improving students’ speaking skill using scaffolding …

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IMPROVING STUDENTS’ SPEAKING SKILL USING

SCAFFOLDING STRATEGY

(A Classroom Action Research at the Seventh Grade of SMP Negeri 4

Sukoharjo in the Academic Year of 2010/2011)

By:

FITHRI USWATUN KHASANAH

K2207026

THESIS

Submitted to Teacher Training and Education Faculty of

Sebelas Maret University to Fulfil One of Requirements for Achieving

the Undergraduate Degree of English Education

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2012


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ABSTRACT

Fithri Uswatun Khasanah. K2207026. IMPROVING STUDENTS’ SPEAKING

SKILL USING SCAFFOLDING STRATEGY (A Classroom Action

Research at the Seventh Grade of SMP Negeri 4 Sukoharjo in the Academic

Year of 2010/2011). Thesis, Surakarta: Teacher Training and Education Faculty,

Sebelas Maret University, 2012.

This research is a classroom action research. It is aimed at finding out

whether or not scaffolding strategy can improve the students’ skill and motivation

in writing narrative text. The problems highlighted in the research are the

students’ low speaking skill and motivation toward speaking lesson at the seventh

grade of SMP Negeri 4 Sukoharjo in the academic year of 2010/2011.

This research was carried out in Class VII D. The procedure of the

research consists of planning, action, observation, and reflection. In this study, the

writer was the practitioner who implemented scaffolding strategy as teaching

strategy and the games and group work as teaching techniques in the teaching

learning process. The data were in the form of quantitative and qualitative data.

The quantitative data were taken from the test conducted before and after the

actions. The qualitative data were taken from the result of observation done by the

observer while the actions were being carried out, the result of questionnaire, and

interview. The qualitative data were analyzed using the method stated by Burns

(1999: 156) which consists of five steps: assembling the data, coding, comparing,

building interpretations, and finally reporting the outcomes. Meanwhile, the

quantitative data were analyzed using quantitative technique of analysis. In

computing the students’ test score, the writer used the rubric for evaluating

speaking. The computation result of mean score in pre-test and post-test showed

whether there is improvement of the result of pre test and the post test. Finally, by

analyzing the observation result and test result, it can be concluded whether or not

using scaffolding strategy through games and group work can improve the

students’ skill in speaking opinion and asking/giving things.

From the result of the research, the writer found that scaffolding

strategy can improve students’ motivation. Furthermore, games and group work

can improve the students’ skill in speaking opinion and asking/giving things.

During teaching and learning process, the students became more active and all

students were involved in teaching learning process. Students were more

enthusiastic in joining the lesson, so the class became more conducive.

Furthermore, there was also improvement in students’ achievement. The mean

score in pre-test (35.66) increased to 59.74 in post-test 1, and 72.5 in post-test 2.

Thus, the result of the research shows that scaffolding strategy can improve

students’ skill in speaking of opinion and asking/giving things. The games and

group work are able to be the supporting techniques to apply scaffolding strategy

in teaching speaking.


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ABSTRAK

Fithri Uswatun Khasanah. K2207026. Meningkatkan Kemampuan Berbicara

Siswa Menggunakan Strategi Scaffolding (Sebuah Penelitian Tindakan Kelas

di Kelas VII SMP Negeri 4 Sukoharjo pada Tahun Ajaran 2010/2011).

Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas

Maret, 2012.

Penelitian ini merupakan penelitian tindakan kelas. Penelitian ini

bertujuan untuk mengetahui apakah strategi scaffolding dapat meningkatkan

kemampuan berbicara siswa serta meningkatkan motivasi siswa dalam berbicara

tentang opuini dan meminta/memberi sesuatu. Masalah yang mendasari penelitian

ini adalah kemampuan berbicara siswa serta motivasi siswa terhadap pelajaran

berbicara bahasa Inggris yang rendah di kelas VII SMP Negeri 4 Sukoharjo pada

tahun ajaran 2010/2011.

Penelitian ini dilaksanakan di kelas VII D. Prosedur pada penelitian

terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Dalam penelitian ini,

penulis sebagai peneliti yang mengimplementasikan strategi scaffolding sebagai

strategi mengajar yang dibantu oleh tehnik permainan dan kerja kelompok pada

kegiatan belajar mengajar. Data dalam penelitian ini didapat dalam bentuk

kuantitatif dan kualitatif data. Kuantitatif data didapat dari hasil tes yang

dilaksanakan sebelum dan sesudah penelitian tindakan kelas. Sedangkan kualitatif

data didapatkan dari hasil obervasi yang dilakukan pengamat selama penelitian

tindakan kelas dilaksanakan, hasil kuesioner dan wawancara. Kualitatif data

dianalisis menggunakan metode yang dikemukakan oleh Burns (1999: 156) yang

terdiri dari lima langkah : mengumpulkan data ; mengelompokkan data;

membandingkan data; membangun interpretasi; dan melaporkan hasil. Di samping

itu data kuantitatif dianalisis menggunakan teknik analisis kuantitatif data. Dalam

perhitungan nilai tes siswa, penulis menggunakan rubrik penilaian untuk

mengevaluasi kemampuan berbicara siswa dalam mengungkapkan opini dan

meminta/memberi sesuatu. Hasil dari perhitungan nilai rata-rata siswa pada pre-

tes dan post tes menunjukkan apakah terdapat peningkatan pada hasil pre tes dan

post tes. Pada akhirnya, dengan menganalisis hasil pengamatan dan hasil tes,

dapat disimpulkan bahwa apakah penggunaan strategi scaffolding yang dibantu

tehnik permainan dan kerja kelompok dapat meningkatkan kemampuan berbicara

siswa dalam mengungkapkan opini dan meminta/memberi sesuatu.

Dari hasil penelitian, peneliti menemukan bahwa penggunaan strategi

scaffolding dapat meningkatkan motivasi siswa. Dan dengan bantuan permainan

serta kerja kelompok, kemampuan berbicara siswa dalam mengungkapkan opini

dan meminta/memberi sesuatu juga meingkat. Selama proses pembelajaran, ara

siswa menjadi lebih aktif dalam mengikuti aktivitas dalam proses pembelajaran.

Para siswa lebih antusias dalam mengikuti pelajaran, sehingga kelas menjadi

kondusif. Selain itu terlihat peningkatan pada hasil pencapaian siswa. Nilai rata-

rata siswa pada pre tes adalah (35.66) meningkat menjadi 59.74 pada post-tes 1,

dan menjadi 72.50 di post-tes 2. Sehingga hasil dari penelitian ini menunjukkan

bahwa strategi scaffolding dapat meningkatkan kemampuan berbicara siswa

dalam dalam mengungkapkan opini dan meminta/memberi sesuatu. Tehnik


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permainan dan kerja kelompok mampu menjadi tehnik pendukung dalam

menerapkan strategi scaffolding untuk meningkatkan kemampuan berbicara


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MOTTO

- Jadilah wanita yang mulia, dan teruslah memperbaiki diri

(The writer’s late father)

- Barangsiapa memudahkan urusan saudaranya, maka Allah akan

memudahkan urusannya. Dan barangsiapa yang mempersulit urusan

saudaranya, maka Allah akan mempersulit urusannya.

(Hadist)

- Do the best, then let God do the rest.

(Quotes)


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DEDICATION

This thesis is proudly dedicated to:

- Her Beloved Father, Darsono, who always be in my heart

- Her Beloved Mom, Suryani who always gives affection

- Her Beloved Husband, Ari Noor Adnan who supports her with his love and

affection.

- Her Sweet Baby who always motivates her to become better

- Her beloved Sister, Isti, and Nina, and Brother Luthfi

- Her Beloved Friends

- Readers


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ACKNOWLEDGMENT

In the name of Allah, the most gracious and the most merciful, all

praises and thanks are only dedicated for Allah SWT, who gives his blessing and

help so the writer can finish her thesis.

In this occasion, the writer would like to express her deepest gratitude

and appreciation to the following:

1. The Dean of Teacher Training and Education Faculty for approving this

thesis.

2. The Head of English Department of Teacher Training and Education

Faculty, Drs. M. Rohmadi,M.Hum for giving the writer permission to write

the thesis.

3. Drs. A. Dahlan Rais, M.Hum, as the writer’s first consultant for his patience,

guidance, and suggestions.

4. Dewi Sri Wahyuni, M.Pd, as the writer’s second consultant who has given

her guidance, advice, and encouragement in writing this thesis.

5. Bambang Eko Putro Sri Nugroho, S.Pd. as the Headmaster of SMP Negeri 4

Sukoharjo for facilitating the writer in collecting the data.

6. Sumarmi, M.Pd as the English teacher of VII D SMP Negeri 4 Sukoharjo

who has helped the writer in doing the research.

7. The students of VII D, SMP Negeri 4 Sukoharjo for the cooperation during

the research.

8. Her beloved parents for uncountable love, support, help, prayer,

understanding, and everything that they give to the writer.


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9. Her beloved husband and sweet infant for love, help, and understanding that

they give to the writer

10. Her beloved sisters and brother for their support.

11. Her beloved friends Citra, Nungky, Rara, Lusi And Mamah for being her

best friends. She becomes stronger with your support and presence.

12. Her friends in English Department for the beautiful relationship.

The writer realizes that this thesis still has many mistakes and

inaccuracies. Therefore, she accepts every suggestion, criticism, and comment

from those who concern to this thesis. She hopes that this thesis will be able to

give contribution and be useful for readers especially for those who are interested

in the similar study.

Surakarta, May 2012

Fithri Uswatun Khasanah


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TABLE OF CONTENT

PAGE OF TITLE ............................................................................................. i

ABSTRACT .................................................................................................... ii

APPROVAL ................................................................................................... . v

BOARD OF EXAMINERS LEGITIMATION............................................. .. vi

MOTTO .......................................................................................................... vii

DEDICATION ................................................................................................ viii

ACKNOWLEDGMENT ................................................................................. ix

TABLE OF CONTENT .................................................................................. xi

LIST OF APPENDICES ................................................................................. xii

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

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

B. Problem Formulations ........................................................ 7

C. Objective of the Study ........................................................ 7

D. The Benefits of the Study ................................................... 7

CHAPTER II LITERATURE REVIEW .......................................................... 9

A. The Nature of Speaking Skill ............................................. 9

1. The Nature of Speaking Skill ...................................... 10

B. The Elements of Speaking ............................................. ... 10

C. The Functions of Speaking ...............................................11

D. Scaffolding Strategy .......................................................... 12

1. Definition of Scaffolding Strategy ............................... 12

2. The Steps of Scaffolding .............................................. 15

3. The Goal of Scaffolding .............................................. 17

4. The Characteristic of Effective Scaffolding ................. 18

5. The Advantages of Scaffolding .................................... 20

6. The Disadvantages of Scaffolding ............................... 21

E. Teaching Speaking Skill .................................................... 22

1. Types of Classroom Speaking Skill ......................... 23

2. Criteria of Successful Speaking ............................... 24


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3. Techniques of Teaching Speaking ........................... 28

4. Micro and Macro Skill of Speaking ........................ 30

5. Evaluating Speaking................................................ 31

F. Review on Related Literature............................................. 34

G. Rationale .......................................................................... 36

CHAPTER III RESEARCH METHODOLOGY ............................................ 40

A. Setting ................................................................................ 40

B. Subject of the Research ...................................................... 41

C. Method of the Research ..................................................... 42

D. The Model of the Research ................................................ 43

E. Procedures of the Research ................................................ 45

F. Techniques of Collecting the Data ..................................... 46

G. Techniques of Analyzing the Data .................................... 51

CHAPTER IV THE RESULT OF THE RESEARCH ..................................... 53

A. Introduction ....................................................................... 53

B. The Description of the Research ....................................... 56

C. Discussion .......................................................................... 97

CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION ........ 103

A. Conclusion ........................................................................ 103

B. Implication ......................................................................... 105

C. Suggestion .......................................................................... 106

BIBLIOGRAPHY ............................................................................................ 107

APPENDICES ................................................................................................ 110


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LIST OF APPENDICES

Appendix 1 Syllabus ......................................................................................... 110

Appendix 2 Research Schedules ...................................................................... 121

Appendix 3 Students’ Names ….…………………………………………….. 122

Appendix 4 Initial Reflection ............................................................................. 123

Appendix 5 Lesson Plans .................................................................................. 127

Appendix 6 Questionnaire Pre Research ............................................................ 148

Appendix 7 Questionnaire of After Research .................................................... 150

Appendix 8 Transcripts of interview ................................................................ 151

Appendix 9 Field Note of Pre Research ........................................................... 156

Appendix 10 Field Note of Observation Pre Research ...................................... 159

Appendix 11 Field Note Research ..................................................................... 161

Appendix 12 Photograph ................................................................................... 175

Appendix 13 Procedures of Role Play ............................................................... 179

Appendix 14 Students’ Score ............................................................................. 181

Appendix 15 Students’ Worksheet ..................................................................... 187

Appendix 16 Students ‘Scripts ............................................................................ 190

Appendix 17 Letters of Permissions ................................................................... 192


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CHAPTER I

INTRODUCTION

A. Background of the Study

Learning English means learning four skills, namely: reading, listening,

speaking and writing. Listening and reading belong to receptive skills in which

the language users require the ability to receive spoken and written language,

while speaking and writing belong to productive skills in which the language

users require the ability to produce language both spoken and written (Harmer,

1983: 44). These four language skills can not be taught separately,because they

are integrated and related to each other.

Among these four language skills, speaking is often considered as the most

difficult skill to be learned by the students. Richards (2002: 204) says that

speaking is especially difficult for foreign language learners because effective oral

communication requires the ability to use the language appropriately in social

interactions.

Brown (1994: 254) says that the important goal of oral communication

skills in Communicative Language Teaching is both fluency and accuracy. While

fluency in many communicative language courses becomes an initial goal in

language teaching, accuracy is achieved to some extent by allowing students to

focus on the elements of phonology (accent, pronunciation, and stress), grammar,

and discourse in their spoken input.

Speaking is one of the competencies that must be taught in junior high

school. One of the basic competences of speaking ability is that the students must

be able to expess meaning in the transactional (to get thing done) and

interpersonal conversation (socialization) to borrow things, ask and give opinion,

ask and give things.

Based on the preliminary observation in the class of 7D SMP Negeri 4

Sukoharjo, when the teacher taught expressing opinion, the students indicate some

problems in speaking. The problems come from the language competence and the

classroom situation.


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Regarding the language competence, the students have difficulty in

delivering their idea. It is showed by the evidences as follow:

First, the students made grammar mistakes when making a sentence. For

example, “In my opinion, dislike Spiderman.”

Second, the students often pronounced words incorrectly. They

pronounced the word ‘opinion’ as /�’pInion/, ‘about’ as /�’bot/, ‘because’ as

/bI’coz/, and etc.

Third, the students’ choices of words are limited. For example, when they

want to say “enak didengar”, they produced the word “fun listen.”

Fourth, the students made filler on their speech. It shows that they are not

able to speak fluently.

In addition, from the interview, the researcher could also identify some

problems in English teaching, especially the teaching of speaking English. Here

are the opinions of some seventh grade students in SMP Negeri 4 Sukoharjo:

“Kalo ngomong pake bahasa Inggris itu susah bu, soalnya cara

ngomongnya susah trus nggak tau kata bahasa Inggrisnya.” - EP –

“Saya pusing bu kalo disuruh ngomong bahasa Inggris, mesti tau bahasa

Indonesia nya dulu, baru di bahasa Inggriskan. Belum lagi tensesnya itu bu,

banyak yang dihapalkan.” - WS –

“Saya malu bu kalo disuruh ngomong bahasa Inggris di kelas, kalo salah

diketawain temen-temen. Saya ngomong bahasa Inggris nggak lancer nu, musti

mikir dulu.” - FA -

Based on the students ‘statements, it can be seen that the students consider

speaking English is difficult. They are also afraid of making mistakes.

Moreover, the problems do not only come from the language competence,

but also the classroom situation. It can be seen from the involvement of students

during the teaching and learning process in the class. Some of them showed ‘off-

task’ behaviour, for example talking with their peers, doing another lesson’s

homework, drawing, etc. The students were also shy to speak up because they

afraid of making mistakes. It makes them passive in the teaching and learning

process.


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Based on preliminary research, there might be several causes of the

problems. First, the teacher focused more on reading and writing skill rather than

speaking. Therefore, the students had limited time to practice. Second, the teacher

did not give model for the students before practicing speaking. The modeling

stage is important to the students when they learn new material. Third, the teacher

did not provide enough tasks to the students. Providing tasks to the students when

they are learning new materials are so important, since it can help them to

practice. Furthermore, the teacher only used the materials in the book so it seems

monotonous to the students. For example, she just explained the expressions used

in a certain speaking topic, then asked the students to practice the given dialogue

in front of the class with their peers. This condition made students has not enough

rehearsal time to practice or express their own English. The monotonous

techniques made the students lose their motivation. According to Ur (1998: 288),

children’ motivation loses more easily because of monotonous, apparently

pointless activity. The monotonous will result on the boredom because it provides

students the same activities everyday. It can also decrease the young learner’s

motivation. The last possible cause is the teacher was often absent for personal

business that she only gave some assignments for the students.

Other reasons might also come from the students themselves. Some

students have low motivation in improving their speaking skill. The students

rarely use English in class, especially in discussion, so that they have less practice

time. Lastly, the students are not confident enough to speak up because they think

that they still have low competence in speaking.

The success of teaching learning depends on the teacher carrying out the

process. Teacher is supposed to be imaginative and creative in developing their

teaching method to create good atmosphere in teaching, improve the students’

speaking, and make the English lesson more interesting. The teacher should be

able to give the materials that are not only interesting, but also suitable with the

students’ level. The teacher should be able to provide interesting techniques for

the students. Furthermore, the teacher should be able to give the assistance to the

students when teaching new materials. The influence of material, techniques, and


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assistance of the English teacher is really vital because the students will have

higher motivation in learning, since the teaching and learning process is more

interesting and meaningful for them. The students will be able to consult their

difficulties during the speaking lesson when the teacher is ready to assist them. In

addition, by providing the suitable tasks with the students’ level, it will reduce

their anxiety.

In solving the problems, the researcher chooses the scaffolding strategy to

be applied in teaching learning process. Since this strategy is better to integrate

with another method or technique, the researcher also uses games and group work.

The researcher has strongly believed that scaffolding strategy can be used to

improve students’ speaking ability.

Gibbons in Anja (2009: 4) states that literally, scaffolding is something

placed around buildings, thus enabling the builders to access the emerging

structure. As soon as the building can support itself, the scaffolding is removed.

However, the term of scaffolding has been used as a metaphor in some fields.

According to Gibbons, Wood et al.(l976) were the first to apply it to describe the

nature of parental tutoring in young children’s language development. Besides its

initial use in the context of parent-child scaffolding, Mercer (in Anja, 2009: 3) has

later on taken up the metaphor in the context of classroom interaction, where it

portrays the assistance teachers provide for their students to help them to

accomplish a task they would not have been able to solve on their own, so that

they will eventually be enabled to complete such tasks alone. It is this kind of

scaffolding — often called “instructional scaffolding”. Bruner used the term

“scaffolding” to describe young children's oral language acquisition. Helped by

their parents when they first start learning to speak, young children are provided

with instinctive structures to learn a language. Bed-time stories and read aloud are

classic examples.

