Based on the result of the data analysis and conclusion, the researcher suggests as follows:
1. It is suggested to the English teachers to use Improvisation technique as the alternative in the teaching and learning process to improve the students’
English skill especially in improving their speaking skills.
2. The students are excepted improving their intensity in learning speaking through Improvisation technique.
3. This technique can be used as an additional technique or further research with different discussion for the next researcher.
A. Introduction
Teacher tells about simple dialogues about expression asking and giving opinion to the students. After that, teacher introduces the topic as a teaching material.
B. Presentation Material
Expression of asking and giving opinion
Opinion is including the words of opinion and argument/reasons.
Opinion dialogue is a dialogue consist of two persons or more who have opinion each others. It can use the expressions, such as in my opinion, in my view, I think, etc. Argument dialogue is a dialogue that states the arguments or reasons.
Expression of asking and giving opinion 1. Expressing asking opinion
Formal :
Have you got any comments on...
Do you have any idea?
Do you have any opinion on...
Would you give me your opinion on....
What is your reaction to....?
What is your opinion about....?
What are your feeling about....?
What are your views on....?
Please give me your frank opinion?
Informal
What do you think of...?
What do you think about...?
Whats your opinion?
2. Expression of giving opinion Formal
I’m convinced that....
I consider that....
According to the expert, I...
I personally believe....
I personally consider...
In my opinion...
Informal I think i like it
I don’t think i care for it I think its good/nice/terrific...
I think that awful/not nice...
in my opinion..
In my case..
From my point of view...
3. Dialogue examples
Anha : Dear friends, i have a serious problem now. I’m confused. Can you help me?
Enhy : tell us what it is?
Anha : yeach, next month i must stop my studies because my father retired three months ago. So he cannot pay my school.
Mila :take it easy. It’s not a serious problem.
Anha : what? How can i solve the problem?
Mila : in my opinion, you can request scholarship. I think you are the best.
form of semi-circle and the performing students stood, sat, and acts in the middle so that everyone could see and hears them. The reseacher divide into two until three students. The students do it randomly, so there are high and low achiever students in each group and the members of the group must be able to trust one another.
2. Acceptone. the reseacher help the students to choose a topic that the researcher suggested. The students must be willing to accept the offer, buil on it, contribute, and discover a new ideas.
3. Attentive listening. The students make the dialogue based on their own knowledge. The students have 10 until 15 minutes to prepared their dialogue. The students must be aware of the partners to increase their understanding of each other and to be able to communicate effectively.
4. Spontaneity. The students get practice in instigating communication from nothing, used their imagination, imagine themselves using the language in real life situations, and be creative with language.
5. Storytelling. The students develope the ability to create their dialogue. The students present their dialogue without scipt. This process often results in memorable content.
7. Warm-ups. The students present their dialog in front of class. The students are spontaneous, listen carefully to one another, and use a sense of humor. In this case the students be able to express themselves, use english emotionally by walking, sitting, and acting of being angry, sad, or happy. And then the teacher take a video the actions and what are the students going to said in class.
Topic : Your friend have a problem with her homework.
B. Presentation material
Following expressions are some ways to Anger
I’m really angry...
I can’t takethis anymore...
I’m very annoyed....
Oh no
Oh dear!
What a nuisance!
I’m very unhappy
Dialog example
One, there was a mischievous boy living in a town. He was only seven years old. Once his father was angry with him and asked him to meet his teacher.
Father : son, i herad you get some trouble withyour friends.
Is that right?
The boy :no, dad. I’m okay. I never have trouble.
Father : i really want to believe you but you have to see the priest to prove if you are telling the truth.
(the boy went to see the teacher)
The boy : Excuse me, sir. My father told me to see you.
The teacher : WHERE IS GOD?
The boy : I really don’t know The teacher : you make me angry!
The boy : I swear. If god is missing. It’s not my false. I don’t know where god is.
the middle so that everyone could see and hears them. The reseacher divide into two until three students. The students do it randomly, so there are high and low achiever students in each group and the members of the group must be able to trust one another.
2. Acceptone. the reseacher help the students to choose a topic that the researcher suggested. The students must be willing to accept the offer, buil on it, contribute, and discover a new ideas.
3. Attentive listening. The students make the dialogue based on their own knowledge. The students have 10 until 15 minutes to prepared their dialogue. The students must be aware of the partners to increase their understanding of each other and to be able to communicate effectively.
