IMPROVING THE STUDENTS’ SPEAKING IMPROVING THE STUDENTS’ SPEAKING SKILL THROUGH STORY JOKE TECHNIQUESKILL THROUGH STORY JOKE TECHNIQUE

( A Classroom Action Research at Eighth Grade )

Writer:NUR DWI YANTII

ENGLISH DEPARTEMENT SCHOOL OF TEACHER TRAINING AND EDUCATION

English is one of the language in the world that master in many various field globally.

English is a media for communicating both speaking and writing.

Now, many companies have policy to their employments to have English both oral and written.

And English also has role in transferring science and technology.

The researcher would teach speaking through the story joke for developing speaking skill SMTP’s students in SMP. Because the researcher find, the effective method to teach using this technique. Especially for junior high school at eight grade.

Based on the limitation of the problem above, the researcher formulates the study as follow: How does the researcher improve the student’s speaking skill through the story joke at 8th grades.

By using story joke in teaching speaking skill to the eighth grade students of; it motivates and encourages students to practice speaking English. It makes them enjoy expressing their feeling, ideas, opinion and even in messages and suggestions. Since it is fun activity, it helps students to take part in practice.

• Speaking consists of producing systematic verbal utterances to convey meaning. (Utterance is simply thing people say).

• Flores said, “Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information”

• Speaking is one activity to share information, idea, and felling by sound produce that signify and then we can make some communication with other people

A joke is a short story or ironic depiction of a situation communicated with the intent of being humorous. These jokes will normally have a punch line that will end the sentence to make it humorous. A joke can also be a single phrase or statement that employs sarcasm. The word joke can also be used as a slang term for a person or thing which is not taken seriously by others in general. A practical joke or prank differs from a spoken one in that the major component of the humor is physical rather than verbal (for example placing salt in the sugar bowl).

Joke, http://en.wikipedia.org/wiki/Joke

Try to create humorous situations for role-plays and dialogues.

Changing the context of that tedious role-play in the textbook to a fun one that allows the same structure to be practiced will make quite a difference in the end.

Teacher may also have students change the tone of their voices and dress differently, reinventing the character, while role-playing.

Action research can be described as: any research into practice undertaken by those involved in that practice, with an aim to change and improve it. It is therefore, a process of enquiry by you as a practitioner into the effectiveness of your own teaching and your students’ learning.

Step of CAR (Classroom Action research)

Step of CAR (Classroom Action research)

• Planning, data collection based on the problem and tested the hypothesis by empirical measures based on initial observations in general and can be as a reference to reveal the factors supporting and inhibiting the implementation of the action

• Action is a variation of careful and prudent practices which are recognized as the idea into action and used as guidelines for the development of the next actions with a view to improving the situation.

• Observation serves to document the effect of actions oriented to the future, as well as providing a basis for reflection now.

• Reflection is a reminder and a action ponder exactly as has been observed. Reflection is an activity analysis, interpretation and explanation (explanation) of all information obtained value from observations on the implementation of the action.

• Planning, data collection based on the problem and tested the hypothesis by empirical measures based on initial observations in general and can be as a reference to reveal the factors supporting and inhibiting the implementation of the action

• Action is a variation of careful and prudent practices which are recognized as the idea into action and used as guidelines for the development of the next actions with a view to improving the situation.

• Observation serves to document the effect of actions oriented to the future, as well as providing a basis for reflection now.

• Reflection is a reminder and a action ponder exactly as has been observed. Reflection is an activity analysis, interpretation and explanation (explanation) of all information obtained value from observations on the implementation of the action.

RESEARCH METHODOLOGY

Purpose of the ResearchSpeaking process through story joke it about

learning process using a story joke collaborated with dialogue or conversation with humorous stories, to make the student is free to express in speaking activities. This involves students and teachers, thus forming a good cooperation between students and students and also between students and teachers.

Place and Time Place and Time

The research was taken a place at Junior High School Students Grade VIII in SMP. This research takes place for one semester.The class under study is class VIII. Each class consists of twenty or thirty students. The teaching process is carried from 07.15 am to 12.30 pm.

The research was taken a place at Junior High School Students Grade VIII in SMP. This research takes place for one semester.The class under study is class VIII. Each class consists of twenty or thirty students. The teaching process is carried from 07.15 am to 12.30 pm.

Subject of the ResearchSubject of the Research

The subject of the research is the students at Senior High School Grade VIII. The researcher took 20 sampling (students) for the research.

The subject of the research is the students at Senior High School Grade VIII. The researcher took 20 sampling (students) for the research.

RESEARCH FINDING AND ANALYSISCycle 1:Planning : The researcher prepared the material,

greeted and asked the student’s condition, introduced the topic of the day is Do You Know, explained the topic about Do You Know

Action: The researcher gave 45 minutes to practice and activate the dialogue. Then she divided the students in pairs and asked them to make a dialogue about Do you know

• ObservationIn this part the researcher observed that they had problem in their pronunciation. The teacher gave correction and comment to student’s performance and pronunciation.

• ReflectionWhen first introduced to the topic of students

who passed, they still seemed confused and were not used

Research in cycle 1:• When learning starts, researchers were not

familiar with the character and condition of the eighth-grade students.

• The students’ courage when they start to make conversation is still less.

• Most of them still do not understand the meaning of funny in a short conversation topic.

