I S E H T s t n e m e r i u q e R e h t f o t n e m ll if l u f l a it r a P s a d e t n e s e r P n i a t b O o t

S T N E D U T S G N I V O R P M

I ’PARTICIPATIONI NSPEAKINGINCLASS C

X OFSMA PANGUD ILUHURSANTOYOSEFSURAKARTA H

G U O R H

T PAIKEM

ASARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u f l a it r a P s a d e t n e s e r P

n i a t b O o

t SarjanaPendidikanDegree n

o it a c u d E e g a u g n a L h s il g n E n i

y B

o t o y u S a ti v o N e n i h p e s o Y

4 1 2 1 7 0 : r e b m u N t n e d u t

S 0 72

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

D E S T R A D N A E G A U G N A L F O T N E M T R A P E

D UCATION

S R E H C A E T F O Y T L U C A

F TRAININGANDEDUCATION D

A T A N A

S HARMAUNIVERSITY A

T R A K A Y G O

Y 2

i S

T N E D U T S G N I V O R P M

I ’PARTICIPATIONI NSPEAKINGINCLASS C

X OFSMA PANGUD ILUHURSANTOYOSEFSURAKARTA H

G U O R H

T PAIKEM

ASARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u f l a it r a P s a d e t n e s e r P

n i a t b O o

t SarjanaPendidikanDegree n

o it a c u d E e g a u g n a L h s il g n E n i

y B

o t o y u S a ti v o N e n i h p e s o Y

4 1 2 1 7 0 : r e b m u N t n e d u t

S 0 72

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

D E S T R A D N A E G A U G N A L F O T N E M T R A P E

D UCATION

S R E H C A E T F O Y T L U C A

F TRAININGANDEDUCATION D

A T A N A

S HARMAUNIVERSITY A

T R A K A Y G O

Y 2

v i

Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S

k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I

e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o

. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r

y r a u n a J , a tr a k a y g o

Y ,9th ₂₀₁₂

r e ti r W e h T

v

h

a

d

n

i

e

s

g

n

a

y

n

a

g

n

a

n

e

m

e

K

“

–

i

n

d

a

h

n

y

a

d

a

n

r

a

k

u

s

e

s

–

s

u

k

a

r

n

y

a

y

a

n

g

b

o

l

e

h

d

i

r

e

b

u

t

o

l

e

h

k

u

d

n

u

n

e

m

h

a

l

a

i

a

i

s

u

n

a

m

k

a

n

d

i

r

i

s

e

n

d

i

r

i

.

”

)

i

n

i

t

r

a

K

u

b

I

(

:

o

t

s

i

s

e

h

t

s

i

h

t

e

t

a

c

i

d

e

d

I

,

f

l

e

s

y

M

,

s

t

n

e

r

a

p

y

M

e

s

o

l

c

d

n

a

,

r

o

s

i

v

d

a

,

y

l

i

m

a

f

e

m

o

c

e

b

o

h

w

e

s

o

h

t

d

n

A

w

o

r

r

o

s

d

n

a

y

o

j

n

i

s

d

n

e

i

r

i x

y b e n o n o it n e m t o n n a c I m o h w e l p o e p e h t o t s e o g e d u ti t a r g y m , y ll a n i F

e v a h t u b , e n

o madeagrea tcontirbu iton i nmyl fie. I t hank t hemf o rgiving mea t

m o r f n r a e l o t e c n a h

c hemal.lMayGodbles sthem.

v i x

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . o w T e l c y C .

B ... 5 1

.

1 nP la ... 5 1 n

o it c A .

2 ... 5 1 n

o it a v r e s b O .

3 ... 5 3 4 .Re lfeciton... 5 4

… … … … … … o w T e l c y C d n a e n O e l c y C g n it c u d n o C f o t l u s e R e h T .

C … 5 6

.. .. t l u s e R e ri a n n o it s e u Q .

1 ... .... 5 7 .

2 InterviewResutl. ... 5 7

N O I S U L C N O C . V R E T P A H

C ANDRECOMENDATION

.. .. .. .. n o i s u l c n o C .

A ... 59 ..

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o it a d n e m m o c e R .

B ... 6 1

S E C N E R E F E

v x

E L B A T F O T S I L e

l b a

T Page

… … … … … … … … … s tl u s e R s t n e m e v o r p m I o w T e l c y C o t e n O e l c y C 1 .

i v x

E R U G I F F O T S I L e

r u g i

F Page

1 .

1 R E T P A H

C I

N O I T C U D O R T N I

e h t , r e t p a h c s i h t n

I researcher wli ldiscus sthe in rtoduciton o fthe study . b

l li w n o i s s u c s i d e h

T e divided into seven main pa trs .Th y e are Background , m

e l b o r

P Formulaiton , Problem Limtiaiton , Research Objecitves , Research d

n a , s ti f e n e

B Deifniitono fTerm .s

.

A Background

e l b a e b o t d e t c e p x e e r a s t n e d u t s l l A . ll i k s t n a tr o p m i n a s i g n i k a e p

S to

. h s il g n E k a e p

s An Engilsh t eacher i salso expected t o beable t o t each speaking .

ll i k

s Thegoa lof t eaching speaking skillsi scommunicaitveef ifciency (Naitona l r

e t n e C e c r u o s e R e g a u g n a L l a ti p a

C [NCLRC] ,2004 .) They should rty to avoid y

tl u a f o t e u d e g a s s e m e h t n i n o i s u f n o

c pronunciaiton ,grammar ,o rvocabulary . o

s l a d l u o h s y e h

T observe the socia l and cutlura l rule s tha t apply in each n

o it a u ti s n o it a c i n u m m o

c to help student sdevelop communicaitve ef ifciency in e

s u n a c s r o t c u rt s n i , g n i k a e p

s approp irate acitviite s approach tha t combine s d

e r u t c u rt s ,t u p n i e g a u g n a

l output ,andcommunicaitveoutpu t

Speaking i susefu lfort he students .David and Roge rJohnson menitoned g

n i k a e p s g n i h c a e t n i s m e l b o r p l a r e v e s e r a e r e h

t . The problem s are studen t

c e d n o it n e tt

a rease swtih each passing minute,i tappeal sonlyt o audtioryl earners , itt endst opromotethelowerl evell earningoff actuali nformaiton,i tassumest ha t

p e m a s e h t t a d n a n o it a m r o f n i e m a s e h t d e e n s t n e d u t s l l

a l eac ,studentst endnott o

ti e k

d lr o w e h t n i s e g a u g n a l e h t f o e n

o which i sveryi mpo trant ,so t heresearchertire s .

m e l b o r p e h t e v l o s o t

s m e l b o r p e h t l l a m o r

F PAIKEM can become a very useful approach in .

g n i k a e p s g n i h c a e

t PAIKEMconsist so facitve,i nnovaitve ,creaitve ,effecitve ,and h

c a o r p p a s i h T . g n i n r a e l l u f y o

j can improve students ’paritcipaiton in speaking c

a o r p p a e h t t a h t s n a e m t I . s s a l c n i h s il g n

E h can also maket he student sacitvei n .

s s a l

c Accordingt oSyah da n Ka iradinata(2009 ,)t herearesomer easons why t hi s d

e e n d n a l u f e s u y r e v s i h c a o r p p

a s ot beapplied. PAIKEM i saimed t o maket he v

it c a e r o m e m o c e b s t n e d u t

s eanddevelop students ’creaitvtiy ,so t hatt hel earning .

l u f y o j d n a e v it c e f f e e r o m s e m o c e

b Thi sapproachcanmaket hestudent satrtacted to follow the lesson and can also comprehend the knowledge and skli ltha ti s

. y li s a e r e h c a e t e h t y b t h g u a

t Thi sapproachca an l mso aket hestudent sdova irou s ll

i k s d n a , n o i s n e h e r p m o c , e d u ti tt a r i e h t p o l e v e d o t s e it i v it c

a p( . )1 .

e h

T researcherexpects t ha tPAIKEM can i mprove students ’paritcipaiton .s

s e c o r p g n i n r a e l n i y l e v it c a g n it a p i c it r a p y b g n i k a e p s n

i

.

