes the
elements necessary for spoken production as follows:
2.2.1 Language features, the elements necessary for spoken production, are the
following:
1. Connected speech: in connected speech sounds are modified (assimilation),
omitted (elision), added (linking), or weakened (through contractions and stress
patterning). It is also for this reason that we should involve students in activities
designed specifically to improve their speaking skill.
2. Expressive devices: native speakers of English change the pitch and stress of
particular parts of utterances, vary volume and speed, and show by other physical
and non-verbal (paralinguistic) means how they are feeling (especially in face to
face interaction). The use of these devices contributes to the ability to convey
meanings.
3. Lexis and grammar: teacher should therefore supply a variety of phrases of
different function such as agreeing or disagreeing, expressing surprise, shock, or
approval.
4. Negotiation language: effective speaking benefits from the negotiators language
we use to seek clarification and show the structure of what we are saying. We
often need to ask for clarification when we are listening to someone else talks and
2.2.2 Mental / social processing
Success of speaker‟s productivity is also depended upon the rapid processing
skills that talking necessitates such as:
1. Language Processing: Language processing involves the retrieval of words and
their assembly into syntactically and propositionally appropriate sequence.
2. Interacting with other: effective speaking also involves a good deal of listening, an
understanding or how the other participants are feeling, and knowledge of how
linguistically to take turns allow others to do so.
3. Information processing (On the spot) : Quite apart from our response to other‟s feelings, we also need to be able to process the information they tell us the
moment we get it.
2.3 Components of Speaking Skill
Rubiati (2010 : 17) states that there are five components are generalization
recognized in analyses of the speech process.
1. Pronunciation including the segmental features vowels and consonants and the
stress and the stress and intonation patterns.
2. Grammar.
3. Vocabulary.
5. Comprehension; for oral communication certainly requires a subject to respond to
speech as well as initiate it.
The five factors of speaking above have important role in speaking. By
mastering all the factors, people can produce good speech.
2.4 Principles of Teaching Speaking
Teaching speaking has some principles (Nunan, 2003 : 54-56). they are :
1. Be aware of the differences between second language and foreign language
learning contexts. (A foreign language contexts is one where the target language is
not the language of communication in the society, then a second language context
is one where the target language is the language of communication in the society)
2. Give students practice with both fluency and accuracy (Accuracy is the extent to
which students‟ speech matches what people actually say when they use the target
language, quickly and confidently, with few hesitations of unnatural pauses, false
starts, and word searchers).
3. Provide opportunities for students to talk by using group work or pair work and
limiting teacher talk.
4. Plan speaking tasks that involve negotiation for meaning. Research suggests that
learners make progress by communicating in the target language because
interaction necessarily involves trying to understand and make you understood.
5. Design classroom activities that involve guidance and practice in both
2.5 Technique in Teaching Speaking
There are several speaking activities in a classroom, they are :
1. Acting from script
This activity encourage students to act out scene from plays or their course
books, sometimes filming the result (Harmer, 2003 : 27). Students will often act on
dialogues they have written themselves. This frequently involves them in coming out
the front of the class.
2. Communication Games
Speaking activities based on games are often a useful way of giving students
valuable practice, where younger learners are involved. Game based activities can
involve practice of oral strategies such as describing, predicting, simplifying, and
asking for feedback.
3. Discussion
One of the reason that discussion fail is that students are reluctant to give an
opinion in front of the whole class, particularly if they cannot think of anything to say
and are not confident of the language they might use to say it. Many students feel
extremely expose in discussion situation.
4. Prepared talks
A popular kinds of activity is the prepared talk where students make a
than from a script. Prepared talks represent a defined and useful speaking game, and
if properly organized, can be extremely interesting for both speaker and listener.
5. Simulation and role play
Many students derive greet benefit from simulation and role play. Students
simulate a real life encounter as if they were doing is in the real world. A simulation
and role play can be used to encourage general oral fluency to train students for
specific situation.
6. Debate
Debate is an activity which opposite points of view are presented and argued.
Debate can present opportunities for students to engage in using extended of language
for a purpose: to convincingly defend one side of an issue.
All of speaking activities above encourage students to practice speaking skill in
classroom. Teacher should choose appropriate activities above based on the level of
the students. Every teaching and learning process can be enjoyable if teacher gives
the appropriate activity based on the student‟s levels.
