CHAPTER 1

INTRODUCTION

1.1. AN OVERVIEW
Language is usually illustrated as a means of communication, but in educating

it, we continuously come up against the question of what it is to be ‘fit’ in

communicating. We commune; but our communication has no surety of achievement,

and the response we achieve from the words and actions of others often reflects that

they have received something different from what we thought we were conveying.

That is the reason, language and communication is strongly related to each other.

They cannot be unattached. People should be aware of the language employed for

communication.

People use language as a tool for communication all over the world. They

communicate their opinions, feelings, views and thoughts by the language. They

require communication to achieve what they need. English is widely using in the

world for communication. Due to an international language English played an

important role in communication. As a second language English has increasingly

become the international language for commerce, economics, business, science, and

technology, and international relations and diplomacy. Therefore, it is very essential

to learn English by students especially to confront the global challenges of the era.

People use language as a means for communication all over the world. They

communicate their views, emotions, and thoughts through the language. They need
1
communication to achieve what they require. English is being used in the world for

communication at large. Being as an international language English played a vital role

in communication.

Teaching English should stress on introducing language as a means of

communication. To be expert in English as foreign language is difficult for students.

It is due to the reason that English is not their mother tongue. That is the reason in

Pakistan, English should be learned by students at early age.

1.2. THE BACKGROUND OF THE STUDY

In conveying the material, the English is taught as a foreign language,

constructed on the ground namely curriculum which is always presented with

syllabus. English as a compulsory subject, it is taught from elementary grades up to

university level. There are four important language skills to be taught to the students,

they are: writing, speaking, reading and listening. With the help of these four

language skills, speaking could be considered the most essential one for learning

because when students learn English language, it is takes into account to be fruitful if

they can impart it effectively in their second or foreign language.

English speaking is a way of communication with the other people, while in

Pakistan English is taught in school and commonly people do not speak English in the

society. That is why to speak English at school level must be encouraged in order to

upgrade the English level.

2
 Hadfield (1999:7) says that speaking is a kind of bridge for learners between

classroom and the world outside. In order to build up the bridge, in the speaking

activities, the teacher must give them practice opportunity for purposeful

communication in meaningful situations. It means learning to speak in a second

language will be facilitated when learners are actively engaged in attempting to

communicate. Thus the teacher must give the learners practice to actualize their

speaking skill in real situation. By mastering speaking, they can carry out the

conversation with others, share opinions, give ideas and change the information with

interlocutors.

The researcher had detected speaking skill of the class eight students of

Paradise School. Based on syllabus, the students were assumed to be able to:

a. Convey the meaning of transactional and interpersonal dialogue in daily life

circumstances.

b. Convey the meaning of short functional text and simple monologue in the

form of recount of narrative and procedure text in daily life context.

According to determined goals, the students are expected to accomplish them.

However, there is a gap between the goals and fact in the classroom. The researcher

has the opinion that senior high school students have better knowledge of English as

they had already learnt English at junior level. In reality, students have low ability of

speaking. The students are not competent enough to demonstrate their idea easily.

3
 During examination in speaking class, the researcher detects the problems that

happen usually. Initially, it recounted to the state of students who have low motivation

to speak English. They opine that English is very hard to be spoken. They are very

shy to utter their idea in English because they think it is shameful if their friend will

laugh. Students who speak English in front of the class often cover their face with

book. When the teacher offers them to come forward for conversation with friends

they refuse to do it. They hesitate that there might be some mistake while speaking

English. They feel lack of confidence while speaking English.

Second, the students’ ability in grammar, use of vocabulary and also weak

pronunciation create lack of confidence in the speaking class. They feel difficulties to

find appropriate words to make sentence or illustration. They utter pauses and

pronounce the words incorrectly. Students do not use wide range of vocabulary and

use incorrect grammar poor pronunciation. Dealing with vocabulary mastery, for

instance when the teacher asks the meaning of several words, the students cannot

answer it and keep silence.

Third, another problem is found in speaking material. The teacher has to

translate all the sentences first before explaining what kind of expression it is.

Besides, during speaking class only few students have great willingness to speak

English in front of the class. When some students have practice to speak English in

front of the class, then other students get too noisy and do not pay attention to their

friend. Moreover, when the time of teaching learning conducted at the last class, the

4
students looked tired and do not enjoy the lesson. They often ask the teacher to go

home soon and they have no concentration to continue studying.

Fourth, it is dealing with teaching approach used by the teacher. Actually the

teacher gives more practice to students to speak English but the teacher dominates in

teaching students using Pakistani Language so it cannot increase their ability to speak

English fluently. Besides, the teacher rarely uses instruments to support teaching

material such as picture show, role play, game or simulation. It makes the students

feel bored because there is no variation during speaking class. Teacher also rarely

have a chance to use the teaching media, for instance multimedia laboratory, for

students although this media can help students to be involved and interested in joining

the lesson.

Moreover, during the lesson only a few students bring the dictionary with

them so when they do not understand the meaning of several words, they borrow the

dictionary from one another, then the class used to be very noisy again. This situation

cannot improve their speaking skill because it wastes their time and students are not

able to participate actively in class.

Based on the fact, the researcher would like to improve their skill in speaking

by conducting an action research through dialogue. One of language teaching

techniques suggested for developing speaking skill is by using dialogue. The Oxford

English Dictionary defines dialogue as “the conversation written for and spoken by

actor on a stage” or “a conversation carried on between two or more persons”.

5
 There are several reasons why the use of dialogue can improve the students’

speaking skill. Dialogue is a good way to get learners to practice saying target

language without any hesitation and within a variety of context (Ur, 1996). It means

through dialogue students are able to practice and express their thought orally in the

target language.

Dialogues are popular activities in ESL textbook for a number of linguistic as

well as cultural reasons. It is one of the materials that can support communicative

competence in language teaching classes. Besides, dialogue is a part of language

which is very important in learning language. The advantage of dialogue is that the

learners are not only able to understand the words of English, but also to understand

the correct English rules. It can be said that dialogue can represent the learner’s

intention by using the suitable words in the sentence. Through dialogue the students

can imitate new words, grammar structures and pronunciation that they can use to

express their thoughts orally. It also gives them a tool in analyzing vocabulary and

grammatical expressions for discussion. As a result it becomes easier for students to

create their own sentences in the foreign language.

The role of dialogues is to help students to develop their conversation skills in

common practice in most English classes. The other advantage by using dialogue is

that students are given rubric as a basic foundation on which they can build their own

speaking skill. Once they have become comfortable using a dialogue, students can

then go on to have related conversations buildings on their familiarity with the

6
dialogue and the vocabulary specific to the situation. Dialogues can be used in many

ways in a classroom. For instance, to introduce new vocabulary and help students

become familiar with standard formulas used when discussing various topics, use

dialogue for role plays, games, simulations and information gap, and have students

memorize simple dialogues as a way of helping them improve their vocabulary skills.

Moreover, dialogue is a special one of discourses that employ distinctive skills

to achieve mutual understanding. Dialogues are meaningful natural excerpts of

conversation focused on one point of English usage and capable of stimulating further

conversation. That is to say, a dialogue in foreign language teaching, as we usually

understand it, is a natural conversation to be presented either orally or in writing,

practiced, and drilled in class.

A language is primarily speech and its primacy is valid in a correct

communication. The teacher believes that communicative skills should be developed

as much as possible so that students can communicate appropriately in the target

language. Most students cannot reach satisfactory level of proficiency if text books do

not present materials designed to develop communicative skill. One of the reasons for

using dialogues, most probably the underlying purpose is to enable learners to

promote their communicative competence through which they can get the ability to be

able to use the target language appropriately (Cakir, 2009).

Everything in dialogues is meaningful and relevant to the situation of the

students’ everyday life. This situation will be very important for students who learn
7
 the English language and dialogue is well suited for practicing language in realistic

communication situations. Teacher can present dialogue in various ways in order to

make the students improve their skill to speak English freely.

Based on the background above, the researcher decided to carry out a research

entitled, ‘Improving Students’ Speaking skill Through Dialogue (An Action Research

conducted for the Eighth Year Students at Paradise School of the Academic Years

2016/2017)”.

1.3. STATEMENT OF THE PROBLEM

Based on the background of the study, it is quite clear that students of eighth

class have low ability in speaking skill of English. The students are not competent

enough to demonstrate their idea easily. There is a gap between their knowledge and

usage of language so they cannot cope up with the demanding situation of actual-life

speaking.

1.4. THE RESEARCH QUESTION

 How can the use of dialogue, as a teaching technique, can be useful in enhancing the

speaking skill of eighth year students of Paradise School Lahore?

1.4.1 The Research Sub-questions

 How the speaking skill of eighth year students of Paradise School Lahore can

be enhanced?
8
  What are the benefits of using dialogue for the purpose of improvement of the

speaking skills of eighth year students of Paradise School Lahore?

1.5. OBJECTIVES OF THE STUDY

The objectives of the study are as the following:

1. To know the extent of the improvement of students’ speaking skill through

dialogue activities of the eighth year students of Paradise School Lahore of the

academic year 2016/2017.

2. To identify the problems when dialogues are implemented in the speaking

class of the eighth year students of Paradise School of the academic year

2016/2017.

3. To recommend how to enhance English speaking skills among students from

8th class by using dialogue as a medium.

4. To explore the significance of dialogue in building English language speaking

skills among the students of 8th class.

1.6. THE RATIONALE OF THE STUDY

Learning a foreign language is considered to be a complex process especially

for the students at middle level (Richards, J.C., & Schmidt R.W., 2013). The

academic rationale of the study suggests that the evaluation of English interactions

include four elements namely speaking, listening, reading and writing. For this matter

a careful evaluation of the teaching method must be assessed for enhancing speaking

9
skills in students at middle level. Precisely, dialogue has been considered to be the

most effective method due to its ability to cover all the areas of English interaction

evaluation. It can help the students not only in enhancing their speaking skills but also

improving listening, reading and writing skills as well (Legutke, T. & Candlin, 2014).

Hence, for this reason this research would identify how dialogue could help the

students of 8th class to enhance their English speaking skills. This study would be

significant in two ways: practical and theoretical. This will practically assist the

teachers and instructors to understand how dialogue can be used in different ways to

enhance English speaking skills in students at middle level.

The researcher expects that the result of the study would give some benefits to

the students and the researcher. They are as follows:

1. The Students

They are expected to have better communication by using English. It

means they will be able to speak fluently using correct grammar,

vocabulary as well as pronunciation. If they can speak fluently in English

they will be able to be involved in the international community. Besides, it

can be useful for them to find a better job in the future because recently

many companies need qualified employees who can speak and write

English fluently.

