Register Journal Salatiga Vol 8 No 2 (2015)

REGISTER JOURNAL
LANGUAGE AND LANGUAGE TEACHING JOURNALS
Vol. 8, No. 2, November 2015 P-ISSN :1979-8903 E-ISSN: 2503-040X
Editor in Chief
Faizal Risdianto
Editors
Hanung Triyoko
Rr. Dewi Wahyu Mustikasari
Setia Rini
Ruwandi
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English Department of Educational Faculty
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Vol. 8, No. 1, June 2015 ISSN 1979-8903
Table of Content
A Contrastive Analysis of Interrogative Sentences in English and Indonesian

Mashlihatul Umami …………………………………………..…………. 1
Alternative Techniques for Teaching Writing
Sihindun Arumi…………………………………………………………..163
The Fishbowl Method to Improve the Students’ Speaking Skills
Dewanti Mulki Rahma………………………………………………….173
The Differences between Thai and Indonesian Undergraduates in
Pronouncing Plural Nouns and Third Singular Present Verbs due to
Progressive Assimilation
Sofa Zakiyatul Muna………………………………….………………..195
Improving Students’ Writing Skill in Descriptive Text by Using Outdoor
Activity
Sri Suharmi…………………………………………………..…………..210
Enhancing Students’ Speaking Skill through Gallery Walk Technique
Farrah Zakiyah Anwar………………………….……….…………….226
The Analysis Of Basic Sentence Patterns In English Translation of The Holy
Qur’an In Surah Ad Dukhan By Abdulloh Yousuf Ali
Arifah Wulandari…………………………………………….…………238
Index…………………………………………………………………….253
REGISTER JOURNAL, Language & Language Teaching Journals
Vol. 8, No.2, 2015
A Contrastive Analysis of Interrogative Sentences in English
and Indonesian
Mashlihatul Umami
Universitas Negeri Semarang
Kampus Sekaran, Kel. Sekaran, Kec. Gunung Pati, Semarang
umamie@gmail.com
Abstract
The aim of this paper is to investigate the forms of questions in English and Indonesian in order to
identify the similarities and differences between them. CA may look at linguistic structures in a
twofold way: predictability power and wash back effect (Cheng, Watanabe & Curtis, 2004). The
former deals with foreseeing the areas of problems the English learners may commit and the latter
refers to the effect of diagnostic value of CA on improvement of teaching processes. In this case,
the researcher emphasizes her study in analyzing CA based on the first perspective; this study
focuses on interrogative sentences which are in the form of questions which play an important role
in learning English among junior English students. This study has found the differences and
similarities between Indonesian and English. Recognizing this will contribute to the accuracy of
English questions made by the students.
Key words: Interrogative sentences; English; Indonesian; Contrastive analysis, accuracy
Abstrak
Tujuan dari artikel ini adalah untuk menginvestigasi tentang bentuk bentuk kalimat tanya yang ada
dalam bahasa Inggris dan bahasa Indonesia untuk mengidentifikasi kesamaan dan perbedaan
diantara dua bahasa tersebut. Kajian tentang Analisis kontrastive melihat struktur kebahasaan
melalui dua cara yaitu: ‗predictability power dan waschback effect‘ (Cheng, Watanabe & Curtis,
2004). Cara yang pertama dengan jalan memperkirakan permasalahan permasalahan yang
dihadapi oleh pembelajar bahasa dan yang kedua berhubungan dengan pengaruh atau efek
penilaian pada peningkatan proses belajar mengajar. Dalam hal ini, peneliti menekankan studinya
dalam menganalisis perbedaan berdasarkan perspective yang pertama, kajian studi ini fokus pada
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kalimat Tanya yang berperan penting dalam pembelajaran bahasa Inggris pada sekolah menengah
pertama .Studi ini menemukan perbedaan dan persamaan kalimat tanya pada bahasa Indonesia dan
bahasa Inggris. Kedepan hasil dari kajian ini diharapkan dapat memberikan kontribusi spesifik
bahwa pemahaman tentang hal tersebut akan meningkatkan ketepatan kalimat Tanya yang disusun
oleh para siswa.
Introduction
Contrastive analysis of two languages which deals with the similarities and differences in
terms of linguistic structures has been studied since the 1940s. It could be a useful predictor of
where second language students would likely encounter problems in learning a second language
(Gorjian, et.al: 2012). It stood to reason that if certain elements of a second language differed
greatly from the students' native language, that student would likely encounter difficulties
(Schackne: 2002). Nord (1991) argued that linguistic problems arise from differences of structure
in the vocabulary and syntax of second language (SL) and target language. Some of these
problems may be caused by what Newmark (1988) calls ―false friends‖ or by situations of one-to
many or one to zero equivalence. These problems can also be caused by lack of grammar
knowledge in the Source language (SL) or the Target Language (TL) (Nord: 1991). Based on the
Schackne‘s (2002) definition by focusing on the differences existing in native and target language,
we can predict the difficulties the learners may encounter in learning the target language.
Moreover, as Brown (2007) stated, before the learner becomes familiar with the system of the
second language, the native language is the only linguistic system. Therefore, not having enough
knowledge in this sense will lead learners to use their own system of syntax in the TL and this
interference(s) makes them erroneous.
Since ever the emergence of contrastive analysis up to now, many researchers (Schackne:
2002) have used this technique to identify the areas of difficulties for second and foreign language
learners. However, a linguistic item that is rarely compared and contrasted between these two
languages is question or making question. Therefore, this paper want to study interrogative
sentences in English and Indonesian contrastively.
According to Bieber, (1999: 211), questions are many times more common in conversation
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than in writing. According to Webber (1994: 226), questions create anticipation, arouse interest,
challenge the reader into thinking about the topic of the text, and have a direct appeal in bringing
the second person into a kind of dialogue with the writer, which other rhetorical devices do not
have to the same extent. Questions have been classified differently by researchers and they have
his/her own way to classify them.
There are many types of interrogative sentences in English. Its characteristics are: it is used
with a rise in pitch, question mark (?), and has function for asking information. Frank (1972:88)
stated that interrogative sentences in English are divided into three types, Yes / No Questions,
which is started by auxiliary verb and modal eliciting the answer yes or no. Interrogative-Words/
information Questions functioning as asking for information. The question is usually formed by
question words such as: what, where, why, who, when, and how. Finally is tag question; it is added
by to be and auxiliary verbs in the end of the sentences (Bieber: 1999, 157), they transform
declarative into interrogative sentences and its function is giving an assertion to the listeners.
Meanwhile, interrogative sentences in Indonesian are also varied too. Its characteristics
are: it is used with a rise in pitch, using question mark (?), partikel-kah (suffix-kah) or apakah
(what), and for asking information. Keraf (1991:204) said that interrogative sentences are divided
to three categories, firstly is kalimat tanya total (total questions), it is an interrogative sentences
functioning for asking complete information (Keraf: 1991:204). These sentences are answered by
―Ya‖ (Yes) or ―Tidak” (No) and it is usually use question word ―apakah‖ (what) or ―partikel –kah‖
(suffix-kah). Secondly is kalimat tanya parsial (partial questions), it is an interrogative sentences
answering the questions based on the question words (Muslich: 1990, 90). This sentence usually
use question words, such as siapa (who), berapa (how much/many), kapan (when), dimana
(where), bagaimana (how), apa (what), and mengapa (why). Thirdly is Kalimat tanya rhetoris
(Rhetorical questions) that is interrogative sentences requiring no answers (Keraf: 1991:205). This
is usually used in language style, speeches or conversations that listeners have known the answers
of the questions.
The corpus data is the manuscript of recording from dialog or conversation of English
Toolkit for MTsN (Islamic Junior High School). The researcher uses one manuscript of English
and Indonesian to be analyzed. In this study, I will use Frank (1972) and Keraf (1991)‘s
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classification as a knife of analysis.
The following is the data taken from the corpus:
Interrogative Sentences in English.

Table 1.1
Yes or No Questions with auxiliary verb
Auxiliary Answers
Sentences
Verbs positive Negative
Do Do you have a book? Yes, I do No, I do not
Does Does she has a book? Yes, she does No, she does not
Did Did she go to school? Yes, she did No, she did not
Has Has Jimmy read this novel? Yes, he was No, he was not
Have Have they done their Yes, they have No, they have not
homework?
Had Had Lubna eaten these Yes, she had No, she had not
cookies?
To be
Is Is he reading a book? Yes, he is No, he is not
Am Am I reading a book? Yes, I am No, I am not

Are Are you reading a book? Yes, I am No, I am not
Was Was Bobby reading a book? Yes, he was No, he was not
Were Were you reading a book? Yes, you were No, you were not
Modal
Will Will you come here? Yes, I will No, I will not
Can Can you come here? Yes, I can No, I can not
Shall Shall we come here? Yes, we shall No, we shall not
May May he come here? Yes, he may No, he may not
Must Must he come here? Yes, he must No, he must not
Table 1.2
Using Expletives “There” and “It” in yes-no questions
Answers
Expletives Sentences
Positive Negative
Are there enough books Yes, there are No, there are not
in library?
There
Is there book on the Yes, there is No, there is not
table?
It Is it your book? Yes, it is No, it is not
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Table 1.3
Interrogative – Word Questions
Q-Wor Helping
Subject Verb Answer Function/asking
d Verb
Where does she live? She lives in place or position
Semarang
When will she come? She will come at time
Sunday
Why do you cry? My grandfather was reason
died
Who is your sister? Ann is my sister people as subject
are you doing? I‘m writing a letter Information

for my mother
What is your Father? He is a lecturer profession
do you come I come here by car a way to do

How here? something
are you? - I am fine conditions
Whom do you see? I see someone people as object
Whose is - this It‘s Nancy‘s possessing
book?
How far How far is his house to It is about 1 kilometre distance

school?
How How long did your He cried for one hour length of time
long brother cry last night?
How How many books do you I have three books the quantity
many have? (countable nouns)
How How much money I have ten thousand rupiah the quantity
much do you have? (uncountable nouns)
How old How old are you? I am ten years old for age
How How often do you go Twice in a week frequency
often swimming?
How How many times does Once in a week frequency
many she go swimming?
times
How do How do you do? How do you do? It is used in
you do introducing each
other
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Table 1.4
Tag Questions in Affirmative- Negative’s form.
Affirmative Negative
You know Mr.John, Don’t you?
Smith is reading a news, Isn’t he?
Jimmy can come, Can’t he?
Table 1.5
Tag Questions in Negative-Affirmative’s form
Negative Affirmative
You don’t know Mrs.Jane, Do you?
Smith isn’t writing a letter, Is he?
Jimmy can’t drive a car, Can he?
Table 1.6
Tag Questions in equal tenses
Tenses Main Sentences Tag questions
Past tense George didn‘t study hard, Did he?
Simple present She reads a book story, Doesn‘t she?
tense
Present continuous Jane is cooking a rice, Isn‘t she?
tense
Future tense John will tell me a story, Won‘t he?

Present Perfect Jimmy has written a story, Hasn‘t he?
Tense
Table 1.7
Tag Questions with to be “am” in affirmative form
Affirmative Negative
I am listening the music, Aren’t I?
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I am a lecturer, Aren’t I?
Table 1.8
Tag Questions with to be “am” in negative form
Negative Affirmative
I am not reading a poem, Am I?
I am not a student, Am I?
Table 1.9
The Use of “Let’s” in tag Questions
Main Sentences Tag Questions
Let’s go to library, Shall we?
Let’s do our duties, Shall we?
Table 1.10
The use of imperative in Tag Questions
Main Sentences Tag Questions

Look at the picture, Will you?
Wait a minute, Will you?
Table 1.11
The use of “has” or “have” in tag questions

Main sentences Tag Questions
Susan has a class, Doesn’t she?
John has traveled to Bali, Hasn’t he?
Interrogative Sentences in Indonesian.

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(Rhetorical Questions).
Maukah seekor singa memakan rumput? (May a lion eat the grass?)
Akankah seorang koruptor menjadi pahlawan? (Will a corruptor be a patriot?)
Table 2.1
The Pattern of Total and Taq Questions
By adding the By adding By changing the By adding words bukan, ya,
question word partikel –kah intonation of belum, tidak.
apakah (what). (suffix – kah sentence
Apakah anda capek? Capekkah anda? From Anda Anda capek,ya? (Are you
(Are you tired?) (Are you tired?) capek.( You are tired, aren‘t you?)
tired) becomes
Anda capek?
(Are you tired?)
Apakah anda Percayakah Kamu seorang petani

seorang dokter? anda kepada bukan?(You are a farmer,
(Are you a doctor?) saya? (Do you aren‘t you)?
believe in me?)
Apakah anda tahu Bisakah anda

tentang kebenaran pergi keluar?
masalah itu? (Do (Can you go
you know the truth out?)
of the problem?)
Table 2.2
“Question Words” and Functions
Question Functions/askin
Sentences Answers
Words g
Siapa, untuk Siapakah anda? Saya adalah saudara Bob. people
siapa, kepada (Who are you?) (I am bob‘s brother)
siapa,dari
siapa.
(Who)
Apakah, Apa, Apa yang kamu Saya sedang membaca (I am object
dari apa, untuk lakukan?(What are reading )
apa, dengan you doing?)
apa (What)
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Berapa Berapa banyak Saya mem-punyai 3 buku quantity

(How) buku yang anda (I have three books )
punya?(How many
books do you
have?)
Dimana, Dari mana anda Saya berasal dari Medan place
kemana, berasal? (I come from Medan)
darimana (Where do you
(Where) come from?)
Kapan, Kapan anda pergi? Saya pergi kemarin malam time
bilamana (When do you go?) (I went last night)
Apabila, bila
(when)
Bagaimana Bagaimana kabar Saya baik – baik saja situation
(How) anda? (I am fine)
(How are you?)
Mengapa Mengapa anda Karena saya membantu ibu reason
(Why) datang terlambat? (Because I help my mother )
(Why do you come
late?)
Discussion
The language learners face difficulties in learning foreign language because they tend to transfer
the SL into the TL. Brown (2007:272) said the main obstruction of second language acquisition is
the interferences system of first and second language. The interferences between two languages
occur because they have similarities and differences. The researcher analyzes it based on the
grammar features and the use of both of languages.
At first, three kinds of questions exist in both languages; they are Yes - No (total
questions), Interrogative – Word (partial questions) and Tag Questions. The speakers of both
languages use this to see whether the information is correct or not. Secondly, words questions in
English are equivalent to words questions in Indonesian. They are used to ask for information of
people, facts, events, time. Both of them use interrogative pronouns, which are equivalent. For
example, who=siapa, what= apa, When=kapan, Where=dimana, Why=kenapa, and
How=bagaimana. These interrogative words can be used as questions in two languages. Question
words which are used in both languages have the same functions in sentences for asking the things,
places, times, reasons, people, and conditions or ways to do something. Thirdly, both languages
have the same strategy to compose interrogative sentences which has functions to reemphasize that
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the message delivered are ‗correct‘, that is by asserting the statement of sentences. In English, it is
called as ―tag questions‖ (Elan, 2005:139). In Indonesian, these questions are indicated by the
word ―bukan‖ in the end of sentences (Muslich: 1990:135).
However, there are remarkable differences between them. First, they differ in the way the
interrogative form is formed. We put the question word at the beginning and at the end of
sentences in Indonesian. Secondly, in terms of the forms of interrogative sentence, they have
different pattern. In English, they are formed based on the interrogative pattern. The verb in
questions is handled differently depending on whether the verb is or is not accompanied by an
auxiliary in declarative sentences. In Indonesian, interrogative sentences can be formed by
declarative sentence by changing the rising pitch of sentence. Unlike English, the word order is not
changed and we have no auxiliary verb to be used according to the tense of the sentence whereas in
English, we need to change the word order, insert auxiliary verbs on the basis of the tense of the
sentence.
Thirdly, in terms of the ‗use‘ of question word of who ( siapa), In English, interrogative
uses question word of ― who‖ for asking subject or object and ―whom‖ is merely used for asking
object. When ―who‖ is used as subjects, it is followed by an affirmative verb and as objects of a
verb and object of preposition. While, in Indonesian, the word “siapa” (who) can be used for
subject or object.
Fourthly, the tags of tags questions in English always formed from the main clause and
have the opposite forms of auxiliary verbs, model verbs, and to be the grammatical rule of tags
questions in English is generally complex. The question tag for ―I am” is ―aren’t I” (Swan, 2000,
p. 480). For example: I’m late, aren’t I. Tags questions in English are also used for imperatives and
suggestions. However, this kind of tags question has no equivalent in Indonesian.
Conclusion
Concerning the similarities and differences mentioned above, the following predictions are
derived from the contrast of two languages in terms of making questions: due to the facts that
questions in Indonesian and English have many common features, Indonesian learners of English
can make some positive transfer to produce the question in the target language easily. For example,
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when making questions to ask for information, students can apply variable question forms.
Therefore, when teaching question form, teachers can translate directly English to Indonesian in
order that students can understand the grammar points. However, the differences between the two
languages in question, may lead learners of English to make some errors. The most common errors
they may encounter are due to the form of interrogative sentences. There are some rules for making
interrogative form in English that do not exist in Indonesian. Such as the inversion of auxiliary
verbs, model verbs and to be, using do and does when there is no auxiliary. As a result, the students
may construe do as an equivalent for word questions and use it along with auxiliary and modal
verbs. Another problem may emerge from transferring the structure of words questions in
Indonesian to English. As mentioned before, wh-movement is optional in Indonesian whereas it is
obligatory in English. Additionally, lacking the knowledge of when to use or not to use do after
interrogative word is another area problem for Indonesian learners English. When interrogative
word is the subject (or part of the subject), the question word comes before the verbs and do cannot
normally be used. On the other hand, when the question word is the object, do is used. So, an
ungrammatical sentence may be used due to the lack of knowledge (Zhang Wang, Wu & Huo,
2011). Another problem concerns with tag questions in English, it has various patterns based on
the tenses of affirmative sentences‘ form. These are equal tenses between main sentences and
taq-question. In Indonesian, this is only use ―Bukan‖, for all of affirmative sentences‘ form. The
students may apply this rule in English and make an equivalent for these words and phrases.
In brief, this paper aimed to have an overview of interrogative structures in Indonesian and
English to explore the similarities and differences between them as well as making some
predictions based on these similarities and differences. Although this is just one of the aspects of
contrastive analysis, it may help teachers as well as their students overcome some difficulties they
have encountered and improve their English language teaching and learning regarding the formats
of questions in English and Indonesian languages from CA perspectives.
References
Azar, Bety Schrampfer. (1941). Fundamentals of English Grammar. New Jersey: Prentice Hall
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International.
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of
spoken and written English. Harlow: Pearson Education
Brown, H.D. (2007). Principles of Language Learning and Teaching. (4th ed.). New York:
Longman .
Cheng, L, Watanabe,Y., & Curtis, A. (2004). Wash back in language testing. London: Lawrence
Erlbaum Associates, Publishers.
Frank, Marcella. (1972). Modern English a Practical Reference Guide. New Jersey: Prentice Hall.
Gorjian, B., Pazhakh, A., & Naghizadeh, M. (2012). Comparative Study of Conjunctive Adverbials
(CAs) in Native Researchers' (NRs) and Non-Native Researchers' (NNRs) Experimental
Articles. Advances in Asian Social Science, (1), 244-247
Keraf, Gorys. (1991). Tata Bahasa Rujukan Bahasa Indonesia. Jakarta:Grasindo.
Muslich, Masnur. (1990). Garis-Garis Besar Tata Bahasa Baku Bahasa Indonesia. Malang:
Yayasan Asih Asah Asuh.
Newmark, P. (1988). A textbook of translation. Hertfordshire: Prentice Hall.
Schackne , S. (2002). Language teaching research: In the literature, but not always in the
classroom. Journal of Language and Linguistics, 1, 1-11.
Swan, M. (1995). Practical English Usage. Oxford: Oxford University Press.

