THESIS

IMPROVING SPEAKING SKILL THROUGH STUDENT TEAMS ACHIEVEMENT DIVISION

(STAD) OF THE ELEVENTH GRADE STUDENTS OF SMKN 1 TAMPAKSIRING IN ACADEMIC YEAR

2013/2014

KADEK KRISTINA

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY DENPASAR

2014

ii

THESIS

IMPROVING SPEAKING SKILL THROUGH STUDENT TEAMS ACHIEVEMENT DIVISION

(STAD) OF THE ELEVENTH GRADE STUDENTS OF SMKN 1 TAMPAKSIRING IN ACADEMIC YEAR

2013/2014

KADEK KRISTINA NPM. 10.8.03.51.31.2.5.3731

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY DENPASAR

2014

iii

PRE-REQUISITE TITLE IMPROVING SPEAKING SKILL THROUGH STUDENT

TEAMS ACHIEVEMENT DIVISION (STAD) OF THE ELEVENTH GRADE STUDENTS OF SMK N 1

TAMPAKSIRING IN ACADEMIC YEAR 2013/2014

Thesis As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

KADEK KRISTINA NPM. 10.8.03.51.31.2.5.3731

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR 2014

iv

v

vi

STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis is her own writing, and it is

true and correct that there is no other’s work or statement, except the work or

statement that is referred in the references. All cited works were quoted in

accordance with ethical code of academic writing.

Denpasar, 1st February 2014 The Researcher, Kadek Kristina NPM. 10.8.03.51.31.2.5.3731

vii

ACKNOWLEDGEMENT

First of all, the researcher wishes to express her greatest gratitude to the

Almighty God, Ida Sang Hyang Widhi Wasa, for His everlasting blessing, since

she is so firmly confident that without His blessing she could never accomplish

the writing of this thesis as a partial requirement for taking the final examination.

Second, her special sincere gratitude further goes to the Head of the

English Education Study Program, lecturers and all staffs of the English

Education Study Program, Faculty of Teacher Training and Education of

Mahasaraswati Denpasar University. Next, the researcher would like to extend her

gratitude to first and second advisors, Nengah Dwi Handayani, S.Pd., M.Pd and

Drs. I Made Badrawan, M. Hum for their invaluable guidance and corrections in

the course writing this thesis.

The Researcher also expresses her thanks to Mr. Dewa Made Wija, S.Pd,

M.Pd the headmaster of SMKN 1 Tampaksiring and Mr. I Made Pariana S.Pd as

the English teacher of SMKN 1 Tampaksiring who help her during this research.

Besides, the great thanks to the eleventh grade students of SMKN 1 Tampaksiring

for their cooperation during the research conducted.

Further, the researcher would thanks to her beloved family for their

fidelity, love and priceless sacrifice and her special thanks to her parents, brother

and all of her friends at the English Education Study Program who helped and

supported her in finishing this project. The participation of all people mentioned

above has brought much contribution to the accomplishment of the study.

The last, the researcher realizes that this thesis is certainly far from perfect,

therefore any criticism, suggestion for the development of this thesis are highly

appreciated.

Denpasar, February 2014 The Researcher

Kadek Kristina

viii

ABSTRACT

Kristina, K. (2014). Improving Speaking Skill through Student Teams Achievement Division (STAD) of the Eleventh Grade Students of SMKN 1 Tampaksiring In Academic Year 2013/2014. First Advisor: Nengah Dwi Handayani, S.Pd., M.Pd. and the Second Advisor: Drs. I Made Badrawan, M. Hum.

The purpose of this study was to find out whether or not speaking skill

could be improved through STAD. The researcher used classroom action research design in this study. The subject was the Eleventh Grade Students of SMKN 1 Tampaksiring in Academic Year 2013/2014 consisting of 22 students which comprised 13 females and 9 males. In this present study, the researcher used some instruments to collect the data, namely; lesson plan, test, and questionnaires. In apply the test, the researcher asked the subject under study to practice dialogue about handling guest. In this research, there were three cycles; pre-cycle, cycle I and cycle II. Furthermore, Cycle I and II consisted of two sessions. In pre-cycle, the mean score of pre-test or IR was low (67.45) so that the present classroom action study was conducted to solve the problems of the students. The researcher continued the research by conducting the Cycle I through STAD. The result of Cycle I showed that STAD could improve the students’ speaking skill. It could be seen from the increase of the mean figure of Cycle I (72.90). The researcher continued the study by conducting Cycle II to revise the problem in cycle I and the mean figure of Cycle II was (75.81). The students’ achievement in speaking of Cycle II also was improved significantly through STAD and to know the interest of student in learning speaking skill through STAD the researcher conducted questionnaires. Based on the result above, the speaking skill of eleventh grade students of SMKN 1 Tampaksiring could be improved through Students Teams Achievement Division (STAD).

Keywords: Improving Speaking Skill, STAD, SMKN 1 Tampaksiring

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TABLE OF CONTENTS

COVER .......................................................................................................... i

INSIDE COVER ........................................................................................... ii

PRE-REQUISITE TITLE ............................................................................ iii

APPROVAL SHEET 1 ................................................................................ iv

APPROVAL SHEET 2 ................................................................................ v

STATEMENT OF AUTHENTICITY ......................................................... vi

ACKNOWLEDGMENT .............................................................................. vii

ABSTRACT ................................................................................................. viii

TABLE OF CONTENTS .............................................................................. ix

LIST OF TABLES ....................................................................................... xi

LIST OF GRAPHS ...................................................................................... xii

LIST OF APPENDICES .............................................................................. xiii

CHAPTER I INTRODUCTION ................................................................... 1

1.1 Background of the Study ................................................... 1

1.2 Research Problem .............................................................. 4

1.3 Objective of the Study ...................................................... 4

1.4 Limitation of the Study .................................................... 4

1.5 Significance of the Study ................................................. 5

1.6 Definition of Key Term .................................................... 6

1.6.1 Improving speaking skill ......................................... 6

1.6.2 Student Teams Achievement Division .................... 7

1.6.3 SMKN 1 Tampaksiring ........................................... 7

CHAPTER II THEORETICAL AND EMPERICAL REVIEW ................... 9

2.1 Theoretical Review ........................................................ 9

2.1.1 The Theory of Speaking ......................................... 9

2.1.2 The Conception of STAD ...................................... 11

2.1.3 Teaching Speaking through STAD ........................ 12

2.1.4 Assessment of Speaking ........................................ 17

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2.2 Empirical Review ............................................................. 22

2.3 Hypothesis ........................................................................ 23

CHAPTER III RESEARCH METHOD ......................................................... 24

3.1 Subject of the Study ........................................................ 24

3.2 Research Design ............................................................. 24

3.3 Research Procedure ........................................................ 26

3.3.1 Planning ................................................................. 26

3.3.2 Action .................................................................... 28

3.3.3 Observation ............................................................ 29

3.3.4 Reflection ............................................................... 29

3.4 Research Instrument ....................................................... 30

3.4.1 Lesson Plan ............................................................ 30

3.4.2 Test ........................................................................ 31

3.4.3 Questionnaire ......................................................... 32

3.5 Data Collection ............................................................... 32

3.6 Data Analysis .................................................................. 33

3.7 Success Indicator ............................................................. 36

CHAPTER IV FINDING AND DISCUSSION ............................................. 37

4.1 Finding ............................................................................ 37

4.1.1 Pre-Cycle ............................................................... 39

4.1.2 Cycle I .................................................................... 40

4.1.3 Cycle II .................................................................. 42

4.2 Discussion ....................................................................... 46

CHAPTER V CONCLUSION AND SUGGESTION ................................... 50

5.1 Conclusion ........................................................................ 50

5.2 Suggestion ....................................................................... 52

REFERENCES ............................................................................................... 54

APPENDICES

xi

LIST OF TABLES

Table 2.1 the Assessment of Speaking Skill .................................................. 20

Table 3.1 the Scoring Rubric to Assessment the students’ Performance

in Speaking Skill ............................................................................. 33

Table 4.1 Tabulation of Data Indicated the Students’ Improvement

in Speaking Skill through STAD .................................................. 38

Table 4.2 Summary of the Research Findings Showing the Mean

of Each cycle and the Mean Figure for Cycle I and Cycle II ........ 44

xii

LIST OF GRAPHS

Graph 4.1 Depicting the Subjects Progressing Ability in Speaking

Skill through STAD ...................................................................... 48

xiii

LIST OF APPENDICES

Appendix 1 Tabulation of Data that Showed the Subject’s Motivation

in Learning Speaking through STAD ................................ 56

Appendix 2 List of Subjects ..................................................................... 57

Appendix 3 Pre-Test ................................................................................ 58

Appendix 4A Lesson Plan 1 ........................................................................ 59

Appendix 4B lesson Plan 2 ......................................................................... 65

Appendix 5A Post-Test 1 ............................................................................ 70

Appendix 5B Post-Test 2 ............................................................................ 71

Appendix 6 Questionnaire ....................................................................... 72

Appendix 7A Letter of Permission Action Research from University ........ 74

Appendix 7B Letter of Permission Action Research from SMKN 1

Tampaksiring ......................................................................... 75

Appendix 8 Biography .............................................................................. 76

1

CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Speaking is one of languange skills in learning English. Richards (2008:

19) states that the mastery of speaking skills in English is a priority for many

second-language or foreign-language learners. In real life, many learners think if

the people who get success in speaking surely they get success in learning

English. Because they think the first aim in learning English is successful in

speaking. In clearly speaking, clear pronunciation is essential in spoken

communication (Burns and Claire, 2003: 5). Many of young learners cannot speak

clearly when they talk with foreigner because they don’t know how to express

what they want to say and how to say that. According to Pollard (2008: 34) states

that speaking is one of the most difficult aspects for students to master. For it, they

get a miss communication. To minimize the mistakes and get a good

communication with native speakers or no, the learners must know and

comprehend in using the expressions and the elements in speaking.

In getting a good communication, there are some important elements

should be concerned such as grammar, vocabulary, pronunciation and the fluency.

Grammar and vocabulary will help the learner, how to convey the information

correctly. Besides, Pronunciation should be learnt by learner because it is very

important in convey the meaning of the speaker. If the pronunciation is wrong, the

learner will get misunderstanding. Fluency is an art of speaking a language

2

fluently (Saraswat, 2003: 62). So fluency can be defined as the ability to speak

fast but appropriately and accurately. Thus, speaking skill should be taught more

in some elements that relate with a communication.

