IMPROVING THE STUDENTS’ ABILITY IN USING POLITE SENTENCE THROUGH SHORT STORY AT THE SECOND YEARS OF SMP NEGERI 3
UJUNGBULU BULUKUMBA
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan in English Education Department of
Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar
BY IRMAYANTI
Reg. Number: 20401106059
ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR
PERNYATAAN KEASLIAN SKRIPSI
Dengan penuh kesadaran, penulis yang bertanda tangan di bawah ini menyatakan
bahwa skripsi ini benar-benar hasil karya penyusunan sendiri. Jika di kemudian hari skripsi
ini terbukti merupakan duplikat, tiruan dan atau dibuat orang lain secara keseluruhan atau
sebagian, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
Makassar, 13 Agustus 2010
Penulis,
Irmayanti
NIP. 20401106059
PERSETUJUAN PEMBIMBING
Pembimbing penulisan skripsi saudara Irmayanti Nim: 20401106059 Mahasiswa
Jurusan Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan Keguruan UIN Alauddin
Makassar, setelah dengan seksama meneliti dan mengoreksi skripsi yang bersangkutan
dengan judul “Improving The Students’Ability in Using Polite Sentence Through Short
Story at the Second Years of SMP Negeri 3 Ujungbulu Bulukumba” memandang bahwa
skripsi tersebut telah memenuhi syarat-syarat ilmiah dan dapat disetujui untuk diajukan ke
sidang munaqasyah.
Demikian persetujuan ini diberikan untuk proses selanjutnya.
Makassar, Juli 2010
Pembimbing I
Muh Rusydi Rasyid, S.Ag., M.Ag., M.Ed NIP. 19721208 199803 1 003
Pembimbing II
Drs. Muhammad Yaumi, M.Hum,M.A NIP. 19661231 200003 1 023
PENGESAHAN SKRIPSI
Skripsi yang berjudul” Improving Vocabulary of the Elementary Level Student at New Generation Club (NGC) Makassar 2009/2010 Academic Year through Learning Word Formation” yang disusun oleh saudari Jumran Bahar, Nim: 20401106037, Mahasiswa Jurusan Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar, telah diuji dan dipertahankan dalam sidang munaqasah yang diselenggarakan pada hari ………bertepatan dengan ……….. dan dinyatakan dapat diterima sebagai salah satu syarat untuk mendapatkan gelar Sarjana Pendidikan (S.Pd) pada Fakultas Tarbiyah dan Keguruan Program Studi Pendidikan Bahasa Inggris dengan beberapa perbaikan.
Makassar, 2010 M 23 Sya’ban 1430 H
DEWAN PENGUJI
(SK. Dekan No. 64 Tahun 2009)
Ketua : Dra. Djuwairiah Ahmad, M.Pd.,M.TESOL (………)
Sekretaris : Rappe, S.Ag,.M.Ag. (………)
Munaqisy I : Drs. Wahyuddin Naro, M.Hum (………)
Munaqisy II : Dra. Hj. Mardiana, M. Hum. (………)
Pembimbing I :Muh. Rusydi Rasyid, S.Ag.,M.Ag.,M.Ed (………)
Pembimbing I :Drs.Muhammad Yaumi,M.Hum,M.A (………)
Disahkan oleh:
Dekan Fakultas Tarbiyah dan Keguruan UIN Alaudddin Makassar
Prof. Dr. H. Moh. Natsir Mahmud, MA.
ACKNOWLEDGMENT ميحرلا نمحرلا الله مسب
Alhamdullilahi Rabbil Alamin, the researcher would like to express she deepest
gratitude to the Almighty Allah SWT, the only provider, the most merciful whose
blessing give her guidance, inspiration and good health all the time to conduct the
writing this thesis. Also Salawat and Salam are delivered to our great prophet
Muhammad SAW who has brought us from the darkness to the lightness.
During the writing of the thesis, the researcher received much assistance from a
number of people, for their valuable guidance, correction, suggestion, advice and
golden support. Without them, the writing of this thesis would never been possible
completed. Therefore, the researcher would like to express the greatest thanks and
appreciation for those people, they are:
1. The writer’s beloved parents, Nurding and Ramlia who always educate, support, and pray for the writer’s success.
2. Prof. Dr. H. Azhar Arsyad, M.A.,the Rector of Alauddin State Islamic University (UIN) Makassar.
3. Prof. Dr. H. Moh. Natsir Mahmud, M.A. as the Dean of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic Universitiy (UIN)
Makassar.
4. Dra. Djuwairiah Ahmad, M.Pd., M. TESOL and Dra. Kamsinah, M.Pd.I, the head and secretary of English education department of Tarbiyah and
Teaching Science Faculty of Alauddin State Islamic University (UIN)
5. Muh. Rusydi Rasyid, S.Ag.,M.Ag.,M.Ed and Drs. Muhammad Yaumi, M.Hum., M.A the first and second consultant for their guidance and advice during this writing thesis.
6. The writer’s beloved big family, brothers, sisters, uncle, aunt, and cousin ;
Mira, Syamsia, Rosmini, Kisman, Jusran. And Cousin ,Inda, I’ma, Nini, Nurul, Agus.their love, suggestions and advise.
7. All students at the second year of SMP Negeri 3 Ujungbulu Bulukumba
8. The writer’s classmates in English Department PBI 3 and 4 (the 2006 generations).Thya, Mira, Lina, Mia, Nasrullah, Syahban, Rahma, Karmila,
Nanni, Mahmuddin, Nurli,. And all friends could not be mentioned here. Thanks for friendship, togetherness and suggestions to the researcher.
The researcher realizes that, this writing thesis is still the simplest one. Remaining errors are the writer’s own; therefore, constructive criticism and suggestions will be highly appreciated.
Finally, willingly the writer prays, May all our efforts are blessed by Allah
SWT.Amin.
Makassar, 13 Agustus.2010
ABSTRACT
Consultant I : Muh. Rusydi Rasyid, S.Ag.,M.Ag.,M.Ed
Consultant II : Drs. Muhammad Yaumi, M.Hum, MA.
This research was conducted at the second grade of SMP 3 Ujungbulu Bulukumba period 2010-2011. The second grade of 20 students; there are 14 boys and 6 girls. Most of the students had problems in Using Polite Sentence in Speaking.
