THE IMPLEMENTATION OF TIME TOKEN
ARENDS METHOD TO IMPROVE STUDENTS
’
SPEAKING SKILLS OF THE TENTH GRADE
STUDENTS OF SMK SARASWATI SALATIGA
IN
2015
/2016
ACADEMIC
YEAR
A GRADUATING PAPER
Submitted
to
the
Board
of
Examiners
as
a
partial
fulfillment
of
the
requirements
for
the
degree
of
Sarjana
Pendidikan
(S.Pd) in
English
Education
Department
of
Teacher
Training
and
Education
Faculty State
Institute
for
Islamic
Studies
(IAIN)
Salatiga
Ismiatul Faidah
113-12-162
ENGLISH
EDUCATION
DEPARTMENT
TEACHER
TRAINING
AND
EDUCATION
FACULTY
STATE
INSTITUTE
FOR
ISLAMIC
STUDIES
(IAIN)
SALATIGA
DECLARATION
ميحرلا نمحرلا الله مسب
Hereby the writer declares that this graduating paper is written by the writer
herself. This paper does not contain any materials which have been published by
other people and other people‟s idea except the information from the references.
The writer is capable to account to her graduating paper if in the future it is
proven of containing other‟s idea or in fact, the writer imitates the other‟s graduating
paper.
MOTTO
║ Do something by spirit and hard work ║
DEDICATION
ACKNOWLEDGEMENT
Alhamdulillah, thanks to Allah SWT, God the almighty for the
blessing given to the writer in completing this graduating paper as one of
requirement to finished study in English Education Department, Teacher
Training and Education Faculty.
This graduating paper would not have been completed without
support, guidance and help from individual and institution. Therefore, she
would like to express special thanks to:
1. Dr. H. Rahmat Haryadi, M.Pd. as the Rector of State Institute for
Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education
Faculty.
3. Noor Malihah, Ph.D, as the Head of English Education Department.
4. Ruwandi, S.Pd, M.A as consultant who has educated, supported,
directed and given the writer advice, suggestion and recommendation
to her for this graduating paper from beginning until the end. Thanks
for his patience.
5. All lecturers, especially the lecturers of English Education Department
of State Institute for Islamic Studies (IAIN) Salatiga.
6. Her beloved Mother (Ibu Rupiatun), Her beloved Father (Bapak Ali
Muhtarom), Her Sister and Her Family, Thank for their love, prayer,
7. Drs. H. Budi Triyanto Baskoro as the head master of SMK Saraswati
Salatiga, teachers and staffs of SMK Saraswati Salatiga thank you for
their help.
8. Mrs. Nurhayati, as the teacher of SMK Saraswati Salatiga, as the
collaborator, thank you for allowing her in observing the teaching
process.
9. Mr. Ahmad Syafi‟i, as the teacher at SMK N 01 Bancak, as the
validator for the value time to correcting the instruments and share
about the research.
10.All class members of X MMB SMK Saraswati Salatiga, thank for their
cooperation during the teaching learning process.
11.Her beloved friend, Nailul Ghufron Aziz, thanks for support and
thanks for everything.
12.All her friends at English Department who cannot be mentioned one
by one.
13.Her dream, thanks for teaching her how to be good person, patient,
smile, share, care, and love.
Salatiga, June 21,
2016
The researcher
Ismiatul
TABLE OF CONTENTS
TITLE………. i
DECLARATION………... ii
ATTENTIVE COUNSELOR NOTES……… iii
STATEMENT OF CERTIFICATION………... iv
MOTTO……….. v
DEDICATION………... vi
ACKNOWLEDGMENT………... vii
TABLE OF CONTENTS……….. ix
LIST OF TABLES………. xii
LIST OF FIGURES………... xiii
LIST OF PICTURES……… xiii
ABSTRACT……… xiv
CHAPTER I: INTRODUCTION………. 1
A. Background of the Problem………. 1
B. Identification of the Problem………... 4
C. Statement of the Problem……… 5
D. Objective of the Study……… 6
E. Benefit of the Study………. 6
F. Limitation of the Problem……… 7
G. Definition of the Key terms………. 7
H. Review of Previous Research……….. 8
I. The Graduating Paper Organization……… 10
CHAPTER II: UNDERLYING THEORIES………. 12
A. General Concept of Speaking……….. 12
1. Definition of Speaking………... 12
2. Type of Speaking Performances……… 13
3. Elements of Speaking……… 14
4. The Principal for Teaching Speaking……… 16
5. Classroom Speaking Activities……….. 18
6. Evaluation/Assessment of Speaking skills……… 21
B. General Concept of Time Token Amends………... 30
1. Step of Time Token Amends Method………... 30
2. Strength and Weakness of Time Token Amends Method…………. 31
C. Use Time Token Amends in Teaching Speaking Skills……….. 32
CHAPTER III: METHODOLOGY OF RESEARCH……….. 34
A. Setting of the Research……… 34
2. Research Schedule………. 34
B. Method of Research………. 36
C. Subject of the Research………... 36
D. Data Collection Method……….. 38
E. Research Instrument……… 40
F. Evaluation Criteria………... 44
G. Procedure of Research………. 46
H. Model of the Research………. 48
I. Technique of Data Analysis………. 49
CHAPTER IV: RESEARCH RESULT AND DISCUSSION……… 51
A. The Profile of SMK Saraswati Salatiga………... 51
1. The List of Educational Facilities and Tools………. 52
2. The List of Teacher of SMK Saraswati………. 54
3. The Distribution of the Class………. 57
B. The Profile of Research Subject……….. 58
C. Data Analyzes……….. 58
CHAPTER V: CONCLUSION and SUGGESTION………. 90
APPENDIX E Lembar Validasi ………. 127
APPENDIX F Lembar Observasi Keterlaksanaan ………. 158
APPENDIX G Lembar Observasi Aktivitas Belajar Siswa……… 162
APPENDIX H Field Notes ……… 169
APPENDIX I Result of Interview ……….. 173
APPENDIX J Students‟ Sample Work……… 176
LIST OF TABLES
Table 2.1 Test of Spoken English Scoring Scale………. 23
Table 2.2 Oral Proficiency Scoring Categories……….. 27
Table 3.1 Research Schedule……… 35
Table 3.2 List of X MM B ………... 37
Table 3.3 Students’ Score Sheet ………. 40
Table 3.4 Score Criteria ………... 41
Table 3.6 Students’ Observation Sheet ……….. 42
Table 3.7 Assessment Scale for Oral Ability ………. 44
Table 3.8 Criteria Scoring ……….. 46
Table 4.1 Educational Facilities and Tools in SMK Saraswati Salatiga.. 52
Table 4.2 List of Teacher in SMK Saraswati Salatiga ……….. 54
Table 4.3 List of Staff in SMK Saraswati Salatiga ……... 57
Table 4.4 Distribution of Class of SMK Saraswati Salatiga ………. 57
Table 4.5 Score of Students’ Pre Test……….. 59
Table 4.6 Criteria of Students’ Achievement of Pre-Test……….. 59
Table 4.7 Score of Students’ Post-Test in Cycle 1……….. 60
Table 4.8 Criteria of Students’ Achievement of Post-test in Cycle 1…... 60
Table 4.9 Table of Students’ Deviation of Pre Test and Post-Test in Cycle 1………. 61 Table 4.10 Table of Students’ Observation Sheet in Cycle 1………. 65
Table 4.11 Score of Students’ Post-Test in Cycle 2……… 66
Table 4.12 Criteria of Students’ Achievement of Post-Test in Cycle 2……… 67 Table 4.13 Table of Students’ Deviation of Post-Test in Cycle 1 and Post-Test in Cycle 2………... 68 Table 4.14 Table of Students’ Observation Sheet in Cycle 2………. 72
Table 4.15 Result of Teaching-Learning……….. 86 LIST OF FIGURES
Research………...
