THE USE OF BANNER PRESENTATION TECHNIQUE TO IMPROVE …

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THE USE OF BANNER PRESENTATION TECHNIQUE TO IMPROVETHE STUDENTS SPEAKING PERFORMANCE

(A Classroom Action Research at the Eighth

Grade Students of SMP Negeri 4 Makassar)

A THESIS

Submitted as the Fulfillment to Accomplish Sarjana Degree

At faculty of Teacher Training and Education

Makassar Muhammadiyah University

NURUL ASQIA

10535 4382 09

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2014

31

ABSTRACT

NURUL ASQIA.2014. The use of banner presentation technique to improvethe students’ speaking performance at the eighth grade students of SMPN 4Makassar (A Classroom Action Research), under the thesis of EnglishEducation Department the faculty of Teacher Training and Education, MakassarMuhammadiyah University. Guided by Kaimuddin and Maharida.

This research was aimed to explain the improvement of the students’speaking accuracy and the students’ speaking fluency through the use bannerpresentation technique in teaching speaking.

The research was implemented in SMP Negeri 4 Makassar at the eighthgrade students through a classroom action research. The researcher took 20students as the subject of the research. The researcher taught speaking Englishusing banner presentation technique. To find the results, the researcher got theinformation from the students’ presentation form of pre-test, test of cycle I andtest of cycle II.

The result of the research using banner presentation showed that, theresearcher used the CAR (Classroom Action Research) principle to collect thedata. The research conducted through two cycles with each cycle consisted of fourmeetings. The instruments used in this researcher were observation sheet, test,recorder and field note for gathering the data during teaching and learningprocess. By implementing banner presentation in teaching speaking, the studentshad chance to be active and cooperative in learning speaking so that the students’speaking accuracy and the students’ speaking fluency achievement were improvedsignificantly. It could be seen from the result of the students’ activities during theaction, and the students’ speaking achievement in speaking.

The mean score of the students’ speaking pre test was 5.22 (Five Pointtwenty two). It was categorized as poor classification (low ability). While themean score of the students’ speaking test in cycle I was 6.45 (Six point fourtyfive). It is higher than the mean score of the students’ pre test. But the result wasnot significant from the result which was expected according to the backgroundnamely 7.5 (seven point five), so the research was continued to the cycle II andthe mean score of the students’ speaking achievement of cycle II was 7.75 (sevenpoint sevenfive). It indicated that there were a significant score from the resultexpected in the background namely 7.5 (seven point five). The result above wasacquired from the students’ speaking ability in terms of speaking accuracy andspeaking fluency.

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ACKNOWLEDGEMENTS

By reciting Bismillahi Rahmani Rahim, the researcher started the process of

this activity including the primarily observation, literature review, writing process,

getting research, and consultation. Therefore, the very gratefulness is adhered to

almighty God (Allah SWT) and his messenger Muhammad SAW, who has given

researcher the best everything to complete the whole process of this work.

Special thanks are given to Muhammadiyah University of Makassar because

of giving an opportunity to the researcher in getting undergraduate education.

Therefore, the researcher also includes the thanks to the all people and instances

that provide the best four years moment in this blue campus.

1. Rector of Muhammadiyah University of Makassar, Dr. H. Irwan Akib,

S.Pd.,M.Pd

2. Dean of Faculty of Teacher Training and Education (FKIP) Dr. A. Sukri

Syamsuri, S.Pd., M.Hum.

3. Head of English Department, Erwin Akib, S.Pd.,M.Pd and his vice Amar

Ma’ruf, S.Pd.,M.Hum.

4. Supervisors who help very much from the beginning to the end of this work

(Dr. H. Kaimuddin, Dip.Eng., M.Hum and Maharida S.Pd.,M.Pd.).

5. Thanks to her examiners how have given her guidance, correction and

support for this thesis.

6. Thanks to her beloved parents Drs. Tajuddin and Rasnah Hamjah who love

her very much and always give her love sincerely and purely without time.

33

7. Thanks very much for my beloved sisters Nasratul Khumaerah, Nurhaidar,

Rezki Amalia, Wiwi Alfiah and Nurfadillah to support and smile every time.

8. Thanks very much for all members of Class L 09 for all moment when we

study together.

9. And all the people can not researcher write down the name, thank you so

much ever share smile, laugh and support with researcher.

Finally, by reciting Alhamdulillahi Robbil Alamin, the researcher has been

success to finish her work or research according to the target of time and also

target of the research, nothing left or forgotten to do.

Makassar, june 2014

Researcher

Nurul Asqia

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CONTENTS

SAMPUL………….……..………………………………………………..……… i

APPROVAL SHEET.......................................................................................... ... ii

SURAT PERJANJIAN……..…………………………………………………… iii

SURAT PERNYATAAN……..…………………………………...……….…… iv

ABSTRACT……..………………………………………..…………...………..... v

AKCNOWLEDGEMENTS……....………………………………………...…… vi

CONTENTS......................................................................................................... viii

LIST OF TABLES…..…………………………………………….…….……… x

LIST OF GRAPHICS…..………………………………………………..…..… xi

LIST OF APPENDICES….……………………………….…………………… xii

CHAPTER I: INTRODUCTION

A. Background................................................................................. 1

B Problem Statement...................................................................... 3

C.Objective of the Study................................................................ 3

D. Significance of the Study........................................................... 3

E. Scope of the Study ..................................................................... 4

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings..........................................5

B. Some Pertinent Ideas..................................................................7

1. The Concept of Banner Presentation....................................7

a. The Difinition of Banner................................................7

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b. The Difinition of Presentation........................................8

c. Reason for Using Banner Presentation.........................10

d. Using Banner Presentation in Teaching.......................11

2. The Concept of Speaking Performance..............................12

a. Definition of Speaking.................................................12

b. Kinds of Speaking Elements........................................13

c. Definition of Speaking Performance............................16

d. The Characteristics of Successful Speaker...................17

e. Problem With Speaking Activities..............................18

C. Conceptual Framework............................................................19

CHAPTER III: RESEARCH METHOD

A. Research Design…................................................................. 21

B. Research Location and Subject.....……...…………..………. 21

C. ResearchVariables and Indicators.......................................... 22

D. Research Procedures..................................................................22

E. Research Instruments...………………………..………...…….24

F. Source of Data........................................................................... 25

G. Data Collection…………......................................................... 25

H. Data Analysis……….......……………………..………….….. 28

CHAPTER IV: FINDINGS AND DISCUSSIONS

A. The Findings…………….……………………………………30

B. Discussions...………………………………………………....39

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CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions…………………………………………………. 53

B. Suggestions…………………………………………………. 54

BIBLIOGRAPHY............................................................................................... 56

APPENDICES..................................................................................................... 59

CURRICULUM VITAE....................................................................................137

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LIST OF TABLES

Table 1 : The Improvement of the Students’ Speaking Accuracy…….…........ 30

Table 2 : The Improvement of the Students’ Speaking Fluency…………....... 33

Table 3 : The Improvement of the Students’ Speaking Ability…………......... 35

Table 4 : The Observation Result of the Students’ Activeness in Teaching and

Learning Process…………………………...………………............. 37

Table 5 : The Improvement of the Students’ Pronunciation in Speaking…..... 40

Table 6 : The Improvement of the Students’ Vocabularyin Speaking….......... 42

Table 7 : The Improvement of the Students’ Grammar in Speaking................ 44

Table 8 : The Improvement of the Students’ Smoothnessin Speaking…......... 47

Table 9 : The improvement of the Students’ Self-Confidence in Speaking..... 50

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LIST OF GRAPHICS

Figure 1: The Improvement of the Students’ Speaking Accuracy…….….. 32

Figure 2: The Improvement of the Students’ Speaking Fluency………….. 34

Figure 3: The Improvement of the Students’ Speaking Ability…………... 36

Figure 4: The Observation Result of the Students’ Activeness in Teaching

and Learning Process…………………………………………..... 39

Figure 5: The Improvement of the Students’ Pronunciation in Speaking.... 41

Figure 6: The Improvement of the Students’ Vocabulary in Speaking........ 43

Figure 7: The Improvement of the Students’ Grammarin Speaking…….… 46

Figure 8: The Improvement of the Students’ Smoothness in Speaking..…. 48

Figure 9: The improvement of the Students’ Self Confidencein Speaking.. 51

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LIST OF APPENDICES

Appendix A: Lesson Plan.............................................................................. 60

Appendix B: The Result of the Students’ Diagnostic-Test.......................... 100

Appendix C: The Result of Students’ Test in Cycle I.................................. 102

Appendix D: The Result of Students’ Test in Cycle II................................. 104

Appendix E: The Result of the Students’ Activeness................................... 108

Appendix F: The Students’ Test................................................................... 109

Appendix G: Expression From the Students’................................................ 114

Appendix H: The Students’ Observation Sheet............................................ 116

Appendix I: The Teacher Observation Sheet .............................................. 124

Appendix J: The Students’ Picture............................................................... 132

Appendix K: The Research Time.................................................................. 136

Appendix L: Curriculum Vitae..................................................................... 137

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CHAPTER I

INTRODUCTION

A. Background

Language is a tool of communication. Through language, people can

express their idea. In Indonesia, English as one of compulsory subjects in junior

and senior high school up to the university. English as an International language

occupies the first position in the world communication today. There are four skill

in teaching english, namely listening, speaking, reading and writing skill. From

the four language skills, the researcher focuses her attention in speaking because

speaking as productive skill is the single most important function of learning a

second or foreign language.

