Professional Documents
Culture Documents
A Final Project
Submitted in partial fulfillment of the requierement
For the degree of Bachelor of Education
In English Language Education
By:
ERNY ROKHMAWATI
063411041
ADVISOR APPROVAL
Dear Sir,
Asslamu alaikumWr.Wb
After reading and revising, we as advisors declare that the final project of:
Advisor I Advisor II
ii
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
FAKULTAS TARBIYAH
Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp. 7601295 Semarang 50185
RATIFICATION
Name : Erny Rokhmawati
Had been ratified by the team of final project examiner of Tarbiyah Faculty of Walisongo State
Institute for Islamic Studies Semarang on:
Day: Monday
Chairman Secretary
Examiner I Examiner II
iii
MOTTO
O you who believe! Keep your duty to Allah and fear Him, and speak (always) the truth1
1
Muhammad Muhsin Khan and Muhammad Taqi-ud-Din Al-Hilali, Interpretation of the Meanings of the
Noble Qur an in the English Language, (Riyadh Saudi Arabia: Dar-us salam Publications, 1999), p. 558.
2
Muhimmatul Ulya, Using Song Lyrics to Improve Students Understanding on Present Perfect Tense an
Action Research at the 8th Grade of Mts. Matholibul Huda Jepara in Academic Year of 2009/2010(Semarang: IAIN
Walisongo, 2009), unpublished.
iv
DEDICATION
v
A FINAL PROJECT STATEMENT
I certify that this final project is definitely my own work. I am completely responsible for the
content of this final project. Other writers opinions or findings included in the final project are
quoted or cited in accordance with ethical standards.
The Writer,
Erny Rokhmawati
Students number: 63411041
vi
ABSTRACT
Speaking ability is an important aspect and beneficial skill in learning language, it is a part of the
goal or skill in learning English in the curriculum besides writing, reading, and listening. Through
speaking, people convey what they mean by arranging a set of words which contain a subject talked about
and the situation. But some people including language learners think that speaking is difficult. However,
some language learners are not interested in speaking lesson. One of the reasons is the teacher doesnt
give them an interesting activity. To make them interested and easy to catch what the teacher teaches, the
teacher should give them interesting activities because speaking will be easy if it is always practiced.
When they practice it in real situation, it means that they dont need to imagine, they can see, hear, feel
the situation directly. It will make materials be more memorable. Thus, in this research, the researcher
used realia to improve students speaking ability, because realia is real object that can be used as a
medium in teaching learning process and most of students are interested in it.
The objectives of this research were to describe the implementation of realia to improve students
speaking ability in procedure text and to identify the improvement of the students speaking ability in
procedure text.
The subjects of this research were the ninth grade of students MTs.Mathalibul Huda Mlonggo
Jepara in the academic year of 2010/2011. The number of the subjects was 44 students. This research was
a classroom action research. The process of this research was conducted in three stages, including cycle 1,
cycle 2, and cycle 3. The data were collected by using observation guide in order to know the events in
the classroom during teaching learning process. Besides that, she also used test to get the students score,
in order to know the improvement of students ability in speaking from their score. The data were
analyzed by using quantitative analysis.
In this research, the researcher used kinds of realia. In the first cycle, the researcher used candles,
match and candle holder. Then, in second cycle she used water faucet, soap and towel. In third cycle, she
used pencils and sharpener.
The result of research shows that realia used in teaching speaking procedure text with the ninth
grade of students MTs Mathalibul Huda Jepara in The Academic Year of 2010/2011 can improve
students speaking ability. This successfulness can be seen from the result of students average score and
good responses by students. The result after getting all of the treatment using realia, the students average
score increased in line with the increase of the students achievement in each cycle. Before getting the
treatment students average score was 4.3, and after giving treatment was 6.8, so it increased 2.4.the
average score of students in the first cycle was 4.9, second cycle was 5.2, and the third cycle was 6.8.
Based on the results of the research, it can be concluded that by using realia in teaching speaking,
teacher can improve students ability in speaking. And it is hoped that it can be valuable as the
information resource for students, teachers, and the researcher herself.
vii
ACKNOWLEDGEMENT
Praise is to Allah, the merciful, and the compassionate that the writer can finish this the
final project completely. Shalawat and Salam for the Prophet Muhammmad who brings us from
darkness to the brightness.
The writer realizes that there are many people who are already helped her in arranging
and writing this final project directly or indirectly. In this chance, the writer would like to
express deeper appreciation to:
viii
11. All of my friends in TBI 06 especially for TBI B 06, team KKN posko 25 Loireng and team
PPL at SMA 7 Semarang.
12. Last but not least, those who cannot be mentioned one by one, who have supported the writer
to finish this final project.
Finally, the writer realizes that this final project is far from being perfect therefore, the
writer will happily accept constructive criticism in order to make it better. The writer hopes that
this final project would be beneficial to everyone. Amin
The Writer,
ERNY ROKHMAWATI
Students number: 63411041
ix
TABLE OF CONTENT
x
d. Factor of Teaching Speaking Ability 25
2. Procedure Text 28
e.Definition of Procedure Text 28
f. Generic Structure in Procedure text .. 28
g.Significant Lexica Grammatical Features 29
B. Previous Research ............................................................. 29
C. Action Hypothesis ........................................................... 31
CHAPTER V : CONCLUSION
A. Conclusion....................................................................... 62
B. Suggestions...................................................................... 63
REFERENCES 64
CURRICULUM VITAE.. 67
APPENDICES.. 68
xi
CHAPTER 1
INTRODUCTION
3
Janet Holmes, An Introduction to Sociolinguistics, (U.K: Longman, 1992), p.51.
1
2
And indeed We create man (Adam) out of an extract of clay (water and
earth).Thereafter We made him ( the offspring of Adam) as a Nutfah
(mixed drops of the male and female sexual discharge and lodged it) in
safe lodging (womb of the women). Then We made the nutfah into a clot
( a piece oof thick coagulated blood), then We made the clot into a little
lump of flesh, then We made out of that little lump of flesh bones, then
We clothed the bones with flesh, and then We brougt it forth as another
creation. So Blessed is Allah, the Best of creators. After that, surely you
will die.
4
Muhammad Muhsin Khan and Muhammad Tagi-ud-Din Al-Hilali, Interpretation of the
Meanings of The Noble Qur an in the English Language, (Riyadh Saudi Arabia: Dar-us-Salam
Publications, 1999), p.448-449.
3
5
M. Quraish Syihab, Tafsir Al-Misbah, (Ciputat: Lentera Hati, 2008), p.165-166.
6
Asnawir and M Basyirudin Usman, Media Pembelajaran,, (Jakarta: Ciputat Pers, 2002),
p.115.
7
Muhammad Muhsin Khan and Muhammad Tagi-ud-Din Al-Hilali, op.cit, p.548.
4
8
Tengku Muhammad Hasby Ash-shiddieqy, Tafsir Al-Qur anul Majid An-Nuur, (Semarang:
PT. Pustaka Rizki Putra, 1987), p.3269.