Because students in the second class had ability in Speaking in Using Polite Sentence. The research aims to examine the effectiveness of learning techniques with changes in teaching methods in the class which is expected to enhance students’ ability and interest of students in English language lesson. After the action taken during the two cycles, it appears that the interest learning English and their writing skills in a significant increase.
The researcher applies collaborator Classroom Action Research. It consists of two cycles. Each cycle consists of four meetings and four steps. The steps are plan, action, observation, and reflection.
It is found that the students’ achievements and performances from the first to the second cycle improve highly. The readers can see the improvements of their score form the first cycle. The mean score of the first cycles is 29,4 but it in the second cycle Become 34,6 in the second cycle. After conducting this research, most of the students’ we brave to ask questions, help and respects each others, explore their ideas, give suggestions, and etc. It is really good improvements.
1 CHAPTER I
INTRODUCTION
A. Background
Politeness is a part of the cultures of Indonesia. Polite is not only in attitude
but also in using language. Sometimes the writer do not pay attention to politeness in
our life whether informal forms. And in everyday conversation, there are ways to go
about getting the things we want. When the writer are with a group of friends, the
writer can say to them with an impolite word. However, when the writer are
surrounded by a group of adults at a formal function in which our parents or older
people are attending, the writer must say to them polite words.
According to Brown and Levinson(1978), Politeness starategies are developed
in order to save the hearers „‟Face‟‟. Face refers to the resfect that an individual has
for him or herself and maintaining that „‟self esteem‟‟ in public or in private
situations.
The writer must always to be accustom her self to be, because Polite is one of
characteristic of the Indonesia people. So , the we will not feel difficult to use the
politeness sentence where ever we are.
Politeness should be seen as a set of strategies or verbal habits them, as well
as being a socially constructed norm within particular communities of practice,
2 In retelling a short story, the students have to know the content of material
then they retell it by using their own words. Every students has a different ways in
retelling story.
Muhammad Amin Rasyid(1997:23), states that, he has communicate
competence as well as linguistic competence. There are many different ways of
saying the something and asking someone to be quite. Words are use to
communicate certain meanings. Words can also be conveyed by attitude, are
conveyed by intonation, gesture, facial expression and many other. Meaning is
conveyed not only through language, but also through bodily contact, physical
proximity, orientation , bodily posture, gesture, headraces, Facial expression , eye
movement and even appearance.
In practicing studying English, by using a short story can make the students to
be active in speaking in using Polite sentence with true as like retelling short story in
speaking english.
Based on the statement above, the writer is curious in doing the research on
title ‘‟Improving The Students‟ Ability in Using Polite Sentence thorough Short Story
at the Second Year of SMP Negeri 3 Ujungbulu Bulukumba‟‟.
B. Problem Statement.
Based on the background above, the problem statement of this research is :
How can polite sentence a true short story be used to improve students‟ ability at the
3 C. Objective of the study.
This research aims is to find out that,Using Polite Sentence ability be
improved thorough Short Story at the Second year of SMP Negeri 3 Ujungbulu
Bulukumba.
D. Significance of the Research
This Research is expected to be useful for:
The lecturers‟ who lead speaking class in order to make differences in
speaking especially polite sentence to the students. It is also useful for the students‟
in sharing expressing their own opinion.
E. Scope of the Research
The scope of this research is focused on the form of Politeness sentence in
Speaking through Short Story at second grade students of SMP Negeri 3 Ujungbulu
Bulukumba . Speaking has four criteria employed in this research are (1)
4 CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Meaning of Politeness.
According to Brown and Stephen Levinson(1978), that polite one of the face
posed by face-threatening acts to addressees.
Longman dictionary of contemporary English (1987: 796) state that, the polite
are :
1. Having or showing good manner sensitivity to other people‟s feeling, and/ or
correct social behavior. Showing fineness of feeling, good education and manner,
refined.
a. Having the characteristics of advanced cultural interests and pursuits (especially
in arts and bells letters).
b. Showing or characterized by correct social usage, marked by an appearance of
consideration, tact, deference, or courtesy, marked by a lack of roughness or
crudities( used terms seldom met in literature). (Webster, 1990: 910).
There are another meaning of polite such as below:
1) Polite is showing manner, civil.
2) Often used of speech, usage, etc especially refined, cultured, elegant,
cultivated, euphemism, nice, nellyism, see aesthetics style. (Oxford, 1992:
5 2. The levels of politeness.
There are some levels of politeness in English, as follows:
a. Very Polite Levels, ( Musdalipah, 2003:35)
- Do you checking all these figures, please?
- I wonder if you would mind shutting the door?
- Will you do me a favor and buy me a pound of coffee in the groceries?
- Be so kind as to pass the information to Mr. Ali?
- Have the kindness to pass the information to Mr. Budy?
b. Polite Levels
- Will you check all there figure, please?
- Would you please shut the door?
- Could you the tell me the time, please?
- Can/ may I go home early, please?
c. Familiar levels, (jones, 1897:18)
- Can you check all these figures for me?
6 B. Definition of sentence
Brown (1984: 43) defines that English sentence is a group of words that has a
subject, predicate, and express a complete though. It describes an action or a situation
of person, place, a think or as ideas. To obtain endurable complete though for the
reader, the sentence has to follow the rules regulated by the sentence rules.
Swan( 1988: 25) states that a compound is a group of words that express
statement, commend, question, or exclamation. A sentence consists of one or more
clause and usually has at least one subject and finite verb. In writing, it begins with a
capital letter and ends with full stop, question mark, or exclamation mark.
Hurford and Heaslay (1983: 16) state that, a sentence is neither a physical
event not physical object. It conceived abstractly ,a staring of word put together by
grammatical rules of language.
Moris (1947: 776) defines that sentence is a unit expressing that can stand alone
grammatically thought. It may require other sentence is maven or formed from some
related word in which are each the words has specially position based on the
grammatical function. Although English sentence can stand alone grammatically and
express complete though in conveying the meaning, in needs other sentence as the
topic sentence.
Cook (1969: 39) the sentence level is the level at which clauses are combined
into large units, a construction is which the constituted in any utterance with final
interaction conform ,and the constituents are the clause , connecting particles and
7 Blomfiheld (1933: 170) has defined the sentence as an independent linguistic
from . not included by virtue of any grammatical construction in any large from.
