the use of banner presentation technique to improve

30. THE USE OF BANNER PRESENTATION TECHNIQUE TO IMPROVE THE STUDENTS SPEAKING PERFORMANCE (A Classroom Action Research at the Eighth Grade Students of SMP Negeri 4 Makassar). A THESIS Submitted as the Fulfillment to Accomplish Sarjana Degree At faculty of Teacher Training and Education Makassar Muhammadiyah University. NURUL ASQIA 10535 4382 09. ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2014.

31. ABSTRACT NURUL ASQIA.2014. The use of banner presentation technique to improve the students’ speaking performance at the eighth grade students of SMPN 4 Makassar (A Classroom Action Research), under the thesis of English Education Department the faculty of Teacher Training and Education, Makassar Muhammadiyah University. Guided by Kaimuddin and Maharida. This research was aimed to explain the improvement of the students’ speaking accuracy and the students’ speaking fluency through the use banner presentation technique in teaching speaking. The research was implemented in SMP Negeri 4 Makassar at the eighth grade students through a classroom action research. The researcher took 20 students as the subject of the research. The researcher taught speaking English using banner presentation technique. To find the results, the researcher got the information from the students’ presentation form of pre-test, test of cycle I and test of cycle II. The result of the research using banner presentation showed that, the researcher used the CAR (Classroom Action Research) principle to collect the data. The research conducted through two cycles with each cycle consisted of four meetings. The instruments used in this researcher were observation sheet, test, recorder and field note for gathering the data during teaching and learning process. By implementing banner presentation in teaching speaking, the students had chance to be active and cooperative in learning speaking so that the students’ speaking accuracy and the students’ speaking fluency achievement were improved significantly. It could be seen from the result of the students’ activities during the action, and the students’ speaking achievement in speaking. The mean score of the students’ speaking pre test was 5.22 (Five Point twenty two). It was categorized as poor classification (low ability). While the mean score of the students’ speaking test in cycle I was 6.45 (Six point fourty five). It is higher than the mean score of the students’ pre test. But the result was not significant from the result which was expected according to the background namely 7.5 (seven point five), so the research was continued to the cycle II and the mean score of the students’ speaking achievement of cycle II was 7.75 (seven point sevenfive). It indicated that there were a significant score from the result expected in the background namely 7.5 (seven point five). The result above was acquired from the students’ speaking ability in terms of speaking accuracy and speaking fluency..

32. ACKNOWLEDGEMENTS. By reciting Bismillahi Rahmani Rahim, the researcher started the process of this activity including the primarily observation, literature review, writing process, getting research, and consultation. Therefore, the very gratefulness is adhered to almighty God (Allah SWT) and his messenger Muhammad SAW, who has given researcher the best everything to complete the whole process of this work. Special thanks are given to Muhammadiyah University of Makassar because of giving an opportunity to the researcher in getting undergraduate education. Therefore, the researcher also includes the thanks to the all people and instances that provide the best four years moment in this blue campus. 1.. Rector of Muhammadiyah University of Makassar, Dr. H. Irwan Akib, S.Pd.,M.Pd. 2.. Dean of Faculty of Teacher Training and Education (FKIP) Dr. A. Sukri Syamsuri, S.Pd., M.Hum.. 3.. Head of English Department, Erwin Akib, S.Pd.,M.Pd and his vice Amar Ma’ruf, S.Pd.,M.Hum.. 4.. Supervisors who help very much from the beginning to the end of this work (Dr. H. Kaimuddin, Dip.Eng., M.Hum and Maharida S.Pd.,M.Pd.).. 5.. Thanks to her examiners how have given her guidance, correction and support for this thesis.. 6.. Thanks to her beloved parents Drs. Tajuddin and Rasnah Hamjah who love her very much and always give her love sincerely and purely without time..

33. 7.. Thanks very much for my beloved sisters Nasratul Khumaerah, Nurhaidar, Rezki Amalia, Wiwi Alfiah and Nurfadillah to support and smile every time.. 8.. Thanks very much for all members of Class L 09 for all moment when we study together.. 9.. And all the people can not researcher write down the name, thank you so much ever share smile, laugh and support with researcher. Finally, by reciting Alhamdulillahi Robbil Alamin, the researcher has been. success to finish her work or research according to the target of time and also target of the research, nothing left or forgotten to do. Makassar, june 2014 Researcher Nurul Asqia.

34. CONTENTS. SAMPUL………….……..………………………………………………..……… i APPROVAL SHEET.......................................................................................... ... ii SURAT PERJANJIAN……..…………………………………………………… iii SURAT PERNYATAAN……..…………………………………...……….…… iv ABSTRACT……..………………………………………..…………...………..... v AKCNOWLEDGEMENTS……....………………………………………...…… vi CONTENTS......................................................................................................... viii LIST OF TABLES…..…………………………………………….…….……… x LIST OF GRAPHICS…..………………………………………………..…..… xi LIST OF APPENDICES….……………………………….…………………… xii CHAPTER I: INTRODUCTION A. Background................................................................................. 1 B Problem Statement...................................................................... 3 C.Objective of the Study................................................................ 3 D. Significance of the Study........................................................... 3 E. Scope of the Study ..................................................................... 4 CHAPTER II: REVIEW OF RELATED LITERATURE A. Previous Related Research Findings..........................................5 B. Some Pertinent Ideas..................................................................7 1. The Concept of Banner Presentation....................................7 a. The Difinition of Banner................................................7.

35. b. The Difinition of Presentation........................................8 c. Reason for Using Banner Presentation.........................10 d. Using Banner Presentation in Teaching.......................11 2. The Concept of Speaking Performance..............................12 a. Definition of Speaking.................................................12 b. Kinds of Speaking Elements........................................13 c. Definition of Speaking Performance............................16 d. The Characteristics of Successful Speaker...................17 e. Problem With Speaking Activities..............................18 C. Conceptual Framework............................................................19 CHAPTER III: RESEARCH METHOD A. Research Design…................................................................. 21 B. Research Location and Subject.....……...…………..………. 21 C. ResearchVariables and Indicators.......................................... 22 D. Research Procedures..................................................................22 E. Research Instruments...………………………..………...…….24 F. Source of Data........................................................................... 25 G. Data Collection…………......................................................... 25 H. Data Analysis……….......……………………..………….….. 28 CHAPTER IV: FINDINGS AND DISCUSSIONS A. The Findings…………….……………………………………30 B. Discussions...………………………………………………....39.

36. CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions…………………………………………………. 53 B. Suggestions…………………………………………………. 54 BIBLIOGRAPHY............................................................................................... 56 APPENDICES..................................................................................................... 59 CURRICULUM VITAE....................................................................................137.

37. LIST OF TABLES. Table 1 :. The Improvement of the Students’ Speaking Accuracy…….…........ 30. Table 2 :. The Improvement of the Students’ Speaking Fluency…………....... 33. Table 3 :. The Improvement of the Students’ Speaking Ability…………......... 35. Table 4 :. The Observation Result of the Students’ Activeness in Teaching and Learning Process…………………………...………………............. 37. Table 5 :. The Improvement of the Students’ Pronunciation in Speaking…..... 40. Table 6 :. The Improvement of the Students’ Vocabularyin Speaking….......... 42. Table 7 :. The Improvement of the Students’ Grammar in Speaking................ 44. Table 8 :. The Improvement of the Students’ Smoothnessin Speaking…......... 47. Table 9 :. The improvement of the Students’ Self-Confidence in Speaking..... 50.

