Paper Work I

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CHAPTER I

INTRODUCTION

1.1 Background of Study

To communicate to other people we need a language. Every nation has its own

language. Every language has unique system, there are no two language ever have the same

system exactly. One of the languages is English. As we know, English is as an international

language. Because everything are written in English now and it is used in many countries for

any purposes. It is important and become necessity to be studied and mastered by people in

globalization era today because of that reason.

Language is system, it means language is formed by different component in suitable

pattern and formula. According to Wardhough (1986: 3), says, Language is system of

arbitrary vocal symbol use for human communication. Information is gotten not always

from printed material like books, magazines, newspaper, etc. but we can also get the

information from audiovisual such as computer, internet, television etc. and by the change of

the information with other people in other country, so we have to understand what they speak

by learning their language. We can learn a language by formal or informal education.

Learning English speaking is one of skills to understand the other language. Probably,

if we are able to speak English well we can have big challenge to get nice job and salary.

Because English is as one of requirement getting many formal or informal job today. English

is a head condition to get it.

Today, almost school in this world teaching English as one of the main subject.

English is studying by all students in around the world including in Indonesia. English is

taught as an obligatory subject. It is taught from elementary school up to university level. It is


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used as a tool in improving the student s knowledge, so they can live in society with this

skill.

Each skill listening, speaking, reading and writing need to be mastered by students;

however, as language the student demanded to be able to speak. Because when student can

speak, show that they have mastered the language. The goal of study a language is able to

communicate. Speaking as one of the skill in English becomes a biggest problem for almost

all Indonesian students who study it. It is caused as a foreign language, English has very

different grammar and culture. The students face a new situation that very different with their

basic language.

There are many factors cause the problem. As we know the differences of structure

between Indonesia and English is one of the factors. Moreover, the culture background

sometime becomes another factor. Besides that, English is still as foreign language in

Indonesia. Compare with our neighbor Malaysia or Singapore, where English is as the second

language, it means the people use English for daily life beside their native language. It causes

easier for students there to master English. However, our government keeps trying to design

suitable curriculum, provide facility, and train teachers in order to increase student s

achievement in mastery English.

In fact, teaching speaking at school still faces many problems. Since the facility and

environment do not support learning process, Student as the object of study is the most

sufferers in English learning. They face trouble in study it because they feel that impossible

for them to master it. This situation made studying English has became something frightening

for almost students who study it. Ahmadi and Supriyono (2004: 77) state that, The situation

where student cannot study as should be, that is the trouble of study.

Looking to the development of teaching methods in the world, today the method and

technique tend to break the traditional rules and assumptions where study is not always going


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on inside of the classroom but also outside or opening place. However, this way is not the

new method but just often to be done for long time in our education world. DePorter (2000:

78) states, Environment will influence the students to focus and grab the information.

Environment is important because as connection to the brain. New or different situation will

help learning become more interesting and good for students to increase their concentration

in receiving of the information from the teacher.

Then DePorter (2000:67) also stated, Understand the connection between

environment and brain it is important to orchestrate supporting study environment. The

environment will increase confident and learning quality.

We have known that environment study most used for learning activities is in

classroom. However, the same similar situation everyday makes students or even teacher feel

boring. Therefore, the choice to make the situation fresher is through change the environment

study from in classroom into the out of classroom or at the opening place.

Study outside of classroom or at opening place such as in yard or school field will

give students new perspective because the atmosphere will influence the way they take the

lesson. The teacher also can take more advantage from the environment and connect the

situation and everything around them as the media to support the learning process. Especially

for speaking, things around of the environment will help much because they can see directly

object. Concurrent to the growing interest in promoting learner independence is a trend in

learning studies to view language learning as a group phenomenon rather than an individual

process. There are many research conducted that showed, most students believe that their

learning is highly influenced by opportunities to have variety experiences at the outside

classroom or the opening place.

As stated by Polanyi et. al (1995: 271), Both nationally and internationally

researchers claim that learners, at various levels of proficiency and at various stages of study,


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continue to view their successful and unsuccessful learning outcomes as related to their

experiences outside the classroom .

In the field of English education, much effort has been put into developing teaching

practices that support the interactions of students in the classroom and encourage learning

activities outside the classroom or the opening place. However, little is known about what

teachers perceive and believe about out of class activity in the process of teaching and

learning. This gap in our knowledge is highly significant as it is often claimed that the

ultimate goal of teaching English is to increase the learne r s ability to interact successfully in

the target language in real situations.

As stated by Anderson (2000: 11)

In the field of English education, much effort has been put into developing teaching practices that support the interactions of students in the classroom and encouragelearning activities outside the classroom. Yet, little is known about what teachers

perceive and believe about these out-of-class activity in the process of teaching andlearning. This gap in our knowledge is highly significant as it is often claimed that theultimate goal of teaching English is to increase the learner s ability to interactsuccessfully in the target language in real situations.