Webber, P. (1994). The function of questions in different medical English genres. English for
Specific Purposes, 13, 257-68.
Zhang, Y, & Wu, L. (2008), Weights optimization of neural network via improved BCO approach.
Prog., Electromagn. Res., 83, 185-198.
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Sihindun Arumi
English Department of Veteran Bangun Nusantara University of Sukoharjo
Jl. Letjend. Humardani no. 1 Jombor, Sukoharjo
arumisihindun@yahoo.com
Abstract
Writing as one of language skill is often considered very difficult. It is due to the fact that writing
needs to produce and organize ideas using appropriate vocabulary, language use, paragraph
organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign
language learners; they should also transfer ideas from their native language into target language
(foreign language). It raises any problems for them to create a good text. Moreover, the situation in
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the class does not always support them in which the techniques of the teacher in teaching writing
are boring and monotonous; it do not give enough attention to help students explore their writing
skills. So that they attend the writing class only for procedural formality.Thus, it is considered
important to elaborate various techniques to build nice classroom atmosphere as well as to
improve students‘ writing skills.
Key words: Alternative, Technique, Writing.
Abstrak
Menulis sebagai salah satu keterampilan bahasa sering dianggap sangat sulit. Hal ini disebabkan
oleh fakta bahwa menulismemerlukan penciptaan dan pengaturan ide-ide menggunakan kosa kata,
penggunaan bahasa, pengaturan paragraf, dan mekanisme yang sesuai.Hal ini juga memerlukan
untuk mengubah ide-ide kedalam teks yang enak di baca dan bagi pembelajarbahasa asing, mereka
juga harus mentransfer ide-ide dari bahasa asli mereka ke dalam bahasa sasaran (bahasa asing).Hal
ini menimbulkan masalah bagi mereka untuk menciptakan teks yang baik. Selain itu, situasi di
kelas tidak selalu mendukung mereka ketika teknik guru dalam pengajaran menulis membosankan
dan monoton, tidak memberikan perhatian yang cukup untuk membantu siswa mengeksplorasi
kemampuan menulis mereka. Sehingga mereka menghadiri kelas menulis hanya untuk formalitas
prosedural. Dengan demikian, penting untuk dipertimbangkan untuk memaparkan berbagai teknik
untuk membangun suasana kelas yang baik serta meningkatkan kemampuan menulis siswa.
Kata kunci: Alternatif, Teknik, Menulis
Introduction
Language as a means of communication involves four skills, namely listening, speaking,

reading, and writing. As one of the skills, writing takes important role in language learning. It is
needed to learn by people for their occupational or academic purpose. For example, for business,
people need to write business letters, like order, complaint, request letters, etc.; for seeking job,
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they need to make application letters; for carrying out events, they need to write proposals, etc.
While for students, for their academic purposes, need to learn writing for preparing final academic
assignment, namely thesis writing. Thus, writing is a crucial need for people for their own
purposes.
However, among the four skills, writing is generally considered more difficult for most
people. It may be due to the fact that writing as a kind of active or productive skill needs to produce
and organize ideas using appropriate of vocabulary, sentences and paragraph organization. It also
needs to turn the ideas into a readable text (Richard & Renandya, 2002). Especially for most
foreign language learners, they should also transfer ideas from their native language into target
language (foreign language).
They may be the reasons that raise a phenomenon that writing activity appears as a not-live
activity. The students are not motivated to attend the writing activity. It seems that they join the
writing class only for an attendance requirement. They only come, sit and listen to the teacher‘s
explanation, and do the exercises without doing any progress activity. They feel that writing is a
big problem. They get difficulty in generating ideas, in addition, the teacher style in teaching
writing is assumed boring and conventional. They just explain the material, give exercises, and
finish the meeting continued by correcting the piles of students‘ assignments. Thus, it is
considered important to elaborate various techniques or strategies in writing activity to encourage
students‘ enthusiasm and activeness. It is also to help teachers manage a joyful classroom activities
and atmosphere to support students‘ writing activities.
Concept of Writing
Writing is such a productive skill that means it produces a sequence of sentences arranged
in a particular order and linked together in certain ways (Harmer, 1983). The sequence maybe
short, two, or three sentences, or more sentences put in order and linked together forming a
coherent whole called as text (Byrne, 1997). It can be also said as an act of forming graphic
symbols, or making marks on flat surface. Graphic symbols are the combinations of letters which
related to the sounds the people make when they speak. These symbols have to be arranged,
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according to certain conventions to form words, and words have to be arranged to form sentence
(Byrne, 1997). The activity of arranging sentences belongs to a cognitive activity. As an extremely
complex cognitive activity, writing requires to demonstrate control of a number of variables (Bell
and Burnaby, 1984 in Nunan (1999). Above of all, writing is a way of communicating a message to
a reader for a purpose (Troyka, 1987).
Writing activity is carried out in various ways. The ways can represent what approach that
is used. In general, writing process can be categorized into two approaches, namely products
approach and process approach. Product approach focuses on the end result of the learning
process. It expects the learners to be able to do as a fluent and competence user of the language
(Brown, 2000). On the other hand, process approach emphasizes on the various classroom
activities which are believed to promote the development of skilled language use (Nunan, 1999).
Product Approach
Product approach is considered as a traditional way of teaching writing. It pushes the

product or result. In this application, the learners are given only very little attention to help them
develop their ideas in writing process. Then, dull, dry, and boring situation colors the writing
activity (Leki, 1996). The teacher usually provides a model and encourages the students to imitate
it to produce similar product. The procedures include imitating, copying, and transferring models
provided by the teacher and emphasizing the error free final product (Nunan, 1999). Then,
catching grammar, spelling, and punctuation errors is the main purpose of writing activity in this
approach (Leki, 1996). Most of the students‘ activity tends to be guided writing in which they
mostly do grammar exercise. The writing products are considered goof if they are free of or have
only few errors. Then the students write very carefully in the foreign language to hinder the errors.
Writing activity using product approach is began by having students use notes to write
complete sentences, following a given model, then it is continued by reading a model of text and
having students produce similar text (Long and Richards, 1990). The purpose of the activity is a
final product of writing and what it should look like. The traditional criteria for good writing based
on product approach is meeting certain standards of prescribed English rhetorical style, reflecting
accurate grammar, and be organized in conformity with what the audience would consider to be
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conventional (Brown, 2000). Then, the main focus is given to model composition that students
imitate and how well their final product to meet the criteria of good writing involving content,
organization, vocabulary, grammar use, and mechanic like spelling and punctuation. This
approach seems not too satisfying until it leads to the second approach.
Process Approach
Process approach proposes more effective classroom activities to help students develop
their ability to convey meaning and content that they want to express in their text. This approach
argues that the process model can help students to discover what they want to write as that more
successfully for this approach is considered as writer centered (Walsh, 2004). This approach does
not press students to do grammar exercises but rather explores strategies to help students elaborate
their ideas. Students will be encouraged to write what they want to communicate.
However, between product and process should be treated in a balance way. Final product is
important but the writing process should be more exploratory, less punitive, less demoralizing, and
the students are less alone (Leki, 1996).The product should be the result of writing process of
prewriting, drafting, revising, and editing (Brown, 2000). Prewriting as the firt stage is gathering
ideas. It is continued by the second step, drafting that is writing a rough draft outline. The next is
revising to modify the draft based on the feedback after reading the draft again and sharing with
others to get comments. The last is editing that is correcting mechanical errors like spelling or
punctuation.
Classroom activity in process approach can be carried out in six steps (Fauziati, 2010). The
first, writing process should focus on the instruction. It means that the students can initiate into the
process and the teacher should prepare to intervene in the students‘ writing processes with
suggestions and correction to help them overcome difficulties encountered in each of the stages.
Second, the assigned writing tasks should encourage students to write a variety of modes besides
expository writing. Third, conferencing is an important part of classroom activities between
teacher and students as well among students to provide students with immediate meaningful
responses to their writing. Fourth, the main role of teacher is as a facilitator, in which he should not
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focus just on errors in the product, but is free to respond to a number of facets of students‘ writing.
Fifth, students should be able to work and help each other. The last, it should be able to encourage
a bond to tie all members of the class into one community whose each member feels responsible
for each other‘s growth. Then, the writing process needs any techniques or strategies to encourage
students to develop themselves in writing activities.
As a process of progress – oriented, writing requires the writers to follow the stages of
writing process to result in good products. Good writing can be seen from the completeness, unity,
and coherences. Thus, a good writing should consider the content, organization, language use or
grammar, vocabulary, andmechanic like capitalization, punctuation, spelling,, etc. However, it
needs process to achieve a good result. It can be realized by exploring various ways or strategies or
techniques.
Guided Questions
It is a kind of techniques in which students write after given any questions about the topic
(Silberman, 2006). It belongs to a simple technique because students are still guided by the teacher
with questions. It purposes to give students any description about the topic, especially for abstract
one. It also gives any background knowledge and vocabularies relating to the topic. Then, it is
hoped to be able to help students explore the topic in their writing activity.
There are any steps to do the guided questions technique. The first, teacher determines the
topic. Then he prepares a number of questions to open the mind and knowledge of the students.
The questions are considered to have several possible answers. Next, teacher gives students a few
moments to consider their responses. It can be done either individually or in pairs or groups.
Afterward, the teacher may combine the responses of the entire class and record their ideas.
If possible, he can choose students‘ responses into a separate list relating to the categories
or the different concepts that teacher tries to teach. Next, teacher presents the main learning points
which he wants to teach by asking students to describe how their responses fit with these points.
The ideas can be recorded to add the learning points of the material. From the activity, the students
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can start writing process. For example, if you want to teach descriptive text, firstly you can explain
about descriptive text and give a model. Then you determine a topic to write, as example is
‗Favorite Teacher‖. You can explore any questions about the students‘ favorite teacher, like ‗Who
is your favorite teacher?‘, ‗What is his/ her name?‘, ‗Why do students like her/ him?‘, ‗Where does
she/ he live?‘, etc. Each question will be answered orally and then written by the students on their
papers. The variations of this technique can be done in pairs or groups. It can be also done
individually in the form of written questions answered by the students themselves. Teacher can
manage variations of this technique to allow students explore their writing skill.
This technique has an advantage to provide students with background knowledge,

description, and vocabulary about the topic to start writing activity since in the beginning, many of
them have no ideas or get blank in their mind when they should have writing activity. However,
this technique requires to arrange the questions consecutively based on sequential ideas.
Connected Sentences
Connected sentences are a technique that involves all the members of the class in writing
activity. It is begun by determining the topic followed by building background knowledge
including description, vocabularies, and language use. Then, the teacher asks the first student to
write a sentence based on the topic on the white board. It should be continued by other students
until all students in the class have written one sentence of each. After that, the teacher discusses the
students‘ sentences. It can be modified by working in groups of 4 or 5 students and do the same
step of connected sentences. After finish, the groups exchange their works of writing and each
group should edit other groups‘ work. Next, each group presents the result of editing of other
groups‘ works and teacher manage the activity by giving comments, suggestions, or advices. In
this case, students cannot only write but also edit friends‘ works.
This technique has an advantage to let all students participate in writing activity. However,
it may be quite difficult to cover all students‘ sentences since they make sentences based on their
experiences and knowledge. So, little not-synchronized sentences may occur.
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Index Card Match
Index card match is a kind of technique matching cards to find the pairs of the cards. It is an
active and fun way to recall the material that is given (Silberman, 2006). It will help students
actively participate in writing process. It will also help the class atmosphere cheerful and pleasant,
and sometimes a bit noisy.
The characteristic of index card match using cards. The cards are divided into two parts,
questions and answers. It is done in pairs. The activities of this technique are started by providing
cards as many as the number of the students in the class. Then, on separate cards, write down
questions about anything taught in the class. Create enough cards for questions to equal one half of
the number of students. Try to choose questions that have brief, focused answer. On other separate
cards, write the answers of the questions. Next, mix the two sets of cards and shuffle them several
times so that they are well-mixed. After that, share one card to each student. Ask the students
getting question cards to sit down and write their answers of the question on their cards, while
students getting answer cards stand up in front of the class. The students are given certain time to
finish their writing answers. Then instruct students getting questions to state their answers and
students getting answers to open their cards. Have them to find their match. After they find their
match, suggest them so have seats together but tell them not to reveal what is contained on their
cards to other friends. When everyone is seated, have each pair of cards then read out question and
answer in class. The next activity is listing all points or ideas presented in questions and answers
and students may start the writing activity.
Quiz Team Technique
Quiz Team Technique is a technique for writing activity by giving quiz or questions to the
students working in groups. After the teacher delivers the material, the students are divided into,
for example, three big groups. They all should learn the rule of the quiz. All group should also
prepare any questions about the material taught by the teacher that will be asked to other groups.
The first group will have the initial turn to give questions to the second group. If the second group
cannot answer, it will be delivered to the third group. If the first session of quiz finishes, then
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second group takes the turn to be the questioner continued by the third group. The same questions
should not be asked repeatedly to other groups. Each group should make notes about the questions
addressed to it, completed with the correct answers from other group. After all groups finish giving
quiz, teacher helps draw conclusion and have students start writing activity based on the notes they
make.
This technique may help students focus on the topic discussed for they shoul make any
questions that will be given to other groups. This led to their seriousness. It may also help students
develop their creativity. However, it needs enough time to conduct this technique. It also requires
strict control in conditioning the class when the quiz is conducted. Besides, it needs to spread the
smart students fairly to the groups because this technique requires quick responses to the quiz.
Think – Pair – Share
Think - Pair - Share is a kind of technique to have activities of thinking about a problem
then working in pair or group to solve the problem, and sharing the works in the class. This
technique can help students work individually as well as in group. It also train student‘s process
information, communicates, and develops stronger thinking skill.
This technique can be applied when the teacher presents a topic or problem after delivering
his material. The teacher gives the students time for thinking about the topic or problem
individually. Then students are asked to make pairs. They are allowed to discuss their opinion or
ideas about the topic or problem with their partners. Then they write the result of their discussion.
After that, they share the result of their discussion that they have written in the class. Next, teacher
and students discuss it together.
This technique permits students to learn from other students by discussing a topic after
thinking individually. It also helps students build their self-confidence when sharing and
expressing their opinion. However, it needs a good management of time in applying this
technique.
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Conclusion
Writing is a kind of active or productive skill so that it needs to produce a series of

sentences to form a good text. To produce a readable text, it needs not only an interesting content
but also various vocabularies, grammatical language use as well as paragraph organization and
mechanism, like spelling and punctuation. However, techniques in writing activity are also very
important that they should be able to encourage students in writing activity. The techniques should
give chance and attention to the students in writing activity in order that they can explore and
improve their writing competence. Thus various techniques or strategies should be tried to apply in
writing activity, either for individual or group works.
References
Brown, H. D. 2000. Principles of Language Learning And Teaching. New York: Longman.
Brown, H. Douglas. 2000. Teaching by Principle: An Interactive Approach to Language
Pedagogy. New: Prentice Hall Regents.
Bryne, Donn. 1997. Teaching Writing Skills. London: Harlow, Essex: Longman
Fauziati, Endang. 2010. Teaching English as Foreign Language (TEFL). Surakarta:
Muhammadiyah University Press.
Harmer, Jeremy. 1983. The Practice of English Language Teaching. London: Longman.
Leki, Ilona. 1996. ―Teaching Second Language Writing: “Where We Seem To Be‖ In Kral,
Thomas (Ed) 1996. Teacher Development: Making the Right Moves.
Long, Michael H. & Jack C. Richard. (Eds). 1987. Methodology in TESOL. New York: New
Bury House..
Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle & Heinle.
Silberman, Melvin. 2006.101 Ways to Make Training Active. Second Edition. United Stated of
America: Pfeiffer.
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The Fishbowl Method to Improve the Students’ Speaking Skills
Dewanti Mulki Rahma
SMPN 2 Balikpapan
Jl. Telagasari No 67-68, Perkampungan Pelajar Gunung Pasir, Kalimantan Timur.
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dewantimulki@yahoo.co.id
Abstract
This study deals with The Fishbowl Method to Improve the Students‘ Speaking Skill (An
Experimental Study in Ninth Grade Students of SMP N 2 Ambarawa in the Academic Year of
2014/2015). This research was done to answer the objectives of study, namely (1) to find out the
difference of lecturing and Fishbowl method in Ninth Grade Students of SMP N 2 Ambarawa in
the academic year of 2014/2015, (2) to find out the significant difference of lecturing and Fishbowl
method in Ninth Grade Students of SMP N 2 Ambarawa in the academic year of 2014/2015. This
research applied descriptive quantitative method. The objects were Ninth Grade Students of SMP
N 2 Ambarawa in the academic year of 2014/2015, and the analyzing data were students‘ speaking
skill that was taught by Fishbowl Method. The sample of this research was taken 28% from
population. The numbers of sample were 50 students that were divided into 2 groups. The first
group was experimental group and the second group was control group. The data tested using t-test
formula by comparing the mean score of pre-test and post-test from both classes. The level of
significance was set equal or less than 5%. The result of this study showed that t-value 8, 511 was
higher than t-table 2, 064 with the degree of freedom (df) of 24. Therefore, it could be concluded
that there was significant difference of T-test between students taught by lecturing and students
taught by Fishbowl method. Since t-value was higher than t-table, it meant that null hypothesis was
rejected and alternative hypothesis was accepted. Thus, it could be said that Fishbowl method
improved students‘ speaking skill in Ninth Grade Students of SMP N 2 Ambarawa in the academic
year of 2014/2015
Key words: Fishbowl Method, Improving Students‘ Speaking Skill
Abstrak
Tujuan dari penelitian ini adalah Metode Fishbowl untuk meningkatkan kemampuan
berbicara siswa (Penelitian Experimental pada siswa kelas sembilan di SMP N 2 Ambarawa pada
tahun akademi 2014/2015). Penelitian ini dilakukan untuk menjawab tujuan-tujuan penelitian
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sebagai berikut (1) Menemukan perbedaan antara metode ceramah dan metode Fishbowl pada
siswa kelas sembilan di SMP N 2 Ambarawa pada tahun akademi 2014/2015, (2) Menemukan
perbedaan yang signifikan antara metode ceramah dan metode Fishbowl pada siswa kelas
sembilan di SMP N 2 Ambarawa pada tahun akademi 2014/2015. Penelitian ini mengaplikasikan
metode gambaran quantitative. Objek penelitian ini adalah siswa kelas sembilan di SMP N 2
Ambarawa pada tahun akademi 2014/2015, dan analisa datanya adalah kemampuan berbicara
siswa yang diajarkan dengan metode Fishbowl. Sampel penelitian ini diambil 28% dari populasi.
Jumlah sampel adalah 50 siswa yang dibagi menjadi 2 kelompok. Kelompok pertama adalah grup
eksperimen dan kelompok ke-dua adalah grup kontrol. Data diuji menggunakan rumus T-test
dengan membandingkan nilai rata-rata pre-test dan post-test kedua kelas. Tingkat signifikan
ditetapkan sama atau kurang dari 5%. Hasil penelitian ini menunjukkan bahwa t-value 8,511 lebih
besar dari t-table 2,064 dengan df 24. Oleh karena itu, penelitian ini bisa disimpulkan bahwa ada
perbedaan T-test yang signifikan antara siswa yang diajarkan menggunakan metode ceramah dan
metode Fishbowl. Karena t-value lebih besar dari t-table, itu menunjukkan bahwa hipotesa
pembatalan ditolak dan hipotesa alternative diterima. Oleh karena itu bisa dikatakan bahawa
metode Fishbowl meningkatkan kemampuan berbicara siswa pada siswa kelas sembilan di SMP N
2 Ambarawa pada tahun akademi 2014/2015.
Kata Kunci: Metode Fishbowl, Meningkatkan kemampuan berbicara siswa
Introduction
The expansion of communication, information, and technologies lead people to join the
global era where there are many necessities of high qualification and skills related to the ability in
using some foreign languages. One of the international languages is English. English plays an
important role in this era. Nowadays the people of Indonesia live in a world that is nearly using
English in many aspects of life.
Brown (2007: 6) defines that language is a systematic instrument of communicating ideas

or feelings by using sounds, gestures, or signs agreed. The primary function of language is for
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interaction and communication. English as one of the international languages in the world should
be mastered by people from many countries in the world to communicate each other. They may
know and understand what they speak communicatively because of English. Because of this
reason, English becomes the first foreign language that is taught in Indonesia from elementary
school up to college.
Speaking is one of the four basic language skills popularly known as listening, writing,
reading and speaking skills. Teaching English speaking is the process of giving the English lesson,
from the teacher to the students based on the material from the syllabus of the certain school, in
order that the students are able to absorb it and they will be able to communicate by using English
orally. All those skills are supported by some components such as vocabulary, grammar,
pronunciation, etc. Speaking skill is one thing that should be mastered by the students in the
school. Tarigan (1990:3-4) defines that speaking is a language skill that is developed in child life,
which is produced by listening skill, and at that period speaking skill is learned.
The aforementioned factors entail us to master English, especially speaking skill

