Professional Documents
Culture Documents
The Writer
DIYAH RISMA MAULANI
NIM: 23030150128
2018
CHAPTER 1
INTRODUCTION
A. Background of Study
B. Research Question
Based on the background of the research, the researcher formulates
the research questions as follows:
1. How is theprocess of teaching vocabulary without visual media aids of
the seventh grade of SMP Muhammadiyah?
2. How is the process of teaching vocabulary by using visual media aids of
the seventh grade of SMP Muhammadiyah?
3. what is the differences between teaching vocabulary by using visual
media aids and without visual media aids of the seventh grade of SMP
Muhammadiyah?
1. Practically Benefits
a) For teacher
b) For students
2. Theoretical Benefits
a) The finding of this study can be used to evaluate and reflect the way
of teaching vocabulary in the institution.
b) The finding of the research can used by other researchers who want
to conduct research on students’ vocabulary mastery by visual aids.
c) It should motivate the teacher to change the technique used for
teaching vocabulary.
1. Effectiveness
LITERATURE PREVIEW
B. Theoretical Framework
1. Speaking
a. Teaching Speaking
Teaching speaking gives a systematic information, instruction,
or training to students about how to convey meaning to communicate
with other by using correct sounds and words. In line with that
statement, Nunan in Thomas (2011:18) describes what teaching
involves. He stated to teach speaking means to teach language learners
to:
1) Produce the English speech sounds and sound patterns;
2) Use word and sentence stress, intonation patterns and the rhythm
of the second language;
3) Select appropriate words and sentences according to the proper
social setting, audience, situation and subject matter;
4) Organize their thoughts in a meaningful and logical sequence;
5) Use language as a means of expressing values and judgments; and
6) Use the language quickly and confidently with few unnatural
pauses, which is called as ability.”
2. Drill
a. Definitions and Types of Drill
A drill is “A type of highly controlled oral practice in which the
students respond toa given cue. The response varies according to the
type of drill.” (Matthews, Spratt,and Dangerfield 1991: 210). Drills
are used usually at the controlled practice stageof language learning so
that students have the opportunity to accurately try outwhat they have
learned. Drills help students to develop quick, automatic
responsesusing a specific formulaic expression or structure, such as a
tag ending, verb form,or transformation.Drills have been much
maligned for their behavioristic, stimulus-responsenature and for the
mechanical, repetitive practice they provide.
In classrooms thatuse the audiolingual method, which became
popular in the 1950s, drills are basicto language teaching.Many of us
know that drill-based lessons are not always particularly
stimulating.In fact, you may remember language drills in which you
could accuratelyrespond in the drill without knowing what you were
saying. However, drills do respond to the learning style of those who
learn wellthrough memorization and repetition.Drills can be useful
teaching-learning material because they provide practice of small,
manageable chunks of language. This helps to build confidence and
automaticuse of structures and expressions that have been drilled.
Also, they can bepart of a teaching or learning sequence that
progresses from more towards less controlledpractice. According to
Kani and Sa'ad (2015) drill has the following good sides or
advantages:
It ensure perfection of skills
It makes learning more permanent as it is made habit at heart and
practical in limbs by doing.
In most times, it’s interesting
It allows learners to learn by themselves.
It holds what has already been grasped
Reinforcement is present in drill.
Type of drill base on Diane Larsen-Freeman (2000: 47-49)
states that there are several kinds of drill techniques used in audio-
lingual method: Dialog memorization, Backward build-up (expansion)
drill , Repetition drill, Chain drill, Single-slot substitution drill,
Multiple-slot substitution drill, Transformation drill, Question-and-
answer drill, Use of minimal pairs, Complete dialog, Grammar game.
b. Repetition Drills
Repetition drills are useful for familiarizing students quickly
with a specific structureor formulaic expression (Doff 1990:71). The
teacher’s language is repeatedwith no change. Be sure to teach the
meaning of the utterance first. The examplethat follows illustrates this
type of drill:
Teacher: It’s cold outside.
Students: It’s cold outside.
Teacher: It’s warm outside.
Students: It’s warm outside.
Because repetition drills are extremely mechanical, they should
not be used for prolongedpractice. Preferably they should lead quickly
into another kind of drill ororal practice activity that allows students to
manipulate the form being practiced inmeaningful and relevant ways.
In order not to be monotonous, the teacher must be creative in using
media in drilling techniques. So students will stay focused and not
bored. Students are also asked to reflect through conversation or
dialogue in front of the class.
CHAPTER III
RESEARCH METHODOLOGY
A. Type of Research
The type of research is classroom actions research. Classroom action
research begins with a question about classroom experience, issues, and
challenging.It is a reflective process which helps teachers to explore and
examine aspects of teaching learning, and totake action to change and
improve the students’ achievement in teaching learning process. So in this
research choose CAR because it provides a method that can be done by the
researcher and the teacher to improve the practice of education by studying
issues of problem they face, especially in speaking.
According to Arikunto (2006:2) classroom action research is three
words they are: research, action, and class. Research is an activity to find out
accuracy some object using methodology which interest and important for the
writer. Actions is some activities deliberately done by having several aims, in
the research I form activities cycles. Class is a group of students in the same
time, have same lesson from teacher.
B. Research Setting
This research takes place at Sudirman Islamic Junior High School
Tengaran third grade in the academic year 2019/2020. It is located at Masjid
Besar Street 39 Tengaran.
C. Research Design
In conducting this classroom action research, the writer applies one
group pre-test and post-test design to find out whether there is significant
improvement of students’ speaking ability by implementing the repetition
drill technique. The subject (students) receive pre-test and post-test in the
form of oral production test with material that has explained in the scope of
the research.
One group pre-test post-test design can be presented as follow :
T1 X T2
Note :
T1 : Pre-test
T2 : Post-test
X : Treatment
(Setiyadi,2006:131)
2. post-testst
After giving the treatments, the writer will give the posttest to the
subjects; the next type of the posttest is also in the form of oral
production test. The test is administered to investigate whether the silent
way method can improve the students’ speaking ability.
G. Research Instrument
Instrument is the main important tool to collect the data. The
instrument of this research is a production oral test. Test items are 20 items.
The author will ask students' response to a condition that is told by the author,
and the author will monitor the student's speech. The next instruments were
the narrative observations which included recordings of the rundown of the
classroom teaching and learning process. The last was camera. The researcher
used camera to take some pictures of the process of teaching and learning
process. He also used it to record the process of teaching and learning as
videos.
H. Data Analysis
The data from the oral test, will be arranged from the highest until the
lowest one. The data from the pre-test and post-test will be analyzed to find
out whether the result of the tests are similar or different. To compare the
result of the data from pre-test and post-test with the same subject, the writer
will use the Repeated Measures T-Test, and the data will be calculated using
SPSS (Statistical Package for Social Science)
CHAPTER IV
DISCUSSION
In this sections, the researcher analyze all of the data from the
research. the data describes the finding of this study generally. From the data
if there is significant difference between pre-test and post-test, where post-test
is greater than pre-test it’s mean that Repetition Drill Technique to Improve
speaking ability in Teaching Expressions of Agreement and Disagreement in
Third Grade Students of SMP Islam SudirmanTengaran in the Academic year
of 2019/2020 is effective.
CHAPTER V
CONCLUSIONS
Florez, Mary A.C. June 1999. Improving Adult English Language Learner’s
Speaking Skills.National Center for ESL Literacy Education on Center
for Applied Linguistics of US Department of Education.
Kani, Umar Mohammed and Tata Umar Sa’ad. 2015. Drill as a Process of
Education. European Journal of Business and Management. Vol.7,
No.21, 2015.