THE IMPROVING SPEAKING ABILITY OF THE EIGHT GRADE STUDENT AT SMPN 2 MAMBORO BY USING PEER LEARNING TECHNIQUE THESIS By BANA ATA SIWU NPM 2171000320085 INSTITUTE OF TEACHER TRAINING AND EDUCATION IKIP BUDI UTOMO MALANG FACULTY OF SOSIAL SCIENCE AND HUMANITY EDUCATION ENGLISH EDUCATION DEPARTEMENT 2021
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THE IMPROVING SPEAKING ABILITY OF THE EIGHT GRADE STUDENT AT SMPN 2 MAMBORO BY USING PEER LEARNING TECHNIQUE THESIS Presented to Institute Of Teacher Training And Education Budi Utomo Malang To fullfil the Requirement in completing the Sarjana program In the Department English Education By BANA ATA SIWU NPM 2171000320085 INSTITUTE OF TEACHER TRAINING AND EDUCATION IKIP BUDI UTOMO MALANG FACULTY OF SOSIAL SCIENCE AND HUMANITY EDUCATION ENGLISH EDUCATION DEPARTEMENT 2021 iii
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DEDICATION This thesis I dedicated to : 1. First, the author would like to express his gratitude to his late beloved father Siwa JaraLomi. I dedicate this thesis to you. I hope dad is proud. 2. The second is to my beloved mother, Yaku Asapuna, thank you very much for all the patience, sincere love and affection for me and the unceasing prayers for me. To give the writer motivation and support during this time. 3. To Paulus Dena for all the knowledge so far. 4. For my four brothers (Dolin samalaty, B. Depasuda, Reku and Anus). Thank you so much without you I would be nothing all this time. Thank you for the motivation given and the material that I cannot count as well as for the prayers and advice given to me. 5. To my best friend(Irah, Teksi, Betsy, and Rivani) thank you for encouraging and supporting me so that I can finish my thesis on time. 6. For my sister Estri, my sister Angelina Wolla, brother Markus, Edwin and my boarding house friends, thank you very much, I love you. Thank you for always being there for me. 7. The last one is for all my friends who I can't mention one by one by name. Thanks very much. 8. And the last, writer that to thanks for the people had been given to me pray, support and motivation. vi
MOTTO There is a surely a future hope for you, and your hope will not be cut off. ( Proverbs 23 : 18 ) The whole purpose of Education is to turn mirrors into Windows. ( seluruh tujuan pendidikan adalah untuk mengganti cermin menjadi jendela) (Sydney J. Harris.) When i say I’ ma do something I do it. I dont give a damn what you think I’m doing this for Me. Eminem. vii
ABSTRACT Siwu, Ata, Bana. 2021. The Improving Speaking Ability of The Eight Grade Student at SMPN 2 Mamboro by Using Peer Learning Technique. Thesis, Faculty of Social Science and Humanity Education, English Education Department. Institute of Teacher Training and Education Budi Utomo Malang. Advisor : Hernina Dewi Lestari, S.Pd., M.Pd Keywords : Peer learning, speaking, classroom action research. Peer learning technique is a kind of active learning model that is developed by Silberman, in which the students are given a topic to research and present to the class is a great peer teaching method and the teacher are able to provide the basic background for each lesson to the students. The peer learning technique is an old method but its is fits with the current approach in communicative language teaching. It can improve the the students achievement in the class. There are some similar research studies that had been conducted before. This research used classroom action research method to improve the speaking ability graduate in SMP Negeri 2 Mamboro. This method had four steps in each cycle, namely the plan, action, observation, and reflection. This research was conducted in two cycles and each cycle consisted of two meetings. It was based on the permitted time to conduct a research in that school. The research participants were 40 students of VIII B year 2020/2021 in SMP Negeri 2 Mamboro. The researcher used interview, observation, tests, and students‟ reflection to collect the data. The researcher used quantitative method to analyze the data. Based on the aims of the study were, to find out whether or not the use of peer learning technique in teaching speaking and what are students‟ responses toward peer learning technique in teaching speaking. So, the result of the research could be described as follows. The use of peer learning technique improved students‟ speaking ability. The result of data analysis of the study, it was found that the students‟ value had change in each cycle, in cycle 1 the students aspect in speaking ability it was poor category, in the cycle 2 the students aspect in speaking ability had highest and the result included was good category. All of the data above indicated that the cycle 2 was more successful than cycle 1 and 2, because the students had increase speaking ability that only in cycle 2 than cycle 1. viii
ACKNOWLEDGEMENT It is grateful to the Almighty God for His Blessing and loves that finally this thesis entitled " The Improving Speaking ability of the eight grade student at SMP N 2 Mamboro by using Peer Learning Technique " has been completed. This thesis is composed to fulfill the requirements, which must be achieved by all English Student at IKIP Budi Utomo Malang before getting the degree of scholar of English Education. 1. The Dean of the Faculty of Social Sciences and Humanities Education IKIP Budi Utomo Malang. 2. The Head of the English Language Education Study Program IKIP Budi Utomo Malang. 3. The Advisor of this thesis who always guides, motivates, and directs the author with patience. 4. Thank to Steven Kalikuta, SE as the headmaster of SMP N 2 Mamboro, who has allowed me to conduct the researcher in His School. 5. And thanks to all family. The last giving of grateful goes to all lectures of English Department at IKIP Budi Utomo Malang for the principle knowledge they have shared. 6. Finally the writer hopes this thesis Will be useful for the readers. 7. For my self thank you for being strong for the struggled until the end this project is finished. The author realizes that in the preparation of this thesis there are still many shortcomings and weaknesses, therefore suggestions and constructive criticism ix
are expected. Finally, the author would like to thank all those who have helped and the author hopes that this thesis can be useful for all of us. Malang, 30 August 2021 The Writer x
TABLE OF CONTENTS Cover Page ....................................................................................................... i Logo Page......................................................................................................... ii Title Page ......................................................................................................... iii Approval Sheet................................................................................................. iv Approval Sheet................................................................................................. v Dedication ........................................................................................................ vi Motto................................................................................................................ vii Abstract ............................................................................................................ viii Acknowledgement............................................................................................ ix Table Of Contents............................................................................................ xi CHAPTER I INTRODUCTION 1.1 Background of The Study..................................................................... 1 1.2 Problem of Research ............................................................................ 3 1.3 Objective The Study............................................................................. 3 1.4 Limitation of The Study ....................................................................... 3 1.5 Significance of The Study .................................................................... 