37
USING IMPROMPTU SPEECH TO IMPROVE THE STUDENTS’
SPEAKING ABILITY AT STKIP YPUP MAKASSAR SEMESTER IV
Oce Diana Tanggu1, Rini Asrini Bakri2, Nurfitriyah Halim3
1STKIP YPUP Makassar, Email: [email protected]
2STKIP YPUP Makassar, Email: [email protected]
3STKIP YPUP Makassar, Email: [email protected]
ABSTRACT
The research aimed to know whether the implementation of Impromptu Speech able to improve the students’ speaking ability at STKIP YPUP Makassar. This research used pre-experimental method with one group of pre-test and post-test design. The population of the research was fourth-semester students at STKIP YPUP Makassar. The total sample was 15 students. The data result showed that the mean score of the post-test was greater than the pre-test (8.47>6.00) and the t-test value was greater than the t-table value (14.929>2.144) at the level of significant 0.05. It is proved by the result of the three components of speaking (accuracy, fluency, comprehensibility) where the post-test results it higher than the pre-test. So, it can be concluded that the Impromptu Speech is significantly improving the students’ speaking ability at STKIP YPUP Makassar.
KEYWORDS: Impromptu Speech, Students’ speaking ability.
INTRODUCTION
English has been taught in Indonesia several years ago as a subject from primary school to university it has happened. taught as a compulsory subject in junior high school that functions as a means of advancing in sciences, technology, and culture. There are four skills in English teaching namely; writing, reading, listening, and speaking. In this case, the researcher only focuses on one skill which was speaking ability and it was included as one of the productive skills because it can produce the language to communicate with others.
The Fact, most people have nothing in their speaking ability, some of them speak fluently and express their ideas and though easily, so others can understand what the speakers say and what they
38 want, but there was also another group of people who seems difficult to communicate with the others and to express their ideas, feelings, and thoughts in communication.
Rees (2004) states “speaking is fundamental to human communication”. Communication can help people to interact with others. It is also the process of expressing and receiving the ideas. In the school, the students can learn about the language but the only way to learn to use it for communication. In fact, in teaching speaking, the teacher should cover some aspects such as fluency, accuracy, pronunciation and choices of proper words for the appropriate the expression. Learning English does not mean just learning about the structure and vocabulary, but also learning how to speak the language for communication to one another. Students get involve in communication because they have ideas and feeling they want to share. This sharing cannot be done in one way, but there must be senders and receivers to built a conversation. On the other hand, having wide speaking students can communicate effectively even though they may be weak at the grammar and vocabulary. It means that teacher must pay a lot attention on enriching student speaking. According to Azariah (2020) in her thesis Developing the students' speaking skills through the Impromptu speech method (An Experimental Study at 3rd Semester Speaking for Intermediate Class in Universitas Muhammadiyah of Makassar). She assumes that the findings of the research showed the results of the students'‟ pre-test, treatment, and post-test that there was a significance after using the impromptu speech method to develop students‟ speaking skills in terms of pronunciation and fluency. In other words, it can be concluded Impromptu Speech is one of the methods that can be considered in teaching to help the students‟ interest in speaking skills.
Students in the fourth semester of the English department, in my opinion, still lack vocabulary and struggle to speak English. They are really timid in expressing their ideas and deliver about any topic. Therefore, Impromptu Speech was a powerful approach to courage students' motivation of learning. On the side, Impromptu Speech was designed to help the students to speak of deliver any idea.
39 Therefore, the researcher chose Impromptu Speech to Improve Fourth-Semester Students' Speaking Ability at STKIP YPUP Makassar. The researcher chooses Impromptu Speech which was expected to make students active and interactive in English verbally through Impromptu Speech. From Impromptu Speech students will be able to apply direct communication based on the idea or learning experience that was owned, this the students' ability will increase because they will practice the acceptable oral language.
