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The Use of Retelling Short Movie Technique to Improve the

Students’ Speaking Mastery (A Classroom Action Research at the

First Grade of MAN Tengaran in the Academic Year 2016/2017)

A GRADUATING PAPER

Submitted to the Board Examiners as a Partial Fulfillment of the Requirements

for the Degree of SarjanaPendidikan (S.Pd)

English Education Department of Teacher Training and Educatio Faculty

State Institute for Islamic Studies (IAIN) Salatiga

BY:

ITSNA MILLATUL HIMMAYATI

113 12 065

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

v

MOTTO

Being rich is not about how much we have,

but how much we give.

(Singapore inspiration short movie ―The Gift‖)

vi

DEDICATION

This paper is dedicated to:

1. State Institute for Islamic Studies (IAIN) Salatiga especially to English

Education Department of Teacher Training and Education Faculty.

2. My beloved father and mother, Bapak Samsudi and Ibu Ngadiyah.

3. My beloved sister, Dina Amalia Hidayati and my brothers Wildan Fahmi

Syafi‘I and Wafa Firmana Al Makhally.

4. Big Family of Makhally Djumar.

5. My beloved close friends, Puput Rahma Fatmala, Amalia Ismayanti, Siwi

Saraswati, Annisa Nugrahaini and Eni Susanti. All friends from YaBismillah

and IPNU-IPPNU. Thanks for always by my side anytime I need.

6. All friends in English Education Department of IAIN Salatiga.

7. The teachers and students of KB Berkah Illahiand Al Kahfiy that always

support me and remind me about the important of education in live.

vii

ACKNOWLEDGMENT

Bismillahirrahmanirrahim,

In the name of ALLAH, the most gracious and merciful, the kings of

universe and space. Thanks to ALLAH because the writer could complete this

paper as the requirement for the Degree of Sarjana Pendidikan (S.Pd) in English

Education Department, Teacher Training and Education Faculty of State Institute

for Islamic Studies (IAIN) Salatiga.

This paper would not have been completed without support, guidance and help

from individual and institution. Therefore, I would like to express my deepest

gratitude to :

1. Dr. H. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic

Studies (IAIN) Salatiga.

2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty of

IAIN Salatiga.

3. Noor Malihah, Ph.D. as the Head of English Education Department of

IAIN Salatiga.

4. Hanung Triyoko, M.Hum, M.Ed as the Counselor and also my inspiring

lecturer who has educated, supported, directed and given the researcher

advice, suggestion and recommendation for this research report from

beginning until the end. Thank you for your patience and care.

viii

5. H. M. Fuad, M.Pd as the Headmaster of MAN Tengaran.

6. Noviati Jamilah, SS, M.Hum as the English teacher in MAN Tengaran,

thank you for your help.

7. The lecturers of IAIN Salatiga who have bestowed their knowledge to us.

8. All staffs of IAIN Salatiga who have helped the researchers in processing

administration.

9. My big family, thanks for their kindness and support.

10. My close friend, Puput, Amel, Siwi, Icha, Eni and all my friends who

always support me, keep our spirit and be better!

11. My friends in English Education Department of 2012.

12. The Students of X MIA 2 MAN Tengaran, thank you for your participant

in the classroom.

13. Many people who have help the researcher that I can not mention it one by

one.

Finally, this paper is expected to be able to provide useful knowledge and

information to the readers.

Salatiga, February 4, 2017

The researcher

ix

ABSTRACT

Himmayati, I.M. (2017). The Use of Retelling Short Movie Technique to Improve

the Students’ Speaking Mastery (A Classroom Action Research at the

First Grade of MAN Tengaran). Councelor :HanungTriyoko, M.Hum,

M.Ed

This research is aimed to describe the implementation of retelling short

movie technique to improve the students‘ speaking mastery of the first grade of

MAN Tengaran in the academic year 2016/2017.The research conducted in MAN

Tengaran in the academic year 2016/2017. The subject of research is the students

of X.MIA (Natural Science Program). The number of research was thirty students.

The methodology of this research is Classroom Action Research (CAR). To

improve the students‘ speaking ability, the researcher has undertaken two cycles

to give more opportunity to the students to improve their understanding.

In this research pre-test and post-test are given to see if there is

improvement or not. In each cycle, there are four steps, planning, acting,

observing and reflecting. The researcher finds that students become more active

and enthusiastic in teaching learning process when retelling short movie, picture

and discussion is implemented. From the results of the study which is conducted

by the researcher showed that the finding shows from the mean of pre-test and

post-test. In cycle I post-test is higher than pre-test: 66.7≥ 65.8, and in cycle II,

post-test II is higher than post test I: 78.1≥ 65.8. So, the students‘ speaking skill

was improved after using retelling short movie, picture and discussion in teaching

learning process.

Keywords: Speaking, Improve, Retelling short movie

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TABLE OF CONTENTS

TITLE ............................................................................................................................ i

DECLARATION ............................................................................................................ i

STATEMENT OF THE WORKS OF SCIENTIFIC PUBLICATIONS ....................... i

ATTENTIVE COUNSELOR NOTES ...................... Error! Bookmark not defined.v

MOTTO ......................................................................................................................... v

DEDICATION............................................................................................................. vii

ACKNOWLEDGMENT ............................................................................................ viii

ABSTRACT ................................................................................................................. ix

TABLE OF CONTENTS ............................................................................................. ix

LIST OF FIGURE AND TABLE .............................................................................. xiii

CHAPTER I INTRODUCTION .............................................................................1

A. Background of Study .................................................................................1

B. Research Questions ...................................................................................3

C. Objective of the Research ..........................................................................4

D. Advantage of the Research ........................................................................5

E. Definition of the Key Terms .........................................................................5

F. Review of Previous Research ....................................................................6

G. Research Paper Outline .................................................................................7

CHAPTER II REVIEW OF THE RELATED LITERATURE .................................8

A. Teaching Speaking ..........................................................................................8

1. Definition of Speaking .........................................................................11

xi

2. Types of Speaking Performance ..........................................................12

3. Characteristics of Speaking Skills .......................................................11

4. The Importance of Speaking ................................................................14

5. The Elements of Speaking ...................................................................14

6. Classroom Speaking Activities ............................................................16

B. Movie .............................................................................................................19

1. Devinition of Movie.............................................................................19

2. Movie as the Media in Language Learning .........................................19

3. Main Movie Genre ...............................................................................21

C. Narrative ........................................................................................................21

1. Definition of Narrative ...............................................................................21

2. The Purpose of Narrative ...........................................................................22

3. Generic Structure of Narrative ...................................................................22

D. Speaking Assessment ....................................................................................23

CHAPTER III METHOD OF RESEARCH ..........................................................26

A. Research methodology ..................................................................................26

B. Method of Research .......................................................................................26

C. Setting of Research ........................................................................................29

D. Subject and Object of Research ....................................................................29

E. Profile of MAN Tengara ................................................................................29

xii

F. Data collection ...............................................................................................33

G. Technique of Data Analysis ..........................................................................36

H. Research Procedure .......................................................................................38

CHAPTER IV DATA ANALYSIS .........................................................................43

A. Identification of the Field Problem ...............................................................43

B. Data Presentation ...........................................................................................44

C. Summary of Cycle I and Cycle II ..................................................................77

CHAPTER V CONCLUSION AND SUGGESTION ...........................................80

A. Conclusion .....................................................................................................80

B. Suggestion .....................................................................................................81

BIBLIOGRAPHY

APPENDICES

xiii

LIST OF FIGURE AND TABLES

Figure 2.1 ...............................................................................................................22

Figure 3.1 ...............................................................................................................27

Table 3.1 The Data of X MIA 2 Class ....................................................................31

Table 3.2 The Rubrics Speaking Assessment .........................................................34

Table 3.3 Observation Checklist for the Researcher ..............................................40

Tale 3.4 Observation Checklist for the Students ...................................................40

Table 4.1 The Field Problems Found During the Teaching and Learning

Process.43

Table 4.2The result of the observation checklist for the researcher .......................46



Table 4.5The students‘ observation sheet ...............................................................54

Table 4.6The List of Students‘ Score of Pre-test and Post-test in Cycle I .............56


Table 4.8The students‘ observation sheet ...............................................................64


Table 4.10The students‘ observation sheet .............................................................70

Table 4.11The List of Students‘ Score of Pre-test and Post-test in Cycle II ..........73

Table 4.10The students‘ observation sheet .............................................................78

1

CHAPTER I

INTRODUCTION

A. Background of Study

Language is very important in our life, because it is always used in our daily

activity to communicate with the others. People can‘t communicate each other

without language, because it is one of the communications tool. By using a

language, people are able to convey their message, to express their ideas in oral,

written, or signal language, so that they can cooperate and get along with each

other. (Victoria, 2003)

According to Bloomfield in Marriam Bashir (2011), language is a formal

system of signs governed by grammatical rules of combination to communicate

meaning. This definition stresses the fact that human languages can be described

as closed structural systems consisting of rules that relate particular signs to

particular meanings.

There are many languages in this world. Indonesian speaks Indonesia

Language, Arabian speaks Arabic and all of people speak their language. So, how

are the people can communicate to foreign around the world? People have to use

international language. English as international language is important for human

beings. It means English is widely used in at least some parts of everyday life of

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some people around the world. English is international language and it is taught in

every formal education in Indonesia. In Indonesia English becomes one of school

subject. It is introduced begin from playgroup, elementary school, junior high

school, senior high school and university. English examination is very important

of final examination besides mathematic and Indonesian language to ninth graders

of junior high school and twelve graders of senior high school.

Learning English means learning language components and language skills.

Grammar, vocabulary, pronunciation, and spelling are examples of language

components. There are four skills in English learning, they are listening, speaking,

reading and writing. Those skills are important to be mastered without ignoring

each other. To most people, mastering the art of speaking is the single most

important aspect of learning a second or foreign language, and success is

measured in terms of the ability to carry out the conversation in the language

(David, 1995). So, speaking is very important in language learning because

speaking can help us communicate to the other people.

Speaking is one of four English skills (listening, speaking, reading and

writing). Speaking has usually been compared to writing, both being considered

"productive skills", as opposed to the "receptive skills" of reading and listening. In

teaching and learning process, teacher needs media to make the lesson easier.

Teaching learning process should be varied to make students feel fun during the

process. They need more than instruction and commandment from their teacher. It

3

is teachers‘ challenge to be able to motivate the students to pay attention in their

lesson. So, teacher needs media in language learning.

Media is one of forms of communication that is printed or audio visual. So,

media can be watched, heard and read. There are many kinds of media, one of

them is movie. Movie is one of audio visual media because we can watch the

pictures and hear the sounds. Students really enjoy watching movies and TV for a

variety of reasons. For one, they get exposure to natural language in a non-

threatening setting. Secondly, movies and video provide common ground to

students of any international background. Due to this fact, the researcher used

movie as media in teaching and learning process and hope that the movie can

motivate the students and improve students‘ speaking ability through retelling the

short movie, especially the students of the first grade of MAN Tengaran,

Semarang regency, Central Java, Indonesia.