2.6 Roles of the Teacher in Speaking
Rubiati (2010 : 17) writes that there are many roles in teaching speaking that
can make effective in learning speaking process:
1. Use the target language not only to deal with the subject matter but also to
2. Keep the number of display questions to a minimum. Example: teacher question
that are aimed at getting learners to „display‟ their knowledge, such as „What‟s
the past of go?’.
3. Build the topic at hand together with the students; assume that whatever they say
contributes to the topic.
4. Tolerate silences; refrain from filling the gaps between turns.
5. Encourage students to sustain their speech beyond one or two sentences and to
take longer turns, do not use a student‟s short utterance as a springboard for your
own lengthy turn.
6. Extend your exchanges with individual students to include clarification of the
speaker‟s intentions and a negotiation of meanings; do not cut off too soon an
exchange to pass on to another student.
7. Pay attention to the message of students‟ utterances rather than to the form in which they are cast.
8. Make extensive use of natural feedback rather than evaluating and judging every
student utterance following its delivery.
9. Give students explicit credit by quoting them; do not take credit for what students
contributed by giving the impression.
10. Promoter: students sometimes get lost, cannot think of what to say next or in
some other way lose the fluency it expect of them. The teacher can leave them to
struggle out of situation on their own, and indeed sometimes this may be the best
11. Participant: teacher should be a good animators when asking students to produce
language.
12. Feedback provider: the vexed question of when and how to give feedback in
speaking activities is answered by considering carefully the effect possible
different approach.
2.7 Definition of Wayang
Wayang is a human imitation doll which made from wood, leather, etc, which
can be used in a traditional drama perform (Bali, Java, Sunda, etc), usually played by
a people who called as dalang (Pasha, 2011 : 5).
Wayang is an Indonesian word for theater. Bayang, the Javanese word for
shadow or imagination, also connotes "spirit." When the term is used to refer to
puppet theater, the puppet itself is sometimes referred to as Wayang. There are many
forms of Wayang, including dances performed with masks and dramas performed
with wooden, jointed puppets, but the most famous is Wayang kulit, "shadow puppet
theater" (Pasha, 2011 : 17).
Wayang is an original culture in Indonesia. UNESCO had declared Wayang as
Representative List of the Intangible Cultural Heritage of Humanity Indonesia in
2003. Indonesia has various types of Wayang which are spread all over the Indonesia
2.8Wayang as a Media in English Teaching Speaking Skills
Nowadays, Wayang has developed in many varieties. Wayang has been used
in English teaching. Scott (2003 : 34) has written some methods to present new
language orally as follows :
1. Using a Mascot, one of the most successful ways of presenting language to
students is through Wayang or a class mascot.
2. Wayang, Wayang does not need to be more than mask, and these do not have to
be complicated. They can just be paper bags with holes for eyes.
The simplest Wayang is made from paper bag, but the researcher will use
Wayang made from paper and bamboo. The researcher hopes this Wayang will help
the students enjoy the lesson and make them understand the material easier also the
students can speak with their self confidence.
By using Wayang as a teaching media, students can easily understand the
subject matter and also know Indonesian culture. The researcher used Wayang
Klithik/krucil, it was Wayang which made from leather and has small size (Pasha 27 :
2011). But the differences between Wayang which is used by the researcher is the
The researcher used Wayang not to tell the history of Wayang but the
researcher think that Wayang is the best and funny media to teach English speaking
skills. Furthermore, the Wayang are able to answer the problems of education which
is currently being discussed in Indonesia, it is about moral education for students. The
moral values contained in Wayang can provide a wide range of moral lessons that are
taught to students.
Wayang is not only an old and ancient art but Wayang also has some
functions, they are :
1. To educate. Wayang‟s stories, shapes, and characters contain the values of the philosophy of Indonesia. For example, the stories about God, nature, goodness,
and crimes.
2. To inform. Wayang is communication media in terms of delivering the message.
3. To preach. Wayang was performed on special occasions. Mainly ceremonial
reinforcements to resist, and ruwatan (freeing influence evil spirits).
4. To entertain. Wayang is a folk art entertainment. However, over the times, the
Wayang becomes entertainment for all walks of life. 1
1
CHAPTER III
RESEARCH METHODOLOGY
In chapter III, the researcher will present the research methodology. In section
3.1 setting of research, 3.2 subject of research, 3.3 population and samples, 3.4 data
sources, 3.5 research method, 3.6 type of research, 3.7 the procedure of research, 3.8
technique of collecting data, 3.9 technique of analyzing data, and 3.10 general
description of SMK N 1 Salatiga.
