INCREASING THE STUDENTS'ABILITY IN SPEAKING SKILL THROUGH CHAIN DRILL TECHNIQUE THE EIGHTH GRADE
OF SMP NEGERI 3 HILIDUHO IN 2016/2017
THESIS
By:
TUTI MARIANI WARUWU Reg. Number: 122108138
INSTITUTE TEACHER TRAINING AND EDUCATION Of GUNUNGSITOLI FACULTY EDUCATION OF LAGUAGES AND ARTS
INCREASING THE STUDENTS'ABILITY IN SPEAKING SKILL THROUGH CHAIN DRILL TECHNIQUE AT THE EIGHTH GRADE
OF SMP NEGERI 3 HILIDUHO IN 2016/2017
THESIS
Submitted the English Education Program in Partial Fulfillment of the Requirements for the Degree
of Sarjana Pendidikan
TUTI MARIANI WARUWU
Reg. Number 122108138
INSTITUTE TEACHER TRAINING AND EDUCATION Of GUNUNGSITOLI FACULTY EDUCATION OF LAGUAGES AND ARTS
ABSTRACT
Waruwu, Tuti Mariani, 2016, Increasing the Students'Ability in Speaking Skill Through Chain Drill Technique at the Eighth Grade of SMP Negeri 3 Hiliduho in 2016/2017. Thesis advisors (I) Adieli Laoli, S.Pd., M.Pd,
(II)Yasminar Amaerita Telaumbanua, M.Pd. Key words: Chain Drill Technique, Speaking Skill
Speaking skill is the ability to express the idea, feeling, opinion and emotion form. Speaking needs skill the students' participation in conversation, dialogues and discussion form, and the students also learn to express their idea, desire, feeling and etcetera. In other words, speaking is a way for the students to express something by using language accurately in certain situation.
The researcher's purpose in the research is to increase the students’ ability in speaking skill in asking and giving opinion at the eighth grade of SMP Negeri 3 Hiliduho in 20l6/20l7. The research was done through Classroom Action Research (CAR) in two cycles. Each cycle consisted of two meetings. The procedure of each meeting consisted of planning action, observation, and reflection. The subject of the research was the student of SMP Negeri 3 Hiliduho at the eighth grade especially class A, which consisted of 30 students. The instruments of the data are observation sheet, evaluation sheet and field notes.
Based on the result of the data analysis, the researcher concludes that the students 'achievement in Cycle I was stated in enough level. The result of the evaluation sheet shows that the highest score was 93 and the lowest score was 35. The average of the students score was 59.7. Because the students' ability could not achieve the Minimum Competence Criterion (MCC) 60 points, therefore the researcher continued to Cycle II.
The result of Cycle II shows that the students' ability in speaking skill increases. It could be seen on the average of the students' ability was 80.07. The highest score was 98 and the lowest score was 65. The result of the students' ability shows that the students had been achieved Minimum Competence Criterion (MCC) that has been specified. Therefore, the researcher concludes that the students at the Eighth Grade (VIII-A) of SMP Negeri 3 Hiliduho were able to achieve the MCC. Because the students more achieved the Minimum Competence Criterion, the researcher stopped the research.
Based on the the research findings, the researcher gives suggestions, namely (a) The English teacher of SMP Negeri 3 Hiliduho is encourage to apply Chain Drill Technique in teaching apeaking skill; and (b) the researcher expects that the next researchers use Chain Drill Technique in teaching speaking skill especially in asking and giving opinion.
ACKNOWLEDGEMENTS
First of all the researcher wants to thank to Jesus Christ for His almighty, love, and blessing to the researcher to finish the thesis entitled "Increasing the Students' Ability in Speaking Skill Through Chain Drill Technique at the Eighth Grade of SMP Negeri 3 Hiliduho in 2016/2017". ln finishing the research, the researcher faces many problems. But thanks to God, He gives the researcher much power and spirit to overcome those problems.
During studying in IKIP Gunungsitoli until graduating from the institute, the researcher has been supported by many sides, which help her and always motivate her. Hence, the researcher wants to express her sincere appreciation and thanks to: 1. Mr. Drs. Henoki Waruwu, M.Pd, as the Rector of IKIP Gunungsitoli for his best
service for the students of IKIP Gunungsitoli.
2. Mr. Adieli Laoli S.Pd., M.Pd as the Dean of the Faculty of Language and Arts, and as her first advisor, who always guides and gives her motivation and ideas in arranging the thesis.
3. Miss Yasminar Amaerita Telaumbanua" M.Pd as the Chair of English Education Study Program and also as her second advisor, who always supports, guides, gives motivation, correction and ideas as input in finishing the thesis.
4. Mr. Afore Tahir, S.Pd., M.Hum as the Secretary of English Education Study Program and as her examiner of education who guides her by giving ideas and suggestions to completely the thesis correctly.
5. Mrs. Kristof Martin Efori Telaumbanu4 S.S., M.Pd as her examiner of study, who always gives her suggestion and motivation in finishing the thesis
6. Mr. Drs. Ellyanus, M.Pd as her examiner of method, who always help her in giving ideas and suggestions to completely the thesis correctly.
7. Mr. Yufdika Zebua, S.Pd as the Headmaster of SMP Negeri 3 Hiliduho and all thestudents of the eighth grade of SMP Negeri 3 Hiliduho who helps her in getting the data during carrying out her research.
8. Her beloved parents (A/I. Meti Waruwu) and also her brothers Frans Jul Waruwu, Yatatema Waruwu, Agustian Waruwu who have sacrificed for funding mission and pray, all of her families who always share to support the researcher and motivate her during studying in IKIP Gunungsitoli.
9. Special thanks for her beloved Idaman Gea for his kindness, patience, support and who shares happiness during finishing the thesis.
10. Her close friends: Sefri Rosniat Lase, Fince Kristian Waruwu, May Berliana Zebua, Fincer Arniat Telaumbanua, Fatirine Gulo, and Deswita Lase who always support, give motivation and help her in finishing the thesis.
11. Finally, the researcher expects the suggestion and criticism for improving the research that it could be better and useful for everybody.
