THE USE OF REALIA TO IMPROVE

STUDENTS’ SPEAKING ABILITY IN PROCEDURE TEXT

(A Classroom Action Research with the Ninth Grade Students of

MTs. Mathalibul Huda Mlonggo Jepara in the Academic Year of 2010/2011)

A Final ProjectSubmitted in partial fulfillment of the requierement

For the degree of Bachelor of EducationIn English Language Education

By:

ERNY ROKHMAWATI063411041

ENGLISH DEPARTMENT OF TARBIYAH FACULTYWALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG2010

ii

KEMENTERIAN AGAMAINSTITUT AGAMA ISLAM NEGERI WALISONGO

FAKULTAS TARBIYAHJl. Prof. Dr. Hamka Kampus II Ngaliyan Telp. 7601295 Semarang 50185

ADVISOR APPROVAL

Dear Sir,

Dean of Faculty of Tarbiyah

State Institute for Islamic Studies

(IAIN Walisongo Semarang)

Matter: A Final Project Manuscript Approval

Asslamu alaikumWr.Wb

After reading and revising, we as advisors declare that the final project of:

Name : Erny Rokhmawati

Students Number : 63411041

Faculty/Mayor : Tarbiyah/ English Departement

Title : The Use of Realia to Improve Students’ Speaking Ability inProcedure Text (a Classroom Action Research with the NinthGrade Students of MTs. Mathalibul Huda Mlonggo Jepara in theAcademic Year of 2010/2011)

is approved. Therefore, we appeal in order to examine it as soon as possible. We thankyou for your attention.

Wassalmu alaikumWr. Wb.

Advisor I Advisor II

Siti Tarwiyah, S.s M. Hum Drs. Mahfud Junaidi, M. AgNIP. 197211081999032001 NIP. 19690320199803100

iii

KEMENTERIAN AGAMAINSTITUT AGAMA ISLAM NEGERI WALISONGO

FAKULTAS TARBIYAHJl. Prof. Dr. Hamka Kampus II Ngaliyan Telp. 7601295 Semarang 50185

RATIFICATION

Name : Erny Rokhmawati

Students number : 63411041

Title : The Use of Realia to Improve Students’ Speaking Ability in ProcedureText (a Classroom Action Research at the Ninth Grade Students of MTs.Mathalibul Huda Mlonggo Jepara in the Academic year of 2010/2011 )

Had been ratified by the team of final project examiner of Tarbiyah Faculty of Walisongo StateInstitute for Islamic Studies Semarang on:

Day: Monday

Date: December 20th 2010

Chairman Secretary

Drs.H. Fatah Syukur, M.Ag. Daviq Rizal, M.P.dNIP. 19681212 199403 1 003 NIP. 19771025 200701 1 015

Examiner I Examiner II

Dra. Hj. Siti Mariam, M.P.d Drs. H. Rahardjo, M. Ed, StNIP. 19650727 199203 2 002 NIP. 19651123 199103 1 003

iv

MOTTO

$pkš‰ r' ¯» tƒtûï Ï% ©!$#(#q ãZtB#uä(#q à)®?$#©!$#(#q ä9q è%urZwöq s%#Y‰ƒ ωy™ÇÐÉÈ

“O you who believe! Keep your duty to Allah and fear Him, and speak (always) the truth”1

“To learn anything fast and effectively

You have to see it, hear it, and feel it”2

1Muhammad Muhsin Khan and Muhammad Taqi-ud-Din Al-Hilali, Interpretation of the Meanings of theNoble Qur an in the English Language, (Riyadh Saudi Arabia: Dar-us salam Publications, 1999), p. 558.

2 Muhimmatul Ulya, “Using Song Lyrics to Improve Students’ Understanding on Present Perfect Tense anAction Research at the 8th Grade of Mts. Matholibul Huda Jepara in Academic Year of 2009/2010”(Semarang: IAINWalisongo, 2009), unpublished.

v

DEDICATION

This final project is dedicated to:

My beloved grandmother (Mbah Zulaichah)

vi

A FINAL PROJECT STATEMENT

I certify that this final project is definitely my own work. I am completely responsible for the

content of this final project. Other writer’s opinions or findings included in the final project are

quoted or cited in accordance with ethical standards.

Semarang, December 20th 2010

The Writer,

Erny RokhmawatiStudents’ number: 63411041

vii

ABSTRACT

ErnyRokhmawati(Student Number: 63411041).The Use of Realia to Improve Students’Speaking Ability in Procedure Text (A Classroom Action Research with the Ninth Grade Students ofMTs Mathalibul Huda MlonggoJepara in the Academic Year of 2010/2011).Final Project. Semarang:Bachelor Program of English Language Education of Tarbiyah Faculty Walisongo State Institute forIslamic Studies, 2010. Key words: Realia, Improve, Speaking, Ability, Procedure Text.

Speaking ability is an important aspect and beneficial skill in learning language, it is a part of thegoal or skill in learning English in the curriculum besides writing, reading, and listening. Throughspeaking, people convey what they mean by arranging a set of words which contain a subject talked aboutand the situation. But some people including language learners think that speaking is difficult. However,some language learners are not interested in speaking lesson. One of the reasons is the teacher doesn’tgive them an interesting activity. To make them interested and easy to catch what the teacher teaches, theteacher should give them interesting activities because speaking will be easy if it is always practiced.When they practice it in real situation, it means that they don’t need to imagine, they can see, hear, feelthe situation directly. It will make materials be more memorable. Thus, in this research, the researcherused realia to improve students’ speaking ability, because realia is real object that can be used as amedium in teaching learning process and most of students are interested in it.

The objectives of this research were to describe the implementation of realia to improve students’speaking ability in procedure text and to identify the improvement of the students’ speaking ability inprocedure text.

The subjects of this research were the ninth grade of students MTs.Mathalibul Huda MlonggoJepara in the academic year of 2010/2011. The number of the subjects was 44 students. This research wasa classroom action research. The process of this research was conducted in three stages, including cycle 1,cycle 2, and cycle 3. The data were collected by using observation guide in order to know the events inthe classroom during teaching learning process. Besides that, she also used test to get the students’ score,in order to know the improvement of students’ ability in speaking from their score. The data wereanalyzed by using quantitative analysis.

In this research, the researcher used kinds of realia. In the first cycle, the researcher used candles,match and candle holder. Then, in second cycle she used water faucet, soap and towel. In third cycle, sheused pencils and sharpener.

The result of research shows that realia used in teaching speaking procedure text with the ninthgrade of students MTs Mathalibul Huda Jepara in The Academic Year of 2010/2011 can improvestudents’ speaking ability. This successfulness can be seen from the result of students’ average score andgood responses by students. The result after getting all of the treatment using realia, the students’ averagescore increased in line with the increase of the students’ achievement in each cycle. Before getting thetreatment students’ average score was 4.3, and after giving treatment was 6.8, so it increased 2.4.theaverage score of students in the first cycle was 4.9, second cycle was 5.2, and the third cycle was 6.8.

Based on the results of the research, it can be concluded that by using realia in teaching speaking,teacher can improve students’ ability in speaking. And it is hoped that it can be valuable as theinformation resource for students, teachers, and the researcher herself.

viii

ACKNOWLEDGEMENT

Praise is to Allah, the merciful, and the compassionate that the writer can finish this the

final project completely. Shalawat and Salam for the Prophet Muhammmad who brings us from

darkness to the brightness.

The writer realizes that there are many people who are already helped her in arranging

and writing this final project directly or indirectly. In this chance, the writer would like to

express deeper appreciation to:

1. Dr. Suja’i, M.A as the Dean of faculty of Tarbiyah.

2. Siti Tarwiyah, M.Hum. as the Head of English Department and the first advisors thank for

providing careful guidance, helpful corrections, very good advice as well as suggestion and

encouragement during the consultation.

3. Drs. Mahfud Junaidi, M.Ag, as the second advisors thank for providing careful guidance,

helpful corrections, very good advice as well as suggestion and encouragement during the

consultation.

4. My beloved father Mas’ud and my mom Anis Istianati.

5. My beloved my grandmother, my aunts, my uncles, and all my big family who always gives

inspiration and motivation to continue this study.

6. My sweet heart who will always be my best a part of my life. He have been helping me the

best he can do. He makes me so special and meaningful of my life.

7. Zainudddin, S.Pdi the headmaster of MTs Mathalibul Huda Mlonggo Jepara who had

allowed the writer to carry out the research in his school

8. Turkani, S.Pd the English teacher of MTs Mathalibul Huda Mlonggo Jepara who had helped

the writer during the study in that school.

9. My beloved family in Tanjung Sari.

10. My beloved friends in boarding house (Itak, Indah, Diyah, Dewi, Fikri) thank for

accompanying me.

ix

11. All of my friends in TBI 06 especially for TBI B 06, team KKN posko 25 Loireng and team

PPL at SMA 7 Semarang.

12. Last but not least, those who cannot be mentioned one by one, who have supported the writer

to finish this final project.

Finally, the writer realizes that this final project is far from being perfect therefore, the

writer will happily accept constructive criticism in order to make it better. The writer hopes that

this final project would be beneficial to everyone. Amin

Semarang, December 20th 2010

The Writer,

ERNY ROKHMAWATIStudents’ number: 63411041

x

TABLE OF CONTENT

PAGE OF TITLE ........................................................................................ i

ADVISOR APPROVAL ................................................................................ ii

RATIFICATION ........................................................................................ iii

ABSTRACT ........................................................................................ iv

FINAL PROJECT STATEMENT ................................................................. v

MOTTO ........................................................................................ vi

DEDICATION ........................................................................................ vii

ACKNOWLEDGEMENT.............................................................................. viii

TABLE OF CONTENTS ............................................................................... x

CHAPTER I : INTRODUCTION

A. Background of the Research .............................................. 1

B. Reasons for Choosing the Topic ........................................ 5

C. Statement of the Problem .................................................. 5

D. Objective of the Research.................................................. 6

E. Advantages of the Research............................................... 6

F. Scope of the Problem…………………………… .............. 6

G. Definitions of the Key Terms ............................................ 7

CHAPTER II : REVIEW OF THE RELATED LITERATURE AND ACTION

HYPOTHESIS

A. Theoretical Review

1. Realia …………………………................................... 9

a. Definition of Realia…………………………………......... 9

b. Implementation of Realia………………………….. .......... 10

c. Realia in Teaching Speaking……………………….. ..... 13

1. Speaking…………………………………….. ........... 17

a. Definition of Speaking…………………….............. 17

b. Speaking Ability…………………........................... 18

c. Teaching Speaking Ability…................................... 20

xi

d. Factor of Teaching Speaking Ability……………… 25

2. Procedure Text……………………………………… 28

e.Definition of Procedure Text………………………… 28

f. Generic Structure in Procedure text……………… .. 28

g.Significant Lexica Grammatical Features…………… 29

B. Previous Research ............................................................. 29

C. Action Hypothesis ........................................................... 31

CHAPTER III: METHODS OF THE RESEACRH

A. Research Approach.......................................................... 32

B. Subject of the Research.................................................... 32

C. Time and Setting.............................................................. 32

D. Method of Data Collection ............................................... 33

E. Method of Data Analysis ................................................. 33

F. Procedure of the Research……………………………...... 34

G. Limitation of the Research………………………………... 39

CHAPTER IV: RESULT OF RESEARCH AND DISCUSSION

A. Result of Research ............................................................ 40

B. Discussion……................................................................ 49

CHAPTER V : CONCLUSION

A. Conclusion....................................................................... 62

B. Suggestions...................................................................... 63

REFERENCES……………………………………………………………… 64

CURRICULUM VITAE…………………………………………………….. 67

APPENDICES……………………………………………………………….. 68

1

CHAPTER 1

INTRODUCTION

A. Background of the Research

Language is very important in our lives, because it is always used in our

daily activity to communicate with the others. We can’t communicate each other

without language, because it is one of the communication tools used by people in

general. We can use language to convey our messages or to express our ideas

through oral, written, or signal languages.

There are some more countries that used the kind of languages in this

world including English. One of the countries is Indonesia that has been our

beloved country. It has Indonesian language and the other countries do too.

Although there are many kind of languages in this world, all of the people from

over the world can communicate each other by using English because it is an

international language used among them to communicate. It is identic with the

Janet Holmes state in his book by saying:” A world language or international

language is English language. It was used by people such as in economic,

political and also education.”3

In Indonesia, English as the foreign language that was taught in every

school from the elementary to the university level. The study of foreign language

as the main lesson for the students who learn their first foreign language. They

study it by mastering the four basic languages namely: listening, speaking,

reading and writing. The first is mastering listening skill. Students listen to every

sound in the environment. The second is mastering speaking skill. In this step,

they try to practice what they listen. The third is mastering reading skill. Usually

they start learning this skill when they study in kinder garden or elementary

school. The fourth skill is mastering writing skill. Those are four language skills

which should be started by people when they study language.

3 Janet Holmes, An Introduction to Sociolinguistics, (U.K: Longman, 1992), p.51.

2

Speaking is a crucial part of the foreign language learning and teaching,

because it can be used for the student to express their ideas orally in foreign

language. Without speaking skill they will just keep silent. In order to speak well,

they must practice their skill in everyday live. Therefore, the teacher should give

students opportunity to practice their speaking skill by giving some more

example or activities that put them into the real practice communication.

In English lesson there are many text types which is should learn by

students. One of them is procedure text. According to Oxford Learner Pocket

Dictionary, procedure is usual or proper way of doing something. When we

talked about procedure we also talked about process, because procedure is

process of doing something. We also have taught about procedure in islamic

teaching, for example the process or procedure of making human. It was

explained in the holy Qur’an surah Al-Mu’minun: 12-154

And indeed We create man (Adam) out of an extract of clay (water andearth).Thereafter We made him ( the offspring of Adam) as a Nutfah(mixed drops of the male and female sexual discharge and lodged it) insafe lodging (womb of the women). Then We made the nutfah into a clot( a piece oof thick coagulated blood), then We made the clot into a littlelump of flesh, then We made out of that little lump of flesh bones, thenWe clothed the bones with flesh, and then We brougt it forth as anothercreation. So Blessed is Allah, the Best of creators. After that, surely youwill die”.

4 Muhammad Muhsin Khan and Muhammad Tagi-ud-Din Al-Hilali, Interpretation of theMeanings of The Noble Qur an in the English Language, (Riyadh Saudi Arabia: Dar-us-SalamPublications, 1999), p.448-449.

3

The explanation of versus above is actually We take the oath that We

created human, that is kind of human that you witnessed, started from extract of

clay that is from ground. Then, We made the extract become nutfah (mixed

drops of the male and female sexual discharge and lodged it) then We safe it in

womb of women. Then We created nutfah become alaqah, after that We created

alaqah became mudhghoh that is a clot ( a piece off thick coagulated blood), then

We made it into a little lump of flesh, then We made of out that little lump flesh

with flesh bones, then we clothed the bones with flesh, then we gave a life and

we made a creature that different with other creature. So, Allah is the best

creator. After that, its mean after thoughing that processes and processes in the

earth strated from baby, child, tenageer, adult and old, you will die.5 From the

explanation above, we can see that there are many steps before human is created.

