THE USE OF CONVERSATION STARTER TECHNIQUE
TO IMPROVE
STUDENTS’ FLUENCY IN SPEAKING
(Classroom Action Research At First Grade Students Of SMKN 1
Salatiga In The Academic Year of 2014/2015)
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of
SarjanaPendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
A’YUN MAS’UDAH
113 11 090
ENGLISH AND EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
DECLARATION
مسبهللانمحرلاميحرلا
"In The Name of Allah the Most Gracious and the Most Merciful"
Hereby, the writer declares that this graduating paper is written by the writer
her/himself. This paper does not contain any materials which have been published by
other people; and it does not cite any other people‟s ideas except the information
from the references.
This declaration is written by the writer to be understood.
Salatiga, 03 August2015
The writer
A‟yunMas‟udah
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA JL.TentaraPelajar 2 Tlp(0298) 323433 Salatiga 50731
Website: www.iainsalatiga.ac.id E-mail: administrasi@iainsalatiga.ac.id
Salatiga, August032015
RifqiAuliaErlangga, S.Fil, M.Hum
The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR’S NOTE Case: A‟yunMas‟udah‟s Graduating Paper
Dear,
Dean of Teacher Training and Education Faculty
Assalamu’alaikumwr.wb.
After reading and correcting name‟s graduating paper entitled “THE USE OF CONVERSATION STARTER TECHNIQUE TO IMPROVE STUDENTS’ FLUENCY IN SPEAKING(Classroom
Action Research At First Grade Students Of SMK N 1 Salatiga In The Academic Year of
2014/2015)”, I have decided and would like to propose that this paper can be accepted by the Teacher
Training and Education Faculty. I hope this pakper will be examined as soon as possible.
Wassalamu’alaikumwr.wb.
Counselor
RifqiAuliaErlangga, S.Fil, M.Hum
A GRADUATING PAPER
THE USE OF CONVERSATION STARTER TECHNIQUE TO IMPROVE
STUDENTS’ FLUENCY IN SPEAKING
(CLASSROOM ACTION RESEARCH AT FIRST GRADE STUDENTS OF SMKN 1 SALATIGA IN THE ACADEMIC YEAR OF 2014/2015)
WRITTEN BY:
A’YUN MAS’UDAH
NIM: 11311090
Has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on 29th August 2015, and hereby considered to complete the requirements for the degree of Sarjanapendidikan Islam (S.Pd.I) in English and Education.
Board of examiners
Head : MuhKhusen, M.A
Secretary : RifqiAuliaErlangga, S.Fil, M.Hum
First examiner : Ruwandi, S.Pd, M.A
Second examiner :SetiaRini, M. Pd
Salatiga, 29th August 2015
Dean of Teacher Training and Education Faculty
Suwardi, M.Pd.
MOTTO
EVERYTHING IS
LILLAHITA’ALA
,
ALWAYS KEEP ON SPIRIT AND
DEDICATION
This graduating paper is graduating to:
1. Allah SubhanahuWata‟ala
2. My beloved mother and father ( Chaniroh and Zaenuri ), thanks for your pray
and supports.
3. My dearest sisters and brother (Miftahullaila, Ana handayani, Ulfifaizah,
Dewikusuma, Fuad mas duki) thanks for your motivation and always give
spirit to do this paper.
4. My lovely best friends (Farrah zakiyahanwar, FizaniFadilah, DewiVerawati
and Sri rejeki) thanks for the togetherness and supports.
ACKNOWLEDGEMENT
Assalamu’alaykumWr. Wb.
Alhamdulillahirabbil’alamin, all praise due to Allah, the Most Gracious and
the Most Merciful who always keeps me when I was in down and up. Bless and
mercy is upon great Prophet Muhammad Saw for his guidance that leads me to the
truth.
However, this paper will not be finished without supports, advices, help and
encouragement from people and institution and let she says thanks to:
1. Mr. Dr. RahmatHariyadi, M.Pd., as the Rector of State Institute for Islamic
Studies(IAIN)Salatiga, thanks for time I spend studying in IAIN Salatiga.
2. Mr. Suwardi, M.Pd., as The Dean of Teacher Training and Educational
Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Mrs.Noor Malihah, Ph. D., as the Head of English Education Department of
State Institute for Islamic Studies (IAIN)Salatiga.
4. Mr.RifqiAuliaErlangga, S.Fil,M.Hum.,as counselor who has espoused, and
given the writer advices, suggestions and recommendations for this graduating
paper from beginning until the end. Thank you so much, I learn a lot from
you.
6. All beloved family, thanks for your spirit and support.
7. All friends of C class and all friends in English Department. Thank for your
friendship and kindness.
8. Mrs Farida, as the English teacher of SMKN1 Salatiga, thank you for giving
me contribution while I was conducting the research there, and all the students
at first grade of class cooking2 in SMKN1 salatiga
9. Who cannot be mentioned one by one.
Eventually, this graduating paper is expected to be able to provide useful
knowledge and information to the readers. The writer is pleased to accept more
suggestion and contribution for the improvement of this graduating paper.
Salatiga, September 03 2015
The Writer
A‟yunMas‟udah
ABSTRACT
Mas‟udah, A‟yun. 2015. “The Use Of Conversation Starter Technique To Improve
Students’ Fluency In Speaking” (Classroom Action Research At First Grade Students Of SMK N 1 Salatiga In The Academic Year Of 2015/2016).Dean of Teacher Training and Education faculty.English Education Department.State Institute for Islamic Studies (IAIN) Salatiag.The counselor is RifqiAuliaErlangga, S.Fil,M.Hum.
Keywords: influence, students’ fluency, speaking, conversation starter
The objectives of this research are : 1) To understand the implementation of conversation starter technique to improve students‟ fluency in speaking at the first grade students at SMK N 1 Salatiga in academic year of 2015/ 2016; 2) To find out
the improvement of students‟ fluency in speaking by conversation starter technique at the first grade students at SMK N 1 Salatiga in academic year of 2015/ 2016.
