Embed Size (px)
Citation preview
IMPROVING THE STUDENTS` SPEAKING ABILITY
THROUGH METACOGNITIVE STRATEGIES AT CLASS VIII E OF
SMPN 15 MAKASSAR (A Classroom Action Research)
A Thesis
Submitted to the FKIP Muhammadiyah University of Makassar as a
Partial Fulfillment in the Requirements for the Degree of Sarjana Pendidikan
in English Education Department
SYAGAL ALAM
10535 3038 08
ENGLISH DEPARTEMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2014
SURAT PERJANJIAN
Saya yang bertanda tangan dibawah ini:
Nama : SYAGAL ALAM
Reg. Number : 10535 3030 08
Program : ENGLISH DEPARTEMENT
Judul Proposal : IMPROVING THE STUDENTS` SPEAKING ABILITY
THROUGH METACOGNITIVE STRATEGIES (A
Classroom Action Research at Class VIII E of SMPN 15
Makassar)
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya
menyusun sendiri dan tidak dibuatkan oleh siapapun.
2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi
ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, 3
maka saya bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar,…….,…………….2014
Yang membuat perjanjian
SYAGAL ALAM
Diketahui oleh,
Ketua Jurusan Bahasa Inggris
ERWIN AKIB, S.Pd, M.Pd
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : SYAGAL ALAM
Stambuk : 10535 3038 08
Program : Bahasa Inggris
Judul Skripsi : Improving The Students` Speaking Ability Through Metacognitive
Strategies (A Classroom Action Research at Class VIII E of SMPN
15 Makassar)
Dengan ini menyatakan bahwa:
Skripsi ini diajukan adalah hasil karya saya sendiri. Bukan hasil ciplakan
dan tidak dibuat oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan penuh
kesadaran. Saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar,……,…………….2014
Yang membuat perjanjian
SYAGAL ALAM
ABSTRACT
SYAGAL ALAM, 2014 Improving the Students` Speaking Ability Through
Metacognitive Strategies (A Classroom Action Research at Class VIII E of SMPN
15 Makassar) guided by Andi Tenri Ampa and Ummi Khaerati Syam. A Thesis of
English Department the Faculty of Teacher Training and Education, Muhammadiyah
University of Makassar
The objective of the research was intended to know the improvement of the
students’ ability in speaking by using Metacognitive Strategies at second years
students’ of SMPN 15 Makassar.
The method of this research was classroom action research consisted of two
cycles. One cycle consisted of four meetings. It meant that there were eight meetings
for two cycles. This classroom action research was done at junior high school SMPN
15 Makassar for English subject. As subject in this research was class VIII E junior
high school in 2013-2014 academic year with students’ number as about 36 students.
Those consisted of 15 women and 21 men. Instruments was speaking test and
observation.
The research findings indicated that the using metacognitive strategies was
significant in improving the students’ speaking ability in terms of accuracy in dealing
vocabulary and pronunciation. It was proved by the mean score of diagnostic test
was 3.55 and then increased in cycle I was 4.30. It was improved to be 6.1 in cycle
II. Then implementation of metacognitive strategies could improvement in activeness
students in cycle I was 65.% to 74% in cycle II it was classified high interest. It
could be coclude that teaching english by using Metaconitive Strategies can give
improvement in English speaking ability.
ACKNOWLEDGEMENTS
In the name of Allah, the most gracious and most merciful
Alhamdulillahi Robbil Alamin, the writer expresses his sincere gratitude to the
Almighty god, Allah SWT, who has given guidance, mercy, and good health, so that
could finish writing this proposal. Salam and salawat are addressed to the final,
chosen, religious, the prophet Muhammad SAW.
The researcher realizes that many hands had given their helps and valuates
suggestion for the completion of this proposal. Without the assistance of these
people, this proposal would never have existed. Therefore, the writer would like to
express his and sincere thanks to all of them particularly.
1. My beloved parents H. Nur Alim (my father) and Baeda (my mother)
2. My belove wife, Irma.
3. My beloved sister Saripa Wahida and my brother Iskar.
4. Dr. Irwan Akib, M.Pd the rector of Muhammadiayah University of Makassar.
5. Erwin Akib, S.Pd. M.Pd, Head of English Department and Ummi Khaerati
Syam, S.Pd., M.Pd. the Secretary of English Department.
6. My high appreciation and greater thankful are due to my First Consultant and the
Second Consultant: Dr. Hj. Andi Tenri Ampa. M. Hum. and Ummi Khaerati
Syam, S.Pd., M.Pd. Who had given invaluable guidance, suggestion, correction,
and over all support since preliminary stages of the manuscript until the
completion of this proposal.
7. The lecturers of English Department who are in change of the intensive teaching
during his study at Unismuh Makassar.
8. All staffs of Faculty of teacher Training and Education who had given his great
help particularly related to his academic affair.
9. All my best friends from English Department 2008 specially B class: Irwan
Arifin, Abd. Rahmat, Ical, Darman, and others that cannot be mentioned one by
one who had always motivated and helped.
10. Finally the researcher believes and relieves that this thesis is still far from being
perfect. Therefore, constructive critics and suggestions are needed. May the
almighty Allah SWT always be with us.
Billahi fii sabilil haq fastabiqul khaerat.
