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THE EFFECTIVENESS OF POSTER PRESENTATION IN TEACHING SPEAKING TO THE SEVENTH GRADERS OF MTs NW KETANGGA IN THE SCHOOL YEAR 2013-2014

A THESIS

OF MTs NW KETANGGA IN THE SCHOOL YEAR 2013-2014 A THESIS SITI RAHMAH NPM.10460118 STUDY PROGRAM

SITI RAHMAH

NPM.10460118

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION DEPARTMENT OF LANGUAGE AND ART EDUCATION STKIP HAMZANWADI SELONG

2014

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION DEPARTMENT OF LANGUAGE AND ART EDUCATION STKIP HAMZANWADI SELONG 2014

THE EFFECTIVENESS OF POSTER PRESENTATION IN TEACHING SPEAKING TO THE SEVENTH GRADERS OF MTs NW KETANGGA IN THE SCHOOL YEAR 2013-2014

SITI RAHMAH

NPM.10460118

IN THE SCHOOL YEAR 2013-2014 SITI RAHMAH NPM.10460118 A Thesis Submitted to Hamzanwadi Selong College of

A Thesis Submitted to Hamzanwadi Selong College of Teacher Training and Education in the Partial Fulfillment of the Requirments for the Degree of Sarjana Pendidikan in English Language Education

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION DEPARTMENT OF LANGUAGE AND ART EDUCATION STKIP HAMZANWADI SELONG

2014

i

ABSTRACT

Siti Rahmah. 2014. The Effectiveness of Poster Presentation in Teaching Speaking to the Seventh Graders of MTs NW Ketangga in the School Year 2013-2014. Undergraduate Thesis. Study Program of English Language Education. Department of Language and Art Education. Hamzanwadi Selong College of Teacher Training and Education. Advisors: (1) Munawar, M.Pd. and (2) Moedjito, Ph,D.

Key Words: Speaking and Poster Presentation

This research was aimed to know The Effectiveness of Poster Presentation in Teaching Speaking to the Seventh Graders of MTs NW Ketangga in the School Year 2013-2014. The problems formulated in this study were (1) Is poster presentation effective in teaching speaking to the seventh graders of MTs NW Ketangga in the school year 2013-2014? and (2) To what extent is the effectiveness of poster presentation in teaching speaking to the seventh graders of MTs NW Ketangga in the school year 2013-2014? Research methodology that was used in this study was a pre-experimental research design and the design was one group pretest and posttest design. To collect the data, a pre-test and a post-test was given to students of the seventh graders of MTs NW Ketangga in the school year 2013-2014. The population of this study were all the seventh graders of MTs NW Ketangga (65 students). It took one class from the total population by using purposive random sampling (36 students). In order to examine the effectiveness of Poster Presentation, the collected data were submitted to a paired samples t-test by using SPSS 17 for windows. Based on the result of study, the mean score of pre-test was 10.46 while the mean score of post-test was 17.47 meaning that the mean scores of post-test was higher than the mean scores of pre-test. After submitting the data to a paired samples t-test, the present researcher found that there was a significant difference in the mean scores between the pre-test and the post-test, t (df=36) = 19.74 at p = 0.001, meaning that the null hypothesis was rejected and alternative hypothesis was accepted. This strategy was significantly effective in improving the students’ speaking skill for the seventh graders of MTs NW Ketangga in school year 2013- 2014. Considering the process and the results of this research, the present researcher suggests that the English teacher should use Poster Presentation as media in teaching speaking.

ii

ABSTRAK

Siti Rahmah. 2014. Keefektifan Poster Presentasi terhadap Kemampuan Siswa dalam Berbicara pada Kelas VII MTs NW Ketangga Tahun Ajaran 2013-2014. Skripsi.Program Studi Pendidikan BahasaInggris. Jurusan Pendidikan Bahasa dan Seni. STKIP Hamzanwadi Selong. Pembimbing : (1) Munawar, M.Pd. and (2) Moedjito, Ph,D.

Kata Kunci : : Speaking and Poster Presentation

Penelitian ini bertujuan untuk mengetahui apakah penggunaan poster presentasi sebagai media yang efektif (berhasil) dalam mengajar kemampuan bebicara di kelas tujuh MTs NW Ketangga tahun ajaran 2013-2014. Ada dua pertanyaan yang diajukan dalam penelitian ini yaitu: (1) Apakah penggunaan poster presentasi sebagai media yang efektif (berhasil) dalam mengajar kemampuan berbahasa di kelas tujuh MTs NW Ketangga tahun ajaran 2013-2014 ?dan (2) Sejauhmana keefektifan dari penggunaan poster presentasi sebagai media dalam mengajar kemampuan berbicara di kelas tujuh MTs NW Ketangga tahun ajaran 2013-2014 Metode yang digunakan pada penelitian ini merupakan sebuah penelitian eksperimen dan desain yang digunakan adalah one group pre and post test design. Dalam pengumpulan data, pre-test dan post-test sudah diberikan kepada siswa kelas VII MTs NW Ketangga tahun ajaran 2013-2014. Populasi dalam penelitian ini adalah semua siswa kelas tujuh (65 siswa). Peneliti menggunakan purposive random sampling dalam mengambil sampel (36 siswa). Untuk menguji keefektipan pada penggunaan poster presentasi , data yang terkumpul sudah diproses menggunakan paired samples t-test oleh SPSS windows 17. Berdasarkan hasil penelitian, nilai rata-rata pada pre-test adalah 10.46 sedangkan nilai rata-rata pada post-test adalah 17.47, artinya nilai rata-rata pada post-test lebih tinggi dari pada nilai rata-rata pada pre-test. Setelah mengolah data menggunakan paired samples t-test, peneliti menemukan bahwa ada perbedaan yang signifikan antara nilai rata-rata pada post-test dan pre-test, t (df=36) = 19.74 at p = 0.001, artinya hipothesis nol (Ho) ditolak dan hipotesis alternatif (Ha) diterima. Strategi ini mempunyai pengaruh penting dalam meningkatkan kemampuan berbicara siswa kelas VII MTs NW Ketangga ajaran 2013-2014. Melihat proses dan hasil penelitian, peneliti menyarankan kepada guru bahasa inggris agar menggunakan poster presetasi sebagai media dalam mengajar kemampuan berbicara.

iii

DECLARATION

I declare that this thesis does not contain any material which has been

accepted for the award of any other degree or diploma in any university, nor does

it contain material previously published or written by any other person, except

where due reference is made in the text of the thesis.

iv

Selong, June 2014

Siti Rahmah

APPROVAL

THE EFFECTIVENESS OF POSTER PRESENTATION IN TEACHING SPEAKING TO THE SEVENTH GRADERS OF MTs NW KETANGGA IN THE SCHOOL YEAR 2013-2014

SITI RAHMAH

NPM.10460118

This is to certify that this thesis has been approved by the advisors for the thesis defense.