Gunungsitoli, December20l6 The Researcher
e. The Technique of Evaluating Speaking ... 11
f. Speaking Skill in the Syllabus at the Eighth Grade of SMP Negeri 3 Hiliduho... 15
2. Chain Drill Technique ... 18
a. The Definitions of Chain Drill Technique ... 18
b. The Procedures of Chain Drill Technique... 18
c. The Advantages and Disadvantage of Chain Drill Technique ... 20
d. The relationship of speaking Skill and Chain Drill Technique... 20
C. The Schedule of Implementing the action ... 26
D. The Procedures of implementing the Action ... 27
E. The Instruments of Collecting ... 34
F. The Technique of Analyzing Data... 35
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS ... 39
A. The Research Findings ... 39
1. Research Setting ... 39
2. The Explanation of each Cycle ... 40
3. The Students’ activities for All Cycles... 57
4. The Researcher’s Activities for All Cycles... 58
5. The Students’ Ability in Speaking Skill Through chain Drill Technique for All Cycles ... 59
B. The Research Findings Discussions ... 60
1. The Common Response of the Problem ... 60
2. The Analysis and Interpretation of the Research Findings ... 61
3. The Research Findings Versus the Latest Related Research ... 63
4. The Research Findings Versus Theory... 65
5. Research Findings Implication ... 65
6. The Findings Limitations ... 66
CHAPTER V : CONCLUSIONS AND SUGGESTIONS ... 67
A. Conclusions ... 67
B. Suggestions... 68
BIBLIOGRAPHY ... 69 APPENDICES
BIOGRAPHY
LIST OF TABLES
Page
Table 1. The Weighting Table of Evaluating Speaking .. ... 13 Table 2. The Conversion Table . ... 13 Table 3. The Total Number of the Students at the Eighth Grade
Of SMP Negeri 3 Hiliduho... 26 Table 4. The Students’ and the Researcher’s Activities in the Second
Meeting of Cycle I ... ... 46 Table 5. The Students’ Ability in Speaking Skill Through Chain drill
Technique at the Eighth Grade (VIII-A) of SMP Negeri 3 Hiliduho In the Second Meeting of Cycle I... 48 Table 6. The students’ and the researcher’s Activities in the Second
Meeting of Cycle II ... ... 55 Table 7. The Students' Ability in Speaking Skill Through Chain Drill
Technique at the Eighth Grade (VIII-A) of SMP Negeri 3 Hiliduho in the Second Meeting of Cycle II ... 56 Table 8. The Students Activities of All Cycles ... 58 Table 9. The Researcher’s Activities of All Cycle... 59 Table 10. The Students Ability in Speaking Skill Through Chain Drill
LIST OF GRAPHICS
Page Graphic 1. The Students' and the Researcher's Activities in the Second
Meeting of Cycle I... ... 47 Graphic 2. The Result of the Students' Ability in Speaking Skill Through
Chain Drill Technique at the Eighth Grade (YIII-A) of SMP
Negeri 3 Hiliduho in the Second Meeting of Cycle I... 49 Graphic 3. The Researcher's and the Students' Activities in the Second
Meeting of Cycle II ... ... 55 Graphic 4. The Result of the Students' Ability in Speaking Skill Through
Chain Drill Technique at the Eighth Grade (VIII-A) of SMP
LIST OF FIGURES
Page Figure 1. The Conceptual Framework of Teaching-Learning Process
Through Chain Drill Technique in Teaching Speaking
CHAPTER I INTRODUCTION
A. The Background of the Problem
Speaking is one of the ways to produce sounds. People can convey opinions, ideas and perceptions by speaking. Speaking is very important in learning language, because it can make students be active to give opinions or ideas in teaching-learning process, so teaching-learning process will run effectively.
Chaney in Kayi (1998:3) says, “Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contents." In other words speaking is a way to express something by using language accurately in every situation.
Furthermore, speaking can be a way of developing the students’ ability in making communication. As Mulgrave (1954:3) says, “ Speaking is not only to say the words but is instrument to express our opinion to other people. " It can be comprehended that speaking is a tool for the students and people to express opinions, ideas, and feelings to others everywhere, anytime, and for everybody as long as students and people are in a social environment.
In mastering speaking, the students are expected to speak well by mastering whole skills. Based on KTSP-2006 junior high school, the competence standard expects the students to express the meaning of conversation in daily life context and access science. And also in basic competence expects the students are able to express the meaning of formal and informal transactional or interpersonal conversation
accurately, fluently and acceptable by using various oral languages that involve utterance: asking, giving and refusing something, admitting and denying fact and asking and giving opinion- The Minimum Competence Criterion which is decided in the school is 60.
In fact, the students are not able to speak English Based on the researcher's observation at the eighth grade students of SMP Negeri 3 Hiliduho showed that the students are not able to pronounce the words correctly, the students are not able to produce a good sound clearly, the students are not able to use stress and intonation patterns of language, &e students are not able to use vocabulary appropriately, the students are not able to practice English because of limited vocabulary, the teacher did not use appropriate techniques in teaching material that can make the students interest to speak English orally.
In teaching and learning process, the teacher's role in teaching is needed to help the students to solve their problems. The teacher should view her/himself as a facilitator and guide. S/he has the duty to find out ways to increase the students' ability in learning English. As Battle (1968:90) says, "As a teacher, it is our responsibility to help our students to think and to act as total human beings on the great problems or present their life". Related to the research, it can be understood that in teaching and learning process, the researcher should be active and creative to find the effective instructions to teach the students by using metho4 approach, and also technique.
learn and speak English that is Chain Drill Technique. Larsen (1986:33) says that Chain Drill Technique gives students an opportunity to say or use expression in communication, with someone else, even though the communication is very limited. So Chain Drill Technique is a technique that can help the students to build their skill to interact with the other and to share their knowledge. In other words, the students participate to use the language, express their view and drill their ability to reveal their opinion.
Regarding to the explanations above the researcher is interested to do a research entitled “ Increasing the Students' Ability in Speaking Skill through Chain Drill Technique at the Eighth Grade of SMP Negeri 3 Hiliduho in 2016/2017.
B. The Identification of the Problems
The identification of problems in the research are :
1. The students are not able to pronounce the words correctly. 2. The students are not able to produce a good sound clearly. 3. The students are not able to use stress and intonation patterns of
language.
4. The students are not able to use vocabulary appropriately. 5. The students are not able to practice English because of limited
vocabulary.
B. The Limitation of the Problems
The researcher limits the problems of the research, namely: “Increasing the students' ability in speaking skill through Chain Drill Technique at the eighth grade of SMP Negeri 3 Hiliduho in 2016/2017”.
