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CHAPTER I
INTRODUCTION
A. Background of the Study
English is an international language which is used in many fields like trade.
Science, commerce, education, culture and politics, besides that a lot of books and
information media use English as a medium of communication for human
advancement in the world. Hence, Indonesian people should learn English in order
that they will never be left-behind by those of developed countries. In Indonesia,
English plays an important role of which the Indonesia learners are expected to
have the ability to read English text books and speak it. Many companies, for
instance, recently need qualified employees who can speak and write English
fluently. English is of great importance in their life.
In Indonesia, English is learned as a foreign language. It can be seen in the
2006 curriculum stating that English is determined to be one of the subjects for
SMA students, and it is thought as the first foreign language. The students learning
English take four hours in a week every semester. They study four language
components meanly: reading, writing, listening and speaking.
It can be said that the language learners must be able to form mastery of
vocabulary. It is impossible we can be a good speaker if we can not master of
vocabulary. When we have mastered vocabulary of course we can master dialogue
1
well. Therefore, in this thesis, the writer would like to discuss about two aspects of
language they are; speaking and listening, or it's usually named 'dialogue’ .
Because, of the reasons of the curriculum, the writer could not do the investigation
of students ability in mastering dialogue as it be. It means that in investigating the
students ability in mastering dialogue was not orally, but he investigated the
dialogue in the written form.
Furthermore, relevant with the curriculum Senior High School, in its
introduction. It is stated that Bahasa adalah alat komunikasi antara anggota
masyarakat berupa simbol bunyi yang dihasilkan oleh alat ucap manusia”. It
means that after learning English, the students are hoped to be able to use language
as their means of communication.
It is impossible for us to master English rule and contexts quickly. Brown
(1980: 164), in this book Principle of Learning and Teaching, said that learning is
a process of which trial and error nature. The process of acquisitions of second
language tends to emphasize the learner not to transfer his native language into the
foreign language both in speaking and listening. The language learners often
transfer the phonemes, their distribution, the patterns of syllables, words, sentences
and the meaning from their native language into the foreign language. In the first
language learning, the learners pay attention to the learning of the patterns,
sentence and word patterns which permit him to build a new sentence by analogy .
2
It means that the learners are expected to analyze and differentiate the elements of
the sentences that they use.
In connection with the statement above, Brown (1980: 169) stated that the
language learner always faced various problems resulting from underlying
differences between the target language. The learners often use their own systems,
which are unifications of the target language and their native language to apply
their acquisition in a target language. However, it is limited to a particular
individual. Since every language has special rules, learning language means that
the learners should know the rules of language. Hence, in learning English the
learners need to understand grammar because it enables them to understand the
very words as well as to speak and to write words and sentence of their own.
Dialogue is a part of a language which is very important in learning
language. Through dialogue the study of language can motivate us to practice it
with foreigner and through language can motivate us to master other English
components in order to make understandable our speaking.
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 learning dialogue can represent the learner's intentions by using the suitable
words in the sentence. Learning dialogue not only help the learner to understand
what he is doing, and allow him to make which one he should choose but also
3
gives him a tool analyzing vocabulary and a grammatical for discussing.. The
principal design of English dialogue is to teach the learner to express himself
formally or informally so they can use English to the large field of science or other
subject study.
Based on the description above, the researcher wants to analyze various
aspects of English dialogue. In that case, this study will be focused on speaking.
They are classified into pronunciation, fluency, and words and grammatical. The
researcher gave the test orally to the second year students of SMA Unggulan
BPPT Al Fattah. Do they able to speak by using those components of English
(pronunciation, fluency, and words and grammatical). The researcher decides to
use interview test to each students about their daily activity and ask them to
describe themselves to the short sentence.
After doing this test, the researcher assumes that SMA Unggulan BPPT Al
Fattah students will be aware of their weakness in mastering English dialogue and
they will know the error they make in daily conversation. More ever, they will be
interested and challenged to study English with its components. It is very
important and interesting to investigate the development of the learner’s skill in
English grammar and the researcher will acquire the feed-back from her study.
4
B. The Statement of the Problem
Related to this study discussing about the Influence of the Ability in
Mastering Dialogue on the Achievement in Learning English to the Second Year
Students at SMA Unggulan BPPT Al Fattah Siman - Sekaran, the writer would
like to present the formulations of the problem , namely :
a. How is the ability in mastering the English dialogues of the second year
students at SMA Unggulan BPPT Al Fattah to the English achievement’s?
b. How is the students achievement in speaking of the second years student of
SMA Unggulan BPPT Al Fattah?
C. The Objectives of the Study
This study is to describe:
a. The ability in mastering English dialogue of the second years students of
SMA Unggulan BPPT Al Fattah.
b. To describe of achievement in speaking of the second years student of SMA
Unggulan BPPT Al Fattah.
D. The Significance of Study
a. The student will be more creative using new vocabulary, understandable
speaking with the correct grammar and good pronunciation.
5
b. The teacher will know what they must do to improve student’s English
speaking achievement.
E. Limitation of the Problem
In avoiding the readers' misunderstanding, the writer would like to give
the limitation of the title It is of course that in giving the limitation of the title is
not at wholly. From the thesis entitled. The Influence of the Ability in Mastering
Dialogue on the Achievement in Learning English to the Second Year Students at
SMA Unggulan BPPT Al Fattah Siman - Sekaran, ", the writer just wants to
explain some terms related to the title. Especially those are becoming key words.
They are : Influence, Ability, Mastering Dialogue, Achievement, Learning English
at SMA Unggulan BPPT Al Fattah Siman - Sekaran,.
F. Definition of Key Term
a. Ability: Possession of the qualities required to do something; necessary skill,
competence, or power the ability to cope with a problem
(http://www.thefreedictionary.com/achievemen)
b. Achievement : Something that has been accomplished, esp by hard work,
ability, or heroism (http://www.thefreedictionary.com/achievemen)
c. Dialogue: A conversation between two or more people.
(http://www.thefreedictionary.com/achievement.
6
CHAPTER II
REVIEW OF RELATED LITERATURE
To conduct this study, the researcher would like to include some appropriate
theories by reviewing and discussing Dialogue ability, definition of Dialogue,
definition of dialogue ability, the importance of dialogue, definition of dialogue,
and definitions of teaching, teaching dialogue, speaking skil, speaking and
communicative approach.
A. Dialogue Ability
a. Definition of Dialogue
Dialogue is a crucial part of second language learning and teaching. Despite
its importance, for many years teaching speaking has been undervalued and
English language teacher have continued to teach speaking just as a repetition of
drill or memorization of dialogue. However, today’s world requires that the goal of
teaching speaking should improve students’ communicative skills, because only in
that way, students can express themselves and learn how to follow the social and
cultural rules appropriate in each communicative circumstance.
