IMPROVING SPEAKING SKILL BY USING CUE CARD TO CLASS VII-B OF THE SEVENTH GRADE STUDENTS OF SMP 2 GEBOG IN ACADEMIC YEAR 2013/2014 (A CLASSROOM ACTION RESEARCH)
BY DEVY KARTIKA RATNASARI NIM. 200932203
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2013
i
ii
IMPROVING SPEAKING SKILL BY USING CUE CARD TO CLASS VII-B OF THE SEVENTH GRADE STUDENTS OF SMP 2 GEBOG IN ACADEMIC YEAR 2013/2014 (A CLASSROOM ACTION RESEARCH)
SKRIPSI Presented to the University of Muria Kudus in Partial Fulfilment of the Requirements for Completing the Sarjana Program in the Department of English Education
By Devy Kartika Ratnasari NIM. 200932203
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2013
iii
MOTTO AND DEDICATION
Motto We must have strong belief, we get something because of Allah so we must always remember Him because we are created by Him but it is not enough so. Life is either daring adventure or nothing. Where there is a will there is a way. A friend in need is a friend indeed.
Dedication This final project is dedicated to: All my lecturers at Muria Kudus University. My adored Father and Mother (Bapak Bambang Sudarlan and Ibu Neny Darmeni). My beloved brother (Tomy Aji Utomo) My
amazing
great
friends
(Nining
Widyawati, Azizah, Rindi Yunita Pratiwi) Everyone who always teach me about a life.
iv
Retno
v
vi
ACKNOWLEDGEMENT
In the name of Allah the Merciful and Beneficient. Because of this guidance, blessing and affection, Alhamdulillah, the writer have succeeded in finishing this final project by the title “Improving Speaking Skill by Using Cue Card to Class VII-B of the Seventh Grade Students of SMP 2 Gebog in Academic Year 2013/2014 (Classroom Action Research). However, the completion of this final project could not be achieved without assistance of others. In this opportunity, She would like to express her gratitude to: 1.
Dr. Drs. Slamet Utomo, M.Pd as the Dean of Teacher Training and Education Faculty of Muria Kudus University who has given motivation to finish and compile this study.
2.
Diah Kurniati, S.Pd, M.Pd. as the head master of English Education Department who has given the easy way to finish and compile this study.
3.
Drs. Suprihadi, M.Pd. as the first advisor and Fajar Kartika, SS, M.Hum as the second advisor for their guidance, corrections, suggestions, and motivations during completing this study.
4.
All the lecturers of English Education Department for sharing knowledge and experience. Gratitude for their dedication in teaching, guiding, and caring.
vii
5.
The writer sincere thanks to her beloved father (Bambang Sudarlan) and mother (Neny Darmeni) for their endless prayer so that the writer can finish this study.
6.
The writer’s brother, Tomy Aji Utomo for the pray, love and joke to comfort her.
7.
The writer’s best friends (Roro Retno Widyawati, Missy Zeezee, Rindi Yunita Pratiwi, Titin Mayra), thanks for wonderful friendship that we share. And all of friends at English Department ’09, thanks for happiness and laughter.
8.
Abdullah Noor, S.Pd as the headmaster of SMP 2 Gebog who has given permission to the writer to hold and do the research in her students as the sample.
9.
Faridah, S.Pd as the English teacher of seventh grade students of SMP 2 Gebog who has helped the writer to carry out the research in her class.
10.
All of the teacher and staffs of SMP 2 Gebog who have given her motivation to finish writing this skripsi. Finally, the writer hopes that this final project would be useful for the
development of English teaching speaking and also the development of further research.
