i

IMPROVING STUDENTS' FLUENCY THROUGH VOICE

RECORDING MEDIA IN EDI MANCORO ISLAMIC BOARDING

SCHOOL

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd)

in English Education Department

By:

AMALIA ISMAYANTI

113 12 041

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2017

ii

iii

iv

v

STATEMENT OF THE WORKS OF SCIENTIFIC PUBLICATIONS

Bismillahirrahmanirrohim

The undersigned bellow:

Name : Amalia Ismayanti

NIM : 113-12-041

Faculty / Department : Teacher Training and Education Faculty / English Education

Department

Type : Graduating paper

Title : Improving Students' Fluency Through Voice Recording

Media In Edi Mancoro Islamic Boarding School

Hereby, declares that I agree to:

1. Provide a royalty-free rights to the library of IAIN Salatiga for my scientific

work, for the sake of science development.

2. Granting store, managing in the form of a database, distribute, and display

them in soft-copy for academic interest to the Library of IAIN Salatiga,

without needing to ask permission from me during my name is listed as the

author.

3. Willing and guarantees to underwrite private way without involving Library

of IAIN Salatiga from all forms of lawsuits arising copyright infringement in

this scientific work.

This statement I make with real and hopefully used properly.

Salatiga, March 15th

2017

The Researcher

Amalia Ismayanti

vi

MOTTO

Love is The Strongest Motives To Do Anything

So,

Keep Loving Anyone

(Amalia Ismayanti)

vii

DEDICATION

This paper is dedicated to:

1. My great God, ALLAH SWT the most gracious and the most merciful.

2. State Institute for Islamic Studies (IAIN) Salatiga especially to English

Education Department of Teacher Training and Education Faculty.

3. Edi Mancoro Boarding School and all boarding schools around Salatiga.

4. My beloved father and mother, Bapak Salim Munawar and Ibu Paryati.

5. My beloved sibling, Muhammad Syarif Khusna.

6. Desaku Maju Foundation (YDM)

7. My beloved close friends, Itsna Millatul Himmayati, Siwi Saraswati, Selvi

Alviana Rafida, Kholishotul Umami, Mas Agus Farizal, Kakak Faisal and Mas

Ulin. Thanks for always by my side anytime I need.

8. LAZEM and KH. Mahfudz Ridwan's biography writing team.

9. KDII and "Kampung Bahasa" of Language Service Unit of PPEM

10. My roommates of fifth room of Edi Mancoro Boarding School Suci, Alfi,

Mbak Wardah, Mbak Asya, Mbak Jamilatun, Mbak Diyah and Munhamiroh,

Thanks for the spirit and supports.

viii

ACKNOWLEDGMENT

Bismillahirrahmanirrahim,

In the name of ALLAH, the most gracious and merciful, the kings of universe and

space. Thanks to ALLAH because the writer could complete this paper as the

requirement for the Degree of Sarjana Pendidikan (S.Pd) in English Education

Department, Teacher Training and Education Faculty of State Institute for Islamic

Studies (IAIN) Salatiga.

This paper would not have been completed without support, guidance and help from

individual and institution. Therefore, I would like to express special thanks to:

1. Dr. H. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies

(IAIN) Salatiga.

2. Suwardi, M.Pd. as a Dean of Teacher Training and Education Faculty of IAIN

Salatiga.

3. Noor Malihah, Ph.D. as a Head of English Education Department of IAIN Salatiga.

4. Rifqi Aulia Erlangga, S.Fil, M.Hum as a Counselor and also my inspiring lecturer

who has educated, supported, directed and given the researcher advice, suggestion

and recommendation for this research report from beginning until the end. Thanks

for your patience and care.

5. Muhammad Hanif, M. Hum. as counselor Edi Mancoro Boarding School.

ix

6. K.H. Mahfudz Ridwan, Lc and the big family, who have given educated us

especially in terms of religion in Edi Mancoro Boarding School.

7. Great crew of Desaku Maju Foundation (YDM), Muhamad Hanif, M.Hum,

Saifudin Zuhri, M.Si, Ahmad Faidi, M.Hum, M. Nazil Iqdami, M.A, Najmuddin,

S.Sy. Thanks for every support of writing this paper until finish.

8. ZISKAF and KH. Mahfudz Ridwan's biography writing team who always

impressive, Agus Farizal Azuan, Akrom Musabbihiin, Alfian Jauhari, Ashadil,

Asnawi, Choiril Anwar, Fahidatul Zunita, Hesti, Hidayah, Ifadatul Habibah, Imam

Sufi, Indah Asfaradina, Indy Lutfiatun, Kholishotul Umami, Khozainul Muna,

Kuni, Sulkhan, Maratus S., Mufidatul Mahmudah, Naila Rajiha, Syukri Abadi,

Taufikhurrohman, Taufiq Ashari, Tika, Rahma and Zabid.

7. All of lecturers of IAIN Salatiga who have bestowed their knowledge to us.

8. All of staffs of IAIN Salatiga who have helped the researchers in processing

administration.

9. Our big family, thanks for their kindness and support.

10. All of participants who have helped me to make self voice recording.

11. All of my friends in Edi Mancoro Boarding School and IAIN Salatiga.

Finally, this paper is expected to be able to provide useful knowledge and information

to the readers.

Salatiga, January 26th

2017

The Writer

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ABSTRACT

Ismayanti, Amalia. 2017. Improving Students' Fluency Through Voice Recording

Media In Edi Mancoro Islamic Boarding School. Councelor : Rifqi Aulia

Erlangga, S.Fil, M.Hum

This paper is aimed to describe voice recording as one of media to improve

students' speaking fluency in Edi Mancoro Islamic Boarding School. In this action

research, the writer collect the data from test, observation, documentation and

questionnaire. To improve the students' speaking fluency through voice recording

media in “Kampung Bahasa” program, a rubric is used. The rubric shows the 4

aspects of fluency, they are expression, accuracy, rate and smoothness. The results

show that through voice recording, students can improve their speaking fluency and

this medium works properly in “Kampung Bahasa” program of Edi Mancoro Islamic

Boarding school. Voice recording has many advantages for teachers, students, and

readers.

Keywords : Speaking, Fluency, Voice Recording.

xi

TABLE OF CONTENTS

TITLE ............................................................................................................................. i

DECLARATION ........................................................................................................... ii

ATTENTIVE COUNSELOR NOTES ......................................................................... iii

VALIDATION .............................................................................................................. iv

STATEMENT OF THE WORKS OF SCIENTIFIC PUBLICATIONS ....................... v

MOTTO ........................................................................................................................ vi

DEDICATION............................................................................................................. vii

ACKNOWLEDGMENT ............................................................................................ viii

ABSTRACT .................................................................................................................. x

TABLE OF CONTENT ............................................................................................... xi

LISTS OF TABLES ................................................................................................... xiv

LISTS OF FIGURES .................................................................................................. xv

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

INTRODUCTION......................................................................................................... 1

A. Background of the Study .................................................................................. 1

B.Limitation of Study .......................................................................................... 5

C.Research Questions ......................................................................................... 5

D.Purpose of the Study ....................................................................................... 5

E. Benefit of the Study .......................................................................................... 6

F. Definition of Key Term ..................................................................................... 6

xii

G. Review of Previous Research ........................................................................... 7

H. Research Paper Outline .................................................................................... 9

CHAPTER II ............................................................................................................... 11

REVIEW OF THE RELATED LITERATURE .......................................................... 11

A. Speaking ......................................................................................................... 11

1. Definition of speaking ............................................................................. 11

2. Types of Speaking Performances ............................................................ 12

3. Characteristics of Speaking Skill ............................................................ 14

4. The Delivery Methods of Speaking .........Error! Bookmark not defined.

5. The Elemets of Speaking .........................Error! Bookmark not defined.

B. Fluency ........................................................................................................... 20

1. Definition of Fluency .............................................................................. 20

2. Components of Fluency .......................................................................... 21

C. Voice Recording ............................................................................................. 22

1. Audio Video ............................................................................................ 23

2. The Benefit of Using Audio Video in Teaching .................................... 24

3. Audio as a Learning Tool ........................................................................ 25

4. Voice Recording Application...................................................................26

D. The Stage of Fluency Rubric..........................................................................27

E. Action Research ........................................................................................... 29

1. Definition of Action Research ................................................................. 29

2. Steps in Action Research ......................................................................... 30

xiii

CHAPTER III.............................................................................................................. 34

METHOD OF RESEARCH ........................................................................................ 34

A. Research Subject ............................................................................................ 34

1. Place ........................................................................................................ 34

2. Time......................................................................................................... 39

B. Research Design ............................................................................................. 39

1. Research Method ..................................................................................... 39

2. Research Procedure ................................................................................. 40

3. Instrument and Technique of Collecting Data ......................................... 42

CHAPTER IV ............................................................................................................. 49

RESULT AND DISCUSSION .................................................................................... 49

A. Data Analysis.................................................................................................. 49

1. The Analysis of Presentation ................................................................... 49

2. The Analysis of Cycle ............................................................................. 49

B. Discussion....................................................................................................... 61

C. Summary of Cycle I and Cycle II ................................................................... 62

CHAPTER V ............................................................................................................... 63

CLOSURE................................................................................................................... 63

A. Conclusion ...................................................................................................... 63

B. Suggestion ...................................................................................................... 64

REFERENCES

APPENDICES

xiv

LISTS OF TABLES

Table 1 audio to support learning ................................................................................ 25

Table 2 voice recording application ............................................................................ 26

Table 3 fluency rubric by Brown ................................................................................ 27

Table 4 fluency rubric ................................................................................................. 28

Table 5 profile of students in Edi Mancoro ................................................................. 38

Table 6 rubric to measure speaking fluency ................................................................ 42

Table 7 example of giving score ................................................................................. 43

Table 8 scoring speaking fluency in the first cycle ..................................................... 51

Table 9 scoring speaking fluency in the second cycle ................................................ 56

Table 10 summary of cycle I and cycle II ................................................................... 62

xv

LISTS OF FIGURES

Figure 1 cyclical action research by Kemmis and Taggart ......................................... 30

Figure 2 action research interacting spiral by Stringer ............................................... 32

Figure 3 research procedure ........................................................................................ 40

1

CHAPTER I

INTRODUCTION

In this first chapter, the writer explain about the background of study, limitation

of study, research questions, purpose of the study, benefit of the study, definition of key

term, review of previous research and research paper outline.

A. Background of the Study

Language is very important for human life. It is produced as a vital means

to deliver messages or to communicate messages by the use of speaking (the act of

sound production), symbol or symbol writing (Risdianto, 2013). With language,

human can communicate with other human beings. They can express their thoughts,

ideas and messages to others by spoken or written. Every country in this world has

their own language to communicate with. It asked the society to make an

agreement of using some languages as international language to communicate inter

countries. One of them is English. It is one of the widely used international

languages. English is an international language and the most widespread medium

of communication because the number and geographical areas of its speakers are

very large. Therefore technology and scientific are mostly communicated in

English in almost all countries. Thus, it is not surprising that the teaching of

English is carried out in many parts of the world.

As an international language, English becomes a language that must be

learned by students in almost all schools in the world, moreover in Indonesia. It is

2

introduced as a compulsory subject to be thought from elementary school to

university. Not only formal schools but also non-formal schools such boarding

schools also learn English. To make the communication goes well, human required

to master language skills.

Language skills includes four aspects, namely listening, speaking, reading

and writing. The four language skills are supported by language aspect, for

examples: pronunciation, vocabulary and structure. The most important aspect of

language skill is speaking.

Speaking is an interactive process of constructing meaning that involve

producing and receiving and processing information (Brown, 1994; Burns & Joyce,

1997). Actually, not only an interactive process, the context of speaking also

include one way communication such as giving announcements, notifications and

telling something that the listener do not need to give answer. Every language skills

should be exercised to improve the students ability, so does the speaking skill.