That was example of procedure in islamic teaching, besides that

procedure also taught in junior high school. It is useful for students when they

will give their instructions to other students . The problem of teaching procedure

text is the students can’t arrange the steps of procedure text so the students less

active to express their skill. The teacher needs media in teaching and learning

process in the classroom, because it can motivate the students in teaching and

learning process. Besides that an interesting way for them to follow the learning

English activity. It is suitable with our prophet Muhammad did to teach Islam

religion to His followers. He also used media to teach the islamic teachings to his

followers in the fisrt time as the prophet of Allah. He used his good behaviour as

media to teach his followers. He always gives good example to his

followers.6This condition is expressed in the holy Qur’an surah Al-Ahzab: 217

5 M. Quraish Syihab, Tafsir Al-Misbah, (Ciputat: Lentera Hati, 2008), p.165-166.6 Asnawir and M Basyirudin Usman, Media Pembelajaran,, (Jakarta: Ciputat Pers, 2002),

p.115.7 Muhammad Muhsin Khan and Muhammad Tagi-ud-Din Al-Hilali, op.cit, p.548.

4

“Indeed in the messenger of Allah (muhammad) you have a goodexample to follow for him who hopes for (the meeting with) Allah andthe Last Day and remember Allah much”.

The explanation of verse above is hey..people who don’t want to wage

war, you get a good example from prophet. So, you should follow Muhammad in

your behaviour. The messenger is a good example in bravery, patience and

firmness to face disaster. A person who hope reward from Allah and afraid with

Allah’s torture, and always remember Allah will get a good example for the

messenger.8

In the development of the education at the present time, there are many

kinds of media that can be used to teach. One of them is realia. In the teaching

speaking skill, realia is useful because students can see and touch it directly.

They don’t need to imagine so they will be easy to express their ideas. Based on

the background above the writer tries to make a title that suitable with the real

condition above by making the title below:

“The Use of Realia to Improve Students’ Speaking Ability in Procedure Text a

Classroom Action Research with Ninth Grade Students of MTs Mathalibul Huda

Mlonggo Jepara in the Academic Year of 2010/2011”.

The writer did this research to get the data needed to complete this final

project through the school that had been choosen as the object of the reseacrh

activity. Based on the prelimenery research with the English teacher, the writer

found the students’ problem especially in speaking ability. The standart English

score is 6, but there were many students that did not reach it yet. It was caused

some students don’t like speaking activity and the teacher didn’t give the

interesting explanation activities or examples that make the students be active to

practice the speaking activity. It made the students bored and rare to practice

their speaking ability. Based on the problems above, the writer offered a suitable

solution to over come the problems. The writer tried to use realia as a media to

solve the problem.

8 Tengku Muhammad Hasby Ash-shiddieqy, Tafsir Al-Qur anul Majid An-Nuur, (Semarang:PT. Pustaka Rizki Putra, 1987), p.3269.

5

The writer used a classroom action reseacrh, because it is a number of

procedures that can be used to improve teaching learning process in the

classroom. Usually it is used by teachers because they found some problems in

the teaching learning process.

The writer hoped that realia could improve students’ speaking ability in

procedure text because realia has many advantages both for the teacher and the

students in the teaching learning process.

B. Reasons for Choosing the Topic

There are some reasons underlying choice of the topic. There are:

1. Speaking is one of skills in studying language, it is very important in our

lives, because it can convey our mind or ideas each other.

2. Some of students at Junior High School of MTs. Mathalibul Huda Mlonggo

Jepara in the academic year of 2010/2011 still have the difficulties in

understanding the procedure text, especially in speaking skill.

3. The appropriate media is one of the keys to find out the successful in the

teaching learning. Realia is one of the media in the teaching learning. So the

writer choosen realia to improve students’ speaking ability in procedure text.

C. Statement of the Problem

Based on the description of the study above, the writer would like to

make statement of the problems. The problems that are discussed in this study

can be stated as follows:

1. How does the implementation of realia improve students’ speaking ability in

procedure text at ninth grade of MTs. Mathalibul Huda Mlonggo Jepara in the

academic of year 2010/2011?

2. How is the improvement of the students’ speaking ability in procedure text

after being taugth through using realia ?

6

D. Objective of the Research

As the writer states to do a research, automatically there is an objective

why she does this research. The objectives of the research are:

1. To describe the implementation of realia to improve students’ speaking ability

in procedure text at ninth grade of MTs. Mathalibul Huda Mlonggo Jepara in

the academic year of 2010/2011.

2. To identify the improvement of the students’ speaking ability in procedure

text.

E. Advantages of the Research

It is very important for us to know the advantages of the research. It is

hoped that realia is one of the media that can be used as an alternative way to

teach speaking. In addition, it can contribute some benefits as follow:

1. The Researcher

The result of the study is used to answer the available questions in this

final project based on the data got a long the reseacrh.

2. The Students

It is hoped that the students can improve their students’ speaking ability

by using realia in procedure text and there are some efforts to develop their study

English in order to be successful.

3. The Teacher

The teacher can use this result of research as a feedback on the teaching

activities and he can increase his method in teaching learning program well.

Beside that he also can use the result of the research as an alternative way to

teach speaking in the class for his students.

F. Scope of the Problem

Research should be limited in its scope, so that the problem being

examined is not too wide and the research is effective. To limit the scope of the

discussion and to analyze the problem, the researcher limited the research in the

students’ speaking ability in procedure text. It means that she analyzed only on

7

the students’ speaking ability in procedure text. This research was applied only to

the ninth grade students of MTs. Mathalibul Huda Mlonggo Jepara in the

academic year of 2010/2011.

G. Definition of the Terms

Definition of term is needed to avoid different explanation from different

point of the readers. The researcher defines some terms according to her point of

view. It will avoid misunderstanding that can drive us to ambiguous meaning.

1. Realia

Realia is a term used in education and library science. In education

realia are objects from real life used in classroom instruction.9 Realia usually

use by educators to improve students understanding of other language or

culture using real things and bring them into the classroom.

2. Improve

According to Oxford Advanced Learner’s Dictionary, the term

improve has meaning become or make somebody or something better.10

3. Ability

Ability is skill or power11. It is also the quality of being able to do

something, especially the physical, mental, financial or legal power to

accomplish something. In this case, ability is a natural or acquired talent or

skill that have by students.

4. Speaking

Speaking is one skill in studying language, not only in English

language but also in other language. Speaking is talk to somebody about

something, we use our voice to say something.12 We learn speaking skill in

order to communicate each other, using speaking we can deliver our message

to other people.

9 http://en.wikipedia.org/wiki/realia.(accessed December 25, 2009)10 A S Hornby, Oxford Learner s Pocket Dictionary, (New York: Oxford University Press,

2000), p.216.11 Ibid. p. 1.12 Ibid. ,p. 414.

8

5. Procedure Text

A procedure text is one of material that given in junior high school. It

is about instruction how to make or how to use something. There are many

steps to make something in this text type. The purpose of a procedure text is

to describe how something is accomplished through a sequences of actions or

steps.13

13 Gerot and Wignell, Making Sense of Functional Grammar, (Australia : AEE, 1994), p.206.

9

CHAPTER II

REVIEW OF THE RELATED LITERATURE

AND ACTION HYPOTHESIS

In this chapter, the research would like to discuss some theories related to the

research. They are theoretical review, previous research and action hypothesis. In the

theoretical review, the researcher presents realia (definition of realia, implementation

of realia and realia to teach speaking), speaking (definition of speaking, speaking

ability, and teaching speaking ability) and procedure text (definition of procedure

text, generic structure and significant lexica grammatical features). Previous

researches are several researches related to the topic of this research.

a. Theoretical Review

1. Realia

a. Definition of Realia

Realia is consisting of actual objects or items facsimiles therefore

which are used in the classroom as aid to facilitate language acquisition

and production.14Realia is an objects or activities used by teacher to

demonstrate real life (particularly of peoples studied), objects that

educators use to help students understand others cultures and real life

circumstance, real things, things that are real.15 Realia or real items are

useful for teaching and learning in the classroom. Objects that are

intrinsically interesting can provide a good starting point for a variety of

language work and communication activities. Realia also make learning

process more enjoyable.16

Realia is a term for any real, concrete object used in the classroom

to create connections with vocabulary words, stimulate conversation, and

build background knowledge. Realia gives students the opportunity to use

all of their sense to learn about a given subject, and it is appropriate for any

14 http://www.usingenglish.com/webblog/archieves/000228.html (accessed December 25,2009)

15 http://dictionary.babylon.com/Realia (accessed 8 November 2009.)16 Jeremy Harmer, The Practice of English Language Teaching, (UK. 2002), p.140.

10

grade or skill level. When the real object is not available or impractical,

teacher can use models or semi-concrete objects, such as photograph,

illustrations, and artwork.

Based on the explanation above, the writer concluded that realia is

on of media in teaching learning process, it is a real thing that can see, hear

or touch directly. It makes students more interesting and easy to understand

the lesson.

b. Implementation of Realia

Using realia in the EFL classroom serves to foster a more creative

and active teaching-learning environment and promotes cultural

understanding. Realia refers to the practice of using real, tangible things in

the classroom to help your students connect with English on a different

level. It involves visual, tactile and functional methods for teaching ideas,

concepts, vocabulary or grammar. It’s also extremely useful to help your

students grasp the cultural differences or learn practical skills if they are

planning to travel or are already living in an English-speaking country.

Many teachers are leery of using realia, but here are some easy and helpful

ideas for using it in ESL lessons.

There are many ways to use realia in teaching learning. In

education, realia include objects used by teacher to improve students'

understanding of other cultures and real life situations. A teacher of a

foreign language often employs realia to strengthen students' associations

between words for everyday objects and the objects themselves. There are

many ways to use realia, because it is useful for any topic of English

lesson, however teachers can improve their creativity in teaching their

students using realia.

Actually, realia is appropriate for any level of students, for beginner

until advanced. Guariento & Morley (2001) claim that at post-intermediate

level, the use of authentic materials is available for use in classroom. This

might be attributed to the fact that at this level, most students master a wide

range of vocabulary in the target language and all of the structures. They

11

also note that at lower levels, the use of authentic materials may cause

students to feel de-motivated and frustrated since they lack many lexical

items and structures used in the target language. Matsuata (n.d.) states that

the use of authentic materials is a burden for the instructors teaching

beginning students as they have to spend a lot of time to prepare for

authentic materials regarding the ability level of the students. Do all these

mean we are not able to use authentic materials in lower-level classes apart

from post-intermediate and advanced levels? According to the findings of

the survey carried out by Chavez (1998), learners enjoy dealing with

authentic materials since they enable them to interact with the real

language and its use. Also they do not consider authentic situations or

materials innately difficult. However, learners state that they need

pedagogical support especially in listening situations and when reading

literary texts such as the provision of a full range of cues (auditory and

visual including written language).17

There were many teachers have used realia in teaching learning

process. Here some examples the use of realia in the classroom:

1) To illustrate and teach young learners vocabulary for animals,

clothing, and fruit for example, I use actual objects or facsimiles there

of (pieces of clothing, toy animals, and plastic fruit). For transition

period, it’s a very useful tool in making the abstract concrete.18

2) Bring in a number of objects from everyday life, such as fruit, utensils

or articles of clothing. Sitting in a circle, pass one of the objects to the

student on your left, saying the name of the object (for example:

"tomato" or "sock") and then have the student pass on the object to the

next one, speaking the word as well. Have your students keep passing

on the object, repeating its name, until it comes full circle back to you.

17 Ferit Kilickaya, Authentic Materials and Cultural Content in EFL Classrooms, ( Turkey:Middle East Technical University), accessed from http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html

18 http://www.usingenglish.com/webblog/archieves/000228.html, op.cit, (accessed December25, 2009)

12

You may use photos of the objects instead of the actual objects

themselves.

3) Use an object, such as a ball, to teach prepositions of place like “on,

under, above.” Place the ball on the table, and ask where it is. Elicit the

reply “It’s on the table,” and so on.

4) Write or print out recipes for work on the imperative. Read out the step

by step recipe instructions and have the students mime them as you

read them out.

5) This is suggested by television program hosts, who control

conversations by the use of the microphone. Put students in groups,

and give one student the microphone (imaginary, or a real microphone,

disconnected, or something to represent a microphone). Say a group of

six students are talking about 'holidays', the person with the

microphone can move around the group giving different people the

chance to speak, ensuring everyone gets an equal chance to

contribute.19

From the explanation above, the writer concluded that the

implementation of realia is useful for students, it makes them enjoy to

learn. Realia is one of media that can use to teach students in any topic of

lesson, from some examples above, it can use to teach vocabulary,

grammar like preposition and imperative sentence and realia also can use to

teach speaking ability.

It is appropriate with this final project, because the writer concern

on realia to improve students’ speaking ability in procedure text. So the

implementation of realia is different with previous example. The steps of

implementation of realia in improving students speaking ability in

procedure text are: first, teacher prepares some material that needed to

reach the goal. Second, the teacher shows the material to the students, and

then asks them to mention the name of the material. Third, teacher explains

19An eHow Contributor, How to Use Realia in ESL Lessons accessed fromhttp://www.teachingenglish.org.uk/language-assistant/teaching-tips/realia

13

the definition of procedure text, after that the teacher gives an example

about a certain procedure text, then the teacher gives an example by

demonstrating every steps using realia orally. Next, the teacher asks

students to practice the procedure text orally in a group or individually. It is

not a patent way, the teacher can improve their ability to teach speaking

using realia.

c. Realia in Teaching Speaking

The success or failure of teaching learning process is depend on

several factors, one of them is media that used by teacher. Media is a

means of communication to help transfering the message and give power to

the material presentation so it will be understood easier and staying longer

in memory retention.20 If the teacher uses a good media and students give

good respond, teaching learning process will run well. Therefore, the

teacher should choose appropriate media. There are many kinds of media.21

1) Audio media : radio, tape recorder, telephone.

2) Visual media : picture, magazine, news paper, ilustration, film strip,

poster, etc.

3) Audio visual media : television, movie, CD, slide and sound.

4) Diverse media : realia, diorama, display, sample, simulation.

According to explanation above, realia is one of media that can use

in teaching learning process .Realia is include in media diverse. The use of

realia in common place in the ESL/EFL classroom and is widely

considered to have great value in fostering an active teaching learning

environment. By presenting information through diverse media, realia

helps to make English language input as comprehensible as possible and to

build an “associative bridge between the classroom and the world”. Realia

are not only a series of artifacts that describe the custom and traditions of

culture. Realia provides language learners or students with multi sensorary

20 Listyaning Sumardiyani dan Zullfa Sakhiyya, Speaking For instructional Purpose,(Semarang: IKIP PGRI PRESS,2007), p.47.

21 Azhar Arsyad. Media Pembelajaran., (PT. Raja Grafindo Persada, 2003), p.33-34.

14

impressions of the language which learned partly at least trough seeing,

hearing, touching, and manipulating items. And interaction with authentic

material aids in contextually grounding instructions by bringing students

into contact with language as it is used in the target culture in order to meet

actual communication needs. The use of realia then can enhance linguistic

and cultural comprehensibility, which are both prerequisites for real

language learning.22

Teaching speaking is not easy. Not only for students but also there

are some teachers said that their speaking ability are less than other skill.