METHOD
This method used in this research was a pre-experimental design with one group of pre-test and post-test designs. The independent variable of this research was using Impromptu Speech to improve speaking English. The dependent variable of this research was the students’ ability in speaking English.
The population of this research was the fourth-semester students of the English Education Department STKIP YPUP Makassar which included 28 students. The sampling method employed was sampling at random technique where only uses one class (BI.1V.1) of English Education which consisted of 15 students.
The instrument of this research was a speaking test and they spoke for about 1-2 minutes and spoke through a video recorder. There were two types of tests, namely pretest, and post-test. The pretest would be given before gaining the treatment to find out the students' speaking ability.
Meanwhile, the post-test would be given after the treatment to find out the achievement of the students' speaking ability after presenting the materials.
The students' answered were audio recorded by using an audio recorder and then it will be used by the researcher to replay the students' answers and try to measure the ability of students to speak.
In collecting data, the researcher applied the following procedure:
The pretest was given to students before the treatment. It aimed to know prior knowledge of the students. A pre-test gave to the students to know their ability in English speaking. The research
40 provided the topics, there was a lot of topic or material that could be used but the researcher chose five topics in teaching speaking through Impromptu Speech, and the researcher used five topics for the in the classroom treatment. Then five topics the researcher provided to the posttest. Some preparations have been done by the researcher in procedures of Impromptu Speech. the material was taught in the classroom.
Here were the specific procedures during treatment:
1) The researcher gave to the students the importance of speaking ability.
2) The researcher talked to the students about the technique that would use in the learning process.
3) The teacher divided the students into a group where it consists of five students.
4) The researcher let the students talk with their group through the Impromptu Speech technique.
5) The researcher evaluated the students' scores of Speaking abilities after the post-test
The researcher gave the post-test after giving an Impromptu Speech treatment. It aimed to know whether or not the value of the treatment and compared post-test and pretest result.
In measuring the students speaking ability through Impromptu Speech researcher applied the following score system. There were three components to scoring the speaking student accuracy, fluency, and comprehensibility.
RESULT AND DISCUSSION Results
The research finding was to explained details with the students' results on research activities such as pre-test and post-test, the students' frequency and rate percentage mean score, pre-test and post-test standard deviations testing of Hypothesis testing and test value.
The data result of three targets Precision, fluency, and comprehension of the scientist significantly improved the pupil’s speaking ability and it was tabularized from both pretest and posttest in speaking presented by following tables
41 1) Scoring the result of the students' pretest
The score of students (look in appendix) so that the score of students pretest in speaking ability before using Impromptu Speech strategy. The overall rating the number of students was 90 The average score was 6,20 their scores can be shown in each component.
Table 4.1
The students’ score of three components in speaking for pre-test No Name Component of the students score in pretest Total
score Accuracy Fluency Comprehensibility
1 C 2 2 3 7
2 E 2 2 3 7
3 F 2 3 3 8
4 I 2 2 3 7
5 L 1 2 2 5
6 M 1 1 2 4
7 T 1 2 3 6
8 N 2 1 2 5
9 R 2 1 3 6
10 O 1 2 3 6
11 A 2 2 3 7
12 Y 1 1 3 5
13 W 1 1 3 5
14 D 2 2 2 6
15 S 1 2 3 6
N 15 23 26 41 90
Mean score 1,53 1,73 2,73 6,00
2) Scoring the result of the student's Posttest
The table of students' scores (look in appendix) said that the score students' speaking abilities by utilizing Impromptu Speech which overall rating of students was 127 with an average score were 8,47 their score can be shown in each component.