As we know, only sport lesson in most formal education held in the outside of the

classroom. However, as a teacher with the goal to make student get the learning purpose any

method should be tried. And this method purpose to make students feel interest, far from

boring time, less of shy feeling and accelerate the grab of knowledge. As the writer s

experience when she taught at SMPN 2 Karang Baru, she found many students who study

speaking feel bored, less of interest and shy when study inside of the classroom. Therefore,

she thought that might be if the place is made different or changed, the situation of learning

will change in contrary. Based on the explanation above, the writer takes an alternative

teaching method in order to make students enjoy and interest to study English especially for

speaking. Therefore, the writer selects the title Teaching Speaking Through Opening Place

to The Eighth Grade Students of SMPN 2 Karang Baru.


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2. Most students are shy to speak English.

3. Interesting is important factor in study.

1.5.2 Hypothesis

Good Carter (1995: 31) states: Hypothesis is a guiding idea, tentative explanation or

statement of probabilities, serving to initiate and guide observation and search for relevant

data and other consideration and to predict certain result of consequences.

In this research, the writer takes hypothesis as follow:

1. Teaching speaking through opening place will make students unboring to study.

2. Learning speaking through opening place will make students more interest and active.

3. Teaching speaking through opening place will make student braver to speak.

1.6 Population and Sample

1.6.1 Population

Sax (1979: 80) states: A population refers to the aggregate of all interest to the

researcher. It means that population is the total number of objects that should be observed in

research.

The population of this study is students of SMPN 2 Karang Baru. There are seven

classes of the seventh grade, six classes of the eighth grade and six classes of the ninth grade

students.

1.6.2 Sample

Sax (1979: 80) states: A sample is limited number of elements from a population to

be representative of that population. Then Arikunto (1992: 107) states, If the population is

too large, the sample can be taken out between 10% - 15% or 20% - 25 % or it depends on

the researcher ability based on the time available, energy, expense and finance he can afford

the scope of the rese archer area and the risk the researcher must forfeit.


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In this study writer takes one class as the sample for this research in eighth grade. The

selected class is class VIII.3 consisted of 43 students.


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CHAPTER II

LITERATURE REVIEW

2.1. Theoretical Frame

Being a teacher is a great job. There are so many kinds of duty on the shoulder, which

should be done due to this profession. The main duty and the important thing, which become

our responsible is to develop, stimulate and guide studen ts learning process. Every effort

must be planed and be done. An effective teacher that runs his/her duty is a teacher who can

motivate the students in learning. Therefore, a teacher should have many strategies to

motivate and develop students learning p rocess optimally.

The strategies that should have by teacher are created to make the students could learn

efficiently and effectively so they could reach the goal expected. One of steps for having a

good strategy is able to master the techniques of presentation or usually called teaching

method.

The presentation technique in teaching is knowledge of how to teach or how to

convey the material to the student in the class, which used by the teacher or instructor. This

technique used to motivate the student to use their knowledge to solve their problem, which

they faced by or to answer the question to make them able to think and shown their opinion.

There are many kinds of techniques of presentation from traditionally which used

from many years ago until modern techniques, which use recently. In addition, the expert was

doing the continuously experiment to find out the effective techniques of presentation to

certain lesson. A good teacher should use the best way to teach the students and make them

understand to the lesson material that teacher taught. Sometime a teacher needs to use a

technique or combine many techniques when they present of the material. All the techniques

or efforts implement by teacher in order to make students become active, involved so they


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can understand all the material of learning. The activity and involvement of students is very

important because those are as the natural way of students in learning where they study

through experience directly.

According to research by the experts showed that students like to be active and

involved directly in study but they do not know how to do that. As stated by Schroeder and

friends in 1993 (Silberman, 2001: 6), .the result shows that more less 60% students have

practice study oriented and not theoretic oriented, and the number is increase year by year.

Students prefer be involved directly, have actual experience than learn the basic concept first

and apply it letter.

2.2. Description of Teaching Through Opening Place

2.2.1 Definition of Opening Place

If w e look into Opening Place term could be some interpretations occurred to it. The

term is consisted from two words that is opening and place . Each word has many

interpretations and various usage.

The word Opening has many definitions in many aspect s. According to The opening

Collins Essential English Dictionary (2006) as noun Opening has four definitions namely:

1. the beginning or first part of something

2. the first performance of a theatrical production

3. a chance or opportunity: an opening into show business

4. a hole or gap

Meanwhile according to The American Heritage Dictionary of the English

Language (2003) defines ten meanings for Opening namely:

1. The act or an instance of becoming open or being made to open.

2. An open space serving as a passage or gap.

3. A breach or aperture.
http://www.thefreedictionary.com/_/misc/HarperCollinsProducts.aspx?Englishhttp://www.thefreedictionary.com/_/misc/HarperCollinsProducts.aspx?Englishhttp://www.thefreedictionary.com/_/misc/HarperCollinsProducts.aspx?English


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4. A clearing in the woods.

