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CHAPTER 1

INTRODUCTION

1.1 Background of the Study

The four skills of language (also known as the four skills of language

learning) are a set of four capabilities that allow an individual to comprehend and

produce spoken language for proper and effective interpersonal communication.

These skills are Listening, Speaking, Reading, and Writing. In the context of first-

language acquisition, the four skills are most often acquired in the order of

listening first, then speaking, then possibly reading and writing. For this reason,

these capabilities are often called LSRW skills.

Speaking is the process of building and sharing meaning through the use

of verbal and non-verbal symbols. Speaking is a crucial part of second language

learning and teaching. However, today’s world requires that the goal of teaching

speaking should improve students’ communicative skills because students can

express themselves and learn how to use a language.

Nowadays, many teachers agree that students should learn to speak the

second language by interacting to others. For this case, students should master

several speaking components, such as: comprehension, pronunciation, grammar,

vocabulary, and fluency. In brief, English teacher should be creative in developing

their teaching learning process improving the students speaking ability, give

attention to the speaking components, and make the English lesson more exciting.
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The teacher is also having difficulties to teach in a large class. The main

problem is the way to manage it. During the teaching hours the teacher should

make the students pay attention to the materials given to them. It needs hard work

for getting the students attention. Lack of control also occurs when they teach in

large class. Therefore, it is difficult to implement the individual control for each

student. Thus, the teacher cannot evaluate each student’s proficiency.

To succeed for improving the students to speak English in a second

language classroom, there is material for speaking practice that created by the

researcher namely “Bamboo Dancing”. Bamboo dancing is a method to give some

relevant information for the students’ in the classroom to learn the next material. The

use of Bamboo Dancing method the teacher hopes that all of the students’ can

understand the materials that have given to them. It is a good way to for the students’

to develop their confidence in speaking activity in the classroom.

Based on the phenomenon above, the writer conducts a research entitled

The use of Bamboo Dancing Technique to improve students’ speaking ability

of the first year students of SMA Negeri 1 Sebulu in academic year

2019/2020”.

1.2 Research Question

Based on the background above, the writer will formulate the problem in

order to give clearly enough interpretation as the thesis object. The problems of

the study are:

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1. What are the students’ speaking ability by implementing using Bamboo

Dancing Technique

2. How is the implementing of bamboo dancing technique in students’

speaking class

1.3 Objective of the study

This study has objectives relating to the research question above. They can

be stated as follows:

1. To find out if the students’ speaking ability is improve by using bamboo

dancing technique at SMA N 1 Sebulu

2. To find out the way how to improve students’ speaking ability by using

bamboo dancing technique at SMA N 1 Sebulu

1.4 Significance of the Study

From the result of the study, the researcher expected the following

contributions:

1) Theoretically, the result of this research can be useful for English teacher to

implement bamboo dancing technique to improve the speaking ability, it is

used as the reference for those who want to conduct a research of students’

speaking ability using bamboo dancing technique at senior high school.

2) Practically, the result will help the teacher increasing the students’ skill. The

result will give the information to the teacher in the way in carrying out the

bamboo dancing technique on teaching speaking to improving the students’

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speaking ability and the students can learn conversation by using another way

by using bamboo dancing technique

1.5 Scope and Limitation of The Study

Because of the limited time, fund, and energy, the scope of this study is

presented below.

1) The subject of the study is first year students of SMA N 1 Sebulu in academic

year 2019/2020. The researcher chose the class with 30 students as the sample

in this research.

2) Since there are many cooperative techniques can be applied in the learning

activities, in this study the researcher applied the bamboo-dancing technique.

In this technique, the researcher will divide the 30 students in two groups.

Group I and II will make two lines face each others. One student will get a

partner to practice the conversation.

3) This study is using about bamboo dancing technique. The material in the first

year students has some material. In this study the researcher chose some

conversation material, these are : self-introduction, congratulation and

complimenting

1.6 Definition of Key Terms

To prevent misunderstanding and ambiguity of the definitions used in this

study, the following terms are clarify as follows:

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1. Speaking is a communication tool to express ideas, opinions, or feeling to

others by using word or sound of articulation in order to inform, to persuade

and to entertain that can be learnt by using some teaching-learning method.

2. Bamboo dancing technique is a kind of technique that can motivate the

students to be brave in giving opinion or saying something. Learning Bamboo

Dancing technique gives an alternative way for the students to stimulate them

to speak up when the teacher asks them about the material. This technique

gives the students opportunity to speak more in front of the class.

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Definitions of Speaking Ability

Speaking ability should be taught and practiced in the language classroom.

Because the language course enables the students to communicate in English, so

speaking skill needs the special treatment. In the reality, in our daily life most of

us speak more than we write, may English teacher still spend the majority of class

time on reading and writing practice almost ignoring speaking and listening skills.

Based on the statement above, there should be a good balance to practice in

classroom. These are definition of speaking skill below;

2.1.1 Speaking

Speaking skill is known as oral skill that play role in human interaction

and communication when people communicate their ideas, mind, and feelings to

others. To deal conceptual so far with the concept of oral skills, there are some

definitions given by linguistic as following:

According to Hornby (1995:826) speaking is making use of words in an

ordinary voice, offering words, knowing and being able to use a language

expressing one self in words, and making speech. Therefore the writer infers that

speaking uses the word and produces the sound to express ourselves either ideas,

feeling, thought and need orally in ordinary voice. Furthermore, success in

communication is often dependent as much on the listener as on speaker.