In this research, the researcher conducted a classroom action research by the

title: ―The Use of Retelling Short Movie Technique to Improve the Students’

Speaking Mastery (A Classroom Action Research at the First Grade of MAN

Tengaran in the Academic Year 2016/2017)”

B. Research Questions

Based on the background of the study, the researcher will propose the

following research questions:

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1. What problems does the class have in speaking ability at the first grade of

MAN Tengaran before the implementation of retelling short movie

technique?

2. How does the implementation of retelling short movie technique to

improve the students‘ speaking mastery at the first grade of MAN

Tengaran?

3. How does the improvement of speaking skill after use retelling short

movie technique at the first grade of MAN Tengaran?

C. Objective of the Research

Based on the research questions above, the objective of the research are as

follows:

1. To describe the problems in class about speaking ability at the first grade

of MAN Tengaran in the academic year 2016/2017 before the

implementation of retelling short movie technique.

2. To describe the implementation of retelling short movie technique to

improve the students‘ speaking mastery of the first grade of MAN

Tengaran in the academic year 2016/2017.

3. To describe the improvement of speaking skill after use retelling short

movie technique at the first grade of MAN Tengaran?

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D. Advantages of the Research

The result of this research gives some advantages to the readers, especially

teacher of English speaking and students in MAN Tengaran. The advantages

are as follows:

1. For the teachers, especially those who teach at MAN Tengaran, they can

use the result of the research as feedback on teaching language activities or

can be one of choices to do in their classroom.

2. For the students, the research can improve the students‘ speaking mastery.

E. Definition of the Key Terms

The researcher wants to clarify and explain the terms of the title to avoid

the ambiguity in perception of some terms used in this study. The definitions

are as bellow:

1. Speaking skills

Based on the Oxford dictionary, speaking is the action of

expressing oneself in speech or giving speeches. Speaking is one of the

four basic language skills. It concerned in ability of saying words, to use

the voice or to have a conversation with someone.

Speaking is a productive skill that can be directly and empirically

observed, those observations are invariably colored by the accuracy and

effectiveness of a test-takers‘ listening skill, which necessarily

compromises the reliability and validity of an oral production test. (Brown,

2003)

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2. Retelling Short Movie

Movie is one of audio visual media because we can watch the

pictures and hear the sounds. Movie/film in oxford dictionary means a

story or event recorded by a camera as a series of moving images and

shown in a cinema or on television. Retelling story means tell a story again

or differently. In this research, retelling story means tell again the story

from the movie that has watched by the students.

F. Review of Previous Research

In this research, the researcher takes some reviews for another thesis. The

first research is done by Risma Hanifah (2013) entitled ―Improving Students

Speaking Skill through Story Telling using Puppets (Classroom Action

Research of the Eighth Grade Students of SMPN 06 Salatiga in the Academic

Year 201/2014. Based on the research, she concludes that storytelling can help

students to improve their speaking ability and students‘ enjoying during the

lesson, but this method need much time to applied. In this review research, the

researcher use puppet as the media in telling story, she conducted the research

in SMPN 06 Salatiga but in this research the researcher use short movie as the

media to retell the story and it is conducted in MAN Tengaran.

The second research is done by Fitra Pinandhita(2011) entitled ―

Improving Students‘ Speaking Skill by Retelling Technique Using Video (A

Classroom Action Research in Speaking of Class 2I of IKIP PGRI Madiun in

the 2010/2011 Academic Year). Based on the research, she concludes that

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retelling technique using video can improve students‘ speaking skill. In this

review research, the researcher use video in retelling story but in this research

the students retell the story based on short movie directly in front of the class.

In this review research, the researcher conducted the research in IKIP PGRI

Madiun but in this research the researcher conducted the research in MAN

Tengaran.

G. Research Paper Outline

The researcher organizes the research paper in the five chapters. In order

to the research paper can be arranged clearly. The first chapter is introduction.

It introduce the background of study, research questions; objective of the

research, advantage of the research, scope of the problem, definition of the key

terms, review of previous research, and the last is research paper outline. The

second chapter contain with the review of the related literature. In this chapter

the researcher discusses the definition of speaking movie and narrative.

Thirdly, in this chapter is research methodology. In this chapter discuss about

the setting of research, research methodology and the data presentation. The

fourth chapter is research data analysis. And the last chapter is chapter five. In

this chapter contain with conclusion and suggestion. In the conclusion the

researcher discusses the research conclusion and the suggestion. Finally, the

researcher gives references and appendices too.

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CHAPTER II

REVIEW OF THE RELATED LITERATURE

In this chapter, the researcher will explain about the theoretical foundation

which includes the definition of speaking, movie, retelling story, narrative and

Speaking Assessment.

A. Teaching Speaking

1. Definition of Speaking

There are many definitions about speaking that have been proposed by

some experts in language learning. Brown (2001) says that when someone

can speak a language it means that he can carry on a conversation

reasonably competently. We can communicate to the other persons using

sign or writing, but speaking make the communication easier.

The mastery of speaking skills in English is a priority for many second

or foreign language learners. Learners consequently often evaluate their

success in language learning as well as the effectiveness of their English

course on the basis of how well they feel they have improved in their

spoken language proficiency (Richards, 2006). Speaking is perhaps the

most fundamental of human skills, and because we do it constantly, we do

not often stop to examine the processes involved. Yet having a simple

9

conversation is anything but a simple process — particularly if someone is

speaking a new language. (Bailey, 2005)

The average person produces tens of thousands of words a day,

although some people like auctioneers or politicians may produce even

more than that (Thornbury, 2005). Richards and Renandya(2002) state that

effective oral communication requires the ability to use the language

appropriately in social interactions that involves not only verbal

communication but also paralinguistic elements of speech such as pitch,

stress, and intonation. Moreover, nonlinguistic elements such as gestures,

body language, and expressions are needed in conveying messages directly

without any accompanying speech.

Brown (2007) states that social contact in interactive language

functions is a key importance and in which it is not what you say that

counts but how you say it what you convey with body language, gestures,

eye contact, physical distance and other nonverbal messages.

2. Types of Speaking Performance

Brown (2004) describes six categories of speaking skill there are:

a. Imitative

This category includes the ability to practice an intonation and

focusing on some particular elements of language form. That is just

imitating a word, phrase or sentence. The important thing here is

focusing on pronunciation. The lecture uses drilling in the teaching

10

learning process. By using drilling, students can get opportunity to

listen and orally repeat some words.

b. Intensive

This is the students‘ speaking performance that practices some

phonological and grammatical aspects of language. The students

must do the task in pairs (group work), for example, reading aloud

that includes reading paragraph, reading dialogue with partner,

reading information from chart, etc.

c. Responsive

Responsive performance includes interaction and test

comprehension but at the somewhat limited level of very short

conversation, standard greeting and small talk, simple request and

comments. This is a kind of short replies to teacher or student-

initiated questions or comments, giving instructions and directions.

Those replies are usually sufficient and meaningful.

d. Transactional (dialogue)

It is carried out for the purpose of conveying or exchanging

specific information. For example here is conversation which is

done in pair work.

e. Interpersonal (dialogue)

It is carried out more for the purpose of maintaining social

relationships than for the transmission of facts and information.

11

The forms of interpersonal speaking performance are interview,

role play, discussions, conversations, games and speech.

f. Extensive (monologue)

Teacher gives students extended monologues in the form of

oral reports, summaries, and storytelling and short speeches. Based

on the theory above, it can be concluded that there are some points

that should be considered in assessing speaking. The students need

to know at least the pronunciation, vocabularies, and language

functions that they are going to use. When the students have been

ready and prepared for the activity, they can use the language

appropriately.

3. Characteristics of Speaking Skill

Speaking skill is seen as somewhat difficult for some language

learners. Here, a speaker should at least pronounce the words well,

choose the suitable dictions, and try to do grammatically correct

though, perhaps in any cases, it is common when a speaker speaks

without having good attention at accuracy or fluency. Brown (2010)

says that there are eight characteristics of spoken language can make

oral performance easy as well as, in some cases, there are:

a. Clustering

Because of fluent speech is phrasal, not word by word, so the

learners should be able to organize their output, both cognitively

and physically through such clustering.

12

b. Redundancy

It means that the speaker has an opportunity to make meaning

clearer through redundancy of language. Learners can capitalize on

this feature of spoken language.

c. Reduced

All form special problems in teaching spoken English are;

contractions, elisions, reduced, vowels, etc. Students who don‗t

learn colloquial contractions sometimes can develop a stilted,

bookish quality of speaking that in turn stigmatize them.

d. Performance variable

As the process of thinking as we speak, it‗s possible allow us to

manifest a certain number of performance hesitations, pauses, back

tracking and corrections. Some performance variables that can be

taught to the learners are; how to pause and hesitation, for example,

in English our thinking time is not silent; we insert certain fillers

such us uh, um, well, you know, I mean, like, etc. One of the most

silent differences between native and non native speakers of a

language is their hesitation phenomena.

e. Colloquial language

To make the students able to speak well, the teachers should

introduce them with the words, idioms, and phrases.

f. Rate of delivery

It is another important characteristic of fluency. One of our tasks in

13

teaching spoken English is to help learners achieve an acceptable

speed along with other contributes of fluency.

g. Stress, rhythm, and intonation

This is the most important characteristic of English pronunciation.

The stress-timed rhythm of spoken English and its intonation

patterns convey important messages. Last character is interaction.

Learning to produce waves of language in a vacuum-without

interlocutors-would rob speaking skill of its richest component: the

creativity of conversational negotiation (Brown, 2010).

h. Interaction

Speaking is about interaction. It is about how you interact and what

kind of language that you use that will make the communication

goes smoothly.

Based on the explanation above, the analysis showed how easily

speaking skill can be accommodated within this particular view of

language. When lecturers asks students to use the spoken language in the

classroom, they needs them to take part in a process where not only

involves a knowledge of the target language, but also a general knowledge

of interaction between the speaker and audiences in order that meanings

and negotiate meanings are made clear. The example, the audiences may

respond or give feedback as to whether the audiences have understood or

did not understand with the speaker says.

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4. The Importance of Speaking

Human being as social creature always communicates to one

another. It can be occurred with the process of interchange of the

thought or ideas which include interactions. For examples telling

information or some news, asking other helps for their needs, or etc.

All of them can be done trough speaking to others directly. It means

that the activity of speaking itself has a very important role in human

life.

Ramelan (1992) says that all human being whenever they live

always speak a language, although they do not have any writing

system to record their language. From the statement above it can be

concluded that speaking is very important in mastering foreign

language. Thus speaking capability can be measured whether a foreign

language learner in successful in learning or not. But in mastering

speaking skill can be seen not only from the performance of learners in

spoken, but also we have to see from their competence in using the

language.

5. The Elements of Speaking

Speaking is a skill in the English teaching that deliver word and

sound to express ideas, opinions or feeling. In the speaking there are

some elements that must be considered by speaker (Chaudy, 1997).