10
 2. The Researcher

The result of this research, the researcher gets a valuable experience which

can be used for conducting a better action research in the future. The result

of the study can be applied by the researcher for teaching the students in

the future as a teacher because the researcher gets useful experience in

doing the study. Besides, it is also hoped that this research can enrich the

knowledge for the readers.

1.7. DURATION OF THE STUDY

The proposed study was completed within eight to nine months after the approval of

synopsis.

1.8. DELIMITATION OF THE STUDY

The study was delimitized to:

 Only Speaking Skill (excluding listening, reading and writing skill)

 To only students of eighth year of Paradise School Lahore.

11
 CHAPTER 2

LITERATURE REVIEW

2.1. THE NOTION OF DIALOGUE

Communication is double sided process: what A communicates to

shape B’s replay, which in turn influences A’s answer and so forth. But A,

however, exactly he may think he can expect what B will say, never

knows for sure what accurately will be said. It is this spontaneous

overflow and uncertainty of oral discussion. Traditionally, use of dialogue

presented in such a way that students A and B were fully aware of what

each will present at the beginning of dialogue (Matthews and Read,

1989:24).

The Oxford English dictionary defines dialogue as “the

conversation written for and spoken by actor on a stage” or “a

conversation carried on between two or more person”. It is a verbal

argument of ideas between people, and such suits the normal concept of

how dialogue would be presented in the classroom. Dialogues are very

important teaching methodology once an initial set of language is

understood. The aim of using dialogue is to submit a situation of original

language in which the student task plays in a secure environment before

12
being met by the original thing. And playing the role during dialogues

activities, the students come to keep the language-to-internalize the

phrases used so they become a part of their collection of English

vocabulary too.

According to Stevick (1994: 70), an ordinary audio lingual courses

base each of their initial lesson in a dialogue. The dialogue is a model of

how the language is adopted as the strategy to “over learn” the dialogue.

“Over-learning” means not merely to learn; it means learning so carefully

that one is able to read the whole very quickly almost without surmising

about it. At the end, the learner assesses the selected ideas of grammar

that are exemplified in the dialogue, runs through a sequence of drill on

these points, and eventually uses the original material in real or reproduce

communication.

Goncalves (n.d.) states that the word “dialogue” means

conversation or speech between two people. It prompt a communicative

relationship between two beings, and it suggests intentions, habits of

acting, emotions and reflections, thoughts; so the word “dialogue” means

to a great extent more than the mere coming and going of meanings and

sound.

Dialogue is a refined discussion among associates, and proposes

helpful ways to work together helpfully, improves mutual understanding

13
between diverse perspectives, and guides to steady, hard outcomes

(Winston, 2011). Dialogue will join participants on multiple levels of

cooperation and into every dialogue, making agreement an attainable

target and building strength that carries members outsider conversation

and into real world achievement.

Rogers (2001) investigates that dialogue refers of conceptualizing

essential formations and elaborates in which formation could be used a

number of cultural side of the L2 language (59). It also emphasizes on

proper pronunciation, stress, tone, pace, and pitches. Creative dialogue

reflects an atmosphere where interpretations can be made; community

size can be solidified and realized public, structural and personal

outcomes. Work on the speaking and listening skills important for good

dialogue.

Dialogues are famous activities in ESL textbooks for many

linguistic and cultural reasons. Dialogues are used and modified to:

a. Teach grammar in context;

b. Simplify conversation-This will give required grammar

instruction, but also gives particular language practice, for

example, use of policy and standard appearance or language.

Planned and standard expression or language is at regular

phrases or multiword units originate useful in emerging fluency

14
 in both adults and children; and

c. Present activities such as a skit-These dialogues are bridging

activities that present eventual use of learner knowledge.

Dialogue detects spoken language within a context and is naturally

longer than drills. However, those used for verbal practice should be short

so that students can remember those (Wood, 2002). From the explanation

of the above, it can be declared that dialogue is a type of communication

between two or more people to share ideas or points of view which

contains many features of language, and absorbed on learning from each

other.

2.2THE CRITERIA OF SELECTION OF GOOD DIALOGUES

In teaching the second language dialogue plays a vital role. Nearly

every language class starts with dialogue. The following features are

necessary to develop a good dialogue (Setiady, 2007: 28):

a. The dialogue should not be too long.

b. The dialogue should have not be exceeded the limit of more than

three roles.

c. The dialogue should be comprises the repetition of updated grammar.

d. The context should be motivating for the language learners.

e. Preceding grammar and vocabulary should be contained in the

15
 dialogue.

2.3 DIALOGUE IN LANGUAGE LEARNING

Learning to use a language without restraint is a lengthy and

effortful process. When selecting learning activities, the teacher must

always remember that the goal is to make students to be able to interact

freely with others: to understand what others wish to communicate in the

broadest sense, and to be able to convey to others what they themselves

wish to share. To do this effectively, however, the students must

understand how the English language works and be able to make the

interrelated changes for which the system of the language provides

mechanisms. Linguistic aspect of spoken language with which students

need to be familiar in their communication and a choice of types of

bridging activities are by using many kinds of dialogues (Rivers and

Temperley, 1978: 5), e.g.

Teacher, or a student, establishes a state by a remark and

another student responds with a appropriate invective or

rejoinder:

A: I can’t eat with you. I don’t have some money./ I haven’t got

any money. B: Too bad! (or That’s a shame!)

For a given expletive, the student creates a

statement A: Excuse me

16
 B: Excuse me, could you please tell me where the post-office is.

a. Some ways in which the dialogue matter can be used in the

formation of new utterances and new dialogue expressing the

students’ own whims, outlook and furthermore imaginings.

For example: the creation of alike state in another setting (a

householder trying to get rid of a door-to-door salesman

becomes a television spectator trying to cut off a telephone

advertiser); group preparation, using a series of pictures of a

different setting and a climactic utterance.

In the meantime, Freeman and Richards (1996) state that through

dialogue students are confident to:

a. Identify a problem in their private lives,

b. Realize that the problem is not limited to them but is joint by

others, together with classmates,

c. Unite these personal problems to social conditions, and

d. Act on these new-found associations by creating an

arrangement in order to solve the problem (266).

The topic, above given, functions to aware students of the

potential of the learner-centered classes in which the curriculum is

haggard directly from students’ personal lives. It emphasizes the

significance of teachers, both structuring classes in which students‟

17
 experiences can be heard and energetically listening to and appealing in

dialogue with their students.

2.4 KINDS OF DIALOGUES

Dialogues usually integrate one or more formation or functions

which the learners require to practice, together with any appropriate

vocabulary. They can also usefully contain many features of spoken

language, for instance, small form answers, question tags, and wavering

markers. According to Byrne (1997: 55) there are some kinds of dialogue:

a. Mini-dialogues

Mini-dialogues preceded by an inspiration and a conversation

of the purpose and situation-people, roles, situation topic and

the familiarity or formality of the language which the purpose

and state demand.

Mini-dialogues are presenting from first to last

1) Pictures sets.

Pictures sets support the students to repeat new side of

dialogue with the help of the picture in the set after the

modeled dialogue given.

2) Cue words

Students are known cards with a number of cue words on

them, about which a dialogue can be modeled.

18
 For example:

Factory
Work
Make shoes
Boring/well paid

The students would also require to be given a model dialogue to toil with at the

begining with the help of which they could use their cards to talk like this:

A: Hi! I haven‟t seen

you lately. B: No. I‟ve

got a job-at last!

A: Where?

B: In a factory. I

make shoes.

A: Really?

What‟s it like?

B: Oh, it‟s boring, but it‟s well paid.

3) Single object picture cards

This is a very easy but useful way of providing a visual

motivation for dialogue work. A minimum of 6-8 cards

will be required. We can use either large class (i.e.

flashcards), which can be displayed on the board at the

front the class.

19
 For example:

The teacher points of “clock”. Then the students say “can I

have the clock, please?” after that the teacher answers “no,

sorry you can’t have that. Then the teacher points an

additional picture of “book”, then the students ask “can I

have the book, please?” then the teacher answers “yes, here

you are”. Of course, it is done after the teacher gives a

modeled dialogue. Then after put into practice with the

teacher, the students can do pairs.

b. Mapped dialogue

The students are given a plan which tells them which functions

they must use when they are interacting.

For example:

Students A Student B

-Request to go out with you Refuse A’s invitation

-Mention day and time with reason

-Suggest another day Agree

-Verify Confirm agreement

Besides, there are others diverse types of dialogues as following:

a. usual printed dialogues

Printed dialogues generally consist of several short

20
interactions between two people, as in this shopping dialogue:

A: Hello. May I facilitate you?

B: No thanks. I’m just looking.

A: Well, permit me, know if you

require anything.

B: Okay, thank you

This kind of dialogues is particularly useful for introducing common

appearance to beginners.

b. Open dialogues

In unlock dialogues, the teacher provides only deals partially

of the dialogue. Students create the other half. This often leads

to execute in responding to informal cues but not to initiating

argument. This requires them to identify more strongly with a

common role, in order to produce whole responses during a

piece of common contact (Littlewood, 1998: 13), e.g.

You are visiting a friend, Peter.

John: Let‟s have a drink. What would you like, tea or

coffee?

You : John: I’ll put an evidence on first.

John: Do you like jazz? You :

John: what do you think like doing

afterwards? You :

John: All right. Well, I’ll go and make the tea/coffee.

21
c. Cue card dialogues

 Instead of by means of a usual printed dialogue or

unlock dialogues, the teacher can give students more

linguistic attempt by using cue cards that give

information for performing a sequence of outgoing acts

planned to shape in with a consequent sequence on a

partner’s card.

Here are model cue cards for a dialogue on asking directions.

Card A
You have very soon moved to a new neighborhood. You appeal your
neighbor where you know how to find the following spaces the bank, the
grocery store, post office, the school.
Card B
An inventive neighbor asks where to find confined services. Use this
information to help: bank—2 blocks north; grocery store—about the turn
to the left: post office—next to the bank; school—on the corner of Main
Street and 3rd Avenue.

d. Discourse chain

Like cue cards, conversation chains described by Spratt (1999,

8-12) are another dialogue plan providing students greater

liability for determining how they will use language to present

various functions.
22
 Discourse chains are frequently presented to students in a

diagram, with the interactions between speakers listed in the

order they logically occur.

