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IMPROVING STUDENTS’ ABILITY IN SPEAKING SKILL
THROUGH ANSWERING ORAL TEST STRATEGY IN TEN
GRADE AT MAS MUALIMIN UNIVA MEDAN
SKRIPSI
Submitted to the Faculty of Tarbiyah science and Teachers Training UIN-SU Medan as aPartialFulfillment of the Requirement for theS-1Program (Degree of Sarjana Pendidikan) By: LELI APRIDA HARTINI NIM. 34.13.3.
FACULTY OF TARBIYAH SCIENCEAND TEACHERS TRAINING
DEPARTMENT OF ENGLISH EDUCATION
THE STATE ISLAMIC UNIVERSITY
OF NORTH SUMATERA
MEDAN
Nomor : Istimewa Medan, 05 Mei 2017 Lamp : 6 (Enam) Eks Kepada Yth, Perihal : Skripsi Bapak Dekan Fakultas a.n Leli Aprida Hartini Ilmu Tarbiyah dan Keguruan UIN Sumatera Utara di Medan Assalamu’alaikum Wr.Wb Dengan Hormat, Setelah membaca, meneliti, dan memberi saran-saran perbaikan seperlunya terhadap skripsi mahasiswa a.n Leli Aprida Hartini yang berjudul “ Improving Students’ Ability in Speaking Skill Through Answering Oral Test Strategy In Ten Grade At MAS Mualimin Univa Medan ”, maka kami berpendapat bahwa skripsi ini sudah dapat diterima dan dimunaqasyahkan pada sidang Munaqasyah Fakultas Ilmu Tarbiyah dan Keguruan UIN Sumatera Utara Medan. Demikian kami sampaikan, atas perhatian saudara kami ucapkan terima kasih. Wassalam, PembimbingI Pembimbing II
Dr. Sholihatul Hamidah Daulay, S.Ag, M.Hum Maslathif Dwi Purnomo, M.Hum NIP .197506222003122002 NIP. 19820512 201101 1009
PERNYATAAN KEASLIAN SKRIPSI
Saya yang bertanda tangan dibawah ini:
Nama : LELI APRIDA HARTINI
NIM : 34133007
Jurusan/ Program Studi : Pendidikan Bahasa Inggris/ S-
Judul Skripsi :
“IMPROVING STUDENTS’ ABILITY IN SPEAKING SKILL THROUGH ANSWERING ORAL TEST STRATEGY IN TEN GRADE AT MAS MUALIMIN UNIVA MEDAN” Menyatakan dengan sebenarnya bahwa skripsi yang saya serahkan ini benar-benar merupakan hasil karya saya sendiri, kecuali kutipan-kutipan dari ringkasan-ringkasan yang semuanya telah saya jelaskan sumbernya.
Apabila dikemudian hari terbukti atau dapat dibuktikan skripsi ini hasil jiplakan, maka gelar dan ijazah yang diberikan oleh universitas batal saya terima.
Medan, 21 Mei 2017 Yang membuat pernyataan
LELI APRIDA HARTINI
NIM. 34.13.3.
ABSTRACT
LELI APRIDA HARTINI. 2017. IMPROVING STUDENTS’ ABILITY IN
SPEAKING SKILL THROUGH ANSWERING ORAL TEST STRATEGYIN TEN GRADE AT MAS MUALIMIN UNIVA MEDAN
Keyword: Speaking, Oral Test Strategy The objective of this research is to know the implementation of Answerig Oral Test Strategyand to find out whether the improvement of the students’ Ability in Speaking Skill. This research was conducted at MAS Mualimin Univa Medan as the subject of researcher. The subject of this research were consisted of 44 students of the first grade in class X-C.The research was conducted with Classroom Action Research. In conducting this classroom action research, the writer divided the action into two cycles. The instrument of collecting data were qualitative data from observation, diary notes, and documentation. Quantitative data were taken from tests, which was carried out in the end of every cycle. Based on the result of this research showed that the students’ score increased from the first meeting namely cycle I until the last meeting namely cycle II. From the counting, the researcher found the mean of pre-test was 62 there was 15.91% (7 students) who got points up 75. In the post test cycle I, the mean was 62,27it was higher than pre-test. There was 70.45 %(31 students) who got points up 75 in post test I of cycle I. In the post test cycle II, the mean was 82.16, it was higher than post test I. There was 95.45 % (42 students) who got points up 75 in post test I of cycle I. In the other words, the students’ speaking skill Based on the observation, it showed that the enthusiasm and excitementof the students were also improved.