Figure 4.1 Coupon (Consist of
Word)……….
83
LIST OF PICTURES
Picture 2.1 Test of Spoken English
Guide………...
26
Picture 2.2 Subcategories of Oral Proficiency
Scores………
29
Picture 4.1 The Coupon (Consist of
Pictures)……….
ABSTRACT
Ismiatul Faidah. 2016. “THE IMPLEMENTATION OF TIME
TOKEN ARENDS METHOD TO IMPROVE STUDENTS’ SPEAKING SKILLS OF THE TENTH GRADE STUDENTS OF SMK SARASWATI SALATIGA IN 2015 /2016 ACADEMIC YEAR”. Graduating Paper. English Education Department State Institute for Islamic Studies (IAIN) Salatiga Counselor: Ruwandi, S.Pd, MA.
The objectives of this research are (1) to describe the implementation of time token arends to improve students‟ speaking skills. (2) to describe that
time token arends method increases the students„ speaking skills. (3) to
describe that the time token arends method significantly improve the
students„ speaking skills. This classroom action research was conducted at SMK Saraswati Salatiga. The procedure of the research consisted of planning, action, observation, and reflection. The data were collected from spoken test, observation, interview and document. The observation during the process of English teaching and learning was conducted by the observer. In this research, the writer acted as the practitioner. The researcher used two cycle. The research findings showed: The mean of Pre-test 64.625, the mean of post- test 1 68.125, the mean of post-test 2 74.291. The implementation of time token arends method significantly
improve student‟s speaking skills. This was proved from the result of t-test and t-table in cycle 1 (11.91>2.069) and the result of t-test and t-table in cycle 2 (10.26>2.069). It showed that the score of t-test was higher than the score of t- table. Based upon the finding of the data above the writer
concluded that using time token arends increase students‟ speaking skills.
CHAPTER I
INTRODUCTION
A.
Background of the ProblemThe Tenth Grade Students of SMK Saraswati still possess a big
problem in mastering speaking skills. English is not mother tongue for
students, but English is a foreign language. So the students have a problem in
speaking because they does not use English as a habit, students only learn
English in school and not use English at home or in the environment around
them to communicate with each other. English is also not used by students
every day.
Unlike writing, speaking is a direct language performance. Speaking
happens in real time, usually the person you are talking to is waiting for you to
speak right then. When you speak, you cannot edit and revise what you wish
to say, as you can if you are writing. According to Nunan (2003:50) as we saw
in the speaking-writing contrast, there is limited time for planning and editing
speech during conversation. And for less-than-proficient speakers, managing
the components of language that must work together when we speak is very
demanding indeed. In writing, more visual, permanent, delayed reception, pay
attention with punctuation, delayed or no feedback and unlimited planning,
editing, revision.
There are several factors need to mastering speaking skills as studying
actual conversation didn‟t sound like the text book dialogues. To speak in a
foreign language learners must master the sound system of the language, have
almost instant access to appropriate vocabulary and be able to put words
together intelligibly with minimal hesitation. In addition, they must also
understand what is being said to them, and be able to respond appropriately to
maintain amicable relations or to achieve their communicative goals.
In master speaking, we study about composed utterances. An utterance
is something someone says. The next level is clause and phrase. A phrase is
two or more words which function as a unit but don‟t have a subject or a verb
marked for tense. Clauses are two or more words that do contain a verb
marked for tense. Learn about free morpheme and bound morpheme.
Pronunciation is covered elsewhere. Then learn about phoneme. A phoneme is
a unit of sound in language that distinguishes meaning. After that in the last
we learn about Stress, Rhythm, and intonation, it is important in speaking
(Nunan, 2003:51-54)
In addition, culture is also needed in master speaking. when someone
talk to others he is using their native languages and every person from
different regions has different culture. We must know about our culture,
culture is needed for us to communicate with other people from the same
region or different regions. When we communicate with people from other
region, The first thing discussed is about the culture because each region has
One of the problem raised in the interview at January 12, 2016. Based
on the results of pre- interviews that have been conducted with Mrs. Nurhayati
English teachers at SMK Saraswati Salatiga, the researcher found out some
problems related to the instructional activities in there. Those problems are: 1)
the students have low speaking ability because they rarely practice English to
communicate with the others; 2) students are used to speak Bahasa than
English language; 3) the students have low grammar, vocabulary and
pronunciation mastery; 4) the students have low motivation in learning
English; and 5) the teacher still uses monotonous and inappropriate teaching
techniques.
The writer continued into interview to find the solution problem in
master speaking. There is some solution such as use new method or technique.