The population of this research is the first grade students of SMKN1 Salatiga in Academic Year 2015/2016. The writer takes XI cooking class 2 class as the sample, there are 37 students. The methods which are used in collecting data are Pre-test, treatment, and Post- test. The students were given test by giving opinion individually (pre-test) and giving arguments through Conversation Starter (post-test). The writer analyzes the speaking components containing vocabulary and expression, grammar structure, smoothness, communicate effectively, pronunciation and intonation. The mean score of the students‟ pre-test in speaking in cycle 1 is 55,94 and the mean score of the students in post-test is 61,21. The students‟ score are increased in the cycle 2, the mean score of their pre test is 58,37 and mean score of post test is 70,27. According to the mean of both tests, the mean of post-test is higher than the pre-test, so teaching speaking by using Conversation Starter is better than before using Conversation Starter. The writer uses T-test formula to know the differences of pre-test and post-test. The result of t- test are in cycle 1 the t-test is 4,17, which is higher than t-table (2,028) and in the cycle 2, the t-test is 8,50, higher than t-table (2,028), by the level significant of 5%. So there is improvement of
TABLE OF CONTENT
COVER PAGE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTE ... iii
CERTIFICATION PAGE ... iv
MOTTO ... v
DEDICATION ... vi
ACKKNOWLEDGMENT ... vii
ABSTRAC ... ix
TABLE OF CONTENT ... x
CHAPTER I INTRODUCTION A. Background f The Study ... 01
B. Problem of The Study ... 03
C. Limitation of The Problem ... 03
D. Objectiveness of The Study ... 03
E. Significance of The Study ... 04
F. Definition of The Key Term ... 05
1. Conversation starter ... 05
2. Speaking ... 06
G. Review of related Lierature ... 07
H. The Outline of The Paper Presentation ... 08
1. Definition of speaking ... 10
2. Types of speaking ... 11
3. The elements of speaking ... 13
4. Characteristic of successful speaking... 16
5. . Students‟ Fluency in Speaking ... 17
B. Conversation Starter ... 21
1. The definition ... 21
2. Technique for conversation starter information ... 22
3. Teaching speaking through conversation starter technique ... 24
C. .. Research Hypothesis... 25
CHAPTER III RESEARCH REPORT A. Setting of Research ... 26
B. Research Methodology... 31
1. Classroom action research... 31
2... The characteristic of classroom action research ... 32
3. The principle of classroom action research ... 33
4. Object of classroom action research ... 34
C. Subject of The Research... 38
D. Research Procedure ... 37
E. Technique of Collecting Data ... 39
F. Technique of Data Analysis ... 40
CHAPTER IV IMPLEMENTATION OF THE RESEARCH A. Field Note ... 43
1. Cycle I ... 43
2. Cycle II ... 56
B. Calculation of The Result Cycle I ... 51
C. Calculation of The Result of Cycle II ... 64 1. Score of the pre-test and post-test cycle II ... 64 D. Description of Analysis of the Questionnaire ... 68
CHAPTER V CLOSURE
A. Conclusion ... 72 B. Implementation ... 73 C. Suggestion ... 73
REFERENCES
LIST OF TABLES
Table 3.1Condition of Students ... 29
Table 3.2Infrastructure ... 29
Table 3.4List Subject of the Research in First Grade Class BO2 ... 36
Table 4.5Students Score of Pre- test and Post- test in cycle 1 ... 51
Table 4.6Students Score of pre- test and Post- test in cycle 2 ... 64
CHAPTER I
INTRODUCTION
A. BACKGROUND OF THE STUDY
Language is an important of communication tool for humans, because
of the language we can find out the information we need. Therefore, we have
to be able to master the language and the elements such as vocabulary,
structure, and etc. As an important thing of communication for human, so
learn the language well is necessity.
English is the international language of the world, and it is a foreign
language for Indonesian. Most of people who take on education are learned
and learn English. So, as a student, learning English language is very
important and necessity. One of the aims of teaching English is students could
speak in English. In language teaching exactly English, there are four skills;
listening, speaking, reading and writing. Many people feel that speaking in a
new language is harder than reading, writing or listening for two reason. First,
unlike reading or writing, speaking happens in real time usually the person we
are talking to is waiting for us to speak right then. Second, when we speak, we
cannot edit and revise what we wish to say, as we can if we are writing.
Teaching speaking is giving instruction to a person in order to
communicate. Learners can use conversation as our basic communication. A
conversation starter is an introduction used to begin a good conversation.
dialogue going. Equipped with a good understanding of the art of making
small talk and a few good small talk conversation starters, we can converse
with anybody.
There are many ways and approaches from which a teacher can choose
to reach an educational objective. By employing a variety of methods and
techniques, students and teachers are more interested and motivated, and the
classroom atmosphere is better for teaching and learning. Good teachers are
constantly seeking ways to improve their techniques and procedures. (Sharon
K. Zenger, M.S, 1977:01)
Many students lack to speaking English well, many factors that
become reasons why their speaking English are bad. This problem can be
caused of teaching process in the class. For that reason, the writer wants to
apply the technique that can make the students fluent and improve in speaking
English.
Based on the learning method explained, the students hoped to become
active in learning process. The students‟ fluency in speaking will encourage
them to be able to realize the speech. So the writer takes courage to write a
research with the title “THE USE OF CONVERSATION STARTER
TECHNIQUE TO IMPROVE STUDENTS‟ FLUENCY IN SPEAKING”
(Classroom Action Research At First Grade Students Of SMK N 1 Salatiga In
B. PROBLEM OF THE STUDY
Based on the background above, the writer formulates the problem as
follow :
1. Does the use of conversation starter technique improve the students‟
fluency in speaking at the first grade students of SMKN1 Salatiga in the
academic year of 2014/2015?
2. How are the implementation of conversation starter technique on the
teaching speaking English at the first grade students of SMK N 1 salatiga
in the academic year of 2014/2015 ?
3. How is improvement the conversation starter technique significantly to the
students‟ fluency in speaking ?
C. LIMITATION OF THE PROBLEM
The study emphasize on the influence of conversation starter technique
to improve students‟ fluency in speaking at the first grade students of SMKN
1 Salatiga in academic year 2014/2015. This study especially focuses on how
far the implementation of conversation starter technique to improve students‟
fluency in speaking. What are the positive implication of it.
D. OBJECTIVES OF THE STUDY
Consideering the problems that have formulated above the objectives
1. Describe whether conversation starter technique improves the students‟
fluency in speaking at the first grade students of SMKN 1 salatiga in
academic year 2014/ 2015.