3.1Setting of Research 3.1.1 Place of Research
The research was conducted at SMKN 1 Salatiga in the academic year
2013/2014. It is located in Nakula Sadewa street 1/3 Dukuh, Sidomukti Salatiga. The
place selection was based on the consideration that it‟s near the place of researcher
and the institution has never conducted research about improving students speaking
skill using Wayang.
3.1.2 Time of Research
The time of this study is carried out on 5 until 12 January 2015 at second
3.2Subject of Research
In this research, the researcher chooses SMKN 1 Salatiga as object of the
study especially the eleventh grade students. The eleventh grade students consist of
thirty class groups, but the researcher took one class groups. The researcher chooses
XI AK 3 ( XI accounting class) and this class consist of 35 students.
Based on the observation and interview with the English teacher, this class has
high grade those other classes. Their native language is Indonesian language. They
have been taught English since the first year of school. The minimum passing grade
criteria (KKM) of this school is (80) it was good standard for the researcher to
conduct the research in XI AK 3.
The researcher conducted the research in the second grade students of SMKN
1 Salatiga and the researcher takes class of students in the eleventh grade which has
35 students. The students are taken from XI AK 3. Based on the observation and
interview with the English teacher. These class have high grade that other classes.
In this research, the researcher uses random sampling in order to all students
get same opportunity to be the sample of this research.
Table 3.1
List of XI AK 3 (Accounting Class) Students of SMKN 1 Salatiga in Academic of 2013/2014
Students
Number Name
12259 ALFIANIDA ANISA M
12279 OKTAVIA AYU KRISHNA DEWI
12280 PURWATI
12281 RENA INDRASWARI
12282 ROSITA IRJAYANTI PARINDING
12283 SEPTIANI DWI KRISTANTI JOHAR
12284 SITI KHOTIMAH
12285 SUJI ARTINI
12286 ULFA PUTRI RAMADHINI
12288 WAHYU IKA WIJAYANTI
12289 WAHYU SUGIYARNI
12290 WIWIT PANCAWATI
12291 YOGA SURYA PERDANA
12292 YULIANINGSIH
3.3Data Sources
The data sources of this research are taken from the results of student‟s test and observation. The test is divided into two part, pre-test and post-test. Pre-test is to
know the student‟s ability in speaking competence before the method is given for
them, and post test is the test to know their improvement after the method has been
given.
Observation is done by the researcher based on the respondent to know the
situation of the teaching and learning process when the technique is applied. It was
important in this case, not only to know the students own feelings but also to know
how they think toward the English (Arikunto, 1998 :234).
3.4Research Method
The researcher uses quantitative method as a primary method in this research.
In this research the researcher will prepare some media and ask students to sing a
song which is chosen by the researcher, read a dialogue and it will help the researcher
speaking ability will be increase. The next approach is using mascot. Using a mascot,
one of the most successful ways of presenting language to students is through
Wayang or a class mascot (Scott, 2003 : 34).
3.5Type of Research
The research method used in this research is classroom action research. There
are some definition of action research. The first definition is given David Hopkins in
Kunandar (2011:45) that action research is form of collective self reflective inquiry
undertaken by participant in social situation in order to improve the rationally and
justice of their own social as educational practices, as well as understanding of this
practices and the situation in which these practice are carried out.
The second definition, according to Aqib (2009), action research is the
research which is doing by teachers on their class through self reflective inquiry with
the aim to make better work so can improve the result of students learning.
3.6 Procedure of Research
This research uses classroom action research, so in this case the researcher use
some steps as Kemmis states. There are two cycles in this action research. In each
3.6.1 Planning
There are several activities that the researcher plan to conduct in this procedure.
They are :
1. Preparing materials, making lesson plan, and designing the step in doing action.
2. Preparing list of student‟s name and scoring. 3. Preparing teaching media.
4. Preparing a test (to know whether students‟ speaking skill improve or not).
3.6.2 Action
After preparing all things in the planning step, the researcher will do an action.
They are :
1. Giving pretest
2. Teaching speaking using Wayang
3. Giving occasion to the students to ask any difficulties or problem
4. Asking the students to read orally
3.6.3 Observation
Observation is one of instruments used in collecting the data. Observation can
be systematically used to observe and investigated like the students‟ feeling, thinking,
and something they do in teaching learning process. This observation writes
3.6.4 Reflection
The results of the observation is analyzed. It is to remember what happened that
has been written in observation. Reflection has an evaluation aspect, it will help the
researcher to measure whether effects of the method has appropriate as the researcher
want, and suggest for next teaching process. The researcher reflection is done by
discussing with collaborator. The procedure in a classroom research is simplified in
figure 3.2
Figure 3.2
3.7 Techniques of Collecting Data
In conducting this research, there are several techniques that the researcher
used to collect data.