15

a. Pronunciation

According to Hewing (2004), ―Pronunciation is a feature of

speech‖. In the pronunciation includes with many components of

speech which are combined together to form the pronunciation of

language, such as sound, syllables, word and intonation. This

particular range from the individual sound made up recount, to the

way which is pitch the rise and fall of the voice or sound.

b. Grammar

Grammar is a system of rules governing the conventional

arrangement and relationship of word in a sentence (Brown,

2001). In the speaking English language well in the formal

situation, many people that mastered of grammar when they

speak.

c. Vocabulary

Vocabulary can be the build of word that is used by people to

communication with other people. To speaking English fluently,

the students must master many vocabularies.

d. Fluency

Hornby (1974) defines fluency as the quality of being able to

speak smoothly and easily. It means that someone can speak

without any hesitation. Someone can speak fluently even though

he makes errors in pronunciation a grammar.

16

e. Comprehension

The last speaking element is comprehension. Comprehension can

make the people getting the information that they want. It is

defined as the ability to understand something by a reasonable

comprehension of the subject or as the knowledge of what

situation really like.

6. Classroom Speaking Activities

There are some activities in speaking teaching. As an English

teacher, we are demanded to make the students study actively.

Speaking activities in the language classroom can have a variety of

goals. These include the following:

a. The learning of content matter.

b. The learning of language items from other participants.

c. The development of fluency.

d. Learning communication strategies.

e. Developing skill in discourse. (Nation, 1989)

According to Jeremy Harmer in The Practice of English Language

Teaching, there are some activities in speaking teaching. They are:

a. Acting from a Script

In this activity, the students have to dare to perform their

dialogues. We can ask our students to act out scenes from plays

and/or their course book, sometimes filming the results. We ask the

students to act out the dialogues they have written themselves in

17

front of the class. In choosing who should come out to the front of

class, don‘t choose the shyest students first and give the students

time to rehearse their dialogues before performing.

b. Communication Games

Games which are designed to provoke communication

between students frequently depend on an information gap so that

one student has to talk to a partner in order to solve a puzzle, draw

a picture (describe and raw), put things in the right order (describe

and arrange), or find similarities and differences between pictures.

c. Discussion

Discussion can be held in teaching speaking, but,

sometimes it fails because of the students. One of the reasons that

discussions fail (when they do) is that students are reluctant to give

an opinion in front of the whole class, particularly if they cannot

think of anything to say and are not, anyway, confident of language

they might use to say it.

Many students feel extremely exposed in discussion

situations. The buzz group is one way in which a teacher can avoid

such difficulties. It means that the students have a chance for quick

discussions in small groups before any of them are asked to speak

in public. Because they have a chance to think of ideas and the

language to express them with before being asked to talk in front of

18

class, the stress level of that eventual whole-class performance is

reduce.

d. Prepared Talk

In this activity, the students prepare their speech first before

present in front of the class. A popular kind of activity is the

prepared talk where a student (or students) makes a presentation on

a topic of their own choice. Such talks are not designed for

informal spontaneous conversation; because they are prepared,

they are more ‗writing like‘.

e. Questionnaires

Students can design questionnaires on any topic that is

appropriate. The teacher acts as a resource and helps them in the

design process. Questionnaires are very useful because both of

questioner and respondent have something to say to each other.

f. Simulation and Role-Play

Students simulate the real life encounter and taking on the

role of a character different from themselves. According to Ken

Jones that was adopted by Jeremy Harmer, simulation and role-

play have the following characteristics:

1) Reality of function: the students must not think of themselves

as students, but as real participants in he situation.

2) A simulated environment: the teacher says that the classroom is

an airport check-in area, for example.

19

3) Structure: students must see how the activity is constructed and

they must be given the necessary information to carry out the

simulation effectively.

Teacher can choose one of the activities to teach speaking in one

meeting and choose the other activities in another meeting. These activities

are hoped can improve students speaking ability.

B. Movie

1. Definition of Movie

Movie is one of audio visual media because we can watch the pictures

and hear the sounds. Movie/film in oxford dictionary means a story or

event recorded by a camera as a series of moving images and shown in a

cinema or on television.

2. Movie as the Media in Language Learning

In language teaching, teacher needs media. There are many kinds of

media, such as audio, visual, audio visual and diverse media. Movie is one

of audio visual media, because we can watch the actions which are in the

movie and hear the sounds.

Basically, children really enjoy watching movies and TV in their days.

Especially in weekend days, most of students will spend many times in

front of television to watch cartoon film or movie that they like. And the

most of students enjoy watching movie in their house or cinema, we can

20

see the situation in cinema, the most of visitors are students of junior

high school and senior high school. Because of the reason, movie can used

to be a media that are hoped can make students more interest in learning

language.

Sometimes, the students feel bored of the situation in English class, so,

they need an entertainment in the class. Short movie is one of the

entertainments in class. In language teaching, not only show the movie to

the students but also ask the students to analyze what in the movie are. So,

after watching, they can tell to the other students what they get from the

movie. For example retell the story from the movie.

Using movie as media in teaching learning process has advantages and

disadvantages. They are:

a. Advantages Using Movie

Using movie as media in language learning is one of alternative

way to teach speaking descriptive style especially in describing

someone or people. The students can describe someone or someone‘s

characteristics by watching the actions of the characters or actors in the

movie.

In fact, the students enjoy to watch movie, so in teaching English

language, the researcher use movie as a teaching media. The researcher

hoped that movie can motivate and make the students more interest to

learn speaking by retelling the movie.

21

b. Disadvantages using movie

Although movie has advantages, it has disadvantages such as using

movie in teaching learning process needs more time, the teacher needs

more preparation, and sometimes the students only focus on the story,

so, they may lose the teachers‘ commandments.

So, to avoid the disadvantages of using movie in language

teaching, before showing movie, will be better if the teacher give the

students clues in order to focus on the commandments.

3. Main Movie Genre

In language teaching, teacher has to be careful in selecting movie

because there are many genres of movie. Teacher has to use appropriate

movie that can entertain the students and has a good story in order to make

the students feel happy in language learning.

According to Tim Dirks, there are eleven main genres of movie. They

are action movie, adventure, comedy, criminal and gangster,

epic/historical, drama, horror, musical or dance, science fiction, war, and

western. Drama, science fiction and adventure could be a good movie for

language learning.

C. Narrative

1. Definition of Narrative

Narrative is a telling, a performance event, the process of making or

telling a story. A story is an account involving the narration of a series of

22

events in a plotted sequence which unfolds in time. A story and a narrative

are nearly equivalent terms. A story has a beginning, middle and an

ending. Stories have certain basic structural features, including narrators,

plots, settings, characters, crises and resolutions. (Andrews, 2000)

According to Chatman (1978), structuralize theory argues that

narrative has two parts: a story (histoire), the content or chain of events

(action, happenings), plus what maybe called the existence (characters,

items, or setting), and the discourse (discours) is the expression, the means

by which content is communicated. The following diagram suggests itself:

Figure 2.1

2. The Purpose of Narrative

The purpose of narrative text is to amuse or entertain the reader with

a story.

3. Generic structure of narrative

a. Orientation

Sets the scene: where and when the story happened and introduces the

participants of the story, who and what is involved in the story.

23

b. Complication

Tells the beginning of the problems which leads to the crisis (climax)

of the main participants.

c. Resolution

The problem (the crisis) is resolved, either in a happy ending or sad

ending.

d. Re-orientation

This is a closing remark to the story and it is optimal. It consists of a

moral lesson, advice or teaching from the writer.

D. Speaking Assessment

Speaking skills are an important part of the curriculum in language

teaching, and this makes them an important object of assessment as well.

Assessing speaking is challenging, however, because there are so many factors

that influence our impression of how well someone can speak a language, and

because we expect test scores to be accurate and appropriate for our purpose.

An assessment is the process of gathering data. More specifically,

assessment is the ways instructors gather data about their teaching and their

students‘ learning (Hanna & Dettmer, 2004). The data provide a picture of a

range of activities using different forms of assessment such as: pre-tests,

observations, and examinations. Speaking task is an activity that involves

speaker in using language for the purpose of achieving a particular goal or

objective in particular speaking situation (Bachman& Palmer cited in Luoma,

2012:31).

24

Based on the definition above, speaking assessment is the activity that is

done to process the gathering data to achieve the goal of speaking. There are

some types to assess the speaking skill. But, in this research, the writers use

rubrics to represent the students‘ recount assessment as standard criteria.

Rubrics, often developed around a set of standards or expectations, can be

used for summative assessment. Rubrics can be given to students before they

begin working on a particular project so they know what is expected of them

(precisely what they have to do) for each of the criteria.When we are assessing

speaking, we guide the examinees‘ talk by the tasks that we give them. These

outline the content and general format of the task to be assessed and they also

provide the context for it. Context is one of the central concepts of language

use. It is usually defined broadly, covering the linguistic, physical,

psychological and social dimensions of the situation in which language is

used. In practice, context refers to everything in the speaking situation except

the talk that is being produced at a particular moment. Thus, it includes

concrete aspects of the situation such as the place where the talk happens, and

cognitive and experiential aspects such as the language- use experiences that

the speakers bring to the situation and the goals they have in a particular

conversation.

Tasks are activities that people do, and in language-learning contexts tasks

are usually defined in terms of language use. Nunan (1993: 59) defines a

communicative task, minimally, a task will consist of some input data and one

or more related activities and procedures. Input refers to the data that learners

25

are to work on: it may be linguistic (e.g. a radio broadcast), non-linguistic (e.g.

a set of photographs), or ‗hybrid‘ (e.g. a road map). In addition, tasks will

have, either explicitly or implicitly (and in most cases these are implicit),

goals, roles of teachers and learners and a setting. This definition is helpful for

test development as well, because it details the elements that the task designer

has to design: input, goals, roles and settings. Bachman and Palmer (1996)

have defined language use tasks in very similar terms. To modify their

definition slightly for the specific context of speaking, speaking tasks can be

seen as activities that involve speakers in using language for the purpose of

achieving a particular goal or objective in a particular speaking situation. The

emphasis in this definition is on goal-oriented language use, and it is

appropriate for test tasks as well as events or ‗tasks‘ outside testing situations.

26

CHAPTER III

METHOD OF RESEARCH

A. Research methodology

In this chapter, the researcher will explain about the method that used in

this research which includes the definition of classroom action research,

setting of research, object research, data collection, validity of research data,

technique data analysis, research procedure and data presentation.

B. Method of Research

In this research the researcher uses Classroom Action Research.

According to Elliot in Hopskins (1993) action research migh be defined as the

study of a social situation with a view to improve the quality of action within

it. In action research theories are not validated independently and then applied

to practice. They are validated through practice.

Classroom Action Research is kind of reflective examinations, that is

done by researcher to increase the stable rationality from their measurements

in execute the duty and deepen the comprehension toward some conditions in

teaching and learning process (Hopkins,1993). In this case, the researcher

analyzed the problem of the student‘s speaking skill occurred in the learning

process and found it which was then solved by retelling story technique.

27

According to Kemmis and McTaggart (1988), the action research was

conducted through the process below

Figure 3.1

In this diagram the researcher identified a problem, formulated a possible

solution, implemented the action, and reflected on the outcome of the action. The

action research was conducted through four activities; in which each activity

consisted of four steps, as follows:

28

1. Planning

Planning was the first step of the research procedure. This activity covered the

problem identification. This was the most important step in conducting action

research as by knowing the problems, I and collaborator could find a good

solution to solve the problem arose.