There are five basic types of speaking; imitative, intensive, responsive,

interactive and extensive. Most of them need a feedback to communicate with each

other. Only in limited contexts of speaking (monologues, speeches, or telling a

story and reading aloud) can we assess oral language without the aural participation

of an interlocutor (Brown, 2003). There are 5 element of speaking: pronunciation,

grammar, vocabulary, fluency and comprehension. The most common element

people always heard is fluency.

3

Fluency is a part of speaking skill which shows the listener that the speaker

can talk easily with good intonation, rhythm, and stress without any hesitation. It

makes both single words and combinations of words, like phrases, clauses, and

whole sentences, understandable to the listeners. Grammar is the structure of the

language and vocabulary holds the individual building blocks, so both are also

essential to fluency. As a basic skill that should be had by everyone in this world,

speaking English becomes one skill that must be learned by students in almost all

schools in Java. Not only formal schools but also non-formal schools such

boarding schools have to learn English too.

Edi Mancoro Islamic Boarding School is one of Islamic boarding schools in

Semarang, Central Java in which English should be learned by the students. In this

boarding school, English subject is given once a week in the evening at 9.00 P.M.

The students study English in 60 minutes effectively. This activity named

"Kampung Bahasa" program. This program conducted by Language Developing

Unit of Students Organization of Edi Mancoro Islamic Boarding School. There,

students taught by senior students who master the subject.

However, 60 minutes a week is not enough for students to practice English

well, especially in speaking skill. Moreover to improve their speaking fluency.

Thus, teacher should think seriously how to improve the students' ability in

speaking in the limited meeting time.

4

Edi Mancoro Islamic Boarding School is one of modern boarding school

that allow the students use many kind of technologies, such as, notebook, hand

phone, etc. Almost students in Edi Mancoro Islamic Boarding School are using

smart phone as their communication tool in the main purpose. Beside that, smart

phone is a mobile phone with an advance mobile operating system which combines

features of a personal computer operating system with other feature useful for

mobile or handheld use. It typically combines the features of a cell phone with

those of other popular mobile device, such as Personal Digital Assistant (PDA),

media player, sound/voice recorder, digital camera and GPS navigation unit. Most

smart phones can access the internet and can run third-party apps. By using one of

the smart phone features, that is audio/voice recorder, the students can record their

own voice to assess their speaking skill.

Based on the condition above, the researcher was thinking about how to

improve Edi Mancoro Students' speaking skill especially in the fluency aspect in

limited time by way of media. After choosing the audio or voice recorder as the

correct media, the writers would like to conduct research about improving fluency

aspect in speaking skill entitled "Improving Students' Fluency Through Voice

Recording Media in Edi Mancoro Islamic Boarding School".

5

B. Limitation of the Study

Based on the background of study above, we can see that there are many

elements of speaking to be improved. After considering the time, money and

energy, this research emphasizes on the improving students' fluency only. The

study was conducted in the C class of Kampung Bahasa Program in Edi Mancoro

Islamic Boarding School in the academic year of 2015/2016. The study uses a

media named Smart Voice Recorder to input the speaking. The topic the writer used

to read by the students through voice recorder is descriptive text.

C. Research Question

1. How is the implementation of using Voice Recorder media in improving

speaking fluency of Edi Mancoro Islamic Boarding School's students?

2. Is there any improvement in using Voice Recorder media to the students'

speaking fluency of Edi Mancoro Islamic Boarding School's students?

D. Purpose of the Study

Based on the research questions above, the purpose of the study will be as

follows:

1. To describe the implementation of using Voice Recorder media in speaking class

of Edi Mancoro Islamic Boarding School.

2. To find out the improvement in using Voice Recorder media in speaking fluency

of Edi Mancoro Islamic Boarding School's students.

6

E. Benefit of the Study

The result of this study will give some benefits to the readers, especially

teacher of English speaking and students. The benefits are as follows:

1. For teacher

Teachers will have the new method and media to improve students' English

speaking especially in fluency. The teachers also have the alternative way to

assess the students in speaking.

2. For students

The students have the other way to improve the speaking fluency and

represent their speaking skill through a medium.

3. For the reader

The reader will know the other improvisation techniques in English

speaking skill.

F. Definition of Key Terms

The writer wanted to clarify and explain the terms of the title to avoid the

ambiguity in perception of some terms used in this study. The definitions are as

bellow:

1. Improve

Improve means become or make something or somebody better (Oxford

Learner's Pocket Dictionary (4th

ed. 2008).

7

2. Fluency

Fluency means an ability to speak a language easily and well (Oxford

Learner's Pocket Dictionary (4th

ed. 2008). In this paper, the writer use four

components of fluency to measure the students speaking fluency; expression and

volume, phrasing, smoothness and pace.

3. Voice Recording

Voice is sounds produced through the mouth by a person speaking (Oxford

Learner's Pocket Dictionary (4th

ed. 2008). Recording is sounds or pictures

recorded on a tape or disc (Oxford Learner's Pocket Dictionary (4th

ed. 2008). In

this study, the writer means voice recording as a media to input students' voice in

order to improve their speaking fluency.

G. Review of the Previous Research

The writer adapted some researches which related to this research’s topic.

The first, Nesapiradana and Murtiana (2013) conducted a research entitled

Improving Students' Fluency Through Voice Recording in LBPP LIA Banjarmasin.

They used classroom action research as design of research.

Two classes of intermediate 4 at LIA Banjarmasin were selected to be

object of their research. The students in both classes were asked to read a

monologue and their voice was recorded. The result was then played, and the

teacher pointed out which parts needed improvement. In the first stage, the teacher

8

modeled the correct chunks, intonation and stress.the next step the students were

asked to re-read the monologue and re-record their voice, and play the result to see

the improvement. The result is, through this procedure most of students were able

to improve their reading fluency, as evidenced by their correct use of chunking,

phrasing, intonation, and word stress.

The second was by Greg Kessler (2010) entitled Fluency and Anxiety in

Self-Access Speaking Task: The Influence of Environment. This study compares

characteristics of fluency in student audio journals recorded in a laboratory setting

with those recorded using mobile audio devices. Forty graduate students enrolled

in four oral communication courses at an American university recorded weekly

audio journals for a 10 week term. Students chose the environment in which they

recorded these journal, provided that they recorded at least once in the audio

laboratory and at least once using mobile audio devices.

The frequency of preferred recording environment was observed. Two

independent raters assigned rank scores to the students’ volume, pausing, utterance

length, and rate in relation to the observable influence of anxiety upon fluency in

order to determine if there is a significant difference between fluency in these two

environments. Implications for language learning are discussed.

The third was by Paul Nation entitled Improving Speaking Fluency. The

study examines the improvement of learners of English during the performance of

speaking activity, grammatical accuracy and control of the content showed that

9

during the short time spent doing the activity, learners performed at a level above

their normal level of performance. It is argued hat working at this higher than usual

performance is a way of bringing about long-term improvement in fluency.

Considering these three researches, the writer would analyze the similar

topic. In this case, the writer conduct a research about improving students' fluency

through voice recording in Kanpung Bahasa class of Edi Mancoro Islamic

Boarding School. The aim of this research is to know the students' improvement of

fluency and the advantages of using audio recording in learning speaking for

Kampung Bahasa students.

The difference of those researches above with the writer's is about the

setting of place which the previous researches were done in formal institute than

the writer's is in semi-formal institute. Some techniques are also not be same at all.

H. Research Paper Outline

The writer organize the research paper in the five chapters. In order to the

research paper can be arranged clearly. The first chapter is introduction. It

introduces the background of study, limitation of the study, research questions,

purpose of the study, benefit of the study, definition of key term, review of

previous research, and the last is research paper outline.

The second chapter contain with the review of the related literature. In this

chapter the writer discussed about speaking, including the definition, types of its

10

performance, characteristics of speaking skill, the importance, the delivery methods

and the elements. Fluency, including the definition and the components. Voice

recording; audio video, audio as a learning tool and voice recording application.

Then the stage of fluency rubric,and the last of this chapter is about action research;

the definition and its steps.

Thirdly, in this chapter is method of research. In this chapter the writer

discussed about research subject and research design. As the subject in this

research, the profile of place where the research done would be written in this

chapter. Not only about the place, the writer also described about the time when she

did her research. In the research design part, there are research method, research

procedure, instrument and technique of collecting data would be discussed.

The fourth chapter is about result and discussion. There are two parts, data

analysis and discussion. In the data analysis, the writer served the analysis of

presentation and the analysis of cycle. The discussion would serve the result of this

research in complete view.

The last chapter is chapter five. In this chapter will contain with closure. In

the closure the writer will discuss the research conclusion and the suggestion. The

conclusion include the method and the result of research; the improvement of

students' fluency and the advantages of using the medium.

Finally, the writer will give references and appendices too.

11

CHAPTER II

REVIEW OF THE RELATED LITERATURE

In this chapter, the writer explain about the theoretical foundation which

includes the definition of speaking, fluency, voice recording, and the stages of speaking

fluency rubric.

A. Speaking

1. Definition of Speaking

There are many definitions about speaking that have been proposed by some

experts in language learning. Brown (2001) said that when someone can speak a

language it means he can carry on a conversation reasonably competently. Speaking

here is not only produce syllables or a word. There is a meaningful sentences to be

understand by the listener. A conversation occur between two person or more who

speak linear theme they understand.

In addition, the definition of speaking was conveying by Richards and

Renandya (2002). They stated that effective oral communication requires the ability

to use the language appropriately in social interactions that involves not only verbal

communication but also paralinguistic elements of speech such as pitch, stress, and

intonation. Moreover, nonlinguistic elements such as gestures, body language, and

expressions are needed in delivering messages directly without any following

speech.

12

Again, Brown (2007) stated that social contact in interactive language

functions is an important key and in which it is not what you say that counts but how

you say it what you deliver with body language, gestures, eye contact, physical

distance and other nonverbal messages. Based on the definition speaking above,

speaking is one of skill in the English language that does an interaction with other

people with conversation, speech and other by body language, gesture, eye contact

and another style to convey the message.

2. Types of Speaking Performances

Brown (2003) describes six categories of speaking skill, there are:

a. Imitative

This category includes the ability to practice an intonation and focusing on

some particular elements of language form. That is just imitating a word, phrase or

sentence. The important thing here is focusing on pronunciation. The lecture uses

drilling in the teaching learning process. By using drilling, students can get

opportunity to listen and to orally repeat some words.

b. Intensive

This is the students' speaking performance that practices some phonological

and grammatical aspects of language. The students must do the task in pairs (group

work), for example, reading aloud that includes reading paragraph, reading dialogue

with partner, reading information from chart, etc.

13

c. Responsive

Responsive performance includes interaction and test comprehension but at

the somewhat limited level of very short conversation, standard greeting and small

talk, simple request and comments. This is a kind of short replies to teacher or

student-initiated questions or comments, giving instructions and directions. Those

replies are usually sufficient and meaningful.

d. Transactional (dialogue)

It is carried out for the purpose of delivering or exchanging specific

information. For example, a conversation between a buyer who asking about the

price for a kilo of rice to the seller.

e. Interpersonal (dialogue)

It is carried out more for the purpose of maintaining social relationships than

for the transmission of facts and information. The forms of interpersonal speaking

performance are interview, role play, discussions, conversations, games and speech.

f. Extensive (monologue)

It is a kind of single speaking or there are no partner to make a direct

conversation. For example, teacher gives students extended monologues in the form

of oral reports, summaries, and storytelling and short speeches.

Based on the theory above, it can be concluded that there are many ways in

performing speaking. In this research, students are free to choose the type of

speaking performance they would use in recording their assignment. When the

14

students have been ready and prepared for the activity, they can use the language

appropriately.