4 1.6 Key of The Terms................................................................................. 4 CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Definition of Speaking ......................................................................... 5 2.2 Teaching Speaking ............................................................................... 17 2.3 The Definition of Peer Learning Technique......................................... 18 2.4 Previous Study...................................................................................... 20 CHAPTER III RESEARCH METHOD 3.1 The Type of The Research ................................................................... 23 3.2 Subject of The Research....................................................................... 23 3.3 Instruments........................................................................................... 23 3.4 Procedure of Classroom Action Research............................................ 24 3.5 Technique of Analysis Data ................................................................. 27 3.6 Criteria of The Action Success............................................................. 27 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings................................................................................ 28 4.2 Discussion ............................................................................................ 46 CHAPTER V CONCLUSSION AND SUGGESTION 5.1 Conclusion............................................................................................ 48 5.2 Suggestion ............................................................................................ 49 REFFERENCES ............................................................................................ 50 APPENDIX..................................................................................................... 51 xi
CHAPTER I INTRODUCTION 1.1. Background English is an international language. It is widely used for communication by people all over the world. By mastering English, Indonesian students are expected to be able to absorb knowledge and technology and integrate themselves internationally. Speaking is one of the most important skills in learning English. Usually, one‟s success is judged from his / her fluency in a conversation using the language known as speaking skill which is indicated by the capability to communicate orally. The purpose of teaching English based on the curriculum 2013 is to develop the students four language skills. They are listening, speaking, reading and writing. The students must be able to communicate in oral and written form. Based on the researcher‟s observation most students‟ spoken communicative skills are not satisfactory yet. The speaking competence is shown by the students‟ ability to communicate using the target language orally. In fact, this condition seems far from the expectation because the students‟ speaking ability of SMPN 2 Mamboro is lowed. It can be proved by the average score of speaking ability that was 5,3 based on the result of students‟ test. The students are hardly to use English in their daily communication, they are rarely practice English with their friends, although they have time and chance while the student are practicing in the workshop but students keep silent in the classroom. Even some the student did not expect teacher does not ask them to speak, they lack of motivation in learning English. 1
2 Most of them are afraid to make mistakes, they often get difficulties to understand the instruction of the teacher. In observing the eighth grade students of SMPN 2 Mamboro the writer has found that they have problems in speaking English fluently. In teaching learning process, the teacher still uses lecturing technique that make them passive to practice the target language. They tend to keep silent when they to answer or pose a question. Actually, they have enough ability when they ask and answer question in written form. They will speak English if the teacher requires them to speak in answering his question. Without teacher‟s encouragement, they will not take the risk to make mistakes in speaking. They get difficulties in pronunciation, grammar, vocabulary and comprehension. They have the opinion that speaking is very hard to learn but they never try to solve it. They need some help to maintain their self-confidence to practice speaking. It is undeniable that learning English as a foreign language is much influenced by learner‟s first language and former knowledge. As a result, in the process of learning a foreign language, they seem to have not only various problems on what they learn but they also find problems on how they learn it. In speaking learning process, most of students seem only depend on their teacher. They learn it only in teaching learning process in the classroom and they are passive in speaking at their own time. From the statements above, the students should be encouraged to practice more in their target language. It can make them get used to speak it in their daily activities and can build their self-confidence in speaking. They can minimize their fear of risk in speaking, so their vocabularies will increase progressively. The researcher would like to support their self-confidence in speaking independently
3 by giving them experiences to deliver a presentation. This technique is assumed to advance their vocabularies and presentation skills. They will know the material in more detail and make them learn the contents more. This technique can support the audience to respond the text actively and it provides an opportunity for the students to cooperate with their friends. The effectiveness Peer Learning Technique in here is increasing the students clinical skills and students roles as teachers led to a combination of attitudes, skills and knowledge in educators and learners. According to the explanation above, the writer carried out a research entitled: “Improving Speaking Ability of the Students‟ grade VIII at SMPN 2 Mamboro by Using Peer Learning TechniqueIn The Academic Year 2020 / 2021”. 1.2 Problem of research Based on the statement on the background so the writer tries formulate the problem that can measured by doing this research. The formulation of the problem is; “How Peer Learning Technique can improve Speaking the eighth-grade student‟s at SMPN 2 Mamboro in the School Year 2020 / 2021? 1.3 Objective of the study Based on the statement and the background above of the study will intend to improve student‟s speaking skill by using Peer Learning technique for students of SMPN 2 Mamboro . 1.4 Limitation of the Study To avoid the expansion of problem, the writer arranges research limitation. In this research, the writer only focuses on Improving Speaking Ability of the
4 Students „grade VIII at SMPN 2 Mamboro and the technique that is used Peer Learning Technique. 1.5. Significance of the Study The researcher hopes that this research will be useful for: 1. The teacher The teacher gets new knowledge technique in teaching learning process. It can improve quality in teaching speaking English. 2. The students The students will be more active in learning English to improve their speaking ability. They will get the ability to practice in English. The researcher helps students to realize about their ability. 3. The next researcher It can be used for the subsidiary supplement for the next research. 1.6. Key of the terms 1. Peer learning technique is a kind of active learning model that is developed by Silber man, in which the students are given a topic to research and present to the class is a great peer teaching method and the teacher are able to provide the basic background for each lesson to the students. 2. Speaking skills is the ability to express opinions or thought and feelings to a person or group verbally, whether face or by distance. Alternatively, speech is a natural means of communication between members of the public to express their thoughts and as a form of social behavior.