D. The Formulation of the Problem
The problem of the research can be formulated, namely "How does Chain Drill Technique increase the students' ability in speaking skill at the eighth grade of SMP Negeri 3 Hiliduho in 2016/2017?”
E The Purpose of the Research
The purpose of the research is to increase the students' ability in speaking skill through Chain Drill Technique at the eighth grade of SMP Negeri 3 Hiliduho in 201612017.
F. The Significance of the Research
The significance of the research is signified for:
l. The researcher, as an experience to teach speaking in her teaching-learning process
by using Chain Drill Technique.
2. The students, as contribution to motivate them to speak English and they will interest in learning English.
4. Readers, as a simulation to make them more interest to learn English and as a source to enhance their knowledge.
5. Further researchers, as a comparative material of her/his research that is relevant with the research, especially in arranging their thesis in IKIP Gunungsitoli.
G. The Assumptions of the Research
The researcher has assumptions in the research they are :
1. Speaking is a skill that must be taught to the students and they can convey their ideas, feelings, and opinions.
2. Chain Drill Technique is an alternative technique which can be used in teaching English.
H. The Limitations of the Research
In the research the researcher has some limitations of the research as follows. 1. Subject of the research is the students at eighth grade of SMP Negeri 3 Hiliduho, especially class VIII-a
2. The researcher will focus on increasing the students' ability in Speaking Skill. 3. The researcher will conduct Classroom Action Research (CAR) as her research method.
I. The Key Terms Definitions of the Research
To avoid misunderstanding about the research the researcher wants to explain the key terms definition as follows.
1. Speaking is an activity of the students that can express and convey their idea, assumption to the other orally based on the hearing and vision by using English.
2. Chain Drill Technique is a technique that can help the students to convey about their idea that invites them to respond the researcher's greetings or questions. So,
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework l. Speaking
a. The Definitions of Speaking
Speaking is the productive skill in the oral mode. It is like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. Speaking has various purposes, as Richard and Renandya (2002:201) state, “Speaking is used for many different purposes and each purpose involves different skills when we use casual conversation'. Therefore it can be said that speaking used to seek or express opinions, to describe things, to complain about people, and others.
Furthermore, Lenny (1976:213) affirms, “Speaking is one of the basic skills of producing speech as means of communication”. In other words, speaking skill is important skills that can build interaction with the other people.
The definition of speaking above can be concluded that speaking is one of the language skills and it can be used as a tool of interaction among people in expressing the needs, request and information. Thus, the students know that speaking is one of tools to make communication to express opinions, idea and feelings to others orally.
b. The Teaching of Speaking
In teaching and learning process especially in speaking, the students deal with the difficulties in learning the target language, therefore the teacher should arrange the teaching and learning course well when presenting material. According to Suyanto (2007:37) that teaching speaking is the process to direct the students to speak English acceptable and accurately.
Furthermore, Suyanto (2007:38) state that there are three kinds of speaking situations in daily life. Those are interactive, partially interactive, and non-interactive. Interactive speaking situations include face-to-face conversations and telephone calls. In which the people are alternately listening and speaking that people have a chance to ask for clarification, repetition, or slower speech from people conversation partner. Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech. In the research the researcher will focus on interactive speaking.
c. The Principles of Teaching Speaking
In Speaking, there are some principles as the basic for the researcher in teaching speaking. Nunan (2003: 51) states that teaching speaking is directing the students to produce the English sounds and sounds patterns, using and sentence stress, intonation and the rhythm of second language and selecting appropriate words and sentences to the proper social setting, situation and subject matter.
Nunan (2005: 54) deals some principles for teaching speaking, as follows. l) Be aware of the differences between second language and foreign language
context. It mans that when the teacher teaches his/her students, she/he should know the different, of second language and foreign language. If it is second language, the target language is not the language communication in the society. While foreign language is the target language that is the language of communication in the society.
2) Give the students practice with both fluency and accuracy. It means that the teacher must be provide the students with fluency by practice and realize that making mistake in natural part of learning a new language.
3) Provide opportunities for the students to talk by using group work or pair work and limiting teacher talk. Here the English teacher provides the students time to do the activities of pair work and group work in teaching speaking.
4) Plan the speaking tasks. In this case, in teaching English the English teacher provide task for the students, so that the teacher will know the progress of communicating of his/her students.
students to talk by using pair work, and limiting the researcher talking. These principles will help the researcher to do teaching-learning process in order that the students’ ability in speaking will increase.
d. Micro Skills of Speaking
Micro skills of speaking are very important for the students to develop their
ability to express their ideas, opinions and as the guidelines for the researcher in teaching speaking. Brown (1986: 275) gives some micro skills in teaching speaking
as follows.
1. Pronounce the distinctive sounds of a languages clearly enough so that people can distinguish them. This includes making tonal distinctions. 2. Use stress and rhythmic patterns, and intonations patterns of the languages
clearly enough so that people can understand what is said.
3. Use the correct forms of words and put words together in a correct word order. This may mean, for Example, change in the tense, case, or gender. 4. Use vocabulary appropriately.
5. Use the register or language variety that is appropriate to the situation and the relationship to the conversation partner.
6. Make clear to the listener the main sentence constituents, such as subject, verb, object, by whatever means the languages uses.
7. Make the main ideas stand out from supporting ideas or information.
8. Make the discourse hang together so that people can follow what you are saying.
e. The Technique of Evaluating Speaking
In the research, the researcher uses an oral test. The test is used to test the students’ ability in speaking especially in expression of asking and giving opinion. The researcher chooses the test because it is appropriate with the technique that researcher will apply in this action. In which, the students are expected to share information each other and the researcher evaluates the result of the students’ oral test. The researcher considers the aspects of scoring according to Adam and Firth in Hughes 91993: 113) assert that there are five of criteria levels in Speaking. They are accent, grammar, vocabulary, fluency, and comprehension.
Accent
1) Pronunciation frequently unintelligible.
2) Frequent gross errors and very heavy accent make understanding difficult, require frequent repetition.
3) Foreign accent requires concentrated listening and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vocabulary.
4) Marked foreign accent and occasional mispronunciation which do not interfere with understanding.
5) No conspicuous mispronunciation, but would not be take for a native speaker.
6) Native pronunciation, with not trace of “foreign accent”. Grammar
1) Grammar almost entirely inaccurate except in stock phrases.
2) Content errors showing control of very few major patters and frequently preventing communication.
3) Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.
4) Occasional errors showing imperfect control of some patterns but not weakness that causes misunderstanding.
5) Few errors, with no patterns of failure.
6) No more than two errors during the interview. Vocabulary
2) Vocabulary limited to basic personal and survival areas (time, food, transportation, family, and etcetera).
3) Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion some common professional and social topics.
4) Professional vocabulary adequate to discuss special interest, general vocabulary permits discussion of any non-technical subject with some circumlocutions.
5) Professional vocabulary broad and precise, general vocabulary adequate to cope With complex practical problems and varied social situations.
6) Vocabulary apparently as accurate and extensive as that of an educated native speaker.
Fluency
1) Speech is so halting and fragmentary that conversation is virtually impossible.
2) Speech is very slow and uneven expect for short or routine sentences
3) Speech is frequently hesitant and jerky, sentences may be left uncompleted.
4) Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping of words.
5) Speech is effortless ad so smooth, but perceptibly non-native in speech and evenness.
6) Speech on all professional and general topics as effortless and smooth as a native speaker's.
Comprehension
1) Understands to little for the simplest type of conversation
2) Understands only slowly, very simple speech on common social and aoristic topics requires constant repetition and rephrasing.
3) Understands careful somewhat simplified speech when engaged in a dialogue, but may require considerable repetitions and rephrasing.
4) Understands quite normal well educated speech when engaged in a dialogue, but requires occasional repetition or rephrasing
5) Understands in normal educated conversation except for every
colloquial or low frequency items, or exceptionally rapid or slurred speech. 6) Understands everything in both formal and colloquial speech to be
expected
Table I
Total Score: Accent + Grammar + Vocabulary + Fluency * Comprehension = So, from criteria of scoring above, the researcher considers how accent, grammar, vocabulary, fluency, comprehension, of the students during sharing information with their friends. In interpreting the students' fluency in speaking the researcher uses the table of conversion, as follows.
In the research, the researcher will use oral test to evaluate the students’ ability in Speaking skill. . Bellow, there are two e:ramples of the result of scoring of two students (Jay and Keyzia) as follows.
1) The results of proficiency description's Jay are: accent 5 (score a), grammar 5 (score 30), vocabulary 6 (score 26), fluency 5 scores (10), and comprehension 5 (score l9).
The total score of Jay :4 + 30 +26 + l0 + 19 :89 So, the fluency level of Jay was 4
2) The results of proficiency description's Keyzia are: ascent 4 (score 3), grammar 6 (score 36), vocabulary 6 (score 26), fluency 6 scores (12), and comprehension 5 (score l9).
The total score of Keyzia = 3 + 36 + 26 + 12 + 19 = 96 So, the fluency level of Keyzia was 4*
After collecting the score, the researcher will get obtained score (raw score) of the students’ ability in Speaking. Then the researcher comes to get their value by considers the formulation of Cartier 1986; Cziko 1983; Hudson and Lynch 1984; Bachman 1987; and Brown 1984a, 1988a, 1990a, 1993a, 1995 in Brown (1996: 1-8) as follows.
Obtained score Value = x 100
After that the researcher describes the level of the students' ability in speaking as Cartier in Nurgiyantoro (1986: 363) classifies that G-39 is fail, 4f59 is les, 60- 74 is enough, 75-84 is good, and 85-100 is very good.
From the evaluation above, the researcher knows whether the students are fail or past from the Minimum Competence Criterion (MCC) that have been decided in their school.
f. Speaking SkiIl in the Syllabus at the Eighth Grade of SMP Negeri 3 Hiliduho In learning English the students are expected to have the ability in making communication. English as a foreign language involves the four skills that have to be mastered by the students at the eighth grade of SMP Negeri 3 Hiliduho, such as: listening speaking, reading, and writing. In the research, the researcher focuses on speaking skill.
Syllabus is the plan in a group of subject that consists of competence standard,
basic. competence, material, learning activities, indicator, assessment, time allocation, and learning sources. Below is the explanation of the components of syllabus:
1) Competence Standard
meaning in simple short oral transactional and interpersonal to interact on the close environs.
2) Basic Competence
Basic competence is the ability that has to be mastered the students that has been arranged in syllabus to achieve the learning goal, such as: expressing the meaning of transactional and interpersonal (to get things done) by using oral language accurately and acceptable on the close environs.
3) Material
Material is a lesson that will be learnt by the students ad it must relevant with the standard competence and basic competence. In the syllabus there are some materials that have related to the Speaking skill, such as asking ad giving opinion. Asking and giving opinion is one of the expressions that help the students to express their view about something.
g. Definition of Asking Opinion
a) Expression of asking opinion is an expression that is used to ask someone's opinion about something.
b) There are some expressions of asking opinion. l) What do you think ...?
2) What is your opinion...? 3) How do you feel about ....?
c) The example of using the expression of asking opinion. Gilbert : Clark, what do you think about this cat? Clark : I think, it is a cute cat.
Gilbert : What do you think about this book? Clark : I think this book is very wonderful. Gilbert : Yes, That is right
h. Definition of Giving Opinion
a) Definition of expression of giving opinion
Expression of giving opinion is an expression that is used to give our opinion about someone's statement about something.
b) The expressions of giving opinion l) I think ....
2) I must say....
3) From my point of view ...
c. The example of using the expression of giving opinion
Mayden : Triy4 what do you think about my new hair? Triya : I think your hair make you beautiful.
2. Chain Drill Technique
a. The Definition of Chain Drill Technique
There are many kinds of technique that can be used in teaching speaking. Each technique has the characteristic which differ from others. The technique is used by the teacher in conducting teaching and learning process to help the students in studying. Since the technique is important in teaching and learning process, the researcher will apply Chain Drill Technique to teach the students in speaking skill.
Furthermore, Larsen (2008:48) asserts that, Chain Drill Technique is an activity that gives the teacher an opportunity to check the students' speech, by starting conversation In addition Webster QN7:64)affirms that, Chain Drill Technique
is a technique that is done by the students individually to respond a chain questions. In conclusion Chain Drill Technique is a technique that requires the students in participating by using the language in expressing their main view and opinion. It can be said that by implementing the technique the students are more interested to communicate with the others.
b. The Procedures of Implementing Chain Drill Technique
Elisabeth (2006:38) asserts there is a procedure to apply Chain Drill Technique as follows.
l) Begin the chain of conversation by greeting individual students or asking the questions.
