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THE INFLUENCE OF USING DICTOGLOSS TECHNIQUE TOWARDS
STUDENTS’ SPEAKING ABILITY AT THE FIRST SEMESTER
OF EIGHTH GRADE OF SMPN 15 BANDAR LAMPUNG
IN THE ACADEMIC YEAR OF 2018/2019
A Thesis
Submitted as a Partial Fulfillment of
the Requirements for S1-Degree
By
ROCHMA RAHAYU
NPM.1411040160
Study Program : English Education
Advisor : Iwan Kurniawan M.Pd
Co-Adviaor : Yulan Puspita Rini M.A
TARBIYAH AND TEACHER TRAINING FACULTY
RADEN INTAN STATE ISLAMIC UNIVERSITY
LAMPUNG
2020
THE INFLUENCE OF USING DICTOGLOSS TECHNIQUE TOWARDS
STUDENTS’ SPEAKING ABILITY AT THE FIRST SEMESTER
OF EIGHTH GRADE OF SMPN 15 BANDAR LAMPUNG
IN THE ACADEMIC YEAR OF 2018/2019
An Undergraduate Thesis
Submitted as a Partial Fulfillment of
the Requirements for S1-Degree
By
ROCHMA RAHAYU
NPM.1411040160
Study Program : English Education
Advisor : Iwan Kurniawan M.Pd
Co-Adviaor : Yulan Puspita Rini M.A
TARBIYAH AND TEACHER TRAINING FACULTY
RADEN INTAN STATE ISLAMIC UNIVERSITY
LAMPUNG
2020
ABSTRACT
THE INFLUENCE OF USING DICTOLOSS TECHNIQUE TOWARDS
STUDENTS’ SPEAKING ABILITY AT THE FIRST SEMESTER OF
EIGHTH GRADE OF SMPN 15 BANDAR LAMPUNG IN THE
ACADEMIC YEAR OF 2018/209
By
ROCHMA RAHAYU
English is a compulsory subject that should be learned by the students of junior
high school. But in fact, there are many students got difficulties, especially in
learning speaking. The researcher applied Dictogloss Technique to help the
students‟ problem in speaking. The objective of this research was to find out
whether or not there was a significant influence Dictogloss Technique on
students‟ speaking ability.
This research used quasi-experimental design. Population of this research was 150
students at eighth grade of SMPN 15 Bandar Lampung. The researcher used
cluster random sampling technique to choose the sample. The sample of this
research was 62 students in which divided into two classes and consisted of 33
students for control class and 32 students for experimental class. The students
were taught by using Dictogloss Technique in experimental class and role play
technique in control class. The research used instrument to collect the data in form
oral test. Before giving treatment, the researcher gave pre-test for both classes.
After giving treatment, the researcher gave post-test to students. The researcher
analyzed the data by using SPSS to compute independent t-test.
Based on the analysis, it was found the result of this research of Sig.(Pvalue)= 0.023
< ɑ = 0.05. It means that Ha is accepted and Ho is rejected. It can be concluded that
there is a significant influence of using Dictogloss technique towards students‟
speaking ability at the first semester of the eighth grade of SMPN 15 Bandar
Lampung in the academic year of 2018/2019.
Keywords: dictogloss technique, speaking ability, quasi-experimental design
MOTTO
“Tell My servant to say what is best. Satan shows discord among them. Satan is
to man an open enemy.”1 (Q.S Al-Israa‟ : 53)
1 Talal Itani, Qur’an English Translation, (Beirut: Clear Quran Publication,2001),p.104.
DECLARATION
Hereby, I state this thesis entitled “The Influence of Using Dictogloss
Technique Towards Students’ Speaking Ability at the First Semester of the
Eighth Grade of SMPN 15 Bandar Lampung in Academic Year of
2018/2019” is completely my own work. I am fully aware that I have quoted
some statements and theories from various sources and they are properly
acknowledged in the text.
Bandar Lampung, Januari 2020
Declared by,
ROCHMA RAHAYU
NPM.1411040160
DEDICATION
This thesis is proudly dedicated to everyone who cares and loves me. I would like
to dedicate this thesis to:
1. My beloved parents, Mr. Muhtarudin and Mrs. Robingah who always
support, educate, pray, and give me motivation to be success in my study
and life. Therefore, thank you for giving me everything. I am really proud
of having you as my parents. I love you forever.
2. My beloved brothers and my sisters Fitriyani S.Pd, Katiyo, Umi Solikhah
Amd.Keb, Edi Wawantoro, Ns.Riadus Solikhin S.Kep, Nova Sisva Devi
S.Keb, Fuad Mahmud, and all of my big family who can‟t be mentioned
directly in this thesis one by one, thanks for your support and love for me.
3. My beloved friend Bayu Laksono Asbandi S.Kom who always support me
until finishing my thesis.
4. My beloved almamater UIN Raden Intan Lampung.
CURRICULUM VITAE
Rochma Rahayu was born in Oku Timur on March 12, 1996. She is the fourth
child of five children from Mr. Muhtarudin and Mrs. Robingah. She has two
brothers and two sisters.
She began her study at SDN 3 Belitang in 2002 and graduated in 2008. Then, she
continued at SMPN 2 Belitang in 2008. After graduated at Junior High School in
2011, she continued her study at MAN 1 Oku Timur. She graduated from Senior
High School in 2014. After graduate at Senior High School, she continued her
study at UIN Raden Intan Lampung in 2014 as a student of English Study
Program of Tarbiyah and Teacher Training Faculty.
She has been working at bimbel Smart Education Learning and Smart Private as
an English teacher since 2018 until now.
ACKNOWLEDGEMENT
First of all, praise to Allah, the almighty God, the Most Merciful, the Most
Beneficent for his mercy and blessing to me during study in completing this
graduation paper successfully. Then, the peace and salutation always be given to
our Prophet Muhammad SAW who has guide us from the darkness to the
brightness. This thesis entitled “The Influence of Using Dictogloss Technique
Towards Students‟ Speaking Ability at the First Semester of the Eighth Grade of
SMPN 15 Bandar Lampung in Academic Year of 2018/2019” is submitted as a
compulsory fulfillment of the requirement for S-1 Degree of English Study
Program at Tarbiyah and Teacher Training Faculty of State Islamic University
(UIN) Raden Intan Lampung. When finishing this thesis, the researcher has
obtained so much help, aid, support, suggestion and many valuable things of
countless people. Therefore, the researcher would like to express the sincerely of
gratitude to:
1. Prof. Dr. Hj. Nirva Diana, M.Pd, the Dean of Tarbiyah Faculty and
Teacher Training Faculty of UIN Raden Intan Lampung with all staff, who
give the researcher opportunity to study until the end of this thesis
composition.