In addition, Vygotsky identifies four phases of instructional scaffolding

(Byrnes, 2001, p. 37). The first phase is modeling, with verbal commentary.

Through this stage, the students will learn about the pronunciation of the

expressions, the vocabularies and the grammar that are going to be used in the


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situation. As a result, they will get enough knowledge to practice the skill later on.

The second phase is imitating. In this phase, students imitate of the skill they’ve

seen modeled by their teacher, including the commentary. During this phase, the

teacher must constantly assess student understandings and offer frequent

assistance and feedback. By imitating the teacher, the students will have rehearsal

time to practice the pronunciation, vocabulary and also grammar. They will also

know how to speak correctly since the teacher will assist and correct their

mistakes. In order to reinforce and also provide more time to practice the lesson,

the teacher should give tasks to the students. The tasks can be delivered with any

techniques.

As the students begin to master new content and/or process through the

tasks, the teacher should offers progressively less assistance and feedback to her

students. This stage is called removing. It is the period when the instructor begins

to remove her scaffolding. In phase four is achieving. In the final phase, the

students have achieved an expert level of mastery. They can perform the new task

without any help from their instructor.

The scaffolding strategy is anything that is used to help the students master

the new information or skill. It can be the teacher’s assistances, the tasks and the

techniques that are used to support the students in dealing new skill. When all the

stages of scaffolding are applied in the teaching learning process and integrated

with the suitable techniques, method or media, the scaffolding strategy will be

able to improve the students’ skill. “Suitable” here means the teacher should

choose the technique; method or media that is confirmed can support the skill. For

example, role play can be a technique to support the speaking skill, but it is less

appropriate to be used to teach the writing skill.

The scaffolding strategy also considers about the students’ ZPD in

learning, so the materials that are used should be suitable with the students’ ZPD.

It means that the materials should not be neither too easy for the students, since it

can reduce their motivation nor too difficult to the students because it will make

the students feeling frustrated. Nevertheless, if the teacher wants to teach a

difficult material to the students, the teacher should start from the easiest first, and


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then raise the level of difficulty gradually as soon as the students mastered the

easiest one.

To support the scaffolding strategy in teaching of speaking skill, in this

research, the researcher chooses the games and group work. The researcher has

some reasons for choosing it. According to Carrier (1980: 6) in Sanchez, Morfin,

and Campos (2007: 51), the use of games in the classroom has many advantages.

Some of them are: Games give a variety of tools to facilitate the teaching-learning

process, it makes the lesson less monotonous, it raises the students’ motivation in

such a way that students enjoy their learning so much that they might not realize

they are doing so, it makes students produce language subconsciously, etc.

Whereas the group work is also potential to do in the teaching learning process for

the following reasons, such as students are encouraged to become active rather

than passive learners by developing collaborative and co-operative skills, and

lifelong learning skills, students are involved in their own learning, it enhances

social skills and interactions.

(sydney.edu.au/education_social_work/groupwork/docs/BenefitsOfGW.pdf).

The scaffolding strategy has many advantages. The scaffolding can be

implemented in many topics and skills. It is able to build the students’ confidence

to deal with new information, since the teacher still assists them until they can do

the tasks independently. The use of techniques that are functions as the

“scaffolding” It also gives a deep understanding to the students in learning new

materials. It is a style of teaching that can be instrumental to student growth, yet

it is a style that should not be used alone. Although it is recommended that this

not be the primary concept used to teach students, it can be incorporated into

other teaching styles. The teacher uses her or his familiarity with the student’s

prior knowledge to determine level of difficulty. The zone of proximal

development should be a consideration for all teaching styles or techniques,

because it is the primary source of engagement for students. It is the point where

learning takes place.

Based on the background above, it can be concluded that any teaching

includes teaching speaking should provides the “scaffolding” to the students when


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they are going to deal with a new lesson. The type of scaffolding is the teacher’

assistances, the given tasks and also the techniques, that support the students’

learning. By considering the importance of scaffolding in teaching, the writer has

a positive belief that Scaffolding strategy can promote students’ speaking skill.

Hopefully, students will show the improvement on their speaking skill when the

scaffolding strategy is implemented in teaching learning process.

B. Problem Formulations

From the background above, the statements of the problems are:

1. Can the scaffolding strategy improve the students’ speaking ability to

express opinion?

2. What happens with the situation when scaffolding strategy is used in

the speaking class?

C. Objectives of the Study

Based on the problem statements above the objectives of the study are:

1. To identify whether scaffolding strategy can improve speaking skill of

the students at the first grade of SMP Negeri 4 Sukoharjo in the

academic year of 2010/2011.

2. To identify the situation when scaffolding strategy is implemented in

speaking class the first grade of SMP Negeri 4 Sukoharjo in the

academic year of 2010/2011.

D. Benefits of the Study

Hopefully, this classroom action research can bring some advantages to

the researcher himself, the students, the other teachers, and another

researcher.

1. Researcher

a. By conducting this study, the researcher can improve her

knowledge in teaching learning process, especially teaching

speaking.


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b. She will implement the strategy which is the foundation of good

teaching.

c. She can also investigate the appropriate materials relating to the

students’ level. So, what she teaches to his students will be

meaningful and useful in their life.

2. Students

a. The students can have a deep understanding on the new material

since the teaching learning process will be meaningful for them.

b. The teaching learning process will be fun because the students are

always actively involved.

3. The other teachers

a. The other teachers can implement this strategy in order to make the

teaching learning process successfull.

b. Since this strategy is better to be integrated with other techniques,

the teachers should be creative to find the techniques that are not

only appropriate with the lesson, but also interesting.

c. By using this strategy, the other teachers can make the students

having deep understanding in the lessons.

d. Since scaffolding strategy can not only be implemented to teach

English, other teachers can use this strategy in teaching other

subjects.

4. The other researchers

a. The other researchers can develop the researcher based on the

result of the study.

b. They can use it as one of the references to study about how to

improve speaking skills and its implementing in their research.


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CHAPTER II

LITERATURE REVIEW

A. The Nature of Speaking Skill

1. The Nature of Speaking Skill

Nunan (1991: 39) states that mastering the art of speaking is the single

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

measured in term of the ability to carry out a conversation in the language.

Considering to the importance, it is necessary to know the definitions first.

Several definitions of speaking are stated by the experts. Chaney in

Muamaroh (2009: 13) defines speaking as the process of building and sharing

meaning through the use of verbal and non-verbal symbols, in a variety of

contexts. Speaking involves three areas of knowledge: pronunciation,

grammar, and vocabulary. Speaking is also the ability to use the right words

in the right order with the right pronunciation.

Similarly to Chaney, Bygate (2000: 5) says that the students must be

good in speaking skill which involves: choosing the right form, putting them

in the correct order, sounding like a native speaker, and even producing the

right meaning.

In addition, Brindley (1995: 19) makes specification about oral

communication. Here, oral communication can be defined as speaking. He

believes that oral is to:

a. Express oneself intelligibility

b. Convey intended meaning accurately with sufficient command of

vocabulary.

c. Use language in appropriate context

d. Interact with other speaking fluently

He also rates oral skill into four areas, which are interactive

communication, which covers fluency or effect on listener, intelligibility,

which covers pronunciation or prosodic features, appropriateness consisting of

pragmatic competence or register, and accuracy including structure and


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vocabulary resources (1995: 23). It means that speaking demands fluency,

intelligibility, appropriateness, and accuracy.

From the definitions above, it can be concluded that speaking is the

process of building and sharing meaning through the use of verbal and non-

verbal symbols, which demands fluency, intelligibility that is pronunciation,

appropriateness, and accuracy that is grammar and vocabulary.

Therefore, speaking skill is the technical competence in building and

sharing meaning through the use of verbal and non-verbal symbols, which

demands fluency, intelligibility that is pronunciation, appropriateness, and

accuracy that is grammar and vocabulary which requires training and

experience to do well.

B. The Elements of Speaking

According to Knight (1992: 294) there are eight elements of speaking:

a. Grammar

Grammar is important because it is the language that makes it possible for

us to talk about language. Grammar names the types of words and word

groups that make up sentences not only in English but in any language.

b. Vocabulary

Vocabulary is the knowledge of words and word meanings. Vocabulary is

acquired incidentally through indirect exposure to words and intentionally

through explicit instruction in specific words and word-learning strategies.

c. Pronunciation

Pronunciation is definitely the biggest thing that people notice when they

are speaking English. It includes individual sounds, stress, rhythm,

intonation, linking, elision, and assimilation.

d. Fluency

It refers to the ability to produce speech in the language and be understood

by its speakers. It includes the speed of talking; and hesitation before and

after speaking.


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e. Conversational skill

It refers to the topic development, initiative (in turn talking, and topic

control), cohesion, and conversation maintenance (clarification, repair,

pause fillers, and checking).

f. Sociolinguistic skill

In sociolinguistic skill, the speakers distinguish register and style (e.g.

formal or informal) and use cultural references.

g. Non-verbal

It includes eye-contact, body posture, gesture, and facial expression.

h. Content

It refers to the idea of what the speakers say. It needs to pay attention to

the coherence of arguments and it must be relevant.

From eight elements above, not all elements are used in this research.

It depends on the level of students and type of assessment itself. Because the

researcher assesses the first grade of junior high school, the researcher only

use four elements assessed. They are grammar, vocabulary, pronunciation, and

fluency.

C. The Functions of Speaking

According to Brown and Yule in Richards (2008: 21) there are three

functions of speaking: talk as interaction, talk as transaction, and 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.


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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. 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

c. Talk as performance

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.

D. Scaffolding Strategy

1. The Definition of Scaffolding Strategy

Gibbons in Anja (2009: 4) states that literally, scaffolding is

something placed around buildings, thus enabling the builders to access the

emerging structure. As soon as the building can support itself, the scaffolding

is removed. However, the term of scaffolding has been used as a metaphor in

some fields. According to Gibbons, Wood et al. were the first to apply it to

describe the nature of parental tutoring in young children’s language

development. Besides its initial use in the context of parent-child scaffolding,

Mercer (in Anja, 2009: 3) has later on taken up the metaphor in the context of

classroom interaction, where it portrays the assistance teachers provide for

their students to help them to accomplish a task they would not have been


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able to solve on their own, so that they will eventually be enabled to complete

such tasks alone. It is this kind of scaffolding — often called “instructional

scaffolding”. Bruner used the term “scaffolding” to describe young children's

oral language acquisition. Helped by their parents when they first start

learning to speak, young children are provided with instinctive structures to

learn a language. Bed-time stories and read aloud are classic examples

(Daniels, 1994).

Scaffolding Theory was first introduced in the late 1950s by Jerome

Bruner, a cognitive psychologist. The scaffolding instruction as a teaching

strategy originates from Lev Vygotsky’s sociocultural theory and his concept

of the zone of proximal development (ZPD). “The zone of proximal

development is the distance between what children can do by themselves and

the next learning that they can be helped to achieve with competent

assistance” (Raymond, 2000, p.176).

Wood, Bruner, and Ross’ idea of scaffolding also parallels

Vygotsky’s work. Though the term was never used by Vygotsky,

interactional support and the process by which adults mediate a child’s

attempts to take on new learning has come to be termed “scaffolding.”

Scaffolding represents the helpful interactions between adult and child that

enable the child to do something beyond his or her independent efforts. A

scaffold is a temporary framework that is put up for support and access to

meaning and taken away as needed when the child secures control of success

with a task. For example, parents seem to know intuitively how to scaffold

their children’s attempts at negotiating meaning through oral language. The

construction of a scaffold occurs at a time where the child may not be able to

articulate or explore learning independently. The scaffolds provided by the

tutor do not change the nature or difficulty level of the task; instead, the

scaffolds provided allow the student to successfully complete the task.

(http://en.wikipedia.orgwikiInstructional_scaffolding.html, January, 30th

,

2011)


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Herber and Herber in Lange paper (2002: 2) proposes the general

ideas of scaffolding strategy. It consists of teaching new skills by engaging

students collaboratively in tasks that would be too difficult for them to

complete on their own. The instructor initially provides extensive

instructional support, or scaffolding, to continually assist the students in

building their understanding of new content and process. Once the students

internalize the content and/or process, they assume full responsibility for

controlling the progress of a given task. The temporary scaffolding provided

by the instructor is removed to reveal the impressive permanent structure of

student understanding.

Beth Lewis in about.com offers more detailed information about

the scaffolding strategies. She says that the scaffolding instruction includes a

wide variety of strategies, including: activating prior knowledge, offering a

motivational context to pique student interest or curiosity in the subject at

hand, breaking a complex task into easier, facilitating student achievement

with more "doable" steps, showing students an example of the desired

outcome before they complete the task, modeling the thought process for

students through "think aloud" talk, offering hints or partial solutions to

problems, using verbal cues to prompt student answers, teaching students

chants or mnemonic devices to ease memorization of key facts or procedures,

facilitating student engagement and participation, displaying a historical

timeline to offer a context for learning, using graphic organizers to offer a

visual framework for assimilating new information, teaching key vocabulary

terms before reading, guiding the students in making predictions for what

they expect will occur in a story, experiment, or other course of action,

asking questions while reading to encourage deeper investigation of concepts,

suggesting possible strategies for the students to use during independent

practice, modeling an activity for the students before they are asked to

complete the same or similar activity, asking students to contribute their own

experiences that relate to the subject at hand.


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(http://k6educators.about.com/odhelpfornewteachersascaffolding tech.html,

January, 30th

, 2011)

2. The Steps of Scaffolding

Vygotsky identifies four steps of instructional scaffolding (Byrnes,

2001, p.37), they are:

a. Modeling

The first phase is modeling, with verbal commentary. Modeling is

generally the first step in instructional scaffolding. Hogan and Pressley

in Lange (2002: 3) define it as “teaching behavior that shows how one

should feel, think or act within a given situation”. There are three types

of modeling: think-aloud modeling, talk-aloud modeling and

performance modeling. Think-aloud modeling is verbalization of the

thought process used to solve a particular problem. For example, an

instructor might verbalize his or her strategies for finding the main idea

of a paragraph. By contrast, talk-aloud modeling is a demonstration of

task completion accompanied by verbalization of the thought process or

problem solving strategy that brought the modeler to her conclusion. For

example, an instructor might verbally describe her strategies as she

demonstrates the written solution to a word problem. Finally,

performance modeling is simply demonstration of the task to be

completed. For example, an instructor might model sustained silent

reading by reading a book and either moving her lips, smiling at a funny

part of the story, running her finger along the lines of text as she reads,

etc. Performance modeling does not involve any verbal explanation

(Hogan and Pressley, 1997, p. 20).

In addition to modeling, it is extremely important for the instructor

to offer explanations, which should be “explicit statements adjusted to fit

the learners’ emerging understandings about what is being learned

(declarative or prepositional knowledge), why and when it is used


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(conditional or situational knowledge), and how it is used (procedural

knowledge)” (Hogan and Pressley, 1997, p. 17).

b. Imitating

In this phase, students imitate of the skill they’ve seen modeled by

their instructor, including the commentary. Having observed their

instructor’s model, the students begin guided practice by performing

parts of the task independently. The instructor assists his or her students

with their early practice and continuously assesses their learning

(Turnbull et. al., 1999, pp. 641-642). During this phase, the instructor

must constantly assess student understandings and offer frequent

assistance and feedback.

c. Removing

The third phase is the period when the instructor begins to remove

her scaffolding. She offers progressively less assistance and feedback to

her students as they begin to master new content and/or process.

d. Achieving

In this final phase, the students have achieved an expert level of

mastery. They can perform the new task without any help from their

instructor (Byrnes, 2001, p. 37).

Supporting to Vygotsky’s idea, Herber and Herber in Lange Paper

(1993, pp. 138-139) states that the scaffolding strategy consists of

teaching new skills by engaging students collaboratively in tasks that

would be too difficult for them to complete on their own. The instructor

initially provides extensive instructional support, or scaffolding, to

continually assist the students in building their understanding of new

content and process. Once the students internalize the content and/or

process, they assume full responsibility for controlling the progress of a

given task. The temporary scaffolding provided by the instructor is

removed to reveal the impressive permanent structure of student

understanding…


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(http://condor.admin.ccny.cuny.edu~group4LangePaper.html, January,

30th

, 2011)

In addition, Hogan and Pressley (1997: 17-36) in Lange paper say

that there are actually five different instructional scaffolding techniques:

modeling of desired behaviors, offering explanations, inviting student

participation, verifying and clarifying student understandings, and

inviting students to contribute clues. These techniques may either be

integrated or used individually, depending on the material being taught.

The instructor’s goal in employing scaffolding techniques is offering just

enough assistance to guide the students toward independence and self-

regulation. (http://condor.admin.ccny.cuny.edu~group4LangePaper.html,

January, 30th

, 2011)

3. The Goal of Scaffolding

Henry (2002: 6) says that the ultimate goal of instruction is covert,

independent self-regulatory learning. It is expected that errors will occurred.

The knowledge that students bring to the classroom is not always accurate,

but it is possible to correct, gradually, through teacher re-direction and

feedback. Although the teacher initially assumes much of the control during

scaffolded instruction, when implementing scaffolded instruction, teachers

must be sure not to provide too much support. Excessive support undermines

the increased competence that should be acquired and maintained. There is no

self-regulation and sole responsibility is not being passed on to the student.

When executed correctly, theory suggests that instructional

scaffolding leads to a number of desirable educational outcomes. First,

scaffolding children’s learning allows them to reach levels of mastery that

might be impossible for them to achieve without it. In line with Vygotsky’s

theory, the scaffolding provided by an instructor can elevate a child’s

understanding of a concept from the naïve level to the scientific level,

whereas the child might never have progressed beyond a naïve understanding

without adult intervention (Byrnes, 2001, pp. 34-37). In line with modern

theory, effective scaffolding should help students to achieve an expert level of


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understanding of a subject, characterized by organized and conditionalized

knowledge of content, fluent retrieval and positive transfer (Bransford et al,

2000, pp. 31-48). Another desirable outcome of scaffolding student learning

is the development of the students as independent learners (Vygotsky and

Social Cognition, n.d., “How Vygotsky Impacts Learning”). Providing

students with scaffolds such as graphic organizers, outline templates, note

taking guides and strategies for remembering helps them not only with the

task at hand, but also later on in their educational careers. The goal of any

educator, in any subject, is to help students develop skills that will make them

self-directed, self-regulated learners. Instructional scaffolding is the type of

teaching strategy that contributes to this development. Finally, scaffolding

student learning should result in elimination of problems such as

disengagement and boredom (Byrnes, 2001, p. 37). If a teacher adjusts the

level of instruction to meet her students in their zones of proximal

development, she should find that the students are focused and able to stay on

task.

4. The characteristics of effective scaffolding

In order for the technique to be effective, Vygotsky suggests three

important characteristics (Byrnes, 2001, p. 37). First, the teacher must be

careful not to offer too much assistance for too long, at the risk of making

students overly dependent rather than independent. Following the early

stages of modeling, he suggests that teachers should start a problem and have

the students finish it, or perhaps give hints when a student gets off track. The

instructor should not, however, perform the task in its entirety for any student

after the initial modeling phase is completed. Vygotsky’s second

characteristic of effective scaffolding is that the level of instruction should

always be within the zone of proximal development and, therefore,

challenging to the students. Material presented at or below the child’s level

of mastery will bore her, while material presented well beyond the child’s

level of mastery will cause her to become frustrated and disengaged. In either

case, no growth can occur. Lastly, Vygotsky believed that it is critically


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important for instructors to repeatedly confront their students with scientific

concepts in order to prevent them from falling back on their naïve ideas of

spontaneous concepts. As children are often reluctant to abandon their long

held misconceptions, it is absolutely essential for instructors to adopt this

form of repetition.

