skripsi bab 1,2 n3
TRANSCRIPT
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CHAPTER I
INTRODUCTION
1.1 Background of the Research
For many years, English has been adopted as an international language.
English is used to communicate information, chiefly in science and technology.
Moreover, English is also very important for us, especially in the world of education
and working world. However we should use English to communicate with other
people, although we have limitation of knowledge about foreign language. English
has been the first foreign language taught formally in Indonesia for years. With
regard to the new curriculum, students of primary school have an opportunity to
learn English at school.
Human beings have learned their language since they were children,
especially their mother tongue. The process occurs naturally and properly with a
view to communicate in society environment. Communication is a part of human’s
daily activities. Through communication by using language, we can share our ideas
and thought with other people. In that way, a smooth interaction between people can
take place. In line with the more sophisticated world, we are demanded to be able to
communicate not only by using our mother tongue but also by using a foreign
language, especially English which is obviously more difficult to do since we have a
limitation of knowledge about foreign language.
Thus, English becomes a compulsory subject taught to the students from
primary school to university. School as formal institution not only has a role to
expand academic ability, but also other ability such as social skill and emotion.
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English teaching learning process at school must be able to give experience for
students to have a chance to win a competitive competition. As we all know that
mostly Indonesian students have some difficulties to improve their skills in English.
Nevertheless as the demand of this competitive era, we have to be able to speak,
listen, write, and to read English. Speaking, as one of the linguistic skills, is often
perceived to be a task that comes naturally to an individual. Furthermore, speaking is
also the most difficult skill to be mastered in learning a language.
Many language learners regard speaking ability as the measure of knowing a
language. These learners define fluency as the ability to converse with others, much
more than the ability to read, write, or comprehend oral language. They regard
speaking as the most important skill they can acquire, and they assess their progress
in terms of their accomplishments in spoken communication.
Language learners need to recognize that speaking involves three areas of
knowledge:
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in
the right order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message is
essential (transaction/information exchange) and when precise understanding is
not required (interaction/relationship building).
Social and cultural rules and norms (turn-taking, rate of speech, length of pauses
between speakers, relative roles of participants): Understanding how to take into
account who is speaking to whom, in what circumstances, about what, and for
what reason (David, 1977: 23).
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In the communicative model of language teaching, instructors help their
students develop this body of knowledge by providing authentic practice that
prepares students for real-life communication situations. They help their students
develop the ability to produce grammatically correct, logically connected sentences
that are appropriate to specific contexts, and to do so using acceptable (that is,
comprehensible) pronunciation. It means that the teaching of speaking plays an
important role to promote learners speaking ability.
Concerning how important the mastery of speaking skill in learning English,
the researcher would like to do a classroom action research to the third year students
of MTsN Kutamakmur because the students can not speak even a little English
although they have learned it for years and they are not motivated in English
teaching and learning process.
As an English teacher at the school, the researcher realizes that there are still
many weaknesses in English teaching and learning process in his class. Therefore, in
this chance, the researcher is interested to do an action research to improve his
students’ speaking ability by applying one technique in teaching speaking called
Heribone Technique which can help both teacher and students in English teaching
and learning process. It is done because he felt that the teaching techniques he used
previously worked less effectively and there were not varied which could not provide
many chances for the students to speak and can not motivate the student in learning
English speaking.
The herringbone technique, so-named because it resembles a fish skeleton, is
useful for analyzing a single idea. In this technique, teacher provides a kind of simple
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reading material and then the teacher stimulates the students to speak by asking of
the main idea Who? What?, When?, Where?, Why?, and How? Orally about what is
told in the reading passage. This technique is belief that in can improve students’
speaking ability and motivate the students during the teaching and learning process
(Bialystok, 1990:78).
Finally, the researcher sums up that the speaking skill is the most essential
language skill to be mastered by those who learn a language especially in learning
English. Furthermore, teaching and learning speaking are a hard task which needs
special technique. At last, the researcher believes that herringbone technique is a
powerful technique which can help both teachers and students improve the quality of
English teaching and learning process.
1.2 Problem of the Research
The Problems of the research are described in the following sentences:
1. Can Herringbone Technique improve the students’ speaking ability?
2. Can Herringbone Technique stimulate the students in learning English speaking?
1.3 Purpose of the Research
Based on the research problems, the researcher formulates the purpose of the
research as in the following:
1. To find out if Herringbone Technique can improve the students’ speaking ability.
2. To find out if Herringbone Technique can stimulate the students in learning
English speaking.
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1.4 Significance of the Research
It is hoped that this research will be advantageous in many ways:
1. Practically that the English teachers in the school will use the findings of the
research and can improve the students’ speaking ability.
2. Theorically, the research can be useful for the researcher and for the readers and
will provide additional information to the existing research about improving
students’ speaking ability.
1.5 Scope of the Research
The research is limited on interactive speaking where the students are
expected to be able to express their ideas and thought orally in English. This
limitation is done to make the researcher easily to do the research and to achieve
scientific and specific data.
1.6 Definition of the Key Terms
1. Speaking ability is described as the ability to express idea and thought in life
situation, or the ability to report act by using the expression that is in accordance
with situation.
2. Herringbone Technique is a speaking teaching technique. In this technique,
teacher provides a kind of simple reading material and then the teacher stimulates
the students to speak by asking of the main idea Who? What?, When?, Where?,
Why?, and How? Orally about what is told in the reading passage. This technique
is belief that in can improve students’ speaking ability and motivate the students
during the teaching and learning process.
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3. Action Research is any systematic inquiry conducted by teacher researchers to
gather information about the ways that their particular school operates how they
teach, and how well their students learn. The information is gathered with the
goals of gaining insight, developing reflective practice, effecting positive changes
in the school environment and on educational practices in general, and improving
student outcome.
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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Definition of Speaking
According to Chaney, speaking is .the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of contexts
(Chaney in Susanti, 2007:6). While another expert, Huebner in Susanti (2007:6),
speaking is a skill used by someone in daily life communication whether at school or
outside. The skill is acquired by much repetition; it primarily a neuromuscular and
not an intellectual process. It consists of competence in sending and receiving
messages
In addition, speaking is an essential tool for communicating, thinking, and
learning. Oral language is a powerful learning tool. It shapes, modifies, extends, and
organizes thought. Oral language is a foundation of all language development and,
therefore, the foundation of all learning. It is the base for the other language strands.
Through speaking and listening, students learn concepts, develop vocabulary, and
perceive the structure of the English language which is essential components of
learning. Students who have a strong oral language base have an academic
advantage. School achievement depends on students' ability to display knowledge in
a clear and acceptable form in speaking as well as writing (Hayriye: 2006:1).
Additionally, speaking is a vehicle to link individuals to society. Exchanges
students have with their peers and teachers can help them come to know the world in
more personal and socially responsible ways. When students talk about their ideas,
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they clarify their thinking. They can figure out what they believe and where they
stand on issues (Hayriye, 2006:1).
According to Hybel (2001:45), “speaking is any process in which people
share information, ideas and feeling, it involves all of body language mannerism and
style-anything that adds meaning to a message”.
From the above definition, it can be inferred that speaking is expressing
ideas, opinions, or feelings to others by using words or sounds of articulation in order
to inform, to persuade, and to entertain that can be learnt by using some teaching
learning methodologies.
2.2 The Importance of Speaking Skill
Speaking is an interactive process in constructing meaning that involves
producing, receiving, and processing information orally (florez: 1999:115). Gatenby
(1972:76) argues that what is essential in learning a language is that the language
being studied should be, as far as possible, the sole medium of communication in any
given environment. He further states that in order to be learnt, a language must be
used. This implies that whenever communication takes place, it involves speaking
and whenever speaking takes place, it must belong to a certain language. To make
clear about the nature of speaking, we refer to definition of speaking itself. Speaking
refers to the act of expressing thought, ideas and feelings by using audible symbol or
visible bodily action so that we can expect listeners to understand the meaning of the
message that we convey.