B ProblemFormula iton

“ s i r e p a p e h t n i d e r e w s n a e b o t g n i o g s i h c i h w m e l b o r p e h

T How can

M E K I A

P improve students ’paritcipaiton i n speaking o fclas sXC o fSMA PLSt . a

tr a k a r u S f e s o

.

C ProblemLimtia iton

s m e l b o r p ’ s t n e d u t s g n i z y l a n a n o n o i s s u c s i d e h t o t d e ti m il s i h c r a e s e r s i h T

e s e r s i h T . ti e v l o s o t w o h d n a s s a l c n i h s il g n E g n i k a e p s n

i arch f ocuse son howt o

e v o r p m

i the tenth grade sstudents ’paritcipaiton in speaking Engilsh in pub ilc g

n i s

u PAIKEM .Theresearcher wli l ifnd thesolu iton t o thoseproblem sand give n

o it s e g g u s e m o

s s toi mprovehowt ot eachs peakingandhowt oi mprovestudents ’ n

o it a p i c it r a

p ins peakingEngilshi nclass.

.

D ResearchObjec itves

w o h y fi t n e d i o t e l b a e b l li w r e h c r a e s e r , h c r a e s e r e h t g n it c u d n o c y B

M E K I A

P can improve students ’paritcipaiton in speaking o f clas sXC o fSMA

Pangud iLuhur S na to Yose fSurakatradu irngt hel earningprocessi nclas .s

.

E ResearchBeneftis e

h

T resul to fthi sresearch i sexpected to give some benefti sfo rthe e

l p o e p g n i w o ll o

f :

.

1 Thes tudent so fXCSMAPangud iLuhur Santo Yose fSurakarta

f o s t n e d u t s e h t y ll a i c e p s e , s t n e d u t s e h t r o f l a i c if e n e b o s l a s i h c r a e s e r e h T

f o C X s s a l

c SMASt .Yose fSurakatra .Theresearcherhopest hatt hisr esearchwli l d n a , y lt n e u lf , y l e v it c a h s il g n E g n i k a e p s n i m e h t p l e h o t s t n e d u t s e h t r o f l u f e s u e b

y lt n e d if n o

.

p 520). Something new ori nnovaitve meanst hatt hemethod o ranything elsei s d

e s u n e e b t o n s a h r o t n e r e f fi

d beforebyothert eache ratlhoughtha ttii sno tanew .

m e h t r o f g n i h

t In thi sstudy innovaitve mean stha tthe teache rcan create an o

h t e m g n it s e r e t n

i dt ha tcani mproves tudents ’paritcipaitoni ns peaking. t

n

I hi sstudy, i nnovaitve l earning i sdoneby using a newmethod such a s g

n i s

u videoandpicturea smediaofl earning. .

4 Crea itveLearning o t g n i d r o c c

A Syah da n Kairadinata (2009) ,being creaitve mean susing n

i h t e m o

s gnewo rd fiferen twtihothers .Usingsomemedia ilkepicture ,video ,and n

a c s r e h t o y n a

m make the student senjoy the learning and they can follow the g

n i n r a e

l moreeasliy .Int hi sstudy ,creaitvel earningmeanst hatt her esearche rcan a

e r

c teinteresitngwayst oi mproves tudents ’paritcipaitoni ss peaking. .

5 E ffec itveLearning h a y S o t g n i d r o c c

A and Kairadinata (2009) , effecitve learning mean s e

v e i h c a n a c r o g n i n r a e l f o m i a e h t e v e i h c a n a c t a h t g n i n r a e

l the standard

. d e il p p a s i h c i h w y c n e t e p m o

c In t hi sresearch ,effecitvel earning means t hatt he o t s t n e d u t s e h t e l b a n e d n a e l b a t s r e d n u s i t a h t g n i n r a e l a e t a e r c n a c r e h c a e t

. y l e v it c a g n i k a e p s e t a p i c it r a

p

.

6 Joyfu lLearning o t g n i d r o c c

A Syahand Kairadinata(2009) ,joyfull earning doe sno tmean ,

g n i s s y a w l

a clap ,usej oke.J oyfull earningi sal earningt ha tcanbeenjoyedbyt he .

s t n e d u t

s Student scanf ee lpleasant ,safe ,andpassionate .Joyfull earningcontain s o

ir r u c s i t a h t n o it a v it o m r e n n

o ir r u c r i e h t e v l o

s stiy byt hemselves .Int hisr esearch ,joyfull earningi sappiledby e r u t c i p g n i s u s a h c u s , y l e v it c a g n i k a e p s e t a p i c it r a p o t n o it n e tt a ’ s t n e d u t s g n it c a rt t a

. o e d i v d n a

.

7 Speaking

s n a e m y d u t s s i h t n i g n i k a e p

S thatt hes tudent swerebravet os peakEngilsh , r a m m a r g , n o it a i c n u n o r p n i s r o r r e e m o s g n i k a m f o d i a r f a g n i e b t u o h ti w s s a l c n i

. y r a l u b a c o v

.

8 Paritcipa iton

y l e v it c a d e v l o v n i t e g s t n e d u t s e h t t a h t s n a e m y d u t s s i h t n i n o it a p i c it r a P

e h t o d , s s e c o r p g n i n r a e l n

i teacher’s i nsrtuciton ,so t he assignments ,answer t he .

n o it s e u q s ’ r e h c a e t

.

9 Improve

n i n o it a p i c it r a p ’ s t n e d u t s e v o r p m i d l u o w r e h c a e t e h t , y d u t s s i h t n I

o t s t n e d u t s e h t e l b a n e t a h t s n a e m y d u t s s i h t n i e v o r p m I .s s a l c n i h s il g n E g n i k a e p s

c n e d if n o c d n a e v a r b e

b ei n speakingEngilshi n class ,so t hatt hey can paritcipate .s

x Avaluet heyhold

x Anexpeirencet heyhavehadr ecenlty

x Acreaitvei deaors oluitont oaproblemyouhaveposed

x Aquesitont heyhaveaboutt hes ubjec tmatte roft heclass

x Anopiniont heyholdabou tat opico fyou rchoosing

x Af ac taboutt hemselve sort hes ubjec tmatte roft heclass .

3 Ask student sto sitck the note(s )on thei rclothing and criculate around the s

e t o n s ’ r e h t o h c a e g n i d a e r m o o r .

4 Next ,have student smingle once again and negoitate a rtade o fPost-i tnote s r a l u c it r a p a s s e s s o p o t e ri s e d a n o d e s a b e b d l u o h s e d a rt e h T . r e h t o n a e n o h ti w

, e c n e ir e p x e , e u l a

v idea ,quesiton ,opinion ,orf actf o ras hor tpeirodo fitme. .