In addition, Larkin (2001: 30-34) suggests other guidelines for effective

scaffolding as follows:

a. Begin with what the students can do - Students need to be aware of

their strengths and to feel good about tasks they can do with little or no

assistance.

b. Help students achieve success quickly - Although students need

challenging work in order to learn, frustration and a "cycle of failure"

may set in quickly if students do not experience frequent success.

c. Help students to "be" like everyone else - Students want to be similar

to and accepted by their peers. If given the opportunity and support,

some students may work harder at tasks in order to appear more like

their peers.

d. Know when it is time to stop - Practicing is important to help students

remember and apply their knowledge, but too much may impede the

learning. "Less is more" may be the rule when students have

demonstrated that they can perform the task.

Help students to be independent when they have command of the

activity - Teachers need to watch for clues from their students that show

when and how much teacher assistance is needed. Scaffolding should be

removed gradually as students begin to demonstrate mastery and then no

longer provided when students can perform the task independently.

(http://www.vtaide.com/pngERICScaffolding.html, January, 30th

, 2011)

5. The Advantages of Scaffolding

The scaffolding can be implemented in many topics and skills. It is able

to build the students’ confidence to deal with new information, since the

teacher still assists them until they can do the tasks independently. It also


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gives a deep understanding to the students in learning new materials. It is a

style of teaching that can be instrumental to student growth, yet it is a style

that should not be used alone. Although it is recommended that this not be

the primary concept used to teach students, it can be incorporated into other

teaching styles. In techniques such reciprocal teaching, the questions are

introduced gradually and with an increased level of difficulty (requiring

higher level thinking). The teacher uses her or his familiarity with the

student’s prior knowledge to determine level of difficulty. The zone of

proximal development should be a consideration for all teaching styles or

techniques, because it is the primary source of engagement for students. It

is the point where learning takes place.

(http://www.condor.admin.ccny.cuny.edu~/HenryHenry%20Paper.doc,

January, 30th

, 2011)

Scaffolding plays a crucial role in the classroom and can help to

contribute to good teaching. Nevertheless, most teachers are neither aware

of the huge benefits of scaffolded instruction, nor do they know anything

about the concept of ‘scaffolding” or the strategies related to it. Even if they

sometimes happen to make use of scaffolding strategies, they also often

miss the opportunity to apply them when it night have been appropriate to

do so ( Sticher, 2009: 3).

Pennil (2002: 8) says that all other teaching strategies require some level

of scaffolding before they can be effectively employed. The use of

scaffolding is particularly effective in its ability to build a student’s

confidence so that he or she is better able to address future challenging

tasks. Also, it provides the scaffold the opportunity to make meaningful

connections so they incorporate new knowledge into their schemata.

Once a learner has the benefit of both prior knowledge and guide to help

connect prior knowledge to new knowledge, both kinds of knowledge

become more meaningful to the learner. The confusion and frustration that

often accompanies being assigned a task that is too hard to complete can be

avoided.


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Especially in teaching speaking, this teaching strategy is also helpful. By

providing modeling before doing the speaking activity, students will learn

the speaking accuracy, such as pronunciation, stress, intonation, etc. The

tasks that given by the teacher will students have a lot of practices.

Therefore the practices will result on students’ fluency. Students will also

gain the confidence in speaking since they often practice it.

6. The Disadvantages of Scaffolding

Henry (2002: 7) says that if there is no need for assistance the purpose

of scaffolding is defeated. Too much scaffolding undermines a student's

sense of accomplishment; too little means frustration and discouragement.

Discouragement and frustration virtually eliminated potential knowledge and

progress on the given subject. The right amount of assistance helps engage

students in the learning process, building interest and enjoyment. The right

amount of assistance helps engage students in the learning process, building

interest and enjoyment. “The rights blend of challenge, support, and

meaningful feedback can put even beginning students in the state of flow

described earlier, fully engaged in the learning process. Providing tasks that

are just beyond a learner's independent reach, and at the same time offering

the necessary support to bridge that gap, can engage students deeply in

learning.” This connection between levels of challenge and support is

captured by Vygotsky's concept of the ZPD. In literacy instruction, this

means giving a child a task that is too difficult for him to accomplish on his

own, but within reach with support from a teacher or peer. “Implicit in the

idea of the ZPD is both an appropriate level of challenge -- one that stretches

the learner past his or her current knowledge and skill but is within his or her

range -- and an interaction between the learner and others who make the

"stretch" possible by providing a pedagogical experience that supports the

learner.“ (CAST, 2000) Only tasks requiring scaffolding are truly in the

student's zone of proximal development. Tasks that can be accomplished

without scaffolds do not lead to learning, because they are too easy. Tasks


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that cannot be achieved even with scaffolds do not lead to learning because

they are too difficult.

(http://www.condor.admin.ccny.cuny.edu~group4/HenryHhenry20%Paper.

doc ,January, 30th

, 2011)

Another disadvantage to this teaching style is that although the claim

has been made that all levels can be reached through scaffolding and the

theory of multiple intelligences, the speed at which students learn is not

addressed. Essentially there are some students who will have a higher level

of difficulty learning and performing a particular task than others. In a

situation where there are special education students and students who have

relatively little difficulty.

Those students who are able to master a task while others struggle, may

find themselves frustrated. This frustration comes as a result of the student

having to wait for the teacher to redirect attention to the progress of the

lesson. A possible solution is to have students help other students in this

scaffolding process.

E. Teaching Speaking Skill

According to National Capital Language Resource Center, the goal

of teaching speaking skills is communicative efficiency. Learners should be

able to make themselves understood; using their current proficiency to the

fullest. They should try to avoid confusion in the message due to faulty

pronunciation, grammar, or vocabulary, and to observe the social and

cultural rules that apply in each communication situation.

(http://www.nclrc.org/essentialsspeakingsp/index.html, January, 30th

,2011)

Based on the statement above, it can be said that teaching speaking is

focused on communicative efficiency. In this case, the researcher discusses

the importance of teaching speaking, techniques in teaching speaking, and

micro and macro skill in speaking.

1. Types of Classroom Speaking Skill


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Brown (1994: 266) stated that there are six types of speaking skill

that the students are expected to carry out in the classroom. In this

section, the six types of speaking skill are presented as follows:

a. Imitative

In this type of performance, the students are asked to repeat or

imitate the teachers’ speech or speech of tape recorder. Imitation of

this kind is carried out not for the purpose of meaningful interaction,

but for focusing on some particular elements of language form. In

other words, this activity focuses more on form rather than on

meaning. The activity is called “drilling”. Drills offer students an

opportunity to listen and to orally repeat certain strings of language

that may pose some linguistic difficulties-either phonological or

grammatical. They offer limited practice through repetition. Drilling

can help the students to establish certain psychomotor pattern and to

associate selected grammatical forms with their appropriate context.

Drilling helps the students to master pronunciation and intonation as

long as it is not overused and students know why they are doing the

drill.

b. Intensive

In this type of skill, students deal with their linguistic

difficulties-either phonological or grammatical aspect of language.

Intensive speaking goes one step beyond imitative to include any

speaking performance that is designed to pracsstice some

phonological or grammatical aspects of language. It can be in form

of self-initiated or it can be part of some pair work activity, where

learners are ‘going over’ certain forms of language.

c. Responsive

In this type, students may give short replies to teacher or even

students have an initiative for asking questions or comments.

Students’ responses are usually sufficient and do not extend into

dialogues. However, such speech can be meaningful and authentic.


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d. Transactional (dialogue)

Students are involved in exchanging specific information with

their conversational partners. This activity is carried out for the

purpose of conveying or exchanging specific information.

Transactional language is an extended form of responsive language.

It may have more of a negotiate nature than merely responsive

speech.

e. Interpersonal (dialogue)

The students actively participate in the authentic give and take

of communicative interchange. This type of activity is carried out

more for the purpose of maintaining social relationships than for the

transmission of facts and information. It deals with the factors of

casual register, colloquial language, emotionally charged language,

slang, ellipsis, sarcasm, and a covert agenda.

f. Extensive (monologue)

The students are called on to give extended monologues in the

form of oral reports, summaries, or perhaps short speeches. This

skill is used to develop students’ global oral ability of producing

spoken language which is more formal deliberative

2. Criteria of Successful Speaking

Ur (1996: 121) identifies four problems that may hamper the

successful of speaking class as follows:

a. Inhibition.

Speaking activities require real context and exposure to an

audience. This often makes students inhabited in speaking in front

of others. Students may be worried or afraid of making mistakes

and being humiliated.

b. Nothing to say


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Students often cannot think and find any words to say even

though they may have some vocabularies and knowledge about the

topics.

c. Low or uneven participation

Speaking class may face this problem, especially in big

classes. Students must wait for their turn to speak and before they

have chance to speak, the time is over. A talkative or smart student

who dominates the speaking will make this problem worse.

d. Mother tongue use

The use of native language during speaking activities will

hamper the use of the target language.

There are many ways in creating a successful speaking

class and to solve the problems mentioned above, Ur (1996: 121-

122) suggests the teacher to use activities as the following:

a. Use group work

In line with Ur’s opinion, Brown (2000: 178) states that

group work can prompt interactive language, offer a comfortable

affective climate, promote students responsibility and a move

toward individualizing instruction.

b. Base the activity on easy language

Teachers should recognize the level of the students’

language and provide an easy activity to recall and produce.

c. Make a careful choice of topic and task to stimulate interest

Teachers should choose an interesting topic and task for

the students in order to motivate their interest in the activity

provided.

d. Give some instructions or trainings in discussion skills.

Giving instruction or training on how discussion should

be performed will ensure that the activities work well. There

should be clear rules how discussion will be done and each

student is given specific roles to get involved in it.


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e. Keep students speaking in the target language?

Teachers should monitor the students in speaking class to

make sure they speak well at their best ability. To help teachers

do this job, they can ask some students to monitor the others in

turn.

Furthermore, Kayi (2006: 12) suggests some

considerations for English language teachers while teaching

speaking:

a. Provide maximum opportunity to students to speak the target

language by providing a rich environment that contains

collaborative work, authentic materials, and shared

knowledge.

b. Try to involve each student in every speaking activity; for

this aim, practice different ways of students’ participation.

c. Reduce teacher speaking time in class while increasing

students speaking time. Step back and observe students.

d. Indicate positive signs when commenting on a students’

response.

e. Ask eliciting questions such as “What do you mean? How

did you reach that conclusion?” In order to prompt students

to speak more.

f. Provide written feedback.

g. Do not correct students’ mistakes in pronunciation very

often while they are speaking. Correction should not distract

students from his or her speech.

h. Involve speaking activities not only in class but also out of

class; contact parents and other people who can help.

i. Circulate around classroom to ensure that students are on the

right track and see whether they need your help while they

work in groups or pairs.


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j. Provide the vocabulary beforehand that students need in

speaking activities.

k. Diagnose problems faced by students who have difficulty in

expressing themselves in the target language and provide

more opportunities to practice the spoken language.

Ur (1996: 120) says that the characteristics of a successful

speaking activity are as follows:

a. Learners talk a lot

The students talk as much as possible. All of the period of the time

allotted to the activity is in fact occupied by learners talk. This may

seem obvious, but often most time is taken up with teacher talk or

pauses.

b. Participation is even.

Classroom discussion is not determined by a minority of talkative

participants; all get chance to speak and contributions are fairly

evenly distributed.

c. Motivation is high

Learners are eager to speak because they are interested in the topic

and have something new to say about it, or because they want to

contribute to achieving a task objective

d. Language is of an acceptable level.

Learners express themselves in utterances that are relevant, easily

comprehensible to each other, and of an acceptable level of

language accuracy.

3. Techniques of Teaching Speaking

There are various techniques which a teacher can employ in teaching

speaking, Cross (1991: 289) classified them into discussion and debates,

drama activities and the information gap. According to Cross in discussion

and debates anything that is worthy of thought and discussion can be the

basis of communicative session. There is no need to restrict the topics.

Drama activities can be done through role play ranged from tightly role play


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as a logical development of dialogue in the text book, or it can be relatively

free, with the considerable scope for imagination and creativity. Information

gaps, the speaker informant is saying something that receiver does not

know.

Sauvignon applies language art games, pantomime, unscripted role

playing and simulation as some techniques in performing speaking activities

in the classroom (1983: 192, 207, 209, 210).

Ur (1996: 124-128, 131-133) groups some techniques and activities to

activate the students’ speaking in the classroom into discussions and role-

plays. The followings are some of the techniques suggested by Ur:

1) Discussion

- Describing pictures

These techniques can be conducted for any kinds of English level

students depend on the level of difficulty. Students are asked to

describe a single picture or picture in series of events.

- Picture differences

It is a kind of information gap activity. Two students are given

difference of picture and asked to find the difference by talking to

each other. This activity can produce plenty of purposeful questions

and answer exchanges.

- Things in common

In this activity students are required to move around and ask the

other students about something they have in common. And then they

are asked to tell the class everything they have found. This activity

can build a feeling of solidarity by stressing on shared characteristics

of the participants.

- Solving problems

The students are giving problems to discuss and solve. This activity

is good to prompt students’ involvement and motivation.


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2) Role-plays

- Dialogues

The students are taught a short conversation then asked to learn it by

heart. Even though this activity is rather old-fashioned now days, it is

good for beginners or the less confident students.

- Plays

This technique is the follow up of dialogue technique. Plays can be

held based on something students have read, composed by students

and teacher or from literature books.

- Simulations

In this activity students are asked to speak as themselves but the task

and situation given are imaginary.

- Role play

Students are given task or problem and then asked them to act out. In

this activity sometimes teachers provide them with role card. A card

states situations and topics that students use as clues in speaking.

From the explanation above, it can be concluded that all techniques

used in speaking class purpose on using the language as it is used in real

life. The techniques proposed by Cross, Savignon and Ur in teaching

speaking above contains the most important feature of communicative,

which is the existence of information gap.

4. Micro and Macro Skill of Speaking

The micro-skills refer to producing the smaller chunks of language

such as phonemes, morphemes, words, collocations, and phrasal units. The

macro-skill implies the speaker’s focus on the larger elements: fluency,

discourse, function, style, cohesion, nonverbal communication, and strategic

option. Brown (1994: 142-143) classified the micro and macro skills totally

in 16 objectives as follows:

a. Micro-skills


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1) Producing difference among English phonemes and allophonic

variant.

2) Producing chunks of language of different length.

3) Producing English stress patterns, words in stressed position,

rhythmic structure, and intonation contours.

4) Producing reduced forms of words and phrases.

5) Using an adequate number of lexical units (words) to

accomplish pragmatic purposes.

6) Producing fluent speech at different rates of delivery.

7) Monitoring one’s own oral production and use various strategic

devices pauses, fillers, self-corrections, backtracking- to

enhance the clarity of the message.

8) Using grammatical word classes (nouns, verbs, etc), systems

(e.g. tense, agreement, pluralization), word order, pattern, rules,

and elliptical forms.

9) Producing speech in natural constituents: in appropriate phrases,

pause groups, breathe groups, and sentence constituents.

10) Expressing a particular meaning in different grammatical form.

11) Using cohesive devices in spoken discourse.

b. Macro-skills

1) Accomplishing appropriately communicative function according

to situations, participants, and goals.

2) Using appropriate styles, registers, implicative, redundancies,

pragmatic conventions, convention rules, floor keeping and

yielding, interrupting, and other sociolinguistic features in face-

to-face conversations.

3) Conveying links and connections between events and

communicate such relations as focal and peripheral ideas,

events, and feelings, new information and given information,

generalization and exemplification.


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4) Conveying facial features, kinesics, body language, and other

nonverbal cues along with verbal language.

5) Developing and use a battery of speaking strategies, such as

emphasizing key words, rephrasing, providing a context for

interpreting the meaning of words, appealing for help, and

accurately assessing how well your interlocutor is understanding

you.

These skills can act as a checklist of objectives. The macro-skill has the

appearance of being more complex than the micro-skill; both contain

ingredients of difficulty, depending on the stage and context of the test-

taker.

5. Evaluating Speaking

This action research applied a standard to stop a cycle of the

research. The cycle of the research was stopped, when 75 percent of the

students had passed the KKM and had the reached effective communication

and had good range of vocabulary, occasional grammar slips, slighter

foreign accent, and logical sentences arrangement. Below are the rubric

scales for assessing speaking skill, as quoted from Ur (1996: 135) on oral

testing criteria.

Table 2.1 Criteria of Scoring Speaking Accuracy

ACCURACY Score

Little or no language produced 1

Poor vocabulary, mistake in basic grammar, may have very strong

foreign accent

2

Adequate but not rich vocabulary, makes obvious grammar

mistakes, slight foreign accent

3

Good range of vocabulary, occasional grammar slips, slight foreign

accent

4


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Wide vocabulary appropriately used, virtually no grammar mistakes,

native-like or slight foreign accent

5

Table 2.2 Criteria of Scoring Speaking Fluency

FLUENCY Score

Little or no communication 1

Very hesitant and brief utterances, sometimes difficult to understand 2

Gets idea across, but hesitantly and briefly 3

Effective communication in short turns 4

Easy and effective communication , uses long turns 5

The writer will not use the same scoring rubric as displayed above, but she

will adapt it as the following:

Table 2.3 Criteria of Scoring Speaking Skill

No. Indicators Criteria Score

1 Fluency Little or no communication

Very hesitant and brief utterances,

sometimes difficult to understand

Gets idea across, but hesitantly and briefly

Effective communication in short turns

Easy and effective communication , uses

long turns

1

2

3

4

5

2 Pronunciation Little or no language produced

May have very strong foreign accent

Slight foreign accent

1

2

3


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Slighter foreign accent

Native-like or slight foreign accent

4

5

3 Grammar Little or no language produced

Mistake in basic grammar

Makes obvious grammar mistakes

Occasional grammar slips

Virtually no grammar mistakes

1

2

3

4

5

4 Vocabulary Little or no language produced

Poor vocabulary

Adequate but not reach vocabulary

Good range of vocabulary

Wide vocabulary appropriately used

1

2

3

4

5

Total of Score (max) 20

Then, the total score will be multiplied by 5, as follows:

F.

G. Review of Related Literature

Larkin, Martha (2002) said that in order to incorporate scaffolding

throughout the lesson, teachers may find the framework outlined by Ellis &

Larkin (1998: 30-34) helpful. Ellis and Larkin grouped the framework as the

teacher does it, the class does it, the group does it, and the individual does it.

In the teacher does it, the teacher models how to perform a new or difficult

task, such as how to use a graphic organizer. For example, the teacher may

have a partially completed graphic organizer on an overhead transparency

and "think aloud" as he or she describes how the graphic organizer

illustrates the relationships among the information contained on it.

By the phase the class does it, the teacher and students work together to

perform the task. For example, the students may suggest information to be

��

��


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added to the graphic organizer. As the teacher writes the suggestions on the

transparency, students fill in their own copies of the organizer.