2. Meisuri, M.Pd, the chairperson of English Education Study Program of
UIN Raden Intan Lampung.
3. Iwan Kurniawan, M.Pd, the advisor who patiently guided and directed the
researcher until completion of this thesis.
4. Yulan Puspita Rini, M.A, the second advisor, who has guided a lot until
the researcher finished this thesis well.
5. All lecturers of English Study Program of UIN Raden Intan Lampung who
have shared and taught the researcher since the first of her study.
6. Hj. Neti Ekowati, M.Pd, the headmaster of SMPN 15 Bandar Lampung
and all the teachers and staff who have helped the researcher in collecting
the data.
7. Desy Rahmawaty, S.Pd and all English teacher of SMPN 15 Bandar
Lampung who given guidance and spirit in conducting this research.
8. The researcher‟s beloved friends : Reupita Muda, Widya Arika, Sari
Eviyanti, Rosmaini, Umi kartika, Herlita Susanti, Selvi Roja, and Urbak
Nurul Utami who always gives me support and helps me to finish my
thesis.
9. The last, the researcher would like to say thanks to class C of English
Education 2014, especially for “C class” who always cheer up sincerely
and gave the unforgettable memories.
May Allah gives goodness and blesses for all guides and helps that has been given
to the researcher.
Finally, it has to be admitted that nobody is perfect and the researcher is fully
aware that there are still a lot of weakness in this thesis. Therefore, the writer
sincerely welcomes criticism and suggestion from the readers to enhance the
quality of this thesis. Furthermore, the writer expects that the thesis is useful for
the writer particularly and the readers generally, especially for those who are
involved in English teaching profession.
Bandar Lampung, January 2020
The Researcher,
Rochma Rahayu
NPM.1411040160
CHAPTER I
INTRODUCTION
A. Background of the Study
Everyone always uses language in their communication because language is used
all aspect human life. Setiyadi states that, “Language is a system for expression of
meaning. It means that the language is used to express ideas, opinion and
feeling”.2 Dealing with that statement, people will be able to communicate with
each other. Besides, Brown says, “Language is more than a system of
communication. It involves whole person, educational, and developmental
communicative process”.3 It means that the language can be primarily necessity in
human life. It has a big role for every people in making a relationship with others.
Nowadays, English is an important language used by people in the world.
According to Alonso, “English as a second language education has gained an
increasingly important role in career development in science, business and
industry on the global stage”.4 It means that English is the access of international
communication and many countries use English for second language. Meanwhile,
based on Broughton, et al, “English is a foreign language. That is, it is taught in
schools, often widely, but it does not play an essential role in national or social
life”.5
2 Ag. Bambang Setiyadi, Teaching English as a Foreign Language, (Yogyakarta: Graha
Ilmu,2006),p.10. 3 H. Brown Douglas, Teaching by Principle an Interaction Approach to Language
Pedagogy, (New Jersey:Longman,1994),p.70. 4 David J. Alonso, English as Second Language, (New York: Nova Science
Publishers,2011),p.1. 5 Geoffrey Broughton, et al, Teaching English as a Foreign Language, (New
York:Rougtledge Ltd,1980),p.6.
Based on explanation above, some of countries use English as foreign language. It
will be taught in schools. Nowadays, Indonesia put English as foreign language
jwhich has learned by the students from junior high school to the university. It is
because English has an essential role for developing countries such as Indonesia.
In Indonesia, the awareness to compete with global society has grown. Therefore,
English teaching is spread all over the country.
The teaching of English includes four skills, they are: listening, speaking, reading
and writing. Those skills have relationship each other. In speaking skill there is
pronunciation in utterances that must be mastered because it has an effect for
communication especially to deliver our message or idea. Therefore, speaking is
very important in language learning English because speaking can help us to
communicate to other people.
Speaking receives a special skill in language because it is a crucial part of the
foreign language learning and can be used for the students to express their ideas
orally in foreign language. Based on Booher, “Speaking well is measurable skill
and valuable asset can help you clarify your ideas and information to others.
Besides, speaking can build your reputation as an intelligent and interesting
person”.6 Speaking is two way process between speaker and listener and involved
productive and receptive skills of understanding. In other word, the listener will
try to understand the speakers‟ ideas from their communication activities among
them. Meanwhile, Nunan says, “success is measured in terms of the ability to
6 Dianna Booher, Speak With Confidence, (New York: McGraw Companies,2003),p.1
carry out the conversation in the language”.7 From that statement it can be
concluded that speaking should be taught to the students. If the students‟ speaking
is low, they will fail in their study or at least they have difficulty in making
progress in English. But if the students have a good ability in speaking, they have
a better chance to success in their study.
Speaking is one of the most difficult aspects for the students to master. For this
case, students should master several speaking components, they are:
pronunciation, grammar, vocabulary and fluency. Pollard said that “This is hardly
surprising when one considers everything that is involved when speaking: ideas,
what to say, language, how to use grammar and vocabulary, pronunciation as well
as listening to and reacting to the person you are communicating with”.8
Therefore, English teacher should be creative in developing their teaching
learning process to create good atmosphere, and the teacher has to give some
motivation which make the students will improve their speaking skills, and give to
tjhe attention to the speaking components, and make the English lessons more
exciting.
The researcher did a preliminary research in SMPN 15 Bandar Lampung to know
how the English speaking ability of the students of the eighth grade of SMPN 15
Bandar Lampung is good or bad. Whether they are active to express their thought
in English speaking, and whether the technique is used by the teacher in teaching
speaking already right to improve the students‟ speaking ability.
7 David Nunan, Teaching English, (London:Copyright,2008),p.33.
8 Lucy Pollard, Teaching English, (London: Copyright,2008),p.33.
Based on preliminary research, the researcher got data of students‟ speaking test
from Mrs. Desy Rahmawaty S.Pd as the English teacher of the eighth grade
SMPN 15 Bandar Lampung. It was described in the Table 1 below.
Table 1
The English Speaking Score of Students at the Eight Grade of SMPN 15 Bandar
Lampung
No
Class Students’ Score Total
>70 ≤ 70
1 VIII A 10 23 33
2 VIII B 8 24 32
3 VIII C 12 21 33
4 VIII D 9 24 33
j5 VIII E 13 19 32
Total 52 111 163
Percentage 31.90% 68.09% 100%
Source: SMPN 15 Bandar Lampung at the eighth grade in academic year of 2018/2019.9
From the table above, there are 52 of the 163 students who pass in speaking test
based on the criteria of minimum mastery (KKM) and there were 111 students
who failed in the case, the standard score of KKM in SMPN 15 Bandar Lampung
is 70 and there were many students who got the score under 70. It means that
some of the students still had the difficulties in their speaking ability.