In teaching speaking, which is emphasized in all exercises and activities of

the students, the English teacher should apply this approach and ensure them but

through speaking, the students are easy to build a communication with the other

people so it can help us to find more information.

Media is one can helps the teachers to achieve the better teaching process.

To fulfill the teacher weakness, it can also make teaching speaking process more

interesting. Using blackboards, over head projector (OHP), pictures are kinds of

media. Using media aims help the teachers in improving the students’ skill

especially their ability in speaking. Chastain, (1976 : 334) states that learning to

speak is obviously more difficult than to understand the spoken language

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Therefore we should provide an appropriate media makes them enjoy practicing

their speaking.

Encouraging the students learn English is not an easy skill. The teacher must

be patient to build up the students motivation. They are not enough only asking

them to study hard. The teacher should be a good model in showing their positive

attitude toward English, besides must present the material in teaching process by

using some appropriate methods which are suitable with students interest.

There are various components can make the students difficulty to speak

English. Vocabulary is one aspect to influences the students to speak more. If the

students do not have vocabulary, they will get difficulties to catch what another

mean. Grammar also has a role making the students speak well. If the students use

incorrect grammar, they will sometimes appear misunderstanding in

communication.

Pronounciation is one aspect can help speaking process running well. A

good pronounciation can appear from another and automatically make the

students more confidence to speak. Such as what have been explained by Harmer,

(1991: 15) that to be a good speaker, there a three aspects that support the

students’ ability in speaking English, those are : pronunciation, vocabulary, and

grammar.

To make the students have more chances and feel more enjoyable to

practice their speaking skill. The teachers should have a proper method that can

lead the students to fulfill the requirement of speaking. The teachers should have a

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proper method that can lead the students to fulfill the requirement of speaking.

Therefore, the researcher chooses the banner presentation method to improve the

students’ speaking performance.

This research did pre-observation that was conducted at the Eighth grade

students of SMP Negeri 4 Makassar, because based on the researcher observation

and the teacher’s information found that the students of Eighth grade have poor

ability and low interest to speak English in the class. They are difficult to

communicate their mind in oral communication (speaking). Based on the result

interview of the English teacher at the eighth year students of SMP Negeri 4

Makassar in VIII - I stated that the mean score of the students’ achievement in

speaking English was very low. It was about 5.6 mean score and the target score

was 7.5.

Based on the explanation above, the researcher commits to research a study

with title “The Use of Banner Presentation Technique to Improve the Students’

Speaking Performance”

B. Problem Statement

The problem statement of this study is “Does Banner Presentation teaching

technique improve the student’s speaking performance” ?

C. Objective of the Study

The objective of the study is to find out whether or not the use of Banner

Presentation teaching technique improve the student’s speaking performance.

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D. Significance of the study

The result of this research is expected to improve the quality of English

language teaching as the foreign language, to be useful information and good

manner for the teachers to handle English teaching learning process generally,

and to be effective process for the Eighth grade Students of SMP Negeri 4

Makassar in improving their speaking ability. The last, the result of this

research is expected to be useful reference and useful information for the next

researcher particularly in improving speaking English through banner

presentation technique.

D. Scope of the study

The research is limited to the use of banner presentation in describing of

people life to improve the students’ speaking performance in accuracy that covers

(pronunciation, vocabulary and grammar), and fluency that covers (smoothness

and self confidence) at the Eighth grade students of SMP Negeri 4 Makassar.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the researcher would like to discuss about previous related

research findings, some pertinent ideas and the conceptual framework.

A. Previous Related Research Findings

Many of the researchers have done research that is used various methods and

approach to find out the students speaking ability. And they have reported to

expose the identification of the students attitudes and interest in learning English

to make the teaching and learning process more effective, especially in speaking.

Some of the researchers are cited briefly below:

1. Nasyah, (2009) in her thesis, entitled “Improving The Students Speaking

Ability Through English Outbound Activities at the Second Year of

SMPN 1 Pallangga Kab. Gowa” she found that English outbound

activities are a good method in studying English outside and can

improve their speaking ability especially in fluency and

comprehensibility. She founded 76 % of the students were interested in

this method and 74 % of the students were effective in speaking.

2. Fitriani, (2009) in her thesis, entitled “Using Poster Presentation to

Improve the Students’ Speaking Ability” she found that using poster

presentation as media in teaching the students speaking English can

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effectively improve their speaking ability in term of accuracy, fluency

and comprehensibility at the second years students of SMA 1 Sinjai

Barat.

3. Jumahida, (2008) in her thesis, entitled “Improving The Students

speaking Performance Through Team Game Tournament Method Type

at the Second Students of SMAN 3 Takalar” she found that the students

are really interested in learning English throught team game tournament

method type. Even if it is improving the students speaking performance.

She found that 77.5 % of the students were interested in learning

English and 75 % of the students improved their English through team

game tournament method type.

4. Hidayahni, (2004) in her thesis, entitled “Developing The Speaking

Performance through Cooperative Learning” she found that the use of

Students Team Achievement Division (STAD) as one of the methods in

cooperative learning could significantly develop the students speaking

performance in terms of speaking accuracy dealing with intelligible

pronunciation, correct grammar and appropriate word choice.

Moreover, she also found that the third semester students of English

Department FBS UNM 2003/2004 academic year had positive attitudes

toward the use of STAD method, as shown in the result of questionnaire

in which students shared equal percentage of positive category (50 %

strongly positive, 50 % positive).

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5. Fhitria, (2006) in her thesis, entitled “Improving The Speaking Ability

of the Eleventh TKJ.A Year Students of SMK Negeri 8 Makassar by

Drawing and Describing Pictures” she found that the use of drawing

and describing pictures can improve the students’ ability to speak

English and this is a strategy in teaching speaking that will lead the

students to speak English.

These research findings above show that many ways can help the students to

improve their speaking ability, particularly through the use of some visual and

audio visual input. Based on quotation above it can be concluded that most the

students are interested in speaking English when the learning process is

supported at the right media their speaking classes. In this research, the researcher

chooses the banner presentation is to improve the students’ speaking performance

it will be conducted at the Eighth grade students of SMP Negeri 4 Makassar.

B. Some Pertinent Ideas

1. The Concept of Banner Presentation

a. The Definition of Banner

Oxford learner’s Pocket dictionary (1991:28) banner is a long stip of

cloth with a message in it, carried by marchers.

Webster’s College Dictionary (1991:30) banner are :

1) The flag a country, army, troop etc.

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2) An ensign or the like bearing some device, motto or slogan, as one carried

in religious processions or political demonstrations.

3) A flag formerly used as the standard of a sovereign, lord or knight.

4) A sign painted on cloth and hung over a street, entrance, etc.

5) Anything regarded or displayed as a symbol of principles.

English Collins Dictionary (2003:28) banner are :

a) A large strip of cloth with a design, picture, or writing on it

b) Words printed in large letters at the top of a newspaper’s front page under the

name of the newspaper

c) An advertisement that is across the top of a page on the world wide web

According to Margaret Rouse in Dzulkifli, (2011 : 11) banner is either a

graphic image that announces the name or identity of a site (and often is spread

across the width of the Web page) or is an advertising image.

Definitions of banner according to Farlex in Dzulkifli, (2011 : 12) area

piece of cloth attached to a staff and used as a standard by a monarch, military

commander or the flag of a nation, state, or army and also a piece of cloth bearing

a motto or legend, as a club the last a headline spanning the width of a newspaper

page.

Refer to both definition of banner, the researcher concludes that banner is

one of media we can use to teach in the class. Because the students more

interested to learn by a media.

b. Definition of Presentation

Essberger (2007:1) defines that there are two definitions of presentation :

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1) Presentation is a short talk by one person to a group of people introducing and

describing a particular subject (for example: a new product, company figure or

a proposed advertising campaign).

2) Presentation is something that is presented specific.

According to Brown in Fitriani, (2009: 5) presentation is when someone

talks in front of the people or audience to promote something or talking about

something important with formally style.

The action of presenting something to the mind or mental preparation, a

description, a gift, and a statement, it is all the modification of consciousness

required to know or to be aware of an object in a single moment of thought,

perceptual cognition (Brown in Fitriani, 2009 : 3).

Making the students speak is the problem of the teachers. The teacher

should always look for new ways to encourage their students to practice their oral

English spontaneously.

Hayton in Dzulkifli (2011 : 14) also points out that, “ Presentation is a

great way to have the students practices all language systems areas (vocabulary,

speaking, reading, writing, and listening)”. Furthermore, doing presentation will

lead the student into professional speaking.

As some advantages above, the people can say that presentation is one of

the best ways for the students to speak more. With presentation, the students as

presenter can express their idea and their opinion about what they are present in.