Change the technique will be good and interesting for students. Teacher also
can include games before teaching learning begin. The method are use in
teaching speaking such as acting from script, discussion, communication
games , simulation and role play, prepared talks, and questionnaires. The
methods are use in classroom action research such as time token and
cooperative complete sentence.
Offers, Time Token Arends is Time Token Arends is one of a little
example from the democratic learning in school. Democratic learning is the
learning process put students as a subject. They must change to more positive.
From can not to can, from not understand to understand, from not know to
Offered the teacher way interested and conferred to try it out to
improve students speaking skills. The teacher interested to try a new method
or technique to improve students speaking skills. The teacher decided to try
time token arends method in teaching learning in her class.
Teacher and observer agreement to use classroom action research to
try out time token arends method. Teacher choose class X MMB as a class
will be observe with 24 students. The observer and teacher do research at
April 12-30, 2016. To know the improvement, observer must find any
significant from the research. If significant, so time token arends method can
improve students speaking skills. If not significant mean that time token
arends cannot improve students speaking skills.
Based on the explanation above, the researcher wants to conducts a
research entitled: THE IMPLEMENTATION OF TIME TOKEN ARENDS
METHOD TO IMPROVE STUDENTS‟ SPEAKING SKILLS OF THE
TENTH GRADE STUDENTS OF SMK SARASWATI SALATIGA IN
2015/2016 ACADEMIC YEAR.
B. Identification of the Problems
Considering the important of the identification problem, the writer
identifies the problems as follows:
1. The English teachers do not understand Time Token Arends Method
2. The English teachers do not comprehend that Time Token Arends
Method can be used to improve students‟ speaking skills.
3. The English teachers are less interested in using Time Token Arends
Method.
4. The English teachers a lot of times to prepare a new method.
5. The English teachers need a lot of energy to prepare and apply this
Method.
6. The English teachers have not yet tried to use this Method.
C. Statement of the Problem
Based on the background to the study the problem statements are
formulated as follow :
1. How is the implementation of Time Token Arends Method to improve
students‟ Speaking skills of the Tenth Grade Students of SMK Saraswati
Salatiga in 2015/2016 Academic Year?
2. How far is the means of speaking skills of the Tenth Grade Students of
SMK Saraswati Salatiga in 2015/2016 Academic Year by using time token
arends method?
3. What is the implementation of time token arends method significantly
improve the students‟ speaking skills of the Tenth Grade Students of SMK
D. Objectives of the Study
The purpose of the study are:
1. To describe the implementation of Time Token Arends to improve
speaking skills of the tenth grade students of SMK Saraswati
Salatiga in 2015/2016 Academic Year
2. To know the improvement of the speaking skills of the tenth grade
students of SMK Sarawati Salatiga in 2015/2016 academic year .
3. To find out the significance improvement the students‟ speaking
skills of the tenth grade students of SMK Saraswati Salatiga in
2015/2016 academic year .
E. Benefit of the Study
The researcher viewed that the following benefits may be derived from
the study :
1. For the school
To contribute to the SMK N 01 Salatiga with the new innovation of the
Time Token Arends Method.
2. For the teacher
The study can be used by the teacher to provide the better method to
improve students‟ speaking skills.
motivates the students to study speaking well, foster students' interest
in learning. In addition, this model improves students‟ knowledge in
speaking skills.
4. To the other researcher
It can lead to future researchers because it will be a good basis to know
why students have low performance in speaking skills and its solving. the
result of the research can be used as an input in English teaching and
learning process.
5. For the writer
From this research, the writer can learn some ways to give motivation
for the students to improve speaking skills and study
F. Limitation of the Problem
The writer limits this research dealing with the improvement of
students‟ speaking skills of the tenth grade in SMK Saraswati Salatiga through
Time Token Arends Method.
G. Definition of the Keyterms
To avoid misunderstanding, the writer gives explanations or
definitions of some key terms used in the study.
1. Time Token Arends
Time Token Arends is one of a little example from the democratic
learning in school. Democratic learning is the learning process put
can, from not understand to understand, from not know to know. In other
world they always active (Mukrimaa, 2014:118).
2. Speaking Skills
Speaking is defined operationally in this study as a secondary stage
students‟ ability to express themselves orally, coherently, fluently and
appropiately in a given meaningful context to serve both transactional and
interactional purposed using correct pronounciation , grammar and
vocabulary and adopting the pragmatic and dicourse rules of the spoke
language. In other words they are required to show mastery of the
following sub competencies / skill are Linguistic Competence, Discourse
Competence, and Pragmatic Competence (Zaher, 2006:30-31).
H. Review of Previous Research
To support this research, the writer takes review of related literature
from the other graduating paper. The first research arranged by Kristiawan
(2016) about The Effect of Time Token Technique Toward Students‟ Speaing
Skill at Science Class at High School 1 Parlaman. This research was
experiment.The population in this research was students at grade XI of High
School 1 Parlaman consist of 170 students. Cluster random sampling was used
to determine two classes which consist of 68 students. MIPA1 was treated
through time token technique while MIPA5 was treated through debate
technique. The result of the study showed that the mean score of experimental
was 75.71 with standard deviation 5.35. In order to prove the hypothesis, the
t-test score of experimental class was compared with t-table score. It showed
that the result of t-test of the experimental class was 2.094 while the result of
table at a level of significance with a=0.05 was 1.997. It indicated that the
t-score of experimental class was higher than t-table, 2.094>1.997. It means Ho
is rejected and Hi was accepted. It was clear that time token technique gave
significance effect towards students‟ speaking skill.
The second research arranged by Fentari (2016) about THE
INFLUENCE OF USING TIME TOKEN METHOD TOWARD SPEAKING
ABILITY AT THE S TUDENTS‟ OF SMP N 1 BATANGHARI
ACADEMICYEAR 2014/2015. The research design of this research is
Quantitative Design. The population of this research is 625 students. It
consists of 21 classes and average of each class consists of 32 students. The
researchers conducted the research at the eighth grade of SMP N 1 Batanghari.