Advisor I,

Munawar, M.Pd. NIS. 3303121148

Approved by:

Advisor II,

Moedjito, Ph,D. NIP. 196905061993031004

Acknowledged by:

Study Program of English Language Education Head,

Moedjito, Ph,D. NIP. 196905061993031004

v

DEDICATION

This thesis is first dedicated to my beloved parents (Merah (Al- Marhum) and Mel), my lovely sisters (Anisatun and Sri Lastri), my lovely boy friend (M. Nasrulloh), thanks for your motivation and distribution, I do love you all. Then the last for all my best friends (Sweety and Rose), thanks for your attention. May Allah Subhanahu Wata`ala unite us again on the other time. Aamiin

vi

MOTTO

NEVER PUT TILL TOMORROW WHAT YOU CAN DO TODAY

WHERE THERE IS A WILL THERE IS A WAY

vii

THE EFFECTIVENESS OF POSTER PRESENTATION IN TEACHING SPEAKING TO THE SEVENTH GRADERS OF MTs NW KETANGGA IN THE SCHOOL YEAR 2013-2014

SITI RAHMAH

NPM.10460118

Accepted by the Board of Examiners as the requirement for the degree of Sarjana Pendidikan in English Language Education on June 20 th 2014.

Board of Examiners

Basyiruddin, M.Pd.

NIS.3303121124

(Chairmen)

Munawar, M.Pd. NIS. 3303121148 (Member)

Moedjito, Ph,D. NIP. 196905061993031004 (Member)

……………………

……………………

……………………

……………………

……………………

……………………

Acknowledged by:

Hamzanwadi Selong College of Teacher Training and Education Assistant I,

Dr. Khirjan Nahdi, M.Hum. NIP. 196812312002121005

viii

ACKNOWLEDGEMENT

In the Name of Allah the Beneficent and the Merciful, Praise be to Allah

Lord of the world who has bestowed upon the writer in completing this thesis

entitled “The effectiveness of Poster Presentation in Teaching Speaking to the

Seventh Graders of MTs NW Ketangga in the School Year 2014-2015”. Peace

and blessing upon our prophet Muhammad SAW, his families, his companion and

his followers.

This Thesis is presented to the Study Program of English Language

Education Department of Language and Art Education STKIP Hamzanwadi

Selong as the requirement to take the degree of strata I (SI).

This Thesis cannot be completed without a great deal of help from many

people, especially Munawar, M. Pd as the first consultant and Moedjito, Ph.D as

the second consultant who always give their valuable help, guidance, correction,

and suggestion for the completion of this Thesis. The present researcher thanks

her beloved Mother, father, brother, sister for your pray and her deepest gratitude

also goes to those who have helped her in finishing this Thesis. May Allah, The

almighty bless them all, Ameen.

ix

Selong, June 2014

Siti Rahmah

CONTENTS

Title Page

 

i

Abstract

ii

Abstrak

iii

Declaration

.iv

Approval

v

Ratification

.vi

Dedication

vii

Motto

viii

Acknowledgement

x

Table of Contents

 

xi

List of Figure

xiv

List of Tables

xv

List of Appendixs

xvi

CHAPTER 1 INTRODUCTION

1

A. Background of the study

1

B. Scope of the Study

3

C. Statement of the Problem

3

D. Purpose of the Study

3

E. Significance of the Study

4

CHAPTER II REVIEW LITERATURE AND HYPOTHESIS

5

A.

Speaking

5

 

1.

The Nature of Speaking

5

x

2.

Elements of Speaking

7

3. Basic Type of Speaking

9

4. Micro and Macro Skills of Speaking

10

5. Assesing Speaking Skill

11

6. Teaching Speaking

14

B. Poster Presentation

15

1. Concept of Poster Presentation

15

2. Advantages and Disadvantages of Poster Presentation

16

3. Procedure of Teaching Using Poster Presentation

17

C. Teaching Speaking Using Poster Presentation

18

D. Relevant Study

19

E. Theoretical Framework

20

F. Hypothesis

21

CHAPTER III RESEARCH METHODOLOGY

22

A. Research Design

22

B. Setting of The Study

23

C. Population and Sample of the Study

24

D. Data Collection

25

1. Variable Identivication

25

2. Variable Devinition

25

3. Instrument of the Study

26

4. Technique of Data Collection

28

E. Data Analysis

29

1.

Descriptive statistics

29

xi

2.

Required Statistics For Testing Hypothesis

30

3.

Testing Hypothesis

31

CHAPTER IV RESULT AND DISCUSSION

32

A. Research Result

32

B. Testing hypothesis

33

C. Discussion

34

CHAPTER V CONCLUSION AND SUGGESTION

36

A. Conclusion

36

B. Suggestion

36

REFERENCES

47

APPENDICES

xii

LIST OF FIGURE

1. The framework to apply poster presentation

xiii

21

LIST OF TABLES

1. Research

22

2. Research Time Schedule

23

3. The Population Of The Study

24

4. Subcategories of oral proficiency score

26

5.

Score classification

28

6.

Summary of Descriptive

32

7.

The Result of Normality Test

33

8.

The Result of Testing Hypothesis

34

xiv

APPENDICES

1. Blue Print of Research Instrument

2. Lesson Plan

3. Scoring Rubric

4. Sylabus

Presentation in Pre-test Activity

6. Transcript of Students’ Oral presentation in Pre-test Activity

7. Instrument

5. of Students’ Oral

Transcript

xv

CHAPTER I

INTRODUCTION

A. Background of the Study

English is a universal language. It is important to be learnt in this

modern era. English has been the most important language in international

communication. Almost

people all over the world speak the language.

Furthermore in Indonesia, English is the first foreign language and has been

set as one of the compulsory subject studied at school. According to the Rule

of National Education Minister No. 22 in the year 2006 about Content

Standard, English has been a compulsory subject for junior and senior high

school. For each the school level, it is allocated for four hours per week.

In learning English language, there are four skills that English learners

have to master them namely; listening, reading, speaking, and writing. Each

skill has its own challenging in learning them. The most difficult one is

speaking. Tarigan (1990) says that speaking is the capability in pronouncing

sound or word to express or convey thought, idea or feeling, opinion and

wish.

There are number of reasons why students find that speaking is

difficult. Instanced of becoming frustrated when students do not have the

word or grammar when they need to express their idea, they are not interested

in the topic, the students may also be worried about making mistake in their

utterance, they have nothing to say in the particular topic in reality and the

students may be bored and feel that the topic in unreality to anything they

know. Those reasons obligated the teachers to pay more attention to their

1

students’ ability and find out an approach, method, strategy or model which

can solve the students’ problem therefore the students’ speaking skill is

getting better.

