improving students’ speaking mastery through...
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IMPROVING STUDENTS’ SPEAKING MASTERY
THROUGH INSIDE-OUTSIDE CIRCLE (IOC)
TECHNIQUE IN THE SECOND YEAR STUDENTS
OF SMA NEGERI 1 WELAHAN, JEPARA
ACADEMIC YEAR OF 2013/2014
( A Classroom Action Research on Second Year Students of SMAN 1 Welahan, Jepara in Academic
Year of 2013/2014) A Graduating Paper
Submitted to the Board of Examiners as a Partial Fulfillment Of the Requirements for the Degree of Sarjana Pendidikan
Islam (S.Pd.I) In English and Education Department
BY :
MALA ALFIANA 11310061
ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)
SALATIGA 2014
DECLARATION
In the name of Allah the Most Gracious.
Hereby the writer fully declares that this graduating paper is made
by the writer herself, and it is not containing materials written or has been
published by other people and other peoples’ ideas except the information
from the references.
The writer is capable to account to her graduating paper if in the
future it can be proved of containing others’ idea or in fact, the writer
imitates others’ graduating paper.
Likewise, this declaration is made by the writer to be understood.
Salatiga, September 9th, 2014
The Writer
Mala Alfiana
NIM: 113 10 061
MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721 Website : www.stainsalatiga.ac.id E-mail :
GRADUATING PAPER
“IMPROVING STUDENTS’ SPEAKING MASTERY
THROUGH INSIDE-OUTSIDE CIRCLE (IOC) TECHNIQUE
IN SECOND YEAR STUDENTS OF SMA NEGERI 1 WELAHAN,
JEPARA ACADEMIC YEAR OF 2013/2014”
MALA ALFIANA
NIM: 11310061
Has been brought to the board of examiners of English Department of Educational Faculty of State Islamic Studies Institute (STAIN) Salatiga in
September , 2014, and hereby considered to completely fulfill the requirement of the degree of Sarjana Pendidikan Islam (S.Pd.I) in English
and Education Department.
Board of examiners,
Head : Achmad Maimun, M. Ag
Secretary : Roro Dewi Wahyu M., S. S, M.Pd
1st examiner : Ari Setiawan, S. Pd, M.M
2nd examiner : Faisal Rusdianto, S.S, M. Hum
3rd examiner : Dr. H. Sa’adi, M. Ag
Salatiga, September 31st 2014
Head of STAIN Salatiga
Dr. Rahmat Hariyadi, M. Pd
NIP: 19670112 199203 1 005
MINISTRY OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA
Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721 Website : www.stainsalatiga.ac.id E-mail :
Motto
“Be the Change That You Wish To See In the
World”
“Live As If You Were To Die Tomorrow. Learn
As If You Were To Live Forever”
(Mahatma Gandhi)
Dedication
This graduating paper is dedicated to:
1. Allah Subhanahu Wata’alaa . . .
2. My beloved mom and dad (Sufa’ah And Musa Khoiruddin),
thanks for your pray and supports.
3. My dearest brothers and sister (Irvan Fahrul Mujib,
Ismatul Mufida, And M. Zainu Asyfan), thanks for your
motivation.
4. My motivator (Syaiful Amin), thanks for your motivation
and your advices.
5. My boarding house mates (especially Ika, Mifta, Lutfi, Ayu,
Tina), thanks for the togetherness and support…
6. My all friends TBI A until E. . .
ACKNOWLEDGEMENTS
Alhamdulillah the writer would like to express my sincere thanks to
Allah SWT, who has given health, blessing, inspiration, and protection so
that this final project could be finished.
This final project is submitted in partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English
at STAIN Salatiga. Besides that, this final project is also expected one of
guideline for the readers who want to improve their speaking ability. The
writer realizes that actually cannot complete this final project without the
advice, encouragement, guidance, suggestions, and support from many
people during the writing of the final project. The writer would like to
express her sincere thanks to:
1. Dr.Rahmat Hariyadi, M. pd., as the rector of STAIN salatiga.
2. Suwardi, M. Pd, as the dean of Education Faculty of STAIN Salatiga.
3. Roro Dewi Mustikasari, M. Pd, as the head of English Department Education
STAIN Salatiga.
4. Dr. H. Sa’adi, M. Ag, as the advisor who has given suggestions, corrections,
and support in the process of writing this final project.
5. Drs. Cahyo Purwono, as the headmaster and Sujarijatun, S.Pd., as the
English teacher of SMAN 1 Welahan for following me to carry out
observation in their institution and giving me contribution while I was
conducting the research there.
6. All the lecturers who have given much knowledge.
7. My lovely family, thanks for your spirit and patient.
8. All friends of C class and all friends in English Department. Thank for your
friendship and kindness.
9. All my KKN posko 61 and boarding house friends, thanks for your
motivation and inspiration.
Eventually, this graduating paper is expected to be able to provide useful
knowledge and information to the readers. The writer is pleased to accept more
suggestion and contribution for the improvement of this graduating paper.
Salatiga, September 9th, 2014
The Writer,
Mala Alfiana
(113 10 061)
ABSTRAC
Mala Alfiana. 11310061. Improving Students’ Speaking Mastery Through Inside-Outside Circle (Ioc) Technique In The Second Year Students Of SMA Negeri 1 Welahan, Jepara Academic Year Of 2013/2014. Final Project. English Department of STAIN Salatiga. The advisor is Dr. H. Sa’adi, M. Ag.
The problem statements of the research are: (1) How is the profile of students’ speaking ability after the implementation of Inside-Outside Circle (IOC) technique at second year students of SMA N 1 Welahan?; (2) Is there any significant improvement of speaking ability using Inside-Outside Circle (IOC) technique?. The objectives of this research are : (1) To describe the students’ speaking ability after implementation of Inside-Outside Circle (IOC) at the second year students of SMA N 1 Welahan; (2) To describe the significant improvement of speaking ability using Inside-Outside Circle (IOC) technique. This study is an action research.
The population of this research is the second year students of SMAN 1 Welahan, Jepara in Academic Year 2013/2014. The writer takes XI IPA 3 class as the sample, there are 36 students. The methods which are used in collecting data are Pre-test, treatment, and Post- test. The students were given test by giving opinion individually (pre-test) and giving arguments through Inside-Outside Circle (post-test). The writer analyzes the speaking components containing pronunciation, grammar, vocabulary, fluency, and comprehension. The mean score of the students‟ pre-test in speaking in cycle 1 is 59,44 and the mean score of the students in post-test is 68,33. The students’ score are increased in the cycle 2, the mean score of their pre test is 63,22 and mean score of post test is 70,55. According to the mean of both tests, the mean of post-test is higher than the pre-test, so teaching speaking by using Inside-Outside Circle is better than before using Inside-Outside Circle. The writer uses T-test formula to know the differences of pre-test and post-test. The result of t- test are in cycle 1 the t-test is 12,50 , which is higher than t-table (2,030) and in the cycle 2, the t-test is 18,32, higher than t-table (2,030), by the level significant of 5%. So there is improvement of speaking skill of the second year students of SMA N 1 Welahan.after being taught by using Inside-Outside Circle.
Keywords: improve, speaking ability, Inside-Outside Circle
Table of Content
TITLE………………………………………………………………….….i
DECLARATION………………………………………………...………ii
ATTENTIVE CONSELOR NOTES……...……………………….……..iii
CERTIFICATION PAGE………………………..……………..………..iv
MOTTO……………………………………..…………………………….v
DEDICATION…………………………………………………………...vi
ACKNOWLEDGEMENT……………………………………………….vii
ABSTRACT……………...……………………………………………….ix
TABLE OF CONTENT…...………………………………………………x
CHAPTER I INTRODUCTION
A. Background of the Study……………………………………..1
B. Reason of Choosing the Topic……………………………….3
C. Problem of Statement…………………………………………4
D. Objective of the Research…………………………………….4
E. Benefits of the Study………………………………………….4
F. Limitation of Problem…………………………………………5
G. Definitions of Key Term………………………………………6
1. Improving…………………………………………………..5
2. Student……………………………………………………...6
3. Speaking……………………………………………………6
4. Mastery…………………………………………………...6
5. Inside-Outside Circle…………………………………….7
6. Technique………………………………………………...7
H. Review of Previous Researches………………………………..7
I. Hypothesis…………………………………………………...10
J. Research Method…………………………………………….10
1. The Setting of the Research……....................................10
2. The Type of the research………………………………..11
3. The Procedure of Research……………………………...11
4. Method of Analysis………………………………………13
K. Research Outlines…………………………………………….16
CHAPTER II THEORITICAL FRAMEWORK
A. Notion of Speaking…………………………………………….17
B. Function of Speaking…………………………………………..19
C. Elements of Speaking………………………………………….23
1. Language Features………………………………………...23
2. Mental/Social Processing……………………………….....24
D. Notion of Teaching Speaking……………………………….....26
E. Characteristic of Successful Speaking…………………….…...29
F. Communication Activity………………………………………30
G. Cooperative Learning………………………………………….35
1. Definition of Cooperative Learning……………………….35
2. Elements of Cooperative Learning………………………..36
3. Advantages And Disadvantages of Cooperative Learning..37
4. Cooperative Learning Activity……………………………39
H. General Concept of Inside-Outside Circle………………..…...40
I. Teaching Speaking Through Inside-Outside Circle……….......43
CHAPTER III RESEARCH REPORT
A. General Situation of SMA Negeri 1 Welahan……………….45
B. Education Condition of the Teacher and Students………......46
1. Education Condition of the Teacher………………….....46
2. Situation of the Students…………………………………48
3. Organization Structure…………………………………..49
4. Condition of Teaching Media……………………………52
5. Infrastructure of School……………………………….....52
6. Students Activity…………………………………………53
7. Subject of the Research…………………………………..54
CHAPTER IV IMPLEMENTATION OF THE RESEARCH
A. Field Note……………………………………….……………57
1. Cycle 1……………………………………….…………...57
2. Cycle 2……………………………………….…………...76
B. Calculation of the Test Result……………………..………….72
1. Calculation of the Test Result Cycle 1…………..………..72
2. Calculation of the Test Result Cycle 2……………..……..89
3. The Comparisan Result Between Cycle 1 And Cycle 2…..93
CYCLE V CLOSURE
A. Conclusions…………………………………………………..100
B. Implementation……………………………………………….101
C. Suggestions…………………………………………………...101
LIST OF TABLES
A. Education Condition of the Teacher……………………….....46
B. Situation of the Students………………………………….......48
C. Organization Structure of the Teacher………………………..49
D. Organization Structure of the Committee…………………….50
E. Condition of Teaching Media………………………………...51
F. Infrastructure of School…………………………………….....52
G. Students Activity………………………………………………53
H. List of Subject of the Research………………………………..54
I. The Time Schedule of the Research…………………………..55
J. Time Schedule of Pre-Test and Post-Test……………………..56
K. Score of Pre-test and Post-Test in Cycle 1…………………….72
L. Score of Pre-test and Post-Test in Cycle 2…………………….87
BIBLIOGRAPHY
APPENDIXES
CHAPTER I
INTRODUCTION
A. Background of the Study
There are four skills required in English teaching learning
program. They are reading, speaking, listening and writing. According
to the writer’s experience, speaking is the most difficult and the most
important skill in language learning. By speaking, we can convey
information and ideas, and maintain social relationship by
communicating with others.
According to Fulcher (2003:23) in Pramesti (2013:2) in testing
second language, speaking is the verbal use of language to
communicate with others. Speaking foreign language is not so easy in
our own language because both foreign and native language have
different rules. In reality, many students still leave many problems. In
speaking, they usually make mistakes in grammar or pronunciation.
Richard ( 1990: 19 ) states the mastery of speaking skills in
English is a priority for many second-language or foreign-language
learners. Consequently, learners often evaluate their success in language
learning as well as the effectiveness of their English course on the basis
of how much they feel they have improved in their spoken language
proficiency.
In order to be able to speak English well, students have to feel
comfort and confident in practicing their English. By feeling comfort
and confident, students will not be afraid of making mistakes when
speaking English. But on the other hand, many students always feel
uncomfortable, unconfident, and afraid of making mistakes when
speaking English. This fear and uncomfortable feeling can be caused by
the inappropriate method that is used by the teacher. In fact, there are
many teachers use inappropriate method in teaching speaking skill.
They use teaching method that makes their students fell unsecure, under
pressure, and fear of making mistakes. Therefore, English teacher
should be able to encourage and motivate the students to learn the target
language by using the appropriate method. They should use an
appropriate method or technique that makes their students feel
comfortable, independent, autonomous, and responsible.
The use of appropriate technique in teaching learning process
can influence the students’ achievement in learning language, especially
speaking skill in English. According to Brown (1994: 14) technique is
the specific activities manifested in the classroom that were consistent
with a method and therefore were in harmony with an approach as well.
Teaching learning strategies can be one reason for the failure
of teaching-learning process. Brown (1994: 16) states that technique is
any of a wide variety of exercises, activities, or tasks use in the
language classroom for realizing lesson objectives.
There are many techniques that can be applied in language
teaching. One of them is Inside-Outside Circle (IOC). Inside-Outside
Circle (Kagan, 1994) in Pramesti (2013:4) is a summarization technique
that gets students up and moving. It provides a way to get students who
normally would not talk to interact with others.
In this research, the writer is interested in using Inside-Ourside
Circle (IOC) technique in teaching speaking skill at the second year
students of SMA N 1 Welahan Jepara. She chooses that technique
because she assumes that Inside-Outside Circle technique is a technique
that can encourage, and motivate students to use their English without
fell of fear in making mistake.
Based on the explanation above, the writer will conduct a research
entitled “IMPROVING STUDENTS’ SPEAKING MASTERY
TROUGH INSIDE-OUTSIDE CIRCLE (IOC) TECHNIQUE IN
SECOND YEAR STUDENTS OF SMA NEGERI 1 WELAHAN,
JEPARA ACADEMIC YEAR OF 2013/2014”
B. Reason For Choosing the Topic
As a facilitator, a teacher should have ideas in creating
something new that will make the teaching learning process run well,
especially in teaching English. For some students, learning English is
so difficult, moreover when they have to speak in English. That is why
the writer choose the topic in order to help the students who get
difficulties in speaking English.
Inside-Outside Circle technique is one of an effective
technique that get the students’ moving and facing one partner to other
partner. Here, they can share anything without being afraid about any
mistakes that will appear, because they share it with their own friends.
This technique also creates their creativity in giving and taking some
information to and from their partner.
C. Problem of Statement
Based on the backgrounds discussed above, the writer
underlines the problem as follow:
1. How is the profile of students’ speaking ability after the
implementation of Inside-Outside Circle (IOC) technique at second
year students of SMA N 1 Welahan?
2. Is there any significant improvement of speaking ability using
Inside-Outside Circle (IOC) technique?
D. Objective of the Research
Based on the problem of statement, the objectives of this study
are to find:
1. To describe the students’ speaking ability after implementation of
Inside-Outside Circle (IOC) at the second year students of SMA N 1
Welahan.
2. To describe the significant improvement of speaking ability using
Inside-Outside Circle (IOC) technique.
E. Benefits of the Study
This research is formulated as an effort of finding some uses.
The uses of this research are:
1. Theoretically, the result of the research can contribute useful
information for the future classroom action research with the
similar problem of speaking ability improvement.
2. Practically
a. For the researcher
The research can contribute the researcher to help to find
out the best method for teaching speaking.
b. For the students
This reserch can add the students’ interest in English
learning, so it can help them to speak and learn English.
c. For the English Teacher
This research not only can give additional contribution to
English teachers to develop language teaching technique, but also
the teachers are able to improve the quality of teaching learning
process.
d. For the Institution
The result of the research can contribute the institution to
fulfill the demand of English curriculum. Thus students are able
to get satisfactory achievement.
F. Limitation of Problem
This research will be conducted at SMA N 1 Welahan Jepara.
The population of this research is the second year students of SMA N 1
Welahan Jepara. Since the research is a class room action research, the
subject of this research is the second year students of SMA N 1
Welahan Jepara, and it will be focused on the implementation of Inside-
Outside Circle technique in improving the students’ speaking mastery.
