THE SPEAKING ABILITY OF ELEVENTH GRADE …eprints.umk.ac.id/1242/1/Hal._Judul.pdfKeywords: Speaking, Speech Speaking is the productive skill in the oral mode. ... ini, guru harus mempunyai

THE SPEAKING ABILITY OF ELEVENTH GRADE STUDENTS

OF SMK ROHMATUL UMMAH JEKULO KUDUS IN ACADEMIC YEAR

2011/ 2012 TAUGHT BY USING SPEECH TECHNIQUE

By

ISEH MUSYAFAK

NIM 200732074

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2012

ii

iii

THE SPEAKING ABILITY OF ELEVENTH GRADE STUDENTS

OF SMK ROHMATUL UMMAH JEKULO KUDUS IN ACADEMIC YEAR

2011/ 2012 TAUGHT BY USING SPEECH TECHNIQUE

SKRIPSI

Presented to the University of Muria Kudus

in Partial Fulfillment for Completing the Sarjana Progam

in English Education

By

ISEH MUSYAFAK

NIM 200732074

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2012

iv

ADVISORS’ APPROVAL

This is that to certify that the Sarjana Skripsi of Iseh Musyafak

(NIM 2007-32-074) has been approved by the Skripsi advisor for further approval

by the Examining Committee.

Kudus, 29 September 2012

Advisor I

Atik Rokhayani, S.Pd, M.Pd

NIS. 0610701000001207

Advisor II

Drs. Muh. Syafei, M.Pd

NIP. 19620413-198803-1-002

Acknowledged by

The Faculty of Teacher Training and Education

Dean,

Drs. Susilo Rahardjo, M.Pd

NIP. 19560619-198503-1-002

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EXAMINERS’ APPROVAL

This is to certify that the Skripsi of Iseh Musyafak (NIM: 2007-32-074) has

been approved by the Examining Committee as a requirement for the Sarjana

Degree in English Education.


Thesis Examining Committee:

Atik Rokhayani, S.Pd, M.Pd Chairperson

NIS. 0610701000001207

Drs. Muh. Syafei, M.Pd Member

NIP. 19620413-198803-1-002

Drs. Suprihadi, M.Pd Member

NIP. 19570616-198403-1-015

Mutohhar, S.Pd, M.Pd Member

NIS. 0610701000001204

Acknowledged by

The Faculty of Teacher Training and Education

Dean,

Drs. Susilo Rahardjo, M.Pd

NIP. 19560619-198503-1-002

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MOTTO AND DEDICATION

MOTTO

Everything is begun by in the name of Allah, Most Gracious, Most Merciful.

It is no crying over split milk.

Defeat is temporary condition only, but surrender makes defeat everlasting.

DEDICATION

This skripsi is dedicated to:

His beloved parents who always wish

him luck. Thanks for teaching him right

from wrong.

His family who always give their

support.

His beloved “Enèng” who always

supports and pray for his success.

His friends who always be there for him.

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ACKNOWLEDGEMENT

Praise be to Allah, the Cherisher and Sustainer of the worlds. The writer

can accomplish this research entitle “The Speaking Ability of Eleventh Grade

Students of SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012

Taught by Using Speech Technique”.

Praise and invocation are also given to our prophet, Muhammad SAW,

who is always his intercession in the end of the world. Therefore, the writer would

express his appreciation to those who always supports and helps him.

1. Drs. Susilo Raharjo M.Pd. as the Dean of Teacher Training and Education

Faculty of Muria University.

2. Fitri Budi Suryani, SS, M.Pd. as the Head of English Education Department.

3. Atik Rokhayani, S.Pd, M.Pd. as the First Advisor for her best suggestion,

guidance, and motivation in finishing this final project.

4. Drs. Muh. Syafei, M.Pd as the Second Advisor for his valuable help,

guidance, correction and suggestion for the completion of this final project.

5. All lectures and staff of English Education Department who have given their

contribution to the writer for the completion of this research.

6. His beloved parents (Mr. Abdul Ghoni and Mrs. Jumirah) who always give

love, support, and teach him the right from wrong.

7. Mr. Mohtarom, S.Ag, as the Headmaster of SMK Rohmatul Ummah Jekulo

Kudus, who permits and facilitates him to conduct the research.

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8. The English Teacher of SMK Rohmatul Ummah Jekulo Kudus Mrs. Siti

Khotijah, S.Pd, thanks for her help, and all of the students of SMK Rohmatul

Ummah Jekulo Kudus for helping him in collecting the data.

9. To “Emak Juni and Eneng Maya” who always give support, motivation and

moral encouragement.

