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IMPROVING STUDENTS’ SPEAKING SKILL BY USING BERLITZ METHOD AT THE SECOND GRADE OF SMA NEGERI 2 GOWA
Liya Novi Yanti1, Nurfitriyah Halim2
1
STKIP-YPUP Makassar, Email: [email protected]
2
STKIP-YPUP Makassar, Email: [email protected]
Abstract: The objective of this research is aimed to find out the use of Berlitz Method in improving the students’ speaking skill at the second grade of SMA Negeri 2 Gowa. This research used pre-experimental method with one group pre-test and post-test design. The sample of this research was 26 students which taken by using purposive sampling technique. The research of this study showed that the pre-test is 7.69 and in the post-test is 10.30. The post-test is higher than the pre-test (10.30 >7.69). It means that there is an improvement of students’ speaking skill after using the Berlitz Method.
Key words: Berlitz method, speaking skill.
INTRODUCTION
In English, there are four skills that should be mastered. Such as; listening, speaking, reading and writing. In the other hand, speaking is the way people communicate and sometimes people will be able to speak on the telephone, write letters, listen to the radio or read book, it means that they possess the four basic language skills of speaking, writing, listening and reading. Sometimes language users employ a combination of skills at the same time. Especially speaking and listening usually happen simultaneously. As we know that, in language skill speaking is one of the important things in language.
And speaking is the one of most difficult aspect for students to be mustered, because it is hardly surprising when one considers everything that is involved when speaking like the ideas, what to say, how to use grammar, vocabulary and pronunciation as well as listening to and reacting to the person you are communicating with.
Learning speaking as English subject plays an important role in supporting the intellectual, emotional and social development of students. This is the factor of supporting the success of students in studying all subjects. The speaking skills underline the students to be active in following the process of teaching and learning in the class. Most of teacher think that when the teacher use English in the class that the students can be speaking English to. In fact, without we knowing that when the teacher teach English in the class teacher use their time to explain grammar and get the students memorize a list of vocabulary. But, we all know that speaking is not easy to understand when we know speaking as well we automatically know the other language skill.
Berlitz Method is an alternative method in improving students’ speaking skill. Those methods teach the students into the real conversation The Berlitz method was first develop by Maximilian Berlitz in 1878. The Berlitz method is an imitation of the natural process by which a child learns its mother tongue. Berlitz helped revolutionize learning by introducing one of the firs forms of the “direct method”, which was based upon the “Natural Method”.
Direct method puts pressure on auditory skills and speech, also reject the way or translation method. Direct method emphasized the auditory skills, speaking pass through direct hearing the target language, to try it in interaction.
15 According to Wilga M Rivers, the goal of direct method which has the same goal as a Berlitz method is: to develop the ability to think in language to conversing, reading or writing. The main principle behinds the method (Berlitz) is that all instruction is given in the target language. Moreover, Hendry (2012) also found that there is significant different from the students speaking ability before and after applying direct method with the T test > T table which 5% to 1%. It means that the hypothesis null was rejected and alternative hypothesis was accepted.
Similar with Sari (2011) who found that the use of Berlitz Method is effective to improving students’ ability Adverbial Clause of Time. There for, the English teacher can apply Berlitz Method as an alternative method in teaching process in order to help the students to improve their ability.
As we know that, in language skill speaking is one of the important things in language.
And speaking is the one of most difficult aspect for students to be mustered, because it is hardly surprising when one considers everything that is involved when speaking like the ideas, what to say, how to use grammar, vocabulary and pronunciation as well as listening to and reacting to the person you are communicating with.
Based on Oxford Dictionary, “skill is an ability to do something expertly or well.” In addition, the definition of skill in Wikipedia is “the learned ability to carry out a task with pre-determined result often within a given amount of time, energy, or both.” Therefore, language skill is an ability to use an arbitrary system of speech sounds to communicate ideas, feelings, and desires that can be learnt by practicing.
According to Freeman (2000:30) there are few technique of Berlitz method that can be used in teaching English. They are:
1) Reading aloud
The students take turn reading section of passage, play, or dialogue out loud. At the end of each student’s turn, the teacher uses gesture, picture, regalia, example or other means to make the meaning of the section clear.