- For all my lecturers in English Department of Faculty of Tarbiyah and Teachers Training State Islamic University of North Sumatera (UIN-SU).
- The principal of MAS Mualimin Univa Medan, all his staffs and all of students XI-C who help me to do this research.
- My beloved sister Gemala Widiyarti M.Pd and Ummi Nova Yanti S.Pd, my brother in law Baginta Sembiring, S.Pd and Eko Setia Budi, SH and all my big family.
- My beloved friends in PBI-1 (2013), especially my 6 Samudra are Siska, Ika, Nisak, Sartika and Sita who always support and give me guidance.
- My beloved friends in kost oma, especially sister Umi Kalsum, SE always listen to my problem and make me happy.
- All of people who have helped me in completing this thesis. Finally, the writer realizes that this thesis is far from being perfect and need to suggestion and correction. It is a great pleasure for the writer to receive critics and suggestion. Hopefully this thesis may give the advantages for all.
Medan, Mei 2017
The Writer
AUTOBIOGRAPHY
NAMA : LELI APRIDA HARTINI
TEMPAT TANGGAL LAHIR : JATIKESUMA , 27 APRIL 1996
UMUR : 21 TAHUN
NIM : 34.14.3.
JENIS KELAMIN : PEREMPUAN
FAKULTAS : ILMU TARBIYAH DAN KEGURUAN
JURUSAN / SEMESTER : PENDIDIKAN BAHASA INGGRIS /VII
ALAMAT/ FAKULTAS/INSTITUT : Jl. W. Iskandar Pasar V Medan Estate NO. TELP. FAKULTAS /INSITUT :061-6615683- ALAMAT RUMAH : Jl. Besar Namorambe No. ALAMAT EMAIL : [email protected] LATAR BELAKANG PENDIDIKAN
- SD/MI : MIS LKMD
- SMP/MTS : SMP NEGERI 1 NAMORAMBE
- SLTA/MA : SMK “SW” YPK MEDAN
- UNIVERSITAS : UNIVERSITAS ISLAM NEGERI SUMATERA UTARA NAMA ORANG TUA AYAH : SUTIONO IBU : SUHARTINI ,S.PdI MEDAN , MEI 2017
LELI APRIDA HARTINI
NIM. 34.23.3.
- CHAPTER I INTRODUCTON LIST OF APPENDIX
- 1.1 The Background of Study
- 1.2 The Research of Problem
- 1.3 The Object of Study
- 1.4 Scope of Study
- 1.5 The Significance of Study
- CHAPTER II LITERATURE REVIEW
- 2.1 Theorical Framework - 2.1.1 Speaking Skill - 2.1.1.1 Defenition of Speaking Skill - 2.1.1.2 The assessment of Ability Skill - 2.1.1.3 Aspect Non-linguistics............................................. - 2.1.1.4 The Learning of Speaking
- 2.1.1.5 Speaking Strategy.........................................................
- 2.1.1.6 Nature of Learning Model
- 2.1.1.7 Answering Oral Test Strategy
- 2.2 Definition of Speaking Skill
- 2.3 The Nature of Language Learning
- 2.4 The Definition of Oral Test Stratgy
- 2.4.1 The Use of Oral Test
- 2.4.2 The Significant of Oral Test Strategy
- CHAPTER III METHODOLOGY OF RESEARCH
- 3.1 The Research Design......................................................................