Based on the first variable of the research, the researcher choose the

vocational school with tourism major and related with hotel and restaurant course

which will support the purpose of the research. Besides, it has many things that

can influence the quality of students in speaking English. The facilities of the

school that can improve speaking skill of the students are enough but there are

some teachers who seldom use it to teach in the class. Besides, some teachers also

have the other activities which make them absent to teach in the class. Therefore,

the process of teaching and learning English in the class become less efficient and

it will influence the motivation of students in learning English especially in

speaking. Nevertheless, every teacher knows that improving speaking skill in the

school is very important.

All students in the school, exspecially in the eleventh grade students

respect to learn speaking skill although there are some students who do not

respect in learning speaking skill. Some students do not respect in learning

speaking skill because they just have a little vocabulary, they do not know how to

say the expressions or the way to speak something, shy to speak in English, and

do not have motivation to learn speaking skill. Generally, many students have the

problems in expressing something that suitable with tourism or accommodation

roles. They do not know how to speak politeness with the guest and the roles in

3

express it. All students in the school are expected to able in practicing speaking

English because they will train in hotel, villa or restaurant.

So to motivate speaking skill of students need some varieties in teaching.

Richards (2006: 5) suggests that Students had to become comfortable with

listening to their peers in group work or pair work tasks, rather than relying on the

teacher for a model. For it, the way to make the students more comfortable in

learning speaking English is with a group work or team work because they can

share what are the problems in speaking materials and ask their friend if they are

shy to ask the teacher. Teaching speaking skill with Group work or team work can

be done by using one of the varieties in cooperative learning.

One of the types in cooperative learning that can support speaking English

with a group work or team work is Student Teams Achievement Division (STAD)

and hereinafter referred to as STAD. The mind idea behind STAD is to motivate

students to encourage and help each other master skills presented by the teacher

(Agarwal and Nandita, 2011: 94). In motivating speaking skill of students, teacher

need much time to teach the materials of speaking. Because for making speaking

skill of students to be efficient, teacher needs to know how much the students can

answer the questions and practice expressing something. In the other hand, using

STAD to improve speaking skill, teacher will be helped by smart students in every

group to help and motivate their friends in learning the material of speaking. For

it, process in learning speaking skill with using STAD will get the appreciation of

students.

4

Therefore, corresponding to the facts, the researcher is really motivated in

examining the students’ ability in speaking skill through STAD of the eleventh

grade students of SMKN 1 Tampaksiring because the researcher wants to improve

the students’ speaking skill to be better and they are ready to work in the parts of

tourism job. Surely, based on their vocational, speaking skill will be more needed

by the students to practice in world they work in. Besides, the other reason of the

researcher choose to use STAD in improving speaking skill is the researcher

wants to make the students more active and innovative to share their knowledge

and their problems that are implemented by using a group.

1.2 Research Problem

Based on the background of the research, the research question can be

formulated as follows: Can STAD improve speaking skill of the eleventh grade

students of SMKN 1 Tampaksiring in academic year 2013/2014?

1.3 Objective of the Study

Based on the research question, generally, the objective of this study is to

find out whether or not by using speaking skill of The Eleventh Grade Students of

SMKN 1 Tampaksiring can be improved through STAD.

1.4 Limitations of the Study

In speaking, there are many types of speaking skill that can be learnt by

students. One of them is expressing something. Some expressions that suitable

with the roles of job profession in hotel and restaurant are taught in eleventh grade

5

students of vocational high school in tourism major. Handling guest expression is

one of the most important of expression in learning English tourism because the

students will get training in hotel or restaurant or the other places that still relate

with tourism. However many students are still confused to know the expression

and the way in handling the guest. Accordingly, there are many types of learning

expression in speaking skill. Nevertheless, it is depend on students. When students

enjoy following the types of learning, it will be easy to understand and practise.

Therefore, a limit of the research is increasing the students’ comprehension in

handling guest expression of the eleventh grade students of SMKN 1

Tampaksiring in academic year 2013/2014 through STAD.

1.5 Significance of the Study

In research of the study, the significances that can be defined are useful for

object of the research, researcher and in the others. Here, the object of the research

is the students, and then the other side is the teachers. Besides, the benefit for

researcher is to In addition, there are two characteristics of significances of the

study, those are theoretically and practically. In theoretical defines about the

benefit for researcher in learning the way that can help to teach speaking in

improving speaking skill and in practical explains about the benefits of STAD for

English teachers and students.

Theoretically, the researcher hoped that the research of the study can help

and enrich the way to teach speaking which are able to contribute in progressing

knowledge. It is also as the evidence to strengthen the existing similar research.

This research is directed to find empirical evidence in investigating the

6

effectiveness of STAD that the result is hoped can be benefit contribution and

important for teacher in teaching speaking to create the new atmosphere in

improving speaking skill of the eleventh grade students of SMKN 1

Tampaksiring.

Practically, the research of the study can help the teacher especially

English teacher of SMKN 1 Tampaksiring in teaching speaking as long as term

that have been given and by using STAD to motivate the students to be more

active in learning speaking skill. Besides, this research also can give the

knowledge for students about how to create good team work and how to solve

problem in group work. So in learning speaking, students are able to comprehend

the materials and enjoyable study in the class.

1.6 Definition of the Key Terms

In improving speaking ability of students and to prevent misunderstanding

of the reader, the key terms in this research are improving speaking skill, STAD,

and SMKN 1 Tampaksiring.

1.6.1 Improving speaking skill

The definition of speaking skill by Harmer (2001: 269) is the ability to

speak fluently presupposes not only knowledge of language features, but also the

ability to process information and language ‘on the spot’. According to Brown

and Yule in Erasma, Sutapa, and Salam (2013: 2) speaking is an interactive

process of constructing meaning that involves producing and receiving and

processing information. According in Forum in Erasma, Y. Gatot Sutapa, Urai

Salam (2013: 6) “Language learners tend to be active in speaking if teachers

7

encourage motivates them to speak”. Motivating is a basic principle of all kind of

teaching (Broughton, 2003: 47). From those statements, to make students be better

than before and more active in learning speaking skill in the classroom are giving

motivation from the teacher and their friends. If the students be better and more

active than before in the classroom by using motivation from teacher and their

friends surely it can improve their speaking skill. So improving speaking skill is

the way to motivate the students and increase their ability in learning speaking in

giving the transmission or message and receiving information.

1.6.2 Student Teams Achievement Division

The way to help in teaching speaking is with using Students Teams

Achievement Division (STAD). Trianto (2009: 68) states that STAD is one of

types in the cooperative learning that uses small groups, consists with four or five

students and heterogeneous grouping (based on achievement, genre, culture and

the others). And then, team work is very important in implementation STAD.

Because in every group have to create good team work in learning the material. In

every group, the students that have more knowledge are requested to help their

friends who have problems in understanding and practice speaking. There are 5

phases in implementing STAD, those are transferring or giving materials phase,

group work activity phase, individual test phase, count of the student develop

score phase and the last giving a appreciation for best group work phase.

1.6.3 SMKN 1 Tampaksiring

The reason of the researcher to choose SMKN 1 Tampaksiring to be object

of the research is based on dependent variable of the research. Dependent variable

8

of the research is speaking skill so that the school that appropriate to improve

students’ speaking ability is the school that has tourism majors. SMKN 1

Tampaksiring is located near with the tourism region. Therefore, the aim of this

school is able to create the students that all ready to work especially in tourism

world. Besides, in this school have good facilities to teach practice in the lab or

the class.

9

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

This theoretical review consists with four components that purposed to

refer the research. Four components in this theoretical review are based on the

problems of the research. They are follows: (1) the theory of speaking, (2) the

conception of STAD, (3) teaching speaking through STAD, (4) assessment of

speaking. Each of them is heading of the components that will be discussed in this

chapter.

2.1.1 The Theory of Speaking

In learning English, speaking skill is learnt to know how to create a

communication, and transfer the information directly in English. Speaking skill is

the language skill that needs oral communication. Based on Richard and

Renandya (2008: 210) state that speaking is one of the central elements of

communication. In conversation, oral skills have hardly been neglected in

EFL/ESL courses (witness the huge number of conversation and other speaking

course books in the market) (Richards, 2008: 19). In speaking skill, fluency and

confidence are important goals (scrivener, 2005: 146).

Generally, many learners want to try speaking something, but they don’t know

how to speak it so that the fluency and the confidence of the learners are less.

Many classroom speaking activities are suitable for fulfilling these ‘fluency and

confidence’ aims. Harmer (2005: 271) describes that many of the classroom

10

speaking activities which are currently in use fall at or near the communicate end

of the communication continuum. Besides, Clear pronunciation is essential in

spoken communication (Burns and Claire, 2003: 5). Based on the above, speaking

skill is the language skill that relates with some components in oral

communication. According to Dunlap and Weisman (2007: 54) states that

vertically and along the left of the matrix are dimensions of language, including

Comprehension, Fluency, Vocabulary, Pronunciation, Grammar and task.

Adapted from the FSI Proficiency rating by King Tsang and Wong

statement in Richards and Renandya (2008: 222) there are 5 components in

proficiency rating. Those are Accent, Grammar, Vocabulary, Fluency, and

Comprehension in conversational English. From those statements, the components

that can support the conversation performance are Comprehension, Fluency,

Vocabulary, Grammar and Accent. Although there are the others component in

oral communication that support speaking skill, those components are more

important in create a communication or deliver information. Based on Richards

statements (2008: 21), there are three parts version of Brown and Yule’s

framework, as follows: talk as interaction, talk as transaction and talk as

performance.

a. Talk as interaction: Talk as interaction refers to what we normally mean by

“conversation” and describes interaction that serves a primarily social function.

b. Talk as transaction: Talk as transaction refers to situations where the focus is

on what is said or done.

11

c. Talk as performance: The third type of talk that can usefully be distinguished

has been called talk as performance.

2.1.2 The Conception of STAD

STAD is one of the types in cooperative learning. Wena (2009: 192) writes that

STAD was expanded by Robert Slavin from John Hopkin USA university. The

define of STAD based on Isjoni (2009: 51) is one type of cooperative learning that

emphasize the activity and interaction of the students to reciprocate motivation

and support in understanding the material for achieve the maximum achievement.

Generally, the ways to apply STAD in the class are:

1. The students in classroom are divided to some groups.

2. Every group consists with four or five students which divided based on the

achievement, gender, and culture. The setting table of the group is also

important to make the conducive atmosphere.