The speaker can ask questions, answer questions, influence others, give
directions, and generalization. What do we need to know and be able to speak in
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another language? One to know how to articulate the sounds in a comprehensible
manner, have adequate vocabulary and master syntax of the language. Hymes in
Nunan (1999:26) proposed the notion of communicative competence as an
alternative Chomsky’s linguistic competence. Communicative competence includes
not only linguistic competence, but also range of other sociolinguistic and
conversational skills that enable the speaker to know how to say what to whom, and
when. Richard in Nunan (1999:56) provides characteristics of communicative
competence including: (a) knowledge of grammar and vocabulary of the language;
(b) knowledge of rules of speaking e.g., knowing how to begin and end
conversations knowing what topics that can he talked about in different types of
speech events, knowing which address forms should be used with different persons
once speak to and in different situations: (c) knowledge of how to use and respond to
different types of speech acts such as request, apologies, thank and invitations; (d)
knowledge of how to use language appropriately. By communicative learning the
students should first make an account or ‘make a conscious effort considering what
the purpose of their peaking is, what subject to be discussed, and who would be their
listeners, because in communicative learning. they will be working with group of
course, they’ will have social interaction, Slavin (1995:89) states that through group
work students can have mutual independence and help each other among the high
achievement and the lower achievement students.
The basic assumption in any oral interaction is that the speakers want to
communicate ideas, feelings, attitudes, and information to the listeners.
Rivers (1981: 189) states that through speaking one express emotion, communicates
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intention, reacts to other persons and situations, and influences other human being.
Speaking is, then, to be a tool in everyday life to deliver intention. Lado (1964: 7)
argues that with recent emphasis on the spoken word, the ability to speak the
language has become a dominant requirement. People always convey the sense of
exposing the students to express their thoughts, ideas, and feelings. It is considered
important in terms of the teaching of language, since it can bring the students to think
creatively and through speaking they can express what they are thinking about.
2.3 The Components of Speaking Skill
Speaking is making use of words in an ordinary voice, uttering words,
knowing and being able to use language; expressing oneself in words; making
speech. While skill is the ability to do something well. Therefore, we can infer that
speaking is the ability to make use of words or a language to express oneself in an
ordinary voice. In short, the speaking skill is the ability to perform the linguistics
knowledge in actual communication. The ability functions to express our ideas,
feeling, thoughts, and need orally (Hornby, 2007:4).
Speaking is also one of the language arts that is most frequently used by
people all over the world. The art of speaking is very complex. It requires the
simultaneous use of the number of abilities which often develop at different rates.
According to Syakur (2007:4), there are at least five components of speaking
skill concerned with comprehension, grammar, vocabulary, pronunciation, and
fluency.
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a. Comprehension
For oral communication, it certainly requires a subject to respond, to speech
as well as to initiate it.
b. Grammar
It is needed for students to arrange a correct sentence in conversation. It is in
line with explanation suggested by Heaton (1978: 5) that student’s ability to
manipulate structure and to distinguish appropriate grammatical form in appropriate
ones. The utility of grammar is also to learn the correct way to gain expertise in a
language in oral and written form.
c. Vocabulary
One cannot communicative effectively or express their ideas both oral and
written form if they do not have sufficient vocabulary. Without grammar very little
can be conveyed, without vocabulary nothing can be conveyed (Willid in Mora,
2007:5).
So, based on this explanation, the researcher concluded that without
mastering vocabulary sufficiently is English learners will not be able to speak
English or write English properly.
d. Pronunciation
Pronunciation is the way for students’ to produce clearer language when they
speak. It deals with the phonological process that refers to the component of a
grammar made up of the elements and principles that determine how sounds vary and
pattern in a language. There are two features of pronunciation; phonemes and
suprasegmental features. A speaker who constantly mispronounces a range of
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phonemes can be extremely difficult for a speaker from another language community
to understand (Gerard, 2007:5).
From the statement above, the researcher concluded that pronunciation is the
knowledge of studying about how the words in a particular language are produced
clearly when people speak. In speaking, pronunciation plays a vital role in order to
make the process of communication easy to understand.
e. Fluency
Fluency can be defined as the ability to speak fluently and accurately.
Fluency in speaking is the aim of many language learners. Signs of fluency include a
reasonably fast speed of speaking and only a small number of pauses and “ums” or
“ers”. These signs indicate that the speaker does not have spend a lot of time
searching for the language items needed to express the message (Brown in Mora,
2007:5).
From the ideas above, the researcher concluded that another important
component is fluency. Fluency means the capability of someone speaks fluently and
accurately with little pauses like ‘ums’ and ‘ers’.
2.4 Teaching Speaking
According to Hornby (1995: 37) teaching means giving the instruction to a
person: give a person knowledge, skill and etc). While speaking means to make use
of words in an ordinary voice. So, teaching speaking is giving instruction to a person
in order to communicate. Tarigan (1990: 3-4) defines that speaking is a language
skill that is developed in child life, which is preceded by listening skill, and at that
period, speaking skill is learned. It means that speaking is the basic language. The
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process of speaking skill has happened or proceeded by listening skill. Increasing
listening skill is very beneficial for speaking ability.
The goal of teaching speaking skills is to communicate efficiently. Learners
should be able to make themselves understood, using their current proficiency to the
fullest. They should try to avoid confusion in the message due to faulty
pronunciation, grammar, or vocabulary, and to observe the social and cultural rules
that apply in each communication situation (Burnkart, 2007:7).
So, teaching speaking is the way of teacher gives instruction to students to
express their emotions, communicative needs, interact to other person in any
situation, and influence the others. For this reason, in teaching speaking skill, it is
necessary to have clear understanding involved in speech.
2.5 Activities Promote Speaking in Teaching Speaking
There are many activities to promote speaking which offer students much
time to practice their speaking ability not only in class but also outside and helps
them becoming socialized, and makes students more active in teaching and learning
process and at the same time makes their learning more meaningful and fun for them.
As Hayriye (2006:1) inferred from many linguistics on her article in the internet on
Teaching English as A Second Language (TESL) Journal, there are thirteen activities
to promote speaking, which are:
a. Discussion
After a content-based lesson, a discussion can be held for various reasons.
The students may aim to arrive at a conclusion, share ideas about an event, or find
solutions in their discussion groups. Before the discussion, it is essential that the
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purpose of the discussion activity is set by the teacher. In this way, the discussion
points are relevant to this purpose, so that students do not spend their time chatting
with each other about irrelevant things.
b. Interviews
Students can conduct interviews on selected topics with various people. It is a
good idea that the teacher provides a rubric to students so that they know what type
of questions they can ask or what path to follow, but students should prepare their
own interview questions. After interviews, each student can present his or her study
to the class. Moreover, students can interview each other and "introduce" his or her
partner to the class.
c. Role Play and Simulation
Role play has appeal for students because it allows the students to be creative
and to put themselves in another person’s place for a while (Richard, 2003: 222).
While simulation is very similar to role-play but here students can bring items to the
class to create a realistic environment. For instance, if a student is acting as a singer,
he or she can bring a microphone to sing and so on.
d. Reporting
In the class, the students are asked to report what they find as the most
interesting news. Students can also talk about whether they have experienced
anything worth telling their friends in their daily lives before class.
e. Prepared Talks
A popular kind of activity is the prepared talk where a student makes a
presentation on a topic. Such talks are not designed for informal spontaneous
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conversation; because they are prepared, they are more ‘writing-like’ than spoken
orally. However, if possible, students should speak from notes rather than from a text
(Harmer, 2001: 274).