Also the audience or the other students who listening the presenter, they will be

49

openly and direcly asking question to the presenter about their topic. So the

students will improve their idea with speaking. With presentation, the students will

have motivation to tell their opinion and argument because with this method, they

will show their ability in mastering the topics to other students.

In banner presentations, the students are encouraged to present with just

keywords not by reading text. Doing presentation by reading will not help the

students to improve the students’ speaking performance are they will not be keen

to speak in front of people when no text is in their hand. Lightfoot in Fitriani,

(2009:10) states that “ most of people, at some points in their life, need to stand up

and speak something in front of group of people”. Confidence is one of keys the

success of presentation.

Refer to both definition of banner and presentation above, the researcher

concludes that banner presentation is a short talk by one person to a group of

people or audience introducing or describing illustrations contain in banners.

c. Reason for Using Banner Presentation

Teaching Banner presentation will improve not only speaking skill, but

also listening and discussion skill. This method can improve the students’

listening ability through presentation, the teacher should encourage other students

listen presentation carefully, even when the topic is interesting for them. Then

there will be question answer session or discussion among them. So, using banner

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presentation not only improves the students’ speaking but also listening and

discussion skill.

In Banner presentation, the students will work in group, in group they

work together to search all related to the banner of course to get the best banners

of others. So the students is really engaged and challenged as they will be highly

motivated with various reason of each the students as Kagan, (2007: 2) notes that

“The students in a corporative group are more motivated to speak and feel greater

support for a variety of reason: (1) They are more frequently asked question; (2)

They need also communicate to accomplish the cooperative learning projects; (3)

Peers are far more supportive than in the traditional classroom because they are all

on the some slide; (4) Cooperative learning structures demand speech; (5) The

students are taught to praise and encourage each other; (6) The students are made

interdependent so they need to know what the other know”.

Based on some explanation above, it is means that banner presentation is

really useful for the students to improve their speaking.

d. Using Banner Presentation in Teaching

In presenting banner means no reading text. We just need to speak the

important part of our banner. There more points that you should include into your

presentation. Dealing to have a well banner presentation, here are some points

should be in as follows :

1) Introduction,

2) Aims,

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3) Messages of banner,

4) Conclusion and suggestion.

Vilis in Fitriani, (2009:11) in etiquette aspect proposes ways of

presenting banner as follow: “(1) Cut the next down to the absolute minimum, (2)

make the key result stand out, (3) Tailor your overview to your listener, (4) Don’t

hack your listener, (5) Don’t ignore your listener, (6) Make copies of your banner

available”.

2. The Concept of Speaking Performance

a. The Definition of Speaking

Speaking means an oral communication in giving ideas or information to

the other. It is the most essential way in which the speaker can express him

through the language.

Widdowson, (1985: 58) states that, “an act if communication through

speaking is commonly performed in faces interaction and occurs as a part of verbal

exchange”. He futher states that the act of speaking involves not only the

production of sound but also the use of gestures, the movement of the muscle of

face and indeed of the whole body.

Byrne in Fhitria, (2006: 8) also states that oral communication is two ways

process between the speaker and the listener involves the productive skill as

speaking and receptive skill as listening. Therefore, both the speaker and the

listener are active during the oral communication take place.

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According to Hornby (1973 : 45) speaking is making the use of words in

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

expressing one-self in words, and making speech. Therefore the researcher infers

that speaking uses the word and produces of sound to express ourselves either idea,

feeling, thought and needs orally in an ordinary voice. Furthermore, success in

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

In relation of the statement of the statement above, the writer concludes that

speaking is a form to say or talk something with expressing of ideas, opinions,

views and description to other for getting response or way of conveying message in

order to make understanding of wishes to other and to contribute to the other. To

do speaking activities, it is must involve the speaker and the listener or only

speaker involved

b. Kinds of Speaking Elements

Penny in Fhitria, (2006: 5) states that speaking seems intuitively the most

important, people who a language are referred to ask speaker of that language, as

if speaking included all other kinds of knowing and many if not most foreign

language learners are primarily interested in learning to speak. Therefore, the

writer represents kinds of element of speaking as follows :

1) Vocabulary

The first element which present itself to the student of any language

is the lexis the world, whether isolated on the context, The word confront

the students continuously, as they progress from the simplest concept to

53

the most abstract, in learning a given language, therefore a center of

interest for both the student and teacher. It is the first language element

that should be taken into consideration by every English teacher in

method writer of language study. There is no doubt in the statement that

learning, language always mean firstly learning the words of the

language.

According the Gower in Fitriani, (2009: 6) states that vocabulary has

some meaning, namely: vocabulary is supplied the reader of a book in a

foreign language with the English equivalents of the words used in it,

assumes that all are obscure, and has also the meaning of the whole stock

up words used by a nation, by any set of person, or by an individual.

Hanna in Fitriani, (2009: 7) states that words selection and gradation be

made according to linguistic principles in order provide for the students

and unlimited correctly spelled writing vocabulary.

The students’ vocabulary need to learn the text of language. They

need to learn words mean and how learner says. In the days when

grammar was the mayor center of attention in language classes,

vocabulary was also the focus of drill, exercise, and memorization

efforts.

2) Pronunciation

Sometimes the listener does not understand what we are talking

about because lock in pronunciation. According to oxford dictionary

54

(1996: 343) pronunciation is the way in which a language or particular

word or sound is spoken.

3) Grammar

Another element in spoken language is grammar. The student should

learn it by acquiring a set of habits and act merely by recording by

sample of usage. It has been stated sentence pattern the student should be

trained to acquire the habit of producing it automatically. This is best

done through oral pattern practice. For instance, the student imitated the

teacher in producing a certain pattern as “He is a lecture” in such a way

that they can produce it relative easy. Such a practice involves intonation,

stress as well as phonemes. In this case the lecturer must be a good

model.

4) Smoothness

Smoothness is the ability of speaking English through a good

clustering and reduces forms (Brown, 1980:267). A good clustering is to

speak English with phrasal fluently. It means that speak English not word

and reduce form are to use English with contraction, elisions and reduce

vowels.

5) Self Confidence

Speaking is the oral communication with other people speaking need

bareness. There are many the students who have no self confidence so

they cannot communicate with other people. They sometimes feel

embarrassed to speak English. The face we present to the world is rarely

55

our real face. It is considered peculiar behavior or our part if we show in

our face what we rarely feel. Therefore we present must teach other

expect when we are involuntary rating to something the face we present

to the world is rarely our real face. It is considered peculiar behavior on

our part if we show in our face what we rarely feel.

c. The Definition of Speaking Performance

Martin, (1991: 96) explains that performances are: (1) a doing or carrying

out, (2) that which is done deed, feat, (3) public exhibition, especially on the

stage. And Bablock, (Webster’s Third New International Dictionary, 1986 :75)

notes that “Performance is the ability to performance, the capacity to archive a

reacting to various stimuli”.

According to Terry and Thomas in Jumahida (2008: 10) performance is

action of a person or group when given a learning task.

Good in Jumahida, (2008: 10) states that when performance is related to

expressive activity it means; (1) the making or doing or something as a mean of

learning conforming knowledge, (2) the use of language (possibility of other

medium or communication in an endeavor to express concept of feeling).

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The students participate actively in speaking when they are : (1) giving

ideas in English, (2) asking question in English, and (3) responding / answering in

English.

Presently, but first let us try to define what is mean by an effective

speaking activity. According to Loughlin and James in Azwar, (2010: 18) states

that to assess the students performance based on the accumulation of past

experimental, it can be using some of assessment techniques, namely, checklist,

interviews, or questioners.

Based on the definition above we can state that the performance in

speaking English is the capacity or the ability to do something by some action to

talk or speak. The relation between performance and active participation is

speaking English it is better perfectly true to say with reference usage, that

speaking is productive, and makes use of the aural medium. However, if we think

of speaking in term of use, the situation is rather different.

d. The Characteristics of Successful Speakers

Penny in Fhitria, (2006: 9) states that some characteristic of successful

speaker when their knowledge is used in speaking activities, they are as follow:

1) The learners talks a lot. As much as possible of the period of the time

allowed to the activity is in fact accepted by the learners talk. This may

57

seem obvious about other most time is taken up with the teacher talk or

pauses.

2) Participation is even. Classroom discussion is not dominated by a

monitory of talk active participants, all get a changes to speak and

contribute are fairly evenly distributed.

3) Motivation is high.The learners are speaking, because they are interests

in the topic and have something new to say about it or because they want

to contribute to achieve a task objective a task objective.

4) Language is of an acceptable level. The learners express themselves in

utterances that are relevant, easily comprehensible to each other and of

an acceptable level of language accuracy.

e. Problem With Speaking Activities

In futher discussion, Penny in Fhitria, (2006: 9) states that has been also

found some of problems with speaking activities in the classroom. They are as

follows:

1) Inhabitation.

Unlike reading, reading and listening activities, speaking require

some degree or real time exposure to an audience. The learner are often

inhibited about, trying to say things in a foreign language in the

classroom, worried about making mistakes, fearful of criticism or loosing

face, or simply shy of attention that their speech attracts.