3. Every group is given some task or the material to be discussed in a group.

4. During teaching process as a group, the teacher just as a facilitator and

motivator.

5. Every one week or two weeks teacher gives evaluate with personal test or

group test to know the increase of students.

6. For the students or groups work that gets high score will be given an

appreciation. There are three parts of group work that will be given an

appreciation based on the average score; good group, excellent group,

awesome group.

12

In STAD, group work is the main principal in implementing this

technique. The key word of this type is the achievement of students. So the

definition of STAD is the type of cooperative learning that is implemented by

using group work and the way to divide every group work based on the

achievement of students which is divided into three types, they are high group

scores, middle group scores and low group scores. Thus, every group will be

heterogeneous and has smart student that will help and motivate their friends in

understanding the materials that given by teacher.

In scoring the groups, the thing that influences the level in every group

is the total scores from the personal learners in every group. According to Trianto

(2012: 72), the group scoring is counted by getting the average scores with

totalize the scores of personal learners in the group then divided by the total of

members. Based on the average in every group, there are three levels scores in

giving appreciation for the groups. Those are good team, best team and excellent

team. These levels scores are adapted from Ratumanan in Trianto (2012: 72). The

way to know the scale of team work is the score of individual learner in test and

the creativity in team work of every group. The total of both is the score in every

group.

2.1.3 Teaching Speaking through STAD

Speaking is the skill that needs the different way in teaching. In

intermediate level, according to Pollard (2008: 6), the students should really be no

need to use mother’s tongue in this level. However, in fact many students in

intermediate or above level still use mother tongue when they talk something.

13

This caused is the less of doing practice in the class and the less in teaching the

way to talk something correctly. Therefore, the pronunciation of students still use

mother tongue and difficult to be changed.

In teaching speaking, the practice is very important to train pronunciation

and comprehension of students. Based on Gilbert (2008: 34), Practice helping

listeners to follow is invaluable training for listening comprehension because it

trains them to think in terms of chunks of thought, not just individual words. The

mean of this statement is from listening surely it will train the comprehension of

the listeners and it will help the listeners or students in understand the sound,

vocabulary and grammar. Thus, the teacher should teach speaking using

repetition. The teacher gives the examples of how to say and express something

then the students listen and repeat what the teacher say. This way will help the

students in improving their speaking skill.

Besides, there are some classroom speaking activities that can be

implemented in STAD. Adapted from Harmer statement (2005), the classroom

speaking activities that most widely-used in communication continuum are:

1. Acting from a script

In this activity, teacher asks students to act out scenes from play and/or

their course books, sometimes filming the results. Students will often act out

dialogues they have written by themselves. This frequently involves them in

practice in front of the class.

14

2. Communication games

Here, games is designed to provoke communication of the students which

done with a partner. One student talk to the partner to solve a puzzle, describes

and draws, describe and arrange or find similarities and differences between

picture

3. Discussion

This activity is used to help the students in giving an opinion. Usually, the

students are reluctant to give an opinion in front of the class because they feel

extremely exposed in discussion situations.

4. Prepared talks

Here, before talking something, the students is asked to prepare what they

will explain or talking. This activity usually is used with presentation.

5. Questionnaires

Using questionnaires are useful because students are referred to design

questionnaires on any topic that is appropriate. For doing it, students can

discussions or prepared talks and the teacher can help the students in design

process.

6. Simulation and role-play

Simulation and role-play can be used to develop general oral fluency, or

train students for specific situations especially where they are studying ESP

(English for specific purposes).

15

7. The roles of the teacher

In this activity, teachers need to play a number during the speaking

activities with different roles. Here, teachers try to get fluency of the students. The

way to play it, there are prompter, participant, and feedback provider.

All of the classroom speaking activities can use in teaching speaking

through STAD because those activities need small groups to implement them. The

quantity of one group in STAD is four until five students. According to Harmer

(2005: 117), in general it is possible to say that small groups of around five

students provoke greater involvement and participation than larger groups. So the

four or five students in one group are the good quantity because it can be create a

good team work in provoking the involvement and participation.

From all classroom speaking activities, there are two of them that use to

support teaching speaking in practice dialogue and scoring the good teams. Those

are role play and the roles of the teacher. The role play is more effective to teach

speaking in vocational school because it will develop their ability in many

situations and oral communication. Besides, role play is simple way in teaching

speaking and very easy to be implemented by students.

In STAD, the good team is depending of the personal learners in the

group. So team work is very needed in create a good team. Here, the students in

every group work toward a goal in order all of personal learners participated in

create a good team work. The way to know how much the comprehension of

personal learners is by using the roles of the teacher activity. In this activity, the

teacher asks directly one by one of the students and are not allowed helping one of

16

another. Therefore, personal learners or students will be participated in their

groups.

In addition, in teaching speaking skill, there are some benefits that will get

for the learners. How the way to get it is with knowing the function of speaking.

Brown and Yule in Richards (2008: 21) states that made a useful distinction

between the interactional functions of speaking, in which it serves to establish and

maintain social relations, and the transactional functions, which focus on the

exchange of information. Based on Shumin in Richard and Renandya (2008: 208),

the functions of spoken language are interactional and transactional. The results of

the function of speaking from both statements are interaction as a key to teaching

language for communication and transactional is the way to give and take

exchange the message that conveys their intentions in real life communication.

In addition, adapted from Broughton (2003: 34), there are general

functions for the speaker in learning language for communication. The speaker

will learn how to express and practice based on directive, such as; polite,

aggressive, pleased, or angry. Besides, the speaker also learns how to convey the

information for listener suitable with the situation then can control and influence

the listener in some way. All of these functions is defined that in learning

language for communication in speaking skill, the speaker will know how to using

the expression that related with the situation and directive. So the speaker will can

convey or transfer the information by using the style of language which is able to

control or influence the listener in some way.

17

From the explanation above, the benefits that can be gotten after knowing

and learning the function of speaking are the learners can convey or transfer the

information without miss communication and they can create a good interaction in

communication with native speaker or foreign learners.

2.1.4 Assessment of Speaking

Assessing speaking can get with some ways. Depend of the test.

According to Luoma (2004: 1), Assessing speaking is challenging, however,

because there are so many factors that influence our impression of how well

someone can speak a language, and because we expect test scores to be accurate,

just and appropriate for our purpose. Based on Luoma (2004) Assessing speaking

with the test can be divided into three kinds; individual, pair and group test.

Assessment of individual test usually is get with looking the examinee’s

performance. In pair test is done with conversation and group test is get from the

discussions. Like all test scores, speaking scores must be dependable, fair, and

above all useful for the intended purposes.

Richard and Renandya (2008: 387) state the following:

Global assessment scales: a way of specifying scores that can be given to productive skill work is to create ‘pre-defined descriptions of performance; Such descriptions say what students need to be capable of in order to gain the required marks, as in the following assessment (or rating) scale for oral ability. Besides, adapted from King Tsang and Wong in Richards and Renandya

(2008) there are the factors and descriptors in checklist of conversation

performance and there are five levels in conversational English proficiency rating.

The five levels are:

Level 1: Able to satisfy minimum courtesy requirements.

18

Level 2: Able to deal with routine social exchanges.

Level 3: Able to speak with sufficient structural accuracy and appropriateness

and vocabulary to participate effectively in most informal conversations on

practical and social topics.

Level 4: Able to use the language fluency, accurately, and appropriately on all

levels normally pertinent to conversational needs.

Level 5: Conversational proficiency equivalent to that of an educated native

speaker.

In assessing speaking there are some components that influenced the

conversation performance. Based on Fulcher and Davidson (2006: 94), there are 5

proficiency rating in scoring students’ performance, they are accent, grammar,

vocabulary, fluency and comprehension. The explanations of those proficiency

rating as follows:

1. Accent

Accent is the part of pronunciation that can influence the sound of the

speaker. In speaking, accent of foreign learner must follow the native

pronunciation. According to Broughton (2003: 199), pronunciation is infinitely

more valuable to turn one’s attention to stress, rhythm and intonation. Besides,

based on Burns and Claire (2003: 6), linking, intonation and stress are important

features for effective pronunciation at the supra segmental level. Thus, the

components are in the pronunciation that relates with accent are linking,

intonation and stress.

19

2. Grammar

According to Downing and Locke (2006: 3), a functional grammar aims to

match forms to function and meaning in context. Besides, the grammar of a

language is the description of the ways in which words can change their forms and

can be combined into sentences in that language (Harmer, 2001:12). So from both

of them, in speaking, grammar has important role in create a good context.

Grammar will help the learners to differentiate the polite expressions and impolite

expression or formal and informal expressions. In the other hand, grammar also

helps the learners to know the way to combine the words to be a sentence

correctly.

3. Vocabulary

Vocabulary is one of the elements that important in speaking because

without vocabulary somebody cannot say something. Based on Pollard (2008: 13),

vocabulary is a basic building block of language learning. In this case, vocabulary

is the base of language that will help the learners to make a sentence or context

that they want to say.

4. Fluency

In oral communication, fluency is needed to make a natural conversation.

Broughton (2003: 219) states that fluency is the ability to speak or write as

naturally and easily—but not necessarily as accurately—as the native speaker can.

Besides, in learning speaking, students need practice in both accuracy and fluency

if they are to speak proficiently (Pollard, 2008: 16). It means the accuracy and

fluency has interconnect to create a natural conversation. So from both statements,

20

fluency is the ability to make a natural conversation in the oral communication

with the real expression not memorizes expression like a native speaker.

5. Comprehension

In learning English, the learners should be understood what they say and

hear because it is very important to avoid the mistakes in communication. Brown

(2007:226) writes that comprehension is an ability to perceive and process

stretches of discourse, to formulate representations the meaning of sentences. In

the other hand, Comprehension is the ability to know or grasp ideas with the mind

(Brassell and Rasinski, 2008:16). Based on of these statements, comprehension

can be meant the ability to understand the message or information that is received

or delivered orally in communication.

Adapted from two sources and are combined be one form, they are King

Tsang and Wong in Richard and Renandya (2008) and Fulcher and Davidson

(2006: 94), the assessment of speaking skill can be showed below:

Table 2.1 The Assessment of Speaking Skill

Accents 1 Pronunciation frequently unintelligible.

2 Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition.

3 'Foreign accent'' requires concentrated listening, and mispronunciations lead to occasional mispronunciations.

4 Marked ''foreign accent'' and occasional mispronunciations which do not interfere with understanding.

5 No conspicuous mispronunciations, but would not be taken for a native speaker.

Grammar 1 Grammar almost entirely inaccurate phrases.