5
the students speaking ability in procedure text. This research was applied only to
the ninth grade students of MTs. Mathalibul Huda Mlonggo Jepara in the
academic year of 2010/2011.
9
http://en.wikipedia.org/wiki/realia.(accessed December 25, 2009)
10
A S Hornby, Oxford Learner s Pocket Dictionary, (New York: Oxford University Press,
2000), p.216.
11
Ibid. p. 1.
12
Ibid. ,p. 414.
8
5. Procedure Text
A procedure text is one of material that given in junior high school. It
is about instruction how to make or how to use something. There are many
steps to make something in this text type. The purpose of a procedure text is
to describe how something is accomplished through a sequences of actions or
steps.13
13
Gerot and Wignell, Making Sense of Functional Grammar, (Australia : AEE, 1994), p.206.
9
CHAPTER II
REVIEW OF THE RELATED LITERATURE
AND ACTION HYPOTHESIS
In this chapter, the research would like to discuss some theories related to the
research. They are theoretical review, previous research and action hypothesis. In the
theoretical review, the researcher presents realia (definition of realia, implementation
of realia and realia to teach speaking), speaking (definition of speaking, speaking
ability, and teaching speaking ability) and procedure text (definition of procedure
text, generic structure and significant lexica grammatical features). Previous
researches are several researches related to the topic of this research.
a. Theoretical Review
1. Realia
a. Definition of Realia
Realia is consisting of actual objects or items facsimiles therefore
which are used in the classroom as aid to facilitate language acquisition
and production. 14Realia is an objects or activities used by teacher to
demonstrate real life (particularly of peoples studied), objects that
educators use to help students understand others cultures and real life
circumstance, real things, things that are real.15 Realia or real items are
useful for teaching and learning in the classroom. Objects that are
intrinsically interesting can provide a good starting point for a variety of
language work and communication activities. Realia also make learning
process more enjoyable.16
Realia is a term for any real, concrete object used in the classroom
to create connections with vocabulary words, stimulate conversation, and
build background knowledge. Realia gives students the opportunity to use
all of their sense to learn about a given subject, and it is appropriate for any
14
http://www.usingenglish.com/webblog/archieves/000228.html (accessed December 25,
2009)
15
http://dictionary.babylon.com/Realia (accessed 8 November 2009.)
16
Jeremy Harmer, The Practice of English Language Teaching, (UK. 2002), p.140.
10
grade or skill level. When the real object is not available or impractical,
teacher can use models or semi-concrete objects, such as photograph,
illustrations, and artwork.
Based on the explanation above, the writer concluded that realia is
on of media in teaching learning process, it is a real thing that can see, hear
or touch directly. It makes students more interesting and easy to understand
the lesson.
b. Implementation of Realia
Using realia in the EFL classroom serves to foster a more creative
and active teaching-learning environment and promotes cultural
understanding. Realia refers to the practice of using real, tangible things in
the classroom to help your students connect with English on a different
level. It involves visual, tactile and functional methods for teaching ideas,
concepts, vocabulary or grammar. Its also extremely useful to help your
students grasp the cultural differences or learn practical skills if they are
planning to travel or are already living in an English-speaking country.
Many teachers are leery of using realia, but here are some easy and helpful
ideas for using it in ESL lessons.
There are many ways to use realia in teaching learning. In
education, realia include objects used by teacher to improve students'
understanding of other cultures and real life situations. A teacher of a
foreign language often employs realia to strengthen students' associations
between words for everyday objects and the objects themselves. There are
many ways to use realia, because it is useful for any topic of English
lesson, however teachers can improve their creativity in teaching their
students using realia.
Actually, realia is appropriate for any level of students, for beginner
until advanced. Guariento & Morley (2001) claim that at post-intermediate
level, the use of authentic materials is available for use in classroom. This
might be attributed to the fact that at this level, most students master a wide
range of vocabulary in the target language and all of the structures. They
11
also note that at lower levels, the use of authentic materials may cause
students to feel de-motivated and frustrated since they lack many lexical
items and structures used in the target language. Matsuata (n.d.) states that
the use of authentic materials is a burden for the instructors teaching
beginning students as they have to spend a lot of time to prepare for
authentic materials regarding the ability level of the students. Do all these
mean we are not able to use authentic materials in lower-level classes apart
from post-intermediate and advanced levels? According to the findings of
the survey carried out by Chavez (1998), learners enjoy dealing with
authentic materials since they enable them to interact with the real
language and its use. Also they do not consider authentic situations or
materials innately difficult. However, learners state that they need
pedagogical support especially in listening situations and when reading
literary texts such as the provision of a full range of cues (auditory and
visual including written language).17
There were many teachers have used realia in teaching learning
process. Here some examples the use of realia in the classroom:
1) To illustrate and teach young learners vocabulary for animals,
clothing, and fruit for example, I use actual objects or facsimiles there
of (pieces of clothing, toy animals, and plastic fruit). For transition
period, its a very useful tool in making the abstract concrete.18
2) Bring in a number of objects from everyday life, such as fruit, utensils
or articles of clothing. Sitting in a circle, pass one of the objects to the
student on your left, saying the name of the object (for example:
"tomato" or "sock") and then have the student pass on the object to the
next one, speaking the word as well. Have your students keep passing
on the object, repeating its name, until it comes full circle back to you.
17
Ferit Kilickaya, Authentic Materials and Cultural Content in EFL Classrooms, ( Turkey:
Middle East Technical University), accessed from http://iteslj.org/Techniques/Kilickaya-
AutenticMaterial.html
18
http://www.usingenglish.com/webblog/archieves/000228.html, op.cit, (accessed December
25, 2009)
12
You may use photos of the objects instead of the actual objects
themselves.
3) Use an object, such as a ball, to teach prepositions of place like on,
under, above. Place the ball on the table, and ask where it is. Elicit the
reply Its on the table, and so on.
4) Write or print out recipes for work on the imperative. Read out the step
by step recipe instructions and have the students mime them as you
read them out.
5) This is suggested by television program hosts, who control
conversations by the use of the microphone. Put students in groups,
and give one student the microphone (imaginary, or a real microphone,
disconnected, or something to represent a microphone). Say a group of
six students are talking about 'holidays', the person with the
microphone can move around the group giving different people the
chance to speak, ensuring everyone gets an equal chance to
contribute.19
From the explanation above, the writer concluded that the
implementation of realia is useful for students, it makes them enjoy to
learn. Realia is one of media that can use to teach students in any topic of
lesson, from some examples above, it can use to teach vocabulary,
grammar like preposition and imperative sentence and realia also can use to
teach speaking ability.
