Name : Gusti Suryani Zai

Class : A

Semester : V

Subject : RM in LT

CHAPTER I

INTRODUCTION

A. The Background of the Problem

Speaking is the process of productive skill in the oral mode and interactive of processing

the information. The skill of speaking skill is as crucial as any other language skill. The four

skills (reading, writing, speaking and listening) naturally appear together in every English class.

Learners should acquire the skill through interaction with each other. To express what we want to

say, we need the speaking skill. Speaking also is crucial part of second language learning and

teaching. It will be the communicative language teaching is based on real-life situations that

require communication.

In speaking, the students must be courage to express their mind idea of the topic that they

are talking, orally and it is need the modals of vocabulary and the grammar also. As M.

Pulverness, A. William, (2005) defines that speaking as productive skill, use of speech, and

express meaning. Therefore, speaking need the vocabularies and grammar to make their

sentences good when they want to express meaning by their idea. Harmer, (in Tarigan, 1990: 12)

writes that when teaching speaking or producing skill, we can apply three major stages, those are:

1) Introducing new language

2) Practice

3) Communicative activity.

It can be said that, we need others to practice our speaking skill to communicate and share our

mind idea and we cannot do alone, we need to interact with others.

The key of mastering speaking skill is practicing more and more and never be forgot its

process needs learner self confidence. Speaking without knowing the structural of language also

is nothing. Therefore as an English learner we also have to pay attention on grammatical

language. It can be easy listener to understand the purpose of our conversation. It is also can

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increase our confidence in speaking. One of important in grammatical is tenses. Because when

we are making conversation with the other one, we are included in a time where the tenses are

used and in English there 16 tenses but that usually use in daily activity is four tenses are present

tense, past tense, future tense. We can relate the uses of simple present by using conversation

because the application is very important beside some theories.

We hope that the students can speak by using English. As educator, motivator, and

evaluator, the teacher must be able to create the good condition and technique to teach and share

knowledge to the students in speaking skill. Then, the teacher also should make the students not

be boring when followed the teaching-learning process in the classroom. Teachers should create

a classroom environment where students have real-life communication, authentic activities, and

meaningful tasks that promote oral language in their speaking. This can occur when students

collaborate in groups to achieve a goal or to complete a task. Sometimes, the students will be

boring if the teaching method is monotonous and give task without practice. It makes the students

do not enjoy the teaching learning process in the class.

Based on the information above, the researcher wants to use the strategy/method to teach

students without make them boring because the students will not paying attention and not serious

to study if the technique of teaching process is not good and it is need the strategy or approach to

teach students in speaking skill in grammar. This strategy will be applied by researcher, namely

Simulations strategy. This strategy is appropriate to solve the students problem in speaking

English because in this strategy, the students will practice their knowledge based on the grammar

by speaking skill and it is need the tools to invite students be enjoying when study about

grammar in the class. Then, researcher give title of this research Increasing the students

ability in speaking skill with the structural of grammar through Simulations strategy

B. The Identification of the Problems

The problems that can be identification based on the background above, they are:

1) The lack of students vocabulary

2) The low motivation of the students

3) The strategy of teacher when teach the students, is monotonous.

4) The teacher do not care for all of the students

5) The lack of the students ability in grammar

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6) The students do not have the self confidence to speak

C. The Limitation of the Problem

Based on the identification of the problems above, the researcher has limited the problem

to focus about increasing the students ability in Structural Grammatical sentence through the

Simulations strategy, at the third grade of SMP Negeri 3 Gunungsitoli in 2012/2013.

D. The Formulation of the Problem

From the problems limitation above, the researcher try to formulate the problems How

does the Simulations strategy increase the students ability in speaking skill especially to practice

how to speak well by using the structural grammatical sentence at the third grade of SMP Negeri

3 Gunungsitoli?

E. The Purpose of the Research

The purpose of the research is to increase the students ability in speaking skill by using

Simulations strategy at the third grade of SMP Negeri 3 Gunungsitoli, and researcher also want to

improve the strategy of teaching-learning process.

F. Significance of the Problem

From the research, researcher find the significances for:

1) The researcher herself, as her experiences and use this strategy to teach students study about

grammar.

2) The students, as training for them to improve their ability in grammar.

3) The English teacher, as additional guidelines to apply simulations strategy to teach students

in grammar.

4) The readers, as additional information that Simulations strategy can be used to increase the

students ability in grammar.

G. The Assumptions of the Researcher

From this research activity, the researcher has some assumptions, namely:

1) Grammar is the students problem in learning English.