The researcher took 64 students from the total population as the sample. This
research takes two classes: they are experimental class and control class. In
Colleting the data, the researcher used test. The test comprised two tests: pre
test and post test. To analyze data, the researcher used t-formula. The result of
the study showed that tcount 5,37 and tdaf is 2,00 (on criteria1) and 2,66 (on
criteria 2). It means that t count >t daf. And the criteria of tcount is Ho accepted if
tcount > tdaf.
The research conducted by the researcher for his graduating paper was
Time Token Arends Method to improve the students‟ speaking skills. The
difference was showed at the object, used two variables, the method of
research, and the research design. The researcher was choose object in the
Tenth grade of SMK Saraswati Salatiga, the variable are Time Token Arends
and speaking, the method is Classroom action research, the research design
are cycle 1 and cycle 2.
I. The Graduating Paper Organization
The researcher wants to arrange the graduating paper in order to the
reader can catch the content easily. It is divided into five chapters.
Chapter I is Introduction, consist of the background of the study,
the research problem, the objectives of the study, the benefits of the study,
limitation of study, review of previous research, and graduating paper
organization.
Chapter II presents of underlying theories and theoretical
framework of speaking and Time Token Arends.
Chapter III discusses about research methodology which consists
of Setting of the research, Method of the research, subject of the research,
Data collection method, Research Instrument, Evaluation Criteria, the
procedure of the research, the model of research, and technique of data
Chapter IV is Data presentation, Data analysis, Discussion and
research summary of cycle I and cycle II.
Chapter V the writer states the study in summary that includes of
Conclusion and Suggestion.
The last part is References and appendices.
CHAPTER II
UNDERLYING THEORIES
This chapter focuses on giving a theoretical foundation of the study. It
concern on the use of Time Token Arends Method to improve students‟ speaking
skills.
A. General Concept of Speaking
1. Definition of Speaking
Speaking is defined operationally in this study as a secondary stage
students‟ ability to express themselves orally, coherently, fluently and
appropiately in a given meaningful context to serve both transactional and
interactional purposed using correct pronounciation , grammar and
vocabulary and adopting the pragmatic and dicourse rules of the spoke
language. In other words they are required to show mastery of the
following sub competencies / skill (Zaher, 2006:30-31) :
a. Linguistic competence : This includes the following skills :
1) Using intelligible pronounciation.
2) Following grammatical rules accurately.
3) Using relevant, adeque and appropiate range of
vocabulary.
b. Discourse competence : This include the following skills:
1) Structuing discourse coherently and cohesively.
2) Managing conversation and interacting effectively to
keep the conversation going.
c. Pragmatic competence: This include the following skills:
1) Expressing a range fuctions effectively and
2) Fluency: This means speaking fluently demonstrating a
reasonable rate of speech.
2. Types of Speaking Performances
Brown (2004: 140) describes five categories of speaking skill area.
Those Five categories are as follows:
a. Imitative
This category includes the ability to practice an intonation and
focusing on some particular elements of language form. That is just
imitating a word, phrase or sentence. The important thing here is
focusing on pronunciation. The teacher uses drilling in the teaching
learning process. The reason is by using drilling, students get
opportunity to listen and to orally repeat some words.
b. Intensive
This is the students‟ speaking performance that is practicing
some phonological and grammatical aspects of language. It usually
places students doing the task in pairs (group work), for example,
reading aloud that includes reading paragraph, reading dialogue with
partner in turn etc.
c. Responsive
Interaction and test comprehension but at the somewhat limited
level very short conversation, standard greetings and small talk, simple
requests and comments, giving instructions and directions. Those
d. Interactive
The length and complexity of the interaction which sometimes
includes multiple exchange and/or multiple participants.
e. Extensive
Teacher gives students extended monologues in the form of
oral reports, summaries, and storytelling and short speeches.
3. Elements of Speaking
The ability to speak fluently presuppose not only knowledge of
language Features, but also the ability to process information and
language on the spot (Harmer, 2001: 269).
a. Language features
Among the elements necessary for spoken production, are the
following:
1) Connected speech: effective speakers of English need to able
not only to produce the individual phonemes of English. In
connected speech sounds are modified (assimilation), omitted,
(elision), added (linking), or weakened (through constrictions
and stress patterning). It is for this reason that we should
involve students in activities designed specifically to improve
their connected speech.
2) Expressive devices: native speaker of English change the pith
and stress of particular parts of utterances, vary volume and
(paralinguistic) means how they are feeling(especially in
face-to-face interactions).
3) Lexis and grammar: spontaneous speech is marked by the use
of a number of commons lexical phrases, especially in the
performance of certain language functions.
4) Negotiation language: effective speaking benefits from the
negotiator language we use to seek clarification and show the
structure of what we are saying. We often need to ask for
clarification when we are listening to someone else talks and it
is very crucial for students.
b. Mental/ social processing
Success of speaker‟s productivity is also dependent upon the rapid
processing skills that talking necessitates.
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. Language processing involves the retrieval of words
and their assembly into syntactically and propositionally
appropriate sequences. One of the main reasons for including
speaking activities in language lessons is to help students
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 knowledge of how
linguistically to take turns allows other to do.
3) (On the spot) information processing: quite apart from our
response to other‟s feelings, we also need to be able to process
the information they tell us the moment we get it.
4. The Principle for Teaching Speaking
Speaking is closely related to listening. The interaction between
these two skills is shown in the conversation. There are five principles for
teaching speaking as (Nunan, 2003: 54) are:
a. Be aware of the differences between second language and foreign
language learning contexts: speaking is learned in two board
contexts, foreign language and second language situations. The
challenges you face as a teacher are determined partly by the target
language context. Learning speaking skill is very is very
challenging for students in FL context, because they have very few
opportunities to use the target language outside the classroom.
b. Give students practice with both fluency and accuracy: Accuracy is
the extent to which students‟ speech matches what people actually
which speakers use the language quickly and confidently, with few
hesitations or unnatural pauses, false starts, word searches, etc.
c. Provide opportunities for students to talk by using group work or
pair work, and limiting teacher talk: pair work and group work
activities can be use to increase the amount of time that learners get
to speak in the target language during lessons.
d. Plan speaking task that involve negotiation for meaning: it involves
checking to see if you have understood what someone has said,
clarifying your understanding, and confirming that someone has
understood your meaning/by asking for clarification, repetition, or
explanations during conversations, learners get the people they are
speaking with to address them with language at a level they can
learn from and understand.
e. Design classroom activities that involve guidance and practice in
both transactional and interactional speaking: interactional speech
is n communicating with someone for social purpose.