Hockett( 1958; 199) defines the sentence as an constituted which is not a
constituent ,a grammatical form which is not in construction with any grammatical
form.
Webster (1966: 268) defines sentence as a grammatically self contained unit
consisteng of a word or a syntactically related group of words that expresses as
assertion a question ,a common a wash or and exclamation that in writing usually
begins with a capital letter and complete s with appropriate punctuation and that in
speech is phonetically distinguished by various pattern of stress, pitch and pause.
From linguistis‟ opinions above the write conclude that a sentence is not only
a group of word which consist of a subject and a verb but also it contains a complete
though and ended by a full stop question mark or exclamation mark.
C. Short Story.
Kenney(1996 :21) states that, the term short story is normally applied to work
of fiction ranging in the length from one thousands to fifteen thousands words.
Whereas, poe at the same book settled the matter of short story‟s length as short
enough to produce the desire effect on the reader.
Hills(1990: 20) states that, the short story in two definition. Firstly , short story
tells of that happened to someone and secondly, a short story means serious fiction
will demonstrate a more harmonious relationship between all it‟s aspects that will any
8 story is a narrative writing, a single- sitting read and it is narrow and focused to
produce a singular effect, the story‟s meaning, and touch the life of someone and
more harmonious with the others art form. Besides that, Short story can be divided
into three categories they are: Short story, long story ,and short-short story.
D. Ability.
Oxford (1995) skill or power. Hornby (1995) state that,the irihe mental or
physical capacity, power or skill required to do something. Rasch (2008) state that
„‟Ability is the level of successful performance of the objects of measurement on the
variable.
involves producing and receiving information, its forms and meaning are dependent
on the context in which it occurs, including the participants, themselves, their
collective experiences, the physical environment, and the purposes for speaking, it is
often spontaneous, open-ended an involving.
Widdowson (1985) stated that the act of communication through speaking is
commonly performed in face to face interaction and occurs as part of dialogue or
other forms of verbal exchange. In addition, Flores in Nunan and Kathleen (2005)
9 producing and receiving and processing information. Nunan and Kathleen (2005: 23)
speaking is such a fundamental human behavior that we don‟t stop to analyze it
unless there is something noticeable about it.
That many statements above, the researcher concludes that speaking is a
process conveying information or something performed in face to face by using
verbal communication.
F. Politeness Sentence Speaking Criteria 1. Pronunciation
Definition of pronunciation:According to Encarta dictionary (2010:1)
pronunciation is the way in which a sound, word, or language is articulated,
especially in conforming to an accepted standard, can also the act of articulating a
sound or word (Oxford Dictionary, 2005:343).
Sudlow in Nirwana (2003:7) states that pronunciation is the production of
speech sound for communication.
2. Grammar
Definition of Grammar:
According to Encarta dictionary (2010:2) grammar is the system of rules by
which words are formed and put together to make sentences and may also the rules
for speaking or writing a particular language, or an analysis of the rules of a particular
aspect of language.
3. Vocabulary
10 According to Encarta dictionary (2010:3) vocabulary is all the words used in a
language as a whole and the set of words associated with a subject or area of activity,
or used by an individual person or vocabulary is an alphabeticnnal list of words and
phrases supplied with definitions or translations.
4. Fluency
Definition of Fluency:
According to As Hornby (1995:26), fluency is the quality or condition of
being fluent.
5. Group Investigation
In group investigation, there are six items to apply it and teacher as facilitator
(Robert E. Slavin, 2008:218-219), namely:
a. Topic identification and arrange the students into some groups.
In identification step, all the students identify the entire topic that has been
given by the teacher, the students discuss each other, and the teacher helps the
students to collect some information.
b. Making planning related the topic.
The entire students make planning about: (a) what do we learn, and (b)
what are the main purposes to investigate the topic?
c. Doing investigation.
In doing investigation, the students collect the information, analyze the
data, and make conclusion, every member contribute for their group, and the
11 d. Prepare the last report
Preparing the last report, members of group decide their result of
discussion, and members of group make planning what should they inform.
e. Report presentation.
To present the students‟ presentation, teacher modeling the class and the
entire listener evaluate what presenter said. All the students in this section were
allowed to express their concept or opinion.
f. Evaluation.
The last item was evaluation, whereas teacher and students collaborate to
evaluate the topic. Surely that each topic that has explained still made the students
12 CHAPTER III
RESEARCH METHODOLOGY
A. Research Method
The this research, the researcher conduct Classroom Action Research (CAR).
It is a research conducted by the lecturer who wants to make their students mastering
the materials. The main propose of Classroom Action Research is to identify and to
solve the students‟ problem in the class. Kemmis and Taggart in Wiriaatmadja
(2006:66) state that, the approach or the procedure of Classroom Action Research
into four steps. They are; (1) planning, (2) acting, (3) observing, and (4) reflecting.
The relations among them is called a cycle. It means that a cycle consists of planning,
acting, observing, and reflecting.
The more detail information of the research design of this research, the
explanations are as below;
B. The Cycle of Research
This research consists of three cycles. Each cycle consists of three meetings.
In a cycle consists of four steps. They are:
1. Planning
The this step, the researcher prepares what have to do in action step. He
prepares all of the instruments to get valid data. Such as guidelines of interview,
13
2. Action
The this step, the researcher starts with dividing them into small group,
explaining them how to analyze sentences, giving them list of sentence that, they
have to analyze, after that giving them task with students work paper, checking
together their job by changing their job with their friends. After that call one of the
representative for each group to report their discuss proceeding. After that the
researcher explains to them about their errors.
3. Observation
The this step, the researcher observes what happened in the classroom, what
the students do in the classroom. The researcher has to observe also the weakness of
the learning process.
The this step also the researcher interviews some of the students. He does it
for getting information about students‟ opinion about the method and the learning
process. They like the method or not.
4. Evaluation and reflection
The this step, the researcher analyze the weakness that he has got in
observing. After analyzing the weakness, he looks for the problems solving for the
14 C. Procedure of Collecting Data
The techniques that used to get a valid data are:
1. Test
Before doing the treatment, the students will be given test to know their
speaking ability. In this test, each students‟ will be asked to tell something. This test
consists of two tests, they are individual text and group test. Each cycle, the
researcher will give the students‟ treatment. Each cycle will have different treatment.
