1

DRAFT OF THESIS

Name : Herman
Reg. Number : 20400112108
Department : English Education Department
Faculty : Tarbiyah and Teaching Science Faculty
Title : “The Use of Target Language in Teaching Speaking Skill
to the Eleventh Grade Students of SMAN 10 Gowa”
Consultant I : Dr. H.Abd. Muis Said, M.Ed. TESOL.
Consultant II : Dra. Hj. St. Azisah, M.Ed.St., Ph.D.

A. Background

There have been little contradicting assumptions, among language

teachers, regarding to the issue the language of instruction in teaching foreign

language. Some teachers claim that best instruction is a combination between

students’ first language and target language. Other teachers assume that the

best language of instruction is in target language only.

Using the students’ mother tongue as the language of instruction to teach a

foreign language tends to be more effective in assisting teachers to convey

ideas to their students. Afzal (2013) stated that the use of students’ mother

tongue in language classroom provides the students with better and deeper

understanding about the target language. Lartec et al (2014) stated that the use

of first language as the medium of instruction, compared to the use of second

language instruction, is able to improve children’s ability to learn. Students

tend to be more active in asking question or answering teacher’s question

because they have good understanding on teacher’s explanation. The

weakness of this method of instruction is that the learning and teaching

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process tend to be more wasting time because teacher uses much time to

translate.

On the other hand, the use of target language only in English class is

required as well. There are a number of advantages of its application. First,

students can acquire the target language instead of learning it only. Secondly,

students are able to experience the real context of the use of the target

language that is supposed to be more communicative. The third and the most

important is that it provides a high opportunity to improve students speaking

proficiency because if they listen to target language frequently, they acquire

much language input. The common problem, in many cases, is that the

students hardly understand the meaning of what the teacher explain and are

anxious to give feedback such as questioning or giving suggestion.

As the matter of fact, the most studied foreign language in Indonesia is

English. English is a compulsory subject studied in Junior High School and

Senior High School, according to Indonesian K13 Curriculum. Students

should have had good proficiency in English since they have learnt it for six

years. Unfortunately, the fact that the researcher found is the other way

around. Most of students that the researcher has met are poor in English

proficiency, especially in speaking. They feel it difficult to construct their

ideas even into a simple sentence. This does not apply in some cases but in

many cases, it does. The researcher assumes that the factor that mostly

influences their speaking ability to be lacking is that they are not familiar to

English speaking in the real context of communication.

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Based on the researcher’s experience. There are three types of English

teachers in giving instruction to their students. The first type is the teachers

who convey instruction to their students completely in Indonesian. The second

one is the teachers who combine English and Indonesian to deliver instruction

to their students. The third one is the teachers who give instruction entirely in

English. According to the researcher’s experience, most of English teachers

belong to the first or the second type and few of them belong to the third one.

It is clear that delivering instruction in English class by using whole

Indonesian is less effective and is not able to make the students learn

communicatively. Whether to use combined English-Indonesian or full

English to convey the instruction is the issue that is occasionally debated

among English teachers to be the most effective instruction delivery.

In order to find the solution of the students’ lack of proficiency in

speaking, the researcher decided to conduct a research in which he expected to

be the solution of this problem. The research is “The Use of Target Language

in Teaching Speaking Skill to the Eleventh Grade Students Of SMAN 10

Gowa”

B. Research Problem

The focus of this study is to find out if teaching English in target language

only is better to improve students’ speaking or the otherwise. Therefore, the

researcher formulated the research problem as follow”:

Is the use of target language effective in teaching speaking skill to the

Eleventh Grade Students of SMAN 10 Gowa?

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C. Research Objective

Related to the problem statements above, the main objectives of this

research is:

To find out whether or not the target language is effective in teaching speaking

skill.

D. Research Significant

This research is expected to give theoretical and practical significance as

follow:

1. Theoretical Significance

a. For the students, to give an understanding about the importance of

using target language in English class.

b. For the teachers, to give understanding about the precise medium

of instruction which more effective.