2. Acting

After identifying the possible cause of problems faced by the students of

MAN Tengaran, for example low score of speaking test, the action was

decided in advance. The action was aimed to solve the problem.

3. Observing

Observing was the activity of collecting data to supervise to what extent

the result of ―acting‖ reach the objective. The data being taken were

qualitative and quantitative data. The quantitative data covered the students‘

progress (the students‘ score) while the qualitative data comprised students‘

interest, class management. In short, in this phase, the researcher or

collaborator elaborated kinds of data and the procedure of collecting data.

4. Reflecting

Reflecting was the activity of evaluating critically about the progress or

change of the students, class, and also the teacher. In this step, the researcher

and collaborator could observe whether the ―acting‖ activity had resulted any

progress, what progress happened, and also about the positives and negatives,

and so on.

29

In the planning, the writer wanted to improve the students‘ speaking skill.

I would use the audio-lingual method for improving the students‘ achievement

in speaking. There would be some steps like a pre-test, the teaching-learning

activities, and post-test.

C. Setting of Research

The research was conducted in MAN Tengaran which located on

Jl.Solo-semarang KM 10 Salatiga, kec. Tengaran , kab. Semarang.

D. Subject and Object of Research

The subject of research is X MIA 2 Class of MAN Tengaran. Grade X

(tenth grade) is the first grade in Indonesia Senior High School. In MAN

Tengaran, tenth grade of MIA (Matematika dan Ilmu Alam) means the

Mathematics and Natural Science program in MAN Tengaran. The researcher

chose this class because this class has English Literature as the subject. So it is

appropriate to conduct the research about retelling story based on short movie.

These class members are all about 30 students. The students retelling the story

based on the short movie orally. So, the speaking assessment is considered as

the object in this research.

E. Profile of MAN Tengara

MAN (Madrasah Aliyah Negeri) Tengaran established on 1997 based on

Keputusan Menteri Agama RI Nomor: 107/1997. tgl 17 Maret 1997. In the

academic year 1997/1998, MAN Tengaran began Religion Department‘s. It‘s

a school that equal as Senior High School based on the Islamic studies.

30

In the academic year 2016/2017 MAN Tengaran has 50 teachers and

staff. The students at this year are 483 students. There are 6 class of the first

grade, each class contain about 30 students, so the students are around 180

students.

1. The Identity of MAN Tengaran

School Name : Madrasah Aliyah Negeri Tengaran

Address : Jl. Solo-Semarang Km. 10 Salatiga

Telephone : (0298) 610288

Village : Tengaran

Sub district : Tengaran

Regency : Semarang

Post Code : 50775

2. The Vision and Mission of MAN Tengaran

a. Vision

The realization of Islamic generation who excelled in achievement,

honesty, discipline, hark work and independently.

31

b. Mission

1) Grow up the students‘ appreciation of the Islamic teachings and

national culture. So it becomes a source of wisdom in thought and

action in daily life, which is based on superior achievement,

honesty and discipline.

2) Implement democratic and meaningful education to improve the

academic achievement of the student which is based on the

superior achievement, honesty and discipline.

3) Do the guidance program effectively. So every student grows

optimally due their potential. They become human being which has

character such hard work, honesty and independently.

4) Do the school management by participative management that

involve all the people in the school based on hark work, honesty

and independently.

5) Do the extracurricular effectively based on the students‘ skill, so

they has superiority in some religion contest, sports and art based

on the superior achievement, hark work and independence.

Table 3.1

The Data of X MIA 2 Class

No NIS Nama GENDER

1 1790 Ahmad Supriyadi Male

2 1795 Alfina Puri Maula Khusna Female

32

3 1798 Ana Umi Farida Female

4 1802 Anisa Wulandari Female

5 1811 Bagus Darul Asnawi Male

6 1816 De Lifa Karini Female

7 1837 Imam Nurkamid Male

8 1842 Jihan Ayatusy Shifa Female

9 1849 Kiswanti Female

10 1854 Maolana Abdullah Male

11 1858 Maulida Utami Female

12 1874 Muhammad Ulinnuha Male

13 1875 Muhammad Zuliyanto Male

14 1878 Naila Falah Female

15 1882 Nilam Aulana Female

16 1887 Novia Kusuma Wardani Female

17 1891 Nur Aisah Female

18 1900 Puji Lestari Female

19 1903 Raja Sakti Male

20 1908 Rina Agustin Female

21 1920 Shohiful Mustofa Male

22 1925 Siti Asiyah Female

23 1930 Siti Maghfiroh Female

24 1932 Siwi Gentur Makarti Female

33

25 1940 Syarif Hidayatulloh Male

26 1951 Umi Mariyatul Qibtiyah Female

27 1955 Ummi Nofisa Bilbirr Female

28 1960 Wulan Ambarwati Female

29 1962 Zainal Arifin Male

30 1967 Zuni Sari Saadah Female

F. Data collection

1. Test

Tests may be constructed primarily as devices to reinforce learning

and to motivate the students, or primarily as a means of assessing the

students‘ performance in the language (Heaton, 1975). The researcher

conducted non verbal test in teaching learning process. The researcher

asked the students to perform their speaking in front of class one by one.

The topic was telling narrative story. The researcher analyzed the result of

the test and gave score. The test conducted to the X MIA 2 Class which is

consisting of 30 students. In scoring technique, the researcher measured

four elements of speaking; they are pronunciation, grammar, vocabulary

and fluency. Test is used to measure the student‘s competence and to

achieve the objective. The data was collected by giving speaking test

which was conducted twice, they are pre-test and post-test.

Before the researcher got the data used in this research, the

researcher will process the data to get the students‘ skill description. To

34

assess this data, the researcher use rubrics of speaking skill (Screiber,

2010) as in the table 3. In the rubric of table 3, there are five aspects in the

speaking assessment: (1) Grammar, (2) Pronunciation, (3) Vocabulary, (4)

Fluency and (5) Comprehension.

Table 3.2

The Rubrics Speaking Assessment

Aspect Needs

Improvement

Satisfactory Good Excellent

Grammar Student was

difficult to

understand

and had a

hard time

communicatin

g their ideas

and responses

because of

grammar

mistakes.

Student was

Able to express

their ideas and

responses

adequately but

often displayed

inconsistencies

with their

sentence

structure and

Tenses.

Student was

able to express

their ideas and

responses

fairly well but

makes

mistakes with

their tenses,

however is

able to correct

themselves.

Student was

able to

express their

ideas and

responses

with ease in

proper

sentence

structure and

tenses.

Pronunciation Student was Student was Pronunciation Pronunciation

35

difficult to

understand,

quiet in

speaking,

unclear in

pronunciation.

slightly unclear

with

pronunciation

at times, but

generally is

fair.

was good and

did not

interfere with

communication

was very clear

and easy to

understand.

Vocabulary Student had

inadequate

vocabulary

words to

express

his/her ideas

properly,

which

hindered the

students in

responding.

Student was

able to use

broad

vocabulary

words but was

lacking,

making

him/her

repetitive and

cannot expand

on his/her

ideas.

Student

utilized the

words learned

in class, in an

accurate

manner for the

situation given.

Rich, precise

and

impressive

usage of

vocabulary

words learned

in and beyond

of class.

36

Fluency Speech is very

slow,

stumbling,

nervous, and

uncertain with

response,

except for

short or

memorized

expressions.

Difficult for a

listener to

understand

Speech is slow

and often

hesitant and

irregular.

Sentences may

be left

uncompleted,

but the student

is able to

continue.

Speech is

mostly smooth

but with some

hesitation and

unevenness

caused

primarily by

rephrasing and

groping for

words.

Speech is

effortless and

smooth with

speed that

comes close

to that of a

native

speaker.

37

2. Observation

The observation was conducted to find out the situation of the

teaching and learning process while the learning process by retelling short

movie is applied. According to Darlington (2002), observation is very

effective way to find out what people do in particular context, the routines

and interactional patterns of their daily lives.

3. Analysis

The researcher analyzes the data that is collected from the students

to get information and to know their improvement in speaking ability.

4. Documentation

The researcher needed another data to help her run the research. In

this research, data was collected through documentation of the students'

previous examination score from the school. It was used to validate the

sample.

G. Technique of Data Analysis

After collecting the data, the next step of this study is analyzing the

data. There are two ways to analyzing data, they are:

1. Quantitative Research

Quantitative research is explaining phenomena by collecting

numerical data that are analyzed using statistic (Muijs, 2004).

38

2. Statistical Technique

To knowing the students‘ improvement is significant or not in

cycle I and Cycle II use pre-test and post-test, the researcher use T-test. To

get T-test, the researcher needs to calculate mean and standard deviation.

This research is calculated by t-test analysis:

a. Mean

∑

Where:

= Mean of students‘ score

∑ = The sum of students‘ score

= The total number of students

b. Standard Deviation

√

(

)

Where:

= Deviation Standard

D = Different between pre-test and post-test

N = Number of observation in sample

c. T-test

After calculating SD, the researcher calculate t-test to know is there

any significant differences or not between pre-test and post-test

39

(

)

(

√ )

Where:

= T-test for the differences of pre-test and post-test

= Deviation standard for one sample t-test

= Difference between pre-test and post-test

N = Number of observation in sample

H. Research Procedure

According to Kemmis in Hopkins (1985), action research along

with the major steps if planning, action, observation, and reflection before.

The explanation of each steps are:

1. Planning

Before doing the research, the researcher should make several

preparations so that all the components can be managed properly. The

activities are:

a. Preparing the scenario of teaching learning process.

b. Preparing the tools (Movie, computer, LCD)

c. Preparing materials, making lesson plan, and designing the steps in

doing the action research

d. Preparing for students‘ name and scoring

40

e. Preparing sheets for the classroom observation (Including

monitoring, recording, and data analyzing while teaching learning

process happen)

f. Making simulation. To try the effort of the research planning, so

that the researcher get the confidence while doing the classroom

research

2. Action

a. Pre-test

Pre-test was given before the treatments. The researcher came

to the class, explained the material and told them what they had to

do. Finally, she asked the students to retell the story that the

researcher has read for them. They present it in front of class orally

and individually.

b. Giving treatment

1) Explain the material (narrative text) to the students

2) Give times to ask the difficult things during the lesson

3) Divide the students into some groups

4) Play the movie to the students

5) Give several questions to the students, then they should answer

the question based on the movie

6) Give time to the students to discuss the movie with the member

of group

c. Post-test

41

Post-test was given after all treatments were conducted. This test

was used to measure students‘ achievement after giving the treatments.

3. Observation

Classroom research observation serves to document the effect of

the actions and processes. Observation is oriented in the future and

provides the basis for reflection; even more when the related cycle is still

take place (Muslich, 2012).