38. LIST OF GRAPHICS. Figure 1:. The Improvement of the Students’ Speaking Accuracy…….….. 32. Figure 2:. The Improvement of the Students’ Speaking Fluency………….. 34. Figure 3:. The Improvement of the Students’ Speaking Ability…………... 36. Figure 4:. The Observation Result of the Students’ Activeness in Teaching and Learning Process…………………………………………..... 39. Figure 5:. The Improvement of the Students’ Pronunciation in Speaking.... 41. Figure 6:. The Improvement of the Students’ Vocabulary in Speaking........ 43. Figure 7:. The Improvement of the Students’ Grammarin Speaking…….… 46. Figure 8:. The Improvement of the Students’ Smoothness in Speaking..…. 48. Figure 9:. The improvement of the Students’ Self Confidencein Speaking.. 51.

39. LIST OF APPENDICES. Appendix A: Lesson Plan.............................................................................. 60 Appendix B: The Result of the Students’ Diagnostic-Test.......................... 100 Appendix C: The Result of Students’ Test in Cycle I.................................. 102 Appendix D: The Result of Students’ Test in Cycle II................................. 104 Appendix E: The Result of the Students’ Activeness................................... 108 Appendix F: The Students’ Test................................................................... 109 Appendix G: Expression From the Students’................................................ 114 Appendix H:. The Students’ Observation Sheet............................................ 116. Appendix I:. The Teacher Observation Sheet .............................................. 124. Appendix J:. The Students’ Picture............................................................... 132. Appendix K: The Research Time.................................................................. 136 Appendix L: Curriculum Vitae..................................................................... 137.

40. CHAPTER I INTRODUCTION. A.. Background Language is a tool of communication. Through language, people can. express their idea. In Indonesia, English as one of compulsory subjects in junior and senior high school up to the university. English as an International language occupies the first position in the world communication today. There are four skill in teaching english, namely listening, speaking, reading and writing skill. From the four language skills, the researcher focuses her attention in speaking because speaking as productive skill is the single most important function of learning a second or foreign language. In teaching speaking, which is emphasized in all exercises and activities of the students, the English teacher should apply this approach and ensure them but through speaking, the students are easy to build a communication with the other people so it can help us to find more information. Media is one can helps the teachers to achieve the better teaching process. To fulfill the teacher weakness, it can also make teaching speaking process more interesting. Using blackboards, over head projector (OHP), pictures are kinds of media. Using media aims help the teachers in improving the students’ skill especially their ability in speaking. Chastain, (1976 : 334) states that learning to speak is obviously more difficult than to understand the spoken language.

41. Therefore we should provide an appropriate media makes them enjoy practicing their speaking. Encouraging the students learn English is not an easy skill. The teacher must be patient to build up the students motivation. They are not enough only asking them to study hard. The teacher should be a good model in showing their positive attitude toward English, besides must present the material in teaching process by using some appropriate methods which are suitable with students interest. There are various components can make the students difficulty to speak English. Vocabulary is one aspect to influences the students to speak more. If the students do not have vocabulary, they will get difficulties to catch what another mean. Grammar also has a role making the students speak well. If the students use incorrect. grammar,. they. will. sometimes. appear. misunderstanding. in. communication. Pronounciation is one aspect can help speaking process running well. A good pronounciation can appear from another and automatically make the students more confidence to speak. Such as what have been explained by Harmer, (1991: 15) that to be a good speaker, there a three aspects that support the students’ ability in speaking English, those are : pronunciation, vocabulary, and grammar. To make the students have more chances and feel more enjoyable to practice their speaking skill. The teachers should have a proper method that can lead the students to fulfill the requirement of speaking. The teachers should have a.

42. proper method that can lead the students to fulfill the requirement of speaking. Therefore, the researcher chooses the banner presentation method to improve the students’ speaking performance. This research did pre-observation that was conducted at the Eighth grade students of SMP Negeri 4 Makassar, because based on the researcher observation and the teacher’s information found that the students of Eighth grade have poor ability and low interest to speak English in the class. They are difficult to communicate their mind in oral communication (speaking). Based on the result interview of the English teacher at the eighth year students of SMP Negeri 4 Makassar in VIII - I stated that the mean score of the students’ achievement in speaking English was very low. It was about 5.6 mean score and the target score was 7.5. Based on the explanation above, the researcher commits to research a study with title “The Use of Banner Presentation Technique to Improve the Students’ Speaking Performance” B. Problem Statement The problem statement of this study is “Does Banner Presentation teaching technique improve the student’s speaking performance” ? C. Objective of the Study The objective of the study is to find out whether or not the use of Banner Presentation teaching technique improve the student’s speaking performance..

43. D. Significance of the study The result of this research is expected to improve the quality of English language teaching as the foreign language, to be useful information and good manner for the teachers to handle English teaching learning process generally, and to be effective process for the Eighth grade Students of SMP Negeri 4 Makassar in improving their speaking ability. The last, the result of this research is expected to be useful reference and useful information for the next researcher particularly in improving speaking English through banner presentation technique. D. Scope of the study The research is limited to the use of banner presentation in describing of people life to improve the students’ speaking performance in accuracy that covers (pronunciation, vocabulary and grammar), and fluency that covers (smoothness and self confidence) at the Eighth grade students of SMP Negeri 4 Makassar..

44. CHAPTER II REVIEW OF RELATED LITERATURE. In this chapter the researcher would like to discuss about previous related research findings, some pertinent ideas and the conceptual framework. A.. Previous Related Research Findings Many of the researchers have done research that is used various methods and. approach to find out the students speaking ability. And they have reported to expose the identification of the students attitudes and interest in learning English to make the teaching and learning process more effective, especially in speaking. Some of the researchers are cited briefly below: 1.. Nasyah, (2009) in her thesis, entitled “Improving The Students Speaking Ability Through English Outbound Activities at the Second Year of SMPN 1 Pallangga Kab. Gowa” she found that English outbound activities are a good method in studying English outside and can improve. their. speaking. ability. especially. in. fluency. and. comprehensibility. She founded 76 % of the students were interested in this method and 74 % of the students were effective in speaking. 2.. Fitriani, (2009) in her thesis, entitled “Using Poster Presentation to Improve the Students’ Speaking Ability” she found that using poster presentation as media in teaching the students speaking English can.

45. effectively improve their speaking ability in term of accuracy, fluency and comprehensibility at the second years students of SMA 1 Sinjai Barat. 3.. Jumahida, (2008) in her thesis, entitled “Improving The Students speaking Performance Through Team Game Tournament Method Type at the Second Students of SMAN 3 Takalar” she found that the students are really interested in learning English throught team game tournament method type. Even if it is improving the students speaking performance. She found that 77.5 % of the students were interested in learning English and 75 % of the students improved their English through team game tournament method type.. 4.. Hidayahni, (2004) in her thesis, entitled “Developing The Speaking Performance through Cooperative Learning” she found that the use of Students Team Achievement Division (STAD) as one of the methods in cooperative learning could significantly develop the students speaking performance in terms of speaking accuracy dealing with intelligible pronunciation, correct grammar and appropriate word choice. Moreover, she also found that the third semester students of English Department FBS UNM 2003/2004 academic year had positive attitudes toward the use of STAD method, as shown in the result of questionnaire in which students shared equal percentage of positive category (50 % strongly positive, 50 % positive)..