It depends on the condition of the class. The treatment will be given based on the
indicators which has not achieved yet.
2. Observation
The researcher observe the students‟ ability in speaking. He observe whether
cooperative learning can improve the students‟ speaking ability. He was indentify the
students‟ problems in speaking. After identifying the problems, he was look for the
problem solving to overcome the problems in the next cycles.
3. Interview
After identifying the students‟ problems in speaking, the researcher was look
for the cause of the problem. For looking for it, he interviewed his students directly.
He use guidelines of interviews to ask his students. The result of the interview be
15 D. Research Subject
This research aims to find out whether at improving students‟ Using
Politeness Sentence speaking ability of SMP Negeri 3 Ujungbulu Bulukumba of the
second grade (IIA) in academic years 2009-2010. It was regarded that, this class was
lack of Using Polite Sentence in speaking.
E. Observed Factor
One of the problem as a reality in the field, especially in teaching languages, it
is still be done in classical. Study is more emphasized at approach who many colored
with speech and have the character of teacher sentries. This thing results student
unable to involve in study activity. The Activities of students‟ only sit, silent, hears,
log and memorizes. This activity results student unable to participate in tending to
study activity makes them quickly bored and lazy to learn.
Based on the factors above, that have explained about the causes of students‟
lack in speaking, the researcher gave the students new teaching method namely Short
Story and it was regarded able to improve the students Using Politeness in speaking
ability.
F. Researcher Position
The this research, the researcher was an instructor as a teacher collaborator
during the teaching process goes on. The aim was to assess the teaching method that
was given by researcher as a reference for the next cycle. And the contrary the
researcher was a collaborator whereas the collaborator was an instructor and it was
16 G. Data Resources
The data resource that writer used in this research are:
1. Speaking Test
The instrument of this research is Speaking test. The test was used as pre-test
and posttest. The pre-test is used to see the students‟ prior knowledge on speaking
which given before treatment, while the posttest is used to know the students‟
speaking ability.
Table 1. The Form of the evaluation of Speaking Test.
Classification Score Criteria Frequency
Pronunciation
Excellent 5 Has few traces foreign
Good 4 Always intelligible, though in is
conscious of definite accent
Average 3
Pronunciation problems necessitate
concentrated listening and load to misunderstanding
Poor 2
Very hard to understand because
pronunciation problems, use frequently be asked to repeat
Very Poor 1 Pronunciation problems so severe as to
17 Grammar
Excellent 5 Makes few noticeable error of grammar
and word order
Good 4
Occasionally makes grammatical or word order error which do not however
obscure meaning
Average 3 Makes frequent errors of grammar and
word order which occasionally obscure
Poor 2
Grammar and word order error make comprehensions difficult. Must often rephrase sentences or restrict him to basic pattern
that of a native speaker
Good 4
Sometimes use impropriate terms or must
refresh ideas because of lexical
inadequate
Average 3
Frequently the wrong words,
conversation some what limited
vocabulary
Poor 2
Misuse of word and very limited vocabulary make comprehension quite difficult
Good 4 Speech seems to be slightly by language
18
Average 3 Speech and fluently are rather strongly
affected by language problems
Poor 2 Usually hesitant often forced into silence
by language problems
Very Poor 1 Speech is halting and fragmentary as to
make conversation virtually impossible Mean Score
The data before that was on table used to assess the students‟ speaking
ability, there are four criteria, pronunciation, grammar, vocabulary and fluency. The
highest score is good (5) and worst score is very poor (1).
2. Guidelines of Observation
The guidelines of observation will used to find data directly about the
students‟ progress during teaching process and consist students‟ activity. The this
section researcher and collaborator was an observer in the class during the teaching
goes on.
3. Technique of data analysis
Data of English speaking test was give score based on the four English
speaking ability scoring classification. Harris (1984:22) classified there are four
English speaking ability scoring classification:
(a) Pronunciation, (b) grammar, (c) vocabulary, and (d) fluency.
In order to have a clear concept about the scoring classification, the researcher
19 Table 2. Pronunciation assessment
a. Pronunciation
Classification Score Criteria
Excellent 5 Has few traces foreign
Good 4
Always intelligible, though in is conscious of
definite accent
Average 3
Pronunciation problems necessitate concentrated
listening and load to misunderstanding
Poor 2
Very hard to understand because pronunciation
problems, use frequently be asked to repeat
Very poor 1
Pronunciation problems so severe as to make
speech virtually unintelligible.
Classification Score Criteria
Excellent 5 Makes few noticeable error of grammar and word
order
Good 4 Occasionally makes grammatical or word order
error which do not however obscure meaning
Average 3 Makes frequent errors of grammar and word order
20
Poor 2
Grammar and word order error make
comprehensions difficult. Must often rephrase
sentences or restrict him to basic pattern
Very Poor 1 Error in grammar and word order as severe as to
make speech virtually a unintelligible
Based on the table above, the students was get excellent if their score is 5,
good if their score is 4, average if their score is 3, poor if their score is 2, and very
poor if their score is .
Table 3. Vocabulary Assessment c. Vocabulary
Classification Score Criteria
Excellent 5 Use of vocabulary or idioms is virtually that of a
native speaker
Good 4 Sometimes use impropriate terms or must refresh
ideas because of lexical inadequate
Average 3 Frequently the wrong words, conversation some
21 Table 4. Fluency Assessment
d. Fluency
Classification Score Criteria
Excellent 5 Speech as fluent and effort as that of native speaker
Good 4 Speech seems to be slightly by language problems
Average 3 Speech and fluently are rather strongly affected by
This research used two cycles and has six meetings. At the first cycle some of
the indicators were not successful yet although a little of that has increasing and made
22 improvement and made the researcher, so the researcher decided to stop the research.
The indicators are (a) pronunciation, (b) grammar, (c) vocabulary, and (d) fluency.
23
To conduct this research, the researcher had to prepare all his needs first. They
are students‟ work paper, test (pre-test and post-test), reading text, camera and
supporting instrument.
The this cycle, the researcher had planned three times of meeting, the first
meeting was given pre test to the students to know how the speaking ability students
in the classroom. In the second and third meetings of providing cooperative learning
to learned material by using cooperative learning group investigation approach. This
meeting started on July 14, 2010.
b. Action
1) The First Meeting
At the first meeting in the first cycle, conducted pre test to 20 students to
determine students' language skills by asking students to relate their daily activities.