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According to Djiwandono (2008:8) speaking skill is skill for expressing

our mind through language sound, and the words that structured in language

structure more complete like phrase, sentence, and oral text like story, speech, and

etc. According to Walter (1973:11) speaking is one way of learning about one

self. In speaking, someone must face problems that have history and relatively to

other people, groups, and prediction we have formed for living together.

Meanwhile, Tarigan defines that speaking is a skill of conveying words or

sounds of articulation to express or to deliver ideas, opinions, or feelings”.

2.2 Some Components of Speaking

Speaking is also one of the language arts that is most frequently used by

people all over the world. The art of speaking is very complex. It requires the

simultaneous use of the number of abilities which often develop at different rates.

According to Syakur in Widiaastuti, there are at least five components of

speaking skill concerned with comprehension, grammar, vocabulary,

pronunciation, and fluency (Syakur, 1987:3):

a. Comprehension

For oral communication certainly requires a subject to respond to speech as

well as to initiate it.

b. Grammar

It is needed for students to arrange a correct sentence in conversation. It is in

line with explanation suggested by Heaton (1978:5) that students’ ability to

manipulate structure and to distinguish appropriate grammatical form in

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appropriate ones. The utility of grammar is also to learn the correct way to gain

expertise in a language in oral and written form.

c. Vocabulary

One cannot communicative effectively or express their ideas both oral and

written form if they do not have sufficient vocabulary. So, vocabulary means

the appropriate diction which is used in communication.

d. Pronunciation

Pronunciation is the way for students’ to produce clearer language when they

speak. It deals with the phonological process that refers to the component of a

Grammar made up of the elements and principles that determine how sounds

vary and pattern in a language.

e. Fluency

Fluency can be defined as the ability to speak fluently and accurately. Fluency

in speaking is the aim of many language learners. Signs of fluency include a

reasonably fast speed of speaking and only a small number of pauses and

“ums” or “ers”. These signs indicate that the speaker does not have spent a lot

of time searching for the language items needed to express the message

(Brown, 1997:4).

2.3 Teaching Speaking

According to Hornby (1995:37) teaching means giving the instruction to

(a person): give a person (knowledge skill, etc). While speaking means to make
 9

use of words in an ordinary voice. So, teaching speaking is giving instruction to a

person in order to communicate.

Tarigan (1990:3-4) defines that speaking is a language skill that is

developed in child life, which is preceded by listening skill, and at that period

speaking skill is learned. It means that speaking is the basic language. The process

of speaking skill has happened or preceded by listening skill. Increasing listening

skill is very beneficial for speaking ability.

The goal of teaching speaking skills is to communicate efficiency.

Learners should be able to make themselves understood, using their current

proficiency to the fullest. They should try to avoid confusion in the message due

to faulty pronunciation, grammar, or vocabulary, and to observe the social and

cultural rules that apply in each communication situation (Burnkart, 1998:2).

Teaching speaking, in my opinion, is the way for students to express their

emotions, communicative needs, interact to other person in any situation, and

influence the others. For this reason, in teaching speaking skill it is necessary to

have clear understanding involved in speech.

2.3.1 The Activities to Promote Speaking Skills

There are some activities to promote speaking (Kayi, 2006:2) as follows:

1) Discussion

The students may aim to arrive at a conclusion, share ideas about an event, or

find solutions in their discussion groups. Here the teacher can form groups of

students and each group works on their topic for a given time period, and
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present their opinions to the class. Fauziati (2002:134) states that the main aim

of group discussion is to improve fluency, grammar in probably best allowed

functioning as a naturally communicative context.

2) Role Play and Simulation

Role play has appeal for students because it allows the students to be creative

and to put themselves in another person’s place for a while (Richard, 2003:222).

While simulation is very similar to role-play but here students can bring items to

the class to create a realistic environment.

3) Interviews

Conducting interviews with people gives students a chance to practice their

speaking ability not only in class but also outside and helps them becoming

socialized. After interviews, each student can present the result to the class.

4) Reporting

In class, the students are asked to report what they find as the most interesting

news. Students can also talk about whether they have experienced anything

worth telling their friends in their daily lives before class.

5) Prepared Talks

A popular kind of activity is the prepared talk where a student makes a

presentation on a topic. Such talks are not designed for informal spontaneous

conversation; because they are prepared, they are more “writing-like” than

spoken orally. However, if possible, students should speak from notes rather

than from a script (Harmer, 2001:274)

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6) Dialogue

Dialogue is one of the media in teaching speaking. It helps the students practice

in speech, pronunciation, intonation, stress. Dialogue also increases students’

vocabulary. The primary objective of using dialogue is developing student’s

competence (pronunciation, intonation, stress) in teaching speaking like native

speaker. Therefore, in teaching learning uses dialogue (short and long), the

students are motivated by the teachers question to reason rather than to

recollect. Dialogues is two sides communication, it means we just not have to

express something but we should have to understand what another peoples said

(Podo and Sulaiman, 1995:25).

2.3.2 Characteristics of Successful Speaking Activities

Again, sometimes spoken language is easy to perform, but in some cases it

is difficult (Brown, 2001:270). In order that they can carry out the successful

speaking, they have to fulfill some characteristics of successful speaking activity

such as:

1) Learners talk a lot. As much as possible of the period of time allocated to the

activity is in fact occupied by learners talk. This may be obvious, but often

most time is taken up with teacher talk or pauses.