successfully, so we can communicate with all of the people over the world fluently. Unfortunately,
there are so many factors as handicap of how people can master speaking skill successfully, such
as they never practice to speak English with their friends formally or informally, afraid of making
mistakes, or afraid to be laughed by others and do not feel confident, or sometime they seem do not
to have ideas in their mind if they are asked to practice their speaking. English is an international
language used all over the world. Many people learn to master it because many aspects in modern
life cannot be separated from English. Nowadays we can find everything is written in English. As
one of the aspects of globalization, English is now considered more and more important.
The students‘ inability to speak in English is caused by a number of factors. There are eight
factors. They are; (1) clustering (2) redundancy (3) reduced forced (4) performance variable (5)
colloquial language (6) rate of delivery (7) stress, rhythm and intonation (8) interaction. (Brown:
2000:270)
The students of SMP N 2 Ambarawa face those problems mentioned above. According to
the information from the English teachers SMP N 2 Ambarawa, the problems are such as the new
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curriculum in seventh and eight levels so make an old teacher difficult to follow it and the position
of Ambarawa is not good enough. Actually Ambarawa is not a village and it is not a city also so
make the education grow up slowly. In addition, the students also want to show other student in the
school or members of their family that they can speak some English. For this reason, teacher
should use creative teaching methods that encourage students to take part actively in the class. The
teaching learning processes have to involve not only teacher and students, but also the students and
students.
Helping students to solve these problems, the teacher should motivate them and create the
most effective way to stimulate them, so they will be interested in practicing their speaking. On the
other hand, the teacher should use certain technique to stimulate students to practice their
speaking, because good strategy will support them in achieving skill including English skills.
Teacher have to teach the material by using good method, good technique and organize
teaching-learning process as good as possible, so teaching-learning process can run well. It can
make student master English skill, especially in this case speaking skill successfully, because one
of the teaching failures is caused by unsuitable method.
There are many ways to make a fun activity in teaching speaking in the classroom. Using
pictures, cards, and other visual aids usually add a great joy to the class. Fishbowl is one of the
methods that can be applied in teaching speaking because fishbowl is one of potential activities
that students can aim to arrive at a conclusion, share ideas about an event, or find solution in this
activity. However, Fishbowl is related by the third support that is students themselves. Therefore,
fishbowl is a way to make students be more confident in speaking English.
Fishbowl Method
Silberman (1996:110) defines that Fishbowl is a discussion format that some students
make discussion circle and other students make listener circle in around of discussion group.
Fishbowl is the growing structure discussion method that is very useful for the speaking class
(Elizabeth, et al., 2005:145).
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Based on the above explanations the writer concludes that Fishbowl method is a way to
organize discussion group that contains of inside and outside circle that is useful in speaking class.
This method has many variants but the underlying idea is to facilitate learning via
discussion.
Figure ofThe Arrangement of Fishbowl
Source: http://slitoolkit.ohchr.org/data/downloads/fishbowl.pdf
The inner circle is given a situation wherein participants discuss and come up with a solution,
while the outer circle reserves their observation, feedback and suggestions for later. In another
variant, the inner circle can be given a task to complete, while the outer circle observes. There are
many formats that you can adapt while using the Fishbowl method.
However, there are 2 common types of Fishbowls:
Open Format Fishbowl
In this format a few seats in the inner circle are left vacant for members of the outer circle
to join. When this happens one member of the inner circle must voluntarily leave. The rules
of the discussion have to be set by the facilitator or by the group themselves.
Closed Format Fishbowl
This technique works well with larger groups. The facilitator can
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give the inner circle time to discuss an issue. When their time is up the outer
circle can come into the inner circle and add their viewpoints. In this structure, you can
have participants sitting in concentric circles giving everyone in the classroom an
opportunity to contribute (Elizabeth, et al., 2005:145).
Based on those the above explanations can be concluded that Fishbowl has two formats
that are usually used. They are open and closed format circle. Both of them give opportunity of
every student to speak and share their opinion in the Fishbowl that is prepared for them.
Speaking
Speaking skill is one thing that should be mastered by the students in the school. Tarigan
(1990:3-4) defines that speaking is a language skill that is developed in child life, which is
produced by listening skill, and at that period speaking skill is learned. Hornby (1990:1227)
defines speaking is make use of words in an ordinary voice. Bygate says, ―Speaking is a skill
which deserves attention every bit as much as literary skills, in both first and second language. It is
the skill which the students are frequently judge. It is also the vehicle par excellent of social
solidarity, of social ranking, of professional advancement and of business‖. It indicates that as one
of the language skills, speaking should get the attention from teachers and learners because it plays
the important role in our society.
Meanwhile, Donough and Shaw state, ―There are some reasons for speaking involved
expressing ideas and opinions: expressing a wish or a desire to do something: negotiating and/or
solving a particular problem; or establishing and maintaining social relationships and friendship.
Besides, fluency, accuracy, and confidence are important goal in speaking‖. Therefore, as a
language skill, speaking becomes an important component to master by the students as the main
tool of verbal communication because it is a way to express ideas and opinions directly what we
have in our minds.
Based on the above definitions, it can be synthesized that speaking is the process of using
the urge of speech to pronounce vocal symbols in order to share the information, knowledge, idea,
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and opinion to the other person. Moreover, speaking cannot be dissociated from listening aspect,
because speaking involves speaking and listener.
Teaching Speaking in Junior High School
The subject of this research is ninth grade students at SMP N 2 Ambarawa. Knowing the
students‘ characteristics is the first step that will help the teacher to help them. It will also help the
teacher to prepare the students to help themselves. Students should learn the best strategies to
improve their own learning.
The important thing is teachers have to involve the students in more indirect learning
through communicative speaking activities. They also allow them to use their intellects to learn
consciously where this is appropriate. They encourage their students to use their own life
experience in the learning process too.
As stated in school based curriculum, the purpose of the English subject in junior high
schools is to develop communicative competence in spoken and written English through the
development of related skills. The learners will be able to support their next study level through the
ability of the English communicative competence.
Standard of Competence and Basic Competency which the research focus on are the
Standard of Content in the English subject, particularly the English speaking lesson to the ninth
grade students of the first semester at SMP N 2 Ambarawa. It is also limited to the scope of
expressing meanings in a transactional and interpersonal dialogue in the context of daily life. The
Standard of Competence and the Basic Competency are presented in the table below:
The Table of Standard of Competence and the Basic Competency

Standard Competence Basic Competence
Speaking 3.1 Expressing meaning in a transactional (to get
 Expressing meaning in a things done) and interpersonal (with social
transactional and interpersonal contacts) dialogue by using spoken language
dialogue in the context of daily accurately, fluently, and appropriately in the
life. context of daily life and including expressions of
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giving certainty and uncertainty

3.2 Expressing meaning in a transactional (to get
things done) and interpersonal (with social
contacts) dialogue by using spoken language
accurately, fluently, and appropriately in the
context of daily life and including expressions
of asking repetition, showing attention and giving
amazement
Hypothesis
Ary (2007: 81) defines that the hypothesis presents the writer‘s expectations about the
relationship between variables within the question. A hypothesis is a specific statement of
prediction. It describes in concrete (rather than theoretical) terms what you expect will happen in
your study.
In this Research, the writer puts a hypothesis that ―Fishbowl method and lecturing has
similarities to improve students‘ speaking skill in the ninth grade students of SMP N 2 Ambarawa
in the academic year of 2014/2015.
Research methodology
 Place and Time of Research
 Place of Research
The research carried out at SMP N 2 Ambarawa. The address is in Jl. Kartini 1A
Ambarawa, Kab. Semarang
 General Information of SMP N 2 Ambarawa
Junior High School 2 Ambarawa is one of the best and favorite junior high
school in Ambarawa. The detail of this school described as follows:
 School Name : SMP NEGERI 2 AMBARAWA
 No. School Statistic : 201032210066
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 School Type :A
 School Address : Jalan Kartini 1A Ambarawa
: (Sub district) Ambarawa
:( Regency) Semarang
:( Province) Central Java
 Phone/HP/Fax :(0298) 591176 / 596760
 Email/Web-site : smp2ambarawa@gmail.com /
http://www.smpn2ambarawa.com
 School Status : Negeri
 As the RSBI : SK Direktir Pembinaan SMP, Dirjen Dikdasmen,

Kemendiknas
Number: 1393 / C3 / TU/2011 on 13th June 2011
 Class percentage that have used IT : 100 %
 Teacher percentages that are S2/S3 : 7,14 %
 Does School have HOT-SPOT facilities: Yes, It does
 Historical Building of SMP N 2 Ambarawa
Based on SMP N 2 blog, in the late 1976, Ambarawa did not have any junior
high school except STN and SKN. Besides that, there was preparation state Junior
high School Ambarawa. In 1976, SMP N 1 Ungaran got 12 local dropping that was
not possible in Ungaran so based on reference of KDH Semarang regents and
approval of Dandim 411 Salatiga, so the building was beside Turangga CETA field
(Pangsar Jend. Sudirman field Ambarawa). On 1977, SMP N 1 Ungaran filial
Ambarawa that had 4 classes, there was misunderstanding from preparation state
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SMP Ambarawa. Preparation state SMP Ambarawa thought that new building was
for preparation state SMP Ambarawa so preparation state SMP Ambarawa did not
receive new students. Finally, there was protest from preparation state SMP
Ambarawa‘s parents. On 4th April 1977, there was a conference of preparation state
SMP Ambarawa‘s parents in Kawedanan veranda Ambarawa that be presented by
the chief of Dikmanum Kanwil Central java province that was Drs. Darsono
decided that preparation state SMP Ambarawa be integrated in SMP N 1 Ungaran
filial Ambarawa and also new building of SMP N 1 Ungaran filial Ambarawa.
On 7th June 1977, the government of P and K department gave 4 locals plus
furniture and electric installation even though it was not on yet to the head master
named Imam Mochtar. On 13th June 1977, there was a movement second and third
grade students of preparation state SMP Ambarawa to a new building of SMP N 1
Ungaran filial Ambarawa in Jl. Kartini 1A Ambarawa.
Finally, on Friday, 23th October 1981, that was based on decision of Education
and Culture cabinet‘s letter, number 0220/0/1981, SMP N 1 Ungaran filial
Ambarawa to be SMP N 2 Ambarawa. On 1982, the first alumnus was born by Ka
Kanwil Depdikbud Central Java province named Drs. Kustijo.
Vision and Mission
Vision
The vision of this school is ―Excellent in achievement, virtuous,

competent and independent‖.
Mission
The missions of this school are:
Realizing achieving students in academic and non-academic in national

and international level.
Realizing students that have faith and piety, polite attitude and polite
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words.
Realizing competent and creative students
Realizing competent students in good and correct language
Realizing competent students in information technology and

communication
Realizing discipline and responsible students
Method of Research
According to Ary (2007:39) there are four different categories developed in

classifying educational research: experimental, experimental ex-post facto, descriptive,
and historical studies. The framework used in this research is quantitative research. It
means the hypotheses of the research will be concluded through various techniques such
as: collecting, describing, and analyzing data collected which are mostly on the form of
numerical data. The research is also categorized as an experimental study since it attempts
to give treatment to experimental group and maintain control over all factors that may
affect the result of an experiment. In other words, the experimental research attempts to
investigate the influence of one or more variables to other variables.
Experimental research has some characteristics as follows: (1) manipulation or

treatment of an independent variable; (2) other extraneous variables are controlled, and
(3) effect is observed of the manipulation of the independent variable on the dependent
variable (Ary, 2007:338).
This experimental research is aimed at observing whether there was the Fishbowl
method for teaching speaking. The technique of teaching speaking in the experimental
class was Fishbowl method. The B class was used for the control class and A class was
used for Fishbowl method. The technique of teaching speaking in the control class was a
memorizing method.
Research Subject
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Population
Population is a large group to which a researcher wants to generalize his or her

sample result (Christensen, 2000:158) According to Burke (2000: 158) population is
the set of all elements. It is the large group to which a researcher wants to generalize his
or her sample result. In line with Burke, Arikunto (2002: 108) says that population is all
the individuals of that group.
The population in this research was the ninth grade students of SMP N 2
Ambarawa in the academic year of 2014/2015. They were grouped into seven classes
where each class consists of 25 students so the total populations were 175 students.
Sample
A sample is a set of elements taken from a large population (Christensen,

2000:158). Arikunto (2002:109) states that sample is part of population being
researched. Burke (2002: 158) also says that sample that it is a set of elements taken
from a larger population according to certain rules. It can be concluded that sample is a
small portion of a population assigned according to certain rules.
Therefore, sample in this research is taken 28% from population. Therefore,

the numbers of sample are 50 students. The sample of this research came from two
classes (A and B class) of ninth grade students of SMP N 2 Ambarawa in the academic
year of 2014/2015. The total sample in this research was 50 students. They came from
middle and lower economic families. Generally they had high motivation to study but
they were shy to show their skill especially in speaking. They understood when
someone spoke English but they did not want to use their English in speaking. They
were afraid of someone who was laughing them and they were afraid to do mistakes. In
this research the researcher would be the observer.
Sampling
Sampling is the way to get sample. According to Burke (2000: 183) sampling is
the process of drawing sample from a population. In this research, the writer used
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Cluster Random Sampling for getting sample from the population. According to Burke
(2000: 172), cluster random sampling is a type of sampling in which clusters (a
collective type of unit that includes multiple elements) are randomly selected. In this
case, a classroom is a cluster because it is a collective unit composed of many single
units (students). In short, the writer selected randomly 2 clusters (2 classes) from the
larger set of all clusters (7 clusters or 7 classes) in the population and included all the
elements in the selected clusters as the sample of this research. By using this sampling
method, each individual in population had an equal chance of being included in the
sample so this sampling method could be used to produce representative samples.
The writer used cluster random sampling because it had some advantages, such
as: it can be used when it is difficult or impossible to select a random sample of
individuals, it is often far easier to implement in schools, and it is frequently less time
consuming.
Data Collecting Technique
The writer used Test in collecting the data. There were two kinds of test. They were:
Pre test
Pre-test was administered before treatment that was given to know how far the
students speaking skill especially for the material would be taught by the teacher in this
research. Pre-test of this research was on 26th August 2014. The test consisted of oral
test. The teacher asked the students to introduce and to tell about their hobby. The
teacher gave for about five minutes to prepare and after the students were ready, they
must come in front of class to speak. At that time, the researcher gave point for them.
Post-test
The teacher gave the posttest to the students after giving the treatments. The
next type of the posttest was also in the form of oral production test. The experimental
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group did post-test on 6th September 2014 at 8.20-09.00 WIB. The test was
administered to investigate whether the Fishbowl method could improve the students‘
speaking skill. The teacher asked the students to discuss about the topic with their
friends and after that they had to give opinion about that topic. The control group was
also did post-test. The post-test was on 6th September 2014 at 9.20-10.00 WIB. In
post-test, the teacher asked the students to make conversation for two people, after that
the students had to memorize the conversation. If the students had memorized, they had
to come in front of the class to practice. At that time, the researcher gave point for them.
Research Instrument
The instrument of this research was oral production test. The items of the test
were a topic discussion. The teacher gave a topic and the students discussed it. The
writer and teacher monitored the students‘ utterance. There were five components used
to analyze speech performance. They were grammar, pronunciation, vocabulary,
fluency and comprehension.
Table of Scoring Rubrics

Content 5 points 4 points 3 point 2 point 1 point
Fluency Quick, fluently, Fluently, Fluently Fluently not good No specific

continuous with no Occasional enough, enough, many fluency
hesitation and clear hesitation several unnatural description,
unnatural hesitation not complete
hesitations and utterances
searching for
words
Pronunciation Pronunciation is Errors in Require Pronunciation Errors in
excellent pronunciation guessing at has many pronunciation
like native speaker are quite rare meaning, problems are frequent
accent may be but can be
obviously understood
foreign by native
speaker
Vocabulary Very good; Use Good, Good enough, No enough Very little
appropriate and appropriate rarely have to vocabulary or vocabulary
new words vocabulary look for a word incorrect use Vocabulary
and response repeated
Grammar Excellent; No Good; Two or Good enough; Many problems Errors in
grammatical errors fewer listener like in verb grammar are
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grammatical understand forms frequent but

errors enough Errors in basic speaker can
structures be
understood
by native
speaker
Comprehension Understanding the Understandin Understanding No enough Confusing in
concept very good g the concept the concept understanding understandin
good good enough the concept g the concept
 Data Respondents
Table of Experimental Group
NO M/F NIS Complete Name

1 F 1 0692 ADELIA'|ASYA VIRGINIA
2 F 10678 ANNABA‘ RAMADHANI
3 L 10668 ARSYALHAAD KAUTSAR G
4 F 10705 CHINTYA DEWI SAFIRA
5 F 10717 DEA AYU FAHRUNNISYA
6 F 10707 DIAH AYU LESTARI
7 F 10725 DIANA AGUSTINA RAHMAN
8 F 10709 DINDA LARASATI
9 F 10741 FARAS FAUZIYAH RAHARANI
10 L 10831 I MADE WISNU BAKTI SAPUTRA
11 L 10757 IBNU IRSYADY
12 F 10760 IKA SAKTI OCTAVIARANI
13 F 10758 IKA SAKTI OCTAVIARINI
14 F 10832 NANDA TASYA SURYA PUSPITA
15 F 10835 NIKEN WIDYASTUTI
16 M 10781 NOVIANDI DWI PAMUNGKAS
17 M 10792 RAKA RIZKY FIRDAUSY
18 M 10793 REYHAN GESANG ALMUAZAM
19 F 10803 SANDRA KILA RAHMAYANTI
20 F 10810 SHAFIRA RAHMADANTI
21 F 10817 WILLIES MELIANA
22 F 10819 WINAR WAHYU W.
F YOSEPHINE FIANTI
23
10837 FEPRIANINGSIH
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24 F 10825 YUANITA AULYNING TYAS

25 F 10827 ZINEINE AVIEN RYANAR P
Table of Control Group
NO M/F NIS Complete Name

1 M 10681 ACHMAD ARIF FANI
2 F 10659 ADINDA PUTRI SHOLIHA
3 M 10664 ADITYA SATRIA PANDU .N.
4 F 10665 AGNES LARASATI MILENIA .P
5 M 10676 AGUNG HERBUDI NUGROHO
6 F 10661 AGUSTINA WULANSARI
7 M 10670 AHMAD B.A
8 M 10687 AHMAD KHOIRUL INSANI
9 F 10682 AINAYA SHAFA MALIKHA
10 F 10666 AISYAH DHILA PUSPITA SARI
11 F 10671 AJENG PRATIWI PUTRI
12 M 10688 ALIF BAGUS PRATAMA
13 M 10662 ALIFIAN TIRTA NATA
14 M 10672 ALVIAN D.D
15 F 10673 AMELLIYANA
16 F 10683 AN NISA WIJAYANTY
17 F 10674 ANANDA LARASATI
18 F 10677 ANESTI NILA KRISNA
19 M 10689 ANGGER RIZKY ALIFA
20 M 10667 ANGGIT AJI PRASETYO
21 F 10663 ANISA UTAMIYANTI TRI .R
22 F 10679 ANNISA ROSALIN ANINDHITA
23 M 10685 ARDI FIRMANSYAH
24 F 10680 ARLISTA ALIMATUL MUFIDAH
Data Analysis
The name of analysis technique of this research was quantitative. The data from
the oral test was arranged from the highest until the lowest one. The data from the pre-test
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and post-test was analyzed to find out whether the result of the tests are similar or different.
Data analysis was done on 7th September 2014.
To compare the result of the data from pre-test and post-test with the same
subject, the writer used the Repeated Measures T-Test, and the data was calculated using
the product moment formula, as follow:
Mean
Pre-test of experiment group
X1 =
Pre-test of control group
X2 =
Post-test of experiment group
Y1 =
Post-test of control group
Y2 =
Standard deviation (SDD)
SDD =
∑D = X-Y
∑D2 = (X-Y)2
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SDD = Standard deviation
X = Pre Test
Y = Post Test
N = Total of Respondents
Standard error of mean difference (SEMD)
SEMD = SD D
SEMD = Standard error of mean difference
SDD = Standard Deviation
N = Total of Respondents
t-value (to)
to = MD
SEMD
The formula of MD is as follow:
MD =∑D
Discussion
In this section, the writer analyzed the data which had been collected and then described
result of this research. In the first meeting of two groups, the teacher gave a pre-test for
respondents. They could do the test well.
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In the second meeting (learning process), control group was taught with a usual method
that was lecturing, almost of respondents did not pay attention to the teacher‘s explanation. They
felt bored because teacher used traditional method to explain the material more over when they
had to do the assignment. Most of respondents spoke themselves when they had finished the
assignment and they did not pay attention to other respondents. On the other hand, experiment
group was taught by Fishbowl Method. They were more enthusiastic and more interesting in
learning process. Most of students tried to think about theme and material to face their friend‘s
opinion. They really gave attention to other respondents‘ speaking.
In the last meeting, after treatment was given, respondents of experiment group were
easier to speak than control group in doing post-test. It happened because Fishbowl Method could
be seen as an active method in class. Respondents were active to speak, so, it made them get
higher score in posttest than control group. Result of the research could be seen as the table
follows:
Table of Result of Calculating Research

No Result Experiment Group Control Group
1 Mean of
 Pre-test 3,8 3,56
 Post-test 4,84 3,8
2 Standard Deviation 0,5987 0,6499
3 T-table vs T-test 2, 0639 <8,5106 2, 0639 >1,8141
Based on table 4.31, ―tt‖ standard of significant 5% with df = 24, got 2, 0639 from
the above result, the writer gave interpretation that ttable(tt) was smaller than tvalue (to) of
experiment group and ttable(tt) was bigger than tvalue (to) of control group. Based on paired of
sample statistic and the above sample test, result of this research indicated that null
hypothesis was rejected and alternative hypothesis was accepted.
Based on the above calculation, research of experimental group showed that tt is 2,

0639 and to is 8, 5106, significant difference of this research was 6, 4467. It meant that
towas greater than tt. The writer could conclude that Fishbowl method improved students‘
speaking skill from significant level 5% to tt. Research of control group showed that tt was
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2, 0639 and to was 1, 8141. The significant difference of research was 0, 2498. It meant that
tt was greater than to, and it did not improve students speaking skill from significant level
5% to tt.
The result of research showed that null hypothesis (Ho) was rejected and
alternative hypothesis (Ha) was accepted, so the writer tried to make improvement in
students‘ speaking skill in control group. The writer asked teacher to teach control group
using Fishbowl method. The teacher taught control group using Fishbowl method on
October 18th 2014. The students also did post-test again to see significant improvement of
them. Post-test was on October 22th 2014.
Respondents of control group were easier to speak in doing post-test after the
treatment was accepted. It happened because Fishbowl Method could be seen as an active
method in class. Respondents were also active to speak, so, it made them get higher score
in post-test. Result of the research could be seen as table followed:
Table of Result of Calculating Research