5. The first part or stage, as of a book.

6. The first performance: the opening of a play.

7. A formal commencement of operation: attended the opening of the new museum.

8. Games A specific pattern or series of beginning moves in certain games, especially

chess.

9. An opportunity affording a chance of success.

10. An unfilled job or position; a vacancy.

Unfortunately, most of the definition above far from the meaning that this written

intended. However, from Thesaurus Dictionary (2003) gave close meaning of the opening

that is an open or empty space in or between things and the Oxford Dictionary (1996: 288)

define opening as open space. Based on the Etymology it comes from Middle English,

from Anglo-French, open space, from Latin platea broad street, from Greek plateia (hodos ),

from feminine of platys broad, flat; akin to Sanskrit p thu broad, Latin planta sole of the foot

(Wikipedia, 2006).

For the word place , Wikipedia (2006) define it as A place is a location in space .

From the definition has some explanations which is has close meaning to the written intended

namely:

1. physical environment

2. physical surroundings

3. an indefinite region or expanse

4. a building or locality used for a special purpose

5. a particular region

6. center of population, or location

7. a building, part of a building, or area occupied as a home
http://en.wikipedia.org/wiki/Location_%28geography%29http://en.wikipedia.org/wiki/Location_%28geography%29http://en.wikipedia.org/wiki/Location_%28geography%29http://en.wikipedia.org/wiki/Spacehttp://en.wikipedia.org/wiki/Spacehttp://en.wikipedia.org/wiki/Spacehttp://en.wikipedia.org/wiki/Spacehttp://en.wikipedia.org/wiki/Location_%28geography%29


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8. a proper or designated niche or setting

From the explanation above the term of opening place could be interpret as an open

location in open space. Refer to the title of this written the opening place here means any

places in outdoor or out of the classroom. In another word, the study activity operated at

place without wall boundary. The places could take the place around the school or outside

the school. The places around the school such as in the yard, field or school garden. The

opening place at the outside of school such as in the field or city garden.

2.2.2 Why Opening Place

A question for all teachers or educators in around the world, where is the right place

to teach? Actually, in the world history, school using the classrooms is a really new concept.

It is because in the past before all the teaching and learning processes took the classroom as

the centre for study, nature or the opening place was as the place where study activities held.

The problem is teaching and learning activities that held inside of the classroom could

not guarantee that the process more success than the teaching and learning activities that took

at the opening place. There are many examples that students feel uncomfortable because of

the monotonous of classroom. The classroom even sometimes look like a jail. It is time to ask

that study in the classroom is the best way and still be the main forum for the learning or we

need to back as in the past. The condition of classroom that not support the teaching and

learning process will make the students even teacher feel numb. And the result for the

condition is failure.

There are many proofs or cases show that students got nothing from their school but

only frightened and punishment. Because school as the place for study turn into place for

giving burden and punishment for students who cannot learn according their teacher. The

exploiting of school about 200 days per year, several hours in a day and only use 15% times

is the wasting of the worth asset. And using of big part of time for one way teaching is the


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bigger wasting from the 15%. It needs to emphasize that most of people will in the best

condition for learning through experimentally and whole senses.

As stated by Dryden and Vos (2002: 109):

The exploiting of school about 200 days per year, several hours in a day andonly use 15% times is the wasting of the worth asset. And using of big part oftime for one way teaching is the bigger wasting from the 15%. It needs toemphasize that most of people will in the best condition for learning throughexperimentally and whole senses.

Teaching and learning is the complex process. In the process everything has their own

meaning. Every word, opinion, presentation, association, action that used in the process and

how far the teacher composes the surrounding that is the process is running.

In order to solve the problem regarding to the classroom issues, today the education

world start to change or combine the way of their teaching strategy. There are many schools

or education centers begin to use the techniques which can support the teaching and learning

process. One of the technique is through study outside of the class or at the open place. This

way is not only to move study from inside to outside the class but have serious intention in

making student easier to grab the study material.

The place or environment is very important in learning process. Good place can be a

value medium in build and keep positive attitude. Because supporting place will help student

easier in developing their ability, keep their focus in studying and winner mentality. The

winner mentality will create success students. As stated by DePorter and Hernacki (2002:

66), If you work in good ordering environment, then easier to develop and keep the winner

mentality. And the winner mentality will produce success students.

2.3 Definition of Speaking

Language is used to communicate with series of rule and the way to express it. As the

quoted that states, That language is communication, not simply a series of social and

grammatical regulations (Celce -Mursia, Downey and Thurrel, 1985).


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Human expresses language through speaking generally. Before human create written

system, people communicate or interact through spoken. That is why if people say that

language is primarily spoken. Speaking is one problem that recurs and more frequently talked

these days. Speaking is ability of people to communicate with the other people.

Through speaking, we are able to express our feeling, opinion or get our necessity.

Speaking cannot separate from human life that is why speaking is one of abilities needed to

learn.

Sp eaking is fundamentally and instrumental act, speakers talk in order to have some

effect on their listeners, they assert things to change state of knowledge states by Herbert

and Ave (1980: 46).