2) Participant is even. Classroom discussion is not dominated by a minority of

talk active participants. All get a chance to speak and contributions are fairly

evenly distributed.
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3) Motivation is high. Learners are eager to speak because they are interested in

the topic and have something new to say about it, or they want to contribute to

achieve a task objective.

4) Language is of an acceptable level. Learners express themselves in utterances

that are relevant, easy comprehensible to teach other and of acceptable level of

language accuracy

2.4 Bamboo Dancing Technique

2.4.1 Definition of Bamboo Dancing Technique

Bamboo Dance technique is one type of cooperative learning method, in

which the students make two lines and stand up face to face like two bamboos that

used in bamboo dance from Philippine. This technique is the modification from inside

outside circle technique. Bamboo dance technique is a kind of technique that can

motivate students to be brave in giving opinion or say something (Suprijono, 2009:

98).

Leaning by using this method is model is very good to teach the beginning

materials to next material. By using model cooperative learning bamboo dancing

expected to distribute evenly information or topic known by the students. Kind of

this model is totally beneficial for learning in class to be more variety, so the

students will not feel bored.

2.4.2 Teaching Speaking Using Bamboo Dancing Technique

These are the steps of Bamboo Dancing Technique:

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1) The study begins with the introduction of the topic by the teacher. At this point,

the teacher can write the topic or do question and answer to the students about the

topic given. This step needs to be done so that the students are more prepared to

face the new material.

2) The teacher divided the class into 2 large groups. Suppose if there are 40

children in a class, then each large group consists of 20 people.

3) On a large group that contain of 20 people divided again into two groups. Each

group contains of 10 people arranged face to face with 10 other people with

standing position. This pair is called the first couple.

4) Then the teacher handing out different topics to each spouse to discuss. In this

step, the teacher gave enough time to students, so they could discuss the material

well.

5) After discussion, 20 people from every large group who stand facing each other

following lined slid a clockwise direction. This way every learner gets new

partner and share information different so on. A move clockwise new stop when

learners back into its place of origin.

6) The results of the discussion in every large group presented to the entire class.

Teachers facilitate the occurrence of interactive dialogue, integration and so on.

Through this activity intended to yield knowledge discussion by each major group

can be understood and become knowledge along with the rest of the class.
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2.4.3 The Steps in Applying Bamboo-Dancing Technique

The steps of Bamboo Dance technique that paraphrased by Suprijon (2009:

98-99) as follows:

a) Teacher gives the topic to the students.

b) Teacher divides the class into two groups.

c) Teacher asks a half of students in the class to form the first line and the other to

form second line face to the first line.

d) The first and the second line stand up face to face. This formation resembles two

bamboos that are used in bamboo dance from the Philippine.

e) In this formation, every student will have a partner.

f) Teacher gives the task to the students for example teacher gives a topic and asks the

students opinion about that topic.

g) The first line will begin deliver their opinion first. After that the second line will

deliver their opinion.

h) Teacher asks the students from the second line to move one step to the left, so they

will get a new partner and a new opinion. This movement resembles like the

movement of Bamboo Dance from Philippine. The students move continuously until

they are back to their first partner.

i) Teacher and students discuss together.

From the explanation above, it can be concluded that in Bamboo Dancing

technique every student must speak up with their friends or with their group partners.

They will talk active to share the idea about the topic being taught today, such as

expressions used in the dialog, pronunciation, grammar, and also they will try to

practice to manage the time in turn taking.

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CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

The researcher used action research in this study. “Action research is defined

as a systematic study that combines action and reflection with the intention of

improving practiced”(Ebutt 1985:156 in Cohen 1994:297). Action Research means

the researcher does his or her research by teaching real students in the real class,

using steps which are designed by him or herself. Besides, one of the characteristic of

action research is problem solving oriented. Then, Wallace (1998) said that “action

research is different from this in that it nearly always arises from some specific

problem or issue arising out of our professional practiced, but it is very problem

focused in its approach and every practical in its intended outcomes”. It means that

researcher should discover something if he or she finds one or more problems in the

learning activity in the class. In this action research, there were four phases in one

cycle for doing classroom, there were planning, acting, observing, and reflecting

(Hopkin1985:50). Research design which was done in this study had two cycles. Each

cycle consisted of two meetings, then, each meeting consisted of four activities;

planning, acting, observing, and reflecting as Hopki said above. It means that if the

target was not achieved yet in cycle 1, the next cycle must be conducted after revising

plan. Continuing the definition of action research, here, I apply the four components;

planning, acting, observing, and reflecting in each cycle. Then, this research has two

cycles. The description will be drawn in graphic below:

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Figure 3.1: Design of Classroom Action Research (Adapted from Kemmis and

McTaggart in Arikunto, 2006)

a. Planning

In this step, the researcher will explain about what, why, when, where, and

how the action will be done. In planning step of the study, the researcher will prepare

everything that will be needed and use in the study. The researcher prepare the lesson

plan, teaching material, attendance list, observation guide, exercises, and also scoring

technique (scoring sheet).

b. Acting

This step is the implementation of the planning. This step must follow the

plan that has been planned in the planning steps. The researcher, as the teacher, might

do modification, but might not deviate from the planning. In this study, the researcher
 17

will conducted 2 cycles which each cycle consisted of 2 meetings. The researcher will

use the same technique of teaching speaking, that is using bamboo dancing technique

for those cycles, but as stated before that the researcher has to do modification in it

when the researcher will conduct cycle 2. Its purpose is to improve the students‟

achievement.

c. Observing

Observing is execution of observation which is done by the observer. In this

study, the person who acted as the observers is the real teacher of the subject study.