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Speaking Speaking is one of the most important skills in learning English. Usually one‟s success is judged from his / her fluency in a conversation using the language known as speaking skill which is indicated by the capability to communicate orally 2.1.1 Definition of speaking Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information (Brown, 1994). Speaking also requires that learners not only know how to produce specific points of language such as grammar, pronunciation, vocabulary, fluency and comprehension (linguistic competence), but also that they understand when, why and in what ways to produce language (socio linguistic competence) (Burns and Joyce, 1997). Another statement which concerns with speaking is stated by Brumfit and Johnson (1979) “Speaking is not only the oral production of written language, but involves the mastery of a wide range of sub skills which is added to constitute the overall competence on the spoken language”. Many definition about speaking have been proposed by language theorists Harmer (2001:269) defines speaking ability as the ability to speak fluently presupposed not only know the language features, but also the ability to process information and language „in the spot‟. It requires the ability to cooperate in the management of speaking turns and nonverbal language. It happens in the real 5
6 situation and has little time for detailed planning. Therefore, the fluently is required to reach the goal of the conversation. Attempting to elaborate more on the interactive nature of speaking, Burs sand Joyce (1997) handloom(2004:2) define speaking as an interactive process of constraining that involves producing, receiving and processing information. Its form and meaning are dependent on the context in which it occurs, including the participations themselves, the physical environment, and the purpose, and the purposes for speaking. It is often spontaneous open ended, and evolving. However, speech is not always unpredictable. Language functions (or patterns) that tend to recur in certain discourse situations can be identified. Cameron (2001:41) states that is also important to organize the discourse so that understands what the speakers says. Speaking is important for language learners because speaking is the first form of communication. They are expected to be able to speak English accurately, fluently, and acceptably in the daily. It needs a lot of practice to be able to speak fluently in a foreign language. According to PinteO6 (28), speaking practicing and drilling set phrases and repeating models. It also mean communicating with the situations where spontaneous contributions are required. So, fluent speaker to learn not only language but also what the appropriate things say in certain situation. It is difficult and lengthy process to master all sub skills. Speaking is one of the fourteen the language activities. It is important to convey in the communication. According to Cameron (2001:40) speaking is the activity use of language express meaning so that other people can make sense of them. It means that speaking consists of producing systematic verbal utterances to
7 convey meaning which make other people know what we are talking about clearly. Therefore, it is often spontaneous, opened, and evolving, but it is not completely unpredictable. According to Harris‟ opinion, “Speaking is a complex skill requiring the simultaneous use of a number of different abilities which often develop at different rates”. Either four of five components are generally recognized in analyzing of the speech process. Actually, people in the world have speaking ability because speaking is in activity that we always do in every time to communicate with other people and to make a good relationship in society. That the main point of speaking is for communicating, so we have to convey the thinking and feeling effectively and the speaker must understand the meaning to communicated in order to make other people understand with what they are talking. According to Harris‟ opinion, “Speaking is a complex skill requiring the simultaneous use of a number of different abilities which often develop at different rates”. Either four of five components are generally recognized in analyzing of the speech process: 1. Pronunciation Pronunciation is two-fold process. It involves the recognition of sounds as well as the production of sounds. The students are faced with the problem of the producing of the sounds, practice of aural perception which should be given before the practice on oral production.
8 2. Grammar Grammar is the set of structural rules governing the composition of clauses, phrases and words in any given natural language.The status of grammar focused teaching or, as it is currently referred to, form-focused instruction (Doughty & William: 1998). 3. Vocabulary Vocabulary is a total number of words that make up a language. It is one of the components of language and that no language exists without words. Knowing a lot of word in English are very important. The purpose of vocabulary is present a systematic frame work for vocabulary development by combining three approaches to vocabulary instruction and learning (Hollander & Greediness: 1996). 4. Fluency Fluency is the quality or condition of being fluent (Hornby, 1986). Fluency in English is also accuracy with good pronunciation no speed. Fluency is a set of skills that allows readers to rapidly decode text while maintaining a high level of comprehension (National Reading Panel 2001) 5. Comprehension Comprehension is the ability to read text, process it and understand the meaning. An individual‟s ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences and also comprehension is an exercise aimed at improving or testing one‟s understanding of a language (written or spoken)
9 From the explanation above, the researcher consenting that is a process to convey and sharing ideas and feeling speaking involved some skills such as accuracy, appropriateness, fluency and vocabulary building. All of those elements be mastered by the students speaking, especially in a foreign language, is a very necessary activity for all ages of learners. 2.1.2 Elements of Speaking Jeremy Harmer (2007:343) says that: If students want be able to speak fluently in English, they need to be able pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech. But there is more to it than that. Speakers English especially where it is language will have to be able to speak in a range of different genres and situations, and they will have to be able to use a range of conversational and conversational repair strategies. They will need to be able to survive in typical function exchanges, too. Meanwhile, “The ability to speak fluently presupposes not only a knowledge of language features, but also the ability to process information and language „on the spot‟ (Harmer, 2001:269). There are six important things considered to be useful that someone can be more fluent and brave in speaking. They are confidence fluency and accuracy, Finding the right words, showing where we are going, keeping the listeners interested and sounding natural. Therefore, the mastery of speaking in English as a priority for many second language or foreign language learners. Consequently, learner often evaluate their success in language learning as well as the effectiveness of their English course on the basic how much they have improved in their spoken language proficiency especially in improvement speaking ability it can make someone can be more
10 fluent, confidence, brave, be able pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech. 2.1.3 Types of Speaking There are two types of speaking for learners can be helped in informal speaking : A. Informal Speaking Nation and Newton (2009: 120) state “informal speaking typically involves tasks where conveying information is not as important as maintaining friendly relationship”. Holmes and Brown (1976) argue that learners can be taught conversational strategies that can help keep the conversation going. According to Nation (1980) the information can provide an opportunity for the person asking the question to continue the conversation. This very useful strategy deserves quite a lot of practice in everywhere, particularly in guiding learners in the kinds of extra information that key can provide. It is also a good way for the reason being questioned to take control of an interview or conversation by using the extra information to guide the directions of the conversation (cited in Nation and Newton, 2009:120). From explain above, having a supportive partner in a can make speaking much easier. Learners can be trained to provide support for other speakers. This support can involve supplying unknown words, completing sentences that the speaker has begun, and asking helpful questions to provide language and content support.