5 Reconvenet heclas sandasks tudentst os harewha trtadest heymadeandwhy.

).

b Who’si nt heClass?

r o f n a h t r e h t a r s e t a m s s a l c r o f t n u h r e g n e v a c s a s i r e k a e r b e c i r a l u p o p s i h T

n a c t n u h e h T . s t c e j b

o bedesignedi nanumbe ro fway sandf o raclas so fanysize . g n i n n i g e b e h t t a t h g ir g n i o g t n e m e v o m l a c i s y h p s t e g d n a g n i d li u b m a e t s r e t s o f tI

s s a l c a f

o (p .36). ).

c Groupresume e m u s e

R typically descirbe an individua’l s accompilshments . A group a

s i e m u s e

r funwayt ohelps tudent sbecomeacquaintedo rdosomet eams buliding r

e h t o n a e n o w o n k y d a e rl a s r e b m e m e s o h w p u o r g a f

3 1

).

2 ImmediateLearningI nvolvemen tStrategies

o t d e n g i s e d e r a y e h T . tr a t s e h t m o r f e v it c a s t n e d u t s t e g o t y a w e h t s i t I e g n u l

p studentsi mmediatelyi nto t hesubjec tmatteri n ordert o bulid t herii nterest , g

n i k n i h t e t a l u m it s d n a , y ti s o ir u c r i e h t e s u o r

a (p .56).

.

b Howt oHelpStudent sAcquireKnowledge ,Skills ,andA tttiude sAcitvely d

n a , s ll i k s , n o it a m r o f n i f o g n i n r a e l e v it c

A atttiude soccur sthrough a

e n o e v it c a e r a n a h t r e h t a r e d o m g n i h c r a e s a n i e r a s t n e d u t S . y ri u q n i s s e c o r

p (p .67) .

: s tr a p l a r e v e s o t n i d e d i v i d s i n o it c e s s i h T

).

1 F -u llClas sLearning s

i h

T p a trdeal swtihwayst omaket eacher-ledi nsrtucitonmorei nteracitve. ).

2 S itmula itngDiscussion

n i s e u s s i y e k f o e t a b e d d n a e u g o l a i d y fi s n e t n i o t s y a w s e r o l p x e t r a p s i h T

. r e tt a m t c e j b u s r u o y ).

3 Promp itngQuesitons

.s n o it s e u q k s a o t g n il li w e m o c e b s t n e d u t s p l e h o t s y a w s e n i m a x e t r a p s i h T ).

4 Co llabora itvel earning s t n e s e r p t r a p s i h

T w s ay to design learning task sdone in smal lgroup so f .s

t n e d u t s

).

5 PeerTeaching

y a w s e s s u c s i d t r a p s i h

).

6 Independen tLearning

y ll a u d i v i d n i s t n e d u t s y b d e m r o f r e p s e it i v it c a g n i n r a e l o t s e t a l e r t r a p s i h T d n

a p irvately. ).

7 Affec itveLearning

d n a , e u l a v , s g n il e e f r i e h t g n i n i m a x e o t s t n e d u t s o t s n i a tr e p t r a p s i h T

.s e d u ti tt a ).

8 Sk li lDevelopment

s ll i k s g n i c it c a r p d n a g n i n r a e l h ti w s l a e d t r a p s i h

T -both technica land

l a c i n h c e t n o

n .

.

c Howt oMakeLearningUnforge ttable r

e h

T earemany posiitveacitonst ha tcan t ake placeto b irng t heclass t oa n

e v e , s p a h r e p , d n a l u f g n i n a e

m unforgettable close (p .156) .In thi sseciton i ti s .s

e ir o g e t a c r u o f n i d e r e d i s n o c

)

1 Reviewings trategies

l l a c e r s t n e d u t s p l e h o t s y a w h ti w s l a e d t r a p s i h

T whatt heyhavel earned

y ti li b a d n a e g d e l w o n k t n e r r u c r i e h t t s e t d n a

)

2 S -eflAssessment

s t n e d u t s p l e h o t s y a w h ti w s l a e d t r a p s i h

T asses swhat t hey now know ,

. d l o h w o n y e h t s e d u ti tt a t a h w d n a , o d n a c w o n y e h t t a h w

)

3 FuturePlanning

h o t s y a w h ti w s l a e d t r a p s i h

T elp student sconside rwhat t hey wli ldo t o .

).

3 Givequiets tudentss pecia lencouragement

o t s tr o f f e e v i s s e c x e d i o v a o s , d e v l o v n i n u y li r a s s e c e n t o n e r a s t n e d u t s t e i u Q

s t n e d u t s t e i u q e m o S . t u o m e h t w a r

d , t hough ,arej us twaiitng f o ranonthreatening : s e i g e t a rt s g n i w o ll o f e h t r e d i s n o c , s t n e d u t s e s e h t p l e h o T . k a e p s o t y ti n u tr o p p o

).

a Arranges mal lgroup t(wot of ours tudents )discussion .s ).

b Posecasua lquesitonst ha tdon' tcallf o radetaliedcorrectr esponse: ).

c "Wha t are some reason s why people may no t vote?" o r "Wha t do you t s o m d n if u o y d i d s e l c it r a e h t f o h c i h W " r o " ? g n i d a e r e h t m o r f t s o m r e b m e m e r

( " ? tl u c if fi

d a sctiedi nMcKeachie ,1986.) ).

d Assignasmal lspeci ifct askt o aquie tstudent :"Carire ,would you ifndoutf o r "

? r a e y t s a l s a w P N G s 'e li h C t a h w n o i s s e s s s a l c t x e n ).

e Rewardi nfrequen tcontirbutor swtihas mlie. ).

f Bolste rstudents 'sefl-con ifdence by wiritng t hei rcomment son t he board ( sa n

i d e ti

c Wetly ,1989 .) ).

g Stand o rsi tnex tto someone who ha sno tcontirbuted ;you rproximtiy may .

n o i s s u c s i d e h t o t n i t n e d u t s t n a ti s e h a w a r d

).

4 Discourages tudent swhomonopoilzet hediscussion

d e t n u o c c a s t n e d u t s e e r h t r o o w t ,s t n e d u t s y tr o f n a h t e r o m h ti w s e s s a l c n I

e l d n a h o t s y a w e m o s e r a e r e H . s e g n a h c x e e h t f o t n e c r e p 1 5 r o

f dominaitng

: s t n e d u t s

x Breakt heclassi ntos mal lgroup so rassignt askst opari sofs tudent .s

x Ask everyone to jo t down a response to you rquesiton and then choose .

1 2

x I fonly the dominan tstudent sraise thei rhand ,restate you rdesrie fo rgreate r ".

s s a l c e h t n i s r e h t o m o r f r a e h o t e k il d 'I " : n o it a p i c it r a p t n e d u t s

x Avoidmakingeyecontac twtiht het alkaitve.

x I fonestuden tha sbeen dominaitng t hediscussion ,ask othe rstudent swhethe r .t

n e d u t s t a h t h ti w e e r g a s i d r o e e r g a y e h t

x Explaint hatt hediscussion ha sbecomet ooone-sided andask t hemonopoilze r y lf e ir b u o y d l u o w , n o e v o m t s u m e w e c n i s , y r r a L " : t n e li s g n i n i a m e r y b p l e h o t

p u o r g r e h t o f o s n o it c a e r e h t r a e h l l' e w n e h t d n a , s k r a m e r r u o y e z ir a m m u s

". s r e b m e m

x Assign a speciifc role to the dominan tstuden ttha t ilmti sparitcipaiton (fo r .)

r e z ir a m m u s c i d o ir e p , e l p m a x e

x Acknowledget he itmeconsrtaints :"Jon , Inoitcet ha tou r itme i srunning out . y

tr i h t a t e s s' t e

L -second ilmi toneverybody' scommentsf romnowon" .

.

