IMPROVING SPEAKING ABILITY
OF THE TWELFTH GRADE STUDENTS
OF SMA STELLA DUCE BANTUL YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Natalia Dewi Primasari Student Number: 031214075
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2008
IMPROVING SPEAKING ABILITY
OF THE TWELFTH GRADE STUDENTS
OF SMA STELLA DUCE BANTUL YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Natalia Dewi Primasari Student Number: 031214075
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2008
Impossible is just a big word thrown around
by small people
who find it easier to live in the world they have been given
than to explore the power they have to change it.
Impossible is not a fact.
It is an opinion.
Impossible is not a declaration.
It is a dare.
Impossible is potential.
Impossible is temporary.
Impossible is nothing.
(unknown)
I d ed i ca te th i s th esi s to m y bel oved pa r en ts, m y
br oth er , a n d m y N i col a u s M .
ACKNOWLEDGEMENTS
First of all, I would like to thank God the Almigthy, Jesus Christ for giving me the strength, courage, and compassion so that I could finish this thesis. His guidance gave lights and strengths to deal with the hard time I had to go through during the making of this thesis.
This thesis is accomplished and improved by the guidance and comments of people who are willing to be involved during the writing of my thesis. I owe much to Christina Kristiyani, S.Pd., M.Pd., my major sponsor, for giving me attention, suggestions, guidance, and motivation during the finishing of my thesis. She gave me her valuable time, energy, and understanding in the middle of her busy days so that I could finish my thesis. In finishing this thesis, I am greatly indebted to Laurentia Sumarni, S.Pd., my co-sponsor, for valuable time, guidance, support, and feedbacks in correcting my writing. I would also like to express my sincere gratitude to Ouda Teda Ena, S.Pd., M.Pd, who gave me suggestions to improve my thesis and times for sharing my thesis. My sincere gratefulness also goes to all PBI lecturers, who always provided valuable lessons and secretariat staff, Mbak Danik and Mbak Tari, for all help and kindness during my five-year study. I would also like to thank Ag. Suwardi, S.Pd, the head of SMA Stella Duce Bantul, who allowed me to conduct the research at the school.
I am going to give my deepest thank to my beloved parents, my father, Supriyadi, my mother, Suharismi, for their love, support, guidance to face this wild life, beautiful care, and patience. Also my beloved brother, Eko ‘boentoet’,
for his love, laughter, and time we share together. My deepest love and gratitude goes to my coolest gift from the Lord, Nicolaus, for his love, patience, care, warmth, kindness, sharing moments, and support.
My special thanks go to all of my participants: Ayu, Jocki, Novian, Fika, Lia, Rahma, Indar, Rina. I thank them for their cooperation and time in giving
me data in the research. I thank them a lot for allowing me to be their english extracurricular teacher in the last two years. I also thank Kristin for her willingness to be the observer in the research. May God bless them all.
My gratitude goes to cewe-cewe populer: Iphat, Mak Miertah, Dita, Dame’, Dek Tika, for all the love, friendship, laughter, tears, support, discussion,
suggestions, criticism, foods, foolishness we shared during our study in the university. I hope that our friendship will never end. I thank Ria, Veni, NitNot, as my friends, let’s have our victory soon! I also thank all my friends of PBI’03 Paul, Layung, Monci, Ratna, Hepi, Proti, Ethy, Iyaz, Joyce, Christine, Moniq, Rere,
Ardhi, Bagong, Si Be, Jii, ‘Babah’ Lukas, Punto, Suki, Yessi. I thank them for
the laughter, friendship, and for being my great friends. I am really blessed to have them all. Finally, I wish to appreciate all people who have colored my life whom I could not mention one by one.
Natalia Dewi Primasari
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
PAGE OF DEDICATION... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xii
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
ABSTRACT ... xv
ABSTRAK ... xvi
CHAPTER I: INTRODUCTION A. Background of the Study... 1
B. Problem Formulation... 5
C. Problem Limitation... 5
D. Objectives of the Study ... 5
E. Benefit of the Study ... 6
F. Definition of Terms... 6
CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical description ... 8
1. Theories of Language Learning ... 8
a. Foreign Language Learning ... 8
b. Interactive Learning ... 9
2. Theories of Language Teaching... 10
a. Communicative Language Teaching... 11
1). Learner’s Role ... . 12
2). Teacher’s Role ... 12
3). Communicative Competence ... 13
4). Teaching Learning Activities ... 14
5). Procedure ... 16
b. Interactive Language Teaching... 16
3. Speaking... 20
a. Nature of Speaking... 20
b. The Process of Speaking ... 22
c. Teaching Speaking ... 22
1). Teaching Techniques ... 23
a). Cued-Dialogue ... 24
b). Role-Play ... 25
(1). The Uses of Role-Playing ... 26
(2). The Procedures of Using Role-Play ... 27
B. Theoretical Framework ... 29
CHAPTER III: METHODOLOGY A. Method ... 33
B. Participants of the Study... 34
C. Research Instruments ... 35
D. Data Gathering Techniques... 39
E. Data Analysis Techniques ... 40
F. Research Procedure... 44
CHAPTER IV: RESULTS AND ANALYSIS A. The Research Findings and Discussion... 47
1. First Cycle ... 47
a. Diagnosing ... 47
b. Action Planning... 49
c. Action Taking... 50
d. Evaluation ... 51
1). Content... 51
2). Comprehensibility... 52
3). Fluency ... 53
4). Pronunciation ... 53
5). Vocabulary... 53
6). Grammar ... 54
e. Specifying Learning ... 56
2. Second Cycle ... 56
a. Diagnosing ... 56
b. Action Re-Planning ... 57
c. Action Taking ... 58
d. Evaluation ... 59
1). Content ... 59
2). Comprehensibility ... 60
3). Fluency ... 61
4). Pronunciation ... 61
5).Vocabulary ... 62
6). Grammar ... 63
e. Specifying Learning ... 64
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 66
B. Suggestions ... 68
REFERENCES ... 70
LIST OF TABLES
Table Page
3.1 Analytic Rubrics for Speaking Ability... 38
3.2 The Percentage of Overall Speaking Ability ... 43
4.1 The Improvement of Speaking Ability in the First Cycle... 55
4.2 The Improvement of Speaking Ability in the Second Cycle ... 64
LIST OF FIGURES
Figure Page
2.1 The Process of Communication System ... 22
2.2 The Action Research Cycle... 31
4.1 Cued-dialogue in Describing Things ... 49
4.2 Role-Play in Making Invitation... 57
LIST OF APPENDICES
Page
Appendix 1: Permission Letter ... 72
Appendix 2: Statement of Research Completion ... 73
Appendix 3: Lesson Plans... 74
Appendix 4: Speaking Materials... 79
Appendix 5: The results of Students’ Speaking Rubrics ... 91
Appendix 6: Field Notes ... 97
Appendix 7: Students’ Comments on Role-Play ... 110
Appendix 8: Examples of Students’ Role-play... 118
ABSTRACT
Primasari, Natalia Dewi. 2008. Improving Speaking Ability of the Twelfth Grade Students of SMA Stella Duce Bantul. Yogyakarta: Sanata Dharma University.