G. Definitions of Key Term
1. Improving
Improving is the process of becoming or making better
(Oxford University Press, 2003: 216). In other dictionary, we can
find the word “improve” means to make better in quality or to make
more productive.
2. Student
Student is a person who is studying at a college or university;
person studying at secondary school; any person interested in a
particular subject (Oxford Dictionary, 2008: 441).
3. Speaking
Speaking is one of four skills in teaching learning process.
According to Webster Dictionary (1984:256) speaking is to utter
words, to express thought by words, to utter speech, discourse, or
argue, to talk, to make mention, to tell by writing , to communicate
ideas in any matter.
4. Mastery
According to Oxford Dictionary (2008: 271), mastery means
great skill or knowledge; control or power. In Webster Dictionary we
can find mastery is knowledge and skill that allows you to do, use, or
understand something very well; complete control of something.
5. Inside-Outside Circle
Inside-Outside Circle (Kagan, 1994 in Pramesti 2013:4) is a
summarization technique that gets students up and moving. It
provides a way to get students who normally would not talk to
interact with others. After students read a section of text, the teacher
divides the group. Half of the students stand up and form a circle
with their backs to the inside of the circle. They are partner A. The
other half of the students form a circle facing a partner from the first
circle. These students are partner B. Partner A will speak first,
quickly summarizing what they read. This takes about a minute.
Then partner B speaks for the same length of time, adding to the
summary. If the teacher stands in the center of the circle, he/she can
easily monitor student responses. Kagan (2009:6.27)
6. Technique
Technique is a way of doing something, especially one that
needs special skill or skill with which somebody is able to do
something practical (Oxford Dictionary, 2008: 456). According to
Brown (2000: 16) technique is any of a wide variety of exercises,
activities, or tasks used in the language classroom for realizing
lesson objectives.
H. Review of Previous Researches
In this study, the writer takes review of related literature from
the other thesis, and first title is “ Improving Students’ Speaking
Competence Through Information Gap Strategy “ ( A Classroom
Action Research of the First Year Students of Madrasah Tsanawiyah
Negeri (MTs N Klego) in the Academic Year of 2011/2012 ),
researched by Siwi Handayani in 2011, the student of State Institute of
Islamic Studies (STAIN) Salatiga.
In this research, she analyzed about the improvement of
students’ speaking competence using information gap. The result of the
study shows that information gap is able to help the students to improve
their speaking competence.
The other research that the writer takes is a research entitled
“Improving Students’ Speaking Ability in Describing Someone Through
Inside Outside Circle of The Seventh Grade Students of SMPN 4
Purwodadi in Academid Year 2012/2013, researched by Agnes
Prasetyarini in 2013, the student of IKIP PGRI Semarang.
In the research, she analyzed the using of Inside Outside Circle
to improve the students’ ability in describing someone. The title is
almost same with the writer’s research, but in the writer’s research she
will use Inside Outside Circle to improve the students’ speaking ability
in telling their activities or their experiences.
The writer also takes a literature review from previous
researcher entitle “Improving the Students’ Speaking Ability Through
Silent Way Method at the Second Year Students of SMA N X Bandar
Lampung”. This has been researched by Akhmad Amri, the students of
University of Lampung in the academic year 2007. In his research, the
writer also uses a method to improve the students’ speaking ability. He
uses silent way method that requires students’ become more active in
teaching learning process. Here, the teacher just becomes a instructor.
Another literature that the writer takes is a research entitled
“Improving Students’ Speaking Skill By Retelling Technique Using
Video (A Classroom Action Research in Speaking of Class 21 of IKIP
PGRI Madiun)”. The researcher is Fitri Pinandhita the students of IKIP
PGRI Madiun. In her research she also uses classroom action research,
but she uses different technique to improve students’ speaking skill. In
conclusion, the technique that the researcher uses is able to improve
students’ speaking skill. It stimulates students to be active. Therefore,
English teachers are recommended to apply retelling technique using
video to teach their students in the speaking class in order to improve
their speaking skill.
The last literature is “The Experimental Study of Improving
Speaking Skill Through Socio Drama at the Second Year Studentsof
MAN Blora in Academic Year of 2010/2011”, researched by Sugiarti,
the students of STAIN Salatiga 2011. Altough the research also has
purpose to improve students’ speaking skill, but this research uses
different type of research from the writer’s research. The writer uses
classroom action research and she uses kuantitative research.
The differences of this research among the previous researches
above are the students in this research are from senior high school’s
students that are from various economic level. Altough the school is
located in a village, but they have a high motivation in education. From
the above reasons, the researcher wants to accommodate the students
who want to learn English especially in speaking skill to improve their
ability in speaking English using Inside-Outside Circle technique.
Another difference is according to the writer’s experience most
of the students in SMA Negeri 1 Welahan are passive students
especially in English lesson. It happens because they usually get
difficulties in understanding the teacher’s instruction and their lack of
English vocabularies. So, with Inside Outside Circle technique, the
researcher wants to make the passive students become active, because
this technique is moving activity.
I. Hypothesis
Based on the theoretical assumption above, the writer
formulates the hypothesis as “There is a significant improvement of the
students’ speaking ability who are taught through Inside-Outside Circle
(IOC) technique”.
J. Research Method
1. The setting of the research
This research will be conducted at SMA N 1 Welahan. That
is located in Kalipucang Wetan, Welahan, Jepara. The object of this
research is the 36 students of second year students of science in
academic year 2013/2014. Most of the students face the difficulties
in speaking skill and they are under average ability.
2. The type of the research
The type of this research is classroom action research.
According to Gwynn Mettetal (Volume 2, 2001: 2) Classroom
Action Research is a method of finding out what works best in your
own classroom so that you can improve student learning. The goal of
Classroom Action Research is to improve your own teaching in your
own classroom, department, or school.
3. The procedure of research
In this clasroom action research, the writer will use two
cycles consist of two meetings for each cycle. The procedure of each
cycle are (Burns, 2010: 8):
a. Planning
The activities are:
1) Preparing materials, making lesson plan, and designing
the steps in doing the action.
2) Preparing list of students’ name scoring.
3) Preparing teaching aids.
4) Preparing sheets for classroom obseravation.
5) Preparing a test.
a. Action
The activities are:
1) Giving pre-test
2) Teaching speaking using inside-outside circle method.
3) Giving occasions to the students to ask their difficulties.
4) Ask the students about some conclusions of their
speaking activities.
5) Giving post-test.
b. Observation
Anne Burns (2010: 19) states that in this phase
involves you in observing systematically the effects of the
action and documenting the context, actions and opinions of
those involved. It is a data collection phase where you use
‘open-eyed’ and ‘open-minded’ tools to col- lect information
about what is happening.
c. Reflection
At this point, the writer reflects on, evaluates and
describes the effects of the action in order to make sense of
what has happened and to understand the issue that have
explored more clearly. The writer may decide to do further
cycles to improve the situation even more, or to share the
‘story’ of the research with others as part of your ongoing
professional development. (Adapted from Kemmis &
McTaggart, 1988, pp. 11–14)
The Procedures are described in this scheme:
3. Method of analysis
In analyzing the data, the researcher uses these following
steps, they are:
a. Technique of Collecting Data
In this research, the writer will use qualitative and
quantitative technique. The writer uses them to analyze the data
and to describe the students improvement in speaking abilty
through inside-outside circle.
1) Observation
Observation is an important role in a research. It
is not only in classroom action research, but also in every
reasearch in order to support the proffesional growth of
teacher and school development. As teacher and
observer, the writer will use field note do this
observation.
2) Test
Brown (2004: 3) defines test is number
measuring a person ability, knowledge, or performance
in a given domain. In this research, the writer will make
pre-test and post-test to compare the students’ speaking
ability before and after the implementation of the
method.
3) Documentation
According to Oxford Dictionary (2008: 132),
documentation is material that provides official information or
evidence or that serves as a recordThe process of classifying
and annotating texts, photographs, etc. In this research the
writer will complete the research by using the document
in which explain about the school and the data which is
needed for the research.
b. Technique of Data Analysis
1) Mean
A set of numbers you had collected, add them up and then
divide the total by the number of items, you would end up with
the mean Burns (2010: 122). The formula is:
M = ∑fx
N
∑fx = sum of students’ score
N = total students
2) Standard Deviation
SDD = �∑𝐷2−(∑𝐷)2
N
Explanation:
SD = Standar of deviaation for one simple t-test
D = Difference between pre-test and post-test
N = Number of observation in sample
3) T- Test Analysis
Method of analysis data in this research utilizes
quantitative experimental way firstly scoring the first qestion.
The result from two tests are pre test and post test. They will be
compared to analyze the influence of implementing Inside-
Outside Circle (IOC) method in improving the students’
speaking ability. The formula to calculate it is:
to = ( ∑D )
N
SD
√𝑁 − 1
Explanations:
to = t-test for differences of pre-test and post-test
SD = Standar of deviaation for one simple t-test
D = Difference between pre-test and post-test
N = Number of observation in sample
K. Research Outlines
This research is divided into five chapters. Chapter I contains
introduction which consists of the background of the study, the benefits of
the study, the statements of the problem, the objectives of the study,
definition of key term, review of related literature, hypothesis, and the
research method.
Next is chapter II. In this chapter, the writer presents the
theoritical framework of teaching speaking, elements of speaking, notion of
teaching speaking, characters of successful speaking, kind of
communication activity, the definition and the procedure of Inside Outside
Circle (IOC) technique. Chapter III describes the research report. It consists
of the geneheral information of SMA N 1 Welahan, the education condition
of the teachers and the students, organization structure, the condition of
teaching media, the infrastucture of school and presentation data.
Chapter IV explains the data analysis and the data interpretation
that discuss the result of the test. The last is chapter V. In this chapter, the
writer ends the study with conclusions, implications, and suggestion. The
last part is bibliography and appendixes.
CHAPTER II
THEORETICAL FRAMEWORK
A. Notion of Speaking
Speaking is derived from word “speak” means talk to somebody
about something; be able to use a language; make a speech to an
audience; say or state something (Oxford Learner’s Pocket Dictionary,
2008: 426). So, speaking is an ability to convey something orally.
Brown (2000: 267) cites that when someone can speak a
language it means that he can carry on a conversation reasonably
competently. In addition, he states that the benchmark of successful
acquisition of language is almost always the demonstration of an ability
to accomplish pragmatic goals through an interactive discourse with
other language speakers.
From the explanation above, the researcher concludes that
speaking is what we say to what we see, feel and think. When we feel
something, we want someone can hear us. So, in this process we can
call it is an interaction between two sides. According to Brown, (2004:
141-142) there are five basic types of speaking activity, they are:
a. Imitative
At one end of a continuum of types of speaking performance
is the ability to simply parrot back (imitative) a word or phrase or
possibly a sentence. While this is a purely phonetix level of oral
production, a number of prosodic, lexical, and grammatical
properties of language may be included in the criterion
performance.
b. Intensive
A second type of speaking frequently employed in
assessment contexts is the production of short stretches of oral
language designed to demonstrate competence in narrow band of
grammatical, phrasal, lexical, or phonological relationships (such
as prosodic elements-intonation, stress, rhythm, juncture). The
speaker must be aware of semantic properties in order to be able to
respond, but interaction with an interlocutor or test administrator is
minimal at best.
c. Responsive
Responsive assessment tasks include interaction and test
comprehension but at the somewhat limited level of very short
conversation, standard greeting and small talk, simple requests and
comment, and the like. The stimulus is almost always a spoken
prompt (in order to preserve authenticity), with perhaps only one
or two follow-up questions or retorts.
d. Interactive
The difference between responsive and interactive speaking
is in the length and complexity of the interaction, which sometimes
includes multiple exchanges and/or multiple participants.
Interaction can take the two forms of transactional language, which
has the purpose of exchanging specific information, or
interpersonal exchanges, which have the purpose of maintaining
social relationships. In interpersonal exchange, oral production can
become pragmatically complex with the need to speak in a casual
register and use colloquial language, ellipsis, slang, humor, and
other sociolinguistic conventions.
e. Extensive (monologue)
Extensive oral production tasks include speeches, oral
presentation, and story-telling, during which the opportunity for
oral interaction from listeners is either highly limited (perhaps to
nonverbal responses) or ruled out altogether.
B. Function of Speaking
Numerous attempts have been made to classify the functions of
speaking in human interaction. Brown and Yule (1983) in Richard
(2008: 21) made a useful distinction between the interactional functions
of speaking, in which it serves to establish and maintain social relations,
and the transactional functions, which focus on the exchange of
information. In workshops with teachers and in designing my own
materials, I use an expanded three-part version of Brown and Yule’s
framework (after Jones, 1996, and Burns, 1998) in Richard (2008: 21-
28): talk as interaction; talk as transaction; talk as performance. Each of
these speech activities is quite distinct in terms of form and function
and requires different teaching approaches.
a. Talk as interaction
Talk as interaction refers to what we normally mean by
“conversation” and describes interaction that serves a primarily
social function. When people meet, they exchange greetings,
engage in small talk, recount recent experiences, and so, on because
they wish to be friendly and to establish a comfortable zone of
interaction with others. The focus is more on the speakers and how
they wish to present themselves to each other than on the message.
Such exchanges may be either casual or more formal, depending on
the circumstances, and their nature has been well described by
Brown and Yule (1983). The main features of talk as interaction can
be summarized as follows:
1) Has a primarily social function
2) Reflects role relationships
3) Reflects speaker’s identity
4) May be formal or casual
5) Uses conversational conventions
6) Reflects degrees of politeness
7) Employs many generic words
8) Uses conversational register
9) Is jointly constructed
b. Talk as transaction
Talk as transaction refers to situations where the focus is on
what is said or done. The message and making oneself understood
clearly and accurately is the central focus, rather than the
participants and how they interact socially with each other. In such
transactions, Jones (1996:14) in Richard (2008: 24) states talk is
associated with other activities. For example, students may be
engaged in hands-on activities (e.g., in a science lesson) to explore
concepts associated with floating and sinking. In this type of spoken
language students and teachers usually focus on meaning or on
talking their way to understanding.
Examples of talk as transaction are:
1) Classroom group discussions and problem-solving
activities
2) A class activity during which students design a poster
3) Discussing needed computer repairs with a technician
4) Discussing sightseeing plans with a hotel clerk or tour
guide
5) Making a telephone call to obtain flight information
6) Asking someone for directions on the street
7) Buying something in a shop
8) Ordering food from a menu in a restaurant
Burns (1998) in Richard (2008: 26) distinguishes
between two different types of talk as transaction. The first type
involves situations where the focus is on giving and receiving
information and where the participants focus primarily on what
is said or achieved (e.g., asking someone for directions).
Accuracy may not be a priority, as long as information is
successfully communicated or understood. The second type is
transactions that focus on obtaining goods or services, such as
checking into a hotel or ordering food in a restaurant.
c. Talk as performance
Talk as performance is the third type of talk that can
usefully be distinguished has been called talk as performance. This
refers to public talk, that is, talk that transmits information before
an audience, such as classroom presentations, public
announcements, and speeches.
Talk as performance tends to be in the form of monolog
rather than dialog, often follows a recognizable format (e.g., a
speech of welcome), and is closer to written language than
conversational language. Similarly, it is often evalu- ated according
to its effectiveness or impact on the listener, something that is
unlikely to happen with talk as interaction or transaction. Examples
of talk as performance are: (Richard, 2008:27)
1) Giving a class report about a school trip
2) Conducting a class debate
3) Giving a speech of welcome
4) Making a sales presentation
5) Giving a lecture
C. Elements of Speaking
According to Harmer (2001: 269-271), there are two elements of
speaking, they are:
1. Language features
Among the elements necessary for spoken production (as
opposed to the production of practice examples in language drills,
for example), are the following: (Harmer, 2001:269)
a. Connected speech
Effective speakers of English need to be able not only to
produce the individual phonemes of English (as in saying I
would have gone) but also to use fluent ‘connected speech’ (as in
I’d’ve gone). In connected speech sounds are modified
(assimilation), omitted (elision), added (linking r), or weakened
(through contractions and stress patterning). It is for this reason
that we should involve students in activities designed specifically
to improve their connected speech.
b. Expressive devices
Native speakers of English change the pitch and stress of
particular parts of utterances, vary volume and speed, and show
by other physical and non-verbal (paralinguistic) means how
they are feeling (especially in face-to-face interaction). The use
of these devices contributes to the ability to convey meanings.