46. 5.. Fhitria, (2006) in her thesis, entitled “Improving The Speaking Ability of the Eleventh TKJ.A Year Students of SMK Negeri 8 Makassar by Drawing and Describing Pictures” she found that the use of drawing and describing pictures can improve the students’ ability to speak English and this is a strategy in teaching speaking that will lead the students to speak English.. These research findings above show that many ways can help the students to improve their speaking ability, particularly through the use of some visual and audio visual input. Based on quotation above it can be concluded that most the students are interested in speaking English when the learning process is supported at the right media their speaking classes. In this research, the researcher chooses the banner presentation is to improve the students’ speaking performance it will be conducted at the Eighth grade students of SMP Negeri 4 Makassar.. B. Some Pertinent Ideas 1. The Concept of Banner Presentation a. The Definition of Banner Oxford learner’s Pocket dictionary (1991:28) banner is a long stip of cloth with a message in it, carried by marchers. Webster’s College Dictionary (1991:30) banner are : 1) The flag a country, army, troop etc..

47. 2) An ensign or the like bearing some device, motto or slogan, as one carried in religious processions or political demonstrations. 3) A flag formerly used as the standard of a sovereign, lord or knight. 4) A sign painted on cloth and hung over a street, entrance, etc. 5) Anything regarded or displayed as a symbol of principles. English Collins Dictionary (2003:28) banner are : a). A large strip of cloth with a design, picture, or writing on it. b) Words printed in large letters at the top of a newspaper’s front page under the name of the newspaper c). An advertisement that is across the top of a page on the world wide web According to Margaret Rouse in Dzulkifli, (2011 : 11) banner is either a. graphic image that announces the name or identity of a site (and often is spread across the width of the Web page) or is an advertising image. Definitions of banner according to Farlex in Dzulkifli, (2011 : 12) area piece of cloth attached to a staff and used as a standard by a monarch, military commander or the flag of a nation, state, or army and also a piece of cloth bearing a motto or legend, as a club the last a headline spanning the width of a newspaper page. Refer to both definition of banner, the researcher concludes that banner is one of media we can use to teach in the class. Because the students more interested to learn by a media. b. Definition of Presentation Essberger (2007:1) defines that there are two definitions of presentation :.

48. 1) Presentation is a short talk by one person to a group of people introducing and describing a particular subject (for example: a new product, company figure or a proposed advertising campaign). 2) Presentation is something that is presented specific. According to Brown in Fitriani, (2009: 5) presentation is when someone talks in front of the people or audience to promote something or talking about something important with formally style. The action of presenting something to the mind or mental preparation, a description, a gift, and a statement, it is all the modification of consciousness required to know or to be aware of an object in a single moment of thought, perceptual cognition (Brown in Fitriani, 2009 : 3). Making the students speak is the problem of the teachers. The teacher should always look for new ways to encourage their students to practice their oral English spontaneously. Hayton in Dzulkifli (2011 : 14) also points out that, “ Presentation is a great way to have the students practices all language systems areas (vocabulary, speaking, reading, writing, and listening)”. Furthermore, doing presentation will lead the student into professional speaking. As some advantages above, the people can say that presentation is one of the best ways for the students to speak more. With presentation, the students as presenter can express their idea and their opinion about what they are present in. Also the audience or the other students who listening the presenter, they will be.

49. openly and direcly asking question to the presenter about their topic. So the students will improve their idea with speaking. With presentation, the students will have motivation to tell their opinion and argument because with this method, they will show their ability in mastering the topics to other students. In banner presentations, the students are encouraged to present with just keywords not by reading text. Doing presentation by reading will not help the students to improve the students’ speaking performance are they will not be keen to speak in front of people when no text is in their hand. Lightfoot in Fitriani, (2009:10) states that “ most of people, at some points in their life, need to stand up and speak something in front of group of people”. Confidence is one of keys the success of presentation. Refer to both definition of banner and presentation above, the researcher concludes that banner presentation is a short talk by one person to a group of people or audience introducing or describing illustrations contain in banners.. c. Reason for Using Banner Presentation Teaching Banner presentation will improve not only speaking skill, but also listening and discussion skill. This method can improve the students’ listening ability through presentation, the teacher should encourage other students listen presentation carefully, even when the topic is interesting for them. Then there will be question answer session or discussion among them. So, using banner.

50. presentation not only improves the students’ speaking but also listening and discussion skill. In Banner presentation, the students will work in group, in group they work together to search all related to the banner of course to get the best banners of others. So the students is really engaged and challenged as they will be highly motivated with various reason of each the students as Kagan, (2007: 2) notes that “The students in a corporative group are more motivated to speak and feel greater support for a variety of reason: (1) They are more frequently asked question; (2) They need also communicate to accomplish the cooperative learning projects; (3) Peers are far more supportive than in the traditional classroom because they are all on the some slide; (4) Cooperative learning structures demand speech; (5) The students are taught to praise and encourage each other; (6) The students are made interdependent so they need to know what the other know”. Based on some explanation above, it is means that banner presentation is really useful for the students to improve their speaking.. d. Using Banner Presentation in Teaching In presenting banner means no reading text. We just need to speak the important part of our banner. There more points that you should include into your presentation. Dealing to have a well banner presentation, here are some points should be in as follows : 1) Introduction, 2) Aims,.

51. 3) Messages of banner, 4) Conclusion and suggestion. Vilis in Fitriani, (2009:11) in etiquette aspect proposes ways of presenting banner as follow: “(1) Cut the next down to the absolute minimum, (2) make the key result stand out, (3) Tailor your overview to your listener, (4) Don’t hack your listener, (5) Don’t ignore your listener, (6) Make copies of your banner available”. 2.. The Concept of Speaking Performance a. The Definition of Speaking Speaking means an oral communication in giving ideas or information to. the other. It is the most essential way in which the speaker can express him through the language. Widdowson, (1985: 58) states that, “an act if communication through speaking is commonly performed in faces interaction and occurs as a part of verbal exchange”. He futher states that the act of speaking involves not only the production of sound but also the use of gestures, the movement of the muscle of face and indeed of the whole body. Byrne in Fhitria, (2006: 8) also states that oral communication is two ways process between the speaker and the listener involves the productive skill as speaking and receptive skill as listening. Therefore, both the speaker and the listener are active during the oral communication take place..

52. According to Hornby (1973 : 45) speaking is making the use of words in an ordinary voice, offering words, knowing and being able to use a language expressing one-self in words, and making speech. Therefore the researcher infers that speaking uses the word and produces of sound to express ourselves either idea, feeling, thought and needs orally in an ordinary voice. Furthermore, success in communication is often dependent as much on the listener as on the speaker. In relation of the statement of the statement above, the writer concludes that speaking is a form to say or talk something with expressing of ideas, opinions, views and description to other for getting response or way of conveying message in order to make understanding of wishes to other and to contribute to the other. To do speaking activities, it is must involve the speaker and the listener or only speaker involved. b. Kinds of Speaking Elements Penny in Fhitria, (2006: 5) states that speaking seems intuitively the most important, people who a language are referred to ask speaker of that language, as if speaking included all other kinds of knowing and many if not most foreign language learners are primarily interested in learning to speak. Therefore, the writer represents kinds of element of speaking as follows : 1) Vocabulary The first element which present itself to the student of any language is the lexis the world, whether isolated on the context, The word confront the students continuously, as they progress from the simplest concept to.

53. the most abstract, in learning a given language, therefore a center of interest for both the student and teacher. It is the first language element that should be taken into consideration by every English teacher in method writer of language study. There is no doubt in the statement that learning, language always mean firstly learning the words of the language. According the Gower in Fitriani, (2009: 6) states that vocabulary has some meaning, namely: vocabulary is supplied the reader of a book in a foreign language with the English equivalents of the words used in it, assumes that all are obscure, and has also the meaning of the whole stock up words used by a nation, by any set of person, or by an individual. Hanna in Fitriani, (2009: 7) states that words selection and gradation be made according to linguistic principles in order provide for the students and unlimited correctly spelled writing vocabulary. The students’ vocabulary need to learn the text of language. They need to learn words mean and how learner says. In the days when grammar was the mayor center of attention in language classes, vocabulary was also the focus of drill, exercise, and memorization efforts. 2) Pronunciation Sometimes the listener does not understand what we are talking about because lock in pronunciation. According to oxford dictionary.