58

2) Nothing to say.

Even if they are not inhibited you often hear the learners complain

that they cannot think of anything to say. They have a motivated to

express themselves beyond to quality feeling that they should be

speaking.

3) Low or uneven participation.

Only one participant can talk at a time if he or she to be heard and in

a large group this means that each one will have only very little taking

time. This problem is compounded by the tendency of some the learners

to dominate, while others speak very little or not it all.

4) Mother-tongue use.

Classes, where all or number of the learners share the some mother-

tongue, they may tend to use it, because it is easier, because it feel

unnatural to speak to another in a foreign language, and because they feel

less “expose” if they are speaking their mother-tongue.

Philips in Azwar, (2010: 17) speaking that method by which work

is done on a day to day. Basic speaking is particularly useful when you

want to get something started and you need to give instruction or orders.

Speaking is used for sharing a personal experience to others.

59

C. Conceptual Framework

The schematic conceptual framework is presented as follows:

In this conceptual framework, the students faced many problems in learning

English. One of the crucial problems was their speaking ability that covered

accuracy dan fluency in speaking English.

BANNER PRESENTATION

FLUENCYACCURACY

SPEAKING

A Classroom Action Research (CAR)

The improvement of the student’s speakingperformance

CYCLE 1

Planning

Action

Observation

Reflection

CYCLE 2

Planning

Action

Observation

Reflection

60

Based on the problems above, the researcher applied banner presentation

technique to overcome the problems. Banner presentation is one of good

techniques in teaching speaking because it gives each student an opportunity to

speak in the target language for an extended period of time and the students

naturally produce more speech. In this activity the students must make what they

are saying comprehensible to others.

This learning process was done through classroom action research that had four

phases. They are planning, action, observation and reflection. In the last phase of

the cycle I, the technique was unsuccessful; the research was continued to the

cycle II that had the same phases of cycle I. Finally, banner presentation technique

improved the students’ speaking performance

61

CHAPTER III

RESEARCH METHOD

This chapter presents the research design, research location and subject,

research variable and indicators, research procedures, research instrument, source

of data, data collection and the technique of data analysis.

A. Research Design

The design of the research uses Classroom Action Research (CAR). It

was conducted through two cycles to observe the students’ speaking performance

through banner presentation. Each cycle consist of four stages those are: Planning,

Action, Observation, and Reflection.

B. Research Location and Subject

1. Location

This Classroom Action Research was held in SMP Negeri 4 Makassar in

2013/2014 academic year. The researcher commits to used this location to do

research because the researcher sees necessity to improve the way in teaching

particularly to increase the students’ speaking skill.

62

2. Subject

The subjects in this classroom action research are the students of class

Eighth grade students of SMP Negeri 4 Makassar. The class consists of 20

students with 14 female and 6 male.

C. Research Variables and Indicators

1. Research Variables

Research variable in this thesis are independent and dependent variable. They are

explained as follows :

a. Independent variable is implementation of banner presentation. It is as

the technique used by the teacher when teaching the material.

b. Dependent variable is the students progress in speaking skill in

learning English is categorized dependent variable.

2. Research Indicators

The indicators of this research that are going to be measured are accuracy

(pronunciation, vocabulary, grammar) and fluency (smoothness and self

confidence).

D. Research Procedures

63

On the general in a classroom action research are divided in two cycles,

and each cycle consist of four stages those are: Planning, Action, Observation,

and Reflection.

Cycle 1

The first cycle in the classroom action research consist of planning,

action, observation, and reflection as follows :

a. Planning

In this research, the procedures are as follows:

1. The teacher made observation sheet at the process teaching and learning

especially at Eighth grade students of SMP Negeri 4 Makassar to know

the prior data or diagnostic test to know such as problem face and causal

factor in process teaching and learning speaking.

2. The teacher made lesson planning for four meetings about speaking

material, and made format of an observation sheet to see the condition of

the students in the teaching process.

3. The teacher made the teaching materials.

4. The teacher made instrument evaluation was used in classroom action

research.

b. Action

The researcher had conduct two cycles, where each cycle consists of four

meetings. Each meeting the researcher gave the speaking material by using banner

presentation in action. The researcher explained about banner presentation and

64

gave example of banner, and then gave the way to present a banner. After that the

students are asked to had some practices. Here are steps of practice time:

1. The teacher divided the students into some groups, and then explained what

they should do in group.

2. Each group worked together to establish ideas and they have to choose every

member to present every part a banner. They have 15 minutes to build and

practice the ideas in their small group.

3. After having small group, they came with their ideas in front of their friends.

Every group had 10 minutes to present a banner.

4. And the other group could gave question to the group who present the banner

in front of the class. And the presented could answer the question with their

group mate.

5. At the end of the first cycle, the teacher gave the speaking test by using

banner presentation.

c. Observation

In this phase, the teacher observed the students’ activity in learning

process by using checklist observation to know the active students (active or not

active). After applying banner presentation in action since fourth meeting, the

teacher gave evaluation to the students to know the students’ speaking

achievement in cycle I.

d. Reflection

65

The teacher analyzes and evaluates all of the data, which was had been

collected from observation, to assess the teaching program’s achievement after

gave an action at the first cycle. The gotten result can be a basic to formulate as

reconciliation for the second cycle.

Cycle II

In this cycle is the same as the first cycle that has four stages. This cycle

is an advanced improvement of cycle 1.

E. Research Instrument

1. Observation sheet

Observation sheet was used to collected the data about the

students’ participation in teaching learning process in speaking and

implementing banner presentation and as source inspiration to do the next

action.

2. Test

The test was given to the students to measure the students’ ability

in speaking, especially the students’ speaking accuracy dealing with

pronunciation, vocabulary and grammar and the students’ speaking

fluency dealing with smoothness and self confidence.

3. The researcher also used recorder and field note for gathering the data

during teaching and learning process.

F. Source of Data

There was three sources of the data apply in this research. They are :

66

1. The data got from the students’ speaking performance for each cycle.

2. The data got from observation sheet it aims at finding out the students’

participation during the teaching and learning process.

3. The data got from the students’ final composition for each cycle.

G. Data Collection

In Scoring the result of the students’ test was evaluated based on three

aspect, there are Speaking accuracy divided into pronunciation, vocabulary,

grammar and fluency divided into smoothness and self confidence.

1. The Assessment of Speaking Accuracy

a. Table 1. Pronunciation

Classification Score Criteria

Excellent 9.6 – 10 They speak effectively and excellentof pronunciation.

Very good 8.6 - 9.5 They speak effectively and verygood of pronunciation.

Good 7.6 - 8.5 They speak effectively and good ofpronunciation.

Fairly good 6.6 - 7.5 They speak sometimes hasty, butfairly good pronunciation.

Fair 5.6 - 6.5 They speak sometimes hasty, fair ofpronunciation.

Poor 3.6 - 5.5 They speak hasty and more sentencesare not appropriate in pronunciation.

Very poor 0.0 – 3.5 They speak hasty and more sentencesare not appropriate in pronunciationand little or no communication.

(Layman in Rahmawati, 2010: 27)

b. Table 2. Vocabulary ( Diction )

Classification Score CriteriaExcellent 9.6 – 10 They speak effectively and

excellent of using vocabulary.Very good 8.6 – 9.5 They speak effectively and very

67

good of using vocabulary.Good 7.6 – 8.5 They speak effectively and good

of using vocabulary.Fairly good 6.6 – 7.5 They speak sometimes hasty but

fairly good of using vocabulary.Fair 5.6 – 6.5 They speak sometimes hasty,

fair of using vocabulary.Poor 3.6 – 5.5 They speak hasty, and more

sentences are not appropriateusing vocabulary.

Very poor 0.0 – 3.5 They speak very hasty, and moresentences are not appropriateusing vocabulary and little or nocommunication.

( Layman in Rahmawati, 2010: 28 )

c. Table 3 : Grammar


Excellent 9.6 – 10They speak effectively and excellent ofgrammar

Very good 8.6 – 9.5They speak effectively and very good ofgrammar

Good 7.6 – 8.5 They speak effectively and good of grammar

Fairly good 6.6 – 7.5They speak sometimes hasty, but fairly goodof grammar

Fair 5.6 – 6.5 They speak sometimes hasty, fair of grammar

Poor 3.6 – 5.5They speak hasty and more sentences are notappropriate in grammar

Very poor 0.0 – 3.5They speak hasty and more sentences are notappropriate in grammar and little or nocommunication

(Layman in Rahmawati, 2010 : 29)

2. The Assessment of Speaking Fluency

68

a. Smoothness

Classification Score CriteriaExcellent 9.6 – 10 Their speaking is very

understandable and high ofsmoothness.

Very good 8.6 – 9.5 Their speaking is veryunderstandable and very goodof smoothness.

Good 7.6 – 8.5 They speak effectively andgood of smoothness.

Fairly good 6.6 – 7.5 They speak sometimes hastybut fairly good of smoothness.

Fair 5.6 – 6.5 They speak sometimes hasty,fair of smoothness.