Speaking, among others, is one important skill in English skills. Therefore, students should master English speaking ability. A technique which is used in teaching English speaking should help teachers to improve students’ speaking ability.
The research discussed two teaching techniques to teach English speaking ability of the twelfth grade students of SMA Stella Duce Bantul. The main purpose of the study is to find out the most appropriate technique in teaching English speaking to improve students’ speaking ability. There is a question formulated in the study. The question was, “what is the most appropriate technique to improve English speaking ability of the twelfth grade students of SMU Stella Duce Bantul?”
In order to find out the answer to the research question, the researcher employed a classroom action research. In the research, the researcher played important roles as a teacher and a researcher. Moreover, two instruments, namely speaking rubrics and fieldnotes, were used to obtain important data. Fieldnotes were used to obtain data in students’ speaking ability and teaching learning activities generally. Speaking rubrics were used to obtain data on students’ improvements in English speaking. The researcher conducted two research cycles. In the first cycle, the researcher employed a cued-dialogue as the first technique. There were two meetings in the first cycle. In the second cycle, the researcher employed role-play as the second technique. The researcher conducted three meetings in the second cycle.
The result of the study showed that there was improvement on students’ English speaking ability. In the first cycle, students showed significant improvement only in the content and comprehensibility. Whereas, there were no significant improvements in fluency, pronunciation, vocabulary and grammar. In conclusion, cued-dialogue was not effective to improve students’ speaking ability. In the second cycle the researcher used role-play as a technique and there were satisfying improvements. All students made improvement in speaking components. From the result of the study, it is concluded that role-play is more appropriate technique to improve students’ speaking ability of the twelfth grade students of SMA Stella Duce Bantul.
ABSTRAK
Primasari, Natalia Dewi. 2008. Improving Speaking Ability of the Twelfth Grade Students of SMA Stella Duce Bantul. Yogyakarta: Universitas Sanata Dharma.
Berbicara, diantara kemampuan yang lain, merupakan kemampuan yang penting dalam kecakapan berbahasa Inggris. Oleh sebab itu, siswa harus memiliki kemampuan berbicara yang baik dalam berbahasa Inggris. Teknik yang digunakan dalam mengajar berbicara sebaiknya membantu guru untuk meningkatkan kemampuan siswa dalam berbicara.
Penelitian ini membahas teknik untuk mengajar kemampuan berbicara bahasa Inggris siswa kelas duabelas SMA Stella Duce Bantul. Tujuan utama dari penelitian ini adalah menemukan teknik yang tepat untuk meningkatkan kemampuan dalam berbicara bahasa Inggris siswa kelas XII SMA Stella Duce Bantul. Ada satu permasalahan yang dikemukakan dalam studi ini, yaitu, “metode apakah yang paling tepat untuk meningkatkan kemampuan berbicara bahasa Inggris siswa kelas XII SMA Stella Duce Bantul.”
Untuk menjawab pertanyaan pada penelitian ini peneliti menggunakan metode penelitian tindakan kelas (classroom action research) dimana peneliti berperan sebagai guru dan peneliti. Ada dua alat untuk memperoleh data-data penting, yaitu catatan lapangan dan rubrik berbicara. Catatan lapangan digunakan untuk memperoleh data tentang kemampuan berbicara siswa secara umum. Sedangkan rubrik berbicara digunakan untuk mengetahui dan mengukur peningkatan kemampuan berbicara siswa. Dalam penelitian tindakan kelas ini, peneliti melakukan dua siklus penelitian. Pada siklus pertama peneliti menggunakan cued-dialogue sebagai teknik pertama untuk mengajar berbicara bahasa Inggris. Terdapat dua kali pertemuan dalam siklus pertama. Pada siklus kedua, peneliti menggunakan role-play sebagai teknik kedua untuk mengajar berbicara bahasa Inggris. Peneliti melakukan tiga kali pertemuan pada sklus kedua.
Hasil yang diperoleh dari penelitian ini menunjukkan adanya peningkatan kemampuan berbicara bahasa Inggris. Pada siklus pertama, siswa mengalami peningkatan penting hanya pada isi dan tingkat pemahaman dalam berbicara. Sedangkan komponen lain dalam berbicara seperti kelancaran, pelafalan, kosakata, dan struktur tidak terdapat peningkatan penting. Disimpulkan bahwa cued-dialogue kurang efektif untuk meningkatkan kemampuan berbicara siswa. Pada siklus kedua peneliti menerapkan role-play dan terdapat peningkatan yang sangat memuaskan. Semua siswa mengalami peningkatan dalam komponen berbicara. Dari hasil yang diperoleh dalam penelitian ini disimpulkan bahwa role-play
merupakan teknik yang lebih tepat untuk meningkatkan kemampuan berbicara siswa kelas XII SMA Stella Duce Bantul.
CHAPTER I
INTRODUCTION
Chapter I presents discussions of the thesis background that motivates the writer to write the thesis. There are six major concerns presented in this chapter. Those are background of the study, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.
A. Background of the Study
Language is the center feature of cultures in communication and the spoken language is the primary (Richard and Rodgers, 1986: 8). Lado (1961: 240) describes speaking ability as the ability to express oneself in life situations or the ability to report situations in appropriate words, or the ability to converse, or to express the intended messages without undue hesitation. In communication, there are at least two individuals involved. The first individual is the speaker and the other is the hearer. In a moment, the speaker tries to send the intended message and the hearer tries to comprehend the message received. Their roles in communication exchange continually.