Kudus, September 2013
The writer
viii
ABSTRACT Ratnasari, Devy Kartika. 2013. Improving Speaking Skill by Using Cue Card to Class VII-B of the Seventh Grade Students of SMP 2 Gebog in Academic Year 2013/2014 (A Classroom Action Research). Final Project: English Education Department, Teacher training and Education Faculty. Muria Kudus University. Advisors: (1) Drs. Suprihadi, M.Pd., (2) Fajar Kartika, S.S, M.Hum. Key Words: Speaking skill, Cue Card and classroom action research. Speaking considers as the skill that has to be mastered by the language learners because it is thought as one of the indicators to measure the success of learning language. In fact, teachers has less motivation to give the students’ special treatment to make them eager to participate fully in learning speaking in the class. That condition is also happened in SMP 2 Gebog. The students cannot be focus and active. It is proved by the percentage of students that get high score is only 36.6% and 63.4% gets low score in speaking in the class. After analyzing the problems, the writer assumes to use instructional media that is cue card to improve the students’ speaking skill. This final project is action research. In this study, I limited the discussion by stating the following problem: “how is the achievement of speaking skill of class VII-B of the seventh grade students of SMP 2 Gebog in academic year 2013/2014 with the use of cue card?”. The aim of the study was to describe the achievement of speaking skill of class VII-B of the seventh grade students of SMP 2 Gebog in academic year 2013/2014 with the use of cue card as the teaching medium. It is expected that the result of the study will provide a deeper understanding of the use of cue card as a teaching medium. There were four steps in conducting the Classroom Action Research i.e. planning, acting, observing, and reflecting. This action research was done in three cycles. The first cycle was how to express thanking and apologizing expression, like and dislike expression, and shopping list. In the result, the students’ speaking skill improves from cycle I until cycle III. In cycle I, the average of students’ speaking skill score is 71.06, in cycle II the average of the students’ speaking skill score is 75.33 and in cycle III the average of students’ speaking skill is 81.46. Besides, the students and teacher’s activity are improved and the problem that faced by the teacher are decreased in every cycle. Therefore, the writer can conclude that the use of cue card can improve students’ speaking skill of class VII-B at the Seventh Grade Students of SMP 2 Gebog in Academic Year 2013/2014. Referring to this action research, the writer offer several suggestions. First, she suggest that the English teacher should try to use cue card as one of the teaching media. Second, English teacher should encourage the students to improve their speaking skill by giving more practice and exercise, such as retelling story, performing speech, practicing dialogue, and so forth.
ix
ABSTRAK Ratnasari, Devy Kartika. 2013. Improving Speaking Skill by Using Cue Card to Class VII-B of the Seventh Grade Students of SMP 2 Gebog in Academic Year 2013/2014 (A Classroom Action Research). Tugas Akhir.: Departemen Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muria Kudus. Pembimbing: (i) Drs. Suprihadi, M.Pd., (ii) Fajar Kartika, SS, M.Hum. Kata kunci : ketrampilan berbicara, cue card, penelitian tindakan kelas. Ketrampilan berbicara diajarkan kepada siswa untuk membuat mereka mampu berkomunikasi dengan bahasa Ingggri yang benar. Faktanya, guru kurang memiliki motivasi untuk memberikan perlakuan khusus kepada siswa dalam pengajaran berbicara. Kondisi tersebut juga terjadi di SMP 2 Gebog. Siswa tidak dapat fokus dan aktif. Hal ini di buktikan dengan persentasi siswa yang mendapatkan nilai tinggi hanya sekitar 36% dan 64% mendapat nilai rendah. Setelah menganalisa permasalahan tersebut, penulis mengasumsikan menggunakan media pembelajaran yaitu cue card untuk meningkatkan kemampuan berbicara siswa. Skripsi ini adalah penelitian tindakan kelas. Dalam penelitian ini, penulis membatasi diskusi dengan menyatakan masalah berikut: “bagaimana pencapaian ketrampilan berbicara siswa kelas VII-B dari siswa kelas tujuh SMP 2 Gebog pada tahun ajaran 2013/2014 dengan menggunakan cue card?”. Tujuan dari penelitian ini adalah untuk menggambarkan pencapaian ketrampilan berbicara siswa kelas VII-B dari siswa kelas tujuh SMP 2 Gebog pada tahun ajaran 2013/2014 dengan menggunakan cue card sebagai media pengajaran. Ada empat langkah dalam melakukan Penelitian Tindakan Kelas yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Penelitian ini dilakukan dalam tiga siklus. Siklus pertama adalah bagaimana mengekspresikan berterima kasih dan meminta maaf, mengekspresikan suka dan tidak suka, dan daftar belanja. Dalam hasilnya, ketrampilan berbicara siswa meningkat dari siklus I sampai siklus III. Pada siklus I, rata-rata nilai ketrampilan berbicara siswa adalah 71.06, pada siklus II rata-rata nilai ketrampilan berbicara siswa adalah 75.33 dan pada siklus III rata-rata nilai ketrampilan berbicara siswa adalah 81.46. Selain itu, aktivitas siswa dan guru ditingkatkan dan masalah yang dihadapi oleh guru berkurang pada setiap siklus. Oleh karena itu, penulis dapat menyimpulkan bahwa penggunaan cue card dapat meningkatkan ketrampilan berbicara siswa kelas VIIB pada kelas tujuh dari SMP 2 Gebog pada Tahun Akademic 2013/2014. Mengacu pada penelitian tindakan ini, penulis memberikan beberapa saran. Pertama, dia menyarankan bahwa guru bahasa Inggris harus mencoba untuk menggunakan cue card sebagai salah satu media pembelajaran. Kedua, guru bahasa Inggris harus mendorong siswa untuk meningkatkan ketrampilan berbahasa mereka dengan memberikan lebih banyak praktek dan latihan, seperti menceritakan kembali sebuah cerita, melakukan pidato, berlatih dialog, dan sebagainya. x
TABLE OF CONTENTS COVER ................................................................................................... LOGO ...................................................................................................... TITLE ...................................................................................................... MOTTO AND DEDICATION . ............................................................. ADVISORS’ APPROVAL ..................................................................... EXAMINERS’ APPROVAL ................................................................. ACKNOWLEDGEMENT ..................................................................... ABSTRACT ............................................................................................ ABSTRAK .............................................................................................. TABLE OF CONTENTS ....................................................................... LIST OF TABLES ................................................................................. LIST OF FIGURES ................................................................................ LIST OF APPENDICES.........................................................................