54. (1996: 343) pronunciation is the way in which a language or particular word or sound is spoken. 3) Grammar Another element in spoken language is grammar. The student should learn it by acquiring a set of habits and act merely by recording by sample of usage. It has been stated sentence pattern the student should be trained to acquire the habit of producing it automatically. This is best done through oral pattern practice. For instance, the student imitated the teacher in producing a certain pattern as “He is a lecture” in such a way that they can produce it relative easy. Such a practice involves intonation, stress as well as phonemes. In this case the lecturer must be a good model. 4) Smoothness Smoothness is the ability of speaking English through a good clustering and reduces forms (Brown, 1980:267). A good clustering is to speak English with phrasal fluently. It means that speak English not word and reduce form are to use English with contraction, elisions and reduce vowels. 5) Self Confidence Speaking is the oral communication with other people speaking need bareness. There are many the students who have no self confidence so they cannot communicate with other people. They sometimes feel embarrassed to speak English. The face we present to the world is rarely.

55. our real face. It is considered peculiar behavior or our part if we show in our face what we rarely feel. Therefore we present must teach other expect when we are involuntary rating to something the face we present to the world is rarely our real face. It is considered peculiar behavior on our part if we show in our face what we rarely feel.. c. The Definition of Speaking Performance Martin, (1991: 96) explains that performances are: (1) a doing or carrying out, (2) that which is done deed, feat, (3) public exhibition, especially on the stage. And Bablock, (Webster’s Third New International Dictionary, 1986 :75) notes that “Performance is the ability to performance, the capacity to archive a reacting to various stimuli”. According to Terry and Thomas in Jumahida (2008: 10) performance is action of a person or group when given a learning task. Good in Jumahida, (2008: 10) states that when performance is related to expressive activity it means; (1) the making or doing or something as a mean of learning conforming knowledge, (2) the use of language (possibility of other medium or communication in an endeavor to express concept of feeling)..

56. The students participate actively in speaking when they are : (1) giving ideas in English, (2) asking question in English, and (3) responding / answering in English. Presently, but first let us try to define what is mean by an effective speaking activity. According to Loughlin and James in Azwar, (2010: 18) states that to assess the students performance based on the accumulation of past experimental, it can be using some of assessment techniques, namely, checklist, interviews, or questioners. Based on the definition above we can state that the performance in speaking English is the capacity or the ability to do something by some action to talk or speak. The relation between performance and active participation is speaking English it is better perfectly true to say with reference usage, that speaking is productive, and makes use of the aural medium. However, if we think of speaking in term of use, the situation is rather different.. d. The Characteristics of Successful Speakers Penny in Fhitria, (2006: 9) states that some characteristic of successful speaker when their knowledge is used in speaking activities, they are as follow: 1) The learners talks a lot. As much as possible of the period of the time allowed to the activity is in fact accepted by the learners talk. This may.

57. seem obvious about other most time is taken up with the teacher talk or pauses. 2) Participation is even. Classroom discussion is not dominated by a monitory of talk active participants, all get a changes to speak and contribute are fairly evenly distributed. 3) Motivation is high.The learners are speaking, because they are interests in the topic and have something new to say about it or because they want to contribute to achieve a task objective a task objective. 4) Language is of an acceptable level. The learners express themselves in utterances that are relevant, easily comprehensible to each other and of an acceptable level of language accuracy.. e. Problem With Speaking Activities In futher discussion, Penny in Fhitria, (2006: 9) states that has been also found some of problems with speaking activities in the classroom. They are as follows: 1) Inhabitation. Unlike reading, reading and listening activities, speaking require some degree or real time exposure to an audience. The learner are often inhibited about, trying to say things in a foreign language in the classroom, worried about making mistakes, fearful of criticism or loosing face, or simply shy of attention that their speech attracts..

58. 2) Nothing to say. Even if they are not inhibited you often hear the learners complain that they cannot think of anything to say. They have a motivated to express themselves beyond to quality feeling that they should be speaking.. 3) Low or uneven participation. Only one participant can talk at a time if he or she to be heard and in a large group this means that each one will have only very little taking time. This problem is compounded by the tendency of some the learners to dominate, while others speak very little or not it all. 4) Mother-tongue use. Classes, where all or number of the learners share the some mothertongue, they may tend to use it, because it is easier, because it feel unnatural to speak to another in a foreign language, and because they feel less “expose” if they are speaking their mother-tongue. Philips in Azwar, (2010: 17) speaking that method by which work is done on a day to day. Basic speaking is particularly useful when you want to get something started and you need to give instruction or orders. Speaking is used for sharing a personal experience to others..

59. C. Conceptual Framework The schematic conceptual framework is presented as follows: SPEAKING. ACCURACY. FLUENCY. BANNER PRESENTATION. A Classroom Action Research (CAR). CYCLE 1. CYCLE 2. Planning. Planning. Action. Action. Observation. Observation. Reflection. Reflection. The improvement of the student’s speaking performance. In this conceptual framework, the students faced many problems in learning English. One of the crucial problems was their speaking ability that covered accuracy dan fluency in speaking English..

60. Based on the problems above, the researcher applied banner presentation technique to overcome the problems. Banner presentation is one of good techniques in teaching speaking because it gives each student an opportunity to speak in the target language for an extended period of time and the students naturally produce more speech. In this activity the students must make what they are saying comprehensible to others. This learning process was done through classroom action research that had four phases. They are planning, action, observation and reflection. In the last phase of the cycle I, the technique was unsuccessful; the research was continued to the cycle II that had the same phases of cycle I. Finally, banner presentation technique improved the students’ speaking performance.

61. CHAPTER III RESEARCH METHOD This chapter presents the research design, research location and subject, research variable and indicators, research procedures, research instrument, source of data, data collection and the technique of data analysis. A. Research Design The design of the research uses Classroom Action Research (CAR). It was conducted through two cycles to observe the students’ speaking performance through banner presentation. Each cycle consist of four stages those are: Planning, Action, Observation, and Reflection.. B. Research Location and Subject 1. Location This Classroom Action Research was held in SMP Negeri 4 Makassar in 2013/2014 academic year. The researcher commits to used this location to do research because the researcher sees necessity to improve the way in teaching particularly to increase the students’ speaking skill..

62. 2. Subject The subjects in this classroom action research are the students of class Eighth grade students of SMP Negeri 4 Makassar. The class consists of 20 students with 14 female and 6 male.. C. Research Variables and Indicators 1. Research Variables Research variable in this thesis are independent and dependent variable. They are explained as follows : a. Independent variable is implementation of banner presentation. It is as the technique used by the teacher when teaching the material. b. Dependent variable is the students progress in speaking skill in learning English is categorized dependent variable. 2. Research Indicators The indicators of this research that are going to be measured are accuracy (pronunciation, vocabulary, grammar) and fluency (smoothness and self confidence). D. Research Procedures.

63. On the general in a classroom action research are divided in two cycles, and each cycle consist of four stages those are: Planning, Action, Observation, and Reflection. Cycle 1 The first cycle in the classroom action research consist of planning, action, observation, and reflection as follows : a. Planning In this research, the procedures are as follows: 1. The teacher made observation sheet at the process teaching and learning especially at Eighth grade students of SMP Negeri 4 Makassar to know the prior data or diagnostic test to know such as problem face and causal factor in process teaching and learning speaking. 2. The teacher made lesson planning for four meetings about speaking material, and made format of an observation sheet to see the condition of the students in the teaching process. 3. The teacher made the teaching materials. 4. The teacher made instrument evaluation was used in classroom action research. b. Action The researcher had conduct two cycles, where each cycle consists of four meetings. Each meeting the researcher gave the speaking material by using banner presentation in action. The researcher explained about banner presentation and.