2. Practical Significance

a. For other researcher, as a reference for the researcher to conduct a

research related to this topic.

b. For the students, this research aims to create an environment where

students can explore their English speaking freely.

c. For the teachers, as a reference for the teachers in designing their

teaching plan.
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E. Research Scope

In this research, the researcher will focus on the process of teaching

that is expected to be effective by using target language only as the language

of instruction, which means without translation, in order to make students

acquire better speaking proficiency.

The researcher chooses the 11th grade students of SMAN 10 Gowa as

the subject of this research. He assumes that the 11th grade is the most

appropriate since the 12th grade students are now busy in preparing their final

examination.

F. Operational Definition of Terms

1. Use

The word use (n) in Oxford English Dictionary means the action of using

something or the state of being used for a purpose. It also means the value or

advantage of something.

2. Target language

The target language is thelanguage learners are studying, and also the

individual items of language that they want to learn, or the teacher wants them

to learn.

3. Teaching

It is derived from the basic word teach (v) which means to impart

knowledge to or instruct (someone) as to how to do something. It also means

to cause (someone) to learn or understand something by example or

experience.
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4. Speaking

It is derived from the basic word speak (v) which means to say something

in order to convey information or to express a feeling.

G. Literature Review

1. Previous Related Research Findings

A few of researches related to the issue of target language use in foreign

language classrooms were done by various researchers across the globe. Most

of the researches resulted significant impact of the use of target language on

students’ achievement.

Nilsson (2013) conducted a research under the title Target Language in

the Primary Classroom. The research of her, conducted in Sweden, found out

that most of the English teachers were satisfied with the development of their

students after implementing the target language only in the classroom.

A research titled Using the Target Language in the Foreign Language

Classroom: English as a Foreign Language (EFL) at Dutch Secondary

Schools was done by Froukje Brands in 2011. In this research he stated that

most teachers who applied the target language as the language of instruction

and communication in the classroom found a significant improvements of

their students’ speaking skill.

Littlewood (2009), in his research First and Target Language in the

Foreign Classroom, stated that the first language that is frequently used in a

foreign classroom can be ‘a threat’ to the foreign language acquisition if the

teacher does not use it appropriately. Therefore, the use of target language in
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the classroom should be optimize and the use of first language should be

minimize.

Moeller (2013) performed a research entitled Keeping It in the Target

Language. In this research he found some positive impacts of target language

use towards the learning process. In his conclusion he said that language

learning becomes real and the skill to communicate in the other language

becomes highly valued ability. Target language use in the classroom can

ensure a real and lively language experience can make language learning

meaningful to pupils. Target language use can also increase students’

motivation in learning and make them give more appreciation to the language

learning.

2. Pertinent ideas

 First Language

According to Cambridge dictionary, first language is the language you

learn from your parents as you grow up. The first language of an individual is

part of the personal, social and cultural identity. The impact of the first

language is that it brings about the reflection and learning of successful social

patterns of acting and speaking. It is basically responsible for differentiating

the linguistic competence of acting.

 Target Language

According to British Council, target language is the language students are

studying, and also the individual items of language that they want to learn, or
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the teacher wants them to learn. The use of target language refers to all that

learners say, read, hear, write, and view.

 Speaking

The Nature of Speaking

Speaking as an oral productive skill is one of four skills of learning a

foreign language. It is necessary to be mastered in order to achieve

communicative goal in EFL. This sub chapter describes teaching and learning

of speaking skill which is presented into some categories as follows:

a). Definition of Speaking

Speaking is the process of conveying meaning or thoughts which involves

producing and receiving and processing information interactively (Brown,

1994). Cameron (2001: 40) states that speaking is the active use of language

to express meaning so that the other people can make sense of them.

It could be said that the ability to speak a language is synonymous with

knowing the language since speech is the most basic means of human

communication. Speaking requires the ability to co-operate in the

management of speaking turns. It typically takes place in the real time for

detailed planning as well. In this condition, a lot of memorized lexical

expressions are also necessary in spoken language. Therefore, the study

grammar may not be the most important matter in order to reach the most

efficient way on speaking (Thornbury, 2005).

