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TASK BASED LANGUAGE TEACHING IN IMPROVING
STUDENTS’ SPEAKING SKILL THROUGH CARTOON
STORY MAKER
(A CAR OF THE 10th GRADE STUDENTS OF MAN TEMANGGUNG)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
ANDI WIDDAYA SOFYANA 113 11 007
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
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MOTTO
نم غإرفلإ دوجو لىع لماع أللإ كتلاح إ
سفنلإ تناوعر
“Your
postponement to do goodness because of waiting the
leisure time is a part of your stupidity”
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DEDICATION
This graduating paper is dedicated to:
1. My Parents who always educate me in doing good things
2. My Sister Eli Farida Susanti and her little family (Syaefuddin and Najwa Salsabila Azzahra) who fill my life with love and affection.
3. My English teacher Mr. Seneng who always helps me in everything and K. Mahfud Solihuddin my advisor who always gives me advices.
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ACKNOWLEDGEMENT
Praised be to Allah, Lords of the worlds, who has given the writer His love and compassion to finish the last assignment in his study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion and his adherence.
It is pleasure to acknowledge the help and contribution to all lectures, institution, family and friends who have contributed in different ways hence this graduating paper is processed until it becomes a complete writing which will be presented to the Faculty of Teacher Training and Education Department in partial fulfillment of the requirements for the degree of S.Pd.I in English Education Department.
The writer’s sincere gratitude goes to:
1. Dr. Rahmat Hariyadi, M.Pd. the Rector of State Institute for Islamic Studies
(IAIN) Salatiga
2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D. as the Head of English Education Department.
4. Rr. Dewi Wahyu M, M.Pd, as the writer’s councelor who has guided, directed, motivated, and advised the writer in finishing the thesis.
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STATEMENT OF CERTIFICATION ... iv
MOTTO ... v
3. Characteristics of the Teaching/Learning Process in TBLT ………... 15
4. Teachers’ and Learners’ Role in TBLT……….... 16
5. Types of Task in TBLT... 16
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C. Speaking Skill………... 22
1. Definition of Speaking……… 22
2. Elements of Speaking………. 22
3. Characteristics of Speaking Performance………... 23
4. Speaking is the Matter of Habit……….. 24
5. Speaking Difficulties in Foreign Language Learning……. 24
D. Cartoon Story Maker (CSM)………. 25
3. General Description of MAN Temanggung………. 29
B. Research Methodology……… 30
C. Subject of the Research……… 32
D. Design and Procedures of Classroom Action Research (CAR)… 32 1. Cycle I………. 33
2. Cycle II……… 36
E. Technique of Collecting the Data……….. 37
1. Observation……….. 38
2. Test………... 39
3. Documentation………. 40
4. Interview... 41
F. Technique of Analyzing Data... 41
1. Qualitative data……… 41
2. Quantitative………. 41
CHAPTER IV FINDINGS AND DISCUSSION……….. 53
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1. Cycle I………. 53
2. Cycle II……… 61
B. Data Analysis and Discussion……… 69
1. Test Analysis………... 69
2. Observation Analysis……….. 73
CHAPTER V CLOSURE……… 76
A. Conclusions………... 76
B. Suggestions………... 76
1. Teachers……….. 77
2. Students……….. 77
3. Other researchers... 78 REFERENCES
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LISTS OF TABLES AND FIGURES
Table 3.1 : Research Schedule 24
Table 3.2 : Observation Checklist for the Teacher 38 Table 3.3 : Observation Checklist for the Students 39
Table 3.4 : Fluency and Coherence 42
Table 3.5 : Lexical Resource and Vocabulary 44
Table 3.6 : Grammatical Range and Accuracy 46
Table 3.7 : Pronunciation 48
Table 3.8 : Comprehension 49
Table 3.9 : Conversion of Speaking Skill of the Students 50
Table 4.1 : Result of Post-test I 57
Table 4.2 : The examples of the use of regular and irregular verbs 62
Table 4.3 : Result of Post-test II 65
Table 4.4 : Result of Pre-test, Post-test I and Post-test II 69
Table 4.5 : Students’ Mean Score 70
Table 4.6 : Conversion of Students’ Proficiency 72
Figure 3.1 : Flowchart of CAR 32
Figure 4.1 : The outline of famous person story 63
Figure 4.2 : Students’ score mean improvement 71
xiii ABSTRACT
Sofyana, A.W. 2015. Task Based Language Teaching in Improving
students’ speaking
Skill Through Cartoon Story Maker (A CAR of the 10th Grade Students of MAN Temanggung). A Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute for Islamic Studies (IAIN) Salatiga. Consultant: Rr. Dewi Wahyu M, M.Pd.
This research goal were to know the implementation of TBLT in
improving students’ speaking skill through cartoon story maker and to
know the students’ improvement on speaking skill by implementing Task Based Language Teaching through cartoon story maker. This research was accomplished at the tenth grade students of social science II of MAN Temanggung in which consisted of 38 students as respondent. The methodology of this research used CAR which is designed by Arikunto which each consists of four phase; planning, acting, observing, and reflecting per cycle. In sustaining the research result, two types of data are collected; qualitative data that derived from observation and interview towards the students and the teacher as well. On the other hand, the quantitative data that derived from the test result; pre-test and post-test result. Then those data analyzed by the researcher by using statistical analysis to know the final result of the implementation TBLT in improving
students’ speaking skill through cartoon story maker in the CAR. The result of this study shown, that the implementation of TBLT through
cartoon story maker in improving students’ speaking skill was effective. It
was proven by data that were derived from this study. There were found 21.73 points of improvement of the students’ mean score; 16 points were derived from post-test I result and 5.73 points were derived from post-test II after implementing TBLT through cartoon story maker. On the other hand, there were 81.5% students had passed the KKM (70); 36.9% were obtained from the first cycle and 81.5% were obtained from the second cycle. Based on the result, there were 31 of 38 it meant that 81.5% of the students passed the KKM exceed 75%. It can be concluded that this CAR was successful.