The group does it, students work with a partner or a small cooperative

group to complete a graphic organizer (i.e., either a partially completed or a

blank one).

Finally, the independent practice stage where individual students can

demonstrate their task mastery (e.g., successfully completing a graphic

organizer to demonstrate appropriate relationships among information) and

receive the necessary practice to help them to perform the task automatically

and quickly. (http://www.vtaide.com/pngERICScaffolding.html, January,

30th

, 2011)

Scaffolding has been implemented by many educators. Diane D’Alessio

and Margaret Riley from Bronx Community College, City University of

New York collaborated a study on Scaffolding Writing Skills for ESL

Students in an Education Class at a Community College. The study showed

some improvements by several measures: grades were significantly higher

and writing in formal writing situations improved greatly. Student

evaluations affirmed that students found the additional writing assignments

helpful both for enhancing writing skills and understanding the content of

the course.

(http://www.wac.colostate.edujournalvol13dalessio_riley.pdf, March, 1st,

2011)

Britta Wicklund from Hamline University also implemented the

scaffolding in her teaching. She used scaffolding to teach

phonological/phonemic awareness skills to the 11 kindergarten English

language learners. There are implications of this study for teachers and

students. One main implication of this study is that implementing

scaffolding strategies is an effective tool to teach phonemic awareness

skills. It is apparent that scaffolding made phonemic awareness instruction

more accessible for ELLs. This is evidenced by increased participation of

ELLs, as well as growth in phonemic awareness skills, shown by the pre-


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and post-testing results. Research has also shown that scaffolding, when

used as an instructional tool, can be particularly effective in teaching new

knowledge and skills, even including higher level thinking skills.

(www.hamline.edueducationpdfcapstone_bwicklund.html,January, 30th

, 2011)

H. Rationale

The problem faced by students in SMPN 4 SUKOHARJO is they lack of

speaking ability to express opinion and ask/give things. They often made

mistakes in using grammar and pronouncing, having limited choice of

words, and making filler on their speech.

Moreover, the problems do not only come from the language

competence, but also the classroom situation. It can be seen from the

involvement of students during the teaching and learning process in the

class. Some of them showed ‘off-task’ behaviour, for example talking with

their peers, doing another lesson’s homework, drawing, etc. The students

were also shy to speak up because they afraid of making mistakes. It makes

them passive in the teaching and learning process.

Based on the theories underlying the study and the problem which is being

faced by the students, that is students lack of ability to express opinion and

asking/giving things, it can be said that a good teaching strategy that

engages the students is needed. The writer strongly believes that

scaffolding strategy can be implemented to solve the problems.

Gibbons in Anja (2009: 4) states that literally, scaffolding is something

placed around buildings, thus enabling the builders to access the emerging

structure. As soon as the building can support itself, the scaffolding is

removed. In the context of teaching, the scaffolding strategy is anything that

is used to help the students mastering the new information or skill. It can be

the teacher’s assistances, the tasks and the techniques that are used to

support the students in dealing new skill. When all the stages of scaffolding

are applied in the teaching learning process and integrated with the suitable

techniques, method or media, the scaffolding strategy will be able to


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improve the students’ skill. “Suitable” here means the teacher should choose

the technique; method or media that is confirmed can support the skill. For

example, role play can be a technique to support the speaking skill, but it is

less appropriate to be used to teach the writing skill.

Vygotsky identifies four phases of instructional scaffolding (Byrnes,

2001, p. 37). The first phase is modeling, with verbal commentary. Through

this stage, the students will learn about the pronunciation of the expressions,

the vocabularies and the grammar that are going to be used in the situation.

As a result, they will get enough knowledge to practice the skill later on. The

second phase is imitating. In this phase, students imitate the skill that they

have seen modeling by their teacher, including the commentary. During this

phase, the teacher must constantly assess student understandings and offer

frequent assistance and feedback. By imitating the teacher, the students will

have rehearsal time to practice the pronunciation, vocabulary and also

grammar. They will also know how to speak correctly since the teacher will

assist and correct their mistakes. In order to reinforce and also provide more

time to practice the lesson, the teacher should give tasks to the students. The

tasks can be delivered with any techniques.

As the students begin to master new content and/or process through the

tasks, the teacher should offers progressively less assistance and feedback to

her students. This stage is called removing. It is the period when the

instructor begins to remove her scaffolding. When the students are able to do

the task with less assistance, it can be said that they already achieved the skill.

So that the last stage in scaffolding that is achieving has been fulfilled. In the

final phase, the students have achieved an expert level of mastery. They can

perform the new task without any help from their instructor.

In addition, Hogan and Pressley (1997: 17-36) in Lange paper say that

there are actually five different instructional scaffolding techniques: modeling

of desired behaviors, offering explanations, inviting student participation,

verifying and clarifying student understandings, and inviting students to

contribute clues. These techniques may either be integrated or used


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individually, depending on the material being taught. The instructor’s goal in

employing scaffolding techniques is offering just enough assistance to guide

the students toward independence and self-regulation.

(http://condor.admin.ccny.cuny.edu~group4LangePaper.html, January, 30th

,

2011)

Since this strategy is better to integrate with another method or

technique, the researcher also uses games and group work. The researcher has

some reasons for choosing it. According to Carrier (1980: 6) in Sanchez,

Morfin, and Campos (2007: 51), the use of games in the classroom has many

advantages. Some of them are: Games give a variety of tools to facilitate the

teaching-learning process, it makes the lesson less monotonous, it raises the

students’ motivation in such a way that students enjoy their learning so much

that they might not realize they are doing so, it makes students produce

language subconsciously, etc. Whereas the group work is also potential to do

in the teaching learning process for the following reasons, such as students

are encouraged to become active rather than passive learners by developing

collaborative and co-operative skills, and lifelong learning skills, students are

involved in their own learning, it enhances social skills and interactions

(http://sydney.edu.au/education_social_work/groupwork/docs/BenefitsOfGW.

pdf, February, 2nd

, 2011).

The scaffolding strategy has many advantages. The scaffolding can be

implemented in many topics and skills. It is able to build the students’

confidence to deal with new information, since the teacher still assists them

until they can do the tasks independently. The use of techniques that functions

as the “scaffolding” It also gives a deep understanding to the students in

learning new materials. It is a style of teaching that can be instrumental to

student growth, yet it is a style that should not be used alone. Although it is

recommended that this not be the primary concept used to teach students, it

can be incorporated into other teaching styles. The teacher uses her or his

familiarity with the student’s prior knowledge to determine level of difficulty.

The zone of proximal development should be a consideration for all teaching


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styles or techniques, because it is the primary source of engagement for

students. It is the point where learning takes place.

Based on the background above, it can be concluded that any teaching

includes teaching speaking should provides the “scaffolding” to the students

when they are going to deal with a new lesson. The type of scaffolding is the

teacher’ assistances, the given tasks and also the techniques, that support the

students’ learning. By considering the importance of scaffolding in teaching,

the writer has a positive belief that Scaffolding strategy can promote students’

speaking skill. Hopefully, students will show the improvement on their

speaking skill when the scaffolding strategy is implemented in teaching

learning process.

I. Hypothesis

Related to the previous descriptions of the theories and the basic

assumption above, the writer will formulate the hypothesis as follows:

1. Scaffolding can improve the students’ speaking ability to express

hortatory text.

2. The situation of the classroom will be better when scaffolding is

applied in speaking class.


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CHAPTER III

RESEARCH METHODOLOGY

A. Setting

The title of this research is “Improving Students’ Speaking Skill Using

Scaffolding Strategy (An Action Research at the Seventh Grade of SMP Negeri 4

Sukoharjo in the Academic Year of 2010/2011).” It was conducted in SMP Negeri

4 Sukoharjo. SMP Negeri 4 Sukoharjo is located in Jl. Slamet Riyadi , Begajah,

Sukoharjo. This location is strategic enough because it is near the public places,

such as the main street of Sukoharjo-Wonogiri, the bus station, and the gas

station.

SMP Negeri 4 Sukoharjo is one of the national standard schools in

Sukoharjo, so it also becomes one of the favorite schools in this regency. The

facilities in this school are complete enough. This school consists of three grades

namely the seventh grade, the eighth grade and the ninth grade. Each class

consists of about thirty until forty students. The school is large and leafy. The

buildings are in good order and arrangement. There are 18 classrooms, a teacher

office, an administration room, 4 labs, a multimedia room, 4 multipurpose

buildings mosque, a canteen, a football field, a basketball yard, and also a parking

area. However, the multimedia room is not completed with a LCD. This school

only has one LCD that is often used in school meeting. In each classroom, there

are a whiteboard and a blackboard, 20 tables and 40 chairs for students, a

teacher’s desk and chair, a clock, and good air circulation and lighting.

SMP Negeri 4 Sukoharjo uses KTSP (Kurikulum Tingkat Satuan

Pendidikan) curriculum as the basic of teaching and learning processes.

Instructional processes are done in six days from Monday up to Saturday. The

students start to learn from 07.00 a.m. and they finish the lesson at 1.50 p.m. on

Tuesday, Wednesday, Thursday and Saturday. Because of having a school

ceremony in the morning, the students start the lessons at 7.40 a.m on Monday.


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While on Friday; they start the lessons at 08.00 a.m. after having long walk and

end at 11.00.a.m. each period of meeting lasts for 80 minutes.

The research was carried out for about 6 months, from February 2011 until

July 2011. This research included the pre-research, action, and activities after the

action.

B. Subject of the Research

This research involves the seventh grade students of SMP Negeri 4

Sukoharjo, while the subject of the research is the students of VIII D

consisting of 20 girls and 18 boys. Most of them come from families with low

or middle level social economical background.

The VII D class is located in front of the football field of SMP Negeri 4

Sukoharjo. In this class, there are a white board and a small blackboard, 18 tables

8 tables and 32 chairs for students, a teacher’s desk and chair, a clock, the picture

of president and vice president of RI, and any educative slogans hanging on

the wall. In front of VII D class, there is little garden and some benches.

The researcher conducted research in this class in collaboration with the

English teacher. Most of the VII D’s students were in low level of speaking skill

in English. They had difficulties in delivering ideas. It was showed by mistakes

thay made on grammar, incorrect pronunciation, limited choices of words and

filler on their speech. Besides, they were shy to speak up, less active and less

cooperative in the teaching learning process.

C. Method of the Research

This research is classroom action research which is known by many other

names, including participatory research, collaborative inquiry, emancipatory

research, action learning, and contextual action research, but all are variations on a

theme. The researcher used this method with a purpose to improve VII D

students’ speaking skill and to solve the speaking problems that existed in the

class.


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There are several definitions of action research proposed by some experts. First

definition is taken from Mills (2006: 6) who writes as follows:

Action research is any systematic inquiry conducted by teacher

researchers, principals, school counselors, or other stakeholders in the

teaching/learning environment, to gather information about the ways that

their particular schools operate how they teach and how well their students

learn.

Mills explain that action research can be conducted by every instructor or

facilitator involved in teaching and learning environment. It is for finding,

gaining, and proving information about the best way to teach and to learn.

Burns in Hopkins (1993: 30) also states that action research is the

application of fact finding to practical problem solving in social situation with the

view to improving the quality of action within it, involving the collaboration and

cooperation of researchers, practitioners and laymen. Kemmis in Hopkins (1993:

44) say that Action research is a form of self-reflective enquiry undertaken by

participants in social (including educational) situations in order to improve the

rationally and justice of (a) their own social or educational practices: (b) their

understanding of these practices; and (c) the situations in which the practices are

carried out.

Based on the statements above, it can be concluded that action research is

a form of self-reflective enquiry that is carried out by practitioners which seeks

to increase the teacher’s understanding of classroom teaching and learning

and to bring about improvement in classroom practice.

There are several common features which can be considered to

characterize action research as stated by Burns (1999: 30):

1. Action research is contextual, small-scale and localized. It identifies and

investigates problem within a specific situation.

2. It is evaluative and reflective as it aims to bring about change and

improvement in practice.

3. It is participatory as it provides for collaborative investigation by terms

of colleagues, practitioners, and researchers.


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improve students’ skill in speaking. This research was carried out by the writer in

col

Scaffolding Strategy which integrated with game and group work techniques in

teaching speaking. The observation was done while the Scaffolding strategy is

applied. The observ

strategy can improve students’ speaking skill.

research occurs through a dynamic and complementary process which consists of

four essential moments: planning, action, observation, and reflection. In the

implementation of action resear

we do one step, we can come back to previous step to see what we have

already done or we can start the new cycle not from beginning.

�

4. Changes in practice

data which provides the impetus of change.

In this study, classroom action research was conducted as an attempt to


collaboration with the teacher. The action that was done is the implementation of



applied. The observ


Kemmis and Mc Taggart (1998) in Burns (1999: 32) explain that action






These steps can be illustrated as follows:

Figure: Steps

4. Changes in practice




laboration with the teacher. The action that was done is the implementation of



applied. The observation and reflection gave result whether or not Scaffolding









Figure: Steps of Action Research (

4. Changes in practice are based on the collection of information or







ation and reflection gave result whether or not Scaffolding


D. The Model of the Research




implementation of action research, those steps make a spiral. It means that when




of Action Research (

are based on the collection of information or









The Model of the Research




ch, those steps make a spiral. It means that when




of Action Research (http://tatangmanguny.wordpress.com
















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The steps above are the fundamental steps in a spiraling process

through which participants in an action research group undertake to:

a. Develop a plan of critically informed action to improve what is

already happening.

b. Act to implement the plan.

c. Observe the effects of the critically informed action in the context in

which it occurs.

d. Reflect on these effects as the basis for further planning, subsequent

critically informed action and so on, through a succession of stage.

E. Procedures of the Research

1. Identifying the problems

The problems lifted up in this research were firstly observed before

planning the action. The researcher investigated the students and the classroom

and found out what main problem they faced. The problems were viewed from the

students’ language competence and classroom situation.

The researcher also revealed the causes of the problems. It was carried out by

observing the teaching learning process, interviewing the teacher and the students,

and doing pretest.

2. Implementing the action

This research has been conducted in two cycles and it used Scaffolding

Strategy as the learning method in every cycles. Based on the model of

research, the procedures is composed of cycles, in which each cycle consists

of four steps, those are planning, implementing, observing, and reflecting the

action. These steps are completed by revising of the action. The four steps in the

model of action research can be expanded into six steps which included in the

procedure of action research.


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a) Planning

In planning to conduct this research, the researcher did the following

preparation:

1) Preparing the lesson plan, the learning materials, and the students

worksheet

2) Preparing the list of students and scoring

3) Preparing sheets observation

4) Preparing test items.

b) Action

When conducting the problem solving in the learning process, the

researcher did these activities:

1) Giving pretest

2) Applying the lesson plan in the classroom

3) Facilitating the students when they carry out their tasks

4) Giving posttest

c) Observation

Observation was undertaken when the teaching learning process

occurred in the classroom. What things happened in the classroom was

recorded as detailed as possible on the observation sheet. The

researcher observed the students’ activities. It became a useful data to

see how far the method improved the students’ skill.

d) Reflection

The results of the observation recorded on the observation sheet were

analyzed to see the reflection of the teaching learning process. The

process of applying Scaffolding Strategy from the beginning to the end

reviewed in this section.

3. Doing evaluation

The researcher evaluated the data and put judgments to the reflection. The

result of pretest showed the initial measurement of the students’ ability.

Meanwhile, the result of posttest showed the students’ ability after


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obtaining the treatment. From this evaluation, it could be seen whether

there were any change and improvement or not.

F. Technique of Collecting Data

According to Burns (1999: 78-151), technique of collecting data in action research

can be divided into two categories, namely, observational technique (observation,

field notes) and non-observational technique (recording, interview, document,

questionnaire, and test). The observational techniques used in this research are:

1. Observation

Wallace (2000: 105) proposes several possibilities about whom and what

is to be observed:

1) The focus of the observation can be ourselves as teachers: the

techniques we use, our physical presence, voice projection and

quality, use of gesture, management procedures, and so on.

2) The focus can be our students: the way they work, the way they

interact, the way they respond to our teaching, their on-task and off-

task behavior, and so on.

3) The focus can be on the context in which we teach: the classroom

layout, the teaching aids available and how they are used, and the use

of posters and visual aids (if any) in the classroom, and so on.

Observation of the context may occasionally extend outwards to

include the institutional context. These contexts can be obviously

linked to self-observation of our students.

Wallace (2000: 106) also proposes several possibilities about who does

the observing:

1) The observation can be done by the teacher concerned. This is the

easiest to handle if the focus of the observation is our students or

some aspects of the context that we teach in. it is less easy to organize

if the focus is ourselves as teachers, although it is still possible, for

example by using audio tape or setting up a video camera to record

ourselves.


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2) We may work with other colleagues to observe one another’s teaching

(reciprocal observation or peer observation). In this case, we are

benefiting from other colleagues’ perceptions and they from ours.

Such co-operation greatly extends the scope of what can be observed,

of course.

3) Alternatively, we may wish to be observed by someone on a non-

reciprocal basis (i.e. they observe us but we don’t observe them).

4) Finally, it is possible to use our students as observes. For example, a

few students may be given checklist to either categorize our teaching

behavior, or to analyze the interaction of their fellow students.

In this research, observation is done before and during the research.

Observation before research was conducted to identify the students’ problem

in studying English especially speaking skill and the situation of speaking

class before research. The researcher observed the situation of speaking class;

it showed the result that the students had low speaking skill and the situation

in speaking class was less conducive for effective teaching and learning

process. For observation during the research, the researcher observed the

situation of the class when Scaffolding strategy integrated with games and

group work were applied. She wanted to know the improvement of students’

speaking skill during conducted scaffolding. The result showed that there was

an improvement in speaking competences including: pronunciation, grammar,

vocabulary, and fluency. Motivation and enthusiasm of students towards

speaking was increased. Moreover, social competence was also improved.

2. Notes or Field-notes

Field-notes provides regular dated accounts of teaching/learning plans,

activities and classroom occurrences, including personal philosophies,

feelings, reactions, reflections, observations, explanations. In this research, the

researcher made field-notes after each meeting ended. The field-notes contain

the activities from beginning until end. It includes what teacher said and

students’ responses, instructions from the teacher, situation of the class, and

everything acted by the teacher and the students.


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And the non-observational techniques used in this research are:

1. Recording and/or photograph

This technique is used to capture in detail naturalistic interactions and

verbatim interactions. In taking the photograph, the researcher was helped by

her partner. in this research, the researcher took some pictures of students

when they acted some activities such as, doing the task individually,

presenting the dialogue in front of the class, asking the question, and so on.

2. Documents

From this technique, research data can be taken from collections of various

documents relevant to the research questions which can include students

written work (test result), student records and profile, course overviews, lesson

plans, and classroom materials. In this research, documents help the researcher

to obtain the data especially the test result. It can help the researcher to show

the improvement of students’ speaking skill.

3. Interview

The interview is used in both the beginning and end of the research. The

interview in the beginning of research is used to identify the background

knowledge of students and the usual technique used by the teacher in teaching

speaking. The researcher interviewed both teacher and student. In the

beginning, the researcher interviewed the teacher about the common technique

used in speaking class. The researcher also interviewed some students about

their background of English especially speaking and their feelings about the

technique used by the teacher. The interview in the end of research is used to

identify students’ responses toward the research implementation. And the

result showed that the students were interested of the scaffolding strategy

integrated with games and group work.