4. Spontaneity. The students get practice in instigating communication from nothing, used their imagination, imagine themselves using the language in real life situations, and be creative with language.
5. Storytelling. The students develope the ability to create their dialogue. The students present their dialogue without scipt. This process often results in memorable content.
6. Nonverbal communication. The students use facial expressions and body language to help communicate attitude, character, and trustworthiness.
themselves, use english emotionally by walking, sitting, and acting of being angry, sad, or happy. And then the teacher take a video the actions and what are the students going to said in class.
Topic : Your friend lose your book and make you angry.
B. Presentation Material
Expression of embarrasment
Formal situation
What an embarrasing situation!
I’m so embarrasing!
I’m so ashamed
It makes me feel so ashamed!
I was so embarrasmed That’s a real embarrassmed
Informal situation What a shame!
It is my embarrasment to....
I was so ashamed
Dialog example
Vira : you know what? Something really terrible happened in my last Chemistry exam.
Hana : you tried to cheat and were caugth by the supervisor, didnt you?
Vira : no, it’s not about cheating thing, not at all.
Hana : so what happened?
Vira : listen! I was sitting next to Erin in front row. All of a sudden, i felt something crawing across my foot.
Hana : something what?
Vira : something crawing across my foot.
Hana : so?
Vira : i looked down and there i saw a dirty big cockroach. You know how i hate it.
Hana : ups
Vira : yes...and you can image what an idiot I felt when the supervisor came running over. Everybody was look at me. I was so embarrassed. You know....you can’t really sneeze or cought or anything in those exam rooms.
Hana : wow...what an embarrassment situation!
Vira : it was! I think this could only happen to me, it really makes me ashamed!
C. Teacher actions
1. Trust. The reseacher arrange the students chair such a way in the form of semi-circle and the performing students stood, sat, and acts in the middle so that everyone could see and hears them. The reseacher divide into two until three students. The students do it randomly, so there are high and low achiever students in each group and the members of the group must be able to trust one another.
2. Acceptone. the reseacher help the students to choose a topic that the researcher suggested. The students must be willing to accept the offer, buil on it, contribute, and discover a new ideas.
3. Attentive listening. The students make the dialogue based on their own knowledge. The students have 10 until 15 minutes to prepared their dialogue. The students must be aware of the partners to increase their understanding of each other and to be able to communicate effectively.
5. Storytelling. The students develope the ability to create their dialogue. The students present their dialogue without scipt. This process often results in memorable content.
6. Nonverbal communication. The students use facial expressions and body language to help communicate attitude, character, and trustworthiness.
7. Warm-ups. The students present their dialog in front of class. The students are spontaneous, listen carefully to one another, and use a sense of humor. In this case the students be able to express themselves, use english emotionally by walking, sitting, and acting of being angry, sad, or happy. And then the teacher take a video the actions and what are the students going to said in class.
Topic : You tried to cheat to your friend and were caught by the supervisor.
After that, teacher introduces the topic as a teaching material.
B. Presentation material
Expression pain
Ouch! It hurt me so much.
Ouch! Stop pinching me
Ah! What is it?
Ouch! That’s hurt.
Aw! The pain hurt me very much....
It’s very painful. I can stand it.
Oh! My head aches! And my back hurt.
C. Dialog example
Juliet : nurse, what the new is there? Why do you so sad?
Nurse : Yes.
Juliet : what’s the matter? Why do you so sad?
Nurse : lady Ouch! My head aches!
Juliet : Oh, poor woman. But what’s up?
Nurse : Oh, is gone, he’s killed, and he’s dead.
Juliet : I myself saw the wound in the chest. What a terrible sight?
Nurse : Ouch! My heart will break.
Juliet : what? Romeo and Tybalt are both dead? My dearest cousin and my even dearest husband.
Nurse : no it is Tybal who is dead and Romeo who is banished for killing him?
Juliet : Oh you maen Romeo...thanks goodness for that but he...killed Tylbalt?
Nurse : Oh these sad events make me feel older. Churse that Romeo!
Juliet : Please, don’t say that.
the middle so that everyone could see and hears them. The reseacher divide into two until three students. The students do it randomly, so there are high and low achiever students in each group and the members of the group must be able to trust one another.