The observer has to note what will be happened when the researcher will do the

action.

d. Reflecting

In this step, the observer has to reflect the action which has been done in this

action research. If the result of the first cycle is not good enough, the researcher

should do the second cycle. To support the research, the researcher will use

questionnaire and test to gather the data. Hopefully, this research could be conducted

well and could achieve the objective of this research.

3.2 Subject of the Study

Subject of the study is subject that is pointing for being research by

researcher (Arikunto, 2006:145). The result of this research will not be

generalized to population because getting samples will not be taken by random. In

this case, the total population of students in one level of the first year students of

SMA Negeri 1 Sebulu is more 180 students. It is more effective when we teach in

a small class. It’s also easy to control and manage the student’s activities and most
 18

of students have chance to speak. So, the research will take the subject of the

study is the first year students of SMA Negeri 1 Sebulu in Academic Year

2019/2020. There are 30 students in class X IPS 3. They are divided of 16 boys

and 14 girls. Because they are less active in speaking English, so researcher will

take bamboo dancing technique in improving their speaking in English.

3.3 Research Instrument

3.3.1 Test

In this study, the researcher also use a test based on Murcia (2001) that says

“that perhaps the most difficult aspect of spoken English was that it was almost

always accomplished via interaction with at least one other speaker”. There are three

tests which has been conducted during research; they are pre-test, treatment I test/

cycle1 test, and post test. The pre-test is given by giving some oral test; they are

interaction test and comprehension test about conversation. After doing pre-test, the

writer does the cycle 1. In the end of cycle 1, students are given simple evaluation to

check students‟ improvement. The form of cycle 1 is the same with the pre- test form.

Then the last test that has to be conducted was post-test. The form of post-test is just

the same with pre-test and cycle 1 test.

3.3.2 Observation Guide

In this action research, the writer uses observation guide as one of

research instruments. The observation guide has two forms. The first observation

guide is filled by the writer to know the students‟ behavior changes as used in

2013 curriculum when they were taught before and after using bamboo- dancing
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technique in conversation. The second observation guide is filled by the observer.

This second observation guide has a purpose to know whether this action research

is successful or not that. These questionnaires will be filled three times, in pretest,

in cycle 1, and in cycle 2. The forms of the observation guide can be seen as

follows.

Table 3.3.2 Students’ Behavior Observation Guide

No. Students’ name confidence active

a) Active

Direction: 4= always, if the students always do as the rules, 3 = often, if he

students often do as the rules and sometimes don‟t do, 2 = sometimes, if the

students sometimes do as the rules and often don‟t do, 1 = never, if the students

never do it as the rules

SCORE
NO. ASPECTS
1 2 3 4

1. Doing the task as well as possible

2. Socializing well in a team work

3. Answering some questions in the learning process

4. Help friends in the learning process

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b) Confidence

Direction: 4= always, if the students always do as the rules, 3 = often, if he

students often do as the rules and sometimes don‟t do, 2 = sometimes, if the

students sometimes do as the rules and often don‟t do, 1 = never, if the students

never do it as the rules

SCORE
NO. ASPECTS
1 2 3 4

1. Always doing the individual task individually

2. Delivering opinion in team and class

3. Asking what they don’t understand yet

4. Giving feed back or reward for others

Score
Total Score : X4
Score Max

3.3.3 Questionnaire

Questionnaire itself has two kinds of question type; they are closed and open

questions” (Wallace, 1998:134-135). In this study, the researcher uses closed

questions type. “The advantage of this type is usually made the questionnaire easier

and quicker to fill, and then quicker and more reliable scoring of the responses”

(Wallace, 1998:135).

The researcher also uses the questionnaire as the procedure in collecting data.

The questionnaire in this study presents some questions to know the effect of the

research and it is done before and after the cycles. The questionnaire is used to find
 21

out the students‟ problem in speaking, the progress they get after the speaking

activities, and the advantages which are gained through the action research. In the

questionnaire, I use eight multiple choice items in Bahasa Indonesia to make them

understand clearly. There will be some questions relevance to the topic. Each of them

has four options namely a, b, c, and d which shows the quality of each variable.

The questionnaire given before the cycle is used to know the students

perception before they get the treatment and for the questionnaire given after the

cycles is to know the students‟ achievement by using bamboo-dancing technique.

3.4 Data Collection Technique

In this research procedure, the research will arrange pre-test post test

orally. The test is aimed to measure the students’ achievement in speaking. The

test will make a dialogue using the material has been given to them. The students

will make conversation with their pairs. They come in front of class, for example

in pre-test, each group must make conversation based on the material and tell their

friend , and second pairs do this activity too, and soon.

After knowing that the student’ speaking ability is still low, that can be

seen in the result of pre-test score. The researcher will prepare two cycles. Each

cycles consist of four steps, they are planning, acting, observing and reflecting.