3.7.1 Test
To get the data, the researcher proceeds with the test which consists of pre-test
and post-test. The function of pre-test is to get the information about the student‟s ability in speaking before the treatment. Pre-test on whatever instruments are used to
assess the effect of the experiment before the method is given.
The function of post-test is to know the result of the experiment and usually
on the instruments, after the treatment is given (Muijs, 2004: 18). The data will prove
that there is improvement for the students speaking competence using Wayang. The
researcher used assessment rubric for test, it is as follow :
10 Good
In addition, the researcher also did the class observation. The observation was
conducted to find out the situation of the teaching and learning process while the
learning process using Wayang is applied. It is an important thing that must be done
because the researcher should make a note for the further data collection, not only to
get the final score after using Wayang for learning process in increasing speaking
ability but also to show their collaborative and their participate in the group. Wayang
method is not only focus on the final score but how develop student‟s attitude with their friends.
According to Darlington (2002:74), observation is a very effective way to find
out what people do in particular contexts, the routines and interactional patterns of
their daily lives. In addition, observational research methods can provide an
understanding of what is happening in encounter between a service provider and user,
3.7.3 Analysis
The researcher analyzes the data that is collected from the students to get
information and to know their improvement in speaking ability or their roles and
responsibility toward their own group.
3.7.4 Documentation
According to Arikunto (1998: 149), documentation is needed to know about
the situation and condition of the students, teachers, and school‟s profiles. Documentation not only includes the official organizational papers, brochures, and
reports, but also more of work a day, lesson plans, and materials.
The researcher collects the data as documentation by taking photos or videos
since the teaching and learning process is going. The researcher used hand phone and
digital camera to collecting the data. Document is a record of events in the past in the
forms of handwriting, pictures, or even literature works (Sugiyono, 2007: 329). The
researcher asked the school to complete the data that is needed, so this research could
produce a good result in the teaching and learning process in SMKN 1 Salatiga in
second grade by using Wayang method.
After collecting the data, the next step of this study is analyzing the data.
There are two ways to analyzing data, they are;
3.8.1 Quantitative Research
Quantitative research is explaining phenomena by collecting numerical data
that are analyzed using statistics (Muijs, 2004 : 1).
3.8.2 Statistical Technique
To knowing the student‟s improvement is significant or not in cycle I and
cycle II use pre-test and post-test, the researcher use T-test. To getting T-test, so the
researcher need to calculate mean and standard deviation.
This research is calculated by t-test analysis;
a) Mean
∑
Where:
:Mean of Students‟ score
: The sum of students‟ score
: The total number of students‟
=
√
∑-
(
∑)
2Where:
: Deviation Standard
D : Different between pre-test post-test
N : Number of observation in sample
c) T-test
After calculating the SD the researcher calculate t-test to know is there any
significant differences or not between pre-test and post-test
T = (
∑ )
(√ )
Where,
T : T-test for the differences of pre-test and post-test
SD : Deviation standard for one sample t-test
D : Difference between pre-test and post-test
N : Number of observation in sample
SMKN 1 Salatiga is one of the best and favorite vocational high schools in
Salatiga. It is located Jl. Nakula Sadewa 1/3 Dukuh, Sidomukti Salatiga. This school
divided into six departments. They are Accounting, Office Administration, Sales /
Marketing, Chef, Beautician and designer/clothing design. The headmaster of SMKN
1 Salatiga is Bambang Dwi H, S.Pd., M.Pd
In 1967, there was no Vocational School (SMK) State in Salatiga. So the
founders of the committee formed State Preparation SMEA known by Mr. Mayor
Salatiga (Bp.Letkol S.Soegiman at the time) and supported by the Party Muspida.
With head offices permit the Department of Education and Culture, Central Java
Province No.IDPE / 435 / D / 67, dated 1967 17Januari, then stood SMEA The status
of preparation in Salatiga. On this basis, a request to be upgraded to the level of the
Ministry of Education and Culture in Jakarta to be upgraded to the status of
preparations SMEA SMEA State. By letter of the Head of State SMEA preparation
No.M / 30/115 dated May 25, 1968, which accompanied the recommendations of
IDPE Central Java province, eventually came down Decree of the Minister of
Education and Culture of the Republic of Indonesia No. 191 / UUK-3/1969 dated
May 25, 1968 , which gives an increase in the status of the preparation become
SMKN 1 Salatiga.