42 Table 4.2
The students’ score of three components in speaking for post-test No Name Component of the students score in pretest Total
score Accuracy Fluency Comprehensibility
1 C 3 3 4 10
2 E 2 3 4 9
3 F 3 3 5 11
4 I 3 3 4 10
5 L 2 2 3 7
6 M 2 2 3 7
7 T 2 3 3 8
8 N 2 2 3 7
9 R 2 2 4 8
10 O 2 3 4 9
11 A 2 2 4 8
12 Y 2 2 4 8
13 W 2 2 4 8
14 D 2 3 4 9
15 S 2 2 4 8
N 15 33 37 57 127
Mean score 2,20 2,47 3,80 8.47
3) The total raw of the students’ pre-test pre-test (X1), and post-test (X2) gain of difference between the matched pairs (D) and the square of the gain (D2 )
43 Table 4.3
No Name Pre-test
(X1)
Post-test (X2)
Difference (X1 – X2)
D2
1 C 7 10 3 9
2 E 7 9 2 4
3 F 8 11 3 9
4 I 7 10 3 9
5 L 5 7 2 4
6 M 4 7 3 9
7 T 6 8 2 4
8 N 5 7 2 4
9 R 6 8 2 4
10 O 6 9 3 9
11 A 7 8 1 1
12 Y 5 8 3 9
13 W 5 8 3 9
14 D 6 9 3 9
15 S 6 8 2 4
X1-90 X2 -127 D -37 D2-102
4) Graphic of students' score percentages in Accuracy, Fluency, and Comprehensibility in the pre-test result.
44 Based on the preceding example During the pre-test on speaking, result, it showed the percentages among three components. They were accuracy, fluency, and comprehensibility. As can be seen from the graph, comprehensibility was the highest component. Accuracy, fluency, and comprehensibility in all speech components, followed by fluency component and then average categorization. The accuracy component is next, with bad and extremely poor categorization. There were, however, no students who received a very good, good, or exceptional rating.
5) Graphic of students' score percentages in Accuracy, Fluency, and comprehensibility in the post-test result.
The percentages among three components in the speaking post-test results are shown in the graph below. They were accuracy, fluency, and comprehensibility, as shown in the figure. The highest score was in the accuracy component, with twelve students in poor classification, eight students in fluency, and ten students in comprehensibility. The average categorization was next, with three students in accuracy and seven students in fluency. Meanwhile, five kids were classified as excellent, while four students were classified as average.
0 2 4 6 8 10 12
Accuracy Fluency
45 6) Frequency and rate percentage of students' result
The scoring of the students' speaking skills on the pre-test and post-test was classified into six levels, there were excellent, very good, good, average, poor, and very poor the process classification has been explained in the previous chapter. Frequency and percentage of the students' pre-test and post-test scores in speaking skills by Impromptu Speech which was based on components of accuracy, fluency, and comprehensibility.
Table 4.4
The mean score of the students and deviations in pre-test and post-test Pre-test Post-test
Mean 6.00 8.47
N 15 15
Std. Deviation 1.069 1.187
Table 4.4 shows that the mean score of students’ pre-test was 6.00 while the mean score of students’ post-test was 8.47. Based on the explanation above, it could be concluded that the student's skill in post-test after treating with Impromptu Speech was higher than the students' skill in the pre- test.
Table 4.5
Test of Significant 0
2 4 6 8 10 12 14
accuracy
46 Df Significant Level t-test result t-table worth
14 0.05 14.929 2.144
Based on the preceding analysis, the researcher concludes that there was a significant difference between the score got by the students in pretest and post-test in speaking by using Impromptu Speech in Teaching speaking.
Discussion
Following the use of Impromptu Speech as part of the therapy plan, it was evident from the preceding explanation that the pupils' performance had improved. The researcher used the pretest and posttest, two different types of tests, to gather the data results. The mean score of the students' pretest was 6,00, and the posttest was 8,47, indicating an improvement in the score following the four meetings of treatment. In other words, there were significant differences between the students' pretest and post-test, which could be demonstrated by the findings above.
Additionally, by using impromptu speech, the students received the pretest before to receiving the treatments from the research. In the pretest, the researcher conducted a free-form oral test in front of the class on topics like "Social media, Funny experience, Why I study English, Reading the book, and Describe Someone you admire" to gauge how much the participants already knew about the three components of speaking ability: accuracy, fluency, and comprehensibility. For their speaking pre-test, the students only selected one topic.