2 Constant errors showing control of very few major patterns and frequently preventing communication.

21

3 Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.

4 Occasional errors showing imperfect control of some patterns but or weakness that causes misunderstanding.

5 Few errors, with no patterns or failure.

Vocabulary 1 Vocabulary inadequate for even the simplest conversation.

2 Vocabulary limited to basic personal and survival areas ( time, food, transportation, family, etc.).

3

Choice of words sometimes inaccurate, limitation of vocabulary prevent discussion of some common professional and social topics.

4

Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of many non-technical subject with some circumlocutions.

5

Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situations.

Fluency 1 Speech is so halting and fragmentary that conversation is virtually impossible.

2 Speech is very slow and uneven except for short or routine sentences.

3 Speech is frequently hesitant and jerky; sentences may be left uncompleted.

4 Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words.

5 Speech is effortless and smooth, but perceptibly non-native in speech and evenness.

comprehension 1 Understands too little for the simplest type of conversation.

2 Understand only slow, very simple speech on common special and touristic topics; requires constant repetition and rephrasing.

3

Understand careful, somewhat simplified speech when engaged in a dialogue, but may require considerable repetition and rephrasing.

4 Understand quite well normal educated speech when engaged in a dialogue, but requires occasional repetition or rephrasing.

22

5

Understands everything in normal educated conversation except for very colloquial or low frequency items, or exceptionally rapid or slurred speech.

From all descriptions of assessment in pair conversation performance, they are 5

proficiencies rating that important to assessing speaking and there are 5 levels that

suitable to assessing the students’ performance in a conversation or role play.

2.2 Empirical Review

Some researcher have done some studies about the using Experiential

Learning Method in educational field, they are;

Istirocha Murtanti Cahyani from FKIP Unisma in English Department, in her

thesis entitles “The Effect of Student Teams Achievement Division (STAD) on

Students’ Reading Comprehension Ability” in 2013 already get the purpose of the

research. The aims of her research study is at investigating whether there

significant difference on the students’ reading comprehension ability before and

after being taught using STAD. The result of this research is there was 7.06 %

difference and it can be concluded that the difference is statistically significant. It

could be said that teaching reading comprehension using STAD is more effective

than using conventional teaching.

Second thesis is from Budiarta, Padmadewi, Budasi of Language

Education Department, Postgraduate Program, Ganesha University of Education

in Singaraja, Indonesia, in their thesis entitle “The Effect Of Student Team

Achievement Division Technique And The Achievement Motivation On The

Writing Achievement Of The Tenth Year Students Of Sma Negeri 4 Singaraja In

23

The Academic Year 2011/2012. The aims of their research study is at

investigating whether the implementation of Student Team Achievement Division

(STAD) technique and the students’ learning motivation gave a significant effect

to the students’ writing achievement. The result of this research was there are five

formulates and the conclusion of their thesis is STAD and Conventional

Technique, and the achievement motivation affect significantly on students’

writing achievement.

2.3 Hypothesis

For giving a direction in collecting and interpreting data, and also on

attempting to give a tentative to the problem, the hypothesis will be stated as the

following; the speaking skill of eleventh grade students of SMKN 1 Tampaksiring

in academic year 2013/2014 can be improved through STAD.

24

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

This study was conducted to the eleventh grade students of SMKN 1

Tampaksiring. There were 7 classes of the eleventh grade students of SMKN 1

Tampaksiring with total of the students were 240 students. The class chosen by

researcher was eleventh grade students in AP3 (Academic Perhotelan) major. This

class was selected as the subjects of the study which consisted of 22 students. In

the class, there were 9 males and 13 females were considered to be

representative enough for the purpose of this study. The students of Class AP3

were selected as the subjects of the study based on experiences of researcher when

conducting PPL (real teach practicing), showing their ability in speaking had

many mistakes when they expressed something. Therefore, immediate

improvement was really needed.

3.2 Research Design

Based on the objective of the study was to know whether or not by using

speaking skill of the Eleventh Grade Students of SMKN 1 Tampaksiring could be

improved through STAD. For it, the researcher used the classroom action research

to support this study. Then, according to Cohen, Lawrence, and Keith (2005:

226), “Action research may be used in almost any setting where a problem

involving people, tasks and procedures cries out for solution, or where some

change of feature results in a more desirable outcome.” Base on the statements

25

above, classroom action research is the action that used to solve the problems in

the class and to improve the studying process. This classroom action research

utilized a collection data of pre-test and post-test research design to get the result

of the data. The study was started by administrating measure. The initial reflection

or pre-test (IR) was intended to evaluate the pre existing speaking skill of the

subjects while reflection or post-test (R) meant to reveal the expected increasing

in the subjects speaking skill after the subjects was taught with using STAD.

In initial reflection or pre test intended to evaluate the pre-existing ability

of the students’ speaking skill. The researcher asked the students to make short

dialogue about handling guest in hotel or restaurant after that practiced in front of

the class.

According to Richards and Farrell (2005: 174), action research consists of

a number of phases, which often recur in cycles, namlely: Planning(P), Action(A),

Observation(O), Reflection(R). In addition, Zuber-Skerritt in Cohen, Lawrence,

and Keith (2005: 232) suggests that:

Emancipator action research…is collaborative, critical and self critical inquiry by practitioners… into a major problem or issue or concern in their own practice. They own the problem and feel responsible and accountable for solving it through teamwork and through following cyclical process of: Strategic planning, Action, i.e. implementing the plan, Observation, evaluation and self-evaluation, Critical and self critical reflection on the results of points 1-3 and making decisions for the next cycle of action research. Based on the statements above, in the classroom action study, the teaching

and learning process of speaking skill were divided into two cycles which the

second cycle was revising of the first cycle and each cycle consisted of two

sessions. Each cycle consisted of four interconnected activities, namely: planning

26

(P), action (A), observation (O), and reflection (R). In relation of this study, there

were two kinds of test, namely: Pre-test or Initial Reflection and Post-test or

Reflection. The pre-test(IR) was administrated to the eleventh grade students of

SMKN 1 Tampaksiring in academic year 2013/2014 in order to measure the real

pre-existing speaking ability of the subjects.

Furthermore, post-test(R) was aimed to check students’ improvement in

speaking skill after conducting teaching and learning process through STAD.

The mean scores in post-test of cycle 1 would be used as basic to accordingly

revise the planning in cycle II. Therefore, the cycle II would be started with

revised planning (RP). Thus, the result of cycle II would be more effective than

the cycle I. The effectiveness of the teaching speaking skill through STAD would

be known through comparing the mean score of pre-test or initial reflection (X0)

obtained by the subjects with their mean scores of the post-tests or reflection both

in cycle I (X1) and cycle II (X2). For making clearly of this classroom action

study would be designed as below:

Cycle 1: P1 A1 O1 R1

Cycle 2: RP A2 O2 R2

3.3 Research Procedure

The procedure of the research on the study was conducted by following

some steps as followed.

3.3.1 Planning

Before classroom action research was successfully undertaken, the

researcher had to make instructional planning for the whole sessions. As

27

mentioned previously, the subjects of classroom action research were class XI

AP3 of SMKN 1 Tampaksiring. Based on the PPL (experiencing of the teaching

and learning process in the class room) of the researcher the subjects under study

still had low ability and comprehension in speaking English especially in

expressing something as a politeness and correctly. Through Guide speaking

Technique the researcher hoped the students’ speaking skill could be improved

and progressively enhanced the students’ speaking ability. In the order to achieve

the objective of the classroom action research, the researcher planned the

instructional activities thus:

1. The researcher interviewed the teacher and the students to get the problems

in the teaching and learning speaking skill.

2. The researcher created a note about the process in learning speaking that has

done by the teacher in the class.

3. The researcher chose the material that was taught in every cycle.

4. The researcher designed lesson plans or teaching scenarios based on the

cycle of the session.

5. The researcher created the classroom activities or tasks and prepared the test

that helped the students to improve their speaking skill in expressing

handling guest.

6. The researcher prepared the appreciation for the students and groups that

had high score.

28

3.3.2 Action

In line with the objective of the study, actions or activities in the classroom

were referred to what the researcher really did in the classroom setting during the

process of teaching speaking skill through STAD. In the light of actualizing

communicative teaching was tried to manage and conduct the classroom activities

which had been planned preciously in the teaching scenarios. What the researcher

was done successively in every session was principally based on STAD. Thus, the

communicative activities were classified into main parts, there are: pre-activities,

whilst-activities, and post-activities. The description of each activity was aimed to

achieve the goal of teaching speaking through STAD that applied concisely would

be described as below:

1. In pre-activity, greeting and check list the attendant of students briefly were

conducted in every meeting. The researcher who acted as the teacher to

activate the subject’s mutual interest and attention by giving some stimulus

in form of questioning and answering on coming topics to direct their

attention to the main point that would be immediately discussed. This

activity took about 10 minutes.

2. In whilst activity, researcher was introduced the topic by giving the

explanation of the material. Then teacher divided the students to be some

group base on their achievement, gender and ethnic. After that researcher

gave task and asked in every group to answer the task with discussion and

shared with their friend in the group. After thirty minutes, the researcher

asked every group to answer the task and invited the others group to correct

29

the answer. Then, teacher asked the smart students in every group to help

and motivate their friends to learn how to speak correctly and

comprehension of the topic or the task together. Teacher also helped the

students in solving their problems and as monitor for the students. After that,

teacher gave some questions for every group orally about the topic and gave

score. The aims were to know the increase of every group.

3. Post-activity was about 5 minutes of time allotment given, filled by

reviewing the discussed topic through briefly conclusion to remind the

subject’s memory about what they have learned, and the teacher gave any

time for students to ask a question when they still confuse d or

misunderstood of out the topic.

3.3.3 Observation

The observation was conducted by the researcher was intended to establish

whether the teaching and learning process through STAD in developing student’s

speaking ability had been well. The researcher who acted as a teacher and an

observer attract the subject participation and involvement with speaking activities.

It was also meant to perceive, whether the subject had any positive changing

behavior, motivation and attitudes on the part of the subjects.

3.3.4 Reflection

The reflection was intended to measure the real pre-existing speaking

ability of subjects in English. In the initial reflection of the subjects were

requested to make a short dialogue based on the situation of the test. The

researcher told to the students of the roles in making short dialogue. The subjects

30

or students were given 30 minutes to prepare the short dialogue with their partner

and then asked every partner to practice in front of the class. Besides, in the

reflection of the students also was done by using role play and practice in front of

the class and the theme based on the material. The researcher appraised the

students’ performance by using scoring rubric that related with speaking skill in

conversation or role play.

