improving students' speaking ability through communicative activities

104 Pages·2009·2.01 MB·English

IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH
COMMUNICATIVE ACTIVITIES
(An Action Research in the Second Grade students of SMP Kristen 4 Monginsidi Surakarta)

By:
Arif Hidayat
K.2202505

Submitted to Teacher Training and Education Faculty of Sebelas Maret
University as Partial Fulfilment of the Requirement for Getting the
Undergraduate Degree of Education

TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2009
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ABSTRACT

Arif Hidayat: “IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH
COMMUNICATIVE ACTIVITIES” (An action research in the second grade students
of SMP Kristen 4 Monginsidi Surakarta). A thesis: Teacher Training and education
Faculty. Sebelas Maret University. 2009.
The result of pre-research observation finds some field problems in teaching and
learning process of speaking English as follows: (1) Students consider English as
difficult lesson, (2) the students are shy and afraid to speak English, (3) The students
are passive, (4) It is difficult for the students to pronounce English words correctly,
(5) It is difficult for the students to ask and answer simple question orally, (6) The
students can not carry out the simple dialog fluently, (7) It is difficult for the students
to comprehend English texts, (8) The teacher does not use the teaching media, and (9)
The English teaching and learning activity is monotonous.
The problem above, which the learners have in speaking English, may be viewed
under three headings: the first is the lack of opportunity to use the language, the
second is psychological aspect consisting anxiety and low motivation and the third is
lack of understanding the topic. This research done is aimed at (1) Solving the
students’ difficulties in speaking English and (2) Improving students’ motivation in
learning speaking English.
In this research, the researcher formulates seven actions to solve the field problems;
they are; (1) Providing the answer and question activities, (2) Practicing dialog using
a role-play/simulation, (3) Practicing pronunciation using pictures, (4) Translating
English texts, (5) Conducting interlude activities, (6) Giving point to the active
students, and (7) Using the teaching media.
This is an action research. The subjects of the research are the second grade students’
of class VIIIC of SMP Kristen 4 Monginsidi Surakarta in 2008/2009 academic year.
These researches consist of two cycles. Each cycle uses a procedure consisting of
overall plan, action, observation, and reflection. The instruments used in this research
are field notes or notes, research diaries or journal, test, questionnaire, photograph,
and audio recording. Observation and non-observation techniques are chosen to
collect the data in this research.
Communicative activities are used as the teaching technique to solve students’
difficulties in speaking and to improve the speaking ability. They are chosen because
of their benefits: reducing anxiety, encouraging motivation, giving chances to use the
language and facilitating the students to understand the topic which is being talked.
The result of the research shows that communicative activities are able to solve
students’ difficulties in mastering speaking. They can reduce the students’ anxiety
and increase students’ motivation so that they are not afraid to speak. They give
opportunities to the students to use the language. They can facilitate the students to
understand the topic which is being talked. They can also improve the students’
speaking ability. Before the students are given treatments through communicative
activities, there are 20 students (from the accuracy test) and 19 (from the fluency test)
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students who get score 1 – 1.5. After they are given treatment through communicative
activities, there are 2 students (from both accuracy and fluency test) who get score 1 –
1.5.
It can be concluded that communicative activities can improve the students’ speaking
ability and improve the students; motivation in learning English.

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APPROVAL OF CONSULTANTS

This thesis has been approved by the consultant to be examined by the board of
Examiners of the English Department of Teacher Training and Education Faculty of
Sebelas Maret University.

Consultant 1 Consultant 2

Drs. Abdul Asib, M.Pd Drs. Martono, MA.
NIP. 130 814 585 NIP. 131 792 933

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APPROVAL OF THE EXAMINERS

This thesis has been examined by the Board of Thesis Examiners of the Teacher
Training and Education Faculty of Sebelas Maret University and has been accepted as
a partial fulfillment of the requirements for getting an Undergraduate Degree of
Education in English.