3. Characteristics of Speaking Skill

Speaking skill is seen as somewhat difficult for some language learners.

Here, a speaker should at least pronounce the words well, choose the suit dictions,

and try to do grammatically correct though, perhaps in any cases, it is common when

a speaker speaks without having good attention at accuracy or fluency. Brown

(2010) said that there are eight characteristics of spoken language can make oral

performance easy as well as, in some cases, there are:

a. Clustering

Because of fluent speech is phrasal, not word by word, so the learners should

be able to organize their output both cognitively and physically through such

clustering. In this case, speaker are demanded to memorize or figure out the phrasal

words.

b. Redundancy

It means that the speaker has an opportunity to make meaning clearer

through redundancy of language. Speaker can emphases the redundance word in

order to explain that the word which is redundance is important. Learners can

capitalize on this feature of spoken language.

15

c. Reduced

All form special problems in teaching spoken English are; contractions,

elisions, reduced, vowels, etc. Students who don‘t learn colloquial contractions

sometimes can develop a stilted, bookish quality of speaking that in turn stigmatize

them.

d. Performance variable

As the process of thinking as we speak, it's possible allow us to manifest a

certain number of performance hesitations, pauses, backtracking, and corrections.

Some performance variables that can be taught to the learners are; how to pause and

hesitation, for example, in English our thinking time is not silent; we insert certain

fillers such us uh, um, well, you know, I mean, like, etc. One of the most silent

differences between native and non-native speakers of a language is their hesitation

phenomena.

e. Colloquial language

To make the students able to speak well, the teachers should introduce them

with the words, idioms, and phrases. Students are also can learn colloquial language

from film, novel, etc.

f. Rate of delivery

It is another important characteristic of fluency. One of our tasks in teaching

spoken English is to help learners achieve an acceptable speed along with other

contributes of fluency.

16

g. Stress, rhythm, and intonation

This is the most important characteristic of English pronunciation. The

stress-timed rhythm of spoken English and its intonation patterns convey important

messages. Last character is interaction. Learning to produce waves of language in a

vacuum-without interlocutors-would rob speaking skill of its richest component: the

creativity of conversational negotiation (Brown, 2010).

i. Interaction

Speaking is about interaction. It is about how you interact and what kind of

language that you use that will make the communication goes smoothly. Speaker can

see the listener personality to balance the speaking style.

Based on the explanation above, the analysis showed how easily speaking

skill can be accommodated within this particular view of language. When lecturers

asks students to use the spoken language in the classroom, they needs them to take

part in a process where not only involves a knowledge of the target language, but

also a general knowledge of interaction between the speaker and audiences in order

that meanings and negotiate meanings are made clear. The example, the audiences

may respond or give feedback as to whether the audiences have understood or did

not understand with the speaker says.

4. The Delivery Methods of Speaking

Based on Grice and Skinner (1998) there are 4 basic methods of delivering

speaking especially in speech.

17

11. Speaking Impromptu

Speaking impromptu is speaking without advance preparation. For example,

when someone become known as a speaker, people will sometimes ask him to stand

up and give a talk at the moment. To make it running well, speaker need to know the

main point, know the purpose, work in a couple of good examples, try for a

memorable conclusion, be sure to make a circle (relate the conclusion back to the

opening).

12. Speaking from Memory

Speaking from memory or memorization is similarly appropriate only on

rare occasions. We speak from memory when we prepare a written text and then

memorize it word for word. The memorized speech allows a smooth, almost

effortless looking delivery, since the speaker has neither notes nor a manuscript and

can concentrate on interacting with the audience. For most of speakers, memorizing

takes a long time. Speakers concentration on the memory work they have done and

their fear of forgetting part of the speech can also make them sound mechanical or

programmed when reciting. For these reasons, the memorized method of delivery is

usually appropriate only for brief speeches, such as when introducing another

speaker, or presenting or accepting an award, for example.

13. Speaking from Manuscript or Reading Speaking

Speaking from manuscript can also state as reading speaking. Speaking from

manuscript or delivering a speech from a complete text prepared in advance, not

18

only ensures that the speaker will not be at a loss for words, but is also essential in

some situations. An address that will be quoted or later published in its entirely is

typically delivered from a manuscript. For example, an ulama in mosques every

Friday deliver speeches before praying or a president who is conveying his speech in

front of his citizen. Any speaking situation calls for precise, well worded

communication is appropriate for manuscript delivery.

14. Speaking Extemporaneously

The final method of delivery, and by far the most popular, is speaking

extemporaneously, or from notes. It works best for almost every speaker. It means

being very well prepared, but not having every word set. From beginning, practice

using notes, but never a typed script. The idea of practicing is not to memorize the

speech, but to become thoroughly familiar with the expression and flow of ideas. Do

not memorize, but familiarize. We can also prepare by reciting our speech into a tape

recorder, using the outline to guide.

5. The Elements of Speaking

Speaking is a skill in the English teaching that deliver word and sound to

express ideas, opinions or feeling. In the speaking there are some elements that must

be considered by speaker ( Chaudy, 1997).

a. Pronunciation

Pronunciation is a feature of speech. In the pronunciation includes with many

components of speech which are combined together to form the pronunciation of

19

language, such as sound, syllables, word and intonation. This particular range from

the individual sound made up recount, to the way which is pitch the rise and fall of

the voice or sound.

b. Grammar

Grammar is a system of rules governing the conventional arrangement and

relationship of word in a sentence (Brown, 2001). In the speaking English language

well in the formal situation, many people that mastered of grammar when they

speak.

c. Vocabulary

Vocabulary can be the build of word that is used by people to communication

with other people. To speaking English fluently, the students must master many

vocabularies.

d. Fluency

Hornby (1974) defines fluency as the quality of being able to speak smoothly

and easily. It means someone can speak without any hesitation. Someone can speak

fluently even though he makes errors in pronunciation a grammar.

e. Comprehension

The last speaking element is comprehension. Comprehension can make the

people getting the information that they want. It is defined as the ability to

understand something by a reasonable comprehension of the subject or as the

knowledge of what situation really like.

20

B. Fluency

1. Definition of Fluency

Fluency has many definitions based on someone's point of view. For

example, a secretarial staff said that fluency is something that keeps going without

pause, whether it is speech or anything else without hesitation. In other hand, a

drama lecturer said that fluency is ability to understand, respond, express yourself

spontaneously. Those are the definition of fluency in informal accounts. It can be

described conditionally based on someone experiences (Guillot,1999).

Here, the writer put the definition about fluency in formal account such as

dictionaries and from author. Based on Oxford Learner's Pocket Dictionary (2008),

Fluency means an ability to speak a language easily and well. Same to Oxford,

Longman dictionary (2000) also describe fluency as an anility to speak easily or

something of speech coming easily. While an author named Carol Bainbridge

defines reading fluency refers to the ability to read quickly, smoothly, easily, and

with expression.

More specific definition came from Fillmore (1979) in Nation (1989), he

mentioned that fluency is the ability to fill time with talk...a person who is fluent in

this way does not have to stop many times to think of what to say next or how to

phrase it. Based on those definitions, person can measure someone fluency by the

characteristics.

Marie-Noelle Guillot(1999) in her book Fluency and its Teaching defines

21

fluency from a foreign language teaching point of view. Fluency is said to describe

the level of proficiency in communication, which include:

a. The ability to produce written and/or spoken language with ease

b. The ability to speak with a good but not necessarily perfect command of

intonation, vocabulary and grammar

c. The ability to communicate ideas effectively

d. The ability to produce continuous speech without causing comprehension

difficulties or a breakdown of communication.

Dictionary of Applied Linguistics definition (Richards, Platt & Weber,

1985) in Guillot (1999) define the features of fluency. The features which give

speech the qualities of being natural and normal, including native like use of

pausing, rhythm, intonation, stress, rate of speaking and the use of interjections and

interruptions. Whilst Willis (2008) said that When reading out loud, students with

successful fluency read expressively, naturally and effortlessly as they mentally

divide the text into meaningful, distinct, related phrases. But in this paper, the

writer used four feature from Rasinsky, which include expression and volume,

phrasing, smoothness and pace.

2. Components of Fluency

a. Accuracy, the quality or state of being correct or precise (oxford dictionary).

Another (ncsu.edu) stated that accuracy is the closeness of a measured value to

standard or known value.

22

b. Automaticity, the automaticity evident in perceptual motor skill extend to

cognitive skills. There are four common characteristics; speed, effortlessness,

autonomy and lack of conscious awareness (Breznitz, 2005).

c. Prosody, according to Carroll and Slowiaczek in Breznits (2005), prosody is

comprised of meter, intonation, and inflection, and constitutes an abundantly

organized pattern that provides additional information regarding the sentence.

Almost same definition, other author Dowhower (1991) defines, Prosody is a

general linguistic term to describe rhythmic and tonal features of speech. These

elements usually cover more than one phoneme segment (e.g., syllables, words,

and larger units of speech), they are also called supra-segmental features.

There are 3 Prosodic features; Pitch (intonation), stress (loudness), and

duration (timing). Intonation is the sound changes by the rise and fall of the

voice when speaking, especially when this has an effect on the meaning of what

is said. Stress is the intensity with which a phoneme, syllable, or word is uttered

(Dowhower. 1991). Duration is the length of time that the speaking lasts.

C. Voice Recording

Voice recording is an application help teacher in using audio as a medium for

teaching and learning process. Before the writer write more about this application,

let her to explain about audio and video as media of teaching learning.

23

1. Audio and Video

Audio and video are considered to be the media that can be profited in the

English teaching and learning process. It has been proven to be an effective tool in

the teaching English as a foreign/ second language for young and adult learners

(Rammal, 2006).

Using audio and video as media in teaching learning process is important. It

enables students to access resources that support learning wherever they are;

without the need to attend a specific location at a defined time. The use of audio

and video also makes it possible to present knowledge in different ways and

enables different forms of interaction with learners. Utilizing audio and video to

support learning is now more accessible than ever.

Audio and video materials can be used to enhance learning resources by

showing real life scenarios, explaining concepts, observing social groups, and

acting as triggers for discussion. They are also able to bring experts and viewpoints

to the student learning experience and are excellent at bringing subjects ‘to life’ to

engage discussion and inspire learning.

In this research, the writer encouraged the students to learn more about

creating their own audio and video resources to ensure they have the skills to

deliver rich, engaging content. Both audio and video have been used to support

learning for some time, but as new technologies have become available and the

cost of making media resources has dropped, it is now possible for individual

24

educators to capture their own audio and video using every day, accessible

technology. So that, students are able to create anything when the teacher lets the

students use voice recording by themselves.

2. The benefit of Using Audio and Video in Teaching

In deakin.edu.au, there are some benefit of using audio and video for

students that can support their learning in the following ways. It provides diverse

teaching techniques for learning, gives the teacher a voice, this can reduce the

feeling of isolation for cloud based students, but also helps located students feel

connected, can be used to simplify and explain complex problems, can allow

students to access the learning materials as often as required, allows students to

learn at their own pace, with instant playback, rewind and pause, reduces

frequently asked questions from students, and can be re-used.

From the explanations above, it is clear that audio and video have many

advantages. Audio and video can support the teaching learning process and also give

advantage for the students to assess themselves to see if they improve their speaking

skill or not. The students can learn language not only by listening how native

speakers pronounce some words but also by observing their expression. They can

also learn about culture from other countries what other people in other countries

wear, eat, and anything.

25

3. Audio as a Learning Tool

From the audiocassettes of the 1970s to digitally recorded music, audio has

come a long way as a teaching and learning aid and is an extremely valuable

method for capturing and presenting information. Audio provides a quick,

cost-effective alternative to text for connecting with your students and providing

up-to-date content, interviews, discussions or lecture materials.