Poor 3.6 – 5.5 They speak hasty and moresentences are not appropriate insmoothness.

Very poor 0.0 – 3.5 They speak very hasty andmore sentences are notappropriate in smoothness andlittle or no communication.

( Layman in Rahmawati, 2010: 31)

b. Self Confidence


Excellent 9.6 – 10 Their speaking is veryunderstandable and high ofself-confidence.

Very good 8.6 – 9.5 Their speaking is veryunderstandable and verygood of self-confidence.

Good 7.6 – 8.5 They speak effectively andgood of smoothness.

Fairly good 6.6 – 7.5 They speak sometimes hastybut fairly good of self-confidence.

Fair 5.6 – 6.5 They speak sometimeshasty, fair of self-confidence.

Poor 3.6 – 5.5 They speak hasty and moresentences no self-confidence.

Very poor 0.0 – 3.5 They speak very hasty and

69

more sentences and no self-confidence.

( Layman in Rahmawati 2010:32)

H. Data Analysis

The data are got from cycle I and cycle II that was analyzed through the

following steps:

1. Calculating the means score of the students’ speaking test by used the

following formula:

NX

X

Where:

X = Mean score

X = Total score

N= Number of the student

(Gay, 1981: 331)

2. To measure the speaking progress of the students on both components

observe, the score of the students would be classified into :

SCORE CLASSIFICATION

9.6 – 10 Excellent

8.6 – 9.5 Very good

7.6 – 8.6 Good

70

6.6 – 7.5 Fairly good

5.6 – 6.5 Fair

4.5 – 5.5 Poor

0 – 4.5 Very poor

( Depdikbud, 1997 in Rahmawati, 2010: 32 )

3. To calculate the percentage of the students’ score, the formula which

was used as follows:

=Notation: P : Rate Percentage

F : Frequency of the current answer

N : The total number of the students

(Sudjana in Fhitria, 2006: 33)

71

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consists of findings of the research and discussion. The

findings of the research present the result of the improvement of the students’

speaking ability that covers the students’ speaking accuracy and the students’

speaking fluency, and the discussion of the research covers further explanation of

the findings.

A. The Findings

1. The Improvement of the Students’ Speaking Accuracy

The application of banner presentation technique in improving the

students’ speaking accuracy deals with pronunciation, vocabulary and

grammar. The improvement of the students’ speaking accuracy dealing with

pronunciation, vocabulary and grammar at the eighth grade students’ of SMP

Negeri 4 Makassar can be seen clearly in the following table:

Table 1: The Improvement of the Students’ Speaking Accuracy

Indicators

The Student’ Score Improvement

D-Test Cycle I Cycle II DT CI CI CII DT CII

72

Pronunciation 5.20 6.67 7.81 1.47 1.14 2.61

Vocabulary 5.53 6.21 7.88 0.68 1.67 2.35

Grammar 5.13 6.37 7.45 1.6 0.72 2.32

15.86 19.61 23.14 3.75 3.53 7.28

X 5.28 6.53 7.71 1.25 1.18 2.43

The table above indicates that there is improvement of the students’

speaking accuracy from Diagnostic-Test to cycle I and cycle II (Diagnostic -Test

< cycle I < cycle II) which in Diagnostic-Test of the students’ mean score

achievement in speaking accuracy is 5.28, after evaluation in cycle I, the students’

speaking accuracy becomes 6.53, so the improvement of the students’ speaking

accuracy achievement from Diagnostic-Test to cycle I is 1.25.

There is also significant improvement of the students' speaking accuracy

from cycle I to cycle II where the students’ speaking accuracy in cycle I is 6.53

and in cycle II is 7.71. So the improvement of students’ speaking accuracy

achievement from cycle I to cycle II is 1.18.

In the table above also indicates that the indicators of students’ speaking

accuracy improve significantly in which Diagnostic-Test, the students’

pronunciation achievement is 5.20. After evaluation in cycle I, the students’

achievement in pronunciation becomes 6.67 and in cycle II become 7.81. The

students’ vocabulary achievement also improves from D-Test to cycle I namely

5.53 to 6.21 and in cycle II is 7.88. is 5.53. The students’ grammar achievement

73

also improves from Diagnostic-test to cycle I namely 5.13 to 6.73 and in cycle II

is 7.45.

The table above proves that the use of banner presentation technique in

teaching and learning process is able to improvement of students’ speaking

accuracy after taking action in cycle I and cycle II in which the students’

achievement in cycle II is the highest (Cycle II > Cycle I > Diagnostic- test) and

the improvement of the students’ speaking accuracy from diagnostic – test to

cycle II is 2.43.

To see clearly the improvement of the students’ speaking accuracy, the

following chart is presented:

Figure 1: The Improvement of the Students’ Speaking Accuracy

The chart above shows the improvement of the students’ speaking

accuracy which in cycle II is higher 7.71) than cycle I (6.53) and Diagnostic -

Test (5.28). (Cycle II > Cycle I > Diagnostic - Test). It also shows that the

0

2

4

6

8

10

SPEAKING ACCURACY

73


is 7.45.






cycle II is 2.43.







SPEAKING ACCURACY

5.28 6.537.71

2.43

D- Test

test of cycle I

test of cycle II

Improvement

73


is 7.45.






cycle II is 2.43.







D- Test

test of cycle I

test of cycle II

Improvement

74

result of Diagnostic-Test is the lowest mean score achievement. The students’

achievement in D- test is categorized as poor. After evaluation in cycle I and

cycle II, there is significant improvement of the students’ speaking accuracy

where the result of cycle I is categorized as fair and cycle II categorized as

good (Poor Fairly Good ).The improvement is shown clearly in the

chart above, that is 2.43.

2. The Improvement of the Students’ Speaking Fluency


students’ speaking fluency deals with smoothness and self-confidence. The

improvement of the students’ speaking fluency dealing with smoothness and

self confidence at the eighth grade students’ of SMP Negeri 4 Makassar can

be seen clearly in the following table:

Table 2: The improvement of the students’ speaking fluency

Indicators



Smoothness 5.29 6.24 7.73 0.95 1.49 2.44

Self-Confident 5.05 6.5 7.88 1.45 1.38 2.83

10.34 12.74 15.61 2.4 2.87 5.27

75

X 5.17 6.37 7.80 1.2 1.43 2.63


speaking fluency from D-Test to cycle I and cycle II, which in D-Test the

students’ score achievement in speaking fluency is 5.17. After evaluation in cycle

I the students’ speaking fluency becomes 6.37, so the improvement of the

students’ speaking fluency achievement from D-Test to cycle I is 1.2. There is

also significant improvement of the students speaking fluency from cycle I to

cycle II where the students’ speaking fluency in cycle I is 6.37 and in cycle II is

7.80. So the improvement of the students’ speaking fluency achievement from

cycle I to cycle II is 1.43.

In the table above also indicates that the indicators of the students’

speaking fluency improve significantly which in D-Test, the students’ self-

confident achievement is 5.05. After evaluation in cycle I, the students’

achievement in self-confident becomes 6.5 and cycle II becomes 7.88. The

students’ smoothness achievement also improves from Diagnostic -Test to cycle I

namely 5.29 to 6.24 and in cycle II is 7.73 (Diagnostic – test < cycle I < cycle II).

The table above shows that there is significant improvement of the students’

speaking fluency after taking action in cycle I and cycle II through the application

of banner presentation technique. The improvement of the students’ speaking

fluency from diagnostic – test to cycle II is 2.63.

76

To see clearly the percentage score improvement of the students’ speaking

fluency, following chart is presented:

Figure 2: The Improvement of the Students’ Speaking Fluency

The chart above shows the improvement of the students’ speaking fluency

in cycle II is higher (7.80) than cycle I (6.37) and D-Test (5.17). It also shows that

the result of D-Test is the lowest achievement. (D-Test < Cycle I < Cycle II).

After evaluation in cycle I and cycle II, there is significant improvement of the

students’ speaking fluency that shown clearly in the chart after taking an action in

cycle through banner presentation technique, that is 2.63.

3. The Improvement of the Students’ Speaking Ability


students’ speaking performance deals with speaking accuracy and speaking

fluency. The improvement of the students’ speaking performance that dealing

with accuracy and fluency can be seen clearly in the following table:

0.00

2.00

4.00

6.00

8.00

10.00

76















SPEAKING FLUENCY

5.176.37

7.80

2.63

D- Test

test of cycle I

test of cycle II

Improvement

76















D- Test

test of cycle I

test of cycle II

Improvement

77

Table 3: The improvement of the students’ speaking performance

Indicators



Accuracy 5.28 6.53 7.71 1.25 1.18 2.43

Fluency 5.17 6.37 7.80 1.2 1.43 2.63

10.45 12.9 15.51 2.45 2.61 5.06

X 5.22 6.45 7.75 1.22 1.3 2.53


speaking ability from D-Test to cycle I and cycle II, which in D-Test the students’

mean score achievement in speaking ability is 5.22. It is categorized as poor

achievement. After evaluation in cycle I the students’ speaking performance

becomes 6.45. It categorized as fair. So the improvement of the students’

speaking ability achievement from D-Test to cycle I is 1.22. There is also

significant improvement of the students speaking performance from cycle I to

cycle II where the students’ speaking performance in cycle I is 6.45 and in cycle II

is 7.75. The students’ achievement in cycle II is categorized as good, so the

improvement of the students’ speaking ability achievement from cycle I to cycle

II is 1.3.