Pretest and Posttest are used to gather the data for this study. Before the students receive treatment, a pre-test is administered. To ascertain the students' prior knowledge, the researcher administers the pre-test to the class. After receiving treatment, the pupils take a post-test to gauge their progress in speaking. To determine whether there has been a significant improvement in the pupils' speaking abilities, the pre-test and post-test results are compared.
The data for this study were collected using Pretest and Posttest. A pre-test is given before the students begin treatment. The researcher gives the class the pre-test in order to determine the pupils' prior knowledge. The students take a post-test following treatment to evaluate their improvement in
47 speaking. The results of the pre-test and post-test are compared to see if there has been a significant increase in the students' speaking abilities.
Overall all the students experienced a gradual improvement in their speaking skills. The component that the has the lowest increase was accuracy, this was because most students had difficulty avoiding grammatical errors when they spoke. They were focused on expressing their ideas even by ignoring grammatical rules. Their pronunciation is also still strongly influenced by their local language and is caused by a lack of interaction with foreigners. Whereas the fluency and comprehensibility components, both of these components show significant improvement. In the fluency component, there were 11 people or 73,3% of the total sample had increased, while in the comprehensibility component there were 15 people or 100% of the total sample had increased after treatment. Even though it cannot be denied that sometimes they still have difficulty in speaking, at least they have gained a lot of progress in their speaking skill, and the most important that they can overcome their problem is a lack of confidence to express their ideas, especially when they are dealing with foreigners.
Furthermore, there were several researchers previously who done the research by using three components of accuracy, fluency, and comprehensibility in level of speaking.
According to Dincer (2012), basically two approaches of accuracy and fluency in teaching English speaking are not contradictory but conversely, they affect each other.
According to Marleni (2019) in her research using asset-based strategy for teaching public speaking the pra experimental design was used by the researchers. method with one group. Overall, the method is significant improving students speaking ability in those three components of accuracy, fluency and comprehensibility. However, the students very improved from average to good level of speaking ability.
Based on the discussion above, it can be said that the fourth-semester students of English Education Department STKIP YPUP Makassar have to increase their speaking skills to the level of
48 average and very good after having treatment with Impromptu Speech. Thus, the researcher concludes based on the above findings that applying Impromptu Speech in teaching speaking improves the speaking skill of the students in all components of speaking. Therefore, the alternative hypothesis (H1) was accepted whereas the null hypothesis (Ho) was rejected
49 CONCLUSION
Based on the research findings and discussion of the data analysis, it can be concluded that Impromptu Speech resulted in a considerable improvement in pupils' speaking skills, But there were students who found still difficult to speak or share their ideas, suggestion, or opinion it is because of many factors from outside and inside of the students.
Therefore, the teachers must understand and even create an enjoyable atmosphere of teaching techniques to break students' English interest in learning. Impromptu Speech is one of the hundreds of even thousand methods in learning English, notably when teaching speaking, which can assist the instructor modify a way of learning and teaching. In addition, the explanation above showed that the level of students' scores after finishing the research was in average classification.
It was seen clearly after four meetings, treatment and the The average score was found to be 6.00 meanwhile, the mean pretest which was given without treatment was the score of posttest which was given after treatment through Impromptu Speech was 8.47 it showed the The mean post-test score was somewhat higher than the pretest score.
Finally, it is possible to deduce that the use of Impromptu Speech improves the students' speaking skills in all components of speaking namely: accuracy, fluency, and comprehensibility.
REFERENCES
Azariah, 2020, Developing the students' speaking skills through Impromptu speech method Dincer, Ali. 2012 promoting speaking Accuracy and fluency In Foreign Language Classroom: A
Closer Look at English Speaking Classroom
Marleni 2019, Using asset-based thinking method to improve students speaking ability at the second- grade students of SMKN 3 Makassar.
Rees. G (2004). Increasing Speaking Class
