the students’ ability of using idiomatic...
TRANSCRIPT
THE STUDENTS’ ABILITY OF USING IDIOMATIC EXPRESSION
IN SPEAKING SKILLS
(A Descriptive Qualitative Study at SMP Negeri 87 Jakarta)
By:
Gadis Rizky Kurnia
1110014000089
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
ABSTRAK
GADIS RIZKY KURNIA, 2016. The Students’ Ability of Using
Idiomatic Expression in Speaking Skills (A descriptive
Qualitative Study at SMP Negeri 87 Jakarta). Skripsi S1
Jurusan Pendidikan Bahasa Inggris, Fakultas Taribiyah dan
Keguruan, Universitas Islam Negeri Syarif Hidayatullah
Jakarta.
Pembimbing: Dr. Atiq Susilo, MA
Dr. Ratna Sari Dewi, M.Pd
Kata Kunci: Penguasaan Ungkapan Idiom, Kemampuan Berbicara, SMP
Negeri 87
Tujuan riset ini adalah untuk mengetahui dan menjelaskan tingkat
kemampuan penguasaan ungkapan idiom siswa SMP Negeri 87 Jakarta
dalam metode berbicara Bahasa Inggris.
Metode Penelitian ini adalah kualitatif dan dikategorikan sebagai
deskriptif evaluatif sebab studi ini ditujukan untuk menggambarkan
keadaan yang sebenarnya efek penguasaan ungkapan idiom siswa kelas
tujuh SMPN Negeri 87 Jakarta pada tahun pelajaran 2014/2015. Validasi
dari data ini menggunakan formula prosentase yang didasarkan pada
obversavsi dan pertanyaan angket model pilihan ganda.
Hasil dari riset ini mengungkapkan bahwa siswa dengan
kemampuan idiom dan keahlian berbicara terbaik adalah 13,89% dalam
predikat sangat baik, sedang terbaik kedua adalah 77,78% dalam predikat
baik, dan terbaik ketiga adalah 8,33% dalam predikat cukup.
Kesimpulan yang ditarik adalah siswa yang menguasai lebih
banyak ungkapan idiom memiliki kemampuan berbicara secara alami
lebih baik daripada siswa yang penguasaan idiomnya lebih sedikit.
ABSTRACT
GADIS RIZKY KURNIA, 2016. The Students’ Ability of Using
Idiomatic Expression in Speaking Skills (A descriptive
Qualitative Study at SMP Negeri 87 Jakarta). S-1 thesis of
Department of English Education, The Faculty of Tarbiya
and Teachers Training, Syarif Hidayatullah State Islamic
University Jakarta.
Advisors: Dr. Atiq Susilo, M.A.
Dr. Ratna Sari Dewi, M.Pd.
Key words: Idiomatic Expression Learning, Speaking Skill, SMP Negeri
87
The objectives of this research to find out the ability of basic two-
word verb idiomatic expressions mastery on the seventh grade students of
SMP Negeri 87 Jakarta on their speaking skill.
This study is of the qualitative research typle and it is categorized
as descriptive evaluative because it is aimed at describing the objective or
real condition of the idiomatic expression mastery effect on the speaking
skill of the seventh grade students of SMPN Negeri 87 Jakarta in the
academic year of 2014/2015. The data of this study was validated by
applying percentage formula. They were analized based on observation
and a multiple-choiced questionnaire.
The results of this research expose that students with the best
idiomatic mastery and best speaking skill are 13.89% students within the
predicate very good, the second best are 77.78% students within the
predicate good, the third are 8.33% of the fair predicate or fair.
The conclusion can be drawn is the students who master more
idiomatic expressions speak natural English better than those who master
less.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim
In the name of Allah the most gracious, the most merciful
To the Knowing Allah SWT I wish, first of all, to render the greatest
thanks. He is the One I turn to for helps and always helps me out whenever
problems of difficulties stand in my way, feeling blue for any discouraging things,
or downhearted inflicts me. To His messenger, a holy person on his name I am
accustomed to praying to His true Beloved I offer my deepest gratitude.
Mother and father’s prayers are always for my success and to both of them
nothing can be offered but deepest gratitude from the bottom of my heart. Other
family members also I wish to extend my deep gratitude for every wish and prayer
they invoke to the Almighty God.
Dr. Atiq Susilo, M.A. , the first advisor, and Dr. Ratna Sari Dewi, M.Pd. ,
M.Pd, the second advisor, are respectable persons whose patience in advising and
guiding during the process of this thesis are second to none, and to whom I surely
am in debt of every single worthy word. Nothing can I say to both of them but
thank you very-very much.
I should also give my soulful thankful to those who accompanied her when
she was “in trouble”, my dear friends for their willingness to give a straightaway
and useful help any time needed. They are good supporters who keep on
encouraging me to be always optimistic, so I have to say thank you to them
sincerely.
I would undoubtedly thank to all the lecturers who have so far implanted
in these innumerable cells of the small circular brain inside the skull and the up-
and-down soft and volatile heart for the benefit of English knowledge, which its
benefits has and will, Insha Allah, favor me now and in the sort as well as long
run.
Jakarta, 10 May 2016
The Writer
i
TABLE OF CONTENTS
CHAPTER I INTRODUCTION ..................................................................................... 1
A. Background of Study ............................................................................ 1
B. Identification of the Problem ................................................................. 2
C. Limitation of the Study .......................................................................... 2
C. Formulation of the Study........................................................................ 3
D. Objective and Significance of the Study ................................................ 4
CHAPTER II THEORETICAL FRAMEWORK ........................................................ 6
A. Speaking ................................................................................................ 7
B.Speaking Skill ......................................................................................... 9
C.Idiomatic Expression .............................................................................. 13
D. Two-Word Verb ..................................................................................... 16
E. The Use of Idiomatic Expression .......................................................... 18
CHAPTER III RESEARCH METHODOLOGY .......................................................... 18
A. Place and Time of Study ........................................................................ 20
B. Objective of Study .................................................................................. 20
C. Research Variable ................................................................................. 20
D. Population and Sample........................................................................... 21
E. Instrument of the Research .................................................................... 21
F. Procedures of Data Collection ................................................................ 21
ii
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION ........................ 21
A. The Observation Result .......................................................................... 24
B. The Questionnaire Result ...................................................................... 28
C. Research Findings .................................................................................. 32
D. Discussion .............................................................................................. 33
CHAPTER V CONCLUSION AND SUGGESTION ................................................... 32
A. Conclusion ............................................................................................. 36
B. Suggestion ............................................................................................. 37
1
CHAPTER I
INTRODUCTION
A. Background of Study
English language, according to Eliana Edith Roberto De Caro, is
particularly rich in idiomatic expressions or idioms—those modes of expression
peculiar to a language (or dialect) which frequently defy logical and grammatical
rules. Without idiomatic expressions English would lose much of its variety and
humor both in speech and writing. The background and etymological origins of
most idioms is at best obscure.1 That‘s why, idiomatic expressions are hard to
learn. However, we cannot avoid them, or else we will, as stated before, lose
much of its variety.
Most of Indonesian English learners find words or vocabularies to be their
main hindrance. It is not surprising because the English language is still a foreign
language in Indonesia and it is one of the fastest and most vivid languages in the
world. It is made up of over 1.5 million words. Over and above that, the same
word can have a variety of different meanings depending on the context it is put
in; two (or more) words can have the exact same spelling but are pronounced
differently, depending on their meanings. Common or general words are hard to
learn, what to say idiomatic expressions whose meanings cannot be inferred from
the meanings of the words that make it up.2
In spite of its hardness, idiomatic expressions are very important because
they are used in everyday English conversation. They are a natural part of
language and are used by native speakers not only on special occasions... but in
every and each occasion!!