To make or to build students’ interest in teaching learning speaking. The

teacher should find a way how to make students interest. In this study is

using realia. There is evidence that through the use of realia, teacher may

increase the number of student’s responses and therefore overall

participation and interest in learning activities.

Realia is one of way to build students interests in teaching learning

speaking. Realia can motivate students to express their idea orally. Because

realia is real objects which are brought into classroom, it allows the

students to see or hear and in some cases touch the material directly. The

function of real things or realia are:23

1) The instruction can be more interesting.

Real things can attract the students interest. If they are interesting, they

will give much attention to what is being taught. They will be corious

to know about the lesson.

2) Learning becomes more interactive.

Many activities can created trough applaying real thing in the teaching

learning processes. A teacher can bring models into classroom.

22 Bryan Smith, Virtual Realia, (University of Arizona) from http://itselj.org/Articles/Smith-Realia.html

23 Mustain, “Teaching Writing Procedure Text Using Real Things an Action Research at theSevent Grade of Students Mts N Mranggen Demak in the academic year of 2009-2010”, (Semarang:IAIN Walisongo, 2009), p. 21, unpublished.

15

3) The leghth of time required can be reduced.

Most media presentation requires as short time to transmit their

messages, so does the real things. During this brief period, much

information can be communicated to the students.

4) The quality of learning can be improved.

If there is good preparation of using real thing. It will be possible for

teacher to create a good learning process in which the students

participation is dominant. As a result, the students knowledge and

skills can be improved.

The added advantages with this media is that realia based lessons

need not to be bound to cities and places that the teacher has physically

been to but rather can based on materials from a variety of places collected

from a variety of people with various interests. Further, the students

interact directly with these materials rather than with someone else’s

interpretation and analysis of them and thus may find virtual realia even

more appropriate for their interest. Another benefit of realia is that the

materials are truly interactive and more flexible that they can be easily

adapted and up dated.

According to Wrigth (1989) as quoted by Thoyyibah, there are 5

criteria that provide for making of realia in activity, there are:24

1) Easy to prepare

When teachers want to use a media their activities, they have to

decide whether it is difficult to prepare or not. Realia is a simple media

that can be brought in the classroom and easy in preparing.

2) Easy to organize

The teacher has to decide whether the organizing a more complicated

activity worth while. The teachers can use realia because it is easy

organizing.

24 Thoyyibah, ‘’ Using Realia to Improve Students Writing Organization of Descriptive Texta Classroom Action Research with the Seventh Grades of Mts Nahdlatussyubban Ploso KarangTengah Demak in Academic Year 2008/2009’’, (Semarang : IAIN Walisongo, 2009), unpublished.

16

3) Interesting

Before applying realia in the activity, the teacher has to justify the

students interest toward it. Bringing realia (authentic objects from

culture), or manipulating to the classroom helps teacher in providing

comprehensible input in a second language.

4) Meaningful and authentic

Students are going to gain more if the language use is vital to the

situation or if they use the language appropriatly.

5) Sufficient amount of language

The activity should give rise to a sufficient amount of language in

order to justify its conclusion in the language lesson.

Realia is useful to teach speaking skill especially in teaching

procedure text. Because realia is learning experience memorable for the

students, so they can practice how to make something using real object

easly. It makes students easy to mention the name of the object. The

students shouldn’t imagine the media because they can see and touch

directly.

Besides there are many advantages realia also has disadvantages.

Teacher should prepare the media before teaching learning proses is

starting more than usual. Teacher should buy the media if he or she don’t

have it and sometime realia is not always available. Activities with real

object might lose the class path, spending too much time in one activity

with real object in the class.25

2. Speaking

1. Definition of Speaking

Speaking is many things, it is thinking of what one wishes to say,

choosing the right words from our vocabulary, putting the words in the

25 Marta Elena Munos B.Norma Constanza Basto S., Language Learning Resources in ELTMethodology (Universidad de Caldas, 2008) from http://www.slideshare.net/DIEGOFMACIAS/using-realia-in-languge-teahing, on Monday, August 2, 2010.

17

proper grammatical framework, communicating the feelings we have, and

so on.

Speaking is the utterance of intelligible speech, it is also speech

production.26 Speaking is also ability say articulations sound or words to

express or to submitt mind, feeling and idea. Speaking is ability which is

used for communication in daily activities. People send and receive

message through speaking. They give reports, idea, advise, instructions,

complaint, apologize, agree, disagree and so much means by speaking.

The major goal or English learning is to enable students to

communicate with other people by using engling language being learned.

The communication here means to talk to other people orally in spoken

form. So what does speaking mean, it means a process using a language

that is done by speakers by combining both codes and message.27

Speech combines both of code and mesaage. The code consist of

sound, vocabulary and sturctutes of language. These components are

organized into apropriate in order to convey the speakers ideas or opinion.

So speaking is the verbal use of language to communicate with others.28

From explanation above, the writer concluded that speaking is

ability or skill which is haven by people to express their idea orally or to

communicate with other people. It is important skill that must we have

because only through this skill we can express our messeage orally.

2. Speaking Ability

According to Oxford Advanced Learner’s Dictionary definition of

ability is skill or power29, however speaking ability is skill or power to

express ideas, opinions or message orally. Speaking ability is the ability

to communictae orally. It is not only to applay the grammatically correct

sentence, but also to know when and where to use these sentences and to

26A S Hornby, Oxford Pocket Learner s Dictionary, (New York: Oxford University Press,2000), p. 443.

27 William Boletta, Fast Fluency,(California: Logos International,1992), p.53.28 Jeremy Harmer, How to Teach English, (England : Longman, 1998), p.269.29 A S Hornby, op.cit, p. 1.

18

whom. The ability to communicate is related to the rules of alnguage use

and rule of grammar.

Speaking ability is an important aspect and beneficial skill in

learning language, it is a part of the goal or skill in learning english in the

curriculum besides writing, reading, and listening. Through speaking

people convey what they mean by arranging a set of words which contain

a subject talked about and the situation.

In language teaching, we often talk about the four language skills

(reading, listening, speaking, and writing). Reading and listening are

called receptive skills, because receptive skills are the ways in which

people extract meaning from the discourse the see or hear.30 When we are

listening or reading something it means that we receive something from

what we listen or read. And other skills are speaking and writing. When

we are speaking and writing it means that we are producing something.

So that, speaking and writing skills are called productive skills.

Broughton states that, however good a student may be at listening

and understanding, it need not follow that he will speak well. A

discriminating ear does not always a fluent tongue. There has to be

training in the productive skill of speech as well.31

Nunan in Language Teaching Methodology, states that to most

aspect of learning a second or foreign language, and success is measured

in terms of the ability to carry out a conversation in the language.32

For most second or foreign language learners, speaking skill is

somewhat difficult. This probably because they think that the target

language is different with their native language. And sometimes they feel

it affects the mastery of another language.

30 Jeremy Harmer, op.cit, p. 199.31 Geoffrey Broughton et, al., Teaching English as Foreign Language, (London: Routledge &

Kegan Paul Ltd., 1978), p. 76.32 David Nunan, Language Teaching Methodology a Textbook for Teachers, (NY: Phoenix

Ltd., 1995), p. 39.

19

Just like other abilities, speaking is complex. Teaching students

speak a second language is not easy. It needs a hard work and along

process. At least there are five components in speaking:33

1) Pronunciation

2) Grammar

3) Vocabulary

4) Fluency

5) Comprehension

All of those components will produce speech that can be

understood in communication, good pronunciation, grammatically

knowledge, vocabularies mastery, comprehension in meaning and fluency

are needed in building a speech. However it must be remembered that

language and speech are meant for communication. It is not enough for

students to learn words, phrases and grammatical only. They have to

produce speech in their daily communication. Learning language is about

practicing and generating speech. Students need to express their meaning

by doing much practice in speaking.

Thus, the writer concluded that speaking ability is ability or skill

to convey our ideas, opinions or message orally. Speaking ability is

always used in everyday life, it is the only one way when we want to

communicate to each other orally. Some people think that speaking

ability in foreign language is difficult because the target language is

different with mother language. In order to have a good ability in

speaking we must always practice it.

3. Teaching Speaking Ability

Teaching speaking ability is very important part in second

language learning. The ability to communicate in second language clearly

and efficiently contribute to the success of the learner in the school and

success later in every phase of life. Therefore it is essential that language

33David P. Harris, Testing English as Second Language , (New York: Mc Graw HillCompany, 1969),p.83.

20

teacher pay great attention in teaching speaking ability so that the teacher

should make various activities to promote speaking to students, the

teacher should motivate students to learn more about speaking. Some

reasons speaking ability is very important in our life are trhough a

speaking we can convey our ideas or minds, according to Sukarno’s book

by Madya in Maskur.34

First, speaking is ability or skill to understand the content of

English text book and references. Second, speaking ability is to lectures

delivered in English. Third, speaking ability is to take note at lectured

delivered in English. Fourth, speaking is to introduce Indonesian culture

to other country. And the last, speaking is to communicate orally with

foreign lectures or students.

Speaking is general activity, it means that speaking has more

purpose not only in the classroom. Speaker or students will not speak any

sentences inside the classroom in teaching learning process, but also

outside in the free space. It means that they will not speak at the school,

but also they will speak fluently in daily activities. We usually speak

whatever language just we know.

There are many purposes and aim of speaking activity, someone

speak relationship with friend at school, book store or on bus for getting

information and knowledge like asking the new gossips, or for curiosity

like speaking about sports etc. At least, speaking purpose don’t mean only

to asking and answer but also train our tongue to usual in English. From

wide speaking activity the students will absorb more vocabularies that

have a lot of benefit in communication interaction. This fact, of course

shows that teaching speaking could have special interest and attention.

We should exactly understand that the aim of teaching speaking ability is

to improve and develop students speaking skill. Then, the teacher has to

34Panggih Budi Sulistyo, ‘’The Speaking Ability of Eleventh Grade Students of SMA Negri 1Kersana Brebes’’, (IKIP PGRI SEMARANG.2009), unpublished.

21

ensure his/her students that speaking learning process is the pleasure

activity. There are some principles for designing speaking teqniques:35

1) Use techniques that cover the spectrum of the learners.

2) Provide intrinsically motivating techniques.

3) Encourage the use of authentic language in meaningful context.

4) Provide appropriate feedback and correction.

5) Give studnets opportunities to initiate oral communication.

6) Encourage the development of speaking strategies.

Some students think that speaking ability is difficult, however

they don’t like to folllow the speaking lesson. It is might caused by kind

of activities that did not make them interest. Some teachers did not give

an activity that make them enjoy to follow the speaking lesson. Actually

there are many activities to promote the speaking ability that can used by

teacher to make their students speak up. Good speaking activities can and

should highly motivating. If all the students are 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.36 Here

some activities that can motivate students.

1) Discussion

After content based lesson, a discussion can be held for various

reason. The students may aim to arrive at a conclusion, share idea

about an event, or find solution in their discussion groups. Before

discussion, it is essential that the purpose of the discussion activity is

set by the teacher. In this way, the discussion points are relevant to this

purpose, so that students do not spend their time chatting with each

other about the irrelevant things. For example, for example students

can become involved in agree or disagree discussion. In this type of

discussions, the teacher can form groups of student, preferably 4 or 5

35 H. Douglas Brown, Teaching by Principles : An Interactive Approach to LanguagePedagogy, (Longman, 2001), p.275-276.

36 Jeremy Harmer, op.cit, p.88.

22

in each group, and provide controversial sentences like “people learn

best when they read vs. people learn best when they travel” then each

group work on their topic for a given time period and presents their

opinions to the class. It is essential that speaking should be equally

divided among the group members. At the end, the class decides on

the winning group who defended the idea in the best way. This activity

fosters critical thinking and quick decision making, and students learn

how to express and justify themselves in polite ways while disagreeing

with the others. For efficient discussion, it is always better not to form

large group, because quiet students may avoid contributing in large

groups. The group members can be either assigned by the teacher or

the students may determine it by themselves, but groups should be

rearranged in every discussion activity so that students can work with

various people and learn to be open to different ideas. Lastly, in class

or group discussions, whatever aim is, the students should always be

encouraged to ask questions and paraphrase ideas, express support,

check for clarification, and so on.37

2) Role Play and Simulation

Many students derive great benefit from simulation and role

play. Students simulate a real life encounter(such as a business

meeting, encounter in an aeroplane cabin, or an interview ) as if they

were doing so in the real world, either as themselves in that meeting or

aeroplane, or taking on role of a character different from themselves

or with thoghts and feelings they do not necessarily share. Simulation

and role play can be used to encourage general oral fluency, or to train

students for specific situation.

Simulation have the following characteristics:

37 Jeremy Harmer, op.cit, p. 272-273.

23

a) Reality of function : the students must not think of

themselvesas a student, but real

partcipants in the situation.

b) A simulated Environment : the teacher says that the

classsroom is an airport chek-in

area, for example.

c) Structure : students must see how the activity

is constructed and they must

given the necessary information

to carry out the simulation

effectively.38

Role plays are effective when they are open-ended, so that

different people have diferent view of what the outcome should be and

the consensus has to be reached.

Simulation and role play went through a period of relative

unpopularity, yet this is a pity since they have three distinct

advantages. In the first place they can be good fun and motivating.

Second, they allow hesitant students to be more forthrigth in their

opinions and behaviours when they speak. Third, broadening the

world of he classroom to include the world outside, they allow

students to use a much wider range language than some more task-

centered activities may do.39

3) Problem Solving

Many speaking skills materials start from the premise that a

communacative purpose can be established in the classroom by means

of information gap. An example of information gap principle using the

jigsaw, the material primarily for listening in this case, nevertheless

include purposeful speaking activities. By getting students to listen to

different chunks of information gap whereby the students have to

38 Jeremy Harmer , op.cit, p.274.39 Jeremy Harmer, op.cit, p.275.

24

share with other groups the information their group has acquired in

order to build up a complete picture of particular situation.40

4) Story Telling

Students can briefly summarize a tale or story they heard from

somebody, or they may create their own stories to tell their classmate.

Story telling fosters creative thinking. It is also helps students express

idea in the format of beginning, development, and ending, including

the characters and setting a story has to have. Students also can tell

riddles or jokes. For instance at the very beginning of each class

session, the teacher may call a few students to tell short riddles or

jokes as an opening. In this way, not only will the teacher address

student’s speaking ability, but also get the attention of the class.

5) Interview

Students can conduct interviews on selected topics with various

people. It is a good idea that the teacher provide a rubric to students so

that they know type of questions they can ask, but students prepare

their own interview questions. Conducting interviews with people

gives students a chance to practice their speaking ability not only in

the 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.

6) Picture Narrating

This activity is based on several sequential pictures. Students

are asked to tell the story taking place in the sequential pictures by

paying attention to the criteria provide by the teacher as a rubric.