2. To understand the implementation of conversation starter technique to
improve students‟ fluency in speaking at the first grade students at SMK N
1 Salatiga in academic year 2014/ 2015.
3. To find out the improvement of students‟ fluency in speaking by
conversation starter technique at the first grade students at SMK N 1
Salatiga in academic year of2014/ 2015.
E. SIGNIFICANCE OF THE STUDY
After the writer has completed this study it has two major benefits
those are:
1. Practically : The findings of this research will be useful to the
reader who is devoted on English teaching speaking.
2. Theoretically : The findings of this research will enrich the theory of
students‟ fluency in speaking.
This research also can be guidance for teachers and students.
1. For the English teachers as follows:
a. To help the teachers in enrich knowledge about the technique that
improve English fluency in speaking.
b. To find out the best technique in developing students‟ fluency in
2. For the students:
a.To know how far the aim has been achieved by students in English
speaking teaching.
b.To make the students easier to explore their fluency in speaking by
conversation starter technique.
c.To support the students to improve their fluency in English speaking
materials.
F. DEFINITION OF THE KEY TERM
1. Conversation Starter
Conversation starter is a resource made up of a series of guiding
questions that can be used as a focus of professional dialogue for mentoring,
performance appraisal and other professional learning. (Ontario Ministry of
education, 2010)
Conversation starter is one of technique to improve speaking skill. It
may called to begin the conversation. An opener often takes the form of an
open-ended question, which can lead to further comments or conversation as
well as creating topics for future conversations. conversation opener is often
referred to as small talk and is used to make both people in a conversation feel
comfortable.
Conversation skill usually used in speaking skill to make an
part in the conversation. In the other words, the students are having problem
with their confident. There are also clumsy in speaking, they just speak when
the teacher ask them. From the explanation, we know that with uses the
conversation starter the students more enthusiastic to begin and open the small
talk without shy or clumsy. Besides that, conversation starter will make the
students attractive to stimulate them to speak English.
2. Speaking
Speaking is one of the most important skills to master in a language.
Its success is measured in term of ability to carry out conversation in an
interactive process construction meaning that involves producing, receiving,
and processing information.
Speak means talk about, use your voice to say, be able to use a
language, make a speech to an audience, make use of language ordinary, not
singing, voice (Oxford Dictionary, 2003:414)
Speaking is key to communication. By considering what good
speakers do, what speaking tasks can be used in class, and what specific
needs learners report, teachers can help learners improve their speaking and
overall oral competency.
a. Students’ Fluency
Students‟ fluency can be appeared in many factors; one of
them is using conversation starter technique in speaking class. The
How the students can learn the technique correctly and can apply in
their speaking well.
Students‟ fluency is the success that reached the students in
speaking English. The student can speak well and fluent without any
problem in their speaking English. The technique that teacher apply in
the learning process in class, will be influence the students‟ fluency in
speaking English.
G. REVIEW OF RELATED LITERATURE
In this study, the researcher takes a review of related literature from
the other thesis, the title is “Improving Students’ Speaking Mastery Through
Inside-Outside Circle (IOC) Technique In The Second Year Students Of Sma
Negeri 1 Welahan, Jepara Academic Year Of 2013/2014 (A Classroom
Action Research onSecond Year Students of SMAN 1 Welahan, Jepara in
Academic Year of 2013/2014). Researcher by Mala Alfiana the student of
State Institute of Islamic Studies (STAIN) Salatiga.
The result of the study indicates that the technique of Inside- Outside
Circle can improve speaking students. When in the first meeting, the teacher
concluded that it was very important to give some feedbacks and motivations
to the students to be more active and creative in giving argument. In this
meeting, the teacher found that they actually wanted to share something, but
they were not confident in speaking English. After the researcher of this
treatment and the feedback that the researcher gave really helped them to
improve their speaking.
Although the researcher has similar topic “speaking”, but the writer
has different object and technique. Beside it the researcher focuses on
students‟ fluency. The researcher analyzes on improving the students‟ fluency
in speaking using the conversation starter technique at the first grade students
of SMKN 1 salatiga. The similarity is both of them make the students more
active to speak in the class and more confidence to speak in English.
H. The outline of the Paper Presentation
In order to make easy to understand this thesis, the writer write the
following system of presentation as follows:
I. Chapter I is introduction. It consists of the background of the study,
problem of the study, limitation of the study, objectives of the study,
significance of the study, definition of the key term, hypothesis,
research methodology and paper outline.
II. Chapter II deals with the literature review. It consists of the definition
of the conversation starter technique, definition of the students‟
fluency, and speaking.
III. Chapter III presents research method, which consists of place and time
of the research, research design, population and samples,
IV. Chapter IV is implementation of the research. It is the analysis to
answer the problems of the study.
V. Chapter V is Conclusion, it is the conclusion of the research
and suggestion that the writer made from the findings that the writer
CHAPTER II
LITERATURE REVIEW
A. Speaking
1.Definition of Speaking
Speaking derived from word “speak” means to utter words or
articulate sounds with ordinary speech modulation; to convey thoughts,
opinions, or emotions orally, to express oneself, to be on speaking terms,
etc. (Mafflin Company, 2000:1668). So, speaking is conveying the
language to be meaningful in speaking.
Harris (1969:81), as quoted by Brown‟s book (1980: 8), states that
teaching cannot be defined a part from learning because it is guiding and
facilities of learning, enabling the learner to learn and setting the condition
for learning. Speaking is a skill requiring the simultaneous use of member
of different abbilities. There are five components in speaking skill, they
are:
a. Pronunciation
Way in which language is spoken.
b. Grammar
Rule for forming words and making sentence.
c. Vocabulary
Total number of words that make up a language.
It is quality or condition of person to speak a language easily and well.
e. Comprehension
For oral communication certainly requires a subject to responds to
speech as well as to initiate it.
To most people, mastering the art of speaking is the single most
important aspect of learning a second or foreign language, and success is
measured in term of ability to carry out a conversation in the language.
(Nunan, 1991:39) Speaking is one aspect of the language that very
important to be mastered. And also one of the reach of studying a foreign
language is people could speak fluently. So by learning to speak English
well, students gain a valuable skill which can be useful in their lives and
contribute to their community.