10. Beloved “BEC Kediri” big family, TC 111, and MS 45 that always trained

him in English.

11. All of writer’s friends: Himma, Diqin, Fajri, and can not mention one by one

who give support and help him.

12. His lovely friends in English Education Department, thanks for help, support

and affection.


Writer

Iseh Musyafak

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ABSTRACT

Musyafak, Iseh. 2012. The Speaking Ability of Eleventh Grade Students of SMK

Rohmatul Ummah Jekulo Kudus in Academic Year 2011/ 2012Taght by

Using Speech Technique. Skripsi. English Education Department, Teacher

Training and Education Faculty. Advisor: (i) Atik Rokhayani, S.Pd, M.Pd

(ii) Drs. Muh. Syafei, M.Pd.

Keywords: Speaking, Speech

Speaking is the productive skill in the oral mode. It is not like the other

skills, is more complicated than it seems at first and involves more than just

pronouncing words. The purpose of speaking is to deliver information, idea,

concept, and opinion orally. Speaking is also one of four English skills that should

be possessed by everybody. In fact, there are many people or students especially

eleventh grade students of SMK Rohmatul Ummah Jekulo Kudus, they still get

difficulty when they get speaking lesson. From the fact, teacher should have a

technique that is able to facilitate and improve the students’ speaking ability. One

of the techniques is speech technique.

Speech is a speaking activity in front of the public or oration to deliver an

idea, or giving detail for something. It means that in application, students

compulsory to be able to deliver speech or idea to anybody else. It aims to get the

students brave, especially the eleventh grade students of SMK Rohmatul Ummah

Jekulo Kudus in delivering an idea and opinion that they deliver by speech.

Besides, it is also to improve the students’ speaking ability.

Design f this research is Classroom Action Research. This research is conducted

at SMK Rohmatul Ummah Jekulo Kudus in academic year 2011/ 2012, especially

the eleventh grade students of Rohmatul Ummah Jekulo Kudus. The number of

students is 28 students consist of 15 gentlemen and 13 ladies. This research

consists of three cycles and every cycle has instrument as follows: observation,

test result, questioner. Besides, writer applies the research design in every cycle

such as: planning, observing, analyzing, and reflecting.

The result of this research shows that using speech technique in teaching

speaking in English is effective to improve the students’ speaking ability. It can be

seen from the increase the test result in every cycle and the teaching learning

process in the classroom that is going better. The average score percentage of

students’ speaking ability in cycle I is 53.14% and cycle II is 57.29%. Based on

the data, it can be seen there is an improvement of students speaking ability

average score percentage between cycle I and II around 4.15%. The average score

percentage of students’ speaking ability in cycle III is 62.43%. The improvement

of students speaking ability average score percentage between cycle II and III

around 5.14%. While the improvement of students speaking ability average score

percentage from cycle II up to cycle III around 9.29%.

In every cycle is also seen the improvement of students activities and the

decrease of teacher’s problem in the classroom during teaching learning by using

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speech technique. In cycle I there are many students not giving respond when the

teacher gets them practice their speech. Eventhough there are some students

giving good respond. While from the questioner, it shows most of activity is

always felt difficult/ problem by teacher during the teaching learning process.

Eventhough some other activities are seldom even never felt difficult. In cycle II,

there are many students giving a good respond, even some of them still chat with

friends. While from the questioner, it shows most of activity is seldom felt

difficult/ problem by teacher. Few activities are always felt difficult. In cycle III,

almost all students are active in teaching learning process even though few of

them are silent. While from the questioner, it shows most of activity is never felt

difficult by teacher. Few of the activity are seldom felt difficult and no activities

are always felt difficult.

The writer suggests to teachers able to use speech technique as one of

alternative technique to teach English. In usage of this technique, it is suggested to

choose an interesting and updated material. For the students, it is suggested more

active in every activity during teaching learning process both in asking question

and practice the speech. And last for further researcher, in usage of speech

technique, they should pay attention the process in the class more. This technique

is also available for tenth and twelve grade of Senior High School.

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ABSTRAKSI

Musyafak, Iseh. 2012. Kemampuan Berbicara Siswa Kelas Sebelas SMK

Rohmatul Ummah Jekulo Kudus Tahun Pelajaran 2011/ 2012 Dajarkan

menggunakan Teknik Speech. Skripsi. Progam Studi Pendidikan Bahasa

Inggris Fakutas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus.