2. Acceptone. the reseacher help the students to choose a topic that the researcher suggested. The students must be willing to accept the offer, buil on it, contribute, and discover a new ideas.
3. Attentive listening. The students make the dialogue based on their own knowledge. The students have 10 until 15 minutes to prepared their dialogue. The students must be aware of the partners to increase their understanding of each other and to be able to communicate effectively.
4. Spontaneity. The students get practice in instigating communication from nothing, used their imagination, imagine themselves using the language in real life situations, and be creative with language.
5. Storytelling. The students develope the ability to create their dialogue. The students present their dialogue without scipt. This process often results in memorable content.
6. Nonverbal communication. The students use facial expressions and body language to help communicate attitude, character, and trustworthiness.
themselves, use english emotionally by walking, sitting, and acting of being angry, sad, or happy. And then the teacher take a video the actions and what are the students going to said in class.
Topic : Your head aches and your mother call the nurse.
the students. After that, teacher introduces the topic as a teaching material.
B. Presentation material
Expressing love.
Formal situation I fall in love with you I do love you
Let me love you I love you/ i like you
My dear/my love/ my baby/ my honey/ my darling
Informal situation I have a crush on you Let me be with you I think i love...
I’m interested in...
Expression sadness.
Formal situation
...comes as my great sadness I must say I had hoped...
I’m very sad about...
Please leave me alone I’m really sad.
How sorrowful it is.
In formal situation
I can’t believe what’sgoing on I can’t hold my tears on it.
Oh, no...(crying) It is tragle....
Bima : Ayu, I need to talk
Ayu : what is about? Is it something important?
Bima : don’t hesitate. I’m listening. It’s hard, you know.
Ayu : Oh....is it bad news?
Bima : i’m leaving
Ayu : what are you talking about? I don’t want you to leave me. I love you.
Bima : I mean I’m moving to Semarang Ayu : why? Is your father tranferred there?
Bima : No, my father sends me to a boarding school in Semarang
Ayu : Oh, I don’t want you to go.
Bima : I know. It’s hard for both of us. But I understand that it’s for our better future.
Ayu : yes. I agree with you. You will get better education there
Bima : I am leaving tomorrow morning. My fight depart at 7.
Ayu : Oh, no it’s very hard for me, Bima.
Bima : Don’t worry, Ayu. You know I love you. But I have to go.
Ayu : good luck with your study there.
Bima : Okay.
the middle so that everyone could see and hears them. The reseacher divide into two until three students. The students do it randomly, so there are high and low achiever students in each group and the members of the group must be able to trust one another.
2. Acceptone. the reseacher help the students to choose a topic that the researcher suggested. The students must be willing to accept the offer, buil on it, contribute, and discover a new ideas.
3. Attentive listening. The students make the dialogue based on their own knowledge. The students have 10 until 15 minutes to prepared their dialogue. The students must be aware of the partners to increase their understanding of each other and to be able to communicate effectively.
4. Spontaneity. The students get practice in instigating communication from nothing, used their imagination, imagine themselves using the language in real life situations, and be creative with language.
5. Storytelling. The students develope the ability to create their dialogue. The students present their dialogue without scipt. This process often results in memorable content.
6. Nonverbal communication. The students use facial expressions and body language to help communicate attitude, character, and trustworthiness.
themselves, use english emotionally by walking, sitting, and acting of being angry, sad, or happy. And then the teacher take a video the actions and what are the students going to said in class.
Topic : Your friend have to go and leaving you for several time.
dissatisfactions to the students. After that, teacher introduces the topic as a teaching material.
B. Presentation material
Expression satisfaction
I’m satisfied with...
I’m so happy aboutthis
It’s satisfying that...
Expression Dissatisfaction
I’m not satisfied with...
It’s to appreaciate...
It’s not satisfying that...
Dialogue example
Jerry : Have you read paper today?
opik : not yet. Anything interesting?
Jerry : yes, the apology from the company. Take a look. The paper is over there.
opik : ( packing up the paper and starting to read it) it is that all?This is not enought! I’m not satisfied yet. The size of the adds should have been half of page. Besides, the company only apologizedbut they didn’t mention what they would do as the compensation.
Jerry : Oh, come on. The point is not the matter of the size, but the company was sicere to apologize.
Opik :still it’s not satisfying.