2.Types of Speaking
According to Brown, (2004: 141-142) there are five basic types of
speaking activity, they are:
a. Imitative
At one end of a continuum of types of speaking performance is
the ability to simply parrot back (imitative) a word or phrase or
possibly a sentence. While this is a purely phonetic level of oral
production, a number of prosodic, lexical, and grammatical properties
of language may be included in the criterion performance.
A second type of speaking frequently employed in assessment
contexts is the production of short stretches of oral language designed
to demonstrate competence in narrow band of grammatical, phrasal,
lexical, or phonological relationships (such as prosodic
elements-intonation, stress, rhythm, juncture). The speaker must be aware of
semantic properties in order to be able to respond, but interaction with
an interlocutor or test administrator is minimal at best.
c. Responsive
Responsive assessment tasks include interaction and test
comprehension but at the somewhat limited level of very short
conversation, standard greeting and small talk, simple requests and
comment, and the like. The stimulus is almost always a spoken prompt
(in order to preserve authenticity), with perhaps only one or two
follow-up questions or retorts.
d. Interactive
The difference between responsive and interactive speaking is
in the length and complexity of the interaction, which sometimes
includes multiple exchanges and/or multiple participants. Interaction
can take the two forms of transactional language, which has the
purpose of exchanging specific information, or interpersonal
exchange, which have the purpose of maintaining social relationship.
complex with the need to speak in casual register and use colloquial
language ellipsis, slang, humor, and other sociolinguistic conventions.
e. Extensive (monologue)
Extensive oral production tasks include speeches, oral
presentation, and story-telling, during which the opportunity for oral
interaction from listeners is either highly limited (perhaps to nonverbal
responses) or ruled out altogether
3.The Elements of Speaking
Harmer (2001:269) assumed that the ability to speak fluently
presupposes not only knowledge of language features, but also the ability
to process information and language „on the spot‟. There are two elements
of speaking, they are:
a. Language Features
Among the elements necessary for spoken production ( as
opposed to the production of practice examples in language drills, for
example), are the following:
1) Connected Speech : effective speakers of English need to
be able not only to produce the individual phonemes of English (as
in saying I would have gone) but also to use fluent „connected
speech‟ (as I‟d‟ve gone). It is for this reason that we should
involve students in activities designed specifically to improve their
2) Expressive Devices : native speakers of English change the
pitch and stress of particular parts of utterance, vary volume and
speed, and show by other physical and non verbal (paralinguistic)
means how they are feeling (especially in face-to-face interaction.
The use of these devices contributes to the ability to convey
meanings. They allow the extra expression of emotion and
intensity. Students should be able to deploy at least some of such
suprasegmental features and device in the same way if they are to
be fully effective communicators.
3) Lexis and grammar : spontaneous speech is marked by the
use of a number of common lexical phrases, especially in the
performance of certain language function. Where students are
involved in specific speaking context such as a job interview, we
can prime them, in the same way with certain useful phrase with
they can produce at various stages of an interaction.
4) Negotiation language : effective speaking benefits from the
negotiatory language we use to seek clarification and to show the
structure of what we are saying.
b. Mental/ social Processing
If part of speaker‟s productive ability involves the knowledge
of language skills such as those discussed above, success is also
1) Language processing : effective speakers need to able to
process language in their own heads and put it into coherent order
so that it comes out in forms that are not only comprehensible, but
also convey the meanings that are intended.
2) Interacting with others : most speaking involves interaction
with one or more participants. This means that effective speaking
also involves a good deal of listening, an understanding of how the
other participants are feeling, and a knowledge of how
linguistically to take turns or allow others to do so.
3) (On-the-spot) information processing : quite apart from our
response to others‟ feelings, we also need to be able to process the
information they tell us the moment we get it. The longer it takes
for „the penny to drop‟ the less effective we are instant
communicators.
4.Characteristic of Successful Speaking
According to Ur P in Shojaee journal (1996:2) provides some
characteristics of successful speaking activity:
a. Learners talk a lot
As much as possible in the activities in the classroom have to be
dominated with learner to be more active. Classroom activities must
be design in such ways that provide opportunities for learner to talk a
lot.
A minority of talkative students should not dominate classroom
discussions, and contributions must be fairly distributed. Classroom
activities must be designed in ways that help all the students to take
risk.
c. Motivation is high
Learners are eager to speak because they are interested in the topic,
and want to contribute to achieving a task objective.
d. Language is comprehensible
Learners express themselves in utterances that are relevant, easily
comprehensible to each other, and of an acceptable level of language
accuracy. The teacher must also base the activity on easy language so
that the students can use the language fluently without hesitation.
e. Student speak the target language
The teacher must keep students speaking the foreign language.
Habituating using English language can make the students easily in
practicing English. It is also force the students to how to understand
the language.
5. Students’ Fluency In speaking
Speaking activities in the language classroom have variety of
goals, such as; learning of content matter, learning of language items from
other participants, learning communication strategies, developing skills in
in the English language is a students‟ fluency in speaking. Fluncy is very
important to be noticed in improving English language. Mastering
grammar but fluency in English is less, then it will be difficult to respond
to the conversation.
Fluency appears to be related to neural patterning from the visual
sensory intake and print word processing areas in the occipital lobes.
Neural networks connect the auditory processing centers in students‟
temporal lobes to their executive functioning and word identifi cation
centers in their prefrontal lobes (Geake, 2006).
According to the American Heritage Dictionary (2000:677), fluent
is able to express oneself readily and effortlessly: a fluent speaker; fluent
in three languages. Fluency in English is very important to be increased by
students in school. Due to speak English fluently, students will be more
confident to learn English.
Fluency is ability to speak English easily, without any hiccups.