Based on the preliminary research in SMPN 15 Bandar Lampung the students are
difficult to express their ideas and feelings especially in speaking. The English
teacher had been interviewed by the researcher, Desy Rahmawati S.Pd, about the
result of teaching descriptive text. She said the most of eighth grade students of
SMPN 15 Bandar Lampung got difficulties in speaking. They could not speak
9 Bertiana, The Data of English Score at the eighth grade of SMPN 15 Bandar Lampung,
Unpublished
English well and they are not confidence to come forward in front of class
because their grammar, pronunciation and vocabulary are low. They also do not
focus on their lesson because they are lazy and bored to learn english especially in
speaking. And also, the students are not able to pass the minimum criteria of
speaking score, that is 70. Furthermore, in learning speaking the teacher gave the
students descriptive text, explains about definition, purpose and generic structure.
The students were difficult to study about descriptive text. She also added that the
ordinary way of teaching speaking is role play, but they were passive in the class.
In teaching speaking, there are some materials; one of them is descriptive text.
According to Kane, description is about sensory experience how something looks,
sounds, tastes.10
It means that, description helps someone to know spesific
information about something that is described. It helps someone to imagine
something that is described; about sound form even taste.
j
In addition, the information about the students‟ speaking ability by giving
questionnaires with 100 students of the eighth grade had been gotten. The students
said that they felt lazy to learn speaking, cause the students felt speaking is
difficult. Besides, the students also said that they felt bored of the technique that
was used by the English teacher in teaching speaking so they did not interesting to
learn English, especially in speaking.11
10
Thomas S. Kane, Oxford Essential Guide to Writing (New York, Oxford University
Press,2000),p.351 11
The eighth students, Students Questionnaires at the eighth grade 2018/2019 Academic
Year, SMPN 15 Bandar Lampung, 2019, Unpublished.
In order to make students succes in learning english especially in speaking, the
teacher should gave their students opportunity to practice in speaking acitivities.
jNot only opportunity to speak english towards students to students. Besides, the
teacher can see their speaking ability of the students and the students also can
practice their speaking skill. But in speaking activities, sometimes teacher and
students rarely used english. This is one of the factore that caused speaking skill
of students not developed well.
Based on the problems above, it is clear that the eighth grade students at SMP N
15 Bandar Lampung still face the difficulties in speaking ability. It is caused by
the external factor and internal factor. The external factor is coming from the
teacher and internal factor is from the students.12
To overcome this problem, it is
good to offer an appropriate technique that can help students in speaking ability,
that is called Dictogloss technique.
Dictogloss is designed to draw the learners‟ attention to language form, it
promotes negotiation of meaning as well as negotiation of form. In this case
students can discuss the material with their friends whether in pair, group or other
activities during the process of learning and teaching.13
There were two studies related to Dictogloss Technique that have been conducted
earlier. The first previous research is Vina Khairul Azmi who studied (using the
dictogloss technique to enhance listening ability of the twelfth grade of SMAN 5
Banda Aceh 2015/2016) it can be found that the students are being helped by
12
William, Burden, Physicology for Language Teachers,Cambridge University, 1997, p.
28
j13
R. wajnryb, Grammar Dictation, Oxford:Oxford University Press, 1990, P.5
applying dictogloss technique in listening skill.14
Another previous research by
Adys Ajjnggun Wulandari from Lampung University (The use of ditogloss
technique to improve Students‟ speaking ability at the second grade of SMA Al-
Kautsar Bandar Lampung). The result showed that the students could improve
their speaking ability after being taught through Dictogloss technique. It can make
the students interested and it can make atmosphere and can motivate the students
in learning English.15
Those from the previous research above are different from this research, the first
previous researcher that used dictogloss technique to teach listening and the
second previous research used dictogloss technique to increasing speaking skill in
senior high school level.
Based on the explanation above, the researcher conducted Dictogloss technique as
an alternative technique for teaching English, especially for teaching students‟
speaking ability. Finally, the research entitled this research “The Influence of
Using Dictogloss Technique Toward Students‟ Speaking Ability at the first
semester of the eighth Grade at SMPN 15 Bandar Lampung in Academic Year of
2018/2019”.
14
Azmi, Vina Khairul, using the dictogloss technique to enhance listening ability of the
twelfth grade of SMAN 5 Banda Aceh 2015/2016, (S1 Thesis, UIN Sidoaro,2013 15
Wulandary, Adys Anggun, The Use of Dictogloss Technqie to improve Students’
Speaking Skill at the Second Grade of SMA Al-Kautsar , Unila,2017
B. The Identification of the Problem
Based on the background of the problem, the researcher identifies some problems
as follows:
1. The students got low speaking score.
2. The teacher‟s teaching technique is not appropriate
C. The Limitation of the Problems
Based on identification of the problem above, the researcher focused only on the
influence of using dictogloss technique towards students speaking ability in
extensive type (monologue) and describing something (person, thing, animal).
D. Formulation of The Problems
Based on the limitation of the problems above, the researcher formulated the
problem as follows: Is there any significant influence of using dictogloss
technique toward speaking ability at the eighth grade of SMP N 15 Bandar
Lampung ?
E. The Objective of the Research
Based on the formulation of the problem, the objective of the research was to find
out whether there is a significant influence of using Dictogloss technique toward
speaking ability of the eighth grade students at SMP N 15 Bandar Lampung.
F. The Significance of the research
In this research, the significance of this research is:
1. Theoretically
For the theoretical contribution, the result of this research is expected to
support the previous theories about the influence of Dictogloss Technique
towards Students‟ Speaking Ability.
2. Practically
a. For the teacher, hopefully this research will help teacher to apply
appropriate technique in teaching speaking. This technique is
expected to contribute ideas determining the curriculum, provide
feedback to English teacher.
b. For the students, it is expected to further increase students‟
learning in English class. It helps the students to improve their
speaking ability by using dictogloss technique. Then, this research
is expected to solve student‟s problem in speaking activity.
G. The Scope of the Research
The scope of the research can be described follows:
1. Subject of the Research
The subject of research was the students at the first semester of eighth
grade of SMP N 15 Bandar Lampung in the academic year of 2018/2019.
2. Object of the Research
The object of the research was the use of using dictogloss technique and
the students‟ speaking ability.
3. Place of the Research
The research was conducted in SMP N 15 Bandar Lampung. It is located
on Teluk Betung, Bandar Lampung.