Pembimbing: (i) Atik Rokhayani, S.Pd, M.Pd (ii) Drs. Muh. Syafei, M.Pd

Kata kunci: Berbicara, Pidato

Berbicara adalah kemampuan yang produktif didalam pengucapan secara

lisan. Hal ini tidak seperti kemampuan lain, namun lebih sulit dari kelihatannya

dan sangkut pautnya lebih dari sekedar melafalkan kata. Tujuan berbicara adalah

untuk menyampaikan informasi, ide, gagasan, dan opini secara lisan. Kemampuan

berbicara juga merupakan satu dari empat kemamuan dasar berbahasa yang harus

dipraktikkan secara lisan yang harus dimiliki oleh setiap orang. Tapi pada

kenyataannya, masih ditemukan banyak orang atau siswa sekolah terutama siswa

kelas sebelas SMK Rohmatul Ummah, mereka masih mendapatkan kesulitan

ketika mereka mendapatkan materi tentang berbicara. Dari penemuan kenyataan

ini, guru harus mempunyai teknik yang mampu memfasilitasi dan meningkatkan

kemampuan berbicara siswa. Salah satunya adalah dengan teknik speech

(berpidato).

Berpidato adalah sebuah aktifitas berbicara didepan umum atau sebuah

orasi untuk menyampaikan sebuah ide ataupun memberikan keterangan detail

tentang sesuatu hal. Ini berarti ; dalam aplikasinya dikelas, siswa dituntut untuk

mampu menyampaikan pidato atau ide mereka kepada orang lain. Hal ini

bertujuan untuk melatih keberanian siswa, khususnya siswa-siswa kelas sebelas

SMK Rohmatul Ummah Jekulo Kudus dalam cara penyampaian ide dan opini

yang mereka tuangkan dalam sebuah pidato. Disamping itu juga untuk

meningkatkan kemampuan berbicara siswa.

Rancangan penelitian ini adalah Penelitian Tindakan Kelas. Penelitian ini

dilakukan di SMK Rohmatul Ummah Jekulo Kudus di tahun pelajaran 2011/

2012, khususnya kepada siswa-siswa kelas sebelas SMK Rohmatul Ummah

Jekulo Kudus. Jumlah siswa kelas sebelas adalah 28 siswa, yang terdiri dari 15

putra dan 13 putri. Penelitian ini terdiri dari tiga siklus dan setiap siklusnya

memiliki xilternativ, yaitu: observasi, hasil tes, dan kuesioner. Disamping itu,

peneliti juga menerapkan desain penelitian dalam setiap siklus sebagai berikut:

perencanaan, observasi, analisis dan refleksi.

Hasil dari penelitian ini menunjukkan bahwa menggunakan teknik speech

dalam mengajarkan bebicara pada pelajaran bahasa Inggris efektif untuk

meningkatkan kemampuan berbicara siswa. Hal ini dapat dilihat dari peningkatan

hasil tes disetiap siklus dan proses pengajaran dikelas yang semakin membaik.

Persentase nilai rata-rata berbicara siswa pada siklus I adalah 53,14% dan pada

siklus II adalah 57,29%. Dari hasil tersebut dapat dilihat adanya peningkatan

persentase nilai rata-rata kemampuan berbicara antara siklus I dan siklus II

sebesar 4,15%. Persentase nilai rata-rata kemampuan berbicara siswa pada siklus

xii

III adalah 62,43%. Peningkatan persentase nilai rata-rata kemampuan berbicara

siswa antara siklus II dan siklus III adalah 5,14%. Sementara itu peningkatan

persentase nilai rata-rata kemampuan berbicara siswa dari siklus I hingga siklus

III adalah 9,29%.

Dalam setiap siklus juga terlihat peningkatan aktifitas siswa dan

menurunnya tingkat kesulitan/ masalah yang dihadapi oleh guru dalam pengajaran

bahasa Inggris dengan menggunakan Speech Technique. Pada siklus I, banyak

dari siswa tidak memberikan tanggapan ketika guru menyuruh mereka

mempraktekkan pidato mereka. Meskipin begitu, ada beberapa siswa yang

memberikan tanggapan baik. Sememtara itu dari kuisioner menunjukkan bahwa

kebanyakan aktifitas sering dirasa sulit/ menjadi masalah bagi guru selama

pengajaran dalam siklus. Sedangkan beberapa aktifitas lain jarang atau bahkan

tidak pernah dirasa sulit. Pada siklus II, ada banyak siswa yang memberikan

tanggapan baik, meskipun begitu ada juga beberapa siswa yang masih ngobrol

dengan temannya. Sementara itu dari kuisioner menunjukkan bahwa kebanyakan

aktifitas jarang dirasa sulit/ menjadi masalah bagi guru. Hanya beberapa aktifitas

yang sering dirasa sulit. Pada siklus III, xiiltern semua siswa aktif dalam

pengajaran meskipun sedikit dari mereka yang masih diam. Sementara itu dari

kuisioner menunjukkan bahwa kebanyakan aktifitas tidak pernah dirasa sulit oleh

guru dalam pengajaran. Sedikit dari aktifitas jarang dirasa sulit serta tidak ada

aktifitas yang selalu dirasa sulit.