3.4 Research Instrument

In the research of the study, the instruments were needed to collect the

required data that very important to answer the research question. The study

dealt with research question: Can STAD improve speaking skill of the eleventh

grade students of SMKN 1 Tampaksiring in academic year 2013/2014? This

research question logically suggested that there were three sets of data, which

were required for the study. They were Lesson Plan, Test and Questionnaires.

These instruments were used to achieve the purpose of the research which was

formulated in research question.

3.4.1 Lesson Plan

Lesson Plan was needed in teaching process which helped the degree of

data. In the order the process in teaching speaking through STAD could be done

well, the procedure of teaching was designed systematically. The materials that

would be tested in post-test certainly should be taught firstly. Lesson Plan was

useful for helping the teacher to remind the purpose of the study.

31

3.4.2 Test

In getting data, there were two types of test that needed in research of

the study, they were pre-test and post-test. In pre-test, the researcher gave test

before teach in the class. The kind of the test was performance’s test by using

role play. Besides, the students were asked to make short dialogue with their

partner based on the theme that they chose and their knowledge. There were two

themes about handling guest, they were handling guest in hotel and handling guest

in the restaurant. The purpose of doing pre-test was to know the ability and

comprehension of students in speaking and how much mistakes that they did in

practice dialogue. In the other hand, it was to know the students’ problem in

speaking. In scoring speaking skill, the researcher used scoring rubric to get

the data. The result of every student was counted by formula and then the final

score of students also used to divide the groups based on achievement and found

the high score of the students to help their friends in the groups.

Furthermore, the post test was done at the last session after teaching

and learning process in every cycle. It was used to know the improvement of

the students whether their speaking skill has improved or no, and to know the

motivation of the students in learning speaking. The post test was given with

making short dialogue based on the situation of the form with their partner and

performance test by using role play. The way to scoring of this performance

certainly same as like in pre-test and then the final score of students were

counted by formula to find the mean figure of post test in every cycle. The

mean figure of post-test was indicated in the answer for the research question.

32

3.4.3 Questionnaire

The questionnaire was used to know the students’ responded in

improving speaking skill through STAD. The questionnaire consisted of ten

questions. The type of questionnaire was multiple choice items. All of the

students’ answer were correct. The answer of the questionnaire was

quantitatively scored by using the rating scale 3-0 ( A = 3, B = 2, C = 1, D = 0

). The scores gathered from administering questionnaire showed the students

changing in attitudes and motivation in speaking skill through STAD. It was

distributed at the end of cycle II.

3.5 Data Collection

There were three kinds of instruments that were used to gather the data of

this classroom action study; they were pre-test, post-tests and questionnaires.

Thus, the data was required to answer the research question was gathered through

administering pretest, post-tests and questionnaires to the eleventh grade students

of SMKN 1 Tampaksiring. The pre-test or IR was administered to the subjects

under study to obtain their pre-existing speaking skill. In pre-test the students

were asked to make short dialogue based on the situation of the form and after

thirty minutes pass way, every partner was asked to perform in front of the class.

The aimed of pre-test was to know their ability in practice and comprehending the

expressions of handling guest in hotel and restaurant. Post test or reflection was

administered with 2 cycles and consists one time (one time in cycle I and one time

in cycle II) in order to measure the students’ progress in learning speaking by

using STAD.

33

3.6 Data Analysis

The most important data was needed to answer the research questions

under the study that was collected through administering pre-tests, post-tests and

questionnaires, some supporting additional data were gathered through

administering questionnaires to the subjects under study, which were the eleventh

grade students of SMKN 1 Tampaksiring. Thus, there were considerably three

kinds of raw scores that were obtained for the present class action study, as

following:

(1) Scores indicating the subjects’ pre-existing speaking skill ability,

(2) Scores showing the subjects’ progress achievement in speaking skill; and

(3) Scores showing the subjects’ changing learning behaviours.

The scoring rubric to assessment the students’ performance in speaking

skill that adapted from two sources and was combined be one form, they are King

Tsang and Wong in Richard and Renandya (2008) and Fulcher and Davidson

(2006: 94).

Table 3.1 The Scoring Rubric to Assessment the Students’ Performance

Accents 1 Pronunciation frequently unintelligible.

2 Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition.

3 'Foreign accent'' requires concentrated listening, and mispronunciations lead to occasional mispronunciations.

4 Marked ''foreign accent'' and occasional mispronunciations which do not interfere with understanding.

5 No conspicuous mispronunciations, but would not be taken for a native speaker.

34

Grammar 1 Grammar almost entirely inaccurate phrases.

2 Constant errors showing control of very few major patterns and frequently preventing communication.

3 Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding.

4 Occasional errors showing imperfect control of some patterns but or weakness that causes misunderstanding.

5 Few errors, with no patterns or failure.

Vocabulary 1 Vocabulary inadequate for even the simplest conversation.

2 Vocabulary limited to basic personal and survival areas ( time, food, transportation, family, etc.)

3

Choice of the words sometimes inaccurate, limitation of vocabulary prevents discussion of some common professional and social topics.

4

Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of many non-technical subjects with some circumlocutions.

5

Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situations.

Fluency 1 Speech is so halting and fragmentary that conversation is virtually impossible.

2 Speech is very slow and uneven except for short or routine sentences.

3 Speech is frequently hesitant and jerky; sentences may be left uncompleted.

4 Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words.

5 Speech is effortless and smooth, but perceptibly non-native in speech and evenness.

Comprehension 1 Understands too little for the simplest type of conversation.

2 Understand only slow, very simple speech on common special and touristic topics; requires constant repetition and rephrasing.

3

Understand careful, somewhat simplified speech when engaged in a dialogue, but may require considerable repetition and rephrasing.

35

4 Understand quite well normal educated speech when engaged in a dialogue, but requires occasional repetition or rephrasing.

5

Understands everything in normal educated conversation except for very colloquial or low frequency items, or exceptionally rapid or slurred speech.

1. The score of students’ performance would be counted using this formula:

Value = x

x = Obtain score x 100

Maximum score

The data then are analyzed in percentage as follows:

2. The average score of each student would be counted using this formula:

Mean :

Mean = X

∑x

Mean = N

Notes:

X = the average of the student’s achievement in speaking test

∑x = the sum of total score

N = the total subject under study

The mean score would show the improvement was made by the students.

If the mean score was 68, it meant that the students have reached the criteria of

success; furthermore, the action in this cycle would be finally stopped. In

36

addition, the main score indicated the percentage of subject’s pre-existing ability

in speaking skill. Score that was showed of the subject’s progressing achievement

was composite from cycle I and cycle II.

Finally, the data which resulted from the questionnaire would also be

descriptively analyzed through the following formula:

Percentage = The sum of the chosen an item x 100% The sum of the chosen all items 3.7 Success Indicators

Success indicators of this research could be seen when the results of the

research showed significant improvement of students’ speaking skill especially in

expressing something at SMKN 1 Tampaksiring as the subject of the study. Based

on the curriculum of SMKN 1 Tampaksiring and suggestion of its principal, the

minimum competences criteria of the English subject was 68 score. Therefore,

this action classroom research would be regarded to be successful the 80% of

subjects reaches the minimum score of 68 in teaching speaking through STAD.

37

CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding

The data were taken from SMKN 1 Tampaksiring and administered to the

eleventh grade students in AP3 that have been presented through classroom action

research. Furthermore, the data were collected by using three kinds of

instruments, they were pre-test, post-test and questionnaire. The kind of test that

has been done in pre-test and post-test was using practice dialogue for getting the

data and in questionnaire used multiple choices. The instruments were used to

achieve the purpose of the research which was formulated in research question.

In classroom action study, the instruments would be explained in every

cycle; they were pre-cycle, cycle I and cycle II. In pre-cycle would explain about

the activities that had been done and the way to collect the data. In the other hand,

in cycle I and II explained about the activities that had been done in every session.

There were 2 sessions that included in every cycle; first session for teaching the

materials through STAD and second sessions for giving post-tests. So there were

four sessions that consisted with two post-test in this classroom action study.

Furthermore, questionnaire was done in the end of cycle II.

This classroom action study had been done in the 6th until 10th on

December 2013 while the pre-test was done in the 5th on December 2013. As long

as did classroom action study, the researcher would be a teacher in the class.

Based on the subject of the study, the researcher chose the eleventh grade students

in AP3 as the subjects of the research which consisted of 22 students. The scores

38

of the subjects that gotten start from pre-test until post-test were showed in the

table as follows:

Table 4.1 Tabulation of Data Indicated the Students’ Improvement in Speaking

Skill through STAD

Subject IR (X0) R(S2) R(S4) 1 80 84 88 2 76 80 84 3 60 64 64 4 60 68 72 5 80 84 88 6 76 80 80 7 80 84 88 8 80 84 88 9 64 72 72 10 64 68 68 11 64 68 72 12 64 68 72 13 60 68 68 14 64 68 72 15 60 64 64 16 68 76 80 17 60 64 68 18 60 68 72 19 60 68 72 20 60 68 72 21 68 76 80 22 76 80 84 Total 1484 1604 1668

Based on the students’ score in pre-test showed that the ability of students

in speaking was low because there were 41% students only got minimum scores.

The minimum score based on the minimum competences criteria was 68. In post-

test 1 had been increased and achieved the success indicator was 86%. It also

39

happened in post-test 2 was 91%. Briefly, the data in every cycle would be

mentioned following:

4.1.1 Pre- Cycle

In classroom action study, firstly was doing the pre-test or initial reflection

that administered to the subjects under study to obtain their pre-existing ability in

speaking. In this research, the pre-test had been done in the 5th on December 2013.

The kind of the test that used in pre-test was role play. The students asked to

perform in front of the class in expressing handling guest. There were two themes

that could be chosen by students. The way to score of students’ performance by

using table and the way to get score was made based on scoring rubric. The score

of students in doing pre-test or IR were counted to find the mean figure.

The finding of the present classroom action study showed that mean of

pre-test or IR (X0) obtained by the subject under study in speaking skill showed

out mean figure 67.45. This mean was gotten by the formula. The formula was the

total scores of the students (Ʃx) were divided by the members of the class (N).