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2) The activity and condition of teaching learning process is a suitable research design to apply

the Simulations strategy in speaking skill.

H. The Limitation of the Research

In conducting this research, the researcher has some limitations of the research, they are:

1) The subject of this research is the third grade of SMP Negeri 3 Gunungsitoli.

2) The researcher just focus on Simulations strategy to improve the students ability in

speaking and using the structural grammatical sentence.

I. The Operational Definitions

To make others understanding during this research, the researcher wants to give

explanations about the definitions of this research title:

1) Grammar is the tools of building the students ability to speak English and more self

confidence because when speak, it is need to use the grammar when making their sentences

more appropriate based on the time to talk something in our idea.

2) Simulations strategy is the processing strategy that helps students to enjoy and increase

their ability and knowledge to make sentence when speak based on the topic that they will

discuss and make them will not be boring as far as following the teaching learning process.

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 CHAPTER II

LITERATURE REVIEW

A. Theoretical Background

1. Skill

Speak English need the skill to share the mind idea of the students. Students will not get

the skill in speaking, if they are rarely to practice because the important thing in speaking is to

practice what the materials that they have gotten by the teacher in the class and make it more

interesting when speaking. Zhao (1998) in his article also explained that students in class also

experienced the poorest condition of speaking. This result from lack of speaking practice, but

students, especially Asian students tend to be reluctant to speaking English in class as well as

after class. It is important for teachers to encourage and motivate them to speak English,

especially in class to increase the students ability to have the skill in speaking by using the

grammar.

2. Strategy/Approach

There are many of strategy that can be used in teaching structural of grammar. Each

strategy has their own characteristics which different from others. The strategy will be used by

the teacher in conducting teaching learning process, to help students in studying English to speak.

One of the strategy that researcher has chosen is Simulations strategy. Simulations strategy is one

of the strategies that can be used by the teacher in increasing the students ability in grammatical

structural of sentences to speak. Simulations strategy is activity that can help the teacher to teach

students speak English by their own styles by using the grammatical structural of sentence in

classroom action research.

When use the simulation strategy, the teacher invite the students to be relax, and share

their opinion based on the real-life. Then, it brings the items to the class to create a realistic

environment. When doing this strategy, the students will be share their opinion of the topic and

pretend to be others and when they speak they will use the grammar structural sentence based on

the instructions of the teacher. It can be practice by their own style and idea to be relax when

study about grammar, example by using simple present future. Simulations also have many

advantages. First, since they are entertaining, they motivate the students. Second, as Harmer

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(1984) suggests, they increase the self-confidence of hesitant students, because simulation

activities, they will have a different role and do not have to speak for themselves, which means

they do not have to take the same responsibility.

The example of using simulation strategy in the class is when they learn about simple

present future tense, it refers to the future, to express their mind idea in grammar structural

sentence. Example, when they have desire be a singer, they can use the tools like microphone to

sing and then they explain how if they are be a singer. So, when they study about simple future

tense. They can practice and apply it in one activities of class.

B. Relate Related Research

Teachers should include many activities and strategies that attract students attention and

make them interested in the lesson especially in structural grammar sentence to speak English. As

Peck (1978), cited in Celce-Murcia (2001), states Activities need to be students centered and

communication should be authentic. This means that students are speaking about something that

interests to them, for their own reasons, and not merely because a teacher has asked them too

(1978, p.139). Also, Peck (1978), cited in Celce-Murcia (2001, p.139), outlines some points that

the teacher should consider in the activities: a focus on meaning and value, not correctness; a

focus on collaboration and social development; the provision of a rich context, and teaching the

four skills through a variety of activities.

Many skills can be assessed using pencil-and-paper tests, oral proficiency "is widely

regarded as the most challenging of all language exams to prepare, administer, and score"

(Madsen, 1983, p. 147). Creating standard criteria of assessment, solving problems of

administration, designing test items that resemble tasks in normal language use, and testing the

complex and interlocking nature of language and skills in content-based courses are only a few of

the logistic hurdles teachers must surmount in creating a sound testing instrument (Hughes, 1989;

Littlejohn, 1990; McClean, 1995). In Japan, the result has been that many teachers have resigned

themselves to giving written tests instead; however, the concerns of creating a more enriched

communicative environment for students and then assessing their language proficiency have led

some to shift their attention to the use of simulations as a means of testing the language skill in

action. The most common view of simulations is that they provide a way of creating a rich

communicative environment (a representation of reality) where students actively become a part

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of some real-world system and function according to predetermined roles as members of that

group. More important, however, is the notion that a simulation becomes reality and the "feeling

of representative fades" (Crookall & Oxford, 1990, p. 15), so much so that the world outside the

simulation becomes, paradoxically, imaginary (see Black, 1995; Jones, 1982, 1985, 1987; Taylor

& Walford, 1978, for a more detailed explanation of the mechanics of simulations).