4. Questionnaire

The questionnaires are completed by the students. The researcher uses

questionnaire to know the students’ response before and after conducted

scaffolding integrated with games and group work. The result of questionnaire


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is mostly the same as interview. They felt more interested in improving their

speaking.

5. Pre-test and post-test

As tools to collect the data of the students’ speaking skill, pre-test and post-

test are used in this research. Pre-test is done in the beginning of the cycle and

the post-test is done in the end of the cycle. The result of pre-test showed that

the students had lower score than the minimum standard. The mean of the

students’ pre test was 35.67. But, there was an improvement in post-test of

cycle 1, the students got the mean score 62.5. It was increased about 26.83

from the pre-test. And in cycle 2, the mean score of post-test was 72.43. It

showed significant improvement of students’ speaking skill including

grammar, pronunciation, vocabulary, and fluency.

Below is the table of procedures of action research.

No Steps of study Objectives Participants Techniques Data

1. Pre-research To identify the

problems

faced by the

teacher and

the students

during the

instructional

process

a. Teacher

b. Researcher

c. Students

a. Interview

b. Observation

c. Test

a. Transcript of

interview

b. Field notes

c. Students’ pre

test

2. Implementation

of the research

To know the

students’

speaking skill

Researcher a. Observation

b. Photographs

c. Documents

a. Field notes

b. Photographs

c. Lesson plans

3. Result of the

research

To know the

student’

improvement

a. Researcher

b. Students

a. Test

b. Interview

a. Students’ post

test

b. Transcripts of

interview


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G. Technique of Analyzing Data

The data collected in this research are qualitative and quantitative data. The

qualitative data are analyzed by using Burns’ method, while quantitative data are

analyzed using non-independent t-test.

1. Qualitative Techniques:

In analyzing the qualitative data, the writer uses Burns’s method.

Burns (1999: 156) gives several steps of constant comparative method that

can be used to analyze the qualitative data:

a. Assembling the data

The first step is to assemble the data that have been collected over the period of

the research: field notes, interview, questionnaires, and so on. At this stage,

broad pattern should begin to show up which can be compared and contrasted to

see what fits together. By scanning the data, it begins to process of more

detailed analysis by bringing up possible patterns which can be adapted and

added to as it is processed.

b. Coding the data

Coding is a process of attempting to reduce the large amount of data that may

be collected to more manageable categories of concepts, themes, or types. Data

analysis becomes much messier and coding becomes less clear cut when it is

dealing with diary entries, classroom recordings, or open ended survey

questions.

c. Comparing the data

Once the data have been categorized in some way, comparison can be made to

see whether themes or patterns are repeated or developed across different data

gathering techniques.

d. Building interpretations

This is the point where the researcher moves beyond describing, categorizing,

coding, and comparing to make some sense of meaning of the data. This stage

demands creative thinking as it is concerned with articulating underlying

concepts and developing the theories about why particular patterns of

behaviors, interactions or attitudes have emerged.

e. Reporting the outcomes


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The final stage involves presenting an account of the research for others. A

major consideration is to ensure that the report sets out the major processes of

the research, and that the findings and outcomes are well supported with

examples from the data.

To analyze the quantitative data, the researcher uses Descriptive

Statistic Method. To get quantitative data, the researcher conducts the

practical test in the end of each cycle. In computing the students’ test score,

the writer uses the rubric for evaluating speaking. There are also two

independent scorers. The mean of the students’ score in pre test and post test

can be calculated with the formula as follows:

n

XX

�=

n

YY�

= (Furchan, 2007: 216)

In which:

�� = Mean of pre-test score

�� = Mean of post-test score

N = number of students

ΣX = student’s pre test score

ΣY = student’s post test score

(Ary, et.al, 1972: 107)

Finally, by analyzing the observation result and test result, it can be

concluded whether scaffolding strategy can improve the students’ skill in

speaking or not.


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CHAPTER IV

THE RESULT OF THE RESEARCH

This chapter discusses the result of the action research conducted to the

VII D students of SMP Negeri 4 Sukoharjo in the academic year 2010/2011. It

describes some findings and discussions about the implementation of Scaffolding

Strategy to improve students’ speaking skill. There are two objectives of this

research: firstly, this research is to find out whether or not Scaffolding Strategy

can improve students’ speaking skill to the VII D students at SMP Negeri 4

Sukoharjo and how far it can improve students’ speaking skill at VII D students at

SMP Negeri 4 Sukoharjo. Secondly, this research is to identify the situation when

Scaffolding Strategy is applied in speaking class in VII D students at SMP Negeri

4 Sukoharjo. The explanation of the result of the research described in this chapter

is broken down into three sections: introduction, research finding, and discussion.

A. Introduction

The researcher conducted pre-observation in class VII D of SMP Negeri 4

Sukoharjo to know the condition of English teaching learning, the problems faced

by the students and the teacher, and the students’ speaking skill. In this pre-

observation, she found that the students’ speaking skill was still low. The students

get many problems dealing with speaking. They are low in: making grammatically

correct sentences, speaking English fluently, pronouncing words correctly and

producing various vocabularies. It was shown in their bad marks in pre-test. In

line with the problem evidences that are faced in speaking aspects, there were also

some problem evidences found in the relation of classroom situation: some of

them showed ‘off-task’ behaviour, for example talking with their peers, doing

another lesson’s homework, drawing, etc. The students were also shy to speak up

because they afraid of making mistakes. It makes them passive in the teaching and

learning process. In addition, the teacher did not give enough model and time to

the students to practice their speaking.


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Besides, the pre-questionnaire result showed that the students’ ability in

speaking, students’ attitude, and motivation toward the English lesson especially

speaking were still low. From the questionnaire result in speaking aspect, 74%

students have difficulties in making grammatically correct sentences, 84% in

producing various vocabularies, 84% in pronouncing English correctly and 95%

in speaking English fluency. From students and classroom situation aspects, 65%

of students have low motivation in learning speaking, 64% students were bored

because the teacher only used the materials from the book/LKS, 55% of the

students have less attention to the teacher’s explanation, 50% students said that

teacher used traditional technique in teaching reading, and 70% students agreed

that the teacher rarely gave the students practice in speaking.

The researcher also conducted pre-interview to some students in VIII F.

There are 38 students in the class. She picked four students (two females, two

males) from the class and interviewed them one by one. All four students said that

they loved English; however they felt that they still could not speak English well.

Most of them answered that they got difficulties in almost all aspects of speaking

skill. They said one of the reasons was because the teacher did not give the

enough time to practice. Then, they wanted to have more interesting class using

various media and new technique. The researcher also interviewed the teacher to

get more information. From the pre-interview, the teacher said that the students

still have low motivation in learning English. She also said that the students have

difficulties in most of speaking indicators. There were some diligent students in

the class, but the class also has many under average students.

The difficulties of learning speaking were caused by some reasons. Based

on preliminary research, there might be several causes of the problems. First, the

teacher focused more on reading and writing skill rather than speaking. Therefore,

the students had limited time to practice. Second, the teacher did not give model

for the students before practicing speaking. The modeling stage is important to the

students when they learn new material. Third, the teacher did not provide enough

tasks to the students. Providing tasks to the students when they are learning new

materials are so important, since it can help them to practice. Furthermore, the


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teacher only used the materials in the book so it seems monotonous to the

students. For example, she just explained the expressions used in a certain

speaking topic, then asked the students to practice the given dialogue in front of

the class with their peers. This condition made students had not enough rehearsal

time to practice or express their own English. The monotonous techniques made

the students lose their motivation. According to Ur (1998: 288), children’

motivation loses more easily because of monotonous, apparently pointless

activity. The monotonous will result on the boredom because it provides students

the same activities everyday. It can also decrease the young learner’s motivation.

The last possible cause is the teacher was often absent for personal business that

she only gave some assignments for the students.

Other reasons also came from the students themselves. Some students had

low motivation in improving their speaking skill. The students rarely used English

in class, especially in discussion, so that they were less practice time. Lastly, the

students were not confident enough to speak up because they think that they still

have low competence in speaking.

The causes of the problem that is taken in this study are the students were

less interested in teaching learning process and the technique are not suitable and

interesting to the students. When the students were learning a new skill, the

teacher also did not give an enough assistance, practice and support.

In solving the problems, the researcher chose the scaffolding strategy to be

applied in teaching learning process. The scaffolding itself consists of four steps

of instructional scaffolding, which are modeling, imitating, removing then

achieving (Byrnes, 2001, p.37). In addition, Hogan and Pressley (1997: 17-36) in

Lange paper say that there are actually five different instructional scaffolding

techniques: modeling of desired behaviors, offering explanations, inviting student

participation, verifying and clarifying student understandings, and inviting

students to contribute clues. These techniques may either be integrated or used

individually, depending on the material being taught. The instructor’s goal in

employing scaffolding techniques is offering just enough assistance to guide the

students toward independence and self-regulation.


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(http://condor.admin.ccny.cuny.edu~group4LangePaper.html, January, 30th

,

2011). Since this strategy is better to integrate with another method or technique,

the researcher also used games and group work.

The success of teaching learning depends on the teacher carrying out the

process. Teacher is supposed to be imaginative and creative in developing their

teaching method to create good atmosphere in teaching, improve the students’

speaking, and make the English lesson more interesting. The teacher should be

able to give the materials that are not only interesting, but also suitable with the

students’ level. The teacher should be able to provide interesting techniques for

the students. Furthermore, the teacher should be able to give the assistance to the

students when teaching new materials. The influence of material, techniques, and

assistance of the English teacher is really vital because the students will have

higher motivation in learning, since the teaching and learning process is more

interesting and meaningful for them. The students will be able to consult their

difficulties during the speaking lesson when the teacher is ready to assist them. In

addition, by providing the suitable tasks with the students’ level, it will reduce

their anxiety.

The researcher expected scaffolding strategy can enrich students’ speaking

skill and can change the situation during the teaching and learning process.

B. THE DESCRIPTION OF THE RESEARCH

This part presents the implementation of the research that starts from pre-

research and ends with overall reflections. The summary of the research procedure

is presented in Table 4.1 below:

Class VII

Problem The students’ low speaking skill

Solution Scaffolding strategy integrated with game and group work

Pre-research The writer conducted pre-observation, pre-test and interview to find the

problems in speaking.

1. Pre-observation

The writer observed the teaching and learning process.


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2. Interview

The writer interviewed the teacher and some students

3. Pre-test

The writer gave a pre-test to 38 students

Implementation of

Research

The writer implemented the research which was carried out into two

cycles: 1st cycle: 4 meetings, 2nd cycle: 4 meetings

Cycle 1 4 Meetings

1) 1st meeting: the teacher introduced the topic of expressing opinion;

the teacher drilled the students with the expressions; the teacher

presented some statements and asked the students to give their

opinion using the expressions; played snowball throwing; recalled

the students about simple present tense; the student worked in pair

doing the grammar task; gave them homework to bring a picture of

people, things or events.

2) 2nd meeting: played the “Tarian Bambu” game, the student asked

another student about his/her opinion about the picture; gave the

example of expressing opinion dialogue; modeled the dialogue;

discussed the vocabularies; the students worked in pair filling in the

blank dialogue; the students had to memorize the dialogue and

practiced it in the next meeting.

3) 3rd meeting: the students practiced the dialogue; learnt about the

adjectives vocabulary; drilled the vocabulary; worked in group to

make a dialogue about expressing opinion

4) 4th meeting : the students present their dialogue

Cycle 2 2 Meetings

1) 1st meeting: learned about imperative sentences; did the crossword

puzzle about verbs; were drilled to pronounce the words; explained

about expressing things; rearranged jumbled imperative sentence;

made a sentence with the words in crossword.

2) 2nd meeting: played uncle sam says; learned expressing giving

things; worked in pair to present short dialogue of giving things;

memorize the dialogue to be presented in the next meeting.

3) Present the dialogue in front of the class; worked in pair composing

a dialogue of asking and giving things.

4) Present the dialogue.


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Overall

Reflection

There were improvements in the students’ speaking skill. It was indicated

through the reduced intensity of the problems after the research conducted.

The students’ speaking skill got improved and so did the climates of the

class.

The implementation of this research was conducted in two cycles. Each

cycle included several meetings. Each meeting took 80 minutes. The writer

divided the first cycle into four meetings. It was conducted on 16th

May 2011, 18th

May 2011, 20th

May 2011, and 23th

May 2011. In this cycle, the writer used taught

“expressing opinion”. Meanwhile, the second cycle also included four meetings.

She also chose the different topics, that was “expressing asking and giving

things”. She conducted the second cycle on 27th

May 2011, 30th

May 2011, 1st

June 2011 and 3rd

June 2011. Every cycle in this research consists of series of

steps, namely: (1) identifying the problems; (2) planning the action; (3)

implementing the action; (4) observing or monitoring the action; (5) evaluating

and reflecting the result of the observation and (6) revising the plan. The

implementation of those cycles is summarized in the table below. Those steps are

described as follows:

Table 4.2 : Summary of research implementation

Class VII D

Problem The students’ low speaking skill

Solution Scaffolding strategy integrated with games and group work

Pre-research The writer conducted pre-observation, pre-test and interview to find the problems in

speaking.

1. Pre-observation

The writer observed the teaching and learning process.

Aims:

• To identify the students’ problem in speaking skill

• To identify the classroom situation before research.

Results:

• Four indicators that showed the students had limited speaking skill

• The classroom situation during teaching and learning process was not


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conducive

2. Interview

The writer interviewed the teacher and some students

Aims:

• To know the teacher’s opinion about the students’ difficulty in speaking

• To know the students’ problems in speaking during the teaching learning

process

• To know the students’ feeling towards the teacher’s technique in teaching

speaking

Results:

• Teacher used LKS and books

• Most students said that they like English, but found difficulties in speaking

English.

• Most students said that they felt bored during teaching and learning process.

3. Pre-test

The writer gave a pre-test to 38 students.

Aims:

• To know the students’ speaking skill

Result:

• The mean score of the students’ pre-test result was only 35.66. It was lower

than the minimum standard, 65. Meanwhile, the students' individual score

ranged from 20 as the lowest score until 47.5 as the highest score and none

of the students passed the minimum score required by the school.

4. Planning learning activities using Scaffolding Strategy

• Students showed a video

• Teacher explained the expressions

• Teacher modeled the expressions

• Students did drilling

• Students played game

• Students learnt the vocabularies that would be used in the dialogue

• Students learnt the tense that

• Students imitated the dialogue

• Students worked in group to do the tasks

• Students made their own dialogue

• Students did the task


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Implementation

of Research The writer implemented the research which was carried out into two cycles

Cycle 1

Planning

4 meetings

Preparing lesson plan, video, worksheet, and everything related to AR.

Actions Meeting 1

• T: did questioning the students opinion about a certain topic

• T: taught the students how to express opinion

• S : expressed the opinion using the expressions

• T: modeled the expressions

• S : imitated the teacher

• T: asked the students opinion about some topics and encouraged them to use as

many as possible different expressions.

• S: gave their opinion

• S: played the snowball throwing

• S: worked in pair to do the tense task.

• T: gave the students homework to bring interesting pictures.

Meeting 2

• T: reviewed previous lesson

• S: played the “Tarian Bambu” game to practice expressing opinion

• T: gave the students the example dialogue of expressing opinion

• T : modeled the dialogue

• S : imitated the dialogue

• T: discussed the vocabulary related to the dialogue.

• S: found the vocabulary

• T: modeled the vocabulary

• S: imitated the teacher’ s modeling

• S: worked in pair to fill in the blank dialogue

• T: asked them to memorize then practiced it in the next meeting

Meeting 3

• T: reviewed previous lesson

• T: asked the students to present the dialogue

• T: wrote some adjectives

• S: looked up in to the dictionary to find the meaning

• T: drilled the students

• S: imitated the teacher’s modeling

• T: asked the students to compose a dialogue about expressing opinion


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• S: worked in group composing a dialogue

• T: asked the students to present the dialogue in the next meeting

Meeting 4

• S: presented their dialogue

• T: gave correction and comment

Observation Meeting 1

• Most students showed their interest teaching and learning process

• Most students were active in the teaching and learning process

• The students could express their opinion about certain topic

• Students enjoyed the snowball throwing game

• They paid more attention to the lesson and teacher’s explanation. There were no

students who were busy talking with their friends while the teacher was

explaining the material.

• Students were active to do the exercise. They liked to interact with their groups

to find the correct answer. Every student was willing to answer teacher’s

questions.

• Some students were not shy to ask the teacher about their difficulties.

Meeting 2

• Most students brought their homework

• The students enjoyed playing the “Tarian bamboo” game.

• They started to memorize the expressions

• They spoke more fluent.

• They paid more attention to the lesson and teacher’s explanation.

• There were a few students who did non-academic activities during the

instructional process.

• They were more confident doing the activity in group.

• They enjoyed the group discussion.

• Students became more enthusiastic in following English class

• They liked to interact with their groups to find the correct answer. Every

student was willing to answer teacher’s questions.

Meeting 3

• Some students were still shy to present the dialogue

• Students were more active to take part presenting the dialogue.

• Most students could made correct pronunciation


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• Some students still weren’t able to speak fluently

• There were no students who did non-academic activities during the instructional

process.

• They paid more attention to their friends’ performance.

• They worked in group to compose a dialogue

• They were not shy to ask to the teacher

• Some students looked up in their dictionary to find the vocabulary.

Meeting 4

• The students prepared their performance

• They showed their enthusiasm to perform their dialogue

• Most students could speak fluently in correct pronunciation

• The students did a less grammar mistakes in making a sentence.

• They paid more attention to the lesson and teacher’s explanation.

• The classroom situation was noisy because the students practiced the dialogue

before performed in front of the class.

• Most students are not shy to present in front of class.

• The mean score of the students’ post-test 1 result was 59,74. The students'

individual score ranged from 40 as the lowest score until 75 as the highest score

and 8 of 38 students reached the passing grade.

Reflection Positive result:

Speaking skill:

+ Students are able to produce grammatically correct sentences

+ Students are able to speak fluently

+ Students are able to pronounce the words correctly

+ Students are able to produce variety of vocabulary

Class Situation:

+ Students pay more attention to the lesson and teacher’s explanation and want to to

the teacher’s instructions

+ There were less students who did non-academic activities during the instructional

process. They concentrated to do the activity.

+ Most students can answer the teacher’s questions

+ Students are more active and confident during teaching and learning process.

+ Most students were enthusiastic and enjoyed learning speaking.

+ Most students were not shy to consult their difficulties to the teacher

+ Most students were more confident in speaking since the teacher provided the

modeling, drilling and assistance as necessary as possible.


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Weaknesses:

- The students’ score still was still under the KKM

- Some students still got difficulty to produce grammatically correct sentences

- They were still low in the fluency and pronunciation aspects.

Revision The next action focused on:

a. Improving students’ ability in pronunciation

b. Improving students’ ability in fluency

c. Improving students’ ability in grammar

d. Improving students’ ability in vocabulary

Cycle 2

Planning

4 meetings

Preparing lesson plan, worksheet, and everything related to AR.