1 CHAPTER I
INTRODUCTION
A. Background of the Study
Today, for the learners who are studying English in a non-English speaking setting, it is very important to experience real communicative situations in which they will learn how to express their own views and opinions, and they develop their oral fluency and accuracy on speaking skill which are very essential for the success of foreign language communication. Classroom Interaction then, is necessary and useful as an educational strategy to enhance learning. According to Ellis (2003:135) classroom interaction strives to involve and support learners in the learning process. Among the ways to create this language learning process in the classroom, Task Based Language Teaching (TBLT) presents opportunities to employ effective and meaningful activities and thus promotes communicative language use in the classroom.
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Another clear purpose of choosing TBLT is to increase learner activity; TBLT is concerned with learner and not teacher activity and it lies on the teacher to produce and supply different tasks which will give the learner the opportunity to experiment spontaneously, individually and originally with the foreign language. Each task will provide the learner with new experience with the foreign language and at this point the teacher has a very important part to play. The term ‘task’ which one of the key concepts in TBLT is defined as a piece of work undertaken for oneself or for others, freely or for some reward. (Long, 1985:95)
Dealing with cases mentioned above, in teaching and learning process basically, English teachers have begun attempting to teach foreign language in a way that was more similar to first language acquisition. However, in fact their endeavor seems completely difficult to encourage students to speak English. Feeling awkward to always say things in English sometimes attack students that it becomes problems toward English teaching. In addition when attempting to speak, learners must muster their thought and encode those ideas in the vocabulary and synthetic structures of the target language. Therefore, it brings about uncomfortable to use the target language toward students eventually.
To deal with this case, the teacher is challenged to be as creative as possible to provide opportunities for students to expose and to reinforce
students’ speaking skill. To encourage students to practice their English, some
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Such those activities may help students to always expose their ability to produce sentences and to use the appropriate expressions based on the situation created by the teacher in the classroom. It usually makes students enthusiast. Moreover when the teacher gets them to participate the activity that it challenges them to compete with other students. It not only makes students attempt to be the best from others, but also be a chance for them to attain scores through given feedback.
Unfortunately, such those activities and teaching method are rarely conducted at tenth grade of MAN Temanggung. The English teacher teaches English by using traditional and monotonous strategy in which he reads loudly a dialogue that has been written on the students’ workbook in the front of class as well as the meaning of the dialogue. After reading it, he instructs the students to repeat after him untill the overall dialogue is read.
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when did it happen. They will say “I visit …, I visit …. Last holiday”. Both
question and answer not coherent.
This strategy (textbook based-learning) completely cannot help the the students expand their knowledge in spoken language. it is possibly become and ongoing problem for the students when they come into the higher level. This strategy also causes other problems such as; firstly, in Indonesia, English is a foreign language, which it brings about students feeling better to use their first language that is Bahasa Indonesia. Moreover, limited vocabulary makes the students difficult to say anything in the classroom. Therefore, the only thing they do is keeping silent. Secondly, the students feel bored because the teacher always uses the same strategy. Finally, the students unable to speak English correctly.
Based on the problem above, as for the researcher, it is very important to seek the way to overcome the students’ problems and figure out the difficulty they face in speaking skill. Therefore, a research is carry out to analyze and to find the overcoming the students’ problems. In this case, the students of 10th grade social science II are chosen as the subject of the study. Here, the researcher tries to propose the use TBLT through cartoon story maker
in improving student’s ability in English especially in speaking ability.
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activities. According to Lee (2000:30) through task, students are provided with
“purpose” to use the target language.
From those statements above, the researcher would like to conduct a research to improve students’ speaking ability by using TBLT through cartoon
story maker to be as communicative as possible under the title “Task Based Language Teaching in Improving Students’ Speaking Skill through Cartoon Story Maker (A Classroom Action Research of the 10th grade Students of MAN Temanggung)
B. Statement of the Problems
Based on the background of the study above, the problems of the study can be formulated as follows:
1. How is the implementation of Task Based Language Teaching (TBLT) through cartoon story maker in improving students’ speaking skill at 10th grade students of MAN Temanggung in the academic year of 2014/2015?
2. How is the improvement of students’ speaking skill after being taught using Task Based Language Teaching (TBLT) through cartoon story maker at 10th grade students of MAN Temanggung
in the academic year of 2014/2015? C. Objectives of the Study
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1. To Describe the implementation of Task based language teaching (TBLT) through cartoon story maker at 10th grade students of MAN Temanggung in the academic year of 2014/2015.
2. To identify how much students’ speaking skill improvement after being taught by using Task Based Language Teaching (TBLT) through cartoon story maker at 10th grade students of MAN Temanggung in the academic year of 2014/2015.
D. Significances of the Study
The result of the study is expected to be used theoretically and practically:
1. Theoretically
a. The result of this study is expected to be able to increase the
students’ fluency of speaking skill by implementing TBLT through cartoon story maker .
b. This study gives some advantages, especially for the researcher and also for the respondents and also all students toward their speaking ability and pronunciation.
c. As a reference for other researchers who want to study about TBLT through cartoon story maker towards fluency on pronunciation more intensively.
2. Practically
7 E. Limitation of the Study
The target of this study is investigating the implementation of Task based language teaching through cartoon story maker toward the fluency on speaking. Properly, TBLT in this study, focuses on the usage of cartoon story maker as a tool to make the students easier to understand and practice speaking. The topic that is discussed in the following study are about “Talking about an idol and admired people”
In order to enhance the speaking skill of 10th grade students of MAN
Temanggung, the researcher proposes using a procedure based on the use of tasks as the core unit of planning and instruction in language teaching called Task-Based language Teaching (TBLT).
F. Definition of Key Terms
To avoid problem, misunderstanding and misinterpretation of the research finding, the researcher would like to explain and define the key terms are used:
1. Task Based Language Teaching (TBLT)
Ellis (2003:63) reports that task- based language teaching is a form of teaching that treats language primarily as a tool for communicating rather than as a subject for study or manipulation. Richards and Rodgers (2001: 228) suggest that because the reason for this is that "tasks are believed to foster processes of negotiation, modification, rephrasing, and experimentation that are at the heart of foreign language learning".
