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STUDENTS’ SPEAKING ABILITY IN CLASSROOM DISCUSSION (A STUDY AT THE ELEVENTH GRADE STUDENTS OF SMAN 1 SIPORA
MENTAWAI)
Marhayati 1, M. Khairi Ikhsan2, Rindilla Antika2
1Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
2 Dosen Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRAK
Penelitian ini menggambarkan tentang kemampuan berbicara siswa dalam diskusi kelas. Penelitian ini adalah penelitian kuantitatif, dimana sampelnya adalah siswa kelas sebelas SMAN 1 Sipora Mentawai pada tahun ajaran 2016/2017 sebanyak 20 siswa. Teknik pengambilan sampel menggunakan Cluster Sampling. Instrumen penelitian ini adalah speaking tes berdasarkan rubrik kemampuan berbicara siswa menurut teori Brown seperti grammar, vocabulary, pronounciation, fluency dan comprehension. 14 siswa yang bagus dalam grammar, 6 siswa yang bagus vocabulary, 8 siswa yang bagus dalam pronounciation, 13 siswa yang bagus dalam fluency, dan 6 siswa yang bagus dalam comprehension. Hasil penelitian ini adalah siswa memiliki kemampuan yang bagus dalam berbicara Bahasa Inggris melalui diskusi kelas. Seperti, 5% siswa yang memiliki kemampuan yang buruk dalam berbicara Bahasa Inggris, 20% siswa yang memiliki kemampuan yang cukup, 35% siswa yang memiliki kemampuan yang bagus, 30% siswa yang memiliki kemampuan yang sangat bagus dan 1siswa yang memiliki kemampuan yang luar biasa dalam berbicara Bahasa Inggris.
Kata Kunci : Kemampuan Berbicara, Siswa, Diskusi Kelas.
INTRODUCTION
Speaking is an oral communication that is needed by human being to fulfil their needs in transfering some information. Then, speaking is the way to communicate with other people, without speaking someone cannot express their ideas. By speaking, people can interact and deliver messages each other in the daily activity, especially in the school environment in teaching learning process.
In productive skills, students use the language that they have acquired and produced a message through speech that they want others to understand. However,
in proucing the language, the speakers not only should know how to produce spesific point of language such as grammar, pronunciation, or vocabulary but also they should understand when, why, and what ways to produce of the language.
Moreover, speaking as an essential tool of communication used to build interpersonal relationship with other people, so speaking is important if we want to get thing done, find out information, and give instruction.
Speaking in English is not only make success in English, but also to give benefit to the speaker her/him self because it is an
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important skill besides reading, writing, and listening.
In addition, the students should have speaking ability as the communication where they can deliver information each others in daily life, especially in school environment, the students must be able to speak English well. If the students do not have ability to speak English, they will get difficulties to express themselves or take part in classroom activities such as to communicate between teacher and students, to express idea, speech, class persentation, discussion class in speaking activities. In developing speaking ability, the teacher should also guide them in transfering the material of the lesson in teaching speaking.
Based on the ressearcher’s experience at SMAN 1 Sipora Mentawai, it was found several phenomena that happened on the field about students’ speaking ability.
First, they did not have self confidence to speak English in front of the class about classroom discussion. It can be proved they could not do oral communication in front of the class without guiding from the teacher. Second, they did not master grammar. It made the students could not perform dood performance in front of the class because they felt confuced how do discussion especially about discuss some topics in to do classroom discussion althought they have know much
vocabularies. Last, they had lack of vocabulary.
According to School Based Curriculum (KTSP) the aim of teaching speaking for Senior High School is to develop the students’ speaking skill and the students are able to express kinds of transactional, short monologue, and functional text. Therefore, the students are required to understand and comprehend the material easily, and they can use material in their life for material easily, and they can use material in their daily life for accessing other science. As the result, students are able to communicative with their friends and teacher in their classroom. In teaching English speaking is one of important skills to be mastered by students.
Definition of Speaking
According to Richards and Renandya (2004) speaking is used for many different purposes, and each purpose involves different skills. It means that speaking is important for everyone. Through speaking activity the listener gets much information from the speaker, such as about information that happening around their life. The purpose include making social context with people establishing rapport, persuading someone about something, clarifying information, giving instruction, describing things, complaining about people’s behavior, asking and giving
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opinion, agree and disagree. The purpose of learning speaking is students can speak English well and give response.
Furthermore, classroom discussion is talk something that will be problem and solve that prolem by doing discussion. It means that, in discussion there was problem that will be solved by people.
People can give their suggestion about the problem because, every people have difference point of view about the problem. But when giving suggestion the students will aware when use language.