4. Time of the Research
This research was conducted at the first semester of the eighth grade of
SMPN 15 Bandar Lampung in the academic year of 2018/2019.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Teaching English as a Foreign Language
People use language to communicate with each other, there are many languages in
the world, and it needs the knowledge to make the right understanding. Al-Quran
as the holy book of Moslem really appreciates the diversity among languages,
because the world consist of many difference people with difference ethnics,
nations, and also language based on Ar-Ruum verse 22 explained:
Meaning: and of His signs are the creation of the heavens and the earth, and the
difference of your languages and colors. Here in indeed are portents for men of
knowledge.16
So, language is very important because it is always used by people to
communicate with other and as a media of communication to share information
with other people by messages.
English is an international language used by many people in many countries in the
world as a purpose of communication. It has goal of either oral or written
communication. People use English for making relationship among people in
different countries in the world. It is supported by Broughton, et al, “It is also the
16
Talal Itani, Quran English Translation, (Beirut: Clear Quran Publication,201), p.203.
language of large commercial and industrial organization”.17
It means that foreign
language has been used by many people for communicating in certain occasion,
while people who lived in the developed countries are using English as second
language for communicating freely.
According to Gebhard, “English as the foreign language and is studies by people
who live d in places where English is not a foreign language such as in Italy,
Saudi Arabia and Vietnam”.18
Therefore, the learners who learn English as a
foreign language just have a little chance to use in English in the outside
classroom, because no all people speak English in their country. They speak their
mother tongue, for instance in Indonesia, Indonesian people speak Indonesian
language for daily communication not English because it not their first language
or mother tongue. Thus, the people use English as foreign language. The only use
English in particular situation, such as business, for example, tour guide who
holds a touring and traveling in Bali island, they have to can speak English well
because there are many foreign visitors there.
In most of countries perceive English as a foreign language, the goal of learning
English for students is it to pass the examination to enter the good high school or
university. It is supported by Gebhard, “In many countries where English is a
foreign language, a dual goal for teenagers studying in the educational is to pass
English entrance exams to enter good high schools and university and more
17
Geofrey Broughton, et al, Teaching English as a Foreign Language, (New York:
Rougledge Ltd,1980),p.6. 18
Jerry G.Gebhard, Teaching English as a Foreign Language, (Ann Arbor: University of
Michigan, 2006),p.6.
recently to able use English as a global language”.19
It means that students should
study hard to pass the test and of course more focus on written from since the test
usually in written form. They usually know about the theories of how to use
English, but they cannot use it for communication.
In Indonesia, English is the first foreign language officially taught in schools.
English is not the dominant for the people in Indonesia and English also is not
commonly used in the society. It is supported by Setiyadi, “In Indonesia, English
is learned only at schools and people do not speak the language in the society.
English is really a foreign language for language learners in Indonesia”.20
It means
that, most of Indonesian people only learn English in the class. It is very important
to people in our country to learn English because Indonesian people need to
master English for communicating with other countries. Therefore, the teacher has
to give motivation to the students for creating the best way in teaching in other to
make the students are understanding accustomed to speak English and they can
use English as a tool communication.
In this case, the teacher should create the learning process or situation which
enables the students to learn English well. In teaching English, the teacher should
speak English clearly, simple and as often as possible. Based on Brown states that,
“teaching means giving instructions, guiding in study of something, providing
19
Ibid,p.40 20
Ag. Bambang Setiyadi, Teaching English as a foreign Language,(Yogyakarta:Graha
Ilmu,Ed.I,2006),p.20
with knowledge, causing to know or understand”.21
It means that, the teachers
must be able to create a pleasant condition to teach English. If teacher often uses
English in the classroom, students are accustomed to listen and to imitate so that it
makes them easy to understand the meaning of the words spoken. However, to
achieve the goal of teaching English, the teacher should be skill full, creative and
innovative and teacher needs media, technique or other facilities which can
support them in achieving the goal.
In other words, teaching techniques play an important role in teaching learning
process. In addition, the teaching techniques are suggested to be interesting and
appropriate for students as well. It is important for a teacher to create an
appropriate technique with of teaching English that based on the assumption that
English as foreign language.
B. Frame of Theory
1. Speaking
Prendville says, “Speaking is the most important communication from that human
being use”.22
It means that speaking becomes the right way to express ideas and
feeling by using language as a connector and the people must know the topic.
From the topic, the people can talk each other and know the purpose or meaning
of their speaking.
21
H. Douglas Brown, Principles of language Learning Teaching, (San Fransisco:
Longman,2000),p.7. 22
Francis Prendville, Speaking and Listening through drama, (London: Paul Chapman
Publishing, 2007), p.41
According to Brown as quoted by Florez says, “Speaking is an interactive process
of constructing meaning that involves producing, receiving and processing
information”.23
It means that in the process of speaking there must be at least two
persons. The first person is a speaker who gives information and the second
person is a listener who receives information.
Harmer states, “Students have to master element of speaking such as vocabulary,
grammar, pronunciation, fluency and comprehension”.24
From those five
elements, the learners will know how to speak English correctly.
Based on the explanation above, it is obvious that speaking is very crucial.
Furthermore in the globalization era, Indonesia needs a person who capable not
only in mastering the science and technology but also in mastering the tool to
present science and technology, that is English.
2. Speaking Ability
Speaking is the most important skill in English language teaching. As we know
speaking is a human intelligent to make a sound and convey the opinions of his
mind. Based on Thornburry, “speaking is interactive and requires the ability to
cooperate in the management of speaking turn. Speaking is a skill, and as such
needs to be developed and practiced independently of the grammar curriculum”.25
It means that, speaking ability has been considered as activities by which the
23
Mary Ann Cunningham Florez, 1999. Improving Adult English Language Learner’s
Speaking Skills. Retrieved from
http://www.marsadulteducation.org/pdf/briefs/imprvg%20Ellsphg.Florez.Pdf (accessed on March
20, 2015). 24
Jeremy Harmer, How to Teach English, (Edinburgh: Longman, 2007), p.60 25
Scott Thurnburry, How to Teach Speaking,(London:Longman,2005),p.iv
students try to express taught, feeling, opinion, and to exchange information by
using utterances in the form of communication. Therefore, the teacher has to give
opportunity for students to speak and improve their speaking ability.
According to Fulcher, “speaking is the verbal use of language to communicate
with others; the focus of its skill is to increase the students‟ ability to
communicate in the language target”.26
It means that, speaking skill is the ability
to use language in an oral form. For most foreign language learners, speaking skill
is somewhat difficult. This probably because they think that the language target is
different with their native language. And sometimes they feel it affects the
mastery of another language. Teaching students speak a foreign language is not
easy. It needs a hard work and a long process. Just like other abilities, speaking is
needed to practice. Thus, the students have to speak foreign language in their daily
activity. It will be effective for students and they will know about components of
language from those process. According to Brown, there are five components
must be fulfilled in speaking classroom which recognized in analysis of speech
process, “Those are pronunciation, grammar, vocabulary, fluency, and
comprehension”.27
The elaboration of each component is described below:
1. Pronunciation
Pronunciation is practiced to know how to pronounce of words same as native
speakers. In the pronunciation, the people will know about accent, there are
26
Glenn Fulcher, Testing Second language speaking (Pearson:Longman,2003),p.23. 27
H. Douglass Brown, Language Assessment Principles and Classroom Practice, (New
York: Longman,2003),p.172-173
two common accent in English; those are British and American which related
to use segmental features, vowel, consonants, stress and intonation.
