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CHAPTER I
INTRODUCTION
A. Background of the Problem
Speaking is the process of building and sharing meaning through the use of
verbal and non-verbal symbols. Speaking in English is a crucial part of foreign
language learning and teaching in Indonesia because speaking is an activity used
by someone to communicate with other. English is considered as one of world
languages. Almost people from all over the world use English in their
communication for many activities among governments over the world. Besides,
English is used as politics, education, economics, science, technology also
literature. It functions as a bridge to cross culture, religion, language, nationality,
and the lack of understanding between one and the other languages. It takes place
everywhere and has become part of our daily activities. When someone speaks,
he or she interacts and uses the language to express his or her ideas, feeling and
thought. He or she also shares information to other people through
communication. Furthermore in Indonesia, English is the first foreign language
and has been set as one of the compulsory subject studied at school.
In learning English, there are four skills that the students should master. They
are listening skill, reading skill, writing skill and speaking skill. Each skill has its
own challenging in learning them. The most difficult one is speaking. Speaking is
the capability in pronouncing sound or word to express or convey thought, idea or
feeling, opinion and wish.
ideas freely about the main topic given by teacher, and then they could discuss
and share ideas with each other.
Based on the explanation above, the researcher conducted a research entitled
THE EFFECT OF USING BRAIN STORMING TECHNIQUE TOWARD
STUDENTS SPEAKING SKILL AT THE EIGHTH GRADE OF SMK
NEGERI 2 TEMBILAHAN
B. Identification of the Problem
Based on the background above, the writer identified some problems, they
are :
1. Most of students are worried on making mistakes, they afraid being
laughed by his or her friends.
2. The students are having of lack confidence when they speak in
English.
3. The students are less of pronunciation.
4. The students get difficulty in speaking English.
C. Limitation of the Problem
Based on identification of the problem described in the previous session, the
students were hoped to practice English in the classroom. So this study were
focused to investigate the effect of using brain storming technique toward
students speaking skill at the eighth grade of SMK Negeri 2 Tembilahan.
D. Research Question
Based on the problems above, the problems which is formulated in the
following research question : Is there any significant effect of using brain
storming technique on students speaking skill at the eighth grade of SMK Negeri
2 Tembilahan?
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b. Speaking
According to Nurjamal, dkk in Nurgubitasari and Sukma (2015 : 237)
speaking is an ability to orally express the idea, opinion, thought, and feeling
to other people both directly and indirectly.
CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Review of the Related Theories
1. Speaking
a. Definition of Speaking
According to Noor (2010:85) speaking is a crucial part of second
language learning and teaching. Teaching speaking is not merely to let
students to repeat or memorize dialogues, but they should be able to use
the utterance to communicate in the real situations.
participants
Participants employ communication strategies to
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the level students and the focus of the class. For example
asking students to tell us about an unforgettable experience
you had. Allow to talk about something that is personally
meaningful while at the same time encourages narration and
description.
c. Role play
Role play is activity in which students are assignes
roles and improvise a scane or exchange based on given
information or clues and its one way of getting student to
speak in different social context and to assume varied social
roles is to use role play activities in the classroom. Role play
can be performed from prepared scripts, created form a set of
prompt and expression or written using consolidation
knowledge gained from interaction or discussion of the
speech act and its variations prior to the role play themselves.
d. Conversations
One of the recent trends in oral skills pedagogy is the
emphasis on having students analyze and evaluate the
language that they or others produce. In other word, it is not
adequate to have students produce lots of language; they must
become more metaliguistically aware of many features of
language in order to become competent speakes and
interlocutors in English. One speaking activity which is
particulary suited to this kind of analysis is conversation, the
most fundamental form of oral communication.
e. Information-gap activities
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b.
c.
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difficult,
require
frequent
repetition.
3. 'Foreign accent'' requires concentrated listening, and
mispronunciations
lead
to
occasional
mispronunciations
lead
to
occasional
accent''
which
do
and
not
occasional
interfere
with
understanding.
5. No conspicuous mispronunciations, but would not be
taken for a native speaker.
6. Native pronounciation, with no trace of foreign
accent
Grammar
1. Grammar almost entirely inaccurate phrases.
2. Constant errors showing control of very few major
patterns and frequently preventing communication.
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3. Frequent
errors
showing
some
major
patterns
but
or
weakness
that
causes
misunderstanding.
5. Few errors, with no patterns or failure.
6. No more than errors during the interview
Vocabulary
1. Vocabulary
inadequate
for
even
the
simplest
conversation.
2. Vocabulary limited to basic personal and survival areas
( time,food, transportation, family, etc.)
3. Choice of words sometimes inaccurate, limitation of
vocabulary
prevent
discussion
of
some
common
non-technical
subject
with
some
circumlocutions.
5. Professional vocabulary broad and precise; general
vocabulary adequate to cope with complex practical
problems and varied social situations.
Fluency
1. Speech
is
so
halting
and
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fragmentary
that
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hesitant,
with
some
too
little
for
the
simplest
type
of
conversation.
2. Understand only slow, very simple speech on common
special
and
touristic
topics;
requires
constant
engaged
in
dialogue,
but
may
require
ina
dialogue,
repetition or rephrasing.