Middleton in Deakin highlights that audio has a demonstrated capacity to

facilitate authentic engagement, allowing students to connect in various ways to the

outside world as both listeners and publishers. Audio can easily be created with

many desktop tools and small digital recording devices such as smartphones.

Table 1

Some ways in which people can use audio to support learning

Type of Audio Examples

Unit podcast Weekly update relating to teaching events,

key dates, current issues

Interviews with subject matter

experts

Can be listened to and used as primary

sources of information or smaller and

incidental uses

Recording feedback for

students

Either to supplement written feedback or as

a replacement

Student generated recordings Used as part of a learner activity or to

record evidence

Recordings of public lectures Can be re-purposed and used for different

contexts and subjects

Live online discussions Between two or more people

(Source: JISC Digital Media 2012)

26

4. Voice Recording Application

Voice recorder is simple application which records sound from microphone.

This application had given by the producer of each cell phones in all types.

Nowadays, this application also can found in every smart phones and you can find

various voice recording applications in Google Play Store. There, users can get

better voice recorder that suitable with their needed, but they should download the

application first. Then, users can record their voice and after recording they can trim

the sound and save it to their computer.

There are some diverse voice recording application in Google Play Store:

Table 2

Voice Recording Applications

No Icon Name Programmer

1.

voice recorder Duongmobile

2.

easy voice recorder Digipom

3.

Smart Voice Recorder SmartMob

4.

voice recorder Shinshow

Every voice recorder application in the Google Play Store have rates for their

quality; easy to use, useful, good sound quality, clear voice, simple interface, and best

27

recorder. There, viewer can rate by clicking the star. And another viewer can see the

review highlights on the Play Store windows.

D. The Stages of Fluency Rubric

Fluency is one of speaking elements that very important. To know the

progress of speaking fluency, teacher need to measure the students' speaking

fluency. To measure their fluency teacher need standards to decide, one of them is

rubric which has form of skills measurement. It contents scores and criteria of each

elements.

In measuring fluency, teachers also have rubric form to measure. Here,

writer takes some the rubrics from authors.

Table 3

Fluency Rubric from Oral proficiency scoring categories (Brown, 2003) :

Score Fluency

1 (No specific fluency description. Refer to other four language

areas for implied level of fluency.)

2 Can handle with confidence but not with facility most social

situations, including introductions and casual conversations

about current events, as well as work, family, and

autobiographical information.

3 Can discuss particular interests of competence with

reasonable ease. Rarely has to grope for words.

4 Able to use the language fluently on all levels normally

pertinent to professional needs. Can participate in any

conversation within the range of this experience with a high

degree of fluency.

5 Has complete fluency in the language such that his speech is

fully accepted by educated native speakers.

28

In this case, the writer used a rubric based on the lesson plan and as the

students' stage needed.

Table 4

Fluency Rubric

Fluency 1 point 2 points 3 points 4 points

Expression

The speaker

sounds monotone

or boring in

describing

something.

The speaker has a

little bit of

expression. Their

voice doesn't

sound the same

all the time but it

doesn't always go

with the story.

The speaker is

changing their

voice to match

characters.

Sometimes the

speaker seems to

express the mood

of the story they

talking about.

The speaker

changes their voice

for the characters

and to go with the

mood and tone of

the story. The story

is more

understandable

because of all the

expression they use.

Accuracy

The speaker

speaks less than

85% of the words

correctly.

The speaker

speaks 85%-89%

of the words

spoken correctly.

The speaker

speaks 90%-94%

of the words are

spoken correctly.

The speaker speaks

95%-100% of the

words correctly.

Rate

The speaker

speaks 100 word

per minute or

less.

The speaker

speaks 100-110

words per minute.

The speaker

speaks 110-120

words per minute.

The speaker speaks

121 words per

minute or more.

Smooth-

ness

Frequently

hesitates while

speaking, sounds

out words, and

repeats words or

phrases. The

speaker makes

multiple attempts

to read the same

passage.

Speaks with

extended pauses

or hesitations. The

speaker has many

"rough spots".

Speaks with

occasional breaks

in rhythm. The

speaker has

difficulty with

specific words

and/or sentence

structures.

Speaks smoothly

with some breaks,

but self-corrects

with difficult words

and/or sentence

structures.

The four categories above was represent about the speaking fluency of the

students. Each categories has four score level. By this rubric, the teacher can

measure students' speaking fluency specifically.

29

E. Classroom Action Research

1. Definition of Classroom Action Research

This research uses classroom action research. Action research is trying out

an idea in practice with a view to improving or changing something, trying to have

a real effect on the situation (Kemmis in Hopkins, 1993:45). Classroom Action

Research (CAR) is research organized by teacher in the class on the pressing of

completing or improvement process and learning practice. In this research, the

teacher was the writer. She taught the class, while her friend, as the observer,

wrote and took video of everything that happened in the class.

Action research is concerned equally with changing individuals,on the

one hand, and, on the other, the culture of the groups, institutions and societies

to which they belong (Kemmis and McTaggart, 1992). The culture of a group

can be defined in terms of the characteristic substance and forms of the

language and discourses, activities and practices, and social relationships and

organization which constitute the interactions of the group.

Bassey (1998) in Koshi (2005) describes ‘action research as an inquiry

which is carried out in order to understand, to evaluate and then to change, in

order to improve educational practice’. Cohen and Manion (1994) describe the

emergent nature of action research in their definition. They describe action

research as essentially an on the spot procedure designed to deal with a concrete

problem located in an immediate situation. This means that ideally, the step by

30

step process is constantly monitored over varying periods of time and by a

variety of mechanisms (questionnaires, diaries, interviews and case studies, for

example) so that the ensuing feedback may be translated into modifications,

adjustment, directional changes, redefinitions, as necessary, so as to bring about

lasting benefit to the ongoing process itself rather than to some future occasion.

2. Steps in Classroom Action Research

According to Kemmis and McTaggart (1988) in Burns 2010, Action

Research typically involves four broad phases in a cycle of research. The first

cycle may become a continuing, or iterative, spiral of cycles which recur until

the action researcher has achieved a satisfactory outcome and feels it is time to

stop.

Figure 1

Cyclical Action Research by Kemmis and Mc. Taggart 1988 in Burns (2010)

31

Here the explanation about the cyclical above;

a. Planning

In this phase researcher identifies a problem or issue and develop a

plan of action in order to bring about improvements in a specific area of the

research context. This is a forward looking phase where researcher considers:

what kind of investigation is possible within the realities and constraints of

researcher's teaching situation and what potential improvements researcher

thinks are possible.

b. Action

The plan is a carefully considered one which involves some deliberate

interventions into researcher's teaching situation that researcher put into action

over an agreed period of time. The interventions are 'critically informed' as the

researcher question researcher's assumptions about the current situation and

plan new and alternative ways of doing things.

c. Observation

This phase involves researcher in observing systematically the effects

of the action and documenting the context, actions and opinions of those

involved. It is a data collection phase where researcher uses 'open-eyed' and

'open-minded' tools to collect information about what is happening.

d. Reflection

At this point, researcher reflects on, evaluate and describe the effects

32

of the action in order to make sense of what has happened and to understand

the issue the researcher has explored more clearly. Researcher may decide to

do further cycles of Action Research to improve the situation even more, or to

share the 'story' of the research with others as part of researcher ongoing

professional development.

In other hand, another author, Stringer (2007) gave a different

formulation of the step in Action Research. Figure 2: Action Research

Interacting Spiral based Ernest T. Stringer (2007)

Figure 2

Action Research Interacting Spiral based Ernest T. Stringer (2007)

In this cycling, every cycle, researcher does 3 main activities; look, think

and act. Basically, this routine is the simplification of Kemmis and McTaggart's

cycle. You can see the explanation below:

33

a. Look

As the first step that should be done is almost same to observation. In

this step, the researcher gathered relevant information (gathering data), build a

picture, describe the situation (define and describe).

b. Think

As the second step here is focus on correlate the theories and the result

of its look and analyze what the researcher got there. In other word, this step

included explore and analyze, interpret and explain (theorize).

c. Act

As the third step contain making plan for the research and report,

implementation of doing the research and evaluate them.

34

CHAPTER III

METHOD OF RESEARCH

In this chapter, the writer explained about research subject, and research

design.

B. Research Subject

1. Place

The research was conducted in Edi Mancoro Islamic Boarding School

which located in Gedangan, kec. Tuntang, kab. Semarang.

a. The Profile of Edi Mancoro Islamic Boarding School

Edi Mancoro is one of Boarding Schools in Semarang Regency which

has an unique name. Most of boarding schools use arabic word in labeling

theirs, but Edi Mancoro uses Javanese language to label it. Originate from Edi

which has meaning Good or Nice and Mancoro has meaning shine. So then,

Edi Mancoro mean a boarding school that would have a nice bright shine

shining all over the world. At first, Edi Mancoro Islamic Boarding School is

only a place to do education and train for non government organizations

(NGO) a society of Desaku Maju in the last 80's and beginning 90's. KH

Mahfud Ridwan, Lc is the one who started the founding and take care of this

boarding school since December 26, 1989 until now.

At first, the working area of this boarding school was focused on

religious dimension with normative - exclusive features than social dimension

35

with practice, humanist and inclusive features. Nowadays, the dynamic of

society flows so fast and the complexity of society is very variative.

Furthermore, boarding school should became as a responsive, pro-active and

accommodative institution.

Edi Mancoro Islamic Boarding School attempts to harmonize,

integrate and turn enterprises over to the indigenous people (pribumisasi) the

dimension of religious, social and nationality collectively.

The profile of Edi Mancoro Islamic Boarding School can explained

briefly as below;

b. The Founder of Edi Mancoro Islamic Boarding School

The first idea of founding Edi Mancoro Islamic Boarding School is

Desaku Maju foundation. This foundation motored by the 80's activist, they

are KH. Mahfudz Ridwan, Lc., KH. Muhammad HM. Sholeh BA., Matori

Abdul Jalil and Zainal Arifin,BA.. Furthermore, this foundation led by KH.

Mahfudz Ridwan, Lc., built an alternative boarding school, that is Edi

Mancoro Islamic Boarding School on December 26, 1989 as a base camp and

a place of educating and training. In 2013, boarding school management

joined in Edi Mancoro Foundation that had registered in Indonesian Law

Ministry.

c. The Vision dan Mission of Edi Mancoro Islamic Boarding School

The vision dan Mission of Edi Mancoro Islamic Boarding School is

36

forming the students which have religion's insight and to be the serve for

ummah in the Indonesian pluralism context. In addition to built the students

which have big sympathize with a good ability to accompanying vast society.

“Mencetak Santri Sebagai Pendamping Masyarakat Sesungguhnya”.

d. The Characteristics of Edi Mancoro Islamic Boarding School

Edi Mancoro Islamic Boarding School had non profit characteristic,

Independently, be autonomous in picked the wisdom and struggle's bound.

e. Programs of Edi Mancoro Islamic Boarding School

The programs of Edi Mancoro Islamic Boarding School are;

1) Carried out recite and studies about Islam in a intensive manner without

interruption in a textual perspective which have normative characteristics as

well as Indonesian contextual.

2) Organized scientific discusses, religions dialogue, discuss about the cross

races understanding for all Indonesian societies components plurally.

3) Make socialites’ on the process of turning enterprises over to the indigenous

people.

4) Operate training and education programs for student activist of Edi

Mancoro Islamic Boarding School as the way of endeavoring societies.

5) Formed cooperation network in the meanwhile boarding school, societies

institutions, non-government organizations, social organizations, and all the

strategies on society community, on the process of endeavoring society.

37

f. Address of Edi Mancoro Islamic Boarding School

Village : Gedangan

Subdistrict : Tuntang

Regency : Semarang Regency

Province : Central Java

Telephone : (0298) 313329

Mobile phone : 081392393873/085865561152

Email : ppedimancoro@gmail.com

g. Structure of di Mancoro Boarding School

Leader : KH. Mahfud Ridwan, Lc.