Some people think that if they want to speak fluently in English, they need

to be able to pronounce phonemes correctly, use appropriate stress and

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intonation patterns and speak in connected speech. However, speaking is

more than it. Actually, the speakers of English have to be able to speak in

different genres and situations (Harmer, 2001).

Chaney (1998) in Kayi (2006) argues that speaking is the process of

building and sharing meaning through the use of non-verbal symbols in a

variety of contexts. Speaking is a crucial part in language learning. It needs

the speakers to produce the target language in the spoken form. Moreover, it

involves the speaker to use speech to express meanings to other people

(Spratt, Pulverness, &Williams, 2005).

In line with some theories explained before, it comes to a conclusion that

speaking is one of ways in expressing idea, thought or feeling into words.

Speaking is evenly about carrying idea in oral form to other which is

considering people’s perception, feeling and existing knowledge about

language itself so they can perceive the message of the utterances.

b). Aspects of Speaking Skill

In teaching oral communication, there are some factors that encourage

learners to gain successful practice in speaking skill beside input factor that

comes from listening session. Brown (2004) has broken down both micro-

skills and macro-skills of speaking:

Micro-skills

 Produce differences among the English phonemes and allophonic variants.

 Produce chunks of language of different length.

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 Produce English stress pattern, word in stressed and unstressed positions,

rhythmic structures, and intonation contours.

 Produce reduces forms of words and phrases.

 Use an adequate number of lexical units (words) in order to accomplish

pragmatic purposes.

 Produce fluent speech at different rates of delivery.

 Monitor your own production and use various strategic device -paused,

fillers, self corrections, backtracking- to enhance the clarity of the

message.

 Use grammatical words classes (noun, verb, etc.), system (e.g., tense,

agreement, pluralization), word order, pattern, rules, elliptical forms.

 Produce speech in natural constituents –in appropriate phrases, pause

groups, breathe groups, and sentence constituents.

 Express a particular meaning in different grammatical forms.

 Use cohesive devices in spoken discourse.

Macro-skills

 Accomplish appropriately communicative functions according to

situations, participants and goals.

 Use appropriate registers, implication, pragmatic conventions, and other

linguistics features in face to face conversations.

 Convey links and connections between events and communicate such

relations as main idea, supporting idea, new information, given

information, generalization, and exemplification.

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 Use facial features, kinetics, body language, and other nonverbal cues

along with verbal language to convey meanings.

 Develop and use a battery of speaking strategies, such as emphasizing key

words, rephrasing providing a context for interpreting the meaning of

words, appealing for help, accurately assessing how well your interlocutor

understand you.

So, the speaking ability is not only dealing with the capability of

producing appropriate grammar or fluency in communicating but also the

circumstances that the speaker and hearer have. To gain meaningful

communication, it is needs both the speaking competence and performance.

c). Teaching Speaking

Speaking is a crucial part of second language learning and teaching.

Despite its importance, for many years, teaching speaking has been

undervalued and English language teachers have continued to teach speaking

as a repetitions of drills or memorization of dialogues. Teachers also should

improve students’ communicative in speaking, because in that way, students

could express themselves and learn how to follow the social and context

which appropriated in the communication.

Nunan (2004) stated some formulations what is meant by teaching

speaking as follow:

 Produce the English speech sounds and sound patterns.

 Use word and sentence stress, intonation patterns and the rhythm of the

second language
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 Select appropriate words and sentences according to the proper social

setting, audience, situation and subject matter.

 Organize their thoughts in a meaningful and logical sequence.

 Use language as a means of expressing values and judgments.

 Use the language quickly and confidently with few unnatural pauses,

which is called as fluency.