Table 3.3

Observation Checklist for the Researcher

Class

Score Criteria

90 – 100 Excellent

80 – 89 Good

70 - 79 Fair

0 – 69 Poor

No Indicators Degree of achievement

Excellent Good Fair Poor

1 Materials are ready

2 There is structure of

the lesson

3 The lesson is reviewed

at the end

4 Knowledge is made

relevant

5 The material is

interesting for pupils

6 Instructions and

42

T

a

b

Tabl

e 3.4

Observation Checklist for the Students

Score Criteria


80 – 89 Good

70 - 79 Fair

0 – 69 Poor

No Indicator Criteria

1

Active in comprehending every phrase and

sentences of the story in discussion

2

Active in finding problems or difficulties in

the story in discussion

3

Active in responding both questions and

opinions from others in discussion

4

Active in doing the instruction and tasks given

by the teacher

explanations are clear

and specific

7 Following the group

discussion and helping

students to resolve the

problem

8 Using media or

teaching aid to help

students easier in

understanding the

material

9 The teacher involves

all the student, listen to

them and responds

appropriately.

43

5

Show their self-confidence in retelling the

story in front of the class

4. Reflection

Reflection seeks to make sense of process, problems and real issues

in strategic action. It took the account of the comprehending issues and

circumstances in which they arose. Reflection has evaluative aspects, it

asks the writer to weight experience, to judge whether effects were

desirable, and suggest ways of proceeding.

44

CHAPTER IV

DATA ANALYSIS

A. Identification of the Field Problem

From the observation, it could be identified that there were many problems

in the process of teaching and learning at class X MIA 2 of MAN Tengaran.

The problems related to both the teacher and the students. To make it easier to

analyze each problem, the researcher presents them in the following table.

Table 4.1

The Field Problems Found During the Teaching and Learning Process

No Problem Found Indicators

1 The students were shy

and afraid to speak in

English

1. Some students kept silent when being asked by

the teacher.

2. When the researcher asked the students why

they kept silent in the speaking TL process,

they said that they were shy and afraid of

making mistakes.

2 The students‘

vocabulary was still

low.

1. The students kept silent when being asked by

the teacher.

2. Most of the students kept silent when the

teacher asked them to give the meaning of

45

some English words.

3 Some students were not

familiar with the

classroom English in the

English teaching and

learning process.

1. The students asked the teacher to translate

some classroom English that was used by the

teacher.

2. The students asked the teacher to use

Indonesian.

4 The students‘ speaking

ability was still low

1. They could not speak fluently; they always get

stuck.

2. The students could not express their ideas

using appropriate vocabularies and correct

grammatical form.

3. They lacked of relevant vocabularies related to

the topics.

4. They often mispronounced the words.

5. Mother tongue use in the speaking class was

quite common.

B. Data Presentation

There were two cycles, in each Cycle, the steps were: planning, action,

observation and reflection.

46

1. Cycle I

Cycle I had two meetings and every meeting was explained by the

researcher below:

a. First Meeting

In the first meeting, there were 4 procedures conducted by the

researcher. They were planning, action, observation and reflection. The

4 procedures were explained bellow:

1) Planning

In the planning step, the researcher did some preparation

including:

a) Prepared material and lesson plan.

b) Prepared list of students‘ name and scoring

c) Prepared sheet for classroom observation

d) Prepared pre-test

2) Action

The researcher started the first meeting at October 12th

2016.

The researcher had 90 minutes in English lesson. The English

teacher introduced the researcher to the students and opened the

lesson.

The researcher called the students‘ name one by one to check

their attendance. After checking the students‘ attendance the

researcher gave the explanation about speaking and narrative text.

47

In this first meeting the research asked the students to pay

attention and wrote the important thing during listening the

researcher‘s story entitled ―True Friend‖. The researcher read the

story three times. After that, the researcher asked the students to

retell the story based on their own words. They present their story

in front of the class one by one. After the students finished, the

researcher gave feedback and correction of their performance.

3) Observation

In the first meeting, the observer observed the teaching learning

process. By monitoring the students, the researcher saw that some

students have good enough ability in speaking skill. But some other

students looked busy and did not notice when their friend retell the

story. Many students still made a mistake in making sentences and

pronounce the words. Some of them are less confidence in

performing their story.

Table 4.2

The result of the observation checklist for the researcher

Score Criteria


80 – 89 Good

70 - 79 Fair

0 – 69 Poor

48

No Indicator Score

1 Materials are ready Good

2 There is structure of the lesson Good

3 The lesson is reviewed at the end Good

4 Knowledge is made relevant Good

5 The material is interesting for pupils Fair

6 Instructions and explanations are clear

and specific

Good

7 Following the group discussion and

helping students to resolve the

problem

Poor

8 Using media or teaching aid to help

students easier in understanding the

material

Poor

9 The teacher involves all the student,

listen to them and responds

appropriately.

Good

49

Table 4.3


No Indicator

1

Active in comprehending every phrase and sentences of the story in

discussion

2 Active in finding problems or difficulties in the story in discussion

3

Active in responding both questions and opinions from others in

discussion

4 Active in doing the instruction and tasks given by the teacher

5 Show their self-confidence in retelling the story in front of the class

No NAME

Indicators

1 2 3 4 5

1 Ahmad Supriyadi Fair Fair Fair Good Fair

2

Alfina Puri Maula K

Good Good Good

Excellen

t

Poor

3

Ana Umi Farida

Good Good Good

Excellen

t

Fair

4 Anisa Wulandari Fair Fair Fair Good Poor

50

5 Bagus Darul Asnawi Fair Fair Fair Good Poor

6 De Lifa Karini Poor Fair Fair Good Poor

7 Imam Nurkamid Poor Fair Fair Good Fair

8 Jihan Ayatusy Shifa Fair Fair Fair Good Poor

9 Kiswanti Fair Fair Fair Good Poor

10 Maolana Abdullah Fair Fair Fair Good Poor

11 Maulida Utami Fair Fair Fair Good Poor

12

Muhammad

Ulinnuha

Fair Good Good Good

Fair

13

Muhammad

Zuliyanto

Fair Fair Fair Good

Fair

14 Naila Falah Fair Fair Fair Good Poor

15 Nilam Aulana Poor Fair Fair Good Poor

16 Novia Kusuma W Fair Fair Fair Good Fair

17 Nur Aisah Fair Fair Fair Good Fair

18 Puji Lestari Fair Fair Fair Good Poor

19 Raja Sakti Fair Fair Fair Good Fair

20 Rina Agustin Fair Fair Fair Good Fair

21 Shohiful Mustofa Poor Fair Fair Good Poor

22 Siti Asiyah Fair Good Good Good Fair

23 Siti Maghfiroh Fair Good Good Good Poor

24 Siwi Gentur Makarti Good Good Good Excellen Fair

51

t

25

Syarif Hidayatulloh

Good Good Good

Excellen

t

Fair

26 Umi Mariyatul Q Fair Good Good Good Poor

27 Ummi Nofisa Bilbirr Fair Fair Fair Good Fair

28 Wulan Ambarwati Fair Good Good Good Poor

29 Zainal Arifin Poor Fair Fair Good Poor

30 Zuni Sari Saadah Poor Fair Fair Good Fair

52

4) Reflection

After observed the class in the first meeting, the researcher

should give motivation to the students to speak English with their

friends to improve their speaking skill. The researcher also asked to

the students listened the English music or watched the English

movie, so they knew the correct pronunciation. In addition, they

got many vocabularies. In the next meeting the researcher used

short movie as the media in English speaking.

From the first meeting, the students still had low self-

confidence to speak English, so the researcher need to conducted

the second meeting.

b. Second Meeting

In the second meeting, there were 4 procedures conducted by the

researcher. They were planning, action, observation and reflection. The

4 procedures would be used bellow:

1) Planning


including:





53

2) Action

The researcher started the second meeting at October 19th

2016.

The researcher had 90 minutes in English lesson. The researcher

gave the greeting to the students at the start of lesson then the

students pray together before lesson.

The researcher called the students‘ name one by one to check

their attendance. After checking the students‘ attendance the


In the second meeting the researcher implemented the method

of this research. The researcher used discussion and retelling story

of short movie. Before the researcher played the short movie

entitled ―Joycee‖, the researcher divided the students into 8 groups,

6 groups contain 4 students and 2 other groups contain 3 students.

During watched the movie, the students should paid attention to the

movie. After watched the movie, the students had discussion with

their group. They discussed about the setting, plot and also the

moral value of the story. After the discussion section, the students

retold the movie one by one in front of the class. After the students

finished, the researcher gave feedback and correction of their

performance.

3) Observation

After conducting the second meeting, observation is needed

to know pre-test and post-test score in the cycle I. The researcher

54

presents the result of the researcher and the students‘ observation

sheet and the students‘ observation score of pre-test and post-test in

cycle I in the tables below:

Table 4.4


Score Criteria


80 – 89 Good

70 - 79 Fair

0 – 69 Poor

No Indicators Second

meeting


2 There is structure of the lesson Excellent



5 The material is interesting for pupils Fair


and specific

Good


helping students to resolve the problem

Good



material

Good

55



appropriately.

Good

From the tabel above, it was known that the researcher

prepared the material well in both action first and second

meeting. She showed good command and knowledge about

narrative and speaking skill. The researcher made a lesson plan,

so the structure of the lesson is good. The researcher gave

feedback and some corrections to the students at the end of

lesson. The material based on the syllabus, so it was the

relevant knowledge. Some pupils were interesting to the

material that the researcher gave but some other not.

The researcher was good enough delivered the material,

she could explain the material clearly. There was no discussion

section in the first meeting, but in the second meeting the

researcher conducted the discussion. The discussion in the

second meeting is good enough. In this case the researcher did

not use lap top and LCD in presenting the material in first

meeting, but she used it in the second meeting. The researcher

did not use the media well. Therefore the use of media in the

students‘ learning needed more attention from the teacher to

56

improve the students‘ activeness in teaching speaking

comprehension in the next cycle, especially to help the students

in order improve their speaking skill.

Table 4.5

The students’ observation sheet

No Indicator

1 Active in comprehending every phrase and sentences of the story in

discussion


3 Active in responding both questions and opinions from others in

discussion



No NAME Indicators

1 2 3 4 5

1 Ahmad Supriyadi Good Fair Fair Good Fair

2 Alfina Puri Maula K

Excellent Good Good Excellen

t

Fair

3 Ana Umi Farida


t

Good

4 Anisa Wulandari Fair Fair Fair Good Fair

5 Bagus Darul Asnawi Fair Fair Fair Good Fair

6 De Lifa Karini Fair Fair Fair Good Fair

7 Imam Nurkamid Good Fair Fair Good Good

57

8 Jihan Ayatusy Shifa Fair Fair Fair Good Fair

9 Kiswanti Fair Fair Fair Good Fair

10 Maolana Abdullah Fair Fair Fair Good Fair

11 Maulida Utami Fair Fair Fair Good Fair

12 Muhammad

Ulinnuha Good Good Good Good

Fair

13 Muhammad

Zuliyanto Good Fair Fair Good

Good

14 Naila Falah Fair Fair Fair Good Fair

15 Nilam Aulana Fair Fair Fair Good Fair

16 Novia Kusuma W Fair Fair Fair Good Good

17 Nur Aisah Fair Fair Fair Good Good

18 Puji Lestari Fair Fair Fair Good Fair

19 Raja Sakti Good Fair Fair Good Good

20 Rina Agustin Good Fair Fair Good Good

21 Shohiful Mustofa Fair Fair Fair Good Fair


23 Siti Maghfiroh Fair Good Good Good Fair

24 Siwi Gentur Makarti


t

Good

25 Syarif Hidayatulloh

Good Good Good Excellen

t

Good

26 Umi Mariyatul Q Fair Good Good Good Fair

27 Ummi Nofisa Bilbirr Fair Fair Fair Good Good

28 Wulan Ambarwati Fair Good Good Good Fair

29 Zainal Arifin Fair Fair Fair Good Fair

30 Zuni Sari Saadah Good Fair Fair Good Good

58

From the table above it known that the students still had

low self confidence. Their ability in comprehending sentences

was still low. Some students were active in finding the problem

or difficulties in the story during discussion, but the others were

not. Their ability in doing the researcher‘s instructions is good

enough.