Student's Guardian : Muhamad Hanif, S.S., M.Hum.

Pengasuh santri tahfidz : Rosyidah, Lc.

Leader of Edi Mancoro Foundation: Muhamad Hanif, S.S., M.Hum.

The subject of research is the students in the C class of Kampung Bahasa

Program in Edi Mancoro Islamic Boarding School in the academic year of

2015/2016. They are 25 students; 24 are girls and 1 is boy. Most of them are in the

range 19 until 23 years old. The students study English in 60 minutes effectively.

This program conducted by Language Developing Unit of Students Organization

of Edi Mancoro Islamic Boarding School.

38

Table 5

Profile of the Students in Edi Mancoro Islamic Boarding School

No Name Age

1 Ajeng Rahmawati 19

2 Alfiatu Rohmah 21

3 Animatul Afiyah 22

4 Chusnul Wardati 22

5 Dewi Marinda 21

6 Fahidatul Yunita 20

7 Faiqotul Himmah 21

8 Fauziyah Suci Nurani 22

9 Hidayatul Khoiroh 19

10 Ifadatul Habibah 19

11 Imam Sufi Chusni M. 19

12 Indah Asfaradina 22

13 Indy Lutfiatun Nashihah 21

14 Ismawati Nur Solihah 19

15 Khoiriyatun Kholidiyyah 21

16 Kholisotul Umami 22

17 Khozainul Muna 19

18 Munhamiroh 21

19 Novlita Zalika Puri 19

20 Nur Khasanah 19

21 Putri Dewi Masyitoh 21

22 Selvi Alviana Rafida 22

23 Siti Muasyaroh 21

24 Tika Lutfianingsih 20

25 Umi Arifah 23

39

2. Time

The research was conducted from April28th

2016 until December 23th

2016 in

Edi Mancoro Islamic Boarding School. It was included conducting the class,

planning strategies, collecting theories and data, and also writing the report.

B. Research Design

1. Research Method

This research uses action research. Action research is trying out an idea

in practice with a view to improving or changing something, trying to have a

real effect on the situation (Kemmis in Hopkins, 1993:45). Classroom Action

Research (CAR) is research organized by teacher in the class on the pressing of

completing or improvement process and learning practice. In this research, the

teacher was the writer. She taught the class, while her friend, as the observer,

wrote and took video of everything that happened in the class.

Action research is concerned equally with changing individuals,on

the one hand, and, on the other, the culture of the groups, institutions and

societies to which they belong. The culture of a group can be defined in

terms of the characteristic substance and forms of the language and

discourses, activities and practices, and social relationships and organization

which constitute the interactions of the group (Kemmis and McTaggart

1992).

40

2. Research Procedure

There are many experts who propose action research model with

different design, but generally there are four steps that usual done. They are

planning, action, observation and reflection, the action research cycle, as

interpreted by Arikunto in Suyadi (2010) can be explained in the following

design:

Figure 3

Research Procedure

Planning

Reflection Cycle 1 Action

Observation

Planning

Reflection Cycle 2 Action

Observation

41

The following is the explanation of the description of every meeting

in the research.

1. Planning.

Researcher prepared the teaching strategy and preparing media.

2. Action

After the researcher has planed in preparing the teaching strategy, further

more, the design plan will be implemented in teaching learning process.

Teacher and researcher entered the class. Teacher opened the lesson by

greet the students. She explained the activity that will be done in the class.

After that, teacher gave warming up questions about descriptive text and

explained the material.

In the end of the class, the teacher asked students to record their

descriptive task using Smart Voice Recording and collect to the teacher.

3. Observation

The researcher observed the teaching learning process in the class. She

wrote the data during the learning process.

4. Reflection

In the reflecting step, the researcher discussed and analyzed about the

teaching learning activity in the classroom. Then, the researcher prepared

the teaching strategy to the next cycle.

42

3. Instrument and Technique of Collecting Data

a. Test

Test is used by researcher to examine the result of the subjects

by using questions or other instruments which measure the students’

result of the lesson that is researched.In other words, Test is the sequence

of questions or exercises and other instruments used to measure of skill,

intelligence, ability or talent belonging to an individual or a group. In this

research, the researcher will use test two times. It contains of pre-test and

post-test in each cycle. The formulations to analyze the test are:

a. Students' Score

In measuring students' speaking fluency, the writer use the

rubric below. To pass the task, the minimum score the students get must

be 70 or more.

Table 6

Rubric to measure speaking fluency

Fluency 1 point 2 points 3 points 4 points

Expression

The speaker

sounds

monotone or

boring in

describing

something.

The speaker has a

little bit of

expression. Their

voice doesn't

sound the same all

the time but it

doesn't always go

with the story.

The speaker is

changing their

voice to match

characters.

Sometimes the

speaker seems to

express the

mood of the

story they

talking about.

The speaker

changes their voice

for the characters

and to go with the

mood and tone of

the story. The story

is more

understandable

because of all the

expression they use.

Accuracy

The speaker

speaks less than

85% of the

The speaker

speaks 85%-89%

of the words

The speaker

speaks 90%-94%

of the words are

The speaker speaks

95%-100% of the

words correctly.

43

words correctly. spoken correctly. spoken correctly.

Rate

The speaker

speaks 100

word per

minute or less.

The speaker

speaks 100-110

words per minute.

The speaker

speaks 110-120

words per

minute.

The speaker speaks

121 words per

minute or more.

Smoothness

Frequently

hesitates while

speaking,

sounds out

words, and

repeats words

or phrases. The

speaker makes

multiple

attempts to read

the same

passage.

Speaks with

extended pauses

or hesitations. The

speaker has many

"rough spots".

Speaks with

occasional

breaks in

rhythm. The

speaker has

difficulty with

specific words

and/or sentence

structures.

Speaks smoothly

with some breaks,

but self-corrects

with difficult words

and/or sentence

structures.

To get the total score, the teacher should give the score in each component

based on the rubric above.

Table 7

Example of giving score

The score is (total points :16 *100)

4. Percentage Score

P = F

x 100 N

No Score Expressi

on

Accu

racy Rate

Smooth

ness

Total

points Score

Name

1. Student A 3 2 3 2 10 62.5

2. Student B 2 1 2 2 7 43.7

3. Student C 4 4 4 4 16 100

44

Explanation:

P: Percentage

F: Frequently

N: Number of students

Adapted from Tri Kukuh Andarbeni (2010)

5. Mean

Where:

= Mean of students’ score

= The sum of students’ score

= The total number of students

6. Standard Deviation

Where:

= Deviation Standard

D = Different between pre-test and post-test

N = Number of observation in sample

45

7. T-test

After calculating SD, the researcher calculate t-test to know is there

any significant differences or not between pre-test and post-test

Where:

= T-test for the differences of pre-test and post-test

= Deviation standard for one sample t-test

= Difference between pre-test and post-test

N = Number of observation in sample

b. Observation

Observation is the activity of researcher that looking at what

people actually do (Robert, 2007). So, observation is the activity that

is done by a researcher to view the people behavior. Observation is

used to study observation is used to behavior of people and context in

which the behavior occurs. Also, find out activity of students do in the

interpreting subject.

The benefits of observational data are that the researcher is able

to describe some element of the subject. They are included the setting

which is observed, the activities that took place in that setting, the

46

people who participated in those activities, and the meaning of the

setting (Patton, 1991).

To collect the data, the writers conducted an observation of

class. The observation is done by the writer on Wednesday, April21

2016. The writer came into the classroom to see the activities in the

"Kampung Bahasa" program during the teaching and learning process

of English. The writer joined "Kampung Bahasa" program from 9.00

pm to 10.00 pm.

The writer was teaching while her peer as the researcher

observed the speaking activities process in the class. The observation

was used by the writer to know the ability of students' speaking when

they joined this class. The students were given the material by the tutor,

and they discussed it together.

In the observation, the writer used note taking to write

everything that happened in the teaching and learning process. In the

same occasion the writer also announced a research meeting which

would conducted by the writers on Thursday, April28

2016 at 9.00pm.

In the meeting, the writer asked the students to take their

self-voice recording. The material was descriptive. The students

should make an oral descriptive in 2 minutes. Then, they have to

submit it on Wednesday, May18

2016 after examination.

47

c. Documentation of Students Task

According to Arikunto (2006), documentation is a number of

data that present verbal data like correspondence, journal, memory,

report and other which can mutually responsible. Documentation is the

past event note. Documents also can be form as written note, picture,

or monumental creation from someone.

In this research, the writer used the students' self-voice

recording about their description which is submitted by the students, to

analysis of students speaking skill. The writer got these task

documentations on Wednesday, May18

2016. After the writer got the

task documentations, the writer could analysis the result of the

students' self-voice recording to know the students' speaking skill

using descriptive text in the “Kampung Bahasa” program.

4. Data Analysis Method

The data analyses that gotten by the researcher when in the teaching

learning process.

The steps of the data analysis in this research are as follows:

1. Analyzing the problems

In this case, the researcher should figure the class out where the

problem came and how could it occur in that class.

48

2. Analyzing the score obtained by students

The researcher analyzed the score obtained by students based on the

test after getting test with achieving some cycles mentioned.

3. Analyzing the students’ activities in the classroom.

The researcher wrote and observed the activities which happened in

teaching learning process. Here, the teacher are demanded to be sharp

in observing each students.

49

CHAPTER IV

RESULT AND DISCUSSION

In this chapter, the researcher shows the data that is gathered in

teaching-learning process. It is discussed on the cyclical steps of this research.

A. Data Analysis

The researcher analyzed the data or the result based on the cyclical steps of

the action research method. The following is of the detail discussion of the

research.

1. The Analysis of Presentation

In this research, researcher used task to improve the students'

mastery on speaking especially about their fluency. Teacher and researcher

entered the class and gave greeting. After that, teacher explained the lesson

and gave warming up section. In this class, students acted as the center of the

learning, so students are active to improve their knowledge. The writer, also

as a teacher, gave task to the students.

2. The Analysis of Cycle

The researcher and teacher conducted data analysis from some

cycles. They did the cycles until getting a good result of students' fluency. In

the other words, students have to reach an achievement after doing this

research. Each cycle consisted of planning, implementation, observation and

reflection.

50

1) Cycle I (on Wednesday, April 28th

2016)

Step 1 Planning

Before entering the class to make research and do some

observations, writer prepared the teaching strategy first. Here, the writer

would give a lesson about descriptive text and used a medium named

Smart Voice Recorder or Audio Recorder to input students' speaking.

Step 2 Implementation

Writer as teacher and observer entered the class. Teacher opened

the lesson by greet the students. She explained the activity that will be

done in the class. Then, teacher gave warming up questions by asking

the students about descriptive text, then explained the material. Every

student listened to the explanation. After that, she described the activity

that will be done in the class.

Teacher instructed that every student made example of

descriptive sentence using simple present tense. Then, asked them to

make descriptive text and record it using application Smart Voice

Recorder that can be downloaded in the play store freely. The recording

can be done anytime and anywhere after the class. Students collect their

assignment to the teacher.

51

Step 3 observation

The researcher did the first observation in teaching-learning

process by using speaking task. From the data, it could be analyzed that

the students still had a difficulty of using an appropriate verbs and

auxiliary verbs in practicing simple present tense to their speaking.

Then the researcher prepared new strategy to the next cycle, but it just

asking for the other recordings.

After the students completed their recordings, the writer started

to measure their fluency based on fluency rubric.