However, Speaking is complex skill, required the simultaneous of number of

different abilities which of develop different rates either four of five components in generally

recognized in analysis of speech, there are including as the remembering system

pronunciation, grammar, vocabulary, fluency and comprehension. As stated by David P.

Haris in his book entitled Teaching the Spoken language (1997: 32):

Speaking is complex skill, required the simultaneous of number of differentabilities which of develop different rates either four of five components ingenerally recognized in analysis of speech, there are including as theremembering system pronunciation, grammar, vocabulary, fluency andcomprehension.

According to Wikipedia (2008: 155), speaking can describe:

As an act of producing voice through the use of the vocal cords and vocalapparatus or other means, such as sign language, to create linguistic acts in theform of language that communicate information from an initiator to a recipient.

In other more colloquial terms, speaking can be described in several different ways

(Onelook, 2008):

1. A linguistic act designed to convey information.


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2. Various types of linguistic acts where the audience consists of more than one

individual, including public speaking, oration and quotation.

3. The physical act of speaking, primarily through the use of vocal cords to produce

voice.

When we are speaking, we make interact with someone else and usually we need an

action from someone as the listener. As Hammond et al. (1992: 5) concluded speaking is

interaction language or language accompanying action.

However speaking or speech can also take place inside one s head, known as

intrapersonal communication, for example, when one thinks or utters sounds of approval or

disapproval. At a deeper level, one could even consider subconscious processes, including

dreams where aspects of oneself communicate with each other as part of intra personal

communication, even though most human beings do not seem to have direct access to such

communication.

Because of speaking is the way of human to express their opinion it is need

spontaneity when do that. In addition, the spontaneity is the major problem of the students

who learn the foreign language particularly English.

He also claims that many teachers often overlook the fact that in a relaxed

atmosphere, real learning takes place, and students use the language they have been exposed

to and have practiced earlier.

2.4 Teaching Speaking

The purpose of speaking can be to convey meaning or to increase social bonds

between individuals or groups. For the latter, shallowness is not problem. The success of

speaking depends on numerous factors, including the presence or absence if a variety of

speech disorders, the ability of the speaker to express the intended message and the ability


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3. Informational

In informational degree, people expected are able to access knowledge through his

language.

4. Epistemic

In epistemic degree, people expected to able to transform knowledge in certain

language.

Refer to standard of content of school-based curriculum, students of senior high

school intended to reach until the third degree that is informational, because they prepared to

enter university level.

Sequentially the purposes of teaching speaking for senior high school student

formulated in three of competence standard (Depdiknas, 2003: 5) following:

1. Able to communicate through spoken language using suitable language style, fluently

and accurate in interaction or monolog expression in shape of narrative, procedure,

recount, report and news.


and accurate in interaction or monolog expression in shape of narrative, descriptive,

anecdote, analytic and hortatory exposition. It intended to interpersonal meaning

variation.


and accurate in interaction or monolog expression in shape of narrative, explanation,

discussion, commentary and review with emphasis on complex of interpersonal

meaning.

Since the standard demand teacher to be able to achieve the target, it might be

happened teacher only teaches to run the target without care abo ut the students capability or


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at school is very important to make the students understand and easier master it. As we know,

there are so many teaching techniques old or new.

In teaching process, a teacher could use one technique or more and combine it. It is all

depend on the learning necessity. For teaching speaking, teacher prefers to choose the

technique that make learning situation more active. Also, make student become braver to

express their speaking ability. Because sometimes we are trapped with the path that our

predecessor have done which not always correct or suitable with present condition where

study situation is very serious and far from fun. That situation will hamper the students in

enjoying and developing their ability.

As according to Kim (1995: 35) states that:

There is a common perception that all learning should be serious and solemn innature, and that if one is having fun and there is hilarity and laughter, then it isnot really learning. This is a misconception. It is possible to learn a language aswell as enjoy oneself at the same time.

Regarding to the opening place, it is one way in order to accelerate students

developing in mastering speaking. Through the different situation of study, hoped that the

students would have interesting and pay attention to what teacher teach. Moreover, by study

at the open place the teaching and learning process can be as an directly experience for

students especially when the material of study adjusted with the situation of the place. So the

student can see, feel the atmosphere directly and it is will help them much in memorizing and

expressing their spoken ability. The energize place of study, relieve a lot of tension students

and it can be also motivate them in learning speaking.

2.5.1 The Role of Teacher

The role of teacher is central as an active explainer. Teacher dominates the teaching

and learning process. Cullingford (1995: 159) states, Teacher makes a subject i nteresting, he

sets up experiments, brings in interesting materials, and is not merely bound by routine. This

means that teacher become a source of knowledge.


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When the teacher is an active judge, she make corrections, control the students

performance or answer. The teacher must judge the correctness of the students responses.

Before the study is started the teacher should make sure that all the necessary material ready.

It is suggested that teacher prepares the material that have connection with the place or the

teacher should be able to design the material that can connected by student where the place

support them to look the thing directly or imagine it.