There are techniques and models the teacher can apply in solving the

difficulties in teaching English, those are drama, role play, simulation,

discussion, peer worker, poster presentation etc. Based on the difficulties

found in teaching speaking, the present researcher is inspiring to use poster

presentation. According to Fred Stoss (1996) poster presentation is a dynamic

communication tool evolving over the past four decades, as a means of

accommodated the increasing number of researchers, especially graduating

students, seeking a means for scholarly presentations of their research.

According to O’Malley (1996) one of the major responsibilities of any

teacher working with English Language Learners (ELLs) is enable students to

communicate effectively through oral language. A poster presentation is as an

experiential learning activity that stimulates curiosity and interest, encourages

exploration and integration of concepts and provides students with a novel

way of demonstrating understanding (Handron, 1994, in Bracher, Cantrell &

Wilkie 1998).

Based on the advantages of the media, the present researcher intended

to investigate the effectiveness of poster presentation in teaching speaking to

the seventh graders of MTs NW Ketangga in the school year 2013-2014.

2

B. Scope of the Study

This study was limited to the effectiveness of poster presentation in

teaching speaking to the seventh graders of MTs NW Ketangga in the school

year 2013-2014.

1. The subject of the study was the seventh graders of MTs NW Ketangga in

the school year 2013-2014.

2. The object of the study was the effectiveness of poster presentation in

teaching speaking.

C. Statement of the Problem

Based on the background and limitation of the study, the present

researcher formulated the statement of problems as follows:

1. Is poster presentation effective in teaching speaking to the seventh graders

of MTs NW Ketangga in the school year 2013-2014?

2. To what extent is the effectiveness of poster presentation in teaching

speaking to the seventh graders of MTs NW Ketangga in the school year

2013-2014?

D. Purpose of the Study

This study was aimed at knowing, 1) whether or not there were

effectiveness of Poster Presentation and 2) the extent of Poster Presentation in

teaching speaking to the seventh graders of

year 2013-2014.

3

MTs NW Ketangga in the school

E. Significance of the Study

This research was hopefully useful to help the teacher and the students

in teaching and learning process, theoretically and practically.

1. Theoretically

The result of this study may provide many new insights in studying

speaking skill especially about teaching speaking using poster presentation.

2.

Practically

a) For the school

The result of the study will be useful for the school to develop the

quality of teaching learning process in focusing those processes on

students’ activity.

b) For the teachers

This study is expected to be worthwhile for the English teachers

in enhancing their strategies in teaching and learning process.

c) For the students

Using poster presentation, the students will be facilitated to speak

in English well so that speaking skills are not difficult anymore to do it.

d) For further researchers

The result of the study is expected to help the next researchers to

find out an interesting medium in teaching speaking.

4

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Speaking

1. The Nature of Speaking

Speaking is the second language skill that is very important for us.

It occurs after listening skill. Language is used in spoken or written

communication. Speaking or oral communication involves the negotiation

of meaning between two or more persons; it is always related to the context

in which it occurs. Speaking means negotiating intended meaning and

adjusting

one’s

speech

to

produce

the

desired

effect

on

the

listener

(O’Malley and Pierce (1996)). It means anticipating the listener’s response

and possible misunderstandings, clarifying one’s own and other’s intention,

and arriving at the closest possible match between intended, perceived, and

anticipated meanings Kramsch (1986).

Speaking is also categorized as productive skill, the skill in which

we produce utterances that is observable as stated by Brown (2004) that

speaking is a productive skill that can be directly and empirically observed,

those observations are invariably colored by the accuracy and effectiveness

of a test taker’s listening skill, which necessarily compromises the reliability

and the validity of an oral production test.

Speaking in a classroom involves the interaction between teachers

and students or among the students which depends on how classroom

activities

are

organized.

Compared

5

with

writing

and

reading

skill

(commonly assumed as written language, receptive skills), speaking has

some distinctive characteristics. In speaking, speakers do not typically speak

complete sentences; use less specific vocabulary than in written language.

They also use syntax in a loosely organized manner and make frequent use

of discourse markers (Brown and Yule, 1983). In addition, speaking varies

depending on the age, gender and dialect of the speakers. Speaking activities

or speaking assessment varies in some models depending on the learners’

proficiency as Brown (2004) states that there are some basic types of

speaking

are

Imitative,

Intensive,

Responsive,

Interactive,

Extensive

(monologue). There are some features of spoken language according to

Luoma (as cited in Richard, 2008) those are:

a. Composed of idea units (conjoined short phrases and clauses)

b. May be planned (e.g., a lecture) or unplanned (e.g., a conversation)

c. Employs more vague or generic words than written language

d. Employs fixed phrases, fillers, and hesitation markers

e. Contains slips and errors reflecting online processing

f. Involves reciprocity (i.e., interactions are joint ly constructed)

g. Shows variation (e.g., between formal and casual speech), reflecting

speaker roles, speaking purpose, and the context

An important dimension of conversation or speaking is using a

style of speaking that is appropriate to the particular circumstances. It is

useful for students to know that speech should differ in formality, such as

when speaking to a judge, a teacher, a parent or a playmate. They may also

benefit from learning about the differences among various dialects (Wallace

et all. 2009). According to Brown and Levinson, (as cited in Richard, 2008)

6

notes that different styles of speaking reflect the roles, age, sex, and status

of participants in interactions and also reflect the expression of politeness.

Lexical,

phonological,

and

grammatical

changes

may

be

involved

in

producing suitable style of speaking. Successful management of speech

styles creates the sense of politeness that is essential for harmonious social

relations.

2. Elements of Speaking

 

The

elements

of

speaking

consist

of

utterance,

grammar,

vocabulary,

fluency,

content,

and

comprehension

(Brown,

2004).

The

present

researcher

will

focus

the

definition

on

aspects

of

utterance,

vocabulary, grammar, content and meaning, pronunciation and fluency.

a) The utterance skill

The utterance skill is one of the important things in making a

message acceptable. Speaking is exchange of idea or thought about a

certain topic between two or more speaker. Greene and petty (in Tarigan,

2008)

states

that

speaking

is

process

of

listening

and

responding

simultaneously and spontaneously. Speaker should be able to choose and

use the words appropriateness of expression and sentence, clear voice

and a good intonation.

b) Vocabulary

In Oxford dictionary, Hornby (1995) states that vocabulary is

the total number of words in language. Mastering a huge number of

vocabulary will show how fluent is a speaker talk using the language

because speaking is an activity which

need competence to utter a word

clearly and also appropriate words in simple sentences.

7

c) Grammar

According

to

Harmer

(2004)

notes

that

grammar

is

the

description of the way in which word can change their form and can be

combined into sentences in that language. Creating a good grammatical

sentence

is

very

difficult.

The

grammar

very

understanding the speakers’ utterance.

d) Content and Meaning

important

role

in

The content and meaning is ability in speaking which can be

seen from mistake, completeness, clarification, and simplicity what the

topic about (Tarigan, 2008).

e) Pronunciation

Pronunciation

includes

the

pronunciation

itself,

stress,

and

intonation. Fachrurrazy (2011) notes that pronunciation can be defined as

the

way

a

certain

sound

or

sounds

are

produced.