3 Ac itve,i nnova itve ,crea itve,effecitve, andj oyfu lLearning .

a Themeaningo fAc itve,i nnova itve ,crea itve,effecitve ,andj oyfu lLearning o

t g n i d r o c c

A Syah a nd Kairadinata (2009) ,Acitve ,innovaitve ,creaitve , l

l u f y o j d n

a earning i sapproach o fteaching tha tused togethe rwtih the speciifc n i t n e m n o ri v n e e h t g n ir u t c u rt s e d u l c n i h c i h w a i d e m g n i n r a e l e m o s d n a d o h t e m

e r o m e m o c e b s s e c o r p g n i n r a e l e h t e k a m o t r e d r

o Acitve ,innovaitve ,creaitve,

, e v it c e f f

.

b The Principal s o f Acitve , Innova itve , Crea itve , Effecitve , and Joyfu l g

n i n r a e L

g n it c u d n o c n i t a h t d e t a t s , ) 1 1 0 2 ( i n a m s

A PAIKEMthereare4 component s

d e if it n e d i e b n a c t a h

t (p .123) .Thesecomponent sareasf ollows: ).

1 Experiencing

f o s e l p m a x e e m o S . g n i h t e m o s g n i o d m o r f y d u t s s t n e d u t s , g n i c n e ir e p x e n I

f o l a p i c n ir p e h T . s d i a l a u s i v g n i s u , g n i w e i v r e t n i , g n i v r e s b o e r a g n i c n e ir e p x e

s i ” g n i c n e ir e p x e

“ student sareablet of eelt het heoryandprogressivei dea(p.123).

).

2 Interacitng y

B interacitng, t hel earning can be ailve and i nteresitng .Interacitng give s y ti li b a r i e h t o t g n i d r o c c a e t a l u c it r a d n a s s e r p x e o t s t n e d u t s e h t o t y ti n u tr o p p o n

a .(p

) 4 2 1 .

).

3 Communica itng

s i n o it c a r e t n I . n w o n k e v a h e w t a h w r e v il e d o t y a w e h t s i g n it a c i n u m m o C o

n t enough i f i t i s no tcompleted by good communicaiton . The p irncipa l o f e h t t u o b a d n a t s r e d n u s t n e d u t s e h t w o h w o n k o t d e m i a e b n a c g n it a c i n u m m o c

l a ir e t a

m (p .124). ).

4 Relfec itng

n a c e w , g n it c e lf e r m o r F . e n o d e v a h e w t a h w g n i k n i h t s n a e m g n it c e lf e R

f e e h t w o n

k fecitvenes soft hel earning .Relfecitng can beaimed t o evaluatet he n

e e b s a h t a h t y g e t a rt

3 2

.

c The characterisitc o f Acitve , innova itve , crea itve, effecitve, and joyfu l g

n i n r a e L ).

1 Student-Centered

Accordingt oDepdiknas( 2005) ,student-centeredmeans:

x teache ra saf aclitiato rno tas peaker

x thef ocu sofl earningi st het hes tudent snott het eacher

x studentss tudyacitvely

x student scontolt heproces sofl earningand productt hei rownwork ,noti mtiate r

e h c a e t e h t m o r f ).

2 Joyfu lLearning S o t g n i d r o c c

A yah andKa iradinata( 2009 ,)j oyfull earningi sal earning t ha t t

y b d e y o j n e e b n a c d n a g n it s e r e t n i s

i hestudents .Studentsf ee lhappyandi nterested )

4 3 . p

( .

).

3 Competency-basedlearning y

c n e t e p m o

C -based l earning (CBL) i sa very powerful foundaiton fort he e

f o n o it c u rt s n o

c -learning soluiton .s Competency-based learning model sare e

y b d e ti o l p x

e -learning becauset hey enableorganizaitons t o deilverconten to r g

n i n r a e

l objectst oindividual s( pA piledSkill s&Knowledge[ AS&K,]( n.d)).

).

4 Masteryl earni ng

n r a e l s t n e d u t s l l a e v a h o t s i s e h c a o r p p a g n i n r a e l y r e t s a m f o l a o g e h T

).

5 Con itnuou sl earning

d e t a t s ) 1 1 0 2 ( a b o ti n a M n o it a c u d E e c a l p k r o W r o M E

W tha tconitnuou s

learningis t he ab litiy t o paritcipate i n an ongoing proces so facqui irng skill sand

o c m o r f r o k r o w r a l u g e r f o t r a p s a n r a e l e w n e h w l li k s s i h t e s u e W . e g d e l w o n

k

-s r e k r o

w .

).

6 Contextual Learning o t g n i d r o c c

A Johnson (2002) , i cn ontextua llearning theory the learning s

r u c c

o onlywhenstudent s l(earners )proces snewi nformaitono rknowledgei nsuch d lr o w r e n n i n w o r i e h t( e c n e r e f e r f o e m a r f ri e h t n i m e h t o t e s n e s s e k a m t i t a h t y a w a

( ) e s n o p s e r d n a , e c n e ir e p x e , y r o m e m f

o a sctiedf romHu lls' ,1993 .)

.

d The Importan t Thing s in Conducitng Acitve , Innova itve , Crea itve , g

n i n r a e L l u f y o J d n a , e v it c e ff

E (PAIKEM)

d l u o h s t a h t s g n i h t t n a tr o p m i e m o s e r a e r e h t ,) 1 1 0 2 ( i n a m s A o t g n i d r o c c A

g n it c u d n o c e r o f e b d e r e d i s n o c e

b PAIKEM (p .99) .These impo tran tthing sare a s :

s w o ll o f

).

1 UnderstandingTheStudents ’Characterisitcs e

v a h s t n e d u t

S dfiferentcharacte irsitc silkecu irostiy and i maginaitve. They s

g n i h t t n a tr o p m i e h t e r

a fo rthem to develop themselve sto think c iritcally and ’ s t n e d u t s p o l e v e d o t g n i h t t n a tr o p m i n a s i s s e c o r p g n i n r a e L . y l e v it a e r c

’ s t n e d u t s e t a i c e r p p a o t s d e e n r e h c a e t A . e v o b a s c it s ir e t c a r a h

c works ,give some

i g n e ll a h

5 2

).

2 UnderstandingTheStudentsI ndividually n

I PAIKEM the d fiference o fstudents’ need i sconsidered ,because the y ti v it c a t n e r e f fi d e h t o d y e h T . y ti v it c a e m a s e h t o d s y a w l a t o n o d s t n e d u t s

y B . g n i y d u t s n i y ti li b a r i e h t o t g n i d r o c c

a understanding students ’ab litiy ,we can .

y ll a m it p o y d u t s n a c y e h t o s , g n i y d u t s n i s e it l u c if fi d r i e h t p l e h

).

3 Developing the Students’ Ablitiy to Think Cri itcally , Crea itvely , and Abiltiyt oSo lvetheProblem .s

y ll a c i s a

B ,l fiei sproblemsolving.I tneedst heablitiy t o t hink ciritcally and y

l e v it a e r

c ; c iritcalt oanalyzet heproblemsandcreaitvet oproducetheatlernaitve t

e h t o s , g n i v l o s m e l b o r

p eacher’sr olei sdevelopingt hembygivingexercise sand .s

n o it s e u q g n i k s

a Giving quesiton tha ti sstatred wtih quesiton “wha thappen i f ”

n e h w , h c u m w o h , t a h w “ n a h t r e tt e b s i ”

… (because i tha s one irgh tanswe r .)

y l n o

).

4 GivingaGo F eod e dbackt oIncreaseLearningProcess y

ti l a u q e h

T oft her esul tofs tudywilli ncrease fit herei sani nteracitoni n ti . d n a r e h c a e t e h t n e e w t e b n o it c a r e t n i f o e n o s i r e h c a e t e h t m o r f k c a b d e e f e h T

r e tt e b s i k c a b d e e f e h T . s t n e d u t

s to express t he srtengths than t he weaknesse fs o .t

n e d if n o c e r o m e b s t n e d u t s e h t e k a m o t d e m i a s i tI . s t n e d u t s

).