2) After the first students responds, he or she returns to the student #2, sitting next him or her, and offers a greeting or asks a questions.
3) Student #2 responds.
Diane (1986:46) also provides the procedure to apply Chain Drill Technique as follows.
1) The teacher begins the chain by greeting a particular student, or asking them a question.
2) The student responds, and then turns to the students sitting next to him.
3) The first student greets or asks a question of the second student and the chain continues.
4) And then the next student asks a question or offers a greeting.
5) The teacher allows some controlled communication, even though it is limited. The procedure that is provided by the experts from the previous page is modifying by the researcher with the aim to adjust the theory with the students’ needs. So the procedure that is applied in teaching-learning process by the researcher in conducting the research as follows.
1) The researcher explains the material and Chain Drill Technique to the students. 2) During conducting the activity, the researcher allows some controlled
communication, even though it is limited. In other words, the researcher is allows the students free in speaking English even thought the students are making mistakes in communication with their friends.
3) The researcher begins the conversation by greeting a particular students or asks them a question.
4) After the first students respond, then turns to the students 2 sitting next to her/him.
5) Student 2 responds, and then she/he turns to student 3 and asks a question or offers a greeting.
7) The researcher gives improvement on the students' mistake and their limitation in responding a chain during conducting Chain Drill Technique.
8) The researcher concludes the material and closes the meeting.
c. The Advantages and Disadvantages of Chain Drill Technique
There are some advantages of Chain Drill Technique according to Hill (199022), as follows.
1) It makes the students work and independently without the necessary guidance of the teacher.
2) It makes the students more creative and active in speaking.
3) It also helps to avoid the competitive classroom situation that occurs when one child offers a response, which is then challenged by other students.
Besides the advantages, there is a disadvantage of the technique, which the students usually have the same responses when they try to respond something.
d. The Relationship between Speaking and Chain Drill Technique
In conclusion, the students can express and convey their idea, assumption, perception to others orally based on the hearing and vision by using English. Thus, by using Chain Drill Technique the students' ability in Speaking increases.
B. The Latest Related Research
Ryan (2009) has found out about “The effect of Chain Drill Technique on the students’ Ability in Speaking at the Eighth Grade of SMP 2 Palembang”. The purpose of his research is to to know whether there is a significant effect of Chain Drill Technique on the students' ability in speaking skill. In conducting his research, he conducted Quantitative Research and its design is pre test and post test. In his research, he used asking and giving opinion as his material. His research consisted of two variables. Variable “x” is dependent variable and variable “Y” is independent variable.
The population of the research is the eighth grade of SMP Negeri 2 Palembang. Because the population arc to large, so the researcher takes his sample through cluster sampling technique. His sample consisted of experimental group and
Him/her until all the students’ spoke, and also gave improvement on the students’ mistake. The result of the latest related research is there is a significant effect of Chain Drill Technique on the students 'ability in Speaking skill at the eighth grade of SMP Negeri 2 Palembang.
Furthermore, the previous research has the some process with the research. The similarities between both of the researches are using the same technique and the same material which is Chain Drill Technique, asking ad giving opinion, and also record all the students' speaking. In the research, the researcher uses qualitative Research design with the purpose is to increase the students 'ability in speaking skill.
C. The Conceptual Framework
In the research, the researcher, focuses or speaking skill by implementing Chain Drill Technique in teaching-learning process. The researcher implements the technique because the researcher wants to solve the students' problem in learning English. Chain Drill Technique is a technique that can give the students an opportunity to say something individually in speaking English.
CHAPTER III RESEARCH METHOD
A. The Object of the Action
In searching the students 'ability in speaking skill, the researcher will conduct Classroom Action Research (CAR) or Penelitian Tindakan Kelas (PTK). Classroom Action Research (CAR) aims to increase, improve and also develop teaching and learning processes more effectively and also to increase the students' ability. According to Carr &Kemmis (Mcnniff l99l,p2)
Action research is a form of self-reflective enquiry undertaken by participants (teachers, students or principles, or example) in social (including educational) situations in order to improve the rationality and justice of (l) their own social or educational practices, (2) their understanding of these practices, and (3) the situations (and institutions) in which the practices arc carried out.
Classroom Action Research (CAR) is a research conducted by the teacher in the classroom through reflection, with a view to improve its performance as a teacher, in order to increase the students' knowledge. It can be said that CAR is a research that is done by the teacher toward curriculum, developing school, increasing the students' achievement and developing the teachers' teaching skill.
Based on the explanation above, the goal of Classroom Action Research is to increase teaching-learning process in classroom, department or school. And absolutely, the researcher focuses on the syllabus, teaching material and the learners
test score. The researcher chooses Classroom Action Research in order to increase the students' ability in speaking skill at the Eighth Grade of SMP Negeri 3 Hiliduho.
The object of action research is the students' ability in speaking especially in expressing asking and giving opinion. To observe the activities of the researcher and the students during the teaching-learning process, the researcher needs the teacher-collaborator since Classroom Action Research is collaborative action
B. The Setting end Subject of the Research
The setting of the research is SMP Negeri 3 Hiliduho that is located in Hiliduho. The subject of the researcher is the Eighth Grade of SMP Negeri 3 Hiliduho especially class VIII-A which consists of 30 students. The researcher chooses the class because their ability in speaking is low. The following table will describe the total number of the eighth grade of SMP Negeri 3 Hiliduho.
Table 3
TIIE TOTAL NUMBER of the STUDENTS at the EIGHTH GRADE of SMP NEGERI3 HILIDUHO
Number Class The total number of the student
l. VIII-A 30
2. VIII-B 30
Total 60
C. The Schedule of Implementing the Action
time. It is based on the time of education calendar and syllabus of SMP Negeri 3 Hiliduho.
D. The Procedure of Implementing the Action
Cycle I problems in SMP Negeri 3 Hiliduho es the eighth grade students in speaking s
Planning ervation, evaluation sheet and field notes,
The figure on the previous page consists of planning, implementation observation and reflection So, the researcher needs to prepare many things, and then the researcher is done the action based on the steps of teaching and learning processes in composing lesson plan In doing the actions, the teacher-collaborator deserves the students' and researcher's activities and finally the researcher reflect the result of the observation, field notes and evaluation- The researcher predicts two opportunities both are successful and unsuccessful. Whenever the research is unsuccessful to conduct Cycle I, the researcher continued in the next cycle. To conduct the cycles the researcher rearranges the lesson plan in two meetings.