40 Jo McDonough and Christopher Shaw, Material and Method in ELT, (UK : BlackwellPublishing Ltd, 1988), p.145.

25

Rubrics can include the vocabulary or structures they need to use

while narrating.41

Based on the explanations above, teaching speaking ability is

giving somebody skill or ability to communicate to each other. It is

very important for students, because only through speaking ability

they can share their ideas orally. Teaching speaking ability is needed

not only for communcation in the classroom but also it also needed in

the real life situation when we communicate with other people. To

teach speaking, teacher should choose apppropriate activities in order

to make the students enjoy to join the activities.

4. Factors of Teaching Speaking Ability

There are many factors that influenced teaching speaking ability,

it can be from inside or out side of the students and the teacher. It called

internal and external factors, the example of external factors are from

situation of the classroom, media or technique which is used by teacher, it

should be appropriate with students level also the activity,etc.

For the internal factors from the teacher in teaching speaking

ability, the teacher should have a good performance when the teacher in

front of the students because it can influence of teaching speaking. The

teacher should have five components of speaking ability like have said

before, they are pronunciation: the way in which language, particular

word or sentence is spoken. The teacher should have a good

pronunciation because the students will follow what teacher said, in this

case the teacher become a model and the teacher should give the students

the rigth example. The second is grammar, rules of forming or making

sentences. Grammar is essential in teaching speaking because when the

teacher and the students use wrong grammar, it can make the meaning of

sentence is changing. Then, vocabulary is all of word that a person know

41 Hayriye Kayi, ‘Teaching Speaking: Activities to Promote Speaking in Second Language,University of Nevada’, retrieved from http:// iteslj.org/Techniques/Kayi-TeachingSpeaking.html onDesember 25 2009.

26

and uses. The teacher should have many vocabularies in order to transfer

their vocabularies to the students. If the teacher have not many

vocabularies, the teacher will teach the students with the same word and

did not any improvement in their vocabulary. The next is fluency, able to

speak easly and well. When the teacher speak fluently, its make students

enjoy to listen the teacher so the students will try to speak fluently too.

The last is comprehension, able to understand something, the teacher

should comprehence what will teach to the students.

Thus, the teacher should complete it in order to success in

teaching speaking ability. Besides that the teacher also concern some

cases when the teacher in the classroom. There are:

1) Language (Verbal Communication)

Language is the expression of thought, feeling, and worldview. It

is the manifestation of one’s perspective towards anything he

encounters.42 The language presented by English teachers should

be accurate and fluent.

2) Gesture

Gesture is an integral part of any communication where people

listen and speak to each other. Gesture helps the speaker to get

meaning across. The natural gesture including movement of hands,

arms, and other parts of body emphasize keywords and other

important things.43

3) Facial expression

Face is very strong communication tool. This non verbal message

is conveyed through the up and down movement of the eye brows,

smiles, as well as the movement of forehead and mouth. Facial

expression has significant potential of carrying out the message of

curiosity, happiness, and fear.

42 Listyaning Sumardiyani dan Zullfa Sakhiyya, op.cit., p.20.43 Ibid, p.21.

27

4) Eye contact

Eye contact is a direct look into eyes, but it does not suggest a

meaning of a stare. The main uses of eye contact in the language

classroom are:44

a) To help establishing rapport between teacher and students. The

rapport of this manner is a sense of trust given by students.

b) To indicate to a student that the teacher wants to talk to him or

want to do something.

c) To hold the attention of students.

d) To take place of naming students, for example: when

conducting a fast drill.

5) Voice audibility and speed

One of requirements of good teaching is voice projection. The

voice produced should not be a loud and booming one, but

students should be able to listen to it clearly.

6) Stance and movement

The area of teacher to move is just like a stage for drama actors.

Thus, teacher stance on the stage should be balance. In the

classroom, students become sensitive to where the teacher

stands.45Stance tells what type of activity it is, what the teacher

role is, or whether direct interaction is needed. Sometimes,

teachers need to stand in the middle at the front to control the

class. Another time, the teacher can stand back of the class to give

students comfort and security if they present something in front of

the class.

44 Ibid, p.23.45 Ibid, p.24.

28

3. Procedure Text

1. Definition of Procedure Text

Procedure text is one of text types or genre. The use of genre in

this study is glossed by webster’s third as a distinctive type or category

of literary composition. 46There are many kind of genre in studying a

language, but here the writer focuses on procedure text. A procedure text

itself has meaning a piece of text that gives us instructions for doing

something.47 According to the definition of a procedure text, it has a

social function to describe how something is accomplished through a

sequences of steps or actions.48 Some examples of procedure text are:

1) Directions

2) Instruction manual

3) Recipes

4) Itineraries

2. The Generic Structure in Procedure Text

Procedure text also has generic structures, there are as follow:

1) An introduction statement that give the aim or goal.

2) A list at the material that will be needed for completing the

procedure.

3) A sequence of steps in the order they need to be done.49

The example of procedure text:

Goal : How to Light a Candle.

Material : Candle, match, candle holder.

Steps : First, light the match.

Second, burn the bottom of the candle.

Third, put the candle in the candle holder.Fourth, lit the candle.Fifth, blow out the match.

46 John M. Swales, Genre Analysis,(UK: Cambridge University,1990), p.33.47 Mark Anderson and Kathy Anderson. Text Types in English. (Macmillan. Australia. 1997), p.50.

48 Gerot and Wignell, Making Sense of Funtional Grammar, (Australia : AEE, 1994), p.206.49 Ibid. ,p.51.

29

3. Significant Lexica Grammatical Features in Procedure Text.

1) Use of simple present tense, often imperative.50

Eventually, procedure text has the social function is to tell

someone to do something. So, the instruction here is used by

imperative verb in present tense. For examples put, take, cut, stir,

add, boil, grind, etc.

2) The use of time words or numbers.

The numbers or numbering has a function to indicate

sequences, for example: first, second, third, and so on.

3) The use of adverbs.

Adverbs are to tell how the action should be done,

sometimes it is used with verbs in procedure text for example: cut

quickly, stir slowly, put carefully, look accurately, etc.

Thus, from the explanation above, the researcher concluded

that procedure text is any meaningful stretch of language in oral and

written that has social purpose to describe how something is

accomplished through a sequence of actions or steps.

b. Previous Research

The pervious researches that use the researcher are:

A thesis by Ervina (06420252), the Faculty of Education, Language and

Art, IKIP PGRI Semarang, the title is “Improving the Student’s Ability in Writing

Procedure Text Using Picture (a case of ninth year students of MTs NU Tirto

Pekalongan in academic year 2008/2009)”.51 The similarity this research and

previous research is concern in same text type that is procedure text. She

identifying the difference of writing achievement in procedure text between

students’s taught by picture and students did not taught by pictures. She used two

50 Depdiknas, Kurikulum 2004: Standar Kompetensi Mapel Bahasa Inggris SMA dan MA,(Jakarta: Depdiknas, 2003), p.49.

51 Ervina, ‘’Improving the Student’s Ability in Writing Procedure Text using Picture ,(Semarang:IKIP PGRI. 2009), unpublished.

30

instruments to collect data they was test and experiment .The result shows that the

picture can improve the students’ ability in writing procedure text.

A thesis by Thoyyibah (3104306), English Language Education of

Tarbiyah Faculty Walisongo State Institute for Islamic Studies, the title is “Using

Realia to improve students writing organization of descriptive text a classroom

action reseacrh with the seventh grades of Mts Nahdlatussyubban Ploso Karang

Tengah Demak in acdemic year 2008/2009”.52She used documentation,

observation, and test to collect data. The result of the research shows that the

students improve their writing organization of descriptive text using realia. They

are better in organizing the words, and the one of advantages of using realia is

that students can produce the words of the object easily and accurately.

A thesis by Dian Wahyu Sokhibiyah (06420274), the Faculty of

Education, Language and Art IKIP PGRI Semarang, the title is “The

Effectiveness of Using Realia to Teach Vocabulary to the fourth grade students of

SDN 01 Kebonbatur Mranggen Demak in academic year 2007/2008.”53 This

thesis concerns with using realia in teaching vocabulary. She used two

instruments to collect data, they was test and experiment. And the result of this

study is using realia was effective to teach vocabulary to the four grade students

of SDN 1 Kebonbatur.

A thesis by Umi Hani Al-Habsyi (3104269), English Language Education

of Tarbiyah Faculty Walisongo State Institute for Islamic Studies, the title is

“Improving students’ motivation to speak by using story telling with sentence

card game in teaching speaking(A Classroom Action Research with XI IPS 2

Students of MAN Pemalang in the Academic Year of 2008/2009)”. She

concerned on improving speaking by using story telling with sentence card game.

She used two kinds of instruments to collect data there were questionnaire and

observations. And the result of her research is using ‘story telling with sentence

52 Thoyyibah , op.cit.53 Dian Wahyu Shokhibiyah, The Effectiveness of Using Realia to Teach

Vocabulary’’,(Semarang:IKIP PGRI, 2009), unpublished.

31

card’ in teaching speaking, teacher can improve students’ motivation in

speaking.54

However, this research is different with previous ones, but there is the

similarity both of them, that is concern on procedure text. Two researchers above

were conducted the implementation of realia in teaching vocabulary and writing,

but in this research, the researcher used realia to improve speaking ability. For the

last previous research, she used story telling with sentence card to motivate

students to speak, it has similarity with this research on speaking ability. So, those

are still having relevance and significance factors why it is interested to be

observed.

c. Action Hypothesis

In this research, the researcher has a hypothesis as temporary answer

toward some problems that occur in this research.55The hyphotesis of this

research is: “There is improvement on students’ speaking ability in procedure

text after being taught by using realia”.

54 Umi Hani Al-Habsyi, ‘’Improving Students’ Motivation to Speak by Using Storytellingwith Sentence Card Game in Teaching Speaking A Classroom Action Research with XI IPS 2Students of MAN Pemalang in the Academic Year of 2008/2009’’, (Semarang : IAIN Walisongo,2009), unpublished.

55 Mahsun, Metode Penelitian Bahasa Tahapan Streategi, Metode, dan Tekhniknya, (Jakarta:PT. Raja Grafindo Persada, 2005),p.13.

32

CHAPTER III

METHODS OF THE RESEARCH

There are five points to be discussed in this chapter. They are research

approach, subject of the research, time and setting, methods of data collection,

method of data analysis and limitation of the research.

A. Research Approach

In this research, the researcher focused on improving students’ speaking

ability in procedure text. Research methodology plays an important role in the

research.The researcher used a claasroom action research, as we know that

classroom action research is a number of procedures that is used to improve

teaching learning process in classroom. Usually it is used by teachers because

they find some problems in the teaching learning process. And the result of test

in every cycle will be measured. The score shows students’ speaking ability in

procedure text. All of which makes this research quantitative in nature.

The researcher used a classroom action research as an attempt to improve

speaking teaching learning process and to solve the problems that students have

related to speaking ability.

B. Subject of The Research

The subject of the research were the students who got speaking class at

that time, they were from 3E students of MTs. Mathalibul Huda Mlonggo Jepara.

They consisted of 44 students.

C. Time and Setting

This research was conducted on the first semester in the academic year of

2010/2011 for about 1 month on August 2010. It was conducted in Mts.

Mathalibul Huda Mlonggo, which was located on Jl. Jepara-Bangsri Jambu

Mlonggo Jepara.

33

D. Methods of Data Collection

In this classroom action research, the researcher used two kinds of

instruments in gathering data. Those are observation and test.

1. Observation

Observation is the process of observe toward the subject of

observation by using all of sense.56 An observation task is a focused activity

to work on while observing a lesson in progress. It focusses on one or a small

number of aspects of teaching learning and requires to observe to collect data

or information from actual lesson.57

The researcher observed the events in classroom during teaching

learning process from beginning until the end. To observe the students, the

researcher used observation guide.(see appendix 4) before making

observation guide, the researcher makes observation shceme. It is used to

describe a range of teacher and learner behaviours.58

2. Test

Test is some questions which is used to measure competence,

knowledge, intelligence, and ability of talent which is have by individual or

group. 59In this study, the researcher gave speaking test to know student’s

ability. The researcher focused on 3 elements of speaking there are: fluency,

pronunciation, grammar.(see appendix 3)

E. Method of Data Analysis

There are some data that are analyzed in this research:

1. The data from observation.

This research used observation guide to observe the classroom. In

selecting an observation scheme, it is necessary to match the purpose of the

56 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, (Jakarta: PT. RinekaCipta, 2002), p. 156.

57 Ruth Wajnryb, Classroom Observation Tasks, (UK : Cambridge University Press, 1992),p.7.

58 Pasty M. Lightbown and Nina Spada, How Language are Learned, (New York: OxfordUniversity, 1999), p.101.59 Suharsimi Arikunto, op.cit, p. 150.

34

research.60 The researcher used the instrument of observation to know the

students’ participation.

2. The Data of Students’ Test

The researcher was given speaking test about procedure text using

realia.

In giving scores, the researcher referred to the rating scale modeled by David

P. Harris, but there is modification in this scoring guide.61

The formula that will be used to calculate the result of the test are:

a. Measuring the students individual ability

Score: 90: 9= 10

b. Calculating the mean of test. The mean is the arithmetical average which is

obtained by adding the sum offset score and dividing the number of the

students. The formula as follow:62

=XN

x∑

=X the mean of score

x = the total of score

N = the sum of students number

F. Procedure of The Research

According to Carr and Kemmis, classroom action research is a form of

self-reflective enquiry undertaken by participants (teachers, students,

principals,etc) in social (including education) situation in order to improve the

rationally and justice of their own social or educational practices, their

understanding of these practices, and the situation( and the institutions) in which

the practices are carried out.63

60 David Nunan, op.cit, p.96.61Harris D.P, Testing English as a Second Language, (New York: Mc Graw Hill Company,

1969),p.84 .62 Igak Wardani dan Kuswaya Wihardit, Penelitian Tindakan Kelas,(Jakarta : Universitas

Terbuka, 2008),p.5.19.

63 Ibid. p.1.4.

35

According to Kemmis and Mc Taggart cited by Nunan argue that the three

defining characteristic of action research are; it is carried out by practitioners (for

our purpose classroom teachers) rather than out side researchers, secondly that it

is collaborative, thirdly that it is aimed at changing things.64 In conducting this

research, the researcher made collaborative research. The researcher was helped

by the teacher in order to reach the goal of the research which is aimed to improve

teaching method.

In classsroom action research there are many components. In this research,

the writer applied four components, like the following picture:

The Step of Classroom Action Research

Taken from: Penelitian Tindakan Kelas, LP3 (UNNES: 2007)

Cycle I

Cycle II

Cycle III

64David Nunan, Research Method in Language Learning, (Australia: Cambridge UniversityPress, 1992), p. 17.

Acting I

Observing IReflecting I

Planning I

Newproblem

Planning II Acting II

Observing IIReflecting II

Planning III Acting III

Reflecting III

Set of theproblem

Newproblem

Theconclusion

Observing III

36

This is the procedure of research:1. Cycle of Action Research

a. First cycle(1st meeting)

1) Planning

a) The researcher prepared the material and media of the study that the

researcher need.

b) The researcher discussed about the implementation of realia in the

classroom with the teacher.

c) The researcher made a lesson plan for the first meeting.