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develop the competence they need in order to use a foreign language easily and effectively in the kinds of situations they meet outside the classroom, they need to experience how language is used as a tool for communication within it. 'Task' serves as the most obvious means for organizing teaching along these lines.
Finally, TBLT proposes the use of tasks as a main component in language classroom because it provides better understanding for activating learner acquisition processes and promoting foreign language learning. TBLT is therefore based on a theory of language learning rather than a theory of language structure.
2. Speaking Skills
Speaking skill become the core of language that is learnt by students. It becomes the most difficult part that students rarely practice in their daily life. According to Harmer (1996:14) speaking is defined as a form of communication, so a speaker must convey what he/she is saying effectively. In line with this definitions, Carter (1997:4) defines it as “one of the types of composing language, the type that is swift, complicated, frequent, and primary, because the language itself is symbolic used by communicators to
construct and convey information”. Moreover, skill is defined as the ability to do something well and expertly as a result of training, practice, or experience (Holt, Rinehart and Winston, 1966: 75).
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information by using utterances in the form of communication. Therefore, as a tool of communication, it is necessary for people to have good speaking skill. Speaking skill is not an instant skill to be acquired. It needs long process. Moreover, speaking skill is dealing with habitual activities that students always do, it means that if students never practice speaking so they will to understand expressions and its usage. Finally, it needs huge amount of practice to be more successful language learner. In short, it can be said that speaking skill is the ability to produce utterance to express thought and to convey meaning.
3. Cartoon Story Maker
10 CHAPTER II
REVIEW OF THEORIES
A. Previous Studies
As mentioned above, a lot of things may affect fluency on speaking that are fluency, lexical resource, grammars, and pronunciation. Moreover, this study only focuses on the implementation of the uses of task based language teaching through cartoon story maker towards the fluency on speaking.
This review of literatures presents relevant information that is needed to understand and support the present study. Therefore there three literature review that would be presented by the researcher.
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The second study is done by Ajey Dalley (2009) from the University
of Brimingham entitle “Implementing Task-Based Language Teaching in Korean classrooms”. There are two research questions presented by her namely : 1. Do you think that Task-Based Language Teaching if adopted in your own teaching context would result in more students being able to communicate effectively in English? . 2. Why (not)? What would be the advantages and/or problems of implementing a task-based approach in this context?. She used commnunicative approach and learner-centered of TBLT on teaching English towards the students in Korea. The result of her study is succes that more that 75% of the students feel enjoy while they practice speaking in the classrom. Moreover the Korean gevernment change their policy and this methodology to be implemented by all the schools in Korea.
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Her results revealed that there were longer turns in spontaneous speech and increasing use of interactional adjustment toward the end of the treatment period, and using supplementary cooperative materials involved students in comprehending and producing the target language more willingly and more effectively. Based on those previous studies, TBLT brought about positive learning outcomes and motivation. Especially, the task-based speaking activities helped students to cultivate better communicative skills and social skills in interrogating meaning.
In conclusion, TBLT is advantageous to the EFL students because it is more student-centered, allows more meaningful communication, and often provides practical extra linguistic skill building. Although the teacher may present language in the pre-task, the students in the classroom are ultimately free to use grammar constructs and vocabulary they want. This allows them to
use all the language they know and are learning, rather than just the ‘target
language’ of the lesson. Furthermore, as the tasks are more likely to be
engaged, which may further motivate them in their language learning. B. Task based language teaching (TBLT)
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through sound and speech. The basic theory of these topics will be discussed briefly in this chapter.
1. Definition of TBLT
TBLT refers to teaching a second/foreign language that seeks to engage learners in interactionally authentic language use by having them perform a series of tasks. It aims to both enable learners to acquire new linguistic knowledge and to procedurize their existing knowledge. The main characteristics of TBLT are the following (Ellis, 2003:64):
a. 'Natural' or 'naturalistic' use of language
b. Learners- centered rather than teacher controlled learning c. Focus on form (attention to form occurs within the context of
performing the task; intervention while retaining 'naturalness'). d. Tasks serve as the means for achieving natural use of language. e. Traditional approaches are ineffective.
14 2. Approach of TBLT
The theory language items used in TBLT are tended to train the learners to use language forms appropriately in various contexts and for different purposes. For communicative competence and linguistic competence, the knowledge of forms and meanings form parts of the communicative purpose in TBLT (Larsen-Freeman & Anderson, 2000:71). Learners need to understand the forms, meanings and functions of language and take into consideration the social situation. However, TBLT has sometimes been seen as sacrificing accuracy in the teaching of grammar in order to pursue fluency.
In using TBLT, the students develop a language system through attempting to use meaning-based language. The teacher designs opportunities for the students through meaningful, authentic and interesting activities (Eills, 2003:57). The students have a much more varied exposure to the language and its issues that they need. Thus, learners spend a lot of time communicating during the task (Hammer, 1999:79).
From those explanation above the researcher asserts that in TBLT, specific language forms will never be considered; instead, the learners are allowed freely to make meaning in any way they like. The
tasks provide learners’ outcomes that can be assessed. Using tasks is
based on building a syllabus design for to both sequence lessons and
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3. Characteristics of The Teaching/Learning Process in TBLT
The main characteristic of TBLT is that everything is aimed
for communication. All activities are designed to enhance the learners’
communicative competence. According to Morrow (1981:86), activities in TBLT have three features: information gap, choice and feedback. The information gap is the precondition that the students have a desire to communicate with the content. During the communication, the students have opportunities to choose which language to use in the specific contents. After the communication, the learners get feedback from the teachers about their performance. Furthermore, there are three different distinctive types of practice in TBLT: mechanical, meaningful and communicative.
Along with those explanation the researcher gives more commentary about the distinctive of practice in TBLT namely; Mechanical practice is a language controlled activity whereby learners can successfully use language without necessarily understanding it. Meaningful practice is an activity where the language items are controlled but where the learners are required to understand the meaningful choices made when the language are used. Communicative practice refers to activities whereby the language is used not totally predictably and for real communicative purposes.