Over time, SMEA School 1 Salatiga with the assistance of the State managed
to occupy a new building located in the village of Kembangarum which has a land
area of approximately 15,000 m2. Until now, the title had been changed into SMEA
3.9.2 Vision
Produce graduates who believe, Competence, and Competitive and
environmentally sound.
3.9.3 Mission
a. Increasing Faith and devotion learners.
b. Educate students to be responsible citizens and character.
c. Educate learners, able to implement healthy living, has the insight, the
environment, and the arts.
d. Educate and train the learners have appropriate skills competence skill
e. To foster an entrepreneurial spirit.
f. To provide students with knowledge and skills as a preparation for those who
continue their education
3.9.4 Students of SMKN 1 Salatiga
There are 1299 students of SMKN 1 Salatiga in the academic year
2014/2015. There are 424 students in the tenth grade, 455 students of eleventh grade
and 420 students of the twelfth grade. Tenth and eleventh grade consist of thirty
classes and divided into six departments, they are three classes for accounting, three
classes for office administration, two classes for marketing, two classes for chef, two
consist of twelve classes, divided into departments, they are three classes for
accounting, three classes for office administration, two classes for marketing, two
classes for designer, one class for chef and one class for beautician.
3.9.5 Location of SMKN 1 Salatiga
a) Street : Nakula Sadewa I/3
b) Telp/Fax : (0298) 323566
c) Village : Kembangarum
d) Subdistrict : Sidomukti
e) Post code : 50722
3.9. 6 Condition of Students, Teacher And Functionary in SMKN 1 Salatiga 3.9.6.1Condition of Student
Totaly, SMKN 1 Salatiga have 1299 students in 2014. This is the detail of
students.
Table 3.4
Grade
Number of
Class
Number of
Students
X 13 424
XI 13 455
XI 12 420
TOTAL 38 1299
3.9.7 Infrastructure and Facilities of SMKN 1 Salatiga
In the process of teaching and learning activities SMKN 1 Salatiga supported
by the facilities and infrastructure is sufficient. Infrastructures are whatever is in the
school in the physical form (movable or immovable objects), and the function to help
all the activities of teaching and learning.
Table 3.5
Table of the Infrastructure
1. Cadaster Large m2
a. Certificate of land 15.000
2. Facilities Total Condition a. Classroom 38 unit fine
b. Library 1 unit fine
c. Accounting laboratory 1 unit fine
d. Secretary Laboratory 1 unit fine
e. Marketing Laboratory 1 unit fine
f. Design Laboratory 1 unit fine
g. Beauty Laboratory 1 unit fine
h. Chef Laboratory 1 unit fine
i. Computer room 1 unit fine
j. Teachers‟ room 1 unit fine
k. Headmaster room 1 unit fine
l. Health room 1 unit fine
m. Volley-basket field 1 unit fine
n. OSIS and Scout‟s office 1 unit fine o. Mosque 1 unit fine
p. Mini Bank 1 unit fine
q. Meeting Hall 1 unit fine
r. Honest Canteen 1 unit fine
s. Mini Shop 1 unit fine
In chapter IV, the researcher will present the analysis of data. In section 4.1
the researcher will present data presentation, and in section 4.2 will present analysis
and discussion.
4.1Data Presentation
In each Cycle, the steps are : planning, action, observation and reflection.
4.1.1 Cycle I
Cycle I has 2 meetings, and every meeting will be explained by the researcher
below :
4.1.1.1 First Meeting
In the first meeting, there are 4 procedures will be conducted by the
researcher. They are planning, action, observation and reflection. Every procedure
has been explained in chapter III before. The 4 procedures will be used below :
4.1.1.1.1 Planning
In the planning step, the researcher did some preparation including :
a. Preparing material and lesson plan.
b. Preparing list of students‟ name and scoring. c. Preparing sheet for classroom observation.
d. Preparing pre-test.
The researcher started the first meeting at January 6th 2015. It was the day after
the long holiday. The researcher has 90 minutes in English lesson. The English
teacher introduced the researcher to the students and opened the lesson.
Teacher : “Assalamu‟alaikum Wr. Wb” Students : “Wa‟alaikumsalam Wr. Wb” Teacher : “Good morning students?” Students : “Good morning Mam” Teacher : “How are you today?” Students : “I am fine, and you?” Teacher : “I am fine too thank you”.
“Ok students, today I will introduce Miss Rois. She comes from STAIN
Salatiga. She will teach you in this meeting and three meeting later.”
