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THE USE OF SCAFFOLDING TALK TECHNIQUE TO

IMPROVE STUDENTS’ SPEAKING SKILL

(Classroom Action Research of the Eighth Grade Students of MTs Negeri

Andong in the Academic Year of 2013/2014 )

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan Bahasa Inggris (S.Pd.I)

in the English Department of Educational Faculty

State Institute for Islamic Studies (STAIN) of Salatiga

TIKA RAHMAWATI

11310028

ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)

SALATIGA

2015

ii

MINISTRY OF RELIGIOUS AFFAIRS


SALATIGA Jl. Tentara Pelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50721

Website: www.stainsalatiga.ac.id email: [email protected]

DECLARATION

In the name of Allah, the most gracious and merciful.

Hereby the writer declares that this graduating paper is made by the writer

herself. It is not containing materials and written and has been published by other

people and other people’s idea except the information from the references.

This declaration is made by the writer, and she hopes that this declaration

can be understood.

Salatiga, November 04th 2014

The writer

Tika Rahmawati

11310028

http://www.stainsalatiga.ac.id/

mailto:[email protected]

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Ruwandi, S. Pd. MA

The Lecturer of Educational Faculty

State Institute for Islamic Studies Salatiga

ATTENTIVE COUNSELOR’S NOTE

Case: Tika Rahmawati’s Graduating Paper


Dear:

The Rector of State Institute

for Islamic Studies of Salatiga

Assalamu’alaikum Wr. Wb.

After reading and correcting Tika Rahmawati’s graduating paper entitled

“THE USE OF SCAFFOLDING TALK TECHNIQUE TO IMPROVE

STUDENTS’ SPEAKING SKILL”, I have decided and would like to propose that

if it could be accepted by educational faculty, I hope it would be examined as soon

as possible.

Wassalamu’alaikum Wr. Wb.

Counselor

Ruwandi, S. Pd. MA

NIP. 19661225 200003 1 002



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GRADUATING PAPER

THE USE OF SCAFFOLDING TALK TECHNIQUE TO IMPROVE

STUDENTS’ SPEAKING SKILL

(A Classroom Action Research of the Eighth Grade Students of MTSN

Andong in the Academic Year of 2013/2014)

CREATED BY:

TIKA RAHMAWATI

NIM. 113 10 028

Has been brought to the board of examiners on February 21th, 2014, and hereby

considered to completely fulfill the requirements of Degree of Sarjana Pendidikan

Islam (S.Pd.I) in English and Education Department.

Board of examiners:

Head : Dr. Sa’adi, M. Ag.

Secretary : Ruwandi, M. A.

1st examiner : Setia Rini, M. Pd.

2nd examiner : Ari Setiawan, S. Pd. M. M.

Salatiga, February 21th, 2015

Rector of STAIN Salatiga

Dr. Rahmat Hariyadi, M. Pd

NIP: 19670112 199203 1 005



v

Motto

“BUILD YOUR DREAMS OR SOMEONE ELSE WILL HIRE YOU TO BUILD THEIRS, WITH FULL PERSEVERANCE, GREAT WORKS WILL BE

ACCOMPLISHED”.

~Tony Gaskins~

vi

DEDICATION

This work is sincerely dedicated for:

My beloved husband (Slamet Rohmad Widodo)

My beloved parents, my father (Mat Kasim) and my mother (Siti

Rohmatin) who always pray, guide, motivate me to become better

person.

My dearest father and mother in law

My sweetest lovely angel (Reyhan Rama Widodo)

My beloved sister (Fajar Istiqomah), my beloved brothers (Irfanul

Muslim and Arbain Mahmud) and my big family who fill my life

with love and affection.

All of big family MTs N Andong, the head master, all of teachers

and students of VIIIB class.

My lovely friends at STAIN (Chus, Fais, Jay, Orin, Ria, Layla,

Lia, Laely, Atun, Saras).

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

First of all I would like to express my deepest gratitude to Allah SWT , God

the almighty for the blessing given to me in completing this thesis as one of

requirement to finished study in English Department faculty of States for Institute

Islamic Studies.

This thesis would not have been completed without support, guidance and

help from individual and institution. Therefore, I would like to express special

thanks to:

1. Mr. Dr. Rahmat Hariyadi, M. Pd as the rector of State Institute for Islamic

Studies Salatiga.

2. Mrs. Rr. Dewi Wahyu Mustikasari, M. Pd as the head of English

Department of States Institute for Islamic Studies (STAIN) of Salatiga

and the consultant of this thesis. Thanks for all of your suggestion,

recommendation and support for this thesis from the beginning until the

end.

3. Mr. Ruwandi , MA as consultant who has educated, supported, directed

and given the writer advice, suggestion and recomendation for this

graduating paper from beginning until the end. Thanks for your patience

and care.

viii

4. My beloved mother and father. Thanks for everythings (support and

praying) no one better than you and my parents in law, and all family.

5. All lecturers in English Department Faculty of STAIN Salatiga. Thanks

for all guidance, knowledge, support, and etc.

6. The craziest friends in D’Phonk (Orin, Chus, Jay, Saras, Fais, Lia,

Ria,Atun, Layla, Laely). Thanks for always give me sweet memory, and

support.