They allow the extra expression of emotion and intensity.
Students should be able to deploy at least some of such
suprasegmental features and devices in the same way if they are
to be fully effective communicators.
c. Lexis and grammar
Spontaneous speech is marked by the use of a number of
common lexical phrases, especially in the performance of
certain language function. Teachers should therefore supply a
variety of phrases for different functions such as agreeing or
disagreeing, expressing surprise, shock, or approval. Where
students are involved in speaking context such as a job
interview, we can prime them, in the same way, with certain
useful phrases which they can produce at various stage of an
interaction.
d. Negotiation language
Effective speaking benefits from the negotiatory
language we use to seek clarification and to show the structure
of what we are saying.
2. Mental/social processing
If part of speaker’s productive ability involves the
knowledge of language skills such as those discussed above, success
is also dependent upon the rapid processing skills that talking
necessitates. (Harmer, 2001:270-271)
a. Language processing
Effective speakers need to be able to process language in
their own heads and put it into coherent order so that it comes
out in forms that are not only comprehensible, but also convey
the meanings that are intended. Language processing involves
the retrieval of words and phrases from memory and their
assembly into syntactically and propositionally appropriate
sequences. One of the main reasons for including speaking
activities in language lesson is to help students develop habits of
rapid language processing in English.
b. Interacting with others
Most speaking involves interaction with one or more
participants. This means that effective speaking also involves a
good deal of listening, an understanding of how the other
participants are feeling, and a knowledge of how linguistically
to take turns or allow others to do.
c. (On-the-spot) information processing
Quite apart from our response to other’s feelings, we
also need to be able to process the information they tell us the
moment we get it. The longer it takes for ‘the penny to drop’
the less effective we are as instant communicators. However, it
should be remembered that this instant response is very
culture-specific, and is not prized by speakers in many other
language communities.
D. Notion of Teaching Speaking
Brown (1980: 8) states that teaching cannot be defined a part
from learning because it is guiding and facilities of learning, enabling
the learner to learn and setting the condition for learning. Speaking is a
skill requiring the simultaneous use of member of different abbilities.
There are five components in speaking skill, they are:
a. Pronunciation
It is the way in which a language is spoken.
b. Grammar
It is rule for forming words and making sentences.
c. Vocabulary
It is total number of word that make up a language.
d. Fluency
It is quality or condition of person to speak a language easily
and well.
e. Comprehension
For oral communication certainly requires a subject to
respond to speech as well as to initiate it. (Harris, 1969: 81).
The mastery of speaking skills in English is a priority for many
second-language or foreign-language learners. Consequently, learners
often evaluate their success in language learning as well as the
effectiveness of their English course on the basis of how much they feel
they have improved in their spoken language profi- ciency. Oral skills
have hardly been neglected in EFL/ESL courses (witness the huge
number of conversation and other speaking course books in the market),
though how best to approach the teaching of oral skills has long been
the focus of methodological debate. Teachers and textbooks make use
of a variety of approaches, ranging from direct approaches focusing on
specific features of oral interaction (e.g., turn-taking, topic
management, and questioning strategies) to indirect approaches that
create conditions for oral interaction through group work, task work,
and other strategies (Richards, 1990: 19).
He also states that students often think that the ability to speak a
language is the product of language learning, but speaking is also a
crucial part of the language learning process. Effective instructors teach
students speaking strategies -- using minimal responses, recognizing
scripts, and using language to talk about language -- that they can use to
help themselves expand their knowledge of the language and their
confidence in using it. These instructors help students learn to speak so
that the students can use speaking to learn. There are many strategies in
teaching speaking as the following.
1. Using minimal responses
Language learners who are lack of confidence in their
ability to participate successfully in oral interaction often listen in
silence while others do the talking. One way to encourage such
learners to begin to participate is to help them build up a stock of
minimal responses that they can use in different types of exchanges.
Such responses can be especially useful for beginners. Minimal
responses are predictable, often idiomatic phrases that conversation
participants use to indicate understanding, agreement, doubt, and
other responses to what another speaker is saying. Having a stock of
such responses enables a learner to focus on what the other
participant is saying, without having to simultaneously plan a
response. (Richard, 1990:19)
3. Recognizing scripts
Some communication situations are associated with a
predictable set of spoken exchanges -- a script. Greetings, apologies,
compliments, invitations, and other functions that are influenced by
social and cultural norms often follow patterns or scripts. So do the
transactional exchanges involved in activities such as obtaining
information and making a purchase. In these scripts, the relationship
between a speaker's turn and the one that follows it can often be
anticipated. Instructors can help students develop speaking ability by
making them aware of the scripts for different situations so that they
can predict what they will hear and what they will need to say in
response. Through interactive activities, instructors can give students
practice in managing and varying the language that different scripts
contain. (Richard, 1990: 20)
3. Using language to talk about language
Language learners are often too embarrassed or shy to say
anything when they do not understand another speaker or when they
realize that a conversation partner has not understood them.
Instructors can help students overcome this reticence by assuring
them that misunderstanding and the need for clarification can occur
in any type of interaction, whatever the participants' language skill
levels. Instructors can also give students strategies and phrases to use
for clarification and comprehension check. By encouraging students
to use clarification phrases in class when misunderstanding occur,
and by responding positively when they do, instructors can create an
authentic practice environment within the classroom itself. As they
develop control of various clarification strategies, students will gain
confidence in their ability to manage the various communication
situations that they may encounter outside the classroom. (Richard,
1990:20)
E. Characteristics of Successful Speaking
According to Ur in Shojaee (1996:p.2) an effective speaking
activity has the following features:
1. Learners talk a lot.
Classroom activities must be designed in such ways
that provide opportunities for learners to talk a lot.
2. All get a chance to speak.
A minority of talkative students should not dominate
classroom discussions, and contributions must be fairly
distributed. Classroom activities must be designed in ways
that help all the students to take risk.
3. Motivation is high.
Learners are eager to speak because they are
interested in the topic, and want to contribute to achieving a
task objective.
4. Language is comprehensible.
Learners express themselves in utterances that are
relevant, easily comprehensible to each other, and of an
acceptable level of language accuracy. The teacher must
also base the activity on easy language so that the students
can use the language fluently without hesitation.
5. Students speak the target language.
The teacher must keep students speaking the foreign
language.
F. Communication Activity
In Oxford Dictionary (2008:84) communication is derived from
word ‘communicate’, means your ideas, feeling, etc known to each
other. So, communication is an activity of expressing ideas and feelings
or of giving people information. According to Harmer (2001: 271),
there are seven speaking activities in the classroom, they are:
a. Acting from a script
We can ask our students to act out scenes from plays and/or
their coursebooks, sometimes filming the result. Students will
often act out dialogues they have written themselves. This
frequently involves them in coming out to the front of the class.
When choosing who should come out to the front of the
class we need to be careful not to choose the shyest students first,
we need to work to create the right kind of supportive atmosphere
in the class. We need to give students time to rehearse their
dialogues before they are asked to perform them. Where the whole
class is working on the same dialogue or play extract, we can go
through the script as we were theatre directors, drawing attention
to appropriate stress, intonation, and speed. By giving students
practice in these things before they give their final performances,
we ensure that acting out is both a learning and a language
producing activity. (p.271)
b. Communication games
Games which are designed to provoke communication
between students frequently depend on an information gap has to
talk to a partner in order to solve a puzzle, draw a picture, put
things in the right order, or find similarities and differences
between pictures.
‘Call My Bluff’ involves two teams. Team A is given a
word that members of the other team are unlikely to know. Team
A finds a correct dictionary definition on the word and then makes
up two false ones their own. They read out their definitions and
team B has to guess which is the correct ones. Now team B reads
out there definitions of their word (one correct and two false) and
team A has to guess. In other games, different tricks or devices are
used to make fluent speaking amusing (p.272).
c. Discussion
One of the reason that discussion fail (when they do) is that
students are reluctant to give an opinion an front of the whole
class, particularly if they cannot think of anything to say and are
not, anyway, confident of the language they might use to say it.
Many students feel extremely expose in discussion situations.
One of the best ways of encouraging discussion is to
provide activities which force students to reach a decision or a
consensus, often as a result of choosing between specific
alternatives.(p.272)
d. Prepared talks
A popular kind of activity is the prepared talk where a
student (or students) makes a presentation on the topic of their own
choice. Such talks are not design for informal spontaneous
conversation; because they are prepared, they are more ‘writing-
like’ than this. However, if possible, students should speak from
note rather than from script.
Prepared talks represent a defined and useful speaking
genre, and if properly organized, can be extremely interesting for
both speaker and listener. Just as in process writing the
development of the talk, from original ideas to finished work, will
be of vital importance.(p.273)
e. Questionnaires
Questionnaires are useful, because by being pre-planned,
they ensure that both questionnaire and respondent have something
to say to each other. Depending upon how tightly designed they
are, they may well encourage the natural use of of certain
repetitive language patterns-and thus be situated in the middle of
our communication continuum.
Students can design questionnaire on any topic that is
appropriate. As they do so the teacher can act as the resource,
helping them in the design process. The results obtained from
questionnaires can then form the basis of written work,
discussions, or prepared talks.(p.273)
f. Simulation and role-play
Simulation of role-play can be used to encourage general
oral fluency, or to train students for specific situations, especially
where they are studying ESP.
For a simulation to work it must, according to Ken Jones
(1982: 4-7) in Harmer (2001: 274-275), have the following
characteristics:
1. Reality of function: the students must not think of themselves as
students, but as real participants in the situation.
2. A simulated environment: the teacher says that the classroom is
an airport check-in are, for example.
3. Structure: students must see how the activity is constructed and
they must be given the necessary information to carry out the
simulation effectively.
g. The roles of the teacher
As with any other types of classroom procedures teachers
need to play a number of different roles during the speaking
activities described above. However, three have particular
relevance if we are trying to get students to speak fluently:
(Harmer, 2001:276)
1. Prompter: students sometimes get lose, cannot think of what to
say next, or in some other way lose the fluency we expert of
them. We can leave them to struggle out of such situation on
their own, and indeed sometimes this may be the best option.
2. Participant: teachers should be a good animator when asking
students to produce language. Sometimes this can be achieved
by setting up an activity clearly and with enthusiasm.
3. Feedback provider: the vexed question of when and how to
give feedback in speaking activities is answered by considering
carefully the effect of possible different approaches. When
students are in the middle of a speaking activity, over-
correction may inhibit them and take the communicativeness
out of the activity.
G. Cooperative Learning
1. Definition of Cooperative Learning
Felder and Brent (p.1) define cooperative learning is an
approach to group work that minimizes the occurrence of those
unpleasant situations and maximizes the learning and satisfaction
that result from working on a high-performance team. The term
cooperative learning (CL) refers to students working in teams on
an assignment or project under conditions in which certain criteria
are satisfied, including that the team members be held individually
accountable for the complete content of the assignment or project.
This chapter summarizes the defining criteria of cooperative
learning, surveys CL applications, summarizes the research base
that attests to the effectiveness of the method, and outlines proven
methods for implementing CL and overcoming common obstacles
to its success.
Kagan (2009: 4.10) states that cooperative learning
includes social interaction over content, and literally the brains in a
cooperative learning classroom are more engaged. He also defines
that cooperative learning as “ a teaching arrangement that refers to
small, heterogeneous groups of students working together to
achieve a common goal students work together to learn and are
responsible for the teammate‟s learning as well as their own”. The
Kagan model of cooperative learning based on the concept and use
of “structures” is an innovate approach to classrooms instructions
these structures such as “numbered heads together”.
2. Elements of Cooperative Learning
According to the Johnson & Johnson model in Felder and
Brent journal (p.2) , cooperative learning is instruction that involves
students working in teams to accomplish a common goal, under
conditions that include the following elements:
a. Positive interdependence. Team members are obliged to rely on
one another to achieve the goal. If any team members fail to do
their part, everyone suffers consequences.
b. Individual accountability. All students in a group are held
accountable for doing their share of the work and for mastery of
all of the material to be learned.
c. Face-to-face promotive interaction. Although some of the
group work may be parcelled out and done individually, some
must be done interactively, with group members providing one
another with feedback, challenging reasoning and conclusions,
and perhaps most importantly, teaching and encouraging one
another.
d. Appropriate use of collaborative skills. Students are
encouraged and helped to develop and practice trust-building,
leadership, decision-making, communication, and conflict
management skills.
e. Group processing. Team members set group goals, periodically
assess what they are doing well as a team, and identify changes
they will make to function more effectively in the future.
3. Advantages And Disadvantages of Cooperative Learning
a. Advantages of Cooperative Learning
1. Learners learn from one another, learn the material covered
at a deeper level and feel better about themselves and their
interactions with their peers.
2. Cooperative learning can be used successfully with a variety
of other teaching strategies.
3. Learners learn valuable social skills such as resolving
conflict, problem solving, criticizing ideas and not people,
paraphrasing, asking questions, giving direction to the
group's work, and building on each other's information.
4. Learners learn trust building, communication and leadership
skills from which they benefit for the rest of their lives in
the work place, or in relationships.
5. Learners usually enjoy working together because they are
actively involved in the learning process.
6. The teacher's role changes from being in the front of the
room doing most of the work and all of the talking, to being
a facilitator of learner learning, monitoring and collecting
data on learner performance, as well as intervening when the
group needs assistance in doing the task or learning to work
together more effectively.
7. Cooperative learning efficacy is heavily supported by over
90 years of research found in over 650 studies.
8. When in place, processing skills help learners learn effective
conflict resolution which improves group functioning in the
future.
9. Helping learners learn to cooperate in their groups gives
them valuable life-long learning skills.
10. Instructors will eventually be able to cover more material at
a t deeper level with learners who will also enjoy the
learning process.
b. Disadvantages of Cooperative Learning
1. Learning to facilitate cooperative learning expertly requires
training, experience, and perseverance. It may take 2 to 3
years before a instructor can use these techniques routinely.
2. Groups finish work at different times. Sometimes learners
argue or refuse to do the work. Some learners don't know
how to get along with others and settle their differences.
Some learners want to work alone.
3. Initially, the teaching of collaborative/social skills takes up a
great deal of class time, affecting the amount of content
covered.
4. Some learners do not like to work in groups. If individual
accountability is not in place, some learners do all of the
work and the other group members let them.
5. Cooperative learning does not work well in easy lessons.
6. Processing skills take time to learn and to carry out in the
classroom. Conflicts may arise for which the instructor may
not be prepared.
7. Working in cooperative groups creates a level of "noise"
that may be uncomfortable for some instructors. (Jones, et
al. , 1994: 1-2)
4. Cooperative Learning Activity
There are some classroom activities that use cooperative learning.
Most of these activities are developed by Spencer Kagan (1989:14),
they are:
a. Jigsaw - Groups with five students are set up. Each group
member is assigned some unique material to learn and then to
teach to his group members. To help in the learning students
across the class working on the same sub-section get together to
decide what is important and how to teach it. After practice in
these "expert" groups the original groups reform and students
teach each other.
b. Think-Pair-Share - Involves a three step cooperative structure.
During the first step individuals think silently about a question
posed by the instructor. Individuals pair up during the second step
and exchange thoughts. In the third step, the pairs share their
responses with other pairs, other teams, or the entire group.
c. Three-Step Interview - Each member of a team chooses another
member to be a partner. During the first step individuals
interview their partners by asking clarifying questions. During the
second step partners reverse the roles. For the final step, members
share their partner's response with the team.
d. RoundRobin Brainstorming - Class is divided into small groups
(4 to 6) with one person appointed as the recorder. A question is
posed with many answers and students are given time to think
about answers. After the "think time," members of the team share
responses with one another round robin style. The recorder writes
down the answers of the group members. The person next to the
recorder starts and each person in the group in order gives an
answer until time is called.