Table 8

Scoring speaking fluency in the first cycle

No

Score Pre-

test

cycle 1

Post-

test

cycle 2

D D2

Name

1 Ajeng Rahmawati 69 81 13 156

2 Alfiatu Rohmah 50 50 0 0

3 Animatul Afiyah 44 44 0 0

4 Chusnul Wardati 50 56 6 39

5 Dewi Marinda 88 94 6 39

6 Fahidatul Yunita 69 69 0 0

7 Faiqotul Himmah 88 94 6 39

8 Fauziyah Suci Nurani 69 88 19 352

9 Hidayatul Khoiroh 50 69 19 352

10 Ifadatul Habibah 88 100 13 156

52

11 Imam Sufi Chusni M. 94 100 6 39

12 Indah Asfaradina 88 94 6 39

13 Indy Lutfiatun Nashihah 94 100 6 39

14 Ismawati Nur Solihah 69 88 19 352

15 Khoiriyatun Kholidiyyah 63 63 0 0

16 Kholisotul Umami 81 94 13 156

17 Khozainul Muna 75 81 6 39

18 Munhamiroh 69 75 6 39

19 Novlita Zalika Puri 44 44 0 0

20 Nur Khasanah 81 88 6 39

21 Putri Dewi Masyitoh 81 100 19 352

22 Selvi Alviana Rafida 81 88 6 39

23 Siti Muasyaroh 44 69 25 625

24 Tika Lutfianingsih 81 94 13 156

25 Umi Arifah 81 100 19 352

Total 1788 2019 231 3398

a) Mean of pre-test

b) Mean of post-test

53

Mean of pre-test = 72

Mean of post-test = 81

Mean of pre-test ≤ post-test

Based on the calculation above, it was clear that there was an improvement

on the students speaking fluency after using voice recorder media to record the

speaking task. The mean of pre-test was lower than the mean of post-test. To see if

the improvement is significant or not, the researcher did a calculation using t0.

SD pre-test and post-test of cycle 1

From the data above, the researcher calculate SD pre-test and post-test

54

T test

ttable = 2.0639

From the calculation above, it was shown that the t0

is 6.16. In this calculation the t table is 2.0639. So it is so

clear that t0 t table. This means that the improvement toward

the speaking fluency by record the speech by voice

recorder was significant.

55

Step 4 Reflection

From the discussion above, the students which had reach

the minimum passing grade criteria (KKM) (70) was 13 students

(52%) at the pre-test. And there were 17 students (68%) at the

post-test. The remain students had not reach the KKM. Based on

the analysis at the first cycle, it can be assumed that commonly the

students still had difficulties to speak fluently. There were still 8

students who could reach the KKM. In other hand, students score

mean is 81. So, the mean of students' mark for fluency in this

cycle is basically good, but the students still need the next cycle in

order to make an improvement in speaking fluency for all students.

Then, the researcher continued to the next meeting.

2) Cycle II

The second cycle, the writer was asked the students to record one

more descriptive text and fill in the questionnaire. Because the data the

teacher need is the voice recorder to get more information about the

implementation of using the medium in learning speaking fluency based on

students' point of view.

56

Step 1 Planning

The writer planned a new strategy to collect the data after

teaching-learning process in the class.

Step 2 Implementation

The writer faced the students out of the class. They asked to

record a descriptive text entitled Jatim Park given by the writer.

Students were asked to record it by voice recorder in their own hand

phones and collect it into the writer directly or via What's App chat.

Step 3 Observation

On the due date, the students collect their recordings to the

writer and she started to evaluate their speaking fluency.

Table 9

Scoring speaking fluency in the second cycle

No

Score Pre-

test

cycle 1

Post-

test

cycle 2

D D2

Name

1 Ajeng Rahmawati 69 69 0 0

2 Alfiatu Rohmah 69 100 31 977

3 Animatul Afiyah 69 94 25 625

4 Chusnul Wardati 63 63 0 0

5 Dewi Marinda 81 100 19 352

6 Fahidatul Yunita 75 81 6 39

7 Faiqotul Himmah 94 100 6 39

57

8 Fauziyah Suci Nurani 94 100 6 39

9 Hidayatul Khoiroh 81 94 13 156

10 Ifadatul Habibah 100 100 0 0

11 Imam Sufi Chusni M. 100 100 0 0

12 Indah Asfaradina 94 100 6 39

13 Indy Lutfiatun Nashihah 100 100 0 0

14 Ismawati Nur Solihah 94 100 6 39

15 Khoiriyatun Kholidiyyah 69 88 19 352

16 Kholisotul Umami 88 94 6 39

17 Khozainul Muna 94 100 6 39

18 Munhamiroh 88 88 0 0

19 Novlita Zalika Puri 63 69 6 39

20 Nur Khasanah 63 75 13 156

21 Putri Dewi Masyitoh 94 100 6 39

22 Selvi Alviana Rafida 88 94 6 39

23 Siti Muasyaroh 88 88 0 0

24 Tika Lutfianingsih 75 81 6 39

25 Umi Arifah 100 100 0 0

Total 2088 2275 188 3047

Mean of pre-test

X =

∑ X

N

X =

2088

25

58

X = 84

Mean of post-test

X =

∑ X

N

X =

2276

25

X = 91

Mean of pre-test = 84

Mean of post-test = 91

Mean of pre-test ≤ post-test

Based on the calculation above, it was clear that there was an improvement on the

students speaking fluency after using voice recorder media to record the speaking task.

The mean of pre-test was lower than the mean of post-test. To see if the improvement is

significant or not, the researcher did a calculation using t0.

SD pre-test and post-test of cycle 2

From the data above, the researcher calculate SD pre-test and post-test

59

c) T test

ttable = 2.0639

From the calculation above, it was shown that the t0

is 4.53. In this calculation the t table is 2.0639. So it is so

60

clear that t0 t table. This means that the improvement toward

the speaking fluency through voice recorder was

significant.

From the discussion above, it shows that almost students (88%)

had reach the KKM (70) in the post-test. Students who had no reach

the KKM is only 3 students or 12% . Based on the analysis at the

second cycle, students score mean is 91. It means there was a

significant progress or improvement on the students' score from the

first cycle into the second one.

Step 4 Reflection

Based on the cycles analysis above, it shown that from 25

students, there are 22 students who have reached the minimum passing

grade criteria (KKM) (70) or 88%. From the result, it means that the

students have reached the standard or 75% from all students. So the

target expected was achieved and and the research did not need

conduct cycle III.

From the result the writer conclude that there is a significant

improvement in those tests, because the value of the first into the

second cycle have increased.

61

B. Discussion

Based on the data analysis in chapter four, it could be discussed as fallow:

In the first cycle, there were 13 students (52%) at the pre-test and there

were 17 students (68%) at the post-test which had reach the minimum passing

grade criteria (KKM) (70). It means, most students had used the medium as

effective as possible. Used the advantages of the medium or application

maximally in doing their speaking assignment.

In the second cycle, students had significant improvement. They can

improve their speaking fluency more. It could be seen that almost students (88%)

had reach the minimum passing grade criteria KKM (70) in the post-test.

Students who had no reach the KKM is only 3 students (12%). Based on the

analysis at the second cycle, students score mean is 91. It means there was a

significant progress or improvement on the students' score from the first cycle

into the second one after doing their speaking assignment using Smart Voice

Recorder Application as a medium.

The result of first cycle and second cycle describes the students'

improvement of speaking fluency using Smart Voice Recorder Application as a

learning medium. In the table score, it showed that there was an improvement of

the students' fluency. It could be said that these medium is suitable to learn

speaking fluency, so Smart Voice Recorder is one of the appropriate medium to

learn speaking.

62

C. Summary of Cycle I and Cycle II

The researcher analyzed and students' improvement from Cycle I and Cycle

II. The result of Cycle I and Cycle II are shown in the table below:

Table 10

Summary of Cycle I and Cycle

No Analyze Cycle I Cycle II

1 Mean of Pre-test

Mean of Post-test

72

81

84

91

2 t table 2.0639 2.0639

3 t test 6.16 4.53

From the table above, it seen that in every cycle there were an

improvement toward the students' speaking fluency which was shown by

increasing the score in pre-test and post-test. In Cycle I, there was significant

improvement because t0 6.16 ≥ t table 2.0639. The same also in Cycle II, there was

significant improvement too. It shown by t0 4.53 ≥ ttable 2.0639. So, the students'

speaking fluency was improved after using Voice Recorder as a media of

speaking learning.

63

CHAPTER V

CLOSURE

In this chapter, the writer would like to conclude the activities that have done

in the research. The writer explains the result of the research in a conclusion. There

are several suggestions that are given by the author.

A. Conclusion

Based on this implementation of classroom action research, the writer

concluded how the voice recording improve the students' fluency and the

advantages of using voice recording in The "Kampung Bahasa" Program of Edi

Mancoro Islamic Boarding School.

In this paper, the writer used Classroom Action Research as the method

of research. There were 2 cycles in the research procedure. Each cycle include

planning, action, observation and reflection. To collect the data, the writer used

test, observation, documentation and questionnaire. Those ways did as simple as

possible. Test is used to measure students' speaking fluency both in the class and

by recording medium. Observation is used to know the capability of students

mastery in descriptive text and also their behaviour in the class. Documentation

in this case is the file of students recording that should be collected to the writer.

To conclude the result, here the writer conclude as fallow:

1. The implementation of using Voice Recorder as one of media to improve

students' speaking fluency can read in the chapter IV. In the

64

teaching-learning process, after delivering the material of descriptive text,

the writer asked the students to make description about someone or other

object and record their voice using Voice Recorder in their smart-phones.

The students should save the record in a format such: EM_Student's

Name. After finishing their duty, they should collect them to the teacher.

While recording, the students are also practicing speaking until fluent.

2. There was an improvement of students' speaking fluency. It could be

seen from the result of the Cycle I and the Cycle II. The mean of the

pre-test in Cycle I is 72 and post-test is 81. Then in the Cycle II, the

mean of pre-test is 84 and the post-test is 91.

B. Suggestion

From this research, it can be proved that Smart Voice Recorder is one of

the appropriate media to learn speaking, so the writer gives advices as fallow:

1. For "Kampung Bahasa" program in Edi Mancoro Islamic Boarding

School

"Kampung Bahasa" program should use new method and media to

improve students' language skill. One of media the writer used was proven to

improve students' speaking fluency. To improve another skill, we have to be

dare in adding new method and media. This way is also to refresh the students'

brain to accept something new in language learning in boarding school.

65

2. For the next researcher

In this paper, the writer was only focus on measuring students'

speaking fluency. She hopes the next researcher can measure the other aspect

or all aspects of speaking skill using this media or the feed media.

66

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Brown, H. D. (2007). Teaching by principles: An interactive approach to language

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Paul Chapman Publishing.

Kuhn, M. R., & Schwanenflugel, P. J. (2008). Fluency in the Classroom. New York:

The Guilford Press.

Mcniff, J., & Whitehead, J. (2002). Action Research : Principles and Practice. New

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Nesapiradana, AR., Murtiana, R.(2013). Improving students' fluency through voice

recording. Banjarmasin: LIA CAR Journal.

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Ramelan.(1992). Introduction To Linguistic. Semarang: IKIP Press

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Scales, P. (2008). Teaching in the Lifelong Learning Sector. England: Open university

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Stringer, E. T. (2007). Action Research (3rd ed.). California: Sage Publications.

Tarigan, H G. (1994). Pengajaran Pemerolehan Bahasa. Bandung; Angkasa.

Willis, J. (2008). Teaching the Brain to Read: Strategies for Improving Fluency,

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Website:

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updated November 19, 2015)

(http://davidmlane.com/hyperstat/t_table.html. Monday, December 5th

, 2016.

11.54)

69

SILABUS MATERI PEMBELAJARAN BAHASA INGGRIS

KAMPUNG BAHASA PONDOK PESANTREN EDI MANCORO

Gedangan Tuntang Kab. Semarang

KOMPETENSI DASAR MATERI POKOK PEMBELAJARAN PENILAIAN

WAKTU

ALAT BELAJAR

I. Mensyukuri

kesempatan dapat mempelajari

bahasa Inggris

sebagai bahasa

pengantar komunikasi

internasional

yang diwujudkan

dalam semangat belajar.