Stress

in

the

pronunciation of the word (in a sentence) or syllable (in a word) with

more force than the surrounding words or syllables. Intonation is the rise

and fall of the pitch of the voice in speaking, especially as this affects the

meaning of what is said.

f) Fluency

In spoken language the question faced by the teacher is how

they shall prioritize the two clearly important speaker goals of accurate

(clear, articulate, grammatically and phonologically correct) language

and fluent (following, natural) language? It is now very clear that fluency

and accuracy are both important goals to purse in CLT

8

Fachrurrazy

(2011). In Oxford dictionary, Hornby (1995) states that fluent is able to

speak a language easily and well.

3. Basic Type of Speaking

According to Brown (2004), there are five basic types of speaking:

(1) Imitative. It performs the ability to imitate a word, phrase, or sentence,

(2) Intensive. It performs the ability to produce short stretches of oral

language

designed

to

demonstrate

competence

in

a

narrow

band

of

grammatical,

phrasal,

lexical,

or

phonological

relationships

(such

as

prosodic elements-intonation, stress, rhythm, juncture), (3) Responsive. It is

included the ability to perform short conversation, standard greetings and

small talk, simple requests and comments,

The other basic types are: (4) Interactive. Its’ characteristics are

same as the characteristic of responsive, but the difference between

responsive and interactive speaking is in the length and complexity of the

interaction, which sometimes includes multiple participants, and the last

(5) Extensive (monologue). Extensive is oral production tasks including

speeches, oral presentation, and storytelling.

Then the type of speaking in this research is included in extensive

(monologue) because the students have to produce tasks including speeches,

oral presentation, and storytelling.

4. Macro and Micro Skills of Speaking

According to brown, here some Micro skills and macro skills as

follows:

a) Micro Skill

9

1. differences

Produce

among

English

phonemes

and

allophonic

variants.

2. Produce chunks of language of different lengths.

3. Produce English stress patterns, words in stressed and unstressed

positions, rhythmic structure, and intonation contours.

4. Produce reduced forms of words and phrases.

5. Use an adequate number of lexical units (words) to accomplish

pragmatics purposes.

6. Produce fluent speech at different rates of delivery.

7. Monitor one’s own oral production and use various strategic devices

pauses, fillers, self corrections, backtracking to enhance the clarify

of the message.

8. Use grammatical word classes (nouns, verbs, etc) systems (e.g.,

tense agreement, pluralization), word order, patterns, rules, and

elliptical forms.

9. Produce speech in natural constituents: in appropriate phrases, pause

groups,

breathe

groups,

and

sentence

constituents.

Express

a

particular meaning in different grammatical forms.

10. Use cohesive devices in spoken discourse.

b) Macro Skills

1. Appropriately accomplish communicative functions according to

situations, participants, and goals.

2. Use

appropriate

styles,

registers,

pragmatic

conventions,

conversations

10

implicature,

rules,

floor

redundancies,

keeping

and

yielding interrupting, and other sociolinguistics features in face to

face conversations.

3. Convey links and connections between events and communicate

such relations as vocal and peripheral ideas, events and feelings, new

information

and

given

information,

generalization

and

exemplication.

4. Convey facial features, kinesis, body language, and other nonverbal

cues along with verbal language.

5. Develop and use battery of speaking strategies, such as emphasizing

key words, rephrasing, providing a context for interpreting the

meaning of words, appealing for help, and accurately assessing how

well your interlocutor is understanding you.

5. Assessing Speaking Skill

Speaking in a classroom involves the interaction between teachers

and students or among the students which depends on how classroom

activities are organized. There are at least three challenges faced by the

teachers who assess speaking in the classroom i.e. determining the time

allotment,

selecting

assessment

activities

and

determining

evaluation

criteria.

1. Techniques of Assessing Speaking

 
 

Suharsimi Arikunto

(2012) says that

assessment

is making

decision to the result of measurement. These are kinds of techniques

which can be conducted to assess speaking such as Phone pass Test,

Directed Response, Read Aloud, Picture-Cued, Translation, Question and

Answer, Giving Instructions and Directions, Test of Spoken English

11

(TSE), Interview, Role Play, Discussions and Conversations, and Oral

Presentations (Brown, 2007).

1) Reading Aloud

This technique is easily administrated by selecting a passage

that incorporates test specs by recording the test taker’s output. The

scoring is relatively easy because all of the test taker’s oral production

is controlled. Besides that, the result of research on Phone pass test,

reading aloud may actually be surprisingly strong indicator of overall

oral production ability (Brown, 2007).

2) Picture-Cued

Picture, map, and diagram can be used in oral production test

in similar ways to those descriptions in the previous unit in listening

skill test. Pictures of single objects can be used for testing production

of significant phonemes contrasts, while a picture of scene or accident

can be used for the total oral skill.

3) Interview

A test administrator and a test taker sits down in a direct face

to face exchange and proceed through protocol of questions and

directives. The interview, which may be tape recorded for re listening

to obtain the accuracy score. Then the interviewer focuses on the

pronunciation, grammar, vocabulary and etc (Brown, 2007).

4) Paraphrasing

This

is

a

combination

between

speaking

and

listening.

Students listen to a story, text read by teacher or from the tape

recorder, and then the students retell or paraphrase the story or text.

12

5) Role Play

Techniques

in

role

play

are

proved

to

be

effective

in

assessing speaking in the classroom. These activities are authentic

because they involve language use in contexts. As an assessment

device, a role play opens some windows of opportunities for the

students to use discourse that might otherwise be difficult to elicit.

6) Games

This

is

a type

of speaking

assessment

device which

is

informal and brings the students in relaxed and enjoyable situation

during the test. Game make students interest to learn.

7) Oral Presentation

For oral presentations, a checklist or grid is a common means

of scoring or evaluation. Holistic scores are tempting to use for their

apparent

practicality,

but

they

may

obscure

the

variability

of

performance across several sub categories.

Since this study relates to the presentation the material by orally,

the present researcher uses the oral presentation assessment. Assessing

speaking should be based on the given material of instruction referring to

the goal and objectives, in assessing speaking there some components which

are usually tested; pronunciation, grammar, vocabulary, fluency, listening

comprehension, appropriateness and etc. The goal of teaching speaking

skills is communicative efficiency.

6. Teaching Speaking

English language teachers have continued to teach speaking just as

a repetition of drills or memorization of dialogues. However, today's world

13

requires that

the goal of teaching

speaking

should

improve students'

communicative skills, because students can express themselves and learn

how

to

follow

the

social

and

cultural

rules

communicative circumstance.

appropriate

in

each

There are some explanations about what is teaching speaking,

according to Nunan (2003), Teaching speaking is to teach English language

learners to produce the English speech sounds and sounds patterns; (1) use

words and sentence stress, intonation patterns and the rhythm of the second

language; (2) select appropriate words and sentences according to the proper

social setting, audience, situation and subject matter; (3) organize their

thoughts in a meaningful and logical sequence; (4) use language as a means

of expressing values and judgments; and (5) Use the language quickly and

confidently with few unnatural pauses, which is called fluency.