Request a Cab
Say hello. Give name of cab company
Courteously ask for a cab. Give your address.
Replicate address
Confirm Address
Say the cab will be there Right away
Thank the receptionist. Say goodbye.
Say goodbye.

e. Information Gaps

Information gaps accessible with dialogue prompts on cue

cards work well chiefly for students of higher ability levels. In

information gap actions an individual student or one group of

students has contained some information that is suspended

from another student or assembly of students. The second

student group must obtain this information in order to

accomplish a task successfully. Information gaps are inspiring

because they hold problem solving.

Here is an information hole for an advanced class to perform

23
 register and persuasion. For variation, we can try it as a

pretend phone call.

1) Learners are put into pairs. One person in the couple is the

customer and receives a yellow cue card; the other person

is the sales clerk and gets a blue cue card.

2) Learners read their card but do not demonstrate them to

their partner. They develop a dialogue; repeat it and then

role play for the class.

3) This is followed by a class conversation an each situation.

f. Learner generated dialogues

Student-generated dialogues work well with beginners and

low- intermediate students. They are scripted and thus do not

engage the unpredictability of real communication, but the

students fairly than the teacher write the script. Encouraging

students to write their own dialogues also allows you to review

a variety of language skills.

The focus for the dialogue may be provided by any of these:

1) A view from a film or video; teacher might observe the

scene without the sound and ask students to write dialogue

for it.

2) A picture or sequence of pictures,

3) A comic band with the words deleted,

24
 4) A language function or grammar structure,

5) Several idioms that the teachers ask students to integrate

into writing dialogue.

2.5 DIALOGUE ACTIVITES IN SPEAKING CLASS

How to practice dialogue in speaking class is by using diverse

kinds of activities in the language classroom. Byrne (1997) gives some

ways of providing performance through dialogue in class.

a. Role Play

Role amuse yourself, refers to a variety of classroom activities,

from information gap to complex simulations. Role play is an

activity for which the context and the roles of students are

determined by the teacher, but in which students have liberty

to generate language, which they feel suitable to that context

and to their assigned roles (Dangerfield, 1989: 34). Some ways

of given that framework for role play practice:

1) Open-ended dialogue.

This expression is used for dialogues which leave the

learners free to decide how to widen them.

For example:

A= Supporter in a
bookshop B= customer 25
A: Hello. Can I help you?
B: Well, I‟m looking for a copy of……
A: Do you know the author‟s name?
B: …….
The dialogue can be on paper up on the blackboard; the students should not need to

appear at the text when they do their function play. And since there are likely to be

many special interpretations – students might lie to be themselves as customers or

create and

they will surely think up a mixture of outcomes for the situation they will be naturally

inquiring to see what others have done.

2) Cue card and information gap

Students resolve receive a model of the new language at the

performance stage, but at the production stage they will

have to generate the new language themselves. For

example:

The plan of the lesson is asking for and giving in a row at

the railway station. At the practice stage, students could

work in pairs, every student with one of the cards below,

and produce dialogues orally:

Student 1-Passenger Students2-Station Clerk

Lahore to? London to?

Instructions: find out about Instructions: answer the questions

travelling to Gujranwala, Jhelum,. the passenger asks you by finding

Note down the information you the information in this chart.

receive so you don‟t forget. Time Fare Length of

-excuse me, what time‟s the next
26
 train to…..?
Journey
-how much is the single fare?
Cam. 18.10 £3 1,5 hours

-how long does it take? Bri. 19.05 £5.50 2,5 hours

Edin. 18.35 £25 5 hours

Students should change cards and partners after the

dialogue is complete and start another dialogue. This is so

that each student practices the target language. There

should therefore be a scout of cards mentioning three other

town so as to maintain the information gap (Spratt, 1989:

14).

3) Discussion.

This is a variation of the kind of role-playing activity. The

situation is a debate or discussion about a real or simulated

issue. The learners’ roles ensure that they have (a) adequate

shared knowledge about the issue and (b) different opinions

or interests to defend. Group discussion may be composed

of three to five students. If such group work is used

regularly and introduced with a careful explanation of its

purpose, the class will soon accept it as a natural activity.

The main aim of group discussion is to improve fluency,

and grammar is probably best allowed to function as a

27
 naturally communicative context. At the end of the activity,

they may have to reach a concrete decision or put the issue

to a vote (Littlewood, 1981: 57).

4) Interviews

The learners are asked to work in groups where each

member has the same role, in order to work out what to say

at the interview. Students can conduct interviews on

selected topics with various people. It is a good idea that the

teacher provides a rubric to students so that they know what

type of questions they can ask or what path to follow, but

students should prepare their own interview questions.

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 his or her study to the

class. Moreover, students can interview each other and

"introduce" his or her partner to the class.

b. Discourse Chains

Discourse chains provide an excellent means of practicing a

28
controlled situational framework, while giving students a

considerable degree of choice as to which exponents to use.

For example:

Diagrammatically with the functions placed in order of

occurrence, as indicated by arrows, under headings showing

who says what. A discourse chain can produce various

versions of a dialogue. For example, the following is just one

of the dialogues that the “invitations discourse chain” could

generate.

A: Would you like to come to the

cinema tonight?

B: Sorry, I’m afraid I can’t, I’m going

out.

A: Oh, well, what about coming to a party on Saturday?

B: O.K., that’d be nice.

A: Good. Shall we meet outside the

Town Hall at 7?

B: O.K. Fine.

A: Bye then, see you on

Saturday.

B: Bye.

29
 The practical labels in a discussion chain are: what create the

conversation; it is as a result vital to keep them simple to make

sure that students comprehend them. Besides the name of the

rationale information about record can also be integrated e.g.,

greet casually, accept formally, thus provided that students will

apply in using language correctly. Parallel conversation chains

on the same situation but involving different levels of

requirement can also be used for this purpose (Spratt, 1989:

29).

c. Activities of Drama

Activities of drama can provide a framework in which students have

a real need to communicate. Drama activities are an important aid in

helping students become more certain in their use of foreign language

by allowing them to have knowledge of the language in operation.

Responsiveness of the ability to use a language serves to increase

motivation in that the significance and effectiveness of the material

being used is clearly exposed. Drama too draws a lot on the use of

dialogue, often in extensive form. When actors prepare plays, it is

common for the script to be broken down into convenient dialogues,

sometimes no longer than that of those controlled in course book, for

more severe work.

For example:

30
Most teachers are recognizable with the procedure of getting

students to act out a lesson book dialogue.

Clerk : Yes, can I assist you?

Customer: Yes, I’d like to alter some travelers’ cheques.

Clerk: Of course. What currency have

you got?

Customer: American dollars.

Clerk: The exchange rate is $1.50 to the pound. How much

would you like to change?

Customer: $150.

Clerk: That’s £100. How would you akin to the

money?

Customer: Four twenties, two tens please.

Clerk: Fine, twenty forty, sixty, eighty, ninety, one hundred.

Here’s your receipt.

Customer: Thank you.

The teacher’s lesson might be planned as follows:

1) Arrangement of the dialogue;

2) Pronunciation put into practice;

3) Memorization;

4) Acting out the conversation in pairs;

31
 5) Volunteers’ presentation before the rest of the class;

6) Follow-up. (Dougill, 1987: 5-54)

2.6 JUSTIFICATION

In learning English, four skills are used. They are listening,

speaking, reading, and writing. Speaking is the most vital skill in

education of language because achievement is measured in the terms of

the skill to carry out a conversation in the language. Speaking is an act to

state idea, judgment and thought orally. While skill is the skill to do

something well. Speaking skill is the facility functions to express our

thoughts, feelings, views and need orally.

Speaking is a crucial part of second language learning and

teaching. Therefore, the plan of teaching and learning in the classroom is

developing students‟ ability in speaking. The goal of teaching speaking

should be to improve students’ communicative skill because students can

express themselves and learn how to use language.

Nevertheless, the fact shows that most of the students have

difficulties in speaking. The problems are:

(1) The students have low motivation to speak English,

(2) the students are too shy to express their ideas in English,
32
(3) the students sense worried if their mates will laugh at them,

(4) the students have little ability in mastering grammar, vocabulary and

pronunciation,

(5) only a few students have great willingness to speak in front of the

class and

(6) The boring teaching approach used by the teacher.

Dialogue is a suitable technique in teaching speaking. Dialogue

tricks can be the resolution to the teaching speaking problems. Dialogue is

a fine way to get the learners to practice saying to aim at language without

any indecision and within diversity of context.

The task of dialogue is to help students to expand their

conversation skills, in common, to put into practice in most of the English

classes. The benefit of dialogue is that dialogue can characterize the

learners’ intention by using the appropriate words in a sentence.

Dialogue can be used in a lot of ways in classroom activities, such

as: utilize dialogue for role plays, pastime simulation, argue discussion,

interviews and information gap. Through dialogue learners can support

their outgoing competence by which they can get the talent to be able to

use the target language accurately.

33
 From the images of dialogue given already in the chapter, it is

believed that the exercise of exchange of ideas preserve improvement of

the students’ speaking skill.

2.7 HYPOTHESIS

With regard to the above literature review the following hypotheses have been

formulated.

Dialogue can be used as a technqiue to improve English

speaking skills of students at middle level.
H1
Dialogue cannnot be used as a technique to improve English
speaking skills in students at middle level .
H2

34
 CHAPTER 3

RESEARCH METHODOLOGY

3.1 SETTING OF THE RESEARCH

The research was conducted at Paradise Middle School, Lahore.

The school is located on the countryside. This school is surrounded by

fields, settlements and factories. The location of this school is far from the

main street. It makes the teaching and learning process run well because

the situation is conducive and quiet. Although this school is far from the

main street yet it is not difficult, because students easily get public

transportation to reach there. The implementation of this research was

carried out from Oct. 4th to January 20th 2018.

3.2 THE RESEARCH SUBJECT

The subject of the research was the students of 8 th class Paradise

Middle School, Lahore. It involved 8th class consisting of students and

teachers.

3.3 THE RESEARCH DESIGN

The design used by the researcher for this research was action

research. According to Carr and Kemmis in Nunan (1989: 12), action

35
research is a form of self- reflective enquiry undertaken by participants in

social situations in order to improve the rationality and justice of their

own practices, their understanding of these practices, and the situations in

which these practices are carried out.

While Cohen and Manion (1989), in their comprehensive

introduction to research methods in education suggest that action research

consists of small-scale interventions ‘in the functioning of the real world’.

Such research is closely related to the context in which it takes place,

involves the collaboration of researchers as well as teachers, and is self-

evaluative. Action research is not, of course, limited to projects carried

out by teachers in educational setting. It is appropriate in any context

when ‘specific knowledge is required for a specific problem in a specific

situation, or when a new approach is to be grafted on to an existing

system’ (226).