This is what the writer sees and finds generally in English communication in
daily scenes of discourses, specially among students, and more particularly among
the seventh graders of SMP Negeri 87 Jakarta. This is the widespread
phenomenon the writer would like to look into.
1The Advantages and Importance of Learning and Using Idioms in
English.2009.dialnet.unirioja.esdescarga/articulo/3618851.pdf 2http://wordnetweb.princeton.edu/perl/webwn?s=idiomatic expression
2
This phenomenon will certainly block fluency progress, i.e. a condition
when a native understands you and you understand him or her. This means to be
fluent we have to be like the native and to be like them we have to communicate
in a natural way. And one of the steps we have to take in order to be like a native
is mastering idiomatic expressions. Alycia said, ―If you want to speak English like
a native, you need to use idiomatic expressions. That‘s the bottom line (= the most
important thing).‖3
The seventh graders of SMP Negeri 87 Jakarta are fond of English. They
sometimes communicate in Englsih. In the classroom, when they have to present
something before class in English, they tend to be active and like to talk in
English. The English they use, however, is very limited to some bookish words
that sound so awkard.
This encourages the writer to analyze the students‘, and in this case the
seventh graders, mastery of the basic two-word idiomatic expressions and its
effect on their speaking skill.
B. Identification of the Problem
Based on the background of the study above the writer identifies some
relation on the students‘ speaking skill if they know more or less about idiomatic
expressions mostly used in speaking or spoken English.
1. First of all, the ability students‘ natural of way of speaking English, such
of the expressions ―get out of my way‖ instead of ―go from my way‖ or
―You‘ll be in the deep sea if …‖ instead of ―You‘ll have big trouble.‖
2. Second, it helps students speak more fluently. That means their fluency is
better if they can use appropriate spoken mode in their communication.
3. Third, it makes the communication situation warmer that closeness or
intimacy can be build this way.
C. Limitation of the Study
Thesis problem needs clarifying. It is therefore supposed to be limited to
some particular research subject without which the research will not and cannot
3 Jones C., Alycia. Speak Fluent English: 350 Idiomatic Expressions to Speak English Like a
Native (USA: ASAP Coaching Edition: 2014). p. 7.
3
focus. For the purpose, the writer limits the problems of mastering idiomatic
expressions, i.e basic or commonest idiomatic expressions: two-word verbs.
D. Formulation of the Study
Learning idiomatic expressions is a vital if a learner wants to master
speaking skill in English language. Why so? Because it is inseparable part in day
in day out English communication, both in written and spoken. Take a look at the
following examples in the written and spoken modes:
In written:
Timothy and his little sister, Patty, don‘t get along with each other very
well. In fact, they fight constantly. He picks on her when it‘s time for her to go to
bed. She picks on him when his friends come over to play.4
In spoken:
A. May I help you?
B. Yes,please.I’mlookingfor...
A. What size do you wear?
B. Size 36
A. Here. How do you like these?
B. Hmm. I think they’re a little too _______. Do you have any
__________s?
A. Yes. We have a wide selection. Why do you look through all of
your _______s and pick out the ones you like?
B. Can I try them on?5
Realizing that idiomatic expressions are used both in speaking and writing,
the writer would like to know further:
1. To what extent do the seventh grade students of SMP Negeri 87 Jakarta
learn the basic two-word verb idiomatic expressions?
2. Is there any possible influence of two-word verb idiomatic expression
learning on the speaking skill?
4Molinsky, Steven J. and Bill Bliss, New Side by Side: Student Book 3, (New York:
Prantice Hall Regents, 2002) p. 125.
5Ibid. p. 126.
4
E. Objective and Significance of the Study
1. Objective of the Study
The statements above would serve as the steppingstone for any
possible answer expected in this research, and it is to find out:
1. The learning of basic two-word verb idiomatic expressions of the
seventh grader students of SMP Negeri 87 Jakarta.
2. Whether there is any relation of two-word verb idiomatic
expression learning of the seventh grade students of SMP Negeri
87 Jakarta on the speaking skill.
2. Significance of the Study
Any purposeful research is expected to have benefits on the audience
of the research. It is also expected to benefit the writer or researcher
herself. Accordingly the writer wishes this to be significant from both
theoretical and practical point of view.
1. Theoretically:
a. The primary purpose of basic two-word verb idiomatic
expression learning research is to get any information needed by
both teachers and students so that they may make the best effort
to enhance any progress or improve any shortcomings they
might find.
b. Idiomatic—two-word verb—expressions are inseparable in
English study the learning to the natural mastery of which will
hopefully enhance the speaking skill required or set in the
teaching-learning target within the curriculum. In addition,
speaking skill is one of the skills English learners are supposed
to command. Without this skill, a learner of English would be
considered as nothing but a passive English speaker.
c. Additionally, conversant with the idiomatic expressions, i.e.
basic two-word verbs, makes ones sound natural in their speech,
not bookish which is not common in the real scene.
5
d. By using more and more two-word verb expressions, one can
express their opinions in more various ways in accordance with
their feelings or mood in a proper and right way that is going to
be naturally and beautifully understood and appreciated as
normal or standard English communication.
2. Practically
a. Speaking is maybe the hardest skill students need to learn and
master. However, its mastery is a must, because it is one of the
skills an English learner must master.
b. Two-word verb idiomatic expressions are part of English words
or vocabulary that one should learn and command so that they
can understand English, especially spoken or informal one
better. Spoken English modes will make both interlocutors more
familiar to each other faster. It is also a common practice to use
these kinds of words.
c. There are a huge number of idiomatic Expressions in English
language. According to Jakendoff (1997), there are estimated to
be at least twenty-five thousand idiomatic expressions in the
English language.6 This means the learning and mastery of them
would both be hard and benefit us a lot.
d. We cannot look down upon learning idiomatic expressions in
English language and consider them as trivial, since they are an
inseparable part of the language corpus students should and have
to learn and put them into practice day in day out.
6Jackendoff, R. The architecture of the language faculty. 1997.(Cambridge, UK: MA: MIT
Press) p. 55.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Speaking
There are many experts explaining definition of speaking. Speaking is a
productive language skill.7 It means that speaking is a person‘s skills to produce
sounds that can be understood by other people, so that he or she is able to create
good communication. It is a mental concept processed by someone in such a way
to form a meaning when uttered.
Wendy and Listbeth state that speaking is perhaps the demanding skill for
the teacher to teach. In their own language children are able to express emotions,
communicate intonations and reactions, explore the language and make fun of it,
so they expect to be able to do the same in English.8
According to Ladouse (in Nunan) speaking is described as the activity as the
ability to express oneself in the situation, or the activity to report acts, or situation
in precise words or the ability to converse or to express a sequence of ideas
fluently.‖9
Brown cites that when someone can speak a language it means that he can
carry on a conversation reasonably competently. In addition, he states that the
benchmark of successful acquisition of language is almost always the
demonstration of an ability to accomplish pragmatic goals through an interactive
discourse with other language speakers. 10
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‖.11
7Sanggam Siahaan, Issues in Linguistics. (Yogyakarta: Graha Ilmu, 2008), p. 95.
8Wendy A. Scott and Listbeth H. Ytreberg, Teaching English to Children. (New York:
Longman), p. 33. 9David Nunan,. Research Methods in Language Learning. (New York: Cambridge University
Press, 1991), p. 23. 10
J.D Brown,. Pragmatics Tests: Different Purposes,Different Tests. in K. R. Rose & G.
