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(Struktur Organisasi Unimed & Pesantren Darul Arafah)

(TUGAS Ke-5 INDIVIDU)

SAHLIYA AZIZAH BINTI EFENDI 208321072 C EXTENSION08

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ARTS AND LANGUAGES FACULTY STATE UNIVERSITY

CHAPTER I INTRODUCTION 1.1 Background of the Study Speaking is one of four side basic skills that used by people in communicating from one to each other. As a human beings, we should be able to speak at least for one language. English has a function as a means to communicate in the daily communication, to get knowledge, to make interpersonal communication, to share information and to enjoy the language lesson in English culture. As a human being, we all learn to speak at least for one language as we grown up. Speak to share information or to say something about our feelings, perception and intentions to other people. So that, in speaking we change a lot of ideas into words to be informed to other people. Speaking ability of the people is not the same. There are cause and problem that can make their speaking aility became low. Low from mastering the vocabulary, low of self confidence or bad pronounciationor maybe less supportive of teaching method. Therefor the writer would like to apply one of teaching method, by using descriptive, to improve students achievement in speaking ability. 1.2 Problem of the Study The problems in this study are stated as follows: Does descriptive give significant effect on students to get achievement in speaking ability? 1.3 The Objectives of the Study The objective of the study is to investigate whether or not the descriptive method on the students speaking ability give significant effect.

1.4 The Scope of the Study There are many kind of technique that we can applied to improve students speaking ability such as brainstorming, using descriptive to describe, playing a game, listen to music, etc. In this reserch, the writer just focuses on applying descriptive to get achievement. 1.5 The Significance of the Study

The result of the study will be hopefully useful to student learn English by using describing picture to improve students speaking skills.

CHAPTER 2

2.1. Theoritical Framework

The basic concept of this study should be made clear from the start. This is considered important to understand the ideas convey.

2.2. Speaking
Speaking is one of the important basics skills in language teaching. Generally the term of speaking means, using words as in a strict/rough/general sense orally. The focus of teachingspeaking, of course is to improve the oral production of the students. According to Fulcher (2003:23) speaking is the verbal useof language to communicate with others. According to Clark and Clark (1997), speaking as fundamental instrument in conveying meaning, is a production skill language. And language is use to communicate one to another people as an instrument of connecting and interacting. Based on the two ideas, the writer makes a conclusion that speaking ability means by ability to use the language appropiately in social interaction. And it is not only involve verbal communication, but also the elements of speaking ability such as grammar, vocabulary pronunciation and influency for level junior high school. How student can use their English knowledge in their daily conversation in other way to be more good in speaking.

2.2.1 Speaking Ability

The elements of speaking ability are: Grammar It is the most important thing to determine the students competence to communicate the language for knowledge of the process involved in acqiuring particular structures in certains to be of value to teacher making decision about whether the student able or not to communicate the language. (A.Richard, 2003:63) Vocabulary Vocabulary is a very important role in developing the speaking skills. The more vocabulary we have, it more easier for us to more develop in speaking. Fluency

It is probably the best achieved by allowing the stream of speech to flow. Some of the speech spills over beyond comprehensibility, the riverbank of instructions or some details or phonology or discourse can channel the speech on the more purposeful course. (Brown, 2001:269)

2.2.2. Exploring Ideas

When describing something using picture, it needs to discovering ideas from what actually we seen from the materials or media that we get, then try to elaborate, describe and explain it with speak up. Before speaking, let our mind explore freely. And then record those thoughts by writing on whatever you can. As in speaking, you must have something to say, a reason for saying it, and someone to say it to.

2.3.1 Types of describing

There are many different types of describing, among others like using media, pictures,imagine and bring a things that we want describe to. There can be a combination of describe within each of this different types. The activity can be sub divided into: 1. describing the facts of the situation 2. explaining the facts of the situation c. Constructing the general plan d. Developing the next action steps e. Implementing the next action steps

CHAPTER III METHOD OF INVESTIGATION

3.1. Research Design

A research method used in this study is an action research. Action research is trying out an idea in practice with a view to improving or changing something, trying to have a real effect on situation. Action research might be defined as the study of a social within a view to improving the quality of action within it. According to Kemmis and Mc Taggart (1998) action research has three conditions must be exist. Firstly, a project relates to a social practice regarding as a form of strategy action susceptible of improvement; secondly, it proceeds through a spiral of a cycles planning, acting (implementing plans), observing (systematically) and reflecting; thirdly, it involves those responsibility for the practice in each of the moments of the activity, widening participation in the project is graduallyto include others affected by practices and maintaining collaboration of the process. Action research is a way to bring intention to a concious level of a observation, to affirm or improve practice to systematize problem solving and to support a teacher taking on a new task. Action research has purposes such as : to improve or to do increase quality of studying practices, to find solution and to solve the problem. Based on the explanation above, it could be stated that classroom action research aims to improve students learning and the outcomes of teaching learning process. Morover, it concerns to four steps namely, 1) planning 2)acting 3) observing and 4) Rflecting.