11 B. Formal Speaking. Formal speaking requires control of content, awareness of a largely passive audience, and being the focus of attention (Nation, Newton, 2009: 121). It thus requires learners to use language under difficult and demanding circumstances, which will stretch the boundaries of skill development. Biber (1989) added formal speaking helps language learning in the following ways. It represents a new use of English for most learners and thus requires them to focus on language items that are not as well represented in other uses of the language. Speaking as a part of work or academic study may involve presenting reports or presenting a viewpoint on a particular topic. Furthermore, the transactional nature of formal speaking means that effectiveness of the learner performance should focus on the successful communication of information. Formal speaking opportunities in the classroom should therefore be done with an obvious audience who are interested in the speaker message. In conclusion, formal speaking is usually a planned activities, it is possible to take a process approach to it. This means dividing the task into parts such as taking account of the goals and the audience, gathering ideas, organizing ideas, making a set speaking notes, and presenting and monitoring the talk. As important part of the formal speaking process or taking account of the audience and the suitability of the information that is to be conveyed to them. 2.1.4 Teaching Speaking Elements that underlie learning theory can be seen in some CLT practices. However, one of these elements can be described as the principle of communication: activities that involve real communication that develop learning. The second element is the task principle: activities in which language is used to
12 carry out tasks that mean developing learning. The third element is the principle of meaningfulness: meaningful language supports the learning process for students. Learning activities are therefore chosen according to how well they (Teachers) engage their students in meaningful and actual use of language (not just machine practice on language patterns). According to this theory, the acquisition of communicative competence in language is an example of skill development that involves both cognitive and behavioral aspects: a. The cognitive aspect involves internalizing plans to make appropriate behavior. For language use, this plan comes mainly from the language system. They include grammatical rules, procedures for choosing vocabulary, and social customs that govern speaking. b. The behavioral aspect involves automating these plans so that they can be converted into smooth performance in real time. This occurs mainly through the practice of converting plans into performance (Littlewood: 2002). In this theory, there is an impulse and emphasis on practice as a way to develop communicative skills. 2.1.5 The Assessment of Speaking Teacher needs some criteria to get the score, so the writer will explain about speaking assessment and criteria included in that scoring. For scoring the test of speaking ability any important aspect must we know, from accent, grammar, vocabulary, fluency, and comprehension? They will help the teacher to know how to improve students‟ error in spelling and punctuation, grammar, choosing word in vocabulary, fluency then accurately and the important is comprehension how the students can understand what they mean.
13 Here, Arthur Hughes explains about scoring assessing speaking (1989: 111): A. Profiency Description Accent 1. Pronunciation frequently unintelligible. 2. Frequent gross errors and a very heavy accent make understanding difficult, require Frequent repetition. 3. “Foreign accent” requires concentrated listening, and mispronunciations lead to occasional misunderstanding. 4. Marked “foreign accent” and occasional mispronunciations which do not interfere with understanding. 5. No conspicuous mispronunciations, but would not be taken for a native speaker. 6. Native pronunciation, 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. 3. Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding. 4. Occasional errors showing imperfect control of some patterns but no weakness that causes misunderstanding. 5. Few errors, with no patterns of failure. 6. No more than two errors during the interview.
14 Vocabulary 1. Vocabulary inadequate for even the simplest conversation. 2. Vocabulary limited top basic personal and survival areas (time, food, Transportation, family, etc.). 3. Choice of words sometimes inaccurate, limitations of vocabulary prevent Discussion of some common professional and social topics. 4. Professional vocabulary adequate to discuss special interests; general vocabulary permits discussion of any non- technical subject with some circumlocutions. 5. Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and variated social situations. 6. Vocabulary apparently as accurate and extensive as that of an educated native speaker. Fluency 1. Speech is so halting and fragmentary that conversation is virtually impossible. 2. Speech is very slow and uneven except for short or routine sentences. 3. Speech is frequently hesitant and jerky; sentences may be left uncompleted. 4. Speech is occasionally hesitant, with some unevenness caused by rephrasing and groping for words. 5. Speech is effortless and smooth, but perceptibly non-native in speech andevenness. 6. Speech on all professional and general topics as effortless and smooth as a native speaker‟s.
15 Comprehension 1. Understands too little for the simplest type of conversation. 2. Understands only slow, very simple speech on common social and touristic topics, requires constant repetition and rephrasing. 3. Understands careful, somewhat simplified speech when engaged in a dialogue, but many requires considerable repetition or rephrasing. 4. Understands quite well normal educated speech when engaged in a dialogue, but requires occasional repetition or rephrasing. 5. Understands everything in normal educated conversation except for very colloquial or low frequency items, or exceptionally rapid or slurred speech. 6. Understands everything in both formal and colloquial speech to be expected of an educated native speaker. 2.1.6 Speaking as a means of communication Communication is fundamental to human existence. It is interchange of information of thoughts, ideas, the oral expression of man‟s desire, needs, efforts, etc. speaking as a means of communication that influences the way of our individual life. There are two ways of communication, they are oral and written communication. 1. Oral expression It consists of short, often fragmentary utterances, in a range of pronunciation. There is often a great deal of repetition and overlap between one speaker and another and speakers frequently use nonspecific references. In oral expression, instruction in the skills of speaking and listening needs to be emphasized.
