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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 humans 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.

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).

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

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.

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.

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.

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,

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

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 Chomskys 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 students 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 persons 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 students 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. 5.

Indicate positive signs when commenting on a student's response. 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. 11.

Provide the vocabulary beforehand that students need in speaking activities. 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 OMalley (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 students ability to interpret and convey meaning for authentic purposes in interactive contexts. Furthermore OMalley (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, OMalley, 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 (OMalley, 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.

IMPLEMENTING THE PLAN Carrying out the teaching and learning process on the lesson plan.

PLANNING THE ACTION Designing a lesson plan for teaching speaking through Herringbone Technique. Preparing research instruments and criteria of success.

OBSERVING Observing 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 unsuccessful

Successful Conclusion Report

Unsuccessful Revised Plan

Figure 3.1 Classroom Action Research Model (Adapted from Kemmis & Taggert, 1988)

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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

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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.

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Finally, the last fifteen minutes were planned for the post-activity. The postactivity 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

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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 researchers 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 students 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 6 Accuracy Pronunciation was only very slightly influenced by the mother-tongue. Two or three minor grammatical Fluency Spoke without too great an effort with fairly wide range of expression. Searched for words Comprehensibility Easy for the listener to understand the speakers intention and general meaning. Very few

32

and lexical errors Pronunciation was slightly influenced by the mothertongue. A few minor grammatical and lexical errors but most utterances were correct 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. Pronunciation was influenced by the mothertongue but only a few phonological errors. Several grammatical and lexical errors, some of which cause confusion. Pronunciation seriously influenced by the mother tongue with errors causing a breakdown in communication. Many basic grammatical and lexical errors. 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

occasionally but only one or two unnatural pauses. Has to make an effort at times to search for words. Nevertheless, smooth delivery on the whole and only a few unnatural pauses. 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. 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. 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 Full of long and unnatural pauses. Very halting and fragmentary delivery. At times give up making the effort. Very limited range of expression.

interruption or clarifications required. The speakers intension and general meaning are fairly clear. A few interruptions by the listener for the sake of clarification are necessary. 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.

The listener could understand a lot of what was said. But he must constantly sought clarification. Cannot understand many of the speakers more complex or longer sentences. 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. 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.

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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 9th 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 teachers 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 students attention to the topic by asking some questions about learning speaking through Herringbone technique. 3. The researcher stimulated the students 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 9th 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 students attention to the topic by asking some

questions about learning speaking through Herringbone technique.

3. The researcher stimulated the students 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

1. The students responded the teachers greeting in learning Pre-Teaching speaking through Herringbone Activity technique. 2. The students answered the teachers

3 2

40

3.

4.

1.

2. WhilstTeaching Activity 3.

4.

5.

1. Post Teaching Activity

2.

3.

questions about learning speaking through Herringbone technique. The students paid good attention to the teachers explanation about learning speaking through Herringbone technique. The students sat in well in groups in learning speaking through Herringbone technique. The students asked the teacher some questions when they did not understand how to learn speaking Herringbone technique. The students looked dictionary for the words they did not understand. Students discussed the meaning in learning speaking through Herringbone technique. The students performed Herringbone technique activities in front of the class. The students looked very happy learning speaking through Herringbone technique. The students listened well to the conference that was done by the teacher about the mistakes they made during learning speaking through Herringbone technique. The students took summary about some important note in learning speaking through Herringbone technique. The students did homework. 1

2 2 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.

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

1. The teacher greeted the student in teaching Yes speaking through Herringbone technique. 2. Teacher asked some questions to the students about teaching speaking through Yes Herringbone technique. Pre-Teaching Activity 3. The teacher explained the rule of learning Yes speaking through Herringbone technique. 4. The teacher divided the students into groups or pairs in teaching speaking through Herringbone technique.

Yes

WhilstTeaching Activity

1. The teacher monitored the students performance in learning speaking through Herringbone technique. 2. Teacher guided the students when the students needed some helps. 3. The teacher asked the student to look dictionary if the students needed the Yes meaning of words. 4. The teacher noted some mistakes made by the students while monitoring students activity in learning speaking through Herringbone technique. 5. The Teacher praised the students in varied ways no matter how the students learnt speaking through Herringbone technique. 1. The teacher did conference to identify the students problems in learning speaking

No No

No

No No

42

Post Teaching Activity

through Herringbone technique 2. The teacher asked the students to take summary about some important note in Yes learning speaking through Herringbone technique. 3. The teacher gave homework to the students. Yes

The interpretation of teachers 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 teachers 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 15th, 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 students attention to the topic by asking some

questions about learning speaking through Herringbone technique.

45

3. The researcher stimulated the students 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 didnt 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 students attention to the topic by asking some

questions about learning speaking through Herringbone technique.

3. The researcher stimulated the students 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 didnt 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. The students responded the teachers greeting in teaching speaking through Herringbone technique. 2. The students answered the teachers questions about teaching speaking through Herringbone technique. 3. The students paid good attention to the teachers explanation about learning speaking through Herringbone technique 4. The students sat in well in groups in learning speaking through Herringbone technique. 1. The students asked the teacher some questions when they did not understand how to learn speaking through Herringbone technique. 1 2 3 4 4

Pre-Teaching Activity

49

WhilstTeaching Activity

Post Teaching Activity

2. The students looked dictionary for the words they did not understand. 3. Students discussed the meaning in learning speaking through Herringbone technique. 4. The students performed Herringbone technique in front of the class. 5. The students looked very happy learning speaking through Herringbone technique. 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. 2. The students took summary about some important note in learning speaking through Herringbone technique. 3. The students did homework.

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 Descriptors Yes No stages 1. The teacher greeted the student in teaching Yes speaking through Herringbone technique. 2. Teacher asked some questions to the students about teaching speaking through Yes Herringbone technique. Pre-Teaching Activity 3. The teacher explained the rule of learning Yes speaking through Herringbone technique. 4. The teacher divided the students into groups or pairs in teaching speaking Yes through Herringbone technique. 1. The teacher monitored the students performance in learning speaking through Herringbone technique. 2. The Teacher guided the students when the students needed some helps. 3. The teacher asked the student to look dictionary if the students needed the meaning of words. 4. The teacher noted some mistakes made by the students while monitoring students activity in learning speaking through Herringbone technique. 5. Teacher praised the students in varied ways no matter how the students learnt speaking through Herringbone technique. 1. The teacher did conference to identify the students problems in learning speaking through Herringbone technique 2. The teacher asked the students to take summary about some important note in learning speaking through Herringbone technique. 3. The teacher gave homework to the students.

Yes Yes Yes

WhilstTeaching Activity

Yes

Yes

Yes

Post Teaching Activity

Yes

Yes

The interpretation of teachers performance level: 4 = Very good = the teacher did all descriptors of teaching activities. 3 = Good = the teacher did 8-10 descriptors of teaching activities.

51

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 teachers 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.

52

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 teachers 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

53

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 teachers 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

55

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

56

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.

57

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 teachercentered. 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 dont 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 EDUCATION UNIVERSITY OF ALMUSLIM MATANGGLUMPANG DUA, BIREUEN 2010