5 Dfiferen itateBetweenAc it Pve hysicallyandMenta lly n

a h t e l b a ri s e d e r o m s i y ll a c i s y h p e v it c

A acitvementally .Student swhoare s

s e r p x e d n a g n i k s a n e tf

n i h t e m o s g n i n r a e l n i x a l e r s t n e d u t s e h t e k a m d l u o h s r e h c a e

t g .Don’ tmaket hemt o

. d i a r f a e b

.

e TeacherandStudents ’Rolesi nPAIKEM

o t g n i d r o c c

A Asmani( 2011 ,) t herearesomet eachers andstudents’r olesi n g

n i y l p p

a PAIKEM. Theserole sareasf ollows: ).

1 Ac itveLearning r e h c a e T e v it c A ). a

r e h c a e t e v it c a n

A should montio r students ’ learning acitviites , give t

n e m u g r a ’ s t n e d u t s k s a , s n o it s e u q g n i g n e ll a h c e m o s k s a , k c a b d e e

f (p .92).

t n e d u t S e v it c A ) . b

, s n o it s e u q k s a , t p e c n o c s n o it s e u q d li u b d l u o h s t n e d u t s e v it c a n A

, s m e l b o r p e h t e v l o s , s s e c o r p g n i n r a e l n i e t a p i c it r a

p arguet heri i dea ,and ask t he

t n e m u g r

a (p .92). ).

2 Crea itveLearning ).

a CreaitveTeacher r e h c a e t e v it a e r c

A enables todevelops omei nteresitngacitviites ,create d n a s s a l c e h t e g a n a m , t n e m n o ri v n e e h t f o e s u t s e b e h t e k a m , a i d e m g n i h c a e t

t n a l p , s e c r u o s g n i n r a e

l heproces sandr esul tofl earning(p .93).

).

b CreaitveStudent

s i t n e d u t s e v it a e r c

A enabled tocreates omethingnew ,wrtieo rba tout )

3 9 . p

).

b Teache r h c a e

T e ri sjoyfulbecauset heyenablethes tudentstobebravet o rtyand s

n o it s e u q k s

a (p .93).

.

4 Speaking .

a TeachingSpeaking l u a P ,s e i v a

D (2000 )saidt hatt herearesomecleari mpilcaitonsf ort eaching .

p

( 82) .Thesei mpilcaitonareasf ollows: ).

1 Try to create a relaxed atmosphere in classe sso tha tmos tlearner sare no t n

i k a e p s f o d e n e t h g ir

f g in fron to fthe rest o fthe class .and do a smany n a c s r e n r a e l e h t t a h t o s , s p u o r g d n a s ri a p n i e l b i s s o p s a s e it i v it c a g n i k a e p s

l s s a l c e h t f o t s e r e h t t u o h ti w h s il g n E k a e p

s istening.

).

2 Exposet hel earner sa smucha spossiblet onaturallypronouncedspeech ,and n r a e l t o n l li w y e h T . s n o s s e l e h t o t n i k r o w n o it a i c n u n o r p e m o s e t a r g e t n i o s l a

y e h t fi , l a r e n e g n i s ll i k s g n i k a e p s p o l e v e d o t r o , y ti li b i g il l e t n i e c n u o n o r p o t

e r a e h t o n o

d noughnaturals peech. ).

3 Accustom t he learner sto combining ilstening and speaking in rea l itme ,in e h t n i s i s i h t r o f y ti n u tr o p p o t n a tr o p m i t s o m e h t s p a h r e P . n o it c a r e t n i l a r u t a n

9 2

.

b Talkasi nteraciton o t g n i d r o c c

A Richards (n.d ,) t alk asi nteraciton refers t o “conversaiton” n

o it c n u f l a i c o s y li r a m ir p s e v r e s h c i h w n o it c a r e t n i s e b ir c s e d d n

a (p .2) .Thef ocusi s

d n a s r e k a e p s e h t n o e r o

m how t hey wish t o presentt hemselvest o each othert han t

a e f n i a m e h T . e g a s s e m e h t n

o ure so ftalk a sinteraciton can be summa irzed a s e

b low :

x Ha sp irmarliys ocialf unciton

x Re lfectsr oler elaitonships

x Re lfectss peaker’si denttiy

x Maybef orma lo rcasual

x Use sconversaitona lconversaitons

x Re lfect sdegree so fpoltieness

x Employ smanygeneircwords

x Use sconversaitonalr egister

x Isj oinltyconsrtucted

.

c Teachingt alkasi nterac iton g

n i d r o c c

A Richards’ s expe irence (n.d) , there are bes t taugh t though t l e d o m o t e v r e s n a c t a h t s g o l a i d c it s il a r u t a n n i d e d d e b m e s e l p m a x e g n i d i v o r p

s a h c u s s e r u t a e

f openingand closingconversaitons ,makingsmallt alk, r ecounitng .

.

5 Curriculum fo SpeakinginSeniorHighSchoolf orXGraders m o c o t e v a h s e d a r g h t n e t n i l o o h c S h g i H r o i n e S n i s t n e d u t

S prehend

A . ll i k s g n i k a e p

s lls enior hh ig schools havecurirculumt ha ti sthebaset ot eachal l ll

i k

s s .There are t hecompetence standard and basic competence so fspeaking i n .l

o o h c S h g i H r o i n e S

m o

C petence Standard and Basic competence so fspeaking fo rthe tenth e

o t e l b a e r a s t n e d u t s e h t e r a l o o h c s h g i H r o i n e S r e d a r

g xpres sthe meaning o f

c a r e t n i o t n o it a s r e v n o c l a n o it c a s n a

rt twtih envrionmen taround them such a s l

a n o it c a s n a rt e l p m i s e t a ti m

i and u e s rtansacitona lconversaiton using spoken a

y lt n e u lf e g a u g n a

l ndacceptably ,whichi nvolvespokenl anguage :asking ,giving , d

n

a rejecitngservice ;asking ,giving ,andr ejecitngs omething ;offeirngsomething , g

n i v i g d n a g n i k s

a agreement; givingaatten itont ot hespeake .r

e o t e l b a e b d l u o h s o s l a s t n e d u t s e h

T xpres s the meaning o f simple

d n a l a n o it c n u

f monolog text :recoun tand narraitve tex tto communicate wtih i

s a h c u s m e h t d n u o r a t n e m n o ri v n

e mtiate shor t and simple funcitona l tex t e h t g n i s u y l b a t p e c c a d n a , y lt n e u lf ) t n e m e c n u o n n a , e g a s s e m t r o h s , n o it a ti v n i(

g n i n a e

3 3

g n it c u d n o c n i s n a l

p PAIKEM .I talso help sthe researche rto know abou tthe n

e d u t s e v it c a f o s r o t a c i d n

i ts ;howt omaket hestudent smoreacitve ,howt omake .