2) Acting

In this step there were many activities that have done. The

researcher gave students material about procedure how to light a

candle. There are as follow:

a) Teacher started by greeting students.

b) Teacher elicited the materials which are used to light a candle from

students.

c) Teacher modeled the pronunciaton of the materials.

d) Students repeated after teacher mention the materials.

e) Teacher elicited the procedure how to ligth a candle from students.

f) Students expressed their idea about procedure how to light a candle.

g) Students and teacher discussed together.

h) Students practiced how to light a candle in a group.

i) Students practiced how to light a candle individually.

3) Observing

Observe students’ activities in teaching learning process and

while they are doing the assignment. There are many aspects that were

observed by the researcher and the teacher such as: students’ attention,

students’ ability to mention realia, students’ ability to use realia,

students’ activeness in doing task individually or group. So that the

researcher should make a note in every activities and changing in

learning process.

37

4) Reflecting

After doing the first cycle the researcher analyzed the weakness

and strengthens of implementation realia from learning and teaching.

Make reflection and conclude the result of the first cycle.

b. Second cycle (2nd meeting)

1) Planning

a) Evaluated the result of reflection and discuss to be better in the next

meeting.

b) Prepared the material and media of the study that teacher need.

c) Made a lesson plan for the second meeting.

2) Acting

In the second cycle the researcher still using realia with new

material that is procedure how to wash my hands. There were many

activities here as follow:

a) Teacher started by greeting students.

b) Teacher gave new material how to wash my hands.

c) Teacher showed the media which are used to wash my hands.

d) Students mentioned the media.

e) Teacher explained the steps by demonstrating how to wash my

hands directly.

f) Students repeated after the teacher.

g) Student came forward and practiced how to wash my hands directly.

h) Students explained the media and the steps together by

demonstrating the procedure.

i) Students practiced how to wash my hands in with their friends.

j) Students practiced how to wash my hands individually.

3) Observing

Just like in the first cycle, in this cycle the researcher and the

teacher also observed the students. For some aspects that need to

observe same with first cycle. There were: students’ attention, students’

38

ability in mention realia, students’ ability in using realia, students’

activeness in doing task individually or group using realia.

4) Reflecting

Evaluate and conclude the result of the second cycle by

calculating score of students test. From that score the researcher would

know there is improvement or not in students speaking ability.

c. Third cycle(3rd meeting)

1. Planning

a) Planned to review the previous lesson.

b) Planned to make the lesson plan for next meeting.

c) Prepared the material and media of the study that teacher need.

2. Acting

After doing two cycles, the researcher would do the last cycle

by giving new material about procedure how to sharpen a pencil.

a) Teacher started by greeting students.

b) Teacher gave new material how to sharpen a pencil.

c) Teacher elicited the media which are used to sharpen a pencil from

students.

d) Teacher modeled the pronunciation of the media.

e) Students repeated after teacher mention the media.

f) Teacher explained the steps by demonstrating how to sharpen a

pencil directly.

g) Students repeated after the teacher.

h) One of student came forward and practiced how to sharpen a pencil

directly.

i) Students explained the media and the steps together by

demonstrating the procedure.

j) Students answered the questions from teacher

k) Students practiced how to sharpen a pencil in a group.

l) Students practiced how to sharpen a pencil individually.

39

3. Observing

Just like in the first cycle and second cycle, in this cycle the

researcher also observed the students. For some aspects that need to

observe similar with first cycle. There were: students’ attention,

students’ ability in understanding realia, students’ activeness in doing

task individually or group using realia.

4. Reflecting

Evaluate and conclude the result of research. The researcher

would submit all result from the first cycle until the last cycle. She

would calculate the mean of students score. From that score she would

know the implementation of realia to solve students speaking problem.

G. Limitation of The Research

The researcher realized that this research had not been done optimally.

There were some obstacles faced during the research process.

1. Relative short of time made this research could not be done maximally.

2. The research was limited to IX E students of MTs. Mathalibul Huda Mlonggo

Jepara, so that when the same research is conducted in other subject or school,

it is possible that different result will be gained.

40

CHAPTER IV

RESULT OF THE RESEARCH AND DISCUSSION

A. RESULT OF THE RESEARCH

1. Cycle I

This research was conducted on Thursday and Sunday, August 19

and 22, 2010. Before doing the first cycle, the researcher gave test in order

to know the students’ speaking ability in procedure text, she gave oral test

to them and the result of the test was not satisfied yet, because the average

score of the test only 4.3, whereas the standard score (KKM) was 6. So, the

researcher decided to use realia to solve the problem. In this activity, the

researcher became a teacher. The students were enthusiastic in following

the treatment, the researcher told students that she would use realia to teach

speaking procedure text. This research was classroom action research there

were four steps; planning, acting, observing and reflecting. The activities

were:

a. Planning

1) The researcher made lesson plan as guiding to teach students in the

first cycle.

2) The researcher made observation guide to observe the students

during teaching learning process.

3) The researcher prepared the instruments test to check students

understanding.

4) The researcher made students name card in order to make easy

when she and the teacher observed the students.

5) The researcher prepared several media to teach procedure how to

light a candle like 11 candles, matches and candle holder.

b. Acting

In this step, the researcher applied realia to teach speaking

procedure text. Teacher started by greeting the students. All of

students were interest with her. Then she introduced her self to the

41

students. Some of students gave some questions to her about herself.

After introducing herself, she checked attendance list to know there

were students who absent or no. She called students’ name one by one,

there were two students that did not enter classroom yet, they were

Alif Nurdiana and Dwi Ariyanti, they did not enter the classroom yet,

because they were from bathroom. But some minutes after teacher

checked attandance list, they came into classroom. After that, teacher

gave building knowledge to students by asking all of students how to

light a candle. Some of students answered by using Indonesian

language and some of them used English language. Then, teacher

complete students’ answere and then modeled the pronunciaton of the

materials by showing the material, for example: the teacher said

“candle” then she showed a candle until the last material. The students

were very interest with it. Then, students tried to pronounce the

material like the teacher. After that, teacher elicited the procedure how

to ligth a candle from students. In this activity students more active

than before, they tried to answer by using their language. There were

many students who answered the question, so the teacher decided to

discuss together about the procedure how to light a candle by

demonstrating using realia. They discussed the procedure text by using

realia like candle, macthes and candle holder. The students gave their

big attention to the teacher when she demonstrated the procedure

using realia. Then, students tried to practice the procedure by making

some groups, each group consists of four students. Before students

practice, the teacher contributed the materials like candle, matches and

candle holder to each group then the students strated to practice. when

students worked in groups, she also observed the students. Actually all

of students were active in this activity but there were four students

who did not join fully in this activity, there were Fatihah Ivrayani, Iin

Nadhiroh, Nur Nikmatus Sa’adah and Yuli Diahningrum. Most of

them were include closemouthed students. The teacher tried to invite

42

them to use realia but they did not give respon. So the teacher asked to

their friends to invite them join to this activity. To make students more

understanding with the procedure how to ligth a candle, the teacher

gave them some questions. She gave students for about 10 minutes to

finish the assigment. After that, they discussed the students answere

together. There were some students that can answere perfectly, they

were Siti Masyitoh, Trining Tias, and Tutik Nischa. For the last

activity was students explained the procedure how to light a candle

individually.

c. Observing

In observation step, the researcher and teacher observed the

events that happened during teaching learning process. We observed

the activity by using observation guide. It was used to find out to what

extent the action result reached the objective. The steps were as

follow:

1) The English teacher observed the attention of students in the

classroom during teaching learning process. All of students gave

their attention to the teacher because it was first time she taught

them but there were two students who did not enter the classroom

yet.

2) The English teacher observed students’ activeness and enthusiasm

in the classroom. There were 10 students who passive in the

classroom. They looked very uninterested but after the researcher

shown the real object they started to follow the activity.

3) The English teacher monitored the students work in a group. Most

of them were enjoying the activity, they used realia by turns.

4) The English teacher observed the students ability on using realia.

She looked students can use realia as good as possible, but there

were 3 students have difficult to use it, they afraid to light a match.

Then she asked the other students to demonstrate and they gave the

step orally.

43

5) The English teacher observed the students ability on mentioning the

name of realia. All of students can mention the name of realia.

6) The English teacher observed students ability to explain the

procedure text. In this cycle just four students who can explain it

well. There were four students who need more help to finish their

procedure.

d. Reflecting

For the reflection on the activity during cycle 1, the researcher

and the teacher noted that there were some problems should be solved

in the next cycle, the problems were as follow:

1) Before teacher started the activity, class should be conducive during

teaching learning process It found some students shouted making

noise. And 2 students did not enter the classroom yet.

2) When the activity in progress, it found that ten students were

passive, they were not fully joining the discussion or the speaking

activity, although they were separated into groups. It was then the

duty of the teacher to give some more attention and motivation

toward the students in order to make them interest to join the

activity. This can be done by calling one of them, and asking them

to practice the procedure text.

3) There were four students that could not explain the procedure text,

they needed the teachers’ help o finish their work in front of

classroom.

4) Time management was a very crucial factor in teaching learning

process, to make students understanding and fluently in speaking

procedure text, the teacher needed a longer time, so teacher should

try to manage and provide time perfectly.

2. Cycle II

The second cycle was conducted on Monday and Wednesday,

August 23 and 25, 2010. In this cycle the researcher tried to handle

weakness in the first cycle. The teacher gave new procedure text that was

44

how to wash your hands, but she still used realia to teach it. There steps

were as follow:

a. Planning

1) The researcher made lesson plan as guiding to teach students in the

second cycle.

2) The researcher made observation guide to observe the students

during teaching learning process.

3) The researcher prepared the instruments test to check students

understanding.

4) The researcher made students’ name card in order to make easy

when she observed the students.

5) The researcher prepared several media to teach procedure how to

wash your hands like soap, water faucet, and towel.

b. Acting

In this cycle teacher started by greeting the students then

checked students attandence list. After that, teacher asked students

procedure text in the previous meeting. Most of them still remember the

procedure how to ligth a candle. Than the teacher gave them new

example of procedure text. Teacher showed the media which are used to

wash my hands, like soap, towel and water faucet. The teacher did not

use real water faucet but she just used or brought water faucet that there

were no the water. She just imagine that water faucet can took water

outside. Then students mentioned the media, but there were many

students mentioned using Indonesian language. Then teacher asked

students to find the word in English language. Teacher explained the

steps by demonstrating how to wash my hands using realia directly.

Students repeated after the teacher continually until they can express the

procedure text as good as possible. Then the teacher chossen one of

students to came forward and practiced how to wash my hands directly.

Students explained the media and the steps together by demonstrating

the procedure. After that, students worked in pairs and practiced the

45

procedure how to wash my hands but in this cycle the teacher did not

give the material to the students. The students just practiced their ability

to speak. There were five students did not pay attention and passive in

this activity, it was caused they did not use the material directly like in

the first cycle. The teacher asked them to try explain using realia in front

of classroom, they still passive. Thus, they were given assigment from

the the teacher, they must answer some questions in 10 minutes. There

were many students did not answer the questions perfectly, only one

students that got good score, she was Tutik Nischa. Then, the teacher

explained the steps ones more in order to make students understand.

Then, students came forward and explained the procedure how to wash

my hands individually. There were five students who explained the

procedure better than other and six students have difficult to explain the

procedure.

c. Observing

In observation step the researcher and the teacher also observed

the events that happened during teaching learning process. We observed

the activity by using observation guide, the steps were:

1) The English teacher observed the attention of students in the

classroom during teaching learning process and all of students gave

their attention to the teacher.

2) The English teacher observed students’ activeness and enthusiasm in

the classroom. There were 5 students who passive in the classroom.

They looked very uninteresting because the researcher did not use the

real object perfectly.

3) The English teacher monitored the students work in a group. Some

students looked bored because there was not media that they can use

to practice the procedure.

4) The English teacher observed the students ability on using realia. She

looked students can use realia as good as possible, although they did

not use real water faucet that take water out.

46

5) The English teacher observed the students ability on mentioning the

name of realia. All of students can mention the name of realia.

6) The English teacher observed students ability to explain the

procedure text. In this cycle just five students who can explain it

well. There were six students who need more help to finish their

procedure.

d. Reflecting

Generally, based on the activity in cycle 2, the result was

significant enough. This involved teaching learning process, students’

activeness and attention, students’ ability in using realia. The reflection

results were as follow:

1) Class was conducive enough, since some students were concentrated

to join the activity. And they love to use realia.

2) In this cycle the researcher asked students to work in pairs and most

of students were enjoying themselves to get engaged in the activity,

but there were students did not active in this activity because the

teacher did not give the real media to them. The teacher tried to invite

them by give the real media to practice the procedure. Beside that,

they seemed more active expressing their opinions although in

Indonesian language. This can be shown when she asked students’

opinions about the procedure. And even for student who was less

active in joining the activity in the first cycle, she was now brave

enough to speak although with her friend.

3) Some students that can’t explain in the first cycle, in this cycle they

can explain it better. But, the researcher found six students that have

difficulty when they explaining the procedure text.

4) Teacher had provided enough time; this can be shown that most of

students come forward to practice the procedure text.

47

3. Cycle III

The third cycle was conducted on Thursday and Sunday, August 26

and 29, 2010. The researcher gave new procedure text to the students. She

gave procedure how to sharpen a pencil. The steps were:

a. Planning

1) The researcher made lesson plan as guiding to teach students in the

third cycle.

2) The researcher made observation guide to observe the students

during teaching learning process.

3) The researcher prepared the instruments test to check students

understanding.

4) The researcher made students’ name card in order to make easy when

she observed the students.

5) The researcher prepared the material that needed to teach procedure

text, there were: 45 pencils and sharpeners.

b. Acting

Firtsly, teacher greeted students as usuall then checked students

attandence, there were no students who absent. She continued the

activity by asking them the procedure text in the previous meeting.

Some students still remember it. Then the teacher give new material that

was the procedure of sharpening a pencil. Teacher elicited the media

which are used to sharpen a pencil from students. All of students gave

their opinion to because the materials were very simple. After that

teacher modeled the pronunciation of the media by showing the media,

for example: she said “pencil”, she also showed a pencil, she said

sharpener, she also showed sharpener. The students very interested in it

even she did not pronounce yet, the students have mentioned the name

before her. To make sure their pronunciation, they repeated after her to

mention the media. Then she distributed the media (a pencil and

sharpener) to each table. The students were looked very happy because

they were given a pencil and sharpener by her. Then she invited students

48

to demonstrate the procedure of sharpening a pencil by using realia

together. Some students were confuse, they just sharpen a pencil without

give the step orally. Then she explained the steps by demonstrating how

to sharpen a pencil one by one directly and students repeated after her.

After that some students came forward and practiced how to sharpen a

pencil directly, they were Alfi Khasanah and Arika Falatif. Then

students explained the media and the steps together by demonstrating

the procedure orally. Students worked in pairs and practiced the

procedure how to sharpen a pencil with their pairs. Most of them were

active to practice the procedure because they have the material so it

make them easy to express their ability. After that they done the

assigments from the teacher about the procedure how to sharpen a

pencil. Usually she gave them for about 10 minutes to finish the

assigment, but in this cycle they just need for about 5 minutes and most

of their answer were right. So the teacher continued to take students

score by asking them to explain the procedure orally in front of

classroom individually. There were many students can explain it well.

c. Observing

In observation step, the researcher and the teacher observed the

events that happened during teaching learning process. We observed the

activity by using observation guide. The steps were as follow:

1) The English teacher observed the attention of students in the

classroom during teaching learning process and all of students gave

their attention to the teacher. Even less the researcher gave them a

pencil and sharpener to practice the procedure text.