There are the steps of the researcher's, the students 'and also the teacher collaborator's activities for each cycle namely:
Cycle I
In Cycle I, the researcher needs two meetings. The allocation of time of each meeting is 2x45 minutes. The researcher follows the procedure of CAR as follows.
l. The First Meeting
In the first meeting, the researcher does the research on August 2016 by time allocation is 2 x 45 minutes. Below, there are some processes of implementing the action, as follows.
a) Planning
In planning phase, the researcher did some activities, such as: 1) The researcher found the syllabus.
3) The researcher prepared the material about asking and giving opinion
4) The researcher prepared, the observation sheet and field notes to the researcher and the students.
5) Preparing recorded (camera). b) Action
In this phase, the researcher did some activities, such as: 1) The researcher entered the classroom.
2) The researcher greeted the students.
3) The researcher introduced herself to the students. 4) The researcher check the attendance list of the students.
5) The researcher introduced and explains new material to the students.
6) The researcher asksed the students whether they ever learned expression of asking and giving opinion.
7) The researcher explained express ion of asking and giving opinion and giving the example about the expression of asking and giving opinion to the students. 8) The researcher introduced and explains Chain Drill Technique to the students. 9) Before the researcher started the conversation the researcher prepares
camera to record the students speaking.
10) During conducted the activity, the researcher allows some controlled communication, even though it is limited.
12) After the first students responded, then turns to the students 2 sitting next to her/him.
13) Student 2 responded, and then she/he turns to student 3 and asks a question or offers a greeting.
14) After the student 3 responded, she/he turns to the students sitting next to her/him to ask a question or offers a greeting until all the class participating in speaking.
15) The researcher gives improvement on the students' mistake and their limitation in responding a chain during conducting Chain Drill Technique. 16) The researcher asked the students in pairs to practice asking and giving
opinion by using things around them.
17) The researcher concluded the material and greeting the students.
c) Observation
In this phase, the teacher-collaborator observed the activities of the students and the researcher such as:
1) The teacher-collaborator observed the researcher's activity during teaching learning process.
2) The teacher-collaborator observed the students' attitude during the teaching-learning process.
4) The teacher-collaborator observed the students' ability and weakness during teaching-learning process.
d. Reflection
In this phase, the researcher did some activities, such as:
1) The researcher noted the result of the observation paper of the students' and the researcher's activities.
2) The researcher analyzed and evaluates the observation paper of the students' and the researcher's activities.
3) The researcher analyzed and evaluates the oral test of the students that has been recorded.
4) The researcher improved the weaknesses in the first meeting either the students' or the researcher's activities.
The Second Meeting
In this meeting the researcher continued the activities of the first meeting by did some activities with procedure as follows.
a) Planning
l) The researcher maked the lesson plan.
2) The researcher prepared the material about expressions of asking and giving opinion.
3) The researcher prepared the test about asking and giving opinion.
4) The researcher prepared the observation sheet to the researcher and the students.
b) Action
1) The researcher entered the classroom.
2) The researcher greeted the students and asks their condition. 3) The researcher check the students' attendance list.
4) The researcher reviews and reminds the last material to the students. 5) The students give their opinion about the last material.
6) The researcher concluded students' opinion.
7) The researcher presented the material as continuation from the first meeting. 8) The researcher gives the oral test to the students as the final test.
9) The researcher recorded the students' performance during teaching-learning process.
10) The researcher maked decision with the student’s result. 11) The researcher gives time to the students to ask some question. 12) The students convey their question and the researcher listen to them. 13) The researcher answered the students' question.
14) The researcher improved the students' weakness during the teaching-learning process.
15) They researcher closed the teaching-learning process and greets the students.
c) Observation
2) The researcher observed the students' attitude during the teaching-learning process.
3) The researcher observed the students who give response and opinion during the teaching-learning process.
4) The researcher observed the student's ability and weaknesses during teaching-learning process.
d.Reflection
1) The researcher notes the result of the observation paper of the students and the researcher.
2) The researcher analyzes and evaluates the observation paper of the students. In this cycle, the researcher will find out the students' ability in speaking skill. If the result of this cycle is unsatisfied the researcher will continue the research into the next cycle. The researcher will revise all of the steps in Cycle I and continues in Cycle II until the Minimum Competence Criterion (MCC) is achieved.
E. Instruments of Data Collection
In conducting the research, there are two kinds of collecting the data namely qualitative data and quantitative data.
2) Quantitative data is kinds of the data that refers to all the researcher's activities and students' activities during teaching learning process. The data will derive though the observation sheet of the students' and researcher's activities and also field notes during teaching-learning process.
In collecting the data of the research the researcher will use some instruments, as follows.
a) Observation Sheet
Observation sheet contains the activities of the researcher and the students during the teaching-learning process. It will be used to observe all the activities of the researcher and the students during the teaching-learning process and to know strength and the weakness that will be found in the teaching-learning process. It is observed by the teacher-collaborator and this will be used as the source of qualitative data.
b) Field Notes
The researcher will use the field notes to know the weakness and the strength In doing the research that is reported by the English collaborator.
c) Recording (Video) and Camera
Recording (video) and camera are used to record and take photo the researcher's and the students' activities during the teaching-learning process and also to record the students' speaking when evaluating them in oral test.
In the research, the researcher will analyze the qualitative data and quantitative data
1. Qualitative data
In qualitative data, the data will derive thorough the observation sheet of the Students’ and the researcher's activities. There are three steps that researcher will analyze in qualitative data as written bellow.
a) Reduction of data is evaluating and classifying the data based on the information and must be organized according to the statements of the research b) Explanation of data is data that have been organized by the researcher must be
classified to get the meaning in the table, graphic or narration forms.
c) Conclusion is after making the explanation of the data, the researcher will take some conclusions about the data in the step of formula The qualitative data that relates to the result of the observation sheet will be
analyzed by using the formula as suggested by Tuckman in Nurgiyantoro (1975: 287), as follows:
F
PD(%)= x 100 TA
Explanation:
F = Frequency of the researcher's and the students' activities has been already done
TA = Whole activities of the researcher and the students 100 = Constant and maximal number
So, the students' and the researcher's activities based on the observation sheet it can be interpreted into some categories, as follows.