- 3.2 The Subject of the Research
- 3.3 The Object of the Research
- 3.4 The Methods ad Procedures of Research
- 3.5 The Procdure of Cycle
- 3.6 Data Collection Techniques
- 3.7 Techniques of Collecting Data
- 3.8 Techniques of Analysis Data
- CHAPTER VI DATA ANALYSIS AND RESEARCH FINDINGS
- 4.1 The Data
- 4.1.1 The Quantitative Data
- 4.1.2 The Qualitative Data
- 4.2 Data Analysis
- 4.2.1 Quatitative Data
- 4.2.2 Qualitative Data
- a. Planning 1. Cycle I
- b. Acting
- c. Observing
- d. Reflecting
- a. Planning 2. Cycle II
- b. Acting
- c. Observing
- d. Reflecting
- 4.3 Research Findings
- 4.4 Discussion
- CHAPTER V CONCLUSION AND SUGGESTION
- A. Conclusion
- B. Suggestion
LIST OF TABLE
Table 4.1 Value of Student Learning Result in Pre Test Table 4.2 Description of Student Result in Pre-Test Table 4.3 Observation of Students Learning Activities in Cycle Two Table 4.4 Values of Students Learning Outcomes in Cycle One Table 4.5 Description of Students Results in Post-Test Cycle One Table 4.6 Observation Results Students Learning Activities in Cycle Two Table 4.7 Values of Students Results in Post-Test Cycle Two Table 4.8 Description of Students Results I Post-Test Cycle Two Table 4.9 Students Learning Results on Pre-Test , Cycle One and Two Table 4.10 Recapitulation of Students Learning Results Before and After Table 4.11 Recapitulation of Observation Results Teacher’s Teaching Table 4.12 Recapitulation of Students Activity Observation Results
CHAPTER I
INTRODUCTION
1.1. Background of the Study In the globalization era, English has been taken as one of the international languages used by most of countries all over the world. As the international language, English is learned by most of people in the world. By mastering English, someone can communicate easily with other people from other country eventhough having different language. In this condition, English appeared as an international language that can link all people from many countries in the world for all purposes and contexts. Therefore, English is one of the subject has been applied since elementary school in Indonesia. Problem in learning and teaching English still exist at school, because English language is completely different from the Indonesian language in the system of the speaking, writing, pronunciation and vocabulary. For teachers creating English teaching effectively and efficiently is not an easy job, therefore, that the English teacher must be able to organize teaching learning activities. They have to present materials by using a suitable teaching strategy. A good teaching strategy makes students understand and master the lesson like the other lessons which need a suitable strategy and methods, teaching language also needs a suitable techniques and methods. In reality learning English especially to speaking skill is difficult for some students. The students just memorize the changes of verbs, the word related to nouns, adjectives and adverbs. There are many strategy and methods of language teaching that can be selected for teaching speaking
The objective of teaching English is to enable the students to achieve the four skills of language, namely listening, speaking, reading, and writing. It is expected that after relatively enough time of studying, the students will achieve the ability in listening, speaking, writing, reading English. One of the basic skill of English is speaking. Speaking skills are needed in a variety of positions and education teaching, for example, need to master the skill of speaking in order to convey information well towards their students, for students are also required to master the skills of speaking.In general, some people realize that there are some factors of the difficulties in speaking ability. There are internal and external factors. Internal factors can be from the students themselves. This is concerned with the psychology and physical aspects, for instance feeling ashamed to speak. This can make students afraid of making interactions with their peer during the teaching- learning process. It also makes students reluctant to express their ideas even though they do not understand, they don’t want to take risk of being criticized by their friends. It is concerned with the teaching-learning technique. The teacher should choose an appropriate media for teaching speaking.At present, in teaching speaking, ussually the teacher is oriented to the students’ English book. He or she teaches by asking the student to read the dialogue. In teaching speaking the teacher should has important role of students learning success.In order to handle the teachers want to their student good in speaking, the teacher should use English when they are teaching. However in reality the English teachers use Indonesia language more than English. The teacher only speaks English then translate it into Indonesian directly by this way.