Related to this case, speaking is the basic of language skills that should be practice by people. Through speaking, people can communicate and share their ideas about something. Speaking is activities that involve interaction, where the societies see speaking as an integral part of people’s daily live. It is suported by Louma (2004:9) who states that speaking as interaction, as a social and situation- based activity. People share opinions or get something from other. From this definition, spaking is the activities to interact with another people; speakers can share opinion to the listener and the listener can do so.
Moreover, Fisher and Frey (2007:16) define speaking is the uniquely human act or process of sharing and excanging information, ideas and emotional using oral language, whether it is information
interaction or in more formal setting communication are required coherent message, deliver them clearly, and adapt them to their listener. It means that speaking is process of giving information, ideas, and emotional to other people by using oral language. Besides that, speaking is a part of our live that used in daily life where someone can communicate with other people in their environment.
Speaking ability is the students ability in expressing their ideas orally.
According to Freeman in Risnadedi (2001:56-57), speaking ability more complex and difficult than people assume, and speaking study like study of language, naturalize many case to language teachers.
Thus, speaking ability is a complex skill, because the students have to choose a good word to make phrase and the students must have a good grammar.
Therefore, speaking ability is a means of communication to express human being thought as well as a form of social behavior. It is active productive skill involving complex mental and physical action of the speaker when they are producing speaking. As we know that speaking ability is very important for the goal of language learning which is to enable the learners to interact freely with each other. In form – focus speaking, language learners will also be exposed to and give opportunities to practice and use
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meaning focus communication, in which they must both produce and listen to meaingful oral communication. Therefore, both of speakers’ and listeners’ attention in on the message can be communicated.
Speaking ability can be defined as the as the ability to use words in essential normal communication situation and the signal system of pronunciation, stress, intonation, grammatical, structure and vocabulary of foreign language at normal rate of delivery for native speaker of the language. Speaking ability is complication of several skills. Kathleen and Rudolph (2004:20) state that these are some points that students must do simultaneously: (1) to deside what students wants to say, (2) to choose the patterns students are going to use, (3) to choose the words that first to patterns and conveys the meaning, (4) to use the correct arrangement of sounds, voice, pitch and form, (5) to make sure that students wants to say in appropriate situation, and (6) to place they tongue and lips in certain position to produce the sounds. In order that, the listener will undesrtand the message that delivered by the speakers, the speaker will be knw the components of speaking.
Components of Speaking
According Brown (2004:172-173) there are five components that are generally recognized in speaking ability, they are grammar, vocabulary,
pronunciation, fluency and comprehension.
Richards and Willy (2002:204) stat that components of speaking are pitch, stress, intonation, gesture, body language/posture, facial expression and so on. Pitch is the quality of a sound governed by the rate of vicrations producing it, the degree of highness and lowness of a tone. Stress is pressure or tension exerted on a material object.
Intonation is the rise and fall of the voice in speaking.
Gesture is a movement of part of the body, especially a hand or the head, to express an idea or meaning. Body language/posture is the process of communicating non vervally through concious or unconscious gestures and movements. Facial expression are very important part of communication. So facial expression is a gesture executed with the facial muscles. It means, component of speaking include not only how speakers set the voice but also how speakers plays all of body.
Definition Classroom Discussion
According to Buehl ( 2009:76) defines that classroom discussion are an important way to encourage students to think. It means that classroom discussion is needed to make the student active in teaching learning process. So the students more
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think in learning process, and they have knowledge.
Furthermore, Dillon in Hess (2009) states that cassroom discussion is a particular form at group interaction where members join together in addressing a question of common, exchanging and examining different views to form their answer, enhacing their knowledge or action over the matter issue. It means that there is group interaction in classroom discussion. In classroom discussion should have question as a precondition for discussion. It can build the knowledge and understanding member of discuss about the issue or topic.
Advantages of Classroom Discussion According to Brewer, et.al (2001:107) there are some advantages of class discussion. They are: (1) All participants are expected to contribute, unlike in classroom when time may limit full participations. It means that, that all students can gives contribute when doing classroom discussion. For example, giving ideas, opinion , and information based on the topic, (2) Participation may more easily understand anothers participant’s explanation than the instructor’s explanation. It tells that the students are more understand because existences interchange ideas that are do by some members group discussion, (3) This technique helps participants are see
relationships among ideas or concepts related to the topic at hand. It means that the students will more understand among ideas or concept based on the topic.
In addition, Chan and Pawlina (2015:100) state that advantages of classroom discussion. They are: a) Encourage participant of students. In a classroom discussion setting, students are more willing to share their knowledge and speak up as they would be in a less intimidating setting, (b) Improves communication skills. Students when learn to organize their thoughts before pesenting to their peers, thereby developing their interpersonal and communication skills, (c) Reaches out to students with different learning styles. Students came from diverse backgrounds and cultures and hence many have dissimilar learning style, (d) Inculcates responsibility. Classroom discussion help to develop a professional attitude of responsibility and accountability toward each other.