After that the study cannot be successful if the teacher does not explain the tasks and

the rules for students in studying at the open place. The rules must be made clear to the

students in order to prevent students take chance to play because they are at the free place.

Teacher should tell to the students what they can or cannot do. Teacher should maintain the

situation so that the teaching and learning process still in the path. Because for students, study

at the opening place quite different and strange for them. This is crucial for the success of the

activity, so every effort should be made.

Following things that teacher should prepared and do to teach at the opening place:

1. The selection of the place and time is very important. Study at the open place such as

at the football field at middle of the day is a stupidity.

2. The material that compatible with the place or can be supported with the place.

3. Clear rule for students along the opening place.

4. Clear task for students so that they know what they must to do and focus.

5. Teacher should be able maintain the situation from the beginning until the end of

program.

6. Teacher should be creative and able to connect and relate the material with the place.

2.5.2 The Role of Students

Students play a reactive role by responding to teacher s explanation. They should

contribute as much as they gain in the classroom. If the students are successfully doing the


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alphabet games, the will apply the new vocabulary, which has just been learnt into the lesson.

It is needed for recalling the vocabulary. After the students do their role in vocabulary

teaching learning process, it is expected that they will master some aspects of vocabulary

teaching, namely aspects of association of concepts (meaning in clues) with words and the

spelling words. So that after doing the game, they can spell the words correctly and they can

remember the words with easy way.

CHAPTER III

RESEARCH PROCEDURE


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3.1 The Background of School

This school is known as SMP Opak. However, the official name is SMP Negeri 2

Karang Baru. It is located on Banda Aceh Medan street Km. 470, Subdistrict of Karang

Baru of Aceh Tamiang District. Nowadays, this school has nineteen classes with total number

of students is about 704 students. The principal is Mursida, S.Pd. There are 57 teachers and

staff. This school was built in 1983 as public school. Following is the background of school:

Table 3.1

The Background of School

1 Name SMP Negeri 2 Karang Baru

2 Location Tanjung Seumantoh

3 Founding Date August 1, 1983

4 Number/Date of SK Penegerian 172/C/1983, Tgl 1 Juli 1983

5 Number of School Statistic 20 1 06 14 03 007

6 Number of Routine School 2.11.05

7 Province Nanggroe Aceh Darussalam

8 District Aceh Tamiang

9 Subdistrict Karanga Baru

10 School Address/Post CodeB. Aceh - Medan Km 470 Tg. Seumantoh

11 Number or Room 19 rooms

12 Building Status Private Building

13 Building Condition Permanent

14 Number of Teacher /Staff

a. Government Teacher 8 male 23 female

b. Non Government Teacher 6 male 9 female

c. Government Staff - male 1 female

d. Non Government Staff 9 male 3 female

e. Number of Students 345 male 359 female

Source: monthly report of SMP Negeri 2 Karang Baru

3.1.1 The Background of Student


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As mentioned above that SMP Negeri 2 Karang Baru located at one of Subdistrict in

Aceh Tamiang, so most of the students come from around the areas or the villages. However,

many of them live in the area or village that is far from the school.

Most of the students are come from the farmer family. The others are from trader,

angler or civil servant. Looking to their background, the students still face many problems to

study because some factor such as the distance. Although the school is located at side of main

road but the students, which come from the remote area is hard to find the transportation. The

situation often making the teaching learning process does not work properly because many

students often late arrive at school for example. Until this year, this school has nineteen

classes divided into three grades. At the seventh grade there are seven classes, at the eighth

grade there are six classes and at the ninth grade there are six classes. From nineteen classes

the total number of students at SMP Negeri 2 Karang Baru is 704 students.

Table 3.3 shows the distribution of students at SMP Negeri 2 Karang Baru:

Table 3.2

The Distribution of Students

1 VII 139 120 259

2 VIII 107 135 242

3 IX 99 104 203

Total 345 359 704

Female TotalNo Class Male

3.1.2 The Facility


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Following, is the facilities at SMPN 2 Karang Baru:

Table 3.3

The Facilities of SMPN 2 Karang Baru

No Facilities Unit/Set

1 Classroom 19

2 Laboratory 1

3 Library 1

4 Headmaster Room 1

5 Teacher Room 2

6 Administration Room 1

7 Concealing Room 1

8 Osis Room 1

9 Students' Toilet 8

10 Teacher's Toilet 2

11 PKG Room 1

12 PKK Room 1

13 Computer Room 1

14 Canteen 2

Total 42

Source: monthly report of SMP Negeri 2 Karang Baru

3.1.3 The Background of Teacher

At SMP Negeri 2 Karang Baru there are forty-six teachers. The teachers are not all as

promotiveteacher but some of them are the non-promotiveteacher. The school takes this

policy to hire the non-promotiveteacher because the number of promotive teacher is not

enough to cover all the classes and the lessons. Although this school located at Karang baru


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Aceh Tamiang, but many of them are not living in Aceh Tamiang or Karang Baru. Actually

many teachers are living in another district such as Kuala Simpang and Kota Langsa.