Researcher
Syagal Alam
TABLE OF CONTENTS
TITLE
APPROVAL SHEET
SURAT PERNYATAAN
SURAT PERJANJIAN
ABSTRACT
ACKNOWLEDGEMENT
TABLE OF CONTENTS
CHAPTER I INTRODUCTION
A. Background ......................................................................................... 1
B. Problem Statement ............................................................................. 2
C. Objective of the Study........................................................................... 3
D. Significance of the Study ....................................................................... 3
E. Scope of the Study ............................................................................... 3
CHAPTER II REVIEW OF RELATED LITERATURE
A. Strategy ................................................................................................ 4
1. The Concept of Metacognitive Stategy.......................................... 5
2. Teaching English Speaking by Using Metacognitive Strategy...... 9
B. The Concept of Speaking..................................................................... 11
1. The Elements of Speaking Accuracy............................................. 12
a. Vocabulary............................................................................... 12
b. Pronunciation........................................................................... 14
C. Conceptual framework ......................................................................... 16
CHAPTER III RESEARCH METHOD
A. Research Design................................................................................... 18
B. Research Variable and Indicator........................................................... 21
C. Research Subject.................................................................................. 22
D. Research Instruments........................................................................... 22
E. Data collection..................................................................................... 22
F. Data Analysis....................................................................................... 23
CHAPTER IV FINDINGS AND DISCUSSIONS
A. Findings .............................................................................................. 28
B. Discussion ........................................................................................... 33
CHAPTER V CONCLUTION AND SUGESSTION
A. Conclusion ........................................................................................... 36
B. Suggestion............................................................................................ 37
BIBLIOGRAPHY .............................................................................................. 41
APPENDIXES
CURRICULUM VITAE
CHAPTER I
INTRODUCTION
A. Background
Speaking skill is one of the four basic skills. It is very important for students
to learn to speak English, and for teacher to learn to teach speaking. More and more
educators, governments, ministers of education and employers need people who can
speak English well. Companies and organizations want staff who can speak English
in order to communicate within the international marketplace. Students who can
speak English well may have a greater chance of further education, of finding
employment and gaining promotion.
Speaking English well also helps students to access up-to-date information in
fields including science, technology and health. Daker, J and Westrup, H (2003 p. 5)
Good English speakers will be in a strong position to help their country`s economic,
social and political development. So by learning to speak English well, students gain
a valuable skill which can be useful in their lives and contribute to their community
and country.
In Indonesia, most of English learners at school find many problems to
master English communicatively. One of the significant problem, they are still
difficult in using English Speaking accurately. Accurate speakers do not make
mistakes in grammar, vocabulary or pronunciation (Daker, J and Westrup, J 2003 p.
7). In this term, the researcher were also faced the problems by the second students
of SMPN 15 Makassar. The diagnostic test of the students` mean score was 3.5 from
36 students. Thus, the researcher drew conclusion that it was poor category.
Teaching English as a foreign language, it isn’t an easy job. We need some
skills in doing teaching process. In English teaching there are many methods,
approaches, and strategies which can be used to improve the speaking ability. One of
them is Metacognitive Strategies. This strategy is considered effective for the
learners improving their speaking. Ghapanchi, Z found that Metacognitive Strategies
effective in speaking where the learners can plan and decide on different ways of
uttering their thoughts and ideas, monitor their speaking to convey their meaning as
clear and appropriate as possible and then evaluate their performance to come
through their weak and strong points.
B. Problem Statement
To detail this research, the researcher formulated the research question based
on background above in order to acquire the exact information as follows:
1. How do Metacognitive Strategies improve the students’ vocabulary in speaking?
2. How do Metacognitive Strategies improve the students’ pronunciation in
speaking?
C. Objective of the Study
The objectives of the research are formulated according to the problem
statemen above, as follows :
1. To find out how the improvement of the students’ pronunciation through the
Application of Metacognitive Strategies.
2. To find out how the improvement of the students’ vocabulary through the
Application of Metacognitive Strategies.
D. Significance of the Study
The research is expected to be useful for English teacher of educational
institution especially in SMPN 15 Makassar. The finding of this research is also
expected to be able to encourage the concerning of English language in teaching and
learning the language toward the application of Metacognitive Strategies in
improving the students` speaking ability.
E. Scope of the Study
This research is restricted on the application of Metacognitive Strategies in
Improving the Students’ Speaking Ability in terms of accuracy dealing with
pronunciation and vocabulary. Where pronunciation dials with sound and intonation
and vocabulary deals with active and passive vocabulary.
CHAPTER II
REVIEW OF RELATED LITERATURE
Having discussed some points in chapter I, in this chapter the researcher is
going to elaborate some references related to the concept of Speaking ability,
Metacognitive Strategies, Pronunciation, and Vocabulary.
A. Metacognitive Stategies
Strategies are specific methods of approaching a problem or task, modes of
operation for achieving a particular end, planned design for controlling and
manipulating certain information (Brown, H.D.1987, P.79). Oxford defines strategy
as "operations employed by the learner to aid the acquisition, storage, retrieval, and
use of information". This definition is further expanded to include "specific actions
taken by the learner to make learning easier, faster, more enjoyable, more self-
directed, more effective, and more transferrable to new situations" (Oxford, in K.
Samida, D). According to (Lou, Betty L., Ehrman, M and Shekhtman, B 2005)
learning strategies is the term applied to the various behaviors or techniques we use
to learn.
Strategies can be divided into direct and indirect strategies. According K.
Samida, D, the strategies used directly in dealing with a new language are called
direct strategy. The three groups that belong to the direct strategies are memory,
cognitive, and compensation. The indirect strategies are used for general
management of learning. The three groups belonging to this category are
metacognitive, affective, and social strategies.
There are three sets of strategies used in learning activity they are: centering
your learning, arranging and planning your learning, and evaluating your learning.
The aim of centering learning is to give a focus to the learner so that the attention
could be directed toward certain language activities or skills. Arranging and planning
learning help learners to organize so they may get maximum benefit from their
energy and effort. Evaluating learning helps learners with problems like monitoring
errors and evaluation of progress.
Based on the definitions above the researcher can conclude that strategies are
specific actions and behaviors or techniques to make learning easier, faster, more
enjoyable, more self-directed, more effective, and more transferrable to new
situations that we use to learn. Strategies can be divided into direct and indirect
strategies. The three groups that belong to the direct strategies are memory,
cognitive, and compensation. And the three groups belonging to indirect strategies
are metacognitive, affective, and social strategies.