It is appropriate with this final project, because the writer concern
on realia to improve students speaking ability in procedure text. So the
implementation of realia is different with previous example. The steps of
implementation of realia in improving students speaking ability in
procedure text are: first, teacher prepares some material that needed to
reach the goal. Second, the teacher shows the material to the students, and
then asks them to mention the name of the material. Third, teacher explains
19
An eHow Contributor, How to Use Realia in ESL Lessons accessed from
http://www.teachingenglish.org.uk/language-assistant/teaching-tips/realia
13
the definition of procedure text, after that the teacher gives an example
about a certain procedure text, then the teacher gives an example by
demonstrating every steps using realia orally. Next, the teacher asks
students to practice the procedure text orally in a group or individually. It is
not a patent way, the teacher can improve their ability to teach speaking
using realia.
c. Realia in Teaching Speaking
The success or failure of teaching learning process is depend on
several factors, one of them is media that used by teacher. Media is a
means of communication to help transfering the message and give power to
the material presentation so it will be understood easier and staying longer
in memory retention.20 If the teacher uses a good media and students give
good respond, teaching learning process will run well. Therefore, the
teacher should choose appropriate media. There are many kinds of media.21
1) Audio media : radio, tape recorder, telephone.
2) Visual media : picture, magazine, news paper, ilustration, film strip,
poster, etc.
3) Audio visual media : television, movie, CD, slide and sound.
4) Diverse media : realia, diorama, display, sample, simulation.
According to explanation above, realia is one of media that can use
in teaching learning process .Realia is include in media diverse. The use of
realia in common place in the ESL/EFL classroom and is widely
considered to have great value in fostering an active teaching learning
environment. By presenting information through diverse media, realia
helps to make English language input as comprehensible as possible and to
build an associative bridge between the classroom and the world. Realia
are not only a series of artifacts that describe the custom and traditions of
culture. Realia provides language learners or students with multi sensorary
20
Listyaning Sumardiyani dan Zullfa Sakhiyya, Speaking For instructional Purpose,
(Semarang: IKIP PGRI PRESS,2007), p.47.
21
Azhar Arsyad. Media Pembelajaran., (PT. Raja Grafindo Persada, 2003), p.33-34.
14
22
Bryan Smith, Virtual Realia, (University of Arizona) from http://itselj.org/Articles/Smith-
Realia.html
23
Mustain, Teaching Writing Procedure Text Using Real Things an Action Research at the
Sevent Grade of Students Mts N Mranggen Demak in the academic year of 2009-2010, (Semarang:
IAIN Walisongo, 2009), p. 21, unpublished.
15
24
Thoyyibah, Using Realia to Improve Students Writing Organization of Descriptive Text
a Classroom Action Research with the Seventh Grades of Mts Nahdlatussyubban Ploso Karang
Tengah Demak in Academic Year 2008/2009, (Semarang : IAIN Walisongo, 2009), unpublished.
16
3) Interesting
Before applying realia in the activity, the teacher has to justify the
students interest toward it. Bringing realia (authentic objects from
culture), or manipulating to the classroom helps teacher in providing
comprehensible input in a second language.
4) Meaningful and authentic
Students are going to gain more if the language use is vital to the
situation or if they use the language appropriatly.
5) Sufficient amount of language
The activity should give rise to a sufficient amount of language in
order to justify its conclusion in the language lesson.
Realia is useful to teach speaking skill especially in teaching
procedure text. Because realia is learning experience memorable for the
students, so they can practice how to make something using real object
easly. It makes students easy to mention the name of the object. The
students shouldnt imagine the media because they can see and touch
directly.
Besides there are many advantages realia also has disadvantages.
Teacher should prepare the media before teaching learning proses is
starting more than usual. Teacher should buy the media if he or she dont
have it and sometime realia is not always available. Activities with real
object might lose the class path, spending too much time in one activity
with real object in the class.25
2. Speaking
1. Definition of Speaking
Speaking is many things, it is thinking of what one wishes to say,
choosing the right words from our vocabulary, putting the words in the
25
Marta Elena Munos B.Norma Constanza Basto S., Language Learning Resources in ELT
Methodology (Universidad de Caldas, 2008) from http://www.slideshare.net/DIEGOFMACIAS/using-
realia-in-languge-teahing, on Monday, August 2, 2010.
17
26
A S Hornby, Oxford Pocket Learner s Dictionary, (New York: Oxford University Press,
2000), p. 443.
27
William Boletta, Fast Fluency,(California: Logos International,1992), p.53.
28
Jeremy Harmer, How to Teach English, (England : Longman, 1998), p.269.
29
A S Hornby, op.cit, p. 1.
18
30
Jeremy Harmer, op.cit, p. 199.
31
Geoffrey Broughton et, al., Teaching English as Foreign Language, (London: Routledge &
Kegan Paul Ltd., 1978), p. 76.
32
David Nunan, Language Teaching Methodology a Textbook for Teachers, (NY: Phoenix
Ltd., 1995), p. 39.
19
33
David P. Harris, Testing English as Second Language , (New York: Mc Graw Hill
Company, 1969),p.83.
20
teacher pay great attention in teaching speaking ability so that the teacher
should make various activities to promote speaking to students, the
teacher should motivate students to learn more about speaking. Some
reasons speaking ability is very important in our life are trhough a
speaking we can convey our ideas or minds, according to Sukarnos book
by Madya in Maskur.34
First, speaking is ability or skill to understand the content of
English text book and references. Second, speaking ability is to lectures
delivered in English. Third, speaking ability is to take note at lectured
delivered in English. Fourth, speaking is to introduce Indonesian culture
to other country. And the last, speaking is to communicate orally with
foreign lectures or students.
Speaking is general activity, it means that speaking has more
purpose not only in the classroom. Speaker or students will not speak any
sentences inside the classroom in teaching learning process, but also
outside in the free space. It means that they will not speak at the school,
but also they will speak fluently in daily activities. We usually speak
whatever language just we know.
There are many purposes and aim of speaking activity, someone
speak relationship with friend at school, book store or on bus for getting
information and knowledge like asking the new gossips, or for curiosity
like speaking about sports etc. At least, speaking purpose dont mean only
to asking and answer but also train our tongue to usual in English. From
wide speaking activity the students will absorb more vocabularies that
have a lot of benefit in communication interaction. This fact, of course
shows that teaching speaking could have special interest and attention.
We should exactly understand that the aim of teaching speaking ability is
to improve and develop students speaking skill. Then, the teacher has to
34
Panggih Budi Sulistyo, The Speaking Ability of Eleventh Grade Students of SMA Negri 1
Kersana Brebes, (IKIP PGRI SEMARANG.2009), unpublished.
21
37
Jeremy Harmer, op.cit, p. 272-273.
23
38
Jeremy Harmer , op.cit, p.274.
39
Jeremy Harmer, op.cit, p.275.
24
share with other groups the information their group has acquired in
order to build up a complete picture of particular situation.40
4) Story Telling
Students can briefly summarize a tale or story they heard from
somebody, or they may create their own stories to tell their classmate.
Story telling fosters creative thinking. It is also helps students express
idea in the format of beginning, development, and ending, including
the characters and setting a story has to have. Students also can tell
riddles or jokes. For instance at the very beginning of each class
session, the teacher may call a few students to tell short riddles or
jokes as an opening. In this way, not only will the teacher address
students speaking ability, but also get the attention of the class.
5) Interview
Students can conduct interviews on selected topics with various
people. It is a good idea that the teacher provide a rubric to students so
that they know type of questions they can ask, but students prepare
their own interview questions. Conducting interviews with people
gives students a chance to practice their speaking ability not only in
the class but also outside and helps them becoming socialized. 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.