According to Hughes (2002), the goal of teaching speaking is

communicative efficiency. So, in learning speaking, students should be able

to make themselves understood and they should try to avoid confusion in

the message due to its pronunciation, grammar, and vocabulary and to

observe the social rule that apply in communication situation. According to

Murcia (2001), when teaching speaking English as a foreign language,

teacher needs to particularly competent at organizing activities in class and

motivating the students. However, the teacher needs to make the speaking

class to be fun and enjoyable. The teacher has to create activities that give

students many opportunities of communicating

with their

friends. So,

teaching speaking must be an enjoyable and fun activity that makes the

students feel secure to speak up and express their feeling freely.

14

7. Poster Presentation

1. Concept of Poster Presentation

The

poster

presentation

is

a

dynamic

communication

tool

evolving over the past four decades, as a means to accommodate the

increasing number of researchers, especially graduate students, seeking a

means

for

scholarly

presentations

of

their

research

Poster presentation is a simple media in which it is easy to be

used,

understood,

and

comprehended.

Poster

presentation

is

an

interesting

media

in

teaching

speaking.

Poster

presentation

in

this

research is a poster with interesting color and pictures.

2. Advantages and Disadvantages of Poster Presentation

There are some advantages and disadvantages of using poster

presentation as media in learning (Geraldine O’Neill and David Jennings,

2012).

a. Advantages of Poster Presentation

There are several advantages of using poster presentation as

media in learning, such as:

1) Poster presentation can be used as excellent alternative medium for

developing communication skills.

2) Involve students in the assessment process.

3) Encourage students to investigate a topic thoroughly.

4) Provide opportunities for peer-learning.

5) Promote a positive attitude for students.

15

6) Exploring and confronting misconceptions.

7) Students enjoy and engage in the activity.

8) Opportunity to dialogue about learning.

b. Disadvantages of Poster Presentation

There are several disadvantages of using poster presentation as

media in learning, such as:

1) Students can be nervous in doing presentation. Students must

prepare themselves confidence before doing presentation.

2) Time and space. To present the material, students need much time

and space to prepare their presentation.

3) New to students, need intruction.

4) Need to have clear criteria for good inter-rater reliability.

3. Procedure of Teaching Using Poster Presentation

According to Mark Firth (2006), there are some procedures of

teaching using poster presentation.

1. Make one copy of the assignment sheet and an assessment sheet for

each student.

2. Put students into groups of two or three.

3. Have students brainstorm twenty odd possible topics according to

the theme and list them all up on the blackboard.

4. Get a leader for each group to write their names next to the topic that

they would like to study.

5. Have students brainstorm everything they know about their topics.

6. Hand out the assignment sheet and read through together.

16

7. Get students to research the topic out of class and design posters in

class in groups.

8. Have students write their speeches in simple words using the key

words and sections on the paper.

9. Coach students in their verbal and non-verbal communication.

10. On presentation day, put posters up around the room with two

groups at each station (you will need tape or magnets for this).

11. Have students present to each other, complete listening sheets if you

wish, and rotate.

Based on those procedures above, the present researcher simflifies

the procedures of teaching using poster presentation into the following

procedures;

1. Make one copy of the assignment sheet and an assessment sheet for

each group of student.

2. Put students into group (one group consis of two persons)

3. Ask each group to make an intresting poster presentation based on the

topic (Part of Body)

4. Ask each group to present their poster presentation in front of the class

(other student makes assessment about their friends presentstion and

submit to the teacher at the end of presentation)

C. Teaching speaking Using Poster Presentation

A Poster presentation is as an experiential learning activity that

stimulates curiosity and interest encourages exploration and integration of

17

concepts

and

provides

students

with

a

novel

way

of

demonstrating

understanding (Handron, 1994, In Bracher, Cantrell & Wilkie 1998).

In teaching using poster presentation teacher must be creative to make

interesting poster as media to make students focus in teaching and learning

process. According to Sudjana and Rivai (2002) poster is an instrument

function of the tight visual combination that consists of color and massage as

mean of to complete person attention in a time being for meaningful idea of

theirs. It is also called as a glue, drawing or picture that is stickled after

getting whole benefit

or attention as

media to

deliver an information,

suggestion, massage and guiding, perspective etc,(Rohani, 1997).

Teaching speaking using poster presentation is an interesting way to

make learners interesting in teaching and learning process. Teaching speaking

using poster presentation make students talk more every time. Students must

prepare themseves confidence before conduct the presentation.

In teaching and learning process the students present the material with

interesting performance, they make all eyes on them and it is difficult for

them. However, students may not always be aware of what they are leaning

and experiencing.

The teacher has important function to guide the students’

consciousness about the concepts and principles underpinning the students

performance. In addition, the teacher has important managerial function.

D. Relevant Study

In this part, the present researcher states the relevant of the study that

is possible in adding the reader’s view in the effect of using poster media

18

towards students ability in vocabulary mastery, the research which is related

which this study has been done by Paizun (2011).

He examines how poster media can improve the students’ vocabulary

mastery. The subjects of the study are the eleventh grader of SMA NW

Tebaban. The problem of the study is “to what extent is the effectiveness of

poster media towards students’ ability in vocabulary mastery?”. The study is

aimed at identifying whether and to what extent is the effectiveness of poster

media toward students’ ability in

vocabulary mastery. This research is

classroom action research which conducted two cycles. Each cycle consist of

four meeting. It employs vocabulary test as instrument. The number subject

of this research is 40 students. He uses observation sheets in collecting data

and gives test at the end of the cycle. Then the result of the study is the poster

media is effective towards students’ vocabulary mastery. It is proved by the

students’ mean score that has improved from the pre-test 54.5 into 66.2 in the

post test.

Paizun’s research is relevant to this research. They have similarity and

difference. The similarity of the study is both of them investigate about the

effectiveness of poster media in teaching engllish. While the difference of this

study is Paizun focuses on the efffect of poster media towards student

vocabulary mastery of the eleventh graders of senior high school. Meanwhile,

this research is focused on the effect of poster presentation in teaching

speaking to the seventh graders of MTs NW Ketangga.

19

E. Theoretical Framework

In this research, the present researcher used poster presentation on

teaching

speaking

skill

by

refering

to

Handron.

He

states

that

poster

presentation is as an experimental learning activity that stimulates cureosity

and interest, encourages exploration and integration of concepts and provides

students with a covel way of demonstrating understanding.

In this research, poster presentation is an interesting media to learn

speaking skill. It contains some fictures which taken from the material being

learned. The fictures guide the students to make some explanation orally.

Automaticly, this way help the students upgrading their speaking ability easier.