In accordance with the development of human resource, the request for international language, English, is increasing rapidly. It appears because English is a means of communication and interaction across the world. As a matter of fact, English is used in broad areas such as education, economy, entertainment, information, news, etc. As a support to the issue, English language teaching has received special attention. This attention is due to the role of English as a means
of global communication, and the transfer of science and technology. As a result, the mastery of this language is highly required. Schools and universities now offer English as a compulsory subject.
characteristics in speaking such as task completion, comprehensibility, fluency, pronunciation, vocabulary, and grammar (The Internet TESL Journal, Vol. IX, No.4, http://iteslj.org/).
Learners should prepare their four English skills before entering university or higher level of study. They study English in schools. Franke (1884) as cited by Richards (2001: 11) explains that in teaching a new language teacher should use it actively in the classroom. It means that teachers should encourage students to try to speak in order to communicate with each other. Nevertheless, schools do not provide sufficient time to learn English. Moreover, learners have limited opportunity to use and practice the language, either in the classroom or outside classroom. The researcher found that schools in Yogyakarta provided extra time to study in extracurricular activities. One of them was SMA Stella Duce Bantul.
SMA Stella Duce Bantul states that English is one of the main subjects in the school education system. In the regular hours of teaching English, the time to study was limited. Learners only have four hours a week to study. Knowing that there are many English materials that learners should master in the limited time,
and express their feelings, thought, and opinion. SMU Stella Duce Bantul has many extracurricular activities including English. In this activity learners have opportunities to practice and participate in problem solving activities and develop their skills in English.
The researcher had taught the twelfth grade students of SMA Stella Duce Bantul English in extracurricular activity for a year. Related to the fact, the researcher identified the general area of the learners and she found that they had problems in speaking English well. It covered content, comprehensibility, fluency, pronunciation, vocabulary, and grammar. The researcher found that the students were talkative but they could not speak fluently because of bad grammar and lack of vocabulary. Besides, students often had difficulties in choosing topics to talk.
B. Problem Formulation
The problem is formulated in the following question:
What is the most appropriate technique to improve English speaking ability to the twelfth grade students of SMU Stella Duce Bantul?
C. Objective of the Study
The research is intended to find out the most appropriate technique to improve English speaking ability to the twelfth grade students of SMA Stella Duce Bantul.
D. Problem Limitation
This research is limited to the discussion on finding the most appropriate technique in teaching speaking to increase the students’ speaking ability. To focus on the study, the researcher conducts the research only to the twelfth grade of Senior high school students in SMA Stella Duce Bantul, Yogyakarta. The researcher conducted the research only in extracurricular activity. The reason why the researcher chose SMA Stella Duce Bantul as the place of conducting the research is because the researcher is also one of the English extracurricular teachers of SMA Stella Duce Bantul.
E. Benefits of the Study
1. The students
The students will improve their English speaking ability using the most suitable technique. They will be able to interact and converse in English. Besides, they can apply the interactive communication in their real communication in their community.
2. The teachers
The study may provide information about the technique in teaching speaking in English class whether in regular classes or extracurricular activities. 3. The other researchers
The result of the research hopefully can be used as the background knowledge or reference for the next researchers. They may use the result of this study for their own research on related issues.
F. Definition of Terms
1. Extracurricular activity
Nouveldt (1997: 482) explains that extracurricular activity is not the part of the required curriculum and outside the regular course of the study. However, it is under supervision of the school. In this study, extracurricular activity is used to enhance speaking English ability.
2. Speaking Ability
with the improvement of speaking ability. This study is aimed to find the most appropriate technique to improve students’ English speaking ability.
3. Action Research
Mills (2003: 4) describes action research as any systematic inquiry conducted by teacher researchers to gather information about the ways that their particular school operates how they teach, and how well their students learn. The information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment and on educational practices in general, and improving student outcomes.
4. SMA Stella Duce Bantul
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with some theories that become the bases for the discussion. The purpose of this chapter is to get the understanding of what the basic principles of the research are, so that the problem stated in the previous chapter can be answered. The discussion will be divided into two major parts as the bases for classroom action research; they are theoretical description and theoretical framework. In this chapter, the writer presents discussion on some theories as the foundation this research.
A. Theoretical Description
The theoretical description contains related theories to this research. This part presents three major topics. They are theories of language learning, theories of language teaching, and the description of speaking.
1. Theories of Language Learning
a. Foreign Language Learning
According to Johnson (2001: 5) there are five characters why people take time to learn foreign language in today’s world. They are, for study purposes, for the sake of cross-cultural understanding, for strengthening persons’ cultural identity, for purposes of international communication, for facilitating international communication.
The goal of learning English as foreign language as study purpose appears in educational systems. Students who learn English as the foreign language have a purpose to pass the exams in the educational systems. Gebhard (1996: 3) explains, “The primary goal for children studying in the educational system is to pass English entrance exams to enter good high schools and universities.” Meanwhile, in educational system nowadays the teaching is directed in making the learners able to comprehend and interpret English so that they can also use the language in real communication.
In order to reach the goal of leaning English as a foreign language, teachers should be creative in their roles. The teachers’ role of teaching English as a foreign language is concerned with many aspects. Gebhard (1996: 3) explains that teachers should concern on how to get the students speak in English class. Therefore, the teachers should use authentic materials or tests and get the students take on their own responsibilities for their learning.
b. Interactive Learning
Thus, the communicative purpose of language compels students to create opportunities of communication and interaction in the classroom. Teacher should provide an interactive course or technique which brings students to get involved in communicative activities. As learners interact with each other through oral and written discourse, their communicative abilities are enhanced. Burns (2002: 214) explains that motivation for interactional communication is primarily to create and maintain social relationships, for example, casual conversation between friends. That is primarily because in reality talk in daily life is a mixture of transactional and interactional communication. Brown (2001: 48) mentions the characteristics of interactive classes that the teachers should do. They are as follows:
1). Doing a significant amount of pair work and group work. 2). Receiving authenticity language input in real-world context. 3). Producing language for genuine, meaningful communication.
4). Performing classroom tasks that prepare them for actual language use “out there.”
5). Practicing oral communication through the give and take and spontaneity of actual conversation.
6). Writing to and for real audiences, not contrived ones.
(Brown, 2001: 48) Based on the theory of interactive learning above, it is considered that role-play is one of the most suitable techniques of interactive learning. Moreover, role-play has all the characteristics of interactive learning. It is suitable to administer to the students who want to increase their speaking ability.
