IMPROVING STUDENTS SPEAKING SKILL USING GESTURE TECHNIQUE (A

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1 IMPROVING STUDENTS SPEAKING SKILL USING GESTURE TECHNIQUE (A Classroom Action Research at the Eighth Grade Students of SMP Negeri 23 Surakarta in 2014/ 2015 Academic Year) By: Ratih Irmawati Fadli ABSTRACT This research aims at: (1) finding out whether the use of gesture technique in teaching English can improve the students speaking skill at the eleventh grade of class G of SMP Negeri 23 Surakarta inn 2014/ 2015, and (2) describing how gesture technique improve students speaking skill at the eighth grade of class G of SMP Negeri 23 Surakarta in 2014/ This research was conducted at the eighth grade students of SMP Negeri 23 Surakarta in Academic Year 2014/ The researcher used a classroom action research which was conducted from April 11 th to June 16 th 2015 at class VIII G. In this action, the researcher conducted two cycles. In each cycle there were two meetings and one test. Each cycle consisted of identifying the problem/ research, strategic planning, action, professional practice, and critical reflection. In this research, the researcher used two kinds of data, namely quantitative and qualitative. In collecting the quantitative data, the researcher used test, namely pretest and post- test. Whereas in collecting the qualitative data, the researcher used interview, observation, and documentation. Based on the result of the study, there are some improvements in students speaking skill. It can be proven by the increasing of mean score from the pretest until post- test 1 and post- test 2. The mean score of pretest is 49.53, the mean score of post- test 1 is 61.40, and the mean score of post- test 2 is It can be concluded that the use of gesture technique can improve in students result of study, behavior, and confidence in speaking lesson. The students speaking English were increased. The students speak using correct grammar and get new vocabulary, well- utterances, well- pronunciation. They spoke English fluently. The students enjoy the teaching and learning process, and they can show their body languages based on their own ideas. Gesture technique can be an alternative technique to learn speaking English. Keywords: Speaking skill, Gesture, Classroom Action Research 1

2 ABSTRAK Ratih Irmawati Fadli : MENINGKATKAN KETRAMPILAN BERBICARA SISWA MENGGUNAKAN TEKNIK GESTURE (Penelitian Tindakan Kelas Siswa Tingkat Delapan SMP Negeri 23 Surakarta Tahun Ajaran 2014/ 2015). Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Slamet Riyadi Surakarta, Tujuan dari penelitian ini adalah: (1) untuk mengetahui apakah penggunaan teknik gesture dalam mengajar Bahasa Inggris dapat meningkatkan ketrampilan berbicara siswa tingkat delapan kelas G SMP N 23 Surakarta tahun ajaran 2014/ 2015 dan (2) mendeskripsikan bagaimana teknik gesture meningkatkan ketrampilan berbicara di kelas delapan G SMP Negeri 23 Surakarta tahun ajaran 2014/ Penelitian ini dilaksanakan di kelas delapan pada siswa SMP Negeri 23 Surakarta tahun ajaran 2014/2015. Peneliti menggunakan penelitian tindakan kelas yang dilaksanakan dari 11 April sampai 16 Juni 2015 di kelas VIII G. dalam tindakan ini, peneliti melaksanakan dua siklus. Dalam tiap siklusnya ada dua pertemuan dan satu tes. Setiap siklus terdiri dari identifikasi masalah, rencana strategi, tindakan, latihan professional, dan refleksi kritis. Dalam penelitian ini, peneliti menggunakan dua jenis data yaitu, pretest dan post- test. Sedangkan dalam mengumpulkan data kualitatif, peneliti menggunakan wawancara, observasi dan dokumentasi. Berdasarkan hasil penelitian terdapat beberapa peningkatan pada ketrampilan berbicara siswa. Hal tersebut dapat dibuktikan dengan peningkatan nilai rata- rata dari pretest sampai dengan post- test 1 dan post- test 2. Nilai rata- rata dari pretest adalah 49.53, nilai rata- rata dari post- test 1 adalah dan nilai rata- rata post test 2 adalah Dari hal tersebut dapat disimpulkan bahwa penggunaan teknik gesture dapat meningkatkan hasil belajar siswa, tingkah laku dan percaya diri dalam pelajaran berbicara. Ketrampilan berbicara bahasa Inggris Siswa meningkat. Siswa berbicara dengan menggunakan tata bahasa yang benar dan mendapatkan kosa kata baru, ungkapan yang baik, pengucapan yang baik. Mereka berbicara dengan fasih.siswa menikmati proses belajar mengajar dan mereka dapat menunjukkan dengan bahasa tubuh. Teknik gesture bisa menjadi teknik alternatif untuk belajar berbicara bahasa Inggris. Kata kunci: Ketrampilan berbicara, Gesture, Penelitian Tindakan 2