64. gave example of banner, and then gave the way to present a banner. After that the students are asked to had some practices. Here are steps of practice time: 1. The teacher divided the students into some groups, and then explained what they should do in group. 2. Each group worked together to establish ideas and they have to choose every member to present every part a banner. They have 15 minutes to build and practice the ideas in their small group. 3. After having small group, they came with their ideas in front of their friends. Every group had 10 minutes to present a banner. 4. And the other group could gave question to the group who present the banner in front of the class. And the presented could answer the question with their group mate. 5. At the end of the first cycle, the teacher gave the speaking test by using banner presentation. c. Observation In this phase, the teacher observed the students’ activity in learning process by using checklist observation to know the active students (active or not active). After applying banner presentation in action since fourth meeting, the teacher gave evaluation to the students to know the students’ speaking achievement in cycle I. d. Reflection.

65. The teacher analyzes and evaluates all of the data, which was had been collected from observation, to assess the teaching program’s achievement after gave an action at the first cycle. The gotten result can be a basic to formulate as reconciliation for the second cycle. Cycle II In this cycle is the same as the first cycle that has four stages. This cycle is an advanced improvement of cycle 1. E. Research Instrument 1. Observation sheet Observation sheet was used to collected the data about the students’ participation in teaching learning process in speaking and implementing banner presentation and as source inspiration to do the next action. 2. Test The test was given to the students to measure the students’ ability in speaking, especially the students’ speaking accuracy dealing with pronunciation, vocabulary and grammar and the students’ speaking fluency dealing with smoothness and self confidence. 3. The researcher also used recorder and field note for gathering the data during teaching and learning process. F.. Source of Data There was three sources of the data apply in this research. They are :.

66. 1. The data got from the students’ speaking performance for each cycle. 2. The data got from observation sheet it aims at finding out the students’ participation during the teaching and learning process. 3. The data got from the students’ final composition for each cycle. G. Data Collection In Scoring the result of the students’ test was evaluated based on three aspect, there are Speaking accuracy divided into pronunciation, vocabulary, grammar and fluency divided into smoothness and self confidence. 1. The Assessment of Speaking Accuracy a. Table 1. Pronunciation Classification. Score. Excellent. 9.6 – 10. Very good. 8.6 - 9.5. Good. 7.6 - 8.5. Fairly good. 6.6 - 7.5. Fair. 5.6 - 6.5. Poor. 3.6 - 5.5. Very poor. 0.0 – 3.5. Criteria They speak effectively and excellent of pronunciation. They speak effectively and very good of pronunciation. They speak effectively and good of pronunciation. They speak sometimes hasty, but fairly good pronunciation. They speak sometimes hasty, fair of pronunciation. They speak hasty and more sentences are not appropriate in pronunciation. They speak hasty and more sentences are not appropriate in pronunciation and little or no communication. (Layman in Rahmawati, 2010: 27). b. Table 2. Vocabulary ( Diction ) Classification Excellent Very good. Score 9.6 – 10 8.6 – 9.5. Criteria They speak effectively and excellent of using vocabulary. They speak effectively and very.

67. Good. 7.6 – 8.5. Fairly good. 6.6 – 7.5. Fair. 5.6 – 6.5. Poor. 3.6 – 5.5. Very poor. 0.0 – 3.5. good of using vocabulary. They speak effectively and good of using vocabulary. They speak sometimes hasty but fairly good of using vocabulary. They speak sometimes hasty, fair of using vocabulary. They speak hasty, and more sentences are not appropriate using vocabulary. They speak very hasty, and more sentences are not appropriate using vocabulary and little or no communication. ( Layman in Rahmawati, 2010: 28 ). c. Table 3 : Grammar Classification. Score. Excellent. 9.6 – 10. They speak effectively and excellent of grammar. Very good. 8.6 – 9.5. They speak effectively and very good of grammar. Good. 7.6 – 8.5. They speak effectively and good of grammar. Fairly good. 6.6 – 7.5. They speak sometimes hasty, but fairly good of grammar. Fair. 5.6 – 6.5. They speak sometimes hasty, fair of grammar. Poor. 3.6 – 5.5. They speak hasty and more sentences are not appropriate in grammar. 0.0 – 3.5. They speak hasty and more sentences are not appropriate in grammar and little or no communication. Very poor. Criteria. (Layman in Rahmawati, 2010 : 29) 2.. The Assessment of Speaking Fluency.

68. a. Smoothness Classification Excellent Very good Good Fairly good Fair Poor Very poor. Score 9.6 – 10. Criteria Their speaking is very understandable and high of smoothness. Their speaking is very 8.6 – 9.5 understandable and very good of smoothness. They speak effectively and 7.6 – 8.5 good of smoothness. They speak sometimes hasty 6.6 – 7.5 but fairly good of smoothness. They speak sometimes hasty, 5.6 – 6.5 fair of smoothness. They speak hasty and more 3.6 – 5.5 sentences are not appropriate in smoothness. They speak very hasty and 0.0 – 3.5 more sentences are not appropriate in smoothness and little or no communication. ( Layman in Rahmawati, 2010: 31). b. Self Confidence Classification. Score. Excellent. 9.6 – 10. Very good. 8.6 – 9.5. Good. 7.6 – 8.5. Fairly good. 6.6 – 7.5. Fair. 5.6 – 6.5. Poor. 3.6 – 5.5. Very poor. 0.0 – 3.5. Criteria Their speaking is very understandable and high of self-confidence. Their speaking is very understandable and very good of self-confidence. They speak effectively and good of smoothness. They speak sometimes hasty but fairly good of selfconfidence. They speak sometimes hasty, fair of selfconfidence. They speak hasty and more sentences no selfconfidence. They speak very hasty and.

69. more sentences and no selfconfidence. ( Layman in Rahmawati 2010:32) H. Data Analysis The data are got from cycle I and cycle II that was analyzed through the following steps: 1. Calculating the means score of the students’ speaking test by used the following formula:. X . X N. Where: X = Mean score.  X = Total score N= Number of the student (Gay, 1981: 331) 2. To measure the speaking progress of the students on both components observe, the score of the students would be classified into : SCORE. CLASSIFICATION. 9.6 – 10. Excellent. 8.6 – 9.5. Very good. 7.6 – 8.6. Good.

70. 6.6 – 7.5. Fairly good. 5.6 – 6.5. Fair. 4.5 – 5.5. Poor. 0 – 4.5. Very poor ( Depdikbud, 1997 in Rahmawati, 2010: 32 ). 3. To calculate the percentage of the students’ score, the formula which was used as follows: =. Notation: P. : Rate Percentage. F. : Frequency of the current answer. N. : The total number of the students (Sudjana in Fhitria, 2006: 33).

71. CHAPTER IV FINDINGS AND DISCUSSION This chapter consists of findings of the research and discussion. The findings of the research present the result of the improvement of the students’ speaking ability that covers the students’ speaking accuracy and the students’ speaking fluency, and the discussion of the research covers further explanation of the findings. A. The Findings 1.. The Improvement of the Students’ Speaking Accuracy The application of banner presentation technique in improving the. students’ speaking accuracy deals with pronunciation, vocabulary and grammar. The improvement of the students’ speaking accuracy dealing with pronunciation, vocabulary and grammar at the eighth grade students’ of SMP Negeri 4 Makassar can be seen clearly in the following table: Table 1: The Improvement of the Students’ Speaking Accuracy The Student’ Score. Improvement. Indicators D-Test. Cycle I. Cycle II. DT. CI. CI. CII. DT. CII.