2. Theories of Language Teaching
characterized by frequent change and innovation on language teaching ideologies and methods. This part presents discussions on two language teaching ideologies that give foundation to the study. They are Communicative Language Teaching and Interactive Teaching.
a. Communicative Language Teaching
Richard and Rodgers (2001: 151) explain that Communicative Language Teaching marks the beginning of a major paradigm shift within language teaching in the twentieth century. The general principles of CLT are widely accepted around the world today.
One of the characteristics of CLT according to Littlewood (1981: 1) is that it pays systematic attention to functional as well as structural aspects of language, combining these into a more fully communicative view. The goal of foreign language teaching in communicative view is, therefore, communicative ability.
Nunan (2003: 50) explains that Communicative Language Teaching has two versions. The weak version says that teachers should teach the components of language but include communication activities. The strong version says that lessons should consist of opportunities to communicate in the target language because the students learn through interaction. Teachers should also pay attention to the accuracy and the way the students speak the target language.
Richard and Rodgers (2001: 160-161) explain that Communicative Language Teaching has a basic theory. The basic assumptions are as follows:
1. Language is a system for the expression of meaning.
3. The aspect or the features that indicate its functional and communicative uses are the structures of the language itself.
4. The grammatical and structural features are not the only units of language but categories of functional and communicative meaning.
(Richard and Rodgers, 2001: 160-161) The four basic assumptions of language that show what aspects of the language should be taught, how language should be presented in classrooms and how language competence should be evaluated. Setiyadi (2006: 147) explains the four assumptions that Richards and Rodgers suggested came from a single theory that emphasizes the use of language in daily life that is communication.
1). Learner’s Role
The learners’ role in communicative approach as described by Breen and Candlin (1980: 110) quoted by Richard and Rodger (2001: 166) is in the following:
The role of learner as negotiator-between the self, the learning process, and the object of learning –emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities, which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in the interdependent way.
(Richard and Rodger, 2001: 166)
2). Teachers’ Role
The role of the teacher in Communicative Approach is to create the natural environment in the classroom. This approach also requires the teacher to be more creative in varying the activities of the teaching learning process, so that it can be more natural as in a real situation.
A teacher knows that individuals learn in different ways and at different rates. Older learners usually learn best by applying generalization to a situation and from hearing much comprehensible input.
Richard and Rodgers (2001: 167) explain the teacher’s role in communicative approach as follows:
The teacher has two main roles: the first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and the texts. The second role is to act as an independent participant within the learning-teaching group.
From the discussion on the teacher’s role above, it obvious that teacher should be creative in teaching activities. It will send the learners to the successful learning.
3). Communicative Competence
Communicative competence is an equipment to be able to communicate in both interactional and transactional communication. It can also be said that the successful indicator in communication is when a person has mastered the communicative competence. Halliday (1970: 145) as quoted by Richard and Rodgers (2001: 159) explains a powerful theory of the language function of communicative competence. He explains seven basic functions that language performs for children learning their first language.
1. The instrumental function: using language to get things
2. The regulatory function: using language to control the behavior of others 3. The interactional function: using language to create interaction with others. 4. The personal function: using language to express personal meanings and
feelings.
5. The heuristic function: using language to learn and to discover.
6. The imaginative function: using language to create a world of imagination.
7. The representational function: using language to communicate information. (Richard and Rodgers, 2001: 159) Littlewood (1981: 6) specifies his discussion on communicative ability in foreign language teaching and learning. He proposes understanding on communicative ability through observing four domains of skill, which make up a person’s communicative competence. They are as follows:
1. The learner must attain as high a degree as possible of linguistic competence.
2. The learner must distinguish between the forms which he has mastered as part of his linguistic competence, and the communicative functions that they perform.
3. The learner must develop skills and strategies for using language to communicate meanings as effectively as possible in the concrete situations.
Brown (2001:166) explains that in order to be able to communicate or interact in a community successfully people should master and involve elements of communicative competence such as grammatical, discourse, linguistic, pragmatic and strategies. In other words, people should have good communicative competence in order to minimize the error production and misunderstanding in communication.
Richards, Platt and Weber (1985: 49) as cited in Brown (2001) explain the characteristics of communicative competence includes (a) knowledge of the grammar and vocabulary of the language; (b) knowledge of rules of speaking (how to begin the conversations, knowing what topics can be talked and etc); (c) knowing how to use and respond to different types of speech acts such as requests, apologies, thanks, and invitations; (d) knowing how to use language appropriately. 4). Teaching and Learning Activities
is problem solving by the students or the learners. They as the learners should also digest some information in the communication. In other words, the purpose of this activity is that the learners should use the language, in this term is English, in order to get meanings or do conversation as effective as possible.
Furthermore, language should not only effective but also appropriate in social context or situation where the interaction takes place. Littlewood (1981: 21) explains that success in the conversation or in negotiating meaning is not only in terms of “functional effectiveness” but also in terms the language that is acceptable in the community. Littlewood (1981:21) also explains that acceptability of the beginner learner may take concern more on accuracy in pronunciation and grammar. Then it will come to have it as a part of producing language which is appropriate to specific kinds of social situation.
5). Procedure
Finnochiaro and Brumfit as cited in Richard and Rodgers (1986: 81) explain evolutionary procedures for the CLT. The procedures suggest of eleven activities as follows:
1. Presentation of a brief dialog or several mini-dialogs, preceded by a motivation and a discussion of the function and the situation.
2. Oral practice of each utterance of the dialog segment to be presented by the teacher’s model.
3. Questions and answers based on the dialog topics and situations themselves.
4. Questions and answers related to the students’ personal experiences but centered on the dialog theme.
5. Study one of the basic communicative expressions in the dialog or one of the structures which exemplify the function.
6. Learner’s discovery of generalizations of rules underlying the functional expression or structure.
8. Oral production activities. It proceeds from guided to freer communicative activities.
9. Copying the dialogs or mini dialogs or modules if they are not in the class text.
10. Sampling of the written homework assignments, if given. 11. Evaluating on learning. (Oral only).
The steps above introduce the learner to a well-organized practice which motivates students to speak. The implementation of Communicative Language Teaching in this study basically is to enforce communicative learning objectives as the result of interactive factors in the classroom.
b. Interactive Language Teaching
For many years, researchers of language teaching have proposed various approaches to help language teachers in conducting an effective classroom condition that will facilitate the students to achieve the goal of their learning. Communication remains to be the central goal.
strategic investment to the students. Fourth, failing to produce intended utterance or making error in production or failing to interpret meaning are some of the risks of interaction. Due to the risks people sometimes are being an object of laughing. Fifth, speaking and writing interactively belongs to the culture nuance of language. It is about the language-culture connection which involving in the teaching learning activities. Sixth, in the developmental process of acquisition numerous errors of production and comprehension usually occur that later it will be the part of this development. Seventh, the communicative competence should be mastered by students. In order to be able to communicate or interact in community successfully people should mastered and involved elements of communicative competence such as grammatical, discourse, linguistic, pragmatic and strategies.