1. The Concept of Metacognitive Strategies
The first attempt to generate a formal model of Metacognition was presented
by Flavell (1979). According to Flavell, metacognition is defined as: "one’s
knowledge concerning one’s own cognitive processes and products or anything
related to them active monitoring and consequent regulation and orchestration of
these processes in relation to the cognitive objects or data on which they bear,
usually in the service of some concrete goal or objective (Flavell, 1976, p.232).
According to Vandergrift in Ghapanchi, Z that Metacognitive strategies are defined
as the skill to oversee, regulate and direct the language learning process. According
to O’Malley and Chamot (1990), metacognitive strategies are 'higher order executive
skills that may entail planning for, monitoring or evaluating the success of a learning
activity’ (p.44). According to Lam, W metacognitive strategies are defined as
thoughts or behaviours consciously employed by the learner to think about the
learning task, plan for the task, monitor the task, and evaluate how well he/she has
completed the task.
This strategic thinking will make an enormous difference to learning success,
especially outside the classroom, where there is much less direction. The key of
strategic thinking is metacognition (cognition is thinking, and metacognition is
thinking about thinking). Metacognition for strategy use includes such things as
monitoring, evaluating, and refining your use of strategies and deliberately selecting
appropriate strategies for specific tasks (Lou, Betty L., Ehrman, M and Shekhtman,
B 2005).
Learning strategies and their definitions (O`Malley and Chamot 1990 p.137).
Metacognitive Strategies involve thinking about the learning process, planning for
learning, monitor the learning task, and evaluating how well one learned.
1. Planning: previewing the organizing concept or principle of an anticipated
learning task (advance organization); proposing strategies for handling, an
upcoming task; generating a plan for the parts, sequence, main idea, or language
functions to be used in handling a task (organizational planning).
2. Directed attention: deciding in advance to attend in general to learning task and
ignore irrelevant distractions; maintaining attention during task execution.
3. Selective attention: deciding in advance to attend to specific aspects of language
input or situational detail that assist in performance of task: attending to specific
aspect of language during the task execution.
4. Self-management: understanding the conditions that help one successfully
accomplish language tasks and arranging for the presence of those conditions:
controlling one`s language performance to maximize use of what is already
known.
5. Self-monitoring: checking, verifying, or correcting one`s comprehension or
performance in the following ways:
a. Comprehension monitoring: checking, verifying, or correcting one`s
understanding.
b. Production monitoring: checking, verifying, or correcting one`s language
production.
c. Auditory monitoring: using one`s “ear” for the language (how something
sound) to make decisions.
d. Visual monitoring: using one`s “eye” for the language (how something looks)
to make decisions.
e. Style monitoring: checking, verifying, or correcting based upon an internal
stylistic register.
f. Strategy monitoring; tracking use how well a strategy is working.
g. Plane monitoring: tracking how well a plan is working.
h. Double-check monitoring: tracking, across the task, previously undertaken
acts or possibilities considered.
6. Problem identification: explicitly identifying an aspect of the task that hinders its
successful completion.
7. Self-evaluation: checking the outcomes of one`s own language performance
against an internal measure of completeness and accuracy; checking one`s
language repertoire, strategy use, or ability to perform the task at hand. This has
been coded in the think-aloud as:
a. Production evaluation: checking one`s work when the task is finished.
b. Performance evaluation: judging one`s overall execution of the task.
c. Ability evaluation: judging one`s ability to perform the task.
d. Strategy evaluation: judging one`s strategy use when the task is completed.
e. Language repertoire evaluation: judging how much one knows of the L2, at
the word, phrase, sentence, or concept level.
Base on some concepts of metacognitive above the researcher can conclude
that metacognition is thinking about one`s learning and thinking. Metacognitive
strategies are instructional strategies that allow learners to use their metacognition in
problem solving. This strategies including planning, self-monitoring and self-
evaluation.
2. Teaching English Speaking by Using Metacognitive Strategies
Many students find difficult to respond if the teacher asks them to say
something in a foreign language. They may have little idea about what to say, they
may not know the words to use, or they may not be sure how to use the grammar. By
using Metacognitive Strategy the students can express their idea, monitor their
speaking and evaluate their performance. Ghapanchi, Zargham said that, “therefore
by using metacognitive strategies, learners plan and decide on different ways of
uttering their thoughts and ideas, monitor their speaking to convey their meaning as
clear and appropriate as possible and then evaluate their performance to come
through their weak and strong points”.
Based on the statement above the researcher tried to teach the students by
using Metacognitive Strategies. These strategies emphasizes learning a language by
coordinating the planning, organizing, and evaluating of the learning process. In
applying Metacognitive Strategies in learning process the researcher constitute this
with classroom activities in learning communicative. Daker, J and Westrup, J 2003,
divided three different teaching and learning interactive patterns: whole class work,
pair work and group work.
Work-class work is when you teach the whole class at the same time. You
probably do most of the talking, and your students sit quietly, listen to you, answer
your questions, or read or write. This whole-class teaching situation is useful for
certain stages of a lesson. It is often done in the even if all your students are sitting
quietly, they may not be paying attentions, so make sure that speak distinctly, give
clear instructions and involve the students at every opportunity.
Pair work and group work involve all the students in the class working at the
same time. The important difference between whole-class work and pair and group
work is that students work each other, and their attention is not focused on the
teacher. You have different, guiding roles during this type of activity, which we look
at in this section. Pair work and group work are important because they:
a. Give all students lots of speaking practice;
b. Allow the quieter or weaker students to speak to another students, instead of
speaking in front of the whole class;
c. Teach students to help each other with their learning.
Working in pair and groups, students can talk about their own ideas, opinions
and real-life facts and situations, and develop real spoken communication skill.
B. The Concept of Speaking
Language teaching is often defined with reference to the four language skills
namely: listening, speaking, reading and writing. Based on the four language skills
above the researcher focuses on speaking. Speaking is an interactive process of
constructing meaning that involves producing and receiving and processing
information (Brown, 1994). Its form and meaning are dependent on the context in
which it occurs, including the participants themselves, their collective experiences,
the physical environment, and the purposes for speaking.