Control Group
No Result Lecturing Fishbowl Method
1 Mean of
 Pre-test 3,56 3, 8
 Post-test 3,8 3, 96
2 Standard Deviation 0,6499 0, 5657
3 T-table vs T-test 2, 0639 >1,8141 2, 0639 <3,463
Based on the above calculation, research of control group showed that tt was 2,
0639 and to was 3, 463, significant difference of this research was 1, 3991. It meant that
towas greater than tt. The writer could conclude that Fishbowl Method improved students‘
speaking skill from significant level 5% to tt.
From the research finding, it could be concluded that using Fishbowl Method could
motivate students to improve language learning. Briefly, speaking skill of the experiment
group had proven that Fishbowl Method could be useful method in improving students‘
speaking skill. In addition, the positive finding of this research was in line with definition
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of Fishbowl method that ―Fishbowl is the growing structure discussion method that is very
useful for the speaking class” (Elizabeth, et al., 2005:145). Based on above statement,
Fishbowl was very useful for the speaking class and from this research, the writer could
find that Fishbowl Method improved students‘ speaking skill and made class more active
than others.
Conclusion
The writer presents the conclusion of this research which is entitled ―The Fishbowl Method
to Improve the Students’ Speaking Skill (An Experimental Study in Ninth Grade Students of SMP N
2 Ambarawa in the Academic Year of 2014/2015)”, after conducting the research, presenting the
data, analyzing the data and discussing the result in this chapter. Based on the analyzing data in
previous chapter can be concluded as follow:
It can be seen from the calculation of mean between pre-test and post-test of control group that
was taught by lecturing in ninth grade students of SMP N 2 Ambarawa, in the academic year of
2014/2015. The mean of pre-test of students was 3, 56. It was smaller than the mean of post-test.
The mean of post-test of the students was 3, 8. The mean of post-test of the students was higher
than the mean of pre-test of the students that were taught by lecturing. The difference of mean
between pre-test and post-test of students that were taught by Fishbowl method was 0, 24.
It can also be observed that the calculation of mean between pre-test and post-test of
students that were taught by Fishbowl Method in ninth grade students of SMP N 2 Ambarawa, in
the academic year of 2014/2015. The mean of pre-test of students was 3, 8. It was smaller than the
mean of post-test. The mean of post-test of the students was 4, 84. The mean of post-test of the
students was higher than the mean of pre-test of the students that were taught by Fishbowl method.
The difference of mean between pre-test and post-test of students that were taught by Fishbowl
method was 1, 04. Fishbowl method and lecturing were difference because mean of Fishbowl
method is higher than mean of lecturing.
From above analysis, it can be comprehended that the calculation of T-test of control group
that was taught by lecturing in ninth grade students of SMP N 2 Ambarawa, in the academic year
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of 2014/2015. The hypothesis was tested by using t-test formula by comparing the scores of
pre-test and post-test. The result was 1, 814 in t-test of control group. Meanwhile, the critical value
for rejecting the null hypothesis at level of significance 5% with degree of freedom (df) 24 was 2,
064. The significant difference of T-test and T-table was 0, 25. It meant that t-value was smaller
than critical value (2, 064 >1, 8141). The result showed that there was not significant of T-test of
students that was taught by lecturing in ninth grade students of SMP N 2 Ambarawa, in the
academic year of 2014/2015.
The Fishbowl Method improved students‘ speaking skill in ninth grade students of SMP N 2
Ambarawa, in the academic year of 2014/2015. The hypothesis was tested by using t-test formula
by comparing the scores of pre-test and post-test. The result was 8, 511 in t-test for experimental
group. Meanwhile, the critical value for rejecting the null hypothesis at level of significance 5%
with degree of freedom (df) 24 was 2, 064. The significant difference of T-test and T-table was 6,
447. It meant that t-value was higher than critical value (8, 511 ≥ 2,064). The result showed that it
was very significant in T-test of students that was taught by Fishbowl Method in ninth grade
students of SMP N 2 Ambarawa, in the academic year of 2014/2015. The Fishbowl method is very
significant because T-test of Fishbowl method is higher than t-table.
References
Arikunto, Suharsimi. 2002. ProsedurPenelitianSuatuPendekatanPraktik. Jakarta :RinekaCipta.
Ary, Donald et al. 2007. Introduction to Research in Education. New York: CBS College
Publishing.
Barkley, Elizabeth F. et al. 2005. Collaborative Learning Techniques: A Handbook

for College Faculty . USA: Jossey -Bass.
Brown, H, Douglas. 2000. Teaching by Principles, an Interactive Approach toLanguage

Pedagogy. New York: Addison Wesley Longman.
Brown, H, Douglas. 2007. PrinsipPembelajarandanPengajaranBahasa. Jakarta: Pearson
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Education,Inc
Christensen,Larry B. 2000. Experimental Methodology. London: Allyn and Bacon Inc.
Hornby. 1990.Oxford Advanced Learners’ Dictionary
Johnson, Burke. 2000. Educational Research: Quantitative and Qualitative Approaches. USA:
A Pearson Education Company.
Johnson, Burke. 2002. Educational Research: Quantitative and Qualitative Approaches. Second
Edition. USA: A Pearson Education Company.
Silberman, Mel. 1996. Active Learning: 101 Strategies to Teach Any Subject. U.K. A Pearson
Education Company.
Tarigan, Henry Guntur. 1990. Berbicara Sebagai Suatu Ketrampilan Berbahasa. Bandung:
Angkasa
. Fishbowl Method of Instruction.Instructional Technique-Group 4.Retrieved

Sunday, 20thJuly 2014, ‫‏‬8:30:49 PMhttp://slitoolkit.ohchr.org/data/downloads/fishbowl.pdf
The Differences between Thai and Indonesian Undergraduates in Pronouncing

Plural Nouns and Third Singular Present Verbs due to Progressive Assimilation
Sofa Zakiyatul Muna

English Department of Educational Faculty
Institut Agama Islam Negeri (IAIN) Salatiga
Jl. Tentara Pelajar No.02 Salatiga, Central Java, Indonesia
shovazakia84@gmail.com
Abstract
Pronunciation is an important aspect in learning English and it is varied in different area. There are
several types of dialect differences in speaking English and geographical dialect is one of them. In
pronouncing plural verbs and third singular present verbs in English, the differences are happened.
This research investigates the differences between Thai and Indonesian undergraduates in
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pronouncing plural nouns and third singular present verbs with s/es ending. The aim of this
research are to find out the differences and similarities between Thai and Indonesian
undergraduates in pronouncing plural nouns and third singular present verbs and the factors that
influence it. The design of this research is case study by investigating Thai and Indonesian
undergraduates of IAIN Salatiga in several period of time. Data is collected through
documentation and interview. Documentation is conducted by recording respondents‘
pronunciation. The recording is analyzed and combined with interview report to answer research
problems. From the analysis, it is found that the differences and similarities of Thai and Indonesian
undergraduates are substitution and omission of s/es suffix pronunciation. It is influenced by the
geographic dialects and the existence of consonants in native language.
Keywords: plural noun and third singular present verbs, progressive assimilation, case study.
Abstrak
Pronunciation merupakan suatu aspek penting dalam pembelajaran Bahasa Inggris yang
bervariasi di berbagai daerah. Ada beberapa tipe perbedaan dialek dalam berbicara Bahasa Inggris,
salah satunya adalah dialek geografis. Perbedaan dalam pelafalan bahasa Inggris diantaranya
terjadi dalam pelafalan plural nouns(kata benda jamak) dan third singular present verbs (kata kerja
bentuk present orang ketiga tunggal) dalam bahasa inggris. Riset ini bertujuan untuk meneliti
perbedaan dan persamaan antara mahasiswa Thailand dan Indonesia dalam melafalkan plural
nouns dan third singular present verbs serta fakfor-faktor yang mempengaruhinya. Penelitian ini
merupakan studi kasus dengan meneliti mahasiswa Thailand dan Indonesia di IAIN Salatiga
dalam jangka beberapa waktu. Data dikumpulkan melalui dokumentasi dan wawancara.
Dokumentasi dilakukan dengan cara merekam pronunciation para responden. Hasil rekaman
dianalisis dan dipadukan dengan hasil interview untuk menjawab rumusan masalah. Dari hasil
analisis, ditemukan bahwa perbedaan dan persamaan mahasiswa Thailand dan Indonesia dalam
pelafalan kata benda jamak dan kata kerja present orang ketiga tunggal dengan akhiran s/es
penggantian dan penghilangan pelafalan akhiran s/es. Hal ini dipengaruhi oleh dialek geografis
dan keberadaan konsonan dalam bahasa asli.
Kata Kunci: kata benda jamak, kata kerja present orang ketiga tunggal, asimilasi progresif, studi
kasus.
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Introduction
Pronunciation is an important aspect in learning English. We have to be able to speak it
properly as native speak it. In English, there are two studies of linguistics which deal with sound,
namely phonetics and phonology (McMahon, 2002:1). Although pronunciation is an important
matter, it cannot be expected to be homogenous and it is natural that it varies in time and places. It
does not matter as long as the language understandable. Because people have different mother
tongue which automatically set their speech organ to produce the sound, it can be understood that
they find difficulties in pronouncing foreign language, in this case English. Other factors that
influence the differences of pronunciation are geographic, social, historical factors and individual
peculiarities.
People often pronounce plural nouns and third singular verbs in daily conversation. In
English grammar, the general rules of plural noun and third singular verbs should be added by s/es
(Frank, 1972:3). Beside grammar, English learners have to consider phonetic rule of s/es
pronunciation. According to Hamann and Schmitz, the general rule of the pronunciation is it can
be pronounced with three forms, those are /s/, /z/ and /ɪz/ (2005:52). Sometimes students and
undergraduates get difficulties in pronouncing words ended with s/es such in plural form and
present verb correctly. The common mistakes are substituting the ―s‖ sound where the ―z‖ should
be, some words that should be spelled with an ―s‖ sound but pronounced with ―z‖ sound. They also
do not spell the /iz/ sound properly.
Pronunciation problem is also faced by the students in IAIN Salatiga. They do not pay
attention to the pronunciation of –s or –es ending. They ignore the phonological rule of these
suffixes in different words. They only apply the same rule for every word ended with –s or –es,
adding the sound ―s‖ in the end of the word without knowing the phonological rules. They do not
recognize when they have to use ―z‖ sound or ―iz‖ sound. This problem is not only faced by
Indonesian undergraduates, but also Thai undergraduates since in 2014 there are several Thai
undergraduates in IAIN Salatiga. The writer is interested to conduct a research based on this
phenomena so in can help the undergraduates to pronounce the words properly by understanding
the pronunciation rule.
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Progressive Assimilation
In English phonetics and phonology, we can find many connected speech phenomena and
it is usually described in terms of some kind of process or change. One of these phenomena is
assimilation. Ramelan (2004:172) defines assimilation as the process in which one phoneme is
replaced by another phoneme as the result of combining one morpheme with another. Meanwhile,
in the glossary of phonetic term by Lodge (2009:226), assimilation is a term that refers to cases
where there are alternative pronunciations of the same lexical item and where a phonetic feature is
shared by a number of contiguous syllable places, for example, place of articulation, nasality.
There will be various sound of a lexical item because it is influenced by its surrounding sound of
the lexical item.
According to Roach (2000: 124), there are two kinds of assimilation, regressive and
progressive assimilation. Progressive assimilation is the alteration that occurs when the phoneme
is affected by one that comes earlier in the utterance. One example of progressive assimilation is
the assimilation of voice with the suffixes /s/ and /z/ when the verb carries third person singular –
s suffix, or a noun carries an –s plural suffix or an –s possessive suffix, that suffix will be
pronounced as s if the preceding consonant is voiceless and z if the preceding consonant is voiced.
Lorenz (2009:17) calls this kind of assimilation with grammaticalized assimilation.
Indonesia, Pattani Malay and English Phonetics and Phonology

Indonesian phonetics and Phonology
Vowels :([i], [І], [e], [ɛ], [a], [ə], [ↄ], [o], [U], [u] (Marsono, 1999: 36)
Diphthongs :[aІ], [oi], [aU] (Marsono, 1999: 51)
Consonants :b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z (Marsono, 1999:101).
Pattani Malays Phonetics and Phonology

Vowels: they are 8 single non-nasalized vowels /i, e, ɛ, ɨ, a, u, o, ↄ/ and 4 simple nasalized
vowels / έ, ã, ũ, ↄ/.
Diphthongs: /ai, ae, aέ, ao, au/
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Consonants: : /p, b, t, d, c, Ɉ, k, g, ?, s, ˠ, h, m, n, ɲ,ŋ, r, l, w, y, z/ (Yupho, 1989: 126-127).
English Phonetics and Phonology

Vowels: ɪ, I, e, ӕ, ɒ, ʊ, u, ʌ, ə, i:, з:, ɑ:, ↄ:, u: (Roach, 2000: 14-18)
Diphthongs: Іə, eə, ʊə, eІ, aІ, ↄІ, eʊ, aʊ (Roach, 2000:20).
Consonants: p b, t d,k g,f ,v,θ ð,s,z,ʃ,Ʒ,h, tʃ, dƷ, m, n ɳ, l, w, r , j (Roach (2000:52).
Phonetic Rule of Pronouncing s/es Suffix

If the end of the words is voiceless sound (p, t, k, f, θ, h) it should be pronounced /s/. If the
end of the words is voiced (p,t,k,f, b,d,g, v,ð,z, Ʒ, l, r, j, w, m, n, ɳ,) sound, it should be pronounced
/z/. The last rule is if it is ended with /s, ʃ, tʃ, dƷ/ sounds, it should be pronounced /ɪz/.
Research Method
This research used qualitative approach and the type is case study. According to Mackey
and Gass (2005:171) defines case study as kind of research that aim to provide a holistic
description of language learningor use within a specific population and setting. The data of the
research is the pronunciation of s/es suffix in plural nouns and third singular present verbs by 4
Thailand and 4 Indonesian undergraduates of third semester students IAIN Salatiga 2015/2016. It
was collected through interview and recording from June up to August. 4 Indonesian
undergraduates are coded with symbol A, B, C, and D; and Thai undergraduates are coded with P,
Q, R, S. All of respondents are interviewed based on some questions prepared by the writer and
they are asked to read the list of words which consist of 30 plural nouns, 30 present verbs and a
paragraph with s/es suffix in the end of the words. After collecting data, the writer analyze and
compare the differences and similarities of Thai and Indonesian undergraduates of IAIN Salatiga
in pronouncing plural nouns and third singular present verbs due to progressive assimilation. The
writer also investigates the factors that influence the differences and similarities between two
groups.
Discussion
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Interview of Thai Undergraduates

According to Thai undergraduates, they learn English since they was in kindergarten class.
English in Thailand is the foreign language. They have learned about pronunciation before but
only the basic materials such as vocal, consonant both voiced and voiceless, and diphthongs. As
interviewed, they do not know about the phonetic rule of s/es ending. They learn the pronunciation
of s/es ending by hearing some dialogs from any sources such as internet or native speaker which
they called ‗learning by ear‘.
Learning English in Indonesia make them face some difficulties because they have not
known about Indonesian language (Bahasa) completely. When they did not know about the
meaning of a certain word, they will not get a clear definition of the word through an explanation
using Bahasa. Although there are some similarities of Pattani Malay and Indonesian language, but
it is absolutely different. Because of its differences, it will influence the pronunciation include s/es
ending.
Indonesian Undergraduates
According to Indonesian undergraduates, most of them learn English since they was in
primary school. They do not know about the pronunciation rule of s/es ending, especially in plural
noun and third singular verbs, because they never learn it before. In the previous schools, the
teacher does not explain about the pronunciation/phonetic rule of s/es ending. The teacher only
focuses on the grammatical rule of s/es ending and pronunciation is not considered as an important
aspect.
According to them, native language will influence the pronunciation of target language, in
this case English. Native language will cause different accent, so they assumed that Thai and
Indonesian undergraduates will have different accent in speaking English.
Recording
Indonesian Phonetic Classification
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No Words Dictionary Subject Description

Transcription
1 Begins /bɪ‘ɡɪnz/ ABC D Substitution of /z/ sound to be /s/ sound
2 Brushes /brʌʃɪz/ B Substitution of /ɪz/ sound with /əs/
sound
3 Buys /baɪz/ ABCD Substitution of /z sound to be /s/
4 Catches /kӕtʃɪz/ ABC Substitution of ɪz sound to be əs sound
5 Cries /kraɪz/ ABCD Substitution of z sound to be s sound
6 Dances /dɑ:nsɪz/ BC Substitution of ɪz sound to be əs sound
7 Drinks /drɪŋks/ - -
8 Eats /i:ts/ - -
9 Falls /fɔ:lz/ BCD Substitution of z sound to be s sound
10 Fixes /fɪksɪz/ - -
11 Flies /flaɪz/ ABCD Substitution of z sound to be s sound
12 Kisses /kɪsɪz/ AB Substitution of ɪz sound to be əs sound
13 Lives /lɪvz/ ACD Substitution of z sound to b s sound
14 Looks /lʊks/ - -
15 Opens /‘eʊpənz/ ABCD Substitution of z to be s sound
16 Passes /pɑ:sɪz/ ABC Substitution of ɪz sound to be əs sound
17 Plays /pleɪz/ ABCD Substitution of z sound to be s sound.
18 Puts /pʊts/ - -
19 Says /seɪz/ ABCD Substitution of z sound to be s sound
20 Sees /si:z/ ABCD Substitution of z sound to be s sound
21 Sits /sɪts/ - -
22 Stays /steɪz/ ABC Substitution of z sound to be s sound
23 Stops /stɒps/ - -
24 Takes /teɪks/ - -
25 Tries /traɪz/ ABCD Substitution of z sound to be s sound
26 Washes /wɒʃɪz/ B Substitution of ɪz sound to be əs sound
27 Watches /wɒtʃɪz/ AB Substitution of ɪz sound to be əs sound
28 Waters /wɔ:tərz/ ABCD Substitution of z sound to be s sound
29 Wishes /wɪʃɪz/ AB Substitution of ɪz sound to be əs sound
30 Writes /raɪts/ - -
NOUN
1 Animals /‘ӕnɪmlz/ ABCD Substitution of z sound to be s sound
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2 Apples /‘ӕplz/ ABC Substitution of z sound to be s sound

3 Books /bʊks/ - -
4 Boys /bɔɪz/ ABC Substitution of z sound to be s sound
5 Cars /kɑ:rz/ ABCD Substitution of z sound to be s sound
6 Cats /kӕts/ - -
7 Cities /‘sɪtiz/ ABC
8 Countries /‘kʌntriz/ ABCD Substitution of z sound to be s sound

9 Dictionaries /‘dɪkʃənriz/ ABCD Substitution of z sound to be s sound
10 Dogs /dɔgz/ ABC Substitution of z sound to be s sound
11 Dolls /dɒlz/ B Substitution of z sound to be s sound
12 Eggs /egz/ ABCD Substitution of z sound to be s sound
13 Elephants /‘elɪfənts/ - -
14 Exercises /eksəsaɪzɪz/ BC Substitution of ɪz sound to be əs sound
15 Fishes /fɪʃɪz/ BC Substitution of ɪz sound to be əs sound
16 Flowers /‘flaʊərz/ ABCD Substitution of z sound to be s sound
17 Giraffes /dƷə‘rɑ:fs/ ABD Substitution of s sound to be əs sound
18 Girls /gз:lz/ ABCD Substitution of z sound to be s sound
19 Horses /hɔ:sɪz/ BC Substitution of ɪz sound to be əs sound
20 Houses /haʊsɪz/ BCD Substitution of ɪz sound to be əs sound
21 Hats /hӕts/ - -
22 Hotels /hɒtӕlz/ ABCD Substitution of z sound to be s sound
23 Keys /ki:z/ ABCD Substitution of z sound to be s sound
24 Offices /‘ɒfɪsɪz/ AB Substitution of ɪz sound to be əs sound
25 Oranges /‘ɒrɪndƷɪz/ B Substitution of ɪz sound to be əs sound
26 Tables /‘teɪblz/ ABCD Substitution of z sound to be s sound
27 Teachers /ti:tʃərz/ ABCD Substitution of z sound to be s sound
28 Umbrellas /ʌm‘breləz/ ABCD Substitution of z sound to be s sound
29 Uncles /‘ʌŋklz/ ABCD Substitution of z sound to be s sound
30 Wolves /wʊlfs/ B Substitution of s sound to be əs sound
WORDS IN PARAGRAPH
Comes /kʌmz/ ABCD Substitution of z sound to be s sound
Lives /lɪvz/ BCD Substitution of z sound to be s sound
Teaches /ti:tʃɪz/ BC Substitution of ɪz sound to be əs sound
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Likes /laɪks/ - -
Walks /wɔ:ks/ - -
Arrives /ə‘raɪvz/ ACD Substitution of z sound to be s sound
Enjoys /ɪn‘dƷɔɪz/ ABCD Substitution of z sound to be s sound
Jobs /dƷɒbz/ ABC Substitution of z sound to be s sound
Loves /lʌvz/ ABCD Substitution of z sound to be s sound
Students /stju:dnts/ - -
Misses /mɪsɪz/ BCD Substitution of ɪz sound to be ɪs sound
Gives /gɪvz/ B Substitution of z sound to be s sound
Asks /ɑ:sks/ BC Omission of s sound
Questions /‘kwestʃənz/ ABCD Substitution of z sound to be s sound
Corrects /kə‘rekts/ - -
Speaks /spi:ks/ - -
Forgets /fə‘gets/ - -
Names /neɪmz/ ABCD Substitution of z sound to be s sound
Finishes /‘fɪnɪʃɪz/ ABC Substitution of ɪz sound to be əs sound
Thai Phonetic Classification

No Words Dictionary Subject Description
Transcription
1 Begins /bɪ‘ɡɪnz/ PRS Substitution of z sound to be s sound
2 Brushes /brʌʃɪz/ QRS Omission of ɪz sound
3 Buys /baɪz/ PQRS Substitution of z sound to be s sound
4 Catches /kӕtʃɪz/ RS Omission of ɪz sound
5 Cries /kraɪz/ PQRS Substitution of z sound to be s sound
6 Dances /dɑ:nsɪz/ PQRS Omission of ɪz sound
7 Drinks /drɪŋks/ -
8 Eats /i:ts/ -
9 Falls /fɔ:lz/ RS Substitution of z sound to be s sound

10 Fixes /fɪksɪz/ PS Substitution of ɪz sound to be ɪs sound
11 Flies /flaɪz/ PQRS Substitution of z sound to be s sound
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12 Kisses /kɪsɪz/ QRS Substitution of ɪz sound to be əs sound

13 Lives /lɪvz/ QRS Substitution of z sound to be s sound
14 Looks /lʊks/ -
15 Opens /‘eʊpənz/ PQRS Substitution of z sound to be s sound