However based on the statement above, the researcher concluded that a good
speaking activity should be previously prepared by the students rather than to see
from the text.
f. Dialogue
Dialogue is one of the media in teaching speaking. It helps the students
practice in speech, pronunciation, intonation, stress. Dialogue also increases
students’ vocabulary. The primary objective of using dialogue is developing
student’s competence (pronunciation, intonation, stress) in teaching speaking like
native speaker. Therefore, in teaching learning uses dialogue (short and long), the
students are motivated by the teachers question to reason rather than to recollect.
Dialogues is two sides communication, it means we just not have to express
something but we should have to understand what another peoples said (Podo, 1995:
25).
The statement above told us that dialogue is very effective to be used in
teaching speaking because it can help teacher improve his students’ speech,
pronunciation, intonation and stress in speaking activities.
2.6 Some Suggestions in Teaching Speaking
In addition, Hayriye (2006:1) provides some Suggestions for English teachers
in teaching speaking. They are as follows:
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1. Provide maximum opportunity to students to speak the target language by
providing a rich environment that contains collaborative work, authentic
materials and tasks, and shared knowledge.
2. Try to involve each student in every speaking activity; for this aim, practice
different ways of student participation.
3. Reduce teacher speaking time in class while increasing student speaking time.
Step back and observe students.
4. Indicate positive signs when commenting on a student's response.
5. Ask eliciting questions such as "What do you mean? How did you reach that
conclusion?" in order to prompt students to speak more.
6. Provide written feedback like "Your presentation was really great. It was a good
job. I really appreciated your efforts in preparing the materials and efficient use
of your voice…"
7. Do not correct students' pronunciation mistakes very often while they are
speaking. Correction should not distract student from his or her speech.
8. Involve speaking activities not only in class but also out of class; contact parents
and other people who can help.
9. Circulate around classroom to ensure that students are on the right track and see
whether they need your help while they work in groups or pairs.
10. Provide the vocabulary beforehand that students need in speaking activities.
11. Diagnose problems faced by students who have difficulty in expressing
themselves in the target language and provide more opportunities to practice the
spoken language.
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2.7 Characteristics of Successful Speaking Activities
Sometimes spoken language is easy to perform, but in some cases, it is
difficult (Pollard, 2008:33). In order that students can carry out the successful
speaking, they have to fulfill some characteristics of successful speaking activity
such as:
a. Learners talk a lot. As much as possible of the period of time allocated to the
activity is in fact occupied by learners talk. This may be obvious, but often most
time is taken up with teacher talk or pauses.
b. Participant is even. Classroom discussion is not dominated by a minority of talk
active participants. All get a chance to speak and contributions are fairly evenly
distributed.
c. Motivation is high. Learners are eager to speak because they are interested in the
topic and have something new to say about it, or they want to contribute to
achieve a task objective.
d. Language is of an acceptable level. Learners express themselves in utterances
that are relevant, easy comprehensible to teach other and of acceptable level of
language accuracy.
2.8 Teaching Hints
2.8.1 Classroom organization
If the activities are done in pair work, a certain amount of classroom
reorganization may be necessary. If it is at all possible, the room should be arranged
in such a way that pairs face one another across a desk or a table. This is to give them
'eye-contact' which makes communication a lot easier. Again, if possible, some sort
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of screen (e.g. a bag) should be placed between them so that they cannot see one
another's books. However, there may be practical reasons why such a classroom
arrangement may not be possible. In which case the teacher can adapt the working
methods accordingly to suit his or her particular circumstances (Watcyn, 1997:5).
Based on the explanation above, the researcher summed up that in teaching
process especially in teaching speaking, an English teacher has to be well-understood
about classroom organization because good classroom organization creates good
learning atmosphere that will make students comfortable in the teaching and learning
process.
2.8.2 Working in pairs
Since the students would be working in pairs, there is the inevitable problem
of what happens when there is an odd-number of students in the class. Here are one
or two possible solutions (although they are by no means the only ones):
a. The teacher forms the 'extra' partner, in which case he or she should choose a
different student to work with each time.
b. The 'odd' student monitors another pair. The student chosen to monitor another
pair should be changed each time an activity is done.
c. Three students work together instead of two. Two of the students form a team to
partner the third one, taking it in turns to talk to him or her. Again, the group of
three should be changed frequently.
One final consideration regarding pair work is that partners should be
changed frequently to ensure that everyone really gets an opportunity to work with
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and to get to know as many different members of the class as possible (Watcyn,
1997:5).
2.8.3 Introducing an Activity
Clear instructions are given for all the activities, so in most cases it should be
sufficient for the teacher simply to ask the students to turn to a particular activity and
to let them read through the instructions. While they do this, the teacher goes around
the class checking that they have fully understood what they have to do before they
begin. If, on the other hand, the class lacks confidence or is not used to
communicative work, the teacher could, on the first few occasions when the book is
used, demonstrate briefly with two students (A and B) while the class monitors them.
Alternatively, the teacher could set up the situation with the whole class then, by
prompting the students, get suggestions as to what A and B might say to each other.
Whichever method is chosen, it is essential that the students know exactly what they
have to do before they are allowed to begin (Watcyn, 1997:5).
The paragraph above tells that in introducing an activity, an English teacher
should make a clear voice in giving instruction to his students that make his students
easy to understand him and goes around the class to approach his students that will
create good relationship between teacher and students.
2.8.4 Working through Activity
It is probably better if all pairs start working at the same time rather than
working one after the other. During the activity, the teacher moves from pair to pair,
as a passive observer, noting problems or mistakes which can be taken up with the
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whole group afterwards. The length of the activities varies from approximately five
to twenty minutes. It is up to the teacher and the class to decide whether to spend a
whole lesson on the activities or else to make them a part of the normal lesson
(Perhaps a combination of these two is a good idea.)
Finally, since not all groups will finish at exactly the same time, it may be
necessary for the teacher to have a definite 'finishing time' in mind for some of the
more open-ended activities (Watcyn, 1997:5).
2.8.5 Following up an Activity
The teacher should always spend a few minutes after an activity discussing it
with the class. The discussion could include talking about what the students found
difficult as well as finding out if anyone wanted to say something but didn't have the
necessary language skills to express himself or herself. This is also the time when
any mistakes can be pointed out and, if necessary, revision practice given. Finally, it
is a good idea occasionally to ask one of the pairs to practice the activity again while
the rest of the class listen and monitor their performance (Watcyn, 1997:6).
Although these two activities practice asking and answering questions, the
chief reason for putting them first in the book is that they are a useful way of
breaking the ice when the class is a new one-although they are still useful even when
the class has been together for some time (Peter, 1997:6).
2.9 Assessing Speaking Skill
Speaking is probably the most difficult skill to assess. As it is a complex skill
that includes many aspects of language, and influenced by many factors, the accurate
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measurement of that ability is not easy. Heaton (1988: 88-9) cited some difficulties
(challenges) in testing speaking skill. They are the subjective 1ctor in making
judgment, the administration of time in oral testing especially on a large number of
students, the difficulties in setting up the criteria for measuring the speaking skill and
the selection of the activities or the format of speaking test.
Another problem in assessing oral language in the classroom as O’Malley
(1996:56) states is its lack of authenticity. Authenticity in oral language assessment
means here, relates to both the type of language used and the task to which that
language is applied Assessment of oral languages supposed to focus on a student’s
ability to interpret and convey meaning for authentic purposes in interactive contexts.
Furthermore O’Malley (1996:56) says that teachers need to use assessment
tasks that are as authentic as possible in a classroom setting. This means: (1) using
authentic language in listening/speaking activities; (2) setting real-world tasks, such
as getting the gist of a message, listening selectively, describing, giving directions,
and giving opinions; and (3) giving students opportunities to use language in
situations based on everyday life.
When a teacher assesses spoken language, actually, she is interested in two
things. The first is how the students are likely to use language in social situations.