Transactional speech involves communicating.
5. Classroom Speaking Activities
Teaching speaking should be taught in attractive and
communicative
Activities. There are many types of classroom speaking activities.
Harmer (2001: 271-274) states seven classroom speaking activities.
prepared talks, questionnaires, simulation, role play and Time Token
Arends Model.
a. Acting from script
Playing scripts and acting out the dialogues are two kinds
of acting scripts that should be considered by the teacher in the
teaching and learning process. In the playing scripts, it is important
for the students to teach it as real acting. The role of the teacher in
this activity is as theatre directors, drawing attention to appropriate
stress, intonation, and speed. This means that the lines they speak
will have real meaning. By giving students practice in these things
before they give their final performances, the teacher ensures that
acting out is both a learning and language producing activity. In
acting the dialogue, the students will be very helped if they are
given time to rehearse their dialogues before the performance. The
students will gain much more from the whole experience in the
process.
b. Communication games
Games are designed to provoke communication between
students. The games are made based on the principle of the
information gap so that one student has to talk to a partner in order
to solve a puzzle, draw a picture, put a thing in the right order, or
radio games, imported into the classroom, often provide good
fluency activities.
c. Discussion
Discussion is probably the most commonly used activity in
the oral skills class. Here, the students are allowed to express their
real opinions. According to Harmer (2001:272) discussion range is
divided into several stages from highly formal, whole-group staged
events to informal small-group interactions. The first is the buzz
groups that can be used for a whole range of discussion. For
example, students are expected to predict the content of a reading
text, or talk about their reactions after reading the text. The second
is instant comments which can train students to respond fluently
and immediately is to insert „instant comment‟ mini activities into
lessons. This involves showing them photographs or introducing
topics at any stage of a lesson and nominating students to say the
first thing that comes into their head. The last is formal debates.
Students prepare arguments in favor or against various
propositions. The debate will be started when those who are
appointed as „panel speaker‟ produce well-rehearsed „writing like‟
arguments whereas others, the audience, pitch in as the debate
progresses with their own thoughts on the subject.
Students make a presentation on a topic of their own
choice. Such talks are not designed for informal spontaneous
conversations because they are prepared and more „writing like‟.
However, if possible students should speak from notes rather than
from a script.
e. Questionnaires
Questionnaires are very useful because they ensure that
both questioner and respondent have something to say to each
other. Students can design questionnaires on any topic that is
appropriate. As they do so the teacher can act as a resource,
helping them in the design process. The results obtained from
questionnaires can then form the basis for written work,
discussions, or prepared talks.
f. Simulation and Role play
Simulation and role play can be used to encourage general
oral fluency, or to train students for specific situations. Students
can act out simulation as them or take on the role of completely
different character and express thoughts and feelings as they doing
in the real world. Those activities can be used by teachers to teach
speaking. Teachers can choose an activity that related to the topic
and objective of the lesson. Besides, they must consider the
situation, condition of the students and materials that will be
when they teach expressions. Teachers can ask them to write some
dialogues and after that they have to act them out in front of the
class. It may be used by the teachers in using acting from script. In
discussion, teachers can use some pictures or maybe videos in a
certain situation. These activities can be used as the way to
measure how far students can speak, say and express their feeling
in English.
g. Time Token Cooperative Learning Model
Time Token Cooperative Learning Model is a social skills
method, mean structure which used to social teaching. So, students
not domination conversation or silent or call Time Token Arends
(Tampubolon, 2014).
6. Evaluation / Assessment of speaking skills
The assessor has to make instantaneous judgement about a range of
aspects of what is being said, as it is being said. This means that the
assessment might depend not only upon which particular features of
speech (e.g. pronunciation, accuracy, fluency) the interlocutor pays
attention to at any point in time, but upon a host of other factors such as
the language level, gender, and status of the interlocutor, his or her
familiarity to the candidate and the personal characteristics of the
interlocutor and candidate. Moreover, the nature of the interaction, the
sorts of tasks that are pre-sent to the candidate, the questions asked, the
ability to speak in a foreign language will all have an impact on the
candidate‟s performance. In addition to all the factors that may affect
performance, the criteria used to assess the performance can vary
enormously, from global assessments to detailed analytic scales (Luoma:
2008, ix).
a. Designing Assessment Tasks: Intensive Speaking
1) Directed Response Task
In this type of task. The test administrator elicits a particular
grammatical form or transformation of a sentence. Such task
clearly mechanical and not communicative, but they do require
minimal processing of meaning in order to produce the correct
grammatical output (Brown : 2004,147-149).
Directed Response
2) Read alouid-Tasks
Intensive reading aloud task include reading beyond the
sentence level up to paragraph or two. The technique is easily
administrated by selecting a passage incorporates test specs and
by recording the test taker‟s output, the scoring is relatively
easy because all of the test-taker‟s oral production is controlled.
Test –takers hear :
Tell me he went home
Tell me that you like Rock music
Tell me that you aren’t interested in tennis
Table 2.1
Test of spoken English scoring scale (1987, p.10)
Pronunciation
1.5-2.4 Some consistent phonemic errors and foreign stress and intonation patterns, but the speaker is intelligible 2.5-3.0 Occasional non-native pronunciation errors, but the
speaker is always intelligible. Fluency
Points
0.0-0.4 Speech is so halting and fragmentary or has such a non-native flow that intelligibility is virtually impossible
0.5-1.4 Numerous non-native pauses and/or a non-native flow that interferes with intelligibility
1.5-2.4 Some non-native pauses but with more nearly native flow so that the pauses do not interfere with intelligibility
2.5-3.0 Speech is smooth and effortless, closely approximating that of native speakers
3) Picture-Cued Tasks
One of the popular ways to elicit oral language performance at
both intensive and extensive levels is a picture-cued stimulus
that requires a description from the test-taker. Pictures may be
very simple, designed to elicit a word a phrase, somewhat more
elaborate and busy, or composed of a series that tells a story or
incident. Here is an example of picture-cued elicitation of the
b. Designing Assessment Tasks: Responsive Speaking
1) Test Of Spoken English
Somewhere straddling responsive, interactive, and
extensive speaking tasks lies another popular commercial oral
production assessment, the test of spoken English (TSE). The TSE
a 20 minute audiotaped test of oral language ability within as
academic or professional environment.