At the initial meeting was conducted on 14 July 2010 started on 10.30 am - 11.30 am
o‟clock (based on the school schedule).
Robert E. Slavin (2008: 218-219) stated the procedure Learning Group
24 a) Topic identification and arrange the students into some groups.
In identification step, all the students‟ identify the entire topic that has
been given by the teacher, the students discuss each other, and the teacher helps
the students to collect some information.
b) Making planning related the topic.
The entire students make planning about: (1) what do we learn, and (2)
what are the main purposes to investigate the topic?
c) Doing investigation.
In doing investigation, the students collect the information, analyze the
data, and make conclusion, every member contribute for their group, and the
students share, discuss, clarification, and make synthesis all their opinion.
d) Prepare the last report
Preparing the last report, members of group decide their result of
discussion, and members of group make planning what should they inform.
e) Report presentation.
To present the students‟ presentation, teacher modeling the class and the
entire listener evaluate what presenter said. All the students in this section were
allowed to express their concept or opinion.
f) Evaluation.
The last item was evaluation, whereas teacher and students collaborate to
evaluate the topic. Surely that each topic that has explained still made the students
25
2) The Second Meeting
At the second meeting held on 17 July 2010 it was started on 12.30 pm - 01.30
pm o‟clock (based on the school schedule), at this meeting the learning process is
similar to the first meeting of subdividing students based on the procedure of
Cooperative Learning Group Investigation. Because at the first meeting is the
provision of pre test to the students to determine their speaking ability, so in this
second meeting the researcher have begun to distribute or provide the material
considered helpful to their ability to speak, such as the provision of vocabulary. The
material in this case is the "Money is King", the students discuss with their friends
group which consists of 4 to 5 persons. This topic was be discussed as students
seeking to know about the causes of money to be king or to discuss that if true to say
that money is king. The students present the results of theirs group in front of the
participants and they did a debate or discussion in class to solve problems about
money is king.
3) The third meeting
At the third meeting which was held in class on 21 July 2010 it was started
on 10.30 am - 11.30 am o‟clock (based on the school schedule)
The activities begin by reminding the students what they did at the previous
meeting. Subsequently, for approximately 10 minutes, the teacher explained the
activities that they will do on that along day with providing examples of
implementation. In this meeting, researchers still refer to the instructions of
26 especially in the English language. Therefore, the researchers tried to activate it by
giving students a new topic to be discussed with their friends of their group as a
procedure. The topic was "Early Marriage", this topic is believed to be able to
attract and motivate students to discuss with their group and then to present in front
of other groups.
c. Observing
Based on observations made by researchers and collaborators in the first
cycle, the data obtained as follows:
1) The first cycle of learning, especially at the first meeting which made a test and
approach of seats to students already had designed into the teaching approach of
using Politeness Sentence in Speaking thought Short Story Group Investigation
although the students still looks confuse and less concerned with this method and
still there was among students in and out.
27 Learning situation is still full of noise, and some students did not seem
enthusiastic about their new learning. This is caused by the habitual with teachers
who teach in their class and teacher attention that trend has not been equitable.
But with a learning system provided by the researchers believed to be able to
attract students‟ motivation, particularly in interacting with other students.
2) At the second meeting of the first cycle of learning, students are still impressed
passive in the learning and discussion that took place in the classroom so the class
looks deserted, because of this problem, the researcher work hard to guide and
motivate the students to be more active and willing to ask the researchers about
these the less they understand.
3) In the third study in Cycle I, students have demonstrated the ability and desire to
develop their understanding of the topic that has been given. The students quietly
along with their group of friends who have shared earlier, they read, analyze, and
discover important ideas in the text.
d. Reflecting
Table 5. Result of Pronunciation Assessment at the First Cycle
Classification Score Criteria F % N
Excellent 5 Has few traces foreign 0 0
20
Good 4 Always intelligible, though in is
conscious of definite accent 1 5
Average 3
Pronunciation problems necessitate concentrated listening and load to misunderstanding
4 20
Poor 2 Very hard to understand because
28 frequently be asked to repeat
Very poor 1
Pronunciation problems so severe as
to make speech virtually
and just 20% got average, 5% got god. The researcher needed to do stabilization in
the second cycle especially the students‟ pronunciation ability.
Table 6. Result of Grammar Assessment at the First Cycle
Classification Score Criteria F % N
Excellent 5 Makes few noticeable error of grammar
and word order 0 0
20
Good 4
Occasionally makes grammatical or word order error which do not however obscure meaning
0 0
Average 3 Makes frequent errors of grammar and
word order which occasionally obscure 1 5
Poor 2
Grammar and word order error make comprehensions difficult. Must often rephrase sentences or restrict him to basic pattern
9 45
Very Poor 1 Error in grammar and word order as severe
as to make speech virtually a unintelligible 10 50
29 Based on the data of the results of the observation indicated that some
students still lack of grammar, whereas 45% got poor and 50 % got very poor and just
5% got average. The researcher needed to do stabilization in the second cycle
especially the students‟ grammar ability.
Table 7. Result of Vocabulary Assessment at the First Cycle
Classification Score Criteria F % N
Excellent 5 Use of vocabulary or idioms is
virtually that of a native speaker 0 0
20 Good
Sometimes use impropriate terms or must refresh ideas because of lexical inadequate
0 0
Average 3
Frequently the wrong words,
conversation some what limited
vocabulary
Vocabulary limitations so extreme as
to make conversation virtually
impossible
8 40
Mean Score 4 20
Based on the data of the results of the observation indicated that some of the
students know a little vocabulary, whereas 45% average and just 10 % got poor,
although 40% got very poor. The researcher needed to do stabilization in the second
30 Table 8. Result of Fluency Assessment at the First Cycle
Classification Score Criteria F % N
Poor 2 Usually hesitant often forced into silence
by language problems 6 30
Very Poor 1 Speech is halting and fragmentary as to
make conversation virtually impossible 9 45
Mean Score 4 20
Based on the data of the results of the observation indicated that, some of the
students lack in fluency, whereas 45% got very poor, 30 % got poor, and just 25% got
average. The researcher needed to do stabilization in the second cycle especially the
students‟ fluency ability.