i ii iii iv v vi vii ix x xi xiv xvii xviii
CHAPTER I INTRODUCTION 1.1 Background of the Research ..............................................................
1
1.2 Statement of the Problem ..................................................................
4
1.3 Objective of the Research ..................................................................
4
1.4 Significance of the Research ..............................................................
5
1.5 Scope of the Research ........................................................................
6
1.6 Operational Definition .......................................................................
6
CHAPTER II REVIEW TO RELATED LITERATURE 2.1 Teaching English in SMP 2 Gebog ....................................................
7
2.1.1 The Curriculum of Teaching English in SMP 2 Gebog .................
8
2.1.2 The Purpose of Teaching Englishin SMP 2 Gebog .......................
8
2.1.3 The Material of English Teaching in SMP 2 Gebog .......................
10
2.1.4 Method of Teaching English in SMP 2 Gebog ................................
11
xi
2.2 Speaking As a Language Skill ............................................................
12
2.3 Teaching Speaking in Indonesia .......................................................
14
2.4 Technique in Teaching Speaking .......................................................
14
2.5 Media of Teaching ............................................................................
15
2.5.1 Cue Card as Medium in Teaching Speaking ..................................
19
2.6 Teaching-Learning Process ................................................................
21
2.7 Action Hypothesis ..............................................................................
22
CHAPTER III METHOD OF THE RESEARCH 3.1 Setting and Characteristic of Research Subject .................................
23
3.2 Variable of the Research ...................................................................
24
3.3 Design of the Research ......................................................................
24
3.3.1 Planning ...........................................................................................
26
3.3.2 Action ..............................................................................................
27
3.3.3 Observation .....................................................................................
27
3.3.4 Analysis and Reflecting ..................................................................
28
3.4 Procedure of the Research ..................................................................
28
3.5 Data Analysis .....................................................................................
29
CHAPTER IV FINDING OF THE RESEARCH 4.1 Pre-reflection ......................................................................................
33
4.2 The Result of Cycle I .........................................................................
35
4.2.1 Planning ...........................................................................................
36
4.2.2 Implementing the Action .................................................................
36
xii
4.2.2.1 The First Meeting of Action (Cycle I) .........................................
37
4.2.2.2 The Second Meeting of Action (Cycle I) .....................................
38
4.2.3 Observation .....................................................................................
38
4.2.4 Analysis and Reflection of the Observation Result ........................
44
4.3 The Result of Cycle II ........................................................................
45
4.3.1 Planning ...........................................................................................
45
4.3.2 Implementing the Action..................................................................
46
4.3.2.1 The First Meeting of Action (Cycle II) ........................................
47
4.3.2.2 The Second Meeting of Action (Cycle II) ....................................
48
4.3.3 Observation .....................................................................................
49
4.3.4 Analysis and Reflection of the Observation Result ........................
54
4.4 The Result of Cycle III ........................................................................
55
4.4.1 Planning............................................................................................
55
4.4.2 Implementing the Action..................................................................
56
4.4.2.1 The First Meeting of Action (Cycle III) ........................................
57
4.4.2.2 The Second Meeting of Action (Cycle III) ...................................
58
4.4.3 Observation .....................................................................................
59
4.4.4 Analysis and Reflection of the Observation Result ........................
63
4.5 The Recapitulation of the Result of Three Cycles .............................
64
CHAPTER V DISCUSSION 5.1 Cycle I ................................................................................................
66
5.2 Cycle II ................................................................................................
67
5.3 Cycle III .............................................................................................
68
xiii
CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion ..........................................................................................