Nowadays teachers have important role in teaching-learning activities in the classrooms. Teachers should consider the importance of interaction in the classrooms. Brown (2001: 165) explains that in this communicative paradigm on language teaching it seems that interaction is being the core of communication. Learning to interact through interaction itself is the best way from any other. People send, receive, and interpret messages finally negotiate meaning and find the purpose. Brown (2001: 165) “explains that interaction is the collaborative exchange of thoughts, feelings or ideas between two or more people, resulting in reciprocal effect on each other.”
In the beginner level of language study, interactive classrooms should be conducted. Wilga Rivers (1987: 4-5) as quoted by Brown (2001:165):
students in discussion, skits, joint problem-solving tasks, or dialogue journals. In interaction students can use all they posses of the language –all they have learned or casually absorbed- in real life exchanges.
(Brown, 2001:165) When communicating, people use language to convey and receive message. People do that by considering the social context in which the communication takes place. Wells (1981:29, 46-47) explains that linguistic interaction is a collaborative activity involving the establishment of a triangular relationship between the sender, the receiver, and the context of situation, whether the communication is speech or writing.
Interaction exists when there are two persons involved in communication. In spite of expression of one’s own ideas, one should also be able to comprehend of those ideas of others. During the English lesson in the classroom, students need to communicate their own meaning and to understand what the others are talking. Wells (1981: 26) explains that “ collaborative, firstly, in the orderly sequencing of speaking and listening turns; collaborative, secondly, in relating the meanings expressed in each turn to those in the turn that precede and follow, finally, in agreeing on the object and action (how to apply it).”
By this collaborative activity, students learn to use language in human relations. Thus, this activity should be the central activity in the classroom. In addition to that, it is also important to create a situation in which the students can develop their communicative competence in a natural way.
enjoyment in what they are doing. Because interactive language teaching means elicitation of wiling students’ participation and initiative, it requires a high degree of indirect leadership.
3. Speaking
This section will discuss the basic theory of speaking skill. The purpose of the discussion of the speaking theory below is to view the detail information, for those who concern on teaching speaking skill.
a. The Nature of Speaking
What people need to know and to be able to do in order to speak in another language is not as simple as people speak their own native language. There are speaking theories based on the experts and what underlying the successful oral communication.
Nunan (2003: 48) explains that speaking in a new language is harder than other skills like reading, writing, or listening. It is so because of two reasons they are, first, speaking happens in real time, here and now; usually the person whom we are talking to is waiting for us to speak right then. Second, when a person speaks, he or she cannot edit and revise what he or she wishes to say.
people need to master linguistic competence and communicative competence. Lado (1961: 241) explains that “speaking ability as the ability to use in essentially normal communication situations the signaling systems of pronunciation, stress, intonation, grammatical structure, and vocabulary of foreign language at a normal rate of delivery for native speakers of the language.”
Van Lier (1995: 88) as cited in Nunan (2003: 48) explains that spoken language and written language have many differences. Here are the differences: a. Speaking is concerned with hearing and writing concerned with visualization. b. Speaking is temporary and received by the listener immediately. Whereas
writing is permanent and received in slow or late.
c. In speaking people need to have rhythm, stress, and intonation but in writing people have punctuation so that it can be received well by the receivers. d. In speaking the speaker may have feedback directly whereas in writing it may
not have any feedback.
e. Speaking need planning and editing in limited time while person speaks, but in writing it has longer time to plan, edit, and revise.
(2003: 50) explains that in order to communicate well in another language, one has to make herself understood by people she is speaking with. Of course this is such a difficult task to do especially at the beginning and intermediate level. b. The Process of Speaking
Rivers (1968: 158) explains that learning a foreign language is more than learning the description of it. Nevertheless, speaking and listening are involved in the process. Therefore, it is necessary to know what are involved in the process. Shannon and Weaver as cited in Rivers (1968: 158) provide the model of communication system as follows:
Signal Received signal
Information
source TransmitterTransmitter Receiver Destination Information
source
Noise Source
Figure 2.1: The Process of Communication System (Rivers, 1968: 158)
c. Teaching Speaking
In order to do the research to teach speaking to the twelfth grade students of SMA Stella Duce Bantul, the theory of teaching speaking was explored. The theory that becomes the basic understanding to speaking that involves learning by doing some principles will be described below.
to practice the speaking skill. Furthermore, they will develop greater and greater skill in encoding their thoughts even in a complicated foreign language speech. Time by time, their native speech habits also reassert themselves when they try to express their messages in the foreign language. Teaching speaking is sometimes considered as a simple process because it is totally natural. Nevertheless, according to Nunan (2003: 48) teaching speaking as a foreign language is anything but simple. People who learn a foreign language from textbooks often sound bookish when they speak.
In recent years there are still many teachers who teach speaking by having students repeat sentences and recite textbook dialogues. Unfortunately, actual conversation does not sound like the textbook dialogues. People acquiring languages learn the pieces by interacting with other people. Therefore, learners should interact during lessons. That is why Communicative Language Teaching arose.
Paulstan and Bruder (1976: 56) explain that teaching language skills as speaking is based on Communicative Competence. Communicative competence is the ability of the speaker to produce and communicate in a target language. Teaching points are to instruct the students or learners how to get the meaning across and to be able to communicate some referential meaning in the target language.
1). Teaching Techniques
manage the class. The teachers have to prepare their materials and exercises that enable the learners to attain communication objective, engage learners in communication, and requires the use of communicative process (Richard and Rodgers, 1986: 76). Teaching techniques frequently used in teaching speaking are dialogue practice, conversation, role-play, getting information, and question and answer. These techniques provide the learners with many opportunities to actively participate in speaking activities (Rivers, 1986: 165).