The main different activity from the pre-test and first cycle, there is a treatment

for the students. The treatment is applying the bamboo-dancing technique in

learning conversation. After each cycle is done the researcher conducted post-test,

to know the improvement of students’ speaking ability. The description of each

cycle can be explained as follows:

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1. Planning

To find the students’ speaking ability, the researcher will do pre-test in

cycle one. The writer will plan a lesson plan and selected the appropriate material.

There is one lesson plan in cycle one, the lesson is self-introduction. This lesson

will discuss how to introduce our self

After analyzing the result of cycle 1, the researcher will conclude that

using Bamboo dancing technique in teaching speaking could improve students’

speaking ability. It can be said that bamboo dancing technique are effective in

improving students’ speaking ability. If cycle 1 didn’t give a satisfactory results

because it did not reach the target score yet. It was necessary to continue the next

cycle to improve students’ speaking ability. The second cycle was carried out to

solve the problem in cycle 1, which were students still felt strange to speak up.

The researcher will do in different material. There is one lesson plan of this cycle.

They can talk about the details in their groups. But, in this cycle, they are different

with last meeting. Besides that, the researcher prepared the media and arranged

the students’ seats into groups.

2. Action

Cycle 1

In this time, the researcher will try to focus the students’ attention on the

goal of learning process. The researcher come to the class and teach the students

by using following activities:

Usually, the writer takes about 5-10 minutes for opening the class,

greeting and motivating them. The researcher will start the lesson by giving
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warming up to the students about new vocabulary related with the material. In this

activity, the researcher will invite the students to make groups and using video as

teaching media. Then, she will ask the students to make a short dialogue

according to the material. The aim of this activity is students what they will say,

tell and understanding. Then, the researcher will ask the student to perform their

dconversation in front of class.

In cycle 2, As usual, the researcher entered the class, the researcher

pointed the lead of class to lead the students pray, give greetings and then, she

check the students’ attendances. Usually the researcher took about 10 minutes for

opening the class. In this time, researcher give warming up to the students related

with the material. She asks the students about the last material and she says that

the day is post-test. In this phase, the researcher asks the students to make a group.

The researcher use video as teaching media. The researcher uses dialogue method

to do test. Then, the researcher gives topic, the student must memorize and tell

what their conversation is and they must know what dialogue is.

The aim of this activity is to make the students creative and have big

confidence, practice their memorizing, imagination and of course to increase their

speaking ability. Then, the researcher points one pairs from each group.

3. Observation

The researcher will carry out the observation. The researcher will observe

the teaching learning process by monitoring the students’ activity in this cycle.

The researcher can see that most of meeting is not running well. The students still
 24

looks confused, ashamed, and afraid when they will ask to speak up. The students

still feel difficult to memorize and speak correctly and pay less attention.

In cycle 2, as it is explained in the previous section, observation is done to

get the data from the students’ progress during their activity when teaching

learning process occur. It is expected that the result in the second cycle would be

better than which had been achieved in the first cycle. The students’ responses in

the cycle 2 were very good. They are very enthusiastic to follow the teaching

learning process. The students look braver and more confident to speak up. They

compete to be volunteers when the researcher asked them to speak up or answer

the questions. When the researcher gives worksheet, the students are full

concentration, so the material given can be absorbed optimally.

4. Reflecting

After analyzing the data by seeing and evaluating the result of observation

of teaching learning process in cycle one, the researcher will conclude that it is

very important for her to introduce the native speakers’ sounds to the students.

And it’s very important for the students to exercise and practice frequently to

speak English. The researcher should give more attention and keep approaching

the students in order to make them braver and more confident to speak in English.

She should be able to recognize the students who get difficulty to understand.

Based on the result of the observation, the researcher evaluate the

students’ speaking as well as the action procedures of teaching learning process

that she carry out. The result implies that the students get more significant

progress in teaching speaking using bamboo dancing technique. They are braver,
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easy to understand, easy to memorize, full of concentration and confident. To

know the speaking ability progress, the researcher conducted after cycle 2 and

carry out outside the lesson time.

Post-test After doing the one lesson plan in cycle 2, the researcher

conducted posttest. It is to know the improvement of students’ speaking ability

after the treatment in cycle 2. Based on the result of post-test, the researcher

comes to the conclusion that by using dialogue in teaching speaking, students

could improve their speaking ability. All of students’ progress score can be seen

clearly in the next point of discussion

3.5 Data Analysis Technique

The researcher conducts the action research of improving using Bamboo

Dancing technique at the first year students of SMA Negeri 1 sebulu in Academic

Year 2019/2020.

What follows are steps in analyzing the data based on Miles and

Huberman in Sugiyono (2010:337).

a. Reducing the data

This is the first component in analyzing the data that contains selection

process, focusing, and summarizing data from field notes. In this step, the

researchers’ selects, limits, and summarize the data from the implementation of

teaching speaking using bamboo dancing technique.

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b. Displaying the data

The second step of analyzing the data is describing the data in narrative

which the research conclusion will be possible to be done. This step is describing

the result of the research which is described in systematic and logic sentence,

therefore the result is understandable the form of displaying is not always in the

sentences, but can displayed in table form which supports the narrative data.

c. Drawing Conclusion

The last step is the researcher makes conclusion of the research. Then the

researcher also verifies the conclusion the technique is by discussing the research

conclusion with the collaborator of the research. This step is very important to be

done in order to get good research conclusion.