Kasper (Eds), Pragmatics in language Teaching. New York: Cambridge University Press, 2001),
p. 267. 11
A. L. Chaney and T. L. Burke, Teaching Oral Communication in Grades K-8, (Boston:
Allyn& Bacon, 1998), p. 13.
7
While another expert, Theodore Huebner said, ―Language is essentially
speech, and speech is basically communication by sounds‖.
From the above definition, it can be inferred that speaking is
communication, 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.
However, Speaking in Heaton‘s words has five elements12
:
1. Pronunciation. Harmer, in this case, states that if students want to be able
to speak English fluently, they need to be able to pronounce phonemes
correctly, use appropriate stress and intonation pattern and and speak in
connected speech.13
2. Grammar. According to Bygate, to be able speak foreign language, it is
necessary to know a certain amount of grammar and vocabulary.14
3. Vocabulary. Folse defines vocabulary as single words, set phrases, verbs,
and idioms.15
4. Fluency. In the words of Riddel, fluency is the ability to talk freely
without too much stopping or hasitating.16
5. Comprehension. Heaton defines comprehension as the ability to
understand something of what a situation is really like.
Last but not least, Chaney also states that speaking is a skill used by
someone in daily life communication whether at school or outside. The skill is
acquired by much repetition; it is primarily a neuromuscular and not an
intellectual process. It consists of competence in sending and receiving
messages.17
12
J.B.. Heaton, Classroom Testing: Longman Keys to Language Testing, (New York:
Longman, 1990), pp. 70--71 13
Jeremy Harmer. The Practice of English Language Teaching: Fourth Edition, (Harlow:
Pearson Education Limited, 2007), p. 343. 14
Baygate Martin. Language Teaching: A Scheme for Teacher Education: Speaking, (Oxford:
Oxford University Press, 1997), p. 3. 15
Folse, S. Keith. Vocabulary Keiths: Applying Second Language Research to Classroom
Teaching, (Michigan: University Press, 2004), p. 4. 16
David Riddel.Teach English as a Second Language, (Chicago: McGraw – Hill Companies,
2001), p. 118. 17
Theodore Huebner, Audio Visual Technique in Teaching Foreign Language, (New York:
Cambridge University Press, 1960), p. 5.
8
B. Speaking Skill
This is the productive skill a learner must possess so that he can express his
ideas in a spoken mode. Harmer says, ―While listening and reading involve the
ability to correctly receive messages and are therefore referred to as receptive
skills, speaking and writing, on the other hand, involve language production and
are referred to as productive skills.‖18
This skilll has often meant a difficulty and an obstacle for English learners.
There might arise a question why. The answer is obvious. In the natural spoken
language students are required to be aware of characteristics of fluent speech, such
as reduced forms, fixed phrases, collocations and most importantly the pace of
speech and use of slang or idiom. All of these have to be taken into consideration
while practising conversation in class. Without these, our spoken language would
sound bookish and unnatural. To avoid this, it is essential to introduce and
practise ―real‖ communication with our students within the learning process. If it
is neglected, it may be a reason why students are often shocked and disappointed
when using a foreign language for the first time whilst interacting in foreign
environment. They have not been prepared for spontaneous communication and
could not cope with all of its simultaneous demands.
Accordingly, the mastery of this skill is a priority for many second-language
or foreign-language learners.19
Consequently, learners often evaluate their success
in language learning on how much they feel they have improved in their speaking
skill.
Van Duzer states that students‘ speaking skill and their speech habit have
an impact on the success of any exchange. Students, as the speaker, have to be
able to anticipate and then produce the expected patterns ofspecific discourse
situations. They must also manage other elements such as rephrasing, providing
feed back, turn-taking, or redirecting. The speaker must know the usual pattern
that such interaction follows and accesses the knowledge as the exchange
progresses. They must also choose the correct vocabulary to describe things on
that topic, rephrase or emphasize words to clarify the description, and use
18
, Jeremy Harmer. The Practice of English Language Teaching, (Essex:Longman, 1991) p.
16. 19
Jack C. Richards, Teaching Listening and Speaking: from theory to practice, (New York:
Cambridge University Press, 2008) p. 19.
9
appropriate facial expressions. Other things which are included into indicators of
good speaking skill:20
a. Producing sounds, stress patterns, rhythmic structures, and intonations
of the language.
b. Using grammar and structure accurately.
c. Selecting vocabulary which is understandable and appropriate for the
audience, the topic being discussed, and the setting in which the
speechact occurs.
d. Applying strategies to enhance comprehensibility, such as
emphasizingkeywords and rephrasing.
e. Using gestures or body language.
f. Paying attention to the success of the interaction and adjusting
components of speech such as vocabulary, rate of speech, and complexity
of grammar and structure to maximize listener comprehension and
involvement.
The above indicators might also be simplified into four competences as
indicated by Canale :
a. Grammatical competence includes language rules such as
vocabulary,formation of words or sentences, and pronunciation.
b. Sociolinguistic competence addresses the appropriateness in terms of
both the meaning and form, which can vary with the status of
participants, objectives of the communication and norms of the
communication.
c. Discourse Competence includes an understanding of how spoken texts
are organized and is related to the cohesion and coherence of utterances.
d. Strategic Competence is compensatory in nature, drawn on when the
developing language system of the second/foreign language learner is
20
Mary Ann CunninghamFlorez, Improving Adult English Language Learner’s
SpeakingSkills, (National Center for ESL: Literacy Education, 1999), p.1.
10
deficient in some regard. It refers to mastery of both verbal and non-
verbal communication strategies. 21
The indicators of good speaking skill is also graded by the following 1–5
rating scales according to Bashir et al:
1. The learner can hardly understand anything at all, unless the speaker is
talking about things the learner is observing, or unless the language being
learned is closely related to some other language the learner knows.
2. There are more genuine two-way conversations with speakers of the
language, although it takes a very patient native speaker to
persevere in trying to communicate with a learner at this stage.
3. The learner can understand new information, but ...meanings must
often be negotiated.
4. The learner learns most from normal native-to-native speech as it occurs
in the whole range of life experiences. The learner will understand most
input, provided he attends to it.
5. the learner has increasing facility in discussions using his
vocabulary without any proper preparation. 22
This means that (good) speaking skill is graded and its facility, where there
is no negotiation in meaning, depends on both vocabulary mastery and daily-
based practice and context. In addition, concerned with vocabulary mastery as
stated above, i.e, characteristics of fluent speech, such as reduced forms, fixed
phrases, collocations and most importantly the pace of speech and use of slang or
idiom, Eliana said: ―The use of idioms has a great influence in the teaching and
learning process of a foreign language, because it could be one of the ways to
give students better conditions to improve communicative skill in daily context.‖23
Daily context is everyday communication means that speakers of any
language speak among themselves. This communication tends to use more
21
Canale, M. ―A Communicative Approach to Language Proficiency Assessment in Minority
Setting‖. In C. Rivera. (Ed.). Communicative Competence Approaches to Language Proficiency
Assessment: Research and Application, (GreatBritain: Robert Hartnoll Ltd, 1984), pp: 107--121. 22
Marriam Bashir.Factor Effecting Students’ English Speaking Skills, (BritishJournal
Publishing Vol.2 No.1: 2011),pp. 36--38. 23
Edith, Eliana Roberto De Caro. The Advantages and Importance of Learning and Using
Idioms in English, (Caudemos de Linguistika Hispanica: 2011), pp. 121--136.
11
informal words, phrases, or language, and one of them is the two-word verb
idiomatic expressions. Two-word verbs are very common in everyday
communication. It is stated that native speakers of English tend to use phrasal
verbs in everyday conversation and generally reserve one-word verbs (i.e.