The framework to apply poster presentation can be seen in Figure 1.

Divide students into group

Ask the students to make an interesting poster presentation Ask the students to present their
Ask the students to make an interesting
poster presentation
Ask the students to present their poster
presentation orally

Figure 1. Framework of Using Poster Presentation

F. Hypothesis

Ary (2002) states that the hypothesis is the researchers’ prediction

about the outcome of the study. Meanwhile, Furchan (1982) defines that

hypothesis is the instrument that has large function in scientific research.

20

Based on the relevant study and those theories, the present researcher

formulated

the

hypothesis

of

this

study

was

Poster

Presentation

is

significantly effective in teaching speaking to the seventh graders of MTs NW

Ketangga in the school year 2013-2014.

21

CHAPTER III

RESEARCH METHOD

A. Research Design

The design used in this study was experimental design. Experimental

design is a study which aims at finding out the influence of particular

treatment (Sugiyono, 2011). In addition, he notes experimental method is

divided into three, namely true-experimental, pre-experimental, and quasi

experimental design.

In line with the statement, the present researcher used

pre-experimental research by using one group experiment. In this case, the

present researcher analyzed the students’ speaking ability of the seventh

graders of MTs NW Ketangga in the school year 2013-2014 before and after

giving treatment by using poster presentation.

Table 1

Research Design

Experimental Group

Pre-test

Treatment

Post-test

O 1

X

O 2

According to Cohen (2007) research design includes three steps; 1)

pre-test, 2) treatment, 3) post-test. Pre-test

is

implemented to

measure

students’ previous knowledge about vocabulary before conducting treatment.

Meanwhile, post-test is used to measure the students’ achievement after

conducting the treatment by technique or media used.

22

Referring

to

the

explanation,

the

present

researcher

used

pre-

experimental design. In this design, observation was done twice; they were

before treatment (O 1 ) and after treatment (O 2 ). To know the effectiveness of

word wall, the present researcher compared the scores of pre-test and post-

test.

B. Setting of the Study

In this research, the present researcher conducted the investigation of

the effectiveness of poster presentation in teaching speaking skill at the seventh

graders of MTs NW Ketangga in the school year 2013-2014. The activity of

investigation was done for eight weeks. Table 2 describes research time

schedule.

 

Table 2

 
 

Research time schedule

 

No

Activities

Feb

Marc

April

May

June

 

2014

2014

2014

2014

2014

1

Arranging Proposal

2

Making Instrument

3

Conducting Research

 

4

Collecting

and

Analyzing Data

5

Making Report

23

C. Population and Sample of the Study

1. Population of the Study

Population is a set of all elements possessing one or more attributes

of interest (Suharsimi, 2006). Based on that theory, it can be said that

population is the whole subjects that stay in one area and have definite

characteristics related to problems of the research that will be investigated.

The target population of this study was two classes of the seventh graders

of MTs NW Ketangga in the school year 2013-2014 and students were still

actively learning English as one of compulsory subject, as shown in Table

3:

Table 3

The Population of the Study

No.

Class

Sum of Population

1.

VII

A

36 students

2.

VII

B

39 students

TOTAL

65 students

2. Sample of the Study

Sample is the smaller group or subset of population. Sugiyono

(2011) states that sample is part of population which representative. Based

on this statement, it can be concluded that sample is a part of population that

have definite characteristic or condition will be observed.

24

Referring to the theory, the present researcher took one class from

the

total population

by

using

purposive

random

sampling.

Purposive

sampling means taking sample based on the certain purpose (Sugiyono,

2011). This technique was used to make the present researcher easier in

taking the sample. The present researcher took a part of them by using

lottery. As the result, the class VII A was chosen as the sample of the study

which consisted of 36 students.

D. Data Collection

1. Variable Identification

Variable is everything that is able to become investigation object in

research. It can be used as an attribute of someone research. In the other

word, research variable is an attribute or attitude or value of people, object

or activity which has variation and has been set by the researcher to be

learned and given a conclusion (Sugiyono, 2011). In line to the definition,

the variable of this research was poster presentation as an alternative

media in teaching speaking skill.

2. Variable Definition

Poster media can be defined as one of a tool that consist of a word

symbol or

a simple sign,

it

prohibition (Depdikbud, 1988).

is generally developing

a suggestion or

In this research, poster presentation is an interesting media to learn

speaking skill. It contains some pictures which taken from the material

being learned. The fictures guide the students to make some explanation

25

orally. Automaticly, this way help the students upgrading the speaking

ability easier.

3. Instrument of the Study

The validity of the data is determined by the instrument. Suharsimi

Arikunto (2002) says instrument is a tool which chosen and used to

collecting the data to make the activity easier and systematically.

To know the effectiveness of teaching speaking skill by using poster

presentation, the present researcher gave oral test to students. In the testing

by oral test, the present researcher divided the score into five criteria; those

are the scores of intelligibility,

fluency, lexical accuracy, grammatical

accuracy, and word pronunciation accuracy. Each criteria, then is rated into

five scale of rating scores, it is based on Moedjito (2014) scale rating scores.

The pre-test that initial proficiency in speaking before the treatment given

the result of the pre-test would be counted for the data then would be

compared with the result of the post-test.

To score the student’s speaking skill the present researcher classified

the students’ score base on the following classification:

Table 4

Subcategories of oral proficiency score

Items

Scoring

1. Intelligibility

1

Not

intelligible

at

all;

great

listener

effort

is

 

required.

 
 

2

Little intelligible; much listener effort is required.

3

Reasonably intelligible; some listener effort is

26

required.

 

4

Large intelligible; little listener effort is required.

5

Fully intelligible; no listener effort is required.

2. Fluency

1

A great number of pauses and corrections occur.

2

Many pauses and corrections occur.

3

Some pauses and corrections occur.

4

Few pauses and corrections occur.

5

Almost no pauses and corrections occur.

1. Lexical

1

A great number of lexical error are present.

Accuracy

2

Many lexical error are present.

3

Some lexical error are present.

4

Few lexical error are present.

5

Almost no lexical error are present.

2. Grammatical

1

A Great number of grammatical error are present.

Accuracy

2

Many grammatical error are present.

3

Some grammatical error are present.

4

Few grammatical error are present.

5

Almost no grammatical error are present.

3. Word

1

A great number of mispronunciations are present.

Pronunciation

2

Many mispronunciations are present.

Accuracy

3

Some mispronunciations are present.

4

Few mispronunciations are present.

5

Almost no mispronunciations are present.

Adapted from Moedjito (2014)

27

After the present researcher found the score of each student in the

rating scale the present researcher needed to classify them into the level of

ability in speaking. Bellow is the table of students’ speaking level based on

the criteria of mastery in rating scale:

Table 5

Score classification

Criteria of Mastery

Level

91-100

Excellent

81-90

Very good

71-80

Good

61-70

Fair

51-60

Poor

<(less than) 50

Very poor

4. Technique of Data Collection

The technique of data collection is the way how a researcher

collects the data. The research design described that this study used pre

experimental design.