85% - l00% = Very good 75% - 84% = Good 60% - 74% = Adequate 40% - 59% = Less 0% - 39% = Fail
It can be comprehended that, to gather the data of qualitative the researcher needs observation sheet that is comprised some activities of the students and the researcher. Observation sheet of the researcher refers to some activities that have been arranged in lesson plan If the researcher does his activities that have been arranged in his lesson plan, so the teacher-collaborator checks it in column of done but if the researcher does not do his activities that have been arranged in his lesson plan, so the teacher-collaborator checks it in column of undone. The meaning of done is the activity that has been done by the researcher, while undone is the activity that has not been done by the researcher. Whereas the observation paper of the students refers to some activities of the students during the teaching-learning process.
piece for the researcher's activities, another piece is for the students' activities, and field note. The qualitative data got from the comparison between the researcher's and the students' activities that have been done and the activities should be done during tutoring programme. Therefore, the researcher calculates the percentage for each it to ensure whether the teaching-learning process runs well as designed in the lesson plan. 2. Quantitative data
Quantitative data relates to the result of the oral test thd bas been recorded in video recorder will be analyzed by scoring all the students' speaking In this case, the researcher follows the aspect of scoring of Adams and Fifth (1979:35-8) in Hughes (1993: I 13) that states that there are five criteria levels that should be paid attention, they are; accent, grammar, vocabulary, fluency, and comprehension as follows.
Obtained score
Value = x 100 Maximum score
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
A. The ResearchFindings
1. The Research Setting
The research was conducted in SMP Negeri3 Hiliduho. The school located in Ombolata Sisarahili village, Hiliduho subdistrict, Nias regency. The school was 25 km from Gunungsitoli town. The school had a headmaster's office, a teacher's office and some classes. The school had a composed atmosphere because it was surrounded by many trees and it was far from disturbance of transportation that supports the teaching learning activity.
The total number of rooms in SMP Negeri 3 Hiliduho are 9 (nine) rooms. There are 6 (six) rooms classes, I (one) library, I (one) teacher'soffic6, and I (one) headmaster’s office. The total numbers of the students were 112 students. In that school, there was a headmaster, 10 teachers, and a staff. Two of them are the English teacher. All the persons who worked in that schools were very friendly and kindness with the researcher.
The subject of the research was the Eighth Grade of SMP Negeri 3 Hiliduho especially class VIII-A. The total numbers of the students were 30 students. In conducting the research, the researcher started in the middle of August 2A1.6 by asking permission of headmaster's agreement first. In conducting the research, the researcher was helped by the English teacher of SMP Negeri 3 Hiliduho as observer of the
researcher's and the students' activities during conducting the research in the classroom in order to get the valid result of the research.
2. The Explanation of Each Cycle
To increase the students' ability in increasing the students' ability in speaking skill through Chain Drill Technique, the researcher did it in two cycles. Each cycles consisted of two meetings.
a. Cycle I
Cycle I consisted of two meetings. The time allocation of every meeting was 2x40 minutes. Both of meetings were conducted at the Eighth grade of SMP Negeri 3 Hiliduho especially class VIII-A, with the total numbers of the students were 30 students and all of the students were present at the time. The first meeting was conducted on Saturday 27th August 2016 and the second meeting also was conducted on Monday 29th August 2016. Clearly, the result of the research in Cycle I it could be seen in explanation of every meeting as follows.
1) First Meeting
The material was taught by the researcher to the students in the first meeting was about asking and giving opinion. The time allocation used was 2x40 minutes. The meeting was conducted on Saturday 27th August 2016. The procedures of this meeting could be viewed in some steps as follows.
a) Planning
activities, attendance list of the students and camera to take the students' and the researcher performance during conducting the research.
b) Action
After planning, the researcher conducted the action in the classroom. The researcher entered the classroom together with the teacher-collaborator. Then the teacher-collaborator gave the chance to the researcher to start the activities based on the procedures in lesson plan.
Firstly, the researcher greeted the students and asked their condition, while the teacher-collaborator took a sit next of the door to observe the researcher's and the students' activities during the teaching-learning process. Concisely, the researcher started to conduct the action by introducing her self to the students and the purpose to enter that classroom. This action headed for making a good relation to the students. After that, the researcher checked the students' attendance list and the students raised the right hand when the researcher was calling the students' name one by one. This action conferred several profits for the researcher to know the names, faces, genders, and the entire numbers of the students. All the students. at the time were present.
After that, the researcher asked the students to read the several expressions of asking and giving opinion, and then the researcher guides them in speaking by using Chain Drill Technique. During conducted the activity, the researcher allows some controlled communication, even though it is limited. Then, the researcher began the conversation by greeting a particular student or asked them a question. After the first students respond, then turns to the students 2 sitting next to her/him. After student 2 responds, then she/he turns to the student 3 or asked a question or offers a greeting. After student 3 responds, she/he turns to the students sitting next to her/him until all the class had participating in speaking.
After guided the students in speaking by using Chain Drill Technique, the researcher gave the improvement on the students' mistake and their limitation in responding a chain during conducted Chain Drill Technique. The next, action is the researcher asked the students in pairs to practice asking and giving opinion by using things arround them. And then the researcher concludes the material and gave motivation to the students. After that the researcher closed the class by greeted the students.
c) Observation
The observation was conducted by the teacher-collaborator (English teacher) during the researcher performed the action in the classroom. The teacher-collaborator observed all the happened in the classroom which involved the students' and the researcher's activities during the teaching-learning activity conducted.
1. Some of the students did not respond the researcher greeting or question when the researcher applied Chain Drill Technique.
2. Some of the students did not able to offer a greeting or asked a question to the students sitting next to her/him.
3. Some of the students did not pay attention to the researcher's explanation about the material and the technique.
4. Some of the students did not follow the researcher instruction in practice the expression of asking and giving opinion.
Besides that, the researcher found some advantages during the teaching-learning process in the first meeting of Cycle I, as follows.
1. All the students were present at the time.
2. Some of the students are active to follow the instruction of the researcher when applied Chain Drill Technique.
3. Some of the students were seriously in following teaching learning process.
d) Reflection
In the first meeting of Cycle I, the researcher did not have enough time to evaluate the students' ability in speaking skill. In this step, the researcher only noted and analyzed the result of the observation. From the notes of the observation sheet and field notes, the researcher should do some improvements in the next meeting, as follows.
2. The researcher should explain clearly the instruction to avoid the students' confusion. 5. The researcher should give suggestion to the students in order that the student could
work cooperatively.