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4. Teachers’ and Learners’ Role in TBLT
The role of the teacher in TBLT shifts away from some traditional of the teacher roles in language teaching (Nunan, 1989:69). In TBLT, the teacher will decrease the proportion of the time spent on communicative processing. The main role of the teacher in TBLT, such as monitoring and giving feedback. The teachers are responding not
only to the students’ fluency, but also their accuracy. Furthermore, for
large parts of the actual task, the teachers spent more time on giving background information. TBLT is a learner-centered teaching approach (Willis, 1996:123).
The researcher concludes that learners’ role is the main aspect
during language processing. The main characteristics of the learners’
role in TBLT are: act as a negotiator or interactor, capable of giving as well as taking; act as a performer and listener, with little control over the content of the learning; and the take responsibility for their own learning.
5. Types of The Task in TBLT
Willis (1996: 149) listed the following types of tasks of TBLT: a. Listing: Including a brainstorming and
fact-finding, the outcome is a completed list or draft mind map. This type of task can help train students' comprehension and induction ability.
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c. Comparing: This type of task includes matching, finding similarities, or differences. The outcome can be appropriately matched or assembled items. This type of task enhance students' ability of differentiation.
d. Problem solving: This type of task includes analyzing real situations, reasoning, and decision-making. The outcome involves solutions to the problem, which can then be evaluated. These tasks help promote students' reasoning and decision-making abilities.
e. Sharing experience: These types of tasks include narrating, describing, exploring and explaining attitudes, opinions, and reactions. The outcome is usually social. These tasks help students to share and exchange their knowledge and experience. f. Creative tasks: These include brainstorming, fact
finding, ordering and sorting, comparing and many other activities. The outcome is an end product that can be appreciated by a wider audience. Students cultivate their comprehensive problem-solving abilities as well as their reasoning and analyzing abilities.
These tasks above are listed from easy to difficult, and all of them reveal the recognition process of students. The tasks in TBLT should be applicable to real life to help students accomplish the tasks and show their communicative competence in classroom teaching and real life situations.
6. TBLT Methodology
Ellis (2003:57) assert that the design of a task-based lesson involves consideration of the stages or components of a lesson that has a task as its principal components.
task-18
based lesson. Thus the first phase is 'pre-task' and concerns the various activities that teachers and students can undertake before they start the task; such as whether students are given time to plan the performance of the task. The second phase, the 'during task' phase, centers on the task itself and affords various instructional options, including whether students are required to operate under time pressure. The final 'post-task' phase involves procedures for following up on the task performance.
a. Pre-task
The purpose of the pre-task phase is to prepare students to perform the task in ways that will promote acquisition. Skehan (1996:90) refers to two broad alternatives available to the teacher during the pre-task phase: An emphasis on the general cognitive demands for task, and/or an emphasis on linguistic factors, attentional capacity is limited, and it is needed to both linguistic and cognitive demand, then engaging in activities which reduce cognitive load will release attentional capacity for the learner to concentrate more on linguistic factors. These alternatives can be tackled procedurally in one of four ways:
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2) Asking students to observe a model of how to perform a task;
3) Engaging learners in non-task activities designed to prepare them to perform the task
4) Strategic planning of the main task performance. From those explanation the researcher gives brief comment the use of a 'pre-task' is a key feature of the TBLT. Furthermore the task was carried out as an activity involving the entire class with the teacher, and involved the learners in completing a task of the same type and content as the main task. Thus, it served as a preparation for performing the main task individually. For example, if the main task involving talking about clothes and appearance of individuals or groups; the teacher may talk to the students about how they dress and how this affects their personalities.
20 b. During the task
The methodological option available to the teachers in the during-task phrase is of two basic kinds. First, there are various options relating to how the task is to be undertaken that can be taken prior to the actual performance of the task and thus planned for by the teacher. These will be called “task performance options”.
Second, there are a number of “process options” that involve the
teacher and students in online decision making about how to perform the task as it is being completed.
The teachers need to ensure that students can complete the task in their own time and then set a time limit to encourage fluency rather than accuracy. When students are carrying out the task, the teachers should allow students to borrow the useful related information from the input data to encourage students’ participation in the task, especially for those poor learners, especially when they feel speechless and of course, while discussing, some unexpected questions and answers will come up,
for the students’ imagination and creativity have been greatly motivated. Furthermore, it may help to enhance the students’ intrinsic interest in the task.
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interlocutor/language users and instructor/learners as the task is performed.
c. Post – Task
The post-task phase affords a number of options. These have 3 major pedagogical goals:
1) To provide an opportunity for a repeat performance of the task;
2) To encourage reflection on how the task was performed;
3) To encourage attention to form, in particular to those forms that proved problematic to the learners when they performed the task.
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conversation, the teacher will give score and feedback to all of the students who have been done performing in front of the class. C. Speaking Skill
1. Definition of speaking
Speaking is a basic skill that language learners should master with the other language skills. It is defined as a complex process of sending and receiving messages through the use of verbal expressions, but it also involves non verbal symbols such as gestures and facial expressions. Hedge (2000: 261) defines speaking as “a skill by which people are judged while first impressions are being formed.”
Furthermore according to Hedge’s definition the researcher give more explanation that speaking is an important skill which deserves more attention in both first and second language because it
reflects people‟s thoughts and personalities.
2. The elements of speaking
To speak the foreign language fluently and accurately, learners need to be able to know some elements which are very important to develop this skill. Harmer (2001:89) mentions these elements which refer to the language features that learners should have knowledge about. In addition to the processes of the language and information in the same time when an interlocutor interacts with them.
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fluency and also attitude. These are the main core of speaking that have to be learned by the learner who are willing to learn foreign language.
3. Characteristics of Speaking Performance
In recent teaching context, a lot of attention has been paid to design activities which focus more on tasks that are balanced between the need to achieve fluency and accuracy. These criteria are also based upon in the assessment of the oral skills.
In the task based approach, fluency and accuracy are of the main characteristics of this approach, and they are seen as complementary in accomplishing a given task. Although Richards and Rodgers (2001:
157) mention that “fluency and acceptable language is the primary
goal: Accuracy is judged not in the abstract but in context”, and this is
an obvious point since the emphasis of TBLT is on the communicative process between learners or teachers-learners, rather than mastery of the language forms.
