IMPROVING STUDENTS
’
ACHIEVEMENT IN SPEAKING
THROUGH TIME TOKEN STRATEGY
A Thesis
Submitted to the English Department, Faculty of Language and Arts, State University of Medan, in Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendiidkan
By:
ERRY ORIGIN PADANG
Reg. No. 209421014
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
ABSTRACT
Padang, Erry Origin. 209421014. Improving Students’ Achievement In Speaking Through Time Token Strategy. A Thesis. English Department. Faculty Of Languages And Arts. State University Of Medan.2014.
The objective of this study is to find out whether Time Token Strategy can improve students’ achievement in speaking. This study was conducted by using classroom action research. The subject of this study was the second year students of SMA N 1 KERAJAAN. The study was conducted in two cycles. The first cycle was three meetings and the second cycle was two meetings. The instruments for collecting data were diary notes, questionnaries sheet, interview and observation sheet for qualitative data. Based on the speaking test result, the students’ score kept improving in every test. In orientation test, the mean score was 46.06. in the test of cycle I the mean score was 60.05 and the mean score in the test of cycle II was 70.04. The findings showed that Time Token Strategy can improve students’ speaking achievement.
ACKNOWLEDGEMENT
First of all, the writer gives the greatest thanks to almighty God, Tuhan Yesus Kristus, most merciful for the opportunity, health and blessing given to her that enable her to complete her thesis in partial filfillment of the requirements for the degree of Sarjana Pendidikan at English Deparment of Faculty of Language and Arts, State Unversity of Medan (UNIMED).
The writer got assistance and support during completing her thesis. The writer would like to express her deepest gratitude and appreciated to :
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Language and Arts. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Language and
Literature Department.
Dra. Masitowarni Siregar, M.Ed., the Head of English Education Study
Program.
Dra. Sri Juriati Ownie, M.A., her Advisor.
Porman Manik, S.Pd., the headmaster of SMA Negeri 1 Kerajaan, and the
Her beloved parents, Ramli Padang (Alm) and Rosni Berutu who have
patiently given moral, prayer, spiritual help, advises and financial support. Her beloved sisters and brothers, Binsar Padang, Imma Padang, Winaria Padang, Lini Padang, Arjun Padang, Badiana Padang and Jumanta Padang. Her lovely best and beloved friends, Wintra Bancin S.T, Sriduinaria
Berutu, S,Pd., Amelia Sri Rizky, S.Pd for the love and happiness we share during the study.
Her lovely classmates, Dik C Regular 2009.
Medan, Februari 2015 The writer,
TABLE OF CONTENT
e. Expressing Agreement and Disagreement ... 15
B.Assessment in Speaking ... 18
CHAPTER III RESEARCH METHODOLOGY ... 23
A.Research Design ... 23
B.Subject of the Research ... 23
C.The Technique for Collecting Data ... 23
D.Research Procedure ... 24
E. Scoring in Speaking... 27
F. Technique of Data Analysis ... 27
CHAPTER IV THE DATA AND DATA ANALYSIS... 29
A.The Data ... 29
B.Data Analysis ... 29
C.The Research Finding and Discussion ... 37
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 39
A.Conclusion ... 39
B.Suggestions ... 39
REFERENCES ... 40
LIST OF TABLES
Tables Pages
1.1 Students’ Average Score in Two Semesters ... 2
2.1 Assessment of Speaking ... 18
4.1 Score of The Students In Orientation Test ... 30
4.2 Score of The Students In Test Cycle I ... 31
4.3 Score of The Students In Test Cycle II ... 32
4.4 Comparison of the Students’ Score in Three Speaking Tests... 33
LIST OF APPENDICES
Appendices Pages
A.Lesson Plan ... 41
B.Students Score ... 61
C.Observation Sheet ... 64
D.Diary Notes ... 66
E. Interviews ... 70
1
CHAPTER I
INTRODUCTION
A.The Background of the Study
Speaking is one of the most important skills in language learning beside listening, writing and reading. The newest curriculum, namely curriculum 2013 expects Senior High School students able to communicate in English. In teaching learning English as a foreign language most students can not speak English well, even though English has been taught to them since they were in elementary school. Speaking is not easy like what people think. Many people like to speak but when they are asked to speak English language, they can not speak English. In general, some people realize that there are some factors of the speaking.
In relation to the writer’s experience while teaching training and practise, PPL (Field Experience Program) in SMP Negeri 1 Sidikalang, most of the students can not speak fluently, therefore, they were passive in the class. Even though the students were in group, they just kept silent. The teacher always asked the best students in their group to speak up. The students still have low ability in expressing their idea. It is proven by the table below which shows the students’ achievement in speaking test which was taken from their score in two semesters.
As a reflection, in the next cycle the researcher should improved her ability in teaching speaking through this strategy. The students admitted that they were enjoy learning by applying Time Token Strategy because they could share their ideas by speaking orally and become interested to practice their English in daily convensation in class or outside.