H. General Concept of Inside Outside Circle
Inside-Outside Circle (Kagan, 1994:6.27) is a technique that
gets students up and moving. It is an activity that involves all students
in the class. Inside/Outside Circles are particularly useful for:
differentiation, kinesthetic learners, conversation practice, and
community-building in the classroom. This activity can be a great
warm up as well as a useful way to change things up and get students
moving during a long class.
He also states that this activity provides a way to get students
who normally would not talk to interact with others. Students rotate in
concentric circles to face new partners for sharing, quizzing, or problem
solving. Another definition says that Inside-Outside Circle is
kinesthetic activity that involves all students in the class and that
facilitates short exchanges between students.
In this activity, the teacher divides the class into two groups.
Half of the students stand up with the inside circle facing out and the
outside circle facing in. Here are the pictures of Inside-Outside Circle:
Figure 1: The picture of Inside-Outside Circle Technique
Figure 2: The form of Inside-Outside Circle Technique
Note:
A is called Inside Students
B is called Outside Students
Me is the teacher (in the middle of the circle)
I . Teaching Speaking Through Inside Outside Circle
Teaching speaking is not as easy as we think. It needs a strategy
that can make the students more active and they are able to share what
they want to say. In Inside-Outside Circle, they have to speak in front
of their partner for a minute in a each circle. Here are the steps of this
activity: (Kagan, 1994:6.27)
a. Half of the students stand up with the inside circle facing out.
First, the teacher divides the class into two groups, group A and
Group B. If there are 40 students in the class, so group A consist of
20 students and group B consist of 20 students too. The teacher is
asked the group A to stand up with the inside circle facing out and
group B to stand up outside the circle facing in. it means that each
students have a partner.
b. (cycle 1) The students which exist inside circle (Group A) must
answer the teacher’s question and speak up for 1 minute. For
example: the teacher’s question is “what is your best experience
when you were in junior high school? why?”
c. (cycle 2), if the cycle 1 finished, the students in Group B which
exist outside circle, they must answer the question too to their
partner, the students in Group A which exist inside circle. The
teacher gives the same time for each student to speak up.
d. Then the teacher asks each student to tell information that is gotten
from their partner. The teacher asks the students in Group A which
exist inside circle and the students in Group B which exist outside
circle to tell information that they have got from their partner.
They must tell the information orally to their classmate.
e. After that the students which exist inside circle don‟t move, but
the students which exist outside circle move to the right.
Automatically each student has a new partner. They must describe
someone too to their new partner and go on.
f. The last, the students in Group A which exist inside circle do not
move, but the students in Group B which exist outside circle move
to the right. Automatically each student has a new partner . They
must answer the different questions from the teacher like cycle 1
and 2. The teacher gives same time to do it (1 minute for each
student). This activity is continuous until the last student. And the
questions are different in every cycle.
CHAPTER III
RESEARCH REPORT
A. General Situation of SMA Negeri 1 Welahan
This classroom action research was carried out at SMA N 1
Welahan. It is located at Jl. Raya Gotri – Welahan Km 3, Jepara, Central
Java. It is one of state senior high school in Welahan. This school was
established in 1994. The total number of students of SMA N 1 Welahan
in academic year 2013/2014 is 769 students. It consists of 360 male
students and 409 female students. SMA N 1 Welahan has 20 classrooms
which cover seven classes are for the first year students, seven classes
are for second year students, and six classes are for third year students.
1. The identity of school
a. Name : SMA Negeri 1 Welahan
b. Address : Jalan Raya Gotri-Welahan, Jepara.
c. Phone Number : (0291) 3317167
d. School status : Institution
e. Established : 1994
f. Headmaster : Drs. Cahyo Purwono.
2. Vision and Mission
a. Vision : Realization of SMA N 1 Welahan that
produces students’ achievement, creativity, and virtuous
character through the mastery of science and technology as well
as faith and piety.
b. Mission :
1) Practice the five principles of Indonesia’s values in
everyday life, especially in school.
2) Provide infrastructure in teaching learning activities
appropriately
3) Improving the orderliness and discipline in all aspects.
4) Improving the achievement by adding additional classes
and try out.
5) Improving non-academic skill through a variety of
extracurricular activities.
6) Strengthen the relationship of parents / guardians and the
local community.
7) Actively participate in every activities related to
educational activities.
c. Education Condition of Teacher and Students
1. Education condition of the teachers
Situation of the Teachers of SMA N 1 Welahan in the Academic
Year of 2013/2014
(Table 3.1)
No Name Education Subject
1 Drs. Cahyo Purwono S1 Sejarah
2 Madiyono, S. Pd S1 T.N/ PKn
3 Abdul Somad, S. Pd S1 Fisika
4 Winarsih, S. Pd S1 Ekonomi
5 Fu'adi, S. Pd S1 BP/BK
6 Akhmad Mukhlis, S. Pd S1 Penjaskes
7 Heru Warsono, S. Pd S1 Sejarah
8 Dra. Pujawati S1 Tata Busana
9 Jamaludin, S. Pd S1 Geografi
10 Drs. Hariyanto S1 BP/BK
11 Dra. Nur Hidayah S1 Biologi
12 Hendri Eko P. , S. Pd S1 Sejarah
13 Slamet Riyadi, S. Pd S1 Ekonomi/Akt
14 Moh. Bisri, S. Pd S1 Fisika
15 Drs. Mawadi S1 PAI
16 Uswatun C, S. Si S1 Matematika
17 Abdul Wahib, S. Pd S1 Matematika
18 Fatkhur Rozi, S. Pd S1 B. Inggris
19 Izza Hidayati, S. Pd S1 B. Inggris
20 Setyo Harno, S. Pd S1 B. Indonesia
21 Mastokah, S. Pd S1 Ekonomi/Akt
22 Noor Adhib, S. Pd S1 Kesenian
23 Dra. Suyatmi S1 B. Indonesia
24 Erna Sulistyowati, S. Pd S1 Matematika
25 Catur Retnowati, S. Pd S1 Biologi
26 M. Arifandi, S. Pd S1 Sosiologi
27 Siti Ulfah, S. Ag S1 PAI
28 Lamini, S. Pd S1 BP/BK
29 Fatikhah Zamzam, S. Pd S1 Kimia
30 Sujarijatun, S. Pd S1 B. Inggris
31 Mustaqim, S. T S1 TIK
32 Drs. Prasetyo Widodo S1 PKn
33 Anisa Yusaliyani, S. Pd S1 B. Indonesia
34 Noor Rifa'an, S. Pd S1 Kimia
35 Kundori, S. Pd S1 Penjaskes
36 Anis Giyanto, S. Pd S1 B. Daerah
Situation of the Staff of SMA N 1 Welahan in the
Academic Year of 2013/2014
(Table 3.2)
2. Situation of the Students
Situation of the Students of SMA N 1 Welahan in the Academic
Year Of 2013/2014
(Table 3.3)
No Name Education
1 Suminah SLTA/Sederajat
2 Heri Supriyanto SLTA/Sederajat
3 Suhargi SLTA/Sederajat
4 Maskuri SLTA/Sederajat
5 Eny Isrokhayati SLTA/Sederajat
6 Heppy Yuliawati SLTA/Sederajat
7 Krismawati SLTA/Sederajat
8 Suprapto SD/ Sederajat
No Class Sum Total Class Male Female Total
1
X
X 1 40 7
20 20 274
X 2 39 19 20
X 3 40 20 20
X 4 40 20 20
X 5 39 19 20
X 6 39 19 20
3. Organization Structure
a. Organization structure of teacher
Organization Structure of Teacher of SMA N 1 Welahan in the
Academic Year of 2013/2014
(Table 3.4)
X 7 37 18 19
2
XI
XI IPA 1 38
7
14 24
262
XI IPA 2 36 13 23
XI IPA 3 36 13 23
XI IPS 1 39 20 19
XI IPS 2 38 20 18
XI IPS 3 38 22 16
XI IPS 4 37 19 18
3
XII
XII IPA 1 38
6
14 24
233
XII IPA 2 38 16 22
XII IPA 3 38 14 24
XII IPS 1 39 20 19
XII IPS 2 40 20 20
XII IPS 3 40 20 20
No Name Position
1 Drs. Cahyo Purwono Headmaster
2 Heru Warsono, S. Pd Vice principal of students
3 Fatkhur Rozi, S. Pd Vice principal of curriculum
4 Abdul Somad, S. Pd Vice principal of tools
5 Dra. Pujawati Vice principal of public relation
6 Moh. Bisri, S. Pd Coordinator of laboratory
7 Catur Retnowati Coordinator of laboratory
8 Fatikhah Zamzam, S. Pd Coordinator of laboratory
9 Ismail Head of administration
10 Slamet Riyadi, S. Pd Class Guardian of X1
11 Dra. Suyatmi Class Guardian of X2
12 Anis Giyanto, S. Pd Class Guardian of X3
13 Setyo Harno, S. Pd Class Guardian of X4
14 Siti Ulfah, S. Ag Class Guardian of X5
15 Moh. Bisri, S. Pd Class Guardian of X6
16 Hendri Eko P. , S. Pd Class Guardian of X7
17 Dra. Nur Hidayah Class Guardian of XI Science 1
18 Erna Sulistyowati, S. Pd Class Guardian of XI Science 2
19 Anisa Yusaliyani, S. Pd Class Guardian of XI Science 3
20 Jamaludin, S. Pd Class Guardian of XI Social 1
21 Sujarijatun, S. Pd Class Guardian of XI Social 2
22 M. Arifandi, S. Pd Class Guardian of XI Social 3
23 Madiyono, S. Pd Class Guardian of XI Social 4
24 Catur Retnowati Class Guardian of XII Science 1
25 Abdul Wahib, S. Pd Class Guardian of XII Science 2
26 Fatikhah Zamzam, S. Pd Class Guardian of XII Science 3
27 Akhmad Mukhlis, S. Pd Class Guardian of XII Social 1
28 Mastokah, S. Pd Class Guardian of XII Social 2
29 Drs. Mawardi Class Guardian of XII Social 3
b. Organization structure of committee
Organization Structure of Teacher of SMA N 1 Welahan In The
Academic Year of 2013/2014
(Table 3.5)
No. Name Position
1 Drs. H. Purwadi Chief
2 Drs. H. Musyafak Financial coordinator
3 Mulyo Kridarso, S. E Secretary
4 Teguh HK Member
5 Akhmad Mukkhlis, S. Pd Member
6 Heru Warsono, S. Pd Member
7 Suparjan, S. Pd Member
8 H. Khayadi S. Pd Member
9 Khusnul Yazid, S. Pd Member
4. Condition of Teaching Media
Condition of Teaching Media oF SMA N 1 Welahan in
the Academic Year of 2013/2014
(Table 3.6)
5. Infrastructure of School
List of Infrastructure of SMA N 1 Welahan in the
Academic Year of 2013/2014
(Table 3.7)
No Facilities Total Condition
1 Classroom 20 Good
2 Library 1 Good
3 Students’ Toilet 12 Good
4 Teacher Office 1 Good
5 Administration office 1 Good
No. Media Condition
1 Whiteboard Good
2 Board marker Good
3 Television Good
4 Speaker Good
5 Fan Good
6 Mosque 1 Good
7 Teacher Toilet 2 Good
8 Headmaster office 1 Good
9 Counseling Room 1 Good
10 Guestroom 1 Good
11 Cooperative/Shop 1 Good
12 Parking area 2 Good
13 Canteen 4 Good
14 Field sport 1 Good
15 Tennis hall 1 Good
16 Laboratory 1 Good
17 Security office 1 Good
18 OSIS Room 1 Good
19 UKS 1 Good
20 Scout Room 1 Good
6. Students Activity
List of Students’ Activity of SMA N 1 Welahan in the Academic
Year of 2013/2014
(Table 3.8)
No. EXTRACULLICULER TRAINER (S) DAY
1
Scout
1. Sudiharjo, S. Pd Friday
2. Setyo Harno, S, Pd
3. Fatikhah Zam Zam, S. Pd
4. Anis Giyanto, S. Pd
2
PMR
1. Moh. Arifandi, S. Pd Monday
2. Hendri Eko P. , S. Pd
3. Catur Retnowati, S. Pd
3 Music 1. Nor Adhib, S. Pd Tuesday
4 Chord 1. Nor Adhib, S. Pd Saturday
5 Theater 1. Dra. Suyatmi Saturday
6 Tambourine 1. Jamaludin, S. Pd Thursday
7 Basketball 1. Ahmad Muklis, S. Pd Tuesday
8 Football 1. Kundori, S. Pd Thursday
9 Volleyball Tim Guru Olahraga Wednesday
10 Karate 1. Sudiharjo, S. Pd Saturday
11 Silat 1. Ahmad Muzakhi Monday
12
Sewing
1. Dra. Pujawati Monday
2. Zulaikah, S. Pd
13 Web Design 1. H. Mustaqim, S. T Tuesday
14 Graphic Design 1. Agung Rianto, S. Pd Thursday
15 English Conversation 1. Fatkhur Rozi, S. Pd, M. Kom Thursday
16
Journalistic
1. Nor Adhib, S. Pd Wednesday
2. Heru Warsono, S. Pd
17 KIR 1. Nor Rifa'an, S. Pd Saturday
18 Pasus 1. Jamaludin, S. Pd Tuesday
19 BTQ 1. Siti Ulfah, S. Ag Saturday
20 Taekwondo 1. Fadlan Tuesday
7. Subject of the Research
a. Students.
In this classroom action research, the subject of research is XI
IPA 3 class of SMA N 1 Welahan in the academic year 2013/2014. It
consists of 13 male students and 23 female students. The writer
chooses this class groups because it has high motivation to master
English speaking skill, but they feel difficult to express their idea
orally.
List Of Subject Of The Research
(Table 3.9)
L
b. Researcher
In this research, the researcher collaborates with the English
teacher. Researcher carries out “Inside-Outside Circle” technique in
speaking learning that is helped by English teacher as collaborator.
c. Time Schedule of the research
The classroom action research is done in April 2014. The
time schedule of the research could be drawn in the table:
No Students’ Name No Students’ Name
1 Aditya Dwi K. 19 Mardiana Setyorini 2 Ahmad Lukki Indra C. 20 Miftahul Hidayah 3 Ahmad Sugito 37 Misbahul Mulkan 4 Ahmad Syaiful Fahry 22 Muhaiminul Aziz 5 Aisyah Nihayah N. 23 Muhammad Agung S. 6 Arianawati 24 M. Jehan Hafiluddin 7 Ary Prasetya 25 Mukhamimah 8 Devi Nur Cahyani 26 Najikhatus Sa'adah 9 Devi Rafika Inayati 27 Naning Sayyida 10 Dita Herliana 28 Noval Arif Kurniawan 11 Ella Friyani H. S. 29 Pipit Fironita 12 Fenny Handayani 30 Rifqi Khoirudin 13 Fitri Nur Faizin 31 Rimbi Ayu Pramesti 14 Hevi Nazulva 32 Saiful Hidayat 15 Indah Ratna Sari 33 Siti Halimatus Sa'diyah 16 Iwan Ashari 34 Siti Shofi'ah 17 Khidroh Devi 35 Tutik Utarini 18 Koriatun Wakidah 36 Wika Putri Rizkiah
The Time Schedule Of Research
(Table 3.10)
No Date and Time Activities Place
1 April 18th 2014 Observation SMA N 1 WELAHAN
2 April 19th 2014 Cycle 1 Using “Inside-Outside Circle”
technique XI IPA 3
3 April 24th 2014
4 April 26th 2014 Cycle 2 Using “Inside-Outside Circle”
technique XI IPA 3
5 April 28th 2014
d. Time Schedule of Pre-Test And Post-Test
The Time Schedule of Pre-Test And Post-Test
(Table 3.11)
No. Date Activity
1 April 19th 2014 Pre-Test of Cycle 1
2 April 24th 2014 Post-Test of Cycle 1
3 April 26th 2014 Pre-Test of Cycle 2
4 April 28th 2014 Post-Test of Cycle 2
CHAPTER IV
IMPLEMENTATION OF THE RESEARCH
A. Field Note
In this implementation, the researcher arranged two cycles. In each
cycle, the steps are planning, acting, observing, and reflecting.