According to Tarigan (1985:15) in Al-Qodar (2007:6) speaking is ability to
speech sound of articulation or words to express, sharing the opinion idea and
7
feeling. It means that speaking is not only to say sound or words. Speaking is one
of way to communicate ideas.
Brown (2001) in Ghofur (2009:7) proposes sixteen micro skills for
speaking . They are (1) produce chunks of language of different lengths, (2) orally
produce differences among the English phonemes and allophonic variants, (3)
produce English stress patterns, words in stressed and unstressed positions,
rhythmic structure and into national contours, (4) produce reduced forms of words
and phrases, (5) use an adequate number of lexical units (words) in order to
accomplish pragmatic purposes, (6) produce fluent speech at different rates of
delivery, (7) monitor your own oral production and use various strategic devices-
pauses, fillers, self-corrections, backtracking-to enhance the clarity of the message,
(8) use the grammatical word classes (noun, verb, etc), system (e.g.) tense,
agreement, pluralization), word order, patterns, rules and elliptical form, (9)
produce speech in natural constituents-in appropriate phrases, pause groups, breath
groups and sentence, (10) express a particular meaning in different grammatical
forms, (11) use cohesive devices in spoken discourse, (12) accomplish
appropriately communicative functions according to situations, participants and
goals (13) use appropriate registers, implicate, pragmatic conversation and other
sociolinguistic features in face to face conversations, (14) convey links and
connections between events and communicate such relations as main idea,
8
supporting idea, new information, given information, generalization and
exemplification, (15) use facial features, kinesics, body language and other
nonverbal cues along with verbal language to convey meanings, and (16) develop
and use a battery of speaking strategy, such as emphasizing key words, rephrasing,
providing a context for interpreting the meaning of words, appealing for help and
accurately assessing how well your interlocutor is understanding you.
b. Definition of Dialogue Ability
The words of ability have some definitions ad differences meaning from one
to another. They depend on the writer. According to Pei (1971:2) in Khoiriyah
(2006:7).
“Ability is the state of condition of being able, attitude, competence,
capability, power to do something, whether physical, metal and legal, talent or
acquired proficiencies, power of the mind, metal gift to endowments”.
From the statement above the writer cab conclude that the first; Ability is
potential of capability to explore their knowledge in doing a test that is given.
Second, ability is the skill power to do something that can show by the students
score gotten from the test.
Dialogue or speaking ability is the ability to talk with other people by using
the right vocabularies and understandable.
9
Dialogue or speaking ability in term of theory cal and practical doing of the
speaker is “the speaker ability to interact with the hearer in the correct situation by
using his knowledge which is expositive in brain where he communicative
comprehend the idea oh the conversation and able to produce and performance or
sentence grammatically ( Clark and Clark 1977:30) in the internet
(http://antomanihuruk.blogspot.com/2010/04/abstract.html - 137k - similar pages).
English dialogue ability is an ability of someone to speak, to communicate,
to express idea and feeling in English as foreign language.
In short, it could be concluded that dialogue ability was very important for
everyone since it allowed him or her to learn everything that wanted to learn. In
addition, it gave a chance to find a certain occupation.
B. The Importance of Dialogue
Dialogue is ‘’ the process of building and sharing meaning through the use
of verbal and non-verbal symbols, in variety of contexts’’ (Chaney, 1998, p.13)
dialogue is a crucial part of second language learning and teaching, Despite its
importance, for many years, teaching dialogue has been undervalued and English
language teachers have continued to teach dialogue just as a repetition of teaching,
dialogue skill should improves students. Communicative skill because only in that
way. Students can express themselves and learn how to follow the social and
10
cultural rules appropriate in each communicative circumstance. In order to teach
second language learners how to speak in the best way possible, some speaking
activities are provided below, that can be applied to ESL and EFL classroom
settings, together with suggestions for teachers who teach oral language.
If students want to be able to use English dialogue fluently, they need to be
able pronounce phonemes correctly, use appropriate stress and intonation parents
and speak in connected speech. But there is more to it than that. Speakers of
English –especially where it is a second language-will have to be able to speak in a
rage of different genres and situations, and they will have to be able to use a range
of conversational and conversational repair strategies. They will need to be able to
survive in typical functional exchanges, too.
Getting students to speak in class can sometimes be extremely easy. In a
good class atmosphere, a student who gets on with each other and who’s English is
at an appropriate level will often participate freely and enthusiastically if we give
them a suitable topic and task. However, at other times it is not so easy to get
students going. Maybe the class mix is not quite right. Perhaps we have not chosen
the right kind of topic sometimes it is the organization of the task which is at fault.
But a problem that occurs more often than any of the natural reluctance of some
students to speak and to take parts in such situations the role (s) that teachers play
will be crucial.
11
Many of the classroom dialogue activites which are currently in use fall at or
near the communicative end of the communication continuum. There are a number
of widely used categories of speaking activity.
C. Definition of Teaching
Here are definitions of teaching, those are:
a. Teaching is one of the means by which educations is often achieves (if it
is) and education is a common purpose of teaching. (Carr.1996)
b. Teaching is telling, knowledge is fact and learning is recall,
(Christensen:1992)
c. Teaching is supporting adults with little English and little formal
education in their efforts to understand and use English in its many forms,
in a variety of contexts. .. (Wriegly anf Guth:1992)
d. A teacher is defined as person whose professional activity involves the
transmission of knowledge, attitudes, and skills that are stipulated in a
formal curriculum to the students enrolled in an educational programmed.
(CERI:200)
e. A highly qualified teacher is a defined as one who holds bachelor’s
degree, has full state certification and has demonstrated subject area
competence in each subject taught. (Sanders:2004) .
12
D. Teaching Dialogue
English dialogue is the main of many adult learners. Their personalities
play a main role in determining how quickly and correctly the will accomplish this
goal. Those who are risk-takers unafraid of making mistakes will generally be
more talkative, but with many errors that could became hard-to-break habits. Shy
students may take a long time to speak confidently. It’s a master of quantity vs.,
quality, and nether approach is wrong. However, if the aim of speaking is
communication and that does not require perfect English. Then it makes sense to
encourage quantity in your classroom, break the silence and get students
communicating with whatever English they can use, correct or not, and selectively
address error that block communication.
Conversation lessons often tie in pronunciation and grammars (discussed
elsewhere in this guide) which are necessary for effective oral communication or a
grammar or reading lesson may incorporate a speaking activity. Either way, your
students will need some preparation before the speaking task. This includes
introducing the topic and providing a model of the speech they are to produce. A
model may not apply to discussion-type activates, in which case students will need
clear and specific instruction about the task to be accomplished. Then the students
will practice with the actual speaking activity.
13
These activities may include imitating (repeating), answering verbal cause,
interactive conversation, or an oral presentation. Most speaking inherently practice
listening skill as well, such as when one students is given a simple drawing and
sits behind another students. Facing away the first must give instructions to the
second to reproduce the drawing. The second student asks questions to clarify
unclear instruction, and neither can look at each other’s page during the activity.