6) Picture Narrating
This activity is based on several sequential pictures. Students
are asked to tell the story taking place in the sequential pictures by
paying attention to the criteria provide by the teacher as a rubric.
40
Jo McDonough and Christopher Shaw, Material and Method in ELT, (UK : Blackwell
Publishing Ltd, 1988), p.145.
25
41
Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in Second Language,
University of Nevada, retrieved from http:// iteslj.org/Techniques/Kayi-TeachingSpeaking.html on
Desember 25 2009.
26
and uses. The teacher should have many vocabularies in order to transfer
their vocabularies to the students. If the teacher have not many
vocabularies, the teacher will teach the students with the same word and
did not any improvement in their vocabulary. The next is fluency, able to
speak easly and well. When the teacher speak fluently, its make students
enjoy to listen the teacher so the students will try to speak fluently too.
The last is comprehension, able to understand something, the teacher
should comprehence what will teach to the students.
Thus, the teacher should complete it in order to success in
teaching speaking ability. Besides that the teacher also concern some
cases when the teacher in the classroom. There are:
1) Language (Verbal Communication)
Language is the expression of thought, feeling, and worldview. It
is the manifestation of ones perspective towards anything he
encounters.42 The language presented by English teachers should
be accurate and fluent.
2) Gesture
Gesture is an integral part of any communication where people
listen and speak to each other. Gesture helps the speaker to get
meaning across. The natural gesture including movement of hands,
arms, and other parts of body emphasize keywords and other
important things.43
3) Facial expression
Face is very strong communication tool. This non verbal message
is conveyed through the up and down movement of the eye brows,
smiles, as well as the movement of forehead and mouth. Facial
expression has significant potential of carrying out the message of
curiosity, happiness, and fear.
42
Listyaning Sumardiyani dan Zullfa Sakhiyya, op.cit., p.20.
43
Ibid, p.21.
27
4) Eye contact
Eye contact is a direct look into eyes, but it does not suggest a
meaning of a stare. The main uses of eye contact in the language
classroom are:44
a) To help establishing rapport between teacher and students. The
rapport of this manner is a sense of trust given by students.
b) To indicate to a student that the teacher wants to talk to him or
want to do something.
c) To hold the attention of students.
d) To take place of naming students, for example: when
conducting a fast drill.
5) Voice audibility and speed
One of requirements of good teaching is voice projection. The
voice produced should not be a loud and booming one, but
students should be able to listen to it clearly.
6) Stance and movement
The area of teacher to move is just like a stage for drama actors.
Thus, teacher stance on the stage should be balance. In the
classroom, students become sensitive to where the teacher
stands.45Stance tells what type of activity it is, what the teacher
role is, or whether direct interaction is needed. Sometimes,
teachers need to stand in the middle at the front to control the
class. Another time, the teacher can stand back of the class to give
students comfort and security if they present something in front of
the class.
44
Ibid, p.23.
45
Ibid, p.24.
28
3. Procedure Text
1. Definition of Procedure Text
Procedure text is one of text types or genre. The use of genre in
this study is glossed by websters third as a distinctive type or category
46
of literary composition. There are many kind of genre in studying a
language, but here the writer focuses on procedure text. A procedure text
itself has meaning a piece of text that gives us instructions for doing
something. 47 According to the definition of a procedure text, it has a
social function to describe how something is accomplished through a
sequences of steps or actions.48 Some examples of procedure text are:
1) Directions
2) Instruction manual
3) Recipes
4) Itineraries
2. The Generic Structure in Procedure Text
Procedure text also has generic structures, there are as follow:
1) An introduction statement that give the aim or goal.
2) A list at the material that will be needed for completing the
procedure.
3) A sequence of steps in the order they need to be done.49
The example of procedure text:
Goal : How to Light a Candle.
Material : Candle, match, candle holder.
Steps : First, light the match.
Second, burn the bottom of the candle.
Third, put the candle in the candle holder.
Fourth, lit the candle.
Fifth, blow out the match.
46
John M. Swales, Genre Analysis,(UK: Cambridge University,1990), p.33.
47
Mark Anderson and Kathy Anderson. Text Types in English. (Macmillan. Australia. 1997), p.50.
48
Gerot and Wignell, Making Sense of Funtional Grammar, (Australia : AEE, 1994), p.206.
49
Ibid. ,p.51.
29
50
Depdiknas, Kurikulum 2004: Standar Kompetensi Mapel Bahasa Inggris SMA dan MA,
(Jakarta: Depdiknas, 2003), p.49.
51
Ervina, Improving the Students Ability in Writing Procedure Text using Picture ,
(Semarang:IKIP PGRI. 2009), unpublished.
30
instruments to collect data they was test and experiment .The result shows that the
picture can improve the students ability in writing procedure text.
A thesis by Thoyyibah (3104306), English Language Education of
Tarbiyah Faculty Walisongo State Institute for Islamic Studies, the title is Using
Realia to improve students writing organization of descriptive text a classroom
action reseacrh with the seventh grades of Mts Nahdlatussyubban Ploso Karang
Tengah Demak in acdemic year 2008/2009.52She used documentation,
observation, and test to collect data. The result of the research shows that the
students improve their writing organization of descriptive text using realia. They
are better in organizing the words, and the one of advantages of using realia is
that students can produce the words of the object easily and accurately.
A thesis by Dian Wahyu Sokhibiyah (06420274), the Faculty of
Education, Language and Art IKIP PGRI Semarang, the title is The
Effectiveness of Using Realia to Teach Vocabulary to the fourth grade students of
SDN 01 Kebonbatur Mranggen Demak in academic year 2007/2008.53 This
thesis concerns with using realia in teaching vocabulary. She used two
instruments to collect data, they was test and experiment. And the result of this
study is using realia was effective to teach vocabulary to the four grade students
of SDN 1 Kebonbatur.
A thesis by Umi Hani Al-Habsyi (3104269), English Language Education
of Tarbiyah Faculty Walisongo State Institute for Islamic Studies, the title is
Improving students motivation to speak by using story telling with sentence
card game in teaching speaking(A Classroom Action Research with XI IPS 2
Students of MAN Pemalang in the Academic Year of 2008/2009). She
concerned on improving speaking by using story telling with sentence card game.
She used two kinds of instruments to collect data there were questionnaire and
observations. And the result of her research is using story telling with sentence
52
Thoyyibah , op.cit.
53
Dian Wahyu Shokhibiyah, The Effectiveness of Using Realia to Teach
Vocabulary,(Semarang:IKIP PGRI, 2009), unpublished.
31
54
Umi Hani Al-Habsyi, Improving Students Motivation to Speak by Using Storytelling
with Sentence Card Game in Teaching Speaking A Classroom Action Research with XI IPS 2
Students of MAN Pemalang in the Academic Year of 2008/2009, (Semarang : IAIN Walisongo,
2009), unpublished.