70
6.2 Suggestion ..........................................................................................
71
BIBLIOGRAPHY .................................................................................. APPENDICES ........................................................................................ STATEMENT ......................................................................................... CURRICULUM VITAE ........................................................................
73 76 128 129
xiv
LIST OF TABLES
TABLE
page
page
2.1 The Materials for Seventh Grade Students ........................................
10
3.1 Criteria of Score for the Students’ Speaking Ability .........................
30
3.3 The Measurement of the Students Achievement ...............................
32
4.1 Scores of Daily Assessment of Class VII-B of SMP 2 Gebog in the Academic Year 2013/2014 .................................................................................
34
4.2 The Result of Observation to Know the Students’ Activities in the Teaching Learning Process in Improving Students’ Speaking Skill by Using Cue Card to Class VII-B at SMP 2 Gebog in the Academic Year 2013/2014 ...
39
4.3 Scores of Students’ Speaking Skill of Class VII-B of SMP 2 Gebog by Using Cue Card in Academic Year 2013/2014 in the First Cycle
41
4.4 The Result of Observation to Know the Students’ Activities in the Teaching Learning Process in Improving Students’ Speaking Skill by Using Cue Card to Class VII-B at SMP 2 Gebog in the Academic Year 2013/2014 ...
49
4.5 Scores of Students’ Speaking Skill of Class VII-B of SMP 2 Gebog by Using Cue Card in Academic Year 2013/2014 in the Second Cycle ...........
51
4.6 The Result of Observation to Know the Students’ Activities in the Teaching Learning Process in Improving Students’ Speaking Skill by Using Cue Card to Class VII-B at SMP 2 Gebog in the Academic Year 2013/2014 ...
59
4.7 Scores of Students’ Speaking Skill of Class VII-B of SMP 2 Gebog by Using Cue Card in Academic Year 2013/2014 in the Third Cycle ..............
xv
61
4.8 Recapitulation of the Result of Three Cycles in Improving Speaking Skill of the Class VII-B of SMP 2 Gebog by Using Cue Card in Academic Year 2013/2014 ............................................................
xvi
64
LIST OF FIGURES
Figure
page
2.1 The Example of Cue Card as Medium of Teaching ...........................
20
3.1 Cyclical AR based on Kemmis and Mc. Taggart ...............................
25
xvii
LIST OF APPENDICES
Appendix
page
Appendix 1: Syllabus ...............................................................................
76
Appendix 2: Lesson Plan I .......................................................................
90
Appendix 3: Lesson Plan II ......................................................................
98
Appendix 4: Lesson Plan III ....................................................................
106
Appendix 5: List of Student .....................................................................
114
Appendix 6: The Result of Observation to Know the Students’ Activities in the Teaching Learning Process in Improving Students’ Speaking Skill by Using Cue Card to Class VII-B at SMP 2 Gebog in the Academic Year 2013/2014.......................................................
115
Appendix 7: Scores of Students’ Speaking Skill of Class VII-B of SMP 2 Gebog by Using Cue Card in Academic Year 2013/2014 in the First Cycle ..........................................................................................
117
Appendix 8: Accounting Means of Students’ Speaking Skill of Class VII-B of SMP 2 Gebog by Using Cue Card in Academic Year 2013/2014 in First Cycle ....................................................................
118
Appendix 9: The Result of Observation to Know the Students’ Activities in the Teaching Learning Process in Improving Students’ Speaking Skill by Using Cue Card to Class VII-B at SMP 2 Gebog in Academic Year 2013/2014 ............................................................
xviii
119
Appendix 10: Scores of Students’ Speaking Skill of Class VII-B of SMP 2 Gebog by Using Cue Card in Academic Year 2013/2014 in the Second Cycle................................................................................
121
Appendix 11: Accounting Means of Students’ Speaking Skill of Class VII-B of SMP 2 Gebog by Using Cue Card in Academic Year 2013/2014 in Second Cycle ..............................................................
122
Appendix 12: The Result of Observation to Know the Students’ Activities in the Teaching Learning Process in Improving Students’ Speaking Skill .by Using Cue Card to Class VII-B at SMP 2 Gebog in Academic Year 2013/2014 ............................................................
123
Appendix 13: Scores of Students’ Speaking Skill of Class VII-B of SMP 2 Gebog by Using Cue Card in Academic Year 2013/2014 in the Third Cycle ..................................................................................
125
Appendix 14: Accounting Means of Students’ Speaking Skill of Class VII-B of SMP 2 Gebog by Using Cue Card in Academic Year 2013/2014 in Third Cycle .................................................................
126
Appendix 15: Documentation ..................................................................
127
xix