Information gaps are also commonly used for speaking practice, as are surveys,
discussions, and role-plays. Speaking activities abound; see the A civet as and
further resources sections of this guide for ideas.
As much as possible, the content sound is practical and usable in real-life
situations. Avoid too much new vocabulary or grammar, and focus on speaking
with the language the students have.
According to the Jeremy Harmer (1988). There are three main reasons for
getting students to speak in the classroom. Firstly, speaking activities provide
rehearsal opportunities-chances to real-life speaking in the safety of classroom.
Secondly, speaking tasks in which students try to use any or all of the languages
they know provide feedback for both teacher and students. Everyone can see how
well they are doing: both how successful they are, and also what language
problems they are experiencing. (This is a good reason for boomerang lessons,)
and finally, the more students have opportunities to activate the various elements
14
of language they have stored in their brains. The more autonomic their use of these
elements became. As a result, students gradually became autonomous language
users.This means that they will be able to use words and phrases fluently without
very much conscious thought.
Good speaking activities can and should be extremely engaging for the
students. If they are all participating fully-and if the teacher has set up the activity
properly and can then give sympathetic and useful feedback-they will get
tremendous satisfaction from it.
a. How to teach dialogue
Learning English has predominantly taken center stage due to the need of
non-English speaking people to cope with the demand of globalization. We now
see flock of students going to English speaking nations like the united states,
united kingdom and Australia to study the language as well an increase demands
of Asian countries for ESL teachers. In this light , teachers have now the burden
of various ways to increase proficiency on the language of their students and
develop their listing, speaking .reading and writing skills relative to English
grammars and vocabularies,
One of the medium that ESL teacher uses is the utilization of music or songs
to increase students. Literatures attest to the ability of human to pick up new
knowledge more quickly when it is contained in a song with appealing rhythm and
15
theme. Introducing songs into classroom instruction signification change the
routine and provide students with better appreciation of the language through
learning sentence pattern, stress and proper intonations of and grammar usage.
Now many linguistics and ESL teachers agree on the students learn to speak
in the second language by’ interacting’ communicative language teaching and
collaborative learning serve best for this aim. Communicative language teaching is
based on real-life situations that require communication. By using this method in
ESL Classes, students will have the opportunity of communicating whit each other
in the target language. In brief, communication, authentic activities, and
meaningful tasks that promotes oral language. This can occur when students
collaborate in groups to achieve a goal or to complete a takes.
Teaching speaking is a very important part of second language learning. The
ability to communicate in a second language clearly and efficiently to the success
of the learner in school and success later in every phase of life Therefore, it is
essential that language teachers pay great attention to teaching speaking. Rather
than leading students to pure memorization, providing a rich environment where
meaningful communication takes place is desired. Whit this aim, various speaking
activities such as those listed above can contribute a great deal to students in
developing basic interactive skills necessary for life, these activities make students
16
more in the learning process and at the same time make there more meaningful and
fun for them.
When we think about it, a ‘’speaking’’ class and a ‘’conversation’’ class
aren’t really the same thing. Although we often casually interchange these terms I
was somewhat uncomfortable though much of my initial spin though how to teach
speaking because I was expecting a ‘’how to conversation’’ book. And because
Thornberry’s presentation is rater different than we have experienced in Jeremy
harmer’s series opener how to teach English and other major series in basic
teacher training, like David nunan’s practical English language reaching and
Kathy bailey’s fraction English
The opening chapter deal with speaking generalities, used the first language
convex, in the same way that language acquisition is often taught by firs
examining what happens in the L1.The problem here attacking the problem, in this
way. A more expansive introductory chapter, or some indication on the back cove,
describing this formwork.
E. Speaking Skill
Speaking is the productive skill in the oral mode. It, like the other skill, is
more complicated than it seems at first and involves more than just pronouncing
words.
17
It is thinking of what one wishes to say, choosing the right words from our
vocabulary, putting the words in the proper grammatical framework,
communicating the feeling we have, and so on. Speaking is producing movements:
movements of the rib cage, the vocal cords and the mouth. (Anne, 2009)
There are three kinds of speaking situations in which we find out ourselves:
a. Interactive, include face to face conversations and telephone calls, in which
we are alternately speaking and speaking, and in which we have a chance to
ask for clarification, repetition, or slower speech from our conversation
partner.
b. Partially interactive, such as when giving a speech to a live audience, where
the convention is that the audience does not interrupt the speech. The speaker
nevertheless can see the audience and judge from the expressions on their
faces and body language whether or not he or she is being understood.
c. Non – interactive, such as when recording a speech for a radio broadcast
Some of the micro-skills involved in speaking. The speaker has to:
a. Pronounce the distinctive sounds of a language clearly enough so that people
can distinguish them. This includes making tonal distinctions.
b. Use stress and rhythmic patterns, and intonation patterns of the language
clearly enough so that people can understand what is said.
18
c. Use the correct forms of words, this may mean, for example, changes in tense,
case or gender.
d. Put words together in correct word order.
e. Use vocabulary appropriately.
f. Use the register or language variety that is appropriate to the situation and the
relationship to the conversation partner.
g. Make clear to the listener the main sentence constituents, such as subject,
verb, object, by whatever means the language uses.
h. Make the main ideas stand out from supporting ideas information.
i. Make the discourse hang together so that people can follow what you are
saying.
F. Communicative Approach
The writer tries to teach speaking by using communicative approach. It
aims to enable student to read and appreciate foreign language. The
communicative method to the teaching of foreign languages also known as
communicative language teaching or the communicative approach emphasize
learning a language through genuine communication. Learning a new language is
easier and more enjoyable when it is truly meaningful.
19
Communicative language teaching is an approach to the teaching of second
and foreign languages that emphasize interaction as both the means and the
ultimate goal of learning a language.
The communicative approach is a flexible method rather than a rigorously
defined set of teaching practices. It can best be defined with a list of general
principles. In communicative language teaching expert Nunan (1991),lists these
five basic characteristics:
a. An emphasize on learning to communicate through interaction in the target
language.
b. The introduction of authentic texts into the learning situation.
c. The provision of opportunities for learners to focus, not only on language but
also on the learning process itself.
d. An enhancement of the learner’s own personal experiences as important
contributing elements to classroom learning.
e. An attempt to link classroom language learning with language activities outside
the classroom.
Dialogue or speaking is one of important skill besides other English
components. By mastering dialogue we can understand what the speakers said,
formally or informally. There are some ways to improve English dialogue
achievement:
20
1. Pra-communicative activities, and
2. Communicative activities.
a. Pra-communicative Activities.
Pra-communicative is the communication which hasn't been able to be
called true communicative communication, because there hasn't an element that is
needed in order that the communication is able to be called an appropriate and
natural communication, that is there is not an information gap.
The activities are the presentations in :
a. Technique of Dialogue.