The data of the first cycle, it can be said that, the teaching and learning
process was not maximal. There were still some descriptors which not achieved yet.
Beside that, there were also some descriptors had achieved even though they still
needed to be improved to the next cycle. Based on the data above, there were some
descriptors made the researcher happy because most of them did what the researcher
hoped even though it still needed to be improved to the next cycle. There were 20%
average pronunciation, there were 5% students got average grammar, there were 50%
31 2. The Second Cycle
a. Planning
1) Basically, planning at the first meeting and the second meeting have the same
steps. In this cycle the researcher tries more increase some deficits on first cycle
with guide in indicator achievement.
2) Mostly the acting in the first cycle and the second cycle were just same, but the
researcher focused on the stabilizations of the first cycle to decrease the
weaknesses in the first cycle.
3) Basically, planning at the first meeting and the second meeting have the same
steps. In this cycle the researcher tries more increase some deficits on first cycle
with guide in indicator achievement. Mostly the acting in the first cycle and the
second cycle were just same, but the researcher focused on the stabilizations of
the first cycle to decrease the weaknesses in the first cycle.
b. Action
1) The First Meeting
The first meeting in the second cycle was conducted on 24 july 2010. It was
started at 11:00 am - 12:30 pm (Based on Schedule), as for the material or topic that
is given is entitled "Comparison between the‟‟ Ustaz and artist’’. The topics above
are considered interesting for students so that it can stimulate students to actively
speak. In order for the learning process is going well, so at this meeting has provided
researchers with a topic-related vocabulary to discuss and explain the purpose of the
32 Robert E. Slavin (2008: 218-219) stated that, the procedure learning group
investigation approach, classes was designed as follows:
a) Topic identification and arrange the students into some groups.
In identification step, all the students identify the entire topic that has been
given by the teacher, the students discuss each other, and the teacher helps the
students to collect some information.
b) Making planning related the topic.
The entire students make planning about: (a) what do we learn, and (b) what
are the main purposes to investigate the topic?
c) Doing investigation.
In doing investigation, the students collect the information, analyze the data,
and make conclusion, every member contribute for their group, and the students
share, discuss, clarification, and make synthesis all their opinion.
d) Prepare the last report.
Preparing the last report, members of group decide their result of discussion,
and members of group make planning what should they inform.
e) Report presentation.
To present the students‟ presentation, teacher modeling the class and the entire
listener evaluate what presenter said. All the students in this section were allowed to
33 f) Evaluation.
The last item was evaluation, whereas teacher and students collaborate to
evaluate the topic. Surely that each topic that has explained still made the students
confused, that‟s why there were evaluation sections.
2) Second Meeting
The second meeting was conducted on 28, July 2010; it was started at 10.30
am - 11.30 am. The topic that students analyzed was „’Global warming’’, the researcher conclude that this topic is interesting topic. It same with the first meeting
that students still was given some vocabularies to help students in speaking.
All the activities of the class were not different with the activities in the first
meeting. The most important things in the second meeting were to motivate the
students to be active on the class, to improve the students‟ speaking ability and to
overcome the students‟ problems, and to decrease the weaknesses in the first meeting.
3) The Third Meeting
The third meeting was conducted on 31 july 2010; it was started at 11:00 am
- 12:30 pm. This meeting is different from previous meetings, where students are
given material to be discussed, but in the third meeting students are given the Post
Test to test their skills during the lesson. The post test is meant to ask the student
activities in a full day to remember at the second meeting of the second cycle has
34
c. Observing
Based on observations made by researchers and collaborators on the second
cycle, the data obtained as follows:
1) At the first meeting, students began to show signs of interest in learning methods,
although many of among the students still need teachers‟ guidance.
Picture 2: Students Interact With the Teacher and discussion each other
2) Students are very enthusiastic about teaching methods, students are also seen has
been able to comment on the topic are problems, some of the students given each
other feedback and instruction to other groups because they do not agree. This
35 Pictures 3: Students active in giving ideas
3) The change is very visible on the second and third meetings where the students
seemed happy in expressing opinions and their disputing. Students discuss with
their group to give answer back to other groups.
4) The third meeting is a meeting which is considered adequate and clear, although
there among the students still need guidance.
d. Reflecting
In this second cycle, learning is already showing encouraging results.
Table 9. Result of Pronunciation Assessment at the Second Cycle
Classification Score Criteria F % N
Excellent 5 Has few traces foreign 0 0
20
Good 4 Always intelligible, though in is
conscious of definite accent 1 5
Average 3 Pronunciation problems necessitate
36 misunderstanding
Poor 2
Very hard to understand because
pronunciation problems, use
frequently be asked to repeat
5 25
Very poor 1
Pronunciation problems so severe as to
make speech virtually unintelligible. 6 30
Mean Score 4 20
Based on the data of the results of the observation indicated that some of the
students have increasing in pronunciation than then first cycle, whereas c1 2o% got
average and c2 being 40 %.
Table 10. Result of Grammar Assessment at the Second Cycle
Classification Score Criteria F % N
Excellent 5 Makes few noticeable error of grammar
and word order 0 0
20
Good 4
Occasionally makes grammatical or word order error which do not however obscure meaning
0 0
Average 3 Makes frequent errors of grammar and
word order which occasionally obscure 4 20
Poor 2
Grammar and word order error make comprehensions difficult. Must often rephrase sentences or restrict him to basic pattern
7 35
Very Poor 1 Error in grammar and word order as severe
as to make speech virtually a unintelligible 9 45
37 Based on the data of the results of the observation indicated that some of the
students have increasing in grammar than then first cycle, especially in score 3
whereas in first cycle 5% got it, but in the second cycle 20% got average, and very
poor being less 45% from50%.