5. Understands
everything
conversation
exceptfor
but
requires
occasional
in
normal
educated
very
colloquial
or
low
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opinion and it
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2013/2014. The result shown that there were positive responses concerning
the technique applied in improving the subjects writing skill. The present
classroom action study proved that brainstorming technique could improve
writing skill of the eighth grade students of SMPN 2 Sukawati in academic
year 2013/2014.
Second is by Tossi Ana Ari Utami (2014) entitled Improving The
Ability In Writing Descriptive Texts Through Brainstorming Technique For
Grade VIII Students At Smp N 1 Piyungan. The results of this study showed
that the implementation of brainstorming technique in the writing classes was
believed to be effective to improve students ability in writing descriptive
texts.
The third is by Bella Aviana Sari (2015) Penerapan Metode
Brainstorming Untuk Meningkatkan Keterampilan Berbicara Siswa Kelas V
Sekolah Dasar. The finding of this research indicated that the application of
the method of brainstorming on learning Indonesian comment on the issue of
factual material can enhance the elementary school students' speaking skills
class V.
From the related studies above, it can be supposed that implementing
of using brainstorming can improved the students speaking and writing skill.
Therefore, the researcher was interested in examining using brainstorming of
teaching in the class to improve students speaking skill. Since previous
studies gave better result that can be used as the basis to conduct a next
research related to this instruction, due to the fact that the writer will also
investigate using brainstorming of teaching in teaching speaking. In addition,
the researcher also wants to find whether or not it will give a better
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c. Conceptual Framework
The eighth grade
students of SMPN
1 Tembilahan Kota
Problem
Lack of students
in speaking skill
Experiment class
Role playtechnique
Control class
Conventional technique
Pre-test
Pre-test
1) The teacher begin by reviewing the
1) The teacher begin by
speaking activity to decide what
reviewing the speaking
information.
activity to decide what
Treatment
information.
2) The teacher prepares scenario that will
Treatment
be performed by the students.
2) The
teacher
gives
3) The teacher divide the class into some
explanation
about
groups and learn about scenario several
ahead the material.
days before teaching and learning
3) The teacher gives the
activity.
students exercises
4) The teacher chooses the group to
personally or group
Expected
result act out their role
SPEAKING
skillassignment.
achievement
perform. Students
play.
H0: There
is no significant
effect of using role
5) The teacher gives general
conclusion.
Post-test
playtechnique
toward
students
speaking
That is about the material that has been
4) The teacher
collects the
skill.
done by the students in their role play
students assignment.
H1: There is a significant
of usingconcludes
role
Post-test
5)effect
The teacher
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6) The teacher compared theplaytechnique
score of thetoward students
the lessonspeaking
before
skill.
post-test between the score of pre-test
closing.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The type of this research was Quasi Experimental Research. This
research consisted of two variables, they were independent variable (X) was
role play technique, and dependent variable (Y) was students speaking skill.
As pointed out by Creswell (2008:313) that quasi-experiments include
assignment, but not random assignment of participants to group. This is
because experimenter can not artificially create groups for the experiment. In
addition, as Creswell (2005 : 51) said that Experimental design (also called
in intervention studies or group comparison studies) are procedures in
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For the
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Total of Population
No
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Number of Classes
VIII.1
VIII.2
VIII.3
VIII.4
VIII.5
VIII.6
VIII.7
VIII.8
VIII.9
Total
Number of Students
22 students
22 students
21 students
23 students
23 students
23 students
22 students
24 students
24 students
204 students
2. Sample
To get sample of population, the writer used purposive
sampling to obtain sample of population, according to Gay and
Airasian (2009:75) states that purposive sampling, also referred to
as judgment sampling, is the process of selecting a sample that is
believed to be representative of a given population.
All the
Class
VIII.8 (experimental class)
VIII.9 (control class)
Total
Number of students
32 students
32 students
64 students
D. Research Instrument
A research instrument is the way to get the data, in this study the
instrument that is used by the speaking is test in quantitative research.
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1.
Experimental Group
First meeting
1.
1).The writer explains the title
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Control group
First meeting
1).The writer explains the title
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2.
3.
4.
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3. Post-test
Conducting the post-test after the treatment is given to the
students, to know whether there are different significant after and
before given the treatment.
F. Data Collection Technique
This research will use the collection technique is test. The test is going
to be used for measuring the students speaking ability of the use of
brainstorming technique. The test will divide into two ways: pretest and posttest in which the pre-test giving before treatment and pos-test is given after
doing treatment. In collecting the data, the researcher uses a tape recorder to
record the students voice. in this case, the researcher calls the students to
come forward to perform their speaking and the researcher record their
performances for data of the research, the research provides them a group,
every students gets one figure, in this test, the researcher record the result of
students speaking ability to make an assesment.
G. Data Analysis Technique
After obtaining individual scores, the writer processes the score for
both of class with the formula, according to Evelyne and Hussaein (1982:87)
the formula is :
1. Determine the mean of both groups (experimental and control group) :
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Me =
Total score
Amount of data
Mc =
Total score
Amount of data
Se =
2
X
N 1
2
X
N 1
SE ( Xe.Xc )
S
S
e c
n
n
1
2
3.
Determine
standard
error
t observed
Xe Xc
SE X e. X c
4.
Determine t-observed
t t - observed
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of
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df N1 N 2 2
6. Hypothesis testing:
If t-observed is greater () than t-critical value (table); null
hypothesis is rejected and alternative hypothesis is accepted, and vice
versa.
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_________
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