s t n e d u t s e h t o t s e g a t n a v d a e v i g d n a e v it c e f f e e r o m e b g n i n r a e l e h

t Therei s also

u d n o c n i s g n i h t t n a tr o p m i e h t t u o b a y r o e h t e h

t citng PAIKEM by Syah and

) 9 0 0 2 ( a t a n i d a ir a

K ,so t het eache rcanuset hemt oconduc tPAIKEM ini ncreasing ’

s t n e d u t

s paritcipaiton in speaking .Thet eache rneedst ounderstand t hestudents ’ o

t s d e e n r e h c a e t e h T . t s ri f s c it s ir e t c a r a h

c develop the students ’ablitiy to think d

n a , y l e v it a e r c , y ll a c it ir

c theablitiy t o solvet heproblems .Thet eache ralso need s .s

t n e d u t s e h t o t k c a b d e e f e v i g o

t Thefeedbacki sgoodencouragem entfort hemto

. g n i k a e p s n r a e l

hT etheo ire saboutt eachingspeakinga realsoneededby t heresearch erto e

g d e l w o n k r e h h c ir n

e o nteachi ngspeakingwel,ls os heknows wha tacitviitest ha t a

c n beused i n t eaching speaking .The researche rused t het heory about t eaching 0

0 0 2 ( s e i v a D y b g n i k a e p

s ) t .I i sabou tthe impilcaiton sfo rteaching speaking. They are very usefu l to improve students ’ paritcipaiton in speaking . The

s o m t a d e x a l e r a e t a e r c o t e l b a e b d l u o h s r e h c r a e s e

r phere in clas sso tha tthe

o s s a l c n i g n i k a e p s f o d e n e t h g ir f t o n e r a s r e n r a e

l ri n f ron toft her es toft heclas s .s

p u o r g d n a s ri a p n i e l b i s s o p s a s e it i v it c a g n i k a e p s y n a m s a o d d n a

e h

T researcherneed stounderstandt het heoryaboutt alkasi nteracitonand n

o it c a r e t n i s a k l a t g n i h c a e

t by Richard (n.d) because i ti simpo tran tfo rthe r

e h c r a e s e

r to interac twtih the students .I ti svery impo tran tfo rhe rto create a .

s t n e d u t s e h t h ti w n o it c a r e t n i d o o

f o m u l u c ir r u

c seniorhigh school i n t hetenth grade in ordert o maket hesutiable r

o f s l a ir e t a

5 3

I I I R E T P A H C

Y G O L O D O H T E M

e h t ,r e t p a h c s i h t n

I researcher discussesthe method t ha twa sused i n t hi s

research .I tis separated into six patrs .There are the Method o fthe Research,

,s t n a p i c it r a p h c r a e s e

R Research Insrtuments ,Data Gatheirng Technique ,Data

, e u q i n h c e T s i s y l a n

A andResearchProcedure.

.

A TheMethodoft heResearch

The researche r used classroom aciton research in orde r to improve

n o it a p i c it r a p ’ s t n e d u t

s in speaking . The researche r used aciton research by

e h t e v l o s o t g n i n r a e l l u f y o j d n a , e v it c e f f e , e v it a e r c , e v it a v o n n i , e v it c a g n i y l p p a

t , d o h t e m e h t g n i s u y B . m e l b o r

p he researche rwanted to improve students ’

g n i k a e p s n i s s e n e v it c

a ,s ot heresearcherneededt ocollec tthedataandanalyze the

s a w t a h t s tl u s e

r obtained .

d e t p o d a s a w r e h c r a e s e r e h t y b d e t c u d n o c h c r a e s e R n o it c A m o o r s s a l C e h T

h c a e n i s p e t s r u o f f o d e t s i s n o c t I . l e d o m h c r a e s e r s ’t r a g g a T d n a s i m m e K m o r f

d n a , n o it a v r e s b o , n o it c a , g n i n n a l p e r e w y e h T . e l c y

c relfeciton .Besides ,there

s a w h c i h w m e l b o r p e h t y fi t n e d i o t r e d r o n i t s ri f y d u t s y r a n i m il e r p a e b d l u o h s

. 1 . 3 e r u g i F n i d e t n e s e r p s i t r a g g a T c M d n a s i m m e K n o d e s a b h c r a e s e R

i

Fgure3.1Kemmi sandMcTaggart’ sAc itonResearchModel( 1986)

d n a , w e i v r e t n i , n o it a v r e s b o g n it c u d n o c y b e n o d s a w y d u t s y r a n i m il e r p e h T

r a e s e r e h T . s i s y l a n a s d e e n f o e ri a n n o it s e u q g n it u b ir t s i

d che rconductedobservaiton

twi ec inclas sXC ,onTuesday ,Aprli 5th _{,2011andonF irday ,Ap ir l8}th _{,2011 .The} n

o d e t c u d n o c s a w r e h c a e t e h t h ti w w e i v r e t n

i F irday ,Ap 8rli th _{,2011a t11.00 a.m .} .

e c if f o s ’ r e h c a e t n

i Then the quesitonnarie wa sdistirbuted to the student son 2

1 l ir p A , y a d r u t a

S , 2 1. 01

s e l c y c o w t e r e w e r e h

T int her esearch ,and t herewas eo n meeitngi n each o

w t e r e w e r e h t , o S . e l c y

c meeitngsi nt hewholer esearch .Ther esearcherusedt he f o n o it a t n e m e l p m i e h t g n ir u D . e l u d e h c s l o o h c s e h t n o d e s a b s s a l c h s il g n E

M E K I A

P , t heresearche racted as t het eacher ,whliet he Engilsh t eache racted a s d

e v r e s b o o h w r e v r e s b o e h

9 3

d e t u b ir t s i d r e h c r a e s e r e h t , s e l c y c o w t g n it c u d n o c r e tf

A quesitonnarie to the

g n i n r a e l f o n o it a t n e m e l p m i e h t o t d e t a l e r n o i n i p o ’ s t n e d u t s w o n k o t s t n e d u t s

. d o h t e

m A tfe rgetitngt hedata,t her esearche ranalyzedt hedataandr epo tredt hem.

.

D DataAnalysi sTechnique

e r o f e

B teaching and conducitng the research ,the researche rconducted

n a e v r e s b o o t t s ri f n o it a v r e s b

o d ifnd outt heproblemst ha toccurr de in clas sXC .

d e n e p p a h n o it a v r e s b o e h

T twice. From the resul t o f the observaiton and

r e h c a e t h s il g n E e h t h ti w w e i v r e t n i e h t g n it c u d n o

c , t he researche rdecided t o use

M E K I A

P to solve the problem . A tfe r conducti ng the learning method , the

d e n i a t b o r e h c r a e s e

r the data from he rteaching. The teaching consisted o ftwo

.s e l c y

c The researche robtained the data from the observaiton sheet ,students ’

, e ri a n n o it s e u

q and interview .The indicator stha twere used in the observaiton

e r e w s r o t a c i d n i e h T . ) 1 9 9 1 ( ll e w n o B n o d e s a b t e e h

s student sarei nvolvedi nmore

, g n i n e t s il e v i s s a p n a h

t student spay atten iton t o t het eacher ,student sdo t eacher’ s ,

n o it c u rt s n

i studentss howt hei renthusiasm ,student srtyt os peakEngilsh ,student s u

t s , ) s ( n o it s e u q k s a s t n e d u t s , n o i s s u c s i d s s a l c n i d e v l o v n i t e

g dent sanswe rthe

s ’ r e h c a e

t quesiton(s,)s tudent sdot heassignment .s .