(Rahul Dwivedi: 2014). Fluency comes with practice in your everyday
life, student cannot study fluency speaking only in books. The thing with
speaking English fluency is the students do not need concentrate on the
grammar while speaking. According to Rahul Dwivedi (2014) there are
some ways how to speak English fluently, they are:
a. Practice
Speaking English fluently is something that is very important
students do not pay much attention to using correct grammar, by the
book, the English would sound extremely weird. However, it would be
better if the slang that has infiltrated into the language and also lack of
attention to the grammatical rules while speaking.
b. Small Talk
Learn how to begin a conversation. This will also grow
student‟s confidence. Try to ask simple conversation with someone in
front or behind you such as “what time is it?” then try to continuing
the conversation. Do not be shame to ask them if you have trouble
understanding.
c. Confidence
Practicing English speech will require confidence. During a
social gathering, start small conversations. Don‟t hesitate to ask the
person to repeat him or herself. If you do not understand the meaning
of particular word or phrase, ask them to clarify. Chances are they
know you are in the learning process and would gladly help. So, don‟t
be afraid if your conversation wrong and stay to continuing the
conversation.
d. Listen
Reading and speaking is not enough. Listen to how people
speak, the pronunciations, and the way words are use. Watch T.V.,
observe how they prenounce the words. This is the simple way and it
can make enjoy when doing this.
e. Read Books
Read novels concentrate on the formation of the sentences.
Novels have dialogue, a conversation between two people that you can
use to your advantage. Notion how people speak. They do not pay
attention to the grammar as much as they do to talking. Also when you
are reading, mark every unusual phrase or word and find out what it
means. Incorporate new words into your vocabulary.
f. Do Not Translate
Avoid translating what you hear, or what you say. Translating
a phrase from your mother tongue to English or vice versa will
completely rain the actual meaning of the phrase. It will also most
likely be incorrect. Instead, use a dictionary.
g. Study Words And Phrases
You may know a thousand words in the language, but putting
them together and making an intelligible sentence could be difficult.
This is because you are not concentrating on using the words you are
learning. To speak fluently, you need to learn how to put words
together into phrase and sentence.
h. Idioms
Idioms are an essential part of the English language. You will
hear somebody saying „break a leg‟ to you before your English exam,
and you would be baffled at why somebody would want you to break a
leg. „Break a leg‟ is actually an idiom meaning „best of luck‟ or „I
hope you do well‟. Fluency in English requires the knowledge of
idioms.
i. Do Not Think of Yourself As a Student
To become fluent, think of yourself as a person who can speak
English. You will make mistakes, but these are the building blocks. As
a student, you would probably find yourself studying Grammar books,
but this is not important.
B. Conversation Starter
1.The Definition
Conversation starter is one of technique to improve speaking skill. It
may called to begin the conversation. An opener often takes the form of an
open-ended question, which can lead to further comments or conversation
as well as creating topics for future conversations. conversation opener is
often referred to as small talk and is used to make both people in a
conversation feel comfortable. According to John Depillis (2002:03), good
conversation is an exchange of ideas that can be surprising, refreshing,
challenging or affirming.
Conversation has many aspects and a bit like an opinion. It may
conversation starter is to help students on developing their conversation
skills and to help with building relationships through conversation.
According to the Kim Chamberlain (2014), the aims of conversation
starter are:
a. Develop your thinking skills is stimulate your brain and keep your
mind sharp and flexible; try new or different ways of thinking;
mentally grapple with new concepts; learn from others.
b. Develop creativity is take your brain to a space where the creative
juice can flow.
c. Enhance problem- solving skill is develop new and unusual ways of
looking at issues; try out different strategies; gain a new angle on logic
and reasoning.
d. Develop conversation skills is work on your speaking skills and
techniques
Being creative allows you to produce new ideas and new thoughts.
The conversation starter provide the opportunity for new ways of looking
at issues; a chance to be listened to; a chance to work out what your
thoughts are on a topic; an opportunity to discuss serious issues; a way to
connect with others; an avenue to learn new things; a way to find out more
about other people; as well as a chance for fun and laughter. They may
you have not talked- or even thought- about before. (Kim Chamberlain,
2014.
2.Technique for Conversation Starter Information
There are many problems for students to increase their speaking
skill. They feel awkward, painful, or afraid and no one seems interest
when speak with friends or speak in the class. Technique of conversation
starter is can practice the student‟s speaking fluent and easier. The
example below is how conversation starter can be a technique to practice
student‟s fluency in English learning process. To practice this technique,
the teacher makes the students to find a partner and ask them to discuss
about the card that the teacher gives to them before.
The usual conversation:
You : “Hi, how are you?”
The answer : “Fine, you?”
You : “Fine too, thank you”
This conversation makes the uncomfortable pause in the
conversation starts. It is cannot make long conversation and cannot make
the students practice to speak in English more.
Improved Conversation Starter
It‟s easy to completely turn this situation around. The students
their partner suddenly want to talk to you. Give something to pick up on
which they can use to advance the conversation
You : “How are you?”
The answer : “I‟m good. I just finished my homework and I‟m
so happy that it is now done”.
The other person might reply to your comment:
“That‟s great. What was the homework?”
“Did the homework easy or not?”
“Yes, I know how that feels. I just finished one myself”
“I‟m hoping to get to that stage myself soon.”
As soon as they provide more information to you, you now also
have the opportunity to ask them questions. People like it when others are
interested in them so you now have a great opportunity. They‟d probably
love to tell you about their project. (www.life-with-confidence.com)
The point of this technique isn't to reveal confidential information
about yourself. just add a few details and make them comfortable with the
details. Making the conversation as easy as possible for the other person.
3.Teaching Speaking Through Conversation Starter Technique
Speaking English is one of aspects of language teaching that very
difficult to be taught. It needs strategy that can make the students more
In Conversation Starter Technique, they have to speak with their partner
for a minute in each circle. Here are the steps of this activity:
a. The teacher asks to the students to find a partner from the class, the
partner can be friend in beside them. So, they will pair to pair with
their friends.
b. (Cycle 1) The teacher asks to the all students in class to make
conversations or dialogue with friend in beside them. The teacher
gives a topic and asks them to speak up for 5 minutes.
c. (Cycle 2) if the cycle 1 finished, The teacher asks to the students who
sit in the right side to stand up, and in the left side to stay sit on chair.
And ask them to be face to face. Then, the teacher gives each student a
card that consist some questions. The students who sit up should
answer the questions from her/his partner, and speak up for 3 minutes.
Then, the students who sit on chair will do the same way after it.