"investigate" instead of "look into") for more formal occasions such as business
letters etc.24
This means that two-word verb idiomatic expressions are commonly used in
informal situationday in day out, spoken English, that makes us sound more
natural, as stated that phrasal verbs or the two-word verbs are so common in
spoken English, using them will make you sound more natural when you speak
English.25
Why is it so? Because by using these two-word verbs (that collocate) daily
sound just right to native speakers, who use them all the time (too). Eliana said
further:
It is very important to know that native speakers of a language
use idioms all the time. Students are often embarrased and
frustrated if they cannot understand the idioms a person is using.
A strong knowledge of idioms will help students be better
speakers. The high number of idioms and their high frequency in
discourse make them an important aspect of vocabulary.
The spoken mode is so stressed for, as stated by Norberth Schmitt and
Micheal McCarthy26
, it is the main source of exposure to language and it thus the
main engine for language change and dynamism.
C. Idiomatic Expression
Dixon says that Idiomatic expressions have long played an important role in
the English language. In fact, the use of idioms is so widespread that an
understanding of these expressions is essential to successful communication,
whether in listening, speaking, reading, or writing.27
24
http://esl.about.com/od/vocabularyreference/a/phrasalvref.htm 25
http://www.english-at-home.com/idioms/learning-and-using-phrasal-verbs/ 26
Schmitt, Norbett and Micheal McCarty. Vocabulary: Description, Acquisition, and
Pedagogy, (New York: Cambridge University Press, 1997), p. 38. 27
Dixon, J. Robert. Essential Idioms in English, (Englewood Cliffs, New Jersey: PrenticeHall
Regents, 1983), p. 1.
12
No wonder we will find so many idioms or idiomatic expressions
incorporated into different kinds of English dictionaries, such Cambridge
Advanced Learner‘s Dictionaries and Oxford Advanced Learner‘s Dictionary to
mention two of them. The innumerable and the difficulties idiomatic expressions
pose to students has made them frustrated as stated by Collis28
:
Nonnative speakers of English can reach a point in their
knowledge of the language where they feel comfortable with
standard literary speech; however, they are liable to find themselves
in hot water when confronted with idiomatic expressions. When
hearing an idiom or colloquialism they may feel frustrated or
confused, since the true meaning of the idiom generally cannot be
determined by a knowledge of its compononn parts. In many cases an
attempt on the part of the learner to tie down a definition of an idiom
that would work in all instances is a futile undertaking.
It is a futile undertaking when we try to determine the meaning of its
component parts. This is confirmed by Sarah Badger. She says that phrases
carryingdifferent meanings than the literal definition of their component words are
called idiomatic expressions or idioms. Roger Woodham in BBC World Service
states that idiomatic expressions are combinations or collocations of words which
cannot be translated word for word. Thus29
, I could eat a horse is an idiomatic
way of saying: I'm very hungry.
Every language its own idioms and the speaker of each language use them
to communicate ideas cleverly or quickly. By using and decoding idiomatic
expressions helps non-native speakers (of English) sound more fluent and aids
them in understanding others more efficiently.30
According to Badger,31
idiomatic expressions can be in the form of:
28
Harry Collis. 101 American English Idioms, (New York: the McGraw Hill Companies,
2007), p. V. 29
http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv167.shtml 30
http://www.ehow.com/info_8665126_kinds-idiomatic-expression.html 31
Sarah Badger,Kinds of Idiomatic Expression, http://www.ehow.com/info_8665126_kinds-
idiomatic-expression.html
13
1. Simile idioms like when you say ―like two peas in a pod", you are
describing how two things are similar or close in nature, by comparing
them to peas which grow together in a pod.
2. Phrasal verbs usually contain one or more individual verbs and
prepositions that, when used together in a sentence, act as a single verb.
For example, people use the phrasal verb "to get away with" to mean
"avoid punishment" as in the sentence, "She will get away with stealing
that car."
3. Aphorisms, or colloquially called "sayings," aphorisms may develop
organically over time, but are often coined in widely read books, famous
speeches or other texts. Some have roots in sacred scriptures and survive
translations and cultural diffusion because of their ability to capture
profound philosophical truths in short, easy-to-remember sentences.
Some often-quoted aphorisms include, "He who hesitates is lost" and
"The best things in life are free."
4. Landmark events and important historical figures, which often make their
way into idiomatic expressions particular to certain cultures. In the
United States, for example, to give your "John Hancock" means to
provide your signature. This expression references one of the signers of
the Declaration of Independence, John Hancock, whose signature is one
of the largest and most distinct on the document.
5. Metaphorical idioms compare two situations, objects or actions.
However, idioms based on metaphors do not use the words "like" or "as"
to connect the two ideas. For example, when you call a method of
coercion a "carrot and stick method," you compare the situation at hand
to the practice of luring stubborn horse or mule by dangling a carrot in
front of him and prodding with a stick behind, or consider this ―trial and
error‖.
Woodham also said,―Idiomatic expressions are extremely common and are
found in all kinds of English, both formal and particularly informal. But do not
14
make a special effort to learn them. There are too many. You will learn the most
common naturally through the learning material that you are using.‖
In short, the writer might say that idiomatic expressions are one of unique
language features with unique meanings sticking to every language posseses as
the English language does. Bahasa Indonesia does have some idiomatic
expressions in certain forms such as Nasi sudah menjadi bubur (to close the barn
door after the horse has bolted), besar pasak daripada tiang (live beyond your
means), and memancing di air keruh (fish in troubled water) to mention a few.
However, our idioms are not so many as the English counterparts and they are not
that common to use in daily speech. In the writer‘s mind, idiomatic expressions
are much easier to learn by contexts, so we do not learn all of them, but we learn
them in accordance with our context as students, soccer players, swimmers, etc.
However,in accordance withthe implication of Woodham statement above–
donot make a special effort to learn them. There are too many. You will learn the
most common naturally through the learning material that you are using—
thisresearch is limited to two-word verb idiomatic expressions. And this is in
harmony with Dixon‘s idea that The student may learn grammar and, withtime,
acquire adequate vocabulary, but without a working knowledge of such idioms as
above all, to get along, on the whole, to look up, etc., even the best student's
speech will remain awkward and ordinary.
D. Two-Word Verb
Two-word verbs are included in the general category of idioms by Dixon.
They are then called Essential Idioms in Enlgish. A two-word verb is a verb
whose meaning is altered by the addition of a particle (a preposition used with a
verb to form an idiomatic expression.) to look, for example, may become to look
up or to look over, each having its own special meaning.32
In addition, two-word verb is also called phrasal verb.33
They usually
consist of verb + adverb or verb + preposition.This is a special type of idiom
32
Dixon, J. Robert. Essential Idioms in English, (Englewood Cliffs, New Jersey: PrenticeHall
Regents, 1983), p. 1. 33
O‘Dell, Felicity and MichaelMcCarthy, English Idioms in Use Advanced, (UK: Cambridge
University Press, 2010), p. 6.
15
made up of a verb plus a preposition or adverb.34
Like most idioms, the 2-word
verb usually has a meaning different from the words it is composed of. For
example, when you look up a word in the dictionary, you are not really looking up
- you may even be looking down. It is important to study 2-word verbs because
they are very common, especially in everyday speech.
There are two kinds of two-word verbs: separable and inseparable.
1. The separable phrasal verb. It can be separated by an object. It cannot
be followed by an object pronoun (if the verb takes an object.). For
example:
He took his coat off. He took it off.
He took off his coat. (Not) he took off it.