72. Pronunciation 5.20. 6.67. 7.81. 1.47. 1.14. 2.61. Vocabulary. 5.53. 6.21. 7.88. 0.68. 1.67. 2.35. Grammar. 5.13. 6.37. 7.45. 1.6. 0.72. 2.32. 15.86. 19.61. 23.14. 3.75. 3.53. 7.28. 5.28. 6.53. 7.71. 1.25. 1.18. 2.43. X. The table above indicates that there is improvement of the students’ speaking accuracy from Diagnostic-Test to cycle I and cycle II (Diagnostic -Test < cycle I < cycle II) which in Diagnostic-Test of the students’ mean score achievement in speaking accuracy is 5.28, after evaluation in cycle I, the students’ speaking accuracy becomes 6.53, so the improvement of the students’ speaking accuracy achievement from Diagnostic-Test to cycle I is 1.25. There is also significant improvement of the students' speaking accuracy from cycle I to cycle II where the students’ speaking accuracy in cycle I is 6.53 and in cycle II is 7.71. So the improvement of students’ speaking accuracy achievement from cycle I to cycle II is 1.18. In the table above also indicates that the indicators of students’ speaking accuracy improve significantly in which Diagnostic-Test, the students’ pronunciation achievement is 5.20. After evaluation in cycle I, the students’ achievement in pronunciation becomes 6.67 and in cycle II become 7.81. The students’ vocabulary achievement also improves from D-Test to cycle I namely 5.53 to 6.21 and in cycle II is 7.88. is 5.53. The students’ grammar achievement.

73. also improves from Diagnostic-test to cycle I namely 5.13 to 6.73 and in cycle II is 7.45. The table above proves that the use of banner presentation technique in teaching and learning process is able to improvement of students’ speaking accuracy after taking action in cycle I and cycle II in which the students’ achievement in cycle II is the highest (Cycle II > Cycle I > Diagnostic- test) and the improvement of the students’ speaking accuracy from diagnostic – test to cycle II is 2.43. To see clearly the improvement of the students’ speaking accuracy, the following chart is presented:. 10 8. D- Test. 6 4. 5.28. 6.53. 7.71. test of cycle I test of cycle II. 2 0. 2.43. Improvement. SPEAKING ACCURACY. Figure 1: The Improvement of the Students’ Speaking Accuracy The chart above shows the improvement of the students’ speaking accuracy which in cycle II is higher 7.71) than cycle I (6.53) and Diagnostic Test (5.28). (Cycle II > Cycle I > Diagnostic - Test). It also shows that the.

74. result of Diagnostic-Test is the lowest mean score achievement. The students’ achievement in D- test is categorized as poor. After evaluation in cycle I and cycle II, there is significant improvement of the students’ speaking accuracy where the result of cycle I is categorized as fair and cycle II categorized as good (Poor. Fairly. Good ).The improvement is shown clearly in the. chart above, that is 2.43. 2.. The Improvement of the Students’ Speaking Fluency The application of banner presentation technique in improving the students’ speaking fluency deals with smoothness and self-confidence. The improvement of the students’ speaking fluency dealing with smoothness and self confidence at the eighth grade students’ of SMP Negeri 4 Makassar can be seen clearly in the following table: Table 2: The improvement of the students’ speaking fluency The Student’ Score. Improvement. Indicators CI CI. CII. DT. D-Test. Cycle I. Cycle II. DT. Smoothness. 5.29. 6.24. 7.73. 0.95. 1.49. 2.44. Self-Confident. 5.05. 6.5. 7.88. 1.45. 1.38. 2.83. 10.34. 12.74. 15.61. 2.4. 2.87. 5.27. CII.

75. X. 5.17. 6.37. 7.80. 1.2. 1.43. 2.63. The table above indicates that there is improvement of the students’ speaking fluency from D-Test to cycle I and cycle II, which in D-Test the students’ score achievement in speaking fluency is 5.17. After evaluation in cycle I the students’ speaking fluency becomes 6.37, so the improvement of the students’ speaking fluency achievement from D-Test to cycle I is 1.2. There is also significant improvement of the students speaking fluency from cycle I to cycle II where the students’ speaking fluency in cycle I is 6.37 and in cycle II is 7.80. So the improvement of the students’ speaking fluency achievement from cycle I to cycle II is 1.43. In the table above also indicates that the indicators of the students’ speaking fluency improve significantly which in D-Test, the students’ selfconfident achievement is 5.05. After evaluation in cycle I, the students’ achievement in self-confident becomes 6.5 and cycle II becomes 7.88. The students’ smoothness achievement also improves from Diagnostic -Test to cycle I namely 5.29 to 6.24 and in cycle II is 7.73 (Diagnostic – test < cycle I < cycle II). The table above shows that there is significant improvement of the students’ speaking fluency after taking action in cycle I and cycle II through the application of banner presentation technique. The improvement of the students’ speaking fluency from diagnostic – test to cycle II is 2.63..

76. To see clearly the percentage score improvement of the students’ speaking fluency, following chart is presented:. 10.00 D- Test. 8.00 6.00 4.00 2.00 0.00. 6.37. test of cycle I. 7.80. test of cycle II. 5.17. Improvement 2.63. SPEAKING FLUENCY. Figure 2: The Improvement of the Students’ Speaking Fluency The chart above shows the improvement of the students’ speaking fluency in cycle II is higher (7.80) than cycle I (6.37) and D-Test (5.17). It also shows that the result of D-Test is the lowest achievement. (D-Test < Cycle I < Cycle II). After evaluation in cycle I and cycle II, there is significant improvement of the students’ speaking fluency that shown clearly in the chart after taking an action in cycle through banner presentation technique, that is 2.63. 3.. The Improvement of the Students’ Speaking Ability The application of banner presentation technique in improving the. students’ speaking performance deals with speaking accuracy and speaking fluency. The improvement of the students’ speaking performance that dealing with accuracy and fluency can be seen clearly in the following table:.

77. Table 3: The improvement of the students’ speaking performance The Student’ Score. Improvement. D-Test Cycle I. Cycle II. DT. Accuracy. 5.28. 6.53. 7.71. 1.25. 1.18. 2.43. Fluency. 5.17. 6.37. 7.80. 1.2. 1.43. 2.63. 10.45. 12.9. 15.51. 2.45. 2.61. 5.06. 5.22. 6.45. 7.75. 1.22. 1.3. 2.53. Indicators. X. CI CI. CII. DT. CII. The table above indicates that there is improvement of the students’ speaking ability from D-Test to cycle I and cycle II, which in D-Test the students’ mean score achievement in speaking ability is 5.22. It is categorized as poor achievement. After evaluation in cycle I the students’ speaking performance becomes 6.45. It categorized as fair. So the improvement of the. students’. speaking ability achievement from D-Test to cycle I is 1.22. There is also significant improvement of the students speaking performance from cycle I to cycle II where the students’ speaking performance in cycle I is 6.45 and in cycle II is 7.75. The students’ achievement in cycle II is categorized as good, so the improvement of the students’ speaking ability achievement from cycle I to cycle II is 1.3. (Poor. Fair. Good).