55
Mahsun, Metode Penelitian Bahasa Tahapan Streategi, Metode, dan Tekhniknya, (Jakarta:
PT. Raja Grafindo Persada, 2005),p.13.
32
CHAPTER III
METHODS OF THE RESEARCH
There are five points to be discussed in this chapter. They are research
approach, subject of the research, time and setting, methods of data collection,
method of data analysis and limitation of the research.
A. Research Approach
In this research, the researcher focused on improving students speaking
ability in procedure text. Research methodology plays an important role in the
research.The researcher used a claasroom action research, as we know that
classroom action research is a number of procedures that is used to improve
teaching learning process in classroom. Usually it is used by teachers because
they find some problems in the teaching learning process. And the result of test
in every cycle will be measured. The score shows students speaking ability in
procedure text. All of which makes this research quantitative in nature.
The researcher used a classroom action research as an attempt to improve
speaking teaching learning process and to solve the problems that students have
related to speaking ability.
56
Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, (Jakarta: PT. Rineka
Cipta, 2002), p. 156.
57
Ruth Wajnryb, Classroom Observation Tasks, (UK : Cambridge University Press, 1992),
p.7.
58
Pasty M. Lightbown and Nina Spada, How Language are Learned, (New York: Oxford
University, 1999), p.101.
59
Suharsimi Arikunto, op.cit, p. 150.
34
X =
x
N
X = the mean of score
x = the total of score
N = the sum of students number
60
David Nunan, op.cit, p.96.
61
Harris D.P, Testing English as a Second Language, (New York: Mc Graw Hill Company,
1969),p.84 .
62
Igak Wardani dan Kuswaya Wihardit, Penelitian Tindakan Kelas,(Jakarta : Universitas
Terbuka, 2008),p.5.19.
63
Ibid. p.1.4.
35
According to Kemmis and Mc Taggart cited by Nunan argue that the three
defining characteristic of action research are; it is carried out by practitioners (for
our purpose classroom teachers) rather than out side researchers, secondly that it
is collaborative, thirdly that it is aimed at changing things.64 In conducting this
research, the researcher made collaborative research. The researcher was helped
by the teacher in order to reach the goal of the research which is aimed to improve
teaching method.
In classsroom action research there are many components. In this research,
the writer applied four components, like the following picture:
Reflecting I Observing I
New
Cycle II problem
Planning II Acting II
Reflecting II Observing II
New
Cycle III problem Planning III Acting III
The
Reflecting III Observing III
conclusion
64
David Nunan, Research Method in Language Learning, (Australia: Cambridge University
Press, 1992), p. 17.
36
4) Reflecting
After doing the first cycle the researcher analyzed the weakness
and strengthens of implementation realia from learning and teaching.
Make reflection and conclude the result of the first cycle.
b. Second cycle (2nd meeting)
1) Planning
a) Evaluated the result of reflection and discuss to be better in the next
meeting.
b) Prepared the material and media of the study that teacher need.
c) Made a lesson plan for the second meeting.
2) Acting
In the second cycle the researcher still using realia with new
material that is procedure how to wash my hands. There were many
activities here as follow:
a) Teacher started by greeting students.
b) Teacher gave new material how to wash my hands.
c) Teacher showed the media which are used to wash my hands.
d) Students mentioned the media.
e) Teacher explained the steps by demonstrating how to wash my
hands directly.
f) Students repeated after the teacher.
g) Student came forward and practiced how to wash my hands directly.
h) Students explained the media and the steps together by
demonstrating the procedure.
i) Students practiced how to wash my hands in with their friends.
j) Students practiced how to wash my hands individually.
3) Observing
Just like in the first cycle, in this cycle the researcher and the
teacher also observed the students. For some aspects that need to
observe same with first cycle. There were: students attention, students
38
3. Observing
Just like in the first cycle and second cycle, in this cycle the
researcher also observed the students. For some aspects that need to
observe similar with first cycle. There were: students attention,
students ability in understanding realia, students activeness in doing
task individually or group using realia.
4. Reflecting
Evaluate and conclude the result of research. The researcher
would submit all result from the first cycle until the last cycle. She
would calculate the mean of students score. From that score she would
know the implementation of realia to solve students speaking problem.
CHAPTER IV
RESULT OF THE RESEARCH AND DISCUSSION
them to use realia but they did not give respon. So the teacher asked to
their friends to invite them join to this activity. To make students more
understanding with the procedure how to ligth a candle, the teacher
gave them some questions. She gave students for about 10 minutes to
finish the assigment. After that, they discussed the students answere
together. There were some students that can answere perfectly, they
were Siti Masyitoh, Trining Tias, and Tutik Nischa. For the last
activity was students explained the procedure how to light a candle
individually.
c. Observing
In observation step, the researcher and teacher observed the
events that happened during teaching learning process. We observed
the activity by using observation guide. It was used to find out to what
extent the action result reached the objective. The steps were as
follow:
1) The English teacher observed the attention of students in the
classroom during teaching learning process. All of students gave
their attention to the teacher because it was first time she taught
them but there were two students who did not enter the classroom
yet.
2) The English teacher observed students activeness and enthusiasm
in the classroom. There were 10 students who passive in the
classroom. They looked very uninterested but after the researcher
shown the real object they started to follow the activity.
3) The English teacher monitored the students work in a group. Most
of them were enjoying the activity, they used realia by turns.
4) The English teacher observed the students ability on using realia.
She looked students can use realia as good as possible, but there
were 3 students have difficult to use it, they afraid to light a match.
Then she asked the other students to demonstrate and they gave the
step orally.
43
how to wash your hands, but she still used realia to teach it. There steps
were as follow:
a. Planning
1) The researcher made lesson plan as guiding to teach students in the
second cycle.
2) The researcher made observation guide to observe the students
during teaching learning process.
3) The researcher prepared the instruments test to check students
understanding.
4) The researcher made students name card in order to make easy
when she observed the students.
5) The researcher prepared several media to teach procedure how to
wash your hands like soap, water faucet, and towel.
b. Acting
In this cycle teacher started by greeting the students then
checked students attandence list. After that, teacher asked students
procedure text in the previous meeting. Most of them still remember the
procedure how to ligth a candle. Than the teacher gave them new
example of procedure text. Teacher showed the media which are used to
wash my hands, like soap, towel and water faucet. The teacher did not
use real water faucet but she just used or brought water faucet that there
were no the water. She just imagine that water faucet can took water
outside. Then students mentioned the media, but there were many
students mentioned using Indonesian language. Then teacher asked
students to find the word in English language. Teacher explained the
steps by demonstrating how to wash my hands using realia directly.
Students repeated after the teacher continually until they can express the
procedure text as good as possible. Then the teacher chossen one of
students to came forward and practiced how to wash my hands directly.
Students explained the media and the steps together by demonstrating
the procedure. After that, students worked in pairs and practiced the
45
procedure how to wash my hands but in this cycle the teacher did not
give the material to the students. The students just practiced their ability
to speak. There were five students did not pay attention and passive in
this activity, it was caused they did not use the material directly like in
the first cycle. The teacher asked them to try explain using realia in front
of classroom, they still passive. Thus, they were given assigment from
the the teacher, they must answer some questions in 10 minutes. There
were many students did not answer the questions perfectly, only one
students that got good score, she was Tutik Nischa. Then, the teacher
explained the steps ones more in order to make students understand.