Students : “Yes, Mam.
Miss Rois : “Thanks, Mrs Farida. Ok, students that is my little introduction. And let me introduce my partner here, her name is Nur Aniati, she will help
me to take some documentation for our lesson. Now is my turn to
know your name by checking your attendance.
The researcher called the students‟ name one by one to check their attendance. In the first meeting one student was absent because of illness. After checking the
Miss Rois : “Have you ever made an English conversation with your friends or other
people?”
Students : “Yes, Miss”
Miss Rois : “Ok good, now please give me an example” Bella : “Hi Rosita, how are you today?”
Miss Rois : “Good Bella”.”Other example?” Merry : “Good morning Miss”
Miss Rois : “Good Merry”. “Others?”
Rosita : “I am hungry, let‟s go to Pak Parno (the canteen owner)
Miss Rois : “Perfect Rosita”. “That is some example of speaking. I am sure that you have a complicated or “rumit” conversation before”. Although it is not
full English, right?
Students : “Yes Miss”.
Miss Rois : “Now I will give you a dialogue, please read it for few minutes then I
will ask you to read in pairs. “ sekarang saya akan memberikan kalian
dialog, silahkan dibaca selama beberapa menit kemudian saya akan
Table 4.1 Dialogue for Students
Riyan : Hello Ris, how are you today ?
Riski : I‟m fine, thanks. And you?
Riyan : Yes, I‟m fine too. In several days we will have to pass our examination, and what is your plan to continue your study ?
Riski : I want to continue my study to university.
Riyan : Where the university do you want ?
Riski : I hope I can enter in Padjadjaran University.
Riyan : Umm.. what the faculty do you want ?
Riski : I want to enter faculty of law.
Riyan : Why ?
Riski : Because, I like study of law and I want to be a lawyer.
Riyan : Ow.. that‟s good choice. I hope you can be a good lawyer.
Riski : Thanks. Do you have a plan to continue your study in University ?
Riyan : Yes, I do.
Riyan : My favorite university is University of Manchester. I want to study in
University of Manchester and I hope I can study there.
Riski : Are you sure ?
Riyan : I‟m sure.
Riski : You will continue to go there, and will not continue in this country
Riyan : Yes, I guess so.
Riski : By the way. What program do you want ?
Riyan : I want to study in Medical Program. Because I want to be a doctor.
Riski : Ok.. I feel it‟s good. I hope you can get your want to go to University of Manchester. Good fortune be with you and success of all.
Riyan : Thank you. And I hope so for you. Ok.. thank you for the time. Nice to meet
you here. See you.
When the researcher asked the student to read the dialogue, the researcher did
the observation of students speaking skill. After all of the students read the dialogue
Miss Rois : “Ok, give applause for all of you. You have read the dialogue very good,
but some of you are still hesitate or “ragu-ragu” to read the words.
Now repeat after me University”.
Students : “University” Miss Rois : “Good. Country” Students : “Country”
Miss Rois : “Good”. “Ok I think there are some of your mistakes in reading the
dialogue, and now time is up. I hope you prepare for next meeting,
because I have surprised for you. Keep trying to speak English with
your friend or others. Let‟s close by saying “Hamdalah” together,
thanks for your attention, see you next week and Wassalamualaikum
Wr. Wb”
Students : “Alhamdulillahirobbilalamin. Waalaikumsalam Wr. Wb”
4.1.1.1.3 Observation
In the first meeting, the researcher observed the teaching learning process. By
monitoring the students, the researcher saw the students have good enough ability in
speaking skill. But some students looked busy and did not notice when their friends
read the dialogue. When reading the dialogue, only some students made mistake to
4.1.1.1.4 Reflection
After observing the class in the first meeting, the researcher should give
motivation to the students to make conversation or speak English in their daily
activities although it is not full sentences. In the next meeting the researcher will use
Wayang as media in English speaking
From the first meeting, the students still have low self-confidence to speak
English, so the researcher need to conduct the second meeting.
4.1.1.2Second Meeting
In the second meeting, there are 4 procedures. They are planning, action,
observation and reflection. Every procedure is used to improve students‟ speaking
skill. The 4 procedures are demonstrated as follow :
4.1.1.2.1 Planning
In the planning step, the researcher did some preparation including :
a. Preparing material and lesson plan.
b. Preparing list of students‟ name and scoring. c. Preparing sheet for classroom observation.