C. Research Hypothesis
The formation of hypothesis is approached by a review of the existing
knowledge which relates to the phenomena for which an expalanation is being
sought. The organization or reorganization of this knowlede serves as the
basis for constracting or selecting a theory which generates a hypothesis about
the relationship that exists between two or more concept. (FPS IKIP Jakarta:
1988;2)
Based on the statement above, the researcher tries to determine the
starter technique is effective to improve students‟ fluency in speaking
(Classroom Action Research at The First Grade Students at SMK N 1
CHAPTER III
RESEARCH REPORT
A. Setting of Research
This research is done in the class of first grade students of SMKN 1
Salatiga in the academic years of 2014/ 2015. SMKN 1 Salatiga is one of the
best and favorite vocational high schools in Salatiga. It is located Jl. Nakula
Sadewa 1/3 Dukuh, Sidomukti Salatiga. This school divided into six
departments. They are Accounting, Office Administration, Sales / Marketing,
Chef, Beautician and designer/clothing design. The headmaster of SMKN 1
Salatiga is Bambang Dwi H, S.Pd., M.Pd
1. The History of SMKN 1 Salatiga
In 1967, there was no Vocational School (SMK) State in Salatiga.
So the founders of the committee formed State Preparation SMEA known
by Mr. Mayor Salatiga (Bp.Letkol S.Soegiman at the time) and supported
by the Party Muspida. With head offices permit the Department of
Education and Culture, Central Java Province No.IDPE / 435 / D / 67,
dated 1967 17Januari, then stood SMEA The status of preparation in
Salatiga. On this basis, a request to be upgraded to the level of the
Ministry of Education and Culture in Jakarta to be upgraded to the status
of preparations SMEA SMEA State. By letter of the Head of State SMEA
preparation No.M / 30/115 dated May 25, 1968, which accompanied the
Decree of the Minister of Education and Culture of the Republic of
Indonesia No. 191 / UUK-3/1969 dated May 25, 1968 , which gives an
increase in the status of the preparation become SMKN 1 Salatiga.
Over time, SMEA School 1 Salatiga with the assistance of the
State managed to occupy a new building located in the village of
Kembangarum which has a land area of approximately 15,000 m2. Until
now, the title had been changed into SMEA SMK 1 by decree. Education
Minister No. 036 in May 1997.
2. Vision and Mission of SMKN 1 Salatiga
a. Vision
Produce graduates who believe, Competence, and Competitive and
environmentally sound.
b. Mission
1) Increasing Faith and devotion learners.
2) Educate students to be responsible citizens and character.
3) Educate learners, able to implement healthy living, has the
insight, the environment, and the arts.
4) Educate and train the learners have appropriate skills
competence skill
5) To foster an entrepreneurial spirit.
6) To provide students with knowledge and skills as a preparation
3. Students of SMKN 1 Salatiga
There are 1299 students of SMKN 1 Salatiga in the academic year
2014/2015. There are 424 students in the tenth grade, 455 students of
eleventh grade and 420 students of the twelfth grade. Tenth and eleventh
grade consist of thirty classes and divided into six departments, they are
three classes for accounting, three classes for office administration, two
classes for marketing, two classes for chef, two classes for designers, and
one class for beautician departments. Twelfth grade Each consist of twelve
classes, divided into departments, they are three classes for accounting,
three classes for office administration, two classes for marketing, two
classes for designer, one class for chef and one class for beautician.
4. Location of SMKN 1 Salatiga
a. Street : Nakula Sadewa I/3
b. Telp/Fax : (0298) 323566
c. Village : Kembangarum
d. Subdistrict : Sidomukti
e. Post code : 50722
5. Condition of Students, Teacher And Functionary in SMKN 1 Salatiga
a. Condition of students
Totaly, SMKN 1 Salatiga have 1299 students in 2015. This is the
Table 3.1
Table the Condition of Students
Grade
Number of
Class
Number of
Students
X 13 424
XI 13 455
XI 12 420
TOTAL 38 1299
6. Infrastructure and Facilities of SMKN 1 Salatiga
In the process of teaching and learning activities SMKN 1
Salatiga supported by the facilities and infrastructure is sufficient.
Infrastructures are whatever is in the school in the physical form (movable
or immovable objects), and the function to help all the activities of
teaching and learning.
Table 3.2
Table of Infrastructure
1. Cadaster Large m2
Table 3.3
Table of the Facilities
2. Facilities Total Condition
a. Classroom 38 unit Fine
b. Library 1 unit Fine
c. Accounting laboratory 1 unit Fine
d. Secretary Laboratory 1 unit Fine
e. Marketing Laboratory 1 unit Fine
f. Design Laboratory 1 unit Fine
g. Beauty Laboratory 1 unit Fine
h. Chef Laboratory 1 unit Fine
i. Computer room 1 unit Fine
j. Teachers‟ room 1 unit Fine
k. Headmaster room 1 unit Fine
l. Health room 1 unit Fine
m. Volley-basket field 1 unit Fine
n. OSIS and Scout‟s office 1 unit Fine
o. Mosque 1 unit Fine
p. Mini Bank 1 unit Fine
q. Meeting Hall 1 unit Fine
r. Honest Canteen 1 unit Fine
t. Language Laboratory 1 unit Fine
B. Research Methodology
1.Classroom Action Research
Classroom action research is the action research which is doing in
the classroom to improve the quality of learning in the class using
strategic or technique that teacher applied.
According to Prof. Arikunto (2008: 2), there are three items that
can be explained in a classroom action research, namely:
a. Research : Points to a close watch on the activities of an object
by using the methods and rules of a particular methodology to obtain
data or information that is useful in improving the quality of the things
that interest and importance to researchers.
b. Actions : Pointing at something deliberate movement activities
with a specific purpose. In the form of a series of cycles research
activities for students.
c. Class : In this case is not tied to understanding the classroom,
but in a more specific sense. As it has long been recognized in the
field of education and teaching, which is intended by the term class is
a group of students who are in the same time, receiving the same
According to Isaac (1982:55), the purpose of doing classroom
action research is to develope new skills or new approaches and to solve
problems with direct application to the classroom or working world
setting.