4. The researcher should motivate the students in pronouncing the English word well. 5. The researcher should prepared her self better than before in teaching the students.
2) Second Meeting
The meeting was performed on Monday 29s August 2016. The time allocation used was 2x40 minutes. The certain topic of the material was asking and giving opinion. The procedures of the second meeting in Cycle I is explained bellow.
a) Planning
In planning phase, the researcher prepared; lesson plan, evaluation sheet, observation sheet of the students' and the researcher's activity and the teaching material.
b) Action
Furthermore, the researcher reviewed and reminded the students about the last material and gave the short explanation about the material and the technique. After that, the researcher gave the oral test to the students to evaluate the students' ability in speaking skill. In conducted the test, the researcher recorded all the students' performance in pairs.
The next action, the researcher made the decision with the students result. Then the researcher gave time to the students to asked some question. after that the researcher improves the students' weakness during conducting the test. Because the time was offers, the researcher conclude the lesson and greeted the students.
c) Observation
The observation was done by the teacher-collaborator during implemented the action in the classroom. Based on the result of the observation, the researcher found some weaknesses in the second meeting of Cycle I, as follows.
1) Some of the students could not give opinion to the researcher's question about the last material.
2) Some of the students did not respond a question of asking and giving opinion. 3) Some of the students did not able to convese the dialogue.
4) Some of the students did not able to ask many question because of their limited in vocabulary.
Besides that, the researcher found a few advantages during conducting the second meeting of Cycle I, as written on the next page.
1) All the students were present at the time.
2) Most of the students are brave to conducted the test although during conducting the test there were someone controlled communication.
3) Most of the students were interested to respond a question of asking and giving opinion, although their vocabulary is limited.
4) Some of the students are interested in responding the researcher's questions in English.
Related to the result of the observation, the researcher obtained the data about done and undone activities both of the students' and the researcher's activities during implemented the action in the classroom. Clearly, the result of students' activities could be seen in Table 4 as follows.
TABLE 5
THE STUDENTS'ABILITY IN SPEAKING SKILL BY USING CHAIN DRILL TECHNIQUE AT THE EIGHTH GRADE (VIII.A) OF SMP NEGERI
3 HILIDUHO IN THE SECOND MEETING OF CYCLE I
No Level Scoring Frequency Percentage (o/o)
I Fail 0-39 2 6.67%
2. Less 40-59 8 26.67%
3. Enough 60-74 10 33.33%
4. Good 75-84 5 16.67%
5. Very Good 85-100 5 16.67%
Total 30 l00%
Based on the elaboration result of the students' ability in increasing the students' ability in speaking skill through Chain Drill Technique, it could be classified in "Enough Level". It was showed that there were 2 students (6.67%) classified in "fail" level. There were 8 students (26.67%) classified in "less level". There were 10 students (33.33%) classified in "enough" level, there w6re 5 students (16.670/o) classified in “good level" and there were 5 students (16.67%) classified in “very good level".
The real result ca
3 Hiliduho. The total
present at the time. The certain topic of the teaching material in C giving opinion. Clearl
was done by the researcher in each meeting of Cycle II, as follows. 1) First meeting
The first meeting
procedures of this meeting could be viewed in some S The real result can be viewed in Graphic II below.
The total numbers of the students were 30 students and
nt at the time. The certain topic of the teaching material in Cycle II was asking Clearly, the researcher gave the explanations about
done by the researcher in each meeting of Cycle II, as follows.
first meeting was performed on Saturday 03Th September procedures of this meeting could be viewed in some Steps, as follows.
students and all of them were nt at the time. The certain topic of the teaching material in Cycle II was asking and
explanations about the activities that done by the researcher in each meeting of Cycle II, as follows.
a) Re-planning
To conduct the research in the first meeting of Cycle II, the researcher re-arranged the lesson plan, prepared the teaching material, the observation sheet of the students' and the researcher's activities, attendance list of the students in order the research done well, and camera to take the students' and the researcher' performance during conducting the research.
b) Action
After planning, the researcher conducted the action in the classroom. The researcher entered the classroom together with the teacher-collaborator. Then the teacher-collaborator gave the chance to the researcher to start the activities based on the procedures in lesson plan.
Firstly, the researcher greeted the students and asked their condition, while the teacher-collaborator took a sit next of the door to observe the researcher's and the students' activities during the teaching-learning process. After that, the researcher checked the students' attendance list and the students raised the right hand when the researcher was calling the students' name one by one. This action conferred several profits for the researcher to know the names, faces, genders, and the entire numbers of the students. All the students at the time were present.
giving opinion and gave the example in order that the students could understand it clearly.
After that, the researcher asked the students to read the several expressions of asking and giving opinion, and then the researcher guides them in speaking by using Chain Drill Technique. During conducted the activity, the researcher allows some controlled communication, even though it is limited. Then, the researcher began the conversation by greeted a particular student or asked them a question: After the first students respond, then turns to the students 2 sitting next to her/trim. After student 2 responds, then she/he turns to the student 3 or asked a question or offers a greeting. After student 3 responds, she/he turns to the students sitting next to her/him until all the class had participating in speaking.
After guided the students in speaking by using Chain Drill Technique, the researcher gave the improvement on the students' mistake and their limitation in responding a chain during conducted Chain Drill Technique. The next action is the researcher asked the students in pairs to practice asking and giving opinion by using things arround them. And then the researcher concludes the material and gave motivation to the students. After that the researcher closed the class by greeted the students.
c) Observation
students' activities. Some weaknesses of the students were found during the teaching-learning process, as follows:
l. Some of the students did not following the researcher explanation. 2. Some of the students were still shy in giving respond by using English.
Besides that, the researcher found some advantages during the teaching-learning process in the first meeting of Cycle II, as follows.
1. Almost the students are brave to perform their conversation in from of the class. 2. All the students followed the instructions from the researcher when applied Chain Drill Technique.
3. Some of the students were motivate in participating to responds their friends questions.
d) Reflection
In this meeting the researcher does not have enough time to evaluate the students' ability. Based on the result of the two pieces of the observation sheet, the researcher still found the weakness in Cycle II at the first meeting. Therefore, the researcher has done some improvement in the next meeting, such as:
l. The researcher asked the students to pay attention to the researcher's explanation. 2. The researcher motivates the students to practice in pronouncing the English word at home.