16 Passes /pɑ:sɪz/ RS Omission of ɪz sound
17 Plays /pleɪz/ PQRS Substitution of z sound to be s sound
18 Puts /pʊts/ - -
19 Says /seɪz/ RS Substitution of z sound to be s sound
20 Sees /si:z/ S Omission of s sound
21 Sits /sɪts/ - -
22 Stays /steɪz/ PRS Substitution of z sound to be s sound
23 Stops /stɒps/ - -
24 Takes /teɪks/ - -
25 Tries /traɪz/ PQR Substitution of z sound to be s sound
26 Washes /wɒʃɪz/ QRS Substitution of ɪz sound to be əs sound
27 Watches /wɒtʃɪz/ PS Substitution of ɪz sound to be əz sound
28 Waters /wɔ:tərz/ PQRS Substitution of z sound to be s sound
29 Wishes /wɪʃɪz/ PQR Substitution of ɪz sound to be əs sound
30 Writes /raɪts/ - -
NOUN
1 Animals /‘ӕnɪmlz/ PQRS Substitution of z sound to be s sound
2 Apples /‘ӕplz/ P Substitution of z sound to be s sound
3 Books /bʊks/ - -
4 Boys /bɔɪz/ PQRS Substitution of z sound to be s sound
5 Cars /kɑ:rz/ PQRS Substitution of z sound to be s sound
6 Cats /kӕts/ - -
7 Cities /‘sɪtiz/ PQR Substitution of z sound to be s sound
8 Countries /‘kʌntriz/ PQR Substitution of z sound to be s sound
9 Dictionaries /‘dɪkʃənriz/ PQRS Substitution of z sound to be s sound
10 Dogs /dɔgz/ PQRS Substitution of z sound to be s sound
11 Dolls /dɒlz/ PR Substitution of z sound to be s sound
12 Eggs /egz/ PQS Substitution of z sound to be s sound
13 Elephants /‘elɪfənts/ - -
14 Exercises /eksəsaɪzɪz/ PRS Omission of ɪz sound
15 Fishes /fɪʃɪz/ PQRS Omission of ɪz sound
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16 Flowers /‘flaʊərz/ PQRS Substitution of z sound to be s sound

17 Giraffes /dƷə‘rɑ:fs/ PQRS Substitution of s sound to be əs sound
18 Girls /gз:lz/ PQRS Substitution of z sound to be s sound
19 Horses /hɔ:sɪz/ PQRS Omission of ɪz sound
20 Houses /haʊsɪz/ PQRS Omission of ɪz sound
21 Hats /hӕts/ - -
22 Hotels /hɒtӕlz/ PQR Substitution of z sound to be s sound
23 Keys /ki:z/ PQR Substitution of z sound to be s sound
24 Offices /‘ɒfɪsɪz/ PQR Omission of ɪz sound
25 Oranges /‘ɒrɪndƷɪz/ QR Substitution of ɪz sound to be s sound
26 Tables /‘teɪblz/ PQRS Substitution of z sound to be s sound
27 Teachers /ti:tʃərz/ PQR Substitution of z sound to be s sound
28 Umbrellas /ʌm‘breləz/ QRS Omission of z sound
29 Uncles /‘ʌŋklz/ QRS Substitution of z sound to be s sound
30 Wolves /wʊlfs/ PQ Substitution of s sound to be əs
Paragraph
1 Comes /kʌmz/ PQS Omission of z sound
2 Lives /lɪvz/ QRS Omission of z sound
3 Teaches /ti:tʃɪz/ R Substitution of ɪz sound to be əs sound
4 Likes /laɪks/ RS Omission of s sound
5 Walks /wɔ:ks/ S Omission of s sound
6 Arrives /ə‘raɪvz/ PS Substitution of z sound to be s sound
7 Enjoys /ɪn‘dƷɔɪz/ PQR Substitution of z sound to be s sound
8 Jobs /dƷɒbz/ PQS Substitution of z sound to be s sound
9 Loves /lʌvz/ PQR Substitution of z sound to be s sound
10 Students /stju:dnts/ - -
11 Misses /mɪsɪz/ PQRS Substitution of ɪz sound to be ɪs sound
12 Gives /gɪvz/ PQS Substitution of z sound to be s sound
13 Asks /ɑ:sks/ PQR Omission of s sound
14 Questions /‘kwestʃənz PQ Substitution of z sound to be s sound
/
15 Corrects /kə‘rekts/ QR Omission of s sound
16 Speaks /spi:ks/ PR Omission of s sound
17 Forgets /fə‘gets/ QR Omission of s sound
18 Names /neɪmz/ PR Omission of z sound
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19 Finishes /‘fɪnɪʃɪz/ PQRS Omission of ɪz sound
Thai and Indonesian Phonetic Differences
No Categories of Thai Undergraduates Indonesian

Differences Undergraduates
1 Substitution of z = =
sound to be s sound
2 Substitution of ɪz − +
sound to be ɪs sound
3 Substitution of − +
/ɪz/ sound to be əs
sound
4 Substitution of s/z = =
sound to be əs
sound.
5 Substitution of ɪz + −
sound to be s sound
6 Omission of s/z + −
sound
7 Omission of ɪz + −
sound.
Note: + more words are pronounced through this way.
− Less words are pronounced through this way.

=Words pronounced this way are same
Substitution of /z/ sound to be /s/ sound
Based on the research, both Thai and Indonesian undergraduates pronounce most of the
word by substitute /z/ sound to be /s/ sound. The word such as begins, buys, cries, falls, lives,
animals, apples which should be pronounce by adding /z/ sound are pronounced as /s/ sound.
One of the reason why they substitute /z/ sound to be /s/ sound is they do not know about
the phonetic rule of the pronunciation of s/es ending. Although both /s/ and /z/ exist in both Thai
and Indonesian language, but /z/ sound is rarely being used in the end of the word. Because they do
not know the rule, it is more comfortable to use /s/ sound than /z/ sound.
Substitution of ɪz sound to be ɪs sound

Compared with Thai undergraduates, Indonesian undergraduates more often pronounce the
list of words by substitute /ɪz/ sound to be /ɪs/ sound than Thai undergraduates. This occurs related
to the fact that Bahasa Indonesia has many loanwords, one of them are from the Dutch because of
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the Dutch colonialism from 19th centuries. Suffix of Dutch vocabulary such as -ical, -isch; in
vocabulary of Bahasa Indonesia it becomes –is for example:
Economical, economisch to be ekonomis, practical, practisch to be praktis, logical, logisch

to be logis. Not only loanwords from Dutch, loanwords from English also influence the
pronunciation of the word by substitute /ɪz/ sound to be ɪs sound for example publicist to be
publisis, guitarist to be gitaris, pianist to be pianis (Pusbadepdiknas, 2000:45).
Based on this explanation, there is a tendency to pronounce the word by /ɪs/ than /ɪz/
because in the vocabulary of Bahasa Indonesia, many of them have suffix /ɪs/ sound.
Substitution of /ɪz/ sound to be /əs/ sound

Indonesian undergraduates pronounce more words with substitution of /ɪz/ sound to be əs
sound than Thai undergraduates. According to the phonetic rule, the word brushes, catches,
dances, kisses, passes, washes, watches, wishes, exercises, finishes, horses, houses, offices,
oranges, teaches, finishes; the es ending should be pronounced by /ɪz/. As the result of the research,
Indonesian undergraduates substitute the /ɪz/ sound to be /əs/ sound. Thai undergraduates do, but
they are fewer than Indonesian undergraduates.
Substitution of s/z sound to be əs sound

Based on the result of the research, the substitution of s/z sound to be əs sound in
pronouncing third singular verbs and plural nouns between Thai and Indonesian undergraduates
are balance. There are two words which are pronounced by substitute s/z sound for both Thai and
Indonesian undergraduates. Pronunciation of third singular verbs and plural nouns show that
English allows consonant cluster. This type of consonant cluster is difficult to produce for both
Thai and Indonesian undergraduates.
Some respondents from both Thailand and Indonesia sometimes fail to produce the words
correctly. As the result of the research, Thai and Indonesian undergraduates pronounce
‗giraffes‘/dƷə‘rɑ:fs/ and ‗wolves‘/wʊlfs/ by substitute /s/ sound to be /əs/, so they add /ə/ sound
before /s/ sound to cope the difficulties.
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Substitution of ɪz sound to be s sound

In pronouncing the word ‗oranges‘; two of Thai undergraduates (Q and R) substitute ɪz
sound to be s sound. According to the phonetic rule of third singular verb and plural noun,
‗oranges‘ should be pronounced /‘ɒrɪndƷɪz/, but Thai undergraduates pronounce it as /‘ɒrɪndƷs/.
Although a little difficult to pronounce consonant cluster of English words, they try to repeat the
pronunciation of oranges /‘ɒrɪndƷɪz/ by /‘ɒrɪndƷs/ because they do not know about
pronunciation/phonetic rule of s/es ending.
Omission of s/z sound

In pronouncing the provided words, Thai undergraduates omit s/z sound in some words
like sees, umbrellas, comes, lives, likes, walks, asks, corrects, speaks, forgets and names.
Indonesian undergraduates do so, but only a specific word such as ‗asks‘. It is too difficult for
Indonesian undergraduates to pronounce a consonant cluster which consists of three consonant
and a vowel in beginning.
Omission of ɪz sound
The omission of ɪz sound occur when Thai undergraduates pronounces the list of words,
especially in paragraph. Most of third singular second verbs and plural in paragraph are
pronounced by Thai undergraduates by omitting ɪz sound. As explained in chapter II, in Pattani
Malays /z/ sound is found in most of loan words. It is rarely found in the root of Pattani Malay
words. Most of Pattani words are pronounced with vocal in the end of the words. The omission of
ɪz sound does not happen to Indonesian undergraduates.
Conclusion
The differences of Thai and Indonesian undergraduates in pronouncing third singular verbs
and plural nouns are:
More Indonesian undergraduates pronounce third singular verbs and plural nouns by
substitute /ɪz/ sound to be ɪs sound as in fishes, watches, and wishes. Indonesian undergraduates
pronounce more verbs and plural nouns are pronounced by substitute /ɪz/ sound to be əs sound as
in brushes, catches, dances, kisses, passes, washes, watches, wishes, exercises, finishes, horses,
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houses, offices, oranges, teaches, finishes. Thailand undergraduates pronounce more third singular
verbs and plural noun by omitting plural maker [s, z, ɪz] sound. For Indonesian undergraduates, it
only happens in the word ‗asks‘ because it is too difficult to pronounce consonant cluster of this
word.
The similarities of Thai and Indonesian undergraduates in pronouncing third singular verbs
and plural nouns are: Both Thai and Indonesian undergraduates pronounce many vocabularies
(third singular verbs and plural noun) by substitute z sound to be s sound because z sound is rarely
pronounced in their native language. Both Thai and Indonesian undergraduates pronounce many
vocabularies (third singular verbs and plural noun) by substitute [s/z] sound to be /əs/. There is a
tendency of both Thai and Indonesian undergraduates to add /ə/ sound before /s/ or /z/ sound
because suffix consonant clusters are difficult to pronounce, so to cope with this both Thai and
Indonesian undergraduates add /ə/ sound before s/z sound.
Factors that influence the differences of Thai and Indonesian undergraduates of IAIN Salatiga
in pronouncing plural nouns and third singular verbs due to progressive assimilation are:
(1) Geographic dialects. According to Kreidler (2004:2), how much people contact with other
speakers of the language and what influence there has been from speakers of other language will
create the differences. Because Thai undergraduates does not contact frequently with other
speaker, they have several differences in pronouncing English words from Indonesian
undergraduates. (2) Native language. Native language of Thai and Indonesian undergraduates will
influence the pronunciation of English third singular verbs and plural nouns. Thai undergraduates
find difficulties in learning English in Indonesia, because they also have to learn Bahasa Indonesia
to understand the material in the class, and it will influence the pronunciation.
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References
Frank, Marcella. (1972). Modern English: A Practical Reference Guide. New Jersey: Prentice
Hall-inc
Hamann, C.. &Schmitz, C.(2005). Phonetics and Phonology: Reader for First Year English
Linguistics. Oldernburg: University of Oldenburg Press.
Lodge, Ken. 2009. A Critical Introduction to Phonetics. New York: Continuum International
Publishing Group.
Lorenz, Gunter.2009. English Phonetics Theory: BA Course (British English). Pdf. Retrieved
from www.pdfsearchengine.org
Mackey, Alison, & Gass, M. Susan. 2005. Second Language Research: Methodology and Design.
London: Lawrence Erlbaum Associates Publisher
Marsono. 1999. Fonetik. Yogyakarta: Gadjah Mada University Press.
McMahon, April. 2002. An Introduction to English Phonology. Edinburgh: Edinburgh University
Press.
Pusbadepdiknas. 2000. Pedoman Umum Ejaan Bahasa Indonesia yang Disempurnakan. Pdf.
Retrieved from www.pdfsearchengine.org.
Ramelan. (2003). English Phonetics. Semarang : UPT Unnes Press
Roach, Peter. 2000. English Phonetics and Phonology: A Practical Course. Cambridge:
Cambridge University Press.
Yupho, Nawanit. 1989. Consonant Clusters and Stress Rules in Pattani Malay. Mon Khmer
Studies. Pdf. Retrieved from www.pdfsearchengine .org.
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Improving Students’ Writing Skill in Descriptive Text by Using Outdoor Activity
Sri Suharmi
Mts Sudirman Kopeng Getasan, Kab. Semarang
sri.suharmi@gmail.com
Abstract
This study is a classroom action research. The general objective of this study is improving
students‘ writing skill through outdoor activity. While the specific objective of this research are (1)
whether or not outdoor activity can increase the students‘ writing content of descriptive text of the
second year of Mts Sudirman Kopeng Getasan. (2) it describe whether the outdoor activity can
improve the students‘ writing skill in developing paragraph. This classroom action research was
conducted at MTs Sudirman Getasan. The procedure of the research consisted of planning, action,
observing, and reflection. The observation during the process of English teaching and learning was
helped by the collaborator. In this research, the writer acted as a practitioner. The test was in the
form of pre-test and post –test conducted in cycle 1, cycle 2, and cycle 3. The research result were:
(1) using outdoor activity as a method can improve students‘ writing skill, its proved with the
student‘s improvement score. The mean score of the pre-test of the students was 57 (very poor)
and the mean score of the post- test 70 (good). The mean of the post-Test is higher than the mean of
the pre-Test ( 64.53>56.56), the mean of the post-test in cycle 2 is higher than mean of cycle 1
(70.59>64.53) and the mean of the post –Test cycle 3 is higher than cycle 2 (74.56>70.59). the
proven result of the implementation was 75%. (2) The effectiveness of using outdoor activity in
improving students‘ writing skill is proved from the t-test and t-table in cycle 1 (9.67>2.042)
which the score of t-test was higher than the score of t-table and the result of t-test and t-table in
cycle 3 (15.11>2.042) also showed that the score of t-table.
Keywords: outdoor activity, writing skill, descriptive text
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Abstrak
Skripsi ini merupakan penelitian tindakan kelas. Tujan secara umum dari penulisan adalah untuk
mengetahui kemampuan siswa dalam menulis melalui kegiatan di luar kelas. Sedangkan tujuan
secara khusus dari peneliatian adalah (1) apakah kegiatan diluar kelas mampu meningkatkan
kemampuan siswa dalam menulis descriptive teks siswa kelas 2 Mts Sudirman Getasan (2) untuk
mendeskripsikan apakah kegiatan di luar kelas meningkatkan kemampuan siswa dalam menulis
dalam menyususn paragraph.Penelitian ini dilakukan di MTs Sudirman Getasan. Prosedur
penelitian terdirir atas Planning, action, observation dan reflection. Data diperoleh dari hasil tes,
observasi, wawancara dan dokumentasi. Selama kegiatan penelitian penuis dibantu oleh
kolaborator dan peneliti bertindak sebagai praktisi. Tes yang diberikan kepada siswa pada saat
siklus 1,2 dan 3. Sedangkan penelitian ini menghasilkan: (1) Kegiatan di luar ruang sebagai
metode, dapat meningkatkan kemampuan siswa dalam menulis, ini terbukti dengan perolehan
skor siswa dengan skor rata-rata pre- tes 57 ( sangat buruk), rata-rata pos-tes 70 (
baik).Rata-rata nilai pos tes di siklus 1 lebih tinggi dari pre tes (64,53>56,56) Sedangkan rata-rata
dari pos tes disiklus 2 lebih tinggi dar siklus 1 (70,59>56,56) dan rata-rata dari siklus 3 lebih tinggi
dari siklus 2 (74,56>70.59). Hasil pembuktian dari implementasi metode kegiatan luar adalah
85%. (2) keefektifan dari penggunaan kegiatan luar ruangan dalam meningkatkan kemampuan
siswa terbukti dari hasil t-tes dan t-table di siklus 1 (9,67>2.042), hasil t-tes dan t-table di siklus
3 lebih tinggi (15,11>2,042)
Kata kunci: Kegiatan Luar Kelas, Keterampilan Mengarang, Teks Deskriptif
Introduction
English is one of the subject matter learned by students that are given any educational
level, such as elementary and upper intermediate level. It covers four language skill that must be
mastered if someone wants to be successful in studying English: listening, speaking, reading and
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writing.
One of those four components that must be thought by the teacher is writing skill. It has
always important place in most English language course. One of the reasons is that more people
need to learn writing in English for occupational or academic purpose. To write well people must
have good capabilities in writing. More ever, people want to write the essay or story must know the
steps in writing process and aspect of writing. The writer must be able to organize the ideas, to
construct the sentences, to use punctuations and spelling well. Besides that, they must be able to
arrange their writing into cohesive and coherent paragraph and text that is why writing is a very
complex skill. Thus, it is not easy task for English teacher to teach it. Teacher often find difficulties
in teaching writing.
Just like the teacher in the second year of Mts Sudirman Kopeng, Getasan who finds many
problems to provide the student with that skill. According to pre interview of this research that was
held on 7th of January 2015, the writer found some difficulties that faced by the students in writing.
In doing pre interview the writer asked some questions to the teacher, the question are about
general condition in teaching learning process of English material especially in writing subject,
about the studets and their participation and also the strategy that used by the teacher in writing.
The teacher gives some arguments, which are as it knows that writing skill is considered difficult
by the students for some reasons, those reason are that the students usually get difficulties in
starting their writing. That well cause many student waste valuable time just for getting started.
Besides, the student have problem to develop the paragraph with a good structure and text
component. They are confused to develop paragraph because they have not inspiration to develop
it and lack of linguistic competence and rhetorical styles that lend to texture component. They have
less understanding about the notion of text context and genre which have relationship with writing
activities.
Besides the pre interview, the writer also saw the teaching process, some of the students
walking around the class, looking out of the window while learning process are running. The
student were seem bored to study indoor or in class, they need inspiration to write that make them
face a real concept not only imagination that the teacher brings to the class. Brings some
imagination only give some little help to the students in the class to build a good sentences, by
bring the real things or come to the real things the students will get more than a sentences to
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write.
Based on the problem identification in the field of research, the writer conducts an action
research using outdoor activities. It is expected that the writer is a teacher will be able to motivate
the students to learn the materials, pay attention to the lesson and make them not to get bored.
Outdoor activities usually mean activities done in nature away from civilization, out of the
house or building. Outdoor activity is an activity that can be done by people to lose the feeling of
boredom. It is more interesting than indoor activities, because these activities are conducted
outdoor. When we are being outdoor, we can get more motivation to learn something. Although
outdoor activity makes noise, it needs power and physical energy (Patmonodewo, 2003: 113).
The sense of peace and pleasure is the children‘s experience when they take in the fresh air. In
outdoor the children get inspiration for their writing because they can see the object that they will
describe, beside at outdoor they feel relax. While children spend outdoor every day, children have
many ways to enrich the objective of the course and support children development and acquisition.
Based on the previous reasons, the writer interested in conducting a classroom action
research entitled Improving Students’ Writing Skill in Descriptive Text by Using Outdoor Activity
(a Classroom Action Research) of the Second Year of MTs Sudirman Kopeng, Getasan in
2015/2016 Academic Year.
Research Methodology
In this study the writer used Classroom Action Research (CAR). Classroom Action
Research is a type of classroom research carried out by the teacher on order to solve problems or to
find answer toward context-specific issues. It means that before implementing the Classroom
Action Research (CAR), the researcher needs to identify a problem found in the classroom before
implementing the CAR.
In accordance to Arikunto (2006: 16) there were four steps to do classroom action research.
They are planning, acting, observing and reflecting. The researcher chooses CAR because the
researcher finds the problem in learning process that low focus and attention to the learning
process. They do not focus on the teacher and keep walking around the class, looking outside
through the window seem that they feel bored with the learning process. This problem needs to be
solved by using appropriate learning strategy through classroom action research.
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Research Subject
The research was conducted at MTs Sudirman Getasan. It was Located at Kopeng Getasan.
The subject of this research was the students of class VIII that consist of 32 students in the
academic year of 20015/2016.
Research Procedure
This research applied Kemmis and Mc Taggart‘s model of classroom action research‘s
method. Arikunto (2010: 137) inform that the principle concept of CAR according to both of those
experts consist of four stages, they are planning, acting, observing, and reflecting. The researcher
spent two cycles in this research, and started with pre cycle. These stages can be draw as follow:
Figure 3.2 the Classroom Action Research Concept