The second is how well they have learnt what the teacher has taught them (Burns and
Joyce, 1997, O’Malley, 1996:60). In order to get the answers, most assessment
situations used by the teacher is by asking students to participate in an interview or
an activity that will enable them to produce spoken language. In this case,
cooperative learning that present students with opportunities to use oral language to
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interact with others whether for social or academic purpose are optimal for assessing
oral Language (O’Malley, 1996:56).
2.10 Teaching Speaking through Herringbone Technique
Herringbone Technique is a speaking teaching technique. In this technique,
teacher provides a kind of simple reading material and then the teacher stimulates the
students to speak by asking of the main idea “Who? What?, When?, Where?, Why?,
and How?” orally about what is told in the reading passage. This technique is belief
that in can improve students’ speaking ability and motivate the students during the
teaching and learning process (Bialystok, 1990:1). The herringbone technique is
designed to show causal interactions of a complex event (e.g. an armed conflict) or a
complex phenomenon. An advantage of the herringbone technique is it helps
students encode information in a manner that enhances their ability to answer essay
questions (Bialystok, 1990:1).
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Here are the steps in teaching speaking through Herringbone technique:
1. First, the teacher prepared simple English reading passage to be read by students
in teaching and learning process.
2. The teacher gives the students the reading passage.
3. The teacher explains any English word that they do not understand from the
reading passage.
4. Before asking the students to read, firstly the teacher explains the students that
they have to remember some question beginning with “where, how, when, what
and why” reading the passage.
5. After the students read the passage, the students asks the students to work in
groups to discuss some questions beginning with “where, how, when, what and
why”.
6. After the students working in group, the teacher ask the students to discuss
present their work in front of the class by using English and the other groups ask
the questions related with “where, how, when, what and why” questions.
7. While the students do their activity, the teacher monitors the activity in case the
students need his help.
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CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
The design of the research was classroom action research. Classroom action
research was usually done to improve the quality of teaching and learning process.
There are many kinds of models in classroom action research like collaborative
classroom action research, individual teacher as researcher and etc. In this research,
the researcher adopted individual teacher as researcher to do this research. The
researcher chose this model of classroom action research because the researcher
taught English at the third grade class of MTsN Kuta Makmur.
In this model, the teacher functioned as the researcher and the practitioner
who did the actions in the class. Individual teacher researcher usually focuses on a
single issue in the classroom in which the teacher seeks for the solutions to the
problems found in his daily teaching activity like classroom management,
instructional strategies, use of materials, or student learning. Teachers may have
support of their supervisor or principal, an instructor for a course they are talking, or
parents (Asrori, 2008:45).
3.2 Setting and Subject of the Research
The research was conducted at the third year students of MTsN Kutamakmur,
where the researcher teaches English. The class consisted of thirty students. The
class was rational enough to be the subject of the research because the students of the
class did not speak English well. Moreover they were not motivated and not active
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during English class due to the teaching techniques and methods used were not
enjoyable and interesting.
3.3 The Research Procedure
In doing this research, the researcher followed the classroom action research
procedure introduced by kemmis and Taggart. The procedure can be described
through the following figure:
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RECONNAISSANCE The teaching and learning
problems in speaking skills.
ANALYSIS AND FINDING The students have low ability in
speaking ability. The strategic used in the teaching
and learning process are not varied and interesting.
PLANNING THE ACTION Designing a lesson plan for
teaching speaking through Herringbone Technique.
Preparing research instruments and criteria of success.
IMPLEMENTING THE PLANCarrying out the teaching and learning process on the lesson plan.
OBSERVINGObserving and collecting the data about the effect of implementations of the action.
REFLECTING ON THE ACTION Analyzing the collected data Determining whether the action is
successful or unsuccessfulSuccessful
Report
Revised PlanConclusion
Unsuccessful
Figure 3.1 Classroom Action Research Model (Adapted from Kemmis & Taggert, 1988)
27
From the figure above, it could be seen that the research was done through
many repeated cycles. Each cycle comprised of the steps which are known as
reconnaissance, planning action, implementation of action, observation of action,
observation and data analysis and reflection. To be more specific, the steps were
explained as the following:
3.3.1 Reconnaissance
As a good English teacher, the researcher always reflected himself in teaching
activity and considered his students’ achievement in learning. Having reflected those
conditions, the researcher found some problems which had to be solved out soon
otherwise the problems would be growing bigger and bigger. After finding the
problems, the researcher considered that it needed to be done a research in order to
solve the problems. The result of the preliminary study done by the researcher
showed that of the students have some problems in learning speaking because the
method and the technique used was not fun and interesting.
3.3.2 Planning the action
In this step, the researcher prepared teaching strategy in teaching speaking
through Herringbone technique, designed lesson plan, prepared assessment tests, and
set the criteria of success.
3.3.2.1 Preparing Teaching Strategy
Having done the preliminary study at MTsN Kuta Makmur, the researcher
chose Herringbone technique as the teaching technique to be implemented in
teaching speaking to class IX/B students of MTsN Kuta Makmur to solve the
28
problems found in the class. The reason of the researcher chose Herringbone
technique because Herringbone technique gave the students far more chances to
speak English in the classroom. Students participated in the lesson would be much
more active because they were involved in talking to their friends exchanging
opinions, practicing new structures more than listening to their teacher talking. This
was important when English lessons usually took place three times a week, teachers
had to practice, developed all the language skills and it happened that there was no
time left for speaking. So if a teacher had ten minutes left during the lesson it was
better to divide the class into groups and pairs and to give the learners opportunity to
really use the language to communicate with each other.
3.3.2.2 Designing Lesson Plan
Before implementing the action, the researcher needed to design lesson plan
as the guide in conducting the teaching process especially in teaching speaking
through herringbone technique. This was a very important part in this study in
implementing the action. The lesson plan was developed based on KTSP Curriculum.
The teaching procedure in the lesson plan was divided into three stages
consisting of pre-activity, main activity, and post-activity. In the pre-activity, the
students were brainstormed to prepare their schemata and to dig their prior
knowledge about the topic they were dealing with. Meanwhile in the main activity,
the students dealt with some tasks leading to reach the objectives of the lesson plan.
Especially in speaking skill, the researcher designed interesting activity that was
considered to be able to make the students speak in the form of group activities.
29
Finally, the last fifteen minutes were planned for the post-activity. The post-
activity was conducted by giving certain tasks for the students to see the students’
mastery of the lesson.
3.3.2.3 Developing Research Instruments
Instruments are the tools in collecting data. So, in research, the researcher
developed some instruments that were used in this research. They were as follows:
1. Observation checklists
Observation checklist is a list of things that an observer is going to look at
when observing a class. This list may have been prepared by the observer or the
teacher or both (Arikunto, 2006:229). Observation checklists gave an observer a
structure and framework for an observation to get specific information on aspects of
the class. In this research observation checklist was used to obtain data about how the
practitioner implement the action and gather data about the students’ activity during
the teaching learning process. Observation checklist is distributed to the teacher and
the students.
2. Questionnaires
Questionnaire is list of a research or survey questions asked to respondents,
and designed to extract specific information (Arikunto, 2006:225). In this research,
questionnaires were administered to the students to complete the information that
could not be attained from observation checklist.
3. Test
Test is sequence or list of questions to measure, skill, ability, intelligence,
owned by individual or group (Arikunto, 2006:223). In this research, the researcher
30
used speaking test to measure the students speaking ability. The test was done to
measure the development of the students’ speaking ability after receiving some
actions.
3.3.2.4 Specifying Criteria of Success
The criteria of success of the research are designed for the teacher and the
students. They are as explained below:
1. The researcher’s score in implementing Herringbone technique in teaching
speaking to the third year students of MTsN Kutamakmur was 3 (good)
2. 75 % of the students were involved in learning speaking through Herringbone
technique.