Table 11. Result of Vocabulary Assessment at the Second Cycle
Classification Score Criteria F % N
Excellent 5 Use of vocabulary or idioms is
virtually that of a native speaker 0 0
20
Good 4
Sometimes use impropriate terms or must refresh ideas because of lexical inadequate
2 10
Average 3
Frequently the wrong words,
conversation some what limited
vocabulary
Vocabulary limitations so extreme as
to make conversation virtually
impossible
4 20
Mean Score 4 20
Based on the data of the results of the observation indicated that some of the
students have increasing in vocabulary than then first cycle, especially in score 3
whereas in first cycle 50% got it, but in the second cycle 60% got average, and very
38 Table 12. Result of Fluency Assessment at the Second Cycle
Classification Score Criteria F % N
affected by language problems 8 40
Poor 2 Usually hesitant often forced into silence
by language problems 4 20
Very Poor 1 Speech is halting and fragmentary as to
make conversation virtually impossible 7 35
Mean Score 4 20
Based on the data of the results of the observation indicated that some of the
students have increasing in fluency than then first cycle, especially in score 3 whereas
in first cycle 25% got it, but in the second cycle 40% got average, and very poor
being less 35% from 45%, even that there are one student got good score.
The table above showed the scores of the students‟ increasing. Some of the
indicators were successful although some indicators did not increase yet. The table
above showed that there was differentiation between first cycle and second cycle,
where in second cycle some of the students have increasing significantly than before.
B . Discussion
The first cycle indicator of pronunciation had not improved yet, this item can
be seen after testing and observing (speaking test, item 1, 2 of first cycle), whereas
just a view of number of students frequency, the second cycle this indicator has
39 before especially in expressed their idea with using English (speaking test, item: 1, 2,
3 of second cycle)
The speaking ability of grammar means that how the students use correctly
grammar in speaking, after testing and observing at the first cycle, students showed
that almost of all students were lacks of using grammar (speaking test, item 1, 2, 3 of
second cycle); the causes were students never study intensively about grammar.
Because of this problem, in the second cycle the researcher tried to explain more
about the using of correctly grammar and the result showed that there was
improvement than the first cycle, whereas the number of students‟ frequency at the
first cycle differs with the second cycle (speaking test, item 1, 2, 3 of second cycle).
The first cycle, the speaking ability of vocabulary was not too bad than the
other indicator like indicator of pronunciation and grammar. The result can be seen
after testing and observing (speaking test, item 1, 2, of first cycle), whereas the
number of students in average score was fifty percent although some of the students
are lack of vocabulary but this item made the researcher happy although there was
still aspect need to be improved in the next cycle.
After testing and observing in the second cycle, the indicator of vocabulary
really has a good improvement. In this section almost the students know many
vocabularies whereas just views of students are poor of vocabulary (speaking test,
item 1, 2, 3 of second cycle).
Students‟ fluency in first cycle was very lack, whereas just twenty five percent
40
students‟ habit of using Indonesian language (speaking test, item 1, 2, of first cycle).
Because of this problem made the researcher worked hard in the second cycle to
solve it. In the second cycle after testing and observing the result was show that there
was a maximal improvement than the first cycle. The indicator of vocabulary was
maximal because the researcher and collaborator gave maximal chance to the students
to try and try in speaking (speaking test, item 2, 3 of second cycle).
The four indicators that have analyzed ,are: Pronunciation, grammar,
vocabulary and fluency and also the students‟ learning activities, creativity, feeling
happy, and interaction to each other showed that Short Story was very effective in
41 CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
Based on discussion that proposed in previous other chapters, inferential the
followings:
In the first cycle indicator of pronunciation had not improved yet, this item
can be seen after testing and observing ( speaking test, item 1, 2 of first cycle ),
whereas just a view of number of students‟ frequency of student‟s . The speaking
ability of grammar means that how the student‟s use correctly grammar in speaking(
speaking test, item 1,2,3 of second cycle), the causes were students never study
intensively about grammar. Because of this problem, in the second cycle the
researcher tried to explain more about the using of correctly grammar and the result.
In the first cycle, the speaking ability of vocabulary was not too bad than the other
indicator like indicator of pronunciation and vocabulary. Where number of student‟s
in average score was fifty percent. After testing and observing in the second cycle ,
the indicator of vocabulary really has good improvement. In the section almost the
students know many vocabulary (item,1,2,3).
In the second cycle after testing and observation the result was show that
there was a maximal improvement than first cycle. The indicator of vocabulary was
maximal because the research and collaborator gave maximal chance to the students
42 From the four indicator that have analyzed, are: Pronunciation, grammar,
Vocabulary, and fluency and also the student‟s learning activities, creativity, feeling
happy , and interaction to each other showed that short story was very effective in
improving „ Using Polite Sentence in speaking ability.
B. SUGGESTION
To improve the Using Polite Sentence in speaking ability command of the
students, the writer puts forward some suggestions:
1. For headmaster to give all the teachers many chance to create effective study
approach and to implicate based on students needed.
2. English teacher should provide students with more speaking exercises in the
classroom, so the students get enough time for practicing.
3. For the teachers try to call up all the ability to increase study process quality as
their burden by doing or using Classroom Action Research in many class.
43 BIBLIOGRAPY
Aikunto, S. 1995. Manajemen Penelitian. Jakarta: Rineka Cipta.
Brown,et. Al. 1984. Grammar and Composition, Boston: Mufflin English, company.
Brown, and Levinson. 1978. Politeness Theory: Some Universe In Language Usage.
Http//www.Wikipedia.Com/Politeness.Htm.
Gay, L.R 1981. Education Research. USA: Bell and Howel Company.
Hasnawati 2003, Personal Experience a Source of Material for Speaking Class. Thesis FPBS UNM Makassar
Hornby. 1975. Oxford Advanced Learner a Dictionary of Current English London. Oxford University Press.
Hurfourd, james R, and Brendan Heasley. 1983. Semantics: a Course Book. Cambridge: Cambridge University Press. Itd.
Kenney, Wil M. Echols, John and Shadily, Hasan. An English Indonesian-Dictionary. Jakarta: PT Gramedia Jakarta
Longman. Dictionary of Contemporary Englush. 1987. England: Longman Group Uklimited.
M. Echols, John and Shadily, Hasan. An English Indonesian-Dictionary. Jakarta: PT Gramedia Jakarta
Sudrajat. 1986. How To Master English Conversation. Bandung: penerbit M 7 S Budi.
Swan, Michael. 1988. Practical English Usage. Hongkong: Oxford University Press.
Webster‟s. Ninth new Collegiate Dictionary. 1990. USA: Merriam Webster Mc. Http:
//www.Eslbee.Com/sentence.Htm.