• They still make a lot of mistakes in pronouncing of the sentence

Research in cycle 1:• When learning starts, researchers were not

familiar with the character and condition of the eighth-grade students.

• The students’ courage when they start to make conversation is still less.

• Most of them still do not understand the meaning of funny in a short conversation topic.

• They still make a lot of mistakes in pronouncing of the sentence

Cycle 2 :

PlanningThe researchers divided the students in pairs; thus forming 10 pairs to

practice speaking.ActionThe researcher read some examples of dialog text and asks to students

to follow it. Then the researcher asked students to translate dialog text together so that students understand the meaning of the dialogue

ObservationIn this part the researcher observed that they had over come their

problems, it proves that they could speak in simple dialogue even they made mistake about the pronunciation

ReflectionThe researcher must make safety felling for the students. And make

the atmosphere of the class being fun. There was a little increasing in their pronunciation from the dialogue.

Cycle 3 Planning The researcher took the sample material from the text

book. She divided the students in pairs.ActionThe researcher read loudly some stories joke dialogue.

Students work together in pair workObservationthe students were so have fun and joyful with the

conversationReflectionTheir enthusiasm were high when that researcher chose

simple conversation from the story joke dialogue. The students again invited to talk in front of the class

Analysis DataResearcher Finding Cycle 1 • When learning starts, researchers were not familiar

with the character and condition of the eighth-grade students.

• The students’ courage when they start to make conversation is still less.

• Most of them still do not understand the meaning of funny in a short conversation topic.

• They still make a lot of mistakes in pronouncing of the sentence

Research finding in cycle 2 are :• Understanding of students with story joke making

the atmosphere more fun in class.• Students’ courage to talk to occur after the split into

pairs.• Fluency and pronunciation, have increasing when

compared with the first cycle.• Researcher is beginning to understand the character

of each student

Research finding in cycle 2 are :• Understanding of students with story joke making

the atmosphere more fun in class.• Students’ courage to talk to occur after the split into

pairs.• Fluency and pronunciation, have increasing when

compared with the first cycle.• Researcher is beginning to understand the character

of each student

Research finding in cycle 3 are :• There the competition was held among the pairs work• The students were more interested when did the

conversation with their pairs work• Building relationship with among students was very

important.• In trusting relationship, the threat that students feel is

reduced and therefore no defensive learning in promoted

• Students can learn from their interaction with each other as well as their interaction the teacher.

Research finding in cycle 3 are :• There the competition was held among the pairs work• The students were more interested when did the

conversation with their pairs work• Building relationship with among students was very

important.• In trusting relationship, the threat that students feel is

reduced and therefore no defensive learning in promoted

• Students can learn from their interaction with each other as well as their interaction the teacher.

AnalysisThe improving process in teaching speaking through

story joke from every cycle is figured in this graphic design:

AnalysisThe improving process in teaching speaking through

story joke from every cycle is figured in this graphic design:

From figure above, it’s figured two aspects from students’ speaking skill, fluency and pronunciation.From figure above, it’s figured two aspects from students’ speaking skill, fluency and pronunciation.

CONCLUSION AND SUGGESTIONSCONCLUSION AND SUGGESTIONSConclusions • After the research about improvement student’s speaking skill

through Story Joke, there the conclusions from three cycles.• Researchers found that student’s still lack confidence• Diverse character of the students who make the researchers

experienced difficulties when it first gives the subject matter.• Students less familiar with the funny stories that the teacher

read• Classroom atmosphere of a crowded and less fun to make

students feel bored• Contribute a better translation• Have to prepared story joke in advance and selected

Conclusions • After the research about improvement student’s speaking skill

through Story Joke, there the conclusions from three cycles.• Researchers found that student’s still lack confidence• Diverse character of the students who make the researchers

experienced difficulties when it first gives the subject matter.• Students less familiar with the funny stories that the teacher

read• Classroom atmosphere of a crowded and less fun to make

students feel bored• Contribute a better translation• Have to prepared story joke in advance and selected

SuggestionSuggestiona. The recommendation as follow for teacher :

– The teacher should make conducive and make comfortable in the class.

– It is good for teacher to introduce the topic to be discussed to students.

– Before teaching, teacher should structure and plan this technique carefully

– Teacher must be able to manage the class and the time in order to make students be more active and involved to the activity and make it runs well.

– The teacher should keep monitoring during the stages– Positive reinforcement helps the students to develop correct habits.– Ask the students to translate a short conversation on the matter of

dialogue.

a. The recommendation as follow for teacher :– The teacher should make conducive and make comfortable in the

class.– It is good for teacher to introduce the topic to be discussed to

students.– Before teaching, teacher should structure and plan this technique

carefully– Teacher must be able to manage the class and the time in order to

make students be more active and involved to the activity and make it runs well.

– The teacher should keep monitoring during the stages– Positive reinforcement helps the students to develop correct habits.– Ask the students to translate a short conversation on the matter of

dialogue.

b. For the students :• If student find difficulties in understanding the

dialogue, they should ask the teacher for clearer explanation.

• The students should be active in participating during the lesson

• The students should remind their friends to keep speaking English

b. For the students :• If student find difficulties in understanding the

dialogue, they should ask the teacher for clearer explanation.

• The students should be active in participating during the lesson

• The students should remind their friends to keep speaking English