The mean figure clearly showed that the speaking skill of subjects under study

was low. The score could be formulated as following:

�x X0 =

N

1484 X0 =

22

X0 = 67.45

The mean figure of pre-test was said low because the success indicator of

the pre-test did not achieve of 80% yet. There were 13 students of 22 students

40

which got under scores of minimum competences criteria of the English subject

was the 68 scores. So the success indicator of pre-cycle was 41% from the total

subjects. It was counted from the result of the total students in getting minimum

scores (nx) divided by total students in the class (N) was times with 100%. It

meant the students in the class had the problems in learning speaking skill. For it,

the teacher tried to improve speaking skill through Student Teams Achievement

Division (STAD). The percentage of the success indicator in pre-cycle would be

formulated as following:

nx Percentage = x 100%

N

9 = x 100%

22

= 41%

4.1.2 Cycle I

After got the data of pre-test, surely, the researcher planned and prepared

all necessaries for teaching in session 1 and giving the test in session 2. This cycle

was done start from 6th until 7th on December 2013. First session was teaching

expressing handling guest in the hotel through STAD. The first reaction of

students when taught speaking skill through STAD was enthusiasm but just half

students of the class. It was seen when the students were doing exercises in group

works. After the activities in session one was done, the next session was doing the

post-test.

This post-test was done in 7th on December 2013. In the first post-test, the

students were asked to make short dialogue that suitable with the theme of the

41

form. After 30 minutes ago, they were asked to perform one by one in front of the

class with their partner. After scoring students’ performance, all scores of students

were counted to find the mean figure (X1) of post-test 1. The formula was same as

like in the pre-test. The mean figure in post-test 1 was 72.90. This mean figure

meant that there was degree of students in learning speaking skill because the

mean figure in cycle I was higher than in pre-cycle. The formula of mean figure

was the total scores of the students (Ʃx) were divided by the members of the class

(N). The mean figure clearly showed that the speaking skill of subjects got the

increase. The score could be formulated as following:

�x X I =

N

1604 X I =

22

X I = 72.90

It meant teaching speaking skill through STAD could increase. In post-test

I, there were 3 students that got under scores from the minimum competences

criteria of the English subject was the 68 scores. So the success indicator of cycle

I was 86% from the total subjects. It was counted from the result of the total

students in getting minimum scores divided by total students in the class was

times with 100%. It meant the speaking skill of the students in the class could be

improved through STAD. Nevertheless, it should be repeated in cycle II to get the

accurate data because the problem in cycle I should be found the resolution. The

problem in cycle I would be revised in cycle II. The formulate of success indicator

in cycle I as follows:

42

nx Percentage = x 100%

N

19

= x 100% 22

= 86%

4.1.3 Cycle II

In cycle II, there were two session; first session for teaching speaking skill

through STAD and second sessions for giving a test to evaluation the students’

ability and their development. The first session would be third sessions and

second sessions would be forth sessions because those were repeated in cycle II.

In this cycle would revise the problem in cycle I. the problem in cycle I was the

motivation of the students in learning speaking skill through STAD. There were

some students did not follow doing the exercises in their group. Thus the way to

motivation all students in learning speaking skill through STAD was the

researcher that as a teacher created a leader in every group. The problem was

revised in third sessions.

This session was done in 9th on December 2013. The teacher taught the

expressing handling guest in the restaurant and supported all groups to made good

team work in doing exercises for getting high scores. In the other hand, the reward

for the good team works was more creative than in cycle I. For it, the students

were more active in learning speaking than in cycle I. The leader also helped and

supported their friends in every group to get high scores because it would

43

influential to the score in their group. After the activities in third session were

done, the next session was doing the post-test 2.

This post-test was done in 10th on December 2013. In this post-test, the

students were asked to make short dialogue and use the theme of the form with

their partner. After 30 minutes ago, they were asked to perform with their partner

one by one in front of the class. After finished scoring the students’ performance,

all scores of the students were counted to get the mean figure (X2) of post-test 2.

The formula was same as like in the post-test 1. The mean figure in post-test 2

was 75.81. This mean figure meant that there was degree of improvement of

students in learning speaking skill because the mean figure in cycle II was higher

than in cycle I.

The formula of mean figure was the total scores of the students (Ʃx) were

divided by the members of the class (N). The mean figure clearly showed that the

speaking skill of subjects got more increasing than cycle I. The score could be

formulated as following:

�x X2 =

N

1668 X2 =

22

X2 = 75.81

It meant teaching speaking skill through STAD also could be increase. In

post-test 2, there were 2 students that got under scores from the minimum

competences criteria of the English subject. So the success indicator of cycle II

was 91% from the total subjects. It was counted from the result of the total

44

students in getting minimum scores divided by total students in the class was

times with 100%. The formula of success indicator in cycle II as follows:

nx Percentage = x 100%

N

20 = x 100%

22

= 91%

It meant the speaking skill of the students in the class have been increased

and could be improved through STAD. The grand mean of cycle II was also

significantly higher than the grand mean of cycle 1. Based on the result in every

cycle, the finding of the present classroom action study showed that the ability of

the eleventh grade students of SMKN 1 Tampaksiring in speaking was improved

from session to session after they had been taught through STAD. In the result,

the percentage of cycle I and cycle II have been achieved success indicator, surely

this classroom action study could be ended. The decision was made because the

target means score by the researcher had been achieved. Then, the summaries of

the analysis above that were taken from as the finding of the present classroom

action study could be seen in table as below:

Table 4.2 Summary of the Research Findings Showing the Mean of Each cycle and the

Mean Figure for Cycle I and Cycle II

Pre-cycle S0 = 1484 X0 = 67.45 Cycle I S2 = 1604 X1 = 72.90 Cycle II S4 = 1668 X2 = 75.81

45

Besides, the additional data was required for the present classroom action

study that was collected through administering questionnaire to the subject under

study at the end of cycle II. The students were asked answering ten Questions in

the questionnaire about their responses to the technique that was used to teach

speaking skill and the motivation of the students in learning speaking. The results

of questionnaire were quantitatively scored using scale 3-0 so that the point A = 3,

B = 2, C = 1 and D = 0. The score gathered from questionnaire showed the

students motivation in speaking skill especially through STAD. From students’

answer, the percentage of the subject’s motivation in learning speaking can be

counted by the formula. After counted the data of questionnaire, finally the result

of questionnaire was mainly of students chose option A. based on the result of

questionnaire, the percentage of the questionnaire could be divided into three

levels. Those are up, middle and down levels. The percentage of the option A was

54.26%, and then for option B was 39.92% and option C was 5.82% and the last

option D was 0%. Thus, the percentage of up level was 54.26%, and then the

middle level was 39.92%, and the down level was 5.82%. The students’ answer of

the options in questionnaire would be seen in appendices.

The data that were collected through the administration of questionnaire

was considered as additional supporting data that showed the Subject’s

Motivation in learning speaking through STAD. It was same with the results of

test, the data obtained from administering the questionnaire should be computed

and then discussed in order to know how much the interest of students and make

class action research was clear. The computation of the comparative percentages

46

for scores of the each item of questionnaire showing the subjects total responses

for perspective of A, B, C, D was showing by this formula:

261 1. The percentage of item A = x 100 % = 54.26 %

481

192 2. The percentage of item B = x 100 % = 39.92 %

481

28 3. The percentage of item C = x 100 % = 5.82 %

481 0

4. The percentage of item D = x 100 % = 0 % 481

From the result of the options above, the finding of questionnaire showed that

almost students interested and got motivation in learning speaking through

STAD.

4.2 Discussion

The result of data analysis which were established as the findings of the

present classroom action study showed the increase of the STAD in improving the

students’ speaking skill of the eleventh grade students in academic year

2013/2014. The mean of the pre-test or initial reflection scores (X0) obtained by

the subjects under study in speaking skill pointed out the mean figure of 67.45.

Clearly, this mean figure showed that the pre-existing speaking skill of the

subjects under study was still low. The problems of subjects in speaking skill

were found when the students performed in front of the class.

47

Besides, the reason of the students’ speaking skill was low in pre-test;

actually, they needed the motivation to increase their ability. From the result of

students’ scores, there were 13 students got under scores of minimum score and

the percentage was 41%. So this pre-test had not achieved the success indicator of

this research yet was 80%. Thus, these problems could be solved by the researcher

through STAD in improving speaking skill.

Furthermore, the result of the data analysis of the post-test or reflection

scores in cycle I (X1) showed the increasing mean figures 72.90. The mean figure

obtained by the subject under study for the test in cycle I was obviously higher

than the mean score of the initial reflection or pre-test score. It could be meant

that there was the increase of cycle I and also showed that the speaking skill of the

students under study got an improvement after they had been taught through

STAD. In the other hand, the percentage of cycle I was 86%, it meant this cycle

has been achieved the success indicator. Thus, it could be said that the problems

of speaking skill of the subjects under study could be solved by using STAD.

In addition, the result of the data analysis of the post-test or reflection

scores obtained by the subjects under study in cycle II (X2) pointed out the

increasing mean figures of 75.81. It meant the grand mean of cycle II was higher

than cycle I. The increase of cycle II could be concluded that teaching speaking

skill through STAD could be improved and more effective and conducive after be

revised with new planning. Besides, it also seen from the percentage of cycle II

was 91%. So the result of cycle II could show that the speaking skill of the

48

students under study improved significantly after they had been taught speaking

skill through STAD.

To make it understandable, the main findings of the present classroom

action study which discussed here that showed the comparative increasing mean

figures of the initial reflection or pre-test score and the reflection or post-test

scores obtained by the eleventh grade students of SMKN 1 Tampaksiring for

cycle I and cycle II could be graphically presented as following :

67.45

72.9

75.81

62

64

66

68

70

72

74

76

X0  (67.45) X1  (72.9) X2  (75.81)

Graph 4.1 : Depicting the Subjects Progressing Ability in Speaking Skill

through STAD

Regarding to the regular improvement on the students’ mean score got

from post-test in cycle I and cycle II, the researcher though the final consideration

to stop the action up to session two in cycle II. The decision was made because

the target means score by the researcher had been achieved.

Furthermore, the result of the data analysis from the administration of

questionnaire was considered as additional supporting data. The proportional

49

percentage figures of the total response of the questionnaire for item A, B, C, and

D were 54.26%, 39.92%, 5.82% and 0%. These findings clearly supported the

major findings of the present study. The obtained comparative percentages of the

questionnaire items indicated the students’ motivation in learning speaking skill

through STAD.