RESEARCH METHOD
The design of this research was quantitative research. According to Gay and Airasian (2012:7), quantitative research is the collection and analysis of numerical data to describe, explain, predict, or control phenomena of interest.
determines and describes the way things are. In this research for answering the research questions, the researcher will
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describe and analyze students’ speaking ability in classroom discussion at SMAN 1 Sipora Mentawai in Academic Year 2016/2017. The researcher used cluster sampling to determine one class as this research XI. IPA.2.
In doing this research had three time were testing I, testing II and testing III.
After that, the researcher have done such as;
1. To get the raw score, the researcher count the score from each components and multiplied by 4 obtain the final of each subject.
2. Presenting the raw score for each sample by using the following formula:
𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑠𝑐𝑜𝑟𝑒 =𝑆1 + 𝑆2 2
3. Calculating the avarage ability (M) by using this formula ( Arikunto, 2010:289)
Where : M = Mean
𝑥 =The total scores N = Number of sample
4. Calculating the Standard Deviation (SD) using formula below Arikunto (2010:289)
SD = 𝑥𝑁2− 𝑋𝑁 2 Where :
SD = Standard Deviation N = Number of students 𝑥 = The total score
𝑥2= The total score aquared
5. To classify the students’ ability the researcher uses the criteria as follow (Arikunto, 2010:290)
Excellent ← > 𝑀 + 1, 5
VeryGood← M + 0, 5 SD < 𝑀 + 1, 5 𝑆𝐷 Good ← M − 0, 5 sd < 𝑀 + 𝑂, 5 𝑆𝐷 Moderated ← M − 1, 5 SD < 𝑀 − 0,5 𝑆𝐷 Bad ← < 𝑀 − 𝑀 1, 5 𝑆𝐷
6. Find the percentage of students who has excellent ability, very good ability, good ability, bad ability and very bad ability by using the following formula.
P = F
N X 100 % Where:
P : Percentage of the students’ ability R : The number of the students who
get excellent ability, very good ability, good ability, moderated ability and bad ability.
T : The sum of the students M = 𝑥
𝑁
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FINDINGS AND DISCUSSION
The finding of this research were relevant to research question. The quantitative data collecting began from the researcher asked the students’ speaking ability for some students for video recording. To find out students’ speaking ability in classroom discussion. The researcher had to analyze the students’
speaking ability in classroom discussion. In this researcher discussed the result of oral test about classroom discussion to 20 students. The lowest score was 39 and the highest score was 90 (see appendix 6).
Based on the data analysis, the students’ grade were clasified into five categories. There are some ranges of students’ score. First, was excellent ability, it is because the students comprehend about what the talked in front of the class. They could use good grammar, vocabulary, fluency in excellent pronounciation. Second very good ability, it is because the students discuss some topics orally in good way.
There was one or two mistakes in their spoken performance. By good comprehension, they could explain a topic in good grammar roles, vocabulary, pronounciation and fluency.
Third good ability, it is the students could present about classroom discussion by good grammar rules, and appropriate vocabulary although there were some
mistakes in their spoken performance.
Fourth moderated ability, it is because the students only comprehend a little bit of their spoken performance on classroom discussion orally. There were many mistakes of their grammar rules and vocabulary which made their fluency and pronounciation were difficult to be comprehended. Last bad ability, it is because the students did not comprehend about what the had talked in front of the class. Their grammar and vocabulary were not appropriate to discuss of topic. Then, their fluency and pronounciation were still affected by their native language.
The result of this research indicated that the first grade students’ speaking ability in classroom discussion at SMAN 1 Sipora Mentawai in Academic Year 2016/2017 in general was good. It could be seen that 35 % students got good ability in classroom discussion orally.
1. The Students’ Speaking Ability In Grammar In Classroom Discussion.
Students’ speaking ability in grammar was described by the researcher
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as follow: one student (5%) who got excellent (see appendix 9), five students (25%) who got very good, fourteen students (70 %) who got good no student (0%) who got moderate, and no students (0%) who got bad. The result of this could be seen in the following table :
Table. 2.1. Classification of Students’
Speaking Ability in Grammar in Classroom Discussion.
Classificatio n Of Ability
Member Of Students
Percentage
Excellent 1 5 %
Very Good 5 25 %
Good 14 70 %
Moderate 0 0 %
Bad 0 0 %
The table above showed that students’
speaking ability in grammar about classroom discussion was good. It was because the result of persentage of students about grammar. There were fourteen students (70%) that had been classified good in applying grammar in classroom discussion.