(Poor Fair Good)

78


teaching and learning process is able to improvement of the students’ speaking

performance after taking action in cycle I and cycle II where the students’


the improvement of the students’ speaking ability from diagnostic – test to cycle

II is 2.53.

To see clearly the improvement of the students’ speaking ability, following

chart is presented:

Figure 3: The Improvement of the Students’ Speaking Ability


performance in cycle II is higher (7.66) than cycle I (6.45) and D-Test 5.22.

(Cycle II > Cycle I > Diagnostic - Test). It also shows that the result of Diagnostic

-Test is the lowest achievement. The students’ achievement in Diagnostic test is

categorized as poor. After evaluation in cycle I and cycle II, there is significant

0.00

2.00

4.00

6.00

8.00

10.00

78






II is 2.53.


chart is presented:







SPEAKING ABILITY

5.226.45

7.66

2.44

D- Test

test of cycle I

test of cycle II

Improvement

78






II is 2.53.


chart is presented:







D- Test

test of cycle I

test of cycle II

Improvement

79

improvement of the students’ speaking ability where the result of cycle I is

categorized as fair and cycle II categorized as good (Poor Fair Good). The

improvement is shown clearly in the chart above, that is 2.44.

4. The Result of the Students’ Activeness in Teaching and Learning

Process

The result of observation of the students’ activeness in teaching and learning

process toward the application of banner presentation technique in improving the

students’ speaking ability at the eighth year students of SMP Negeri 4 Makassar

in class VIII-I which is conducted in 2 cycles during 8 meetings is taken by the

observer through observation sheet. It can be seen clearly through the following

table:

Table 4 : The observation result of the students’ activeness in learningprocess.

Cycle

MeetingsAverageScore

Improvement

I II III IV

I 60% 63.75% 71.25% 72.5% 66.87%

8.75%

II 75% 70% 77.5% 80% 75.62%

The result above is formulated based on the technique of the data analysis

and the students’ scores that are collected through observation sheet. From the

table above shows that in cycle I the students’ activeness in each meeting

improves significantly. It can be seen clearly in table that the students’ activeness

in the fourth meeting is higher than the first, the second and the third meeting,

80

where the first meeting in cycle I the students’ activeness is 60% and it improves

to 63.75% in the second meeting, and then the students’ activeness in the third

meeting is 71.25% improves to 72.5% in the forth meeting, So the average of the

students’ activeness in cycle I is 66.87%.

In cycle II the improvement of the students’ activeness is up and down.

Where in the first meeting in cycle II the students’ activeness is 75% decrease to

70.00% in the second meeting and it is lower than the first meeting. It is caused by

the banner topic which is not interesting for the students. In the third meeting in

cycle II the students’ activeness improves normally to 77.5%, and then in the forth

meeting the students’ activeness improves to 80%. This is caused by the teaching

material is really interesting for the students and the teacher gives them game

when opens the class. So the average of the students’ activeness in cycle II is

75.62%. Later, the result is presented in the chart below that shows the average of

the student’ activeness in the first cycle and the second cycle.

0.0010.0020.0030.0040.0050.0060.0070.0080.0090.00

100.00

80















STUDENTS' ACTIVENESS

66.8775.62

8.75

80















CYCLE I

CYCLE II

IMPROVEMENT

81

Figure 4: The Improvement of the Students’ Activeness

The chart above shows that there is improvement of the students’

activeness in teaching and learning process where in cycle I is (66.87%) lower

than cycle II, but after conducting cycle II the students’ activeness in learning

process becomes 75.62%. (Cycle I < Cycle II). The improvement of the students’

activeness is 8.75%.

B. Discussion

In this part, the discussion dealing with the interpretation of findings

derived from the result of findings about the observation result of the students’

speaking ability in terms of accuracy dealing with vocabulary and grammar,

fluency dealing with self-confident and smoothness.

1. The improvement of the students’ speaking accuracy dealing with

pronunciation, vocabulary and grammar.

a. Pronunciation


students’ speaking accuracy in terms of pronunciation can be seen the difference

by considering the result of the students’ Diagnostic Test and the students’

achievement after taking action in cycle I and II through the application of

banner presentation technique in teaching and learning process.

82

Table 5 : The improvement of the students pronunciation in speaking

No Classification Range

Non BPT The Application of BPT

D-Test Cycle I Cycle II

Freq % Freq % Freq %

1 Excellent 9.6 – 10 0 0 0 0 0 0

2 Very good 8.6 – 9.5 0 0 0 0 0 0

3 Good 7.6 – 8.5 0 0 0 0 15 75 %

4 Fairly good 6.6 – 7.5 0 0 6 30 % 5 25%

5 Fair 5.6 – 6.5 7 35 % 9 45% 0 0

6 Poor 3.6 – 5.5 13 65 % 5 25% 0 0

7 Very poor 0 – 3.5 0 0 0 0 0 0

Total 20 100 20 100 20 100

The table above shows that the percentage of the students’ pronunciation

in speaking Diagnostic Test indicates that 7 students (35%) get fair, 13 students

(65%) get poor, and none of the students for the other classification.

After taking an action in cycle I by using banner presentation technique,

the percentage of the students’ pronunciation is 6 students (30%) get fairy good, 9

students (45%) get fair, 5 students (25%) get poor and none of the students for the

other classification

In cycle II, the percentage of the students’ pronunciation in speaking is 15

students (75%) get good, 5 students (25%) get fairly good and none of the

83

students for the other classification. The result above also proves that the use of

banner presentation technique is able to improve the students’ speaking

pronunciation where result of Cycle II is higher than cycle I and Diagnostic test

(Cycle II ≥ Cycle I and Cycle I ≥ Diagnostic test)

To know the percentage of the students’ achievement in pronunciation

clearly, following chart is presented:

Figure 5: The Improvement of the Students’ Speaking Pronunciation

The chart above shows that the result of the students’ speaking

accuracy in terms of pronunciation. After applying banner presentation

technique in cycle I and cycle II, the result of the students’ pronunciation

achievement improves significantly where Cycle II is higher than D-Test and

cycle I. The students’ pronunciation achievement in cycle II is 75% categorized

as good and 25% categorized as fairy good, while in cycle I is lower than cycle

II where the students’ pronunciation achievement in cycle I is 30% categorized

75.00%

30.00%25.00%

35.00%

45.00%

65.00%

25.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

PRE TEST TEST OF CYCLE I TEST OF CYCLE II

GOOD

FAIRY

FAIR

POOR

84

as fairy good, 45% categorized as fair and 25% as poor. The D-Test is the

lowest where the students’ pronunciation achievement is (45%) categorized

fair, (55%) poor, and none of the students for the other classification.

b. Vocabulary


students’ speaking accuracy in terms of vocabulary can be seen the difference

by considering the result of the students’ Diagnostic Test and the students’

achievement after taking action in cycle I and II through the application of

banner presentation technique in teaching and learning process.

Table 6 : The Percentage of the Students’ Vocabulary in Speaking.





1 Excellent 9.6 – 10 0 0 0 0 0 0

2 Very good 8.6 – 9.5 0 0 0 0 0 0

3 Good 7.6 – 8.5 0 0 0 0 16 80 %

4 Fairly good 6.6 – 7.5 0 0 10 50 % 4 20%

5 Fair 5.6 – 6.5 9 45 % 6 30% 0 0

85

6 Poor 3.6 – 5.5 11 55 % 4 20% 0 0

7 Very poor 0 – 3.5 0 0 0 0 0 0

Total 20 100 20 100 20 100

The table above shows that the percentage of the students’ vocabulary in

speaking Diagnostic Test indicates that 9 students (45%) get fair, 11 students

(55%) get poor, and none of the students for the other classification.

After taking an action in cycle I by using banner presentation technique,

the percentage of the students’ vocabulary is 10 students (50%) get fairy good, 6

students (30%) get fair, 4 students (20%) get poor and none of the students for the

other classification

In cycle II, the percentage of the students’ vocabulary in speaking is 16

students (80%) get good, 4 students (20%) get fairly good and none of the

students for the other classification. The result above also proves that the use of

banner presentation technique is able to improve the students’ speaking

vocabulary where result of Cycle II is higher than cycle I and Diagnostic test

(Cycle II ≥ Cycle I and Cycle I ≥ Diagnostic test)

To know the percentage of the students’ achievement in vocabulary


86

Figure 6: The Improvement of the Students’ Speaking Vocabulary

The chart above shows that the result of the students’ speaking accuracy in

terms of vocabulary. After applying banner presentation technique in cycle I and

cycle II, the result of the students’ vocabulary achievement improves significantly

where Cycle II is higher than D-Test and cycle I. The students’ vocabulary

achievement in cycle II is 80% categorized as good and 20% categorized as fairy

good, while in cycle I is lower than cycle II where the students’ vocabulary

achievement in cycle I is 50% categorized as fairy good, 30% categorized as fair

and 20% as poor. The D-Test is the lowest where the students’ vocabulary

achievement is (45%) categorized fair, (55%) poor, and none of the students for

the other classification.

c. Grammar


students’ speaking accuracy in terms of grammar can be seen the difference by

considering the result of the students’ Diagnostic- Test and the students’

80.00%

50.00%20.00%

45.00% 30.00%55.00%

20.00%0.00%

10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

PRE TEST TEST OF CYCLE I TEST OF CYCLE II

GOODFAIRYFAIRPOOR

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achievement after taking action in cycles through the application of Banner

presentation technique in teaching and learning process.