3. The Students’ average score in speaking test was equal to or higher than 70.
3.3.3 Implementing and Observing the Action
In this step, the researcher played role as the practitioner who implemented
the actions based on what was prepared previously in the planning step, while
observation was done by other teacher. In this step, the researcher did three meeting
of implementing herringbone technique in teaching speaking to the third year
students in class IX/B of MTsN Kuta Makmur.
3.3.4 Reflecting on the Action
In this part of cycle, the researcher dealt with analyzing the implementation
of the actions through the collected data. It included the discussion of how far the
developed technique solved the problem and the factors that might be the causes of
the unsuccessful technique applied. In this research, the researcher reflected the
31
things that had been done in the activities of learning and the impact of the activities
as well toward the improvement of the students’ ability in speaking. The data were
compared with the criteria of success to see whether the data had met the criteria.
The result of this reflection was, then, used as the basic consideration to revise the
model to be applied in the next cycle to get a better result of learning.
3.4 Technique of Data Collecting
To collect the required data, the researcher used observation sheet, field note and
questionnaires as the instruments. The observation sheet was directed to see the
reaction showed by the students toward the technique applied when the process of
teaching and learning speaking was in session. Meanwhile, some important data
which related to and support the study but could not be covered in the observation
sheet were noted in the field note. The next instrument was questionnaire. Through
questionnaires, the researcher noted the students’ comments, opinions and
suggestions concerning their activities in implementing the action. These data were
meaningful in analyzing the success of the activities and in revising the activities for
the next cycle. Finally, to collect data about the students’ ability in speaking, the
researcher administered assessment test in each cycle. In assessing the student’s
speaking test, the researcher used the following speaking rubric score adapted from
(Heaton, 1975:100). The speaking rubric can be seen in the table below:
Table 3.1 Speaking Rubric Score
Level Accuracy Fluency Comprehensibility6 Pronunciation was only very
slightly influenced by the mother-tongue. Two or
three minor grammatical
Spoke without too great an effort with fairly wide range of expression. Searched for words
Easy for the listener to understand the speaker’s
intention and general meaning. Very few
32
and lexical errors occasionally but only one or two unnatural pauses.
interruption or clarifications required.
5
Pronunciation was slightly influenced by the mother-
tongue. A few minor grammatical and lexical
errors but most utterances were correct
Has to make an effort at times to search for words.
Nevertheless, smooth delivery on the whole and
only a few unnatural pauses.
The speaker’s intension and general meaning are
fairly clear. A few interruptions by the
listener for the sake of clarification are
necessary.
4
Pronunciation was still moderately influenced by the mother-tongue but no
seriously phonological errors. A few
grammatical lexical errors but only one or
two major errors causing confusion.
Although he had to make an effort and search for words,
there were no many unnatural pauses. Fairly smooth delivery mostly,
fragmentary but succeeds in conveying the general
meaning fair range of expression.
Most of what the speaker says was easy to follow.
His intentions were necessary to help him to convey the message or to seek clarification n.
3
Pronunciation was influenced by the mother-
tongue but only a few phonological errors.
Several grammatical and lexical errors, some of which cause confusion.
Had to make an effort for much of the time. Often
had to search for the desired meaning, rather
halting delivery and fragmentary range of
expression often limited.
The listener could understand a lot of what was said. But he must
constantly sought clarification. Cannot
understand many of the speaker’s more complex
or longer sentences.
2
Pronunciation seriously influenced by the mother
tongue with errors causing a breakdown in communication. Many basic grammatical and
lexical errors.
Long pauses while he searched for the desired
meaning frequently fragmentary and halting delivery. Almost gave up making the effort at times.
Limited range of expression
Only small bits (usually short sentences and phrases) could be
understood - and then with considerable effort by someone who was used to listening to the
speaker.
1
Serious pronunciation errors as well as many basic
grammatical and lexical errors no evidence of
having master of any of the language skills and areas practiced in the
course
Full of long and unnatural pauses. Very halting and fragmentary delivery. At
time’s give up making the effort. Very limited range
of expression.
Hardly anything of what was said can be
understood. Even when the listener made a great
effort or interrupt, the speaker unable to clarify anything he seemed to
have said.
33
3.5 Technique of Data Analysis
Technique of data Analysis is the continuation of the data collecting phase.
Data analysis is an essential part of a study. Therefore, researchers should be
understood the techniques of data analysis to get reliable and scientific results.
Usually, there were two kinds of data collected and analyzed in classroom action
research namely qualitative and quantitative data.
Quantitative data was in form of students’ score and it was analyzed
descriptively by using descriptive statistics for example searching for students’
means score, percentage of successful learning and displaying data in a good way.
On the contrary, qualitative data was the data in the form of sentence which obtained
from observation checklist, questionnaires and field note like students’ attitude and
motivation during teaching-learning process. Qualitative data was analyzed
qualitatively by taking conclusion from all the qualitative data collected.
34
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this research, the researcher presented the result of data that were collected
in this research. The explanation was as described below:
4.1 Cycle 1
The first cycle was started on Friday, October 1st 2010. The cycle was done
through four steps called (1) Planning the Action, (2) Implementing the Action, (3)
Observing the Action and (4) Reflecting the Action. In the first cycle, the researcher
performed four meetings for implementing action. The action was about improving
students’ speaking ability through Herringbone technique. The first meeting was held
on Tuesday, October 5th 2010, the second meeting was held on Saturday, October 9 th
2010 and the third meeting was held on Tuesday, October, 12th 2010.
4.1.1 Planning the Action
This activity was done on Friday, October 1st 2010. In this part of activity the
researcher prepared the research instruments like tests (speaking test), observation
checklists, and questionnaires, designed lesson plan, specified criteria of success, and
developed teaching speaking lesson plan through Herringbone technique. In doing
this activity, tasks, the researcher was helped by another English teacher at the
school.
35
4.1.2 Implementing and Observing the Action Action
In this step, the researcher played role as the practitioner or teacher who
implemented the actions based on what was prepared previously in the planning step,
while observation was done by other teacher. In this step, the teacher did three
meeting of implementing herringbone technique in teaching speaking to the third
year students in class IX/B of MTsN Kuta Makmur.
In implementing action in cycle 1, all research instruments such as
tests, questionnaires, and observation checklists were employed to obtain the data
about the teacher’s and the students’ activity during the action. Furthermore, there
was modeling session before implementing the action.
4.1.2.1 Modeling Session
Modeling session was the session which was done to get the researcher to be
ready and well-prepared in teaching speaking through Herringbone technique.
Modeling session was the process of training in Herringbone technique in teaching
speaking.
4.1.2.2 First Meeting
As it has been mentioned before, the first meeting was held on Tuesday,
October 5th 2010. At the beginning of teaching, the researcher used five minutes of
the session to prepare the class for English speaking subject. These five minutes were
also used to encourage the students to like English subject. After motivating the
students, then the researcher started doing the three teaching speaking phases.
36
In the pre-teaching phase:
1. The researcher explained the objectives of the meeting.
2. The researcher geared the student’s attention to the topic by asking some
questions about learning speaking through Herringbone technique.
3. The researcher stimulated the student’s prior knowledge on the topic by
brainstorming or predicting.
In the whilst-teaching phase:
1. First, the researcher prepared simple English reading passage to be read by
students in teaching and learning process.
2. The researcher gave the students the reading passage.
3. The researcher explained any English word that they did not understand from the
reading passage.
4. Before asking the students to read, firstly the researcher explained the students
that they have to remember some questions beginning with “where, how, when,
what and why” in reading the passage.
5. After the students read the passage, the students asked the students to work in
groups to discuss some questions beginning with “where, how, when, what and
why”.
6. After the students working in group, the researcher asked the students to discuss
present their work in front of the class by using English and the other groups ask
the questions related with “where, how, when, what and why” questions.