2. The Students’ Speaking Ability In Vocabulary In Classroom Discussion.
Students speaking ability in vocabulary about classroom discussion was described by the researcher as follow: two students (10%) who got excellent (see appendix 10), four students (20%) who got very
good, six students who got good (30%), five students (25%) who got moderate, and three students (15%) who got bad.
The result of persentage could be seen in the follow table:
Table 2.2 The Classification of Students’
Speaking Ability in Vocabulary in Classroom Discussion.
Classification Of Ability
Member Of Students
Percentage
Excellent 2 10 %
Very Good 4 20%
Good 6 30 %
Moderate 5 25 %
Bad 3 15 %
The table above showed that students’ speaking ability in choosing vocabulary about classroom discussion was good because most of students got persentage is good (30%).
3. The Students’ Speaking Ability in Pronounciation in Classroom Discussion.
Students speaking ability in pronounciation in classroom discussion was described by the researcher as follow: one students (5%) who got excellent (see appendix 11), five students (25%) who got very good, eight students (40%) who got good, three students (15%) who got moderate, and three students who got bad
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(15%). The presentage could be seen in the following table:
Table : 2.3 Classification of Students’
Speaking Ability in Pronounciation in Classroom Discussion.
Classification Of Ability
Member Of Students
Percentage
Excellent 1 5 %
Very Good 5 25 %
Good 8 40%
Moderate 3 15 %
Bad 3 15 %
The table above showed that students’
speaking ability in pronounciation about classroom discussion was good ability because most of the students had good percentage in 40% about classroom discussion in front of the class.
4. The Students’ Speaking Ability in Fluency in Classroom Discussion.
Students’ speaking ability in fluency about classroom discussion was described by the researcher as follow: three students (15%) who got excellent (see appendix 12), two students (10%) who got very good, thirteen students (65%) who got good, two students (10%) who got moderate, and one student (5%) who got bad. The precentage could be seen in the follow:
Table : 2.4 Classification of Students’
Speaking Ability in Fluency in Classroom Discussion
Classification Of Ability
Member Of Students
Percentage
Excellent 3 15 %
Very Good 2 10 %
Good 13 65%
Moderate 2 10 %
Bad 0 0%
The table above showed that the students’
speaking ability in fluency about classroom discussion was good. It was because most of the got good percentage (65%) in doing this oral test when they were pronouncing words of their written product.
5. The Students’ Speaking Ability in Comprehension in Classroom Discussion
Based on the result of oral test of students about describing person in comprehension aspect, there were three students (15%) who got excellent (see appendix 13), four students (20%) who got very good ability, six students (30%) who got good ability, and three students (15%) who got moderate ability, and four students (20%) who got bad ability.
The result of this could be seen in the following table :
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Table 2.5. Classification of Students’
Speaking Ability in Comprehesion in Classroom Discussion
Classification Of Ability
Member Of Students
Percentage
Excellent 3 15 %
Very Good 4 20 %
Good 6 30 %
Moderate 3 15 %
Bad 4 20 %
The data above indicated that students’
speaking ability in classroom discussion was good besause the researcher had been classified the students’ percentage based on some criterias about comprehension in oral test. There were six students (30%) in good criteria about classroom discussion.
CONCLUSION
Based on the findings and discussions, it can be concluded that the students’
speaking ability in classroom discussion of the eleventh grade at SMAN 1 Sipora Mentawai is good. It is because almost all of the component is good. This research such as; the students speaking ability in using appropriate grammar about classroom discussion is good. It is proved by the data that fourteen students (70%) can be classified as good ability. Then, the students’ speaking ability in choosing the appropriate vocabulary about classroom discussion is good. It is proved by the data
that six students (30%) can be classified as good ability. Moreover, the students’
speaking ability in comprehension about classroom discussion is good. It is proved by the data that six students (30%) can be classified as good ability.
The students speaking ability in pronouncing the words about classroom discussion is good. It is proved by the data that eight students (40%) can be classified as good ability. Last, the students’ speaking ability in fluency about classroom discussion is good. It is proved by the data that thirteen students (65%) can be classified as good ability.
Furthermore, the percentage of the students’ speaking ability in classroom discussion at SMAN 1 Sipora Mentawai had to clasified of ability such as; the excellent students’ speaking ability in classroom discussion it is proved that two students (10%). Then, the very good students’ speaking ability in classroom discussion it is proved that six students (30%). Moreover, the good students’
speaking ability in classroom discussion it is proved that seven students (35%). The moderate students’ speaking ability in classroom discussion it is proved that four students (20%). Last, the very bad students’
speaking ability in classroom discussion it is proved that one student (5%).
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