3 A. INTRODUCTION Learning language is very important in this era. Mainly we learn English language in globalization and modern world. English as foreign language has some goals to learn. Indonesia education use English to learn the students in school. The students can get some knowledge and information around the world by learning the foreign language in their study. We use English language to understanding writing, listening English, communication with others, English text/ reading comprehensions, etc. According to Brown (2000:4), language is system of arbitrary conventionalized vocal, written or gestural symbols that enable members of a given community to communicate intelligibly with one another. Teaching language has four skills, there are speaking, reading, writing and listening. Speaking skill is the ability by the students to able in speaking; they can use their pronunciation, much of vocabulary, and improve it with their gesture or body language. We must mastery in English and active to communicate with others. It is the basic of speaking English. The researcher was find some problem in eighth students of SMP N 23 Surakarta, especially when observe their activities in English lesson. There are some problems; understanding English language is low, the motivation still low, confused to make English, shy to perform English. The researcher observed the lesson in the Eighth G of students at SMP N 23 Surakarta. The students felt bored in English lesson, they speak with their friends, sometimes they disturb her/ his friend next their seat, rumbling out, very noisy and not interested in English lesson. The teacher used the technique to teach them. But the students did not confidence with their ability in English learning, especially when they talked in English or answer the teacher s questions. There are some classify the function of speaking in human interaction. According to Richards (1990) he expanded 3

4 to Brown and Yule (1983), talk as interaction; talk as transaction; and talk as performance. The teacher was invited the students to speaking aloud in front of the class, to know their vocabulary and pronunciation in English language. But the students confused to spell the words or sentences. But they can clear it with teacher s guidance. B. RESEARCH METHOD This research was conducted at SMP Negeri 23 Surakarta. It is located on Jalan Kapten Adi Sumarmo, Banjarsari, Surakarta. This research was conducted in three months from April 2015 until June This research included the preresearch, action, and activities after the action. The subject of the study is the students of class VIII G of SMP Negeri 23 Surakarta. There are 32 students in the class which consist of 14 girls and 18 boys. The reason of choosing the students of class VIII G of SMP N 23 Surakarta as the subject of the research is because their low in speaking skill. Besides, the situations of teaching and learning process were boring and monotonous. The method of the research was Classroom Action Research (CAR). Denscombe (1998: 122), states that action research is normally associated with Hand-on, small- scale research projects. In the classroom action research, the technique if collecting the data were tests, observation, interview, and documentation. The result of the use of gesture technique can be seen in speaking oral test. The procedure in action research, the researcher took two cycles. Each cycle used identifying the problem, strategic planning, action, professional practice, and critical reflection. The researcher used two kinds technique of analyzing the data. They were qualitative and quantitative. Qualitative data analysis is the process of bringing order, structure, and interpretation to the mass of collected data. It is a messy, ambiguous, time- consuming, creative, and fascinating process. It does not proceed in a linear 4

5 fashion: it is not need (Marshall and Rossman, 1999: 50) in Denscombe (2007). The analysis of qualitative data is based upon four guiding principles. The following are: (1) The analysis of the data and the conclusion drawn from the research should be firmly rooted in the data. (2) The researcher s explanation of the data should emerge from a careful and meticulous reading of the data. (3) The researcher s should avoid introducing unwarranted preconceptions into the data analysis. (4) The analysis of data should involve an iterative process. Quantitative data analysis is numerical data; nominal data, ordinal data, interval data and ratio data (Stevens, 1946 in Denscombe: 255). C. RESULT OF THE STUDY This research was conducted by using a classroom action research. It consisted of two cycles. It was conducted in class VIII G of SMP Negeri 23 Surakarta in 2014/ 2015 academic year. During the action, the researcher, Ratih Irmawati Fadli (RIF) was helped by Mrs. Kitri Katon Peni, S.Pd, M.Pd (KT) as the collaborator. This research was conducted in April 2015 until June Before conducting the study, researcher conducted pretest which was held on Wednesday, May 13 th There was one test item in the form of instruction to introduce their-selves. The students consisted of 32 students. The mean score of students pretest was It was low, because the minimal score of SMP Negeri 23 Surakarta is 70. In the first cycle, there were three meetings. Two meetings were for learning process and one meeting was for post- test 1. The first meeting was conducted on Tuesday, May, 19 th The second meeting was conducted on Saturday, May, 23 th Then, third meeting was post- test 1. After reflecting the action, researcher found several strengths and weaknesses. The strengths were: (1) The students were 5