That is to memorize sentences in the dialogue form, and to dramatize
sentences fluently before drilling with structural-drill and vocabulary. The use
of this method is to improve the fluency of pronouncing words or sentences,
and to avoid the afraidness in pronouncing.
b. Dialogue with picture ( for the SLTP levels ).
The teacher brings pictures shown to the students by asking the name of the
pictures one by one.
e.g. : Teacher : “ What is this ? “Students : “That's a book “. Etc
c. Guided dialogue.
The teacher drills students in the question and answer forms in the purpose
language .
21
e.g. : Teacher : "Are you going to………this morning?"Ss : " Yes, I am ". or " No, I am not "
d. Dramatitation of an activity.
For example the teacher is running, smilling, etc., then asks the students :
“What am I doing ?” students answer : " You're running " etc.
e. Picture in profession.
For example : A doctor in his uniform ( white etc )A teacher in front of black board, etc.
Then the teacher asks : “What is he / she ?”
Students answer : " He / she is a doctor " etc.
f. Dialogue with picture.
For example, the picture in point (e). The teacher shows the picture detailly,
then asks the students.
e.g. : Teacher : " What is the doctor wearing ? ".Ss. : " A white coat "," A pair of glasses".
g. Question-answer technique.
The teacher chooses the basic material of the lessons includes structure and
vocabulary. For example the teacher has taught the ‘Past tense’ form of
English and vocabulary, the make a dialogue :
Teacher : " What did you do this morning at 07.00 ? " Students : " I went by bus to school "
22
h. Completing sentences, paragraph or short story. The teacher presents
uncomplete sentences, then the students are asked to complete them.
e.g. : My sister likes going to the movies, but my
brother…………………….. ( does not like it, or likes playing soccer )
During this activities is done, the teacher has to master the condition in
conducting it.
The main goals which will be gainned of this stage are :
1. Students are involved in every drill orally, and
2. Students begin to have braveness to open their mouth to speak though they
haven't express their own ideas.
2. Communicative Activities.
On this stage, the teacher begins to enless his role in speaking in front
of the class, while students begin to play role in class to speak. The activities
of this stage are :
a. Community Language Learning ( CLL ) method.
The teacher divides the students into groups, each , group has a leader.
Students exchange to speak something and then continue in the group, so that
the communication will become a complete story. The conversation is
recorded on a tape recorder, and replays then. After all, the teacher discusse
23
about the conversation with the students. In this case the teacher's role is to
controle the activities :
giving answers, suggestions, or even translations when the students get
difficulties.
b. Giving assignment to the students.
The teacher can give students a role to be played. For example; If the student
becomes a teacher, and the other student as his student. Then, they are asked
to play those roles, teacher and student.
This role play can be varied fit to the level of the students.
c. Social formulas and dialogues.
What is meant by the Social formulas is the presentation of social formulas
which are needed in communication ( social communication ), for example ;
greeting, leaving, introducing someone, Excusing, expressing emotion of
angrying, sad, disappointed, happy, satisfy, and so on.
d. Community-oriented assignment.
The students are asked to make communication with the native speakers. This
activity is could be conducted in places where many native speakers stay in.
For example: in a state embassy ( foreign embassy ), state
offices, and so on. If those places are impossible to
24
get, the teacher can ask students to become tourist
guide, translators, etc.
e. Problem solving activities.
The students are asked to solve problems that are made by the teacher. To
support this activities, the teacher can play a role in it. For instance, the
teacher make a topics of "Climbing a mountain". The teacher divides the
students into groups, each group should discusses about the mountain
climbing, what are needed to overcome this problem, what should be prepared
to climb a mount. The teacher can also give suggestion, answer, and so on,
when they need.
To complete the explanation above, it is better for the writer to makes
conclusions related to the activities in teaching students conversation
( speaking ). According to Finacchiaro and Brumfit says that the activities
that can be conducted in teaching students speaking, as follows :
1. Making question-answer or dialogue in classroom.
2. Giving guides are used in classroom.
3. Using "Gouin series". Asking students to play role in complete sentences of
the realistics context.
4. Asking students to prepare the original sentences based on communicative
terms, structures, or notions which have been discussed
25
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This study used classroom action research that involves a group of
students. Action research has been described as an informal, qualitative,
formative, subjective, interpretive, reflective and experiential model of inquiry in
which all individuals involved in the study know and contributing participant’s
action research has the primary intent of providing a framework for qualitative
investigations by the teachers and researchers in complex working classroom
situations.
It is a particular strategy for accelerating and enhancing kind of
development, with special reverence to learning teaching. It is done systematically
by collecting data on every day practice and analyzing it in order to get some
decision what your future practice should. Research is concerned with trying to
improve one specific point in a teacher’s technique in a particular classroom using
empirical measurement.
Teacher –initiated classroom research which seeks to increase the teacher’s
understanding of classroom teaching and learning and to bring about
improvements in classroom practices. Action research typically involves small –
scale investigate projects in the teacher’s own classroom
26
Based on the definitions above, it can be drawn some points of the
characteristics of action as follow:
a. Action research always arises from specific problem.
b. The goal of action research is to improve the quality of the education.
c. Action research can undertake by collaborative or individual.
d. The validity is determined by the result in overcoming the problem.
According to Tuchman, Dr. Zainal Arifin(2009:149)the design of classroom action
research has four steps. They are planning, acting, observing, reflecting. Those
components will describe at the following scheme:
Figure 3.1 Zainal arifin (2001:149)
27
Planning Planning
Reflection
Action Action
Reflection
Conclusion
First cycle Second cycle
1. Planning is everything related to plan the use of software and hardware
needed in the action.
2. Acting is application of the plan the classroom.
3. Observing is the observing of activities when the students get a treatment.
4. Reflection is a phase when the researcher reflects the result of the treatment.
B. Subject of the Research
The research population of this study is the students of the second years
student of SMA Unggulan BPPT Al Fattah Siman – Sekaran - Lamongan , it
consists of 45 students, 22 male and 23 female with variation competence.
C. Instrument Data Collecting Technique
a. Test
The evaluation activity is intended to measure students’ achievement of
the instruction goal. In the thesis the researcher uses test items. To know the
ability of the students’ Arikunto (2006:150)
b. Questionnaire
According to Arifin Zainal (2001:97) Questionnaire is a set of
questions that has been specially formulated as a means of collecting
information on a specified subject or theme. In giving the questionnaire, the
28
researcher wrote in Indonesia; in order to the students understand. The
respondents are expected to choose the suitable answer according to their own
information
c. Field note
According to arikunto (2006:157) the writer analyzes field not during
the teaching and learning process in the classroom action research, then
interprets the file note result.
d. Observation
According to Syaifudin Zuhri (2001:215) Observation is an activity of
sapient or sentient living begins (e.g. human), which sense and assimilates
knowledge of phenomenon in its framework of previous knowledge an idea it
means that observation is observing of study object systematically to support
the action research.