Communicative approach has proposed two kinds of communicative activities namely, Functional Communication Activity and Social Interactional Activity. Both actually reflect the spoken form practice in teaching speaking skill.
a). Cued dialogues
Cued-dialogue was a technique used in the research. This technique was used in the first cycle of the research. These exercises allow the students to apply what they have learned without conducting a conversation from start to finish with elaboration. It provides limited cues to expand. The language functions are specified and the turns numbered, so that following the steps will create a fairly natural conversational exchange. A feedback discussion should follow.
the range of language that can occur appropriately in a cued-dialogue. First, the cues control the functional meanings that learners have to express. Second, the social situation and relationship determine what kind of language is appropriately for expressing these meanings. The last, particularly in early stages, it is unlikely that learners’ repertoire will contain a wide variety of alternative forms to express a particular communicative function.
Therefore, Littlewood (1981: 52) explains that it is not difficult for a teacher to prepare learners for a specific activity, by equipping them with suitable forms. However, Littlewood (1981: 52) also explains that the teacher may vary the learners’ scope for creativity in two ways. The first one is that the cues may be more or less detailed in the functional meanings they specify and the teacher can vary his/ her instructions to the learners.
b). Role Play
Role play is any speaking activities when students put themselves into somebody else’s position. The situations in role play are usually not far from their daily life. Hopefully while they are doing the role plays, the students or the participants are representing and experiencing some characters known in everyday life. It would be a kind of practice and mistakes could be avoided before they apply it in real world.
take on the roles of situation to demonstrate the lesson in an interesting and immediate manner.
According to Littlewood (1981: 49), students in role play are asked to imagine themselves in other situations or condition that could occur outside the classroom. They are asked to act as if the situation is real. It could be any simple situation that usually happens in real world around students.
According to Morrison (2000: 370) “role play is defined as participation in simulated social situations that are intended to throw light up upon the role/rules context governing “real” life social episodes.” Hamilton (1976) in Morrison (2000: 370) explains variety of role play as a method and differentiated in terms of “passive-active” forms. Person may role-play absolutely by reading a text of a social situation and filling in a questionnaire about it. Therefore, a person may role play because he/she acted the characterization and perform it in front of audiences.
(1). The uses of role-playing
The uses of role-playing are classified by Van Ments (1978) in Morrison (2000: 375) as follows:
(a). Developing sensitivity and awareness
(b). Experiencing the pressures that create roles
Role-playing provides study material for group members on the ways in which roles are created in, for example, a committee. It enables subjects to explore the interactions of formal structure and individual personalities in role taking.
(c). Testing out for oneself possible modes of behavior
In effect, this is the rehearsal syndrome: the trying out in one’s mind in advance of some new situation that one has to face. Role playing can be used for a wide variety of situation where the subject, for one reason or another, needs to learn to cope with the rituals and conventions of social intercourse and to practice them so that they can be repeated under stress.
(d). Simulating a situation for others (and possibly oneself) to learn from
Here the role-player provides materials for others to use and work upon. In the simplest situation, there is just one role-player acting out a specific role. (2). The Procedures of Using Role Play
Role play will be a beneficial technique as a means of speaking activity instruction if the teachers provide problems to solve without having procedures. Shaftel as cited by Hidayat (1980: 30) suggests some steps in administering role play in teaching activities. They are as follows:
This step aims to bring the real situation into the class. Teacher may first introduce a general theme of the role-play to students and asks for their reaction and have short discussion about it.
(b). Deciding the Role
The teacher, then, may decide who is going to play which characters in the role play. Therefore, teacher can allocate roles according to the student’s proficiency or at random.
(c). Preparing place
In this step, player design and prepare everything, which is needed included places to do the role-play. Teacher in this step may help students to prepare it.
(d). Provide observer
In role-play, there should be observers. They can be students who are not doing role-play or the attendant. They have to observe the role play seriously so that they can analyze the action and observe the accuracy, the fluency and the diction.
(e). The role play
In the discussion session, the teacher should provide some terms to observe. For example:
• The appearance of the performers. Whether they are natural or not. • The way they express their feeling.
• Behavior
• Problem solving
• Diction, accuracy, and fluency. (g). Repeating the role play
This repetition can be done more than once. The teacher and students may exchange their ideas or suggestion to the role play.
(h). Expressing experiences
The purpose of this step is trying to see the relation between the situation and the students’ experiences in the role play. The advantage of this step is that students can apply the principle of the game and the way to solve problems if it really happens in real life.
B. Theoretical Framework
to articulate sounds appropriately, students need enough vocabulary, and need master syntax. However, the students of the twelfth grade of SMA Stella Duce Bantul are less capable of speaking English. The researcher has noticed this problem and wants to find an immediate solution through conducting a classroom action research.
The research problem concerns what the appropriate technique to improve the English speaking ability of the students. The researcher should have some criteria to determine whether the techniques in teaching speaking can improve the students’ English speaking ability or not. The theories in procedures of communicative language teaching and the interactive language teaching will form the basis for determining the success or failure of plans. In which, the teacher has basis in ways to teach speaking in interactive and communicative procedures.
Furthermore, speaking is one of the English skills. Therefore, researcher applies techniques in accordance to the curriculum of education for the twelfth grade students to meet the indicators of English speaking. The researcher will improve the students’ English speaking ability through a classroom action research. As the theory of classroom action research, researcher should apply one or more teaching techniques that can be successful in improving students’ English speaking ability.
between the teacher and the students will build the students’ motivation, which is very meaningful in solving the problems. The willingness to practice their English speaking both inside and outside the classroom will make them more successful in improving their English speaking ability. The collaboration between the school, the students, and the researcher is essential in conducting classroom action research. Then, the steps in conducting classroom action research and the representation of the cycle can bee seen in the figure below:
DIAGNOSING
SPECIFYING LEARNING ACTION PLANNING
EVALUATING ACTION TAKING
(a)
Figure 2.2 The Action Research Cycle (Baskerville, 1999: 9)
To conduct the first cycle of an action research, there are five steps as follows:
Diagnosing:
Action Planning:
The researcher then acts in the next activity, action planning. This activity plans actions that should relieve the primary problems. The discovery of the planned actions is guided by the theoretical framework, which indicated both some desired result for the participants, and the changes that would be achieved.
Action Taking:
The researcher implements the planned actions. This step causes change to occur and leads to an improved situation.