Table 7 : The Percentage of the Students’ Grammar in Speaking.



D - Test Cycle I Cycle II


1 Excellent 9.6 – 10 0 0 0 0 0 0

2 Very good 8.6 – 9.5 0 0 0 0 0 0

3 Good 7.6 – 8.5 0 0 0 0 5 25 %

4 Fairy good 6.6 – 7.5 2 10 % 13 65 % 14 70 %

5 Fair 5.6 – 6.5 4 20 % 7 35 % 1 5 %

6 Poor 3.6 – 5.5 14 70 % 0 0 0 0

7 Very poor 0 – 3.5 0 0 0 0 0 0

Total 20 100 20 100 20 100

The table above shows the percentage of the students’ grammar

achievement in Diagnostic Test indicates that 2 students (10%) get fairy good, 4

students (20%) get fair, and 14 students (70 %) get poor and none of the students

for the other classification. After taking action in cycle I by using banner

presentation technique, the percentage of the students’ grammar achievement

improves where 13 students (65%) get fairy good, 7 students (35%) get fair and

88

none of the students for the other classification. In cycle II, the percentage of

the students’ achievement in grammar is higher than cycle I where 5 students

(25%) get good, 14 students (70%) get fairy good, 1 student (5%) get fair and

none of the students for the other classification.

To see the percentage of the improvement of the students’ grammar in

speaking accuracy clearly, the following chart is presented:

Figure 7 : The Improvement of the Students’ Speaking Grammar

The chart above shows that the result of the students’ speaking accuracy in

terms of grammar. After applying banner presentation technique in cycle I and

cycle II, the result of students’ grammar achievement improves significantly.

The result of the students’ grammar in cycle II is higher than Diagnostic-

Test and cycle I (Cycle II > Cycle I > Diagnostic test) where the students’

grammar achievement in cycle II is 25% categorized as good, 70% categorized as

fairy good and 5% as fair, while in cycle I is lower than cycle II where the

25.00%

10.00%

65.00%70.00%

20.00%

35.00%

5.00%

70.00%

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

DIAGNOSTIC TEST TEST OF CYCLE I TEST OF CYCLE II

GOOD

FAIRY

FAIR

POOR

89

students’ grammar achievement in cycle I is 65% categorized as fairy good, 35%

categorized as fair and none of the students for the other classification. The result

of diagnostic test is the lowest than the other where the students’ grammar

achievement is (10%) categorized as fairy good, 20% as fair, 70% as poor, and

none of the students for the other classification.The result above proves that the

use of banner presentation is able to improve the students’ grammar in speaking.

2. The improvement of the students’ speaking fluency dealing with

smoothness and self- confidence.

a. Smoothness


students’ speaking fluency in terms of smoothness can be seen the difference

clearly by considering the result of the students’ diagnostic test and result of

the students’ test in cycle I and II (After using Banner Presentation Technique).

Table 8: The percentage of the students’ smoothness in speaking

.




Freq % Freq % freq %

1 Excellent 9.6 – 10 0 0 0 0 0 0

90

2 Very good 8.6 – 9.5 0 0 0 0 0 0

3 Good 7.6 – 8.5 0 0 0 0 14 70%

4 Fairy good 6.6 – 7.5 0 0 5 25% 6 30%

5 Fair 5.6 – 6.5 5 25% 12 60% 0 0

6 Poor 3.6 – 5.5 15 75% 3 15% 0 0

7 Very poor 0 – 3.5 0 0 0 0 0 0

Total 20 100 20 100 20 100

The table above shows that the percentage of the students’ smoothness in

Diagnostic -Test indicates that 5 students (25%) get fair, 15 students (75 %) get

poor and none of the students for the other classification

After taking action in cycle I by using banner presentation technique, the

percentage of the students speaking test in smoothness is 5 students (25%) get

fairy good, 12 students (60%) get fair, 3 students (15%) get poor and none of the

students for the other classification.

In cycle II, the percentage of the students’ speaking test in smoothness is

14 students (70%) get good, 6 students (30%) get fairy good and none of the

students for the other classification.

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To know the percentage of the students’ achievement in smoothness clearly,


Figure 8: The Improvement of the Students’ Speaking Smoothness

The chart above shows that the result of the students’ speaking fluency

in terms of smoothness. After applying Banner presentation Technique in cycle II,

the result of the students’ smoothness is higher than Diagnostic -Test and cycle I

(Cycle II > Cycle I > Diagnostic test which the students’ smoothness achievement

in cycle II is 70% categorized as good and 30% categorized as fairy good, while

in cycle I is lower than cycle II where the students’ smoothness achievement in

cycle I is 25% categorized as fairy good, 60% categorized as fair, 15%

categorized as poor and none of the students for other classification. But the result

of Diagnostic-Test is the lowest where the students’ smoothness achievement is

70.00%

25.00%30.00%

25.00%

60.00%

75.00%

15.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

D - TEST TEST OF CYCLE I TEST OF CYCLE II

GOOD

FAIRY

FAIR

POOR

92

25% categorized as fair, 75% categorized as poor, and none of the students for the

other classification.

b. Self-confidence


students’ speaking fluency in terms of self- confidence can be seen the difference

clearly by considering the result of the students’ observation data and the

students’ knowledge after taking action in cycle I and cycle II through the

application of banner presentation technique in teaching and learning process.

Table 9 : The Percentage of the Students’ Self-confidence in Speaking.





1 Excellent 9.6 – 10 0 0 0 0 0 0

93

2 Very good 8.6 – 9.5 0 0 0 0 0 0

3 Good 7.6 – 8.5 0 0 0 0 13 65%

4 Fairy good 6.6 – 7.5 0 0 9 45% 5 25%

5 Fair 5.6 – 6.5 6 30% 9 45% 2 10%

6 Poor 3.6 – 5.5 14 70% 2 10% 0 0

7 Very poor 0 – 3.5 0 0 0 0 0 0

Total 20 100 20 100 20 100

The table above shows that the percentage of the students’ self-confidence

in Diagnostic Test of speaking indicates that, 6 students (30%) get pair, 14

students (70%) get poor and none of the students for the other classification.

After taking action in cycle I by using banner presentation technique the

percentage of the students’ speaking test in self-confidence is 9 students (45%) get

fairy good, 9 students (45%) get fair, and 2 students (10%) get poor and none of

the students for the other classification.

In cycle II, the percentage of the students’ speaking test in self-confident is

13 students (65%) get good, 5 students (25%) get fairy good, and 2 students

(10%) get fair and none of the students for the other classification.

To know the percentage of the students’ achievement in self-confident


94

Figure 9: The Improvement of the Students’ Speaking Self-confidence

The chart above shows that the result of the students’ speaking fluency in

terms of self-confidence. After applying banner presentation technique in cycle II,

the result of the students’ self-confident is higher than diagnostic test and cycle I

where the students’ self-confident achievement in cycle II is 65% categorized as

good, 25% categorized as fairy good and 10% fair, while in cycle I is lower than

cycle II where the students’ self-confidence achievement in cycle I is 45%

categorized as fairy good, 45% as fair and 10% as poor. But the result of

Diagnostic-Test is the lowest where the students’ self-confidence achievement is

categorized 30% as fair, 70% as poor, and none of the students for the other

classification.

3. The improvement of the students’ speaking ability dealing with the

students’ speaking accuracy and students’ speaking fluency.

65.00%

45.00%

25.00%30.00%

45.00%

10.00%

70.00%

10.00%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

DIAGNOSTIC TEST TEST OF CYCLE I TEST OF CYCLE II

GOOD

FAIRY

FAIR

POOR

95

The result of the data analysis through the speaking test shows that the

students’ speaking ability in terms of accuracy and fluency improves significantly.

It is indicated by the mean score of result of the students’ D-Test is 5.22 it is

classified as poor achievement. It is also lower than the mean score of the

students’ speaking test in cycle I that is 6.45 that is classified as fair and cycle II is

7.75. It is classified as good. Those scores are got from the result test of the

students’ speaking accuracy and speaking fluency.

a. The students’ speaking accuracy at the eighth grade students’ of SMP Negeri

4 Makassar, class VIII – I in 2013/2014 academic year through banner


The indicator of pronunciation of the students’ speaking accuracy in the first

cycle has improved from Diagnostic test. The improvement can be seen after

testing and observing the students where the improvement of the students’

pronunciation is 1.47 and the students’ grammar mean score is 6.67. It is

classified as fairy good. In cycle II, the students’ pronunciation also improves

from Cycle I to cycle II where the improvement is 1.14 and the students’ mean

score is 7.81 that is classified as good classification. Although the improvement in

cycle II is lower than cycle I, the research is not continued to the third cycle

because the target score has been achieved in cycle II.