7. While the students do their activity, the researcher monitored the activity in case
the students need his help.
37
In the post-teaching phase:
1. The researcher asked the students to report about the contents of their reading
passages in front of the class.
2. The researcher gave response or comment to the students’ performance.
3. The researcher made a follow up or reflection.
4.1.2.3 Second Meeting
The second meeting was done on Saturday, October 9 th 2010. In the second
meeting, the researcher felt better than in the first meeting because he has
experienced it before in the first meeting. As usual, the researcher opened the class
by greeting the students and checking the students’ attendance list. Next the teacher
started the phases of teaching speaking through Herringbone technique.
In the pre-teaching phase:
1. The researcher explained the objectives of the meeting.
2. The researcher geared the student’s attention to the topic by asking some
questions about learning speaking through Herringbone technique.
3. The researcher stimulated the student’s prior knowledge on the topic by
brainstorming or predicting.
In the whilst-teaching phase:
1. First, the researcher prepared simple English reading passage to be read by
students in teaching and learning process.
2. The researcher gave the students the reading passage.
3. The researcher explained any English word that they did not understand from the
reading passage.
38
4. Before asking the students to read, firstly the researcher explained the students
that they have to remember some question beginning with “where, how, when,
what and why” reading the passage.
5. After the students read the passage, the researcher asked the students to work in
groups to discuss some questions beginning with “where, how, when, what and
why”.
6. After the student working in group, the researcher asked the students to discuss
present their work in front of the class by using English and the other groups ask
the questions related with “where, how, when, what and why” questions.
7. While the students do their activity, the researcher monitored the activity in case
the students need his help.
In the post-teaching phase:
1. The researcher asked the students to report to about the contents of their reading
passages in front of the class.
2. The researcher gave response or comment to the students’ performance.
3. The researcher made a follow up or reflection.
4.1.2.4 Third Meeting
The third meeting was done on Tuesday, October, 12th 2010. The third
meeting in the first cycle was used to do speaking assessment test to see the
improvement made by the students in learning speaking through Herringbone
technique. The students’ average score in this speaking assessment test was 55. The
result of speaking test was attached in the appendix.
39
4.1.3 Reflecting the Action
This was the last step taken in the first cycle, the researcher and the observer
analyzed the collected data obtained from the observation checklists, questionnaires
and the test. It was done to determine whether the first cycle was categorized
successful or not. In this case, the researcher together with the teacher did reflection
based on predetermined criteria of success set in this research. The activities done by
the researcher and the teacher in the reflection step were as follows:
1. The researcher and the observer checked and analyzed the result of observation
checklists for students and the teacher.
2. The researcher and the observer checked and analyzed the result of
questionnaires.
3. The researcher and the observer teacher checked and analyzed the result of the
speaking test done in the first cycle.
4.1.3.1 The Result of Analyzing Observation Checklists in the First Cycle
The first activity done by the researcher and the observer teacher was
checking the result of observation checklist for students. The result of observation
checklist analysis was displayed in the following table:
Table 4.1 The Result of Analyzing Observation Checklists for students in the First Cycle
Teaching stages
Descriptors 1 2 3 4
Pre-TeachingActivity
1. The students responded the teacher’s greeting in learning speaking through Herringbone technique.
3
2. The students answered the teacher’s 2
40
questions about learning speaking through Herringbone technique.
3. The students paid good attention to the teacher’s explanation about learning speaking through Herringbone technique.
2
4. The students sat in well in groups in learning speaking through Herringbone technique.
3
Whilst-Teaching ‘Activity
1. The students asked the teacher some questions when they did not understand how to learn speaking Herringbone technique.
2
2. The students looked dictionary for the words they did not understand.
2
3. Students discussed the meaning in learning speaking through Herringbone technique.
2
4. The students performed Herringbone technique activities in front of the class.
4
5. The students looked very happy learning speaking through Herringbone technique.
2
Post –Teaching Activity
1. The students listened well to the conference that was done by the teacher about the mistakes they made during learning speaking through Herringbone technique.
4
2. The students took summary about some important note in learning speaking through Herringbone technique.
2
3. The students did homework. 1
The interpretation of students’ performance level: 4 = Very good = 90% of the student did.3 = Good = 75 % of the student did.2 = Fair = 60% of the student did.1 = Poor = 50% of the student did.
41
Through the table above, the researcher concluded that in the first cycle, the
average score of students’ performance level was 2 or fair. It meant only 60% of the
student were actively involved in learning speaking through Herringbone technique.
Furthermore, the researcher and the teacher checked the result of observation
checklist for teacher. The result of observation checklist analysis was displayed in
the following table:
Table 4.2 The Result of Analyzing Observation Checklists for Teacher in the First Cycle
Teaching stages
Descriptors Yes No
Pre-TeachingActivity
1. The teacher greeted the student in teaching speaking through Herringbone technique.
Yes
2. Teacher asked some questions to the students about teaching speaking through Herringbone technique.
Yes
3. The teacher explained the rule of learning speaking through Herringbone technique.
Yes
4. The teacher divided the students into groups or pairs in teaching speaking through Herringbone technique.
Yes
Whilst-Teaching ‘Activity
1. The teacher monitored the students’ performance in learning speaking through Herringbone technique.
No
2. Teacher guided the students when the students needed some helps.
No
3. The teacher asked the student to look dictionary if the students needed the meaning of words.
Yes
4. The teacher noted some mistakes made by the students while monitoring students’ activity in learning speaking through Herringbone technique.
No
5. The Teacher praised the students in varied ways no matter how the students learnt speaking through Herringbone technique.
No
1. The teacher did conference to identify the students’ problems in learning speaking
No
42
Post –Teaching Activity
through Herringbone technique2. The teacher asked the students to take
summary about some important note in learning speaking through Herringbone technique.
Yes
3. The teacher gave homework to the students. Yes
The interpretation of teacher’s performance level:
4 = Very good = the teacher did all descriptors of teaching activities.
3 = Good = the teacher did 8-10 descriptors of teaching activities.
2 = Fair = the teacher did 5-7 descriptors of teaching activities.
1 = Poor = the teacher did 4 descriptors of teaching activities.
Based on the table of the result of observation checklists for teacher above,
the researcher concluded that the score of the teacher’s performance in teaching
speaking through Herringbone technique was at level 3 (good) because the teacher
only did 7 descriptors of teaching activities.
4.1.3.2 The Result of Analyzing Questionnaires in the First Cycle
From the questionnaires distributed to the students, it showed that 60 % of the
number of the students answered that they were interested in learning speaking
through Herringbone technique, 50 % of the number of the students answered that
they felt easy learning speaking through Herringbone technique, 45 % of the number
of the students answered that learning through Herringbone technique could help
them in learning speaking, of the number of the students answered that they 60 % of
the number of the students answered that they usually found kinds of vocabulary
taught through Herringbone technique in their daily English learning activity, 50 %
of the number of the students answered that they agreed if Herringbone technique
43
applied continuously in teaching speaking at their school, 0 % of the number of the
students answered that they had never learnt speaking through Herringbone
technique before, 50 % of the number of the students answered that they were
motivated in learning speaking through Herringbone technique and 60% of the
number of the students answered that they felt their speaking ability improved
learning speaking through Herringbone technique.
4.1.3.3 The Result of Analyzing Speaking Test in the First Cycle.
The result of speaking test done in the first cycle showed that the average
score of the students in speaking test in the first cycle was 55. It meant that it did not
meet the criteria of success yet because the qualified average score is 70.
After analyzing all the result of observation checklists, questionnaires and the
assessment test of the first cycle, the researcher concluded that the results of the first
cycle had not met all the predetermined criteria of success yet. Therefore, based on
this reason, the researcher stated that the second cycle was necessary to be done.