2. Grammar
Grammar is structure and system of language, grammar is very important in
speech process because when people will say something they have to arrange
same of words to be sentences that related in the situation. Actually, they do
not need memorize all of pattern from grammar because it will be difficult for
them to speak English. They have to know about subject, predicate and form of
word that related with the time and situation.
3. Vocabulary
Vocabulary is collection of words or a set of words which have meaning. It has
function for building sentences. The people can not to communicate well if
they do not have sufficient vocabulary. If the people have improved their
speaking ability, it will be seen from vocabulary and the kind of word is used
by them.
4. Fluency
Fluency can be defined as the ability to speak fluently and accurately. Fluency
in a language means speaking easily, reasonably, quickly and without having to
stop and pause a lot.
5. Comprehension
Comprehension is the understanding idea. It means that the people can answer
or express the sentence well correctly; it shows that she/he comprehends or
understands well.
All of those components will produce speech that can be understood in
communication, good pronunciation, grammatically knowledge, vocabularies
mastery, comprehension in meaning and fluency are needed in building a speech.
However it must be remembered that language and speech are meant for
communication. It is not enough for students to learn words, phrases and
grammatical only. Students have to produce speech in their daily communication.
Learning language is about practicing and generating speech. Students need to
express their meaning by doing much practice in speaking.
3. Students’ Speaking Ability
Students‟ speaking ability is formed by three words, they are: students, speaking,
and ability. According to Hamalik in Junia Student is important component in
teaching and learning process in school.28
It means that students is someone that
still being taught or learning in a school.
Cameron says that speaking is the active use of language to access other people‟s
meaning, so that the other people can make sense of them.29
It means that
speaking is making people understand speakers‟ feeling and ideas by doing an act
of communication using language. At the time people produce utterances, they
deliver their meanings, feelings, ideas, and desires.
28
Junia, et al, 2012, Persepsi Siswa Tentang Process Pembelajaran Oleh Guru Non PKn
di SMA Mulya Kedaton Bandar Lampung, a journal education research availale at
http/portalgaruda.org/article. Accessed on 23 November 2019 at 11:38 pm 29
Lynn Cameron, Teachng Language to Young Learners, (Cambridge: Cambridge
University aparess,2001),p.40
Ability is condition of being able; power and capacity to do or act in any relation;
competence in any occupation or field of action, from the possession of capacity,
skill, means, or other qualification.30
So, ability is someone‟s capability or
competence of doing something or action.
From the description above, we can conclude that students‟ speaking ability is
students‟ capability to communicate using language to convey their idea and
feeling to achieve an understanding with each other.
The important thing in speaking is understand the information or message that
given by the speaker. According to Brown, they are five criteria to assess
students‟ speaking ability: grammar, vocabulary, comprehension, fluency, and
pronunciation.31
Thus, the students‟ speaking ability in this research is students‟ capacity to
express their ideas, opinions, feeling and experiences using English with good
pronunciation, grammar, vocabulary, fluency, and comprehension.
4. Types of Speaking
According to Brown, there are several types of speaking, they are:
1. Imitative. At one end of a continuum of types of speaking performance the
ability to simply parrot back (imitate) a word or phrase or possibly a
sentence.
30
Richard Bradley, Ability: Definition and Meaning, an article available at
www.wordnik.com/words/ability?_e_pi_=7%2CPAGE_ID10%2C5984741007, accessed on 23
November 2019 at 11:48 pm 31
H.Douglas Brown, Language Assessment Principles and Classroom Practice,(New
York: Longman,2003),p.172-173
2. Intensive. A second type of speaking frequently employed in assessment
context is the production of short stretches of oral language designed to
demonstrate competence in a narrow band of grammatical, phrasal, lexical,
or phonological relationship. The speaker must be aware of semantic
properties in order to be able to respond, but interaction with the interlocutor
or test administrator is minimal at best.
3. Responsive. Responsive assessment tasks include interaction and test
comprehension but at the somewhat limited level of very short conversation,
standard greetings and small talk, simple request and comments, and the
like.
4. Interactive. The difference between responsive and interactive speaking is in
the length and complexity of the interaction, which sometimes includes
multiple exchanges and/or multiple participants.
5. Extensive (monologue). Extensive oral production tasks include speeches,
oral presentation, and storytelling, during which opportunity for oral
interaction from listeners is either highly limited or ruled out altogether.32
5. Teaching Speaking
Good speaking activities can and should be extremely engaging for the students. If
they are participating fully and the teacher has set up the activity properly and can
then give sympathetic and useful feedback, they will get tremendous satisfaction
from it. Scott suggests that teaching of speaking depends on there being a
classroom culture of speaking, and that classroom need to become „talking
32
Ibid,p.154
classroom‟. In other words, students will be much more confidents speakers (and
their speaking abilities will improve) if this kind of speaking activation is a
regular feature of lessons.33
It means that the teachers should make the students
feel engage to active in speaking class, so the learners can improve their skill.
One of the best way for you to help learners activate this knowledge is to put them
in ‟safe‟ situation in class where they are inspired and encouraged to try using
language from their „store‟. These would not mainly be activities that teach „new‟
language; rather, they would allow learners to try out language that they already
understand and have „learned‟, but not yet made part of their active personal
repertoire. Generally speaking, you are likely to want to create activities in which
learners feel less worried about speaking, less under pressure, less nervous about
trying things out.34
It is important to make students relax in teaching and learning
process. „
According to Ur, there are some characteristics of a successful speaking activity:
1. Learners talk a lot. As much as possible of the period time allotted to the
activity is in fact occupied by learner talk. This may seem obvious, but often
most time is taken up with teacher talk or pauses.
2. Participation is even. Classroom discussion is not dominated by a minority of
talkative participants: all get a chance to speak, and contribution a fairly
evenly distributed.
33
Jeremy Harmer, How to Teach English, (Edinburg:Pearson education
Limited,2007),p.23 34
Jim scrivener, Learning Teaching a Guidebook for English Language Teacher,
(Macmilan: Macmilan Education,2005),p.148
3. Motivation is high. Learners are eager to speak. Because they are interested in
the topic and have something new to say about it, or because they want to
contribute to achieving a task objective.