2) Question and Answer Exercise
This exercise is conducted only in target language. Students are asked question and answer in full sentence so that they practice with new words and grammatical structure.
3) Getting Students to Self-Correct
The teacher of this class has the students Self-correct by asking them to make achieve between their answer and the teacher alternate answer. Another possibility is for the teacher to repeat what the students said, stopping just before the error. The students know that the next word was wrong.
4) Conversation practice
Teacher give example by asking the students that contained a particular grammar structure.
Later the students will practice with the other students in classroom.
5) Fill in the Blank Activity
The students would have includes the grammar rule they need to fill in the blanks from example and practice with earlier part of the lesson.
6) Dictation
The teacher needs passage three times. First time teacher read by normal speed while the students just listening. The second time teacher read word by word, phrase by phrase and pause for long enough to let students write what they have read. And the last teacher red by normal speed again to let students check their words.
7) Map drawing
The class included one example of a technique used to give the students listening comprehension practice. The students were given a map with the geographical features unnamed.
8) Paragraph writing
16 The teacher in this class asked the students to write a paragraph in their own words on the major geographical features of the United States.
METHOD
In this research the sample of this research was 26 students which the researcher used purposive sampling. The total number of sample are 26 students. The researcher selected one of the class as the sample of this research that depend on the result of the study in SMA N 2 Gowa and the researcher chose XI MIA 1, because their score result for English especially speaking is below standard kkm at SMA N 2 Gowa.
There were some disagreements on just what criteria to choose in evaluating all communication. Grammar, Vocabulary, and Pronunciation is often named as ingredients. Such as fluency and appropriateness of expression are usually regarded as equally important. ( in an international survey of speaking test which as carried out by Randall L. Jones and the author, it was found that of 74 exams evaluated, 81 percent measured grammar, 71 percent fluency, 67 percent vocabulary, 66 percent pronunciation, 63 percent appropriateness and 37 percent other matters).
There are three kinds of Speaking test,:
1) Limited Response: the students with limited speaking skill will be evaluated by using directed response, questions about pictures, and reading aloud.
2) Guided Techniques: less control of spoken utterances is necessary for intermediate to advanced students, but some guidance is needed so that students perform the same kinds of tasks.
3) Oral Interview: the whole thing is held together by the constant interaction of the interview and the students.
Procedure
In collecting the data, the researcher performed the following procedures: pre-test, treatment, and post –test
Pre -test :
a) The researcher gave the test to the students for 45 minutes to know previous knowledge of speaking and the fluency of the students.
b) The researcher explained the direction.
c) The researcher shared a picture for each student and let the students describe the picture orally.
Treatment:
a. The give the students different topic/picture each meetings or treatment.
b. The researcher divided the students into six groups.
c. The research gave the students one topic/picture and explained it to the students.
d. The researcher gave the student 15 minutes to describe orally the picture or the topic in their group.
e. The students practice in the front of the class with their groups.
Post -test:
After getting the treatment in six meetings, the researcher gave post-test to the students. The research gave the similar test of pre-test but it is more difficult from pre-test. The researcher gave the post-test to identified the effectiveness of Berlitz Method to improve the students’ fluency in speaking skill. Techniques of scoring system to measure the students speaking ability of the students on component observe involving fluency, accuracy and comprehensibility. The researcher had some table of the student score, from that table the researcher give the students score and the researcher would analyzed it.
RESULTS AND DISCUSSION Result
17 The finding of the researcher deals with the students’ score of research activities such as; pre- test, the frequency and the rate percentage of the students score, the mean score of pre-test, and t-test value and hypothesis testing. In preparing the test for speaking material, the researcher gave some clue or topic to the students. After that the topic was discuss by the students in their group and they would practice in the class. And there were the topic: descriptive text, describing their self, describing people, places and animals. In order to match the material in SMA Negeri 2 Gowa the researcher chose descriptive text, and those method divide the students into same group 5 until 6 groups in the class.