Teaching learning process will be held through action research that happen

to the speaking ability through Bamboo Dancing. As long as teaching learning

process will be done direct observation from the result of students’ score. As

usual, students’ success will be established the criteria that is about 75% - 80%. It

means the students will be successful if they are mastery or can reach about 75% -

80% from the purpose or the score that should be reached. But if the students get

less from the criteria that is not successful (Sudjana, 2009:8).

In this research, the researcher will take 75% as the criteria; it means the

score that is declared successful is 75% from maximum score. In this research,

maximum score is 100. So 75% from 100 is 75. If the students get 75 that is

successful but if the students’ score is lower than 75 that is fail after doing action.

This action will do in the end of cycle (I and II).

 27

REFERENCES

Arikunto, Suharsimi. 1995. Dasar-Dasar Evaluasi Pendidikan. Jakarta: PT. Bumi

Akasara

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy, Second Edition. New York: Addison Wesley
Longman, inc

Bunkart, Grace Stoval. 1998. Spoken Language: What it is and How To Teach It.
http://www.nclrc.org/essentials/speaking/goalsspeak.htm. accessed by 9.04
am on September 23, 2019

Djiwandono, M.Soenardi. 2008. Tes Bahasa Pegangan Bagi Pengajar Bahasa.

Jakarta. PT. Indeks

Echols, John M, and Hassan Shadily. 2003. An English-Indonesian Dictionary.

Jakarta: PT. Gramedia Pustaka Utama

Fauziati, Endang. 2002. Teaching of English As Foreign Language. Surakarta:

Muhammadiyah University Press

Hornby, A.S. 1995. Oxford Advanced Learner’s Dictionary of Current Language.

Oxford: Oxford University Press

Harmer, Jeremy. 2002. The Practice of English Language Teaching. England:

Longman

Kayi, Hayriye. 2006. Teaching speaking: Activities to Promote Speaking in a

second Language. http://itesjl.org/Articles/Kayi-TeachingSpeaking.html.
accessed by 9.42 am, on September, 2019.

Kunandar. 2008. Langkah Mudah Penelitian Tindakan Kelas Sebagai

Pengembangan Profesi Guru. Jakarta: PT. RajaGrafindo Persada

Kusumah, Wijaya, and Dedi Dwitagama. 2009. Mengenal Penelitian Tindakan

Kelas. Jakarta: PT. Indeks

MuliaSari, Vicka. 2008. Improving Student’s Speaking Mastery Using

Information Gap at The second Year of SMP N 3 Kebakramat
Karanganyar. Unpublished. School of Teacher Training and Education
Faculty. Surakarta: Muhammadiyah University of Surakarta
 28

Podo and Sulaiman. 1995. Bahasa Sebagai Keterampilan Suatu Bahasa.

Bandung: Angkasa

Sugiyono. 2010. Metode Penelitian Pendidikan. Bandung: Alfabeta

Sudjana, Nana. 2009. Penilaian Hasil Proses Belajar Mengajar. Bandung: PT.
Remaja Rosdakarya

Suprijono.2009. Cooperative Learning. Yogyakarta: Pustaka Belajar

Syakur. 1987. Language Testing and Evaluation. Surakarta: Sebelas Maret

University press

Tarigan, H. Guntur. 1990. Berbicara Sabagai Suatu Keterampilan Berbahasa.

Bandung: Penerbit Angkasa

Kayi, Hayriye. 2006. Teaching speaking: Activities to Promote Speaking in a

second Language The Internet TESL Journal, Vol XII, No. 11, November
 29

Appendixes 1

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMA Negeri 1 Sebulu

Mata Pelajaran : Bahasa Inggris/Wajib
Kelas/semester : X/1 (Satu)
Program : IPS
Materi Pokok : Teks Interaksi Transaksional; Informasi Terkait Jati Diri
dan Hubungan Keluarga
Jumlah Pertemuan : 2 x Pertemuan
Alokasi Waktu : 2 x 45 Menit

A. Kompetensi Inti :
 KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang
dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun,
peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab,
responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan
perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan
lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan
internasional”.
 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah
 KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan
metode sesuai kaidah keilmuan

B. KOMPETENSI DASAR dan INDIKATOR PENCAPAIAN

KOMPETENSI
KOMPETENSI DASAR INDIKATOR

3.1 Menerapkan fungsi sosial, 3.1.1 Mengidentifikasi ungakapan-

struktur teks, dan unsur kebahasaan ungkapan memberi dan meminta
teks interaksi transaksional lisan dan informasi terkait jati diri dan
tulis yang melibatkan tindakan hubungan keluarga
memberi dan meminta informasi 3.1.2 Mengidentifikasi perbedaan cara
 30

terkait jati diri dan hubungan pengungkapan dari masing-

keluarga, sesuai dengan konteks
penggunaannya. (Perhatikan unsur 3.1.3
kebahasaan pronoun: subjective,
objective, possessive)
4.1 Menyusun teks interaksi
transaksional lisan dan tulis
pendek dan sederhana yang
melibatkan tindakan memberi
dan meminta informasi terkait
jati diri, dengan memperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar
dan sesuai konteks
masing konteks
mengidentifikasi struktur teks
ungkapan memberi dan meminta
informasi terkait jati diri dan
hubungan keluarga
3.1.4 unsur kebahasaan dari ungkapan
memberi dan meminta informasi
terkait jati diri dan hubungan
keluarga
4.1.1 Menyusun kalimat meminta
infromasi terkait jati diri dan
keluarga teman
4.1.2 Menanggapi permintaan informasi
terkait jati diri dan keluarganya