Speaking is a way of conveying massage for one person to others. It is the
most essential way in which the speaker can express himself through language. In a
language lesson, students need to spend time on becoming more accurate. Someone
who can use English well is usually both accurate and fluent. Accurate speakers do
not make mistakes in grammar, vocabulary or pronunciation. Fluent speakers do not
usually worry unduly about making mistake (Daker, J and Westrup, J 2003 p. 7).
Accuracy refers to the use of correct forms where utterances do not contain
errors affecting the phonological, syntactic, semantics or discourse features of a
language (Bryne, 1986). Accurate speakers do not make mistakes in grammar,
vocabulary or pronunciation (Daker, J and Westrup, J 2003 p. 7). In some definitions
above we can conclude that accurate speaking do not mistake in vocabulary,
pronunciation, and grammar. In this research, the researcher will confine only on
vocabulary and pronunciation.
Base on the definitions above the researcher conclude that speaking is the
way people to communicate each other through producing sound that involves
receiving and processing information. Someone who can speak English well usually
both accurate and fluent. Accurate speaker do not make mistake in grammar,
vocabulary and pronunciation whiles fluent do not worry about making mistake.
1. The Elements of Speaking Accuracy
a. Vocabulary
In learning a foreign language, vocabulary plays an important role. It is one
element that links the four skills of speaking, listening, reading and writing all
together. In order to communicate well in a foreign language, students should acquire
an adequate number of words and should know how to use them accurately.
According to (Mehrpour, S (2008 : 192). Learning a second or foreign language
mainly involves learning the sound system, grammar, and vocabulary of that
language.
Vocabulary is the most important thing in our language learning. The more
vocabulary we know the more things we will be able to talk about, read about, write
about, and listen to well. According to Betty Lou Levear, Madeline Ehrman, and
Boris Shekhtman (2005 : 162), the more vocabulary you know, the more options you
have in selecting the kinds of grammar to use in speaking and writing.
According to Gardner, (1977 : 229) that vocabulary has some meaning
namely vocabulary is suplay the reader of a book in a foreign language with the
English equivalent of the words use in it, assumes that all are obscure, and has also
the meaning of the whole stock up of words used by any set of person, or by an
individual. Hornby (1983:670) states that vocabulary is total number of words which
build up a language, words known, used by person, list of words used in a book and
usually with definition or translation. Vocabulary is the knowledge of meanings of
words (Hiebert H.E., Kamil L.M. 2005).
1) Types of Vocabulary
Generally, there are two kinds of vocabulary; they are active vocabulary and
passive vocabulary. Harmer (1991:159) distinguishes two types of vocabulary,
namely active and passive vocabulary:
a) Active vocabulary
Active vocabulary refers to vocabulary that the students have been taught or
learnt and which they are expected to be able to use.
b) Passive Vocabulary
Passive vocabulary refers to the words which the students will recognize when
they meet them but which they will probably not able to produce.
Active and passive vocabulary also well known as receptive and productive
vocabulary. (Hiebert H.E., Kamil L.M. 2005:3) Productive vocabulary is the set
of words that can be used when writing or speaking. They are words that are
well-known, familiar, and used frequently. Conversely, receptive, or recognition,
vocabulary is that set of words for which an individual can assign meanings
when listening or reading.
2) Function of vocabulary
In daily life, to communicate with the other people, we use language to say
something, to express our ideas, to express our telling, etc. both is spoken language
or written language. Relating to that statement above, we can conclude that words
are very important to use in communication. By using words accompanied by rules
of language, our ideas, feeling, emotion, thought can be expressed. Furthermore, the
people can understand what they say to us. Communication cannot run well if we do
not know or have a store of the vocabulary of the language.
The function of vocabulary is inseparable from the language skills. In
speaking, the people need words to communicate their thought, feeling or ideas to
the other people. Choosing words accurately, and impressed as well as how people
react them. In listening, we need vocabulary to understand what someone says
through his/her words. In reading, it is very useful to understand the passage or the
meaning of the text. In writing, is also important, therefore, the writer should clearly
and accurately in choosing words to express her ideas and principles to the readers.
b. Pronunciation
The second aspect in speaking accuracy is pronunciation. This is also the most
important thing in language learning. Someone who has a good pronunciation will be
easy to communicate each other. Good pronunciation can also give a plus value to
students who master it. It gives them more self-confidence when they are speaking
socially. Pronunciation is an act or result of producing the sound of speech, including
articulation, vowel information, accent, and inflection, often with reference to some
standard of consectness or acceptability (Webster’s : 1989). Pronunciation is the
way in which a language or a particular word or sound is spoken (Oxford: 2008, p.
352).
To become good pronunciation students have to master the elements of it. In
some definitions above we can see that pronunciation is related with the way of
people produce the sound, intonation, and stress.
1) Sound
Something you can hear, idea or impression that you get of
somebody/something from what somebody says or what you read (Oxford,
2008:424). In English language, the sounds can be divided into two parts, namely
consonant sound and vowel sound.
2) Intonation
In linguistics, intonation is one of the main elements of linguistic prosody. It
is not used to distinguish words but to mark the focus of a sentence. Intonation is a
change in pitch usually used over a larger unit than the word, such as the phrase or
sentence, to convey or modify meaning (Lou, Betty L., Ehrman, M and Shekhtman,
B 2005). Different intonation patterns (or intonation contours) are what can make a
difference to a simple sentence such as He went to the store. This can be interpreted
as a statement when using a falling intonation or as a question when using a rising
intonation.
3) Stress
Stress is the emphasizing of one part of a word over the rest of the word (Lou,
Betty L., Ehrman, M and Shekhtman, B 2005). Stress also refer to degree of force or
loudness. It is indicates the importance of certain words in phases and sentences.