4. Language is of an acceptable level. Learners express themselves in utterances
that are relevant, comprehensible to each other, and of an acceptable level of
language accuracy.35
Based on the explanation above, we know that the important things in teaching
speaking are make the students motivate, active, and engage in learning. It is
important to make the class situation fun and enjoy in teaching and learning
process.
6. Characteristic of Spoken Language
According to Nunan, the successful oral communication involves developing:
b. The ability to articulate phonological features of the language
comprehensibly
c. Mastery stress, rhythm, intonation patterns
d. An acceptable and interpersonal skills
e. Transactional and interpersonal skills
f. Skills in taking short and long speaking turn
g. Skills in the management of interaction
h. Skills in negotiating meaning
35
Penny Ur, A Course in Language Teaching, (New York: Cambridge University
Press,2009),p.120
i. Skills in knowing about the negotiating purposes for conversations.36
Harmer said that there are two elements of speaking that we should pay attention
to have a good ability to speak well, namely:
1. Language features
Language features consist of connected speech in which sounds are
modified (assimilation), omitted (elision), and added (linking), or
weakened (thought contractions and stress patterning); expensive devices
which contributes to the ability to convey meanings; lexis and grammar in
which teacher plays an important role to provide a variety of phrase for
different functions; and negotiation language which is used to seek
clarification and to show the structure of what we are saying.
2. Mental/ social processing
This element consists of first, language processing in the process in which
language is put into coherent order so that it comes out in forms that are
not only comprehensible, but also convey meanings that are intended .
Second is interacting with others. It means that effective speaking also
involves a good deal of listening an understanding of how the other
participants are feelings, and knowledge of how linguistically to take turns
or allow others to do so. The third is information processing. It is ability to
36
David nunan. Designing Task For Communicative Classroom . (new York: Cambridge
University Press, 1989) p. 32
process the information process the participants tell the speaker the
moment she gets it.37
7. Points to Consider About Speaking
Speaking is a form of communication, so it is important that you say is conveyed
in the most effective way. How you say something can be as important as what
you say in getting your meaning across. Jones stated that there are some points to
consider about speaking. They are:
a. Clarity
The words you speak must be clear if listeners are to understand what you
say. This means speaking your words distinctly and separately, not running
them together, and slurring them.
b. Variety
Speech has its own rhythms and tunes. The voice usually rises, for instance,
to indicate a question. Some words in a sentence require more emphasis than
others if the meaning is to be clear. Unimportant words tend to be spoken
more quickly than important ones. Consider things like pitch, emphasis,
speed, variations in volume, pauses.
c. Audience and Tone
The way you speak and the tone you use will be affected by the audience to
whom you are speaking.38
37 Jeremy Harmer. The Practice of English Teaching. (Cambridge: Pearson Edition,
2001), pp. 269-271
In speaking, speakers must consider the three point above so that they can convey
meaning as effectively as possible.
8. Definition of Text
1. Text
Text is a meaningful linguistic unit in a context. According to Sanggam Siahaan,
text is both a spoken text and written text.39
A spoken text is any meaning spoken
text. It can be a word or a phrase or a sentence or a discourse. A written text is any
meaningful written text.40
It means that text is a number of words to give a
message to somebody in have a struwritten or spoken.
Text have a structure, they are orderly grammatical of words, clauses and
sentences, and by following grammatical rules writers can encode a full semantic
representation of their intended meanings.41
It means that text is used as a
communication by the writer with organized the structure of the text on
grammatical of words, clauses and sentences.
38
Rhodry Jones, Speaking and Listening, (London: John Murray Publishers Ltd, 1989),
p.14 39
Sanggam Siahaan, Kisno Shinoda, Generic Text Structure (Yogyakarta: Graha Ilmu,
2008),p.1 40
Mark Anderson, Kathy Anderson, Text Type in English (South Yarra: Macmillan
Education Australia,1997),p.1 41
Ken Hyland, Teaching and Researching Writing, Second Edition (Edinburgh Gate:
Pearson Education Limited,2009),p.8
2. Genres of the Text
Gerot and Wignel classify the genre into thirteen types. They are:
a. Spoof
Spoof is a text to retell an event with a humorous twist.
b. Recount
Recount is a text to retell events for the purpose of informing or
entertaining.
c. Report
Report is a text to describe the way things are with reference to a range of
natural, man-made and social phenomena in our environment.
d. Analytical Exposition
Analytical exposition is a text to persuade the reader or listener that
something in the case.
e. News Item
News item is a text to inform the readers, listeners or viewers about events
of the day which are considered news worthy or important.
f. Anecdote
Anecdote is a text to share with others an account of an usual or amusing
incident.
g. Narrative
Narrative is a text to amuse, entertain, and to deal with actual or vicarious
experience in the different way.
h. Procedure
Procedure text is a text to describe how something is accomplished
through a sequence of actions or steps.
i. Description
Description text is a text to describe a particular person, place or thing.
j. Hortatory Exposition
Hortatory exposition text is a text to persuade the reader or listener that
something or should not be the case.
k. Explanation
Explanation text is a text to explain the process involved in the formation
or workings of natural or sociocultural phenomena.
l. Discussion
Discussion text is a text to present (at least) two points of view about an
issue.
m. Reviews
Review text is a text to critique an art work or event for a public
audience.42
Based on those explanation, it can be concluded that there are many kinds of text.
The kinds of the text those must be mastered by the students in speaking for
increasing the students‟ speaking ability. In this research, the researcher only
focuses in descriptive text as the form of speaking that was investigated because
this kind of speaking form is concluded as the material should be learned by the
students for the eighth grade.
42
Linda Gerot, Peter Wignell, Making Sense of Functional Grammar (Sydney: Gerd
Stabler, 1994),p.192-220
9. Descriptive Text
Descriptive text is basically to give information. Descriptive text kind of the text
which is aimed to describe particular thing, animal, or human being (certain thing,
our pets, or someone we know well).43
It is different from report text which
described something in general (for example a specific of animal species, an
architect of certain era, and so on).
According to Kane, description is about sensory experience how something looks,
sounds, tastes. Mostly it is about visual experience, but description also deals with
other kinds of perception.44
Pardiyono says that there are several things that we
need to know and understand about descriptive. They are purpose, rhetorical
structure, and grammatical pattern.45
a) Purpose
Description is a type of written text, which has the specific function to
give description about an object (human or non-human).
b) Rhetorical Structure
1. Identification: general description about an object.
2. Description: specific description about an object.
c) Grammar Pattern
1. Use declarative sentence and simple present tense.
2. Use conjuction.
43
Ibid,p.208 44
Thomas S. Kane, Essential Guide to writing (New York: Oxford University Press,
2000),p.6 45
Pardiyono, Pasti Bisa Genre Based Writing, (Yogyakarta: CV Andi Offset, 2007),p.34
Descriptive text is a text to describe something, such as persons, places, or things.