The researcher gave the pre-test before having the treatments by example about the material of the pre-test. To made the students interested the researcher divided the students into six groups which total number of group is five until six students, after given the topic the students discuss the topic that had been given which aimed to know speaking ability of the three components of speaking there were fluency, accuracy and comprehensibility. The post-test was given to the students after having the treatments which aimed to know the achievement of the students’ speaking skill after they got the treatments.
The pre-test was given to the students before having the treatment which aimed to know the prior speaking skill of the students. The post-test was given to the students after having the treatment which aimed to know the achievement of the students speaking skill after they got the treatment. The researcher asked students to describe her friend that have been given in the pre-test. There were some students still difficult in staring to speak.
Figure 1. Percentage speaking fluency, accuracy and comprehensibility in pre-test result
Based on the data that had collected in pre-test, there were three components of speaking test, there were fluency, accuracy, and comprehensibility. Which percentage of the students’ pre-test on fluency there was none students got excellent score (0%), there were 2 students (7,69%) got very good score, there were 4 students (15,38%) got good score, there were 10 students (38,46%) got average score, there were 9 students (34,62%) got poor score, and there was 1 student (3,84%) got very poor score. The table shows that the most students stated in two level. There were average level with 10 frequencies, there were poor level with 9 frequencies.
0 0 0
2
1
2 4
2
1 10
6
9
9 9
13
1
8
1 0
2 4 6 8 10 12 14
Fluency Accuracy comprehensibility
Number of students frequency
Excellent Very Good Good Average Poor Very Poor
18 The result of the students’ pre-test and post-test in speaking skill achievement could be also known by the students mean score of both pre-test and post-test, it is presented on a chart below. In pre-test the mean score of fluency was 2,88, the students’ mean score on accuracy was 2,19, the students’ mean score on comprehensibility was 2,61, and the mean score of the three components was 7,69. In post-test, the students’ mean score on fluency was 3,84, the students mean score on accuracy was 3,03, the students’ mean score of comprehensibility was 3,42, and the mean score of the component was 10,30. Comparing the total men score of the students in pre-test and post-test, the improvement of rate percentage on speaking fluency was 33,33%, the improvement of rate percentage of speaking accuracy was 38,59%, and the improvement of rate percentage of speaking comprehensibility was 30,88%. it can be conclude that the total mean score of the students in post-test was higher than pre-test and after the treatment the students were increase. In the other words, it can be said that 10,30 > 7,69. The value should be compared are the t-test and t-table. The t-test of this research was 26,87 while the t-table was 2,060. The t-table of this research was smaller than t-test.
Figure 2. Graphic percentage speaking fluency, accuracy and comprehensibility in post -test result
Discussion
After knowing the data, that pre-test and post-test. It is known that the score of post-test was higher than pre-test there is one value that also should be compared that the value of t-test was higher that t-table. It explained that there was significance between the mean score of pre-test and post-test.
Based on the data above, the researcher concluded that, in three components of speaking were fluency, accuracy, and comprehensibility can improve the students speaking skill by using Berlitz method. This is supported by Hendry (2012) who found that there is significant different from the students speaking ability before and after applying direct method with the T test > T table which 5% to 1%. It means that the hypothesis null was rejected and alternative hypothesis was accepted. Berlitz method gives more benefit and laidback to use to teach English. This is also similar with Sari (2011) who found that the use of Berlitz Method is effective to improving students’ ability Adverbial Clause of Time. There for, the English teacher can apply Berlitz Method as an alternative method in teaching process in order to help the students to improve their ability.
CONCLUSION AND SUGGESTION
3
1
2 3
1 1
8
5
6
11 11
14
1
7
3
0
1
0 0
2 4 6 8 10 12 14 16
Fluency Accuracy comprehensibility
Number of students frequency
Excellent Very Good Good Average Poor Very Poor
19 It is believed that many technique and strategies can be developed by the teacher in teaching speaking. Berlitz method is one of the methods. In the application of the Berlitz method the teacher should limited the topic it makes the students easier to adaptation the situation and the teacher should gave the example first before the students.
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