Many questions have been raised about the role of accuracy in TBLT theory. Hedge (2000: 61) makes the important point that “The Task based approach somehow excuses teachers and learners from a consideration of how to develop high levels of accuracy in the use of
24 a correct and appropriate way. 4. Speaking is the Matter of Habit
If someone wants to learn a foreign language he will obviously meet with all kinds of learning problems. Ramelan, (2003 : 4) defines that these difficulties have to do with the learning of the new sound system, the new of vocabulary items, and the learning of the unfamiliar ways of arranging the foreign words into sentences.
In learning a foreign language the researcher explains that the student will meet the difficulties in his learning process may be easily understood. Since childhood, he has been speaking in mother tongue, which has been deeply implanted in him as part of his habit. Therefore, it will be difficult for him to sounds or to produce the foreign sound.
5. Speaking Difficulties in Foreign Language Learning
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take advantages of the classroom opportunities in order to speak English effectively.
D. Cartoon Story Maker (CSM)
1. Definition of CSM
As the explanation of the cartoon that has been mention by the researcher in the previous chapter. CSM is a new computer application that can be used by both teachers and students to ilustrate conversations and dialogues in a 2D form (Adam:2013).
Conversations stories are also included an unlimited number of frames and are view frame by frame. Each frame can include images, test bubbles, and voice recordings. The stories can be saved on a computer as HTML page (webpages), and can easily viewed by others on any computer using a web browser such as internet explorer. Stories can be printed. Completed stories can also be loaded back into cartoon story maker and edited or added to. Furthermore by using this application the researcher try to help students to comprehend conversations and then practice it easily.
2. Features of the CSM
There are several features of CSM that will be mentioned briefly by the researcher :
26 d. Accent key panel e. Import voice recordings
f. Built in recorder to add our own voice recordings g. Unlimited number of frames
h. Copy and paste frames i. Preview
j. Print function
k. Saved stories can be opened and edited l. Copy and paste text from other documents 3. Usage of CSM
There are several usages of CSM. CSM can become a medium
for students’ writing in a number of modes: conversation, narrative,
persuasive, or informative. The other functions is to revise a language topic, as an assessment task, collaborative task, as a window into culture. And the most important usage that has been done by the researcher is as a tool to practice speaking skill or fluency in speaking. 4. CSM in the classroom
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CSM can be divided into two basic application in the classroom based on the programmer of this tool.
a. What can be done by the students in using CSM
1) Create dialogues with their own text or voice recordings to demonstrate proficiency
2) Create using digital photos of themselves acting out a situation and add either text or voice recordings to the photos
3) Search the web for culturally authentic images and import them into the cartoon story maker as background to story
4) Students can place pictures of themselves in front of culturally authentic images: they can imagine that they are really there
b. What can be done by teachers in using CSM
1) Provide a script or storyboard with students use to create story
2) Create partially completed stories which students can then open and complete
3) Provide text only and students must add their own matching voice recordings
28 CHAPTER III
RESEARCH METHODOLOGY A. Research Setting
1. Research Location
The research took place in State Islamic Senior High School (MAN) Temanggung, located in Temanggung.
2. Research Schedule
The sequences of data collection and the data analysis are as follows:
Table 3.1
Research Schedule
Number Activities Date
1. Preparing the research proposals
November 15st – January 7th 2. Observation and Teaching
process
January 12th – March 3th
3. Data Collection March 17th
4. Data Analysis May 7th
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3. General Description of MAN Temanggung
MAN Temanggung is the only State Islamic senior high school in Temanggung, the city of comfort to study. MAN Temanggung integrates personal development from multi dimension, including spirituality, intellectuality and professionalism through the quality assurance of learning processes and outputs. Thus, the alumni are capable to compete in higher education and academic vacancies with a high competences and great characters.
a. History of MAN Temanggung
In Temanggung there were two MAN namely MAN Temanggung that located at the downtown of Temanggung near the town squere and MAN arakan Temanggung that located on Jenderal Sudirman Street but the one that located near the town squere had been relocated to Suruh Semarang district by the religious ministry of central java while teachers and students had united to MAN Parakan Temanggung counted since academic year 1982/1983 so that the improvement of MAN Parakan Temanggung become wide spread easily.
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Becoming a religious, creative, qualified, and skilled person and also have a conception toward surroundings” this is the vision of MAN Temanggung. Furthermore the mission of this school are; preparing the graduated students who have Good character or moral (akhlakul karimah), Knowledge of science and technology, Skills and abilities, and Awareness toward society and surroundings.
c. Location
Jl. Jendral Sudirman No. 184 Temanggung 56128 Telp. (0293) 491372 – Fax (0293) 491891
Email: mantemangggung@yahoo.co.id
B. Research Methodology
In this research the researcher used Classroom Action Research (CAR). Burns (1994:293) says that action research is application of fact finding to practical problem solving in a social situation with a view to improve the quality of action within it, involving the collaboration and cooperation of researchers, practitioners, and laymen. According to Wallace (1998:57) CAR is a type of classroom research carried out by the teacher in order to solve problems or to find answer toward context specific issues. It means that before implementing the CAR, the researcher or the teacher needs to identify any problems real found in the classroom before implementing the CAR.
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which can be considered to characterize CAR:
1. Action research is contextual, small-scale, and localized. It identifies and investigates problems within a specific situation. 2. It is evaluate and reflective as it aims to bring about change and
improvement in practice.
3. It is participatory as it provides for collaboration investigation by teams of colleagues, practitioners, and researchers.
4. Changes in practice are based on the collective of information or data which provides the impetus for change.
Furthermore, the type of this research is mix between qualitative and quantitative research. The approach in this study is a quantitative approach because this study was presented with figures (Arikunto 2010: 20). Kothari (2004 : 25) believes that quantitative research is based on the measurement of the quantity or amount. It is applicable to phenomena that can be expressed in term of quantity. This research is suitable when the variables that mixed up is really complex, and cannot be done by experiment method or which its variety cannot be arranged. Some of the characteristics of quantitative research/method are: 1. It is numerical, non-descriptive, applies statistics or
mathematics and uses numbers.