Peneliti menyarankan kepada para guru agar dapat menggunakan speech

technique sebagai salah satu teknik xiilternative untuk mengajar bahasa Inggris.

Dalam penggunaan teknik ini disarankan juga untuk memilih materi yang menarik

dan terkini. Untuk siswa-siswa diharuskan lebih aktif dalam setiap aktifitas selama

pengajaran baik dalam bertanya ataupun praktik berpidato. Dan terakhir, untuk

peneliti selanjutnya mereka dalam menggunakan speech technique supaya lebih

memperhatikan aktifitas dalam proses pengajaran dikelas. Teknik ini juga

diaplikasikan dikelas sepuluh ataupun duabelas.

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TABLE OF CONTENT

Page

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

LOGO ................................................................................................................. ii

TITLE ................................................................................................................. iii

ADVISORS’ APPROVAL ................................................................................ iv

EXAMINERS’ APPROVAL .............................................................................. v

MOTTO AND DEDICATION .......................................................................... vi

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

ABSTRACT ....................................................................................................... ix

ABSTRAKSI ..................................................................................................... xi

TABLE OF CONTENT ..................................................................................... xiii

LIST OF TABLES ............................................................................................. xvii

LIST OF FIGURES ........................................................................................... xix

LIST OF APPENDICES .................................................................................... xx

CHAPTER I INTRODUCTION

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

1.2. Statement of the Problem ............................................................................ 6

1.3. The Purpose of the Research ....................................................................... 6

1.4. Significance of the Research ....................................................................... 6

1.5. Scope of the Research ................................................................................. 7

1.6. Operational Definition ................................................................................ 7

CHAPTER II REVIEW TO RELATED LITERATURE AND ACTION

2.1. Teaching in Vocational High School (SMK) ........................................... 9

2.1.1. Teaching English in SMK Rohmatul Ummah Jekulo Kudus .................. 10

2.1.2. Curriculum of Teaching English in SMK Rohmatul Ummah Jekulo

Kudus ...................................................................................................... 11

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2.1.3. The Purpose of Teaching English in SMK Rohmatul Ummah Jekulo

Kudus ..................................................................................................... 12

2.1.4. The Material of Teaching English in SMK Rohmatul Ummah Jekulo

Kudus ..................................................................................................... 13

2.2. Speaking Ability ..................................................................................... 14

2.2.1. Improving Speaking Ability .................................................................... 15

2.2.2. Speech Technique .................................................................................. 15

2.2.3. Elements of Speech ................................................................................ 16

2.2.4. Point of Speech ...................................................................................... 14

2.2.5. Advantage and Disadvantage of Using Speech Technique .................... 18

2.2.6. Teaching English Speaking by Using Speech Technique ...................... 19

2.2.7. Step of Teaching Speaking by Using Speech Technique ....................... 21

2.3. Action Hypothesis .................................................................................. 22

CHAPTER III METHOD OF THE RESEARCH

3.1. Setting and Characteristic of Subject of the Research ............................ 23

3.2. Variable of the Research ......................................................................... 24

3.3. Design of the Research ............................................................................ 24

3.3.1 Planning .................................................................................................. 27

3.3.2 Acting .................................................................................................... 27

3.3.3 Observing ............................................................................................... 28

3.3.4 Reflecting ............................................................................................... 28

3.4. Procedure of the Research ...................................................................... 28

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3.4.1. First Reflection ....................................................................................... 28

3.4.2. Fact Finding Analysis ............................................................................. 29

3.4.3. Action Plan ............................................................................................. 29

3.4.4. Observe Action ....................................................................................... 29

3.4.5. Action Result .......................................................................................... 29

3.4.6. Reflection ............................................................................................... 29

3.5. Data Analysis ......................................................................................... 30

CHAPTER IV FINDING OF THE RESEARCH

4.1 Identifying the Problem .......................................................................... 34

4.2 The Cycle Research Procedures ............................................................. 35

4.2.1 The First Cycle ....................................................................................... 35

4.2.1.1 Planning the Action ................................................................................ 35

4.2.1.2 Implementing the Action ........................................................................ 37

4.2.1.3 Observing the Action ............................................................................. 41

4.2.1.4 Reflecting the Result of the Observation ............................................... 50

4.2.2 The Second Cycle ................................................................................... 52

4.2.2.1 Planning The Action ............................................................................... 53




4.2.3 The Third Cycle ..................................................................................... 68

4.2.3.1 Planning The Action ............................................................................... 68

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CHAPTER V DISCUSSION ............................................................................. 85