2.2. Menghargai

perilaku jujur,

disiplin, percaya diri, dan

bertanggung

jawab dalam

melaksanakan komunikasi

transaksional

dengan guru dan

teman. 3.9 Menganalisis

fungsi sosial,

struktur teks, dan

unsur kebahasaan pada teks

descriptive

sederhana sesuai

dengan konteks penggunaannya.

a) Menyusun teks

tulis dan lisan untuk

mendiskripsikan

suatu objek.

Deskripsi tentang

orang, benda, tempat dan fenomena.

Fungsi sosial :

mengetahui tempat baru dan budaya

lain.

The generic structure of

descriptive text

consist of:

2. Identification:

identifies

phenomenon to be

described.

3. Description:

describe parts,

qualifies, characteristics,

etc.

d. Kegiatan Pendahuluan

(10 minutes) e. Salam dan tegur sapa

f. Mengecek kehadiran

santri

g. Mengecek kesiapan belajar santri

h. Ustadzah menjelaskan

tujuan pembelajaran dan

kompetensi yang akan dicapai

i. Santri menjawab pre-test

yang diberikan oleh

ustadzah dengan mendeskripsikan sesuatu

secara spontan.

j. Main activities (40

minutes)

k. Para santri

memperhatikan

penjelasan ustadzah tentang deskriptif teks.

l. Para santri diminta

membuat contoh kalimat

dalam teks deskripsi. m. Ustadzah memberikan

penugasan terhadap

santri untuk membaca

teks deskripsi yang telah disiapkan sebelumnya

dan direkam

menggunakan aplikasi voice/audio recorder

yang ada pada HP

mereka.

n. Para santri mengerjakan tugas tersebut.

o. Ustadzah menyampaikan

bahwa tugas lisan yang

direkam tersebut dapat dikumpulkan lewat

aplikasi What's App atau

dikumpulkan secara

langsung kepada

ustadzah melalui

flashdisk dengan format

file: EM_nama Santri.

KRITERIA PENILAIAN:

3. Expression

4. Accuracy

5. Rate

6. smoothness

CARA PENILAIAN:

b. Mendiskripsikan

seseorang atau

objek lain dengan

kelancaran yang baik.

c. Merekam diskripsi

pada alat perekam

suara.

Pengamatan

(observations):

Bukan penilaian formal

seperti tes, tetapi untuk tujuan memberi

balikan. Sasaran

penilaian adalah:

3. Upaya menggunakan

bahasa Inggris

untuk

mendiskripsikan seseorang ketika

muncul

kesempatan.

4. Kesungguhan siswa dalam proses

pembelajaran di

setiap tahapan.

5. Perilaku santun dan

peduli dalam

melaksanakan

komunikasi

6. Perilaku jujur,

disiplin, percaya

diri, dan

2 x 30 menit

Suara guru

Audio CD/ kaset

Perekam suara

Handphone

70

KOMPETENSI DASAR MATERI POKOK PEMBELAJARAN PENILAIAN

WAKTU

ALAT BELAJAR

p. Closing (10 minutes) q. Santri dengan bimbingan

ustadzah menyimpulkan

pelajaran yang baru saja

di pelajari. r. Ustadzah menyampaikan

rencana pembelajaran

untuk pertemuan

selanjutnya. s. Salam penutupan.

bertanggung jawab

dalam melaksanakan

komunikasi

71

RENCANA PELAKSANAAN PEMBELAJARAN

KAMPUNG BAHASA

UNIT PENGEMBANGAN BAHASA (UPB)

Pengurus Organisasi Santri Pondok Pesantren Edi Mancoro

Mata Pelajaran : Bahasa Inggris

Kelas : KB-Inggris C

Sub Materi Pokok : Descriptive Text

Alokasi Waktu : 2 x 30 min

3. Kompetensi Inti (KI)

6) Meningkatkan iman dan takwa kepada Allah SWT

7) Menghayati dan mengamalkan nilai-nilai ajaran Islam serta menerapkannya dalam kehidupan sehari-hari.

8) Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan santri dalam pergaulan di masyarakat.

9) Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Kompetensi Dasar

15. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2.2. Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

descriptive sederhana sesuai dengan konteks penggunaannya.

Menyusun teks tulis dan lisan untuk mendiskripsikan suatu objek.

5. Indikator Pencapaian Kompetensi

2. Menunjukkan rasa syukur atas anugerah Allah SWT akan keberadaan bahasa

Inggris dan menggunakannya sebagai bahasa pengantar komunikasi

internasional yang diwujudkan dalam semangat belajar

72

3. Memiliki sikap tanggung jawab, peduli, responsif, dan santun dalam

menggunakan bahasa Inggris untuk memahami struktur dan kaidah Teks tulis

dan lisan untuk mendiskripsikan orang, tempat, binatang dan objek lainnya.

4. Menentukan struktur teks dan kaidah teks tulis dan lisan untuk

mendiskripsikan suatu objek.

5. Membuat teks tulis dan lisan untuk mendiskripsikan orang, tempat, binatang

dan objek lainnya.

6. Tujuan Pembelajaran

Setelah mempelajari materi ini santri diharapkan mampu: 1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif

sederhana 2. Menunjukkan perilaku peduli, percaya diri dan tanggung jawab dalam

melaksanakan komunikasi terkait teks deskriptif sederhana. 3. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dari

teks deskriptif sederhana. 4. Membuat teks deskriptif sederhana secara lisan dan tulisan.

7. Materi Pembelajaran

Deskripsi tentang orang, benda, tempat dan fenomena.

Fungsi sosial : menilai dan meneladani sifat baik seseorang yang diceritakan,

mengetahui tempat baru dan budaya lain.

The generic structure of descriptive text consist of:

8. Identification: identifies phenomenon to be described.

9. Description: describe parts, qualifies, characteristics, etc.

The significant grammatical features of descriptive text are:

4. Focus on the specific participants.

5. Use of attributive and identifying processes.

6. Frequent use of sobriquet and classifiers in nominal groups.

7. Use of simple present tense. The simple present tense is used for action

completed in the present at a definite time.

8. Metode Pembelajaran Oral approach and situational language teaching b. Presentasi

c. Tanya jawab

d. Diskusi

e. Inquiri

f. Penugasan

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9. Media dan Sumber Pembelajaran Media : Voice/audio Recorder Smartphone / handphone Sumber belajar : Buku acuan Kampung Bahasa (Inggris)

10. Kegiatan Pembelajaran

1. Kegiatan Pendahuluan (10 minutes)

3. Salam dan tegur sapa

4. Mengecek kehadiran santri

5. Mengecek kesiapan belajar santri

6. Ustadzah menjelaskan tujuan pembelajaran dan kompetensi yang akan dicapai

7. Santri menjawab pre-test yang diberikan oleh ustadzah dengan mendeskripsikan

sesuatu secara spontan.

c. Main activities (40 minutes)

4. Para santri memperhatikan penjelasan ustadzah tentang deskriptif teks.

5. Para santri diminta membuat contoh kalimat dalam teks deskrpsi.

6. Ustadzah memberikan penugasan terhadap santri untuk membuat teks descripsi

yang menggambarkan tentang seseorang kemudian dibaca dan direkam

menggunakan aplikasi voice/audio recorder yang ada pada HP mereka.

7. Para santri mengerjakan tugas tersebut.

8. Ustadzah menyampaikan bahwa tugas lisan yang direkam tersebut dapat

dikumpulkan lewat aplikasi What's App atau dikumpulkan secara langsung

kepada ustadzah melalui flashdisk dengan format file: EM_nama Santri.

d. Closing (10 minutes)

3. Santri dengan bimbingan ustadzah menyimpulkan pelajaran yang baru saja di

pelajari.

4. Ustadzah menyampaikan rencana pembelajaran untuk pertemuan selanjutnya.

5. Salam penutupan.

6.

11. Penilaian Proses dan Hasil Belajar Tehnik : Read-spoken test

Instrument : Read and record the sentences of the descriptive text you made

loudly and carefully.

Rubrik penilaian

Fluency 1 point 2 points 3 points 4 points

E Expression

The speaker

sounds

monotone or

boring in

describing

something.

The speaker has a

little bit of

expression. Their

voice doesn't sound

the same all the time

but it doesn't always

The speaker is

changing their voice

to match characters.

Sometimes the

speaker seems to

express the mood of

The speaker changes their

voice for the characters

and to go with the mood

and tone of the story. The

story is more

understandable because of

74

Contoh penilaian

Pengajar

Usth. Amalia Ismayanti

go with the story. the story they talking

about.

all the expression they

use.

A Accuracy

The speaker

speaks less than

85% of the

words correctly.

The speaker speaks

85%-89% of the

words spoken

correctly.

The speaker speaks

90%-94% of the

words are spoken

correctly.

The speaker speaks

95%-100% of the words

correctly.

R Rate

The speaker

speaks 100 word

per minute or

less.

The speaker speaks

100-110 words per

minute.

The speaker speaks

110-120 words per

minute.

The speaker speaks 121

words per minute or

more.

S Smoothness

Frequently

hesitates while

speaking, sounds

out words, and

repeats words or

phrases. The

speaker makes

multiple

attempts to read

the same

passage.

Speaks with extended

pauses or hesitations.

The speaker has

many "rough spots".

Speaks with

occasional breaks in

rhythm. The speaker

has difficulty with

specific words

and/or sentence

structures.

Speaks smoothly with

some breaks, but

self-corrects with difficult

words and/or sentence

structures.

No Score

Expression Accuracy Rate Smoothness Total

Scores Name

1. Student A 3 2 3 2 10

2. Student B 2 1 2 2 7

75

RENCANA PELAKSANAAN PEMBELAJARAN

KAMPUNG BAHASA

UNIT PENGEMBANGAN BAHASA (UPB)

Pengurus Organisasi Santri Pondok Pesantren Edi Mancoro

Mata Pelajaran : Bahasa Inggris

Kelas : KB-Inggris C

Sub Materi Pokok : Descriptive Text

Alokasi Waktu : 2 x 30 min

A. Kompetensi Inti (KI)

B. Meningkatkan iman dan takwa kepada Allah SWT

C. Menghayati dan mengamalkan nilai-nilai ajaran Islam serta menerapkannya dalam kehidupan sehari-hari.

D. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan santri dalam pergaulan di masyarakat.

E. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi internasional yang diwujudkan dalam

semangat belajar.

2.2. Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

descriptive sederhana sesuai dengan konteks penggunaannya.

a. Menyusun teks tulis dan lisan untuk mendiskripsikan suatu objek.

C. Indikator Pencapaian Kompetensi

1. Menunjukkan rasa syukur atas anugerah Allah SWT akan keberadaan bahasa

Inggris dan menggunakannya sebagai bahasa pengantar komunikasi

76

internasional yang diwujudkan dalam semangat belajar

2. Memiliki sikap tanggung jawab, peduli, responsif, dan santun dalam

menggunakan bahasa Inggris untuk memahami struktur dan kaidah Teks tulis

dan lisan untuk mendiskripsikan orang, tempat, binatang dan objek lainnya.

3. Menentukan struktur teks dan kaidah teks tulis dan lisan untuk

mendiskripsikan suatu objek.

4. Membuat teks tulis dan lisan untuk mendiskripsikan orang, tempat, binatang

dan objek lainnya.

D. Tujuan Pembelajaran

Setelah mempelajari materi ini santri diharapkan mampu: 1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif

sederhana 2. Menunjukkan perilaku peduli, percaya diri dan tanggung jawab dalam

melaksanakan komunikasi terkait teks deskriptif sederhana. 3. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dari

teks deskriptif sederhana. 4. Membuat teks deskriptif sederhana secara lisan dan tulisan.