4.1.1.2.2 Action
In the second meeting, the researcher used Wayang as the media for the
students to practice their speaking. The students were very enthusiastic when the
researcher entered the class. The students was very happy because they would get a
surprise. The researcher opened the meeting.
Miss Rois : “Assalamu‟alaikum Wr. Wb” Students : “Wa‟alaikumsalam Wr. Wb”
Miss Rois : “Before we start our lesson today let‟s start our lesson by saying Basmallah together”
Students : “Bismillahirrohmanirrahim…” Miss Rois : “Good morning, students?” Students : “Good morning Miss” Miss Rois : “How are you today?” Students : “I am fine, and you?”
Miss Rois : “I am very well, thank you”. “Now I will check your attendance”.
The researcher called the students‟ name one by one to check their‟ attendance.
In this meeting one student was absent because of sick. After checking the students
attendance the researcher gave the explanation about the lesson today.
Students : “Yes…. No…. (some students answer yes and the others no)
Miss Rois : “Ok today, I have something for you. This is Wayang or puppet, you will use this Wayang in speaking. You made your own story about
your holiday. Then I will call your name one by one, the name whom
I call please come forward and present your story using this Wayang.
Don‟t forget to choose your own character (hari ini, saya mempunyai sesuatu untuk kalian. Ini Wayang, kalian akan menggunakan Wayang
ini dalam berbicara. Kalian membuat cerita kalian sendiri tentang
liburan kalian. Kemudian saya akan memanggil nama kalian satu per
satu, nama yang saya panggil silahkan maju kedepan dan
mempresentasikan cerita kalian menggunakan Wayang ini. Jangan
lupa memilih tokoh kalian sendiri) Do you understand?”
Students : “Yes Miss.”
Miss Rois : “Now prepare a piece of a paper and I will give you 15 minutes to write
your story”.
Bella was the first students who presented her story in front of class using
Wayang. After that all of their friend come forward alternately. The situation was so
quiet because the students are interested to listening their friends‟ story. Sometimes they made a joke when their friend performed their story. After the students finished,
Miss Rois : “Good job students, but some of you did mispronunciation in speaking.
Like busy. Let say busy”.
Students : “Busy”. Miss Rois : “January” Students : “January”
Miss Rois : “Good”. “Ok I think you have made a progress. Good job students. I
hope you prepare for next meeting, because we will practice speaking
again in this class. I will help you practice speaking more and more, so
you can speak well. Let‟s close by saying “Hamdalah” together, thanks for your attention, see you next week and Wassalamualaikum Wr. Wb”
Students : “Alhamdulillahirobbilalamin. Waalaikumsalam Wr. Wb”
4.1.1.2.3 Observation
After conducting the action, so observation is needed to know pre-test and
Table 4.2
The List of Student’s Score of pre-test and post-test in Cycle I
18 Mery Rizky A 77 80 3 9
19 Naili Farchah 78 80 2 4
20 Noni Priyanti 75 75 0 0
21 Nurul Isnawati - - - -
22 Oktavia Ayu K.D 81 85 4 16
23 Purwati 75 77 2 4
24 Rena Indraswari 77 80 3 9
25 Rosita Irjayanti P 81 85 4 16
26 Septiani Dwi K.J 77 85 8 64
27 Siti Khotimah 80 82 2 4
28 Suji Artini 75 77 2 4
29 Ulfa Putri R 75 78 3 9
30 Umi Nurjanah 77 80 3 9
31 Wahyu Ika W 77 80 3 9
32 Wahyu Sugiyarni 80 85 5 25
33 Wiwit Pancawati 75 78 3 9
34 Yoga Surya P 77 80 3 9
35 Yulianingsih 75 75 0 0
a. Mean of pre-test I
∑
b. Mean of post-test II
∑
77.7
Mean of pre-test I = 74.7
Mean of post-test II = 77.7
Mean of pre-test ≤ than post-test
Based on the calculation above, it is clear that there is an improvement on the
students speaking skill after Wayang is used. The mean of pre-test is lower than the
mean of post-test II. To see if the improvement is significant or not, the researcher did
c. SD of pre-test and post-test Cycle I
From the data above, the teacher calculates SD pre-test and post-test
=
=
11.68t table = 2.03012
From the calculation above, it is shown that the is 11.68. In this calculation
the t table is 2.0301. So, it is clear that ≥ t table. This means that the improvement toward the students speaking skill using Wayang is significant.
4.1.1.2.4 Reflections
Based on the observation of the Cycle I, the researcher had to reflect the
weakness that happened in the learning process to maximize the students‟ speaking skill.
a. The researcher needs to ask the students to practice continuously everyday.
b. The researcher should repeat the difficult word in the beginning and last lesson to
make the students more understand
c. The researcher has to motivate the students to present in front of the class.