Actions Meeting 1:

• T: did questioning and answering about imperative sentences as brainstorming

• T: gave the students the crossword puzzle to enrich their verb vocabulary

• T: trained the students the pronunciation of the words

• T: explained about expression used to ask for things

• T: asked the students to work in group to rearrange the jumbled words

• T: asked the students to make an imperative sentence from the crossword

puzzle.

Meeting 2:

• S: played Uncle Sam says

• T: taught about expressing giving things.

• S: worked in pair to present a short dialogue of asking giving things

• T: gave the example dialogue

• T: trained the students the pronunciation

Meeting 3:

• S: present the dialogue

• S: worked in group to compose a dialogue

• S: rehearsed the dialogue

Meeting 4:

• S: performed the dialogue

• T: gave correction and comments

Observation The observations results of cycle 2 are as follows:

Meeting 1 :


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• Ss were more active and enthusiastic in following the English lesson.

• They liked doing the crossword puzzle.

• They had more vocabulary

• The students enjoyed doing group work competition.

• The students could make grammatically correct sentences.

Meeting 2 :

• Ss enjoyed the outdoor game

• They started to memorize the verbs vocabulary.

• The students could pronounce correctly

• The students could perform the dialogue fluently

• The students were more active and confident.

Meeting 3:

• The students took part in the group work

• They actively looked up in their dictionary

• They were not shy to consult their difficulties to the teacher

• They were more confident to perform the dialogue next meeting.

Meeting 4:

• The students were more confident in performing the dialogue

• They prepared some stuffs to make their dialogue as real as possible

• Almost all of the students showed their improvement in all aspects of speaking.

The mean score of the students’ post-test 2 result was 72.5 The students'

individual score ranged from 60 as the lowest score until 85 as the highest

score and 35 of 38 students reached the passing grade.

Reflection Positive result: the improvements of students’ ability to tell the story in correct

grammar, logical organization, correct pronunciation, and variety of vocabulary

fluently.

Reflections as follows:

1. The students’ progress in speaking skill, they are:

+ Students are able to produce grammatically correct sentences

+ Students are able to speak fluently

+ Students are able to pronounce the words correctly

+ Students are able to produce correct vocabulary

2. The progress of class situation, they are:

+ Students pay more attention to the lesson and teacher’s explanation and want to to

the teacher’s instruction


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+ there were less students who talked to others during the class

+ There were less students who did non-academic activities during the instructional

process. They concentrated to do the activity.

+ Most students can answer the teacher’s questions

+ Students are more active and confident during teaching and learning process.

+ Most students were enthusiastic and enjoyed learning speaking with interesting

technique and worksheet.

+ Students are not shy to consult their difficulty

+ Students are more confident when they are asked to speak English, since they had

more time to practice.

The writer found that the students’ motivation in learning English especially in

speaking also improved, they were so enthusiastic following the lesson , and more

confident to speak . They also made fewer mistakes in performing dialogue. All of

the problems were solved in this cycle.

Findings as the

whole

The research findings after implementing the research in two cycles are as

follows:

• The improvement of the students’ speaking skill

• The improvement of students’ score

• The improvement of classroom climates

• The improvement of the students’ behavior towards English lesson

The process of the research stated in Table above is discussed in the following

section:

Cycle 1

1. Planning

After pre-observation, pre-questionnaire, pre-interview, and pre-test, the

researcher made a plan to teach speaking in the class. She prepared the

material which was taken from books and the internet. She also prepared

the teaching media in the form of pictures and video which were taken from

youtube video. She planned three meetings in the first cycle. She also made a

lesson plan for each meeting. Each meeting has it own goal to improve the

students’ skill. The first meeting is for learning the expression and the


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vocabulary, the second meeting is for the vocabulary review and tenses, the

third meeting is aimed to train the students’ fluency.

The researcher prepared the games to improve the students’ motivation

and interest in learning. In the first meeting, she used the snowball throwing

game, and the “tarian bamboo” game for the second meeting. She also made

tasks that should be done in group work, so the students can practice the

lesson.

Besides preparing the lesson plans, she also made power point

presentations to stimulate students’ background knowledge and copied

materials and worksheets for the students to support the process of

teaching and learning.

2. Action/Implementation

In this cycle, the researcher started implementing the scaffolding strategy

in the class. There are three meetings in this cycle.

Table 4.3 : Action/implementation

The meeting Indicators Activities

Meeting

1,2,3

• The students are able to

identify expression of

giving opinion


compose a script of role

play about asking and

giving opinion with the

correct grammar and

vocabularies based on the

context


perform the a dialogue

fluently

1. The teacher showed a

video that can invite the

students’ opinion

2. Explained about how to

express opinion.

3. Modelled the

expressions

4. Students imitated the

teacher’s modelling.

5. Teacher provided tasks

to improve the students’

speaking skill, such as:

- Explained about

snowball throwing

game.


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- Students played the

game. The goal of the

game was to make the

students practice asking

and giving opinion.

- The students worked in

pair to do the tense task

- The students were

introduced the

vocabulary related to

the context.

- The students worked in

group to compose a

dialogue.

a) The first meeting

On Monday May 16th

, the researcher began the research. English

lesson was the first lesson in the VII D’s schedule. The lesson was not

started at 7 am, because there was a flag ceremony first. Therefore, it

was started at 7.40 am.

When the bell rang, the researcher entered the VII class. The bell in

this school was unique, because the sound was an English teacher’s

voice. She said greeting in English. Some of the students were still

outside. Then, the researcher asked them to enter the class. The

researcher greeted the students “good morning students “, then they

replied “good morning, Miss”. The students replied in the wrong

intonation and pronunciation, so the researcher drilled them. The

students tried to have the correct intonation and pronunciation in

saying “good morning”. When the students already said the words

correctly, the researcher gave them complements, such as “good”;

“yes, that’s right”, and “you are smart students “.


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Before starting the lesson, the researcher checked the students’

attendance. There were no students absent on that day. Actually the

researcher prepared to use the LCD; however the LCD was being used

by the teachers. Therefore, she brainstormed the students orally. She

began to ask the students, “Do you know Justin Bieber?” Then some

students shouted “yeeeeeeeeeeeesss, Miss”. Some students said “tau

Miss, tauu!!!”, and some of them teased around saying “Justin Bieber

sapa buu? Gak kenal, gak kenal!!”. The researcher then said “alright,

so what do you think of Justin Bieber?”. Most of students responded

“handsome buuu!!”, “suaranya bagus”, “cakep buu”, etc.

Then the researcher wrote on the whiteboard the expressions used to

how to give opinion. It can be seen on the table below:

Table 4.4 : Expressions about asking and giving opinion

Asking opinion Giving opinion

� What do you think about...

� What’s your opinion of …

� How do you feel about ...

� How do you find about …

� In my opinion,

� I think …

� I feel that …

� Well, if you ask me ..

The students started to note down what the researcher writes. After

that, the researcher modelled how to pronounce the expressions. “Okay

students, pay attention please. Now I want to model the expressions,

you only need to listen carefully on how I pronounce each expression.

Jadi kalian tolong perhatikan dan dengarkan baik baik bagaimana

cara Miss mengucapkan kalimat ini “

The researcher started to model the expressions. She pronounced those

expressions for example “what do you think about, what’s your

opinion about, well, if you aske me, etc “


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After that, the students imitated the teacher. At first, they sounded like

mumble. They also pronounced some words incorrectly. For instance,

most of them pronounced opinion as /�’pInion/, ‘about’ as /�’bot/,

‘find’ as /fin/ and ‘ask’ as /a’:sk/. However, when they had more

drilling time, their pronunciation got better. The researcher also

pointed some students’ pronunciation. Furthermore, the researcher

explained the meaning of the expressions.

The researcher asked the students to give their opinion about Justin

Bieber using the expressions on the white board. “Well, I would ask

your opinion, and you have to give your opinion using the expressions.

Sekarang Miss mau nanya pendapat kalian dengan expressions di tabel

ask opinion dan kalian harus menjawab dengan expressions di tabel

give opinion.” Some students said “Miss, jangan susah susah nanya

pendapatnya yaa!”

“Jesyica, what do you think about Justin Bieber?” She answered it

uncertainly;” I think his song is good.” “Yes, you are right! What about

you, Sabjun?” “I feel he is not handsome “. All the students laughed

when they heard his answer. “Yes, it’s correct”. The researcher pointed

some students to give opinion of some statements and encouraged

them to use as many as possible expressions. The researcher also

corrected the students when they still had mistakes in pronouncing.

Next activities, the students played snowball throwing. All the students

were eager to play the game. Even, the students of another class

wanted to join the game. The researcher explained the rule of the

game. The researcher would throw the ball to one of the students. The

students that caught the ball taking had to express his/her opinion

about a statement given by the teacher. If the students could answer

correctly, she could throw the ball to another student, and so on.

After playing the game, the teacher recalled the students’ memory

about simple present tense. However, only some students remembered

the tense. Therefore, the teacher invited a student who still


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remembered the formula to write it on the whiteboard. The student

wrote the simple present formula for verbal sentence, so the researcher

added the formula for nominal sentence.

“Do you know what the difference between nominal and verbal

sentence is?”, the researcher asked. A student “S” shouted “kalo verval

itu punya verb Miss!”, the researcher responded “Yes, that’s right.

What about nominal sentence?anyone knows?” At that moment, no

student just kept silent. The researcher explained, “jadi kalo nominal

sentence itu kalimat yang gak punya kata kerja. Kalo verbal sentence

itu kalimat yang punya kata kerja. Ada yang bias kasih contoh kalimat

nominal kayak gimana? Bahasa Indonesia dulu gak papa deh”

A student “D” said, “saya ganteng, Miss!”. A student “S” responded,

“Itu bohong, Miss!” Suddenly the class laughed hearing the answer.

“Yes, that’s correct. Itu contoh nominal sentence. Kalo diinggriskan

kalimat itu gimana, anak-anak?” The students said, “I am

handsome!!”

The researcher continued explaining the verbal sentence and gave

examples to the students. After they understood, the researcher wrote

some questions about simple present tense, and then asked them to

answer it in front of the class. Most of them were still shy to come in

front of the class, but after the researcher encouraged them, they

actively took part in answering the questions.

After that, the students worked in group doing the tense tasks. They

were given 10 minutes to finish the task. The researcher turned around

the class to help whether students got the difficulties. After 10 minutes,

she asked “Have you finished?” and students replied “Not yet, Miss”.

“OK, I’ll give you 5 minutes more”. When they have finished the task,

the researcher discussed the answer with the students. Most of students

answered correctly, however the researcher still gave brief explanation

to them.


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Suddenly the bell rang, but before the researcher closed the meeting,

the researcher asked the students’ opinion about the lesson today. They

said “Enak Miss, ada gamesnya!” “Lebih mudeng, Miss!” “Saya jadi

agak pede maju ke depan Miss. Soalnya udah banyak diajarin

sebelumnya. ” The researcher also gave comments to students’

performance and motivated the students to be more thorough and

active in speaking. She also gave them homework to bring a picture of

famous people, film or food in the next meeting. Some students asked

“Miss, kalo gambar dari kartu, poster, atau koran boleh?” “Iya boleh.

Kalian boleh ambil dari mamanapun gambarnya.“ “Miss, besok game

lagi yaa!“ “Okay, we’ll see tomorrow”. The researcher closed the

meeting, “Thank you for your attention. See you next meeting.”

b. The Second Meeting

On Wednesday, 18th

May 2011 at 7 am, the researcher continued her

second meeting. The researcher asked the students whether they

brought their homework or not. Most of the students brought a picture.

They bought posters, printed pictures, pieces of newspaper etc. “Well,

today we are going to play Tarian Bambu game. We will do it outside

the class. Have you ever played it before?” They shouted,” Nooo,

Miss!” Then the researcher explained the game. All the students looked

very happy to have a game outside the class. Even the students

suggested the researcher to find a comfortable corner in the school

yard. At the beginning, the researcher found a difficulty to control the

students since the formation was too tight. Afterwards, she made the

bigger formation so she could monitor and handle the students’

movement and practice. The students did 5 or 6 movements, because

most of them could do the asking-giving opinion well.

After the game finished, the students learnt a dialogue of expressing

opinion inside the class. However, the researcher gave 5’ to take a rest

because the students seemed so tired. When the students could focus


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on the learning again, the researcher continued the lesson. The focus of

this meeting was on the students’ fluency and vocabulary.

This is one of the examples of the dialogue:

Chiko : Chica, what do you think of pop music? Do you like

them?

Chica : Well,if you ask me I don’t really like them. I’d prefer

jazz.

Chiko : Why? I think pop music is very easy listening.

Chica : In my opinion, jazz music is relaxing.

Similarly to the first meeting, the researcher modelled the dialogue

first and then asked the students to repeat after her. The researcher

corrected the students’ pronunciation after the students read aloud the

dialogue.

After read the dialogue, the researcher asked some questions such as

“Who are talking in this dialogue? What are they talking about?, etc”.

They also had to identify the expressions showing ask and give

opinion from the example given. Most of the students found the

expressions. The researcher and the students discussed vocabulary

items related to the topic.

Then, the teacher distributed an incompletes dialogue. The teacher

asked the students to work in pair to fill in the blank dialogue with the

correct vocabulary. Some students looked up in to their dictionary to

find the meaning of the words. The students enjoyed the group work

task, because they could learn together with their friends. Some

students were not shy to consult their difficulties to the researcher.

When the students were having group work, the researcher assisted

them. After they had finished, the researcher and the students

discussed the answer.

To enrich the students’ vocabulary, the students were asked to mention

possible opinion about food, artist, movie, and song. “Well students,


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sekarang coba kalo kalian ditanyain pendapat tentang food atau

makanan, kira- kira jawabannya ap?”, asked the researcher. A student

“M” answered, “delicious!” the researcher responded, “Good. Coba

yang lain apa lagi?” Some students shouted “Pedes, Miss!” “Asin,

asin!” “kalo harganya murah bisa,Miss?” The researcher replied “Iyaa

itu bener semuanya. Coba dicari di kamus bahasa inggrisnya pedes dan

asin apa?”

After the students found the English words, the researcher wrote in the

table.

The table 4.5 is drawn as follows:

Food delicious, salty, spicy …

Artist ….

Singer …

Song …

Film or Movie …

The students then had to fill the possible opinion about the other topics

with the researcher’s assistant.

In the end of the lesson, the researcher evaluated students’

performance by giving comments on their mistakes related to the

language components. The teacher motivated the students to be more

confident and active to participate in the activity.

Before the researcher closed the meeting, the researcher asked the

students to memorize the dialogue, and then they would practice it in

front of the class in the next meeting. The researcher closed the

meeting and said goodbye.

c. Third meeting

On Friday 20th

May 2011, the English lesson was started at 8 am,

because they had the exercise first. The researcher asked the students’

condition and feeling to the lesson.

“Well students, do you remember your homework?”, the researcher

asked then the students replied “suruh ngapalin dialog buu!!”


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“Have you memorized it at home? Uda dihapalin belum di rumah?”

“ sedikit bu!!”

“ Okey, lets review the dialogue first, then I’ll give you 5 minutes to

practice with your partner. “

The researcher pointed some students to perform the previous dialogue

in front of the class. Some students were still shy to perform, however

the researcher encouraged them. The researcher asked the other

students to pay attention to their friends’ performance. From the

performances, the students’ pronunciation and fluency were better than

before. For instance, they had pronounced the word “opinion”, “like”,

“find” etc correctly. They were also fluent enough in practising the

dialogue.

When they have finished, the students were asked to make a group.

She gave them 15 minutes to make a dialogue expressing asking and

giving opinion. Some students asked “Miss, kelompoknya sama kayak

kemaren (pre-test) boleh gak? “ “ Iya, boleh” .

The students immediately gathered with their group and started to

discuss about the topic of the dialogue. The researcher went around

each group to ask whether they had difficulties or not. “Students, the

topic of your dialogue can be about famous people, movie, food, and

so on. Atau kalo puny ide lain juga boleh “

They were not hesitant to ask to the researcher. They asked about the

vocabularies such as a student which names is “M” asked, “Miss, kalo

bahasa inggrisnya pinter menari itu good dancing bukan? “, then the

researcher responded, “Bukan, kurang ditambahin at itu. Jadi

harusnya good at dancing “. A student “H” asked, “Miss, menantang

itu challenging bener?” the researcher answered “yes, that correct”.

The researcher also taught them to pronounce correctly. They also

asked about the grammar, for example when a student “D” asked,

“Miss, bahasa inggrisnya ini juga murah itu gimana? “, the researcher

responded, “Kalo juga itu kalimatnya ditambah also sebelum kata


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sifat. Ini murah bahasa inggrisnya apa hayoo?”. He and his group

answered ,” it is cheap”. The researcher said, “Iya, bener. Jadi kalo ini

juga murah gimana?”, they answer hesitately ,”Um..it is also cheap

bukan Miss”. The researcher smiled and gave two thumbs for them,

“That’s right!”

The classroom situation when the students were doing the group work

was noisy because the students busily discussed and expressed their

idea. Many students opened their dictionary to search the English of

some words. They also consulted their dialogue to the researcher when

they have finished it.

After 15 minutes, the researcher asked “Have you finished class?”

Some of them said “Yes” and some of them said “Not yet”. “Okey, buat

kelompok yang sudah selesai, silahkan maju membawa script dialog

nya dan latihan mempraktekan sebelum penilaian besok. Dan yang

belum selesai, silahkan melanjutkan pekerjaannya.”

One by one group practiced the dialogue in front of the researcher. The

researcher surprised because they made a creative dialogue that were

better than the researcher’s expectation. However, she still found their

mistakes in making grammatically correct sentence and pronunciation.

Therefore, she corrected their mistakes and trained them to pronounce

correctly.

Suddenly, the bell rang so the researcher had to finish the lesson.

Luckily the rehearsal time was over. Before the lesson finished, the

researcher informed “Ok students, pertemuan berikutnya saya akan

mengambil nilai kalian. Tugas kalian adalah mempraktekkan dialog

kalian sebaik mungkin. Kalian boleh bawa apapun agar dialog kalian

seperti kenyataan. “

The student “J” asked, “berarti boleh bawa mainan Miss?” Other

students asked, “ boleh gak percakapannya di kantin atau di luar

kelas?” “boleh bawa gambar dan makanan, Miss?” the researcher

responded “Iya, boleh bawa apapun dan boleh praktek di luar kelas.


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Asalkan semua itu berhubungan dengan dialog loo yaa..jangan

disalahgunakan”

They shouted, “Okay Miss!!”

The researcher added, “Jangan lupa, yang dinilai itu cara ngomong

kalian(pronunciation), kelancaran kalian pas ngomong (fluency),

bener atau gak nya kosakata (vocabulary) dan grammar yang kalian

gunakan. Latihan yang sering yaa..”

When the students did not have any questions, the teacher closed the

meeting and said goodbye.

A student “W” followed me from behind and said “Miss, ntar hari

senin tolong masukin lagunya SID yang jika kami bersama di hp nya

Miss ya...mau kita pinjem”. And the researcher replied, “Yes, of course.

Jangan lupa malam seninnya sms Miss yaa..takutnya nanti

kelupaan.hehee”

d. Fourth meeting

On 23th

May 2011 the students were going to have post test 1. As usual

on Monday, the English lesson started at 7.40 am. When the researcher

walked to the class, she saw the students were practicing the dialogue.