2) The English teacher observed students’ activeness and enthusiasm in

the classroom. There were no students who passive in the classroom.

They looked very interesting because the researcher gave them the

real media to them.

49

3) The English teacher monitored the students work in a group. Most of

students looked enjoy and happy doing their work in a group and also

they can use realia.

4) The English teacher observed the students ability on using realia. She

looked students can use realia as good as possible.

5) The English teacher observed the students ability on mentioning the

name of realia. All of students can mention the name of realia.

6) The English teacher observed students ability to explain the

procedure text. In this cycle most of students can explain the

procedure better than last meeting.

d. Reflecting

In this cycle, the students’ improvement on speaking procedure

text was more significant. It could be seen from the average

improvement score of the test. For the result reflections were as follow:

1) Class was more conducive, since students were fully concentrated to

join the activity. And they love to use realia.

2) In this cycle the researcher asked the students to work in pairs and

she also gave them the media, it was make students were enjoying

themselves to practice the procedure using that media. They seemed

more active expressing their ability. And even for student who was

less active in joining the activity in the first and second cycle, she

was now brave enough to speak in front of the classroom.

3) There were no students that can’t explain the procedure how to

sharpen a pencil, all of students can explain the procedure as good as

possible.

4) Teacher had provided enough time; this can be shown that most of

students come forward to practice the procedure text. There was still

provided a time to evaluate the activity that had just been done

deeply.

Teacher and researcher concluded that students understood on

speaking procedure text more after being given treatment using realia. It

50

was seen by their enthusiastic in learning process, they were serious in

paying attention when the researcher explained the material, some of

students who asked question and responded questions were increased,

they were love to use realia. The teacher and researcher decided to stop

in this cycle, because they concluded that there was improvement since

the first cycle until the third cycle.

B. DISCUSSION

After the researcher implementing realia in teaching speaking

procedure text, the researcher got the data from each cycle. It was analyzed to

get the improvement in every cycle, and then the researcher got the result of

the classroom action research. The results were as follow:

1. The First Cycle

This research was done on Thursday and Sunday, August 19 and 22,

2010. Before doing the first cycle the researcher gave test to students. After

conducting the test, the researcher gave score. There were 3 aspects which

were scored by the researcher, the first is fluency, the second is pronunciation

and the last is grammar. For each aspect the maximum score was 10. Then,

after finding the result of the students’ test score, the researcher went to

analyze the score by using formula as follow:

Score = total score : 9

By using the formula of scoring above, the researcher had purpose

to get the students’ score. Example:

Student number 1=

Aspect to be assessed

a. Fluency : 18

b. Pronunciation : 6

c. Grammar : 12

Score= 36: 9 = 4

51

The test result can be seen in the table below:

Table. 1The result test before giving treatment

No. Studnets’code

Fluency Pronunciation Grammar Total Score

1. A-1 18 6 12 42. A-2 18 6 12 43. A-3 18 6 6 3,34. A-4 12 6 12 3,35. A-5 18 6 12 46. A-6 18 6 12 47. A-7 18 6 12 48. A-8 12 6 12 3,39. A-9 12 6 12 3,310. A-10 18 18 18 611. A-11 18 18 18 612. A-12 18 18 18 613. A-13 18 18 18 614. A-14 18 18 18 615. A-15 18 18 18 616. A-16 12 6 12 3,317. A-17 12 6 12 3,318. A-18 18 18 12 619. A-19 12 6 12 3,320. A-20 12 6 12 3,321. A-21 18 18 18 622. A-21 18 18 12 5,323. A-23 18 12 12 4,624. A-24 18 12 18 5,325. A-25 12 6 6 2,626. A-26 18 18 18 627. A-27 12 6 6 2,628. A-28 12 6 12 3,329. A-29 18 18 18 630. A-30 12 6 12 3,331. A-31 18 18 12 5,332. A-32 12 6 6 2,633. A-33 12 6 6 2,634. A-34 12 6 6 2,635. A-35 18 12 12 4,636. A-36 12 6 12 3,337. A-37 12 6 12 3,338. A-38 18 6 12 439. A-39 12 6 12 3,3

52

40. A-40 24 18 18 6,641. A-41 12 6 12 3,342. A-42 12 6 12 3,343. A-43 18 12 12 4,644. A-44 18 6 12 3,3

After calculating the students’ score, the researcher calculated the

average score to measure the improvement of students’ score in every cycle.

To know the mean of the students’ score using this formula as follows:

=XN

x∑

Note: =X The mean of score

x = The total of score

N = The sum of students number

The computation of the average of the score is as follow:

=X44

4,189 = 4,3

Mean = 4,3

From the data above, it showed that the average of the students score

is 4,30. It means that the result was low. The teacher and researcher decided

to use another technique to make students interested in the learning process in

order to improve students’ speaking procedure text. They agreed to use realia

as teaching media to facilitate the teaching learning process.

In this first cycle, the researcher used some candles, matches, and

candle holder as teaching media to teach speaking procedure text, and

students were being enthusiastic because it was their first experience. The

researcher explained about procedure how to light a candle. The students’

were interested but they were still confused in arranging the steps. They

needed much help from their teacher and the teacher suggested them to use

dictionary. After that, the researcher asked students to practice the procedure

in front of the classroom. The test result of the first cycle can be seen in the

table below.

53

Table. 2

The result test of the first cycle

No. Studnets’code

Fluency Pronunciation Grammar Total Score

1. A-1 18 12 18 5,32. A-2 12 12 18 4,63. A-3 6 12 18 44. A-4 18 12 18 5,35. A-5 6 6 18 3,36. A-6 18 12 18 5,37. A-7 18 18 18 68. A-8 18 12 18 5,39. A-9 12 12 18 5,310. A-10 12 18 18 5,311. A-11 6 12 12 3,312. A-12 18 12 18 5,313. A-13 18 12 18 5,314. A-14 12 18 18 5,315. A-15 18 18 18 616. A-16 18 18 18 617. A-17 12 6 18 418. A-18 12 12 18 4,619. A-19 18 6 18 3,320. A-20 6 6 18 3,321. A-21 12 6 18 5,322. A-21 12 6 18 423. A-23 12 6 18 424. A-24 12 18 18 5,325. A-25 12 6 18 426. A-26 18 18 18 627. A-27 12 6 18 428. A-28 18 12 18 5,329. A-29 12 6 18 430. A-30 18 18 18 631. A-31 12 6 18 432. A-32 18 6 18 433. A-33 18 12 18 5,334. A-34 12 6 18 435. A-35 18 12 18 5,336. A-36 12 6 18 437. A-37 12 6 18 438. A-38 12 6 18 439. A-39 18 12 18 5,3

54

40. A-40 18 12 18 5,341. A-41 12 6 18 442. A-42 18 12 18 5,343. A-43 18 12 18 5,344. A-44 18 18 18 6

After that the researcher calculated the mean of score in the first cycle.

To calculate the mean, the researcher used same formula with previous

research. The result of the mean of the first cycle is:

=X44

1,213 = 4, 9

Mean = 4, 9

Based on the result above, the result of the mean was 4, 9. It means

that the mean score in the first cycle is better than the pre cycle, although the

increasing was little. The researcher was unsatisfied because the whole of

students got bad score. Besides that, the result of observation was also not so

good, there were four students that did not give their attention to the teacher,

however they did not understand what teacher teach.

From that table and mean score of students the researcher concluded

that in this cycle there was improvement but it did not make the researcher

satisfied, because this was the first time for the students used realia to learn

speaking procedure text, it make them enjoy the media to much, they did not

focus on the steps. It make them confused when they asked by the teacher to

explain the steps. Thus, in this cycle the improvement was not make the

researcher satisfied, therefore she and the teacher continued to the next cycle.

2. The Second Cycle

The second cycle was conducted on Monday and Wednesday, August 23

and 25, 2010. In this cycle, the researcher used soap, towel, faucet and she

focused on the students who got low score in the previous cycle. The result of the

test in the second cycle as follow:

55

Table. 3

The result test of the second cycle

No. Studnets’code

Fluency Pronunciation Grammar Total Score

1. A-1 24 12 18 6,62. A-2 12 12 18 4,63. A-3 18 18 18 64. A-4 12 12 18 4,65. A-5 18 12 18 5,36. A-6 18 18 18 67. A-7 18 18 18 68. A-8 18 18 18 5,39. A-9 12 12 18 4,610. A-10 12 12 18 4,611. A-11 12 12 18 4,612. A-12 12 12 18 4,613. A-13 18 18 18 614. A-14 6 18 18 4,615. A-15 12 18 18 5,316. A-16 12 18 18 5,317. A-17 18 18 18 618. A-18 12 12 18 4,619. A-19 6 12 18 420. A-20 6 12 18 421. A-21 12 12 18 4,622. A-21 12 12 18 4,623. A-23 12 12 18 4,624. A-24 18 18 18 625. A-25 12 12 18 4,626. A-26 18 12 18 5,327. A-27 18 18 18 628. A-28 18 12 18 5,329. A-29 18 18 18 630. A-30 18 18 18 631. A-31 12 12 18 4,632. A-32 12 12 18 4,633. A-33 18 18 24 6,634. A-34 12 12 18 4,635. A-35 18 18 18 636. A-36 12 12 18 4,637. A-37 12 12 18 4,638. A-38 12 12 18 4,639. A-39 12 12 18 4,6

56

40. A-40 18 18 18 641. A-41 18 12 18 5,342. A-42 12 18 18 5,343. A-43 12 18 18 5,344. A-44 18 18 18 6

After that the researcher calculated the mean of score in the first cycle. To

calculate the mean, the researcher used same formula with previous research. The

result of the mean of the first cycle is:

=X44

3,228 = 5, 2

Mean = 5, 2

The result above showed us that the average of students test in the second

cycle was 5,2. The result of the second cycle was better than the previous one. It

means that there were improvements for the students, but it was not reach the

standard score of English lesson. The result of observation guide also shown that

there were six students did not give their attention to the teacher, it caused by the

teacher who did not use real media, in this case was water faucet, the teacher just

brought it and imagine to use it. Therefore some students were not interest with it.

The researcher still unsatisfied with students’ score, so she continued to the next

cycle.

3. The Third Cycle

The third cycle was conducted on Thursday and Sunday, August 26 and

29, 2010. After second treatment, students showed their improvement, although it

was not significant. In this cycle, the researcher used 45 pencils and sharpeners

and she tried to handle the weakness in the second cycle. The researcher reviewed

previous lesson, she concluded that there was significant improvement of

students’ understanding on speaking procedure text. The result of the test in this

cycle as follow:

57

Table. 4

The result test of the third cycle

No. Students’code

Fluency Pronunciation Grammar Total Score

1. A-1 24 18 24 7,32. A-2 24 12 24 63. A-3 24 24 24 84. A-4 18 12 24 65. A-5 18 12 24 66. A-6 24 24 24 87. A-7 24 18 24 7,38. A-8 24 24 24 89. A-9 18 12 24 610. A-10 12 18 24 7,311. A-11 24 18 24 7,312. A-12 18 18 18 613. A-13 24 24 18 7,314. A-14 24 18 18 6,615. A-15 18 18 24 6,616. A-16 18 18 18 617. A-17 24 18 24 7,318. A-18 18 12 24 619. A-19 18 18 24 6,620. A-20 18 12 24 621. A-21 24 12 24 6,622. A-21 24 18 24 7,323. A-23 12 18 24 624. A-24 24 18 18 6,625. A-25 18 12 24 626. A-26 24 18 24 7,327. A-27 24 18 24 7,328. A-28 24 18 18 6,629. A-29 24 24 24 830. A-30 18 18 24 6,631. A-31 18 18 18 632. A-32 24 18 24 7,333. A-33 24 24 24 834. A-34 18 12 24 635. A-35 18 18 24 7,336. A-36 18 12 24 637. A-37 18 24 18 6,638. A-38 12 18 24 639. A-39 24 18 18 5,3

58

40. A-40 24 24 24 841. A-41 24 18 24 7,342. A-42 18 18 24 7,343. A-43 24 18 24 7,344. A-44 24 18 18 7,3

After that the researcher calculated the mean of score in the first cycle. To

calculate the mean, the researcher used same formula with previous research. The

result of the mean of the third cycle was:

=X44

9,300 = 6,8

Mean = 6,8

Thus, mean or average score of the students in third cycle was 6,8. It means

the students score in this cycle is better than two cycles before. There were no

students got score under 6. The whole students were reached the standart of score

(KKM), from observation guide also there were many students were looked enjoy

and happy using realia. So the researcher and the teacher decided to stop in this

cycle. Here the result of test from pre cycle until the last cycle, from this table we

can see there was improvement on students speaking ability score.

Table. 5

Result test from pre cycle until third cycle

No. Students’ code Total ScoreBefore Giving

Treatment

Total ScoreCycle 1

Total ScoreCycle 2

Total ScoreCycle 3

1. A-1 4 5,3 6,6 7,32. A-2 4 4,6 4,6 63. A-3 3,3 4 6 84. A-4 3,3 5,3 4,6 65. A-5 4 3,3 5,3 66. A-6 4 5,3 6 87. A-7 4 6 6 7,38. A-8 3,3 5,3 5,3 89. A-9 3,3 5,3 4,6 610. A-10 6 5,3 4,6 7,311. A-11 6 3,3 4,6 7,312. A-12 6 5,3 4,6 613. A-13 6 5,3 6 7,314. A-14 6 5,3 4,6 6,6

59

15. A-15 6 6 5,3 6,616. A-16 3,3 6 5,3 617. A-17 3,3 4 6 7,318. A-18 6 4,6 4,6 619. A-19 3,3 3,3 4 6,620. A-20 3,3 3,3 4 621. A-21 6 5,3 4,6 6,622. A-21 5,3 4 4,6 7,323. A-23 4,6 4 4,6 624. A-24 5,3 5,3 6 6,625. A-25 2,6 4 4,6 626. A-26 6 6 5,3 7,327. A-27 2,6 4 6 7,328. A-28 3,3 5,3 5,3 6,629. A-29 6 4 6 830. A-30 3,3 6 6 6,631. A-31 5,3 4 4,6 632. A-32 2,6 4 4,6 7,333. A-33 2,6 5,3 6,6 834. A-34 2,6 4 4,6 635. A-35 4,6 5,3 6 7,336. A-36 3,3 4 4,6 637. A-37 3,3 4 4,6 6,638. A-38 4 4 4,6 639. A-39 3,3 5,3 4,6 5,340. A-40 6,6 5,3 6 841. A-41 3,3 4 5,3 7,342. A-42 3,3 5,3 5,3 7,343. A-43 4,6 5,3 5,3 7,344. A-44 3,3 6 6 7,3

Sum 189,4 213,1 228, 3 300,9Mean/Average 4,3 4,9 5,2 6,8

Low score 2,6 3,3 4,6 6High score 6,6 6 6,6 8

From tables above, the use of realia in teaching speaking procedure text

could help students to understand the material and to make easier to express their

ideas. So, this Classroom action research in the implementation of realia to

improve students’ speaking ability on procedure text at the ninth grade students of

MTs. Mathalibul Huda Mlonggo Jepara in The Academic Year of 2010/2011 was

success. It could be seen from the result of test in every cycle.