Stress provide the rhythm of our speaking. Native speaker of language unconsciously
know about the stress and how it works. They know which syllables of words are
stressed and they know how to use the stress, to change the meaning of phase
sentence and question.
Base on the definitions above the researcher can conclude that pronunciation
is one of the aspects of speaking accuracy that play an important role in speaking.
Pronunciation is relates to the way of people expressing words sound which has
meaning.
C. Conceptual Framework
The conceptual framework in this research is shown in the diagram as
follows:
Figure. 1. Metacognitive Strategies that improve speaking ability.
Class
Action
Research
Planning
Self-monitoring
Self-evaluation
Improving the Students’
Pronunciation
Improving the Students’
Vocabulary
Metacognitive
Strategies
Outcome Variables
The conceptual framework above explains that the researcher applies
Metacognitive Strategies in teaching English speaking. In implementation this
reserach will apply in classroom action research. This research will conduct two
cycles.
In cycle I the researcher asks the students to make a group of pair and then
present the materials where the researcher explain the main idea and concept of
the task will be studied. When the students understand about the material of the
speaking, the researcher asks the students to practice the dialogue. After the
students` performace of the task the researcher check the outcomes of the
students` performance of completeness and accuracy. The target will be achieved
cover students` speaking accuracy (vocabulary and pronunciation).
CHAPTER III
RESEARCH METHOD
A. Research Design
In this research, the researcher used a classroom action research (CAR).
Classroom action research consisted of four steps namely planning, action,
observation and reflecting. The purpose of this research was to improve the student’s
speaking ability using Metcognitive Strategies.
1. Research Procedure
In this classroom action research (CAR), the writer used the CAR principle to
collect data. The research consisted of two cycles with each cycles consisted of four
elements. The writer described the cycles through the schema of action research
steps and each of the phases can be explained briefly follows:
a. Cycle I
In this research, the researcher took four meetings to finish cycle I. The cycle
consisted of four steps namely: planning, action, observation and reflection. Every
step would explain clearly as follows:
1) Planning
a) The researcher made lesson plan about teaching Metacognitive strategies to
teach every meeting and making format of observation sheet to see condition
of the students in the teaching process.
b) The researcher prepared the teaching material.
c) Arranging tests to know the students’ achievement toward the Application
of Metacognitive Strategies.
d) The researcher made instrument evaluation that was used in classroom action
research.
2) Action
In this step, the researcher implemented Metacognitive Strategies to the
students, using the following steps.
a) Before beginning the task, the researcher explained the main idea and concept
of the task would be studied (Planning).
b) After the students got the point of the material, the researcher asked them to
pay attention for the key word (Selective attention).
c) When the students understood the conditions the researcher asked the
students to accomplish the language task successfully and controlling the
students` language performance to maximize use of what have been already
known (self-management).
d) During the oral production the researcher checked or correcting the students`
performance or comprehension (self-monitoring).
e) After the students performed the language task or completing the task the
researcher checked the outcomes of the students` performance of
completeness and accuracy; assess how well the students have used learning
strategies (self evaluation).
3) Observation
In this phase, the teacher observed the situation of teaching learning process
and the students` activities in teaching learning process using observation sheet
and speaking test at the end of the first cycle.
4) Reflection
The researcher analyzed and evaluated the all data, which had been collected
from observation, to assess the teaching achievement of the program after giving
action at the first cycle. The result could be a basic to formulate as reconciliation
for the second cycle.
Results of data that had been done it would be continue in the analysis until
could be reflection after action research. The reflection it would be discussed as well
as a guidance lecturer while researcher should make research planning for the next
cycle.
The research plan was the plan for the next cycle which repair from I cycle.
b. Cycle II
1) Planning
a) The researcher made lesson plan about teaching Metacognitive strategies to
teach every meeting and making format of observation sheet to see condition
of the students in the teaching process.
b) The researcher prepared the teaching material.
c) Arranging tests to know the students’ achievement toward the Application
of Metacognitive Strategies.
d) The researcher made instrument evaluation that was used in classroom action
research.
2) Action
a) Before beginning the task, the researcher explained the main idea and concept
of the task would be studied (Planning).
b) After the students got the point of the material, the researcher asked them to
pay attention for the key word (Selective attention).
c) When the students understood the conditions the researcher asked the
students to accomplish the language task successfully and controlling the
students` language performance to maximize use of what have been already
known (self-management).
d) During the oral production the researcher checked or correcting the students`
performance or comprehension (self-monitoring).
e) After the students performed the language task or completing the task the
researcher checked the outcomes of the students` performance of
completeness and accuracy; assess how well the students have used learning
strategies (self evaluation).
3) Observation
In this phase, the teacher observed the situation of teaching learning process
and the students` activities in teaching learning process using observation sheet
and speaking test at the end of the second cycle.
4) Reflection
The data value from evaluation gathered for data analysis, so the researcher
could reflect data value evaluation cycle II.
B. Research Variables and Indicators
1. Research Variables
There were two kinds of variable in this research. They were:
a. The Independent Variable
Independent variable of this research was the application of Metacognitive
Strategies.
b. Dependent variable
Dependent variable was the students’ development in speaking ability in terms
pronunciation and vocabulary.
2. Indicators
The indicators of this research measured the students’ vocabulary dealing with
active vocabulary where this is refer to vocabulary that the students have been taught
or learnt and which they are expected to be able to use and passive vocabulary refers
to the words which the students will recognize when they meet them but which they
will probably not able to produce. Pronunciation dealing with sound, something you
can hear, idea or impression that you get of somebody/something from what
somebody says or what you read and intonation, change in pitch usually used over a
larger unit than the word, such as the phrase or sentence, to convey or modify
meaning.
C. Research Subject
The Research subject of this classroom action research was SMPN 15
Makassar of the second grade in 2013/2014 academic year which consist of 36
students.