1. Cycle 1
a. Meeting 1
1) Planning
In this step, the researcher prepared:
a. Materials, making lesson plan, and designing the step in
doing action.
b. List of students’ name
c. Teaching aid (rubric assessment, reading text, etc)
d. Sheet for classroom observation
e. Test (pre test)
2) Implementation of the action
On Saturday, 19th of April 2014, the researcher with
the English teacher named Mrs. Sujarijatun (collaborator)
entered the class. The class was not too crowded. It seemed
that they were ready to get the next lesson, so it didn’t need a
long time to begin the class. Before the researcher began the
class, the English teacher informed the students that for a few
days later the class would be handled by the researcher. So,
she asked the students to pay attention when the researcher
taught in the class.
Teacher : “Assalamualaikum wr. wb”
Students : “Waalaikumsalam wr. wb”
Teacher : “Good morning class.”
Students : “Good morning miss.”
Teacher : “How are you today?”
Students :” I am fine, thanks. And you?”
Teacher : “I am fine too, thank you. Ok, maybe this is
our first meeting, right??”
Students : (students were just silent)
Teacher : “ok, mungkin ini pertemuan pertama kita (
ok, maybe this is our first meeting),, but I
think some of you ever met me in this
school.”
Students : “ yes.”
Teacher : “Ok, first I’d like to introduce myself. My
name is Mala Alfiana. You can call me miss
Mala or Bu Mala. Ok!”
Students :” address bu, address…”
Teacher :”well, I live in desa kalipucang wetan, saya
alumni dari sma ini, dan lulus tahun 2009 (I
am alumnus of this school and graduated in
2009). Wow, how old I am. Ok, next any
questions?”
Noval : “status bu??? ( what is your statues?) “
Students : (laugh)
Teacher : “ok ok, never mind. My status is…galau (
my status is confusion). hehehe”
Students : (laugh)
Teacher : “ok class, here I need your help to finish my
graduating paper, so please be cooperative
students, ok?”
Students : “yes”.
Teacher : “well, who is absent today?”
Students : “berangkat semua bu (complete mom)”
Teacher : “ok good. Sebelum kita mulai pelajaran,
saya akan menjelaskan metode pembelajaran
yang akan kita gunakan, this is called “
Inside-Outside Circel (Before we begin the
class, first I will explain you about the method
that we will use. This method is called
“inside-outside circle”). Siapa yang sudah
pernah mendengar metode ini? (who ever
hears this method?)”
Students : ( shake their heads)
Teacher :”ok, seperti namanya, disini nanti kalian
akan dibagi menjadi 2 kelompok. Yaitu
kelompok inner dan outer. Jadi nanti kalian
membentuk 2 lingkaran atau circle. Kelompok
inner atau dalam dan kelompok outer atau
luar nanti saling berhadapan. Lalu kalian
akan mendiskusikan suatu topik dengan
partner yang ada didepan kalian. (As the
name, this technique divides you into 2
groups, called inner group and outer group.
Here you make a circle form and the outer
group will face the inner group. Then, you
will discuss a topic with your partner). Oke,
sampai disini bias dipahami tidak ya? (ok, is
it acceptable?)”
Students : “masih bingung bu. ( still confusing mom)”
Teacher : “it’s ok, I will explain more tomorrow”
Ary : “boleh pakai bahasa Indonesia gak bu?
(may we use Bahasa Indonesia mom?)”
Teacher : “ok, good question. The answer is what
lesson is it?”
Students : “Bahasa Inggris (English…)”
Teacher : ”so, what language must we use?”
Students : (laugh and mocking Ary)
Teacher :”it’s ok. Can we begin the class?”
Students : “can bu..”
Teacher : “class, who likes watching TV?”
Students : “Nunung bu ( point to one of the student)”
Teacher : “just nunung?? I think most of us like
watching TV, right? Do you think watching
TV is good for us? “
Iriana : “yes bu..”
Teacher : “ok ariana, why do you think like that??”
-------------------------------------------------------------------------
-------
(the teacher asked the students’ argumentations one by one.
While they were arguing, the teacher took their pre-test
score)
Teacher : “Good. Pendapat-pendapat kalian bagus.
Ada yang setuju, ada juga yang tidak. (your
opinions are really good. Some of you are
agree and some are disagree) That’s good.
Everyone has point of view. But, what you
said are related with what we learn today. Jadi
yang kalian kemukakan tadi berhubungan
dengan materi kita hari ini. Today we are
going to study about hortatory exposition.
Who knows what hortatory exposition is?”
Fahri : “ (open his book) a paragraph to persuade
the reader bu.. “
Teacher :”ya, that’s right. Hortatory exposition is to
persuade the reader or listener that something
should or should not be the case. Jadi disini
bedanya nanti dengan analytical exposition
adalah kalau hortatory itu mengajak pembaca
untuk seperti ini atau tidak seperti ini, tapi
kalau analytical itu just giving opinion dan
tidak bermaksud mengajak. (so, the
differences between hortatory and analytical
exposition is hortatory exposition is to
persuade the reader to be like this or not, and
for analytical is not to persuade, just giving
arguments).“
(the teacher started explaining the material. She explained
about the social function of hortatory exposition, the general
structure, and the tenses that is used. Then, the teacher gave
the students an example of hortatory text. She asked the
students to read the text for about 5 minutes then, they
started to discuss the text).
Teacher : (walk and spread the exercise sheets) “ok, ini
adalah contoh teks hortatory exposition.(here
is the example of hortatory exposition). The
title is “Helping Children Discover Their Own
Identity”. I want to ask Ary, ary which one is
the thesis?”
Ary : “paragraph one bu..”
Teacher : “is it true?”
Students : “true..”
Teacher : “good..and which one is the argument?
Nunu’?”
Nunu’ : “argument nya di paragraph 2 sampai 10
bu..( the arguments are paragraph 2 until 10)”
Teacher :” good..and siti, which is the
recommendation?”
Siti : “paragraph last bu..”
Teacher : “ya, the last paragraph is the
recommendation.. ok class, because the time
is up, we will continue our lesson on the next
meeting. Don’t forget to bring this paper for
next meeting. Ok, let’s close our meeting
today by reciting hamdallah together.”
Students : “alhamdulillahirobbil ‘alamiiin.”
Teacher :”ok thanks for your attention and
wassalamualaikum wr.wb.”
3) Observation
In the first meeting, the teacher and the collaborator
observed in teaching learning process. By monitoring the
students’ activity in this action, we can see that the students
were ready when the teacher came to the class. Although it
was strange to the students met a new teacher, but they
looked enthusiastic to study. it was also caused by the time
that was still in the morning. So, they still felt so fresh to
study. The class was so crowded when the teacher introduced
herself. They asked some questions about the teacher, such as
her address, hobby, and also her status. The teacher felt a
little bit nervous because this was her first time to teach in
senior high school.
Actually the class was an active class. Most of them
asked and wanted to know more about the lesson, but some
of them also were quite. They were so interested when the
teacher asked them to give their opinion about a case. But
their lack vocabularies and feeling afraid in making mistakes
made some of them to be silent. Sometimes they combined
English and Bahasa because they didn’t know the meaning of
the word.
They were curious about the technique that the
teacher will use, but because the time wasn’t enough to do
the treatment so the first meeting just for introduction and
took their pre-test score.
4) Reflection
After analyzing the result of the pre test in meeting 1,
the teacher and the collaborator concluded that it was very
important to give some feedbacks and motivations to the
students to be more active and creative in giving argument.
In this meeting, the teacher found that they actually wanted
to share something, but they were not confident in speaking
English.
Meeting 1 did not give a satisfactory result, because
the limited time that made the treatment could not be applied
yet. It was the teacher’s homework to make the treatment
became the place where the students could share whatever
they wanted to speak.
b. Meeting II
1) Planning
In this step, the researcher prepared:
a. Materials, making lesson plan, and designing the step in
doing action.
b. List of students’ name
c. Teaching aid (rubric assessment, reading text, etc)
d. Sheet for classroom observation
e. Test (post test)
2) The implementation of the action
Meeting II was held on Saturday April 24th 2014. The
teacher and the collaborator entered the class. When we
were entering, the students had been in the class. They were
still fresh because fortunately English lesson was in morning
hours. This meeting would conduct the treatment and took
post test score. The situations of the teaching learning
process were as follow:
Teacher : “Assalamualaikum wr. wb”
Students : “Waalaikumsalam wr. wb “
Teacher : “good morning class”
Students : “morning miss”
Teacher : “how are you today?”
Students : “I am fine, thank you. And you?”
Teacher : “I am fine too, thank you. Ok class, let’s start
our lesson today by reciting basmallah
together..”
All : “bismillahirrohmaanirrohiim”
Teacher : “ok class, who is absent today??”
Students : “complete bu..”
Teacher : “good. Ok, today we are going to continue
our previous meeting. Last, our plan was
doing inside outside circle technique right?”
Students : “yes miss”
Teacher :“then, before we start making the circle, I
will review our last material. Who can
mention what was our last material?, jadi,
kemarin kita bahas apa ya? ( what did we
discuss yesterday?)”
Devi : “hortatory exposition bu”
Teacher : “alright. And then, what is the function of
hortatory exposition?”
Devi : “to persuade the reader bu”
Teacher : “that’s right. What about the structure?”
Diana : “thesis, arguments, recommendation”
Teacher : “excellent. You still remember it, right?
Well, as I explained yesterday, today we will
make inside outside circle. Do you still
remember how the procedure of it?”
Students : “yes bu. Tapi masih gak mudeng bu(but still
confused)”
Teacher : (pointing the line) ”ok, langsung saja ya,
saya akan bagi kalian menjadi 2 kelompok.
Untuk yg duduk disebelah kanan ini kalian
jadi inner group dan yg disebelah kiri kalian
outer group. paham?(I will divide you into 2
groups. for my right side, you are inner group,
and for left side you are the outer group.
understand? ) So, this one is inner group, and
this one is outer group (while pointing the
row). Ok, sekarang semua berdiri dan
langsung membentuk seperti yang saya
aahkan tadi. (now please stand up and make
that shape according to my instruction).”
After the teacher divided the group, the students stood
up and made the circle. Some of them were still confuse, so
the class were so crowded arranging the shape. Because the
front side of the class was not too wide, so, the circles could
not be arranged well. After they were shaped as inner and
outer group, the teacher explained the rule of the technique.
Teacher : “ok class, now someone in front of you is
your partner. Jadi yang didepan kalian itu
partner kalian ya. I will give you one question
each round. Each person has to speak for 1
minute, then change to the partner. jadi nanti
saya akan memberikan satu pertanyaan dalam
setiap putaran dan kalian harus menjawabnya
orally dalam waktu 1 menit.setelah itu
gentian. Understand?”
Students : “understand..”
Teacher :“ok, for the first question is “Why reading is
important for us?” are you ready?
Students :”yaaaaa” (shouted loudly)
Teacher : “one, two, three, go….”
The students started asking and answering the
question. The one asked “ what do you think about reading is
important for us and then the partner should answered and
give some arguments of it. When it was done, it changed.
The one who was asking person, would be answering person.
After finished the 1st round, the teacher asked the outer group
to move one step to the left. So, they met different partner.
they had to answer a different question. It repeated until 3
steps. The students played the role variously. Some were
enjoying the discussion, some were joking, and some were
just giving little arguments. In the middle of the treatments,
the students always asked the teacher the English of some
words. It made the situation really crowded. After the
treatment had done, the teacher let the students to sit down
and gave applause to their performance. Then, she gave them
some feedback of their performance. It consists of
grammatical error, wrong vocabularies, and pronunciations.
After that, the teacher took their post test score by asking the
students one by one with one of the question that had been
treated.
3) Observation
In the 2nd meeting, the students were more ready than
meeting 1. It was maybe caused the teacher had explained the
rule before and the situation that was still morning. The class
was so crowded when the treatment was implementing. Some
of them were still confused and didn’t understand with the
rule. But it just happened in the 1st round. For the 2nd and 3rd
round, they started to enjoy the discussion, because they were
free in giving their arguments. The problems happened with
the students who were still shy and unconfident to speak
English. They were just silent and sometimes cheated their
friend answer when the teacher walked to him. But overall,
they looked happy when they practiced to ask each other.
And for those, the teacher could see their creativity in
making opinions.
There were many mistakes occurred in this treatment,
such as wrong vocabularies, error in grammar, and most was
in pronouncing a word. But they had effort to improve their
speaking by asking the meaning of the words to the students
and tried to arrange their opinions.
4) Reflection
By analyzing the action of the meeting 2, the teacher
concluded that the students can improve their speaking. It
was described by the increasing of their post test. The
discussion in the treatment and the feedback that the teacher
gave really helped them to improve their speaking. But they
needed preparation before giving their arguments. So this is a
correction to the researcher to not do the same thing later.
The teacher realized that not all students were
motivated in speaking English; there were some students
who still unconfident in giving their opinions to their partner.
And it would be the teacher’s homework to decrease it in the
cycle 2.
B. Calculation of the Test Result
a. Score of pre test and post test cycle 1
The Students’ Score of Pre Test And Post Test in Cycle 1
(Table 4. 1)
No Nama Siswa Pre-Test
Post-Test
Post-Pre D2
1 (X) 1 (Y) (D)
1 Aditya Dwi Kurniawan 56 64 8 64
2 Ahmad Lukki Indra Cahyono 68 76 8 64
3 Ahmad Sugito 68 76 8 64
4 Ahmad Syaiful Fahry 76 80 4 16
5 Aisyah Nihayah Nu'mah 64 68 4 16
6 Arianawati 84 88 4 16
7 Ary Prasetya 52 56 4 16
8 Devi Nur Cahyani 64 68 4 16
9 Devi Rafika Inayati 76 80 4 16
10 Dita Herliana 72 76 4 16
11 Ella Friyani Hadmasari S. 60 68 8 64
12 Fenny Handayani 60 72 12 144
13 Fitri Nur Faizin 68 72 4 16
14 Hevi Nazulva 64 72 8 64
15 Indah Ratna Sari 64 72 8 64
16 Iwan Ashari 52 56 4 16
17 Khidroh Devi 60 64 4 16
18 Koriatun Wakidah 64 68 4 16
19 Mardiana Setyorini 60 68 8 64
20 Miftahul Hidayah 56 68 12 144
37 Misbahul Mulkan 52 64 12 144
22 Muhaiminul Aziz 52 68 16 256
23 Muhammad Agung Suharto 48 56 8 64
24 Muhammad Jehan Hafiluddin 48 56 8 64
25 Mukhamimah 52 68 16 256
26 Najikhatus Sa'adah 52 68 16 256
27 Naning Sayyida 48 60 12 144
28 Noval Arif Kurniawan 44 52 8 64
29 Pipit Fironita 52 64 12 144
30 Rifqi Khoirudin 52 68 16 256
31 Rimbi Ayu Pramesti 52 64 12 144
32 Saiful Hidayat 72 84 12 144
33 Siti Halimatus Sa'diyah 52 68 16 256
34 Siti Shofi'ah 52 68 16 256
35 Tutik Utarini 56 64 8 64
36 Wika Putri Rizkiah 68 76 8 64
Total 2140 2460 320 3480
1) Mean of Pre test 1
Mx = ∑𝑋𝑁
Mx =214036
Mx = 59,44
2) Mean of Post test 2
Mx = ∑𝑌𝑁
Mx =246036
Mx = 68,33
3) SD of post test and Pre test
From the data above, the teacher calculate SD pretest and post test
SD = �∑𝐷2
𝑁− �∑𝐷
𝑁�2
= �348036
− �32036�2
= �96,66 − 78,85
= √17,81
= 4,22
4) T- test calculation
T0 = � ∑𝐷𝑁 �
� 𝑆𝐷𝐷 √𝑁−1
�
= � 32036 �
� 4,22 √36−1 �
= 8,88�4,22√35
�
= 8,88�4,225,91�
=8,880,71
= 12,50
b. Interpretation
1. Calculating Df
Degree of freedom (Df) = (N – 1)
= 36 – 1
= 35
2. Approving the t table distribution
With Df = 35, the value of t table with the degree of
significant 5% is 2, 030.