Research design is to uncover effective ways of dealing with the

real world problems; this can be referred to as action research. Action

research is not confined to a particular methodology or paradigm. It may

utilize qualitative or quantitative methodology or both. Some action

research might be conducted as comparative studies or experiments, while

others might seem more like case or field studies. Action research is

distinguished more by intention than methodology. In action research, as

36
the term implies, the intention of the researcher is to study real settings.

The variables and design of the research are often secondary to the

purpose, or are specified after the research has started (Mason and

Bramble, 1997: 42).

The essentially practical, problem-solving nature of action

research makes this design attractive to practitioner-researchers who have

identified a problem during the course of their work, see the merit of

investigating it and, if possible, of improving practice. There is nothing

new about practitioners operating as researchers, and the ‘teacher as

researcher’ model has been extensively discussed (Bartholomew in Bell,

1993: 7). Burns (1999:30) describes some characteristics of action

research as taken from some experts’ definition as following:

1. Action research is contextual, small-scale and localized. It identifies

and investigates problems within a specific situation.

37
2. It is evaluating and reflective as it aims to bring about change and improvement in

practice.

3. It is participatory, as it provides for collaborative investigation by teams of

colleagues, practitioners and researchers.

4. Changes in practice are based on the collection of data which provides the

impetus for changes.

Moreover, the concept of action research is captured in the following statement:

The linking of the term ‘action’ and ‘research’ highlight the essential feature of
the method: trying out ideas in practice as a means of improvement and as a
means of increasing knowledge about the curriculum, teaching and learning.
The result is improvement in what happens in the classroom and school, and
better articulation and justification of the education rationale of what goes on.
Action research provides a way of working which links theory and practice into
the one whole: ideas-in-action. (Kemmis and Mc.Taggart in Richards and
Nunan, 1997: 63)

Based on the several definitions above, it can be concluded that action

research is a process in which participants examine their own educational practice
systematically and carefully using the technique of research. Kemmis and Taggart in
Nunan (1989: 12) describe the procedure for carrying out action research which
consists of four developmental phases. These are as following:

a. Planning
Develop a plan of action to improve what is already happening. The

38
researcher prepares everything that is needed in doing this action, for
instance he talks through problems and possible topics with collaborative
teacher which is as an essential stage in this plan. He prepares the lesson
plan that will be used in teaching speaking class, the material that is used

39
 in implementing the action and the evaluation after conducting the action
to know the improvement of students’ speaking skill.

b. Action
Act to implement the plan. In this stage, the researcher implements the
learning activity that is focusing in speaking class by using dialogue. He
also gives pre-test, exercises and post-test.
c. Observation
Observe the effects of action in the context in which it occurs. In this
stage, the researcher observes the effects of action in the context in which
it occurs. Besides, the observer teacher also fills the observation sheet
about the teaching and learning process in the classroom to know the
situation when dialogue is applied in the speaking class.
d. Reflection
Reflect on these effects. In this stage, the researcher reflects how the
teaching and learning process runs. The function of reflection is to know
the strengths and the weaknesses of the action. The researcher makes an
evaluation from the result of the test and the observation done by the
researcher and collaborative teacher during the teaching and learning
process.

3.4 THE PROCEDURE OF ACTION RESEARCH

The procedure of this action research, for each step, can be described as

follows:

1. Identifying the problem

The researcher identified the students’ problems. The problems which

were identified include the factor causing the lack of speaking skill of the

40
 students. The problems were identified by using three research tools, they

were:

a. Observation

The observation was done to know both the teacher’s and students’

behavior during the teaching and learning process, the model of class

management, and the teacher technique in teaching speaking.

b. Using test

The pre-test was given to know the students’ ability in speaking.

c. Interview

The interview with the teacher was aimed to know the difficulties

faced by the teachers in teaching speaking, the teacher’s technique in

teaching speaking and also to know the students’ difficulties in

speaking.

2. Planning the action.

The researcher prepared everything related to the action as follows:

a. Preparing the materials and making the lesson plan about a certain

topic, and designing the steps in doing the action.

b. Preparing teaching aids; media, time, schedule, and instruments for

observation.

c. Preparing camera (to take pictures during the teaching and learning

41
 process).

d. Preparing sheets for classroom observation during the teaching and

learning process (to know the situation of the class, what happened to

the students and the teaching and learning process when dialogue

technique was applied).

e. Preparing post- test (to know the improvement of students’ speaking

skill).

3. Implementation

In this step, the researcher implemented the activities written in the lesson

plan. The researcher applied the action of teaching speaking through

dialogue.

4. Observing

In this step, the researcher recorded the important occurrences during

teaching learning process. The researcher was helped by the collaborator

teacher to observe students’ activities while teaching learning process. As

an observer, then he gave some inputs and suggestions to the researcher.

The result of the observation was recorded on observation sheets as the

data.

5. Reflecting

After carrying out the teaching learning process through dialogue, the

researcher recited the occurrences in the classroom as the reflection of the

action. The researcher evaluated the process and the result of the
42
 implementation of dialogue in English teaching. The data of each step

were analyzed, and the data was used to determine the next step in the

next action or cycle to reach the goal which had been determined before.

Ur (1996: p.135) suggests a scale of oral testing criteria. The students are

tested on fluency and accuracy, and may get a maximum of five points on

each of these two aspects, ten points in all.

Accuracy Fluency
Little or no language produced. Little or no communication.
1 1
Very hesitant and brief
Poor vocabulary, mistakes in
2 utterances, sometimes difficult to
basic grammar, may have very Understand.
2
strong foreign accent.
Adequate but not rich
Gets ideas across, but hesitantly
vocabulary, makes obvious 3
and briefly.
3
grammar mistakes, slight foreign

Accent.
Good range of vocabulary, Effective communication in short
4
Occasional grammar slips, turns.
4
slight foreign accent.
Wide vocabulary appropriately
Easy and effective
used, virtually no grammar 5
communication, uses long turns.
mistakes, native-like or slight 5

foreign accent.

43
 Total score out of 10: …………………

6. Revising the plan.

Based on the weaknesses of the activities that were carried through

dialogue in teaching speaking, the researcher revised the plan for the next

cycle. It took a cycle again to solve students’ problem in speaking skill.

3.5 TOOLS OF COLLECTING THE DATA

The tools of collecting the data in the research were observational and non-

observational ones (Burn, 1997: 78-151). They are as follows:

1. Observational techniques

The observation was done by the researcher and the collaborative teacher.

During speaking class, students’ activities and their behavior were

observed. The observation was focused on the improvement of students’

speaking skill through dialogue. It was recorded on writing form called

field note. Besides, during speaking class activities, the researcher also

used research’s diary and photograph.

2. Non-observational tools

The non-observational tools which were used for collecting the data were

interview, speaking test, students’ diaries and questionnaires.

a. Interview.

44
 Interviews were a popular and widely used means in collecting the

data. The purpose of interview was to obtain information by actually

talking to the subject (Selinger and Shohamy, 1989: 116).

The researcher interviewed the English teacher of the eighth year class

of Paradise School about the teacher’s technique in teaching speaking,

the teacher’s difficulties in teaching speaking, and the students’

difficulties in speaking.

b. Speaking test.

A test procedure was used to collect data on subjects’ ability or

knowledge of certain disciplines (Selinger and Shohamy, 1989: 116).

The researcher gave speaking test to the students of VIII including pre-

test and post-test.

c. Students’ diaries.

Diaries have been used in a number of second language acquisition

studies, especially to collect data on subjects’ experiences as students

or as teachers of a second language (Bailey, 1983). Students’ diary

could provide valuable insights into classroom interactions and the

students’ response to their learning experiences.

d. Questionnaires

Questionnaires are printed forms for data collection, which included

questions or statements to which the subject is expected to respond,

often anonymously (Selinger and Shohamy, 1989: 116). In this case,

45
 the researcher gave questionnaires to the students about the problem

faced by the students in English speaking.

3.6 TECHNIQUE OF ANALYZING THE DATA

The data, which were collected, were analyzed by qualitative and quantitative

data analyses. The qualitative data analyses were used to analyze the data that were

taken during the teaching learning process. The researcher used the indicators that

showed the improvement of students’ speaking skill through dialogue.

The quantitative data analyses were used to analyze the data from the result of

the teaching learning process. It was done to compare the students’ speaking skill

before and after the action or the result of pre-test and post-test. The mean of the pre-

test and the post-test would be calculated with the formulas as follows:

46
 x y
x y

N N

in which :

x : means of pre-test scores

y : means of post-test scores

N : the number of sample

(Sumanto, 1995 : 210).

47
 CHAPTER 4

DATA ANALYSIS

4.1 AN INFLUX

The aims of this research are to know the extent of the improvement of students’ speaking

skill through dialogue activities and to identify the situation when dialogues are implemented in

the speaking class. This chapter presents the data analysis of action research conducted in class

VIII Paradise School, Lahore.

In conducting this research, the researcher worked collaboratively with the English

teacher of class VIII, namely Mrs. IK. Besides, it was very important for the researcher to share

the information about his study to English teacher. The English teacher was not only operated as

the observer but she was also as a colleague for the researcher that helped him to plan, to revise

the research procedures and also to discuss the research result as a reflection.

The researcher conducted the action research in two steps. Firstly, he did the pre-research

then he conducted the action research. The procedure of this study can be seen in the table 4.1 as

follows:

48
 Table 4.1: The summary of the procedure of the study

1. Pre-research 1. Observation Identifying the problems during

(The condition teaching learning process and focusing
before on it.
research) 2. Pre test Identifying the students’ speaking skill.
The students’ pre-test mean score was
4.5.

3. Interview Identifying the teacher’s problems and

techniques in teaching speaking.

Case The low areas of students’ speaking

skill:
Indicators
The students got difficulties in
using grammar.

The students could not pronounce

the words well.
The students spoke with lots of
pauses.
Causing of the The students were passive during
problems teaching learning process.
The teacher’s teaching technique
was not creative in instructional
process.
The lack of opportunities in
practicing the language.

49
II. Research Planning Prepared the materials, lesson plan,
Implementation. teaching media, students’ exercise, and
( Cycle I ) everything related to the action.

Implementing Implementing the action in two

The Action meetings.

Teacher introduced and explained

the material about expression of
surprise and amazement by using
dialogue texts consisting of various
sentences, expressions, and guided
the students to pronounce the
words correctly.

Teacher guided the students to have

dialogue by using surprise and
amazement expression in pairs.

