I.

INTRODUCTION Background of the research As a professional teacher in the language teaching, especially the teaching of E nglish a foreign language, teachers mostly spend much of time on appropriate tea ching methodologist for greater effectiveness in student acquisitions on English . Speaking is an activity used by someone to communicate with other. Most of the student of junior high school are unable to speak English well altho ugh they have learned the language for three years, it also possible that it cau sed by external factor such as the lack of speaking opportunity to practice Engl ish both inside and outside the classroom. Considering problem, relating to speaking activities in class and helping studen ts to increase their speaking skill is part of the teachers job. He or she is exp ected to have right teaching techniques. Conversation class is something of an enigma in language teaching. The goals and the techniques for teaching conversation are extremely diverse, depending on th e student, teacher, and overall context of class. Historically, conversation cla sses have ranged from quasi-communicative drilling to free, open, and discussion s among students. Chain drill in which one student asks the question and another answers, and in t his way the entire class participates as a chain. A chain drill gets its name from the chain of conversation that forms around the room as students, one-by-one, ask and answer questions of each other. The teach er begins the chain by greeting a particular student, or asking him a question. That the student responds, then turns to the students sitting next to him. The f irst students greets or ask allows some controlled communication, even though it is limited. A chain drill also gives the teacher an opportunity to check each s tudents speech. Based on the explanation above the researcher is interested to do the research u nder the title The Influence of Intensive Conversation toward Speaking through C hain drill, the researcher use Chain Drill as Technique in learning process. Problem of Research Based on the background above, the writers purpose of this writing want to know: Can Intensive Conversation toward speaking through Chain Drill increase student in master speaking? How is Influence of Intensive Conversation toward speaking through Chain Drill of student at SMP Negeri 1 Bireuen? Purpose of the Reserch The Purposes of this research are: To know can Intensive conversation toward speaking through Chain Drill i ncrease student in master speaking. To know how Influence of Intensive Conversation toward speaking through Chain Drill of student at SMP Negeri 1 Bireuen. Significance of the Research This result is expected to give meaningful contribution insight both of for theo retical and practical concerns. Theoretically, the research gave contribution to the teaching one of language skill to the student of SMP Negeri 1 Bireuen, espe cially in speaking skill through Chain Drill. Practically, the finding of the re search is expected to give meaningful contribution to the student and the teache r. For the teacher, they also can adopt the technique of teaching if the researc h is successful. Whereas, for the students. They are hoped to be able to speak f luency. Hypothesis of the Research From the problems mentioned above, the researcher hypothesizes that: The teaching Through Chain Drill toward speaking makes students of SMP N egeri 1 Bireuen master English Speaking well.

Scope of the Study This study was conducted at SMP Negeri 1 Bireuen. To be more specific the study was limited to know the influence of intensive conversation toward speaking thro ugh chain drill in teaching speaking. 1.7 Definition of Key terms In this point, the researcher will show a few definition or explanations about term which has been used by the researcher in this thesis. The terms are: Speaking is an interaction process between a speaker and listener (Nutta l, 983:7) Intensive is concentrating effort, work on task. Conversation is informal talk involving a small group of people or only two. Chain Drill is Chain drill is an exercises that allow learners to practi ce dialogue, build vocabulary and develop clearly stated ideas about a familiar topic using repetition as the primary teaching strategy. An experimental research is systematic and scientific approach to resear ch in which the researcher manipulates one or more variables, and controls and m easures any change in other variables.

II. REVIEW OF RELATED LITERATURE 2. 1 Definition of Speaking Speaking is one of the four language skills that hold an important role in human relationship, student who study English, certainly have to be active in speaking, while like other language, the fundamental good for any speaking acti vity is the ability to communicate with other people by sharing the feeling, min d, ideas and emotion by using language. Purpose of Speaking The purpose of teaching speaking skill is provided the students with abi lity to give information, to express idea and build relationship in English thro ugh oral communication. The teaching speaking skill will enable students to real ize their progress on motivity in thinking, it is important that development of the spoken language is not simply a matter of learning speaking. Teaching Speaking Teacher they know about prepare appropriate technique or method and poss ible approaches to be applied in teaching speaking, if they have not preparation , so, they will emerge a bad result in teaching speaking and they can not to con trol their class, so, method and technique are very important for teaching speak ing. Several Techniques of teaching Speaking Teacher needs to give their students many opportunities to practice spea king. They will need to use their imaginations in devising situation which provo ke the use of language in expression of students own meaning, even when student h ave very limited resources on which to draw, form the very beginning levels of l anguage learning students need to: (1) experiences various kinds of spoken texts , (2) develop knowledge about how social and culture context affect the type of spoken interaction, (4) expend their language resources and learn to use a range of spoken language strategies, (5) learn how different spoken texts are constru cted, (6) develop greater control of the system of vocabulary, grammar, phonolog y, and intonation, (7) develop skills which will enable them to predict will occ ur in a conversation, and (improve accuracy and fluency).