50

CHAPTER V

CONCLUSION AND SUGGESTION

The discussion through the present classroom action study which dealt

with teaching speaking skill through STAD to the eleventh grade students of

SMKN 1 Tampaksiring in academic year 2013/2014 could finally be concluded in

this chapter. Some practical suggestions in reference to the significance of the

established research findings were also recommended in this chapter so that the

findings of this study could really provide some benefits for the English teachers

and the eleventh grade students of SMKN 1 Tampaksiring.

5.1 Conclusion

As mentioned previously, the purpose of this study was to find out

whether or not speaking skill of The Eleventh Grade Students of SMKN 1

Tampaksiring could be improved through STAD. Especially the students could

improve their speaking in expressing handling guest practically through role play.

The present classroom action study was conducted to help the students in

improving and motivating their ability in speaking skill.

The data obtained for the study which were in forms of score showed the

students progress in speaking skill to the eleventh grade students of SMKN 1

Tampaksiring were descriptively analyzed that was the mean scores obtained to

the subjects in pre-test or initial reflection scores (X0) was compared with their

corresponding means scores in the pre-test or initial reflection. The score of

students in pre-test was low because it seen of the mean figure in the pre-test. The

51

mean figure was 67.45 and there were 13 students that got under scores of

minimum score was 68.

After doing post-test 1 in cycle I, it showed that there was the increase of

the students. It could be seen from the score of students and the result of the cycle

I. The mean figures of cycle I was 72.90. Besides, the success indicator of cycle I

was 86% so that it could be concluded that in cycle I there were degree of

improvement and in this cycle teaching speaking skill through STAD has been

succeeded.

Nevertheless, some students were not enthusiasm in doing exercises with

their groups. Therefore, the cycle II should be done for revising the cycle I and

solving the students’ problem. In cycle II the way to make students more actively

was creating the leaders in every group and giving more creative reward. So the

students would get more motivations besides from the teacher and more active in

doing the exercises especially in learning speaking. The mean figures of cycle II

was 75.81 and the success indicator was 91%. From them, the cycle II also got

increasing and to achieve the success indicator was up of 80%. So this classroom

action study could be ended because the results of every cycle have been

increased and the success indicators also have been achieved. From this result, it

could answer the research question that teaching speaking skill through STAD

could be improved.

The result of the analysis of the questionnaire scores clearly showed the

comparative percentage figure was 54.26 %, 39.92%, 5.82%, and 0%for the total

response of the items A, B, C, and D. These finding significantly showed that

52

their attitudes and the motivations in learning speaking were changed and

heightened positively. The researcher who has acted be a teacher in the classroom

observed; moreover, involved herself in managed them in teaching speaking skill

through STAD.

Based on the result above, the speaking skill especially in expressing

handling guest could be improved through STAD. Therefore, this findings showed

the hypothesis stated in chapter II that the speaking skill of the eleventh grade

students of SMKN 1 Tampaksiring in academic year 2013/2014 can be improved

through STAD was true and clearly accepted.

5.2 Suggestion

Some suggestions are addressed to both the English teach ether, students

and institution dealing with the application of the approach as follows:

1. Based on the result of the study, the researcher gave the suggestions to the

English teacher; especially teaching speaking skill in class XI AP3 of SMKN

1 Tampaksiring should make the students more active in the class which could

be applied by using STAD because they can share their problems in learning

speaking and support with another in comprehending the materials for making

a good team work.

2. The students were expected be able more active and practice in speaking class

and always share and care with their friends in solving the problems of the

materials to create and keep good team work which has been being taught in

STAD. Thus, it will help the students to improve their speaking skill.

53

3. Since STAD has been applied by researcher, the researcher hopes that the

other researchers followed her to apply this technique not only for speaking

skill but also try to apply to the other skill in teaching English of vocational

school or perhaps apply this technique in senior high school.

56

Appendix 1

Tabulation of Data that Showed the Subject’s Motivation in learning speaking

through STAD

SUBJECT

QUESTIONNAIRE ITEMS A(3) B(2) C(1) D(0)

1 6 16 0 0 2 6 14 1 0 3 9 8 3 0 4 3 14 1 0 5 21 0 3 0 6 18 4 2 0 7 21 4 0 0 8 21 4 0 0 9 3 12 2 0

10 18 6 1 0 11 6 12 2 0 12 15 8 1 0 13 9 8 2 0 14 12 8 2 0 15 12 6 3 0 16 15 8 1 0 17 6 12 1 0 18 18 8 0 0 19 12 10 1 0 20 6 12 0 0 21 6 14 1 0 22 18 4 1 0

TOTAL 261 192 28 0 TOTAL = A + B + C + D 481

57

Appendix 2

List of Subjects

School : SMKN 1 Tampaksiring

Class : XI AP3

Academic Year : 2013/2014

No Name Gender

1 Rai Udariati Female 2 Tia Lestari Female 3 Juniantara Male 4 Surya Darmika Male 5 Sri Ekayanti Female 6 Ira Dewi Female 7 Mega Nandini Female 8 Wida Widyawati Female 9 Suginawa Male 10 Ardi Kusuma Male 11 Tuti Dwiyanti Female 12 Mariati Female 13 Arya Widiana Male 14 Agus Setiawan Male 15 Kardika Male 16 Eko Triana Male 17 Suarmita Male 18 Ayu Gayanti Female 19 Ria Sucita Female 20 Gita Marista Female 21 Sulastri Female 22 Yollanda Female Total 9 13

58

Appendix 3

Pre-Test

Role play

Making a short dialogue based on the following situations and practice in front of the class.

A. Handling guest 1. You are a receptionist in the hotel and there is a guest who wants to check in. 2. You are a waiter/waitress in the restaurant and there are one or two guests who

want to have a lunch.

The roles:

§ Please find your partner or make small group that consists of 3 students which suitable with the theme.

§ Maximum time for one dialogue is 5 minutes. § Choose one theme only.

59

Appendix 4A

LESSON PLAN 1

School : SMK N 1 TAMPAKSIRING

Subject : English

Department : Hotel Academy

Grade/term : XI/3

Time allotment : 3 x 45 minutes

Meeting : 1-2

A. STANDARD COMPETENCE : Communicating in English the same as Level

Elementary

B. BASIC COMPETENCE : 2.1 Comprehend a simple daily conversation in

professional and personal context with non-native speaker.

C. INDICATOR : The students are able to express handling guest

correctly.

D. EXPECTED CHARACTERS

- Honesty

- Discipline

- Hard work

- Creative

- Friendly/Communicative

- Be autonomous

- Curiosity

- Responsibility

E. LEARNING OBJECTIVE : By the end of the course, the students will be able to:

60

- Practice the expressions of handling guest in the hotel and respond it correctly

by using role play.

F. MATERIAL 1. Handling Guest in the hotel

The expressions often used in handling guests of general condition.

a. In a hotel (in check in)

a. Greeting the guest:

Good morning/afternoon/ etc, Welcome to (the name of the hotel)/our

hotel.

b. Optional phrases/giving service:

May I help you, Sir/Madam?

How may I help you, Sir/Madam?

c. asking the guest profile:

May I have your surname/last name, Sir/Madam?

Can you spell your last name, please?

d. Asking the reservation:

Do you have a reservation?

How long will you be staying?

How many people is the reservation for?

Would you like a room with….(suit, double, twins bed..etc)?

How will you pay your bill? (usually the guest will say by visa or credit

card).

Please check your bill, Sir/Madam.

Could I take an imprint of your….(kind of card), please?

e. To close the reservation

here is the room key, hope you enjoy with your stay in this hotel,

Have a nice rest, Sir/Madam.

61

G. SKILL : Ø Speaking

H. TECHNIQUE :

Ø Student team Achievement Division (STAD)

I. TEACHING LEARNING PROCEDURE

No Learning activities Time allotment Teacher Action Student Reaction 1 Opening

10 Minutes

-­‐ Greeting -­‐ Response the greeting

-­‐ Checking the students attending

-­‐ The students answer when their name called.

-­‐ Apperception ; teacher gives brain storming about the job of receptionist in the hotel by using some questions.

- The students answer the questions.

2 EEC a. Exploration - Teacher tells the

purpose of learning the material (handling guest in the hotel) and gives motivation.

- Students hear the explanation of the teacher.

5 minutes

- Teacher explain the material (handling guest in the hotel)

Students give a question if they don’t understand. 10 minutes

b. Elaboration - Teacher divides the

students to be some groups that consist with 4-5 students based on achievement of students (heterogeneous grouping).

- Students do it quickly

5minutes

- Teacher gives the task to discussion then be a facilitator and motivator when students do it in the group.

- Students do it in group.

15 minutes

- Teacher asked every group to answer it and one or more of the groups to practice in front of the class.

- Students answer it and try to practice in front of the class with a partner. 15 minutes

- Teacher gives some - Students that pointed by 20 minutes

62

questions to evaluation the

comprehension of the students.

teacher must answer it.

3. confirmation - Teacher summarizes the

material Students hear the teacher 5 minutes

3 Post activities - Teacher asked for all

students to prepare the dialogue about handling guest in the hotel with their partner and practice it next meeting.

Students hear and write it in a note.

5 minutes

- Saying Good bye and thank you

- Saying Good bye too

4 Test 1 (next meeting -­‐ Teacher asked every

partner to come in front of the class in practicing dialogue about handling guest in the hotel and scores their performance.

Students practice in front of the class.

40 minutes

5 -­‐ Teacher counts the score of students based on their groups to find the best group.

Students wait it without noisy in the class.

3 minutes

6 -­‐ Teacher notices the best group and gives the appreciation.

-­‐ Saying good bye and thank you

Students hear it and give applause for the best

group.

Saying good bye too.

2 minutes

J. LEARNING RESOURCES Books:

1. Modul bahasa inggris untuk smk kelas XI semester ganjil 2. Basic English and general hotel knowledge for internal use only

K. ASSESMENT

Indicators Assesment

Technique Form

63

! The students are able to express

handle the guest correctly.

Spoken/oral

Performance test

L. INSTRUMENT Task 1. Please complete this dialogue based on your own and try to practice in front of the class. You are a receptionist in star hotel and your friend is a guest that wants to stay in the hotel for two nights. Receptionist : good morning, welcome to Ramayana hotel. …………? The guest : I’d like to reserve a room, please. Receptionist : ………………….. The guest : yes, of course. I’m…..(the last name). Receptionist : …………….be staying? The guest : ……………….. Receptionist : ………………. The guest : I’d like to have ……….room and if possible near with………... Receptionist : great. ……………….your bill? The guest : by………….. How much …………..? Receptionist : the rate is ……………per night. The guest : does it include breakfast? Receptionist : ………… The guest : OK……….. Receptionist : here is your room key,...........445. ………………… The guest : …………. Receptionist : ………….. Test 1.