Brown (2004) cites, in productive performance, the oral or writtenstimulus

must be specific enough to elicit output within an expected range or

performance such that scoring or rating procedures apply appropriately. It can

be simply said that input factor will give influences in the output so that

students’ performance must be adequate for every speaking activities. In

designing speaking activities or instructional materials for EFL teaching, it is

also necessary to recognize the very different functions speaking performance

in daily communications and the different purpose for which our students

speaking skill. For any activity we use in class whether it is one that seeks to

develop proficiency in using talk as interaction, transaction, or performance, it

is needed to be considered what successful completion of the activity involves.

In teaching speaking, the teacher may consider:

 Types of Classroom Speaking Performances

In teaching speaking, interpersonal and transactional dialogues should be

included in an interactive classroom. The speaking performance has some

levels starting from the simplest performance up to the highest one. Brown
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(2001) mentions and explains six categories of classroom speaking

performance;

1. Imitative

This category goes for the ability of the students to copy some part of

language not for the purpose of meaningful interaction but for focusing on

some particular elements of language form.

2. Intensive

This category goes one step beyond imitative to include any speaking

performance that is designed to practice some phonological or grammatical

aspects of language.

3. Responsive

This category deals with students’ speech in the classroom. It is including

short replies to teacher or student-initiated questions or comments.

4. Transactional

Transactional language is carried out for the purpose of conveying or

exchanging specific information. It is an extended form of responsive

language.

5. Interpersonal

Interpersonal language carried out more for the purpose of maintaining

social relationships than for the transmission of facts and information.

6. Extensive (monologue)

This category is commonly found in the students at intermediate to

advanced levels, they are asked to give extended monologues in the form of
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oral reports, summaries, or perhaps short speeches. By considering those

above explanations, the teacher then may decide what kind of activities or

tasks to assess students’ speaking performance.

 Classroom Speaking Activities

Applying speaking tasks in the English classroom is basically important.

Harmer (2001) mentions three reasons why teachers should conduct speaking

in their English classroom. First, through speaking tasks, students can rehearse

the skill by having discussions or practicing some conversations. Second,

speaking tasks provide feedback for both teachers and students. Teachers may

evaluate how well the class is doing and what language problems the class are

having. Students can see how easy they find a particular kind of speaking and

what they need to improve. Conducting performance on the speaking skill also

needs knowledge of possible activities in the classroom. It is important to

make students perform meaningful speaking activities.

Harmer (2001) suggests some activities related to the classroom speaking as

presented below:

1. Acting from a script

2. Communication games

3. Prepared talks

4. Questionnaires

5. Simulation and role play

Those activities are important to consider when English teacher wants to

make students speak during the teaching learning process. Teachers may also
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use them to assess students’ speaking performance. Therefore, teachers could

see whether students have achieved the competency in performing speaking in

English.

 Aspects of Speaking Performance

To reduce the subjectivity in assessing speaking, Thornbury (2005) states

that there are some aspects of classroom speaking performance:

Fluency

Fluency does not simply mean an ability to speak fast. Speed is one of the

factors but some pauses need to speak fluently. Thornbury (2005) said that

people can be said as fluent speakers if they fulfilled the following features:

(a) Pauses may be long but not frequent

(b) Pauses are usually filled

(c) Pauses occur at meaningful transition points

(d) There are long runs of syllables and words between pauses

Pronunciation

Pronunciation becomes important because it gives meaning not only about

what is being said but also how to control their pitch, intonation, individual

sounds, sounds and spelling, and stress. Like what Thornbury (2005) said in

his book, pronunciation refers to the student’s ability to produce

comprehensible utterances to fill the task requirements. Wrong pronunciation

may cause misunderstanding or people involved in a conversation are

offended.
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Grammar

When learning a language, people should learn about grammar. Every

language has its own characters, include grammar. Brown (2001) stated

grammar is the system of rules governing the conventional arrangement and

relationship of words in a sentence. In relation to contexts, a speaker should

consider the following things:

1) Who the speaker is

2) Who the audience is

3) Where the communication takes place

4) What communication takes place before and after a sentence in

question

5) Implied versus Literal Meaning

6) Styles and Registers

There some differences between written grammar and spoken grammar

as the following table:

Written Grammar Spoken Grammar

Sentence is the basic unit of Clause is the basic unit of construction
construction Clauses are usually added (co-
Clauses are often embedded ordination)
(subordination) Head + Body + Tail Construction
Subject + Verb + Object Direct speech favored
Construction Vagueness tolerated
Reported speech favored A lot of ellipsis
Precision favored Many question tags
Little ellipsis Performance effects, including
No question tags o Hesitations
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No performance effects o Repeats

o False stats
o Incompletion
o Syntactic blends

Vocabulary

There are many definitions of vocabulary proposed by some experts. It is

very important for one to know what vocabulary is before discussing

vocabulary mastery. Mastering a large number of vocabularies is very

important for foreign language learners. Without mastering it, of course,

foreign language learners will get some difficulties in developing the four

language skills. According to Hatch and Brown (1995), the term vocabulary

refers to a list or set of words for a particular language or a list of words that

individual speakers of language use. Since vocabulary is a list, the only system

involved is that alphabetical order. The choice in vocabulary selection and

methods used in teaching vocabulary are important factors. It needs the

process of learning in context to get the meaning of words.

Vocabulary is a fundamental component of second language proficiency;

one of the primary goals of language learning is to know the meanings of the

words. It is needed to communicate successfully in the second language. As

Hornby (1995) stated, vocabulary is the total number of the words (with their

meaning and with rules for combining them) making up the language. It

becomes the primary thing in learning a language. Therefore, success in

learning English requires vocabulary acquisition. A large vocabulary cannot

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guarantee the learner’s competence in learning English but in adequacy of

vocabulary will obstruct their chances to make success in learning English.

The acquisition of an adequate vocabulary is essential for successful second

language use because without an extensive vocabulary, one will be unable to

use the structures and functions one may have learned for comprehensible

communication.

From the definition above, it can be concluded that vocabulary is the total

number of words, a list or set of words in a particular language that a person

knows or uses. Mastery is defined as the complete control of knowledge

(Oxford Advanced Dictionary). Mastery is also a skill or thorough knowledge.

From these definitions, it can be concluded that mastery means the

competency to understand and apply something learned.

H. Theoretical Framework

The researcher will deliver experimental research to find out the influence

of teaching English in target language (English) towards students’ speaking

skill.

A human being acquires the ability to speak after being involved in his

environment. He hears people speaking and sees things happen. These two

factors give him visual and audio information. Then his brain analyses that

information so that he can comprehend. The process of receiving audio and

visual information does not only give him understanding but also assists him

to produce language.
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From this short explanation, we can comprehend that the ability to hear

and the ability to see play the most important role in the process of language

acquirement. Interestingly, the Qur’an has already mentioned this concept of

language (or knowledge in general) in Surah An-Nahl: 78

”And Allah has extracted you from the wombs of your mothers not

knowing a thing, and He made for you hearing and vision and intellect that

perhaps you would be grateful”.

In this verse Allah mentioned the hearing first before he mentioned the

sight, which shows that the hearing has more significant roles in human life,

even though both are essential. There are plenty of evidences proving the

validity of this verse around us. Some people who were born deaf do not have

the ability to speak because they do not receive audio information. Blind

people, even though they can speak well, sometimes do not understand the

meaning of language perfectly. The concept of color, for instance, is unknown

to them.

What the researcher wants to convey here is that the only way to acquire

speaking ability is through listening and observing. Therefore, English as a

foreign language is supposed to be taught through English itself. The

instruction should be in English completely without translation. Students are

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able to observe the way their teachers speak and act so that they can

experience the real communication. This method of delivering instruction is

similar to the way children acquire their first language.

I. Research Method

1. Research Design

This research is a quantitative research that will apply quasi-experimental

design (the Pre-Test-Post-Test non-equivalent group design).Two classes will

be involved in this research, the controlled class and the experimental class.