The task on the TSE are designed to elicit oral production
in various discourse categories rather than in selected
phonological, grammatical, or lexical targets. The following
content specification for the TSE present the discourse and
pragmatic context assessed in each administration:
a) Describe something physical
b) Narrative from presented material
c) Summarize information of the speaker‟s nown choice
d) Give direction based on visual materials
e) Give instructions
f) Give an opinion
g) Support an opinion
h) Compare/contrast
i) Hypothesize
j) Function “interactively”
Using these specification, Lazaraton and Wegner(1996)
examined 15 different specific tasks in collecting background data
from native and non-native speakers of English.
a) Giving a personal Description
b) Describing a daily routine
c) Suggesting a gift and supporting one‟s choice
d) Giving directions
e) Describing a favorite movie and supporting one‟s
choice
f) Telling a story from pictures
g) Hypothesizing about future action
h) Hypothesizing about a preventative action
i) Making a telephone call to the dry cleaner
j) Describing an important news event
k) Giving an opinion about animals in the zoo
l) Defining technical term
m) Describing information in a graph and speculating
about its implications
n) Giving details about a trip schedule
Picture 2.1
c. Designing Assessment Tasks : Interactive Speaking
1) Interview
When “oral Production” is mentioned, the first thing that comes to
mind is an oral interview: a test administrator and a test-taker sit
down in a direct face-to face exchange and proceed through
protocol of questions and directives. The interview, which may be
tape-recorder for re-listening is then scored on one or more
parameters such as accuracy in pronunciation and/ or grammar,
appropriateness, task accomplishment, and even comprehension
(Brown : 2004,168).
Table 2.2
Oral Proficiency scoring categories (Brown, pp. 406-407)
Grammar Vocabulary Comprehension Errors in grammar are
frequent, but speaker can be understood by a native speaker used to dealing with foreigners attempting to speak his language.
Speaking vocabulary inadequate to express anything but the most elementary needs.
Within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech repetition, or paraphrase.
Has speaking vocabulary sufficient to express himself simply with some circumlocutions.
Can get the gist of most conversations of non-technical subjects(i.e., topics that required no specialized knowledge
Control of grammar is good. Able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations on practical, social, and professional topics.
Able to speak the language with sufficient vocabulary to participate effectively in most formal and informal conversations on practical, social, and professional topics. Vocabulary is broad enough that he rarely has to grope for a word.
Comprehension is quite complete at a normal rate of speech.
Able to use the language accurately on all levels normally pertinent to professional needs. Error in grammar are quite rare.
Can understand and participate in any conversation within the range of his experience with a high degree of precision of vocabulary.
Can understand any conversation within the range of his experience.
Equivalent to that of an educated native speakers.
Speech on all levels is fully accepted by educated native speakers in all its features including breadth of vocabulary and idioms,
colloquialisms, and pertinent cultural references.
Fluency Pronunciation Task (No specific fluency
description. Refer to other four language areas for implied level of fluency)
Errors in pronunciations are frequent but can be satisfy routine travel needs and minimum purchases, and tell time. Can handle with
confidence but not with facility most social situations, including introductions and casual conversations about current events, as well as work, family and autobiographical
information.
Accent is intelligible though often quite faulty.
Able to satisfy routine social demands and work requirements, needs help in handling any complications or difficulties.
Can discuss particular interests of competence with reasonable ease. Rarely has to grope for words.
Errors never interfere with understanding and rarely disturb the native practical, social and professional topics. Able to use the language
fluently on all levels normally pertinent to professional needs. Can participate in any conversation within the range of this experience with a high degree of fluency.
Errors in pronunciation are quite rare.
Would rarely be taken for a native speaker but can respond appropriately even in unfamiliar situations. Can handle informal interpreting from and into language.
Has complete fluency in the language such that his speech is fully accepted
Equivalent to and fully accepted by educated native speakers.
by educated native speakers.
Picture 2.2
Subcategories of oral proficiency scores
The last According to a government regulation the number 19,
2005 tell: article 22 paragraph (1) assessment of the results of learning as
intended in article 19 paragraph 3 in the level of education basic and
middle using various technique of judgment in accordance with the
competency basic should be controlled. Paragraph (2) the techniques
judgments as intended in paragraph (1) can in the form of a written,
observations, the practice, and individual or group task.
B. General Concept of Time Token Arends
Time Token Arends is one of a little example from the democratic
learning in school. Democratic learning is the learning process put
can, from not understand to understand, from not know to know. In other
world they always active (Mukrimaa, 2014:118).
This model used (Arends,1998) to train and develop social skill in
order to students not domination discussion or silent. Teacher give a
number of speak coupon with time ± 30 second/coupon in each students.
Before speak, students over the coupon to teacher. Every speak
performance one coupon. Students can performance again after take turns
with other students. Students who have finished their coupon can not
speak. Students who still hold the coupon must speak until all coupon
finished (Mukrimaa, 2014:119).
1. Steps of Time Token Arends Method
This is steps of Time Token Arends are:
a. The Teacher explain the purpose of Learning/ KD
b. The teacher manage class to do classical discussion.
c. The teacher give a task to students
d. The teacher give some of talking coupon in ± 30 second every
coupon to every students.
e. The teacher ask students to over the coupon before speak or give
comment. Every show one talking coupon. Students can show
again after take turns with other students. The students who
finished all coupon do not speak again. The students who still have
the coupon must speak until the coupon finished. Continue until all
f. The teacher give score appropriate time which used every students.
2. Strength and Weakness of Time Token Arends Method are :
a. Strength
1) To support students to improve initiative and their
participation.
2) The students not domination the conversation or silent.
3) The students to be active in learning activity.
4) Improve students ability in communication (speaking aspect).
5) Train students to give expression to their opinion.
6) Grow the habit of students to listen other person, divisible, give
input and open to critical.
7) Teach students to appreciate the opinion other person.
8) The teacher has a role to ask students find a solution together to
a problem that finding.