The researcher presented the students‘ score of pre-test and

post-test in the table bellow:

Table 4.6

The List of Students’ Score of Pre-test and Post-test in

Cycle I

No Name

Pre-

test

Cycle I

Post-

test

Cycle I

D

D2

1 Ahmad Supriyadi 68 74 6 36

2 Alfina Puri Maula Khusna 73 78 5 25

3 Ana Umi Farida 70 78 8 64

4 Anisa Wulandari 65 74 9 81

5 Bagus Darul Asnawi 63 69 6 36

6 De Lifa Karini 63 68 5 25

7 Imam Nurkamid 63 69 6 36

8 Jihan Ayatusy Shifa 68 71 3 9

9 Kiswanti 63 69 6 36

10 Maolana Abdullah 63 69 6 36

11 Maulida Utami 70 79 9 81

59

12 Muhammad Ulinnuha 68 76 8 64

13 Muhammad Zuliyanto 61 65 4 16

14 Naila Falah 63 65 2 4

15 Nilam Aulana 63 66 3 9

16 Novia Kusuma Wardani 68 73 5 25

17 Nur Aisah 68 71 3 9

18 Puji Lestari 63 66 3 9

19 Raja Sakti 68 73 5 25

20 Rina Agustin 69 75 6 36

21 Shohiful Mustofa 60 63 3 9

22 Siti Asiyah 65 70 5 25

23 Siti Maghfiroh 65 69 4 16

24 Siwi Gentur Makarti 73 76 3 9

25 Syarif Hidayatulloh 70 79 9 81

26 Umi Mariyatul Qibtiyah 64 66 2 4

27 Ummi Nofisa Bilbirr 70 74 4 16

28 Wulan Ambarwati 64 73 9 81

29 Zainal Arifin 60 66 6 36

30 Zuni Sari Saadah 64 75 11 121

TOTAL 1975 2139 164 1052

a) Mean of pre-test

∑

60

b) Mean of post-test

∑

Mean of pre-test = 65.8

Mean of post-test = 71.3

Mean of pre-test ≤ than post-test

Based on the calculation above, it was clear

that there was an improvement on the students

speaking skill after using movie to be retold. The

mean of pre-test is lower than the mean of post-test.

To see if the improvement is significant or not, the

researcher did a calculating using t0.

c) SD of pre-test and post-test in Cycle I

From the data above, the researcher calculates SD

pre-test and post-test

√

(

)

61

√

(

)

√

√

√

d) T test

(

)

(

√ )

(

)

(

√ )

(

)

(

√ )

(

)

0

62

ttable = 2.0423

From the calculation above, it was shown that

the t0 is 13.02. In this calculation the t table is 2.0423. So

it is so clear that t0 t table. This means that the

improvement toward the speaking skill by retelling the

short movie was significant.

4) Reflections

Based on the observation of cycle I, the researcher had to

reflect the weakness that happened in the learning process to

maximize the students‘ speaking skill.

a) The researcher needs to ask the students to practice

continuously every day.

b) The researcher should repeat the difficult world in the

beginning and last lesson to make the students more

understand.

c) The researcher had to motivate the students to present in

front of the class.

The students which had reach the minimum passing grade

criteria (KKM) (75), was 10 students or (33.3%). From that

result, it means that the students had not reached the standard

or 75% from all the students in the class.

63

Based on the result in Cycle I, the students‘ speaking skill

was actually improved, but needed more practice and

motivation to make the students have more self-confidence

when speak in front of the class. The students also need to

practice and repeat the difficult words, so they got more

vocabularies. Finally, the researcher decided to conduct Cycle

II.

2. Cycle II

Cycle II had 2 meetings, every meeting was explained by the

researcher bellow:

a. First Meeting

In the first meeting of Cycle II, there were 4 procedures conducted

by the researcher. They are planning, action, observation and

reflection. The 4 procedures would be used bellow:

1) Planning


including:





64

2) Action

The researcher started the second meeting at October 26th

2016. The researcher had 90 minutes in English lesson. The

researcher gave the greeting to the students at the start of lesson

then the students pray together before lesson.

The researcher called the students‘ name one by one to

check their attendance. After checking the students‘ attendance the


In this first meeting the research asked the students to pay

attention and wrote the important thing during listening the

researcher‘s story entitled ―why do the moon and the sun never

appear together?‖. The researcher read the story once. Then ask the

students look for the meaning of difficult words in the story. The

researcher repeated the story twice. After that, the researcher asked

the students to retell the story based on their own words. They

present their story in front of the class one by one. After the

students finished, the researcher gave feedback and correction of

their performance.

3) Observation

In the first meeting, the observer observed the teaching

learning process. By monitoring the students, the researcher saw

that some students have good enough ability in speaking skill. But

some other students looked busy and did not notice when their

65

friend retold the story. Many students still made a mistake in

making sentences and pronounce the words. Some of them are less

confidence in performing their story. The observation is explained

in the tables below:

Table 4.7


Score Criteria


80 – 89 Good

70 - 79 Fair

0 – 69 Poor

No Indicators Second

meeting


2 There is structure of the lesson Good



5 The material is interesting for pupils Good


and specific

Good


helping students to resolve the problem

Poor



material

Fair

66



appropriately.

Good

Table 4.8


No Indicator

1

Active in comprehending every phrase and sentences of the story in

discussion


3

Active in responding both questions and opinions from others in

discussion



No NAME

Indicators

1 2 3 4 5

1 Ahmad Supriyadi Fair Fair Fair Good Fair

2

Alfina Puri Maula K

Good Good Good

Excellen

t

Fair

3 Ana Umi Farida Good Good Good Excellen Good

67

t

4 Anisa Wulandari Fair Fair Fair Good Poor

5 Bagus Darul Asnawi Fair Fair Fair Good Poor

6 De Lifa Karini Poor Fair Fair Good Poor

7 Imam Nurkamid Poor Fair Fair Good Fair

8 Jihan Ayatusy Shifa Fair Fair Fair Good Poor

9 Kiswanti Fair Fair Fair Good Poor

10 Maolana Abdullah Fair Fair Fair Good Poor

11 Maulida Utami Fair Fair Fair Good Poor

12 Muhammad

Ulinnuha Fair Good Good Good

Fair

13 Muhammad

Zuliyanto Fair Fair Fair Good

Fair

14 Naila Falah Fair Fair Fair Good Poor

15 Nilam Aulana Poor Fair Fair Good Poor

16 Novia Kusuma W Fair Fair Fair Good Fair

17 Nur Aisah Fair Fair Fair Good Fair

18 Puji Lestari Fair Fair Fair Good Poor

19 Raja Sakti Fair Fair Fair Good Fair

20 Rina Agustin Fair Fair Fair Good Fair

21 Shohiful Mustofa Poor Fair Fair Good Poor


23 Siti Maghfiroh Fair Good Good Good Poor



t

Fair



t

Fair

26 Umi Mariyatul Q Fair Good Good Good Poor

27 Ummi Nofisa Bilbirr Fair Fair Fair Good Fair

68

28 Wulan Ambarwati Fair Good Good Good Poor

29 Zainal Arifin Poor Fair Fair Good Poor

30 Zuni Sari Saadah Poor Fair Fair Good Fair

4) Reflections

After observed the class in the first meeting, the researcher

should give motivation to the students to speak English with their

friends to improve their speaking skill. The researcher also asked to

the students listened the English music or watched the English

movie, so they knew the correct pronunciation. In addition, they

would get many vocabularies. In the next meeting the researcher

would use short movie as the media in English speaking.

From the first meeting, the students still had low self-

confidence to speak English, so the researcher needs to conduct the

second meeting.

b. Second Meeting

In the second meeting, there were 4 procedures conducted

by the researcher. They were planning, action, observation and

reflection. The 4 procedures will be used bellow:

1) Planning


including:

1. Prepared material and lesson plan.

69

2. Prepared list of students‘ name and scoring

3. Prepared sheet for classroom observation

4. Prepared pre-test

2) Action

The researcher started the second meeting at November 9th

2016. The researcher had 90 minutes in English lesson. The

researcher gave the greeting to the students at the start of lesson

then the students prayed together before lesson.

The researcher called the students‘ name one by one to

check their attendance. After checking the students‘ attendance

the researcher gave the explanation about speaking and

narrative text.

In the second meeting the researcher implemented the

method of this research. The researcher used discussion and

retelling story of short movie. Before the researcher played the

short movie entitled ―Gift‖, the researcher divided the students

into 8 groups, 6 groups contain 4 students and 2 other groups

contain 3 students. During watched the movie, the students

should paid attention to the movie. After watched the movie,

the researcher gave the difficult vocabularies to the students

and they look for the meaning based on the dictionary. The

researcher explained the meaning of difficult words.

70

Then, the students had discussion with their group. They

discussed about the setting, plot and also the moral value of the

story. After the discussion section, the students retold the

movie one by one in front of the class. After the students

finished, the researcher gave feedback and correction of their

performance.

3) Observation

After conducting the second meeting, observation is needed

to know pre-test and post-test score in the cycle II. The

researcher presents the result of the researcher and the students‘

observation sheet and the students‘ observation score of pre-

test and post-test in cycle I in the tables below:

Table 4.9

The result of the observation checklist for the

researcher

No Indicator Second meeting

1 Materials are ready Excellent

2 There is structure of the

lesson

Excellent

3 The lesson is reviewed at

the end

Excellent

4 Knowledge is made

relevant

Excellent

5 The material is interesting

for pupils

Excellent

71

6 Instructions and

explanations are clear and

specific

Good

7 Following the group

discussion and helping

students to resolve the

problem

Good

8 Using media or teaching

aid to help students easier

in understanding the

material

Excellent

9 The teacher involves all the

student, listen to them and

responds appropriately.

Excellent

From the tabel above, it was known that the researcher

prepared the material well in both action first and second

meeting. She showed good command and knowledge about

narrative and speaking skill. The researcher made a lesson plan,

so the structure of the lesson was good. The researcher gave

feedback and some corrections to the students at the end of

lesson. The material was based on the syllabus, so it was the

relevant knowledge. Some pupils were interesting to the

material that the researcher gave but some other not.