1.3 Object of Study To know answering oral test able to improve speaking skill of X Grade Mas MualiminUniva Medan
1.4 Scope of Study Based of the background above, the researcher limits the research focus on improving students speaking through oral test strategy at X Grade MAS MualiminUniva Medan. 1.5 Significance of Study
- The benefits teority This research is expected to contribute to the development of science and teaching ability of other language than that, this research is expected to contribute developments be varied instructional techniques.
- Practical benefits a. Students are expected to be encouraged in academic achievement through learning strategies with oral test answerstudents as researchers gain experience and knowledge in implementing strategies to answer oral test. b. The teacher can gain additional knowledge and insight on particular learning strategy oral answer. c. The school is expected to be used for improving student achievement with their varied models that increase student interest in learning.
CHAPTER II
LITERATURE REVIEW
2.1 Theoritical Framework 2.1. Speaking Skill 2.1.1Definition of Speaking Skill In the daily life of human beings express thoughts and ideas in line with the intent to use oral language or in the form of speech (talking) these aspects included into productive elements. Thatserves as a disseminator of information delivery using spoken language.Many factors are involved in it cause people think that talking is a complex activity level speaking students are not only determined by measuring all factors thoroughly. One can read and write can independently listen to the radio alone, but it is rarely a activityspeak without the presence of a second person as observers or listeners children speak before learning to read and write, in terms of communication, listening and speaking was so linked between one and the other.^1 So, it can be concluded that the notion of speech is submission that the intent of ideas and thoughts fill one's heart to others. to speak are smart people convey topic clearly understand who is on the speaker to talk properly and sort order beginning middle and end, the speaker must use physics structure, as well as the psychological and linguistic in deliver essence speaks is the expression of thoughts and feelings in the form of a sound, the sound of the language based on
(^1) Cooke, Nancy J, (1994), Varieties of Knowledge Elicitation Techniques , International Journal of Human-Computer Studies. 41, p. 849.
to brag (making this up), the utterance is not hard rough and not his attitude. The soft speech can make anyone else receiving a greeting, whereas hard can make the other person away. Allah swt teaches us to speak to a helpful talk.
2.1.2The Assessmentof Ability Speaking Every teaching and learning activities should be held votes in learning activities including speaking. way that is used to determine the extent to which students are able to speak is to test the ability to talk, in principle, impaired speech tests give students the opportunity to talk to country open it write, then the ability to speak more emphasized in practice speaks any. Toa particular activity needs assessment should do efforts on improvement of student achievement gives motivation to the next lesson. assessment ability to speak in language teaching is based on two factors: linguistic factors include pronunciation, vocabulary, structure. Whereas non-linguistic factors include and style.^5 There are some aspects of language in following; a. Pronunciation
- Pronunciation phonemes clear standards and clear intonation.
- Pronunciation phonemes clear, standard and less obvious intonation.
- Pronunciation of phonemes is less clear.
- Pronunciation of phonemes less clear, unaffected dialect and intonation is less clear.^6
(^5) A.L. Chaney, (1998), Teaching Oral Communication, Boston: Allyn and Bacon, p. (^6) P.N. Parashar, (2006), Spoken English, New Delhi: Ajay Verma for Common Wealth Publishers, p.
- Pronunciation of phonemes is not clear, much influenced dialect and intonation is not appropriate. b. Vocabulary
- Control words and phrases are not the right term, is not appropriate and very limited.
- The use of the word less precise terms and phrases.
- Use of words, terms and expressions appropriate and less varied.
- The use of words and phrases appropriate term, appropriate and varied.
- Mastery terms of words and phrases appropriate to varied. c. Structure
- Structure almost did not happen misunderstanding structure.
- Occasionally there structure.
- Errors structure repeated many species.
- Many repetitive structures that interfere with understanding.^7
2.1.3Aspects Non-Linguistic a. Matter
- Topic and the description does not match, not profound, elusive, elements of discourse is incomplete.
- Topic and discourse does not fit, less profound, elusive, elements of discourse incomplete.
(^7). Sholihatul Hamidah Daulay, (2011), Introduction to General Linguistics, Medan: La- Tansa Press, p.