9) Do not need more medium of learning.
b. Weakness
1) Only used in certain subject of learning.
2) Cannot used in a class that has many students
3) Need many time to prepare and in learning process, because all
students must speaking one by one consist of the total of
coupon that have.
4) The students who active in class cannot domination in learning
C. Use Time Token Arends in Teaching Speaking Skills
Time Token Cooperative Learning Model is a social skills method,
mean structure which used to teaching social. So, students not domination
conversation or silent or call Time Token Arends (Tampubolon, 2014).
Time Token Arends is one of a little example from the democratic
learning in school. Democratic learning is the learning process put students as
a subject. They must change to more positive. From can not to can, from not
understand to understand, from not know to know. In other world they always
active (Mukrimaa, 2014:118).
Arends is the name of person who found this method in 1998. Arends
use the method when teach his students. He use this method to make all
students active in class not only two or several students speak. He think to find
a method which can all students speak and can improve their skill in speaking.
The steps of teaching learning are :
1. Conditional class to do discussion (cooperative learning)
2. Every students given talk coupon with time ± 30 second
Every students given score as a time
3. When finish talk, the coupon give again to the teacher
Every talk one coupon
4. When coupon that hold on students was finished students do not
speak, when students still hold the coupon until the coupon
finished.
Based on the explanation we get a conclusion that Time token Arends
is a method to develop social skills students so that all students get time to
speak. In teaching speaking teacher can improve master speaking skills
students use time token arends method, so that students can show their skills
in English.
Time Token Arends in Teaching speaking are:
1. The teacher give 2 coupon every students the material about
capabilities. In coupon there is a picture and students make a
capabilities sentence from that picture.
2. The teacher give 2 coupon every students the material about
preferences, students must make preference sentence from word
that write done in the coupon use language features of preferences.
The observer and teacher try to use Time Token Arends in Teaching
English. To make all students active and get maximal score also can
improve their speaking skills and brave to show their self and their opinion.
CHAPTER III
METHODOLOGY OF RESEARCH
In this chapter, the researcher carries out the research methodology, which
Research, Data Collection Method, Research Instrument, Evaluation Criteria,
Research Procedure, The Model of Research and Technique of Data Analysis.
A. Setting of the Research
1. General situations of SMK Saraswati Salatiga
The research was conducted at SMK Saraswati Salatiga. SMK
Saraswati Salatiga is located in Hasanudin street Mangunsari, Salatiga
50721, phone number (0298)326516, Fax (0298)312224. The website of
the school is www.smksaraswatisala3.com, and the e-mail is
smk_saraswati@yahoo.co.id. The location of the school is near with
Traditional Market. In the west of the school there is SMK Pelita Salatiga.
2. Research Schedule
The research was conducted by the researcher in April but the
process during the pre-research was begin from January. Here the
reseacher as an observer and the collaborator, miss Nurhayati S.Pd. as
teacher in teaching learning process. The table below will show us the
schedule of the research:
Table 3.1 Research Schedule
No Date and Time Activities Place
1 January 12th 2016 Observation: pre-interview to the teacher (Miss Nurhayati) and observation in the class
2 January 13th 2016 Make some agreement with miss. Nurhayati about the teaching learning process. She agree play as a teacher and the writer as observer.
SMK Saraswati Salatiga
3 February 28th 2016 Permit application SMK Saraswati Salatiga
B. Method of Research
The writer uses classroom action research (CAR) in this research. The
definition of CAR according to Tampubolon, 2014 : classroom action research
According to Tampubolon, 2014 : in ( Lewin, 1946) the procedures of
classroom action research there are 4 steps : (1) planning, (2) acting, (3)
observing, (4) reflecting in cycles.
The definition of classroom action research according Iraís, Tlaxcala in
(Burns, 2009: 16 ) Classroom Action research is carried out by teachers in
their context, in their classrooms. Teachers identify a problem or an area they
wish to improve and based on theory or experience or a hypothesis they think
of an intervention. They document the intervention and results of it. If the
results are positive they could lead to the dissemination of the information. If
not, the cycle may be started again.
C. Subject of the Research
In this research, the writer choose SMK Saraswati Salatiga as object of
the study especially tenth grade students consist of twelve class, but the writer
took one class X MMB. The number of the participants are 24 students. They
are girls and boys. Their native language is Bahasa Indonesia. They have
been taught English since the first year of school. They have English lesson at
least two meetings in a week which are each meeting along with two hours
lesson: one hour lesson is 45 minutes.
TABLE 3. 2
List of X MMB Class Group of SMK Saraswati in the Academic Year of
No NIS NAME
1 12499 AJIAN BASKARA
2 12500 ANDRI PRATAMA
3 12501 APSARI WIDIANINGRUM
4 12502 BRAMANDA KAELANDI
5 12503 DANNY AMARTYA RAMADHAN
6 12504 DENY FIRMANSYAH
7 12505 DERIEL JUAN FIRHANDY
8 12506 DEVA RIFQI WAHYU PRATAMA
9 12507 DEWANGGA WISNU MURTI
10 12508 DIMAS ARDI SEBASTIAN
11 12509 DITO PRAMUDHYA
12 12510 ELA TRI REJEKI
13 12511 HENI PRIHANTINI
14 12512 JESICA WIJAYANTI
15 12513 MARIYATI
16 12514 NIKEN LASINSYAPUTRI AYU WULANDARI
17 12515 NINDIE SUKMA KUMALA
18 12516 NOVA AULIA PUTRI ANTINI
19 12517 NOVITA SARI
20 12518 NUGROHO NUR WICAKSONO
21 12519 PANDU MUHAMMAD YUNUS
22 12520 PANDU WICAKSONO
23 12521 RIFCA IRAWATI
25 12523 RIKI DION LUFI KURNIAWAN
26 12524 WINDA AYU LISTYORINI
D. Data Collection Method
The researcher will present the act of collecting data as follows:
1. Test.
According Arikunto (2014:266) test is used to measure the basic
capabilities and achievements. Especially for learning achievement, tests
commonly used in schools can be divided into two general categories:
a. Tests Created by Teacher
Tests made by the teacher with a particular procedure, but
no trials have repeatedly then is not yet known features and
benefits.
b. Standardized Test
Tests that usually already provided in the testing agencies,
which are already guaranteed quality. And Standardized Test trials
has experienced repeatedly so it can be said to be good. Researcher
prefers tests made by teachers. Because teacher can measures
students difficulties in learning English, especially in speaking
skill. the writer uses pre-test and post-test. Pre-test is given to
students at the very beginning of teaching and learning process
teacher. Pre and post-test are to knowing the differences of the
students ability before and after the teacher use the method.