Teacher asked students to make

dialogue based? on the discourse
chain.
Teacher asked the students to
practice the dialogue in pairs.
Teacher gave the evaluation to the
students.

Observing The observer observed the action and

wrote the result in field notes.

Reflecting The strength and weaknesses of the

action.
50
 The improvement of students’
speaking skill. The students mean
score was 5.7

The improvement of students’

activity from passive to be more
active and from unconfident to be
more confident to speak English.

Some students did not really get

involved in teaching learning
process, because the teacher could
not monitor their activity one by
one.

51
 Revising Adjusting the plan to solve the
weaknesses that occur during the
action. The next plan was to focus on:

Improving the students’ role in

speaking by using group discussion
and interviews.
Improving the students’ fluency
and intonation by giving them
independent ideas to create the
dialogue by themselves.
Dialogue given was easier then.

Students’ attention was still low.

Case Some students were still passive.
Students’ fluency and ideas were
not good enough.
Causing of the Cases The technique had not attracted all the
students to be active yet.

( Cycle 2 ) Planning Prepared the materials, lesson plan,

teaching media, picture, students’
exercise, and everything related to the
action.

Implementing Implementing the action in two

the Action meetings.

Teacher introduced and explained

the pattern about degrees of
comparison

52
 Teacher explained the material
about comparing and describing
person based on physical,
appearance, and personality by
using degrees of comparison.
Teacher asked students to make a
group discussion in describing and
comparing their family members.
Teacher asked students to make a
group of three for interviewing
their friend then they exchanged
the role.
Teacher monitored the students’
activities.

Observing The observer observed the action and

wrote the result in field notes.

Reflecting
The improvement of students’
speaking skill. The students were
more active and courageous to
speak.
The students were more
enthusiastic in joining the teaching
and learning process.
Most of the students were able to
pronounce the word correctly and
to use grammar correctly.

53
 The students’ mean score in final
post-test was 7.2

4.2 THE PROCESS OF THE RESEARCH

The process of this research was divided into three parts, namely the condition before the

research, the implementation of the research consisting of cycle 1 and cycle 2, and the final

reflection.

4.2.1 The Condition before Research

The researcher did pre-research before the implementation of action research. The

researcher held pre-research in order to identify the problems that happened in teaching learning

process. In this step, he conducted the pre-observation towards the teaching learning process, pre

observation test, and interview with the English teacher.

Based on pre-observation towards the teaching learning process and interview with the

teacher in Oct. 2017, the researcher identified that the students in this class were still weak in

speaking. It was related to the students’ speaking skill and the classroom situation. First, it was

related to the students’ speaking skill. The students felt unconfident to speak up in front of the

class because they felt hesitant and afraid if they made any mistakes. Besides, their limited

54
vocabulary was also one of the problems. Moreover, students had to think for long to create

sentences, so they could not speak fluently and they spoke with a lot of pauses.

55
 Secondly, it was related to the classroom situation. The researcher also identified that the

teacher still used the conventional technique in teaching speaking, the teacher explained the

material too much and then asked the students to speak in front of class one by one using note. In

this case the students could not create what was on their mind spontaneously, because students

spoke by using notes and there was no variation in the learning activities. In more details, the

condition before the research is described as follows:

a. Students’ Speaking Skill

To identify the students’ speaking skill, the researcher gave pre-test. The pre- test was

held for the students of class VIII, which consisted of thirty three students. In the pre-test the

students were asked to describe the procedure how to make fried rice in front of the class in pairs.

The results are presented in table 4.2 as follows:

Table 4.2. The result of students’ speaking skill (pre-test)

Speaking skill Score Indicators Percentages

Test
Accuracy test:
4 students 1 Little or no language produced 12.1%
16 students 2 Poor vocabulary, mistakes in basic 48.5%
grammar, may have very strong foreign
accent
13 students 3 Adequate but not rich vocabulary, 39.4%
makes obvious grammar mistakes,
slight foreign accent

56
 Fluency test:
6 students 1 Little or no communication 18,2%
14 students 2 Very hesitant and brief utterances, 42.5%
sometimes difficult to understand
12 students 3 Gets ideas across, but hesitantly and 36.3%
briefly
1 student 4 Effective communication in short turns 3%

.
The low areas of students’ speaking skill could also be identified from the following

indicators. First, the students had problems in using grammar, pronouncing the words, and

creating a good sentence. Secondly, the students had difficulties to explore what was on their

mind, so they spoke with a lot of pauses. Besides, the students felt unconfident to speak in front

of the class because they were too shy and worried, if their friend would laugh at them. The

students could not pronounce the words well because of less practicing of the language.

b. Classroom Situation.

Before conducting the research, the teaching and learning process was not alive. The

teacher still used conventional technique in teaching speaking. The teacher usually taught his

students using the material printed on students’ handbook; it was called LKS without any

additional material from other resources, teaching aids, performing a dialogue and the

opportunities in practicing the language.

57
 Besides, the teacher’s teaching technique was monotonous so that the students did not

have any interest in joining the lesson. It could be seen in the teaching learning process, the

students did not pay attention to the teacher’s explanation. Almost all of the students made some

noise. They talked to each other; others drew a picture in their book, even the researcher found

one of them sleepy in the class. The teacher’s teaching technique was not creative in instructional

process. For instance, in the speaking class, the teacher asked the students to prepare what they

were going to say in home. So, the students could not practice their ability to speak directly. This

could not practice their speaking better.

Based on the condition before the research, the researcher concluded that there were some

problems in the teaching learning process that came from the teacher themselves and also the

students. The problems were: 1) the teacher’s teaching technique was not creative in instructional

process. He was monotonous in English teaching; 2) the students were passive during teaching

and learning process; 3) the lack of opportunities in using the language.

Considering from the facts above, the researcher planned and chose an appropriate

technique to solve the problems in order to make students became more active during teaching

learning process. The researcher decided to teach speaking using dialogues which were provided

by the course book. He believed that the use of dialogues would encourage the students to speak

and change their interest in learning English. It was believed that the use of dialogues would

improve the students’ speaking skill.

58
 Then the researcher designed the materials, lesson plan, students’ worksheet and

everything related to the action. The collaborative teacher helped the researcher to revise the

material, lesson plan, and also the students’ worksheet. The instructional plan was implemented

by the researcher as the teacher and the English teacher as the observer.

4.2.2 Research Implementation

a. First Cycle

1) Planning

In the first cycle, the researcher made a preparation to conduct the research. He made a lesson

plan. He prepared teaching material based on the topic which was taken from the curriculum that

was about “Expressing of Surprise and Amazement” and “Direct and Indirect Speech”. The first

cycle was conducted in two meetings on 9 th Oct. 2017 and 11st Dec. 2017. The topic for the first

meeting was “Expressing Surprise and Amazement”, and for the second meeting was “Direct and

Indirect Speech. The teaching learning process of cycle 1 is shown in table 4.3 as follows:

59
 Table 4.3. The schedule of cycle 1

Monday, Oct. 9th 2017 10.00 am - 11.30 am First meeting

Wednesday, Oct. 11st 2017 08.30 am – 10.00 am Second meeting
Monday, Dec. 16th 2017 10.30 am – 11.45 am Post test
2) Implementing the Action

a) First Meeting (10.00 am – 11.30 am)

The first meeting was conducted on Oct. 9 th, 2017. The topic was surprise and amazement

expression. The lesson started at 10.00 am. The teacher came to the class then greeted the

students and checked the students’ attendance. There were 2 students who were absent. In the

first meeting the class was very noisy. The teacher explained instructional process goal for the

lesson. Before the first meeting, the researcher already explained to the students that they were

going to conduct a speaking lesson.

Before the main activity, the teacher gave the leading question to the students containing

the material that they were going to learn. He asked the students “What is your reaction when you

hear bad news?” One of the students in the front answered “Oh, no”. Then, the teacher continued

to ask students, “What is your reaction when you hear good news?” The student in the corner

answered, “I’m happy to hear that”. The teacher gave two more questions, “What will you say if

you hear a news that surprises you?”, and “What news that make you surprised lately?”, but for

this questions no one tried to answer, so the teacher pointed two of the students to answer it. The

students’ last answers did not give a satisfaction, so the teacher continued to the main activity to

make the students understood about the material that they were going to learn.

60
 The teacher distributed the copy of the material that they were going to learn containing

the dialogue of expressing surprise and amazement to bad news. The teacher read the dialogue

and asked the students to repeat after him. When doing this activity, it was found out that the

students’ pronunciation was still weak. For example, they could not pronounce the words like

examination, sucked, and feet correctly. Then, the teacher corrected the wrong pronunciations

since there were some mistakes. Besides, it could be seen that the students had limited

vocabulary. They asked the teacher the meaning of several words, for example good heavens,

don’t take it so badly, sucked out, that’s terrible and how dreadful. The teacher answered the

students’ question, and then students wrote the meaning of the words in their own book.

The teacher continued to teach expressing surprise and amazement to good news. The

teacher read the dialogue and asked the students to repeat after him. Same with the previous

expression, the students could not pronounce the words competition, announcement, and speech

correctly. The teacher corrected their pronunciations since there were some mistakes. But, in this

expression the students did not ask the teacher about the difficult words. It seemed that the

students understood all the meanings.

The teacher told to the students that they would learn about the expression of surprise and

amazement. From the dialogue given, the teacher asked the students to underline the expressions

of surprise and amazement. After having students finished the exercises, the teacher pointed the

students one by one to mention what the expression was. Almost all of the students answered it

correctly.

61
 The teacher gave an open dialogue text, where students had to discuss and complete the

blanks of dialogue while using correct responses of surprise and amazement expression from the

provided situation. Then, the students worked in pairs. They completed the dialogue using their

own words based on the situation. The teacher walked around the class and pointed to the pairs to

practice the dialogue. The students still made some mistakes in pronouncing the words, but they

could complete the dialogue by using expression of surprise and amazement correctly.

The teacher asked the students to discuss and complete the dialogue text while using their

own words through role play in pairs. The dialogue should include the expression of surprise and

amazement. The teacher gave the provided situation to the students, where they had to develop

their own ideas into a good dialogue based on the situation. Then, the teacher asked some pairs to

practice the dialogue in front of the class, and others gave their comment. While practicing, the

students could not speak fluently. Some of them could not pronounce the words correctly, but

they could arrange a good dialogue with their own ideas differently to each other, although they

still made some mistakes in using the grammar. After practicing, the teacher asked the students to

write down their own dialogue on a piece of paper, and then the students submitted their work to

the teacher.