2.The Characteristic of Classroom Action Research
There are several characteristics of doing classroom action
research, they are: (Isaac, 1982:59)
a. Practical and directly relevant to an actual situation in the working
world. The subjects are the classroom students, the staff, or others with
whom you are primarily involved.
b. Provides an orderly framework for problem- solving and new
developments that is superior to the impressionistic, fragmentary
approach that otherwise typifies developments in education. It also is
empirical in the sense that is relies on actual observations and
behavioral data , and does not fall back on subjective committee
“studies” or opinions of people based on their past experience.
c. Flexible and adaptive, allowing changes during the trial period and
sacrificing control in favor of responsiveness and on-the-spot
experimentation and innovation.
d. While attempting to be systematic, action research lacks scientific
rigor because its internal and external validity is weak. Its objective is
little control over independent variables. Hence, its finding, while
useful within the practical dimensions of the situation, do not directly
contribute to the general body of educational knowledge.
3.The Principles of Classroom Action Research
To obtain information about classroom action research, the
researcher must understand the principles that must be met when doing
classroom action research. To understand the principles and apply it, then
what can be done successfully with either.
The following principles in conducting classroom action research
by Arikunto (2008: 6):
a. The real activities in routine situation
The researcher doing classroom action research without
changing the routine situation and schedule of existing in the class. So,
the researcher continue to explain the subject that teacher have done.
b. The existence of self-awareness to improve performance
Classroom action research carried out not because of any
coercion or request from the other party, but must be on a voluntary
basis, with pleasure, because waiting for the results that are expected
to be better than the results have not been satisfactory and felt that
needs to be improved. Characteristic of classroom action research
concerning matters not static, but dynamic, it is the change.
Classroom action research has to begin with doing SWOT
analysis, consisting of elements: S-Strength, W-Weaknesses,
O-Opportunity, T-Threat.
d. Empirical and systemic effort
The fourth principle is the application of the principle to three.
the SWOT analysis has been done, of course, if teachers do research
an act, then it follows the empirical principle (related to the
experience) and systemic, relying on the elements related to the overall
system related to the object being worked on.
e. Follow the SMART principle in planning
SMART in the process of planning the activities of the
five-letter abbreviation meaningful. As for the meaning of each five-letter is as
follows:
1) S - Specific
2) M - Manageable
3) A - Acceptable and Achievable
4) R - Realistic
5) T - Time- ound
4.Object of Classroom Action Research
According to Kunadar (2011: 66-67) object of action research,
a. Students, can be observed when the students are conducting
creativities in class
b. Teacher, while teaching in class, guiding and assisting students who
are conducting various activities related to the teachers' teaching and
learning process.
c. Media Education, which can be observed when the teacher was using
the media or tools in the learning process.
d. Learning Outcomes, which can be accurate improving student learning
outcomes, both academic and non-academic as one indicator of quality
or the quality of teaching and learning process.
e. System evaluation and learning outcomes
f. Environment
So, classroom action research focuses on the class or the learning
process that occurs in the classroom and not on the input classes, such as
the syllabus and materials. Action research is not confined to the
classroom that are active in the learning process in a closed room, but can
also occure when students are conducting activities outside the classroom,
such as when students are study tours, in the laboratory, various other
places, etc.
C. Subject of the Research
The researcher took at the first grade students of SMKN 1 Salatiga, it
this research was the students of cooking class2 that consist of 37 students
with 5 males and 32 Females students, in the academic year of 2014/2015.
They have English lesson two meetings in a week which are divided into two
ours lesson, one our lesson is 45 minutes.
Table 3.4
List Subject of the Research in First Grade Class BO2
Of SMKN 1 Salatiga is showed in the Table Below k
No Nama
1 Adilia Fajar Anggraeni 2 Agapezia Immanuella J 3 Amal Amaniul Ulfa 4 Anna Widiasari 5 Aniffatur raohmah 6 Araafian hartawan Sri W 7 Catur Wulandari 14 Erika Widiyatmaya 15 Fristika Savira Andiani 16 Gian Fianita Nilasari 17 Henrika Puja Isti C 18 Indra Anggreani 19 Kalila Nur Azimah 20 Kelvin daud Palar 21 Lina Asfiyana Isdaryani 22 Mutiara Wardani U 23 Nesty Mauliddya 24 Nida Luthfiana
28 Retno Handayani 29 Risa Emawati 30 Sangpradiqta N S 31 Siti Nur Azizah 32 Tika Setyawati
33 Ulfa Deanita Phawestri 34 Venia Ayu Wulandari 35 Yati Kurnia
36 Yulianingsih Safitri 37 Yuni Arsih
D. Research Procedures
According to Kemmis and Mc Taggart (1998) from Kunandar‟s book
(2011: 70-75) classroom action research conducted through the dynamic and
complementary processes which consist of four essential “momentum”, they
are:
1. Planning
Planning is developing action plans critically to improve what has
happened. It should be arranged base of the first observation result, for
examples researchers should conduct preliminary observations on the
general situation of the class; researcher conducted the observations of
classroom learning process; and make some notes about the situation that
should be repair. From the steps above, the researcher can find the
problems and how to solve the problem that occurs in the learning
process.
From the explanation above, the researcher make a schedule. First,
method in the class. Then, make a purpose of learning based on the
observation and prepare the lesson plan.
2. Action
Action is the act of conscious and controlled, which is a variation
of a accurate and prudent practice. The researcher acts as teacher doing
her lesson plan in the class. In this section, researcher as a teacher needs
an observer. Task of researcher is to observe the teacher‟s teaching
technique and the class condition when the learning process occurs.
The teacher open the class and expalain to the learners what they
are going to discuss. The teacher also use the AVA to stimulate the
learners when explain the materials.
3. Observe
Observation serves to document the effects of related actions. the
object of observation is the whole process related action, the effect
(intentional or unintentional), the circumstances and constraints of the
planned measures and their effects, as well as other issues that arise in the
related context. Observation activities in the classroom action research is
data collection activities as a process performance changes of KBM
The tool used by researcher here is test. While, to get the data
about students‟ responses during learning process in a note.
4. Reflection
Reflection trying to understand the process, problems, issues, and
discuss with the observer about the learning process. Also, to find the
weakness and the advantage of the technique then find out the appropriate
solution.