3. Comparing to with tt
To = 12, 50 therefore to is greater than tt with the level of the
degree of significant 5%.
4. Conclusion
If arithmetic t (to) is greater than tt, the null hypothesis is
rejected.
a. Ho (null hypothesis) = there is no significant influence
between pre test and post test.
b. T table with n=35 is 2,030, while arithmetic t test is
12,50.
c. T table < arithmetic = 2, 030 < 12,50.
It shows that Ho is rejected. So, there is a significant
influence between pre test and post test in cycle 1 with
level significant 5%, t table= 2,030. It means that the use
of Inside-Outside Circle technique can help the students
to improve their speaking skill.
2. Cycle 2
a. Meeting 1
1) Planning
In this step, the researcher prepared:
a. Materials, making lesson plan, and designing the step in
doing action.
b. List of students’ name
c. Teaching aid (rubric assessment, reading text, etc)
d. Sheet for classroom observation
e. Test (pre test)
2) The implementation of the action
On Saturday, 26th of April 2014, the researcher with the
English teacher (collaborator) entered the class. The class was
crowded. Some of the students were still in the outside of the
class. So the class began little bit late. When all of the students
had entered, the class was begun.
Teacher : “Assalamualaikum wr. wb”
Students : “Waalaikumsalam Wr. Wb”
Teacher : “good morning class”
Students : “good morning”
Teacher : “how are you today?”
Students : “I am fine, thank you, and you?”
Teacher : “I am fine too, thank you. Ok, who is absent
today?”
Students : “nihil bu”
Teacher : “good..ok, let’s start our class today by
reciting basmalah together.”
Students : “bismillahirrohmanirrohim”
Teacher : “ok class, before we start our lesson, do you
still remember what did we do in previous meeting?”
Fahri : “yes bu.. we make inside outside circle.”
Teacher : “ya, we made it. Ok, do you find any
difficulties? Maybe in the method, or in speaking?”
Iriana : “yes bu.. bingung ngomongnya bu”
Noval : “gerah bu, panas”
Teacher : “ok, good. Anything else?”
Devi : “gak tau artinya bu”
Teacher :”ok, first is hot. It is because the place is
narrow,right?”
Students : “yes”
Teacher : “ok, next we will move the chairs and the
table behind, so the place is wider. Ok?”
Students : “ok bu”
Teacher : “for the translation and how to speak, you
can ask me, but just for words. Not in
sentence. Try to arrange the sentence as good
as you can. Don’t think about the grammar.
Share what you want to share. The time is
yours, so use it maximally to improve your
speaking skill. Understand?”
Students : “yes. “
Teacher : “ok, any question?”
Students : “No bu”
Teacher : “well, before I start the material, I will make
a game. This game is called “simon says”. Ok,
before it, I ask you. What is it?” (pointing the
nose)
Students : “nose”
Teacher : “what is it? “(pointing the eyes)
Students : “eyes”
Teacher : “what is it?” (pointing the cheek)
Students : “pipi bu…hahaha”
Teacher : “what is the English of pipi??”
Students : “hhhhmmm…gak tau bu (I do not know
mom)”
Teacher : “this is cheek..repeat after me, cheek.”
Students : “cheek.(the students repeated together)”
Teacher : “and what is it?” (poiting the chin)
Students : “daguuuuu (answer loudly)”
Teacher :”this is chin, repeat!”
Students : “chin”
Teacher : “good, the rule is please follow me when I
say “simon says touch your….” And don’t
follow me I don’t say “simon says”..(teacher
gives the example of the instruction). Do you
get it?”
Students : “yes, I get it.”
The teacher started the game. It practiced their
concentrate and listening skill. Some of students got wrong,
and it made the class crowded. For the students who got
wrong would be marked, and got the punishment. When the
game had done, the teacher started the lesson.
Teacher : “ok, today we are going to discuss about
expressing agreement and disagreement. “
Teacher started explaining the material about
expressing agreement and disagreement. After that, she gave
a text. She asked some students to read the text individually.
After they read it, teacher gave explanation about the text and
asked them to give their opinion about it. Do they agree or
disagree about the text. Then, they gave their argument.
While they were arguing, the teacher started to take their pre
test score.
3) Observation
In the 1st meeting of the cycle 2, observation was also
carried out during the implementation of the action. The class
situation was crowded because some of the students were still in
the outside of the class. So when they were coming in the class,
the other students were shouting them. It was in morning hours,
so they looked so fresh. The class was more crowded when the
teacher gave them a game. They shouted each other when some
of them did wrong. But, overall the game run well. They
followed the instruction and full concentrate.
When the teacher started explaining the material, they
kept silent and paid attention to the teacher’s explanation.
Sometimes they asked questions when they didn’t understand
with the teacher’s explanation. They were more active and more
confident in this meeting. It could be seen when the teacher took
their pre test score by asking their argument with the topic that
the teacher gave. Some of them agreed and others disagreed.
They gave various arguments, although their reasons sometimes
were out of the line.
The teacher also saw that there were still some students
who were still shy in speaking. Hope the meeting 2 that would
carry out the technique would help them to improve their
speaking.
4) Reflection
By analyzing the action above, the teacher concluded
that the students could improve their speaking skill. Their
vocabularies also improved in the cycle 2. Cycle 2 gave more
satisfactory result. It was seen in their pre test score. Also they
used English when they answered their teacher’s question
although their grammatical was not satisfaction enough. It was
important to continue the next meeting that would carry out the
strategy and took their post-test’s score.
b. Meeting 2
1) Planning
In this step, the researcher prepared:
a. Materials, making lesson plan, and designing the step in
doing action.
b. List of students’ name
c. Teaching aid (rubric assessment, reading text, etc)
d. Sheet for classroom observation
e. Test (post test)
2) The implementation of the action
Meeting II was held on Monday April 28th 2014. The
teacher and the collaborator entered the class. When we were
entering, the students had been in the class. They were still fresh
because fortunately English lesson was in morning hours. This
meeting would conduct the treatment and took post test score.
The situations of the teaching learning process were as follow:
Teacher : “Assalamualaikum wr.wb”
Students : “Waalaikumsalam wr.wb”
Teacher : “good morning class.”
Students :” good morning miss”
Teacher : “How are you today?
Students : “I am fine, thank you. And you?”
Teacher : “I am ok, thanks. Ok class, let’s start our
class today by reciting basmalah together.”
All : “Bismillahirrohmaanirrohim.”
Teacher : “ok. First I will take your attendance first. (
the teacher called the students’ name one by
one). Nihil right?”
Students : “right bu”
Teacher :”good. Ok class, as we know that today is our
last meeting. Hari ini saya akan melakukan
pengambilan nilai speaking kalian lagi
dengan tehnik inside-outside circle (Today I
will take your speaking score again with
inside outside circle technique). So, before we
start it, let’s review what we learned
yesterday. Anyone still remember it? Ella, do
you still remember?”
Ella : “no miss..hehe”
Teacher : “hhhhmmm…who still remember? And you
fahry?”
Fahry : “reading dialogue about agree and disagree
miss..”
Teacher : “ya, that’s right fahry. Good. Yesterday we
talked about agreement and disagreement. Ok,
indah, sebutkan contoh ekspresi
agreement?(can you mention some
expressions of agreement?)”
Indah : (looked at her note) “I agree with what you
said, I agree with you, Well, if you say so. I
agree .... I think so. I am with you. “
Teacher : ”good. And what about the expression of
disagreement, lukki??”
Lukki : (looked at his note) “Yes, but don't you think
...?, Yes, I see but ...., I don' think so, I quite
disagree .... Sorry, I have to say "No".”
Teacher : “good. Hari ini kita akan berdiskusi
menggunakan ekspresi-ekspresi tadi (today
we will make a discussion using those
expressions). As yesterday, you will be
formed to be inner students and outer
students. Akan ada beberapa topic yang akan
kita diskusikan. Nanti kalian akan dibagi
menjadi 2 group, yaitu grup pro dan grup
kontra. Untuk inner group kalian akan
menjadi grup pro, dan outer menjadi grup
kontra. (There will be some topics that will be
discussed. You are divided into two groups.
They are pro and contra groups. The inner
students will be pro group). So, for the inner
group, you have to agree with the statement
that I will give. And for the outer students,
you will be contra group that have to disagree
with the statement. Do you get it?”
Students : ”No bu…“
Teacher : (the teacher explained the rule in Bahasa
while drawing the form on the whiteboard
until the students understood). “Ok,
understand?”
Students : “yes miss..”
Saiful : “what is the topic miss? “
Teacher : “Ok, for this, I will give some statements
before you discuss. the statements are:
1. Certificate is better than knowledge.
2. Using mobile phone should be banned in
the sch(ool.”
Students : “artinya apa bu? (what does it mean
mom?)”
Teacher : “jadi begini, untuk statement yang pertama
itu maksudnya bahwa sertifikat atau ijazah itu
lebih baik daripada pengetahuan. Lebih
penting mana sih antara ijazah dengan
pengetahuan itu. Bagi kalian yang pro (inner
group) kalian harus memilih ijazah,begitu
sebaliknya. Berikan alasan sebanyak mungkin
untuk menguatkan pendapat kalian. Paham?
(the first statement is certificate or ijazah is
better than knowledge. So, for the agree group
you have to give some arguments that
certificate is better. And for disagree group,
you have to give statements that knowledge is
better. Understand?)”
Students : ( the class became crowded) “yes miss. And
number 2?”
Teacher : “for number 2, pro group harus member
argument bahwa siswa tidak diperbolehkan
menggunakan hp kesekolah. Dan untuk kontra
group, hp diperbolehkan digunakan disekolah
(the agree group must give arguments that the
students are not allowed to use mobile phone
in the school. And for the disagree group, you
say that the students are allowed to use mobile
phone in the school).”
( class became more crowded talking about the topic)
Teacher :”And now, I give you 5 minutes to prepare
the arguments, and remember you are not
allowed to read your text when you are
discussing. Just make some points, and
explain it orally. Waktu untuk berdiskusi nanti
akan diperpanjang, dan setiap topic akan
diulang 2 kali dengan partner yang berbeda
(The time for discussion will be longer, and
each topic will be repeated twice with
different partners). So there will be 4 cycles in
this discussion. Ok now, please prepare
yourself.”
Students : “yes miss”.
After the students finished preparing the arguments,
they were asked to make inside outside circle and the teacher
repeated the rules. When it had been clear, the discussion
was started. While they were speaking, the teacher was
taking the students’ score and answering the students’
question about the words that they don’t know the meaning.
3) Observation
In the 2nd meeting of cycle 2, the students were more
enthusiastic. It may be caused that they have been understood
about the technique. They also had better pronunciation than
before. They used vary words to share their arguments. But there
are still some students that just gave short arguments, so it made
the teacher difficult to score them. As usual, the class was so
crowded when the treatment was implementing. But overall, they
were active students. With the wider space, they practiced giving
and sharing their arguments like a debate. They asked some
vocabularies to the teacher. It seemed that the technique that the
teacher gave successfully improved their students’ speaking
skill. Their skill in this meeting was more improved than the first
meeting.
4) Reflection
By analyzing every meeting in cycle 1 and cycle 2, the
teacher concluded that the speaking skill of the students
improved. The students can improve their speaking. It was
described by the increasing of their post test. The discussion in
the treatment and the feedback that the teacher gave really helped
them to improve their speaking.
C. Calculation of the Test Result
c. Score of pre test and post test cycle 2
The Students’ Score of Pre Test And Post Test in Cycle 2
(Table 4. 2)
No Nama Siswa Pre-Test
Post-Test
Post-Pre D2
2 (X) 2 (Y) (D)
1 Aditya Dwi Kurniawan 64 72 8 64
2 Ahmad Lukki Indra Cahyono 68 76 8 64
3 Ahmad Sugito 72 80 8 64
4 Ahmad Syaiful Fahry 76 84 8 64
5 Aisyah Nihayah Nu'mah 68 76 8 64
6 Arianawati 84 88 4 16
7 Ary Prasetya 48 56 8 64
8 Devi Nur Cahyani 68 80 12 144
9 Devi Rafika Inayati 80 80 0 0
10 Dita Herliana 72 80 8 64
11 Ella Friyani Hadmasari S. 56 64 8 64
12 Fenny Handayani 68 76 8 64
13 Fitri Nur Faizin 64 72 8 64
14 Hevi Nazulva 60 68 8 64
15 Indah Ratna Sari 64 68 4 16
16 Iwan Ashari 60 64 4 16
17 Khidroh Devi 68 76 8 64
18 Koriatun Wakidah 60 68 8 64
19 Mardiana Setyorini 52 60 8 64
20 Miftahul Hidayah 64 72 8 64
37 Misbahul Mulkan 60 68 8 64
22 Muhaiminul Aziz 56 60 4 16
23 Muhammad Agung Suharto 56 64 8 64
24 Muhammad Jehan Hafiluddin 48 56 8 64
25 Mukhamimah 64 68 4 16
26 Najikhatus Sa'adah 64 72 8 64
27 Naning Sayyida 60 68 8 64
28 Noval Arif Kurniawan 48 60 12 144
29 Pipit Fironita 60 68 8 64
30 Rifqi Khoirudin 52 56 4 16
31 Rimbi Ayu Pramesti 52 64 12 144
32 Saiful Hidayat 84 88 4 16
33 Siti Halimatus Sa'diyah 60 68 8 64
34 Siti Shofi'ah 60 68 8 64
35 Tutik Utarini 64 72 8 64
36 Wika Putri Rizkiah 72 80 8 64
Total 2276 2540 264 2144
5) Mean of Pre test 2
Mx = ∑𝑋𝑁
Mx =227636
Mx = 63,22
6) Mean of Post test 2
Mx = ∑𝑌𝑁
Mx
=254036
Mx = 70,55
7) SD of post test and Pre test
From the data above, the teacher calculate SD pretest and post test
SD = �∑𝐷2
𝑁− �∑𝐷
𝑁�2
= �214436
− �26436�2
= �59,55 − 53,73
= �5,82
= 2,41
8) T- test calculation
T0 = � ∑𝐷𝑁 �
� 𝑆𝐷𝐷 √𝑁−1
�
= � 26436 �
� 2,41 √36−1 �
= 7,33�2,41√35
�
= 7,33�2,415,91�
=7,330,4
= 18,32
d. Interpretation
1. Calculating Df
Degree of freedom (Df) = (N – 1)
= 36 – 1
= 35
2. Approving the t table distribution
With Df = 35, the value of t table with the degree of
significant 5% is 2, 030.
3. Comparing to with tt
To = 18,32 therefore to is greater than tt with the level of the
degree of significant 5%.
4. Conclusion
If arithmetic t (to) is greater than tt, the null hypothesis is
rejected.
a. Ho (null hypothesis) = there is no significant
influence between pre test and post test.
b. T table with n=35 is 2,030, while arithmetic t test is
18,32.
c. T table < arithmetic = 2, 030 < 18,32.
It shows that Ho is rejected. So, there is a significant
influence between pre test and post test in cycle 1 with
level significant 5%, t table= 2,030. It means that the use
of Inside-Outside Circle significantly can improve their
speaking skill.