The following is a short list of separable two-word verbs:
add up
add
back up
cause to move backwards; support;
blow up; cause to explode; destroy by
explosives
break into
go into a house or room forcibly;
suddenly; begin; bring about - cause to
happen
bring off
accomplish
bring out
publish; emphasize
bring over
bring
call off
cancel; order away
call up
telephone; summon for
military service
carry on
continue
carry out
fulfill; complete; accomplish; perform
2. The inseparable phrasal verb. It cannot be separated by an object. It
can be followed by an object pronoun (if the verb takes an object.). For
example:
34
http://eslus.com/LESSONS/GRAMMAR/PHRASALS/Pv0.htm
16
I looked after the children. I look after them.
The following is a short list of inseparable two-word verbs:
call for
come to get; require
care for
like; guard; supervise; maintain
catch up with
cover the distance between oneself and
check up on
examine; verify
do without
deprive oneself of
drop in at/on
visit casually without planning
get around
evade; avoid
get away with
do without being caught or punished
get on
enter (a vehicle); mount
get on with
proceed with
E. The Use of Idiomatic Expression
Dixon says that Idiomatic expressions have long playedan important role in
the English language. In fact, the use of idioms is so widespread that an
understanding of these expressions is essential to successful communication,
whether in listening, speaking, reading, or writing.
He explains further that the student may learn grammar and, with time,
acquire adequate vocabulary, but without a working knowledge of such idioms as
above all, to get along, on the whole, to look up, etc., even the best student's
speech will remain awkward and ordinary.
Holleman says that as English learners work to improve their conversatioanl
profiency, they soon realize that the number of idiomatic expressions used in
spoken English is staggering. They discover immediately as they interact with
native English speakers, expressions involving idioms can be a serious challenge
in understanding the dynamics of a conversation. Most importantly, being able to
use idiomatic expressions in a discussion increases a person‘s confidence in their
overall communicative profiency in spoken English.35
35
Holleman, John, American English Idiomatic Expressions in 52 Weeks: An Easy Way to
Understand English Expressions and Improve Speaking, (Sha Tin, N.T. Hongkong: The Chinese
University Press: 2006), p. Vii.
17
We might conclude that idiomatic expression is very useful. It can be used
to:
1. develop a successful communication, whether in listening, speaking,
reading, or writing;
2. develop natural speech, i.e. the students‘, even the best ones‘, speech will
remain awkward and ordinary;
3. develop understanding the dynamics of a conversation; and
4. develop or increase a person‘s confidence in spoken English.
18
CHAPTER III
RESEARCH METHODOLOGY
Research methodology is a must in any research. It is like an itinerary for a
traveler to take, without which the traveler could take hard winding and bumpy
road, or even get lost. That is why, following the route that is going to take the
researcher to a destination, i.e. to find out whether there is any effect of two-word
verb idiomatic expression mastery on the seventh grade students of SMP Negeri
87 Jakarta on the speaking skill is unavoidable
This Chapter consists of place and time of the study, of objective of the
study, research method, population and sample, instrumentation, procedure of
data collection, technique of data analysis.
A. Place and Time of Study
This research took place at SMP Negeri 87 Jakarta the location is at
Kebayoran Lama Sub-district. The study is conducted from May 12 – 18, 2014.
B. Objective of the Study
Whether there is any effect of two-word verb idiomatic expression mastery
on the speaking skill of the seventh grade students of SMP Negeri 87 Jakarta
C. Research Method
This research is a descriptive-qualitative research, which means it is
intended to find out the descriptive outcome of the collected data and the
interpretation of which as the conclusion. According to Arikunto, the data are the
result of documenting a certain activity by a researcher through observing,
interviewing, experimenting, and testing. The data of this research were collected
from the seventh grade students of SMP Negeri 87 Jakarta.
D. Population and Sample
Based on research theory we may conclude that population the population of
this research is the whole seventh grade students of SMP Negeri 87 Jakarta.
As to the sample, it is purposeful. This kind of sampling, in Qualitative
Studies, is purposeful and the process used to select used to select participants
19
should be clearly described. Purposeful sampling selects participants for a specific
reason (e.g., age, culture, experience), not randomly.36
Accordingly, the sample of this research is the seventh-grade students of
Class 7 A of SMP Negeri 87 Jakarta.
E. Instrument of the Research
Creswell points out that data collection procedure in qualitative research
involves four basic types: observations, interviews, documents, and visual
images.37
According to Arikunto, there are four methods of collecting data commonly
used in a research. They are a test, questionnaire, interview, and observation.38
Observation and questionnaire are chosen as the writer‘s instruments of data
collection.
F. Procedure of Data Collection
As stated above, the instruments of the research are observation and
questionnaire. Therefore, the writer applis the following steps:
a. Observation
1. An assignment of 10 basic two-word verbs is given to the all
respondents to be memorized, then put them into simple sentences,
and finally put them into daily-activity paragraph. The idiomatic
expressions are taken from Essential Idioms in English by Robert J.
Dixson for elementary level.
2. All respondents are to state the memorized words and put them simple
sentences and paragraph at the appointed time of observation.
3. The result of above instruction is then put into the table of score
history
36
Steward, M. Law et al. Guidelines for Critical Review Form – Qualitative Studies. [Online
article](1998),www.usc.edu/hsc/ebnet/res/Guidelines.pdf 37
Creswell, J. W.,Research Design: Qualitative and Quantitative Approaches, (London: Sage
Publications, 1994), pp. 149--150. 38
Arikunto, S.,Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 1995),
pp. 198--205.
20
Table of Score History 3.1
No Respondent Score of 1m+1S+2Sp/4
Pred Ach Lrnd Sentc Spch 1 – 100 1 – 4
1
2
3
4
5
etc
Note:
Lrnd is learned VG is very good
Sentc is sentences G is good
Spch is speech F is Fair
Pred is predicatre P is poor
Ach is achievement
b. Questionnaire
1. A questionnaire consists of 10 multiple-choice question items will be
distributed among the correspondents to answer. The purpose is to
know how many respondents understand or know the basic two-word
verb idiomatic expressions.
2. The answer was compiled and converted to percentage of how many
respondents are very good, good, fair, and poor.
3. The result of which was put into percentage
21
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
The objectives of this research, namely to to find out the effect of basic two-
word idiomatic mastery on the speaking skill of the seventh grade students of
SMP Negeri 87 Jakarta, will be answered in this chapter.
After some preparations made, such as making observation sheets in the
form of table of observation, the writer explains to the chosen respondents that
they are to memorize, make simple sentences based on the memorized two-word
verbs, and give a short speech on ―Going to School‖ that contains the memorized
words.
A. The Research Findings
The observation process takes 8 days, May 12 – 18, 2014. It takes two days
to have basic two-word idiomatic expressions learned by heart, two days to
practice the learned expressions, and four days for the whole process of
observation. To make the observation easier, the researcher asked the student to
prepare their own speech on ―going to school‖ some time at home. This is done so
for the sake of effectiveness in observing the students or respondents‘
performance.
The observation is taken in three stages:
a. The students were asked to come forward and express their learned basic
two-word idiomatic expressions. They stood alone before the researcher
in a classroom to be observed.
b. After that, every student was asked to get back to their seats and prepared
themselves to utter sentences containing the basic two-word idiomatic
expressions they already learned.
c. Lastly, they were asked again to give a short speech of 5 – 10 minutes.