Then, students came forward and explained the procedure how to wash
my hands individually. There were five students who explained the
procedure better than other and six students have difficult to explain the
procedure.
c. Observing
In observation step the researcher and the teacher also observed
the events that happened during teaching learning process. We observed
the activity by using observation guide, the steps were:
1) The English teacher observed the attention of students in the
classroom during teaching learning process and all of students gave
their attention to the teacher.
2) The English teacher observed students activeness and enthusiasm in
the classroom. There were 5 students who passive in the classroom.
They looked very uninteresting because the researcher did not use the
real object perfectly.
3) The English teacher monitored the students work in a group. Some
students looked bored because there was not media that they can use
to practice the procedure.
4) The English teacher observed the students ability on using realia. She
looked students can use realia as good as possible, although they did
not use real water faucet that take water out.
46
3. Cycle III
The third cycle was conducted on Thursday and Sunday, August 26
and 29, 2010. The researcher gave new procedure text to the students. She
gave procedure how to sharpen a pencil. The steps were:
a. Planning
1) The researcher made lesson plan as guiding to teach students in the
third cycle.
2) The researcher made observation guide to observe the students
during teaching learning process.
3) The researcher prepared the instruments test to check students
understanding.
4) The researcher made students name card in order to make easy when
she observed the students.
5) The researcher prepared the material that needed to teach procedure
text, there were: 45 pencils and sharpeners.
b. Acting
Firtsly, teacher greeted students as usuall then checked students
attandence, there were no students who absent. She continued the
activity by asking them the procedure text in the previous meeting.
Some students still remember it. Then the teacher give new material that
was the procedure of sharpening a pencil. Teacher elicited the media
which are used to sharpen a pencil from students. All of students gave
their opinion to because the materials were very simple. After that
teacher modeled the pronunciation of the media by showing the media,
for example: she said pencil, she also showed a pencil, she said
sharpener, she also showed sharpener. The students very interested in it
even she did not pronounce yet, the students have mentioned the name
before her. To make sure their pronunciation, they repeated after her to
mention the media. Then she distributed the media (a pencil and
sharpener) to each table. The students were looked very happy because
they were given a pencil and sharpener by her. Then she invited students
48
B. DISCUSSION
After the researcher implementing realia in teaching speaking
procedure text, the researcher got the data from each cycle. It was analyzed to
get the improvement in every cycle, and then the researcher got the result of
the classroom action research. The results were as follow:
1. The First Cycle
This research was done on Thursday and Sunday, August 19 and 22,
2010. Before doing the first cycle the researcher gave test to students. After
conducting the test, the researcher gave score. There were 3 aspects which
were scored by the researcher, the first is fluency, the second is pronunciation
and the last is grammar. For each aspect the maximum score was 10. Then,
after finding the result of the students test score, the researcher went to
analyze the score by using formula as follow:
Score = total score : 9
By using the formula of scoring above, the researcher had purpose
to get the students score. Example:
Student number 1=
Aspect to be assessed
a. Fluency : 18
b. Pronunciation :6
c. Grammar : 12
Score= 36: 9 = 4
51
X= x
N
Note: X = The mean of score
x = The total of score
N = The sum of students number
The computation of the average of the score is as follow:
189,4
X= = 4,3
44
Mean = 4,3
From the data above, it showed that the average of the students score
is 4,30. It means that the result was low. The teacher and researcher decided
to use another technique to make students interested in the learning process in
order to improve students speaking procedure text. They agreed to use realia
as teaching media to facilitate the teaching learning process.
In this first cycle, the researcher used some candles, matches, and
candle holder as teaching media to teach speaking procedure text, and
students were being enthusiastic because it was their first experience. The
researcher explained about procedure how to light a candle. The students
were interested but they were still confused in arranging the steps. They
needed much help from their teacher and the teacher suggested them to use
dictionary. After that, the researcher asked students to practice the procedure
in front of the classroom. The test result of the first cycle can be seen in the
table below.
53
Table. 2
The result test of the first cycle
No. Studnets Fluency Pronunciation Grammar Total Score
code
1. A-1 18 12 18 5,3
2. A-2 12 12 18 4,6
3. A-3 6 12 18 4
4. A-4 18 12 18 5,3
5. A-5 6 6 18 3,3
6. A-6 18 12 18 5,3
7. A-7 18 18 18 6
8. A-8 18 12 18 5,3
9. A-9 12 12 18 5,3
10. A-10 12 18 18 5,3
11. A-11 6 12 12 3,3
12. A-12 18 12 18 5,3
13. A-13 18 12 18 5,3
14. A-14 12 18 18 5,3
15. A-15 18 18 18 6
16. A-16 18 18 18 6
17. A-17 12 6 18 4
18. A-18 12 12 18 4,6
19. A-19 18 6 18 3,3
20. A-20 6 6 18 3,3
21. A-21 12 6 18 5,3
22. A-21 12 6 18 4
23. A-23 12 6 18 4
24. A-24 12 18 18 5,3
25. A-25 12 6 18 4
26. A-26 18 18 18 6
27. A-27 12 6 18 4
28. A-28 18 12 18 5,3
29. A-29 12 6 18 4
30. A-30 18 18 18 6
31. A-31 12 6 18 4
32. A-32 18 6 18 4
33. A-33 18 12 18 5,3
34. A-34 12 6 18 4
35. A-35 18 12 18 5,3
36. A-36 12 6 18 4
37. A-37 12 6 18 4
38. A-38 12 6 18 4
39. A-39 18 12 18 5,3
54
After that the researcher calculated the mean of score in the first cycle.
To calculate the mean, the researcher used same formula with previous
research. The result of the mean of the first cycle is:
213,1
X= = 4, 9
44
Mean = 4, 9
Based on the result above, the result of the mean was 4, 9. It means
that the mean score in the first cycle is better than the pre cycle, although the
increasing was little. The researcher was unsatisfied because the whole of
students got bad score. Besides that, the result of observation was also not so
good, there were four students that did not give their attention to the teacher,
however they did not understand what teacher teach.
From that table and mean score of students the researcher concluded
that in this cycle there was improvement but it did not make the researcher
satisfied, because this was the first time for the students used realia to learn
speaking procedure text, it make them enjoy the media to much, they did not
focus on the steps. It make them confused when they asked by the teacher to
explain the steps. Thus, in this cycle the improvement was not make the
researcher satisfied, therefore she and the teacher continued to the next cycle.