So, it normally takes on three forms, they are:
a. Description of people
People are different, and writing description of people is different. You are
probably already aware of some of the complication because you have often
been asked, “what‟s so-and-like?” In replying, you might resort to
identification, an impression, or a character sketch, depending on the situation.
b. Description of a place
In describing a place for example a room, what should you describe first? the
wall? the floor? Unlike a chronologically developed paragraph, there is no set
pattern for arranging sentences in descriptive paragraph. It is not necessary to
begin with one area and then proceeds to another one. Nevertheless, the
sentences should not be randomly arranged.
c. Description of a things
To describe a thing the writer must have a good imagination about that thing
that will be describe. Besides, to make our subjects as interesting and as vivid
to our readers as they are to us: using proper nouns and effective verbs.
Based on the explanation about descriptive text above, the writer takes conclusion
that the descriptive text is the text that describes a person, thing, place, or animal
that has been specific based on what they see, hear, taste, smell, or touch. There
are two generic structures that should be contains in descriptive text, they are
identification and description.
10. Descriptive Text Speaking Ability
Descriptive text is basically to give information. Descriptive text is kind of the
text which is aimed to describe particular thing, animal, or human being (certain
things, our pets, or someone we know well).46
Based on the explanation above,
the researcher concluded that descriptive text is a text that describe a person,
thing, place, or an animal that has been specific based on what they see, hear,
taste, smell, or touch.
According to Lado in Kusumaryati speaking ability is described as the ability to
report acts or situation, in precise words, or the ability to covers or to express a
sequence of ideas fluently.47
According to Brown, there are five criteria to assess
students‟ speaking ability, they are: grammar, vocabulary, comprehension,
fluency, and pronunciation.48
Speaking means an ability to communicate what is
in our mind with other people.
Descriptive text is useful to help students‟ speaking ability, because this text is
about describe characteristic of the object and more use in simple present tense.
It‟s very easy to students do, so students just explain about characteristic.49
46
Linda Garot, Op.Cit,p.208 47
Sri Endang Kusumaryati, Improving Englsih Speaking Ability through Classroom
Discussion,p.32 An article available at
www.eprints.umk.ac.id/145/1/improving_english_speaking.pdf&sa=u&ved=oahukewimi_yqzsahu
y6mmkhri. Accessed on 26 November 2019. 48
H. Douglas Brown, Op.Cit, p.172-173 49
Julis Prasetyo and Djasminar Anwar, Teaching Speaking Using Descritptive Text,
internet TEFL Journal 2014.
Based on the explanation above, the researcher conducted study about how the
descriptive text applied in teaching speaking, as we know the descriptive text are
kind of the text beside other text like narrative, recount, procedure, report, etc.
Based on the description above, the researcher took conclusion that descriptive
text speaking ability is students‟ capacity to express their ideas, opinions, feelings,
and experiences with good pronunciation, grammar, vocabulary, fluency, and
comprehension to describe a person, thing, places, or an animal and what they see,
hear, taste, smell, or touch.
C. Dictogloss Technique
1. Definition of Dictogloss Technique
Dictogloss is a technique in which short piece of language are read out at
normal speed to students.50
This technique will be more easily accepted by
students because they were too complicated and make it easier for students to
understand what the teachers speak.
George said that dictoglos is a teaching technique which incorporates various
activities such as listening, taking notes, discussing, and reconstructing. He
explains that text reconstruction task provides students with the opportunities to
display both their knowledge of the content of the text as well as of the
organizational structure and language features of the text.51
It means that
dictogloss gives opportunities to the students to comprehend what they have
50
R. wajnryb, Grammar Dictation, Oxford:Oxford University Press, 1990, P.5 51
Jacobs George, Combining Dictogloss and Cooperative Learning to Promote Language
Learning, Sydney : Melting Pot Press, 1986, P.5
heard in form of notes, discuss with their friends and teacher, and speak up in
front of the class.
Mark and Kathy Anderson state that dictogloss is more than just dictation.
Dictogloss comes from the words “dictation” and “glossary”. Dictation is when
one person reads a passage aloud and the audience writes what is said (dictated).
A glossary is a list of words with their meaning written beside them.52
The researcher taught that dictogloss is the development of dictation technique,
and it is learning technique with fun activities. It is a classroom activity where the
teacher reads short text, the students just listen. Then, the teacher reads again, and
the students write key words of the text in their paper. After that, they divided into
several small groups to reconstruct their text. And the students come forward
individually to speak up their result.
Based on the explanation, the researcher concluded that dictogloss is the
integrated skill technique which the students re-create the text or story read by the
teacher to the students, dictogloss is a form of dictation, but one in which the
students hear and reconstruct the whole text, rather than doing so line by line. This
technique involves the students collaboratively reconstructing the text from
memory and then comparing it with the original.
52
Mark Anderson-Kathy Anderson, Text Types in English 2 (South Yarra: Macmillan
Education Australia PTY LTD, 1997), p.5 and 46
2. Procedure of Teaching Speaking through Dictogloss Technique
1. Procedures of Dictogloss According to Wajnryb
a. Preparation
At this stage, teachers prepare students for the text they will be hearing by asking
questions and discussing a stimulus picture, by discussing vocabulary, by ensuring
that students know what they are supposed to do, and by ensuring that the students
are in the appropriate groups.
b. Dictation
Learners hear the dictation twice. The first time, they listen only and get a general
feeling for the text. The second time, they take down notes, being encouraged to
listen for content words which will assist them in reconstructing the text.
c. Reconstruction
At the conclusion of the dictation, learners take notes and produce their version of
the text. During this stage it is important that the teacher does not provide any
language input.
d. Analysis and correction
There are various ways of dealing with this stage. The small group versions can be
reproduced on the board or overhead projector, the texts can be photocopied and
distributed, or the students can compare their version with the original, sentence
by sentence. There are various ways of conducting this. The teachers will conduct
this session in their preferred fashion.53
53 R. Wajnryb, Grammar Dictation, Oxford:Oxford University Press,1990,p.5
2. Procedures of Dictogloss According to George Jacobs and John Small
The basic format is as follows:
a. The class engages in some discussion on the topic of the upcoming text. This
topic is one on which students have some background knowledge, hopefully, and
interest. The class may also discuss the type of the text, e.g., narrative, procedure,
or explanation, and the purpose, organizational structure, and language features of
that text type.
b. The teacher reads the text aloud once at normal speed as students listen but do
not write. The text cab be selected by teachers from newspapers, textbooks, etc.,
or teachers can write their own or modify an existing text. The text should be at or
below students‟ current overall proficiency level, although there may be some
new vocabulary. It may even be a text that students have seen before. The length
of the text depends on students‟ proficiency level.
c. The teacher reads the text again at normal speed and students take notes.