In closing, the teacher reviewed the lesson of what they had learned on that day, asked the

students difficulties, and summarized the lesson. The teacher ended the lesson by saying good

bye.

62
 b) Second Meeting (08.30 am – 10.00 am)

The lesson was started on Wednesday, 11 st Oct. 2017. It was the third subject of that day

after the sport lesson. That was why some students were not in the classroom when the teacher

and the observer were coming, because the students had to change their sport shirts into uniform.

The teacher came to the class and greeted the students. Although they looked so tired but it was

not less than their spirit to study English. It was proven when the students answered the teacher’s

greeting cheerfully. The teacher checked the students’ attendance. There were 3 students who

were absent. The teacher reviewed the last material by asking some questions. The teacher

explained instructional process goal and gave 4 leading questions to the students. He asked the

students, “Have you ever given command to someone?”, “Have you ever told news to

someone?”, “Have you ever asked opinion about your appearance to someone?”, “What did you

say?” One of the students answered, “Shut up”. Others asked the meaning of appearance. The

teacher told the right meanings, and then the students answered the questions in their own words.

The teacher told the students that the lesson for that day was direct and indirect speech.

They were going to do the dialogue activity for using direct and indirect speech. The teacher

explained the pattern of direct and indirect speech. She gave the copy of direct and indirect

speech presented through dialogue. The students read and practiced the dialogue. They also asked

how to compose direct and indirect speech and how it changed in adverbial of time and places.

The teacher gave an open dialogue text, where students had to discuss and complete the

blanks of dialogue while using direct and indirect speech. Then, students worked in pairs. They

63
had to change direct into indirect speech and indirect into direct speech through dialogue of the

provided situation. They completed the dialogue while using direct and indirect speech. The

teacher walked around the class and pointed out to the pairs to practice the dialogue. Most of the

students could complete the dialogue while using direct and indirect speech correctly.

The teacher told to the students that they would conduct the dialogue through the

discourse chain. He asked, “Have you ever learned dialogue through discourse chain?” The

students kept silent, it seemed that they never heard or learned about the material before. The

teacher explained discourse chain by giving the example of the model entitled “invitation”. It was

presented diagrammatically between student A and student B, indicated by arrows, under

headings showing who said what. From the discourse chain, “invitation” could be generated into

dialogue. The students were interested in the topic because they learned something new and then

they paid attention to the teacher’s explanation. It could be seen that the students were more

enthusiastic about the lesson.

The next thing was the time for students to practice and compose the discourse chain into

dialogue containing direct and indirect speech. The teacher gave two exercises where students

had to conduct dialogue from the chart of discourse chain while using direct and indirect speech.

There were two situations, first was “Reminding a friend for the test” and the second was “Giving

the opinion”. The situations were presented through the chart of discourse chain. The students

made a group of two and three students. The groups looked at the chart of discourse chain, they

began to make dialogue related to the topic and did the roles play. The students enjoyed their

64
roles. The teacher found that all the students were trying to speak, although most of them did not

speak fluently yet it was better than that of the previous meeting. The teacher walked around and

monitored the students’ activity, some of them were asked to act out the dialogue in front of the

class. The teacher corrected the students’ grammar and pronunciation.

After having all the students already performed their dialogue, the teacher reviewed the

lesson of what they had learnt on that day, asked the students’ obstacle in composing and

practicing the dialogue, and summarized the lesson. Finally he ended the lesson by saying good

bye.

3) Observing

The result of the observation can be explained as following:

a) First Meeting

In the first meeting, the students were very noisy. The teacher had to speak loudly in order

to make students pay attention to him. But, it only took for a while, when the teacher explained

the material, the students responded to it well. Some students could not achieve the material well

because they chatted a lot. They were not focused on studying, so the teacher often asked some

questions to them. Besides, the students were passive during teaching learning process, they were

afraid to say something. When the teacher gave questions, they kept silent, they were afraid, if

they had made any mistakes. Briefly, in the first meeting there were many students who were not

active when they were joining the teaching learning process, and they did not have any courage to

speak English.

65
 b) Second Meeting

In the second meeting the class was handled by the teacher. The students paid attention to

the teacher’s explanation, and the class was quiet. Most of the students could answer the

questions of direct and indirect speech correctly. They were more active than the first meeting

and answered all of the teacher’s questions voluntarily. When the teacher explained dialogue by

using discourse chain, the students were interested. They began enthusiastic to speak English

through the dialogue that they had made. They looked happy when they did that exercises

through role play in a group. Briefly, in the second meeting the students’ performance was better

than the first meeting.

4) Reflecting

After observing and analyzing the result of observation in cycle 1, the researcher and the

English teacher found several positive results and some weaknesses in the first cycle. They were

as follows:

a) Positive Results

1)

66
 Table 4.4. The result of students’ speaking skill post-test 1
Speaking skill Score Indicators Percentages
test

Accuracy test:
5 students 2 Poor vocabulary, mistakes in 15.1%
basic grammar, may have very
strong foreign accent.
26 students 3 Adequate but not rich 78.8%
vocabulary, makes obvious
grammar mistakes, slight foreign
accent.
2 students 4 Good range of vocabulary, 6.1%
occasional grammar slips, slight
foreign accent.
Fluency test
1 student 1 Little or no communication 3%
8 students 2 Very hesitant and brief 24.3%
utterances, sometimes difficult to
understand
22 students 3 Gets ideas across, but hesitantly 66.7%
and briefly

2 students 4 Effective communication in 6%

short turns

2) There was an improvement in students’ interest in the teaching

and learning process of speaking skill. Students paid more

67
 attention to the instructional process; they were more active and

courageous to speak English than before. Moreover, students

were more enthusiastic in English speaking lesson. They did all

of the tasks, exercises, and assignments seriously.

a. Weaknesses

Although students were active yet there were some students who still

remained passive. When they did role play, the leader handled and spoke actively while others

became passive and only followed the leader. This technique could not really involve the students

in teaching and learning process, because the teacher could not monitor their conversation one by

one. Besides, some students felt unconfident to answer the questions. They seemed afraid of

whether they had made any mistakes or not.

The dialogue texts presented were too long and difficult, that is why

students felt bored because they could not really comprehend the texts well and understand the

whole meaning. Besides, the topic in the dialogue could not attract the students’ attention.

From the reflection above, it could be concluded that cycle 1 was not enough to solve the

students’ problem in improving their speaking skill. Based on the facts, the researcher felt that it

was necessary to conduct this research in the second cycle also.

ii. Revised Plan

68
 The researcher felt necessary to conduct the second cycle in order to solve the problems

that appeared in cycle 1 and to reach the goal, that was determined before, in improving students’

speaking skill. In the cycle 1 there were some students who still remained passive, they had

weaknesses to say something during the speaking class. The researcher revised the plan. The

dialogue texts given would be easier so that the students would not spend much time to

understand them. The activities, such as: interview and group discussion were planned to be used

in order to make students involved in taking the lesson. Besides, the use of picture as teaching

media would be used for helping the teacher to attract the students’ attention. By doing those

activities, the students were not easy to get bored and they were kept attentive for studying. The

second cycle was held to improve students’ speaking skill and also to make students become

more active in teaching learning process.

Cycle 2

iii. Identifying the Problem and Planning the Action.

The action plan for the second cycle was made, based on the problems that were identified

in the first cycle. The problems were: 1) the students’ attention in learning English was still low,

2) there were some students who were still passive during the teaching and learning process, 3)

the dialogue texts were long and the topic could not attract the students’ attention.

Before doing the second cycle, the researcher and the observer teacher prepared the

materials, lesson plan, and the speaking test related with the action. They also worked

collaboratively to discuss about the dialogue text, by using interviews and group discussion,
69
which would be used in the classroom. The second cycle was conducted in two meetings also, on

23rd Oct. 2017 and 25th Dec. 2017. The topic for the first meeting was “Describing and

Comparing” and for the second meeting was “Expression of Likes and Dislikes”. The teaching

learning process of cycle 2 is shown in table 4.5 as follows:

Table 4.5. The schedule of cycle 2

Monday, Oct. 9th 2017 10.00 am - 11.30 am First meeting

Wednesday, Oct. 11st 2017 08.30 am – 10.00 am Second meeting
Monday, Oct. 16th 2017 10.30 am – 11.45 am Post test

iii. Implementing the Action

i. First Meeting (10.30 am – 11.45 am)

The first meeting was conducted on Monday 23rd, 2017. The teacher and the observer

came to the class and greeted the students. The teacher checked the students’ attendance. There

was no one absent on that day. After having explained the instructional process goals, the teacher

gave leading questions to the students related with the material. The teacher asked the students,

“How does your family member look like?”, “What type of face does she/he have?”, “Does

he/she have straight/curly/wavy hair?”, “Does he/she seems taller than you?” The students

answered the teacher’s questions together without raising their hands, so the teacher could not

listen to the clear answer. The teacher asked the students to answer the questions voluntarily.

Some students, who were active during the teaching learning process conducted by the

researcher, answered the teacher’s questions confidently.

70
 The teacher told that they would learn about describing and comparing persons by using

degrees of comparison. He gave the model of dialogue and asked some students to practice the

dialogue. The teacher explained the pattern of degrees of comparison briefly, and then he

explained the use of degrees of comparison for describing and comparing family members based

on their physical appearance and personality. The teacher delivered the picture of a man; he was a

father of a family. Through the picture, the teacher described to the students about his physical,

appearance and personality, and then the teacher presented it through dialogue. Besides, the

teacher also described how to compare a father in the picture with his family by using degrees of

comparison such as he is taller than…, his hair are longer than….etc. The teacher continued to the

main activity of the lesson. The teacher then delivered the picture of famous singer band namely

“The Corrs”. They were sisters. Most of students were familiar with the famous group band. The

students worked in pairs, they were asked to match the personnel of the member with the correct

description based on her physical appearance and personality in that picture. The teacher asked

the pairs to report their work. Most of them could answer it correctly.

In the next activity, the teacher asked some students to come in front of the class. She/he

told their friend about her/his sister/brother, and she/he compared it with herself/himself. In this

activity, the lesson was taught to students as how to use degrees of comparison to describe and

compare someone as well as to make them encouraged to speak English in front of the class.

Some students described and compared their family members in front of the class, they still made

mistakes in using the comparative degrees, such as ‘er’ and ‘more…’. He said “more smart

71
than..”, it must have been smarter. The teacher corrected their mistakes and asked the students to

remember their corrected version, so that they would not make any mistakes again.