D. Research Instruments
In this research, the researcher used two instruments for collecting data, as
follows:
1) Observation
Observation was used to find out the students’ data about their presence and
activeness in teaching and learning process.
2) Speaking Test
Test was used to acquire detail information about the students’ ability or the
students’ achievement toward the teaching and learning process. The type of
speaking test which would be used in this research, presentation, discussion, and
dialogue form. The researcher divided the students into pairs and asked to speak
by using expression that had been learn.
E. Data Collection
In collecting the data, the researcher used two instruments they were:
observation, and oral test.
The ways to take data as follows:
1. Observation: The observer observed the students’ activeness and presence in the
teaching and learning process by using observation sheet
2. Test: The Researcher gave speaking test to the students in order to know their
prior abilty and their improvement after taking actions in cycles. The researcher
tested the students one by one in face to face by giving three different questions
for every student.
F. Data Analysis
The data on the students’ speaking accuracy analyzed in the following
procedures:
a. Vocabulary
Classification Score Criteria
Excellent 6 Speak without too great an effort with a fairly wide
range of expression. Searches for words occasionally
but only one or two unnatural pauses.
Very Good 5 Has to make an effort at time to search for words.
Nevertheless, smooth delivery on the whole and only a
few unnatural.
Good 4 Although he has to make an effort and search for
words, there re not too many unnatural pauses. Fairly
smooth delivery mostly. Occasionally fragmentary but
succeeds in conveying the general meaning. Fair range
of expression.
Average 3 Has to make an effort for much of the time. Often to
search for the desired meaning. Rather halting delivery
and fragmentary. Range of expression often limited.
Poor 2 Long pauses while he searched for the desired
meaning. Frequently and halting delivery. Almost
gives up making the effort at times limited range of
expression.
Very poor 1 Full of long and unnatural pauses. Very halting and
fragmentary delivery. At times gives up making the
effort. Very limited range of expression.
b. Pronunciation
Classification Score Criteria
Excellent 6 Pronunciation is only very slightly influenced by
mother tongue. Two or three grammatical and lexical
errors.
Very Good 5 Pronunciation is lightly influenced by mother tongue.
A few minor grammatical and lexical errors but most
utterances are correct.
Good 4 Pronunciation is still moderately influenced by mother
tongue but no serious phonological errors. A few
grammatical and lexical errors but only one or two
major error causing confusion.
Average 3 Pronunciation influenced by the mother tongue but
only a few serious phonological errors. Several
grammatical and lexical errors, some of which cause
confusion.
Poor 2 Pronunciation seriously influenced by mother tongue
with errors causing a breakdown. Many “basic”
grammatical and lexical errors.
Very poor 1 Serious pronunciation errors as well as many ”basic”
grammatical and lexical errors. No evidence of having
mastered any of the language skills and areas
practiced in the course.
(Heaton: 1989)
Students` correct answer
Score = X 10
Maximum Score (6)
1. To find out the mean score of the students’ test, the researcher used the formula :
∑
Where :
= Mean Score
∑ = Total Score
= The number of students
2. To classify the students’ score, there were seven classifications which were used
as follows:
a. 9.6 – 10 is categorized as excellent
b. 8.6 – 9.5 is categorized as very good
c. 7.6 – 8.5 is categorized as good
d. 6.6 – 7.5 is categorized as fairly good
e. 5.6 – 6.5 is categorized as fair
f. 4.6 – 5.5 is categorized as poor
g. 0 – 3.5 is categorized as very poor
(Depdikbud, 1999)
3. To Calculate the percentage of the students’ score, the formula which have been
used as follows:
Notation : P : Rate Percentage
F : Frequency of the correct answer
N : The total number of students
(Sudjana, 1999)
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter consists of the findings of the research and discussion that
contains of data analysis in detail. The findings of the research cover the result of the
data cycle I and cycle II about students’ ability in speaking and observation result,
and the discussion of the research covers further explanation of the findings.
A. Findings
The findings of classroom action research deal with the answer of the
problem statement which its aim is to improve students’ vocabulary and
pronunciation in speaking, the process of metaconitive strategies in improving
speaking ability, and observation result.
1. The Process of Metacognitive Strategies in Improving Speaking Ability
During the oral lessons, all the 36 students in class were asked to work in
nine groups of four. The teaching materials were designed by the researcher base on
the text book. In the planning phase was particularly designed to generate data for
the deployment of metacognitive strategies by the learners to facilitate the conduct
of the upcoming English discussion task and to help students think of as many ideas
as possible.
After the planning phase the researcher gave the material to the group of
student. When the students got the point of the material, the researcher asked the
students to accomplish the language task and controlling their language performance
of what have been already known. After the students completing the task the
researcher check the outcomes of the students performance in accuracy.
2. The Result of Improvement of the Students’ Speaking Accuracy
The finding of students’ speaking accuracy which its aim is to improve
students’ vocabulary and pronunciation in speaking. can be seen in the following
table:
Table 1 : The improvement of the students` speaking accuracy
Variables
The Student’ Score Improvement ( % )
Cycle I Cycle II DT CI CI CII
Vocabulary 4.6 6.4 18 39
Pronunciation 4 5.8 25 45
∑X 8.6 12.2 43 84
X 4.30 6.10 21.5 42
The table above indicates that there is improvement of the students’ speaking
accuracy from cycle I to cycle II where the students’ speaking accuracy in cycle I is
4.30 and in cycle II is 6.10. So the improvement of students’ speaking accuracy
achievement from cycle I to cycle II is 42.%.
In the table above also indicates that the students’ vocabulary and
pronunciation in speaking improve in cycle I, the students’ achievement in
vocabulary becomes 4.6 and in cycle II becomes 6.4. While pronunciation
achievement also improves from cycle I is 4 and in cycle II is 5.8.
The table above proves that the use of metacognitive strategies as a medium
in teaching and learning process is able to improve of students’ speaking accuracy
after taking action in cycle I and cycle II where the percentage from cycle I to cycle
II is 84%.