4.2 Cycle 2
The second cycle was started on Friday, October 15 th, 2010. There were also
four meeting done in the second cycle. The first meeting was held on Saturday,
October 16th, 2010, the second meeting was held on Tuesday, October 21st, 2010 and
the third meeting was held on Saturday, October 23rd, 2010.
44
4.2.1 Planning the Action
This activity was done on Friday, October 15th, 2010. In this part of activity
the researcher revised some weaknesses found in the first cycle in order to get the
better result in the second cycle.
4.2.2 Implementing and Observing the Action
As in the first cycle, the researcher still acted as the teacher who implemented
Herringbone technique in teaching speaking to third year students of MTsN Kuta
Makmur. In this activity, the researcher was help by another English teacher at the
school. He worked acted as the observer who observed the action done by the
researcher.
4.2.2.1 First Meeting
The first meeting of the second cycle was conducted on Saturday, October
16th, 2010. In implementing action in the first meeting of the second cycle, the
researcher still did the same teaching procedure as done in the first cycle. First, the
researcher entered the class, the researcher used five minutes to prepare the class for
English subject. These five minutes were also used to encourage the students to study
English harder. Then after motivating the students, the researcher started doing three
teaching speaking phases.
In the pre-teaching phase:
1. The researcher explained the objectives of the meeting.
2. The researcher geared the student’s attention to the topic by asking some
questions about learning speaking through Herringbone technique.
45
3. The researcher stimulated the student’s prior knowledge on the topic by
brainstorming or predicting.
In the whilst-teaching phase:
1. First, the researcher prepared simple English reading passage to be read by
students in teaching and learning process.
2. The researcher gave the students the reading passage.
3. The researcher explained any English word that they didn’t understand from the
reading passage.
4. Before asking the students to read, firstly the researcher explained the students
that they have to remember some question beginning with “where, how, when,
what and why” reading the passage.
5. After the student read the passage, the researcher asked the students to work in
groups to discuss some questions beginning with “where, how, when, what and
why”.
6. After the student working in group, the researcher asked the students to discuss
present their work in front of the class by using English and the other groups ask
the questions related with “where, how, when, what and why” questions.
7. While the students do their activity, the researcher monitored the activity in case
the students need his help.
In the post-teaching phase:
1. The researcher asked the students to report to about the contents of their reading
passages in front of the class.
2. The researcher gave response or comment to the students’ performance.
46
3. The researcher made a follow up or reflection.
4.2.2.2 Second Meeting
The second meeting was done on October 21st, 2010. In the second meeting,
the researcher kept on motivating the students although the students looked so
enthusiastic in learning speaking. Then, researcher opened the class by greeting the
students and checking the students’ attendance list. After that the researcher started
the phases of teaching speaking through Herringbone technique.
In the pre-teaching phase:
1. The researcher explained the objectives of the meeting.
2. The researcher geared the student’s attention to the topic by asking some
questions about learning speaking through Herringbone technique.
3. The researcher stimulated the student’s prior knowledge on the topic by
brainstorming or predicting.
In the whilst-teaching phase:
1. First, the researcher prepared simple English reading passage to be read by
students in teaching and learning process.
2. The researcher gave the students the reading passage.
3. The researcher explained any English word that they didn’t understand from the
reading passage.
4. Before asking the students to read, firstly the researcher explained the students
that they have to remember some question beginning with “where, how, when,
what and why” reading the passage.
47
5. After the student read the passage, the researcher asked the students to work in
groups to discuss some questions beginning with “where, how, when, what and
why”.
6. After the student working in group, the researcher asked the students to discuss
present their work in front of the class by using English and the other groups ask
the questions related with “where, how, when, what and why” questions.
7. While the students do their activity, the researcher monitored the activity in case
the students need his help.
In the post-teaching phase:
1. The researcher asked the students to report to about the contents of their reading
passages in front of the class.
2. The researcher gave response or comment to the students’ performance.
3. The researcher made a follow up or reflection.
4.2.2.3 Third Meeting
The third meeting was done on Saturday, October 23rd, 2010. The third
meeting in the second cycle was used to do speaking assessment test to see the
improvement made by the students in learning speaking through Herringbone
technique in the second cycle after learning speaking through Herringbone technique.
The students’ average score in this speaking assessment test was 69.8 in the second
cycle. It was higher the average score in the first cycle. The result of speaking test of
the second cycle could be seen in the appendix.
48
4.2.3 Reflecting the Action
In this part of the second cycle, both researcher and the observer teacher
analyzed the collected data from observation checklist, questionnaire, and the test. It
was done to determine whether the second cycle was successful or not. In this case
the researcher together with the teacher did reflection based on predetermined criteria
of success in this research.
4.2.3.1 The Result of Analyzing Observation Checklists in the Second Cycle
The first activity done by the researcher and the observer teacher checked the
result of observation checklist for students. The result of observation checklist
analysis was displayed in the following table:
Table 4.3 The Result of Analyzing Observation Checklists for Students in the Second Cycle
Teaching stages
Descriptors 1 2 3 4
Pre-TeachingActivity
1. The students responded the teacher’s greeting in teaching speaking through Herringbone technique.
4
2. The students answered the teacher’s questions about teaching speaking through Herringbone technique.
3
3. The students paid good attention to the teacher’s explanation about learning speaking through Herringbone technique
4
4. The students sat in well in groups in learning speaking through Herringbone technique.
4
1. The students asked the teacher some questions when they did not understand how to learn speaking through Herringbone technique.
3
49
Whilst-Teaching ‘Activity
2. The students looked dictionary for the words they did not understand.
4
3. Students discussed the meaning in learning speaking through Herringbone technique.
4
4. The students performed Herringbone technique in front of the class.
4
5. The students looked very happy learning speaking through Herringbone technique.
4
Post –Teaching Activity
1. The students listened well to the conference that was done by the teacher about the mistakes they made during learning speaking through Herringbone technique.
4
2. The students took summary about some important note in learning speaking through Herringbone technique.
3
3. The students did homework. 4
The interpretation of students’ performance level:
4 = Very good = 90% of the student did.
3 = Good = 75 % of the student did.
2 = Fair = 60% of the student did.
1 = Poor = 50% of the student did.
Through the table above, the researcher concluded that in the second cycle,
the average score of students’ performance level was 4 or very good. It meant 90%
of the student actively involved in learning speaking through Herringbone technique.
Furthermore, the researcher and the observer teacher checked the result of
observation checklist for teacher. The result of observation checklist analysis was
displayed in the following table:
50
Table 4.4 The Result of Analyzing Observation Checklists for teacher in the Second Cycle
Teaching stages
Descriptors Yes No
Pre-TeachingActivity
1. The teacher greeted the student in teaching speaking through Herringbone technique.
Yes
2. Teacher asked some questions to the students about teaching speaking through Herringbone technique.
Yes
3. The teacher explained the rule of learning speaking through Herringbone technique.
Yes
4. The teacher divided the students into groups or pairs in teaching speaking through Herringbone technique.
Yes
Whilst-Teaching ‘Activity
1. The teacher monitored the students’ performance in learning speaking through Herringbone technique.
Yes
2. The Teacher guided the students when the students needed some helps.
Yes
3. The teacher asked the student to look dictionary if the students needed the meaning of words.
Yes
4. The teacher noted some mistakes made by the students while monitoring students’ activity in learning speaking through Herringbone technique.
Yes
5. Teacher praised the students in varied ways no matter how the students learnt speaking through Herringbone technique.
Yes
Post –Teaching Activity
1. The teacher did conference to identify the students’ problems in learning speaking through Herringbone technique
Yes
2. The teacher asked the students to take summary about some important note in learning speaking through Herringbone technique.
Yes
3. The teacher gave homework to the students.
Yes
The interpretation of teacher’s performance level:
4 = Very good = the teacher did all descriptors of teaching activities.
3 = Good = the teacher did 8-10 descriptors of teaching activities.