The lesson continued with discussion then. The teacher asked the students to work in the

group of four. Each group discussed about their family members. They asked their partners to

describe their family members and compare them. The teacher gave one example of a dialogue

about the topic, and asked each group to do likewise. They then exchanged the roles, so that each

student in the group got their role to speak by asking and answering questions.

When students did the activity, the teacher monitored students’ activity by correcting the

students’ grammar and pronunciation. Before time was up, the teacher asked students’ difficulties

in describing and comparing their family members; afterwards the teacher summarized the lesson

and ended the lesson by saying goodbye.

1. Second Meeting (08.30 am – 10.00am)

The second meeting was conducted on Wednesday, 25th Oct., 2017. As usual, the teacher

greeted and checked the students’ attendance at the beginning. There was no one absent that day.

The teacher explained thoroughly instructional process goal. The lesson began with the teacher’s

leading question to the students, “Do you like pop music?”, “Do you like horror movies?” Some

students answered “yes” and others “no”. The teacher told that they were going to learn about

expression of likes and dislikes. He distributed among the students the model of dialogue text of

likes and dislikes expression. The teacher asked students to find the expression of likes and

72
dislikes from the dialogue given. The students found the expression of likes and dislikes, and all

the students could do that. The teacher gave jumble sentences presented in the line A and line B,

and students were asked to match the lines into the correct dialogue form. Then, he asked the

students to write down their answers.

The activities are continued by role play. The students asked their partner whether he or

she likes or dislikes about the following topic, such as, “Do you like reading?, “What do you

think of Asian Star magazine?,” Do you like reading newspaper?”. Then, they exchanged the

roles. Students were enthusiastic in doing the activity. They tried to speak English willingly and

they often asked the teacher when they did not understand the English of several words.

In the main activity, the teacher asked students to work in group of three. They would

conduct the interview. First, the teacher explained about the interview, the components of

interview. Second, the teacher gave the topics of interview, and explained the procedure that they

would do in the interview. The students sat in a circle, student A interviewed B. C noted or

remembered B’s answers. After all of the questions, C reported B’s answer. Next, C interviewed

A while B noted, then B interviewed C and A noted etc. The topics were: music, movies, novels,

magazine and sports. They interviewed their friend whether she/he likes or dislikes about the

provided topics. In this activity, each group did the interview: Group in the front (consisted of

Gerard, Akilla and Nova) did the interview. Gerard interviewed Akilla such as, “Do you like

sports?”, “What kind of sports do you like?”, “Who is your favorite football player?” Akilla

answered, “Yes, I like”, “I like football”, “My favorite football player is Arjen Rooben played in

73
FC. Bayern Munich while Nova wrote Akilla’s answers in a piece of paper and reported Akilla’s

answer. He reported, “Akilla said she liked sports, she liked football, and her favorite football

player was Arjen Rooben who played in FC. Bayern Munich. Then, they exchanged their roles;

Akilla interviewed Nova, while Gerard wrote Nova’s answer and reported it and so on. In these

activities, the students conducted the dialogue by asking and answering questions, this situation

improved their ability to speak. The teacher walked around and monitored the students’ activity

in each group. The teacher corrected the students’ grammar and pronunciation.

Through the interviews, all the students were encouraged to speak and each student got

their role to explore their thoughts and opinions freely, so it was effective to make them become

confident to speak English in the class. This activity was suitable for the students to improve their

speaking skill. The teacher was satisfied in the result of teaching learning process in the last

meeting, because all the students were involved in teaching and learning process. They were

practicing to speak up without any doubt or hesitation.

ii. Observing

During teaching learning process, the students looked more active than in the first cycle.

They looked enthusiastic in joining the lesson through the interview and group discussion that

rarely they had got earlier from the speaking class. The students were able to express their ideas

by having conversation with their friend. The result of the observation in the second cycle can be

explained as follows:

1. First Meeting

74
 In the first meeting, students began to get involved in the lesson. Some of

them tried to speak English more often. When teacher asked them to have

conversation through group discussion, they seemed enthusiastic. The time

for studying was effective to conduct speaking lesson because all students

were involved in the lesson and spoke up voluntarily. Each student got their

role to speak up. During the teaching learning process all the students paid

attention more to the lesson.

2. Second Meeting

In the second meeting, the teacher presented dialogue through the

interview. Through this activity, all the students got their role to deliver their

thoughts, and opinions. During the teaching and learning process, the

students looked more active, and their ability to speak English was also

improved. They were happy through the activity by posing and answering

questions during the interview. Students who felt ashamed in the cycle 1,

began to speak up and some of them got the better result.

iii. Reflection

Based on the observation results collected in the field notes, the

researcher and the observer teacher reflected the result of second cycle as follows:

75
 a) The students were more active during the teaching learning process, b) the students

felt enthusiastic in following the activity of the lesson, c) all the students were

encouraged to speak during the lesson, d) most of the students could pronounce the

words well and created sentences in the correct grammar. They also got more

vocabulary from doing that activity, e) the students got more creative in creating the

dialogue, they could explore their ideas through the dialogue, f) they were more

confident to speak English through the activities, and they also spoke with less of

pauses.

Based on the result of observation and reflection, the researcher and the teacher concluded

that teaching speaking through dialogue encouraged and attracted the students to be active in

teaching and learning process. Dialogue also simulated the students to work together in pairs or

groups. The students could get their confident when they were speaking together with their

friends through the dialogue activities. By doing the activities, automatically practice was

provided to the students to speak English more. Moreover, the students showed that they had

made good improvement in speaking skill. The test in second cycle showed the improved result.

The results of final post-test are presented in the table 4.6 as follows:

Table 4.6: The results of final post-test

Speaking skill test Score Indicator Percentages

76
Accuracy test: Poor vocabulary, mistakes in
1 student 2 basic grammar, may have very 3%
strong foreign accent
Adequate but not rich vocabulary,
12 students 3 makes obvious grammar
36.4%
mistakes, slight foreign accent.

18 students 4 Good range of vocabulary, 54.6%

occasional grammar slips, slight
foreign accent
2 students 5 Wide vocabulary appropriately 6%
used, virtually no grammar
mistakes, native-like or slight
foreign accent

77
 Fluency test:
2 students 2 Very hesitant and brief utterances, 6%
sometimes difficult to understand
11 students 3 Get ideas across, but hesitantly 33.4%
and briefly
18 students 4 Effective communication in short 54.6%
turns
2 students 5 Easy and effective 6%
communication, uses long turns

iv. Revised Plan

The teacher and the researcher decided to stop the cycle because of the limited time.

Moreover, the result of cycle 2 showed a good improvement in students’ speaking skill. The

mean score of the pre-test was 4.5 and the mean score of the final post-test was 7.2. No one

got point 1 in both of accuracy and fluency in the final post-test.

A. Discussion

1.Result Finding

After analyzing the research result which were collected in several sources of data such as

field notes, pre-research observation report, lesson plan, audio recording, classroom material,

photograph and the score of pre-test and post-test, the researcher concluded several findings

78
which answered the research question as stated before. The research findings included the

improvement in students’ speaking skill through the implementation of dialogue in speaking class

for improving students’ speaking skill as following:

a. The students’ speaking skill was improved through the dialogue activities.

The students were encouraged to speak and become more active during the

teaching and learning process. Besides, students were able to speak with the

correct grammar and pronounced the words correctly with small number of

pauses. They could explore their ideas and opinions by doing the dialogue

activities such as role play, group discussion and interview. The improvement

of the result of the action could also be identified from the comparison

between the main score of pre-test and post-test. The mean result for pre-test

was 4.5, while the final post-test was 7.2.

b. Dialogue can be implemented effectively in the speaking class. When doing

the dialogue activities, the situation in the class was more alive. It was proven

with the improvement of the students’ participation in the teaching and

learning process. The students were more active in the teaching and learning

process by asking and answering questions during the lesson. They also

practiced to speak English more often by asking and answering questions

with their friends through the activities. The students’ attention was also

improved. They did all the assignments and exercises given by the teacher

79
 more seriously.

c. The communication and interaction was built in this teaching learning

process. The students were not feeling bored with the lesson because there

were some activities such as; role play, group discussion, interviews, using

discourse chain and picture that they rarely had before. Before this research

was conducted, students’ learning activities were mostly focus on completing

the exercises provided by LKS, they did not have any opportunities to practice

the expression by using their own words directly. By doing dialogue activities

the students could practice their speaking in real situation. So, it improved

their speaking skill better when practicing it in real speaking situation rather

than only writing and then reading it. The above-mentioned improvements are

presented as following:

Table 4.7. The Improvement of Students’ Achievement and Learning Process

Research Findings Before Research After Research
Students’ speaking The students had The students had large
skill limited vocabulary and number of vocabulary.
they did so many The students started
mistakes in using speaking confidently.
grammar. They also They were able to speak
pronounced the words in the correct grammar
incorrectly and used to and pronunciation. They
speak with a lot of also spoke with less
pauses. pauses.

80
The achievement of The achievement of The achievement of
students test score speaking test was low. speaking test was
improved.
From accuracy test: From accuracy test:

The students who There was no student

got score one in pre- who got score one in
test: 4 students final post-test.
The students who get The students who got
score 2 in pre-test : score 2 in final post-
16 students test: 1 student.
The students who get The students who got
score 3 in pre-test: score 3 in final post-
13 students test: 12 students.
There was no student There were 18
who got score 4 and students who got
5 in pre—test. score 4 in final post-
test.
There were 2 students
who got score 5 in
final post-test.

81
From fluency test: From fluency test:
The students who got There was no student
score 1 in pre-test: who get score 1 in
6 students final post-test.
The students who The students who got
got score 2 in pre- score 2 in final post-
test: 14 students test: 2 students
The students who got The students who got
score 3 in pre-test: score 3 in final post-

82
 12 students test: 11 students

The students who got The students who

score 4 in pre-test: got
1 student score 4 in final post-
There was no student test: 18 students
who got score 5 in There were 2
pre-test. students who got
score 5 in final post-
test.
The Classroom The students felt The students were
Atmosphere bored with the interested in joining
teaching and learning speaking class when
Process. the teacher applied
technique of dialogue
activities.

The students were The students were more

passive during active and wanted to
teaching and learning participate actively
process. in every speaking
activity.
The students felt The students were more
unconfident and shy confident to speak up
to speak English. in front of their friends
And did not feel
ashamed to speak up
anymore.

83
 The improvement of Students always did a Students did various
students’ activity. monotonous activity in activities in each

each meeting, for meeting. For example

example doing exercise speaking by asking and
provided in LKS, answering questions
practicing speaking by orally through role-play,
using note. group discussion, and
interview.