6 able to use words, phrases, or utterances to express the idea. (2) The students could use certain language system to make well- performed utterances. (3) The students has been motivated by their friends performance. It can be seen that the mean score of the students result was It improved from pre-test.the final reports that every student was creative and interested in speak-up in recount using gesture technique. The weaknesses were: (1) The students did not use gesture when they were speak-up in front of the class. (2) The classroom condition was noisy and crowded. (3) The students time to practice in front of the class was limit. (4) The vocabulary appropriate was less. From the reflection of cycle one, the researcher was not satisfying with the result. So, the researcher held cycle two to repair the result. The first meeting held on Thursday, May 28 th The second meeting was held on May 30 th After reflecting the action, researcher found that there were some improvements in the cycle two. There were as follows: (1) The students can speak more than one supporting details in their performance. (2) The students tried to use certain grammar in their utterances. The researcher guided the students when they found difficulties in grammatical form. (3) The students used gesture when they talk about their experiences. They could create understandable words and utterances. (4) The utterance is acceptable using their gesture. This fact was proved by the creasing of mean score of the post- test 2. The students reached and it was better than the previous test which they reached in post- test 1. D. DISCUSSION speaking skill. In this section, the researcher wanted to discuss the students improvement in 6

7 The first cycle was teaching learning process and assessment. In this activity, researcher taught spoken recount by using gesture technique. Then, researcher gave the evaluation test for this first cycle. The test result was It can be concluded that the average of the students in post- test 1 increased and the first cycle was successful enough. In this cycle, researcher analyzed that some students still had difficulty in spoken recount. They were less in vocabulary and spoke not use gesture. Based on the problem, the researcher conducted cycle 2 in order to improve the students speaking using gesture. The second cycle, the students could improve their vocabularies in spoken recount based on the map and their own experience. In the students activities researcher guided the students in speaking using gesture. Based on the observation, the researcher noticed the students felt easier and their utterances understandable in spoken recount using gesture technique. So, their speaking result was better than before. It becomes It means that the students speaking result were good. E. CONCLUSION AND SUGGESTION a. Conclusion sentences: Based on the discussion from previous chapter, the conclusions are following 1. Gesture technique can improve the students speaking skill. The improvements of the students speaking skill can be proven by mean score from pretest, post test 1, and post test 2. The mean in pre test is 49,53. The mean score in post test 1 increase become 61,40. The mean score of post test 2 increase again up to 75, There is significant difference between teaching and learning process by the researcher before conducting the research and after the researcher conducted the action. When the researcher was observe the class in preresearch, the students 7

8 were active speak Javanese and they were not enjoy to speak English. After that, the researcher conducted teaching and learning process using gesture technique. The students became more active to speak- up in front of class. The students were tried to make well pronunciation and use right grammatical context. The students were motivated and they were more active to practice and speak- up with their friends orally. b. Suggestion The researcher would like to give some suggestion to the teachers, the students, institution, and others researcher. The suggestion can be seen as follows: 1. To the English teacher The teacher should make the situation of class more enjoyable and more increased in teaching learning process, especially speaking. The teacher should be a model in teaching learning process in speaking. The teacher can use the gesture to make the lesson interested. The students were actives in speaking English. 2. To the students The students can improve the gesture technique in all their activity. The students try to make a sentences and speak-up using gesture. Gesture technique helped the students in memorize something. Because when we uses gesture; can imagine the students about action, object, or spatial relationship when talking (Yule, 2000: ). 3. To the institution The researcher takes place the research in institution (school). The institution pays full attention to the students and teachers. The institution should encourage to the 8

9 English teacher to use various technique, media, and method in teaching and learning English. 4. To the others researcher These study implements of gesture technique to improve the students ability in speaking skill. Gesture is one of the techniques that can motivate the students in speaking skill. The researcher hopes that the technique can be used in another researcher as reference in some problem but difference subject. 9

10 REFERENCES Brown, H. Douglas Principles of Language Learning and Teaching (4 th ed.). New York: Pearson Education. Denscombe, Martyn The Good Research Guide for small- scale social research projects (3 th ed.). New York: McGraw- Hill Nation, I.S.P and Jonathan Newton Teaching ESL/ EFL Listening and Speaking. New York: Routledge. Richard, Jack C Conversationally Speaking: Approaches to the teaching of conversation. In Jack C Richard. The Language Teaching Matrix. New York: Cambridge University Press Thronbury, Scott How to teach Speaking. New York: Longman. Troike, Muriel Saville Introduction Second Language Acquisition. New York: Cambridge University Press. Yule, George The Study of Language. (4 th ed.). New York: Cambridge University Press. 10