E. Technique of Collecting Data
In order to get the data, the researcher presents the act of collecting
data as follow:
1. Test
The researcher gives the tests which consist with pre- test and
post- test after the treatment.
a. Pre- test
Pre- test is given before the research is conducted. It is given to
all students in the class when the learning process as usual. Pre- test is
administrated to know the ability of students in speaking totality.
b. Treatment
After giving pre- test, the students are given treatment by using
conversation starter technique in the improving of speaking fluency.
c. Post- test
In the end, the researcher gives the post- test to the students in
the class. Post- test is administrated to know whether significant
difference before and after the treatment.
To help the researcher analyzing the data, the researcher also
observes the students while they are studying in the class. The researcher
observes the first grade students of SMKN 1 Salatiga after the research
permission accepted on April, 27th 2015 until the research is conducted on
May, 06th and 13th 2015. It is intended to know how well they understand
the material and their speaking fluency in English. The researcher also ask
an observer to observe the researcher‟ performance in teaching speaking
whether conversation starter technique while this research is conducted.
3. Recording
The researcher also records the activities in the class while this
research is conducted. The researcher asks the observer to students‟ and
researcher‟ activity in the class. It is intended to review the students‟
speaking performance.
4. Documentation
According to Arikunto (2010:274) documentation is the method
used to find the data or variable that related with, note, transcript, book,
magazine, agenda, etc. The documentation is done by taking the picture
while the researcher teaches in the class.
F. Technique of Data Analysis
The researcher conducted the classroom action research of teaching
speaking using Conversation Starter Technique at first grade students of
SMKN 1 Salatiga in the Academic Year of 2014/2015. In the analyzing data
This method is used to know the students‟ score of speaking in each
cycle. The formula according Hadi (1981:246):
1. Mean
M=
Where,
M : Mean of students‟ score
∑X : The sum of students‟ score
N : The total number of students
2. SD (Standart Deviation)
The first step, the writer calculate SD, the formula is:
SD
D=
√
(
)
Where,
SD : Deviation Standard for one sample t- test
D : Different between pre- test post- test
N : Number of observation in sample
3. T- test
After calculating the SD, the writer calculate t- test to know is there any
t
0=
( ) (√ )
Where,
t
0 : T- test for the differences of pre- test and post- testSD : Deviation Standard for one sample t- test
D : Different between pre- test and post- test
N : Number of observation in sample
4. Percentage score
The researcher also uses percentages score to analyze the result of
questionnaire test.
P =
Where,
P : Percentage
F : Frequency
CHAPTER IV
IMPLEMENTATION OF THE RESEARCH
A. Field Note
In this implementation, the researcher arranged two cycles. In each
cycle, the steps are planning, acting, observing, and reflecting.
1. Cycle I
a. Planning
In this step the researcher prepared:
1) Materials, making lesson plan, power point and designing the step
doing action.
2) List of students‟ name
3) Teaching aid ( rubric assessment, digital camera, recorder, reward,
and etc)
4) Sheet for classroom observation
5) Test (pre- test and post- test)
b. Implementation of the action
On Wednesday, 06th of May 2015 the researcher with the
English teacher named Mrs. Farida and the observer entered the class.
The class was not crowded, because most of them are girl students. It
seemed that they were ready to get the next lesson, so it did not need a
long time to begin the class. Before the researcher began the class, the
class would be handled by the researcher. So, she asked the students to
pay attention when the researcher taught in the class.
Teacher : “Good morning class”
Students : “Good morning”
Teacher : “How‟s life?”
Students : (the students seemed confused and not
answered)
Teacher : “How are you?”
Students : “I‟m fine, thank you. And you?”
Teacher : “I‟m very well, thank you. Ok, before we start
our lesson today, let‟s pray together. Let‟s
begin. “
Students : (bow the head and pray together)
Teacher : “Finished. Ok, are you tired?”
Students : “Yes” (some of students)
Teacher : “Ok, because you are tired, I would like to
give icebreaking for you. All of you stand up,
please.
Students : (All of students stand up together)
Teacher : “Ok, all of you please turn to left and take your
hand to your shoulders‟ friend. Dan sekarang
pijit bahu temannya.(and now give touches to
Students : (giving touch each others)
Teacher : “Stop. Now, turn to right. Give some touching
to your friend until they feel fresh.
Students : (giving touch each other)
Teacher : “Stop. Have you felt fresh now?”
Students : “Not yet”
(the teacher asked to the students to did the same moval again)
Teacher : “have you felt fresh now?”
Students : “Yes”
Teacher : “Are you ready to study” (repeat into three
times)
Students : “YES”
Teacher : “Before we start our study, I would like
introduce myself. My name is A‟yun Mas‟udah
and you can call me Kak A‟yun. I will
introduction my friends also, she is Fizani
fadilah, she is Farrah Zakiyah Anwar and in the
back of you is Ayu Rohani. Ok, here I want you
to help me to complete my research. I‟m as a
researcher, my friends Fizani and Farrah as a
documenter and observer. Before we start our
lesson, I will give you a practice English with
your friends in beside you. And the question is
what did you do in the last weekend?. Ok,
please discuss it.
(When all students started to conversation, the teacher checked
the students one by one. How the student speaks in English, are
they can speak fluently or not. The teacher also took score for
pre- test to them. After it, the teacher started explaining the
material. She explained the definition of past tense)
Teacher : “Ok class, anyone knows what the definition
of past tense is?”
Students : (The student keeps silent)
Teacher : “Ok, now please read loudly the definition of
past tense” (direct to the screen of power
point)
Students : (The students read together)
Then, the teacher gave the students an example of past tense
and explained the formula.
Teacher : “Ok class, I will give you task, and please
write in this answer sheet”
(The teacher checked one by one, are they find some
difficulties when did the task. And answer the question from
student who still confused with the task).
Teacher : “Have you finished?”
Students : “Not yet!” (Most of them)
(About 15 minutes later)
Teacher : “Time is up, guys. Please collect your task in
my table”
Students : “Ok, miss”
Teacher : “Ok, now I want to you help me to practicing
my technique, it is called conversation starter. I
want you to make a conversation with your
friend in beside you. Then, I will take score in
your speaking fluency. I hope, all of you can
help me to complete my graduating paper. Are
you understand?”
Students : “tidak mengerti, bu. We do not understand,
mom”
Teacher : “Ok, jadi saya mau minta bantuan kepada