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2 = Fair = the teacher did 5-7 descriptors of teaching activities.
1 = Poor = the teacher did 4 descriptors of teaching activities.
Based on the table of the result of observation checklists for teacher above,
the researcher concluded that the score of the teacher’s performance in teaching
speaking through Herringbone technique was at level 3 (good) because the teacher
only did 7 descriptors of teaching activities.
4.2.3.2 The Result of Analyzing Questionnaires in the Second Cycle
From the questionnaires distributed to the students in the second , it showed
that 80 % of the number of the students answered that they were interested in
learning speaking through Herringbone technique, 75% of the number of the students
answered that they felt easy learning speaking through Herringbone technique, 70 %
of the number of the students answered that learning through Herringbone technique
could help them in learning speaking, of the number of the students answered that
they 75% of the number of the students answered that they usually found kinds of
vocabulary taught through Herringbone technique in their daily English learning
activity, 75% of the number of the students answered that they agreed if Herringbone
technique applied continuously in teaching speaking at their school, 75 % of the
number of the students answered that they were motivated in learning speaking
through Herringbone technique and 85% of the number of the students answered that
they felt their speaking ability improved learning speaking through Herringbone
technique.
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4.2.3.3 The Result of Analyzing Speaking Test in the Second Cycle.
The result of speaking test done in the second cycle showed that the average
score of the students in speaking test in the second cycle was 69.8 and it can be
rounded up to 70. It meant that it had already the criteria of success because the
qualified average score is 70.
After analyzing all the result of observation checklists, questionnaires and the
assessment test of the second cycle, the researcher concluded that the results of the
second cycle had met all the predetermined criteria of success. Therefore, based on
this reason, the researcher stated that this research was completely finished.
4.3 Discussion
4.3.1 Discussion of the First Cycle
There were two cycles done in this classroom action research. The first cycle
was failure. It was failure because the findings of the first cycle had not met all the
criteria of success.
The result of observation checklist for teacher has showed that the score of
teacher’s performance teaching speaking through Herringbone technique was 3
(good) in which the teacher only 7 descriptors of the teaching plan procedure.
Furthermore, in term of the students’ performance in learning speaking through
Herringbone technique, only 60% of the student were actively involved in learning
speaking through Herringbone technique. In addition to the explanations above, the
result of questionnaires distributed to the students, it showed that only 45 % of the
number of the students answered that learning through Herringbone technique could
help them in learning speaking. Finally, the result of speaking test in the first cycle
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also indicated the failure of the first cycle in which the students’ average score in
speaking test was 55 while the qualified score was 70 or higher than 70.
4.3.2 Discussion of the Second Cycle
As it was said before that there were two cycles done in this classroom action
research in which the first cycle was failure and the second cycle was successful. In
the second cycle, all the criteria of success had been reached. The consideration in
determining the success of the second cycle was explained below:
First, the result of observation checklist for teacher has showed that the score
of teacher’s performance in teaching speaking through Herringbone technique was 4
(very good) in which the teacher did all the descriptors of the teaching plan
procedure. Furthermore, in term of the students’ performance in learning speaking
through Herringbone technique, 90% of the student actively involved in learning
speaking through Herringbone technique. In addition to the explanations above, the
result of questionnaires distributed to the students, it showed that 75 % of the number
of the students answered that learning through Herringbone technique could help
them in learning speaking. Finally, the result of speaking test in the first cycle also
indicated the failure of the first cycle in which the students’ average score in
speaking test was 69.8 and it can be rounded up to 70. It meant that it had already the
criteria of success because the qualified average score is 70.
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CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
After this research had been completely conducted and the data needed had
been gained and processed, the researcher concluded some important conclusion as
follows:
1. Speaking is one of the most difficult aspects for students to master because when
they speak, they have to consider everything that is involved in speaking such as
idea, what to say, language, how to use grammar and vocabulary, pronunciation
as well as listening to and reacting to the person they are communicating with.
2. Herringbone technique has given the students more chances to speak English in
the classroom. Students participated in the lesson much more actively because
they are involved in talking to their friends exchanging opinions and practicing
new structures more than learning speaking.
3. Reading passages are effective teaching media to be used in teaching speaking
because it could inspire many ideas to the students in speaking activities
especially in learning speaking through Herringbone technique.
4. The objective of this research is to improve the students’ speaking ability through
Herringbone technique. Therefore this research employed classroom action
research design. There were two cycles done in this research, the first cycle was
failure which then continued to the second cycle.
4. After doing two cycles in this classroom action research, finally, the researcher
found that Herringbone technique could improve the students’ speaking ability. It
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was evident from the students’ average score in the second cycle in which the
students got 70.
5. After doing some actions through two cycles in this research, the researcher
concluded that there were many advantages of teaching speaking through
Herringbone technique. The advantages are:
- The students showed a great enthusiasm during learning speaking through
Herringbone technique.
- Herringbone technique could make the students become more confident and
motivated in learning speaking because of the teaching materials used in
Herringbone technique was interesting reading passages.
- The third year students of MTsN Kuta Makmur had positive attitudes towards
Herringbone technique because during the class, the students were positively
reinforced with positive reinforcement, students’ intrinsic motivation, and
positive attitudes towards the teacher, the class, the teaching method and
language learning.
6. In Herringbone technique, the world of the classroom was broadened to include
the outside world. This offers a much wider range of language opportunities. So,
the students could be anyone and in any situation they wished.
7. The use of Herringbone technique made the speaking and learning activity more
enjoyable and interesting. It was because Herringbone technique helped the shy
students by providing a mask, where students with difficulty in conversation
were liberated. In addition, it was fun and most of the students agreed that
enjoyment led to better learning. The last, the use of Herringbone technique in
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teaching speaking made the class more active and alive in which students wanted
to participate without any forces from the teacher.
5.2 Suggestion
The successful learning process does not rely on the teaching method and
teaching material only, but more important is how the teacher presents the lesson and
uses various ways to manage the class to be lively and enjoyable. Regarding to the
improving speaking through Herringbone technique, the researcher gives some
suggestions as follows:
For the teacher:
1. As most people said, that speaking is the most complicated skill to master in
learning a language. Therefore, teachers need to encourage students to practice
their speaking skill in their daily life more and more. It is clear that the more they
practice their speaking ability, the better they will improve in speaking.
2. The teacher should choose the materials that are appropriate and not too difficult
for the students and before implementing Herringbone technique to the students,
the teacher should make sure that the students have fully understood and have
enough information they need.
3. The teacher should keep control the students’ activities and the teacher should
present the language in an enjoyable, relaxed and understandable way.
4. The researcher suggests that Herringbone technique can be used as an alternative
method in teaching speaking to the third year students of MTsN Kuta Makmur.
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5. The last, the teacher should give more chances to the students to be more active,
and let the students to do several practices and should trust the students that they
are able to do those activities by themselves.
For the students
1. The students need to realize that learning is a two way process, not only teacher-
centered. It means that they play a significant role in achieving their success in
learning. So, they need to be actively involved in that process of learning.
2. The researcher hopes the students not to be shy in practicing the teaching
material given by the teacher in learning speaking through Herringbone
technique.
3. The students are hoped to use English when they are in English class although it
is hard for them.
4. The students should ask to the teacher if there is something that they don’t
understand regarding to the teaching speaking through Herringbone technique.
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IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH HERRINGBONE TECHNIQUE
(Classroom Action Research to Third Year Students of MTsN Kutamakmur)
Thesis
Submitted to the English Department of FKIP Almuslim University in Partial Fulfillment of the Requirement
for Sarjana Pendidikan Degree
By
NURMANSYAH NIM: 031300980
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FACULTY OF TEACHER TRAINING AND EDUCATIONUNIVERSITY OF ALMUSLIM
MATANGGLUMPANG DUA, BIREUEN 2010