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5. It investigates the what, where and when of decision making. Statistics is the most widely used branch of mathematics in
quantitative research. It finds applications not only in physical
sciences but also in economics, social sciences and biology. Quantitative research using statistical methods often begins with the collection of data based on a theory or hypothesis or experiment followed by the application of descriptive or inferential statistical methods.
The data that included in qualitative were: interviews, documentations, and
C. Subject of the research
The researcher held the research in MAN Temanggung at the students of X grade. The researcher took social science II class as the subject of the research. The numbers of students were 38 students.
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The diagram of classroom action research by Arikunto (2006:16) This procedure consists of several cycles that would be done in several actions. The researcher and collaborator teacher made a collaboration work since preparation phase, action, observation, and reflection until the pre-planning phase. The effort to improve students’ speaking skill through the way and procedures on these phases or steps bellow:
1. Cycle 1 a. Planning
In this phase, the researcher planed what action would be done in applying TBLT through cartoon story maker in teaching speaking. The activities in the planning session would be presented below:
1) Selecting and adjusting the materials with the
teacher’s annual program based on syllaby.
2) Determining the materials, the materials that would
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3) Making a lesson plan that would be the teachers’ guideline in teaching and implementing TBLT through cartoon story maker.
4) Other preparations are: preparing the teaching and the research instrument such as computer application, scheduled of daily activities.
In line with this, the researcher determined the measuring rod of research success. In this case, students were supposed to be able to build their confidence to practice and to express their thought in the form of oral. Here students were also able to interact with people who are known or unknown by them before by using correct expression and structure.
b. Acting
After all the preparation finished, the teacher did teaching learning process. In action activities, as an implementation of the planning, the researcher presented them in the following:
1) Explaining the materials and the use of cartoon story maker in practicing conversation.
2) Giving occasion to the students to ask any difficulties or problems using cartoon story maker.
35 voluntarily. 4) Giving post-test I
During this period, the procedures were selected for collecting data that was developed and put into action. These might not be the only data gathering events, but this period began the process of going more deeply into the issue being researched.
c. Observing
To know success or not the action that was done, it must be observed. The researcher and collaborative teacher as the collaborator did this activity in every action. The teacher as the collaborator is chosen because he understands
the students’ condition and situation in the class. The aspect of teacher activity that was observed included:
1) Preparing the material systematically 2) Reviewing the previous lesson 3) Giving motivating strategies 4) Giving explanation and example.
5) Giving opportunity for asking question and giving suggestion
6) Observing the students activity
7) Giving an evaluation for students’ activity.
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students in doing the lesson.
The student that was observed such as: 1) Speaking loudly and clear enough.
2) Pronouncing words correctly, using grammar correctly, using vocabulary appropriate to age, speaking fluently, actively involved in groups/ pairs discussion, practicing the media appropriately. d. Reflecting
On this phase all observations data and evaluation were reported and reflected to measure the weakness and the improvement the teaching learning process and student’s speaking skill on the action in every cycle.
The aimed of this step is between the researcher and collaborative teacher studied about the outcomes of intervention. If the result does not show the progressiveness we can revise the beginning plan. The researcher also did the meeting to discuss the result of teaching learning process. The researcher and the teacher tried to look for problems and solve them.
2. Cycle II a. Planning
37 presented in the following.
1) Revising the lesson plan based on the problem that faced by students within the first cycle.
2) Reselecting the material with and reforms the evaluation and the teaching instrument to improve
indicator that haven’t reached yet.
b. Acting phase
It is similar with the acting phase at the first cycle. These activities included:
1) Giving more information and explanation about the instrument they would be used. 2) Give the task to students to practice
conversation based on the pictured he has showed by using cartoon story maker. This would be the post-test II.
c. Observing phase
In this phase, the researcher observed the students’ response, participation, and achievement which are found during the teaching and learning process. The researcher used observation form that has been formed by the researcher to collect the data.
d. Reflecting phase
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in their speaking ability after teaching by using TBLT through cartoon story maker. The researcher also asks the
English’s teacher opinion about the students’ improvement
in speaking.
E. Techniques of Collecting the Data
Technique for collecting data aimed to support the success of the research. It helped the researcher to get data and the information about the process of improving the students speaking skill by using TBLT through Cartoon Story Maker.
Related to the research, the researcher used some techniques for collecting the data. They were:
1. Observation
The researcher and the collaborator his name is Mr. Seneng did an observation on January 12th 2015. They used observations because they want to know the first year students activities in speaking skill in the speaking class. On the observation the researcher provided the observation checklist as the instrument for collecting data. There were two kinds of observation list or checklist. Those were provided for observing the students activities in speaking by using clip arts and the
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Tabel 3.2 Observation checklist for the teacher
No Teachers’ activities 1. Preparing the material systematically 2. Reviewing the previous lesson 3. Giving motivating strategies 4. Giving explanation and example
5. Giving opportunity for asking question and giving suggestion
6. Observing the students activity in speaking 7. Giving an evaluation of students activity 8. Reinforcement/ feed back after evaluating the
students in doing the lesson
The table given below is the observation checklist for the students.
Tabel 3.3 Observation List for the Students
No Students’ activities
1. Speaking loudly and clear enough 2. Pronouncing words correctly 3. Using grammar correctly
4. Using vocabulary appropriate to age 5. Speaking fluently
40 discussion
7. Actively involved in groups, pairs and discussion
2. Test
The measurements of speaking competence, the researcher used pre-test and post test. The speaking test can be used to test skill such as fluency in a foreign language. In this research, the researcher used
speaking test for the pre and post test not only to measure the students’
speaking skill, but also to get the data.