Intensive Conversation Intensive goes one step beyond imitative to include any speaking perform ance that is designed to practice some phonological or grammatical aspect of lan guage. Intensive speaking can be self-initiated, or it can form part of some pai r work activity, where learners are going over certain forms of language. Historically, described two major approaches for teaching conversation. The first is an indirect approach in which learners are more or less set loose t o engage in interaction. The second is a direct approach that involves planning a conversation program around the specific microskills, strategies, and process that are involved in fluent conversation (Richards, 1990, pp 76-77). 2. 6 Chain Drill Chain drill is an exercises that allow learners to practice dialogue, bu ild vocabulary and develop clearly stated ideas about a familiar topic using rep etition as the primary teaching strategy. A chain drill gets its name from the c hain of conversation that forms around the room as students, one-by-one, ask and answer questions of each other. The teacher begins the chain by greeting a part icular student, or asking him a question. That the student responds, then turns to the students sitting next to him. The first students greets or ask allows som e controlled communication, even though it is limited. A chain drill also gives the teacher an opportunity to check each students speech.

III. RESEARCH METHODOLOGY 3.1 Research Design Before the research follows to describe the research analysis, in the fi rst step, the researcher should prepare the research design. In this research de sign is called an experimental research. This experimental research that the research follows based on the topic; the topic is the influence of intensive communicative toward speaking through c hain drill. Following the research design, the researcher will prepare the formu la using for this analysis. The formula is called T-test formula. T-test formula made to find out the comparison between the difference groups. The T-test stati stic technique used to reach the differences significance of 2 means that arrive d from 2 distributions (Winarsunu, 2004:8). First, before the research mentioned the t-test score, the researcher ne eds to find the mean score. Formula for mean score is like below: x=(fx)/N Note: X = Mean Score fx= The Total Score of Students N = Number of Score Secondly, the research needs to find the standard deviation (SD) to mana ge of deviation from the mean score. The formula is like: SD^2 = (fx)/N - (x)2 Note: SD fx2 = Standard Deviation = The Total Score of Multiplying f times x

Thirdly, to the test significant difference of the two means derived fro m two distributions. The t-score formula is like mentioned below: t-test=( /X_1 _/X_2 )/([(SD1^2)/(N_1-1)]+[(SD2^2)/(N_2-1)] ) Note: /X_1 = Mean of the distribution sample 1 /X_2 = Mean of the distribution sample 2 SD_1 2 = Standard deviation of distribution sample SD_(2 )2 = Standard deviation of distribution sample N_1 = Individual amount on the sample 1 N_2 = Individual amount on the sample 2 3.2 Procedure of Data Collecting In this experimental research, the researcher focused on getting data fr om library research and field research. The experimental research is a systemati c and scientific approach to research in which the researcher manipulates one or more variables, and controls and measures any change in other variables. The ex perimental research is often used where there is time priority in a causal relat ionship (cause precedes effect), there is consistency in a causal relationship ( caused will always lead to the same effect), the magnitude of the correlation is great. In the library research, the research will use some important books to s upport the theories required, internet for some important theories and some deta iled explanations, and others part of important sources that relevant to support the data needed by the researcher to make clear understanding of topic analysis . In the field research, the research needs to get some datas from students after conducted the process of teaching speaking. Choosing and sampling groups is important when we have more than one condition in the experimental conditions . Deciding the sample groups can be done in many different ways, randomization, quasi-randomization and pairing are the most commonly used sampling methods. The data from the student that the researcher requires are come from pre -test and post-test. The researcher gives both groups (control group and experim ental group) pre-test and post-test. The researcher also prepares the score that need to give for students af ter follow the pre-test and post-test. 3.3 Data Analysis Finally after the researcher received the data from the field research, The researcher directly obtained the result of the pre-test and post-test. The r esult of the pre-test and post-test are transfer to the formula of t-test. The f ormula of the t-test will describe by the researcher in the research design. In the end, hopefully the researcher can prove the hypothesis.