78. The table above proves that the use of banner presentation technique in teaching and learning process is able to improvement of the students’ speaking performance after taking action in cycle I and cycle II where the students’ achievement in cycle II is the highest (Cycle II > Cycle I > Diagnostic- test) and the improvement of the students’ speaking ability from diagnostic – test to cycle II is 2.53. To see clearly the improvement of the students’ speaking ability, following chart is presented:. 10.00 D- Test. 8.00 6.00 4.00. 5.22. 6.45. test of cycle I. 7.66. test of cycle II Improvement. 2.00 2.44. 0.00. SPEAKING ABILITY. Figure 3: The Improvement of the Students’ Speaking Ability The chart above shows the improvement of the students’ speaking performance in cycle II is higher (7.66) than cycle I (6.45) and D-Test 5.22. (Cycle II > Cycle I > Diagnostic - Test). It also shows that the result of Diagnostic -Test is the lowest achievement. The students’ achievement in Diagnostic test is categorized as poor. After evaluation in cycle I and cycle II, there is significant.

79. improvement of the students’ speaking ability where the result of cycle I is categorized as fair and cycle II categorized as good (Poor. Fair. Good). The. improvement is shown clearly in the chart above, that is 2.44. 4.. The Result of the Students’ Activeness in Teaching and Learning Process The result of observation of the students’ activeness in teaching and learning. process toward the application of banner presentation technique in improving the students’ speaking ability at the eighth year students of SMP Negeri 4 Makassar in class VIII-I which is conducted in 2 cycles during 8 meetings is taken by the observer through observation sheet. It can be seen clearly through the following table: Table 4 : The observation result of the students’ activeness in learning process. Meetings Cycle I. I. II. III. IV. Average Score. 60%. 63.75%. 71.25%. 72.5%. 66.87%. Improvement. 8.75% II. 75%. 70%. 77.5%. 80%. 75.62%. The result above is formulated based on the technique of the data analysis and the students’ scores that are collected through observation sheet. From the table above shows that in cycle I the students’ activeness in each meeting improves significantly. It can be seen clearly in table that the students’ activeness in the fourth meeting is higher than the first, the second and the third meeting,.

80. where the first meeting in cycle I the students’ activeness is 60% and it improves to 63.75% in the second meeting, and then the students’ activeness in the third meeting is 71.25% improves to 72.5% in the forth meeting, So the average of the students’ activeness in cycle I is 66.87%. In cycle II the improvement of the students’ activeness is up and down. Where in the first meeting in cycle II the students’ activeness is 75% decrease to 70.00% in the second meeting and it is lower than the first meeting. It is caused by the banner topic which is not interesting for the students. In the third meeting in cycle II the students’ activeness improves normally to 77.5%, and then in the forth meeting the students’ activeness improves to 80%. This is caused by the teaching material is really interesting for the students and the teacher gives them game when opens the class. So the average of the students’ activeness in cycle II is 75.62%. Later, the result is presented in the chart below that shows the average of the student’ activeness in the first cycle and the second cycle.. 100.00 90.00 80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00. 66.87. 75.62. CYCLE I CYCLE II IMPROVEMENT. 8.75. STUDENTS' ACTIVENESS.

81. Figure 4: The Improvement of the Students’ Activeness The chart above shows that there is improvement of the students’ activeness in teaching and learning process where in cycle I is (66.87%) lower than cycle II, but after conducting cycle II the students’ activeness in learning process becomes 75.62%. (Cycle I < Cycle II). The improvement of the students’ activeness is 8.75%.. B. Discussion In this part, the discussion dealing with the interpretation of findings derived from the result of findings about the observation result of the students’ speaking ability in terms of accuracy dealing with vocabulary and grammar, fluency dealing with self-confident and smoothness. 1.. The improvement of the students’ speaking accuracy dealing with pronunciation, vocabulary and grammar. a. Pronunciation The application of banner presentation technique in improving the. students’ speaking accuracy in terms of pronunciation can be seen the difference by considering the result of the students’ Diagnostic Test and the students’ achievement after taking action in cycle I and II through the application of banner presentation technique in teaching and learning process..

82. Table 5 : The improvement of the students pronunciation in speaking Non BPT No Classification. The Application of BPT. D-Test. Range. Cycle I. Cycle II. Freq. %. Freq. %. Freq. %. 1. Excellent. 9.6 – 10. 0. 0. 0. 0. 0. 0. 2. Very good. 8.6 – 9.5. 0. 0. 0. 0. 0. 0. 3. Good. 7.6 – 8.5. 0. 0. 0. 0. 15. 75 %. 4. Fairly good. 6.6 – 7.5. 0. 0. 6. 30 %. 5. 25%. 5. Fair. 5.6 – 6.5. 7. 35 %. 9. 45%. 0. 0. 6. Poor. 3.6 – 5.5. 13. 65 %. 5. 25%. 0. 0. Very poor. 0 – 3.5. 0. 0. 0. 0. 0. 0. 20. 100. 20. 100. 20. 100. 7. Total. The table above shows that the percentage of the students’ pronunciation in speaking Diagnostic Test indicates that 7 students (35%) get fair, 13 students (65%) get poor, and none of the students for the other classification. After taking an action in cycle I by using banner presentation technique, the percentage of the students’ pronunciation is 6 students (30%) get fairy good, 9 students (45%) get fair, 5 students (25%) get poor and none of the students for the other classification In cycle II, the percentage of the students’ pronunciation in speaking is 15 students (75%) get good, 5 students (25%) get fairly good and none of the.

83. students for the other classification. The result above also proves that the use of banner presentation technique is able to improve the students’ speaking pronunciation where result of Cycle II is higher than cycle I and Diagnostic test (Cycle II ≥ Cycle I and Cycle I ≥ Diagnostic test) To know the percentage of the students’ achievement in pronunciation clearly, following chart is presented:. 100.00% 90.00% 75.00%. 80.00% 70.00%. 65.00% GOOD. 60.00% 45.00%. 50.00% 40.00%. 35.00%. 30.00%. 30.00% 25.00%. FAIRY 25.00%. FAIR POOR. 20.00% 10.00% 0.00% PRE TEST. TEST OF CYCLE I. TEST OF CYCLE II. Figure 5: The Improvement of the Students’ Speaking Pronunciation The chart above shows that the result of the students’ speaking accuracy in terms of pronunciation. After applying banner presentation technique in cycle I and cycle II, the result of the students’ pronunciation achievement improves significantly where Cycle II is higher than D-Test and cycle I. The students’ pronunciation achievement in cycle II is 75% categorized as good and 25% categorized as fairy good, while in cycle I is lower than cycle II where the students’ pronunciation achievement in cycle I is 30% categorized.

84. as fairy good, 45% categorized as fair and 25% as poor. The D-Test is the lowest where the students’ pronunciation achievement is (45%) categorized fair, (55%) poor, and none of the students for the other classification. b. Vocabulary The application of banner presentation technique in improving the students’ speaking accuracy in terms of vocabulary can be seen the difference by considering the result of the students’ Diagnostic Test and the students’ achievement after taking action in cycle I and II through the application of banner presentation technique in teaching and learning process. Table 6 : The Percentage of the Students’ Vocabulary in Speaking.. Non BPT No Classification. Range. D-Test. The Application of BPT Cycle I. Cycle II. Freq. %. Freq. %. Freq. %. 1. Excellent. 9.6 – 10. 0. 0. 0. 0. 0. 0. 2. Very good. 8.6 – 9.5. 0. 0. 0. 0. 0. 0. 3. Good. 7.6 – 8.5. 0. 0. 0. 0. 16. 80 %. 4. Fairly good. 6.6 – 7.5. 0. 0. 10. 50 %. 4. 20%. 5. Fair. 5.6 – 6.5. 9. 45 %. 6. 30%. 0. 0.