To see clearly the means of improvement of the students’ speaking accuracy,
the following chart is presented:
Figure 1 : The Improvement of the students` speaking accuracy
0
1
2
3
4
5
6
7
Cycle I Cycle II
The Improvement of Speaking Accuracy
Cycle I
Cycle II
The chart above shows the means of improvement of the students’ speaking
accuracy in cycle II is 6.10 higher than cycle I 4.30. After evaluation in cycle I and
cycle II, there is an improvement of the students’ speaking accuracy.
3. The Result of the Students` Activeness in Teaching and Learning Process
The implementation of metacognitive strategies in teaching and learning
process at the seventh year students of SMP Negeri 15 Makassar in class VIII-E
which was conducted in 2 cycles during 8 meetings was taken by the observer
through observation sheet. It can be seen clearly through the following table:
Table 2. The observation result of the students` activeness in learning
Cycles
Participation
average 1
st
Meeting
2nd
Meeting
3rd
Meeting
4th
Meeting
Cycle 1 46% 56% 60% 67% 57%
Cycle 2 62% 71% 79% 83% 74%
The result above is formulated based on the technique of 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
1st 2nd 3rd 4th
Cycle I 46% 56% 60% 67%
Cycle II 62% 71% 79% 83%
46%
56% 60%
67% 62%
71%
79% 83%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
higher than first, second and the third meeting, where the first meeting in cycle I the
students’ activeness is 46% improves to 56% in the second meeting, and then
students’ activeness in the third meeting is 60% improves to 67% in the forth
meeting, So the average of the students’ activeness in cycle I is 57%.
In cycle II the improvement of the students’ activeness is still up. Where in
the first meeting in cycle II the students’ activeness is 62% increase to 71% in the
second, third meeting 79%, then in the forth meeting the students’ activeness
improves to 83%. So the average of the students’ activeness in cycle II is 74%.
The result is presented in the chart below that shows the average of student’
activeness in the first cycle and the second cycle.
The students’ observation can also be shown from the graphic below:
Figure 2: The Percentage of Improvement of the Students’ Activeness.
Based on the graphic above shows the result of students’ observation in
learning speaking process by using metacognitive strategies the students of the
second years of SMPN 15 Makassar. This graphic presented the students’
participation during teaching learning process in speaking from cycle 1 to cycle II.
From the graphic it’s known that there is changing of students’ participation in
learning process from cycle I to cycle II. The students’ participation in learning
speaking in cycle I is low, percentage score from first meeting till fourth meeting are
46, 56, 60, 67 with the mean score 65. While the percentage score from first till
fourth meeting in cycle II are 63, 70, 79, 83 with the mean score 74.
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 pronunciation by using
Metacognitive strategies.
Before taking a classroom action trhough metacognitive strategies the
researcher hold diagnostic test to measure the students` prior knowledge in speaking.
After gave D-Test, the researcher found that the students` speaking accuracy at the
second year of SMPN 15 Makassar was poor, so it must be improved. The D-Tes`s
score ware that 1 student (2.7%) got fair, 10 students (27%) got poor, and 25 students
(69%) got very poor classification and the mean score was 3.7.
To improve the students` speaking ability, the researcher decided to use
metacognitive strategies and then prepare to do the cycle I that consisted of four
phase namely: planning, action, observation, and reflecting. In cycle I the researcher
found that the students still difficult to speak, worry about making mistake and were
also shy. The problem of the students in speaking had been analyzed, so the
researcher had to think to solve that problem. The researcher decided to do the cycle
II by doing revision in the lesson plan. In the cycle II, the researcher got a good
response from the students. Students were fair active, confidence to speak and their
score were also improve.
1. The Improvement of the Students` Speaking Accuracy Dealing with
Vocabulary and Pronunciation
a. Vocabulary
Based on the data in previous findings the results indicated that some of the
students have improvement in vocabulary. After taking an action in cycle I by using
metacognitive strategies the percentage of the students’ vocabulary was 6 student
(17%) fairly good, 13 students (36%) got poor, 17 students (47%) very poor and
none of the students for the other classification. In cycle II, the percentage of the
students’ vocabulary in speaking was 7 students (19%) got good, 15 students (42%)
got fairly good, 14 students (39.%) got fair and none of the students for the other
classification. The result above also proves that the use of metacognitive strategies is
able to improve the students’ speaking vocabulary where result of Cycle II is higher
than cycle I.
b. Pronunciation
The application of metacognitive strategies in improving the students`
speaking accuracy in terms of pronunciation can be seen the difference by
considerinv the result of the students` achievement after taking action in cycles
through the application of metacognitive strategies in teaching and learning process.
After taking an action in cycle I by using metacognitive strategies the
percentage of the students’ pronunciation are 6 student (17%) got Fairly good, 12
students (33%) got poor, 18 students (50%) got very poor, and none of the students
for the other classification. In cycle II, the percentage of the students’ pronunciation
in speaking are 2 students (6%) got good, 14 students (38%) got fairly good, 20
students (56%) get poor, and none of the students for the other classification. The
result above also proves that the use of metacognitive strategies are able to improve
the students’ speaking pronunciation where result of Cycle II is higher than cycle I
and.
2. The observation result of the students’ participation in learning speaking by
using metacognitive strategies.
Based on the data analysis as result of observation sheet of students’
participation in learning process in previous findings shows that the participation of
students from the first meeting till fourth meeting were 46, 56, 60, and 67 with mean
score of four meetings as cycle I was 64. Percentage of the first till the fourth
meeting of the cycle II were 63, 70, 79, and 83 with the mean score 74.. with the
mean score 73,75. From the data analysis shows that the students’ participation in
cycle 1 in process learning is still low. So that’s why the researcher did repairing in
cycle 2 so that there was significant improvement in cycle 2 of students’
participation.