Evaluating:
After the actions are completed, the researcher evaluate the outcomes. Evaluation is used to see whether the actions taken can relieve the problems. Where the change is successful, the evaluation must critically question whether the action undertaken is the sole cause of success. Where the change is unsuccessful, some framework for the next iteration of the action research cycle should be established. Specifying Learning:
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents a discussion of the method used in the research. The discussion includes research method, research participants, research instruments, and data gathering technique, data analysis, and research procedures.
A. Research Method
The research was an action research. According to Elliot (1991: 54) action research is concerned with the everyday problems experienced by teachers, rather than the ‘theoretical problems’ defined by pure researchers within a discipline of knowledge. He also says that “action research combines diagnosis with reflections, focusing on practical issues that have been identified by participants and which are somehow both problematic yet capable of being changed.” It can also be defined that action research is designed to bridge the gap between research and practice. Somekh (1995: 340) explains that “action research should contribute not only to practice but to theory of education and teaching which is accessible to other teachers, making educational practice more reflective.” Mills (2003) explains that action research is any systematic inquiry conducted by teacher researchers to gather information about the ways that their particular school operates how they teach, and how well their students learn. The information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment and on educational practices in
general, and improving students’ outcomes. According to Peter and Robinson (1984) as cited by Baskerville (1999: 231), action research refers to a class of research approaches, rather than a single, monolithic research method. As a class, the various forms of action research share some agreed characteristics and these characteristics distinguish action research from other methodologies to social enquiry. It means that the research hopefully had brought good changes in the class. New situation in the class that appreciates the difference among students was applied. The research was also intended to change the classroom paradigm into interactive and communicative atmosphere.
The research used action research because the researcher wanted to know “how things are done” including conducting the experimental research and collecting the data. In this study the researcher offered solution to the participants to solve the problems that have been identified. In this study the researcher analyzed and described how the situation and the implementation were going on in the entire study not just at the beginning.
The researcher improved the similarities between practical theories and practices. The researcher also interpreted the aspects that caused changes or the improvements on the ability to communicate interactively of the participants.
B. Research Participants
from one class. The class consisted of 15 students. The twelfth grade students of
SMA Stella Duce Bantul needed English more than the other grades and their expectation to interact in English was different from that of other levels such as students at elementary and secondary schools.
The researcher considered that the twelfth grade students had their critical activities to interact with others. The students were the main subjects of this research study because the interactive materials had been adjusted to them. Through this study the researcher saw the changes that were expected in interaction with others. The researcher wanted to know how the participants improved their ability to interact with others using the materials given.
C. Research Instruments
The researcher used field notes and observation sheets as the instruments of the research.
1. Field notes
Kemmis and McTaggart (1982: 197) explain that field notes are methods of reporting observations of and reflection about classroom problems and the teachers’ own reaction to them. Whereas, the observation needed taking notes or recording whatever observed in order to have reliable result.
to objectively record of details of the events was represented by descriptive part. The researcher should observe and report all the details rather than summarize or evaluate. Bogdan and Biklen (2003: 114) explain that the reflective part contains sentences and paragraphs that reflect a more personal account of the course of the inquiry. The researcher recorded the more subjective side of the research. It emphasizes on speculation, feelings, problems, ideas, hunches, impressions, and prejudices. The researcher wrote everything which was important about students’ improvement.
In the research, researcher used descriptive field notes. The researcher could see the details of the events and could see the complicated situation. Moreover, researcher could observe and record the actual events. The field notes also helped the researcher to answer the problem formulation. The data obtained in the field notes provided description on students’ activities in the classroom, as well as their significant progress in assessing speaking ability. The field notes were also aimed to see the factors that influenced the students and technique during the implementation.
2. Observation Check List
Morrison (1993:80) as quoted by Cohen (2000:305), observation enables researcher to gather data on:
a. The physical setting (e.g. the physical environment and its organization); b. The human setting (e.g. the organization of people, the characteristics and
make up of the group or individuals being observed, for instance gender, class, etc);
c. The interactional setting (e.g. the interaction that are taking place, formal, informal, planned, unplanned, verbal, non-verbal, etc);
d. The programme setting (e.g. the resources and their organization, pedagogic style, curricula and their organization).
The research was based on Morrison’s classification. In enabling the research the researcher to gather data on the program setting since it observed the pedagogic style, the organization, the environment and the improvement of the students. Through this observation the researcher was also able to improve or modify the techniques if it was not appropriate.
Basically, the researcher used speaking rubrics to answer question of the research. Speaking rubrics were intended as the medium to see the improvements of the students and to know the problems that they faced. Besides, the researcher was able to know how the students improved their English speaking skill mastery during the implementation.
presented in the speaking rubrics and observation. The successful indicators in speaking rubrics used in the research are as follows:
Table 3.1 Analytic Rubrics for Speaking Ability
Score 1 2 3 4 Fluency Halting speech
and uneven with
Pronunciation Frequently interferes with
Vocabulary Inadequate and/or
Grammar Inadequate and/or
The researcher wrote everything that should be observed about the situation and students’ behavior. By doing so, the researcher would not miss every progress that the students made.
D. Data Gathering Techniques
In gathering data for the research, the researcher obtained the data in several steps of two cycles. In the first cycle the researcher wrote field notes of the events and presented an observer who would observe the details events and the materials.
The researcher observed the students’ improvement through observation checklist or speaking rubrics that were filled by the observer. Besides, the researcher also had her own field notes. In this stage the researcher should be active in joining the implementation and activities. The researcher also observed the students’ behavior, students’ interest, and their improvement in using the techniques in her notes. The researcher worked on the notes during the implementation. The person who filled the speaking rubrics and observation had to observe students’ English speaking ability during the implementation.
E. Data Analysis Techniques
The researcher analyzed the data gathered in the research in order to gain the answer to the question formulated in the problem formulation. In analyzing the data from the instruments, researcher triangulated all the data gathered from the speaking rubric and field notes. The researcher conducted this step in order to gain valid and reliable data. Bodgan and Bilken (2003: 107) explain that triangulation is used to “verify of facts”. This statement strengthens that a fact needs more than one source of information.
The researcher first identified the problems through observation checklist or speaking rubrics and field notes. Based on the instruments employed in the research, the researcher identified problems faced by the students.