85. 6 7. Poor. 3.6 – 5.5. 11. 55 %. 4. 20%. 0. 0. Very poor. 0 – 3.5. 0. 0. 0. 0. 0. 0. 20. 100. 20. 100. 20. 100. Total. The table above shows that the percentage of the students’ vocabulary in speaking Diagnostic Test indicates that 9 students (45%) get fair, 11 students (55%) get poor, and none of the students for the other classification. After taking an action in cycle I by using banner presentation technique, the percentage of the students’ vocabulary is 10 students (50%) get fairy good, 6 students (30%) get fair, 4 students (20%) get poor and none of the students for the other classification In cycle II, the percentage of the students’ vocabulary in speaking is 16 students (80%) get good, 4 students (20%) get fairly good and none of the students for the other classification. The result above also proves that the use of banner presentation technique is able to improve the students’ speaking vocabulary where result of Cycle II is higher than cycle I and Diagnostic test (Cycle II ≥ Cycle I and Cycle I ≥ Diagnostic test) To know the percentage of the students’ achievement in vocabulary clearly, following chart is presented:.

86. 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00%. 80.00% 55.00% 45.00%. GOOD. 30.00% 50.00%. FAIRY 20.00%. FAIR POOR. 20.00% PRE TEST. TEST OF CYCLE I. TEST OF CYCLE II. Figure 6: The Improvement of the Students’ Speaking Vocabulary The chart above shows that the result of the students’ speaking accuracy in terms of vocabulary. After applying banner presentation technique in cycle I and cycle II, the result of the students’ vocabulary achievement improves significantly where Cycle II is higher than D-Test and cycle I. The students’ vocabulary achievement in cycle II is 80% categorized as good and 20% categorized as fairy good, while in cycle I is lower than cycle II where the students’ vocabulary achievement in cycle I is 50% categorized as fairy good, 30% categorized as fair and 20% as poor. The D-Test is the lowest where the students’ vocabulary achievement is (45%) categorized fair, (55%) poor, and none of the students for the other classification. c. Grammar The application of banner presentation technique in improving the students’ speaking accuracy in terms of grammar can be seen the difference by considering the result of the students’ Diagnostic- Test and the students’.

87. achievement after taking action in cycles through the application of Banner presentation technique in teaching and learning process. Table 7 : The Percentage of the Students’ Grammar in Speaking.. Non BPT No. Classification. Range. D - Test. The Application of BPT Cycle I. Cycle II. Freq. %. Freq. %. Freq. %. 1. Excellent. 9.6 – 10. 0. 0. 0. 0. 0. 0. 2. Very good. 8.6 – 9.5. 0. 0. 0. 0. 0. 0. 3. Good. 7.6 – 8.5. 0. 0. 0. 0. 5. 25 %. 4. Fairy good. 6.6 – 7.5. 2. 10 %. 13. 65 %. 14. 70 %. 5. Fair. 5.6 – 6.5. 4. 20 %. 7. 35 %. 1. 5%. 6. Poor. 3.6 – 5.5. 14. 70 %. 0. 0. 0. 0. 7. Very poor. 0 – 3.5. 0. 0. 0. 0. 0. 0. 20. 100. 20. 100. 20. 100. Total. The table above shows the percentage of the students’ grammar achievement in Diagnostic Test indicates that 2 students (10%) get fairy good, 4 students (20%) get fair, and 14 students (70 %) get poor and none of the students for the other classification. After taking action in cycle I by using banner presentation technique, the percentage of the students’ grammar achievement improves where 13 students (65%) get fairy good, 7 students (35%) get fair and.

88. none of the students for the other classification.. In cycle II, the percentage of. the students’ achievement in grammar is higher than cycle I where 5 students (25%) get good, 14 students (70%) get fairy good, 1 student (5%) get fair and none of the students for the other classification. To see the percentage of the improvement of the students’ grammar in speaking accuracy clearly, the following chart is presented: 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00%. 70.00%. 65.00%. 70.00% GOOD FAIRY. 35.00%. POOR. 10.00% DIAGNOSTIC TEST. FAIR. 25.00%. 20.00%. 5.00% TEST OF CYCLE I. TEST OF CYCLE II. Figure 7 : The Improvement of the Students’ Speaking Grammar The chart above shows that the result of the students’ speaking accuracy in terms of grammar. After applying banner presentation technique in cycle I and cycle II, the result of students’ grammar achievement improves significantly. The result of the students’ grammar in cycle II is higher than DiagnosticTest and cycle I (Cycle II > Cycle I > Diagnostic test) where the students’ grammar achievement in cycle II is 25% categorized as good, 70% categorized as fairy good and 5% as fair, while in cycle I is lower than cycle II where the.

89. students’ grammar achievement in cycle I is 65% categorized as fairy good, 35% categorized as fair and none of the students for the other classification. The result of diagnostic test is the lowest than the other where the students’ grammar achievement is (10%) categorized as fairy good, 20% as fair, 70% as poor, and none of the students for the other classification.The result above proves that the use of banner presentation is able to improve the students’ grammar in speaking. 2. The improvement of the students’ speaking fluency dealing with smoothness and self- confidence. a. Smoothness The application of banner presentation technique in improving the students’ speaking fluency in terms of smoothness can be seen the difference clearly by considering the result of the students’ diagnostic test and result of the students’ test in cycle I and II (After using Banner Presentation Technique).. Table 8: The percentage of the students’ smoothness in speaking . Non BPT No. 1. Classification. Excellent. Range. 9.6 – 10. D-Test. The Application of BPT Cycle I. Cycle II. Freq. %. Freq. %. freq. %. 0. 0. 0. 0. 0. 0.

90. 2. Very good. 8.6 – 9.5. 0. 0. 0. 0. 0. 0. 3. Good. 7.6 – 8.5. 0. 0. 0. 0. 14. 70%. 4. Fairy good. 6.6 – 7.5. 0. 0. 5. 25%. 6. 30%. 5. Fair. 5.6 – 6.5. 5. 25%. 12. 60%. 0. 0. 6. Poor. 3.6 – 5.5. 15. 75%. 3. 15%. 0. 0. 7. Very poor. 0 – 3.5. 0. 0. 0. 0. 0. 0. 20. 100. 20. 100. 20. 100. Total. The table above shows that the percentage of the students’ smoothness in Diagnostic -Test indicates that 5 students (25%) get fair, 15 students (75 %) get poor and none of the students for the other classification After taking action in cycle I by using banner presentation technique, the percentage of the students speaking test in smoothness is 5 students (25%) get fairy good, 12 students (60%) get fair, 3 students (15%) get poor and none of the students for the other classification. In cycle II, the percentage of the students’ speaking test in smoothness is 14 students (70%) get good, 6 students (30%) get fairy good and none of the students for the other classification..

91. To know the percentage of the students’ achievement in smoothness clearly,. 100.00% 90.00% 80.00%. 75.00%. 70.00%. 70.00% 60.00%. 60.00%. GOOD. 50.00%. FAIRY. 40.00% 30.00%. 25.00%. 30.00%. 25.00%. POOR. 15.00%. 20.00%. FAIR. 10.00% 0.00% D - TEST. TEST OF CYCLE I. TEST OF CYCLE II. following chart is presented: Figure 8: The Improvement of the Students’ Speaking Smoothness The chart above shows that the result of the students’ speaking fluency in terms of smoothness. After applying Banner presentation Technique in cycle II, the result of the students’ smoothness is higher than Diagnostic -Test and cycle I (Cycle II > Cycle I > Diagnostic test which the students’ smoothness achievement in cycle II is 70% categorized as good and 30% categorized as fairy good, while in cycle I is lower than cycle II where the students’ smoothness achievement in cycle I is 25% categorized as fairy good, 60% categorized as fair, 15% categorized as poor and none of the students for other classification. But the result of Diagnostic-Test is the lowest where the students’ smoothness achievement is.