By Kemmis and Taggart
Method of the Collecting Data

The research uses many data gathering tools. There are 4 methods of collecting data in
this study.
Test
The test consists of some question for the student to be answered. The test implement
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in the research consist of pre-test and post-test. In this research the pre-test will be given in the
first time. The researcher enters the class. Then the post-test was given in the last session in
the last teaching implemented. Namely are oral, written and behavior form.
According to Arikunto (1998:139) Test is a series of the questions or exercises and
other tools used to measure the skills, knowledge, intelligence, ability or talent possessed by
individuals or groups. From the target or object to evacuated. Then it divided the several kinds
of tests and other measuring instrument, such as personality test, aptitude test, intelligent test,
attitude test, and achievement test.
Observations
There are two kinds of observation, namely: participant observation, and non-
participant observation. In the participant observation the researcher is involved in the
object of research action. While non- participant observation, the researcher is only as an
observer, she/ he not involve in the activity.
In this study, the researcher uses non- participant observation. Therefore, the
researcher observes the activity during the teaching and learning process in detail. The
researcher observes the activity directly to describe the real situation during English class and
note all the phenomena. The researcher does observation to look for information about
teaching and learning writing English in the class and the activity implementing outdoor
activity. And it is because this observation is non-participation observation, so, the researcher
only as an observer.
Interview
Interview is one of the methods to collect data by using conversation between instructor
and respondent. To know the student difficulties in writing procedure text, their opinions and
feeling about this method, the researcher uses interview for obtaining data.
Documentation
In thi sresearch, the writer uses the personal document in documenting all the activity of the
research action.
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Research Instrument
Research instruments use to collect data and all the instruments used in this research has
been validated by validator to show that all the instruments are valid and can be used in the
research. In this study, there are four kinds of research instrument. They are:
Written Test
Written test uses to know how far the students‘ competence in writing before and after
applying Outdoor Activity strategy. The forms of the test were essay test in this test the teacher
will give some grade based on some aspect. Those aspects are grammar, content, organization or
form and vocabulary. The teacher gives point in each aspect based on the student‘s ability. The
table below shows the example of scoring sheet as follows:
TABLE 3.6 STUDENT’S SCORE SHEET

No Aspects
Name Grammar Content Organization Vocabbulary Mechanics
1.
2.
3.
4.
5.
From the score above, the writer conclude a score criteria as a table below:
TABLE 3.7 SCORE CRITERIA
No Score Criteria
1 89-100 Exellent
2 79-88 Good
3 66-78 Fair
4 46-65 Poor
5 0-45 Very Poor
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Observation Sheet
Observation sheet uses to know how far the students‘ motivation before and after
applying the strategy. This instrument gives monitor and records the students‘ involvement
during the lesson. In the observation sheet, they are many aspect that are consider focuses,
those are: paying attention, activeness in asking question, activeness in responding
question and enthusiasm in doing test. In this instrument, the teacher gives point in each
aspect based on the situation of students in every cycle.
Table 3.8 Score Criteria of Observation Sheet

OBJECT
Number of Activenes
s in Activeness NOTE
the Students
asking in Enthusiasm in
Pay attention question responding doing test
1
2
3
4
5
Interview Guide
In this research, the researcher interviews the people that related to this study like the
teacher and some of the students. The researcher will interview the teacher to get some
information, such as: the difficulties encountered by the teacher in teaching writing during the
class, the strategies that offered by the teacher to solve students‘ difficulties in writing descriptive
text, things that can disturb the teaching and learning process. And the students writing result by
doing this method. Besides that, the teacher also interview the students to know more information
about the implementation of this method. The result of this interview were the researcher knew the
teacher and students problems faced in teaching learning process, such as: for the teacher; what
were the difficulties encountered by the teacher in teaching writing during the class, the strategies
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that offered by the teacher to solve students‘ difficulties in writing descriptive text, things that can
disturb the teaching and learning process, etc. And for the students; what were the difficulties
faced in writing, their feel in the teacher‘s method and the their opinion about the implementation
of outdoor activity, etc.
Documentation
In this research, the researcher used document as one of the
instruments. The researcher collect all the data from the school and teacher documents which are
needed in this research like students‘ writing result in pre – test and post – test and also the
students‘ writing scores in pre – test and post – test. The researcher also took the picture of the
teaching and learning process (indoor and outdoor) and used photo as the documentation of this
study. Beside that the researcher also prepare some video as documentation.
Method of Analyzing Data

The research conducts the action research of the teaching writing using outdoor activities
in MTs Sudirman Kopeng Getasan. There is technique for analyzing data:
Qualitative Data Analysis
What follows are th steps analyzing data;
 Reducing the Data
This is the first in analyzing the data contain selection process, focusing, and summarizing
data from field notes. In this step, the researcher selected, limits, and summarizes the data from the
implementation of teaching writing using outdoor activities.
 Displaying the Data
The second step analyzing the data is describing the data in narrative. This step is
describing the result of the research which is understandable. The form of displaying is not always
in sentences, but can be in the form at table which supports the narrative data.
 Drawing Conclusion
The last step is the researcher draws conclusion and gives suggestion of the research based
on data analysis.
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Quantitative Data Analysis

Beside qualitative data the writer uses quantitative data. To know the result of this research
the writer uses a formula by comparing the mean score result of pre-test and post-test. In scoring
the test, the writer calculates the student‘s score by using the formula:
 Mean Calculation
M=
Where:
M : Mean
∑Fx : The total score
N : Number of student
 Standard Deviation Calculation
Explanation:
SD = Deviation standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sampling
 The Calculation of the T-test
It the mean score result increases, the student‘s writing skill is considered imposed and vice
versa. Finally, by analyzing data from observation, interview, and test the writer is able to draw
conclusion whether outdoor activity can improve the student writing skill or not.
Discussion
In this session, the researcher presented discussion based on all the data on finding of
this study. This discussion deals with the research question of this study, these are; does the
outdoor activity improve students‘ ability in writing descriptive text, to what extent is the different
improvement the students‘ ability in writing descriptive text toward the implementation of outdoor
activity.
In this case the researcher conducted t h e d a t a with some instruments and she tried to
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answer the questions with some instruments; written tests, observation, interview and
documentation. The researcher has done the observation three times.
In the first observation the researcher found that the teacher explained about the generic
structure of descriptive text. The teacher gave a simple descriptive text and explained a b o u t
the generic structure of the text. And when the students asked by the teacher to make a
descriptive text they difficult to start their writing because most of the students
are lack of vocabulary. It is known that from the first observation that most of the students asked
to the teacher about the word that would be written. In the second observation and the third
observation, the students more confident, more careful, more selective in writing descriptive text.
After describing each cycle, the researcher analyzes the result of all cycle in a table. It used
to know the improvement from one cycle into next cycle. The comparative analysis cover of three
aspects; they are the procedure of teaching writing descriptive text using outdoor activity, the
result, as follows:
Table 4.15
The Result of Teaching – Learning
Aspect Before Cycle Cycle 1 Cycle 2 Cycle 3

The implementation The teacher just The teaching The teaching The teaching learning process
of teaching writing adopted a learning process learning process used outdoor activity.
descriptive text using traditional method using outdoor used outdoor The material was presented by
outdoor activity of teaching activity activity. more written and seen more
The material was The material was The material was object outside the classroom.
not presented with presented by presented by more The writing descriptive text of
media written and real written and seen teaching learning process
object. more object consisted of vocabulary, and
The procedure outside the grammar exercises.
consists of classroom.
vocabulary and The writing
grammar descriptive text of
exercises. teaching learning
process consisted
of vocabulary, and
grammar
exercises.
The students‘ ability in The average score The average score The average score The average score was 74
writing descriptive 57 was 64 was 71 The highest score 93
text The highest score The highest score The highest score The lowest score was 66
was 70 80 89
The lowest score The lowest score The lowest score
was 34 was 54 was 60
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The students‘ The students The students The students The students more
responses gave positive more more enthusiastic and energize
responses in enthusiastic enthusiastic in the class.
the and energize and energize Mostly the students were
beginning of Enough in in the class. coorpertive very much
the action. the class. Mostly and looked braver, more
Some of the Students students confident, more selective,
students more were and careful in writing
cooperative cooperative text.
and in the class The students paid more
understand and looked attention in teaching
the method more braver, learning process.
The students more The students showed
showed their confident, their sucessful learning.
improvemen more
t in writing selective and
decriptive creative in
text. writing
descriptve
text.
The students
paid more
attention
during the
teaching
learning
process
The students
show their
successful
learning
Based on the result above, basically, the discussion is a follows:
The Implementation of Teaching Writing Descriptive Text Using Outdoor Activity

The research is conducted in three cycles, every cycle consist of two meeting except the
last cycle only held in one meeting. First meeting was held in indoor activity and second meeting
was held outdoors. In implementing the action, the researcher used four steps they are planning,
action, observing and reflecting in every cycles. The action using method outdoor activity ran well.
The students more active and enjoyed the teaching learning process. By using outdoor activity, the
students could improve their motivation and it stimulated them to write descriptive text better than
before. Therefore, the students got motivation and improve their ability in writing descriptive text.
In the first cycle, the teacher and the writer gave topic ―My School‖. Here the students
asked to arrange a jumble sentence. They did it in their group but because they could not finish
their task their teacher asked them to make as home work. They could not finish it because they are
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limited of vocabulary and some of the students did not bring their dictionary.
In te second day of first cycle, the teacher used the method outdoor activity used to finish
the assignment given by the teacher. But in applying the technique the researcher found some
problems including the limitation of students‘ vocabulary. To solve this problem, the teacher
divided the students into some group so the students could discuss with their friends in the group.
Another problem from this meeting was some disturbance from other class because that
time the school yard also used by the other class especially in the volleyball field. To solve the
problem, the teacher asked some help from the students training from IAIN Salatiga to make the
students focus including guided them in writing.
In the second cycle the teacher gave the different topic ―Interesting People‖. Here the
researcher used outdoor activity to finish the assignment which given to the students with
consideration of the weakness of the first cycle so the teaching learning could be better than before.
Here almost all the students brought their dictionary as their resources. In this activity the
researcher finds some students who like to make some noise to the teacher called them and give the
some warning to not to disturb the other. The teacher tried to monitor all the students in the group.
The students looked so active discussing with friands including when they conducted some
interview to their interesting teacher.
In the third cycle the teaching learning process only held in one day. The teacher gave topic
―Mountain‖. In this cycle the students look more active and better than the last cycle so there is
better improvement from the students. The last meeting the students more familiar with the
technique, they more understand where they need to focus on when they was asked to look at
something. The students are cooperative more in the group and also in teaching learning process.
The Students’ Ability in writing Descriptive Text Using Outdoor Activity

To know whether the teaching learning using outdoor activity could improve students‘
writing descriptive or not, the researcher conducted pretest and post-test. The researcher compares
the result of the pre- test and post- test.
The researcher finds that the number of students who increase their writing descriptive text
is 25 students. Most of the students who got high score was active in the class, they active in asking
question and also answer the teacher‘s question even though sometime still used in Bahasa.
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From the discussion the result of the pre-Test and post-Tes, the researcher could say that
outdoor activity could increase the students‘ ability in writing descriptive. It is proved with the
students‘ improvement score of the tests because mean of post-test in cycle 1 is higher than mean
of pre- test (64.53>56.56), the mean of post-test 2 in cycle 2 is higher than mean of post-Test in
cycle 1 (70.59>64.53) and the mean of the mean of post-Test of the cycle 3 is higher than post-Test
in the cycle 2 (74.56> 70.59).
The effectiveness of using outdoor activity in improving students writing skill is proved
from the result of t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test was higher
than the score of t-table and the result of t-test and t-table in cycle 3 (15.11>2.042) also showed
that the score of t-test was higher than the score of t- table. Here the result of the t-test and the
t-table in cycle 2 low (8.82>2.042).
Conclusion
Based on the result of the research, which aims to develop the students‘ writing descriptive
text using outdoor activity, the researcher made conclusion related to the research question which
are stated in chapter I. The conclusions were obtaining through real phenomenon as the researcher
did during the observation. The researcher draws some conclusion as follow:
Teaching writing descriptive text using outdoor activity to the second year students
increases the students‘ motivation and achivement in writing descriptive text. In implementing
this outdoor activity, the teacher explains about the language feature and the generic
structure of writing descriptive text. In every meeting, he always remind the students and
review the lesson in previous or in the last meeting. The teacher always asked the students to
write used their own words and and from the observation, the implementation of outdoor activity
could minimize the students‘ difficulty in writing descriptive text. Beside that it made the student
looked happy and interest in joining the teaching learning process, it can be seen from the
observation that the students are active anjoy the teaching learning process including when they
were in their group, they could express their ideas and most of the students are very enthusiastic
to write a descriptive text in outdoor.
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The result of the research shows there is an improvement of student‘s achievement, it known
from the result of the pre- test and the post- test. When the students wrote the descriptive text
before the action the mean of the students‘ score is 57 while the mean of the post- test is 70. In the
pre- test the total number of the students that did not pass the passing grade was 22 students. In the
first post- test the number is 14 students, the second post- test 3 students and the third post- test
or last post- test all the students is pass the passing grade with the lowest score is 66 and the
highest score is 93. And the total students those successes in the study also increase, from 17
students up to 29 students. Thus, the improvement of students‘ writing ability is success and
proven.
From the discussion the result of the pre-Test and post-Test, the researcher could say that
outdoor activity could increase the students‘ ability in writing descriptive. It is proved with the
students‘ improvement score of the tests because mean of post-test in cycle 1 is higher than mean
of pre- test (64.53>56.56), the mean of post-test 2 in cycle 2 is higher than mean of post-Test in
cycle 1 (70.59>64.53) and the mean of the mean of post-Test of the cycle 3 is higher than
post-Test in the cycle 2 (74.56> 70.59).
The effectiveness of using outdoor activity in improving students writing skill is proved
from the result of t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test was higher
than the score of t-table and the result of t-test and t-table in cycle 3 (15.11>2.042) also showed
that the score of t-test was higher than the score of t- table. Here the result of the t-test and the
t-table in cycle 2 low (8.82>2.042).
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Anggraeni, Hayu Raras. 2008. Teaching Writing Narative Genre Using Guided Composition to
the Second Year Students of SMP N 1 Gemolong in 2007/2008 Academic Year (A Case
Study). Unpublished Research Paper. Surakarta: Muhammadiyah University of Surakarta.
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Doughlas, H. Brown. 2007. Principles of Language Learning and Teaching fift edision, San
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Emelia. Riska Tina. 2008. Increasing Students’ Writing Skill Using Picture strip Story at the First
Year of MTS Ma’hadul Muta’alimin Katerban Ngawi. Unpublished Research Paper.
Surakarta: Muhammadiyah University of Surakarta
Fauziati, Endang. 2008. Teaching of English as a Foreign Langauge (TEFL). Surakarta:
Muhammadiyah University Press.
Haryanti, Dwi. 1999. Writing Paragraph to Essay. Surakarta: Muhammadiyah University Press.
Maleong, J.L. 1995. Metodologi Penelitian Kuantitatif Bandung: PT Remaja.
Martz, J.T. .2000. School Nture Centres/ Outdoor Classroom Enviromental Education Program.
Agriculture Exten.
Nunan. David. 1991. Practical English Language Teaching. Cambridge: Cambridge University
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Oshima, Alice. 1998. Witing Academic English third edisition. USA: Longman
Patmonodewo. 2003. Pendidikan Anak Usia Prasekolah. Jakarta: PT Rineka Cipta.
Reid, Joy M. 2008. The Process of Paragraph Writing. New Jersey: University of Wyoming.
Smalley, Regina L. 2001. Retiming Composition Skills Rethoric and Grammar. USA: Henle &
Henle.
Pardiyono. 2008. Pasti Bisa! Teaching Genre Based Writing. Yogyakarta: C.V Andi Offset.
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Enhancing Students’ Speaking Skill through Gallery Walk Technique
Farrah Zakiyah Anwar

SMA Muhammadiyah (Plus) Salatiga
zakiyahfarrah@yahoo.com
Abstract
The aims of this research are (1) to describe the procedure of enhancing students‘ speaking skill by
―gallery walk‖ technique at the first grade students of SMA Muhammadiyah (plus) Salatiga in
academic year 2014/2015. (2) to find out whether the ―gallery walk‖ technique can enhance
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students‘ speaking skill or not and (3) to find out the extent of the use of ―gallery walk‖ technique
enhancing students‘ speaking skill. The research method that is used in this research is classroom
action reserach. The subjects of the research were 34 students in grade X at SMA Muhammadiyah
(plus) Salatiga. The researcher uses two cycles; each cycle consists of planning, action,
observation and reflection. The result of this research shows that there is an enhancement of the
students‘ speaking skill using ―gallery walk‖ technique. It can be seen from T-Test calculating in
cycle I is 5.09 and cycle II 6.70; T-Table with N = 34 is 2.035. And also the increasing students‘
mean score in percentage from cycle I to cycle II with the standardized score (the minimum of
passing criteria) is 75, At the cycle I is 55.88% students and 82.35% in the cycle II. The
increasing of score in percentage from cycle I to cycle II is 26.47 %. This indicates that by
applying ―gallery walk‖ technique, the students‘ speaking skill can be enhanced.
Keywords: enhance, speaking skill, gallery walk technique.
Abstrak
Tujuan dari penelitian ini adalah (1) untuk menguraikan bagaimana cara meningkatkan
kemampuan berbicara siswa dengan tehnik gallery walk di kelas satu SMA Muhammadiyah (plus)
Salatiga tahun ajaran 2014/2015. (2) untuk mengetahui apakah tehnik gallery walk mampu atau
tidak meningkatkan kemampuan berbicara siswa, dan (3) untuk mengetahui peningkatan dari
penggunaan tehnik gallery walk dalam meningkatkan kemampuan berbicara siswa. Metode
penelitian yang digunakan adalah penelitian tindakan kelas. Subjek dari penelitian ini adalah 34
siswa di kelas X SMA Muhammadiyah (plus) Salatiga. Peneliti menggunakan dua siklus; setiap
siklus terdiri dari perencanaan, tindakan, observasi dan refleksi. Hasil dari penelitian ini
menunjukkan adanya peningkatan pada kemampuan berbicara siswa menggunakan tehnik gallery
walk. Dapat dilihat dari perhitungan T-test di siklus pertama adalah 5.09 dan siklus kedua 6.70;
T-table dengan N= 34 adalah 2.035. Serta peningkatan pada nilai rata-rata siswa dalam persentase
dari siklus pertama dan kedua dengan nilai ketuntasan standar minimal adalah 75, pada siklus
pertama terdapat 55.88% siswa dan 82.35% pada siklus kedua. Peningkatan nilai dalam persentase
dari siklus pertama sampai kedua adalah 26.47%. Hal ini menyatakan bahwa dengan menerapkan
tehnik gallery walk, kemampuan berbicara pada siswa berhasil ditingkatkan.
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Kata Kunci: meningkatkan, kemampuan berbicara, tehnik gallery walk.
Introduction
In English language teaching, there are four skills included in: speaking, listening, reading
and writing. Many people feel that speaking in a new language is harder than reading, writing or
listening for two reasons. First, unlike reading or writing, speaking happens in real time. Usually
the person, who we are talking to, is waiting for us to speak right then. Second, when we speak, we
cannot edit and revise what we want to say, as we can do in writing.
Speaking in a foreign language involves a variety of processes, and learning to perform all
of them quickly requires an extensive practice. However, speaking skill was observed as a difficult
skill to be maintained. It was reflected from students‘ ability to communicate in English. The
students tended to be silent in the classroom because they lack of self- confidence. Students also
need more practice since through practice students could learn to express their feeling, emotion,
thought, and their intention. Besides, the teacher was not able to realize the students‘ problem in
speaking and could not create a good situation in teaching learning process in the classroom.
Based on the observation when the writer taught in the classroom, there were many reasons
that the students less in speaking. It may be caused by the students‘ shy or lack of self- confidence
to speak in English. In previews, their study about English have not been maximally. They did not
use English in daily life although in giving gratitude and meeting. Sometimes the students were
less concentration when they have learning in the classroom. They were sleepy, not too understand
about the material but shy to ask to the teacher, and unfamiliar with using dictionary. They
considered that study English is difficult and not their daily language, so their study about English
being not interested.
From the reason, the writer wants to enhance students‘ speaking skill by gallery walk
technique. Gallery walk is one of the most versatile learner centered activities. The gallery walk
connects learners to each other and learners to the training topic in a number of interesting,
interactive ways (in Bowman, 2005: 1). By the use of gallery walk technique, the writerhopes the
students are able to involve the emotional power to find a new knowledge and motivate them to be
active to improve their self- confidence on English language especially in speaking skill.
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Gallery Walk
In Gallery walk is a presentation method in which individual learners or groups display
their work products (often on posters) and then walk around the room viewing each other‘s work.
They may be asked to provide feedback to the group of individual who created the work
(Silberman, 1996: 24). From Silberman‘s statement means gallery walk allows students to be
actively engaged as they walk throughout the classroom. They work together in small groups to
share ideas and respond to meaningful questions, images, and problem-solving situations or texts.
In the other hand, Francek (2006: 27) describes that gallery walk is a discussion technique
that gets students out of their chairs and into active engagement. The advantage of the method is its
flexibility. A Gallery walk holds a variety of benefits for students and teachers alike.
The gallery walk is a powerful opening, closing, or review activity. In this activity,
participants write on various pieces of chart paper that they have taped to the training room walls.
Through a gallery walk, the students are able to learn from one another and from their own
previous knowledge. The technique serves many different types of students‘ intelligences and
many different ways in which students learn. It serves the kinesthetic learner, because it involves
walking around and other movement, it serves the interpersonal learner, because it includes small
group interaction, and it serves the verbal/linguistic learner, because it includes discussion and
written answers.
Speaking is a skill which is often used for interaction with other. Majority of the people
assess English through a speaking ability. However people fell worried to practice speaking ability
because internal factors like motivation, lack of confidence and a low ability. As state by Chaney
(1998: 13) which is quoted by Kayi (2006) ―Speaking is the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of contexts". In addition,
Speaking is an interactive process of constructing meaning that involves producing and receiving
and processing information.
Besides that, Speaking is one of the important skills that have to be mastered by students in
learning English. It is an essential tool for communicating. Talking about speaking is talking about
communicating, express the ideas, feeling, opinions and others, that will be change for one person
to another.
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Research Method
The type of this research is Classroom Action Research (CAR). Classroom action research
is research which is done by the teacher in teaching learning process to understand the situation
and to improve the skill of the students in learning process. The classroom action research
conducted in SMA Muhammadiyah (Plus) Salatiga which aims to enhance students‘ speaking skill
through gallery walk technique.
The research was carried out in SMA Muhammadiyah (Plus) Salatiga. This school is
located at Jl. KH. Ahmad Dahlan No. 1 Soka, Salatiga. The place selection was based on the
researcher have been teaching in a practical field experience program or PPL (Praktek Pengalaman
Lapangan) and the institution has never conducted research about enhancing students‘ confidence
in speaking skill through gallery walk technique.
The research was done at the second semester in the academic year of 2014/2015 and was
conducted on May 2015. The subject of the research is the first grade students of SMA
Muhammadiyah Plus Salatiga. The firts grade students consist of three classes, but the researcher
took X IPA class. This class consists of 34 students, 10 male and 24 female. They come from high
and middle economy families and most of them have high motivation to study.
Discussion
In the implementation of research, the researcher has arranged two cycles. The steps are:
planning, acting, observing, and reflecting.
Cycle I
Planning
The teacher was preparing the materials, making lesson-plan, and designing the steps in
doing the action; Preparing list of students‘ name and scoring; Determining teaching aids (
e.g. picture, board marker, carton, marker with a different colors, glue, digital camera,
laptop; Preparing sheet of classroom observation; and determining test (pre-test and
post-test).
Action
This research has been done on May 2015 in SMA Muhammadiyah (Plus) Salatiga on
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Wednesday, 06th May 2015. The research would be started on Saturday, 09th May 2015. At
that time, the researcher and observer Sri Rejeki entered the class with the class condition
was not too crowded. It seemed that they were ready to get the next lesson, so it do not need
a long time to begin the class because the students have been already know about the
researcher.
Observation
In the first cycle, the researcher observed the learning process by asking the observer to
help her in monitoring the students‘ activity and attention during the action in the
classroom. This observation was purposed to know how far the early condition of students‘
skill in speaking, the situation of teaching learning process, also to collect the data. Before
the researcher implemented the action, the students seemed nervous, had less confident and
difficult to express their ideas. Largely they tended to be silent and answered the teacher‘s
questions with bahasa. Actually the students had high motivation to learn English and
understood to what the teachers said.
Table 1
The Students’ Score of Pre Test and Post Test in Cycle 1
No. Name Of Students Pre-test Post test