There are five components assessed in oral test, such as: grammar, vocabulary, pronunciation, fluency, and comprehension. Arikunto (1997:138) says that test is sequence of question or exercise, which is used to measure skill, knowledge, intelligence and ability of individual or group.
a. Pre-test
The researcher gave pre-test to the students in order to know their speaking competence of teaching learning process before teaching. The researcher gave pre-test on January 20th 2015 in MAN Temanggung. This pre-test was given in the first meeting before he had done the cycle I.
b. Post-test
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to know their speaking competence. He gave the two post-test. The first post-test was given in cycle I and the second post-test was given in cycle II which was held on February 10th and February 24th
2015. 3. Documentation
The researcher used the documentary method as a method of collecting data about matters of variables, which in the form of notes, transcripts book and recording. Documents could improve information
which is relevant with the problems’ investigation. There are many
documents that used by the researcher include in the context of CAR, they are: syllabuses and schemes of work, curriculum reports of school working parties and committees, assesment papers and test used,
students’ score, students’ and attendance list.
The documents that were used in this research were: syllabus,
names of the students, students’ speaking score, and photograph of the
activities in CAR. 4. Interview
Interview was used by the researcher to get data about the
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smoothly. Here are the question that had been asked to the teacher: F. Technique of Analyzing Data
1. Qualitative data
In this research, the process of analyzing the qualitative data used some components included: analyzing data, presenting the data (it can be percentage of data) and conclusion or verification. The data that included in qualitative data are: Documentations and interview.
The researcher then explained that raw data collected at the beginning of the cycle are synthesized and summarized in order to suggest further episodes of the data collection and analysis. In turn these data add to the assembly of information links permit ideas to be formulated and further action to be taken. Further action means that data analysis can be reviewed and construction can be drawn.
2. Quantitative data
The researcher used quantitative data to support the research
result especially for the students’ speaking results. The quantitative data
are the students’ speaking score in pre and post speaking test. To
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The following table is the indicator that indicate the fluency and coherence.
Table 3.4 Fluency and Coherence
NO Indicators Score
1. a) speaks with long pauses
b) gives only simple responses and is frequently unable to convey basic message
5-10
2. a) links basic sentences but with repetitious use of simple connectives and some breakdowns incoherence
b) cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction
11-15
3. a) usually maintains flow of speech but uses repetition, self-correction and/or slow speech to keep going b) produces simple speech fluently,
but more complex communication causes fluency problems
16-20
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though may lose coherence at times due to occasional repetition, self-correction or hesitation b) uses a range of connectives and
discourse markers but not always appropriately
21-25
5. a) speaks at length without noticeable effort or loss of coherence
b) uses a range of connectives and discourse markers with some flexibility
26-30
6. a) speaks fluently with only occasional repetition or self-correction; hesitation is usually content-related and only rarely to search for language
31-35
b) develops topics coherently and appropriately
7. a) speaks fluently with only rare repetition or self-correction; any hesitation is content-related rather
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b) speaks coherently with fully appropriate cohesive features
The following table was the indicator that indicate the Lexical resource and vocabulary.
Table 3.5 Lexical Resource and Vocabulary
NO Indicators Score
1. a) uses simple vocabulary to convey personal information
b) has insufficient vocabulary for less familiar topics
5-10
2. a) is able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice
b) rarely attempts paraphrase 11-15 3. a) manages to talk about familiar and
unfamiliar topics but uses vocabulary with limited flexibility
b) attempts to use paraphrase but with mixed success
16-20
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meaning clear in spite of inappropriacies
b) generally paraphrases successfully
21-25
5. a) uses vocabulary resource flexibly to discuss a variety of topics
b) uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices
26-30
6. a) Uses a wide vocabulary resource readily and flexibly to convey precise meaning.
b) uses idiomatic language naturally and accurately
36-40
47 grammatical range and accuracy.
Table 3.6 Grammatical Range and Accuracy
NO Indicators Score
1. a) attempts basic sentence forms but with limited success, or relies on apparently memorized utterances b) makes numerous errors except in
memorized expressions
5-10
2. a) produces basic sentence forms and some correct simple sentences but subordinate structures are rare b) errors are frequent and may lead to
misunderstanding 11-15
3. a) produces basic sentence forms with reasonable accuracy
b) uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems
16-20
4. a) uses a mix of simple and complex structures, but with limited
flexibility
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complex structures, though these rarely cause comprehension problems
5. a) uses a range of complex structures with some flexibility
b) frequently produces error-free sentences, though some grammatical mistakes persist
26-30
6. a) Uses a wide range of structures flexibly
b) produces a majority of error-free sentences with only very occasional inappropriacies or basic/non- systematic errors
31-35
7. a) uses a full range of structures naturally and appropriately
b) produces consistently accurate
structures apart from ‘slips’
characteristic of native speaker speech
36-40
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Table 3.7 Pronunciation
NO Indicators Score
1. The speech is not understandable 5-10 2. a) attempts to control features but
lapses are frequent
b) mispronunciations are frequent and cause some difficulty for the listener
11-15
3. uses a limited range of pronunciation
features 16-20
4. a) shows some effective use of features but this is not sustained
b) can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times
21-25
5. uses a range of pronunciation features
with mixed control 26-30
6. sustains flexible use of features, with
only occasional lapses 31-35
7, a) uses a full range of pronunciation features with precision and subtlety b) sustains flexible use of features
throughout
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The following table was the indicator that indicate the Comprehension.
Table 3.8 Comprehension
NO Indicators Score
1. Do not understanding the conversation at
all 5-10
2. Little understanding in simple
conversational 11-15
3. Have understanding in simple conversation slow, need more explanation
and repetition 16-20
4. Have understanding in simple conversational well, need more
explanation and repetition 21-25
5. Rather good in understanding of normal conversation, sometimes need more
explanation and repetitions 26-30
6. Have understanding in the normal conversation well expect for colloquial conversation
31-35
7, Have understanding in the normal
51 conversation
After getting Students’ speaking score, the researcher would
use conversation table to know the students’ speaking proficiency
level.
Table 3.9 Conversion of Speaking Skill of The Students
Number of score Proficiency level
16 - 25 0
26 - 32 1
33 – 42 1+
43 – 52 2
53 – 62 2+
63 – 72 3
73 - 82 3+
83 - 92 4
93 - 99 4+
100 5
The proficiency level of students’ then described as
follows:
1) Able to speak for traveling and use the language minimally.