1 Observa itons heet t b o a t a d e h

T ained from observaiton shee t were analyzed to ifnd ou t ’

s t n e d u t s d n a s s e c o r p g n i n r a e

l paritcipaiton .Ther esearche ranalyzedeachnumbe r .

t o n r o d e t s i x e t c e p s a h c a e r e h t e h w e e s o

t Thei mprovementi ncycleonewa salso i

e h T . y d u t s y r a n i m il e r p e h t n i t n e m e v o r p m i r i e h t m o r f n w o h

h t g n ir u d n o it a p i c it r a p ’ s t n e d u t s d n a n o i n i p o ’ s t n e d u t s t u o b a a t a d e h t n i a t b

o e

f o n o it a t n e m e l p m

i PAIKEM in Engilsh class .Thequesitonnariewa sdistirbuted 1

2 y a M , y a d r u t a S n

o st _{,2011 i n SMA Pangud iLuhu rS na to Yose fSuraka tra ,a t} .

m . a 5 1 . 0 1

)

6 Interview

s s a l c f o r e h c a e t h s il g n E e h t h ti w w e i v r e t n i n a d e t c u d n o c r e h c r a e s e r e h T

i e h T . C

X nterview wa sconducted on Saturday ,May 21st ,2011 a t10.00 a.m .I t f

o n o i n i p o s ’ r e h c a e t t u o b a a t a d t e g o t r e d r o n i d e t c u d n o c s a

w thelearningmethod

. d e t n e m e l p m i n e e b d a h s e l c y c o w t e h t r e tf a , s s a l c h s il g n E n i d e t n e m e l p m i g n i e b

s i h e v a g o s l a r e h c a e t e h

5 4

R E T P A H

C VI

N O I S S U C S I D D N A S G N I D N I F H C R A E S E R

e h t r e t p a h c s i h t n

I researcherdiscusses et h research ifnding sandexplains e

h T . m e h

t researcherdiscusse sthemf romcycleoneandcyclet wot ha tconsis to f .

n o it c e lf e R d n a , n o it a v r e s b O , n o it c A , n a l

P There is also the resul t from

t l u s e r e h t d n a s n o i n i p o ’ s t n e d u t s t u o b a e ri a n n o it s e u

q from interview wtih the

h s il g n

E teache raboutt heapp ilcaitono fPAIKEM . .

A Cycleone

t s i s n o c e l c y c s i h

T e d o ffou rsteps .They were plan ,aciton ,observaiton , .

n o it c e lf e r d n

a Ther esearche rcariredoutt hi smeeitngonTuesday ,May3rd _{,2011 ,} m

o r

f 08.30– 10.00a.m. .

1 Plan e r o f e

B implemenitng cycleone, t her esearche rmadeplanst o conduc tthe d n o p s e r d n a e v i g o t w o h h c a e t d l u o w r e h c r a e s e r e h t , e l c y c s i h t n I . e n o e l c y c

.l l e w s t n e m il p m o

c Themodelt ha twouldbeused wa svideo.Thevideowa sabou t il

p m o c e v i g o t w o

h ment swel land how t o respond t o them .Thestudent swould o t d e t a l e r s t n e m il p m o c r i e h t g n i d n o p s e r d n a g n i v i g y b h s il g n E g n i k a e p s e c it c a r p

o d d l u o w s t n e d u t s e h T . s e r u t c i p e h

t someexercises t ha tweredesigned to make d

n a t s r e d n u m e h

t abou texpressions i n giving compilment .s The media t ha twere e

r e w d e s

.

2 Ac iton

f o n o it a t n e m e l p m i e h

T PAIKEM w as conducted on Tuesday ,May 3rd _, .

1 1 0

2 Int hepre-acitvtiy ,theteacheri nrtoducedherseflf ris tandexplainedt heaim n

I . g n i h c a e t e h t f

o whlist- acitvtiy ,thestudent swatched avideo .Thevideo wa s l

e d o m a s a n e s o h

c .Thevideo tha twa schosen wast heconversaitonabou thowt o d

n a e v i

g respond t o compilment .s tI wa sused a samode lto encouragestudents ’ y

d u t s o t n o it a v it o

m Engilsh ,so t hey could paritcipate wel.l From t hevideo, t he e

r e w s t n e d u t

s asked some quesiton sabout some expression stha twere used to c

e v i

g ompilment sand how t o respond t o them .From t he quesiton ,s t hestudent s s t n e m il p m o c g n i v i g f o s n o i s s e r p x e e m o s g n i n o it n e m y b s n o it s e u q e h t d e r e w s n a

m o r

f thevideo .A tfert ha,tt hestudent swereasked t or ead thedialogueonef rom s

a w e u g o l a i d e h T . s ri a p n i e u g o l a i d e h t d a e r y e h T . t u o d n a h e h

t aimedt omaket he

. t n e m il p m o c g n i v i g f o s n o i s s e r p x e e h t t u o b a d n a t s r e d n u s t n e d u t

s Thestudent sgo t

o t w o h d n a t n e m il p m o c g n i v i g n i s n o i s s e r p x e f o s e l p m a x e e m o

s respondt ot hem .

u t s e h t , e u g o l a i d e h t m o r

F dent swerealsoaskedt odo exerciseone .Thequesiton s s t n e d u t s e h t e k a m o t d e s u s a w t I . e u g o l a i d e h t o t d e t a l e r s a w e n o e s i c r e x e f o

d n a t s r e d n

u moreaboutt heexpression so fgivingcompilment sandhowt ousei .t n

e h

T ex tacitvtiywa st hestudent swereaskedt or eadt hesecond dialogue . p

x e t u o b a o s l a s a w t

I ression so fgiving compilment sand the response to them . o

t d e k s a e r e w s t n e d u t s e h

T read theexpression sin the dialogue well .I twas to s

u c o f s t n e d u t s e h t e k a

m ontheexpressionsi ngivingcompilments .There sw a also t

a h t e l b a t

a explaine d some expression sin giving comp ilment sand how to o

t d n o p s e

d n a e v i

g respondt o compilmen twell .I twa sassumedt hatt hestudent swereable o

t pracitce tif u trhe routsideno tonlyi nt heclassr oom.

.

3 Observa iton

t n e d u t s e v it c a f o s r o t a c i d n i e h t e r e w d e s u s t c e p s a e h

T .sI twast aken f rom

) 1 9 9 1 ( l l e w n o

B . He wrote some majo rcharacteirsitc sassociated wtih acitve s

e i g e t a rt s g n i n r a e

l namely:

.

a Student sarei nvolvedi nmoret hanpassive ilstening .

b Student sareengagedi nacitvtiies( e.g,.r eading ,discussing ,w iritng ) .

c There i s les s emphasi s placed on informaiton rtansmission and greate r s

ll i k s t n e d u t s g n i p o l e v e d n o d e c a l p s i s a h p m e .

d Therei sgreate remphasi splacedont heexploraitono fatttiude sandvalue s .

e Studen tmoitvaitoni si ncreased( especiallyf o radutll earners ) .f Student scanr eceivei mmediatef eedbackf romt herii nsrtucto r

.

g Student sarei nvolvedi nhighe rordert hinking( analysi ,ss ynthesis ,evaluaiton) e

s a

B d on t he t heory from Bonwell (1991), t he researche rused some t he s

c it s ir e t c a r a h

c to be the indicator sto asses sstudents ’paritcipaiton in speaking .s

s a l

c TheEngilsh t eache ro fSMAPangud iLuhur S oa nt Yose fSurakatrahersel f v

r e s b

o e d the teacher’ steaching and students ’paritcipaiton in class .She wa sin s

e t o N . n o s s e l e h t g n ir u d n o g n i o g s a w t a h w e v r e s b o o t s s a l

c weremadei ndetali

e e s o

1 5

.

B Cyclet wo

r u o f o s l a e r e w e r e h t , e l c y c s i h t n

I steps . They were plan , aciton , a

, n o it a v r e s b

o ndr elfeciton.I twa sdonebasedontherelfecitonf romcycleone. .