22
And here is the result of the observation (table 4.1)
Table 4.1
Score of Observation
No Respondents’
Code
Score of 1L+1S+2Sp/4
Pred Ach Lrnd Sentc Spch 1 – 100 1 – 4
1 R1 75 75 75 75.00 3.00 B G
2 R2 80 75 75 73.75 2.95 B G
3 R3 90 80 80 82.50 3.30 B+ G
4 R4 70 65 60 63.75 2.55 B- G
5 R5 65 60 60 61.75 2.45 B- G
6 R6 70 60 65 65.00 2.60 B- G
7 R7 90 90 85 87.50 3.50 A- VG
8 R8 85 80 80 81.25 3.25 B+ G
9 R9 60 60 55 57.50 2.30 C+ F
10 R10 70 65 65 66.25 2.65 B- G
11 R11 90 90 85 87.50 3.50 A- VG
12 R12 75 70 75 73.75 2.95 B G
13 R13 70 65 65 66.25 2.65 B- G
14 R14 65 65 65 65.00 2.60 B- G
15 R15 70 65 70 68.75 2.75 B G
16 R16 70 70 65 67.50 2.70 B G
17 R17 85 80 85 83.75 3.35 A- VG
18 R18 75 70 70 71.25 2.85 B G
19 R19 95 90 95 93.75 3.75 A VG
20 R20 80 75 80 78.75 3.15 B+ G
21 R21 65 60 60 61.25 2.45 B- G
22 R22 70 70 70 70.00 2.80 B G
23 R23 75 70 75 73.75 2.95 B G
24 R24 85 80 85 83.75 3.35 A- VG
25 R25 75 70 75 73.75 2.95 B G
23
No Respondents’
Code
Score of 1L+1S+2Sp/4
Pred Ach Lrnd Sentc Spch 1 – 100 1 – 4
26 R26 70 60 65 65.00 2.60 B- G
27 R27 75 70 75 73.75 2.95 B G
28 R28 80 80 80 80 3.20 B+ G
29 R29 65 60 60 61.25 2.45 B- G
30 R30 70 70 75 72.50 2.90 B G
31 R31 60 60 60 60 2.40 B- G
32 R32 55 50 50 51.25 2.05 C+ F
33 R33 85 80 80 81.25 3.25 B+ G
34 R34 70 65 65 66.25 2.65 B- G
35 R35 60 55 60 58.75 2.35 B- G
36 R36 60 55 55 56.25 2.25 C+ F
The above table gives a quite a clear picture that there are more respondents
who get B-, the ranges of which is from 2.35 – 3.00, and a few who gets more
than A-. In a glance, it shows the category they would achieve in the rating scale
used in this research. Something must be done further, so that the result can give
better and clearer picture for anyone to understand and interpret without having to
spend more time by looking into the table deeply.
That is why, to have a better picture of the score obtained by the
respondents, frequency distribution f should be known first. Frequency
distribution is found by using the table of frequency distribution (Table 4. 2)
below as suggested by Heaton (1975) 39
. By this table, those who rank the top and
the bottom would also be revealed.
39
Heaton, J.B. 1979. Writing English Language Test. London: Longman Group Limited.
24
Table 4. 2
Frequency Distribution Score of Observation
Table 1 Table 2 Table 2
Respondents
’ Code
S
Pred
Resps’
Code Pred Pred Frequency
R7 VG R25 G VG 5
R11 VG R27 G G 28
R16 VG R30 G F 3
R19 VG R4 G
R24 VG R5 G
R3 G R6 G 3
R8 G R10 G
R20 G R13 G
R28 G R14 G D+
R33 G R21 G D
R1 G R26 G
R2 G R29 G
R12 G R31 G
R15 G R34 G
R16 G R35 G
R18 G R9 G
R22 G R32 G
R23 G R36 G
The above table 4.2 contains a frequency distribution showing the number
of respondents who obtained each score awarded. By sort descending method, the
frequency of score dispersion or distribution gets clearer. Sort descending can also
illustrate how many who come to the best category (VG), how many who come to
25
second-best (G), and so on. In a word, some scores are distributed much more
frequently than others; other scores are much less distributed.
By this table, we also find that VG is much less distributed (5 respondents)
than others. Predicate G is much more distributed ( 28 respondents). Contrary to
the scale G, Pred F is the least distributed scale among the students. It is almost
the same with the predicated VG. This is a good thing because only very few
respondent are in the fair category, and no respondent comes to the lowest
predicate (a poor category).
B. The Questionnaire Result
A sheet of questionnaire of five question items is given to 36 respondents.
They are to answer based on their real and honest condition. By using Guttman
scale they are to give a simple answer ‗yes‘ or ‗no‘ to the question items. And
based on the respondents‘ answer to the questionnaire, the writer finds the
following result:
Respondent QUESTION ITEMS
TOTAL Pred 1 2 3 4 5
1 1 1 1 1 0 4 G
2 0 1 1 1 1 4 G
3 1 0 1 1 1 4 G
4 1 1 1 1 0 4 G
5 1 1 1 1 0 4 G
6 1 1 1 1 0 4 G
7 1 1 1 1 1 5 VG
8 1 0 1 1 1 4 G
9 0 1 1 1 0 3 F
10 1 0 1 1 1 4 G
11 1 1 1 1 1 5 VG
12 1 1 1 1 0 4 G
13 1 1 1 1 0 4 G
14 1 1 1 1 0 4 G
15 1 0 1 1 1 4 G
26
Respondent QUESTION ITEMS
TOTAL Pred 1 2 3 4
16 1 0 1 1 1 4 G
17 1 1 1 1 1 5 VG
18 1 1 1 0 1 4 G
19 1 1 1 1 1 5 VG
20 1 1 1 0 1 4 G
21 1 1 1 0 1 4 G
22 1 1 1 1 0 4 G
23 1 1 1 1 0 4 G
24 1 1 1 1 1 5 VG
25 1 1 1 0 1 4 G
26 1 1 1 1 0 4 G
27 1 0 1 1 1 4 G
28 1 1 1 0 1 4 G
29 1 1 1 1 0 4 G
30 1 1 1 1 0 4 G
31 1 1 1 0 1 4 G
32 0 0 1 1 1 3 F
33 1 1 1 1 0 4 G
34 1 0 1 1 1 4 G
35 1 1 1 1 0 4 G
36 0 0 1 1 1 3 F
Total 32 27 36 30 21 146
In order to have a better description of the questionnaire result we can put
them into the following charts:
Chart 1 The ability‘s students of knowledge idiom expression
for question 1:
Do you know what idiomatic expression is?
27
0
5
10
15
20
25
30
35
Yes No
From the chart we understand that only some of the respondents do not
really understand what idiomatic expression is. It is understandable because
definition is still not really familar matter with students of seventh grade. The
percetage of respondents who can answer this is 88,88% is actually excellent.
Chart 2 The ability‘s students of knowledge idiom expression
for question number 2:
Is (the phrasal verb) ―get up‖ an idiomatiac expression?
0
5
10
15
20
25
30
35
Yes No
This chart shows that the respondents understand this phrase is an idiomatic
expression. Only some of them do not understand that ―get up‖ is an idiomatic
expression. They might have used it many a time but they are not aware of. The
percentage of the respondents who know that this is an idiomatic expression is
75%. This is still very good.
Chart 3 The ability‘s students of knowledge idiom expression
28
for question number 3:
Do you know what ―get up‖ means?
0
5
10
15
20
25
30
35
40
Yes No
The chart demonstrates that all of the respondents know the meaning of ―get
up‖. It indicates all of the students actually use the basic and daily idiomatic
expression, but they do not really understand that they actually use it. All of the
students can answer this question, i.e, 100%.