2
Table 1.1 Students’ Average Score in Two Semesters
Semester Students’ Number (n) Average
I 20 46,06
II 20 60,05
From table 1.1, it can be seen that the students’ average score did not reach the minimum score which is stipulated by the school, which is 65. In semester 1, the students’ average is 46,06. It did not reach the minimum score. While in
second semester, there is an improvement which is unfortunately not really significant. They got 60,05. Based on the average, it can be concluded that there must be something done toward the teaching method.
In relation to this study, there was a research which was conducted by Ulfah, one of graduated students in State University of Medan. It was stated that the ability of students in speaking is very low. There were some factors accounting for the reluctance of the students to speak up in the class. They were low proficiency in English (20%), fear of mistake (18%), teachers’ intolerance of silent (25%), uneven of allocation of turns (20%), teachers’ language in put
(17%). Furthermore based on the data that was got for last three years (2010 – 2012) in SMA Negeri 2 Sidikalang, that the writer found so many students who got the same problems as Ulfah’s research.
3
The explanation above becomes the reason why the writer wants to conduct a study by using time token strategy to improve the courage of the students to talk and then it will improve their speaking achievement. The reason why the writer chooses time token for the writers’ study is because time token
help the students to distribute their participations orderly. Each students given some tokens which contain time allocation to talk. If the students do not have token, the students can not talk anymore. This makes other students who still have token, have to talk. Using time token strategy to improve students’ speaking
achievement will give more chance to practice their speaking.
B.The Problem of Study
In relation to the background of the study, the problem of the study is formulated as follows: “ Does the Students’ Speaking Ability Improved Through
Time Token Strategy?”
C.The Objective of The Study
The objective of the study is to investigate whether the application of time token can improve students’ skill in speaking.
D.The Scope of The Study
4
E.The Significance of The Study
Findings of this study are expected to be useful for:
1. Teachers are hoped to have skill and to be able to adapt this teaching strategy to improve their students’ speaking achievement through time token.
2. The students, to develop their habit in expressing their ideas.
3. The students, to encourage them to be active in class to maximize students talking time.
1
CHAPTER V
CONCLUSION AND SUGGESTIONS
A.Conclusion
It was found that the students’ speaking achievement increased from the pre test to the last test. It is shown from the improvement of the mean of the students score the mean of the pre test (46.06), the mean of the test I in cycle I (60.05) and the mean of the test in cycle II (70.04). It can be stated that the score continiously improved from the pre test until the third test. Therefore, it can be
concluded that Time Token strategy can improve students’ speaking achievement.
B. Suggestions
On the basis of the conclusion, some suggestions are offered:
a. To English teacher, it is better to use Time Token strategy especially in teaching speaking because by applying this strategy students more active in teaching and learning process, because they should share their opinion or arguments with bravely, more active and be critical. It can also help the teachers in monitoring and encouraging the students so that the students can comprehend the material easily.
b. To the students, Time Token strategy is used for the training to be able to speak.
c. It is also suggested to the other of researcher who are interested for further study (students of university) related to this research, they should explore the knowledge to enlarge their understanding about how to improve speaking skill and search another references.
42
REFERENCES
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Bahrani, Taher., and Soltani, Rahmatollah. 2012. How to Teach Speaking; Journal of Education and Practice, vol 3 No 2, 26& 29
Cantoni, Gina. 1987. Content Area language Instruction ; Approaches and strategies. USA
Chaney, A.L., and Burk, T.L. 1998. Teaching Oral Communication in Grades K 8. Boston: Allyn & Bacon
Clark, H.H., and Clark, E.V.1997. Psychology and Language: An Introduction to Psycholinguistics. New York: Harcourt Brace Jovanovich.
Egan. K. B. 1999. Speaking: journal A Critical Skill and Challenge, vol. 16 No. 3, 277
Gillet, Maxwel & Gall, M.D. 2001. Theory into Practice ;Journal of The Discussion Method in Classroom Teaching. Vol. XIX. 98.
Harmer. J. The practise Of English Language. Cambridge, UK. Longman Istarani. 2011. 58 Model Pembelajaran Inovatif. Medan: Media Persada
Kayi, Hayriye. 2006. Teaching Speaking: Journal of Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11, 1.
Hughes. A. 2003. Testing For Language Teaching. Cambridge University Press Jones, Pauline. 1996. Planning An Oral language Program. In Pauline Jones (ed),
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Richard, Jack. 2008. Teaching Listening & Speaking ; Journal From Theory to Practice, 19. Cambridge University Press. USA
https://unr.edu/homepage/hayriyek kayih [at]unr.nevada.edu University of Nevada (Nevada, USA) . Accessed on 2 May 2013
https://sites.google.com/site/assess4learning/assessment-defined/assessment-for-learning-defined. Accessed on 2 May 2013