She saw the students bringing bola bekel, snacks, picture, etc.

Before starting the post-test, she greeted the students and then checked

the students’ attendance. All students attended the speaking class that

day. Before starting to assess, the assessor told the scoring of post test

“Ok class. Today we are going to take a post-test and the aspects

scored are grammar, pronunciation, vocabulary, and fluency”. The

time given was 5-10 minutes each group. There were 8 groups to

perform. Some were very confident and their pperformancess were

great. They really made their dialogue as real as possible. Even, there

were some groups that having a dialogue outside the class because the

situation were on the park bench or in the yard.

Some of them were rather nervous but they could manage it

themselves.


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The researcher did not forget to take the photograph of the activity and

also record their dialogue.

The post test only took about 60 minutes, so the researcher used the

rest to evaluate and give comments to the students’ performances. She

praised the students, “Your performances were so good. Kalian sudah

banyak kemajuan dalam banyak hal. Meskipun ada juga yang masih

kurang. Yang masih grogi dan belum hapal dialog, lain kali diperbaiki

yaa. Pokoknya Miss bangga sama kemajuan, kerjasama dan

kekreatifan kalian”

The researcher also asked the students’ advices. They said, “Miss,

kelompoknya berempat berlima agak susah bikin dialognya. Kadang

kita lupa giliran ngomongnya kapan” “Miss, saya suka kalo ada game

nya. “ “Miss, karena sering diulang-ulang saya jadi lebih mengerti

dan lebih inget” etc.

The researcher took the students’ advices into consideration. When the

lesson was over, she closed the meeting and said “Thanks for students.

I’ll see you next time. Goodbye.”

e. Observation

To know whether using Scaffolding strategy integrated with games

and group work could improve the students’ speaking skill or not, the

researcher observed during the teaching and learning process. The

techniques were used for observing, as follows: (1) pre test and post test I,

(2) class observation. The pre test had been taken before the

implementation the actions of research and then, its results would be

compared with the post test results that it had been taken after the

implementation the actions. Next, the class observations were done

simultaneously when teaching and learning process happened. The

observation was made based on the field notes written by the observer.

Based on the observation from the first meeting to the fourth

meeting, it could be summarized that: (1) students were interested with the

activities during the learning process; (2) students were noisy but they


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were active in discussing the topic with their partners in pair; (3) Most of

students joined the discussion actively; (4) some students were still

nervous when they were asked to perform in front of the class; (5) some

students asked to teacher when they did not understand the topic or

instruction; (6) all students completed the task individually and in pair; (7)

some students still had difficulties in pronouncing some words related to

the topic; (8) some students also still could not speak English fluently; (9)

students completed the homework given by teacher; (10) students had

positive response when other students share their idea such as gave

questions, comments, and solution; (11) all students paid attention to

teacher when she explained the material; (12) students were creative in

making the dialogue.

f. Reflection

Generally, the teaching and learning process using Scaffolding

strategy integrated with games and group work could run well and

attracted students’ motivation in joining English class. It could be seen

from the students’ responses when they had the learning activities. Further,

the students paid much attention when the teacher gave explanation and

they were willing to do the instruction. They were more motivated and

interested when the researcher provided the games and lesson outside the

class. Based on the result of the observation, interview, and test with the

students, it was known that there was some improvement on students’

speaking skill. They were the grammar, fluency, vocabulary, and

pronunciation. The improvement of the students’ achievement can be seen

in the table below:


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Source of Data The condition before

implementing the

action

The condition after

implementing the action

Observation

And Interview

Speaking Skill Speaking Skill

1. The students got

difficulties to

produce

grammatically

correct sentences.

They still made

mistake in making

correct simple

present tense.

2. The students could

not pronounce the

words correctly.

They still made

mistakes to

pronounce the

words.

3. The students got

difficulties in

fluency. They often

made fillers in to

their speech.

4. The students had

difficulties in

vocabulary. Their

choice of words was

still limited.

Sometimes they

1. The students could produce

grammatically correct

sentences.

2. The students could

pronounce most of the

words correctly.

3. The students were more

fluent than before. They

could tell the story quite

smoothly without too much

pauses.

4. The students could express

the words they meant

without asking their friends.


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translated the words

literally.

Class Situation Class Situation

1. The students were

less interested and

concentrated during

the teaching

learning process.

2. The students liked

to talk to other

friends.

3. The students did

non-academic

activities during the

lesson, such as:

reading another

book or drawing.

4. The students were

not confident to

speak and answer

questions

5. The students looked

daydream, sleepy,

and bored during

the lesson.

1. The students were more

active and enthusiastic

during the lesson. They

started to ask and answer the

questions.

2. They were less talking to

friends.

3. They did not do non-

academic activity during the

class.

4. They were willing and

confident to speak and

answer questions

5. They felt more motivated

and did not feel sleepy and

bored again.


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Table 4.6 : The improvement of the students’ achievemen

The improvement of speaking skill can be viewed from the result of the

first post test which was higher than the students’ score of pre-test. The mean

score of pre test was only 36.67 while the mean score of post test 1 was 59.74.

After conducting the action of cycle 1, the writer also found students’

improvement point of each speaking skill aspect. The improvement could be seen

in the table below:

Table 4.7: Improvement Statisic per Indicator( in point)

Fluency Pronun Grammar Vocab

PRE-TEST CYCLE1 38.68 32.89 35.53 35.53

POST-TEST

CYCLE1 59.74 56.58 62.37 60.26

IMPROVEMENT

POINT 21.06 23.69 26.84 24.73

From the table above, writer concluded that ability in producing

grammatically correct sentences improved the most than the other sub skills. It

was followed by skill of producing variety of vocabulary, and then pronouncing

the words correctly. The last achievement was the ability to speak fluently.

Actually,the lesson plan had provided more time to drill and practice the dialogue.

However, they still felt difficult in pronouncing the word correctly and speaking

fluently.

Based on the results of observation which were gathered in field notes,

interview and the test above, it could be seen that there were increasing of the

aspects of speaking skill and class situation. All of the aspects of speaking skill,

such as: fluency, pronunciation, vocabulary, and grammar were completed,

Test The mean score of

pre-test was 35.66

The mean score of post-test

one was 59.74


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though they did not show great improvement. The class situation was also

improved. The writer concluded that teaching speaking using scaffolding strategy

integrated with games and group work attracted students’ curiosity in the lesson.

Through every stage in scaffolding, the students had more understanding on the

lesson. It also grew their confidence since they had more time to practice and had

a chance to learn the modeling first. Thus, it made the students encouraged to

practice their speaking skill. The games and group work techniques also played a

great role to make them more motivated and enthusiastic in learning English

which they did not feel sleepy and bored in the middle of the teaching-learning

process. The class became more conducive than before.

However, the writer found several positive results and some weaknesses in

the first cycle. They were explained as follows:

a. The strengths

1) There was an improvement on students’ speaking skill. It was

proven by result of the post test. The students’ mean score

improved from 35.66 in the pre test to 59.74 in the post test 1.

2) There was an improvement of students’ behavior in teaching

and learning process. The students became more active and

enthusiastic in every single activity either in group or

individually. They were not afraid to ask questions and

suggestions.

3) The students talked less to each other during the instructional

process. They paid more attention when the teacher gave the

explanation and wanted to do the task given. Most students

wanted to answer the teacher’s questions.

4) Most students stopped doing non academic activities and

could focus to the lesson, because they were interested.

5) Most students were happy and enjoyed learning speaking.


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b. The weaknesses

The students still got difficulties to pronounce words and make

grammatically correct sentences. It was proven by the result of post test. In

detail, the result of students’ achievement in fluency (38.6%), in

pronunciation (32.90%), in vocabulary (35.53%), in grammar (35.57%).

and the result of students’ improvement in fluency (21.6%), in

pronunciation (23.7%), in vocabulary (24.67 %), in grammar (26.83%).

PRE TEST AND CYCLE I

Table 4.8 : The Improvement of the Students’ Achievement

Data Source Before the Action After the Action

Observation

Interview

Questionnair

e

Pre-test

Post-test 1

1. Teaching and learning process

- The students tended to be passive

during the teaching and learning

process.

- The students were not interested in

joining English class especially

speaking because the teaching is

boring.

- The teacher did not give adequate

time, models, and practices for the

students to speak.

- The teacher didn’t explain the

speaking lesson clearly. .

- The students felt ashame to speak,

1. Teaching and learning process

- The students participated

more active by giving their

opinion, responding and

answering the researcher’s

instructions and questions.

The students also involved in

the group work.

- They were interested and

motivated to join the teaching

learning process. The students

were enthusiastic to perform

creative role play.

- By giving adequate model,

tasks and assistances, the

students understood more

about the lesson.

- The students were more

confident to speak English

because they had enough


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especially in front of the class.

2. Speaking Skill

- Vocabulary

The mean’s score of vocabulary was

1.78 of the total score (5). It meant that

the students mastered only on 35.53%

vocabularies. It could be explained that

there were limited range of vocabulary,

still frequent errors of word/idiom

form, choice, and usage. The meaning

was sometimes also confusing. The

students seemed got difficult to find the

appropriate words. They seemed to

have low understanding about

word/idiom form, choice, and usage.

- Grammar

The mean’s score of grammar was 1.78

of the total score (5). It meant that the

students mastered only 35.57%

grammar used in speaking. It can be

concluded that there were major

problems in simple/complex

constructions, errors of agreement,

tense, word order/function, pronoun,

and prepositions. The students only

produced a little correct grammar.

practice.

2. Speaking Skill

- Vocabulary

The mean of the students’

vocabulary in post test I was 3.01

of the total score (5). The mean

was higher than the mean of pre

test, which was 1.78 of the total

score (5). It could be explained

that there were adequate range of

vocabulary, occasional errors of

word/idiom form, choice, and

usage. The students used some

new vocabularies in their

speaking.

- Grammar

The mean of the students’

grammar in post test I was 3.12 of

the total score (5). The mean was

higher than the mean of pre test,

which was 1.77 of the total score

(5). It can be explained that the

students still made obvious

grammar mistakes. Some of them

made errors in sentence

constructions, tense, noun phrase,

and adverbs.


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- Pronunciation

The mean’s score of grammar was 1.64

of the total score (5). It meant that the

students only 32.90% speak in the

correct pronunciation. It means that

few words were pronounced correctly.

- Fluency

The mean’s score of fluency was 1.93

of the total score (5). It can be

concluded that the students just a little

made a communication. They had a

difficulty on saying their idea, so they

often made pauses in their speaking.

- Pronunciation

After the post test I, the mean of

the students’ pronunciations also

improved. The mean of the

students’ score in post test was

2.83 of the total score (5). It was

higher than the mean of the

students’ score in pre test which

was 1.64 of the total score (5).

From the result, it can be

explained that the students may

still have strong foreign accent.

They still pronounced some words

incorrectly.

- Fluency

The mean of the students’ fluency

in post test I was 2.99 of the total

score (5). The mean improved

from the mean of pre test which

was 1.93 of the total score (5). It

can be explained that the students’

speaking was very hesitant and

brief utterances. Sometimes the

students also made pauses in their

speaking.

Test

The mean score of pre-test: 35.66 The mean score of post-test I:

59.74

Strengths

There were some improvements of the students’ speaking skill:

- The students improved in their accuracy (vocabulary, grammar, pronunciation).


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- The students improved in their fluency.

There were some improvements students’ attitude towards speaking:

- Most of the students were more active during the teaching learning process. The students

were not ashame asking to the researcher about their difficulties. The modeling stage

made also them more confident and understood about the speaking lesson. The students

had more practice on speaking through imitating and group work stage.

Weaknesses

Besides the strengths, there were still some weaknesses of the teaching and learning process

in cycle 1:

The weaknesses of the students’ speaking skill:

- The students still pronounced some words incorrectly.

- The students still made pauses on their speaking or they confused to say their ideas.

- The students still had problems in choosing appropriate vocabulary. Some of them

translated the Indonesian words in English literally.

e.g : easy listen.

- The students still had some errors on grammar.

e.g : he is a good voice, too it is also cheap.

- Some students were still busy with their own activities, such as talking with their

friends, and doing another lesson subject.

The recommendation for cycle II:

- The researcher should make more activities to make the students practice their

pronunciation and fluency.

- The researcher should give clearer explanation about the grammar and give more tasks.

Therefore, they can practice grammar more.

- The researcher should also give them more tasks on vocabulary.

- The researcher should give more control to the students when they were doing the tasks.


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g. Revising the plan

Seeing the weaknesses found in cycle one, the writer decided that it was

needed to take the second cycle. She revised the plan for the next cycle. It was

done to get better results of the technique implemented. The writer thought that

the next cycle needed to give activities that take more attention in improving

students’ pronunciation, fluency, grammar and vocabulary. The researcher as the

teacher decided to give more task on those aspects.

Cycle 2

1. Revised Plan

Based on the result of the first cycle, the researcher realized that

there were improvements of the students’ speaking skill, but the

researcher still found a problem faced by the students. Some students

still had difficulties in pronouncing and having fluency. The students still

made grammar and vocabulary mistakes. In addition, the score of the four

indicators were still under the KKM. The students also found difficulties

when there were too many members in a group. Therefore, the researcher

should revise her lesson plan for the cycle 2. The revised plans were: (a)

The researcher should improve the students’speaking skill in the four

aspects by giving more exercises and time to practice and (b) The

researcher should reduce the number of people when the students were

going to work in a group; (c) the researcher should motivate the students

to be more actively participate in the teaching learning process.

2. Planning the Action

Before conducting the second cycle, the writer prepared everything

needed in the action and everything related to the action. They were as

follows: (1) the materials related to the topic; (2) lesson plans as teacher’s

guidance in teaching speaking; (3) students’ worksheet; (4) post test 2 that

would be given in the end of the cycle to find the improvement of the

second cycle compared with the first cycle; and everything related to the

action. In this cycle, the topic of material was different with the first topic,


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that was “express asking and giving things”. The procedure of the

teaching was still the same, but the researcher gave more exercises and

assistance to the students. Similar with cycle 1, the cycle 2 consisted of 3

meetings. Each meeting took 80 minutes. The objective of the lesson was

to solve the problems in the first cycle by focusing on students’

participation in doing the project, improving students’ behaviour from

passive to be more active, and improving students’ speaking skill

especially students’ pronunciation.

3. Implementing the action

In this step, the writer implemented the action plan that has been prepared

before.this cycle was conducted in three meeting.

a) First meeting

On Friday, 27th

May 2011 the researcher conducted the first meeting of

cycle 2. When the researcher entered the class, the students shouted

“Horeee, diajarin Miss Fithri lagiii!!” The researcher as usual greeted

them and checked their attendance. To brainstorm the students, the

researcher said “If I say, Sabjun, would you like to clean the

whiteboard, please?” “Hanifah, close the door, please!” itu contoh

kalimat apa anak-anak?” The students did not answer. The researcher

continued, “Okay, kalo kalimat ‘Sabjun, tolong hapus papan tulisnya

atau Hanifah, tolong tutup pintunya’ , itu kalimat apa?” The students

immediately replied “kalimat perintah, Miss!” “Yes, that’s correct!

Dalam bahasa inggris, kalimat itu disebut Imperative Sentences”

“Coba kalo mau nyuruh membuka pintu, bahasa inggrisnya gimana?

Anyone knows?” A student “Y” raised her hand saying “Open the

door, please!” The researcher responded “Yes, that’s right! Ayo coba

kasih contoh yang lain lagi” Some students mentioned the example of

imperative sentences.

When the students understood enough, the researcher distributed the

crossword puzzle worksheet. This worksheet was aimed to enrich

students’ verb vocabulary. It contained some verbs with the pictures.


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The students showed their interest in the puzzle. They said “Wah..udah

lama gak ngisi TTS ni” “Asyik, mainan lagi”

Even, they had already filled the crossword before the researcher

explained the rule. The students supposed to do it in pair. They were

allowed to open their dictionary. The classroom situation was quite

enough. The students really absorbed on doing the puzzle. When they

did not know the English word for the picture, they opened their

vocabulary. Some of them consulted to the researcher when they did

not see clearly what the picture is. For example, “Miss, yang nomer 7

itu lagi ngapain?” “kalo yang nomer 4 itu kaget ya Miss?” etc.

In fact, the students had finished it before the time was over. After that,

the students discussed the answer with the researcher. The researcher

invited the students to answer the questions. The students actively

raised their hand and wanted to answer the question. Even, they

scrambled to get the turn. The classroom situation was alive that day.

Almost all the students answered correctly.

Next, the researcher modeled the pronunciation of the words in

crossword, and then the students practiced pronouncing them. There

were some words that probounced incorrectly by the students. For

instance, they pronounced “kneel” as /keni:l/ , “shake” as / ek/,

“whistle” as /’w stle/, etc. The researcher drilled the students until they

got correct pronunciation.


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Next, the researcher explained the expressions used to ask and give

things. The expressions are written as bellow:

To ask for things, we can use:

Can I…., please?

May I…., please?

Can you…., please?

Could you… please?

Would you …, please?

To give the things, we can use:

Here you are.

Sure.

Of course.

To refuse to give the things, we can use:

I’m sorry. I’m using it.

Not now. I’m using it/them myself. Sorry.

Sorry, I’m using it/them right now

To show our gratitude, we say:

Thanks.

As usual, the researcher modeled it first then the students repeated.

Most of them pronounced incorrectly the words “would” as /wo ld/

“could” as /ko ld/ “course” as /kros/ and “here” as /her/. The

researcher immediately corrected their pronunciation.

Next, the researcher taught them how to make imperative sentences.

She gave them some examples. To check the students’ understanding,

she gave them exercise written on the whiteboard. Some of the

questions are:

you – open – window – can – the – please ?

may – lend – bicycle - please– I – your ? , etc

The researcher pointed some students to answer those questions. From

the students’ answers, it can be seen that they had some problems in

placing the verb and the article. Therefore, the researcher explained

more and gave some questions.

After they more understood, the researcher distributed the task to the

students. They were supposed to do the imperative exercises in group.

They were going to have a competition. Their job was to rearrange the

jumbled words into good imperative sentences. The winner was the

fastest and the most correct answer. The students showed their interest


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in this game. They asked “Miss, ada hadiahnya gak buat yang

menang?”, and the researcher replied “Yes, of course. Pemenang

pertama dan kedua akan mendapatkan hadiah”

The reward made the students more motivated. When the game started,

the classroom situation was noisy. Each group worked together to

solve the questions. While the students were doing the task, the

researcher went around among the groups. The students sometimes

opened their dictionary to find the meaning of difficult words.

The group that has finished doing the task had to write the answer in

the whiteboard. After all groups wrote the answer, they discussed it

with the researcher. The winner of this game was group 2 which the

score was 90 and group 5 which the score was 85. The researcher said

“Congratulations for the winner! You have done your best! Dan

hadiahnya akan Miss berikan di akhir pertemuan yaa..jadi tunggu saja

“ the winners said “yes, dapet hadiah!isininya buku dan bolpen saja

Miss”

The researcher evaluated the game and asked the students’ difficulties.

They said “masih sedikit bingung sama kata kerjanya dan a/an/the itu

lho Miss” , “ada yang gak tau artinya Miss” , etc. Therefore, the

researcher explained briefly again and also gave example questions.