The total number of promotive teacher is thirty-one consist of eight men and twenty-

three women teachers. Meanwhile, the non-promotive teacher number is fifteen teachers

consist of thirteen women and only two men. Nowadays, this school leads by Mursida, S.Pd.

However, the writer will not mention all the teachers who duty at this school but only the

English teacher because suitable with her subject research is about English. There are four

English teachers consist of one man and three woman then one promotive teacher and three

non- promotive teachers. Below is the list of English teacher at SMPN 2 Karang Baru

Table 3.4

The English Teacher at SMPN 2 Karang Baru

1 MAIMUNAH, S.Pd Promotive Teacher

2 HENNY SRIYUNI,S.Pd Promotive Teacher

3 USMAN NAGO, SP.d Promotive Teacher

4 MAIDAR Promotive Teacher

No Name Status

3.1.4 The Background of Administration Staff

There are thirteen administration staffs, consist of nine men and four women.

However, only one staff as promotive employee and she is a women. Meanwhile the non-

promotive staff consists of nine men and three women employees.

Following is number of the administration staffs at SMP Negeri 2 Karang Baru.


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Table 3.5

The Administration Staff

No. Status Total Male Female

1. Promotive teacher 1 - 1

2. Non-Promotive teacher 12 9 3

3.1.5 The Curriculum

Kurikulum Tingkat Satuan Pendidikan or KTSP is the curriculum that used now at

SMPN 2 Karang Baru . This curriculum is curriculum based on school means the material of

lesson could be designed by teacher or all the element of schools. It purposed to adjust with

the condition of the school.

3.1.6 The Textbook

The textbook that used at SMP Negeri 2 Karang Baru from Armico Publisher. The

title New Concept English Developing Competencies in English Use for SMP Grade VIII

Semester 1 and 2 by Drs. Nanan Suryana.

3.1.7 The Schedule of School

The schedule at this school is almost similar like others school at this region. It started

at 07.45 in the morning and end at 01.30 in noon. For English schedule is taught twice a week

and four-hour of lesson time for each class. Every time took about forty minutes.


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of the tests are compared to know the progress of students before and after they got the

experimental teaching that using Opening Place to teach speaking.

d. Questionnaire

The questionnaire is given to the students in the end of the experimental teaching to

know students opinion regarding to the experimental.

3.2.1 The Process of Experimental Teaching

The experimental teaching was conducted in five times. Following is the detail of the

experimental teaching speaking through Opening Place to the eighth grade students of SMP

Negeri 2 Karang Baru.

1. Introduction and Giving Pre-Test

The writer conducted the introduction at the first time she met the students at the

class VIII.3 as the sample class. The class consist 43 students. The writer performed

greeting and then explained who is she and what is her plan to the class.

The introduction process was running well because the students seem enthusiastic

about the plan. They said that they interesting with the idea to study outside of the class

because they had bored study in the class for long time except in sport lesson.

After the introduction, the writer started to speak with the student in order to

know their ability generally. The writer asked students one by one. The questions are

randomly. The themes of material are very familiar with the students for they will be

easier to answer those.

However, most of the students cannot answer the questions well. They lack of

pronunciation, vocabulary and bad structure usage. They also looked shy and afraid to

answer the question. When the writer asked them why, they said that they did not know


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the answer or afraid if the answer going to be wrong and getting mock by friends or

punishment.

Therefore, the writer told them do not be shy or afraid because her attention in

this research was to make students study better without feeling shy even afraid if made

mistaken. She convinced them that no punishment if they made it, instead she would help

to correct the mistaken. The writer thought that was very important to convince them in

order to have close rela tion and make them feeling safe to follow the experiment in

next days.

In order to know the ability of students in speaking, then the writer conducted the

pre test. She asked randomly questions based on the material that they will learn along

the research. Each student got three questions.

2. Teaching Speaking Through Opening Place 1 st

In the second meeting, the writer started the experimental teaching speaking

through Opening Place. Nevertheless, before students asked went out the classroom,

she gave instructions and rules in order to make students know what they must to do

and to control them.

Next, the writer asked students went out the classroom and led them to school

garden beside the classroom. Students sat on the mat that they had prepared before.

Based on the instruction that teacher has given before, students started to open their

textbook to find the material that day with theme Health 1 (page 85 86/task 1 & 2).

The students did all the instructions as in the book.

3. Teaching Speaking Through Opening Place 2 nd

At the third meeting, the writer conducted the same thing with the students but

now with different material. This time the students are using theme Health 2 (page 98

100/task 1 3).


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4. Teaching Speaking Through Opening Place 3 rd

At the fourth meeting, the writer conducted the same thing with the students as

before with different material. This time the students are using theme Health 3 (page

125 126/task 1 3).

5. Giving Post-Test

The students were given posttest. The form and questions were similar as the

pre test. In the last time, the writer gave questionnaire contains of ten questions.