Jerry : I think they have already shown their goodwill. It’s more than enough, isn,t it?
the middle so that everyone could see and hears them. The reseacher divide into two until three students. The students do it randomly, so there are high and low achiever students in each group and the members of the group must be able to trust one another.
2. Acceptone. the reseacher help the students to choose a topic that the researcher suggested. The students must be willing to accept the offer, buil on it, contribute, and discover a new ideas.
3. Attentive listening. The students make the dialogue based on their own knowledge. The students have 10 until 15 minutes to prepared their dialogue. The students must be aware of the partners to increase their understanding of each other and to be able to communicate effectively.
4. Spontaneity. The students get practice in instigating communication from nothing, used their imagination, imagine themselves using the language in real life situations, and be creative with language.
5. Storytelling. The students develope the ability to create their dialogue. The students present their dialogue without scipt. This process often results in memorable content.
6. Nonverbal communication. The students use facial expressions and body language to help communicate attitude, character, and trustworthiness.
themselves, use english emotionally by walking, sitting, and acting of being angry, sad, or happy. And then the teacher take a video the actions and what are the students going to said in class.
Topic : Your younger brother want to buy a motorcycle but he was 12 years old .
Review all the material will given :
Firsth meeting: asking and giving opinion
Second meeting: expression anger
Thirdh meeting: expression embarrasment
Fourth meeting: expression pain
Fifth meeting: expression love and sadness
Sixth meeting: expression satisfaction and dissatisfaction
Brown (1997). Speaking is Interactive Process . Alexandria, VA: Teachers of English to Speakers of Other Languages.
Burn Anne and Joyce Helen. 1997. Focus on Speaking. Sidney: Macquarie University.
Byrne, Don. 1969. English Teaching Extract. London. Longman Group.
G. Widdowson 1985. Learning to write: first language/second language.
London.Pdf.(http://www.education.com/reference/pdf/constructi vism)Accessed on Mei 5nd, 2015
Gay, L.R. 1981. Education Research. New York: Prentice Hill
Genhard, J., G. (1996). Teaching English as a foreign language: A teacher self- development and methodology. Ann arbor: the university of Michigan press.
Guntur ,Tarigan Hendry.1986. Berbicara sebagai Sebuah Keterampilan
Hadi, Sutrisno. 1993. Methodology Research. Yogyakarta: F.Psi.UGM Yogyakarta Harmer, J. (1998). The Practice of English Language Teaching. Edinburgh:
Pearson Education limited.
Heaton, J. B. 1998. Writing English language test. New York. Longman Group.
UK Limited
Hughes, R. (2002). Teaching and Researching Speaking. Warlow: Longman.
Jack. C. Richards. 2008. Teaching listening and speaking from theory and practice.Cambridge
Landy, R. S., (1982) Handbook of Educational drama and theater. London:
Greenwood press.
Lubis, Yusnaini. 1988. Developing Communicative Proficiency in the English as a foreign language (EFL) class. Jakarta: P2LPTK
Malayanti,2004. The Comparison Between Students’ English Speaking Living at Out of Dormitory at As’adiyah Islamic Boarding School Sengkang Wajo Regency. Thesis Makassar: English Department of Tarbiyah Faculty IAIN Alauddin Makassar Martin, R. (1994). Improvisation as a tool for education. Kamehameha Journal of
Education, 5, 169-76.
McCaslin , N., (1990) Creative Drama in the classroom. 5th ed. Studio City player press Inc.
Morgan, Clifford T. 1961. Introduction to Psychology. New York: McGraw-Hill Book Companying.
Nirwana AR, (2008). The use of tongue twisters strategy to increase the students’
speaking ability at the eight grade of Smp Muhammadiyah 12 Perumnas Makassar. Unismuh Makassar.
Nunan, D. (1991). Language teaching methodology. Macquerie University, Sidney.
Nunan, David. 2003. Second Language Teaching & Learning. Boston: Heinle &
Heinle Publishers.
Nursyamsi, 2010. Thesis. The effectiveness of group to group method in teaching speaking. Makassar. Fkip Unismuh.
Piaget, J. (1962) play, dreams, and imitation in chilhood. New York: Norton.
Richard, J.C. (2001). Curriculum development in language teaching. Cambridge:
Cambridge University Press.
Sudarwati, M. Th. Pathway to English. Jakarta: Erlangga.