C. TUJUAN PEMBELAJARAN

Setelah mengikuti proses pembelajaran menggunakan model Cooperative

Learning yang dipadukan dengan tehnik pembelajaran diskusi dan presentasi
dan pendekatan saintifik, peserta didik diharapkan dapat:

• Mengidentifikasi ungakapan-ungkapan memberi dan meminta informasi

terkait jati diri dan hubungan keluarga
• Mengidentifikasi perbedaan cara pengungkapan dari masing-masing
konteks
• Memahami struktur teks ungkapan memberi dan meminta informasi
terkait jati diri dan hubungan keluarga
• Memahami unsur kebahasaan dari ungkapan memberi dan meminta
informasi terkait jati diri dan hubungan keluarga
• Menyusun kalimat meminta infromasi terkait jati diri dan keluarga teman
• Menanggapi permintaan informasi terkait jati diri dan keluarganya

D. MATERI PEMBELAJARAN
 Fungsi Sosial
Mengenalkan, menjalin hubungan interpersonal dengan teman dan guru
 Struktur Teks
 31

- Memulai
- Menanggapi (diharapkan/di luar dugaan)
 Unsur Kebahasaan
- Sebutan anggota keluarga inti dan yang lebih luas dan orang-orang
dekat lainnya; hobi, kebiasaan
- Verba: be, have, go, work, live (dalam simple present tense)
- Subjek Pronoun: I, You, We, They, He, She, It
- Kata ganti possessive my, your, his, dsb.
- Kata tanya Who? Which? How? Dst.
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

 Topik
Teks Interaksi Transaksional; Informasi Terkait Jati Diri dan Hubungan
Keluarga
E. METODE PEMBELAJARAN

1. Pendekatan : Saintific
2. Metode Pembelajaran : Cooperative Learning
3. Tekhnik : Tanya jawab, diskusi dan presentasi

F. MEDIA/ALAT/BAHAN/SUMBER

1) Media :
 Deskripsi diri sendiri
 Slide Presentasi
 Lembar penilaian

2) Alat/Bahan :
 spidol, papan tulis
 Laptop & infocus

G. SUMBER BELAJAR
 Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas
X, Pathway to English, Revisi
 Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas
X, Kementrian Pendidikan dan Kebudayaan Republik Indonesia, Revisi
 32

H. SKENARIO PEMBELAJARAN

Kegiatan Deskripsi Kegiatan Alokasi

Pendahuluan waktu
Syntax Model Orientasi
Cooperative  Peserta didik merespon salam guru 10
Learning  Peserta didik berdoa sesuai dengan kepercayaan masing- menit
masing
 Menyiapkan fisik dan psikis peserta didik dalam
mengawali kegiatan pembelajaran.
(Menyampaikan
tujuan dan Apersepsi
mempersiapkan  Guru memberikan pertanyaan kepada peserta didik
peserta didik) tentang kegiatan sehari-hari atau yang berkaitan
dengan materi

Motivasi
Menyampaikan tujuan pembelajaran dan
menyampaikan manfaat mempelajari materi Teks
Interaksi Transaksional; Informasi Terkait Jati Diri
dan Hubungan Keluarga

Pemberian Acuan
 Memberitahukan materi pelajaran, teknik
pembelajaran dan teknik penilaian yang akan
dilaksanakan pada pertemuan saat itu.
KEGIATAN Mengamati (observing) 70
INTI  Peserta didik diberi motivasi atau rangsangan untuk menit
(Menyajikan memusatkan perhatian pada topik materi
ungakapan-ungkapan memberi dan meminta
informasi)
informasi terkait jati diri dan hubungan keluarga
dengan cara

Menanya (questioning)
 Guru memberikan kesempatan pada peserta didik
untuk membuat list pertanyaan sebanyak mungkin
yang berkaitan dengan video
 Guru dapat memberikan pertanyaan yang
berhubungan dengan gambar, seperti :

1. What is the video about?

2. Do you ever introduce your name in English?

Peserta didik menjawab pertanyaan- pertanyaan yang

diberikan
 33

(Mengorganisasi Mengasosiasi (Associating)

peserta didik ke  Guru memberikan penjelasan tentang fungsi sosial,
dalam kelompok struktur teks dan unsur kebahasaan
belajar)
 Peserta didik secara berkelompok berdiskusi
membandingkan fungsi sosial, struktur teks dan
unsur kebahasaan pada Teks Interaksi
Transaksional; Informasi Terkait Jati Diri dan
Hubungan Keluarga

Mengevaluasi Mencoba (Experimenting)

 Peserta didik membuat 2 kelompok membentuk
barisan dan secara berpasangan
 Peserta didik memperkenalkan dirinya kepada
pasangannya dan secara bergantian
memperkenalkan dirinya
 Guru berkeliling memberikan bimbingan pada
peserta didik
Mengkomunikasi (Communicating)
Peserta didik menyampaikan hasil kerja
kelompoknya tentang Teks Interaksi
Transaksional; Informasi Terkait Jati Diri dan
Hubungan Keluarga