D. Data Collecting Technique
In this study, the data collecting technique
a. Observation
The observation method used to collect the data concerning class’s
activities during the pra-comunicative activities and communicative activities
being applied and the researcher finding out the reactions, response and
29
phenomena that may appear in discussion method of the students in the
classroom.
b. Field note
The waiter use field not to record all the students’ activities during
teaching and learning process using pair taping technique
c. Questionnaire
The questionnaire used in this study is structured questionnaire. The
alternative answer of the questionnaire had been prepared, and the respondents
(students) are only expected to give the check on the answer sheet. And the
questionnaire arranged on the basic of the research problem.
In this study there were twenty questions of questionnaires and the
questionnaires that given to the students related to study speaking English by
English songs through the aspect below.
1. Opinion about the English lesson (questionnaire item 1-4)
2. Opinion toward the English material lesson (questionnaire item 5-7)
3. The teacher role in the application of the teaching English (questionnaire
item 8-10)
4. The general evaluation (questionnaire item 11-15)
30
d. Test
This test is as an evaluation for students in order to know the students
complete in understanding the lesson meanwhile this test is also done to know
the effective and to evaluate the teacher’s result is applying the method.
E. Research Procedure
Classroom action research is carried out more than cycles to get the accurate
data.
Before beginning of the research, the writer gives pre-questioner to the
students. It is to know how far the students’ ability in speaking. It is very
important to ensure the writer about the problems that are faced by the students.
I. Cycle I
a. Planning
The activation will be done I planning are:
1. Identifying the problem
2. Choosing the material
3. Making the instrument
b. Acting
31
Acting is the application of the planning in the classroom. In this case the
writer applies pra communicative activities and communicative activities.
Here are the materials that used in pra communicative activities :
Technique of Dialogue.
That is to memorize sentences in the dialogue form, and to dramatize
sentences fluently before drilling with structural-drill and vocabulary.
Dialogue with picture.
The teacher brings pictures shown to the students by asking the name
of the pictures one by one.
Guided dialogue.
The teacher drills students in the question and answer forms in the
purpose language .
Dramatitation of an activity.
For example the teacher is running, smilling, etc., then asks the
students : “What am I doing ?” students answer : " You're running "
etc.
Picture in profession.
For example : A doctor in his uniform ( white etc )
A teacher in front of black board, etc.
Then the teacher asks : “What is he / she ?”Students answer : " He / she is a doctor " etc
32
Dialogue with picture.
For example, the picture in point (e). The teacher shows the picture
detailly, then asks the students.
e.g. : Teacher : " What is the doctor wearing ? ".Ss. : " A white coat "," A pair of glasses".
Question-answer technique.
The teacher chooses the basic material of the lessons includes structure
and vocabulary. For example the teacher has taught the ‘Past tense’
form of English and vocabulary, the make a dialogue
Completing sentences, paragraph or short story. The teacher presents
uncomplete sentences, then the students are asked to complete them.
Below are the techniques that the writer uses in communicative
activities:
Community Language Learning ( CLL ) method.
The teacher divides the students into groups, each , group has a leader.
Students exchange to speak something and then continue in the group,
so that the communication will become a complete story. The
conversation is recorded on a tape recorder, and replays then. After all,
the teacher discusse about the conversation with the students.
33
Giving assignment to the students.
The teacher can give students a role to be played. For example; If the
student becomes a teacher, and the other student as his student. Then,
they are asked to play those roles, teacher and student.
Social formulas and dialogues.
What is meant by the Social formulas is the presentation of social
formulas which are needed in communication (social communication),
for example ; greeting, leaving, introducing someone, Excusing,
expressing emotion of angrying, sad, disappointed, happy, satisfy, and
so on.
Community-oriented assignment.
The students are asked to make communication with the native
speakers. This activity is could be conducted in places where many
native speakers stay in.
Problem solving activities.
The students are asked to solve problems that are made by the teacher.
To support this activities, the teacher can play a role in it.
34
c. Observing
The writer will observe the teaching learning process; record student’s
activities and the condition progress; take a knot of some notification about the
weakness and the advantages even the student’s progress and the teacher provides
feedback on student’s participation in the activity and on the language is used
during the activity.
d. Reflecting
In this phase, the writer makes evaluation about the action and the
observation result has been done identifies some reflection for next progress.
Cycle II
The writer makes again some evaluation, correction and improvement as
the writer does in the first cycle. In this phase, the writer will make some steps as
the cycle I.
a. Re-Planning
1. Identifying the problem
2. Learning plan
3. Choosing the material
4. Making the instrument
35
b. Re-Acting
The acting in this cycle is matching as the fist cycle. The performance has a
little different with the first cycle the teacher tries to less the guidance to the
students in practice the dialogue With same procedures like first cycle in order
that the students do the activities by make little dialogue with their friends.
c. Re-Observing
Observing is the monitoring of the teaching learning process and the students
activities in the classroom. The writer will do as the first cycle.
d. Re-Reflecting
The writer makes evaluation about the action and the observation results have
been done. In addition, the writer decides some reflections for next cycle if it
needs some improvements.
3.6. Procedure of Data Analysis
Some people have used analytic scale (Academic aspect/ Psychomotor and
Non-Academic Aspect/ Effectiveness). According to Safari in his book "Evaluasi
Pembelajaran" in this thesis.
36
Table 3.1 Academic Aspect / Psychomotor
No. Category and Criteria Skor
1 Fluency- fluent in give information
- quite fluent in give information
- less fluent in give information
30
20
10
2 Pronunciation
- appropriate in choise word and language pronouncing
- quite appropriate in choise word and language pronouncing
- less quite appropriate in choise word and language pronouncing
20
15
53 Performance
- Performance is natural and confidence
- Performance is not maximal because they are nervous
- Performance is bad because they are not confidence
15
10
5
4 Grammar
- Grammar covered in class was used to communicate effectively
- A few minor difficulties arose from not using the grammar
20
15
37
studied in class.
- Grammatical errors led to many minor difficulties or one major
breakdown in communication5
Score maximal 100
Score maximum: 85Value = Score was gotten x 100
Students
38
Table 3.2 Non-Academic Aspect / effectiveness
No Category and Criteria Point Skor
1 Cooperative
- Very cooperative
- Cooperative
- Seldom cooperative
- Difficult to cooperation with friends and the
teacher
- Tidak kooperatif
5
4
3
2
1
25
2 Initiative
- Very initiative
- Initiative
- Seldom initiative
- Difficult to initiative with the material
- Nothing initiative
5
4
3
2
1
25
3 Attention
- Very attention 5
25
39
- Attention
- Seldom attention
- Difficult to attention in the material
- Nothing attention
4
3
2
14 Interactive
- Very interactive
- Interactive
- Seldome interactive
- Difficult to interaction with friends
- Nothing interactive
5
4
3
2
1
25
Score maximal 100
Score maximum: 100Value = Score was gotten x 100
Students
40
1. 85 100 Excellent
2. 70 84 Good
3. 55 69 Fair
4. 40 54 Unsatisfied
5. 0 39 Very low
41
CHAPTER IV
RESEARCH FINDING
A. The Result of Teaching and Learning Process
Teaching learning process the writer get the results by observation, before
teaching learning a teacher should make preparation that is called unit lesson.