CHAPTER IV

DATA ANALYSIS


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4.1 Data Collection

After conducted the observation, experimental teaching, test and questionnaire, finally

the writer has collected the data from the serial activities. The data collection is from the pre-

test and post-test result of the students at class VIII.3 as the sample of this research. The data

interprets used the statistic formula to find the mean of score from both tests. It used to know

the development of students in this research, whether it is increasing or not after the

experimental teaching speaking through Opening Place.

Table 4. 1

PRE-TEST SCORE

1 Student 1 2 2 2 62 Student 2 2 2 2 63 Student 3 2 2 2 64 Student 4 2 2 2 65 Student 5 2 1 2 56 Student 6 2 2 2 67 Student 7 2 1 1 48 Student 8 2 2 2 69 Student 9 2 1 2 5

10 Student 10 1 2 1 411 Student 11 2 2 2 6

12Student 12

3 2 2 713 Student 13 2 2 2 614 Student 14 1 1 2 415 Student 15 2 2 2 616 Student 16 2 1 1 417 Student 17 2 2 2 618 Student 18 2 1 1 419 Student 19 2 2 2 620 Student 20 1 2 1 421 Student 21 2 2 2 622 Student 22 2 2 2 623 Student 23 2 2 2 624 Student 24 2 1 2 525 Student 25 2 2 2 626 Student 26 3 2 2 727 Student 27 2 1 1 428 Student 28 2 1 1 429 Student 29 2 2 2 630 Student 30 2 2 2 631 Student 31 1 2 2 532 Student 32 2 1 1 433 Student 33 2 2 2 634 Student 34 2 1 2 535 Student 35 2 2 2 636 Student 36 1 1 1 337 Student 37 2 1 2 538 Student 38 2 1 2 539 Student 39 2 2 2 640 Student 40 3 2 3 841 Student 41 2 2 2 642 Student 42 1 1 1 343 Student 43 2 2 2 6

AspectNameNo Total

S truc ture VocabularyPronunciation

Table 4. 2

POST-TEST SCORE


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1 Student 1 3 3 3 92 Student 2 3 3 3 93 Student 3 3 3 3 94 Student 4 3 3 3 95 Student 5 3 2 3 86 Student 6 3 3 3 97 Student 7 3 2 2 78 Student 8 3 3 3 99 Student 9 3 2 2 7

10 Student 10 2 3 2 711 Student 11 3 3 3 912 Student 12 4 3 4 1113 Student 13 3 3 3 914 Student 14 2 2 2 615 Student 15 3 3 3 916 Student 16 3 2 2 717 Student 17 3 3 3 918 Student 18 3 2 2 719 Student 19 3 3 3 920 Student 20 2 3 2 721 Student 21 3 3 3 922 Student 22 2 2 2 623 Student 23 2 2 2 624 Student 24 2 1 2 525 Student 25 3 3 3 926 Student 26 4 3 3 1027 Student 27 3 2 2 728 Student 28 3 2 2 729 Student 29 3 3 3 930 Student 30 3 3 3 931 Student 31 3 3 3 932 Student 32 3 2 2 733 Student 33 3 3 3 934 Student 34 3 2 3 835 Student 35 3 3 3 936 Student 36 2 2 2 637 Student 37 3 2 3 838 Student 38 3 2 3 839 Student 39 3 3 3 940 Student 40 4 3 4 1141 Student 41 3 3 3 942 Student 42 2 2 2 643 Student 43 3 3 3 9

AspectNameNo Total

Structure VocabularyPronunciation

Table 4.3

QUESTIONNAIRE RESULT


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yes no others yes no others1 Question 1 0 43 0 43 0 100 02 Question 2 43 0 0 43 100 0 03 Question 3 0 43 0 43 0 100 04 Question 4 43 0 0 43 100 0 05 Question 5 30 7 4 41 73 17 106 Question 6 26 3 4 33 79 9 127 Question 7 43 0 0 43 100 0 08 Question 8 43 0 0 43 100 0 09 Question 9 43 0 0 43 100 0 0

10 Question 10 38 0 5 43 88 0 12

Percentage (%)TotalQuestionNo

Answer

Table 4.4

Interview Result

1. Q: How is the process of teaching learning English in this school?

A: The process is good enough.

2. Q: Do like study English?

A: Some of students like it very much but others, they do not really like it.

3. Q: Is there any problem in the process? Can you give the example?A: Yes, of course. The problem among other is caused of lack of facility for instance

the appropriate textbook for students. In addition, problem comes from the students

itself where they are often not serious in learning.

4. Q: What about students speaking ability?

A: Their speaking ability is not too good. Most of students still shy to speak and afraid

to make a mistaken.