60

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusions

The attempt to teach students’ speaking procedure text by using realia had

result some conclusions as follow:

1. Actually there are many ways to apply realia in teaching speaking, but in

general based on this research the implementation of realia to improve

students’ speaking ability in procedure text were:

a. First, teacher prepared the materials, for example: teacher preapared some

candle, matches and candle holder in the first cycle. Then, she also

prepared soap, water faucet and towel in the second cycle. In the last cycle,

she prepared 45 pencils and sharpeners.

b. Second, teacher started to teach by showing the real material and asked

students to mention the name of object.

c. Third, teacher explained the definition of procedure text.

d. Fourth, teacher gave an example by demonstrating the sequences of certain

procedure by using realia orally.

e. Fifth, students repeated after teacher to demonstrate orally.

f. Sixth, students practiced the procedure in group, pairs or individually by

using realia orally. Students divided into some groups or pairs, then teacher

distributed the material to each groups if possible. After that, they practiced

it by turn with their friends, for example: students A practiced the

sequences of steps then students B give instruction. To know the students

ability teacher asked them to practiced it individually in front of the

classroom.

2. This research shows us that the use of realia to teach students speaking

procedure text help improvement of students’ ability on speaking procedure

text in every test. Based on calculation result after getting all of the treatment

using realia, the students average score increased although not significantly,

61

the students average score from pre cycle was 4,3, the first cycle was 4,9, the

second cycle was 5,9 and the average score of students score in the third cycle

was 6,6. It showed us that the use of realia could improve students’ ability on

speaking procedure text.

B. Suggestions

This study is useful for English teachers to teach speaking or even

practicing speaking inside and outside the classroom. However, there are many

media to be used in teaching learning process, but, realia is only an alternative

media of teaching speaking. Having finished conducting this research, the

researcher considers some suggestions in order to improve motivation in speaking

skill, especially for the teacher and the students. The researchers’ suggestions are

as follow:

1. For the teachers

Teacher plays many important roles in teaching leaning process. Teacher

should have the ability to carry out a supportive and interesting environment in

the classroom in order to help students understanding and practicing materials

easier. Teacher is suggested to be creative in teaching speaking, because by

giving interesting technique/media like realia, students will have an interest to

learn speaking more.

2. For the students

Students should be braver in speaking. Because in speaking, a person should at

least can carry out a conversation fluently. Students should be more confidence

in speaking foreign language being learned, they need to avoid feeling scared or

shy of doing grammatical errors, wrong dictions and bad pronunciation while

they are trying to speak in English, because they should at least have an interest

to speak first, for then they should try and learn hard to solve their problems.

This can be done by searching or creating their own model of learning

speaking, such as, watching English movie, reading English magazine or

dialogue book. They may also use other media like game and listening to

62

English songs for learning pronunciation, or by practicing speaking with

friends, family, teacher, etc for then they may share their problems.

63

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A. S. Hornby, Oxford Advanced Learner s of Current English, New York: OxfordUniversity Press, 2000.

Ash-shiddieqy, Tengku Muhammad Hasby, Tafsir Al-Qur anul Majid An-Nuur,Semarang: PT. Pustaka Rizki Putra, 1987.

Arikunto, Suharsimi, Prosedur Penelitian, Jakarta: Rineka Cipta, 2006.AR, Syamsudin, dan Vismaia S. Damaianti, Metode Penelitian Pendidikan

Bahasa, Bandung : PT. Remaja Rosdakarya, 2006.

Arsyad, Azhar, Media Pembelajaran, Jakarta: PT. Raja Grapindo Persada, 2003.Boletta, William, Fast Fluency, California: Logos International, 1992.

Broughton, Geoffrey et, al., Teaching English as Foreign Language, London:Routledge & Kegan Paul Ltd, 1978.

Brown, H. Douglass, Teaching Principles by Principles: An Interactive Approach toLanguage Pedagogy , England: Longman Publishing, 2001.

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D.P Harris, Testing English as a Second Language , New York: Mc Graw HillCompany, 1996.

Ervina, “Improving the Student’s Ability in Writing Procedure Text Using Picture”Semarang: IKIP PGRI Semarang, 2009.

Harmer, Jeremy, The Practice of English Language Teaching, UK, 2002.____________, How to Teach English, England : Longman, 1998.

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Holmes, Janet, An Introduction to sociolinguistics, U.K: Longman, 1992.Khan, Muhammad Muhsin and Muhammad Tagi-ud-Din Al-Hilali, Interpretation of

the Meanings of The Noble Qur an in the English Language, Riyadh SaudiArabia: Dar-us-Salam Publications, 1999.

Kilickaya, Ferit. Authentic Materials and Cultural Content in EFL Classrooms,(Turkey: Middle East Technical University), accessed fromhttp://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html

64

Lightbown, Pasty M. and Nina Spada, How Language are Learned, New York:Oxford University, 1999.

Sumardiyani, Listyaning dan Zulfa Sakhiyya, Speaking for Instructional Purpose,Semarang:IKIP PGRI PRESS, 2007.

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Marta Elena Munos B.Norma Constanza Basto S., Language Learning Resources inELT Methodology (Universidad de Caldas, 2008) fromhttp://www.slideshare.net/DIEGOFMACIAS/using-realia-in-languge-teahing,on Monday, August 2, 2010

Nunan, David, Research Method in Language Learning, Cambridge: UniversityPress, 1992.

____________, Language Teaching Methodology a Textbook for Teachers, NY:Phoenix Ltd, 1995.

Pelatihan Classroom Action Research bagi Mahasiswa IAIN Walisongo Tahun 2008,Semarang : Fakultas Tarbiyah, 2008.

Prof.Dr.H.Asnawir and Drs. M Basyirudin Usman,Mpd., Media Pembelajaran,Jakarta : Ciputat Pers, 2002.

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Ulya, Muhimmatul, “Using Song Lyrics to Improve Students’ Understanding onPresent Perfect Tense an Action Research at the 8th Grade of MTs. MatholibulHuda Jepara in Academic Year of 2009/2010”, Semarang: IAIN Walisongo,2009.

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66

CURRICULUM VITAE

Personal details:Name : Erny RokhmawatiPlace and date of birth : Jepara, Febuary 25, 1988.

Address : Ds.Jambu Rt 39/8, Kec. Mlonggo, Kab. Jepara

Phone : 085290770242Education:

1. TK Tarbiyatul Athfal Mlonggo

2. MI Mathalibul Huda Mlonggo graduated in 2000

3. MTs Darul Ulum Purwogondo graduated in 2003

4. MA NU BANAT Kudus graduated in 2006

5. IAIN Walisongo Semarang 9th semester

67

Appendix 1Students’ Name List

No. Nama Students’ Code1 Alfi Khasanah A-12 Alif Nurdiana A-23 Ana Kholifah A-34 Ana Rohmaniyah A-45 Ani Widiana A-56 Arika Falatif A-67 Avivatul qudsiyah A-78 Awanda elin A-89 Cindi rafika dewi A-910 Devi Anawati A-1011 Diah Nopiani A-1112 Dwi Aristiyanti A-1213 Erlina Desi Nur Hidayani A-1314 Eva Lutfiana A-1415 Fatihah Ivrayani A-1516 Fitriani Fatikasari A-1617 Iin Nadhiroh A-1718 Iir Hidayatuz Zahro A-1819 Khoridatul Bahiya A-1920 Lita Tria Dewi A-2021 Lutfi Sidayatul Mubtadi’in A-2122 Menik Khoiriyah A-2223 Mirta Widyati A-2324 Nahar Rejeki Romadhon A-2425 Naila Munadhifah A-2526 Niswatus Sa’adah A-2627 Novita Nur’aini A-2728 Nur Hanifah A-2829 Nur Nikmatus Sholikhah A-2930 Nur Riyantika A-3031 Nur Tika Rahmadhani A-3132 Praptiana Larasati A-3233 Puput Handayani A-3334 Reka Listiani A-3435 Reviana Kasum A-3536 Safitri Nur Khasanah A-3637 Sechah Nurrizkiyah A-3738 Sinta Nurfiana A-3839 Siti Masruroh A-3940 Siti Masyitoh A-4041 Trining Tias A-41

68

42 Tutik Nischa A-4243 Widya Mufarokhah A-4344 Yuli Diah Ningrum A-44

69

Appendix 2Lesson Plans

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SIKLUS 1Satuan Pendidikan : MTs. Mathalibul HudaMata Pelajaran : Bahasa InggrisKelas/Semester : IX E /IAlokasi Waktu : 2X40 MenitAspek/Skill : SpeakingStandar Kompetensi : Mengungkapkan makna teks monolog berbentuk

procedure secara akurat dan lancar dalam kontekskehidupan sehari-hari.

Kompetensi Dasar : Peserta didik mampu mengungkapkan makna dalamteks monolog berbentuk procedure yangmenggunakan ragam bahasa lisan secara akurat lancardan berterima dalam konteks kehidupan sehari-hari.

Indikator : Peserta didik mampu menjelaskan langkah-langkah,untuk melakukan procedure tertentu.

Tujuan Pembelajaran : Peserta didik dapat menjelaskan materi atau bahan-bahan serta langkah-langkah yang diperlukan untukmencapai tujuan procedure tertentu.

I. Materi Pembelajaran :

How to Light a Candle.Media : Candle, match, candle holder.Steps : First, light the match. Second, burn the bottom of the candle. Third, put the candle in the candle holder. Fourth, light the macth. Fifth, lit the candle. Seventh, candle is ligthing now.

II. Metode : DemontrasionAudio Lingual Method

III. Kegiatan pembelajaran:1. BKOF (Building Knowledge of The Field) (10 menit)

• Guru menyapa siswa-siswa.• Guru mengkomunikasikan tujuan pembelajaran hari ini.

2. MOT (Modelling of Text) (20 menit)• Guru menanyakan bahan-bahan yang digunakan untuk

menyalakan lilin kepada siswa.

70

• Guru menyebutkan nama-nama bahan.• Siswa menyebutkan bahan-bahan untuk menyalakan lilin.• Guru mempraktekkan langkah-langkah bagaimana

menyalakan lilin kepada siswa.• Siswa menyebutkan langkah- langkah, guru memperagakan

langkah-langkah bagaimana menyalakan lilin.3. JCOT (Join Construction of Text) (20 menit)

• Siswa membuat kelompok, tiap kelompok terdiri dari 4siswa.

• Siswa mempraktekkan bagaimana menyalakan lilin dengankelompok mereka.

4. ICOT (Independence Construction of Text) (40 menit)• Siswa mngerjakan tugas tentang langkah-langkah

menyalakan lilin.• Siswa dan guru mediskusikan jawaban siswa.• Siswa menjelaskan langkah-langkah menyalakan lilin

scecara individu.

IV. Bahan Pembelajaran : Lilin, Korek Api, Tempat lilin.V. Instrumen Tes :

1. Answer These Questions.1. How many steps to ligth a candle?2. What the media are needed to light a candle?3. What the first step to light a candle?4. What should we do after burning the bottom of candle?5. What the fourth step to ligth a candle?

2. EXPLAIN THE PROCEDURE OF LIGTHING A CANDLE

VI. Penilaian :§ Bentuk penilaian : Lisan.§ Tekhnik : Siswa diberi tugas untuk

menjelaskan langkah-langkah procedure.§ Aspek yang dinilai

Ø Kelancaran : 30Ø Pengucapan : 30Ø Struktur Bahasa : 30

Nilai untuk siswa = 90: 9 = 10

71

Jepara, Agustus 2010Mengetahui,Guru Mitra Peneliti

(Turkani, S.Pd.) (Erny Rokhmawati)NIP. NIM. 03411041 Kepala Sekolah Mts. Mathalibul Huda

(Zainuddin, S.Pd I.) NIP.

72

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SIKLUS 2Satuan Pendidikan : MTs. Mathalibul HudaMata Pelajaran : Bahasa InggrisKelas/Semester : IXE /IAlokasi Waktu : 2X40 MenitAspek/Skill : SpeakingStandar Kompetensi : Mengungkapkan makna teks monolog berbentuk

procedure secara akurat dan lancar dalam kontekskehidupan sehari-hari.

Kompetensi Dasar : Peserta didik mampu mengungkapkan makna dalamteks monolog berbentuk procedure yangmenggunakan ragam bahasa lisan secara akurat lancardan berterima dalam konteks kehidupan sehari-hari.

Indikator : Peserta didik mampu menjelaskan langkah-langkah,untuk melakukan procedure tertentu.

Tujuan Pembelajaran : Peserta didik dapat menjelaskan materi atau bahan-bahan serta langkah-langkah yang diperlukan untukmencapai tujuan procedure tertentu.

I. Materi Pembelajaran :Materials: Soap, Water faucet, Towel.Steps:How to wash your hands1. Turn on the faucet water.2. Pick up the soap.3. Wash your hands with soap.4. Put the soap down.5. Rinse your hands.6. Turn off the faucet water7. Take the towel.8. Dry your hands.

II. Metode : Demontrasion Audio Lingual Method

III. Kegiatan pembelajaran:

1. BKOF (Building Knowledge of The Field) (10 menit)• Guru menyapa siswa-siswa.• Guru mengkomunikasikan tujuan pembelajaran hari ini.

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2. MOT (Modelling of Text) (20 menit)• Guru menunjukkan bahan-bahan untuk mencuci tangan.• Siswa menyebutkan nama-nama bahan.• Guru memperagakan cara mencuci tangan.• Siswa mengulang-ulang langkah-langkah bagaimana

mencuci tangan.• Siswa menyebutkan langkah- langkah, salah satu siswa

memperagakan langkah-langkah di depan kelas.3. JCOT (Join Construction of Text) (20 menit)

• Siswa membuat kelompok, tiap kelompok terdiri dari 2siswa.

• Siswa mempraktekkan bagaimana membersihkan tangandengan kelompok mereka.

4. ICOT (Independence Construction of Text) (40 menit)• Siswa mngerjakan tugas tentang langkah-langkah mencuci

tangan.• Siswa dan guru mediskusikan jawaban siswa.• Siswa menjelaskan langkah-langkah mencuci tangan secara

individu.

IV. Bahan Pembelajaran : Soap, Water faucet, TowelV. Instrumen Tes :

Fill the blank to complete the directions1. Turn on the faucet water.2. ………..3. Wash your hands with soap.4. ………….5. Rinse your hands.6. Turn off the faucet water7. ………….8. Dry your hands.

Explain the procedure of washing your hands.VI. Penilaian :

§ Bentuk penilaian : Lisan.§ Tekhnik : Siswa diberi tugas untuk

menjelaskan langkah-langkah procedure.§ Aspek yang dinilai

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Ø Kelancaran : 30Ø Pengucapan : 30Ø Struktur Bahasa : 30

Nilai untuk siswa = 90: 9 = 10

Jepara, Agustus 2010

Mengetahui,Guru Mitra Peneliti

(Turkani, S.Pd.) (Erny Rokhmawati)NIP. NIM. 03411041 Kepala Sekolah Mts. Mathalibul Huda

(Zainuddin, S.Pd I.) NIP.