The English class was over, but before the researcher closed the

meeting, she gave the students homework to make imperative

sentences from some verbs in the crosswords. The researcher said

goodbye then.

b) Second meeting

On Monday, 30th

May 2011 the researcher checked the students’

homework. She invited the students to answer each questions. Most of

the students had made the correct imperative sentences. Next, the

students would have an outdoor game, Uncle Sam says. This game was

aimed to review their previous lesson about vocabulary. The students

looked so enthusiastic doing this game.


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First of all, the researcher explained the rules of the game. The

students were supposed to do what the researcher said (Total Physical

Response). There would be a punishment for the students who did the

instructions incorrectly.

As the beginning of the game, the researcher said “Miss Fithri says,

wave your hand, please!” Some students immediately wave their

hands, but some students still did not know what to do. They only

imitated their friends. After some trials done, the researcher started the

real game.

The students laughed when they saw some of their friends did the

instructions incorrectly. They suggested the punishment for their

friends. The punishment was sang a song, danced, or gave the

instruction to other students. The learning situation was so alive that

day. Even, the students from other classes wanted to join the game.

They looked at the activity and sometimes laughed when a few of VII

D’ students did the punishment. The game was stopped when most of

the students had done the instruction correctly.

As usual, the students needed a break time after having outdoor lesson.

Thus, the researcher should wait until they were ready to continue the

lesson. After about 5 minutes, the researcher reviewed the expressions

to ask and give for things. The researcher drilled the students until they

got the correct pronunciation. The researcher also pointed some

students to pronounce the expressions.

Next, the researcher invited two students in front of the class to play

“the rolling paper” game. They had to make a short dialog about

asking and giving things which the topic was already written on the

rolling paper. These were some examples of the rolling paper topic:

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The students were eager to participate. In addition, the researcher also

gives plus point for the students who wanted to practice in front of the

class to motivate them. The researcher encouraged the students to use

as many as different language forms. For instance, they had to practice

to use not only “can you…” but also “could you …, would you …, may

I …” etc.

The researcher distributed the example dialogue of asking and giving

things the researcher modeled the dialogue first, then the students

repeated after her. Because they had more time to practice the

expressions, most of the students pronounced correctly and become

more fluent. In the next meeting, the students had to memorize the

dialogue and perform it in front of the class.

The researcher evaluated the students’ performance by giving

comments on their mistakes related to the language components. The

researcher also motivated them to be more confident and active to

participate in the class.

The researcher closed the meeting and said goodbye.

c) Third meeting

On Wednesday, 1st June 2011 the third meeting started. The researcher

opened the lesson by greeting and checking the students’ attendance.

There were no students absent that day. The researcher then asked the

volunteers to perform in front of the class. The student “D” and “H”

raised their hands. They practiced the dialog with not making any

mistakes. After they performed, one by one student took the chance to

practice. While their friends were performing, the students had to pay

attention to them. The students seemed more confident when they

asked to performed in front of the class. They were also more active to

participate.

Next, the researcher asked the students to compose a script about

asking and giving things. Because on the post test I the students were


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very creative to make a dialog that suited with the situation, the

researcher asked them to make another dialog completed with the

suitable situation. Thus, they might bring everything when performing

dialog as long as it was related to the dialog situation. And to solve the

weaknesses on the previous cycle, the students were free to choose the

members of their group. Each group might contain only two persons at

least and 4 persons at most. This was aimed in order to make the

students easier to memorize the dialog and become more creative.

However, the researcher offered assistance as enough as possible when

composing the script. The students had 15’ to make the dialog. When

they had finished, the researcher asked the students to try out their

performance before presenting it in the next meeting. The researcher

found most of the groups making a longer dialogue than the

researcher’s expectation. They also added new vocabularies and had a

very creative dialog. Although they still pronounced the new words

incorrectly, the researcher felt so happy for their hard work.

In the end of the lesson, the researcher encouraged the students. She

said “Well students, tomorrow will be your last post test. Jadi besok

adalah pos tes terakhir kalian..banyak – bnyak dipraktekkan dan

dihapalkan dialognya. Yang mau bawa alat pendukung kayak

makanan, alat tulis dan sebagainya besok jangan lupa dibawa. Sejauh

ini Miss bangga karena kalian puny ide yang bagus. Semangat buat

next meeting yaa anak – anak!!”

The students responded “Siap Miss!”

The researcher said “See you students. Thanks for your participation.

Goodbye “. Finally, the researcher closed the meeting. “

d) Fourth meeting

On Friday, 3rd

June 2011 the students had post test II. When the

researcher walked to the class, she saw the students were practicing the

dialogue. She saw the students bringing snacks, arranging the chairs,

the ball etc. The students were well-prepared to perform this day.


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Before starting the post-test, she greeted the students and then checked

the students’ attendance. Two students were absent that day, they are

student “A” and “K”. The groups which the member was absent had to

revise their dialogue. Before starting to assess, the assessor told the

scoring of post test “Ok class. Today we are going to take a post-test

and the aspects scored are grammar, pronunciation, vocabulary, and

fluency”. The time given was 5-10 minutes each group. There were 8

groups to perform. Some were very confident and their performancess

were great. They really made their dialogue as real as possible. Even,

there were some groups that having a dialogue outside the class

because the situation were on the park bench or in the yard.

Some of them were rather nervous but they could manage it

themselves.

The researcher did not forget to take the photograph of the activity and

also record their dialogue.

The post test only took about 75 minutes, so the researcher used the

rest to evaluate and give comments to the students’ performances. She

praised the students, “performance kalian semuanya bagus bagus.

Kalian sangat kreatif dalam membuat topic percakapan. Saya salut

dengan kalian yang pasti sudah banyak berlatih di rumah “

When the researcher still discussed with the students, a teacher entered

the class and wanted to explain about the final exam. Thus, the

researcher had to finish the lesson earlier. Because it was the last

meeting, the researcher said “makasih banyak buat partisipasinya

selama ini.

4. Reflecting the action

After conducting the action of cycle 2, the writer also found

students’ improvement point of each speaking skill aspect.

The researcher concluded that ability in producing richer

vocabulary still improved the most than the other sub skills. It was

followed grammar, pronunciation and fluency. The mean score of the


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students’ post-test 2 result was 72.50 The students' individual score ranged

from 60 as the lowest score until 85 as the highest score and 32 of 38

students reached the passing grade.

Considering the facts of some improvements dealing with teaching

speaking by scaffolding strategy, finally the researcher decided to stop the

cycle. There were some reasons for stopping the research in two cycles.

They were as follows:

a) The aspects of speaking skill were completed. They could produce

grammatically correct sentences, speak fluently, pronounce the words

correctly, and use variety of vocabulary.

b) Beside the speaking skill, the students’ motivation also increased. They

were more active and enthusiastic during teaching learning process. They

also had more concentration to the lesson; they did not do non-academic

activity during the class. They were no more shy to speak up.The

classroom climate was also became more conducive than before.

c) There was improvements of the mean score between pre-test and post-

tests, from 35.66 – 59.74– 72.50. From the pre-test and post-tests scores,

there was also improvement of students who had scored more than the

minimum standard score.

d) The writer only had limited time to conduct the research. The school gave

one month to finish the implementation of the research. It was because the

school would hold a semester test for all the students.

C. Discussion

In this section, the result of findings in cycle 1 and cycle 2 are discussed.

The data discussed come from the observation, interview, questionnaire and result

of pre-test and post-test in cycle 1 and 2.

In pre-research, the observational data (observation and field notes)

showed that the situation of the class which was observed was not conducive for

teaching learning activity. Some of them showed ‘off-task’ behaviour, for

example talking with their peers, doing another lesson’s homework, drawing, etc.


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The students were also shy to speak up because they afraid of making mistakes. It

makes them passive in the teaching and learning process.

In the first cycle, there were some improvements. Students’ enthusiasm

and motivation increased in joining learning activity. The students were more

active and enthusiastic during the lesson. They started to ask and answer the

questions. The students were more active and enthusiastic during the lesson. They

started to ask and answer the questions. They were less talking to friends. They

did not do non-academic activity during the class. They were willing and

confident to speak and answer questions. They felt more motivated and did not

feel sleepy and bored again. Besides the improvements happened, the problems

also raised after cycle 1. The students still pronounced some words incorrectly.

They still made pauses on their speaking. The students still had problems in

choosing appropriate vocabulary. Some of them translated the Indonesian words

in English literally, e.g : easy listen. The students still had some errors on

grammar e.g : he is a good voice, too it is also cheap. Some students were still

busy with their own activities, such as talking with their friends, and doing

another lesson subject.

In the second cycle, the problems faced after cycle 1 could be solved. All

students were active in discussion. Every student took their parts in completing

the tasks. They did each task well. They could work together with their partners.

In addition, they could make some creative ideas to perform.

They were more active and enthusiastic during teaching learning process.

They also had more concentration to the lesson. They did not do non-academic

activity during the class. They were no more shy to speak up. The classroom

climate was also became more conducive than before.

Second, in the end of cycle 2, the researcher interviewed four students to

give comments about the learning process. They had good response towards the

activities and enjoyed the situation of class. Below is the transcript of the

interview with Dicky Zaelani Pangestu (DZP), Eni Prakusyawati (EP), Febri

Ariyanto (FA), Widi Setiyawan (WS).


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Researcher : Bagaimana menurut kamu setelah pengajaran yang saya

lakukan?

DZP : Tambah baik karena latihannya lebih banyak. Guru sering ngasih

contoh dulu sebelum mengucapkan sesuatu, jadni saya tahu gimaa cara

ngomong yang benar. Tambah latihan juga.

EP : Menyenangkan sekali Miss, ada permainan sama kerja

kelompoknya. Terus waktu guru sering nyuruh ngomong di ulang – ulang

bikin saya makin lancar. Diajarin banyak kosakata dan sering di ulang –

ulang bikin saya hapal.

FA : Dapat dipahami, menyenangkan

WS : Enak Miss. Saya jarang bosen. Ngomongnya jadi lebih lancar

sekarang. Kata – kata bahasa Inggris saya juga makin banyak.

Researcher : Kalo adanya permainan dan kerja kelompok pengaruhnya

apa buat kamu?

DZP : Ada permainan dan kerja kelompok bikin pelajaran lebih menarik

dan lebih mudeng.

EP : Banyak game bikin gak bosen. Kerja kelompok bikin saya lebih

mudeng. Guru sering nyuruh latihan ngomong berulang- ulang bikin saya

makin lancar.

Researcher : Masih suka malu maju di depan kelas?

DZP : Iya Miss, tapi sedikit. Soalnya majunya kelompok,jadi saya gak

terlalu takut. Apalagi saya sudah diajarin berkali – kali mempraktekan

dialog, jadi lebih pede.

From the interview above, it can be seen that students enjoyed the

activities. The strategy on scaffolding and the supporting techniques helped them

to improve their speaking skill.


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Third, the result of the test (pre-test and post-test) in cycle 1 and cycle 2

showed improvement of speaking skill including vocabulary, grammar,

pronunciation, and fluency. It can be seen from the graphic below:

Graphic 4.1.: The Score of Speaking Aspects

This improvement also can be seen from the increase of mean score. The

mean score increased from pre-test in which mean score 35.66 became 59.74 in

cycle 1 and improved to 72.50 in cycle 2. It can be showed on the graphic below:

Graphic 4.2.: The Increasing of Students’ Mean Score

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Those graphics above are derived from the data on the table below:

Table 4.9.: Comparison of Score in Cycle 1 and Cycle 2

Pre-test Cycle 1 Cycle 2

Grammar 1.78 3.12 3.78

Vocabulary 1.78 3.01 3.80

Pronunciation 1.64 2.83 3.47

Fluency 1.93 2.97 3.41

Mean score 35.66 59.74 72.5

From the observational data, interview, and test in cycle 1 and cycle 2

showed above, it can be summarized that the students’ motivation and enthusiasm

increased. They were motivated to improve their speaking skill.

Based on the discussion above, Scaffolding Strategy has some strengths

and weaknesses. There are four steps in Scaffolding Strategy: modeling, imitating,

removing, and achieving. Specifically, there are five different instructional

scaffolding techniques: modeling of desired behaviors, offering explanations,

inviting student participation, verifying and clarifying student understandings, and

inviting students to contribute clues. When those five different instructional

scaffolding techniques were integrated with games and group work, they made the

improvement on the students’ speaking skill. The games and group work provided

a chance for students to solve a problem themselves through active discussion and

individual effort. The students encountered many difficulties when asked to

participate in the activities. The assistance in the scaffolding itself will raise the

students’ motivation and attitude in learning new skill. Therefore, it can be

concluded those reasons are the strength of the scaffolding strategy.

Meanwhile, there are some weaknesses of this strategy. Scaffolding teaching can

only be successful when the teacher does the correct preparation. We must first

assess the students’ skills and basic understanding, and then create a lesson plan

of that. Without this preparation scaffolding teaching will be unsuccessful and

students will not receive the benefits of this teaching method. To get the maximal

result, Scaffolding strategy should be integrated with the suitable techniques,

because the techniques are as important as the strategy itself.

Therefore, the teacher played a crucial role in arranging this. Besides that,

this strategy was time-consuming because the teacher should give assistance until


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the students can do the tasks independently. Although there are some drawbacks

to the use of scaffolding as a teaching strategy the positive impact it can have on

students’ learning and development is far more important.

Especially in teaching speaking, less of exercises caused some problems

such as fluency and pronunciation not to be able to overcome optimally. Because

they were a complex skill, they needed more time to practice it. Implementing

Scaffolding strategy to teach speaking needs long time because the teacher should

practice the students’ pronunciation, grammar, and pronunciation to achieved

fluency.

Scaffolding strategy integrated with games and group work is one of the

alternative methods in teaching speaking. After implementing Scaffolding strategy

integrated with games and group work, the students’ mean score of speaking

increased. The improvement and change of the students’ attitudes toward speaking

prove that Scaffolding strategy integrated with games and group work is

appropriate and useful to improve students’ speaking skill, actually for the VII D

students of SMP Negeri 4 Sukoharjo.


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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

In the end of the process of implementing the Scaffolding Strategy in

teaching and learning process, research data have been collected, and analyzed.

And directly from the research findings, they give the answers of the research

questions in the beginning of the research. And the research can be concluded as

follows:

1. The implementation of scaffolding strategy through games and group work

improve students’ speaking skill.

It is shown from the scores they got in the tests either in the first or second

cycle. They got 37.5 for pre test, 59.74 in post test I and 72.5 in the post test

II. Using scaffolding strategy through games and group work, the students

were able to improve their skill in speaking. They could make grammatically

correct sentences and pronunciation. They could also have enough vocabulary

in speaking. In addition, they spoke English more fluent.

2. The implementation of scaffolding strategy through games and group work

engage the students’ attention.

As the principals of the scaffolding strategy are giving enough assistance until

they can do the tasks independently, the students had deep understanding

about the lesson and self confidence to do the tasks. The modeling and

imitating stage in scaffolding strategy reduced the students’ anxiety in

learning new material.

Besides, the classroom situation also improved by the implementation of

Scaffolding Strategy. It gave a positive effect to the classroom atmosphere.

The games and group work that were functions as the ‘scaffolding’ made the

students participated actively in the learning process. They worked

cooperatively with the other friends, and they had more opportunities for

optimizing their potencies. In addition, they were more confidence to ask

questions and express their different ideas. They were very enthusiastic and

not reluctant to speak and do the tasks.


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As a result, those techniques were able to improve the students’ skill in

speaking. The students were able to make grammatically correct sentences,

pronounce words correctly, speak more fluent, and have more choice of

words.

3. The implementation of Scaffolding strategy to teach speaking has strengths

and weaknesses.

There are four steps in Scaffolding Strategy: modeling, imitating, removing,

and achieving. Specifically, there are five different instructional scaffolding

techniques: modeling of desired behaviors, offering explanations, inviting

student participation, verifying and clarifying student understandings, and

inviting students to contribute clues. When those five different instructional

scaffolding techniques were integrated with games and group work, they made

the improvement on the students’ speaking skill. The games and group work

provided a chance for students to solve a problem themselves through active

discussion and individual effort. The students encountered many difficulties

when asked to participate in the activities. The assistance in the scaffolding

itself will raise the students’ motivation and attitude in learning new skill.

Therefore, it can be concluded those reasons are the strength of the scaffolding

strategy.

Meanwhile, there are some weaknesses of this strategy. Scaffolding teaching

can only be successful when the teacher does the correct preparation. We must

first assess the students’ skills and basic understanding, and then create a

lesson plan of that. Without this preparation scaffolding teaching will be

unsuccessful and students will not receive the benefits of this teaching

method. To get the maximal result, Scaffolding strategy should be integrated

with the suitable techniques, because the techniques are as important as the

strategy itself. Therefore, the teacher played a crucial role in arranging this.

Besides that, this strategy was time-consuming because the teacher should

give assistance until the students can do the tasks independently. Although

there are some drawbacks to the use of scaffolding as a teaching strategy the


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positive impact it has on students’ learning and development is far more

important.

Especially in teaching speaking, less of exercises caused some problems in

fluency and pronunciation cannot overcome optimally. Because fluency and

pronunciation were complex aspects, they needed more time to practice it.

Implementing Scaffolding strategy to teach speaking needs long time because

the teacher should practice the students’ pronunciation, grammar, and

pronunciation to achieved fluency.

B. Implication

Teaching speaking should be well prepared in order to create

meaningful and interesting activities and tasks. In this case, the scaffolding

strategy can be categorized as a good teaching. It should be an effective

strategy in teaching any skills, also for speaking skill.

Scaffolding strategy emphasizes on giving more tasks and assistances to

provide meaningful activity and cover major aspects in speaking. The four

stages in scaffolding help the students prepare their mental and also reduce

the students’ anxiety to learn a new lesson. The assistances that are offered in

the four steps of scaffolding make the students have deep understanding about

the lesson and self confidence to do the tasks.

The scaffolding strategy better combined with other techniques so that

the use of games and group work are beneficial in improving the aspects of

speaking. It has proven as the effective way to improve the students’ skill in

speaking. The students can produce grammatically correct sentences, have

more vocabulary in speaking, speak more fluent and easily get the ideas in

conversation.

Therefore, it implies that scaffolding strategy through games and group

work can be used as one of alternative strategy that is effective in teaching

learning English especially in speaking to the seventh grade students of junior

high school.


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C. Suggestion

Based on the conclusions and implications above, some suggestions are

proposed related to the teaching of speaking as follows:

1. To the teacher:

a. Scaffolding strategy should be used in the teaching of any skills, since this

strategy is useful when the teacher is going to teach a new material that

may be difficult to the students.

b. In implementing Scaffolding strategy to teach speaking, initial

identification of students’ basic competence in speaking (grammar,

vocabulary, pronunciation, etc) and students’ interest is needed. It is used

to determine topic, material, media and activities.

c. It will be more effective if Scaffolding strategies applied in small number

of students. It helps the teacher in controlling the situation and correcting

pronunciation of the pairs.

2. To other researchers:

a. Scaffolding strategy through games and group work is just one effort to

improve students’ speaking skill. It can be a reference to other researchers

to develop new methods of teaching English particularly in teaching

speaking to improve students’ speaking skill.

b. The result of the study can be used as additional reference for other

researchers to improve other skills such as listening, writing and reading

by using Scaffolding strategy.