Based on the all result of data analysis above, researcher concludes that there
are a significant improvement of students’ speaking accuracy and participation of
students in learning process.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and the suggestion based on the findings
and discussion of the data analysis.
A. Conclusion
Based on the research findings and discussion, the researcher puts forward
the following conclusions:
1. There is a significant improvement of the students’ speaking accuracy after
applying metacognitive strategies for 8 meetings which consists of 2 cycles.
2. Metacognitive strategies can improve the students learning achievement, the
students’ involvement and interaction should be enhanced quite well as well as
the learning.
3. Metacognitive strategies can become one alternative strategy to be used in the
English Language Teaching in classrooms.
4. The process of the teaching and learning run well during the classroom action
research at the eight year students’ of SMPN 15 Makassar because the students
ware enthusiast to study English. Beside that, the researcher also got full support
by the teachers.
B. Suggestion
In relation to the speaking ability in terms of accuracy 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. For the students
a. The students should make English as daily conversations in their activities even
though they just speak little by little.
b. The students also should not to forget to memorize many English daily
expressions in order to make them speak easily in their activities.
c. The students also should not to forget to memorize many English daily
expressions in order to make them speak easily in their activities.
2. For the English teacher
a. It is suggested that the English teachers in Junior high schools use appropriate
strategy in teaching English.
b. It is suggested that the English teachers in Junior high school use metacognitive
strategies in teaching English to their students.
c. It is suggested that the school principals carry out professional development such
as to increase the teachers’ knowledge of the teaching strategy.
3. For the next researchers
a. 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. So for the next researcher, they
can take the other case of speaking to be improved neither they use this
method nor other strategy. But it is better to use this strategy in order to know
the students’ speaking ability improvement with different discussions.
b. The result of this research can also be used as an additional reference or
further research with different discussion for the next researchers.
BIBLIOGRAPHY
Brown, H.D. 1987. Principles of Language Learning and Teaching. Englewood
CLIFFS. New Jersey. Particehall Inc.
Brown, H.D. (1994). Teaching by Principles: an Interactive Approach to Language
Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.
Byrne, D. (1986). Teaching Oral English. Cambridge: Cambridge University Press.
Daker, J and Westrup, J. (2003).Essential Speaking Skills. Continuum. New York.
Directorat Pendelikon Menengah Umum. 1999. Penelitian Pembelajaran Bahasa
Inggris. Jakarta; depdikbut.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick
(Ed.), The nature of intelligence, Hillsdale, NJ: Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of
cognitive-developmental inquiry. American Psychologist.
Gardner in Val Els, Theo, 1977. Applied Linguistics and the Learning of Foreign
Language. London: Edwars Arnol Publisher.
Gay, L. R. 1981. Educational Research: Competencies for Analysis and Application:
second addition, colombus. New York: Charles E. Marril publishing
Company.
Geyser, J. The Productive Skills – Speaking (online) (http://ezinearticles.com/?The-
Productive-Skills---Speaking&id=4425674 accessed 23 September 2012).
Ghapanchi, Z. 2012. Roles of Linguistic Knowledge, Metacognitive Knowledge and
Metacognitive Strategy Use In Speaking and Listening Proficiency of Iranian
EFL Learners. World Journal of Education, (online), Vol. 2, No. 4,
(http://dx.doi.org/10.5430/wje.v2n4p64 accessed 23 September 2012).
Harmer, 1991. The Practice of English Language Teaching. New York: Longman.
Heaton,J.B 1989. The Practice of English Language Test. New York: Longman
Group.
Hiebert H.E., Kamil L.M. 2005. Teaching and Learning Vocabulary. Lawrence
Erlbaum Associates. Mahwah, New Jersey 07430
Hornby, A.S.1983. Oxford Student`s Dictionary of AMERICAN English. New York.
Oxford University Press.
Kayi, H. Teaching Speaking: Activities to Promote Speaking in a Second Language
(online) (http://unr.edu/homepage/hayriyek accessed 18 September 2012).
Klippel, Friederike. 1987. Keep Talking-Communicative Fluency Activities for
Language Teaching. New York: Cambridge University Press.
K. Samida, D Language Learning Strategies (online) http://www.crie.org.nz/
research-papers/c_griffiths_op1.pdf accessed 23 September 2012.
Lam, W, Metacognitive Strategy Teaching in the ESL Oral Classroom
(http://www.nla.gov.au/openpublish/index.php/aral/article/viewFile/2036/241
9 accessed 10 September 2012)
Low, Betty. L., Ehrman, M. and Shekhtman, B. 2005. Achieving success in second
language acquisition. Cambridge University Press, New York.
Mehrpour, S. 2008. A Comparison of the Effects of two Vocabulary Teaching
Techniques. The Asian EFL Journal Quarterly June 2008/Volume 10, Issue 2
(http://www.asian-efl-journal.com/June_2008_EBook_editions.pdf accessed
6 August 2012)
Nunan, D. (2003). Practical English Language Teaching. NY: McGraw-hill.
O`malley and Chamot, A.Uhl. 1990. Learning Strategy in Second Acquisition.
Cambridge University Press.
Oxford. 2008. Learner`s Pocket Dictionary. Oxford University Press.
Sudjana. 1990. Motode Statistika. Bandung. Pt. Gramedia.
Webster`s. 1989. Third New International Dictionary, Fourth Edition Printed in
Great Britain, Britain: Oxford University Press.
Widdowson, H.G. 1995. Teaching Language as Communication. New York: Oxford
University Press.
CURRICULUM VITAE
Syagal Alam, was born on June 4Th
1987 from the marriage of
parents, Nur Alim and Raeda, he was the last child from one
brother and one sister. He begins his elementary school at SDN
Barombong Kota Makassar and graduated in 2000, he continued
his study at SMPN 15 Makassar, graduated in 2004 and continued his study at
SMAN 1 Duampanua Kab. Pinrang, graduated in 2006, and he continued his study at
Unismuh Makassar in English Department in 2008.