Students are not trying to write down every word spoken; they could not even if
they tried, because the teacher is reading at normal speed.54
In this research, the researcher focused in teaching dictogloss in speaking. So the
researcher choosen the procedure from Wajnryb because his theory is more
complete than Jacob and Small‟s theory.
54
George Jacobs and John Small, Combining Dictogloss and Cooperative Learning to
Promote Language alaearning, Sydney: Melting Pot Press,1986,p.5
3. The Advantages of Dictogloss Technique
Dictogloss as one of technique that can be used in speaking learning brings some
advantages when it is implemented. According to George, there are some
advantages of dictogloss. Those advantages are:
a. By dictogloss, students are actively involved in the learning process and there
are multiple opportunities for peer learning and peer teaching. It is because
dictogloss combines individual and group activities in which students listen
and take notes individually and then reconstruct the text together.
b. The reconstruction stage helps students try out their hypotheses and
subsequently to identify their strength and weakness. The reconstruction and
correction stages help the students to compare input to their own
representation of the text and identify the possible gaps.
c. Dictogloss can help students recreate the text rather than depend on the
teacher to provide the information. The analysis and correction stage enables
the students to see where they have done well and where they need to
improve.
d. Dictogloss technique integrative learning activity which involves reading,
speaking, writing, and listening. So the students can develop their four skills
in English. 55
The researcher concluded that dictogloss technique has the advantages where the
students can get all of English skills needed which covers reading, speaking,
writing, and listening.
55
Ibid,p.5
Besides the advantages, dictogloss technique has disadvantages, they are:
a. Subject matter of the text may not interest all learners
b. Dominant learners may prevent others from participating fully (especially
during reconstruction stage)
c. Learners are unfamiliar with the teaching approach may want to write down
every word dictated.56
To overcome the problems is the teacher must make the material as good as
possible, the teacher asked the students to not cheat with the other during
reconstruction stage, the teacher must dictate with the familiar word and the
teacher must manage the class fun so the students enjoy the learning process.
D. Role Play
a. Definition of Role Play
For the control class the researcher used a role play as the technique. Brown says
that role play is a popular pedagogical activity in communicative language
teaching within constrains set forth by the guideline, it frees students to be
somewhat creative in their linguistic output. In some versions, role play allows
some rehearsal time so that students can map out what they are going to say. And
it has the effect of lowering anxieties as students can, even for a new moments,
take the person of someone other than themselves. 57
56
stella Bullock, Dictogloss, Available on
www.teachingenglish.org.uk/sites/teacheng/files/stella%20Bullock%20Dictogloss_ppt, Accessed
on 23 November 2019 57
H. Douglas Brown, Op.Cit,p.174
Larsen explains that role play is when the students are asked to pretend
temporarily that they are someone else and to perform in the target language as if
they were they person. They are often asked to create their own lines relevant to
the situation.58
From the definition above, the writer concludes that role play is a technique for
teaching speaking by asking students to act or doing something that relevant to the
situation. They can make and map out what they are going to say according to the
situation that the teacher has given.
b. Procedure of Role Play
Scrivener explains that in role play, learners are usually given some information
about a „role‟ (e.g. a person or job title). These are often printed on „role card‟.
Learner take a little preparation time and then meet up with other students to act
out small scenes using their own ideas, as well as any ideas and information from
her role cards.59
To make it clear about this technique, the technique will be
applied in some steps as follows:
1. The teacher gives an information and situation about something that will
be played by students. For example describing his/her pet to his friend.
2. Then the students take a preparations time to develop that information
3. The students act in front of class.60
c. The Advantages of using Role Play
58
Diane, Larsen- Freeman, Technique and Principles in Language Teaching, (New
York:Oxford University Press,2000),p.84-85 59
Jim Scrivener, Learning Teaching a Guidebook for English Teacher,
(Macmilan:Macmilan Education,2005)p.155 60
Ibid,p.157
Harmer states that role play has three advantages, they are:
1. They can be good fun and motivating
2. They allow hesitant to be more fort right in their opinion and behavior
without having to take responsibility for what they say in the way that
they do when they are speaking for themselves
3. By broadening the world of the classroom to include outside, they allow
student to use such wider range of language than some more centered
activities may do61
.
From description above, the writer concludes that by using role play, the students
gave freedom to express their mind to spoke.
d. The Disadvantages of using Role Play
1. The teacher have to do more preparation for setting up the background,
contexts, and learning goals for the role play activities.
2. It may quite difficult to access proficiency of the students on their role
may performance. 62
To overcome this problem the teacher needs to prepare all of properties needed for
the students and the teacher must guide the students to access proficiency well.
E. Frame of Thinking
Language is very important in our life because language is a tool for
communication human being uses language as a means in expressing idea, feeling
61
Jeremy Harmer, The Practice of English Language Teaching (forth Ed),
(Edinburg:pearson Education Limited),p.353 62
Chan C, Assessment Role Play, Assessment Resource Centre, University of Hongkong
Available at www.arc.cetl.hku.hk, Accessed on 23 November 2019,at 1:03 pm
and expectation to the other people in interaction among them. Speaking is an
important thing and one aspect that should be mastered by the students in learning
English. Mastering speaking is required to make the students easier in
comprehending the conversation and listening in English. It means the English
teacher should have good technique or good teaching media in teaching English.
Teacher have to know many kind of teaching technique and they must know how
to influence the technique in the class.
They have to be able to choose the appropriate technique that can be used in
delivering lesson. They also should be able to use various techniques to make
their students not getting bored in studying English. One of the techniques that
can be used in teaching and learning process specially to increase students
speaking ability is by using dictogloss technique.
Based on theories above it can conclude that dictogloss technique can provide
development and improvement of the students‟ skill by interacting together. The
students can achieve and improve their speaking. The writer assumes the
dictogloss technique is suitable to collect scores. This technique can make the
students more active and creative in learning English speaking ability.
F. Hypothesis
From all of theories that are discussed above, the hypotheses can be formulated
as follows:
Ha : there is a significant influence of using dictogloss technique towards
students‟ speaking ability at the first semester of the eighth grade of
SMPN 15 Bandar Lampung in the Academic Year of 2018/2019.
Ho : there is no significant influence of using dictogloss technique towards
students‟ speaking ability at the first semester of the eighth grade of
SMPN 15 Bandar Lampung in the Academic Year of 2018/2019.
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