2. Observation.
In the observation method is the most effective way to complete
the format or list of observations as instruments (Arikunto: 2014:272). In
this research, the researcher observes the learning process, notices all the
activities related with learning process use check list. The observation
noticed classroom events and classroom interaction. The researcher used
field note. David (1989:116) Keeping field notes is a way of reporting
observations, reflections, and reactions to classroom problems.
3. Interview
Interview is one of the method to collect data by using
conversation between instructor and respondent. To know the student
difficulties in speaking, their opinion and feeling about this method, the
researcher uses interview for obtaining data. Interview is one of the most
widely used method for obtaining qualitative data. Interviews are used to
gather data on subject opinion, believe, and feeling about the situation in
their own word.
4. Documentation.
Method of documentation that is looking for data about things or
variables in the form of notes, transcripts, books, newspapers, magazines,
takes photographs as proof of teaching learning activity, which is by using
camera (photo) and fill note.
E. Research Instrument
Research instruments is used to collect data and all the instruments
used in this reseach has been validated by validator Mr. Syafi‟i senior English
teacher at SMK N 1 Bancak to show that all the instruments are valid and
can be use in the research. In this study.There are four kinds of research
instrument. They are:
1. Spoken Test
Spoken test uses to know how far the students‟ competence in
speaking before and after applying Time Token Amends method. The
forms of the test were spoken test in this test the teacher will give some
grade based on aspect. Those aspect are pronunciation, grammar,
vocabulary, and content. The teacher gives point in each aspect based
on the student‟s ability. The table below show the example of scoring
sheet as follows:
TABLE 3.3 STUDENT‟S SCORE SHEET
No Name Aspect
From the score above, the writer conclude a score criteria as a table
bellow:
TABLE 3.4 SCORE CRITERIA
Criteria of Assessment Grade
91-100 Excellent
81-90 Very good
71-80 Good
61-70 Fair
51-60 Poor
Less than 50 Very poor
The standard of the passing grade in every cycle is 65 with the
target of the passing grade is 75% of all students.
2. Observation Sheet
Observation sheet uses to know how far the students„
motivation before and after applying the method. This instrument gives
monitor and records the students„ involvement during the lesson. In the
observation sheet, they are many aspect that are consider focuses,
those are: paying attention, activeness in asking question, activeness in
the teacher gives point in each aspect based on the situation of students
in every cycle.
TABLE 3. 5
Students’ Observation Sheet
No Names of
Students
Object Note
Pay
Attention
Asking
Question
responding Enthusiasm
3. Interview Guide
In this research, the researcher interview the people that related
to this study like the teacher. The researcher will interview the teacher
to get some information, such as: the difficulties encountered by the
teacher in teaching speaking during the class, the strategies that offered
by the teacher to solve students„ difficulties in speaking, things that
can disturb the teaching and learning process. The result of this
interview were the researcher knew the teacher problems faced in
teaching learning process, such as: for the teacher; what were the
class, the strategies that offered by the teacher to solve students„
difficulties in speaking, things that can disturb the teaching and
learning process, etc.
4. Documentation
In this research, the researcher used document as one
of the instruments. The researcher collect all the data from the school
and teacher documents which are needed in this research like students„
speaking result in pre – test and post – test and also the students„
speaking scores in pre – test and post – test. The researcher also took
the picture of the teaching and learning process (time token arends)
and used photo as the documentation of this study.
F. Evaluation Criteria
Based on Chapter 2, many aspects in assessing speaking such as
pronunciation, Grammar, Fluency, content/ idea, Vocabulary. Here, the
observer only use Pronunciation, Grammar, Vocabulary and Content/ Idea for
assessment. Fluency not use in assessing speaking cause English is not second
language or mother tongue for Indonesia Students. But, English is a foreign
Language to Indonesian students. The students only learn English in school
and English not use in habitual to communicate with other.
From article 22 paragraph 2 we can conclude provision in paragraph 1
characteristics of the result of learning and competence to controlled learners.
So, we can choose and make our assessment in accordance with theory.
There are some kinds to assessment the students‟ speaking, and the
researcher choose this assessment to assess the students‟ speaking cause in
this assessment include some aspect that choose by the researcher.
Table 3. 6
Assessment Scale for Oral Ability
In the oral test, the writer used speaking assessment rubric
(http://aguswuryanto.wordpress.com) in the following:
Aspect Score Details
Pronounciation 21-25 Easy to understand pronunciation and have a native accent
14-20 Easy to understand though with a certain accent
11-15 There is a problem of pronunciation that make the listener
must concentrate fully and sometimes there are misunderstandings
6-10 It is difficult to understand because of pronunciation problems, often asked to repeat
1-5 A serious pronunciation problems that cannot be Understood
Grammar 21-25 No or few grammatical error
16-20 Occasionally makes grammatical errors but does not affect the meaning
11-15 Often make grammatical errors which affect meaning
6-10 A lot of grammatical errors that impede meaning and often rearranging sentences
Vocabulary 21-25 Using the vocabulary words and phrases such as native Speakers
16-20 Sometimes uses inappropriate vocabulary
11-15 Frequent use of inappropriate vocabulary, conversation is
limited due to limited vocabulary
6-10 Using the wrong vocabulary and vocabulary is limited so
it is difficult to understand
1-5 A very limited vocabulary so that the conversation is not
Possible
Content/idea 21-25 Easy to express ideas although there is repeating in certain part
16-20 Sometimes difficult to express ideas due to limited Vocabulary
11-15 Little difficult to express ideas verbally and a lot of Repeating
6-10 Difficult to express ideas searching for vocabulary does
not complete utterances
1-5 Limited to express ideas communication difficult although in simple dialogue
TABLE 3.7
From the previous explanation the researcher concludes that the criteria of scoring are:
Criteria of Assessment Grade