Role play

Making a short dialogue based on the following situations and practice

in front of the class with your partner.

Handling guest in the hotel.

a) The name of hotel is Ramayana Hotel. b) You are a receptionist in the hotel and your partner is a guest that wants to

check in.

The roles:

64

§ Maximum time for one dialogue is 5 minutes.

M. ASSESSMENT RUBRIC Name : No :

No Student's Performance Scoring

1 2 3 4 5 1 accents 2 grammar 3 vocabulary 4 fluency 5 comprehension

total total scoring

1. Very bad and much mistakes and very difficult to understand

2. Very bad but there are some mistakes but it can be understood

3. Good but there are a little mistakes and it still can be understood

4. Good and the mistakes are less and indiscernible/ no conspicuous

5. Very good and the mistakes no conspicuous or almost perfect

Note: all of these levels in scoring are concluded from the scoring rubric.

Badung, 6 December 2013

English teacher,

Kadek Kristina

NPM. 10.8.03.51.31.2.5.3731

65

Appendix 4B

LESSON PLAN 2

School : SMK N 1 TAMPAKSIRING

Subject : English

Department : Hotel Academy

Grade/term : XI/3

Time allotment : 3 x 45 minutes

Meeting : 3-4

A. STANDARD COMPETENCE : Communicating in English the same as

Level Elementary

B. BASIC COMPETENCE : 2.1 Comprehend a simple daily

conversation in professional and personal context with non-native speaker.

C. INDICATOR : The students are able to express

handling guest correctly.

D. EXPECTED CHARACTERS

- Honesty

- Discipline

- Hard work

- Creative

- Friendly/Communicative

- Be autonomous

- Curiosity

- Responsibility

E. LEARNING OBJECTIVE : By the end of the course, the students will be able to:

- Practice the expressions of handling guest in the restaurant and

respond it correctly by using role play.

F. MATERIAL

66

2. Handling Guest in the restaurant

The expressions often used in handling guests of general condition.

In a restaurant

Greeting:

- Good morning,..etc, Welcome to our restaurant, may I help you?

Taking order:

- May I take your order, please?

- Would you like a starter/ anything to drink?

- What would you like for….(the kind of food: main

course/dessert)?

- May I bring you anything else?

After setting the table:

- Hope you enjoy the food.

G. SKILL : Ø Speaking

H. TECHNIQUE :

Ø Student Team Achievement Division (STAD)

I. TEACHING LEARNING PROCEDURE

No Learning activities Time allotment Teacher Action Student Reaction 1 Opening

10 Minutes

-­‐ Greeting -­‐ Response the greeting

-­‐ Checking the students attending

-­‐ The students answer when their name called.

-­‐ Apperception ; teacher gives brain storming about the job of waiter/waitress in the restaurant by using some questions.

- The students answer the questions.

2 EEC c. Exploration - Teacher tells the

purpose of learning the material (handling guest in the restaurant) and gives

- Students hear the explanation of the teacher.

5 minutes

67

motivation. - Teacher explain the

material (handling guest in the hotel)

Students give a question if they don’t understand. 10 minutes

d. Elaboration - Teacher divides the

students to be some groups that consist with 4-5 students based on achievement of students (heterogeneous grouping).

- Students do it quickly

5minutes

- Teacher gives the task to discussion then be a facilitator and motivator to ask every group creating a team work.

- Students make a good team work in doing the task. 15 minutes

- Teacher asked every group to answer it and one or more of the groups to practice in front of the class.

- Students answer it and try to practice in front of the class with a partner. 15 minutes

- Teacher gives some questions to

evaluation the comprehension of

the students.

- Students that pointed by teacher must answer it by their ability. 20 minutes

3. confirmation - Teacher summarizes the

material Students hear the teacher. 5 minutes

3 Post activities - Teacher asked for all

students to prepare the dialogue about handling guest in the restaurant with their partner and practice it next meeting.

Students hear and write it in a note.

5 minutes

- Saying Good bye and thank you

- Saying Good bye too

4 Test 2 (next meeting) -­‐ Teacher asked every

partner to come in front of the class in practicing dialogue about handling guest in the restaurant and scores their performance.

Students practice in front of the class.

40 minutes

68

-­‐ Teacher counts the score of students based on their groups to find the best group.

Students wait it without noisy in the class.

3 minutes

-­‐ Teacher notices the best group and gives the appreciation. -­‐ Saying good bye and

thank you

Students hear it and give applause for the

best group.

Saying good bye too.

2 minutes

J. LEARNING RESOURCES 3. Modul basa inggris untuk smk kelas XI semester ganjil 4. Basic English and general hotel knowledge for internal use only

J. ASSESMENT

Indicators Assesment

Technique Form

! The students are able to express

handle the guest correctly.

Spoken/oral

Performance test

K. INSTRUMENT Task 2. Please complete this dialogue based on your own and try to practice in front of the class with your partner. You are a waiter/waitress in the Cocon restaurant and your friend is a guest that wants to have a lunch in your restaurant. Waiter/waitress : good afternoon,…………,……………..? The guest : yes, I’d like to ………….. Waiter/waitress : ………………..a starter? The guest : yes,…………………, please. Waiter/waitress : and …………………….for main course? The guest : ………………… Waiter/waitress : …………………..to drink? The guest : yes, I’d like ……………. Waiter/waitress : ………………………….. (after setting table) After the guest has a lunch. Waiter/waitress : ……………….anything else? The guest : No, thanks. …………… Waiter/waitress : it’s 105.000 rupiah. The guest : here you are. Thank you very much.

69

Waiter/waitress : ……………….. Test 2. Role play

Making a short dialogue based on the following situations and practice in front of the class with your partner. Handling guest in the restaurant.

c) The name of restaurant is cocoon restaurant. d) You are a waiter/waitress in the restaurant and your partner is a guest that

wants to have a lunch or dinner.

The roles:

§ Maximum time for one dialogue is 5 minutes

L. ASSESSMENT RUBRIC Name : No :

No Student's Performance Scoring

1 2 3 4 5 1 accents 2 grammar 3 vocabulary 4 fluency 5 comprehension

total total scoring

Note: the explain of scoring is same as like lesson plan 1 and all of these levels in

scoring are concluded from the scoring rubric.

Badung, 9 December 2013

English teacher,

Kadek Kristina

NPM.10.8.03.51.31.2.5.3731

70

Appendix 5A

Post-Test 1

Role play

Making a short dialogue based on the following situations and practice in front of

the class with your partner.

Handling guest in the hotel.

e) The name of hotel is Ramayana Hotel. f) You are a receptionist in the hotel and your partner is a guest that wants

to check in.

The roles:

§ Maximum time for one dialogue is 5 minutes.

71

Appendix 5B

Post-Test 2

Role play

Making a short dialogue based on the following situations and practice in front of

the class with your partner.

Handling guest in the restaurant.

g) The name of restaurant is cocoon restaurant. h) You are a waiter/waitress in the restaurant and your partner is a guest

that wants to have a lunch or dinner.

The roles:

§ Maximum time for one dialogue is 5 minutes

72

Appendix 6

Questionnaire kuisioner:

1. Apakah pelajaran speaking dalam bahasa inggris itu sulit menurut anda? a. sangat sulit b. sulit c. biasa saja d. tidak sulit

2. Apakah anda menyukai pelajaran speaking dalam bahasa inggris sebelum di ajarkan dengan teknik berkelompok (STAD)? a. sangat suka b.suka c. kurang suka d.tidak suka

3. Apakah anda lebih tertarik belajar speaking dalam bahasa inggris dengan teknik berkelompok (STAD)? a.sangat tertarik b.tertarik c. kurang tertarik d. tidak tertarik

4. Apakah pelajaran speaking dalam bahasa inggris sangat penting bagi anda? a. sangat penting b. penting c. kurang penting d. tidak penting

5. Apakah anda mampu berbicara bahasa inggris secara tepat dan benar? a. sangat mampu b. mampu c. kurang mampu d. tidak mampu

6. Apakah anda berkeinginan untuk fasih (lancar) dalam berbahasa inggris? a. sangat ingin b. ingin c.kurang ingin d. tidak ingin

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7. Apakah anda menyukai role play pada pelajaran speaking dalam bahasa inggris ? a. sangat suka b. suka c. kurang suka d. tidak suka

8. Apakah terdapat manfaat yang anda rasakan setelah belajar speaking? a. sangat ada b. ada c. kurang ada d. tidak ada

9. Apakah terdapat pengaruh baik yang anda rasakan setelah belajar speaking dalam bahasa inggris dengan teknik berkelompok (STAD)? a. sangat ada b. ada c.kurang ada d.tidak ada

10. Setujukah anda kalau pelajaran speaking sangat berperan penting dalam dunia kerja? a. sangat setuju b. setuju c.kurang setuju d.tidak setuju

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Appendix 8

BIOGRAPHY

Kadek Kristina. She was born in Badung on December 24th 1989. She lives in Jl.padang Luwih, Br. Celuk Dalung No. 124, Kuta Utara, Badung, Bali. She is a Balinese. She grew up in a litle and happy family. Her family consists of my father, mother, elder brother and she is the second child in my family. Her father’s name is I Made Seregig, he is an entrepreneur. He is a father who always protects his children and tells about his

experiences in life. He always motivates his children to reach the dreams. While, her mother’s name is Ni Luh Murtini, she is a housewife. She always take care her children up till the things which are considered unimportant. She always listens to her children, not only the happiness but also the sadness. Her mother also always tells about her life and asks her to be better than her mother. She started her education in elementary school at SD Negeri 5 Dalung for six years; from 1996 to 2002. After the graduation, she continued her study in junior high school at SMP N 1 Kuta Utara until the graduation in 2005. Next, she continued her study in senior high school at SMA Negeri 1 Kuta Utara; she chose society class (IPS) and finished her study in 2008. After that, she continued her study at New Media College only 1 year to learn about accountancy and then after graduation she worked in a office of Harijuku restaurant as an Accounting. She had work experience almost one year. Finally, she resigned there to continue her study at Mahasaraswati Denpasar University in English Education Study Program Faculty of Teacher Training and Education. She decided to study in this university because she wants to share her knowledge for the others and be able to create a business from her skill. She took the English study program because she wants to learn more about English and some techniques in teaching. Besides, she also thinks that English should be mastered in this modern era. She hopes after graduating in Mahasaraswati Denpasar University, she is able to be a professional English teacher.