52 limitedness.
3) Able to speak by using appropriate grammar and vocabulary both in formal and non-formal conversation in practical, social, and professional case.
4) Able to use the language fluently and in exact words in every level in accordance with professional
requirement.
5) Able to use the language smoothly and frequently without any grooving like native speaker.
(Nurgiantoro, 1994:284-288). To know the improvement in pre-test and post-test, the researcher would use the formula as follow:
P1= 𝑦1−𝑦
𝑦 x 100% P2= 𝑦2−𝑦
𝑦 x 100%
Where :
P : Percentage of students’ improvement Y : Pre test result
y1 : Post test 1 result y2 : Post test 2 result
53 P = 𝐹
𝑁 X 100%
Where: P: Percentage
F: Number of each indicator of students’ participation
N: Total number of students.
3. Criteria of the succes of Classrrom Action Research
According to Sumarno (2002 : 141) in the evaluation, criteria have function as standard of comparison to determine the level of the action success based on the consideration that have been agreed by the teacher and the researcher.
In this research, the researcher and the teacher as collaborator have determined criteria of the action success. The action will be called success, if the students who success in the test reach 75% which the KKM of the test was 70, so the next action will be stop.
CHAPTER IV
FINDINGS AND DISCUSSION
A. Research Findings
54 1. Cycle I
a) Planning
Planning was the first step to do research. Here, the researcher who acted as the teacher made preparation that would be given in the following:
1) Preparing the teaching instrument 2) Composing a lesson plan
3) Preparing the attending list in order to check the attendance of the students in joining the class activity.
Along with the preparation, the use of TBLT through CSM would be implemented within the process of teaching and learning. Through these method, the teacher expected students engage in the classroom activity so they will be better in speaking ability. In this case, grammar, vocabulary, and pronunciation aspect are also main
goals to be obtained. For the first action, the researcher took ‘my
personal diary’ as the topic. In this topic, likely mentioned in the
English syllabus that students after learning the lesson, they have to be able to tell someone else daily activities that included in their personal diary. It talks about daily activity and best moment that they have done. In detail the researcher presents in acting phase.
b) Implementation of the action
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the researcher acted as the teacher who did the action by teaching students at tenth grade of MAN Temanggung using Task Based language teaching through cartoon story maker. In teaching the lesson, the researcher used three phases, those are; opening phase, core phase, and closing phase. In this acting, the researcher tried to integrate students to participate in the classroom activities. In detail, the writer presents in the following action.
The meeting
Theme: My personal diary
Day/date: Tuesday, 10th February 2015 1) Opening
The teacher opened the class by saying greeting and asking
students’ condition. Besides, he also asked students’ readiness to learn.
2) Core phase
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experience, the teacher gave students materials and link it based on the students experience stated before. The material involved the use of past tense and expressions to tell about best experienced. In this case, he explained the past tense usage and so did the expression and then gave some example and then students made another different example by using their own word.
a) What was your experience about? b) Where did it happen?
c) When did it happen? d) Who was/were involved?
e) What happened first, second, third, and so forth? f) What happened then?
g) What happened finally? h) How did you feel about?
57 3) Closing
The teacher asked students’ difficulties regarding the material given during the learning process. He also gave feedback Along with the observation. The observer also noticed things that did not note in the observation form by using oral observation.
The observer suggested the teacher to modify the instruction, so the students would integrate and seriously pay attention to the material explanation. If the teacher still cannot control the students, the observer suggested him to give punishment.
The following table was the result of post-test I. Table 4.1 Result of Post-test I
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*Students who pass the KKM
Explanation:
F&C : Fluency and Coherence LR : Lexical Resource
GR&A : Grammatical Range and Accuracy
P : Pronunciation
TS : Total score
FS : Final Score
70 : Criterion Minimum of Competence (KKM)
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Based on the data above, it can be inferred that the average of those students’ post-test 1 score is:
∑ Pot-test 1 = 2564
Post-Test 1 = ∑ 𝑥 𝑁
=
256438
=
67.47From the calculation of the students’ post-test 1 score, it can be inferred that there were some improvement toward students’ speaking score after implementing TBLT through CSM in teaching English. It is
proven by students’ mean test result comparison between pre-test and test in cycle 1, the mean of pre-test is 51.47 while the mean of post-test result is 67.47. It means there 16 improvements toward students speaking score.
This improvement was also can be calculated in percentage by
calculating students’ pre-test score with their post-test 1 score. In which it calculated by using this formula below:
P = y1−y2
y x 100%
P = 67.47−51.47
51.47 x 100%
P = 16
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P = 31%
Meanwhile the percentage calculation which showed the class
percentage of students’ score with score who pass the KKM are:
P = F
N x 100%
P = 14
38 x 100%
P = 36.9%
It meant that there were about 14.9% (36.9 – 22) of students’ score passed the KKM after learning English by using TBLT through CSM. On the other hand, there were 14 students finally passed the KKM and the other 24 students are still in lower score. Finally, the next cycle would be taken by the researcher so the students who could pass the test reached 75%.
d) Reflecting
After finishing the three-phase, it was the time to reflect the all activities whether the implementation of the TBLT through CSM have developed student’s speaking skill or it did not. Based on the data have been collected and analyzed by the teacher as collaborator and the researcher as well, it shown that there was an improvement
of students’ speaking ability in the classroom action research by
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the researcher then limited three points for the discussion, those
were; students’ speaking achievement, students’ participation in the
classroom, and classroom situation.
Students speaking achievement was the primary concern for this research, dealing with this case, the researcher found that some students were lacking in several aspects that they cannot achieve the lesson as fast as another students can do. Consequently, the teacher had to be aware to who that could not participate actively as the teacher expected to do. He also had to help them to activate their will to learn. At least they are able to response even in short sentence. Concerning with the improvement of aspects that the teacher
expected in the planning phase, it is found that students’ grammar
and pronunciation are still low in speaking. Because they are clearly need to practice orally not only in the form of written.