The researcher was good enough in delivering the

material, she could explain the material clearly. There was no

discussion section in the first meeting, but in the second

72

meeting the researcher conducted the discussion. The

discussion in the second meeting is good enough. In this case

the researcher did not use laptop and LCD in presenting the

material in first meeting, but she used it in the second meeting.

The researcher used the media well.

Table 4.10


No Indicator

1 Active in comprehending every phrase and sentences of the story in

discussion


3 Active in responding both questions and opinions from others in

discussion



73

No NAME Indicators

1 2 3 4 5

1 Ahmad Supriyadi Good Fair Fair Good Fair

2 Alfina Puri Maula K


t

Good

3 Ana Umi Farida


t

Excellen

t

4 Anisa Wulandari Fair Fair Fair Good Good

5 Bagus Darul Asnawi Fair Fair Fair Good Good

6 De Lifa Karini Fair Fair Fair Good Good

7 Imam Nurkamid

Good Fair Fair Good Excellen

t

8 Jihan Ayatusy Shifa Fair Fair Fair Good Fair

9 Kiswanti Fair Fair Fair Good Good

10 Maolana Abdullah Fair Fair Fair Good Fair

11 Maulida Utami Fair Fair Fair Good Good

12 Muhammad

Ulinnuha Good Good Good Good

Good

13 Muhammad

Zuliyanto Good Fair Fair Good

Excellen

t

14 Naila Falah Fair Fair Fair Good Good

15 Nilam Aulana Fair Fair Fair Good Good

16 Novia Kusuma W Fair Fair Fair Good Good

17 Nur Aisah Fair Fair Fair Good Good

18 Puji Lestari Fair Fair Fair Good Good

19 Raja Sakti


t

20 Rina Agustin


t

21 Shohiful Mustofa Fair Fair Fair Good Fair

74

22 Siti Asiyah Fair Good Good Good Good

23 Siti Maghfiroh Fair Good Good Good Good



t

Excellen

t



t

Good

26 Umi Mariyatul Q Fair Good Good Good Good

27 Ummi Nofisa Bilbirr Fair Fair Fair Good Good

28 Wulan Ambarwati Fair Good Good Good Good

29 Zainal Arifin Fair Fair Fair Good Fair

30 Zuni Sari Saadah


t

From the table above it could be known that the students

still had low self confidence in first meeting. Their ability in

comprehending sentences is good enough. Some students are

active in finding the problem or difficulties in the story during

discussion, but the others are not. Their ability in doing the

researcher‘s instructions was good.

The researcher presents the students‘ score of pre-test and

post-test in the table bellow:

74

Table 4.11

The List of Students’ Score of Pre-test and Post-test in Cycle II

No Name

Pre-test

Cycle II

Post-test

Cycle II

D

D2

1 Ahmad Supriyadi 73 83 10 100

2

Alfina Puri Maula

Khusna 74 90 16 256

3 Ana Umi Farida 73 84 9 81

4 Anisa Wulandari 63 74 9 81

5 Bagus Darul Asnawi 64 78 14 196

6 De Lifa Karini 63 75 12 144

7 Imam Nurkamid 63 80 17 289

8 Jihan Ayatusy Shifa 64 76 12 144

9 Kiswanti 65 75 10 100

10 Maolana Abdullah 65 79 14 196

11 Maulida Utami 70 78 8 64

12 Muhammad Ulinnuha 66 79 13 169

13 Muhammad Zuliyanto 61 75 14 196

14 Naila Falah 64 76 12 144

15 Nilam Aulana 61 74 13 169

16 Novia Kusuma Wardani 68 74 6 36

17 Nur Aisah 69 78 9 81

75

18 Puji Lestari 65 73 8 64

19 Raja Sakti 74 85 11 121

20 Rina Agustin 66 74 8 64

21 Shohiful Mustofa 64 75 11 121

22 Siti Asiyah 69 76 7 49

23 Siti Maghfiroh 65 73 8 64

24 Siwi Gentur Makarti 73 83 10 100

25 Syarif Hidayatulloh 70 85 15 225

26 Umi Mariyatul Qibtiyah 64 76 12 144

27 Ummi Nofisa Bilbirr 68 79 11 121

28 Wulan Ambarwati 66 76 10 100

29 Zainal Arifin 62 76 14 196

30 Zuni Sari Saadah 69 85 16 256

TOTAL 2001 2344 339 4071

a) Mean of pre-test

∑

b) Mean of post-test

∑

76

Mean of pre-test = 66.7

Mean of post-test = 78.1

Mean of pre-test ≤ than post-test

Based on the calculation above, it was clear

that there was an improvement on the students

speaking skill after using movie to be retold. The

mean of pre-test was lower than the mean of post-

test. To see if the improvement is significant or not,

the researcher did a calculating using t0.

c) SD pre-test and post-test of Cycle II

From the data above, the researcher calculates SD

pre-test and post-test

√

(

)

√

(

)

√

√

√

77

d) T test

(

)

(

√ )

(

)

(

√ )

(

)

t table = 2.0423

From the calculation above, it was shown that the t0

was 21.32. In this calculation the t table is 2.0423. So it is so

clear that t0 t table. This means that the improvement

toward the speaking skill by retelling the short movie is

significant.

4) Reflections

Based on the observation of cycle II, the researcher

had to reflect the weakness that happened in the learning

process to maximize the students‘ speaking skill.

78

The researcher needs to ask the students to practice

continuously every day. The researcher should repeat the

difficult world in the beginning and last lesson to make the

students more understand. The researcher had to motivate

the students to present in front of the class.

From 30 students, there are 26 students who have

reached the minimum passing grade criteria (KKM) (75) or

86.6%. From that result, it means that the students have

reached the standard or 75% from all the students. So the

target which expected was achieved and the research did

not need conduct cycle III.

Based on the result in Cycle I and Cycle II, the

students‘ speaking skill is actually improved, the students

also have more self confidence when speaking in front of

class.

C. Summary of Cycle I and Cycle II

The researcher analyzed the students‘ improvement from Cycle I and

Cycle II. The result of Cycle I and Cycle II are shown in table 12 below:

79

Table 4.12

Summary of Cycle I and Cycle II

No Analyze Cycle I Cycle II

1 Mean of Pre-test

Mean of Post-test

65.8

66.7

71.3

78.1

2 t table 2.0423 2.0423

3 t test 13.02 21.32

From the table above, it seen that in every Cycle there was an

improvement toward the students‘ speaking skill which was shown with

increasing the score in pre-test and post-test. In cycle I, there was

significant improvement because t0 13.02 ≥ t table 2.0423. The same also in

Cycle II, there is significant improvement in Cycle II. It is shown by t0

21.32 ≥ t table 2.0423. So, the students‘ speaking skill was improved after

using retelling short movie, picture and discussion in teaching learning

process.

80

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After conducting the research, the researcher concludes that there are some

problems found in class about speaking ability at the first grader of MAN

Tengaran in the academic year 2016/2017. The students still have low

confidence in speaking, they also have a little English vocabularies.

The usages of retelling short movie as the method in speaking teaching

improve the students‘ achievement at the tenth grade students of MAN

Tengaran in the academic 2016/2017. In cycle I, there was significant

improvement because t0 13.02 ≥ t table 2.0423. The same also in Cycle II, there

is significant improvement in Cycle II. It is shown by t0 21.32 ≥ t table 2.0423.

So, the students‘ speaking skill was improved after using retelling short movie

technique in teaching learning process.

In addition, using movie as the media in language learning is one of

alternative way to teach speaking. The students get the story, setting and moral

value from the movie. In fact, the students enjoy watching movie in teaching

English language process. So, short movie can motivate and make the students

more interest to learn speaking by retelling the movie.

81

B. Suggestion

Based on the result of the data analysis and conclusion, the researcher

proposes some suggestion as follows:

1. It is suggested that the teachers should use some different media and

method to attract the students‘ interest in learning English.

2. It is suggested that the teachers use retelling short movie and

discussion method in teaching speaking skill as one alternative

technique to stimulate the students to be active in the classroom.

3. This research contributes to literature especially in the English

teaching like how to improve the students‘ speaking skill. This result

of this research can be used as references of other researcher that they

will conduct the same research and some topic.

82

BIBLIOGRAPHY

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Daniel Mujis and David Reynolds. (2008). Effective Teaching Theory and

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Hanifah, R. (2013). Improving Students Speaking Skill Through Story Telling

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Salatiga.

Harmer, J. (2001). The Practice of English Language Teaching. Great Britain:

Pearson Education Limited.

Heaton, J. (1975). Writing English Language Tests. London: Longman.

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Louis Cohen, Lawrence Manion, and Keith Moorison. (2007). Research Method

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83

Luoma, S. (2009). Speaking Assessment. United Kingdom: Cambridge University

Press.

Marriam Bashir, Muhammad Azeem and Dr. Ashiq Hussain Dogar. (2011).

Factor Effecting Students‘ English Speaking Skills. British Journal of Arts and

Social Sciences , 34-50.

Nation, P. (1989). Improving Speaking Fluency. 377-384.

Nunan, D. (1995). Language Teaching Methodology. Sydney: Phoenix ELT.

Pinandhita, F. (2011). Improving Students’ Speaking Skill by Retelling Technique

Using Video (A Classroom Action Research in Speaking of Class 2I of IKIP PGRI

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Richards, J. C. (2006). Developing Clasroom Speaking activities, from Theory to

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cooperation.

84

APPENDICES

85

CURRICULUM VITAE

Name : Itsna Millatul Himmayati

Place and Date of Birth : Kab. Semarang, November 14th

1994

Addres : Dsn. Gudang Sakti RT 29 RW 10, Ds. Sruwen,

Kec. Tengaran, Kab. Semarang.

Background of Education

- RA Sruwen 04, graduated in 2000

- MI Sruwen 04, graduated in 2006

- SMP Negeri 3 Tengaran, graduated in 2009

- MAN Tengaran graduated in 2012

- IAIN Salatiga

Salatiga, February 13th

2017

The researcher

Itsna Millatul Himmayati

113 12 065

86

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : MAN Tengaran

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : X / II

Materi Pokok : Teks Narrative lisan

Alokasi Waktu : 2 Jam Pelajaran

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam

menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

3. Memahami,menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif

sederhana sesuai dengan konteks penggunaannya.

1. Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita

87

2. Siswa dapat mengidentifikasi unsur sosial cerita

3. Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita

4. Siswa dapat mengidentifikasi unsur kebahasaan dalam cerita

4.15 Menangkap makna teks naratif lisan dan tulis sederhana.

1. Siswa dapat menjawab pertanyaan terkait dengan cerita

2. Siswa dapat menceritakan kembali suatu cerita yang disimak secara lisan

C. Tujuan Pembelajaran

Setelah mempelajari materi ini, siswa diharapkan mampu:

1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks narrative

sederhana

2. Menunjukkan perilaku peduli, percaya diri dan tunggungjawab dalam

melaksanakan komunikasi terkait teks narrative sederhana

3. Mengidentifikasi fugsi social, struktur teks dan unsure kebahasaan dari teks

narrative sederhana

4. Merespon makna teks narrative sederhana berbentuk

D. Materi Pembelajaran

Film pendek drama narrative sederhana

Fungsi Sosial: meneladani nilai-nilai moral, cinta tanah air, menghargai budaya

lain.