The researcher will begin this research by giving a pre-test aiming to measure

students’ speaking skill. The second stage is performing a treatment which is

expected to be able to improve students’ speaking skill. Post-test would be the

last stage of this research. It aims to measure the improvement of students’

speaking skill. In this study, the treatment that will be given is applying target

language only in teaching English speaking.

To get the significant effectiveness by comparing the pre-test and the post-

test result the research design would be presented as follows

Group Pre-Test Treatment Post-Test

E 01 X02

C 01 X02

2. Research Variables

Where:

E = Experimental Class

C = Controlled Class
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01 = Pre-Test

02 = Post Test

X = Treatment (Cohen, Manion, and Morrison, 2007: 283)

There are two variables involved in this research, they are: independent

variable and dependent variable.

a. Independent variable is The Use of Target Language.

b. Dependent variable is Speaking Skill.

J. Research Subject

1. Population

The population of this research will be taken from the second year students

of SMAN 10 Gowa.

2. Sample

The researcher will use purposive sampling technique. According to

Arikunto (2013: 183), purposive sampling is used by taking subject not based

on the strata, random or area, but it is based on certain purpose. This technique

also used because of some considerations.

The sample of this research is class of XI1 and XI2. Here, the researcher

chooses XI1 as Experimental Class and XI2 as Control Class.

K. Research Instrument

The instrument utilized by the researcher in this research is speaking test.

This test would be taken from the oral test.

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L. Data Collecting Procedure

To measure recognize students’ speaking ability before treatment,the

researcher will use pre-test. The pre-test will be followed by treatment, which

is the most important part of this research. At the end, the researcher will

conduct a post-test in order to measure the result of the treatment.

1. Pre-test

The pre-test is indeed a speaking test. Students’ pronunciation, vocabulary,

and grammar are included in this test.

2. Treatment

After giving the pre-test, the researcher will treat each class. The

researcher will give treatment for four times, each meeting runs for 90

minutes. The experimental class will be treated with English teaching through

English without any translation, while the controlled class will be treated by

conventional or classical teaching method. Both classes will be treated with

the same materials.

3. Post-test

The post-test will be similar to the pre-test but the contents are different.

M. Data Analysis Technique

This research would be analyzed using Quantitative data with the

formula, as follows:

1. Scoring the students’ pre – test (pre-Questionnaire) and post – test (post-

Questionnaire) score by using the following formula.

Students′ Answer
Score = 𝑥 100
Total Number of Items
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2. The researcher would be calculated the mean score by applying the

following formula.

X 
x
N

Where:

X = Mean Score

 x = the sum of all score

N = the total number of subjects

3. Then, students’ score would be classified using the following formula

Table of Students’ Score Classification

Scale Classification
91 -100 Excellent
81 – 90 Very good
71 – 80 Good
61 – 70 Fairly good
51 – 60 Fair
0 – 50 Very Poor

4. The researcher will examine students’ scores in the pre-test and post-test.

The formula used in scoring the students’ correct answers is:

𝐹
P= 𝑥 100%
N
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Where:

P = Percentage

F = Frequency

N = the total of the participant

5. The researcher would be calculated the standard deviation with the

formula.

𝑆𝑆
(∑ 𝑋)2
𝑆𝐷 = √ − , where SS = ∑X 2 − 𝑁1
𝑁

Where:

SD = standard deviation

SS = the sum of square

N = total number of the subjects

∑𝑋 2 = the sum of all square; each score is squared andall thesquares

are added up

(∑𝑋)2 = the square of the sum; all the scores are added up and the

sum is square, total.

6. Finding out the score difference between controlled class and experimental

class.

x̅1 − x̅2
𝑡=
SS1+SS2 1 1
√( ) (n1 + n2)
n1+n2−2
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Where:

t = test of significance

x̅1= mean score of experimental group

x̅2= mean score of control group

SS1= sum square of experimental group

SS2= sum square of control group

n1= number of students of experimental group

n2= number of students of control group

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