 Guru memberikan konfirmasi tentang jawaban

peserta didik
Provide  Guru mengapresiasi hasil kerja kelompok peserta
recognition didik dengan memberikan pujian secara verbal.
(Memberikan
pengakuan dan
penghargaan)
Penutup  Guru dan peseta didik bersama – sama merangkum 10
serta mengambil nilai yang terkandung dalam menit
materi pembelajaran.
Guru memberikan tugas kepada peserta didik yaitu
mencari literature yang terkait Teks Interaksi
Transaksional; Informasi Terkait Jati Diri dan
Hubungan Keluarga untuk pertemuan selanjutnya
 Guru menginformasikan secara singkat rencana
pembelajaran hari berikutnya dan menutup kegiatan
pembelajaran dengan mengucapkan salam.
 34

I. PENILAIAN

1. Penilaian Sikap
 Penilaian Observasi

Aspek Perilaku yang Kod

Jumla Skor
N Nama Peserta Dinilai e
h Sika
o didik D Nila
RL BS JJ TJ Skor p
S i
10 10 10 10 10
1 Ahmad 500 100 SB
0 0 0 0 0
2 ... ... ... ... ... ... ...

Keterangan :
• RL : Religius
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggung Jawab
• DS : Disiplin
Catatan :
1. Aspek perilaku dinilai dengan kriteria:
100 = Sangat Baik
75 = Baik
50 = Cukup
25 = Kurang
2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria
= 100 x 5 = 500
3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 500 : 5
= 100
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)

Sebulu, Juli 2019

Mengetahui
Kepala Sekolah SMAN 1 Sebulu Guru Bahasa Inggris

Abdul Rahman, S.Pd Juniarti Rosita,S.Pd

NIP. 19770430 200012 1 003
 35

Appendix 2
LIST OF STUDENTS’ NAME

1. Observation

No. Students’ name confidence active

1. ADE MAWARDI

2. ALIFIA NUR

3. ANGGA SAPUTRA

4. AWAN RAMADHAN

5. CICA YOLANDA

6. DAHLIA

7. DESTA NAMIRA

8. DICKY ARIYADI

9. DHEA SANDRA

10. EVA MEY SARI

11. GATRA WAHYUDI

12. HESTI

13. LUTFI

14. MEGA RAHMAH

15. M. RANGGA

16. MUHAMMAD DENI

17. MUHAMMAD FENDI

18. MUHAMMAD RIFKI

19. MUHAMMAD QORI

 36

20. MUHAMMAD ZIDAN

21. NAJLA BAROKAH

22. NUR SALIMAH

23. PAHROZI

24. RAUDATUL JANNAH

25. REVA RISMAYANTI

26. RISMA RISKI

27. NOVIDA SAPUTRI

28. SHOFY RAHMAN

29. TAMJI DILAH

30. TANIA AMANDA

 37

2. Scoring Sheet for students’ speaking skill

Students’ Name pronunciation fluency grammar vocabulary

ADE MAWARDI

ALIFIA NUR

ANGGA SAPUTRA

AWAN RAMADHAN

CICA YOLANDA

DAHLIA

Etc

3. Questionari
 38

Appendix 3

1. LEMBAR PENILAIAN PENGETAHUAN

QUESTION
TOTAL SKOR
NO. NAMA SISWA 1 2
T F T F

Keterangan:

Question 1 : What is Your name?

Question 2 : Can you spell your name?

T : True Answer

F : False Answer

4. LEMBAR PENILAIAN KETERAMPILAN

LEMBAR KERJA SISWA

1. The instruction
Work in pairs and create introduction dialogue
 39

PRE-TEST

Good morning all, allow me to introduce myself in. My name is Faiz Rizqi Aji. I

was born in Bandung on 26 July 1993. I now live in Garut. Right now I stayed at

my aunt’s house. Now allow me to introduce myself further. I like things that

smell of adventurous, and small things like reading, watching, and spent my free

time by doing nothing. Okay now about me and my family, I am the first child in

my family. I have a little sister, and she is high school student. My father is a

Police which is named Endang Kurnia. While my mother is a housewife.I love

my family more than anything. Well that’s my introduction this time. Pleased to

meet you.

POST TEST
Student’s Conversation

 Expressing congratulation

1. A: Congratulations, Bobby

B: What for?

A: For your graduation

B: How do you know, Gina?

A: I met your parents at the market, and they told me about it. I’m so

happy for you. I hope you will become a successful architect.

B: Thank you very much, Gina. I hope so too

2. C: Congratulation, Susan! I heard that you’re getting a job promotion and

will be placed in New York. Is that true?

D: Yes it is true. I’m very happy and can’t wait to move to New York.
 40

C: You are a lucky person. I’m sure you will be successful there.

D: Thanks, James.

3. Mr. Jackson : Well. Mr. Sunton, congratulation on the opening of your

new branch office.

Mr. sunton : Oh, thank you, Mr. Jackson. I’m glad you could come. I

really appreciate it

Mr. Jackson : Thank you, by the way, how many branches do you have

now, Mr. Sunton?.

Mr. Sunton : Uhm… four altogether. This is fourth one.

Mr. Jackson : Well, you’ve done a great job, Mr. Sunton. Congratulation

once again and all the best to you

Mr. Sunton : Thank you very much