75

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)SIKLUS 3

Satuan Pendidikan : MTs. Mathalibul HudaMata Pelajaran : Bahasa InggrisKelas/Semester : IXE /IAlokasi Waktu : 2X40 MenitAspek/Skill : SpeakingStandar Kompetensi : Mengungkapkan makna teks monolog berbentuk

procedure secara akurat dan lancar dalam kontekskehidupan sehari-hari.

Kompetensi Dasar : Peserta didik mampu mengungkapkan makna dalamteks monolog berbentuk procedure yangmenggunakan ragam bahasa lisan secara akurat lancardan berterima dalam konteks kehidupan sehari-hari.

Indikator : Peserta didik mampu menjelaskan langkah-langkah,untuk melakukan pcedure tertentu.

Tujuan Pembelajaran : Peserta didik dapat menjelaskan materi atau bahan-bahan serta langkah-langkah yang diperlukan untukmencapai tujuan procedure tertentu.

I. Materi Pembelajaran :Materials: a pencil, sharpener.Steps:How to sharpen a pencil

1. Hold the sharpener in the left hand.2. Hold a pencil in the right hand.3. Enter the bottom of pencil into the hole of sharpener.4. Twist it until the pencil is sharp.5. Take out the pencil from the hole of sharpener.6. The pencil is ready to use.

II. Metode : DemontrasionAudio Lingual Method

III. Kegiatan pembelajaran:1. BKOF (Building Knowledge of The Field) (10 menit)

• Guru menyapa siswa-siswa.• Guru mengkomunikasikan tujuan pembelajaran hari ini.

2. MOT (Modelling of Text) (20 menit)

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• Guru menanyakan bahan-bahan yang digunakan untukmenajamkan pensil.

• Guru menyebutkan nama-nama bahan.• Siswa menyebutkan bahan-bahan untuk menajamkan pensil.• Salah satu siswa mempraktekkan langkah-langkah

bagaimana menajamkan pensil.• Siswa menyebutkan langkah- langkah, guru memperagakan

langkah-langkah bagaimana menyalakan lilin.3. JCOT (Join Construction of Text) (20 menit)

• Siswa membuat kelompok, tiap kelompok terdiri dari 2siswa.

• Siswa mempraktekkan bagaimana menyalakan lilin dengankelompok mereka.

4. ICOT (Independence Construction of Text) (40 menit)• Siswa mngerjakan tugas tentang langkah-langkah

menajamkan pensil.• Siswa dan guru mediskusikan jawaban siswa.• Siswa menjelaskan langkah-langkah menajamkan pensil

secara individu.

IV. Bahan Pembelajaran : Pensil, Rautan pensil.

V. Instrumen Tes :

1. Fill in the blanks with the words from the box to complete thedirections.

How to sharpen a pencilHold the sharpener in the left hand…. a pencil in the right hand. …. thebottom of pencil into the hole of sharpener. …. it until the pencil is sharp.….. out the pencil from the hole of sharpener. The pencil is ready to use.

Twist Hold Enter Put Open

2. Explain the procedure how to sharpen a pencilVI. Penilaian :

§ Bentuk penilaian : Lisan.§ Tekhnik : Siswa diberi tugas untuk

menjelaskan langkah-langkah procedure.

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§ Aspek yang dinilaiØ Kelancaran : 30Ø Pengucapan : 30Ø Struktur Bahasa : 30

Nilai untuk siswa = 90: 9 = 10

Jepara, Agustus 2010

Mengetahui,Guru Mitra Peneliti

(Turkani, S.Pd.) (Erny Rokhmawati)NIP. NIM. 03411041 Kepala Sekolah Mts. Mathalibul Huda

(Zainuddin, S.Pd I.) NIP.

78

Appendix 3Scoring Guide for Speaking Test

The scoring guide as follow:65

Elements of Speaking Score DescriptionFluency 30

24

18

12

6

Speech is fluent and effortless.Speed of speech seems slightly affected bylanguage problems.Speed and fluency seem strongly affected bylanguage problems.Usually hesitant often force inti silence bylanguage limitation.Speech is also halting and fragmentary as tomake the conversation imposible.

Pronunciation 3024

18

12

6

Has few of foreign accent.Always inteligible, though one is consious of adefinite accent.Pronuntiation problem necessitate concentretedlistening and occasionally lead tomisunderstanding.Very hard to understand because ofpronuntiation problems, must frequently beasked to be repeted.Pronuntiation problems are severe.

Grammar 30

24

18

12

6

If students make few noticable error ofgrammar or word order.If the students occasionally make grammaticalerrors which do not obscure meaning.If students make frequent errors of grammarand word order which occasionally obscuremeaning.If frequent grammar erors occur which makerephrasing and reconstructing of utterance.If errors in grammar is severe.

65Harris D.P, Testing English as a Second Language, (New York: Mc Graw Hill Company,1969),p.84 .

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Appendix 4Observation Guide

This is the example from the instrument of observation:

DescriptionNo Name of students1 2 3 4 5 6 7

Note:a. Students give attention to teachers’ explanation.

b. Students show their activeness and enthusiasm in the classroom.

c. Students can join the activities in classroom using realia.

d. Students can use realia to understand the material.

e. Students can mention the component of realia

f. Students can explain every step in procedure text using realia.

g. Students can do their speaking test individually using realia.

The criteria of scoring are:a. Score 1 if the student’s participation is a little.

b. Score 2 if the student’s participation is enough.

c. Score 3 if the student’s participation is a good.

d. Score 4 if the student’s participation is a very good.

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Appendix 5The observation result of students’ participation

Cycle 1

DescriptionNo. Students’ Name1 2 3 4 5 6 7 Total

1. Alfi Khasanah 4 4 4 4 4 2 2 242. Alif Nurdiana 4 4 4 4 4 2 2 243. Ana Kholifah 4 4 4 4 4 2 2 244. Ana Rohmaniyah 4 4 4 4 4 2 2 245. Ani Widiana 4 4 4 4 4 2 2 246. Arika Falatif 4 4 4 4 4 2 2 247. Avivatul Qudsiyah 4 4 4 4 4 3 2 258. Awanda Elin 4 4 4 4 4 3 2 259. Cindi Rafika Dewi 4 4 4 4 4 3 2 25

10. Devi Anawati 4 4 4 4 4 3 3 2611. Diah Nopiani 4 4 4 4 4 3 2 2512. Dwi Aristiyanti 4 4 4 4 4 3 3 2613. Erlina Desi Nur H 4 4 4 4 4 3 3 2614. Eva Lutfiana 4 4 4 4 4 3 3 2615. Fatihah Ivrayani 4 3 4 4 4 3 3 2516. Fitriani Fatikasari 4 4 4 4 4 3 3 2617. Iin Nadhiroh 4 3 3 4 4 3 3 2118. Iir Hidayatuz Zahro 4 4 4 4 4 3 3 2619. Khoridatul Bahiya 4 4 4 3 4 3 3 2320. Lita Tria Dewi 4 4 4 2 4 3 3 2321. Lutfi Sidayatul M 4 4 4 3 4 3 3 2522. Menik Khoiriyah 4 4 4 3 4 3 2 2323. Mitra Widyati 4 4 4 3 4 3 2 2424. Nahar Rejeki R 4 4 4 3 4 3 2 2325. Naila Munadhifah 3 4 3 4 4 2 2 2226. Niswatus Sa’adah 4 4 3 3 4 2 3 2327. Novita Nur’aini 4 2 3 3 4 2 2 2028. Nur Hanifah 4 4 4 4 4 2 2 2429. Nur Nikmatus S 4 3 2 2 4 2 2 1930. Nur Riyantika 4 3 3 3 3 3 3 2231. Nur Tika Ramadani 4 3 3 3 3 3 3 2232. Praptiana Larasati 4 4 4 4 4 3 3 2633. Puput Handayani 4 4 4 4 4 3 3 2634. Reka Listiani 4 3 2 2 4 3 3 2035. Reviana Kasum 4 3 4 4 4 3 3 2536. Safitri Nur Khasanah 4 4 4 4 4 3 3 2637. Sechah Nurrizkiyah 4 4 4 4 4 3 3 2638. Sinta Nurfiana 4 4 4 4 4 3 3 26

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39. Siti Masruroh 4 4 4 4 4 3 3 2840. Siti Masyitoh 4 4 4 4 4 4 4 2841. Trining Tias 4 4 4 4 4 4 4 2842. Tutik Nischa 4 4 4 4 4 4 4 2643. Widya Mufarokhah 4 4 3 4 4 3 3 2644. Yuli Diah Ningrum 4 4 3 4 4 3 3 26

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The observation result of students’ participationCycle 2

DescriptionNo. Students’ Name1 2 3 4 5 6 7 Total

1. Alfi Khasanah 4 4 3 4 4 2 2 232. Alif Nurdiana 4 4 3 4 4 2 2 233. Ana Kholifah 4 3 3 3 4 2 3 224. Ana Rohmaniyah 4 4 4 4 4 3 3 265. Ani Widiana 4 3 3 3 4 2 2 206. Arika Falatif 4 4 4 4 4 3 3 267. Avivatul Qudsiyah 4 4 4 4 3 3 2 248. Awanda Elin 4 4 4 4 4 3 3 269. Cindi Rafika Dewi 4 4 4 4 4 3 2 25

10. Devi Anawati 4 4 4 4 4 3 3 2611. Diah Nopiani 4 4 4 4 4 3 3 2512. Dwi Aristiyanti 4 4 4 4 4 2 3 2513. Erlina Desi Nur H 4 4 4 4 4 2 3 2514. Eva Lutfiana 4 4 4 4 4 3 3 2615. Fatihah Ivrayani 3 3 3 3 3 3 2 2016. Fitriani Fatikasari 4 4 4 4 4 3 3 2617. Iin Nadhiroh 3 4 4 3 3 2 3 2018. Iir Hidayatuz Zahro 4 4 4 4 4 3 3 2619. Khoridatul Bahiya 3 3 4 4 2 2 3 2120. Lita Tria Dewi 3 4 4 3 3 3 3 2321. Lutfi Sidayatul M 4 4 4 3 4 2 3 2322. Menik Khoiriyah 3 3 4 4 3 3 3 2323. Mitra Widyati 4 3 3 4 4 2 3 2324. Nahar Rejeki R 4 4 4 4 4 2 3 2525. Naila Munadhifah 3 3 2 4 4 2 3 2126. Niswatus Sa’adah 4 4 3 4 4 2 3 2427. Novita Nur’aini 3 2 3 4 4 3 3 2228. Nur Hanifah 4 4 4 4 4 2 2 2429. Nur Nikmatus S 4 2 3 4 4 3 3 2330. Nur Riyantika 4 4 3 4 4 2 3 2431. Nur Tika Ramadani 4 2 3 4 4 3 3 2332. Praptiana Larasati 4 3 4 4 4 3 3 2533. Puput Handayani 4 3 4 4 4 3 3 2534. Reka Listiani 4 2 4 3 4 2 3 2235. Reviana Kasum 4 2 2 3 4 2 3 2036. Safitri Nur Khasanah 4 3 2 2 4 3 3 2137. Sechah Nurrizkiyah 4 4 3 3 4 2 3 2338. Sinta Nurfiana 4 4 3 4 4 2 3 2439. Siti Masruroh 4 4 2 4 4 3 3 24

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40. Siti Masyitoh 4 4 3 4 4 3 4 2641. Trining Tias 4 4 3 4 4 2 4 2542. Tutik Nischa 4 4 3 3 4 4 4 2643. Widya Mufarokhah 4 4 2 3 4 3 4 2444. Yuli Diah Ningrum 4 4 2 4 4 3 4 25

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The observation result of students’ participationCycle 3

DescriptionNo. Students’ Name1 2 3 4 5 6 7 Total

1. Alfi Khasanah 4 4 4 4 4 4 4 282. Alif Nurdiana 4 4 4 4 4 4 4 283. Ana Kholifah 4 4 4 3 4 3 3 254. Ana Rohmaniyah 4 4 4 3 4 3 3 255. Ani Widiana 4 2 4 3 4 2 3 226. Arika Falatif 4 4 4 4 4 4 4 287. Avivatul Qudsiyah 4 4 4 3 4 4 4 288. Awanda Elin 4 3 4 4 4 3 3 259. Cindi Rafika Dewi 4 4 4 4 4 3 3 26

10. Devi Anawati 4 4 4 4 4 3 3 2611. Diah Nopiani 4 3 4 4 4 3 3 2512. Dwi Aristiyanti 4 4 4 4 4 4 3 2713. Erlina Desi Nur H 4 4 4 4 4 4 3 2714. Eva Lutfiana 4 4 4 4 4 4 3 2715. Fatihah Ivrayani 4 3 4 4 4 3 3 2516. Fitriani Fatikasari 4 4 4 4 4 4 3 2717. Iin Nadhiroh 4 3 4 4 4 3 3 2518. Iir Hidayatuz Zahro 4 4 4 4 4 3 3 2619. Khoridatul Bahiya 4 3 4 4 4 4 3 2620. Lita Tria Dewi 4 3 4 4 4 3 3 2521. Lutfi Sidayatul M 4 4 4 4 4 3 3 2622. Menik Khoiriyah 4 3 4 4 4 3 3 2523. Mitra Widyati 4 4 4 4 4 4 4 2824. Nahar Rejeki R 4 4 4 4 4 4 3 2725. Naila Munadhifah 4 4 4 4 3 4 3 2726. Niswatus Sa’adah 4 4 4 4 3 4 3 2727. Novita Nur’aini 4 4 4 4 4 4 4 2828. Nur Hanifah 4 4 4 4 4 4 4 2829. Nur Nikmatus S 4 4 4 4 4 4 4 2830. Nur Riyantika 4 4 4 4 3 3 3 2631. Nur Tika Ramadani 4 4 4 4 3 4 3 2732. Praptiana Larasati 4 4 4 4 3 2 3 2533. Puput Handayani 4 4 4 4 4 3 4 2734. Reka Listiani 4 4 4 4 4 3 4 2735. Reviana Kasum 4 4 4 4 4 4 4 2836. Safitri Nur Khasanah 4 4 4 4 4 4 4 2837. Sechah Nurrizkiyah 4 4 4 4 4 4 4 2838. Sinta Nurfiana 4 4 4 4 4 4 4 2839. Siti Masruroh 4 4 4 4 4 4 4 28

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40. Siti Masyitoh 4 4 4 4 4 4 4 2841. Trining Tias 4 4 4 4 4 4 4 2842. Tutik Nischa 4 4 4 4 4 4 4 2643. Widya Mufarokhah 4 4 4 3 3 3 4 2644. Yuli Diah Ningrum 4 4 4 4 4 4 3 26

86

Appendix 6

Picture during the Research

Students work assignments from the teacher.

Students work in groups to practice procedure how to light a candle.

87

The researcher demonstrated the procedure how to sharpen a pencil.

Students work in pairs to practice the procedure of sharpening pencil.