Teacher should prepare what he or she is going to present when writing the unit
lesson the teachers have to express the objectives or goals of their teaching first. A
parting from preparing the material they should decide the technique too. Which
they are going to present them the object of the unit lesson here is the presentation
of teaching dialogue to second years of SMA Unggulan BPPT Al Fattah.
Teaching speaking through pra communicative and communicative approach is
not a new and it may be not be strange to be heard by a teaching students. The
writer trice to present this topic as clear as possible and effort undeviating from
the syllabus from issues by the department of education and cultural the is two
phase for the waiter carries out of this teaching speaking through pra
communicative and communicative approach by using itself. They are listening
activities and speaking activities.
B. Cycles Description
All the data were collected from all the cycles; it would be presented by the
new method that could change the students’ thinking in English, especially in
42
speaking English. The teacher motivated the students that speaking was very
interesting through twenty questions.
Cycle I
a) Planning
In the first cycle the researcher had two meeting and each meeting had 60
minutes. The activities done in points were:
1. Identifying the problem
In this case, the problems found were the students’ lazy practice speaking in
English regularly, so they thought that speaking English was very difficult for
them. Some of them did not have good pronunciation and performance in
speaking English.
2. Choosing the material
In this phase, the teacher choose pra communicative the approach, it’s
include: Technique of Dialogue, Dialogue with picture, Guided dialogue, the
material used was a simple dialog about something around the school, like rooms,
persons, and things.
b) Acting
1. First meeting
a. Technique of Dialogue.
43
That is to memorize sentences in the dialogue form, and to dramatize sentences
fluently before drilling with structural-drill and vocabulary. The use of this
method is to improve the fluency of pronouncing words or sentences, and to
avoid the afraidness in pronouncing.
b. Dialogue with picture
The teacher brings pictures shown to the students by asking the name of the
pictures one by one.
c. Guided dialogue.
The teacher drills students in the question and answer forms in the purpose
language .
d. Dramatitation of an activity.
For example the teacher is running, smilling, etc., then asks the students :
“What am I doing ?” students answer : " You're running " etc.
e. Picture in profession.
In these activities the students asked to guess what are the people doing in the
picture.
2. Second meeting
a. Dialogue with picture.
For example, the picture in point (e). The teacher shows the picture detailly, then
asks the students.
44
b. Question-answer technique.
The teacher chooses the basic material of the lessons includes structure and
vocabulary.
c. Completing sentences, paragraph or short story.
The teacher presents uncomplete sentences, then the students are asked to
complete them.
In the first action, the teacher explained what they must do in dialogue.
What mustn’t they do in dialogue. They are divided in four groups to make easy
the teacher check them and to identify their dialogue. They free use their dialogue
ability by using the technique approach above. They may ask anything if they got
trouble during activities.
c) Observation
Observation was done during the teaching and learning process in the
classroom. The writer observed and made same notification during the teaching
learning process. The teacher and collaborator recorded the achievement of the
students both in psychomotor (academic) aspect and affective (non academic)
aspects. Academic aspects involved cooperative. Initiative, interest, and
interactive.
Based on the observation result, the teacher could conclude that the ability
of students to speak and do the dialogue using pra communicative approach was
45
still low. Some of them didn’t speak and had initiative to ask. Consequently, it
needed more time and only happened in one round.
The result of student’s achievement bout academic and non academic can
be summarized as follows:
Table 4.1
The result of first cycleSchool :SMA Unggulan BPPT Al Fattah
Class: second yearsCycle :1
Aspect Mean
Academic 50
Non academic 45
1st cycle 2nd cycle42
44
46
48
50
academic
non academic
Graphic 4.1 mean of student’s achievement result of first cycleThe value on the table and the graphic shown above were the result of
middle test after doing activities on the first cycle. It shows us how far the
students master the material have been given to the tutor.
46
The teacher and collaborator also made the field note. They were as
follows:
1. Students were noisy (1st and 2nd meeting )
2. Students have difficulty in vocabulary (1st meeting )
3. Students not active to ask (1st and 2nd meeting )
4. Students were not fluently in speaking (1st and 2nd meeting )
5. Students didn’t have good pronunciation and performance ( 1st and 2nd
meeting)
d) Reflecting
During the teaching learning activity, the students didn’t look joyful. They
looked confused to fill the point paper and didn’t have ideas to ask and guess what
the question master was teaching of. Consequent in the class wasn’t alive and the
students were talking each other. It could be said that there were many serious
problems in the first cycle that had to be solved. In order word the target had to be
solved. In other word the target had not been treatment had to go on the next step.
Cycle II
a) Planning
For the first cycle, the teacher had some notes during the teaching learning
process. It was still no successful. Thus, reflecting in the next step would be held
in the score cycle as well as possible. The performance had a little different with
47
the first cycle. The teacher tried use the communicative approach activities. This
cycle held 60 minutes and had 2 meeting. The activities done in these points were:
a. Identifying the problem
In this case, the problems found were the students had difficult in
vocabularies, some of them were not active in teaching learning activity and also
didn’t good pronunciation and performance in speaking English.
b. Making lesson plan
In order to make to teaching learning process successfully, it was needed to
make the syllabus and lesson plan it could be seen in appendix
c. Choosing the material
In this phase, the teacher chose the communicative approach. It focuses on
increasing dialogue skill through giving the material that needs special speaking
skill.
b). Acting
1. First meeting
a. Community Language learning method.
The teacher divides the students into groups, each , group has a leader.
Students exchange to speak something and then continue in the group, so that
the communication will become a complete story. The conversation is
recorded on a tape recorder, and replays then. After all, the teacher discuss
48
about the conversation with the students. In this case the teacher's role is to
controle the activities :
giving answers, suggestions, or even translations when the students get
difficulties.
b. Giving assignment
The teacher can give students a role to be played. For example; If the student
becomes a teacher, and the other student as his student. Then, they are asked to
play those roles, teacher and student.
This role play can be varied fit to the level of the students.
2. Second meeting
a. Social formulas and dialogue
What is meant by the Social formulas is the presentation of social formulas
which are needed in communication ( social communication ), for example ;
greeting, leaving, introducing someone, Excusing, expressing emotion of
angrying, sad, disappointed, happy, satisfy, and so on.
b. Community oriented
The students are asked to make communication with the native speakers. This
activity is could be conducted in places where many native speakers stay in.