The indicator of grammar of the students’ speaking accuracy in the first

96


testing and observing the students where the improvement of the students’

grammar is 1.6 and the students’ grammar mean score is 6.37. It is classified as

fair. In cycle II, the students’ grammar also improves from Cycle I to cycle II

where the improvement is 0.72 and the students’ mean score is 7.45 that is

classified as good classification. The improvement is lower than the improvement

from Diagnostic test to cycle I because the teaching material is not fit for

improving the students’ grammar. Although the improvement in cycle II is lower

than cycle I, the research is not continued to the third cycle because the target

score has been achieved in cycle II.

In the first cycle, the students’ vocabulary in speaking is not bad than the

other indicator, like grammar. The result of the students’ vocabulary can be seen

after testing and observing (speaking test of first cycle), where as the number of

the students in fairy good score is 50 percent and the mean score achievement is

6.21. It is indicated that there is an improvement from diagnostic test to cycle I

about 0.68 because the students’ mean score in diagnostic test is only 5.53. After

testing and observing in the second cycle, the student’ vocabulary really has a

good improvement where the improvement is about 1.67. The significant

improvement is got in cycle II because the teaching speaking material is really

suitable for the improvement of the students’ vocabulary. Because of the target

score has been achieved, the research is not continued to the third cycle.

97

b. The students’ speaking fluency at the eighth year students’ of SMP Negeri 4

Makassar, class VIII – I in 2013/2014 academic year through banner


The indicator of self confident of the students’ speaking fluency in the first


testing and observing the students where the improvement of the students’ self

confident is 1.45 and the students’ self confident mean score is 6.5. It is classified

as fairy. In cycle II, the students’ self confident also improves from Cycle I to

cycle II where the improvement is 1.38 and the students’ mean score is 7.88 that

is classified as very good classification. Although the improvement in cycle II is

lower than cycle I, the research was not continued to the third cycle because the

target score has been achieved in cycle II.

In the first cycle, the students’ smoothness in speaking is not bad. The

result of the students’ improvement of smoothness can be seen after testing and

observing (speaking test of first cycle), where as the mean score achievement is

6.24. It is indicated that there is an improvement from diagnostic test to cycle I

about 0.95 because the students’ mean score in diagnostic test is only 5.29.

Because of the target was not achieved in the first cycle, researcher worked hard

in the second cycle to reach the target and try to evaluate the weakness in the first

cycle. After testing and observing in the second cycle, the student’ smoothness

really has a good improvement where the improvement is about 1.49. Because of

the target score has been achieved, the research is not continued to the third cycle.

98

99

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusions

Based on the research findings and discussions in the previous chapter, the

following conclusions are presented:

1. Using banner presentation technique is able to improve the students’

speaking accuracy at the eighth grade students’ of SMP Negeri 4

Makassar. It is proved by the students’ achievement in cycle II is higher

than cycle I and D-Test which in D-Test the students’ mean score

achievement in speaking accuracy is 5.28. After evaluation in cycle I the

students’ speaking accuracy becomes 6.53 and cycle II 7.71.

2. Using banner presentation technique is able to improve the students’

speaking fluency at the eighth grade students’ of SMP Negeri 4 Makassar.

It is proved by the students’ achievement in cycle II is higher than cycle I

and D-Test which in D-Test the students’ mean score achievement in

speaking fluency is 5.17. After evaluation in cycle I the students’ speaking

accuracy becomes 6.37 and cycle II 7.80.

3. Using banner presentation technique is able to make the students more

active in learning process, especially in speaking activities.

4. The process of the teaching and learning runs well during the classroom

action research at the eight grade students’ of SMP Negeri 4 Makassar

100

100

because the students are enthusiast to study English. Beside that, the

researcher also gets full support by the teachers.

B. Suggestions

In relation to the speaking ability in terms of accuracy and fluency in this

thesis, the researcher would like to give some suggestions to the students

(learners), the English teacher and the next researchers as follows:

1. The students are suggested that they being aware that speaking is an

important skill in English communication. The students should try to speak

individually or in group because it can stimulate to speak up more and to

get natural communication.The students should make English as daily

conversations in their activities even though they just speak little by little.

And the students also should not to forget to memorize many English

daily expressions in order to make them speak easily in their activities.

2. The English teacher in application of banner presentation technique can

significantly improve the students’ speaking performance in terms of

accuracy dealing with pronunciation, vocabulary, and grammar at the

eighth grade students of SMP Negeri 4 Makassar. So it is strongly

suggested to be applied in teaching English speaking in the classroom in

order to improve the students’ speaking performance. And the teachers

should be creative in teaching English especially speaking because to

master English, it needs more technique or method in improving it.

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101

3. The next researchers, to improve the students’ speaking ability generally,

there are many cases which must be improved such as: speaking accuracy,

speaking fluency, how to delivery speaking etc. but in this research, the

researcher focused attention on improving the students speaking accuracy

and fluency. So for the next researcher, they can take the other case of

speaking to be improved neither they use this method or other methods.

But it is better to use this method in order to know the students’ speaking

performance improvement with different discussions.The result of this

research can also be used as an additional reference or further research

with different discussion for the next researchers.

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BIBLIOGRAPHY

Azwar Tahir. 2010. Improving the speaking skill through British Parlementary

Debate Technique. Unpublish Thesis. Makassar: UNM.

Bablock, P. 1986. Webster’s Third New International Dictionary. London: G & C

Meriam Company.

Chastain, Kenneth. 1976. Developing Second Language Skill: Theory to Practice,

Third Edition. New York: Mc Nally College Publishing.

Dzulkifli. 2011. Improving the Students Speaking Ability Through Picture

Presentation of SMP Negeri 2 Bulukumba.Unpublish Thesis.

Makassar: UNM

Essberger, Jossef. 2007. English Speaking Practice Through Presentation.

Retrieved June 1, 2013 from: www.TEFL.net.

Farlex. 2000. The American Heritage Dictionary of the English Language, Fourth

Edition by Houghton Mifflin Company. Retrieved June 1, 2013 from:

www.thefreedictionary.com/banner.

Fhitria. 2006. Improving the Speaking Ability of the First Year Students of SMK

Negeri 8 Makassar by Drawing and Describing Pictures. Unpublish

Thesis. Makassar: UNM.

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103

Fitriani. 2009. Using Poster Presentation to Improve Students’ speaking Abilityy

of the Second Year Student of SMA 1 Sinjai Barat. Unpublish Thesis.

Makassar: Unismuh Makassar.

Gay, L. R. 1981. Educational Research, Competencies for analysis. New York :

Charles E. Merill Publishing Co. A Bell and Hawel Company.

Harmer, Jeremy. 1991. The Practice of English Language Teaching. London:

Longman Group.

Hayton, Tom. 2005.Students Presentation. Retrieved June 1, 2013 from:

http://www.teaching-english.org.uk/think/speakskills2.5html.

Hidayahni A, Fatimah. 2004. Developing Students Performance through

Cooperative Learning. Unpublish Thesis. Makassar: UNM.

Jumahida. 2008. Improving the Students’ Speaking Performance through Team

Game Tournament Method Type (An Experimental Study at the

Second Year Students of SMK Profesi Makassar). Unpublish Thesis.

Makassar: Unismuh Makassar.

Martin, H. M. 1991. Oxford Lerner’s Pocket Dictionary. New York: Oxford

Universty Press.

Nasyah, St. 2009. Improving the Students’ Speaking Ability through English

Outbound Activities. Unpublish Thesis. Makassar: Unismuh

Makassar.

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Oxford Dictionary. 1991. Oxford Learner’s Pocket Dictionary. Oxford University

Press. Walton Street, New York.

Penny, Ur. 1996. A Course in Language teaching.Cambridge University Press.

Rahmawati. 2010. Increasing the Students’ Speaking Achievement throughThree-Step Interview Method (A Classroom Action Research in

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CURRICULUM VITAE

Nurul asqia is the second child of Drs. Tajuddin Bakhtiar and

Rasnah Hamjah. She was born on Mei 10th 1991 in Ujung

Pandang. She has five sister. She lives on Emmy Saelan street

in Makassar. She finished her study at SDN 196 Bontotiro in

2003, at SMP Negeri 2 Bontobahari, Bulukumba, in 2006, at Man 2 Model

Makassar in 2009 and then, she registered as one of the students of

Muhammadiyah University of Makassar in English Education Department.

She participated actively in some organizations such as: When she was

junior high school, she was the member of Pramuka, at senior high school she

member of OSIS and Pramuka, and then she joined actively in some organization

in Muhammadiyah University such as HMJ and UKM art and culture.

Documents

THE USE OF BANNER PRESENTATION TECHNIQUE TO IMPROVE …