E. Materi Pembelajaran

Deskripsi tentang orang, benda, tempat dan fenomena.

Fungsi sosial : mengetahui tempat baru dan budaya lain.

The generic structure of descriptive text consist of:

3. Identification: identifies phenomenon to be described.

4. Description: describe parts, qualifies, characteristics, etc.

Jatim Park

For people in East Java, Jatim Park may have been heard many

times as it is one of the famous tourism object in East Java province.

Jatim Park offers a recreation place as well as a study center.

Jatim Park is located at Jl. Kartika Batu, East Java. To reach

the location is not too difficult because the object is only 2.5

kilometers from Batu city. This Jatim Park tourism object is about 22

hectares width.

Visitor can enjoy at least 36 kinds of facilities which can attract

them as well as give new knowledge. Just after the pass gate, the

visitors will find an interesting view of ‘Galeri Nusantara’ area. This

study offering continues to step on ‘Taman Sejarah’ area, which

contains of miniature temple in East Java like Sumberawan temple,

customhouse of Kiai Hasan Besari Ponorogo and Sumberawan Statue.

77

The other facility which is able to be enjoyed is ‘Agro Park’ area.

It presents crop and rareness fruits, animal diorama which consists

of unique animals that have been conserved, and supporting games like

bowling, throw ball, scooter disco, etc

Jatim Park is suitable for family and school recreation. The

recreation area sites offer precious tour and can used as alternative

media of study.

F. Metode Pembelajaran Student center

1. Presentasi

2. Diskusi

3. Praktek

4. Penugasan

G. Media dan Sumber Pembelajaran

Media : Voice/audio Recorder Smartphone / handphone Sumber belajar : Buku acuan Kampung Bahasa (Inggris)

H. Kegiatan Pembelajaran

B. Kegiatan Pendahuluan (10 minutes)

b. Salam dan tegur sapa

c. Mengecek kehadiran santri

d. Mengecek kesiapan belajar santri

e. Ustadzah menjelaskan tujuan pembelajaran dan kompetensi yang akan dicapai

f. Santri menjawab pre-test yang diberikan oleh ustadzah dengan mendeskripsikan

sesuatu secara spontan.

2. Main activities (40 minutes)

b. Para santri memperhatikan penjelasan ustadzah tentang deskriptif teks.

c. Para santri diminta membuat contoh kalimat dalam teks deskripsi. d. Ustadzah memberikan penugasan terhadap santri untuk membaca teks

deskripsi yang telah disiapkan sebelumnya dan direkam menggunakan

aplikasi voice/audio recorder yang ada pada HP mereka.

e. Para santri mengerjakan tugas tersebut.

f. Ustadzah menyampaikan bahwa tugas lisan yang direkam tersebut dapat

dikumpulkan lewat aplikasi What's App atau dikumpulkan secara langsung

kepada ustadzah melalui flashdisk dengan format file: EM_nama Santri.

3. Closing (10 minutes)

78

a. Santri dengan bimbingan ustadzah menyimpulkan pelajaran yang baru saja di

pelajari.

b. Ustadzah menyampaikan rencana pembelajaran untuk pertemuan selanjutnya.

c. Salam penutupan.

I. Penilaian Proses dan Hasil Belajar

Tehnik : Read-spoken test

Instrument : Read and record the sentences of the descriptive text you made

loudly and carefully.

Rubrik penilaian

Fluency 1 point 2 points 3 points 4 points

E Expression

The speaker

sounds

monotone or

boring in

describing

something.

The speaker has a

little bit of

expression. Their

voice doesn't sound

the same all the time

but it doesn't always

go with the story.

The speaker is

changing their voice

to match characters.

Sometimes the

speaker seems to

express the mood of

the story they talking

about.

The speaker changes their

voice for the characters

and to go with the mood

and tone of the story. The

story is more

understandable because of

all the expression they

use.

A Accuracy

The speaker

speaks less than

85% of the

words correctly.

The speaker speaks

85%-89% of the

words spoken

correctly.

The speaker speaks

90%-94% of the

words are spoken

correctly.

The speaker speaks

95%-100% of the words

correctly.

R Rate

The speaker

speaks 100 word

per minute or

less.

The speaker speaks

100-110 words per

minute.

The speaker speaks

110-120 words per

minute.

The speaker speaks 121

words per minute or

more.

S Smoothness

Frequently

hesitates while

speaking, sounds

out words, and

repeats words or

phrases. The

speaker makes

multiple

attempts to read

the same

passage.

Speaks with extended

pauses or hesitations.

The speaker has

many "rough spots".

Speaks with

occasional breaks in

rhythm. The speaker

has difficulty with

specific words

and/or sentence

structures.

Speaks smoothly with

some breaks, but

self-corrects with difficult

words and/or sentence

structures.

79

Contoh penilaian

Pengajar

Usth. Amalia Ismayanti

No Score

Expression Accuracy Rate Smoothness Total

Scores Name

1. Student A 3 2 3 2 10

2. Student B 2 1 2 2 7

80

HASIL PENILAIAN

Pre test cycle 1

No

Score Express

ion

Accur

acy

Smoot

hness Rate

Total

score Value

Name

1 Ajeng Rahmawati 3 3 3 2 11 69

2 Alfiatu Rohmah 2 2 2 2 8 50

3 Animatul Afiyah 2 1 2 2 7 44

4 Chusnul Wardati 2 2 2 2 8 50

5 Dewi Marinda 4 3 4 3 14 88

6 Fahidatul Yunita 3 2 3 3 11 69

7 Faiqotul Himmah 4 3 4 3 14 88

8 Fauziyah Suci Nurani 3 3 3 2 11 69

9 Hidayatul Khoiroh 2 2 2 2 8 50

10 Ifadatul Habibah 4 3 4 3 14 88

11 Imam Sufi Chusni M. 4 4 4 3 15 94

12 Indah Asfaradina 4 3 4 3 14 88

13 Indy Lutfiatun N 4 4 4 3 15 94

14 Ismawati Nur Solihah 3 2 3 3 11 69

15 Khoiriyatun K 3 2 3 2 10 63

16 Kholisotul Umami 4 3 3 3 13 81

17 Khozainul Muna 4 3 3 2 12 75

18 Munhamiroh 3 3 3 2 11 69

19 Novlita Zalika Puri 2 2 2 1 7 44

20 Nur Khasanah 4 3 3 3 13 81

21 Putri Dewi Masyitoh 4 2 4 3 13 81

22 Selvi Alviana Rafida 4 3 4 2 13 81

23 Siti Muasyaroh 2 1 2 2 7 44

24 Tika Lutfianingsih 3 3 4 3 13 81

25 Umi Arifah 4 3 3 3 13 81

Total 286 1788

81

Post test Cycle 1

No

Score Express

ion

Accur

acy

Smoot

hness Rate

Total

score Value

Name

1 Ajeng Rahmawati 3 3 4 3 13 81

2 Alfiatu Rohmah 2 2 2 2 8 50

3 Animatul Afiyah 2 1 2 2 7 44

4 Chusnul Wardati 2 2 3 2 9 56

5 Dewi Marinda 4 4 4 3 15 94

6 Fahidatul Yunita 2 3 3 3 11 69

7 Faiqotul Himmah 4 4 4 3 15 94

8 Fauziyah Suci Nurani 4 3 4 3 14 88

9 Hidayatul Khoiroh 3 2 3 3 11 69

10 Ifadatul Habibah 4 4 4 4 16 100

11 Imam Sufi Chusni M. 4 4 4 4 16 100

12 Indah Asfaradina 4 4 4 3 15 94

13 Indy Lutfiatun N 4 4 4 4 16 100

14 Ismawati Nur Solihah 4 4 3 3 14 88

15 Khoiriyatun K 2 3 3 2 10 63

16 Kholisotul Umami 4 4 4 3 15 94

17 Khozainul Muna 2 4 4 3 13 81

18 Munhamiroh 2 4 4 2 12 75

19 Novlita Zalika Puri 2 1 2 2 7 44

20 Nur Khasanah 3 4 4 3 14 88

21 Putri Dewi Masyitoh 4 4 4 4 16 100

22 Selvi Alviana Rafida 3 4 4 3 14 88

23 Siti Muasyaroh 2 3 4 2 11 69

24 Tika Lutfianingsih 3 4 4 4 15 94

25 Umi Arifah 4 4 4 4 16 100

Total 323 2019

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Pre test Cycle 2

No

Score Express

ion

Accur

acy

Smoot

hness Rate

Total

score Value

Name

1 Ajeng Rahmawati 2 3 4 2 11 69

2 Alfiatu Rohmah 3 3 3 2 11 69

3 Animatul Afiyah 3 2 3 3 11 69

4 Chusnul Wardati 2 2 3 3 10 63

5 Dewi Marinda 3 3 4 3 13 81

6 Fahidatul Yunita 3 3 3 3 12 75

7 Faiqotul Himmah 4 4 4 3 15 94

8 Fauziyah Suci Nurani 4 4 4 3 15 94

9 Hidayatul Khoiroh 4 3 3 3 13 81

10 Ifadatul Habibah 4 4 4 4 16 100

11 Imam Sufi Chusni M. 4 4 4 4 16 100

12 Indah Asfaradina 4 4 4 3 15 94

13 Indy Lutfiatun N 4 4 4 4 16 100

14 Ismawati Nur Solihah 4 4 4 3 15 94

15 Khoiriyatun K 3 3 3 2 11 69

16 Kholisotul Umami 4 3 4 3 14 88

17 Khozainul Muna 4 4 4 3 15 94

18 Munhamiroh 3 4 4 3 14 88

19 Novlita Zalika Puri 3 3 2 2 10 63

20 Nur Khasanah 3 2 3 2 10 63

21 Putri Dewi Masyitoh 4 3 4 4 15 94

22 Selvi Alviana Rafida 4 3 4 3 14 88

23 Siti Muasyaroh 4 4 3 3 14 88

24 Tika Lutfianingsih 3 2 4 3 12 75

25 Umi Arifah 4 4 4 4 16 100

Total 334 2088

83

Post test Cycle 2

No

Score Express

ion

Accur

acy

Smoot

hness Rate

Total

score Value

Name

1 Ajeng Rahmawati 2 2 3 4 11 69

2 Alfiatu Rohmah 4 4 4 4 16 100

3 Animatul Afiyah 4 4 3 4 15 94

4 Chusnul Wardati 2 3 2 3 10 63

5 Dewi Marinda 4 4 4 4 16 100

6 Fahidatul Yunita 2 3 4 4 13 81

7 Faiqotul Himmah 4 4 4 4 16 100

8 Fauziyah Suci Nurani 4 4 4 4 16 100

9 Hidayatul Khoiroh 3 4 4 4 15 94

10 Ifadatul Habibah 4 4 4 4 16 100

11 Imam Sufi Chusni M. 4 4 4 4 16 100

12 Indah Asfaradina 4 4 4 4 16 100

13 Indy Lutfiatun N 4 4 4 4 16 100

14 Ismawati Nur Solihah 4 4 4 4 16 100

15 Khoiriyatun K 3 3 4 4 14 88

16 Kholisotul Umami 4 3 4 4 15 94

17 Khozainul Muna 4 4 4 4 16 100

18 Munhamiroh 3 4 4 3 14 88

19 Novlita Zalika Puri 3 2 3 3 11 69

20 Nur Khasanah 3 2 3 4 12 75

21 Putri Dewi Masyitoh 4 4 4 4 16 100

22 Selvi Alviana Rafida 4 4 3 4 15 94

23 Siti Muasyaroh 3 4 3 4 14 88

24 Tika Lutfianingsih 2 3 4 4 13 81

25 Umi Arifah 4 4 4 4 16 100

Total 364 2275

84