The students which has reach the minimum passing grade criteria (KKM)
(80), was 24 students or (72 %). From that result, it means that the students have not
reach the standard or (75%).
2
Based on the results in Cycle I, the students‟ speaking skill is actually
improved, but needs more practice and motivation to make the students have more
self confidence when speaking in front of class. The students also need to practice
and repeat the difficult words, so they will get more vocabularies. Finally, the
researcher decided to conduct Cycle II.
4.1.2 Cycle II
Cycle II has 2 meetings, and every meeting will be explained by the researcher
below :
4.1.2.1First Meeting
In the first meeting in Cycle II, there are also 4 procedures as the researcher has
conducted in cycle I. They are planning, action, observation and reflection.
4.1.2.1.1 Planning
In the planning step, the researcher did some preparation including :
a. Preparing material and lesson plan.
b. Preparing list of students‟ name and scoring. c. Preparing sheet for classroom observation.
4.1.2.1.2 Action
On Monday, January 12th, 2015 the researcher hold first meeting of Cycle II.
As usual the researcher opened the meeting.
Miss Rois : “Assalamu‟alaikum Wr. Wb” Students : “Wa‟alaikumsalam Wr. Wb”
Miss Rois : “Before we start our lesson today let‟s start our lesson by saying Basmallah together”
Students : “Bismillahirrohmanirrahim…” Miss Rois : “Good morning students?” Students : “Good morning Miss” Miss Rois : “How are you today?” Students : “I am fine, and you?”
Miss Rois : “I am very well, thank you”. “Now I will check your attendance”.
The researcher called the students‟ name one by one to check their attendance.
In the first meeting one student was absent because of illness. After check the
students attendance the researcher gave the explanation about the lesson today.
Miss Rois : “Have you practiced speaking English more?”
Students : “Yes…. No…. (some students answer yes and the others no)
minutes to read it and when 15 minutes up, I will call your name one
by one, the name who I call please come forward and presenting this
story use this Wayang. And don‟t forget to choose your own character (hari ini, saya mempunyai sebuah text. Saya akan memberikan ini
kepada kalian dan akan memberikan contoh bagaimana cara membaca
dan mengucapkannya dengan benar. Setelah itu saya akan memberikan
kalian 15 menit untuk membaca text ini dan ketika 15 menit sudah
habis, saya akan memanggil nama kalian satu per satu, nama yang saya
panggil silahkan maju kedepan dan mempresentasikan text ini
menggunakan Wayang ini. Dan jangan lupa memilih tokoh kalian
sendiri) Do you understand?”
Students : “Wach cepet men Miss (It is too fast, Miss)”.
Miss Rois : “We do not have much time, now let‟s read or you will lost your time
(kita tidak punya waktu banyak, sekarang baca atau kamu akan
kehilangan waktu mu)”.
Students : “Ok, Miss”.
Then, the students read the text seriously for about 15 minutes.
Intan : “I want, Miss”
Miss Rois : “Ok, good, Intan, go ahead!”
After that all of the students come forward alternately. The situation was so
quiet because the students are interested to listening their friends. Sometimes they
made a joke when their friend perform in from of the class. After the students
finished, the researcher gave feedback and correction of their performances.
Miss Rois : “Good job students, give applause for you. But some of you did
mispronunciation in speaking. Please repeat after me (silahkan ulangi
setelah saya). “Market”.
Miss Rois : “Taxi” Students : “Taxi”
Miss Rois : “Good”. “Ok I think it‟s enough for today students. Thanks for your
participation students. I hope you will practice speaking more than I
have taught you. Let‟s close by saying “Hamdalah” together, thanks for your attention, see you next time and Wassalamualaikum Wr. Wb”
Students : “Alhamdulillahirobbilalamin. Waalaikumsalam Wr. Wb”
4.1.2.1.3 Observation
In the first meeting, the researcher observed the teaching learning process. By
monitoring the students, the researcher saw the students have good enough ability in
speaking skill. The students focused to listen their friend story. When reading the
story, only some students made mistake to speak some words. The researcher has
given the correction for their mistake.
4.1.2.1.4 Reflection
After observing the class in the first meeting in cycle II, the researcher should
give motivation to the students to make conversation or speak English in their daily
activities although it is not full sentences. In the this meeting the researcher convince
the students that they have spoken English well, but they should practice more to