16 2. Written communication, tends to be superior both in thought, context and sentence, structure, more formal in style, and much better organized as to ideas (Brown, 1983). 2.1.7 The characteristics of successful speaking Pattison (1986) states that successful oral communication involved developing. 1. The ability to articulate phonological features of the language comprehensibly 2. Mastery of stress, rhythm, intonation pattern. 3. An acceptable degree of fluency 4. Transactional and interpersonal skills 5. Skills in taking short and long speaking turns 6. Skills in the management of interaction 7. Skills in negotiating meaning 8. Conversational listening skills (successful speaking are good listeners as well as good speakers) 9. Skills in knowing about and negotiating purposes of conversations 10. Using appropriate conversational formulae and fillers The characteristic of good speakers are: 1) Using grammar accurately 2) Assessing characteristic of the target audience, including shared knowledge or shared points of reference, status and power relation of participants, interest level or differences in perspective
17 3) Selecting vocabulary that is understandable and appropriate for the audience, the topic being discussed, and the setting in which the speech act occurs. 4) Applying strategies to enhance comprehensibility, such as emphasizing key words, rephrasing or checking for listener comprehension. 5) Using gestures or body language 6) Paying attention to the success of the interaction and adjusting components of speech such as vocabulary, rate of speech and complexity of grammar structures to maximize listener comprehension and involvement (Brown, 1994). 2.2 Teaching Technique Teaching is the project of aims to develop teaching and strategies to develop the teaching practices of teacher in the classroom. There is a tremendous semantic confusion in the use of such words as methods, strategies and techniques because they are used interchangeably in the educational literature, basically, there are three methods of teaching; transmission, inquiry and a combination of the two (or eclectic method). A method is an overall procedure or process to achieve certain goals. A teachers follows certain approaches approximating one of three methods given above. Techniques of teaching are the day-to-day activities which the teacher may design for a particular lesson. They may include group discussions, projects, the use of textbook or field tripping. A strategy is the organization and coordination of the above techniques to practice the method
18 which would achieve the desired goals. This book concentrates on the techniques of teaching. A teaching technique can be thought of as an activity which affects the learners encoding process, that is, how the learner will learn the desired information, concept, generalization and/or skills. The technique can be either students-centered such as the lecture. They can be active or passive depending on how they are used. 2.3 The definition of Peer Learning Technique Peer learning technique is a kind of active learning model that is developed by Silberman, in which the students are given a topic to research and present to the class is a great peer teaching method and the teacher are able to provide the basic background for each lesson to the students. They must then find pertinent information and look for way to explain it to other students and friends. Encourage the use of visual aids. Not only does this remove some of the anxiety of public speaking. But it helps students think about how to play the information out so it makes sense to themselves and to the students. One great peer teaching technique is to break the class into smaller groups. Before the groups move to take off to discuss the topic, give them an overview of the topic and provide each group with specific tasks they must meet within a given time frame. When time is done, explain that the group should have a presenter that shares the group result with the rest of the class. 2.3.1 The procedure of peer learning technique Silberman on Dalvi (2001) states that learning procedure using peer learning technique are:
19 1) The classroom divides into sub group / small group 2) Each group is given a topic, then they teach to other group. The topic that is given by teacher must connect to another group. 3) Teacher ask a small group to prepare the material for their classmate. Teacher also suggests to use speech method or read a paper in order to those get experience. 4) There are some suggestions such as: a. Use visual tools b. Develop short demonstration c. Use an example or analogy to make teaching point d. Involve the students in discussion, role play, quiz or case study. e. Give an opportunity to the other to ask question 5) The students give enough time to prepare indoor or outdoor material then the teacher asks every group to present their material and teacher take a conclusion or classification to comprehend them. 2.3.2 The advantages of peer learning technique There are some of advantages of peer learning technique, they are: 1) Create students‟ motivation in teaching speaking English 2) Create students confidence in practice English 3) Make students more creative in their opinion 4) The students have responsibility in learning, process because the teacher is a monitor 5) Improve greater understanding or awareness of an area or topic 6) Help students to the next level
20 7) Each student has an essential role in the group. 2.3.3 The disadvantages of peer learning technique Meanwhile, the disadvantages of group peer learning are: 1) A dominant student will talk too much or try to control the group 2) During group discussion activity, the teacher cannot control all the language used and should the class 3) The teacher has less control over what students are doing in a group than in normal class. Theycannot control students‟ pronunciation directly. 2.4 Previous Study Many students are difficult to speak in English. Some students do not know how to speak English well which include the pronunciation, fluency, vocabulary, accuracy/grammar and interaction of speaking. They are difficult to speak in English because some factors influence them such as not confidence, shy, they do not understand about the words, they do not know what they want to say, lack of vocabulary, lack of motivation from teacher, uninteresting of learning strategy and there is no interaction enough between teacher and students well while English learning process happen in class. Then, some factors or problems happen in speaking English like above are also happen with second grade students at MAS Manba‟ul Hidayah Kisaran. The researcher is found some problems about English especially in speaking ability in 8 that class. The problems are come from teachers and students. The problems are appeared because of the teacher lack in giving motivation to her students in speaking English. The teachers only use communicative method and ask students to write learning material on the whiteboard. Then, the teacher is seldom to come
21 in class to give the English learning. So that is why the researcher intends to implicate a new strategy in learning English in the school at second grade of Junior High School, especially in speaking skill. The researcher wants the students‟ speaking ability is increase better than before. The strategy engages them in teammate which called as talking chips strategy. The students will do team work with their friends while learning process. This strategy would help the students to promote their speaking skill equally since the point of this technique is every student in the group should participate and give contribution to the group. They will discuss about a topic and analyze the topic by using English through talking chips strategy. So, this strategy will help the students to talk active in speaking and it will make the students be brave to speak in front of class or in front of their friends. Therefore, the researcher proposes a title that is almost the same as the theory that has been studied by previous researchers. By Irmawati, Irmawati (2017).The primary purpose of this study was to identify student‟s perception about the implementation of peer dialogue to improve speaking ability. The study operated the quantitative approaches which include survey research. This research takes the students of speaking class in English Education Department. The sample was taken from 32 females and 4 males in a class. The data was collected using questionnaire that talk about peer dialogue to improve speaking ability. Results of this study interpret student‟s perception of peer dialogue to improve speaking ability (Lilik Huriyah, fifi Armita Nuriawarti, Siti Fatimatuz Zahro, Widya Ari Hardini).