Wilkins, D, A. 1974. Second Language Learning and Teaching. Londong: Edward Arnold. Ltd
46 Appendix 3
The Students Score of the First Cycle
Respondents
Score
Pronunciation Grammar Vocabulary Fluency
47 Appendix 4
The Students Score of the Second Cycle
Respondents Score
Pronunciation Grammar Vocabulary Fluency
48 Appendix 5
The result of speaking test at the first meeting (pre-test) in the first cycle 1. Pronunciation
Average 3 Pronunciation problems necessitate
concentrated listening and load to
misunderstanding
4
Poor 2 Very hard to understand because pronunciation
problems, use frequently be asked to repeat 6
Very poor
1 Pronunciation problems so severe as to make
speech virtually unintelligible. 9
2. Grammar
Classification Score Criteria F N
Excellent 5 Makes few noticeable error of grammar and
word order 0
20
Good 4 Occasionally makes grammatical or word order
error which do not however obscure meaning 0
Average 3 Makes frequent errors of grammar and word
order which occasionally obscure 1
Poor 2 Grammar and word order error make
comprehensions difficult. Must often rephrase sentences or restrict him to basic pattern
9
Very Poor 1 Error in grammar and word order as severe as to
49 3. Vocabulary
Classification Score Criteria F N
Excellent 5 Use of vocabulary or idioms is virtually that of
a native speaker 0
20
Good 4 Sometimes use impropriate terms or must
refresh ideas because of lexical inadequate 0
Average 3 Frequently the wrong words, conversation
some what limited vocabulary 10
Poor 2 Misuse of word and very limited vocabulary
make comprehension quite difficult 2
Very Poor 1 Vocabulary limitations so extreme as to make
conversation virtually impossible 8
4. Fluency
affected by language problems 5
Poor 2 Usually hesitant often forced into silence by
language problems 6
Very Poor 1 Speech is halting and fragmentary as to make
50 Appendix 6
The result of speaking test in the second meeting at the first cycle 1. Pronunciation
Average 3 Pronunciation problems necessitate
concentrated listening and load to
misunderstanding
4
Poor 2 Very hard to understand because pronunciation
problems, use frequently be asked to repeat 6
Very poor
1 Pronunciation problems so severe as to make
speech virtually unintelligible. 9
2. Grammar
Classification Score Criteria F N
Excellent 5 Makes few noticeable error of grammar and
word order 0
20
Good 4 Occasionally makes grammatical or word order
error which do not however obscure meaning 0
Average 3 Makes frequent errors of grammar and word
order which occasionally obscure 1
Poor 2 Grammar and word order error make
comprehensions difficult. Must often rephrase sentences or restrict him to basic pattern
9
Very Poor 1 Error in grammar and word order as severe as to
51 3. Vocabulary
Classification Score Criteria F N
Excellent 5 Use of vocabulary or idioms is virtually that of
a native speaker 0
20
Good 4 Sometimes use impropriate terms or must
refresh ideas because of lexical inadequate 0
Average 3 Frequently the wrong words, conversation
some what limited vocabulary 10
Poor 2 Misuse of word and very limited vocabulary
make comprehension quite difficult 2
Very Poor 1 Vocabulary limitations so extreme as to make
conversation virtually impossible 8
4. Fluency
affected by language problems 5
Poor 2 Usually hesitant often forced into silence by
language problems 6
Very Poor 1 Speech is halting and fragmentary as to make
52 Appendix 7
The result of speaking test in the Third meeting at the first cycle 1. Pronunciation
Average 3 Pronunciation problems necessitate
concentrated listening and load to
misunderstanding
5
Poor 2 Very hard to understand because pronunciation
problems, use frequently be asked to repeat 5
Very poor
1 Pronunciation problems so severe as to make
speech virtually unintelligible. 9
2. Grammar
Classification Score Criteria F N
Excellent 5 Makes few noticeable error of grammar and
word order 0
20
Good 4 Occasionally makes grammatical or word order
error which do not however obscure meaning 0
Average 3 Makes frequent errors of grammar and word
order which occasionally obscure 1
Poor 2 Grammar and word order error make
comprehensions difficult. Must often rephrase sentences or restrict him to basic pattern
9
Very Poor 1 Error in grammar and word order as severe as to
53 3. Vocabulary
Classification Score Criteria F N
Excellent 5 Use of vocabulary or idioms is virtually that of
a native speaker 0
20
Good 4 Sometimes use impropriate terms or must
refresh ideas because of lexical inadequate 0
Average 3 Frequently the wrong words, conversation
some what limited vocabulary 10
Poor 2 Misuse of word and very limited vocabulary
make comprehension quite difficult 2
Very Poor 1 Vocabulary limitations so extreme as to make
conversation virtually impossible 8
4. Fluency
affected by language problems 5
Poor 2 Usually hesitant often forced into silence by
language problems 6
Very Poor 1 Speech is halting and fragmentary as to make
54 Appendix 8
The result of speaking test in the first meeting at the second cycle 1. Pronunciation
Average 3 Pronunciation problems necessitate
concentrated listening and load to
misunderstanding
6
Poor 2 Very hard to understand because pronunciation
problems, use frequently be asked to repeat 5
Very poor
1 Pronunciation problems so severe as to make
speech virtually unintelligible. 8
2. Grammar
Classification Score Criteria F N
Excellent 5 Makes few noticeable error of grammar and
word order 0
20
Good 4 Occasionally makes grammatical or word order
error which do not however obscure meaning 0
Average 3 Makes frequent errors of grammar and word
order which occasionally obscure 2
Poor 2 Grammar and word order error make
comprehensions difficult. Must often rephrase sentences or restrict him to basic pattern
8
Very Poor 1 Error in grammar and word order as severe as to
55 3. Vocabulary
Classification Score Criteria F N
Excellent 5 Use of vocabulary or idioms is virtually that of
a native speaker 0
20
Good 4 Sometimes use impropriate terms or must
refresh ideas because of lexical inadequate O
Average 3 Frequently the wrong words, conversation
some what limited vocabulary 10
Poor 2 Misuse of word and very limited vocabulary
make comprehension quite difficult 3
Very Poor 1 Vocabulary limitations so extreme as to make
conversation virtually impossible 7
4. Fluency
affected by language problems 5
Poor 2 Usually hesitant often forced into silence by
language problems 6
Very Poor 1 Speech is halting and fragmentary as to make