D. The Comparison of the Students’ Score Between Cycle 1 And Cycle 2
The Comparison of the Students’ Score Between Cycle 1 And Cycle 2
NAME CYCLE I CYCLE II NOTE
1. Aditya Dwi Kurniawan a. Grammar 4 4 good-good b. Vocabulary 2 4 c. Comprehension 4 4 d. Fluency 3 3 e. Pronunciation 3 3
2. Ahmad Lukki Indra Cahyono a. Grammar 4 3 good-good b. Vocabulary 3 4 c. Comprehension 4 3 d. Fluency 4 5 e. Pronunciation 4 4
3. Ahmad Sugito
a. Grammar 4 4 good-excellent b. Vocabulary 4 4 c. Comprehension 3 4 d. Fluency 4 4 e. Pronunciation 4 4
4. Ahmad Syaiful Fahry
a. Grammar 4 4 excellent-excellent b. Vocabulary 4 3
c. Comprehension 4 5 d. Fluency 4 4 e. Pronunciation 4 5
5. Aisyah Nihayah Nu'mah
a. Grammar 4 3 good-good b. Vocabulary 3 5 c. Comprehension 3 4 d. Fluency 4 3 e. Pronunciation 3 4
6. Arianawati
a. Grammar 4 4 Excellent-excellent b. Vocabulary 5 5 c. Comprehension 4 5 d. Fluency 4 4 e. Pronunciation 5 4
7. Ary Prasetya
a. Grammar 2 3 fair-fair b. Vocabulary 3 3 c. Comprehension 3 3 d. Fluency 3 2 e. Pronunciation 3 3
8. Devi Nur Cahyani
a. Grammar 3 4 good-excellent b. Vocabulary 4 4 c. Comprehension 3 5 d. Fluency 4 3 e. Pronunciation 3 4
9. Devi Rafika Inayati
a. Grammar 4 4 excellent-excellent
b. Vocabulary 4 4 c. Comprehension 4 4 d. Fluency 4 4 e. Pronunciation 4 4
10. Dita Herliana
a. Grammar 4 3 good-excellent b. Vocabulary 4 5
c. Comprehension 4 4 d. Fluency 3 4 e. Pronunciation 4 4
11. Ella Friyani Hadmasari S.
a. Grammar 3 3 good-good b. Vocabulary 3 3 c. Comprehension 4 3 d. Fluency 4 3 e. Pronunciation 3 4
12. Fenny Handayani
a. Grammar 4 3 good-good b. Vocabulary 3 5 c. Comprehension 4 4 d. Fluency 4 3 e. Pronunciation 3 4
13. Fitri Nur Faizin a. Grammar 4 4 good-good b. Vocabulary 5 4
c. Comprehension 3 3 d. Fluency 3 4 e. Pronunciation 3 3
14. Hevi Nazulva
a. Grammar 4 4 good-good b. Vocabulary 4 3 c. Comprehension 4 3 d. Fluency 3 3 e. Pronunciation 3 4
15. Indah Ratna Sari
a. Grammar 4 3 good-good b. Vocabulary 4 4 c. Comprehension 4 4 d. Fluency 3 3 e. Pronunciation 3 3
16. Iwan Ashari
a. Grammar 3 4 Fair-good b. Vocabulary 3 3 c. Comprehension 3 3 d. Fluency 3 3 e. Pronunciation 2 3
17. Khidroh Devi
a. Grammar 3 4 fair-good b. Vocabulary 3 5 c. Comprehension 4 3 d. Fluency 3 3 e. Pronunciation 3 4
18. Koriatun Wakidah
a. Grammar 4 3 good-good b. Vocabulary 3 3 c. Comprehension 3 4 d. Fluency 4 4 e. Pronunciation 3 3
19. Mardiana Setyorini
a. Grammar 3 2 good-fair
b. Vocabulary 3 3 c. Comprehension 4 3
d. Fluency 4 4 e. Pronunciation 3 3
20. Miftahul Hidayah a. Grammar 3 4 good-good b. Vocabulary 4 4 c. Comprehension 4 3 d. Fluency 3 3 e. Pronunciation 3 4
21. Misbahul Mulkan
a. Grammar 3 3 fair-good b. Vocabulary 4 3 c. Comprehension 3 4 d. Fluency 3 3 e. Pronunciation 3 4
22. Muhaiminul Aziz a. Grammar 4 2 good-fair b. Vocabulary 3 3 c. Comprehension 3 4 d. Fluency 4 3 e. Pronunciation 3 3
23. Muhammad Agung Suharto
a. Grammar 3 4 fair-fair b. Vocabulary 3 4 c. Comprehension 2 3 d. Fluency 3 2 e. Pronunciation 3 3
24. Muhammad Jehan Hafiluddin a. Grammar 3 3 fair-fair b. Vocabulary 3 2 c. Comprehension 3 3 d. Fluency 2 3 e. Pronunciation 3 3
25. Mukhamimah
a. Grammar 4 4 good-good b. Vocabulary 4 3 c. Comprehension 3 4 d. Fluency 3 3 e. Pronunciation 3 3
26. Najikhatus Sa'adah
a. Grammar 4 3 good-good b. Vocabulary 3 4 c. Comprehension 4 4 d. Fluency 3 3 e. Pronunciation 3 4
27. Naning Sayyida
a. Grammar 3 3 fair-good b. Vocabulary 3 4 c. Comprehension 3 3 d. Fluency 3 3 e. Pronunciation 3 4
28. Noval Arif Kurniawan a. Grammar 2 3 fair-fair b. Vocabulary 2 3 c. Comprehension 3 3 d. Fluency 3 3 e. Pronunciation 3 3
29. Pipit Fironita
a. Grammar 4 3 fair-good b. Vocabulary 3 4 c. Comprehension 3 3 d. Fluency 3 4 e. Pronunciation 3 3
30. Rifqi Khoirudin a. Grammar 4 2 good-fair b. Vocabulary 4 3 c. Comprehension 3 3 d. Fluency 3 3 e. Pronunciation 3 3
31. Rimbi Ayu Pramesti
a. Grammar 3 3 fair-fair b. Vocabulary 4 3 c. Comprehension 3 3 d. Fluency 3 4 e. Pronunciation 3 3
32. Saiful Hidayat
a. Grammar 5 4 excellent-excellent b.Vocabulary 4 5 c. Comprehension 5 5 d.Fluency 4 4 e. Pronunciation 3 4
33. Siti Halimatus Sa'diyah
a. Grammar 3 3 good-good b. Vocabulary 4 4 c. Comprehension 4 3 d. Fluency 3 3 e. Pronunciation 3 4
34. Siti Shofi'ah
a. Grammar 4 3 good-good b. Vocabulary 4 3 c. Comprehension 3 4 d. Fluency 3 3 e. Pronunciation 3 4
35. Tutik Utarini a. Grammar 3 4 fair-good b. Vocabulary 3 3 c. Comprehension 3 4 d. Fluency 4 4 e. Pronunciation 3 3
36. Wika Putri Rizkiah
a. Grammar 4 4 good-excellent b. Vocabulary 5 4 c. Comprehension 3 4 d. Fluency 4 4 e. Pronunciation 3 4
Total Score= Score x 4
Score Category : 80 – 100 Excellent 66 – 79 Good 56 – 65 Fair 40 – 55 Poor
30 – 39 Very poor Based on the result above, the comparisan between cycle 1 and cycle
2 is mostly in their vocabulary mastery. In cycle 1, they still have lack
vocabulary, and their skills are increased in cycle 2. They can use various
vocabularies in delivering their opinions. Beside of the increasing of the
vocabulary mastery, their fluency in cycle 2 is also better than in cycle 1. In
cycle 1, they are still shy in giving arguments, but it can be handled by
them in cycle 2.
CHAPTER V
CLOSURE
A. Conclusions
After analyzing the data, the writer draws the conclusions of this
research as follows:
1. There is influence of the use Inside-Outside Circle in teaching
speaking to improve the students’ speaking skill of the second year
students of SMA N 1 Welahan in the academic year of 2013/2014.
Before implementing the technique, the students were mostly silent
and shy in speaking English.
2. There is influence of the use Inside-Outside Circle in teaching
speaking to improve the students’ speaking skill of the second year
students of SMA N 1 Welahan in the academic year of 2013/2014.
After implementing Inside Outside Circle technique, the students’
speaking skill becomes better. It is shown by the means of pre test
and post test is 59,44 to 68,33 In cycle 1, the mean of pre test and
post test is 63,22 to 70,55 in cycle 2.
3. There is influence of the use Inside-Outside Circle in teaching
speaking to improve the students’ speaking skill of the second year
students of SMA N 1 Welahan in the academic year of 2013/2014.
It is shown by the result of the calculation of t-test in the two
cycles. In the cycle 1, the conclusion of t-test is12,50 , which is
higher than t-table (2,030). In the second cycle, the calculation of t-
test is 18,32, higher than t-table (2,030), by the level significant of
5%. So there is improvement of speaking skill of the second year
students of SMA N 1 Welahan.
B. Implementation
The result of the research shows that the use of Inside-Outside
Circle technique can improve the students’ motivation, interest, and
achievement. The implementation of Inside-Outside Circle is
reasonable because it can give students a great motivation to learn
English especially in speaking. Thus, Inside-Outside Circle is not only
good to improve students’ speaking skill, but also to improve students’
interest and motivation.
C. Suggestions
After the writer knows the real condition and situation, she
would like suggest some possible solutions in teaching speaking
process, as follow:
1. For English Teachers
The English teacher should use an interesting method or
technique in speaking class. The English teacher should choose a
good method or technique in teaching learning process. The
teacher can use Inside-Outside Circle as a technique to teach
speaking. If the English teacher uses Inside-Outside Circle in the
class, the students would feel enjoy the lesson and can decrease the
worry in learning speaking to improve their speaking ability.
The teacher should give example how to do Inside-Outside
Circle clearly to the students, so the students can understand about
how to practice Inside-Outside Circle in the class well. The teacher
must give example how to say the words properly to the students.
And the teacher should help the students when they do not
understand about the instruction and get difficulties in translating
some vocabularies.
2. For the students
The students should try to practice speaking using Inside-
Outside Circle. The students could invite their friends to practice
Inside-Outside Circle themselves. They could practice it every day
in the class. So they are not bored when they are in the class. They
could divide the class into two groups, the group A which exist
inside circle to stand up with facing out, and group B which exist
outside circle to stand up with facing in, so they have a partner.
They can share some information to their partner. They can discuss
something or just tell a story.
The students should also have high motivation in improving
their speaking ability. They must study hard, not to be lazy to open
a dictionary, make a note a new word, memorize the new
vocabularies from the dictionary and practice more and more. They
should have good self- confidence to speak English and they should
practice to speak English with their friends.
3. For other researchers
It has been known that the using of Inside Outside Circe can
improve the students’ speaking skill, so that the other researchers or
the readers could use Inside-Outside Circle when they are learning
speaking and to improve their speaking ability. They should read
this research clearly, so they can understand how to practice Inside
Outside Circle to improve their speaking ability well without
making a mistake.
Based on the above explanation, the writer would like
suggest the readers and other researchers that this research can be
used to additional reference to further research with the different
sample and occasion.
BIBLIOGRAPHY
Brown, H. Douglas. 2004. Language Assessment (Principle And
Classroom Practice ). Unite State of America: Longman.
Brown, H. Douglas. 1994. “Teaching By Principles Second Edition”. Unite State of America: Longman
Brown, H. Douglas. 2000. “Principles of Language Learning And Teaching Fourth Edition”. Unite State of America: Longman
Burns, Anne. 2010. Doing Action Research in English Language
Teaching. New York: Routledge
Felder, M. Richard & Brent Rebecca. “ Journal of Cooperative Learning”. NC. State University.
Handayani, Siwi. 2011. Improving Students’ Speaking Competence
Through Information Gap Strategy. STAIN Salatiga.
Harmer, Jeremy. 2001. “How to teach English”. England : Longman.
Jones, at al, 1994. “Journal of Cooperative Learning Based On Excerpts From The Expert Educator”.
Kagan, Spancer, Dr. & Miguel, Kagan. 2009. Kagan Cooperative
Learning. San Clemente: Kagan Publishing
Kagan. 1989. “The Structural Approach to Cooperative Learning By The Association for Supervision & Curriculum Development”.
Mettetal Gwynn. 2001. The What, Why and How of Classroom Action
Research. Indiana.
Oxford University Press. 2008. Oxford Learner’s Pocket Dictionary. New York: Oxford University Press.
Pramesti, Agnes. 2013. Improving Students’ Speaking Ability in
Describing Someone Through Inside-Outside Circle of The Seventh
Grade Students Of Smpn 4 Purwodadi In Academic Year
2012/2013 . IKIP PGRI Semarang
Richard, C. Jack, 2008. “Teaching Listening And Speaking (From Theory to Practice)”. New York: Cambridge University Press.
Shojaee. 1996. “Journal of an Effective Speaking Activity”.
www.websterdictionary.com
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA N 1 WELAHAN
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X1 IPA / 2
Alokasi Waktu : 4 x 45 menit ( 2x pertemuan )
Topik Pembelajaran : Hartotary Exposistion
A. Standar Kompetensi
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan monolog
berbentuk narrative, spoof dan hortatory exposition dalam konteks
kehidupan sehari-hari.
B. Kompetensi Dasar
10.1. Mengungkapkan makna dalam teks monolog dengan menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk narrative, spoof dan hartatory
exposition.
C. Indikator Pencapaian Kompetensi
Indicator pencapaian Kompetensi Nilai Budaya Dan Karakter
Bangsa
• Siswa mampu
memahami teks
berbentuk hortatory
exposition.
• Siswa mampu
mengemukakan
pendapat.
Kreatif, komunikatif, kerja keras.
• Siswa mampu
menyampaikan saran
dan pendapat secara
lisan
D. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
1. Melakukan monolog berbentuk hortatory exposition.
2. Mendefinisikan teks hortatory Exposition
3. Menyampaikan saran dan pendapat secara lisan.
E. Materi Pokok
Hortatory Exposition
a. Social function : to persuade the reader or listener that something should or
should not be the case.
b. Generic structure:
Thesis : announcement of issue concern
Argument : reasons for concern, leading to recommendation
Recommendation: statement of what ought to or ought not to happen
c. Contoh Teks Hortatory exposition:
Helping Children Discover Their Own Identity
Children of today's advanced world are different from those in the past. With easy access to modern technology, children of today are able to learn everything they encounter in their life, including world-class information. In terms of knowledge of the world, one must admit, they seem to surpass children brought up in the era when techno logical equipment
was still traditional.
The rapid growth of children's cognitive, physi cal
and social adaptations is an indication of how they can be easily shaped by the modern vicinity. This is a critical period when children are begin ning to try to discover their own true identity.
Parental guidance is necessary to assist them in leading to the correct path. To do this, intervention, however, is not always mandatory if parents are upbeat
that their offspring can handle the conundrum they are facing on their own. Self-reliance, in any occasion, needs to be stressed.
What parents need to do is to respect the changes going on within their child's world, and respond appropriately to their changing needs. Here a close monitoring rather than control taking is essential.
This may sound like ideal advice; yet not all parents may agree with this. A parent who was raised in a democratic family atmosphere will certainly pass down the freedom he/she had enjoyed during childhood to his/her offspring. On the other hand, those who were brought up in a conservative and authoritative family will inculcate traditional values to their children, restricting them by tightly abiding to what the parents believe to be the correct norms.
Clearly, a parent's family back-ground will, exert a considerable influence in helping his/her children to learn both formally and informally. It is more likely that parents will consistently follow the mind-set they adopted from their father or mother if they think that it is beneficial. Today's parents, however, need to be aware that not all values and norms that their parents implanted in them during their childhood are compatible with modern reality. Things have changed consider ably, and parents should take this into account.
It might, for example, be felt less relevant to impose traditional control over their children's conduct about what they need to do to attain academic achievement. However, most parents still cling to this, acting as if they are omniscient and know perfectly what is best for their children.
In guiding children in search of true identity, it is important for today's parents to listen and accommodate all feedback from their children. Though it seems too difficult for some conservative parents to implement this, it is essential to a child's development into an emotionally mature adult.
Parents also should not exercise too much authority so as to overprotect their children to develop their potential to the fullest. Parental intervention, if it is done in an improper manner, can do more harm than good.
If not in accord with children's interests, parents' excessive intervention is seen by children as something that inhibits rather than facilitates their academic excursions. Parents may probably not realize that their children simply want them to stay in the background and to provide whatever support and resources they need to venture out into the world.
This does not imply that intervention is not necessary. At the very young age when the influence of a peer group is extremely powerful, parents need to intervene by setting a strong measure to help their children resist the pressure to behave in ways that do not meet family standards.