Day :
Date :

Board of Examiners:
1. Chairman : Drs Suparno, M.Pd. ( )
NIP. 19511127 198601 1001
2. Secretary : Hefy Sulistyawati, S.S. ( )
NIP. 19781208 200112 2002
3. First Examiner : Drs. Abdul Asib, M.Pd. ( )
NIP. 19520307 198002 1005
4. Second Examiner : Drs. Martono, M.Pd. ( )
NIP. 19600301 198803 1004

Teacher Training and Education Faculty
Sebelas Maret University
Dean,

Prof. Dr. Furqon Hidayatullah, M.Pd.

v
MOTTO

Jika ingin merdeka, kamu harus bersedia dipenjara.

(Tan Malaka)

GOD MAKES NO MISTAKES

(Bon Jovi)

vi
DEDICATION

This thesis is whole-heartedly dedicated to:
All God’s creatures all over the world

vii
Acknowledgement
Firstly, the writer would say “Alhamdulillahirrobbil’alamin” as the merciful
Allah SWT, the lord of the universe, the creature of the world, has given him His
blessing, grace, charity, love, and guard, so that it is possible for him to finish this
thesis as one of the requirements to gain Undergraduate degree in English Education.
In completing this thesis, the writer realizes that he cannot finish it without
help, support, guidance, and assistance of so many people. Therefore, he would like
to express his gratitude to those who helped him in completing this thesis.
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University
for giving his permission to write this thesis.
2. The Head of English Department of Teacher Training and Education Faculty of
Sebelas Maret University.
3. Drs. Abdul Asib, M.Pd., his first consultant, who has been willing to give
guidance, suggestion, and motivation during the research.
4. Drs. Martono, MA., his second consultant, who has been willing to give guidance,
suggestion, and motivation during the research.
5. Dra. Sugiharti, MM., as the headmaster of SMP Kristen 4 Monginsidi Surakarta,
for her permission for the writer to carry out the research.
6. The Second Grade Students of SMP Kristen 4 Monginsidi Surakarta who have
helped the writer by joining the actions.
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7. His beloved father and mother, thanks for their support, endless pray and best
wishes.
8. His beloved family who have supported him anything and anywhere.
9. His beloved soul mate: Dini Anugraheni, S.Pd., who has pushed him to be a
strong man.
10. The big family of English Department ’02 “PDT”+ Ian for the courage and
motivation to finish this thesis I’ll be missing every our moments.
11. Everyone who has helped the writer to conduct the research and to write this
thesis.
Needless to say, this thesis is still far for being perfect. The writer will accept
gratefully every comment and suggestion. Hopefully, this thesis will give benefit for
every one who concerns with action research.

Surakarta, Maret 2009

The writer

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TABLE OF CONTENT

Page of title table of……………………………………………………………….... i
Abstract……………………………………………………………………………... ii
Approval of consultants…………………………………………………………….. iv
Motto……………………………………………………………………………...... v
Dedication…………………………………………………………………………... vi
Acknowledgement………………………………………………………………......viii
Table of Content…………………………………………......................................... ix

CHAPTER I. INTRODUCTION
A. Background of Study………………………………………………………. 1
B. Identification of the Problem………………………………………………. 2
C. Limitation of the Problem………………………………………………….. 7
D. Formulation of the Problem……………………………………………....... 7
E. Objective of the Research………………………………………………….. 8
F. Significance of the Research………………………………………………. 8

CAHPTER II. UNDERLIYING THEORIES, CONCEPTUAL FRAMEWORK
AND HYPOTHESIS
A. Speaking Ability…………………………………………………………… 10
1. Definition of Speaking………………………………………………… 10
2. Definition of Ability…………………………………………………… 12
3. Definition of Speaking Ability………………………………………… 13
B. Communicative Approach…………………………………………………. 13
C. Methodological Framework of Communicative Approach……………....... 19
D. Communicative Activities…………………………………………………. 21
1. Purpose of Communicative Activities…………………………………. 21
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