Table. 3
The result test of the second cycle
No. Studnets Fluency Pronunciation Grammar Total Score
code
1. A-1 24 12 18 6,6
2. A-2 12 12 18 4,6
3. A-3 18 18 18 6
4. A-4 12 12 18 4,6
5. A-5 18 12 18 5,3
6. A-6 18 18 18 6
7. A-7 18 18 18 6
8. A-8 18 18 18 5,3
9. A-9 12 12 18 4,6
10. A-10 12 12 18 4,6
11. A-11 12 12 18 4,6
12. A-12 12 12 18 4,6
13. A-13 18 18 18 6
14. A-14 6 18 18 4,6
15. A-15 12 18 18 5,3
16. A-16 12 18 18 5,3
17. A-17 18 18 18 6
18. A-18 12 12 18 4,6
19. A-19 6 12 18 4
20. A-20 6 12 18 4
21. A-21 12 12 18 4,6
22. A-21 12 12 18 4,6
23. A-23 12 12 18 4,6
24. A-24 18 18 18 6
25. A-25 12 12 18 4,6
26. A-26 18 12 18 5,3
27. A-27 18 18 18 6
28. A-28 18 12 18 5,3
29. A-29 18 18 18 6
30. A-30 18 18 18 6
31. A-31 12 12 18 4,6
32. A-32 12 12 18 4,6
33. A-33 18 18 24 6,6
34. A-34 12 12 18 4,6
35. A-35 18 18 18 6
36. A-36 12 12 18 4,6
37. A-37 12 12 18 4,6
38. A-38 12 12 18 4,6
39. A-39 12 12 18 4,6
56
40. A-40 18 18 18 6
41. A-41 18 12 18 5,3
42. A-42 12 18 18 5,3
43. A-43 12 18 18 5,3
44. A-44 18 18 18 6
After that the researcher calculated the mean of score in the first cycle. To
calculate the mean, the researcher used same formula with previous research. The
result of the mean of the first cycle is:
228,3
X= = 5, 2
44
Mean = 5, 2
The result above showed us that the average of students test in the second
cycle was 5,2. The result of the second cycle was better than the previous one. It
means that there were improvements for the students, but it was not reach the
standard score of English lesson. The result of observation guide also shown that
there were six students did not give their attention to the teacher, it caused by the
teacher who did not use real media, in this case was water faucet, the teacher just
brought it and imagine to use it. Therefore some students were not interest with it.
The researcher still unsatisfied with students score, so she continued to the next
cycle.
3. The Third Cycle
The third cycle was conducted on Thursday and Sunday, August 26 and
29, 2010. After second treatment, students showed their improvement, although it
was not significant. In this cycle, the researcher used 45 pencils and sharpeners
and she tried to handle the weakness in the second cycle. The researcher reviewed
previous lesson, she concluded that there was significant improvement of
students understanding on speaking procedure text. The result of the test in this
cycle as follow:
57
Table. 4
The result test of the third cycle
No. Students Fluency Pronunciation Grammar Total Score
code
1. A-1 24 18 24 7,3
2. A-2 24 12 24 6
3. A-3 24 24 24 8
4. A-4 18 12 24 6
5. A-5 18 12 24 6
6. A-6 24 24 24 8
7. A-7 24 18 24 7,3
8. A-8 24 24 24 8
9. A-9 18 12 24 6
10. A-10 12 18 24 7,3
11. A-11 24 18 24 7,3
12. A-12 18 18 18 6
13. A-13 24 24 18 7,3
14. A-14 24 18 18 6,6
15. A-15 18 18 24 6,6
16. A-16 18 18 18 6
17. A-17 24 18 24 7,3
18. A-18 18 12 24 6
19. A-19 18 18 24 6,6
20. A-20 18 12 24 6
21. A-21 24 12 24 6,6
22. A-21 24 18 24 7,3
23. A-23 12 18 24 6
24. A-24 24 18 18 6,6
25. A-25 18 12 24 6
26. A-26 24 18 24 7,3
27. A-27 24 18 24 7,3
28. A-28 24 18 18 6,6
29. A-29 24 24 24 8
30. A-30 18 18 24 6,6
31. A-31 18 18 18 6
32. A-32 24 18 24 7,3
33. A-33 24 24 24 8
34. A-34 18 12 24 6
35. A-35 18 18 24 7,3
36. A-36 18 12 24 6
37. A-37 18 24 18 6,6
38. A-38 12 18 24 6
39. A-39 24 18 18 5,3
58
40. A-40 24 24 24 8
41. A-41 24 18 24 7,3
42. A-42 18 18 24 7,3
43. A-43 24 18 24 7,3
44. A-44 24 18 18 7,3
After that the researcher calculated the mean of score in the first cycle. To
calculate the mean, the researcher used same formula with previous research. The
result of the mean of the third cycle was:
300,9
X= = 6,8
44
Mean = 6,8
Thus, mean or average score of the students in third cycle was 6,8. It means
the students score in this cycle is better than two cycles before. There were no
students got score under 6. The whole students were reached the standart of score
(KKM), from observation guide also there were many students were looked enjoy
and happy using realia. So the researcher and the teacher decided to stop in this
cycle. Here the result of test from pre cycle until the last cycle, from this table we
can see there was improvement on students speaking ability score.
Table. 5
Result test from pre cycle until third cycle
No. Students code Total Score Total Score Total Score Total Score
Before Giving Cycle 1 Cycle 2 Cycle 3
Treatment
1. A-1 4 5,3 6,6 7,3
2. A-2 4 4,6 4,6 6
3. A-3 3,3 4 6 8
4. A-4 3,3 5,3 4,6 6
5. A-5 4 3,3 5,3 6
6. A-6 4 5,3 6 8
7. A-7 4 6 6 7,3
8. A-8 3,3 5,3 5,3 8
9. A-9 3,3 5,3 4,6 6
10. A-10 6 5,3 4,6 7,3
11. A-11 6 3,3 4,6 7,3
12. A-12 6 5,3 4,6 6
13. A-13 6 5,3 6 7,3
14. A-14 6 5,3 4,6 6,6
59
From tables above, the use of realia in teaching speaking procedure text
could help students to understand the material and to make easier to express their
ideas. So, this Classroom action research in the implementation of realia to
improve students speaking ability on procedure text at the ninth grade students of
MTs. Mathalibul Huda Mlonggo Jepara in The Academic Year of 2010/2011 was
success. It could be seen from the result of test in every cycle.
60
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
The attempt to teach students speaking procedure text by using realia had
result some conclusions as follow:
1. Actually there are many ways to apply realia in teaching speaking, but in
general based on this research the implementation of realia to improve
students speaking ability in procedure text were:
a. First, teacher prepared the materials, for example: teacher preapared some
candle, matches and candle holder in the first cycle. Then, she also
prepared soap, water faucet and towel in the second cycle. In the last cycle,
she prepared 45 pencils and sharpeners.
b. Second, teacher started to teach by showing the real material and asked
students to mention the name of object.
c. Third, teacher explained the definition of procedure text.
d. Fourth, teacher gave an example by demonstrating the sequences of certain
procedure by using realia orally.
e. Fifth, students repeated after teacher to demonstrate orally.
f. Sixth, students practiced the procedure in group, pairs or individually by
using realia orally. Students divided into some groups or pairs, then teacher
distributed the material to each groups if possible. After that, they practiced
it by turn with their friends, for example: students A practiced the
sequences of steps then students B give instruction. To know the students
ability teacher asked them to practiced it individually in front of the
classroom.