Syamsuddin

and

Damaianty (2006)

describe

pre

experimental has two tests; O 1 as the pre-test and O 2 as the post-test. X is

used as the symbol of treatment.

The pre-test must be done first to know what extent is the ability of

the students to speak English, and then conduct the treatment, the last one is

posttest must be done also.

28

a. Pre test

The present researcher asked the students to describe material in

poster presentation (Part of Body) using oral presentation in front of the

class. While the students did presentation, the present researcher gave

score focus on the students’ speaking ability which used pronunciations,

fluency, accent and comprehension.

b. The treatment

After conducting the pre-test, the treatment heaving been done for

the next step. Firstly, the present researcher asked the students about

material (Part of Body). After that, the present researcher divided the

students in group (one group consist of two persons). The present

researcher asked each group to make an interesting poster presentation

about Part of Body after giving and explaining an example of poster

presesntation. The last steps was the present researcher asked each group

to present and to describe about their poster presentation.

To check the students mastering of the material (Part of Body),

they were asked to mention and describe all functions of part of body.

c. Post-test

The present researcher asked the students to present the material

(Part of Body) using poster presentation in front of the class. The score of

the

post-test

was

compared

to

the

score

of pre-test

to

know the

effectivenss of Poster Presentation in teaching speaking for the seventh

graders of MTs NW Ketangga in the school year 2013-2014.

29

E. Data Analysis

1. Descriptive Statistics

In this research, the present researcher assessed some speaking

elements. In assessing speaking skill there are five aspects were measured

those

are:

Intelligibility,

Fluency,

Lexical

Accuracy,

Grammatical

Accuracy, Word Pronunciation Accuracy.

The technique of analyzing the data in this research is descriptive

statistics. This technique was aimed to find out Mean Score and Standard

Deviation of students’ test achievement. The present researcher calculated

the Mean Score and Standard Deviation of the experimental group by

using

(Statistic

Windows.

Package

for

Social

Science)

SPSS

Statistics

17

for

Mean and Standard Deviation can be found out by using SPSS

through these steps, after opening SPSS Statistic 17 for Windows, Entering

data and Modifying variables, go to Analyses, select Descriptive Statistic

and click Frequencies. After the Frequencies statistic was displayed, put a

tick in the box of Mean or Standard Deviation and then select Continue

(Moedjito, 2014).

2. Required Statistics for Testing Hypothesis

In testing hypothesis, the collected data should be normal and

homogeneous. There are two required statistics needed, namely Normal

Distribution

and

Homogeneity.

Both

Normality

Distribution

and

Homogeneity were tasted by using SPSS Statistic 17 for Windows. In

calculating Normal Distribution, the present researcher used One-Sample

Kolmogorov Z Test. After calculating the normal distribution of the data,

30

the present researcher should check homogeneity of the variance of the

variable. The present researcher used One-Way ANOVA. If the values of

the significance level of the investigated variables are greater than 0.05,

the distribution of the data is in normal and homogeneous (Moedjito,

2014).

3. Testing Hypothesis

The hypothesis’ formula of this study was that poster presentation

was significantly effective in teaching speaking skill to the seventh graders

of MTs NW Ketangga in the school year 2013-2014. This hypothesis was

tested to prove whether it was accepted or rejected. Suharsimi Arikunto

(2010) states if the researcher determines the degree of freedom in 5%

means that the researcher has possibilities in accepting the conclusion of a

research although 5% of the population is not appropriate.

In measuring the collected data, the present researcher used some

techniques of measurement such as manual calculating and SPSS Statistic

17 for Windows. As the development of education and technology, the

present researcher used SPSS Statistic 17 for Windows to measure the

collected data.

31

CHAPTER IV

RESULT AND DISCUSSION

A. Research Result

1. Descriptive Statistics

After counting the data, the present researcher found the lowest score

of pre-test was 7 or 28 and the highest score was 16 or 64 (see Appendix 1),

while in post-test, the lowest score was 14 or 56 and the highest score was

21 or 84 (see Appendix 2).

Then, the results of the data calculation shown that the mean score of

experimental group in pre-test was 10.56 and in post-test was 17.47 (see

Table 6). Meanwhile, the standard deviation of the pre-test was 2.57 and

post-test was 1.93 (see Table 6).

Based on the data gained of the students’ speaking skill indicated

that the existence of a tendency that mean score after done the treatment was

higher than before done the treatment. Where the means score of post-test

was higher than the mean score of pre-test.

The calculation of the mean score and the standard deviation can be

seen on the table below:

Table 6

Summary of Descriptive Statistic

 

N

Mean

Std. Deviation

Pre-Test

36

10.56

2.57

Post-Test

36

17.47

1.93

 

32

2. Testing Hypothesis

Before coming to analyze the hypothesis, the collected data should

be

normal

and

homogenous.

Refer

to

the

testing

of

normality

and

homogeneity in this research, the result shown that the collected data were

normal

and

homogenous.

The

normality

test

using

One-Sample

Kolmogorov Smirnov shown that value of normality in Pre-Test and Post-

Test were 0.85 and 0.65. Each of the score was higher than 0.05, it

indicated that the data were normal.

Table 7

The Result of Normality Test

Pre-Test

Post-Test

Kolmogorov Smirnov

.85

.65

Meanwhile, the Homogeneity test using One-Way ANOVA shown

that the data were homogenous, Levene’s statistic test = 2.43 at p=0.12.

Table 8

The Result of Homogeneity of Variances Test

Levene Statistic

df1

df2

Sig.

2.43

1

70

.12

After knowing the data was normal and homogenous, the present

researcher used Paired Samples T-Test to get the hypothesisanswer. The

hypothesis criteria were, if the mean score of pre-test ≤ post-test, it means

Ha was accepted and if the mean score of pre-test ≥ post-test, it means Ha

33

was rejected. The hypothesis in this study was Poster Presentation was

significantly effective in teaching speaking skill for the seventh graders of

MTs NW Ketangga in the school year 2013-2014. The result of hypothesis

testing after analyzing the data, it can be seen on table 9:

Table 9

The Result of Testing Hypothesis

 

t

Df

Sig. (2-tailed)

Pre-Test Post-Test

19.74

35

.001

The result

of study discovered that

there was a significance

difference in the mean score between the Pre-Test and Post-Test, t = (df =35)

= 19.74 at p= 0.001.

Based on those scores, the present researcher concluded that Poster

Presentation was significantly effective in teaching speaking skill for the

seventh graders of MTs NW Ketangga in the school year 2013-2014

B. Discussion

The theory in this research was the poster presentation is a dynamic

communication tool evolving over the past four decades, as a means to

accommodate

the

increasing

number

of

researchers,

especially

graduate

students,

seeking

a

means

for

scholarly

presentations

of

their

research

(Fred Stoss ;University at Buffalo Libraries). To prove whether there was or

not a significant effectiveness of Poster Presentation in teaching speaking skill

to seventh graders of MTs NW Ketangga in the school year 2013-2014.