1 Plan

s n o it c e lf e r e h t m o r

F i n cycle one ,there were some methods o fteaching u

t s e g a r u o c n e o t d e g n a h c e r e w t a h

t dents ’paritcipaiton in speaking .In orde rto ’

s t n e d u t s e v o r p m

i paritcipaiton in speaking , i t wa s impo tran t to make an .

m e h t h c a e t o t d o h t e m g n it s e r e t n

i The mode ltha twa schosen wa sno tvideo e

r o m y n

a .I twas i n ordert o decrease ilstening skill .In t hi scycle ,the model t ha t d

l u o

w be u d se wa sthe researche rwould congratulate the students drieclty who t

o

g thebestr esu tli nEng ilsht estl as tweek .Mediat ha twould beused wa svideo . r

u o c n e o t n e s o h c s a w o e d i

V age students ’paritcipaiton in whlist-acitvtiy. The m e h t e v i g d l u o h s s d n e ir f r i e h t d n a , o e d i v e h t o t d e t a l e r t c a d l u o h s s t n e d u t s

d e t a l e r n o it a l u t a r g n o

c tot hevideoalso . .

2 Aciton

s a w e l c y c s i h

T done on F irday ,May 13th_{, 2011 .The topic wa sabou t} it

a l u t a r g n o C f o g n i s s e r p x

E ons. In pre-acitv tiy ,the student swere given some s

l e d o

m abou thow to give congratulaiton by giving congratulaiton to them who t

o

g t he bes tresutl i n Engilsh t est l as tmeeitng .I twa saimed t o reduce ilstening .

e n o e l c y c n i e k il y ti v it c a

n

I the whlist-acitvtiy , i t wa s explained to the student s abou t some o

t w o h d n a s n o it a l u t a r g n o c g n i v i g f o s n o i s s e r p x

e respondt ot hem .I twa saimedt o t

a r g n o c t a h w t u o b a w o n k s t n e d u t s e h t e k a

g n it r a t s e r o f e

b ot studyabou tExpres isngo fCongratula iton. Theywereaskedt o .

o w t d n a e n o e u g o l a i d d a e

r They wereabou tsomeexpression so fcongratulaiton s o

t w o h d n

a respondt othem.Thestudentswerealsoaskedtor eadt hedialoguesi n S

. s ri a

p ome students were asked to read the dialogue aloud. There were some f

o s n o i s s e r p x

e congratulaitons and how to respond to them .The dialogue wa s s

r e d n u s t n e d u t s e h t e k a m o t d e m i

a tand some expression stha twere used to e

t a l u t a r g n o

c someone and how to respond to them . In orde rto make them ,

s n o i s s e r p x e e h t d n a t s r e d n

u a handou t containing some expression s o f o

t w o h d n a s n o it a l u t a r g n o

c respondt othemwerew irtteni nt het able .s

A tfe rreading the dialogues and understanding the expression sin giving d

n

a respondingcongratulaiton, t hestudentswereasked to worki ngroups off our . ,

s t n e d u t s e h t l o rt n o c o t r e d r o n

I the teacher decided to group the student s m

d l u o c t i , t c a f n I . y l m o d n a

r inimize students ’oppo truniite sto talk too much , h

t n i e r e w y e h t f i s d n e ir f e s o l c r i e h t h ti w y ll a i c e p s

e e same groups .They were

d e k s

a to coun tfrom one t o eight .A tfer t ha,t t hey were asked to determine who .’

D ‘ d n a , ’ C ‘ ,’ B ‘ ,’ A ‘ e b l li

w T eh reweresomevideost ha twould beplayed and e

h

t y should actr elated t ot hevideo .Thevideo would beplayed t o ‘ A,’ ‘ B ,’‘ C ’ , s

r e h c a e t e h t fI . ’ D ‘ d n

a aid t hatt hevideo wasf or‘ A’ ,so‘A ’shouldactr elatedt o a

r g n o c ’ A ‘ e v i g d l u o h s s d n e ir f r e h t o e h t d n a o e d i v e h

t tulaitonr elatedt ot hevideo ,

d l u o h s ’ A ‘ d n

a respond t o ti .The method wa smade t o maket he student senjoy g

n i n r a e l e h

t by acitng related to the video .I talso made th m e enthusiasitc t o e

t a l u t a r g n o

c thei rfirends .The video sgiven were some interesitng videos to .

t s e r e t n i ’ s t n e d u t s t c a rt t

3 5

e t a K s e c n ir P d n a m a il li W e c n ir P f o o e d i v e h t e k il , g n i c it c a r p n i d e b r o s b a e r e w

d i

M detlon’ swedding,t hewinne ro fL-Men,t hewinne rof l ottery p irze, t hebitrh S

f

o heliaMarcia’ sdaughter ,and manyothers .Thestudent sweresoacitvegiving n

o it a l u t a r g n o

c s tot herif irend sandrespondingtothem .Someoft hes tudent swere m

e h t s s e r p x e o t e v a r

b inf ron to fclass . e

h t n

I pos t acitvtiy , the student s expressed some expression s o f o

t w o h d n a s n o it a l u t a r g n o

c respond t o them .I twa sto evaluateallt hel essonsi n e h t ,t s a l e h t n i d n a y l e v it c a s n o it s e u q s ’ r e h c a e t d e r e w s n a s t n e d u t s e h T . y a d t a h t

, r e h t e g o t g n i s o t s t n e d u t s e h t d e k s a d n a n i a g a o e d i v e h t d e y a l p r e h c a e

t thet eache r

s t n e d u t s e h t d e k s

a to sing asongof‘ Congratulaiton .’ I twa saimed t o end allt he .

g n i n r a e l e h t d e y o j n e s t n e d u t s e h T . y a d t a h t n i g n it e e m

.

3 Observa iton e h

T aspect sused werealso t aken from Bonwell ( 1991) .In t hi scycle, t he t

e h t d n a r e h c r a e s e

r eache rdidt heobservaitonbyw iritng ifeldnote sandf liilngt he k

c e h c n o it a v r e s b

.

4 Relfeciton

n i n o it a p i c it r a p ’ s t n e d u t s , o w t e l c y c n i s t n e m e v o r p m i e h t g n i o d m o r F

d e v o r p m i g n i k a e p

s .From allt hei mprovementst ha tweredonebyt her esearche,r o

e h T . y ll u f s s e c c u s d e h c a e r e b n a c s t c e p s a l l

a bserve r observed tha t many

s t n e m e v o r p m

i whichhappenedi ncyclet wo . t

e r e w s t n e m e v o r p m i e h

T heresearche rdid no tuse video a sthe mediao f s

a w t I . n i a g a g n i n r a e

l to reduce ilstening acitvtiy .I talso made the student s k a e p s t o n d i d r e h c r a e s e r e h T . c i p o t e h t t u o b a n o it a n a l p x e s ’ r e h c a e t e h t d n a t s r e d n u

o

t o af s.tI twa smadeallt heexplanaitonandi nsrtucitonclear. y

c n i d e n e p p a h h c i h w s t n e m e v o r p m i e h

T clet wo could be shown i n t able .

1 . 4

1 . 4 e l b a T O

e l c y

C n etoCycleTwoImprovement sResutls o

N CycleOne Improvements Cycle2 1 The mode l wa s too long and

ll i k s g n i n e t s il o t d n e t

t o n s a w l e d o m e h T

n i a g a o e d i v

e v a g r e h c a e t e h T

o t y lt c e ri d n o it a l u t a r g n o c

e h t t o g o h w s t n e d u t s e h t

t s e t h s il g n E n i tl u s e r t s e b

t s a

l weekast hemode lo f .

g n i n r a e l

.

2 Thet eacherspoket oof ast The teache r spoke y lr a e l c d n a y l w o l s

y l w o l s e k o p s r e h c a e t e h T

e h t e k a m o t y lr a e l c d n a