The data were analyzed based on some criteria of speaking components. They are as follows:
1. The content:
2. Comprehensibility:
The comprehensibility of speaking is poor when students show barely comprehensible responses. The comprehensibility is fair when the responses are mostly comprehensible and it is good when students show comprehensible responses and requiring minimal interpretation on the part of the listener. It will be very good when students show readily comprehensible responses in speaking. The responses required no interpretation on the part of the listener.
3. Fluency:
The fluency of speaking is poor when students show halting speech with long pauses. The fluency is fair when students show choppy and/ or slow speech with frequent pauses. Then, the fluency is good when students show some hesitation but manages to continue speech. It will be very good when students spoke continuous with few pauses or stumbling.
4. Pronunciation:
The pronunciation of the speech is poor when students’ speaking frequently interferes with communication. They are fair when the speech occasionally interferes with communication. Then it is good when students’ speaking did not interfere with communication. It will be very good when students’ speech show enhances communication.
5. Vocabulary:
adequate and accurate use of vocabulary. In expanding the speaking content students showed the variety of vocabulary and did not use the same words again and again. It will be very good when they use rich of vocabulary in speaking. 6. Grammar:
The grammar of the speaking is poor when students show inaccurate use of basic language structures. It is fair when students show an emerging use of basic language structures. Then, it is good when students have an emerging control of basic language structures. Students were able to use basic language structures such as present tenses, past tenses, perfect tenses, and future tenses. It will be very good when they have control of basic language structures.
The technique in the cycle was considered to be successful if the participants reached the indicators and increased their speaking ability. The researcher evaluated the result of the implementation and found out whether or not the implementation had many weaknesses. If the researcher found many weaknesses, she would refine the method in the next implementation.
In order to see the achievement indicators, the researcher employed speaking rubrics during the research implementation. The researcher monitored the progress of the students’ speaking ability including content, comprehension, fluency, pronunciation, vocabulary, and grammar. The percentage of the students who made progress in achieving the indicators could be seen using the following formula:
n x
x = number of students who made progress in speaking ability.
n
∑ = the total number of students being observed
The progress of the students’ speaking ability was scored based on the criteria in the speaking rubrics mentioned in the research instruments. The minimum score was 1 and the maximum score was 4 for each criterion. Each student would have total scores for his or her speaking ability. Thus, the total score of the speaking ability in the speaking rubrics were converted into percentage using the following formula:
Table 3.2 The Percentage of Overall Speaking Ability
Score = % Score = % Score = % 1 = 50.2 % 9 = 67.5 % 17 = 84.8 % 2 = 52.3 % 10 = 69.7 % 18 = 87 % 3 = 54.5 % 11 = 71.8 % 19 = 89.2 % 4 = 56.7 % 12 = 74 % 20 = 91.3 % 5 = 58.8 % 13 = 76.2 % 21 = 93.7 % 6 = 61 % 14 = 78.3 % 22 = 95.7 % 7 = 63.2 % 15 = 80.5 % 23 = 97.8 % 8 = 65.3 % 16 = 82.7 % 24 = 100 % (Taken from: Foreign Language Program Studies, Fairfax Country Public Schools, 2004)
F. Research Procedure
The activities, which were carried out by the writer from the beginning until the end of this study, can be summarized in eight steps of procedures. First, the researcher asked permission to the SMA Stella Duce Bantul principal to conduct the research. Second, the researcher conducted the initial observation to the general situation of the class. From this observation researcher would obtain the general view of the problem. The teacher researcher observed the students’ ability in English speaking by conducting an English speaking course in one class, XII IPS 2 class. It would be the procedures of the diagnosing in the cycle. Through the field notes and class observation the researcher gathered information about the personal identification and English education background, and also the problems in learning English speaking that they have.
Third, based on the result of the observation collaborated with sources, human and/or non-human; the researcher planned the most appropriate method to be implemented to the participants based on the problems. In other words, after knowing the problems, the researcher planned teaching techniques to be implemented in order to solve the problems.
Fifth, during the implementation the researcher observed and recorded the participants’ behavior, progress, and difficulties and also how the implementing would go on in the speaking rubrics and field notes. The instruments were used to document the influences of the action dealt with the process. Besides, it was used to get accurate data to revise the next cycle. In the research, an observer observed while the action was going on. The observer observed everything happened in the class when the teaching learning was going on. The observer was someone who knew well about teaching learning activities and the materials.
Sixth, the researcher explained what she had done in the action. Then the researcher evaluated whether there were any weaknesses in the previous technique while the problems were unsolved. The researcher and the observer discussed everything they felt in the action whether it was good or which part was not quite good. The data identified in the speaking rubrics and field notes were used as a basis to implement the next cycle or teaching learning activities. The researcher refined the teaching technique because there were weaknesses. She had to minimize it in the next cycle.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the findings and the data analysis of the study. The findings and the analysis are described through the cycles of the Classroom Action Research. This chapter consists of the cycles of the research, speaking rubric analysis, observations and field notes analysis.
A. The Research Findings and Discussion
The research used five phases as proposed by Baskerville (1991: 9); namely diagnosing, action planning, action taking, evaluating, and specifying learning. Those phases are called cycles.
1. First Cycle
The first cycle of the research describes the initial stage of the classroom action research. As mentioned before, this cycle consists of five stages that should be taken. The findings in every stage of the cycle are described below.
a. Diagnosing
The research was begun by diagnosing the problems. The researcher
observed the teaching-learning activities of the class in order to know the problems that could be a barrier to students’ development of speaking ability. In conducting classroom action research the researcher should have a class to teach
and do the research. In this research, the researcher had a class to teach in an extracurricular program in SMA Stella Duce Bantul. They were the twelfth grade students. In the diagnosing stage, the researcher observed the students’ speaking ability by teaching them a speaking lesson about asking for permission. The researcher taught about how to ask for permission to do things, how to ask other people to do things. Before the main activity the researcher explained the objectives of the lesson and presented useful expressions of the lesson and the glossary. The researcher asked the students to make dialogues about asking for permission in pairs. Students presented the dialogues in front of the class.
The researcher chose to take a notice on eight students. They were in the researcher’s main concern because of their poor speaking ability and minimum participation.
Using the field notes and speaking rubrics, the researcher assessed the students’ speaking abilities. From this initial stage of this research, the researcher could draw the problems which occurred in students’ speaking ability. From their performances, the researcher concluded the general problems of the students. The problems were as follows:
• Students had difficulties in expanding topics to talk about. For example, students often asked the teacher how to start or how to sustain the conversation.