Chart 4 The ability‘s students of knowledge idiom expression
for question number 4:
Does ―switch on‖ mean menyalakan (lights)?‖
0
5
10
15
20
25
30
35
Yes No
Thirty or 83.33% respondents answer yes and only six answer no. The right
answer is yes. This means some students may not be very familiar with this
29
idiomatic expression, even though if they will look at electrical appliances closely
they will find this word easily.
Chart 5 The ability‘s students of knowledge idiom expression
for question number 5:
Is ―switch on‖ the synonym of ―turn on‖?
0
5
10
15
20
25
Yes No
The last chart shows that respondents are not that good at synonymous
idiomatic expressions. We understand that mastering synonymous ordinary words
is not easy, let alone idiomatic expressions. Anyway, the number of respondents
who can answer correctly are pretty fair. There are 21 respondents or 58.33%
C. Analisis Statistic
The observation and the questionnaire results show that the numbers of
respondents who are very good at the speaking skill are even higher than those of
the fair category. There are 5 students who are very good (A and A-), which is
high enough for the total of that small sample. There are a great number of
students who are good, i.e, ranging from B+ and B to B-, and only 3 persons who
are fair. Anyway, there are neither poor nor very poor. In short, those who fall
into very good are 5, good are 28, and fair are 3.
If we convert the result to percentage, then we will find thess:
1. The very good category is 5 respondents, so 5/36 x 100% = 13.88%
2. The good category is 28 respondents, so 28/36 x 100% = 77.77
3. The fair category is 3 respondents, so 3/36 x 100% = 8.33 %
30
D. Interpretation
The findings clearly denote a few students out of thirty-six (36) who took
part in as respondents excel others in their learning of the basic two-word
idiomatic expressions. They are much better than others. A few students (of the
fair category) are also inferior to others, even though not that significant. It can be
said there is a only a small gap among those who stay in scale 4 and those who
stay in scale 2. This means this difference or variance is not very significant.
The above condition is still conducive to a much better achievement. It is a
kind of a challenging condition whenever in a group there are only quite a number
of who are excellent, a great number of who are very good, and only a few who
are in between.
Finally, the conclusion of the findings is:
1. The Students‘ ability of Using Idiomatic Expression in Speaking Skills
in the academic year of 2014/2015 can be put into the following
achievement:
a. Very Good. Five or 13.89% respondents (students) come into the
very good category. These respondents can express themselves using
the basic two-word idiomatic expressions in their speech quite
clearly.
b. Good. 28 or 77.78% respondents come into the good category.
These respondents have a bit problem in formulating their English
communication using the basic two-word idiomatic expressions.
c. Fair. Three or 8.33% respondents come into the fair category.
Respondents with this category express or use less the basic two-
word idiomatic expressions in their speech compared to the other
groups.
There are only few respondents (who are the representation or reflection of
the whole students of SMP Negeri 87 Jakarta in the academic year of 2014/2015)
of this category.
2. The difficulties in putting basic two-word idiomatic expressions in
more relaxed and natural speech faced by the seventh grade students of
31
SMP Negeri 87 Jakarta in the academic year of 2014/2015 are
essentially not that hard and can be formulated as follows.
a. Basic two-word verbs. Most of the respondents find it okay to
express themselves in their speech. They need only more time to
practice more so that they can make them their daily communication
in English.
b. Habit. Using the basic two-word idiomatic expressions has not been
their day-to-day practice, so only very-very common ones such as
get up and turn on are very familiar to them. This means they will
find no hardship if they start making their daily habit to use the basic
two-word idiomatic expressions when they speak English.
Finally, to conclude this section, the following is listed for the sake of
clearance:
1. The general ability of the seventh grade students of SMP Negeri 87
Jakarta in the academic year of 2014/2015 is mostly good. This
category dominates the number of the students, i.e. 28 out of 36, which
means 77.78% of the respondents taking part in the research. This
indicates more steps or strategies are needed to develop this functional
skill of those taken part in the research or the whole students of the
school because they represent the students of the school in general.
2. Those who are very good in achievement should be made into a model
for the others by any strategy suited for the setting.
3. Those who get the lowest achievement must be encouraged the most of
others so that they may be able to keep up with the others.
4. Using basic two-word idiomatic expressions is probably not a common
practice among Indonesian English learners, both in formal and non-
formal education. However, if they are encouraged to learn them and
produce in sentence making and speech, they find no significant
difficulties as show by the students of SMP Negeri 87 Jakarta in the
academic year 2014/2015. This is a good phenomenon for others to
follow. What they need is actually a little effort and time to practice
writing and speaking.
32
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In relation to the findings of the this study on thestudents’abilityofusing
idiomatic expression in speaking skill at SMP Negeri 87 Jakarta conclusion might
be drawn as follows:
1. Three (3) students or 8.83% of thirty-six students are on the lowest list of
respondents with both the learning of basic two-word idiomatic
expressions and speech. They have to be trained more. They have to
practice much more with their peers or their English teachers and use the
basic two-word idiomatic expressions they already used. Hopefully, as
the saying goes ―practice makes perfect‖.
These students can also be said to be able to speak fairly good, i.e.
(in this case) a skill to speak English in an accepted and casual manner.
In other words, they can use, to a certain degree, some basic two-word
idiomatic expressions in their speech. Accordingly, they can also speak
in an accepted and casual manner to a certain degree too.
2. Twenty-eight (28) students or 77.77% out of 36 students speak English in
a more casual manner. They master more about the basic two-word
idiomatic expressions, hence they speak better and easily.
Therefore, the respondents with this achievement should and have to
upgrade their knowledge over and over. This is the first grade in junior
secondary school, which there is a lot of time and long duration for them
to go. In other words, they still have ample time to upgrade themselves so
that they can keep up their achivement and reach the best one.
3. Eleven (11) students or 13.88% out of 36 students speak in a more
natural way, and verbal communication is at ease with him. What they
have master the basic skill how have an informal way of speaking. It
seems their mastery comes to be their navigator in their speech.
33
These students should still and have to improve their productive
skills, i.e both sentences and speech besides maintaining what they have
learned. This is because they cannot solely rely on what they have
learned only right here and right now.
This respondents need to maintain their skill and keep learning more
and more on further and higher idiomatic expressions and also other
aspects of English language, since there are too many other things every
English learner need to learn, if they want to be fluent in English.
These respondents is a good model for others to copy and follow.
They learn basic two-word idiomatic expressions perfectly and speaks
natural English. This is an indicator that mastering the basic two-word
idiomatic expressions influence her speaking, both fluently and naturally.
Their fluency is the one that should then be upgraded, for fluency is one
the most significant parts in communication.
4. Last but not least, the general result is not that bad. The lowest score is
fair, which indicates that the gap of the respondents is still small. In other
words, the average knowledge of the respondents about the basic two-
word idiomatic expressions is still fairly good.
B. Suggestion
The research findings indicate a few steps have to be taken by those who
can take the advantage of this research.
1. The students
The students who take part in this research are called respondents. They
represent the whole students of SMP Negeri 87 Jakarta. They find their
own category based on their ability in speech using the basic two-word
idiomatic expressions. The section as the consequence of the result of the
observation divides those into the category they fit in. This will facilitate
for the suggestion extended for them.
a. The very good respondents. These are students who come into the
very good category; they have to upgrade themselves to be excellent,
for even though they are very good they still have the basic knowledge
34
of two-word idiomatic expressions. This means steps of a learning
ladder must be taken so as to reach the top and be the best speakers of
English.
A regular English forum might need setting up. It is going to
accompany and take them to the next scale, i.e. excellent scale.