22 The peer learning tchnique is an old method but its is fits with thee current approach in communicative language teaching. It can improve the the students achievement in the class. There are some similiar research studies that had been conducted before. One o the researches about the use o peer learning technique in improving students speaking ability is a research conducted by Irianti (2011) Based on the research conducted in VIII.1 class of SMP PGRI II Ciputat, the writer concluded that peer learning activity can improve students speaking ability. The students like peer learning technique. Moreover, the research showed that the students seemed braver and more confident in speaking. It is proven by their participation in the class conversations, discussion, performances in front of the class, pronounciation, fluncy, and their confidence about speaking. Another research study was conducted by Nurina (2011). She also conducted her research in the context of English teaching and learning in unior high school. The result of the research showed that using peer learning in the speaking class helped the students to improve their speaking ability. Moreover, by implementing peer learning in technique speaking the students have a chance to be active and cooperative in speaking ability.
CHAPTER III RESEARCH METHODOLOGY 3.1 The Type of the Research The writer takes the Classroom Action research to collecting data. According Suharsimi Arikunto ( 2018:3) research is a class action. An involuntary assonance of an activity that occurs in an event. The approach to action research on this class is a quantitave approach. 3.2 Subject of the Research The Subjects of this research are the students grade VIII of SMPN 2 Mamboro in the school year 2020/2021. There are 40 students in this class which consists of 25 male and 15female and mostly they are 16 years old. The researcher took one class as the subject, which is VIII B. 3.3 Instruments Research instruments are tools used to collect data for research and are also called research techniques. Because it reflects the manner of doing it. One of method used to identify information sources collect the information during an evaluation. Instrumen in here to measure student‟s responsiveness to the techniques taught in class. There are some common instruments of collecting data of will be use collecting data: A. Observation Observation applied to observe the students‟ activity during process of study, where are they could be in the form of a questionnaire to be answer or a checklist in which one has to confirm the presence or absence or a certain feature. 23
24 B. Test Test contains several questions that have to be answered by the students individually. The questions based on the material that is taught. C. Interview Interview is prepared before the writer gives some questions to the interviewee which are the students, and the teacher.. Interview is used to uncover data that related with attitude, opinion, and perception. Interview students and ask any of their diffuculties in learning English. Then, ask their teacher what problems were encountered when they taught English. 3.4 Procedure of Classroom Action Research This classroom action research consists of two cycles with implementation planning for each cycle is elaborated as follows: 1.Cycle I 1.1 Planning. In this chase the first finding the fact that the students speaking comprehension was low, which showed their low achievement, the researcher planned to teach them by choosing a certain teaching technique. The chosen technique is peer learning. 1.2 Action In this phase researcher describes, interprets and explain a social situation at the same time as making changes or interventions with the aim of improvement or participation. Action research in the traditional view is a problem solving research framework, where collaboration occurs between
25 researchers and clients in achieving goals ( Kurt Lewin, 1973 cited by Sulaksana, 2004). 1.3 Observation. In this phase the researcher Implementation of the study is observed by using observation sheet, and then the result is interpreted. At this stage the researchers will observe the students after doing activity planning. This observation, is intended to determine the extent of the students understanding of the material provided by the researcher. 1.4 Reflection. The reflection is the attempt to assess what has happened and/or not occurs, what has been produced or has not been successfully completed with remitation done. The resultof that reflection was used to set a further step, an effort to achieve the Classroom Action Research. The writer analyzes the result of the observation that has been reflected. It determines the steps in cycle I 2.Cycle II 2.1 Planning While observing that the cycle 1 is not successful then researcher are doing second planning on the cycle 2. Here the researcher hope that the student will be able to understand the next step by step of the study. so, the researcher make a plan 2 or cycle 2.