The best way parents can aid their children is by successfully discovering their true identity and growing up to be an emotionally mature adult is to take a flexible approach. Parents need not always rigidly follow and impose certain norms and values, which are imbued with their family tradition during their childhood, on their children. Understanding children from the way they see the reality is surely a far more rewarding experience.
Evaries Rosita–Contributor/Jakarta
Taken from The Jakarta Post, March 9, 2008
F. Metode Pembelajaran
1. Discussion
2. Inside Outside Circle (IOC)
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
Melakukan
monolog berbentuk
hortatory
exposition.
Melakukan debat.
Menggunakan kata
opinion “agree and
disagree untuk
menyampaikan
pendapat/saran.
Siswa mampu
mengidentifikasi
Menggunakan
kata opinion
“agree and
disagree untuk
menyampaikan.
Siswa
mengetahui
dan
memahami
kata opinions
“agree and
disagree
untuk
menyampaika
n.
H. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Awal (10’)
• Mengucapakan salam dengan ramah kepada siswa ketika
memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
• Mengaitkan materi yang akan dipelajari dengan karakter
• Merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir
karakter yang hendak dikembangkan selain terkait dengan SK/KD
Kegiatan Inti (70’)
Explorasi
Dalam kegiatan eksplorasi, guru:
• Memberikan pertanyaan yang mengarah kepada pendapat siswa
tentang sebuah kasus.
• mengarahkan siswa untuk berfikir kritis dan mau memberikan
pendapat mereka secara lisan.
• Menilai (pre test) pendapat siswa akan suatu kasus yang diberikan oleh
guru.
Elaborasi
Dalam kegiatan elaborasi, guru:
• Menjelaskan materi tentang hortatory exposition.
• Mendefinisikan dan menganalisa generic structure dari hortatory
exposition serta perbedaannya dengan analytical exposition.
• Memberikan contoh teks hortatory exposition kepada siswa dan
siswa diminta untuk mengidentifikasi bagian-bagian dari teks
tersebut.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
• Guru menjelaskan tehnik Inside-Outside Circle sebelum siswa melakukan
diskusi.
• Guru meminta siswa berdiskusi dengan tehnik Inside-Outside Circle.
• Guru memberikan topik-topik yang akan siswa diskusikan.
• Siswa berdiskusi dengan partner mereka, dan guru mengawasi jalannya
diskusi serta melakukan penilaian.
Kegiatan Akhir (10’)
Dalam kegiatan penutup, guru:
• bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
• melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah dilaksanakan secara konsisten dan terprogram;
• memberikan umpan balik terhadap proses dan hasil pembelajaran;
I. Sumber
• Developing English Competencies
J. Instrumen Penilaian
1. Instrumen Pre-Test
a. Do you like watching TV?
b. Do you think watching TV is good for us? “
2. Instrumen Post Test
Discuss with your friend what do you think about these statement using Inside-Outside Circle technique! And give your reasons!
a. The Importance Of Reading b. Where Should You Be After High School? c. Why Should Wearing a Helmet when Motorcycling
K. Pedoman Penilaian
No Aspect Score
1 Pronunciation 1-5
2 Grammar 1-5
3 Vocabulary 1-5
4 Fluency 1-5
5 Comprehension 1-5
Skor Perolehan
Nilai Akhir: --------------------- X 4
Skor maksimal = 100
Salatiga, 18 April 2014
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA N 1 WELAHAN
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X1 IPA / 2
Alokasi Waktu : 4 x 45 menit ( 2x pertemuan )
Topik Pembelajaran : Hartotary Exposistion ( Expressing Agree
and Disagree )
A. Standar Kompetensi
Berbicara
10. Mengungkapkan makna dalam teks fungsional pendek dan monolog
berbentuk narrative, spoof dan hortatory exposition dalam konteks
kehidupan sehari-hari.
B. Kompetensi Dasar
10.1. Mengungkapkan makna dalam teks monolog dengan menggunakan
ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dalam teks berbentuk narrative, spoof dan hartatory
exposition.
C. Indikator Pencapaian Kompetensi
Indicator pencapaian Kompetensi Nilai Budaya Dan Karakter
Bangsa
• Siswa mampu
melakukan monolog
berbentuk hortatory
exposition.
Kreatif, komunikatif, kerja keras.
• Siswa mampu
melakukan debat.
• Siswa mampu
menggunakan kata
opinion “agree and
disagree untuk
menyampaikan
pendapat/saran.
E. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
F. Melakukan monolog berbentuk hortatory exposition.
G. Melakukan debat.
H. Menggunakan kata opinion “agree and disagree untuk
menyampaikan
pendapat/saran.
L. Materi Pokok
- Expressing Agreement
• I agree with what you said
• I agree with you.
• Well, if you say so.
• I agree ....
• I think so.
• I am with you.
- Expressing Disagreement
• Yes, but don't you think ...?
• Yes, I see but ....
• I don' think so.
• I quite disagree ....
• Sorry, I have to say "No".
M. Metode Pembelajaran
1. Discussion
2. Inside Outside Circle (IOC)
N. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
Melakukan
monolog berbentuk
hortatory
exposition.
Melakukan debat.
Menggunakan kata
opinion “agree and
disagree untuk
menyampaikan
pendapat/saran.
Siswa mampu
mengidentifikasi
Menggunakan
kata opinion
“agree and
disagree untuk
menyampaikan.
Siswa
mengetahui
dan
memahami
kata opinions
“agree and
disagree
untuk
menyampaika
n.
O. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Awal (10’)
• Mengucapakan salam dengan ramah kepada siswa ketika
memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
• Mengaitkan materi yang akan dipelajari dengan karakter
• Merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir
karakter yang hendak dikembangkan selain terkait dengan SK/KD
• Brain storming (game).
Kegiatan Inti (70’)
Explorasi
Dalam kegiatan eksplorasi, guru:
Melakukan monolog berbentuk hortatory exposition.
Melakukan debat.
Menggunakan kata opinion “agree and disagree untuk menyampaikan
pendapat/saran.
Elaborasi
Dalam kegiatan elaborasi, guru:
• Memberikan stimulus berupa pemberian materi cara menyatakan
pendapat dengan menggunakan ekspresi setuju dan tidak setuju.
• Mendefinisikan expressing agree and disagree.
• Menganalisa jenis-jenis expressing agree and disagree.
• Siswa diminta untuk memberikan pendapat dari teks bacaan
dengan menggunakan ekspresi agree dan disagree.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
• Guru menjelaskan tehnik Inside-Outside Circle sebelum siswa melakukan
diskusi.
• Guru meminta siswa berdiskusi dengan tehnik Inside-Outside Circle.
• Guru memberikan topik-topik yang akan siswa diskusikan.
• Siswa berdiskusi dengan partner mereka, dan guru mengawasi jalannya
diskusi.
Kegiatan Akhir (10’)
Dalam kegiatan penutup, guru:
• bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
• melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah dilaksanakan secara konsisten dan terprogram;
• memberikan umpan balik terhadap proses dan hasil pembelajaran;
P. Sumber
• http://annisa-saja.blogspot.com/2013/02/examples-of-hortatory-
exposition-text-1.html
• Developing English Competencies
Q. Instrumen Penilaian
1. Instrumen Pre-Test
What is your opinion about this text!
The Importance of Speaking English
English nowadays has an important role in our daily life. It is the massive
means of communication. Is there a strong argument which says that English will
not give any benefit?
Learning to speak English well may be the best way to improve our life. It
seems all the people in the world have agreed to use English to talk to each other.
About 1.500.000.000 people in the world speak English. While another
1.000.000.000 are still learning English.
If we can communicate in English, we can contact people from all over the
world. We can talk about our ideas and opinions on Internet discussion groups. We
can chat with other interesting people to learn about their life and culture.
If we can communicate in English, we can travel more easily. English is
spoken in more than 100 countries. If we lost, we can ask directions or ask for help.
Who knows, English will save our life somewhere someday.
That is why we should make every effort possible to find somebody to
speak with. Where can we find people who can speak English with us? We can find
them at school, shopping mall, tourist destination, etc
Above all, don't be afraid to speak English. We must try to speak, even if
we make mistakes. We cannot learn without mistakes. So, speak English as much
as possible!
2. Instrumen Post Test
Discuss with your friend do you agree or disagree with this statement
using Inside-Outside Circle technique! And give your reasons!
1. Certificate is better than knowledge.
2. Using mobile phone should be banned in the sch(ool.”
R. Pedoman Penilaian
No Aspect Score
1 Pronunciation 1-5
2 Grammar 1-5
3 Vocabulary 1-5
4 Fluency 1-5
5 Comprehension 1-5
Skor Perolehan
Nilai Akhir: --------------------- X 4
Skor maksimal = 100
Jepara, 18 April 2014
Score Grammar Vocabulary Comprehension Fluency Pronounciation 1 Errors in grammar are
frequent, but speaker can be understood by a native speaker used to dealing with foreigners attempting to speak his language.
Speaking vocabulary inadequate to express anything, but the most elementary needs
Within the scope of his very limited language experience, can understand simple questions and statements if delivered with slowed speech, repetition, or paraphrase.
( No specific fluency description. Refer to other four language areas for implied level of fluency ).
Errors in pronunciation are frequent but can be understood by a native speaker used to dealing with foreigners attempting to speak his language.
2 Errors in grammar are frequent, but speaker can be understood by a native speaker used to dealing with foreigners attempting to speak his language.
Has speaking vocabulary sufficient to express himself simply with some circumlocution
Can get the gist of most conversation of non- technical subjects (i.e. topics that require no specialized knowledge).
Can handle with confidence but not with facility most social situation including introduction and casual conversation about current evens, as well as work, family and autobiographical word.
Accent is intelligible though often quite faulty.
3 Control of grammar is good. Able to speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversation on practical, social, and professional topics.
Able to speak to language with sufficient vocabulary to participate effectively in most formal and informal conversation on practical, social and professional topics. Vocabulary is broad enough that the rarely has to grope for a word.
Comprehension is quite complete at a normal rate of speech.A
Can discuss particular interest of competence with reasonable ease. Rarely has to grope for word.
Errors never interfere with understanding and rarely disturb the native speaker. Accent may be obviously foreign.
4 Able to use the language accurately on all levels normally pertinent to professional needs. Errors in
Can understand and participate in any conversation within the range of his experience
Can understand any conversation within the range of experience.
Able to use language fluently on all levels normally pertinent to professional needs. Can participate in any
Errors in pronunciation are quite rare.
grammar are quite rare. with a high degree of precision of vocabulary.
conversation within the range of this experience with a high degree of fluency.
5 Equivalent to that of an educated native speaker.
Speech on all level is fully accepted by educated native speakers in all its features including breadth of vocabulary and idioms, colloquialism, and pertinent cultural references.
Equivalent to that of an educated native speaker.
Has complete fluency in the language such that his speech is fully accepted by educated native speaker.
Errors never interfere with understanding and rarely disturb
Observation Sheet
Meeting 1
No Statement Score
Yes No
1 Teacher prepare the material
2 The class can be conditioned by the teacher
3 Teacher use time conditionally
4 The method is used interesting
5 Teacher being friendly to the students
6 Teacher is able to use the method well
7 Teacher provides teaching aids
8 Teacher asks the students’ difficulties
9 Students pay attention to the explanation
10 Students ask the teacher’s explanation
11 Students become active in the classroom
12 Students brave to ask and answer the question
13 Students fell happy during the lesson
14 Students get bored during the lesson process
Observer
Mala Alfiana
Observation Sheet
Meeting 2
No Statement Score
Yes No
1 Teacher prepare the material
2 The class can be conditioned by the teacher
3 Teacher use time conditionally
4 The method is used interesting
5 Teacher being friendly to the students
6 Teacher is able to use the method well
7 Teacher provides teaching aids
8 Teacher asks the students’ difficulties
9 Students pay attention to the explanation
10 Students ask the teacher’s explanation
11 Students become active in the classroom
12 Students brave to ask and answer the question
13 Students fell happy during the lesson
14 Students get bored during the lesson process
Observer
Mala Alfiana
Observation Sheet
Meeting 3
No Statement Score
Yes No
1 Teacher prepare the material
2 The class can be conditioned by the teacher
3 Teacher use time conditionally
4 The method is used interesting
5 Teacher being friendly to the students
6 Teacher is able to use the method well
7 Teacher provides teaching aids
8 Teacher asks the students’ difficulties
9 Students pay attention to the explanation
10 Students ask the teacher’s explanation
11 Students become active in the classroom
12 Students brave to ask and answer the question
13 Students fell happy during the lesson
14 Students get bored during the lesson process
Observer
Mala Alfiana
Observation Sheet
Meeting 4
No Statement Score
Yes No
1 Teacher prepare the material
2 The class can be conditioned by the teacher
3 Teacher use time conditionally
4 The method is used interesting
5 Teacher being friendly to the students
6 Teacher is able to use the method well
7 Teacher provides teaching aids
8 Teacher asks the students’ difficulties
9 Students pay attention to the explanation
10 Students ask the teacher’s explanation
11 Students become active in the classroom
12 Students brave to ask and answer the question
13 Students fell happy during the lesson
14 Students get bored during the lesson process
Observer
Mala Alfiana
CURRICULUM VITAE
Complete Name : Mala Alfiana
Nick Name : Mala
Place, Birth Date : Jepara, 26 Februari 1991
Address : Desa Rukem, Kalipucang Wetan RT 08 RW 02,
Welahan, Jepara
E-Mail : [email protected]
Education History:
1. SD Negeri Kalipucang Wetan 03, 2003
2. SMP Negeri 1 Welahan, 2006
3. SMA Negeri 1 Welahan, 2009
4. STAIN Salatiga, 2014
Collaborator Data
Name : Sujarijatun, S. Pd
NIP : 19770502 200701 2 009
Date of Birth : Demak, May 2nd 1977
Address : Troso, Kec. Pecangaan, Jepara
Job : English Teacher in SMA N 1 Welahan
Curriculum Vitae
Name : Mala Alfiana
Student Number : 11310061
Date of Birth : Jepara, February 26th 1991
Address : Kalipucang Wetan RT 08 RW 02, Welahan, Jepara.
Education :
1. TK Al Fatah, Robayan, Kalinyamatan, Jepara in 1995 2. SD N Kalipucang Wetan 03, Welahan, Jepara in 2003 3. SMP N 1 Welahan, Jepara in 2006 4. SMA N 1 Welahan, Jepara in 2009 5. Basic English Course (BEC), Pare, Kediri in 2009 6. Student of STAIN Salatiga
Instrument of Pre-Test
Cycle 1
Give your opinion orally about:
1. Do you like watching TV?
2. Do you think watching TV is good for us?
Instrument of Post-Test
Cycle 1
Discuss with your friend/partner, what you think about these
statement using Inside-Outside Circle Technique!!
1. The important of reading
2. Where should you be after high school?
3. Why should wearing a helmet when motorcycling?
Instrument of Pre-Test
Cycle 2
Give your opinion about this text orally!
The Importance of Speaking English
English nowadays has an important role in our daily life. It is the massive
means of communication. Is there a strong argument which says that English will
not give any benefit?
Learning to speak English well may be the best way to improve our life. It
seems all the people in the world have agreed to use English to talk to each other.
About 1.500.000.000 people in the world speak English. While another
1.000.000.000 are still learning English.
If we can communicate in English, we can contact people from all over the
world. We can talk about our ideas and opinions on Internet discussion groups. We
can chat with other interesting people to learn about their life and culture.
If we can communicate in English, we can travel more easily. English is
spoken in more than 100 countries. If we lost, we can ask directions or ask for help.
Who knows, English will save our life somewhere someday.
That is why we should make every effort possible to find somebody to
speak with. Where can we find people who can speak English with us? We can find
them at school, shopping mall, tourist destination, etc
Above all, don't be afraid to speak English. We must try to speak, even if
we make mistakes. We cannot learn without mistakes. So, speak English as much
as possible!
Instrument of Post-Test
Cycle 2
Discuss with your friend, do you agree or disagree with these
statements using Inside-Outside Circle Technique! And give your reasons!
1. Certificate is better than knowledge
2. Using mobile phone should be banned in the school
The Situation of Teaching Learning Process