Struktur teks:

1. Pengenalan tokoh dan setting

2. Komplikasi yang dihadapi tokoh utama

3. Solusi dan akhir cerita

88

Unsur Kebahasanaan:

1. Kosa kata terkait dalam cerita

2. Kata kerja/ struktur kalimat

3. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan

E. Metode Pembelajaran

Menyimak cerita narrative lewat film yang disajikan, diskusi kelompok, tugas

kelompok.

F. Media, Alat, dan Sumber Pembelajaran

1. Media

Cerita Narrative

2. Alat/ bahan

Buku

Computer

3. Sumber Belajar

Buku look ahead

G. Langkah-langkah Kegiatan Pembelajaran

1. Kegiatan Pendahuluan

Salam dan tegur sapa

Guru mengecek kehadiran siswa

Guru mengecek kesiapan belajar siswa

Guru memjelaskan tujuan pembelajaran dan kompetensi yang akan dicapai

Guru menyampaikan garis besar cakupan materi dan penjelasan tentang

kegiatan yang akan dilakukan siswa untuk menyelesaikan latihan dan tugas dalam

pembelajaran.

89

2. Kegiatan Inti

Mengamati

Siswa menyimak contoh cerita yang disajikankan oleh guru

Siswa mempelajari kosa kata baru yang ada di dalam cerita.

Menanya

Siswa menanyakan isi cerita dari berbagai cerita secara berkelompok.

Siswa menanyakan struktur cerita narrative yang diberikan.

Mengumpulkan informasi/ mengeksplorasi

Guru meminta siswa untuk menyimak cerita narrative pendek yang dibacakan

guru

Guru meminta siswa menemukan informasi rinci dan informasi tetentu dari

cerita

Guru memandu siswa menemukan struktur teks narrative yang disajikan

Guru memandu siswa menemukan unsur kebahasaan teks narrative yang

disajikan

Mengasosiasi

Siswa menemukan kata kerja dari cerita

Siswa mengembangkan kosa kata tersebut dengan membuat kalimat tanya

mengacu pada cerita

Mengkomikasikan

Siswa menceritakan kembali cerita yang telah dipelajari dengan bahasa sendiri

secara lisan dan mempresentasikan di depan kelas.

90

Kegiatan Penutup

Siswa dengan bimbingan guru meyimpulkan pembelajaran yang baru dipelajari

Guru memberikan umpan balik pembelajaran

Guru menyampaikan rencana pembelajaran untuk pertemuan berikutnya

H. Penilaian

1. Jenis/Tehnik Penilaian

Pengetahuan : lisan

Ketrampilan : speaking

2. Bentuk Insrumen

Rubrik Penilaian pengetahuan

Aspect Needs

Improvement


Grammar Student was

difficult to

understand and

had a hard time

communicating

their ideas and

responses

because of

grammar

mistakes.

Student was able

to express their

ideas and

responses

adequately but

often displayed

inconsistencies

with their sentence

structure and

Tenses.

Student was able

to express their

ideas and

responses fairly

well but makes

mistakes with

their tenses,

however is able

to correct

themselves.

Student was able

to express their

ideas and

responses with

ease in proper

sentence

structure and

tenses.

Pronunciation Student was

difficult to

understand, quiet

in speaking,

unclear in

pronunciation.

Student was

slightly unclear

with pronunciation

at times, but

generally is fair.

Pronunciation

was good and

did not interfere

with

communication

Pronunciation

was very clear

and easy to

understand.

91


inadequate

vocabulary

words to express

his/her ideas

properly, which

hindered the

students in

responding.

Student was able

to use broad

Vocabulary words

but was lacking,

making him/her

repetitive and

cannot expand on

his/her ideas.

Student utilized

the words

learned in class,

in an accurate

manner for the

situation given.

Rich, precise and

impressive usage

of vocabulary

words learned in

and beyond of

class.


slow, stumbling,

nervous, and

uncertain with

response, except

for short or

memorized

expressions.

Difficult for a

listener to

understand

Speech is slow and

often hesitant and

irregular.

Sentences may be

left uncompleted,

but the student is

able to continue.

Speech is mostly

smooth but with

some hesitation

and unevenness

caused primarily

by rephrasing

and groping for

words.

Speech is

effortless and

smooth with

speed that comes

close to that of a

native speaker.

No Nama Siswa Grammar Pronunciation Vocabulary Fluency

1 ……

2 ……

3 ……

…..

…..

Guru Pengajar


92

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : MAN Tengaran

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : X / II

Materi Pokok : Teks Narrative lisan

Alokasi Waktu : 2 Jam Pelajaran

A. Kompetensi Inti 1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam

menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.

3. Memahami,menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif

sederhana sesuai dengan konteks penggunaannya.

1. Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita

2. Siswa dapat mengidentifikasi unsur sosial cerita

3. Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita

4. Siswa dapat mengidentifikasi unsur kebahasaan dalam cerita

4.15 Menangkap makna teks naratif lisan dan tulis sederhana.

1. Siswa dapat menjawab pertanyaan terkait dengan cerita

2. Siswa dapat menceritakan kembali suatu cerita yang disimak secara lisan

C. Tujuan Pembelajaran Setelah mempelajari materi ini, siswa diharapkan mampu:

1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks narrative

sederhana

93

2. Menunjukkan perilaku peduli, percaya diri dan tunggungjawab dalam

melaksanakan komunikasi terkait teks narrative sederhana

3. Mengidentifikasi fugsi social, struktur teks dan unsure kebahasaan dari teks

narrative sederhana

4. Merespon makna teks narrative sederhana berbentuk

D. Materi Pembelajaran Film pendek drama narrative sederhana

Fungsi Sosial: meneladani nilai-nilai moral, cinta tanah air, menghargai budaya

lain.

Struktur teks:

1. Pengenalan tokoh dan setting

2. Komplikasi yang dihadapi tokoh utama

3. Solusi dan akhir cerita

Unsur Kebahasanaan:

1. Kosa kata terkait dalam cerita

2. Kata kerja/ struktur kalimat

3. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan

E. Metode Pembelajaran Menyimak cerita narrative lewat film yang disajikan, diskusi kelompok, tugas

kelompok dan individu.

F. Media, Alat, dan Sumber Pembelajaran 1. Media

Film

2. Alat/ bahan

Speaker active

Computer

LCD

3. Sumber Belajar

Buku look ahead

Youtube

G. Langkah-langkah Kegiatan Pembelajaran 1. Kegiatan Pendahuluan

Salam dan tegur sapa

Guru mengecek kehadiran siswa

Guru mengecek kesiapan belajar siswa

Guru memjelaskan tujuan pembelajaran dan kompetensi yang akan dicapai

Guru menyampaikan garis besar cakupan materi dan penjelasan tentang

kegiatan yang akan dilakukan siswa untuk menyelesaikan latihan dan tugas dalam

pembelajaran.

2. Kegiatan Inti

94

Mengamati Siswa menyimak contoh teks cerita yang disajikan oleh guru

Siswa mempelajari kosa kata baru yang ada di dalam cerita

Siswa mencari makna dari kosa kata baru dalam cerita

Siswa mempelajari cara pengucapan kosa kata baru dalam cerita

Menanya Siswa menanyakan isi cerita dari berbagai cerita secara berkelompok.

Siswa menanyakan struktur teks narrative dan unsur kebahasaan teks yang

diberikan.

Mengumpulkan informasi/ mengeksplorasi Guru meminta siswa untuk menyimak film narrative pendek yang disajikan

Guru menuntun siswa menemukan informasi rinci dan informasi tetentu dari

cerita

Guru memandu siswa menemukan struktur teks narrative yang disajikan

Guru memandu siswa menemukan unsur kebahasaan teks narrative yang

disajikan

Guru memastikan pemahaman kosa kata siswa dengan meminta untuk

mengerjakan latihan kosa kata.

Mengasosiasi Siswa menemukan kosa kata baru dari film

Siswa mengembangkan kosa kata tersebut dengan membuat kalimat Tanya

mengacu pada film

Guru memastikan pemahaman kosa kata siswa dengan meminta untuk

mengerjakan latihan kosa kata.

Mengkomikasikan Siswa menceritakan kembali cerita yang telah dipelajari dengan bahasa sendiri

secara lisan dan mempresentasikan di depan kelas.

Kegiatan Penutup

Siswa dengan bimbingan guru meyimpulkan pembelajaran yang baru dipelajari

Guru memberikan umpan balik pembelajaran

Guru menyampaikan rencana pembelajaran untuk pertemuan berikutnya

H. Penilaian

1. Jenis/Tehnik Penilaian

Sikap(melalui rubrik pengamatan sikap selama pembelajaran)

Pengetahuan : lisan

Ketrampilan : speaking

95

2. Bentuk Insrumen

Rubrik Penilaian pengetahuan

Aspect Needs

Improvement


Grammar Student was

difficult to

understand and

had a hard time

communicating

their ideas and

responses

because of

grammar

mistakes.

Student was able

to express their

ideas and

responses

adequately but

often displayed

inconsistencies

with their sentence

structure and

Tenses.

Student was able

to express their

ideas and

responses fairly

well but makes

mistakes with

their tenses,

however is able

to correct

themselves.

Student was able

to express their

ideas and

responses with

ease in proper

sentence

structure and

tenses.

Pronunciation Student was

difficult to

understand, quiet

in speaking,

unclear in

pronunciation.

Student was

slightly unclear

with pronunciation

at times, but

generally is fair.

Pronunciation

was good and

did not interfere

with

communication

Pronunciation

was very clear

and easy to

understand.


inadequate

vocabulary

words to express

his/her ideas

properly, which

hindered the

students in

responding.

Student was able

to use broad

Vocabulary words

but was lacking,

making him/her

repetitive and

cannot expand on

his/her ideas.

Student utilized

the words

learned in class,

in an accurate

manner for the

situation given.

Rich, precise and

impressive usage

of vocabulary

words learned in

and beyond of

class.

96


slow, stumbling,

nervous, and

uncertain with

response, except

for short or

memorized

expressions.

Difficult for a

listener to

understand

Speech is slow and

often hesitant and

irregular.

Sentences may be

left uncompleted,

but the student is

able to continue.

Speech is mostly

smooth but with

some hesitation

and unevenness

caused primarily

by rephrasing

and groping for

words.

Speech is

effortless and

smooth with

speed that comes

close to that of a

native speaker.

No Nama Siswa Grammar Pronunciation Vocabulary Fluency

1 ……

2 ……

3 ……

…..

…..

Keterangan penilaian:

1 = Needs Improvement

2 = Satisfactory

3 = Good

4= Excellent

Guru

Pengajar


97

Teaching learning process

98

Discussion section

Retelling Story

99

Retelling Story

After teaching learning process

english education department teacher ...e-repository.perpus.iainsalatiga.ac.id/1676/1/itsna...and...

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