26 2.2 Action Furthermore after the planning, surely the researcher will do something or action. Repair the action of the implementation planning which has been made perfection based on the result of the reflection in cycle I 2.3 Observation Implementation of the study is observed by using observation sheet, and then the result is interpreted. 2.4 Reflection To analyze the result of the observation that has been reflected, it is applied as reference to determine level of achievement of the purpose that have been by teacher in the effort skilled improvement of student vocabulary by using word analogies technique. Cycle Scheme in Classroom ion Research Source: Arikunto, et al (2008: 16)
27 3.5 Technique of Data Analysis The collecting data found in this research analysis qualitative. The writer used pre-test to make some group of study, the result of test is classified as quantitative data. Data analysis of the test is classified into percentage according to Harmer‟s formula (2002) as following: SP = FSx 100% N Explanation: SP= Score percentage FS= the number of student in a certain category N= Total number of students The data is analyzed descriptively, that is by comparing score test among cycles. Analysis is done on students test score before using peer learning technique with student test score after using peer learning technique in two cycles. 3.6 Criteria of The Action Success Classroom action research (CAR) can be called successful when is fulfills the criteria which have been determined, on the other hand it will be called failed when the result cannot achieve the determined criteria. In this study, the writer will be success when there are 40 number of students can improve their improve from the pretest in cycle two and/or they can until the second post test in the cycle two. They can pass the target score of the KKM, which is seventy 70. If the criteria mention above are achieved, the writer will stop the cycle, or she doesn‟t need to continue to the next cycle.All of them the writer doing such the research at SMP N 2 Mamboro for proving that this research can be successful.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS 4.1 Research Findings 1. The result of interview Saturday, March 19, 2021,I conducted an interview with the civil servant teacher or English teacher at the school. I leave home at 06.30 and arrive at school at 07.00. I did an interview for 1 hour from 07.15 to 08.15. From the interview I noted that the obstacles faced by students while studying were as follows: The first is the lack of tools used in the teaching and learning process so that it does not stimulate students' enthusiasm in learning The second technique used is almost the same every day, namely the lecture method or the teacher reads and asks students to follow it. The last one is the students' lack of confidence so that when they are asked to come forward they are reluctant to do soso that their scores often do not match the KKM. So from the results of the interview, the researcher proposes to use a new method, namely by using the Peer learning Technique method. 2. The result of Observation On Monday, March 22, our class of 2017 students, totaling 6 people, made our first visit to a school called SMPN 2 Mamboro. We leave at 06.30 and arrive at school at 07.00. Where the school must be on time and at the appointed hour all teachers and students must be present. at that time we had not made observations because at that time they were still holding meetings about us students who would practice at the school. Around 10:00 we were invited to attend a meeting and 28
29 started to introduce ourselves. After the meeting, each of us met with the civil servant teacher and met the students who were at the school. In conditions/before the researcher was action of the study, the students were given a pre-cycle test. The tests conducted to determine the pre-action speaking ability of students in the inception. Initial conditions or before conducted was action research the average score of a student's ability to speak inception of the students grade VIII at SMP N 2 Mamboro. A. Result Of Quantitative Data 1. Result of pre-cycle test The result of Pre-cycle test was in the form of conversation text speaking ability of the students without any clues, before the writer applied the action. This test had function to know the early situation of conversation text speaking ability of the students‟ grade VIII SMPN 2 Mamboro. The result of Pre-cycle test could be seen at table 1 : Table 1 The Result of Pre-cycle test of students pronunciation No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 5 85 12.50 327:5= 65.40 Fair category 2 Good 70-79 6 75 15 3 Fair 60-69 7 64 17.50 4 Poor 50-59 10 55 25 5 Very poor <50 12 48 30 Sum 40 327 100
30 Table 1 showed that the students have reached average score in pre-cycle test was 65.40 and it included fair category. The number of students who got very good category was 5 or 12.50%, Student who got good category was 6 or 15% from all students. Students who got fair category were 7 or 17.50% from all students, Students who got poor category were 10 or 25% from all students, Students who got very poor category were 12 or 30% from all students. Table 2 The Result of Pre-cycle test of students grammar No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 7 89 17.50 331:5= 66.20 Fair category 2 Good 70-79 6 75 15 3 Fair 60-69 6 69 15 4 Poor 50-59 11 50 27.50 5 Very poor <50 10 48 25 Sum 40 331 100 Table 2 showed that the students have reached average score in pre-cycle test was 66.20 and it included fair category. And the number of students who got very good category was 7 or 17.15%. Student who got good category was 6 or 15% from all students. Students who got fair category were 6 or 15% from all students. Students who got poor category were 11 or 27.50% from all students. Students who got very poor category were 10 or 25% from all students.
31 Table 3 The Result of Pre-cycle test of students vocabulary No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 8 97 20 353:5= 70.60 Good category 2 Good 70-79 12 79 30 3 Fair 60-69 6 69 15 4 Poor 50-59 6 59 15 5 Very poor <50 12 49 30 Sum 40 353 100 Table 3 showed that the students have reached average score in pre-cycle test was 70.60 and it included good category. The number of students who got very good category was 8 or 20%. Student who got good category was 12 or 30% from all students. Students who got fair category were 6 or 15% from all students. Students who got poor category were 6 or 15% from all students. Students who got very poor category were 12 or 30% from all students. Table 4 The Result of Pre-cycle test of students fluency No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 1 80 2.50 298 : 5= 59.60 Poor category 2 Good 70-79 5 71 12.50 3 Fair 60-69 10 64 25
32 4 Poor 50-59 10 50 25 5 Very poor <50 14 33 35 Sum 40 298 100 Table 4 showed that the students have reached average score in pre-cycle test was 59.60 and it included poor category. The number of students who got very good category was 1 or 2.50%. Student who got good category was 5 or 12.50% from all students. Students who got fair category were 10 or 25% from all students. Students who got poor category were 10 or 25% from all students. Students who got very poor category were 14 or 35% from all students. Table 5 The Result of pre-cycle test students comprehension No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 2 80 5.00 322:5= 64.40 Fair category 2 Good 70-79 6 76 15 3 Fair 60-69 8 67 20 4 Poor 50-59 10 55 25 5 Very poor <50 14 44 35 Sum 40 322 100 Table 5 showed that comprehension aspect‟s average score was 64.40. The result included at fair category. The organization mastery of the students in this aspect was still fair. The number of students who got very good category were 2 or 5.00% from all students. Student who got good category was 6 or 15%.