For example: in a state embassy (foreign embassy), state
offices, and so on. If those places are impossible to
49
get, the teacher can ask students to become tourist
guide, translators, etc.
c. Problem solving
The students are asked to solve problems that are made by the teacher. To
support this activities, the teacher can play a role in it. For instance, the teacher
make a topics of "Climbing a mountain". The teacher divides the students into
groups, each group should discusses about the mountain climbing, what are
needed to overcome this problem, what should be prepared to climb a mount.
The teacher can also give suggestion, answer, and so on, when they need.
c). Observation
From the observation result, the teaching learning process was more
effective than previous cycle. Most of the students understood the material given
and could implicate into the assignment. Consequently, they were active in the
class. They could explore their ideas, had initiative to ask, and could answer the
entire question from the teacher. But there were some students who didn’t have
good performance in speaking. In order words, there was no serious problem in
teaching learning activity. The result of second cycle can be summarized as
follows:
50
Table 4.2 The result of second cycle
School: SMA Unggulan BPPT Al FattahClass: second years
Cycle:1
Aspect Mean
Academic 62.5
Non academic 61.4
1st cycle
2nd cycle
0
10
20
30
40
50
60
academic
non academic
Graphic 4.2 mean of students’ achievement result of second cycle
The value on the table and the graphic above were the result of the
final test. It is conducted from the academic value and non academic value.
They got test after doing the second cycle and the final test result some of
them got average value 62,5 on academic and non academic they got 61,4.
51
The teacher and collaborator also made the field note. They were as
follows:
1. Students enjoyed the lesson (1st and 2nd meeting)
2. Students worked well and activity to ask and only few students were passive
(1st and 2nd meeting)
3. Students spoke fluently and only few students didn’t have good
pronunciation and performance. (1st and 2nd meeting)
4. The class situation was more alive.
d). Reflecting
Based on the reelection were done, the teacher found some students who
had bad performance in speaking. Some of them were still shy and were not brave
to speak aloud. But all of them enjoyed when they study. They were very active in
the class. They could explore their ideas to ask and made a conclusion what the
question master was thinking of than previous cycle. After looking the process
and result of students’ achievement, the teacher considered that the study
increased than before although the target of speaking skill had been reached.
e). Discussion
The writer explained all the cycle above so the researcher wants to make
the summary of result as the following.
52
1. Progress report.
Table 4.3
Students’ achievement result
No Aspect 1st cycle 2st cycle
Mean Mean
1 Psychomotor/academic 50 76, 8
2 Affective/non academic 45 77, 8
1st cycle
2nd cycle
0
10
20
30
40
50
60
academic
non academic
Graphic 4.3 Mean of Students’ Achievement Result
From the graphic above can be concluded that there are the progresses of
student’s achievement during the cycles be done. Those score on the table taken
from the final test, it was included dialogue test and their performance during
doing the activities in the teaching and learning process.
53
a. First cycle
In this cycle, the student’s score was still low and the target hadn’t been
reached. There were some serious problems. There were some students didn’t
speak and had no initiative to ask. Consequently, it spent more time and only
happened in one round. The presentations were still dominant by the students who
active more. Some students were still confused by the English dialogue, so they
became noisy during the lesson and when they in discussion.
b. Second cycle
In the second cycle, the students’ score had been progressed although there
were some students could not progress their dialogue achievement. Most of the
students understood the technique approach that has been given by teacher
therefore they could increase their performance in speaking and their ability in
dialogue increase.
C. The General Evaluation
In the table above, there is general evaluation on the application of pra
communicative and communicative activities. It reveals that all of the students
(100%) say it help them communicate with their friends when having
conversation. In these methods, gives them opportunities to express them freely by
using their own utterances based in the material. This method motivates the
54
students to participate in the activity. Most of the students state that there are
motivated because the method gives them a great deal chance to speak English
correctly, this method also encourage them to practice their speaking ability
because the students have to create their own utterances based on the material
given. A great number and all of the students agree that there is a significance
improvement in their speaking ability.
D. Interpretation of the result
The students think that this method is very interesting; the reason is that it
gives them the freedom to express their ability. And the method is very easy to be
conducted because it needs a small group of the students. The other reason is the
students should know about the method because this method one ways of training
them to improve their speaking ability, because the students can participate
actively in the speaking activity.
Furthermore the role of the teacher which tends not dominate the speaking
activity make the students fell free in participating in the activity, moreover, the
teachers motivates the students by giving them the freedom to expressing what
they can. And the students think that the method is necessary to be used in the
speaking class because the students can improve their speaking ability and they are
sure that method very useful for them.
55
4.5. The Data from the Observation
In doing observation the researcher observe the student’s speaking
activities in the classroom while they were practicing to use the discussion
method, the researcher tried to find phenomena using observation, that might
appear during the dialogue activity.
The application of the method was done four meeting; the time allocation
for each meeting was one hour, so there was enough time for the students to
participate in the pra communicative and communicative activities approach.
From the four meeting, the researcher found some phenomena which
appeared following are:
a. The first meeting, the researcher saw the students still difficult to application
the methods that have given by teacher.
b. The second meeting, the students feel interest in the subject on the methods.
And there are response from students because the students begin encourage to
speak English with other their friends
c. The third meeting, the students can express their speaking ability with good
pronunciation and articulation includes the grammatical although not so good.