The innate benefits of simulations include: (a) fulfill students' need for realism, a desire to

"relate to life 'out there' beyond the classroom's box-like walls" (McArthur, 1983, p. 101); (b)

increase student (and teacher) motivation, (Jones, 1982; Stern, 1980); (c) dismantle the normal

teacher-student relationship so that students take control of their own destiny within the

simulation, (Sharrock & Watson, 1985); (d) help the learner confront and identify with the target

culture (Oxford & Crookall, 1990); (e) reduce anxiety levels which is essential to language

development (Dulay, Burt, & Krashen, 1982; Krashen, 1982); and (f) allow teachers to monitor

the participants progress unobtrusively.

As part of this movement, Littlejohn (1990, p. 125) state that, the used of simulations as a

testing device is . . . an important development since it should be possible to replicate the

situations in which learners will have to use the language. He also feels that this kind of

replication, allows us to view not only the language product but also the process by which that

language emerged. Whereas, the standardized methods give us insight on how the student might

do in a real setting, simulations will show us how the student actually performs (Littlejohn, p.

128; italics, the author's).

Overview. To bridge this gap between simulations and testing, they have developed a task-based

model at Tokyo Foreign Language Business Academy as part of an ongoing research project to

evaluate the effects of simulation techniques in ESP classes, taking in account the need and desire

to measure language proficiency (in this case, business English) at the intermediate level.

Design. Students are required to participate in a business simulation called "Let's Do Business" as

part of the final evaluation near the end of the second year. This simulation deals with the rise of

a travel agency called Fly Company from its inception through the research and development of a

new sales promotion over a six-month period (which actually takes place during four consecutive

class periods of 90 minutes each). They allocate each student the role of office manager, sales

representative, or office clerk, and they are required to put into full use the language, behavioral,

and business skills they have acquired during the past two years. In this case, They divide

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students into four branch offices of the company that are supposedly located in cities throughout

Japan by partitioning the room into four sections, each equipped with a computer and printer,

table and chairs, white board, phone, calculator, and access to a fax machine.

They make elaborate preparations to fulfill, what Jones (1982, pp. 4-5) terms, the three essential

elements of simulations: (a) Reality of function (participants are assigned roles and are told they

must fully accept them both mentally and behaviorally as if they were actually those people); (b)

simulated environment (a realistic setting constructed to enhance role-acceptance by utilizing a

variety of realia, e.g., in this case, specially printed business cards, time cards, name tags,

letterhead, technical support including computers and a fax machine, and memorandums); and (c)

structure (the whole action is built around a set of problems or tasks---not invented by the

participants but rather evolve as the action progresses).

In the end, their main goal is to provide some measure of both the process (how they approached

the task orally in English by reviewing, organizing and weighing alternatives, deliberating over

the information available to them, etc.) and the product (the proposal they draft demonstrating

their English writing, computer, and reading skills).

C. Conceptual Frame

There are many problems that researcher has explained in the background of problem and

it must be discussed to improve and increasing the students ability in speaking skill in structural

grammatical sentence to make them be self confidence to speak, because that is one of the

students problem. As the teacher, should be solve out the problem with use the

strategy/approach. Then, the researcher has chosen the simulations strategy to solve out the

problem above. In simulation, teacher invite the student do some activities to practice their

speaking based on the material that teacher had taught, especially in grammar lesson. How they

will practice their speaking in one topic and use the structural grammatical sentence. It can be

made them interesting, because when practice it has relation with their desire, and real-life

conditions and use the tools to support their activity. So, they are not just write the material in the

blackboard and almost all of the students will be active.

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 References

http://iteslj.org/Articles/Kayi-Teaching Speaking.html

http://www.esl-lab.com/research/simul.htm

http://rujukanskripsi.blogspot.com/2013/06/definition-of-speaking-skill.html

http://sibungsuinred.blogspot.com/2011/10/teaching-speaking-using-tbll-task-based.html

http://www.washingtonpost.com/blogs/answer-sheet/post/the-wrong-and-right-way-to-learn-a-
foreign-language/2012/06/16/gJQAK2xBhV_blog.html