5. Q: Have they studied at the outside of classroom before especially in speaking?

A: No, Never

4.2. Data Analysis

To analyze the score of the test, following is the data analysis:


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1. Pre-test

a. Determine the range of the score

R = Xt Xr

Where:

R = the range of score

Xt = the highest score

Xr = the lowest score

Based on the score result, the range for pre-test is:

R = Xt Xr

= 8 3

= 5

b. Determine the class

K = 1 + 3, 3 Log n

Where:

K = the number of class interval

n = the number of students

So,

K = 1 + 3, 3 Log n

= 1 + 3, 3 Log 43

= 1 + 3, 3 (1, 6)

= 1 + 5,28

= 6, 28 (6 or 7)

Based on the range, the class interval for pre-test is:

Class interval (I) = RangeClass


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= 8,3

The percentage of increasing score is:

8,3 5,4 = 2,9

P = N F

x 100%

=15

9,2 x 100%

= 19,3%

4.3. Discussion

Based on the data that collected above, following is the discussion to the data:

1. Experimental Teaching and Test

The experimental teaching conducted in five meetings include the test for twice

time at the first (as the pre test) and the last meeting (as the posttest). The way to value

students score based on the instrument for speaking assessment adapted from Harris

(1997: 84) as mentioned in chapter I. The writer gave students questions than she gave

the score the students answer based on the instrument. Based on the data collection and

the analysis of data showed there is increasing score from the pre-test to the post-test.

The mean score for pre-test is 5,4. Nevertheless, after the experimental teaching

the mean score for post-test is 8,3 from 15 total point that students can get. The

increasing of means score is about 2,9 points or 19,3%.

2. Interview

Interview was conducted in order to get data and information about the school, teachers,

students, staffs, the background, facility and teaching learning process at SMPN 2

Karang Baru. The interview conducted to one of administration staff to get the

background of school and the result presented at chapter three. Meanwhile to get the


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information about teaching learning process especially to English, the writer asked to one

of English teacher directly.

Based on the interview result, the writer concluded that students have problem in

speaking because of lack facility, personal and the teaching technique. Particularly to the

teaching technique that teacher rather less of creativity because always conduct the

teaching in the classroom.

3. Questionnaire

Based on the questionnaire result, almost students gave absolute answer or 100%, for

questions about study out of the class or at the opening place. They feel that something

new. It showed how deep they boring with monotonous study activity for a long time in

the classroom.

It also showed that students prefer to study English especially speaking after they got

experimental teaching in the research. Because they feel something fresh condition and

that increase their motivation also their ability which proved by their increasing scores

on the posttest.

Teaching speaking through Opening Place made students ease to memorize the lesson

because study in different place, practice with friends and able to see some objects directly,

those things are painted in their mind. It means the method and techniques that applied by the

writer in teaching speaking through Opening Place was succeed in order to increasing

students speaking ability. It is proved by the post -test result.

If the first time students lack of courage or speaking skill, after the experimental

teaching, the students looked braver to answer the writer questions because all the questions

based on the material or theme that she used along the experiment process.

Moreover, after long time always study in the classroom, the new situation make

students feel relax and enjoy to speak. If at the first time, they looked shy, after couple of


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times it has gone slowly. The writer tried put no pressure for them when they speak in order

to support them free to express. She just emphasized to the students to enjoy the environment

and usage every meeting as they were in vacation. That trick was effective to make students

feel no burden but think that speaking is something fun to do along their vacation .

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions


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In the last chapter, the writer gave the conclusion about the research that had

conducted at SMPN 2 Karang Baru. The writer held the experimental teaching using poster to

teach speaking to the seventh grade students of SMPN 2 Karang Baru. In the experimental

teaching, the writer gave pre-test and post-test before and after the experimental. The tests

conducted to k now the students speaking development before and after the research.

The conclusions are:

1. Teaching speaking through opening place gives new situation in study English for

students so they are far from boring.

2. Students more relax and enjoy speaking as a fun activity to do.

3. Students shy to speak because they do not know the answer and afraid if it going

to be wrong then got punishment. However, study at the opening place had

assisted students to less their shy feeling to speak.

4. Increase students interest and more active to study speaking because it was fun

being at the free space without the wall restricted.

5. Increase students motivation because they can speak without afraid to make

mistake and their memory to the lesson.

6. Increase students mean score from 5,4 point at pre test become 8, 3 point at the

post test.

5.2 Suggestions

After all the research processes and made some conclusions, the writer realized that

this research is still far from the perfect. However, the writer hopes this written can give

advantage or at least give a new perspective to the readers, especially for all teachers or

educators who want to practice the technique as like as written in this thesis. To the readers,

the writer tries to give some suggestion in order to be a good criticism for them and

particularly for her.


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The suggestions that writer could give in this thesis are:

1. The teacher must have big patience in guiding their students to grab the success in

study.

2. Teaching speaking through opening place is good as one of the alternative way to

make study situation more interest and increase students achievement.

3. The teacher must have wide perspective in term of education, in other words keep

studying how to be a good teacher for students.

4. A good teacher could be an inspiration for students to study better.

5. Students should develop their ability through study hard and fun.

6. School should provide the instruments of study to support teaching and learning

activity.


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Documents

Paper Work I