2. Students’ Diary

Besides the observation and test analysis, the researcher also investigated the students’

diary. Students’ diary was conducted to find the significant result of this research from the

students’ side as the subject of teaching and learning process through the dialogue activities. In

this research, the students wrote a diary. It was made in the end of cycle 2.

Many of students wrote their expressions and their feelings about the teaching and

learning process that they had followed. The researcher had found that the students were enjoying

the teaching learning process. According to some of the students, teaching and learning process

was difficult yet dialogue made them begin interested in the English lesson because there were so

many activities that they could do. Students’ expressions and feelings indicated that the teaching

and learning process was effective. The students felt comfortable and enjoyed the lesson as well.

Based on the students’ diary, it was seen that there was improvement in the students’

interest. It could make the students learn speaking easily and they got new atmosphere in the
84
class. And as a result, the students’ speaking skill was improved.

4.3 HYPOTHESIS TESTING

Based on the research above, the researcher believed that the use of dialogue technique

could improve students’ speaking skill. It was proven by the result of students’ score before

research and after research. By using the dialogue technique in teaching speaking, the students

were more active and confident to speak English in public.

85
 CHAPTER 5

CONCLUSION

5.1CONCLUSION

This particular research had the aim to improve students’ speaking skill in the eighth class

of Paradise School, Lahore. In doing this research, the researcher as the teacher worked

collaboratively with one another English teacher as the observer through some processes, such as:

1) identifying the research problems, 2) analyzing and focusing the problems in speaking class, 3)

implementing the research plan and 4) discussing the result of the research.

After analyzing the result of the action research, it can be seen that teaching speaking

through dialogue can improve students’ speaking skill. It is proven by the result of the test score.

The mean score of pre-test before the research was 4.5 and after the research, it improved to 7.2

in the final post-test. It means, the dialogue really improved the students’ speaking skil,l

especially in using the correct grammar, using the appropriate vocabulary, and pronounce the

words correctly.

The improvement of students’ speaking skill was also supported by the improvement of

teaching learning process in the classroom. Dialogue was implemented effectively in the speaking

class. The students were interested in joining speaking class when the teacher applied dialogue

activities technique and the situation in the class was more alive. Based on the result of the study,

86
it can be said that the use of dialogues can provide new vocabulary and grammar construction

which can be developed by the students as the basis to speak. By doing the dialogue activities

such as role play, group discussion and interview, the students were more active in joining the

lesson because all of them got their roles to speak. They also did the tasks and exercises more

seriously before the time was up. By practicing to speak in every meeting, the students were

more confident to speak in front of their friends.

It also made them to speak more correctly and fluently. Besides, the students’ motivation

was also improved. It was seen through the students’ participation in performing the dialogue in

pairs or groups voluntarily and in the students’ participation for answering the teacher’s questions

dealing with speaking activity.

From the conclusion above, it can be said that dialogue is the appropriate technique to

solve the language problems in the speaking class.

5.2IMPLICATIONS

After implementing the research, there were improvements in students’ speaking skill that

covered speaking accuracy and fluency, the students’ behavior in the teaching learning process,

students’ learning activities and the classroom atmosphere. Dialogue given text helped the

students to comprehend the vocabulary more easily. Through the dialogue activities, students

explored their ideas, opinions and thoughts in the real communication freely. The activities

presented in the dialogue had an impact on students to be more active and courageous to speak.

87
The improvement of students’ behavior also changed the classroom atmosphere from boring to be

more alive.

Teaching speaking through dialogue was effective and efficient as it was done by the

various activities. That is why it was necessary to choose the appropriate activity that could be

presented through dialogue such as role play, group discussion and interview. Through those

activities, students were more confident to speak in front of their friends because all of them had

some role to speak. By practicing the dialogue activities in each meeting, the students were able

to speak more fluently.

Thus, dialogue is an appropriate technique in teaching speaking because it offers

opportunities to practice it with the correct pronunciation and use various grammatical patterns

that are important in oral communication. The role of dialogue itself is to help students to develop

their conversation skills that can be applied in the real communication situation.

5.3 SUGGESTIONS

Here are presented some suggestions related to the research. The researcher hopes that the

suggestions will be useful for the English teachers, the students, the other researchers and for the

institution as well.

1. The Teacher.

Through this research, it is hoped that the teacher will use dialogue in teaching speaking,

because it is proven that teaching speaking by using this technique can improve students’

88
speaking skill. In the speaking class, students need more practices to speak up so that the teacher

should be able to create speaking activities which can make the students get more chances to

speak up. It is better for the teacher to use dialogue in various ways or activities such as role-

play, group discussion and interview in order to make students enjoy the lesson. Besides, through

the real practices conducted in dialogue, the students can improve their skill to speak English

freely.

2. The Students

The students are expected to be more active in the teaching learning process. They should

pay more attention to their teacher while he is explaining the material; so that they can do the

exercises better. Through the students’ participation in the class, the teaching learning process

will run well and the students can fulfill the instructional goal which has been expected before, at

the end of the lesson.

3. The Other Researchers

This study discusses the improvement of students’ speaking skill through dialogue in the

eighth year students of middle school. The researcher hopes that this technique can be applied by

the other researcher at the other levels of students. It is also hoped that the other researcher will

use the dialogue material to be applied for the other skills.

4. The Institution

The institution of education should provide and complete the facilities that can improve

89
the quality of teaching English for their students. If there are some facilities, the teacher is hoped

to use those facilities to support the teaching learning process especially in teaching and learning

English, so that the teaching learning process will run effectively.

5.4 CONCLUDING REMARKS

As a conclusion, the researcher just wants to add that this research was quite insightful to

not only him but also to the other teachers of the school as it helped in understanding the effectual

way to improve teaching and learning situation for English speaking Skill. It also changed the

researcher’s own methodology of teaching and the observer’s feedback helped him a lot in

improving the teaching situation. So this particular research work was just like finding a treasure

of knowledge and skills in the specific field of speaking English through dialogue.

90
 REFERENCES

Bell, J. (1993). Doing Your Research Project. Buckingham: Open University Press.

Brown, G. & Yule, G. (1983). Teaching the Spoken Language. Cambridge: Cambridge

University Press.

Burn, A. (1988). Collaborative Action Research for English Language Teacher. Cambridge:

Cambridge University Press.

Bygate, M. (1997). Speaking. Oxford: Oxford University Press.

Byrne, D. (1997). Teaching Oral English. Harlow England: Longman Group. Cakir,

Ismail. 1999. Bringing External Situations into the ELT Classrooms Through

Dialogues. http://www.htmag.co.uk/feb09/less01.html.

Cole, P, G & Chan, L. (1994). Teaching Principle and Practice. London: Prentice

Hall.

Coughlin, M. (2006). Teaching Speaking & Conversation.

http://www.usingenglish.com/articles/teaching-speaking-conversation.html.

David, J. (2007). International Journal of Teaching and Learning in Higher

Education. http://www.isetl.org/ijtlhe/.

Dougill, J. (1994). Drama Activities for Language Learning. London: Macmillan Publishers

Ltd.

91
Fauziati, E. (2002). Teaching of English as Foreign Language. Surakarta: Muhammadiyah

University Press.

Freeman, D. & Richards, J, C. (1996). Teacher Learning in Language Teaching. New

York: Cambridge University Press.

Goncalves, S. (Year). The Meanings of Intercultural Dialogue.

https://ndsim.esec.pt/pagina/si/docs/01the_meaning_of_intercultural_dialogue.pdf

Grolier, I. (1992). New Webster’s Dictionary. New York: Larousce.

Hadfield, J, & Hadfield, C. (1999). Simple Speaking Activities. London : Oxford

University Press.

Harley, B., Allen, P., Cummins, J., & Swain, M. (1990). The Development of Second

Language Proficiency. Cambridge: Cambridge University Press.

Hornby, A, S. (1995). Oxford Advanced Learner’s dictionary. Oxford: Oxford

University Press.

Kayi, H. (2006). Teching Speaking: Activities to Promote Speaking in a Second Language.

http://iteslj.org/Technique/Kayi-TeachingSpeaking.html

Littlewood, W. (1998). Communicative Language Teaching. Cambridge:

Cambridge University Press.

Luoma, S. (2004). Developing speaking tasks. In Assessing speaking (pp. 139-169).

http://gaining.educ.msu.edu/resources/node/401

92
Mason, E. J. & Bramble, W.J. (1997). Research in Education and the Behavioral Sciences.

London: Brown & Benchmark Publishers.

Mattews, A., Spratt, M., & Dangerfield, L. (1989). At the Chalkface (Practical Technique in

Language Teaching). London: Batch Press.

McArthur, T. (1983). A foundation Course for Language Teachers. Cambridge: Cambridge

University Press.

Mead, N.A. & Rubin, D. L. ( Year) Assessing Listening and Speaking Skills. ERIC.

Digests. www.ericdigest.org/pre-923/speakinh.htm

Nunan, D. (1989). Understanding Language Classroom. New Jersey: Prentice Hall.

Richards, J, C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge

University Press.

Richards, J, C. & Nunan, D. (1997). Second Language Teacher Education. Cambridge:

Cambridge University Press.

Rivers, W, M. & Temperley, M, S. (1987). Practical Guide to the Teaching of English as a

Second or Foreign Language. New York: Oxford University Press.

Setiyadi, B. (2007). Tefl 1. Jakarta: Universitas Terbuka.

Stevick, E, W. (1994). Teaching and Learning Languages. New York: Cambridge University

Press.

Sukardi. (2003). Metodologi Penelitian Pendidikan. Jakarta: PT. Bumi Aksara.

93
Sumanto. (1995). Metodologi Penelitian Sosial dan Pendidikan. Yogyakarta : Andi Offset.

Syakur. (1999). Language Testing and Evaluation. Surakarta: UNS Press.

Tarone, E. & Yule, G. (1995). Focus on Language Learner. New York: Oxford University

Press.

Thornbury, S. (1997). About Language. Cambridge: Cambridge University Press.

Ur, P. (1998). A course in Language as Communication. Cambridge: Cambridge University

Press.

Widdowson, H.G. (1996). Teaching Language as Communication. New York: Oxford

University Press.

Winston, M, L. (2011). Engaging Through Dialogue.

www.sfu.ca/dialogue/study+practice/index.html

http://www.businessdictionary.com/definition/skill.html.

http://www.esl.com/od/businessenglish.dialogues/a/b-dialogues.html.

http://www.htlmag.co.uk

http://www.nclrc.org/teaching speaking/Teaching Speaking.htm

http://www.press.umich.edu/pdf/0472032038.web.pdf

94