Post-Pre (D) D2
I (X) I (Y)
1 Abdul Rhohim 60 60 0 0
2 Abdul Rohman 56 60 4 16
3 Adinda Hakqi Pinandita 64 76 12 144
4 Aditya Suwarsa 76 80 4 16
5 Agus Hariyono 60 64 4 16
6 Angga Setiawan 64 76 12 144
7 Anggi Agustina 68 76 8 64
8 Anita Sari 64 68 4 16
9 Annisa Murti Solikhah 68 76 8 64
10 Eka Puji Kusumaningrum 60 68 8 64
11 Hafiz Hajar Nisyapuri 56 60 4 16
12 Iin Zuliana 56 60 4 16
13 Kodri 80 80 0 0
14 Kusumastuti 60 64 4 16
15 Laelatul Barokah 76 76 0 0
16 Manis Sugiyanti 72 76 4 16
17 Muhammad Rofiq 72 68 -4 16
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18 Novita Sari Puji Astuti 68 64 -4 16

19 Nur Rohman 60 64 4 16
20 Nuril Um Mayasari 60 60 0 0
21 Nurma Yuliani 80 84 4 16
22 Prihatiningsih 76 76 0 0
23 Qonita Firdaus Jasareviq 84 88 4 16
24 Ragil Monitasari 68 64 -4 16
25 Rizky Putri Nurjanah 72 76 4 16
26 Sinta Cahyaningrum 76 84 8 64
27 Sinta Larasati 68 72 4 16
28 Slamet Lestari 76 80 4 16
29 Sri Wahyu Sholekah 76 76 0 0
30 Sutrisni 68 76 8 64
31 Tiara Mafa Salsabila 72 76 4 16
32 Yanuar Rista Putra 64 64 0 0
33 Yesinta Kusuma Dewi 80 80 0 0
Nasution
34 Zaidatus Sa‘diyah 76 80 4 16
Total 2336 2452 116 912
Reflection
After analyzing the result of the first meeting, There were 55.88% students who passed the
KKM (the minimum of passing criteria). The researcher and observer concluded that in the first
cycle the mean of post test was higher than pre test. In this meeting, most of students felt bored
with a method that usually used by the English teacher in the classroom. The result of post test
showed that the students‘ speaking skill were good enough. The result of pre test was 68.70,
meanwhile in post- test was72.11. It was very important for the reseacher to continue the next
cycle, to enhance the students‘ speaking skill with the same technique namely ―Gallery walk‖. In
the second meeting, a researcher hoped the students were more active to share their ideas to the
class and speak confidently with friends.
Cycle II
Planning
The teacher was preparing the materials, making lesson-plan, and designing the steps in
doing the action; Preparing list of students‘ name and scoring; Determining teaching aids ( e.g.
picture, board marker, carton, marker with a different colors, glue, digital camera, laptop;
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Preparing sheet of classroom observation; and determining test (pre-test and post-test).
Action
On Monday, May 11st 2015 the researcher and observer Sri Rejeki entered the class by
greeting and asking students‘ condition. She continued the lesson with the same material but
different theme. In the second meeting, the researcher explained about gallery walk technique
more detail in order to make sure that students have a fully understanding about it.
Observation
In cycle II, most of the students were more active in the learning process because they
had already understood how to apply allery walk Technique.They practiced the dialog with
confidence and they did not afraid to make mistakes because the researcher said to the students
that mistakes were a process of learning. The students became enjoy with lesson without shy to
ask something if they found difficulties. It was meant that the technique given by the
researcher was successfully enhanced students‘ self-confidence in speaking skill.
Table 2
The Students’ Score of Pre Test and Post Test in Cycle II
No. Name Of Students Pre-test Post test II

Post-Pre (D) D2
II (X) (Y)
1 Abdul Rhohim 64 76 12 144
2 Abdul Rohman 60 76 16 256
3 Adinda Hakqi Pinandita 72 76 4 16
4 Aditya Suwarsa 76 80 4 16
5 Agus Hariyono 60 68 8 64
6 Angga Setiawan 68 76 8 64
7 Anggi Agustina 76 80 4 16
8 Anita Sari 76 76 0 0
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9 Annisa Murti Solikhah 76 76 0 0
10 Eka Puji Kusumaningrum 64 76 12 144
11 Hafiz Hajar Nisyapuri 60 72 12 144
12 Iin Zuliana 60 68 8 64
13 Kodri 72 80 8 64
14 Kusumastuti 60 76 16 256
15 Laelatul Barokah 72 80 8 64
16 Manis Sugiyanti 76 76 0 0
17 Muhammad Rofiq 76 76 0 0
18 Novita Sari Puji Astuti 64 68 4 16
19 Nur Rohman 60 68 8 64
20 Nuril Um Mayasari 64 68 4 16
21 Nurma Yuliani 76 84 8 64
22 Prihatiningsih 72 76 4 16
23 Qonita Firdaus Jasareviq 80 92 12 144
24 Ragil Monitasari 72 76 4 16
25 Rizky Putri Nurjanah 76 80 4 16
26 Sinta Cahyaningrum 76 80 4 16
27 Sinta Larasati 76 76 0 0
28 Slamet Lestari 76 80 4 16
29 Sri Wahyu Sholekah 76 76 0 0
30 Sutrisni 76 76 0 0
31 Tiara Mafa Salsabila 76 76 0 0
32 Yanuar Rista Putra 60 76 16 256
33 Yesinta Kusuma Dewi 76 80 4 16

Nasution
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34 Zaidatus Sa‘diyah 76 76 0 0
Total 2400 2596 196 1968
Reflection
The researcher concluded that there was an enhancement of students‘
speaking skill through gallery walk technique. It was proved by the result of score in
cycle II. From the result of cycle I and II, the implementation of gallery walk technique enhances
the students‘ speaking skill. Therefore, the more students‘ feel interest, the more students gain
ability to speak in English.
Table 3
The Students’ Mean Score in Percentage
Category Cycle 1 Cycle 2
<75 4412% 17.65%
>75 55.88% 82.35%
Table 4
The Mean of Students’ Scores
No Analyze Cycle I Cycle II

 Mean
 Pretest 68.70 70.59
 Posttest 72.11 76.35
 T-Table N= 34 2.035 2.035

 T- Test calculation 5.09 6.70
Conclusion
The title of this research is ―Enhancing Students‘ Speaking Skill through Gallery walk
Technique (A Classroom Action Research at the First Grade students of SMA Muhammadiyah
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(Plus) Salatiga in the Academic Year 2014/2015). The finding of the research in SMA
Muhammadiyah (Plus) Salatiga shows:
The procedures of implementation of Gallery walk technique in enhancing students‘ speaking of
the first grade students of SMA Muhammadiyah (Plus) Salatiga are as follows:
The teacher provides some materials needed such as: several sheets or carton, glue, different
colored pens and discussion questions. The teacher divides the class into group with four or five
students and gives each group a different colored pen. The students make their gallery in group and
discuss what they have in the gallery. The teacher instructs each group to walk around to the next
gallery. Every group has to review the task, discussion questions and any answer recorded by the
previous groups. Then members of the group must add an informations or comments with a
colored pen that represents their own group. After an appropriate amount of time (about 3
minutes), the students move to other gallery until all the groups have visited each gallery. The
students return to their own gallery to prepare the comments and brief oral report to present in the
larger class. This oral report as an opportunity for all the students to check their own understanding
of the lesson. The teacher gives comments and summarizes the discussion questions in the end of
learning.
The students‘ speaking skill can be enhanced by ―gallery walk‖ technique in teaching learning
process. It can be proved by the score of pre-test and post-test. The score of post-test are greater
than pre-test. The cycle I shows that the score of pre-test is 68.70and the score of post-test is 72.11.
Meanwhile, the cycle II shows that the score of pre-test is 70.59and the score of post-test is 76.35.
It means that there is significant difference mean between pre-test and post-test. This indicates that
―gallery walk‖ technique can enhance the students‘ speaking skill of the first grade students of
SMA Muhammadiyah (Plus) Salatiga in the academic year 2014/2015.
The extent of using ―Gallery walk‖ technique can be proved by t-test calculation. T-test is
formula to know the significant differences between pretest and posttest. The t-test from this
research is from 5.09 in the first cycle become 6.70 in the second cycle. From the t- test, it can be
seen that there is enhancement from the first cycle to the second cycle. And also the increasing
students‘ mean score in percentage from cycle I to cycle II with the standardized score (the
minimum of passing criteria) is 75, At the cycle I is 55.88% students and 82.35 % in the cycle II.
The increasing of score in percentage from cycle I to cycle II is 26.47 %.Furthermore, the gallery
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walk technique make the studentsmore enjoy because the atmosphere of the learning process not
too formal. The students can express what they want to say and it can increase their skill in
speaking to share their idea to the other friends in front of the class.
References
Bowman, Sharon L. 2005. The Ten Minutes Trainer 150 Ways to Teach it Quick and Make it
Stick.San Fransisco: Pfeiffer.
Bowman, Sharon L. 2005. The Gallery Walk: An Opening, Closing, and Review Activity. [online]
available: http://www.boperson.com/BOWPERSON/GalleryWalk.pdf. retrieved 18
November 2014.
Brown, H. Douglas. 2001. Teaching by Principle, an Interactive Approach to Language
Pedagogy. Second Edition. New York: Longman.
Brown, H. Douglas. 2004. Language Assessment. New York: Longman.
Brown, H. Douglas. 2007. “Principles of Language Learning And Teaching fifth Edition”.Unite
State of America: Longman.
Burns, Anne. 2009. Doing Action Reserach in English Language Teaching. New York: Routledge.
Creswell, John W. 2012. Educational Research. University of Nebraska: Pearson.
Francek, Mark. 2006. Promoting Discussion in the Science Classroom Using Gallery Walks.
Journal of College Science Teaching, September. Page 27-31 [online] available:
http://blog.stetson.edu/jrseminars/wp-content/uploads/Gallery-Walk.pdf retrieved 18
November 2014.
Harmer, Jeremy. 2001. “How to teach English”.England : Longman.
Kayi, Hayrine. 2006 Teaching Speaking: Activities to Promote Speaking in a Second Language.
USA: TESL journal. [online] available: http://unr.edu/homepage/hayriyek retrieved 16
January 2015.
Shojaee. 1996. ―Journal of As Effective Speaking Activity.‖
Silberman, Mel. 1996. Active learning: 101 Strategies to Teach Any Subject. U.K. A: Pearson
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Education Company.
Songsiri, Montha. 2007. An Action Research Study of Promoting Students’ Confidence in
Speaking Skill. Victoria University.
Taylor, P. 2001. Gallery Walk, http://www.cct.umb.edu/gallerywalk.html. retrieved 18
November 2014.
The Analysis of Basic Sentence Patterns in English Translation of the Holy Qur’an
In Surah Ad Dukhan By Abdulloh Yousuf Ali
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Arifah Wulandari
IAIN Salatiga
Jl. Tentara Pelajar No 2 Salatiga, Central Java, Indonesia
Arifahwulan16@gmail.com
Abstract
This study is aimed at the analysis of basic sentence patterns in English translation of the
holy Qur‘an in surah Ad Dukhan. Focusing on the problem statements, there are two cases in this
study. They are ―What are types of the basic sentence patterns that is found in English translation
of the Holy Qur‘an in surah Ad Dukhan and what is the dominant of the basic sentence patterns
types that is found in English translation of the holy Qur‘an in surah Ad Dukhan. This research,
applied descriptive qualitative method. The data is collected by documentation. The primary data
is taken from surah Ad Dukhan in Abdullah Yousuf Ali‘s English translation of the noble Al
Qur‘an. The secondary data is taken from many literary books and some relevant materials to
support and complete the primary data source.
The procedure of analyzing the data start by analyzing about basic sentence patterns types
based on Nichols‘s theory in his book English Syntax. Then find the dominant of the basic
sentence patterns types of the holy Qur‘an English by Abdullah Yusuf ‗Ali, in 1934 that is focus in
surah Ad Dukhan. The overall findings showed that there were basic sentence patterns found in 52
cases are in sentence patterns 1consist of 12 cases, in sentence patterns 2 there are 19 cases, in
sentence patterns 3 there are 7 cases, in sentence patterns 4 there are 10 cases, in sentence patterns
5 there are 4 cases. From the result the dominant cases that occurred of sentence patterns that found
in Abdullah Yusuf Ali‘s translation. The most dominant is sentence patterns 2. After analysis in
this paper, the writer suggests in analyzing basic sentence pattern of English, we find that selection
is an important syntactic process. The learner will get new idea doing observe as the writer done
and they can possibly provide more book to have deeper analysis about that.
Key Word: Sentence Patterns, Translation, Holy Qur’an, Surah Ad Dukhan.
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Abstrak
Penelitian ini bertujuan untuk menganalisis pola kalimat dasar pada terjemahan Bahasa
Inggris yanga terdapat di Al Qur‘an surat Ad Dukhan. Pernyataan masalah fokus pada dua kasus
dalam penelitian ini. Kasus tersebut adalah ―Apa tipe-tipe pola kalimat dasar yang terdapat pada
terjemahan Bahasa Inggris di dalam Al Qura‘an surat Ad dukhan‖ and ―Apakah tipe pola kalimat
dasar yang sering muncul pada terjemahan Bahasa Inggris di dalam Al Qura‘an surat Ad dukhan‖.
Dalam penelitian ini menerapkan metode diskriptif kualitatif. Data dikumpulkan dengan
dokumentasi. Data utama diambil dari terjemahan Bahasa Inggris dalam Al Qur‘an surat Ad
Dukhan yg diterjemah kan oleh Abdullah Yousuf Ali. Data kedua diambil dari beberapa buku
sasatra dan beberapa buku yng relavan untuk mendukung dan melengkapi data utama.
Cara menganalisa data dimulai dengan menganalisis tentang tipe pola kalimat dasar
berdasarkan teori Nichols dalam bukunya English Syntax. kemudian menemukan tipe pola kalimat
dasar yang sering muncul pada terjemahan Bahasa Inggris di dalam Al Qura‘an surat Ad dukhan
oleh Abdullah Yousuf Ali. Temuan pada keseluruhannya menunjukkan bahwa pola kalimat dasar
yang ditemukan ada 52 kasus diantaranya adalah pola kalimat tipe ke 1 terdapat 12 kasus, pada
pola kalimat tipe ke 2 terdapat 19 kasus, pola kalimat tipe ke 3 terdapat 7 kasus, pola kalimat tipe
ke 4 terdapat 10, dan pola kalimat tip eke 5 terdapat 4 kasus. Dari hasil tersebut kasus yang sering
muncul terjadi pada pola kalimat yang ditemukan dalam terjemahan Bahasa Inggris Abdullah
Yousuf Ali adalah pola jalimat tipe ke 2. Setelah menganalisis tulisan ini, penulis menganjurkan
untuk menganalis pola kalimat dalam Bahasa Inggris, kita menemukan pilihan yang penting dalam
proses syntactic. Para pembelajar akan mendapatkan ide baru unyuk melakukan penelitian seperti
yang penulis telah lakukandan merekan mungkin memperlengkapi lebih banyak buku utuk
menganalisis lebih dalam tentang itu.
Kata Kunci: Pola Kalimat, Terjemahan, Kitab Al Qur’an, Surah Ad Dukhan.
Introduction
Languages have rules. The rules of a language are called the grammar. The reason for these
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rules is that a person needs to be able to speak an indeterminately large number of sentences in a
lifetime. The effort would be impossibly great if each sentence had to be learn separately. In
linguistics, the way in which words are put together to form phrases, clauses, or sentences is called
by syntax.
According to Miller (2002: xii), syntax has to do with how words are put together to build
phrases, how phrases are put together to build clauses or bigger phrases, and how clauses are put
together to build sentences. In small and familiar situations, humans could communicate using
single words and many gestures, particularly when dealing with other members of the same social
grouping (nuclear family, extended family, clan and so on). But complex messages for complex
situations or complex ideas require more than just single words; every human language has
devices with which its speakers can construct phrases and clauses.
By learning the rules for connecting words it is possible to create an infinite number of
sentences, all of which are meaningful to a person who knows the syntax. Thus it is possible to
construct many sentences that the speaker has never heard before.
Language is the greatest means of communication among people which naturally tend to
get closer to another language through speech. Thus, they try to overcome the barrier of language
among them through translation in any of its various forms, written or spoken. In translation, the
rule of the language is very important. When we translate something, we will convey the message.
We need syntax in order to compose complex message because it convey meaning.
Translation has played a great role in all walks of life just like politics, diplomacy,
government administration, science, technology and religious activities. Out of this vital part in
communication among different peoples, cultures and races through different ages, translation has
always been needed. Translation has played a great role in the development of many languages and
their literatures. Translation is everywhere: in business, international politics, cultural exchange,
science, technology and international organizations such as the United Nations and European
Union (Newmark, 1981: 5-6; Massoud, 1988: 1-2). Translation was a necessity in the past, an
urgent need at present and will be a more pressing need in the future.
In the past, Arabic language rendered thousands of Greek works in nearly all fields into
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their language. Comparing the Arabian world today with other European, Asian and American
countries in the field of translation, it is discovered that the Arabian world lags behind all of them.
In addition, Arabic language needs translation to portray a true picture about their identity and
culture, and here lies the importance of translating the Qur‘an, the core of their majority's
religion—Islam.
There are many reasons for translating the Qur‘an. According to the Islamic view, Islam is
a universal religion, and Prophet Muhammad was sent as a Messenger to the whole world,
regardless of language, color, race, etc. The universality of the Islamic message has made Muslims
responsible for translating the Qur‘an into different languages to ―the jn greatest part of the
Muslim nation, to whom Arabic has become, a foreign language‖ (Ghali, 2005: ix). In view of the
importance of translating the Qur‘an, many eminent scholars of Islam say that it is obligatory.
It is important to translate the Qur‘an into different languages; the translation into English
is the most important. First of all, English, as considered by many, is the first language all over the
world nowadays. It is held as a language of high esteem and prestige, being the official language of
many politically influential countries such as the USA and the UK and the second language of
many other significant countries as China, India, etc. Besides that, English is known as a foreign
language in the world, especially in Western Europe.
Moreover, a great deal of the mass media is in English. This widespread of the English
language gives any English translation of the Qur‘an the opportunity to be more widely read than
any other translation into another language. In the Preface of the Holy Qur‘an English translation
entitled The Holy Qur’an: Translation and Commentary by Abdullah Yusuf ‗Ali, in 1934, wrote
―The English language, being widely spread, many people interested in Islam will get their ideas of
the Qur‘an from English translations‖.
In this study, the writer chose Surah Ad-Dukhan for the discussion. The surah is chosen
because there are many messages in this surah. The theme of this particular surah is how worldly
pride and power are humbled in the dust if they resist spiritual forces, and how Evil and Good find
their true setting in the Hereafter. The title of Ad Dukhan revealed in verse 10 in the Holy Qur‘an.
The meaning of ad Dukhan is smoke or mist and may refer to a drought or famine, as explained in
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the notes to the verse. It is very important to understand the whole content of this surah. We can
learn it through the translation then applied the moral excellences from this surah for our daily life.
Language in Translation
Language is ―the system of human expression by means of words‖ while literature is‖ a
written works which are of artistic value‖. According to (Newmark, 1988: 127), a literary
translation should be artistic and has no limited right. Moreover, as connotative, literary text
should be translated to know its latent meaning, to look the allegory in the story, the moral in the
action, etc. He said that the interpretation of text is able to clear up and even increase by way of
translation. It is to give some perception and understanding of culture (Newmark, 1988: 19).
The relationship of linguistics to translation can be twofold: one can apply the findings of
linguistics to the practice of translation, and one can have a linguistic theory of translation, as
opposed, say, to a literary, economic or psychological theory of translation.
Saussure (linguist) made it possible to see language as a set of structured systems rather
than a ragbag of bits and pieces. Some parts of language, such as grammar, have always been
thought of as systems, of course. But the structuralism linguistics that emerged from Saussure's
work attempted to uncover the systematic and structured nature of other parts of language: the
sound system (phonetics and phonemics), the grammar system (syntax, which is word order, and
morphology, which is word shape) and the meaning system (semantics).
Definition of Syntax
Syntax is concerned with the ways in which words can be combined together to form
phrases and sentences. Grammar is traditionally concerned not just with the principles which
determine the formation of words, phrase, and sentences, but also with principles which tell us
how to interpret (= assign meaning to) words, phrases, and sentences. For example, any
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comprehensive grammar of English will specify that compound words like man-eater and
man-made, the word man is traditionally said to have a patient interpretation, in the sense that man
is the patient/hopeless victim on whom the act of eating is going to be performed; by contrast, in
compounds like man-made, the word man is said to have an agent interpretation, in the sense the
man is agent responsible for the act of making. Thus, structural aspects of meaning traditionally
said to be part of the domain of grammar. In terms of the traditional division of grammar into
morphology and syntax, we can say that morphology studies the formation and interpretation of
word, where as syntax is concerned with the formation and interpretation of phrases and sentences.
Sentence Patterns
Sentence patterns can be understood as the way sentences are usually structured. It is
important to learn the most common sentence patterns in English, as most of the sentences you will
hear, write, and speak will follow these basic patterns.
There are a number of common sentence patterns used to write most sentences in English.
The basic sentence patterns presented in this guide to sentence patterns will help to understand the
underlying pattern in even the most complex English sentences.
Parts of speech are put together to create sentence patterns in English. Quickly, the eight
parts of speech are as follows: Noun, pronoun, adjective, verb, adverb, conjunction, preposition
and interjection
We are all familiar with the basic sentence patterns of English. We know how to use them
in their simplest forms. But sometimes when we concentrate very hard on what we want to say, or
when we try to complicate one these patterns, you omit a basic sentence part, or try to combine
sentence parts that cannot be fitted together. When this happens, our sentence collapses just as
building would collapse if the engineers and builders omitted part of the foundation or tried to
fasten two important steel girders together in the wrong places.
Here are five of the most commonly used basic sentence patterns
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Bread spoils. N V
Children like bread N V N
Bread is food NX LV NX
Bread is nutritious N LV Adj
Bread provides mankind nutrition N1 V N2 N3
These latter symbols will be used to designate syntactical units that are basic sentence
parts: N −nominal, V –verbal (LV –linking verbal), Adj –adjectival. An x written as a subscript to
N indicates that the nominal so marked refer to the same object or idea. Notice that bread and food
could be replaced by the same pronoun, it, although in actual writing you would not replace both
noun with pronouns. If more than two nominal‘s occur in a given pattern, as in example 5, sub
numerals are used to indicate the order in which they come.
These ―stripped down‖ sentence patterns seem a little strange partly because they are so
simple. Only the basic elements are present. Mature writers seldom write this way, although such
simple sentences can sometimes be very effective. The following versions of these sentences
sound much more normal. But notice that the sentence patterns have not been changed. The basic
sentence elements are only a little more complex: noun phrases replace single nouns, verb phrases
replace single verb, adverbials modify verbs, and intensifiers modify adjectives.
 Homemade bread spoils more quickly that commercially produced bread. N V