d. The fourth meeting, the researcher saw that there was an improvement on
their achievement in English dialogue. It is appeared on the general value
Academic Aspect / Psychomotor below
56
Table 4.4
Academic Aspect / Psychomotor
NO NAMECATEGORY SCOR
EFL PR VOC GR
1 ABDULLAH AMIN 20 20 15 15 70
2 ABDUL ROCHM 20 15 15 15 65
3 ABDULLAH YUSUF 30 20 15 10 75
4 AHMAD BAIHAQI 30 20 15 10 75
5 AHMAD MUHAMMAD 25 15 15 20 75
6 ALIF MAULANA KARIM 20 20 15 10 65
7 AGUNG SETYAWAN 25 15 15 20 75
8 AHMAD AFFANDI 30 15 15 20 80
9 BAIHAQI 25 20 15 20 80
10 CHANDRA DINATA 30 15 10 20 75
11 EKA SHANDI 30 15 15 20 80
12 ERIK CANDRA 30 20 10 20 80
13 FARID AGUSTIAWAN 30 20 15 20 85
14 FARIDHOTUL MU'AFIROH 25 15 15 10 65
15 FINNAS ZAMANI 25 20 10 20 75
16 HIDAYATUL AINIYAH 30 15 15 20 80
17 HILMA ANDRIYATI 25 20 15 15 75
18 HABIMA FOVIATA K. 20 20 15 20 85
19 IRMA ANIYAH 30 20 15 20 85
20 LISA UMAMI 30 20 10 20 80
21 M. NAF’ 30 15 15 20 80
57
22 NILA FIAYANTI 30 15 10 15 70
23 NASRUDIN 20 20 10 20 70
24 PUTRA HAYKAL 30 20 15 20 85
25 RIZKA FATHONI 30 20 15 20 85
26 RIF’ATUN 25 20 15 20 80
27 SYAFA'ATUL UMMAH 25 20 15 20 80
28 SITI NUR QOMAROH 30 20 15 20 85
29 SITI NUR HIKMAH 30 20 15 20 85
30 SITI FAROHAH 20 20 10 20 70
31 THOHUROTUL FAROH 30 15 15 15 75
32 URIFATUL HIDAYAH 30 20 10 15 75
33 ULFA HIDAYAH 25 20 15 10 70
34 USWATUN HASANAH 30 20 10 10 70
35 UMI HANIK 30 20 10 10 70
36 VELA AYU WULANDAR 30 20 15 20 85
37 VIRA NUR MAHFUDHOH 30 20 15 20 85
38 YUSUF 30 20 10 10 70
39 YENI PURWANTI 30 20 15 20 85
40 WULAN SETYA 30 15 15 15 75
41 WANODYA ARTA MEVIA 30 15 10 20 75
42 WAHYU NUR CAHYO 25 20 15 20 80
43 ZULIATUR ROKHMAH 20 20 15 10 65
44 ZAKKY NOER AFRFIQ 25 20 15 20 80
45 ZULIANSYAH 30 20 15 20 85
58
3460 = 76, 8 45
Whereas the average score of report is :
3460 = 76, 8 45Based on the table above, students' dialogues test had increased than the value
that had gotten on the first cycle. They had high motivation to improve their English
achievement, it was proved by high effort they shown on the second cycle.
Table 4.5 Non-Academic Aspect / effectiveness
NO NAMECATEGORY
Sco
re
Cooperative
Initiative
Attention
Interactive
1 ABDULLAH AMIN 25 20 25 15 85
2 ABDUL ROCHM 20 20 25 20 85
3 ABDULLAH YUSUF 20 20 15 15 70
4 AHMAD BAIHAQI 25 20 10 10 65
5 AHMAD MUHAMMAD 25 20 20 20 85
6 ALIF MAULANA KARIM 20 25 20 20 85
7 AGUNG SETYAWAN 20 20 25 15 80
8 AHMAD AFFANDI 25 20 25 15 85
9 BAIHAQI 20 25 20 25 90
10 CHANDRA DINATA 20 20 20 20 80
11 EKA SHANDI 25 20 20 15 80
12 ERIK CANDRA 25 25 20 10 90
13 FARID AGUSTIAWAN 20 15 20 15 70
59
14 FARIDHOTUL MU'AFIROH 15 20 25 20 80
15 FINNAS ZAMANI 25 25 15 20 85
16 HIDAYATUL AINIYAH 25 15 20 20 80
17 HILMA ANDRIYATI 20 20 20 10 70
18 HABIMA FOVIATA KRISDOANA 25 20 20 20 85
19 IRMA ANIYAH 20 25 15 10 70
20 LISA UMAMI 25 25 20 20 90
21 M. NAF’ 25 20 20 10 75
22 NILA FIAYANTI 15 20 20 20 75
23 NASRUDIN 20 20 20 10 70
24 PUTRA HAYKAL 20 20 20 10 70
25 RIZKA FATHONI 25 20 25 15 85
26 RIF’ATUN 25 15 25 20 85
27 SYAFA'ATUL UMMAH 25 15 15 10 65
28 SITI NUR QOMAROH 20 20 25 15 60
29 SITI NUR HIKMAH 25 20 25 20 90
30 SITI FAROHAH 25 20 15 10 70
31 THOHUROTUL FAROH 20 20 10 10 60
32 URIFATUL HIDAYAH 20 25 20 10 75
33 ULFA HIDAYAH 20 20 20 10 70
34 USWATUN HASANAH 20 25 20 10 75
35 UMI HANIK 25 20 25 15 85
36 VELA AYU WULANDAR 25 20 25 20 90
37 VIRA NUR MAHFUDHOH 25 20 15 10 85
38 YUSUF 25 20 25 15 85
39 YENI PURWANTI 25 25 20 20 90
40 WULAN SETYA 25 20 15 10 70
41 WANODYA ARTA MEVIA 20 20 10 10 75
60
42 WAHYU NUR CAHYO 15 15 20 20 70
43 ZULIATUR ROKHMAH 20 15 20 10 65
44 ZAKKY NOER AFRFIQ 20 25 20 10 85
45 ZULIANSYAH 20 20 20 10 70
3505 = 77, 8
45
Whereas the average score of report is :
3505= 77, 8
45
The table above shows us that there are significance progresses on the
English dialogue achievement of second year students of SMA Unggulan BPPT Al
Fattah Siman-Sekaran-Lamongan on the academic years 2010-2011 than before
the writer doing the researcher.
CHAPTER V
61
CONCLUSION AND SUGGESTION
A. CONCLUSION
After teaching, searching, collecting, analysing, and discussing the
improvement of the ability in mastering English dialogues on the English
achievement, the writer can come to the valuable conclusions as mentioned below
:
1. The students' achievement in learning dialogues of English is good enough. It
means that their mastering of English dialogues is good enough too. It is
proved by the result of the test given to them with the average score : 69,3. It
is also supported by the materials, although not all of the materials, given to
them ; the frequency of giving the materials; and the most important is their
good assumption and attention toward English, especially on the materials of
the dialogues.
2. The students' difficulties which are faced in learning dialogues are grammar
and vocabulary.
3. The techniques which are used in teaching dialogues are by giving
assignments to the students that must be done either at school or at home
( home work ), teaching by using aids but never used audio aids.
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4. The result of the teaching of English at SMA Unggulan BPPT Al Fattah
Siman – Sekaram – Lamongan is good enough, especially for the second year
students, the average score : 76, 8. It means that the students' achievement in
learning English is good enough.
5. There are many materials of dialogues that must be given to the students, the
time available to conduct the teaching-learning process is very limited, so
that there is no balance between them.
5.2. SUGGESTION
To complete this thesis it is necessary for the writer to give some
suggestions as follows :
1. The English teachers.
a. They should always give the students motivation in order that the students
study English more diligently and regularly.
b. They should look for the better techniques to teach dialogues, since by
dialogue the students will be able to use the English as their means of
communication, it would be better to ask students taking English course
wherever possible.
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2. The students of SMA Unggulan BPPT Al Fattah.
a. It is better for the students to be creatively and have at least a dictionary and
text book.
b. To increase their knowledge of English it is better for the students to be more
dilligent in reading English books, stories or magazines, not only the text book
instructed by the teacher.
c. To increase the students knowledge of English dialogues or even to make
them to be more fluent in speaking English, it would be better for the students
to take English conversation course wherever possible
d. The students will be more creative using new vocabulary, understandable
speaking with the correct grammar and good pronunciation.
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