3.2 Population and Sample

A sample is a small population of a population selected for observation and analysis. It can be undestood that sample taken is considered to be represent for the situation. The reason for the choosing is because the writer assumes that those student can show the significant improvement in their speaking.

3.3The Instrument for Collecting Data

In collecting data, the writer used speaking test as the instrument. The students tested by given the explanation in the attempt to knoe the result of teaching speaking by picture. The answer is usually recorded in some ways so that they become available for subsequent reflection and analysis. Beside the speaking test, the writer also will use interview, questionnaire sheet and observation sheet which were used when the researcher want to identify what is happening in the classroom. It is expected thet the require data of the research will be achieved after being analyzed.

3.4 The Procedure of the Data Collection

The procedure of data collection of the study was going to be conducted by administrating for two cycles and 4 meetings. These include 4 steps namely; planning, action, observation, and reflection. There are 2 cycles conducted by the writer, each cycles is carrying out in four meetings.

Cycle I Plan
1. 2. 3. 4. 5. 6. making lesson plan consists of the steps of the action. Preparing the teaching facilities, for example media in teaching. Preparing research instrument, such as observation format to observe the teaching and Preparing the test to measure the result of the study. Doing stimulation and examining the action in the class. Teacher. The teacher should be involved actively in teaching and learning process.

learning process.

Action
In this phase, the writer found the pre data. It is the difficuty which faced by the students in doing the exercise. Then, the writer made the teaching program, the lesson plan and also procedure as a media of teaching that used to teach speaking to students. At the end of the action, the writer gives the post test about the lesson that they learned. The research conducted 4 meetings.

Observation
1. Observation and implementation observation is done to record the process during teaching and process. The observation was done in classroom while the teaching learning process runs. It was about the behavior, attitude and all the activities while giving the action. 2. Data Analysis Quantitative data analysis can be informed by the arrangement of the data collection such as table or graphic, or the mean scores. Qualitative data analysis is done through three steps; they are the data deduction, data description and summary of analysis result. 3. Evaluation

Analysis result is useed to do the evaluation of the process and the result achievement of the process. REFLECTION Analysis of the situation The meaning of the process Explanation Brainstorming Summary Next action

Cycle II Plan 1. 2. 3. 4. 5. 6. 7. Action In this phase , the writer found the pre data. It is the difficulty which faced by the students in doing the exercise. Then, the writer made the teaching program, the lesson plan and also procedure asa media of teaching that used to teach speaking to students. At the end of the action, the writer gives the post test about the lesson that they learned. The research conducted 4 meetings. Observation 1. Observation and implementation Observation is done to record the process during teaching and process. The observation was done in classroom while the teaching learning process runs. It was about the behavior, attitude and all the activities while giving the action. 2. Data Analysis Making lesson plan consists of the steps of the action. Preparing the teaching facilities, for example media in teaching. Preparing research instrument, such as observation format to observe the teaching and Preparing the test to measure the result of the study. Doing stimulation and examining the action in the class. Teacher. The teacher should not be only as the teacher to do the lesson plan. Students. Students should be involved actively in teaching and learning process.

learning process.

Quantitative data analysis can be informed by the arragement of the data collection such as table or graphics, or the mean scores. Qualitative data analysis result. 3. Evaluation Analysis result is used to do the evaluation of the process and the result achievement of the process. Reflection 1. Analysis of the situation 2. The meaning of the process 3. Explanation 4. 5. Summary Next action 3.5 Technique of Analyzing Data This research applied quantitative and qualitative data. The qualitative data were used to describe the situation during the teaching process and the qualitative data were used to analyze the score students. The qualitative data is analyzed by computing the score of the speaking test. To know the mean of students score for each cycle, the writer will apply the following formula: X= x100% N X= x= N= the mean of the students the total score The number of students

LESSON PLAN LESSON PLAN I

School Subject Instructional unit Class Allocated time : Student of Senior High School : English : Speaking :X : 3x35minutes

1.
1.

Standard Competence
The students are able to speaking by describing using picture.

Basic Competence
After completing this unit students are expected to be able to: To know what describing picture is To know the used of describing picture in speaking To know how to improve students ability in speaking by using picture.

1.

The purpose of Study

At the end of the class: a. We can make the short conversation b. Try to practice conversation infront of the class.

1.

Study material
a short conversation

a. vocabulary which related to the task example: magnifying glass, pipette, borrow, use, pass, feeding, playing. b. Usually word : Here it is : Here you are : Thank you. c. Present continouse tense d. Methods and the technique of study

*Three- phase technique g. The step of the activity First activity -asking question which related to the students condition -students answer the question which related to their activity The substance activity -discuss about the ha word which used inside the text. -listen to the teacher sentence -try to practice a conversation in front of the class Closing activity -asking to the students, did they get the hard mean which use inside the text. -ask the studens to using the sentence which they already studied before. Study resources: A text book,