CHAPTER VI CONCLUSION AND SUGGESTION

6.1. Conclusion .............................................................................................. 89

6.2. Suggestion .............................................................................................. 90

BIBLIOGRAPHY .............................................................................................. 92

APPENDICES ................................................................................................... 94

CURRICULUM VITAE ..................................................................................... 142

xvii

LIST OF TABLES

Page

Table 3.1 The Criteria of Speaking Assessment of Eleventh Grade

Students of SMK Rohmatul Ummah Jekulo Kudus in Speech

Technique ...................................................................................... 30

Table 3.2 The Criteria Achievement Score of the Students Taught by

Using Speech Technique .............................................................. 32

Table 4.1 The Pronunciation Words in Cycle I ............................................ 38

Table 4.2 The Result of Observation to Know the Teacher’s and Students’

Activity of Cycle I in Teaching English by Using Speech

Technique to Improve Speaking Ability for Eleventh Grade

Students of SMK Rohmatul Ummah Jekulo Kudus in Academic

Year 2011/ 2012 ............................................................................. 41

Table 4.3 The Result of Questionnaire to Know the Teacher’s Problem in

Cycle I in Teaching English by Using Speech Technique to

Improve Speaking Ability for Eleventh Grade Students of

SMK Rohmatul Ummah Jekulo Kudus in Academic Year 2011/

2012 .............................................................................................. 46

Table 4.4 The Scoring of Students Achievement Test of Speaking Ability

Taught by Using Speech Technique in Cycle I ............................ 48

Table 4.5 The Criteria achievement Score of the Students Taught by Using

Speech Technique ......................................................................... 50

Table 4.6 The pronunciation words in Cycle II ............................................ 55


Activity of Cycle II in Teaching English by Using Speech



Year 2011/ 2012 ............................................................................ 58


Cycle II in Teaching English by Using Speech Technique to



2012 .............................................................................................. 62


Taught by Using Speech Technique in Cycle II 64



Table 4.11 The pronunciation words in Cycle III 71


Activity of Cycle III in Teaching English by Using Speech



Year 2011/ 2012 ............................................................................ 74

xviii


Cycle III in Teaching English by Using Speech Technique to



2012 .............................................................................................. 78


Taught by Using Speech Technique in Cycle III .......................... 80



xix

LIST OF FIGURES

Figure 3.1 The Scheme of Action Research Cycle ......................................... 27

xx

LIST OF APPENDICES

Page

Appendix 1 Syllabus ......................................................................................... 94

Appendix 2 Lesson Plan Cycle I ...................................................................... 99

Appendix 3 The Lay-Out of Observation to Know the Teacher’s and

Students’ Activities in Teaching English by Using Speech

Technique cycle I .......................................................................... 105

Appendix 4 The Lay-Out Questionnaire to Know the Teacher’s Problem in

Teaching English to Improve Speaking Ability by Using

Ostensive Teaching cycle I ........................................................... 107

Appendix 5 Lesson Plan Cycle II ..................................................................... 108



Technique cycle II ........................................................................ 113

Appendix 7 The Lay-Out Questionnaire to Know the Teacher’s Problem in


Ostensive Teaching cycle II .......................................................... 115

Appendix 8 Lesson Plan Cycle III .................................................................... 116



Technique cycle III ....................................................................... 121

Appendix10 The Lay-Out Questionnaire to Know the Teacher’s Problem in


Ostensive Teaching cycle III ........................................................ 123

Appendix11 The Score of Students Achievement Test of Speaking Ability

Taught by Using Speech Technique in Cycle I ............................ 124


Taught by Using Speech Technique in Cycle II ........................... 125


Taught by Using Speech Technique in Cycle III .......................... 126

Appendix14 The list of the Eleventh Grade Dtudents of SMK Rohmatul

Ummah Jekulo Kudus in Academic Year 2011/ 2012 ................. 127

Appendix15 Pictures .......................................................................................... 128

Documents

THE SPEAKING ABILITY OF ELEVENTH GRADE …eprints.umk.ac.id/1242/1/Hal._Judul.pdfKeywords: Speaking, Speech Speaking is the productive skill in the oral mode. ... ini, guru harus mempunyai