 Most children like bread and jam. N V N
 Bread is a staple food in most families. NX LV NX
 Not all bread is equally nutritious. N1 LV Adj
 Bread has been providing mankind nutrition since the beginning of time. N1 V N2 N3
The first thing you probably notice about these patterns is that they each have a nominal
and verbal element. The verbal constituent of a sentence may be either singe verb or a verb phrase,
as we saw in section 5. The nominal element or constituent is a little more complicated, and must
be discussed in further detail before we consider the interrelationship between the basic sentence
parts.
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In this case, the writer would to discuss about the analysis of basic sentence patterns in
English translations of Surat Ad-Dukhan (Chapter of Smoke) undertaken by ‗Abdullah Yusuf
‗Ali‘s Holy Qur‘an translation. Based on the study about syntax, the writer will find some
sentences then analyze them according to the types of sentences pattern
Research Methodology
In this study of ―Basic Sentence Patterns in English Translation of the Holy Qur’an in
surah Ad Dukhon”, the writer used descriptive qualitative method. Qualitative researching was
exciting and important. It was a highly rewarding activity because it engages us with things that
matter, in ways that matter.
Through qualitative research we could explore a wide array of dimensions of the social
world, including the texture and weave of everyday life, the understandings, experiences and
imaginings of our research participants, the ways that social processes, institutions, discourses or
relationships work, and the significance of the meanings that they generate. Qualitative research is
descriptive because the result of the analyze data was phenomena description, not numerals about
variable correlations. The qualitative researcher was said to look through a wide lens, searching
for patterns of inter-relationship between a previously unspecified set of concepts.
Qualitative research should be strategically conducted, flexible and contextual. Essentially,

this means that qualitative researchers should make decisions on the basis not only of a sound
research strategy, but also of sensitivity to the changing contexts and situations in which the
research takes place.
Research subject.
The research subject in this study is analysis basic Sentence Patterns in “English
translation of the holy Qur’an in surah Ad Dukhon”
Research object.
The research object in this study is all aspect that becomes target in the research. The
object of this research is the English translation in surah Ad Dukhon‖ of the holy
Qur‘an
Data source
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Vol. 8, No.2, 2015
Primary data source

Primary data source is the essential source derived from English translation in
“surah Ad Dukhon‖ of the holy Qur‘an by Abdullah Yusuf ‗Ali.
Secondary data source.

The secondary source which is used to support and complete the primary data
usually was arranged into documents model the data is taken from many kinds of
books relevant materials such as books of literary theories.
Technique of collecting data.

To collect the data the writer used note taking technique, a technique that
prepare data trough writing on data card, then continuing by classification. The steps
are:
Collecting the data from books and academic writing that is related with this research.
Choosing one of the holy Qur‘an translation model then finding surah Ad dukhan.
Reading the translation.
Try to find the theories which were support this study.
Concluding the data.
Technique of data analysis.

Based on Sudaryanto (1993:13-17) there are two kinds of methods in analyzing
data of language; they are Padan method (Referential methode) and Agih method
(Distributiona method). Agih method is used since the language itself becomes the
determiner of the research. While Padan method is a method in which determiner is
outside, unbound, and not a part of the relevant language. . The writer used Agih
method (Distributiona method) to select sentence patterns in the English Translation in
the surah Ad Dukhan to classifying the data and to analyze the data the writer used
Disributional method. The interpretation of the text is content analysis. The steps are:
The writer reading and learning whole the English translation supported by
understand all the “surah Ad Dukhon‖ of the holy Qur‘an.
The writer gives an underline of English translation which contains the basic sentence
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Vol. 8, No.2, 2015
pattern.
The writer classification of sentence pattern in English translation and make data
presentation.
The writer codification types of basic sentence pattern that found in English
translation.
The writer describing and analyzing types of basic sentence pattern that found in
English translation
The writer making the conclusion based on the data analysis.
DISCUSSION
The analysis of basic sentence patters in surah Ad Dukhan, the writer find based on the
objective of the study. The writer finds the types of sentence patterns of sentence patterns in
English Translation of surah Ad Dukhan as the following:
 Types of the basic sentence patterns
There are five basic sentence patterns according Nichols:

 Patterns 1 - Noun / Verb (N V )
This basic sentence pattern is a noun followed by a verb. It's important to

remember that only verbs that do not require objects are used in this sentence
pattern. There are 11 cases of sentence patterns 1 that found in surah Ad
Dukhan. There are: in the verse (Q.S 44: 6), (Q.S 44: 9), (Q.S 44: 14), (Q.S 44: 23),
(Q.S 44: 25), (Q.S 44: 27), (Q.S 44: 45), (Q.S 44: 46), (Q.S 44: 47), (Q.S 44: 55), and
(Q.S 44: 59).
The example of analysis:
 َّ ‫) َر ْح َم ًة مِنْ َر ِّب َك إِ َّن ُه ه َُو ال‬
٦( ‫س ِم ْي ُع ا ْل َعلِ ْي ُم‬
Translation: As a Mercy from thy Lord: for Hehears and knows (all things); (Q.S 44:
6)
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Vol. 8, No.2, 2015
The sentence above includes basic sentences pattern 1 because there is

noun “he” that followed by verb “hears and know”. There is indication of what
he hears and knows, but in this verse just written in parenthesis is (all things) not
described.
 Patterns 2 - Noun / Verb / Noun (N V N )
The sentence pattern 2 builds on the first pattern and is used with nouns
that can take objects. There are 22 case sentence patterns 2 that found in surah
Ad Dukhan. There are: in the verse (Q.S 44: 2), (Q.S 44: 3), (Q.S 44: 5), (Q.S 44:
10), (Q.S 44: 12), (Q.S 44: 15), (Q.S 44: 16), (Q.S 44: 21), (Q.S 44: 28), (Q.S 44: 29),
(Q.S 44: 30), (Q.S 44: 32), (Q.S 44: 34), (Q.S 44: 37), (Q.S 44: 38), (Q.S 44: 39), (Q.S
44: 41), (Q.S 44: 48), (Q.S 44: 51), (Q.S 44: 53), (Q.S 44: 56), and (Q.S 44: 58).
 َ ‫شفْ َعىَّا ا ْل َع َذ‬
٢١( َ‫اب إِوَّا ُمؤْ ِمىُ ْىن‬ ِ ‫)ربَّىَا ا ْك‬
َ
Translation: (They will say :) "Our Lord!Removethe Penalty from us for we do
really believe!" (Q.S 44: 12)
This sentence is composed of two nominal and one verbal, or subject ―our
lord‖ and predicate ―remove‖ and used with nouns that can take objects ―the
penalty‖. This sentence can transform into derived sentence by changing the active
verb into a passive verb and converting the object nominal into the subject nominal.
 Patterns 3- Noun / Linking Verb / Noun (Nx LV Nx )

This sentence pattern uses linking verbs to link one noun to another.
Linking verbs are also known as equating verbs. There are 7 case sentence patterns
3 that found in surah Ad Dukhan. There are: in the verse (Q.S 44: 13), (Q.S 44: 17),
(Q.S 44: 24), (Q.S 44: 33), (Q.S 44: 40), (Q.S 44: 44), and (Q.S 44: 50).
 ُ ‫ي َوقَ ْد َجآ َء ُه ْم َر‬
٢١( ٌ‫س ْى ٌل ُمبِيْه‬ ِّ ‫)أَ ّٰوًّ لَ ُه ُم‬
ْ ‫الذ ْك َز‬
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Vol. 8, No.2, 2015
Translation: How shall the Messagebe(effectual) for them, seeing that a Messenger
explaining things clearly has (already) come to them (Q.S 44: 13)
This sentence uses linking verbs to link one noun to another. Linking verbs
also known as equating verb is ―be‖. There are two nominal‘s refer to the same
object and each can be replaced by same pronoun (message –it, effectual –it) the
second nominal is simply the identification or classification of the first.
 Patterns 4 - Noun / Linking Verb / Adjective (N LV Adj)
This sentence pattern uses linking verbs to link one noun to its
description using an adjective. There are 10 case sentence patterns 4 that found in
surah Ad Dukhan. There are: in the verse (Q.S 44: 4), (Q.S 44: 7), (Q.S 44: 11),
(Q.S 44: 22), (Q.S 44: 31), (Q.S 44: 35), (Q.S 44: 36), (Q.S 44: 42), (Q.S 44: 35),
(Q.S 44: 36), (Q.S 44: 42), (Q.S 44: 49), (Q.S 44: 57).
 ٢٢( ‫اب أَلِ ْي ٌم‬
ٌ ‫اس ّٰه َذا َع َذ‬
َ َّ‫)يَ ْغشًَ الى‬
Translation:Enveloping the people: thiswill bea Penalty Grievous. (Q.S 44: 11)
Th Peopl will Be a Penalt Grievou
e e mo L ar y s
art N d V t N Adj
N LV N
This sentence includes sentence pattern 4, uses linking verbs to link one
noun to its description using an adjective. This sentence is composed of noun (the
people), linking verb (be), and adjective (a penalty grievous).
 Patterns 5 - Noun / Verb / Noun / Noun (N V N N)
Sentence pattern 5 is used with verbs that take both direct and indirect
objects. There are 4 case sentence patterns 5 that found in surah Ad Dukhan. There
are: in the verse (Q.S 44: 7), (Q.S 44: 17), (Q.S 44: 20), (Q.S 44: 54).
 ٨( َ‫) ََل إِ ّٰلهَ إِ ََّل ه َُى يُ ْحيِ ْي َويُ ِميْتُ َربُّ ُك ْم َو َر ُّب آبَائِ ُك ُم ْاْلَ َّولِيْه‬
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Vol. 8, No.2, 2015
Translation: There is no god but He: it is He Who giveslife and gives death -- the
Lord and Cherisher to you and your earliest ancestors. (Q.S 44: 8)
This sentence includes basic sentence pattern 5. This sentence is composed

of only three nominal (he, life, and death) and one verbal (give), the third nominal
is the direct object, and the second, which is the first nominal following the verb is
the indirect object.
 The dominant types of sentence patterns in English Translation of surah Ad Dukhan.
The analysis show that sentence patterns found in 52 cases are in sentence patterns 1
consist of 12 cases, in sentence patterns 2 there are 19 cases, in sentence patterns 3 there are 7
cases, in sentence patterns 4 there are 10 cases, in sentence patterns 5 there are 4 case. Te most
dominant is sentence patterns 2
Conclusion
After analyzing the basic sentence patters in surah Ad Dukhan, the writer concludes based
on the objective of the study. The writer finds the types of sentence patterns and finds the dominant
types of sentence patterns in English Translation of surah Ad Dukhan as the following:
 Types of the basic sentence patterns
There are five basic sentence patterns according Nichols:

Patterns 1 - Noun / Verb (N V )
This basic sentence pattern is a noun followed by a verb. It's important to

remember that only verbs that do not require objects are used in this sentence
pattern. There are 11 cases of sentence patterns 1 that found in surah Ad Dukhan.
There are: in the verse (Q.S 44: 6), (Q.S 44: 9), (Q.S 44: 14), (Q.S 44: 23), (Q.S 44:
25), (Q.S 44: 27), (Q.S 44: 45), (Q.S 44: 46), (Q.S 44: 47), (Q.S 44: 55), and (Q.S
44: 59)
Patterns 2 - Noun / Verb / Noun (N V N )
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Vol. 8, No.2, 2015
The sentence pattern 2 builds on the first pattern and is used with nouns that
can take objects. There are 22 case sentence patterns 2 that found in surah Ad
Dukhan. There are: in the verse (Q.S 44: 2), (Q.S 44: 3), (Q.S 44: 5), (Q.S 44: 10),
(Q.S 44: 12), (Q.S 44: 15), (Q.S 44: 16), (Q.S 44: 21), (Q.S 44: 28), (Q.S 44: 29),
(Q.S 44: 30), (Q.S 44: 32), (Q.S 44: 34), (Q.S 44: 37), (Q.S 44: 38), (Q.S 44: 39),
(Q.S 44: 41), (Q.S 44: 48), (Q.S 44: 51), (Q.S 44: 53), (Q.S 44: 56), and (Q.S 44:
58).
Patterns 3- Noun / Linking Verb / Noun (Nx LV Nx )
This sentence pattern uses linking verbs to link one noun to another.
Linking verbs are also known as equating verbs. There are 7 case sentence patterns
3 that found in surah Ad Dukhan. There are: in the verse (Q.S 44: 13), (Q.S 44: 17),
(Q.S 44: 24), (Q.S 44: 33), (Q.S 44: 40), (Q.S 44: 44), and (Q.S 44: 50).
Patterns 4 - Noun / Linking Verb / Adjective (N LV Adj)
This sentence pattern uses linking verbs to link one noun to its
description using an adjective. There are 10 case sentence patterns 4 that found in
surah Ad Dukhan. There are: in the verse (Q.S 44: 4), (Q.S 44: 7), (Q.S 44: 11),
(Q.S 44: 22), (Q.S 44: 31), (Q.S 44: 35), (Q.S 44: 36), (Q.S 44: 42), (Q.S 44: 35),
(Q.S 44: 36), (Q.S 44: 42), (Q.S 44: 49), (Q.S 44: 57).
Patterns 5 - Noun / Verb / Noun / Noun (N V N N)
Sentence pattern 5 is used with verbs that take both direct and indirect
objects. There are 4 case sentence patterns 5 that found in surah Ad Dukhan. There
are: in the verse (Q.S 44: 7), (Q.S 44: 17), (Q.S 44: 20), (Q.S 44: 54).
The finding of the analysis show that sentence patterns found in 52 cases are in
sentence patterns 1 consist of 12 cases, in sentence patterns 2 there are 19 cases, in
sentence patterns 3 there are 7 cases, in sentence patterns 4 there are 10 cases, in
sentence patterns 5 there are 4 case. From the result the dominant cases that occurred of
sentence patterns that found in Abdullah Yusuf Ali translation. The most dominant is
sentence patterns 2. Because Subject – verb – object is the most common order by
number of speakers, and the second most common order by number of known
languages.
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Vol. 8, No.2, 2015
References
Ali, Abdullah Yousuf. (1934). The Glorious Qur’an Translation and Commentary.Lebanon:
Beirut.
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Azar, Betty Schducatrampfer. (1999). Understanding and Using English Grammar Third
Edition.Pearson Education. USA
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Denffer, Ahmad von. (1994). Ulum Al- Qur’an :An Introduction to the Sciences of the Qur’an.
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Fawcett, Peter. (2003). Translation and Language.Manchester, UK & Northampton, MA.
Frank, Marcella. (1972). Modern English: a Practical Reference Guide. New York: University
Hornby, AS. (1974). Oxford Advanced Learner’s Dictionary of Current English: Walton Street.
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Miller, Jim (2002). An Introduction to English Syntax.Edinburgh University Press. Edinburgh
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Newmark, Peter. (1988). Approaches to translation.Hert ford shire; prentice hall international (U
K) Ltd.
Nida E.Y Taber ch. (1974).The theory and practice of translating. Brill,Leiden
Nichols, AanEljenholm. (1965). English Syntax Advanced Composition for Native Speaker.Los
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Radford, A. (1997). Syntax: A Minimalist Introduction. Cambridge University Press. New York.
R.Mason, Jennifer. (2002). Qualitative Researching second edition. London: SAGE Publications.
Sadiq, Saudi. (2010). A Comparative Study of Four English Translations of Surat Ad-Dukhan on
the Semantic Level. Cambridge Scholars
Sudaryanto.(1993). Metode dan Aneka Teknik Analisis Bahasa.Yogyakarta.Duta Wacana
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http://memorizejuzamma.com/Juz%20Amma/3.Tafsir/Tafsir%20Ibn%20Kathir/044%20Dukhan.
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August 07th 2015)
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LANGUAGE AND LANGUAGE TEACHING JOURNALS

Vol. 8, No. 2, November 2015 P-ISSN :1979-8903 E-ISSN: 2503-040X

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A Contrastive Analysis of Interrogative Sentences in English and Indonesian

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A Contrastive Analysis of Interrogative Sentences in English

Kampus Sekaran, Kel. Sekaran, Kec. Gunung Pati, Semarang

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classification as a knife of analysis.

The following is the data taken from the corpus:

Interrogative Sentences in English.

Yes or No Questions with auxiliary verb

Am Am I reading a book? Yes, I am No, I am not

Vol. 8, No.2, 2015

Who is your sister? Ann is my sister people as subject

are you doing? I‘m writing a letter Information

do you come I come here by car a way to do

How far How far is his house to It is about 1 kilometre distance

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Future tense John will tell me a story, Won‘t he?

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Main Sentences Tag Questions

The use of “has” or “have” in tag questions

Interrogative Sentences in Indonesian.

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Apakah anda Percayakah Kamu seorang petani

Apakah anda tahu Bisakah anda

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Berapa Berapa banyak Saya mem-punyai 3 buku quantity

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Swan, M. (1995). Practical English Usage. Oxford: Oxford University Press.

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Alternative Techniques for Teaching Writing

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Key words: Alternative, Technique, Writing.

Kata kunci: Alternatif, Teknik, Menulis

Language as a means of communication involves four skills, namely listening, speaking,

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Product approach is considered as a traditional way of teaching writing. It pushes the

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Alternative Techniques for Teaching Writing

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Index Card Match

Quiz Team Technique

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Think – Pair – Share

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The Fishbowl Method to Improve the Students’ Speaking Skills

Dewanti Mulki Rahma

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Key words: Fishbowl Method, Improving Students‘ Speaking Skill

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