2. This research shows us that the use of realia to teach students speaking
procedure text help improvement of students ability on speaking procedure
text in every test. Based on calculation result after getting all of the treatment
using realia, the students average score increased although not significantly,
61
the students average score from pre cycle was 4,3, the first cycle was 4,9, the
second cycle was 5,9 and the average score of students score in the third cycle
was 6,6. It showed us that the use of realia could improve students ability on
speaking procedure text.
B. Suggestions
This study is useful for English teachers to teach speaking or even
practicing speaking inside and outside the classroom. However, there are many
media to be used in teaching learning process, but, realia is only an alternative
media of teaching speaking. Having finished conducting this research, the
researcher considers some suggestions in order to improve motivation in speaking
skill, especially for the teacher and the students. The researchers suggestions are
as follow:
1. For the teachers
Teacher plays many important roles in teaching leaning process. Teacher
should have the ability to carry out a supportive and interesting environment in
the classroom in order to help students understanding and practicing materials
easier. Teacher is suggested to be creative in teaching speaking, because by
giving interesting technique/media like realia, students will have an interest to
learn speaking more.
2. For the students
Students should be braver in speaking. Because in speaking, a person should at
least can carry out a conversation fluently. Students should be more confidence
in speaking foreign language being learned, they need to avoid feeling scared or
shy of doing grammatical errors, wrong dictions and bad pronunciation while
they are trying to speak in English, because they should at least have an interest
to speak first, for then they should try and learn hard to solve their problems.
This can be done by searching or creating their own model of learning
speaking, such as, watching English movie, reading English magazine or
dialogue book. They may also use other media like game and listening to
62
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on Monday, August 2, 2010
Pelatihan Classroom Action Research bagi Mahasiswa IAIN Walisongo Tahun 2008,
Semarang : Fakultas Tarbiyah, 2008.
Sulistyo, Panggih Budi, The Speaking Ability of Eleventh Grade Students of SMA
Negri 1 Kersana Brebes. Semarang : IKIP PGRI Semarang, 2009.
CURRICULUM VITAE
Personal details:
Name : Erny Rokhmawati
Place and date of birth : Jepara, Febuary 25, 1988.
Address : Ds.Jambu Rt 39/8, Kec. Mlonggo, Kab. Jepara
Phone : 085290770242
Education:
1. TK Tarbiyatul Athfal Mlonggo
2. MI Mathalibul Huda Mlonggo graduated in 2000
3. MTs Darul Ulum Purwogondo graduated in 2003
4. MA NU BANAT Kudus graduated in 2006
5. IAIN Walisongo Semarang 9th semester
67
Appendix 1
Students Name List
No. Nama Students Code
1 Alfi Khasanah A-1
2 Alif Nurdiana A-2
3 Ana Kholifah A-3
4 Ana Rohmaniyah A-4
5 Ani Widiana A-5
6 Arika Falatif A-6
7 Avivatul qudsiyah A-7
8 Awanda elin A-8
9 Cindi rafika dewi A-9
10 Devi Anawati A-10
11 Diah Nopiani A-11
12 Dwi Aristiyanti A-12
13 Erlina Desi Nur Hidayani A-13
14 Eva Lutfiana A-14
15 Fatihah Ivrayani A-15
16 Fitriani Fatikasari A-16
17 Iin Nadhiroh A-17
18 Iir Hidayatuz Zahro A-18
19 Khoridatul Bahiya A-19
20 Lita Tria Dewi A-20
21 Lutfi Sidayatul Mubtadiin A-21
22 Menik Khoiriyah A-22
23 Mirta Widyati A-23
24 Nahar Rejeki Romadhon A-24
25 Naila Munadhifah A-25
26 Niswatus Saadah A-26
27 Novita Nuraini A-27
28 Nur Hanifah A-28
29 Nur Nikmatus Sholikhah A-29
30 Nur Riyantika A-30
31 Nur Tika Rahmadhani A-31
32 Praptiana Larasati A-32
33 Puput Handayani A-33
34 Reka Listiani A-34
35 Reviana Kasum A-35
36 Safitri Nur Khasanah A-36
37 Sechah Nurrizkiyah A-37
38 Sinta Nurfiana A-38
39 Siti Masruroh A-39
40 Siti Masyitoh A-40
41 Trining Tias A-41
68
Appendix 2
Lesson Plans
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
SIKLUS 1
Satuan Pendidikan : MTs. Mathalibul Huda
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : IX E /I
Alokasi Waktu : 2X40 Menit
Aspek/Skill : Speaking
Standar Kompetensi : Mengungkapkan makna teks monolog berbentuk
procedure secara akurat dan lancar dalam konteks
kehidupan sehari-hari.
Kompetensi Dasar : Peserta didik mampu mengungkapkan makna dalam
teks monolog berbentuk procedure yang
menggunakan ragam bahasa lisan secara akurat lancar
dan berterima dalam konteks kehidupan sehari-hari.
Indikator : Peserta didik mampu menjelaskan langkah-langkah,
untuk melakukan procedure tertentu.
Tujuan Pembelajaran : Peserta didik dapat menjelaskan materi atau bahan-
bahan serta langkah-langkah yang diperlukan untuk
mencapai tujuan procedure tertentu.
I. Materi Pembelajaran :
VI. Penilaian :
Bentuk penilaian : Lisan.
Tekhnik : Siswa diberi tugas untuk
menjelaskan langkah-langkah procedure.
Aspek yang dinilai
Kelancaran : 30
Pengucapan : 30
Struktur Bahasa : 30
Nilai untuk siswa = 90: 9 = 10
71
Kelancaran : 30
Pengucapan : 30
Struktur Bahasa : 30
Nilai untuk siswa = 90: 9 = 10
Mengetahui,
Guru Mitra Peneliti
V. Instrumen Tes :
1. Fill in the blanks with the words from the box to complete the
directions.
How to sharpen a pencil
Hold the sharpener in the left hand. a pencil in the right hand. . the
bottom of pencil into the hole of sharpener. . it until the pencil is sharp.
.. out the pencil from the hole of sharpener. The pencil is ready to use.
Mengetahui,
Guru Mitra Peneliti
Appendix 3
Scoring Guide for Speaking Test
The scoring guide as follow:65
65
Harris D.P, Testing English as a Second Language, (New York: Mc Graw Hill Company,
1969),p.84 .
79
Appendix 4
Observation Guide
This is the example from the instrument of observation:
No Name of students Description
1 2 3 4 5 6 7
Note:
a. Students give attention to teachers explanation.
b. Students show their activeness and enthusiasm in the classroom.
c. Students can join the activities in classroom using realia.
d. Students can use realia to understand the material.
e. Students can mention the component of realia
f. Students can explain every step in procedure text using realia.
g. Students can do their speaking test individually using realia.
The criteria of scoring are:
a. Score 1 if the students participation is a little.
b. Score 2 if the students participation is enough.
c. Score 3 if the students participation is a good.
d. Score 4 if the students participation is a very good.
80
Appendix 5
The observation result of students participation
Cycle 1
Appendix 6