Besides that, they probably needs that kind of forum the most to apply
their skill, improve their English, and have and English medium that
anyone needs to, at least, maintain something dear.
b. The good respondents. These are those whose mastery is good and
comes to the second-best one. They not only have to upgrade
themselves but they need to find more guidance in their effort to be
better to formulate better way of learning the basic two-word
idiomatic expressions.
Basic two-word idiomatic expressions are absolutely different
from Indonesian one. One of its forms is popular saying, for example.
When we say ―memancing di air keruh‖ does not means ―fishing in
dirty water‖ in English, but ―fishing in troubled waters‖. And
regardless of the difficultness in learning idiomatic expressions, one
has to learn them whatsoever because they are daily parts of English
speech.
c. The fair respondents. These respondents may know basic two-word
idiomatic expressions, but their knowing is not enough to build
sentences or give speeches. In other words, they need improvement by
whatever program that is able to better their ability.
They are not supposed to despair, for nothing is impossible to
reach in any possible thing like speaking using the basic two-word
idiomatic expression, or other fields in functional skills.
Therefore, a program is needed to empower their speaking skills
using basic two-word idiomatic expressions and they also need to help
themselves by, for instance, practicing more actively and learning
more intensively.
35
d. Finally, all respondents or students also need to cooperate in speaking
English with basic two-word idiomatic expressions to overcome their
common problems. This will absolutely help them learn and command
basic two-word idiomatic expressions.
2. The teacher
In relation to students and their problems, teachers have to have a kind of
eagle eyes. They have to be vigilant for their students‘ needs. Concerned
with the above findings, eagle-eyed teachers can take the following steps
to improve the quality of their students or solve the problems faced by
them.
a. Upgrade those whose skill have been very good to excellent by, say,
speaking English with them with more and more daily basic two-word
idiomatic expressions. This surely helps them find daily basic two-
word idiomatic expressions. So, any time they meet their teachers,
teachers would encourage them to use the expressions by saying, for
example, ―Would you turn off the light when you leave the
classroom?‖.
―(Correct) practice makes perfect‖ should be the motto teachers
imposing on them, so they keep on practicing two-word idiomatic
expressions till the problem is solved. They also should be notified of
speaking skill can only be achieved by speaking only, not the other
way around, and so can the two-word idiomatic expressions.
Hopefully, this step would effectively encourage them and it is
probably not too difficult for them to be encouraged better, since very
good students have an inherent quality to develop themselves. Hence,
it is the teachers who have to formulate the best ways to help them
improve their speaking skill with proper basic two-word idiomatic
expressions. However, the most effective one is always that teachers
are committed to speaking English first, and in this case using the
basic two-word idiomatic expressions, among themselves and then to
the students since students are like small children who will imitate all
36
at once what their adults (parents or older members of their family and
relatives) act.
b. Attention is given more to whose ability is fair, so that they can catch
up with those higher in learning the expressions. Teachers do not need
to explain—the mistakes they might make—verbally to them but
correcting their mistakes whenever they make it right away by, say,
repeating the correct way.
As to those whose skill is fair need to be assisted more. However,
it doesn‘t suggest that teacher leave the others. It only stresses that
teacher should have special program for their treatment.
In brief, a more intense help has to be given to them. They need to
be assisted in any way they need to be. Once a teacher observes that
they need something, then he or she should modify or design a
program to heighten their skill. In other words, teachers may need
more time and energy in improving their speaking skill, especially
basic two-word idiomatic expressions.
c. Strengthen more the skill of those is good. Teachers should tirelessly
stress on verbal communication with them too that they could be
much more familiar with spoken communication in both formal and
informal English.
d. Take the overall steps, i.e. steps for the ability from fair to very good,
for the poor-skilled students. First practice, second correction and
correction, third practice more and more. Teachers stress on verbal
communication but in an acceptable manner; however, it must be both
verbally and theoretically correct.
A thorough help is needed. They must really be bettered in all
subjects concerned with spoken-productive skills. They must also be
trained hard in speaking practice so that they may improve their
learning in two-word idiomatic expressions. Once again, teachers
must be very patient and have a kind of eagle eyes.
37
In addition to that, encouraging the fair ones is maybe hard
because they are easily frustrated when they come to something hard
for them to understand and practice. Hence, teachers have to change a
strategy from another to another from time to time for the sake of their
own betterment. They may repeat the same expressions longer than
others do, but when it seems they feel bored with, teachers must soon
change with other kinds with the same meaning. They may say ―do
you go to bed early every night?‖ for some time, and then change it to
―do you turn in early every night?‖ etc.
e. Practice more rare expressions, e.g. plug in vs plug out, which most
students or respondents find it much harder to express. This can be
done by simulation and then play role. The simulation can be
conducted in simulated settings such as assigning a special place and
object on the wall, socket, then the teacher plug an electrical device
(plug) in/out to reflect what the actions suggest.
3. The School Management
School Management which is headed by a principal and aided by boards
of teachers have to be aware that schools in general are places of training,
institutions of education, and, therefore, supposed to be in harmony with
the progress of the students. It means that they are always ready to take
any steps needed for the sake of students‘ progress. Therefore, the school
management has to make up its own policy to overcome this case
(internal and specific policy). There are policies that might be made or
chosen for the sake of effectiveness, and hopefully help overcome this
problem:
First, set more time for the students to practice their English
speaking. Assign an English space or zone where students can practice
English in general and use two-word idiomatic expressions in
particular.
38
Second, give more extracurricular activities to them for English
practice in general, and especially in using the basic two-word
idiomatic expressions.
Third, make a certain program, such as a regular twice-a-week
English program at school stressing on verbal communication that can
be instructed by their own (internal) teachers or by hiring experienced
private (external) teachers.
Fourth, upgrade teachers‘ ability by sending them to the higher
institute of English education, or English-teaching workshops or
holding the kind of workshop cooperating with other schools, or at
least send them to dependable English schools or inviting experienced
private tutors.
Fifth, take a pilot project of training for the hand-picked students
to follow some special training for others to follow suit their success.
This is a good and inspiring example for other students to take. Then,
training them at school by their own teachers or sending them to some
English schools or courses or inviting some private English tutors can
be equally good option to this step.
Sixth, take the very basic step of natural English by using
idiomatic expressions a daily habit for the students and teachers alike.
So whenever students meet one another they practice and use
idiomatic expressions day in day out.
After executing all the above suggestions, evaluate regularly the
program chosen or the policy made for the betterment in the future. Be
sure to cooperate with the parents of the students. If there is the so-
called PTA (Parent-Teacher Association)—an organization of teachers
and the parents of their students, as within a public school, to promote
mutual understanding and to increase the effectiveness the educational
program—hold a kind of consultation meeting for any program
proposed by any parties who are interested in the progress of
education from either internal or external proponents.
39
Students‘ approval is something cannot be ignored. Find a away
to convince them the importance of the program and it is for the sake
of their skills and these skills would be useful for their future. Never
force, but persuade them to take it for their own benefit.
Usually an activity has a kind of motto to push the activists to
work harder. For the sake of it, there is no mistake if this Arabic motto
is used, ―Man jadda wa jadd‖ which means whoever works hard
(he/she) will work (what he/she tries to reach) out. Lastly, an effective
program always produces effective result. According to Scott and
Ytreverg,40
and Nunan41
role-plays are also excellent activities for
learners' speaking in the relatively safe environment of the classroom
before they must do so in a real environment. Therefore, dialogues (in
the role plays) offer students opportunities to act out and practice oral
skill before encountering the real world.
40
Scott, W., and Ytreberg, L. (2000). Teaching English to Children. New York: Longman. 41
Nunan, D. (2003). Practical English Language Teaching. New York: McGraw Hill.
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