33 Students who got fair category were 8 or 20% from all students. Student who got poor category were 10 or 25% from all students. Student who got very poor category were 14 or 35% from all students. Based on Tables, the number of 40 students only that same students learning that students who complete a minimum value ora in minimum completeness criteria ( KKM ) of 70. While the otherswho had not completed their study that is of less than 70. The results of pre- test measures speaking ability beginning yet reach criterion KKM with the average score 50 - 69 and the percentage completeness of 75% which is below the standard criteria for completeness Minimal classically less than 85 % . thus, to cope with the condition is then conducted a class act by increasing the students speaking ability by using peer learning technique. 2. The result of cycle I test The procedure measures implemented in the first cycle of four stages, namely planning, action, observation, and reflection . Planning The planning stage is the initial stage in the form of activities to determine the steps that would be conducted by researchers. The planning stages are : 1. lesson plan according to the action to be performed, to learn the students speaking ability. 2. develop guidelines for observation 3. develop evaluation design 4. prepare the media to be used
34 Action The actions undertaken in this study included three stages, that is preliminary stage, stage core activities, and stage cover. At this preliminary stage, the teacher convey greetings opening, presence, class settings, praying, and giving apperception questions and answers on students' learning about the things that need to be considered in the beginning of learning to speak was achieved if successfully implemented learning and speaking letters in the classical alphabet, but it also gives the teacher student motivation to give praise when successful. At this stage the core activities, included : 1. The teacher asking learning materials and provide an explanation of the things that needed to considered in teaching 2. the teacher showed the media images associated with speaking that have the word underneath the base 3. the teacher carried the students to try to speak the image and name the letters that make up the word under media rendered image of teachers 4. the teacher records the results of reading a picture on the board with the procedure parse and assemble while speak out 5. the teachers make simple sentences with basic words contained in the image 6. students read a simple sentence in the classical 7. the teacher students sent forward one by one to carry out the test read 8. the teachers assess students on aspects of intonation, pronunciation, smoothness, and loudness students in speaking simple sentences 9. the teachers respond to learning to speak the beginning and motivate the students.
35 The final stage in the beginning of learning to speak is cover . At this stage include : a. The teacher with students concluded learning activities. b. The teachers assess learning outcomes speaking beginning. c. The teacher provides opportunities for students to asked the difficulties encounteredin speaking the beginning. d. The teachers give homework the students to learn in home. Observation Observations or observation made during the learning process by collaborators of the students in learning activities. through observation sheets, researchers observed the behavior of students during learning activities take place. The aspects assessed were attitudes and behavior of the students during the learning activities. Reflection This stage is the evaluation of the actions and results learning in cycle I. All data collected either from the tests, observation, assessment and journals are still many students who many shortcomings to be negative or the results obtained from observation during learning activities in cycle I. Evaluation results can be used as reflection are : 1. Disclose the results of observational studies. 2. Reveal actions taken by students. Reveal actions would be done by the teacher during learning activities. Deficiencies or weaknesses that occur in the first cycle can be as a basis for improvement in the holding of the next cycle the way teachers design learning so
36 much more interested. Thus, that the students would pay attention to the teacher. In addition, teachers are expected more firmly in giving warning to students who had not pay attention to the teacher's explanation, thus expect the learning at cycle 2 obtained better results than learning on cycle I. This cycle had take some aspect to know the average score was from number of score on speaking assessment aspects; these were pronunciation, grammar, vocabulary, fluency and comprehension. The test data is the data speaking ability determine of inception. Results of tests of the students speaking ability of inceptionin the first cycle as follows : The scores category result of cycle 1 test could be seen at table 1 a. Pronunciation The assessment of pronunciation aspect could be seen at table 1 Table 6 The Result of students pronunciation No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 0 0 0.00 240 : 5 x100= 48 Very poor category 2 Good 70-79 2 70 5.0 3 Fair 60-69 7 80 17.5 4 Poor 50-59 11 50 27.5 5 Very poor <50 20 40 50.0 Sum 40 240 100
37 Table 6 showed that content aspect‟s average of score was 48. The result included at very poor category. The pronunciation mastery of the students in this aspect was still very poor. The number of students who got very good category was zero or 0%. Students who got good category were 2 or 5.0% from all students. Students who got fair category were 7 or 17.5% from all students. Students who got poor category were 11 or 27.5% from all students. Student who got very poor category were 20 or 50% from all students. b. Grammar The assessment process of students‟ abulity in grammar could be seen at table 2. Table 7 The Result of students grammar No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 0 0 0.00 218 : 5x100 = 43 very poor category 2 Good 70-79 2 70 5.0 3 Fair 60-69 6 60 15.0 4 Poor 50-59 12 50 27.5 5 Very poor <50 20 38 50.0 Sum 40 218 100 Table 7 showed that organization aspect‟s average score was 43. The result included at very poor category because the grammar mastery of the students in this aspect was still very poor. The number of students who got very good category was zero or 0%. Students who got good category were 2 or 5.0% from
38 all students. Students who got fair category were 6 or 15.0% from all students. Student who got poor category was 12 or 27.5%. Student who got very poor category were 20 or 50% from all students. c. Vocabulary The assessment of vocabulary aspect could be seen at table 3. Table 8 The Result of students vocabulary No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 3 80 7.5 300 : 5x100 = 60 fair category 2 Good 70-79 5 71 12.5 3 Fair 60-69 7 60 17.5 4 Poor 50-59 10 50 25 5 Very poor <50 15 39 37.5 Sum 40 300 100 Table 8 showed that vocabulary aspect‟s average score was 60. The result included at fair category. Because the vocabulary mastery of the students in these aspect had already enough/ poor. The number of students who got very good category was 3 or 7.5%. Students who got good category were 5 or 12.5% from all students. Students who got fair category were 7 or 17.5% from all students. Student who got poor category were 10 or 25% from all students. Student who got very poor category were 15 or 37.5% from all students.
39 d. Fluency The assessment of fluency aspect could be seen at table 4 Table 9 The Result of fluency students No Category Span of Score Frequency Weight of Score Percentage (%) Average Score 1 Very good 80-100 3 80 7.5 326 : 5x100] = 65fair category 2 Good 70-79 7 75 17.5 3 Fair 60-69 8 66 20.0 4 Poor 50-59 10 57 25 5 Very poor <50 12 48 30 Sum 40 326 100 Table 9 showed that fluency aspect‟s average score was 65. The result included at fair category. Because the fluency mastery of the students in this aspect had already enough / fair. The number of students who got very good category was 3 or 7.5%. Students who got good category were 7 or 17.5% from all students. Students who got fair category were 8 or 20.0% from all students. Student who got poor category were 10 or 25% from all students. Student who got very poor category were 12 or 30% from all students.