34

The present researcher formulated two statements of problems, (1) was

Poster presentation effective in teaching speaking to the seventh graders of

MTs NW Ketangga in the school year 2013-2014?, (2) To what extent was the

effectiveness of Poster Presentation in teaching speaking to the seventh graders

of MTs NW Ketangga in the school year 2013-2014?.

The result of this study showed that there was a significant difference

between the students’ speaking skill before and after Poster Presentation

implemented. The researcher got the mean score between the pre-test and post-

test was significance different, t = (df =35) = 19.74 at p= 0.001. It means that Ha

was accepted or Poster Presentation was significantly effective in teaching

speaking skill for the seventh graders of MTs NW Ketangga in the school year

2013-2014.

35

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Base on the data finding, the present researcher concluded that there

was a significant effectiveness of Poster presentation in teaching speaking for

the seventh graders of MTs NW Ketangga in the school year 2014-2015. It was

found there the students’ mean score of experimental group in post- test was

higher than pre- test (10.56: 17.47). Meaning that Poster presentation is

effective in teaching the students’ speaking. Having analyzed the value of the

level of significance

(p)

=

.001

which was

much lower than the

level

significance of (p) 0.05, where t = (df =35) = 19.74 From the result above, it

meant that there was an effectiveness of Poster presentation in teaching

speaking for the tenth graders of MTs NW Ketangga in the school year 2013-

2014.

B. Suggestion

There are two suggestions that the present researcher would like to deliver.

1) Teachers should have effective games and media to teach speaking. The

effective games and media make students easy to understand the materials which

are given by teacher. One of those effective media is Poster Presentation. 2) The

researcher

suggested

that

the students

should

be active

activities, particularly in learning speaking.

36

in

their

classroom

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Indonesia. Jakarta.

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Nasional.

(2008).

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Bahasa

Richard, C. Jack. (2008). Teaching listening and speaking. New York: Cambridge

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Suharsimi, Arikunto. (2010). Manajemen penelitian. Jakarta: Rineka Cipta

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Bandung: Angkasa.

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:PT. Prestasi Pustakaraya

39

Appendix I

Blue Print

 

Indicator

Evaluation

 

Item

   

Basic Competence

Aspect

Technique

Form of

Instruction of Instrument

Note

instrument

12.1 Expressing meaning

Pronouncing simple vocabulary about parts of body.

Pronunciation

Oral Test

Pronounce

Complete the blank spaces of the following text!

 

Vocabulary

each parts of

and rhetorical steps in

Fluency

body

Mention the funcion of

Accuracy

Mention the

parts of body

simple vocabulary

Intelligibillity

funcion of parts of body

 

about parts of body by

Pronouncing the puncion of parts of body

pronouncing the word

 

of parts of body and

expressing in written

form accurately,

smoothly and

acceptable to interact

within the

surroundings in the

simple vocabulary

about parts of body.

LESSON PLAN

School

: MTs. NW Ketangga

Subject

: English

Class

: VII (Seven) / 1

Standard Competency : 12. Expressing the meaning in functional written text and oral form and simple vocabulary about parts of body to interact within the surroundings.

Basic Competency

: 12.1 Expressing meaning and rhetorical steps in simple vocabulary about parts of body by pronouncing the word on parts of body and expressing in written form accurately, smoothly and acceptable to interact within the surroundings in the simple vocabulary about parts of body.

Text pattern

: Transactional/interpersonal

Aspect/Skill

: Speaking

Time

: 6 x 40 minutes

1. Learning Objective

Students can understand and use the expression of asking for and give a

chance to listen the new vocabulary about parts of body, they are able to pronounce new vocabulary about parts of body based on the theory which has already been studied.

When the students are given a chance to listen the new vocabulary about parts of body, they are able to mention the function of each parts of body.

Students’ expected characteristis :

Trustworthines and respecte

2.

Learning material

Parts of body

:

1.

Head

2.

Hair

3.

Ear

4.

Eye

5.

Nose

6.

Cheek

7.

Mouth

8.

Chin

9.

Neck

10.

Shoulder

11.

Hand

12.

Finger

13.

Stomach

14.

Knee

15.

Foot

Etc.

3.

Learning steps

A.

Pre Activities

Apersepsion :

Ask the students about parts of body orally.

Motivation :

Explaining the importance of material and students’ achievement competency.

B. Main activities

Eksploration

1. Teacher explains the material about parts of body.

2. The teacher gives an overview of the problem to be simulated situations.

3. Teacher divides the students into some groups (one group consist of two

comprehended persons).

Elaboration

1. Teacher asks the students new vocabularies about parts of body.

2. Teacher asks the students to come up in front of the class to do the

presentation.

3. Teacher helps to the presentears who got difficulties.

Konfirmation

1. Giving reinforcement to the students who have done the exercises orally.

2. Giving motivation to the students who have not understood yet.

C. Post activities

1. Teacher and students make a conclusion about learning material.

2. The teacher tells the students about next material.

4. Learning Sources

a. Text book (Let’s Talk)

b. Poster presentation on part of body

5.

c. Interactive English book of junior high school Assessment

a. Media

Poster Presentation

b. Scoring guidance

Total score = 100

c. Scoring rubric

Element

Score

Pronunciation

20

Vocabulary

20

Fluency

20

Accuracy

20

Intelligibility

20

Total

100

Peneliti

Siti Rahmah

NPM: 10460118

Mengetahui:

Kepala Sekolah

Suhaemi, BA. SH NIP: 2002071006

Guru Bahasa Inggris

Scoring Rubric

Items

 

Scoring

1.Intelligibility

6

Not intelligible at all; great listener effort is require

7

Little intelligible; much listener effort is required

8

Reasonably intelligible; some listener effort is require

9

Large intelligible; little listener effort is required

10

Fully intelligible; no listener effort is required

2.Fluency

6

A great number of pauses and corrections occur

7

Many pauses and corrections occur

8

Some pauses and corrections occur

9

Few pauses and corrections occur

10

Almost no pauses and corrections occur

3.Lexical accuracy

6

A great number of lexical error are present

7

Many lexical error are present

8

Some lexical error are present

9

Few lexical error are present

10

Almost no lexical error are present

4.Grammatical

6

A Great number of grammatical error are present

Accuracy

7

Many grammatical error are present

8

Some grammatical error are present

9

Few grammatical error are present

10

Almost no grammatical error are present

5.Word

6

A great number of mispronunciations are present

Pronunciation

7

Many mispronunciations are present

Accuracy

8

Some mispronunciations are present

9

Few mispronunciations are present

10

Almost no mispronunciations are present

Adapted from Moedjito (2014)

School

: MTs NW Ketangga

Class

: Seven/VII

Subjects

: English

Semester