7. All of my friends TBI ’10 especially A class, thanks for the cheerfull and

your togetherness.

8. All of staffs who help the writer in processing of thesis administration.

9. Everybody who has helped me in finishing this thesis. Thanks for all

supports, advice, suggestion and other helps that you all gives. The writer

hopes that this thesis will useful for everyone.

Salatiga, 04 Novemberth 2014

The writer

Tika Rahmawati

113 10 028

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ABSTRACT

Rahmawati, Tika. 2014. “The Use of Scaffolding Talk Technique to Improve

Students’ Speaking Skill (Classroom Action Research of the Eighth Grade

Students of MTS Negeri Andong in the Academic Year of 2013/2014 )”.

A Graduating Paper. Educational Faculty. English Department. State

Institute for Islamic Studies (STAIN). Consultant: Ruwandi, MA.

Keywords: Speaking Skill; Scaffolding Talk technique.

This research is aimed to develop the students’ Speaking Skill through

Scaffolding Talk technique. This research will answer these main questions (1)

Whether Scaffolding Talk Technique is able to improve the students’ speaking

skill?, (2) How far is the implementation of Scaffolding Talk technique improve

significantly to speaking skill of students grade VIII in MTs N Andong in the

Academic Year of 2013/2014?. Thirty six students of the eighth grade students of

MTSN ANDONG 2014 were instructed through Scaffolding Talk technique to

improve students’ speaking skill. The methodology of this research is Classroom

Action Research (CAR). It is conducted in two cycles. Each cycle consists of

planning, action, observation and reflection. the researcher found several findings

on it. The findings show that the students’ speaking skill increases from pre to post

test. The mean of pre-test 47,08, the mean of post-test I, 66,67, and the mean of

post-test II 74,72. The T-calculation is 3,18. The result shows that the T-calculation

higher than T-table (2,75). It means that Scaffolding Talk technique is able to

improve the students’ speaking skill.

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TABLES OF CONTENTS

TITLE ............................................................................................................. i

DECLARATION ........................................................................................... ii

ATTENTIVE COUNSELOR NOTES ......................................................... iii

PAGE OF CERTIFICATION ...................................................................... iv

MOTTO .......................................................................................................... v

DEDICATION ................................................................................................ vi

ACKNOWLEDGMENT ............................................................................... vii

ABSTRACT .................................................................................................... ix

TABLE OF CONTENTS .............................................................................. x

LIST OF TABLES AND FIGURE ............................................................... xiii

CHAPTER I: INTRODUCTION

A. Background of Study ........................................................................... 1

B. Identification of Problem ..................................................................... 4

C. Research Problems ............................................................................... 5

D. The Objectives of the Study ................................................................. 5

E. Benefits of the Study ........................................................................... 6

F. Limitation of the Study ........................................................................ 7

G. Definition of the Key Terms ............................................................... 7

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H. Review of Previous Research .............................................................. 7

I. Graduating Paper Organization ........................................................... 8

CHAPTER II: UNDERLYING THEORIES

A. Speaking .............................................................................................. 10

1. Type of Speaking Performances ................................................... 11

2. Elements of Speaking .................................................................... 12

3. The Principle for Teaching Speaking ............................................ 14

4. Teaching Speaking ......................................................................... 15

5. Technique in Teaching Speaking .................................................. 16

6. Classroom Speaking Aktivities ...................................................... 17

7. Characters of Successful Speaking ................................................ 20

B. Scaffolding Talk .................................................................................. 21

1. Characteristic of Scaffolding Talk ................................................. 23

2. Type of Scaffolding Talk .............................................................. 24

3. Procedure of Scaffolding Talk ...................................................... 26

CHAPTER III: RESEARCH METHODOLOGY

A. The Setting of The Research .............................................................. 27

B. The Method of the Research ............................................................... 32

C. The Subject of The Research ............................................................. 32

D. Data Collection Method ...................................................................... 34

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E. Research Instrument ............................................................................ 35

F. Evaluation Criteria .............................................................................. 37

G. The Procedure of Research ................................................................. 38

H. The Model of Research ...................................................................... 40

I. Technique of Data Analysis ................................................................ 40

CHAPTER IV: DATA ANALYSIS AND DISCUSSION

A. Data Presentation ............................................................................... 42

B. Data Analysis ....................................................................................... 49

C. Discussion ........................................................................................... 53

D. Research Summary ............................................................................ 74

CHAPTER V: CLOSURE

A. Conclusion ......................................................................................... 76

B. Suggestion ........................................................................................... 77

BIBLIOGRAPHY

CURRICULUM VITAE

APPENDIXES

xiii

LIST OF TABLES AND FIGURE

Table 3. 1 Educational Facilities and Tools in MTsN Andong ........... 28

Figure 3.1 Figure Cyclical Action Reasearch ......................................... 40

Table 3. 2 List of Teachers (PNS) in MTsN Andong ........................... 29

Table 3. 3 List of Non Permanent Teachers in MTsN Andong .......... 30

Table 3. 4 List of Staff (PNS and Non Permanent) ............................. 31

Table 3. 5 The Distribution of the Class of MTsN Andong .................. 31

Table 3. 6 The List of VIII B Class Group of MTsN Andong .............. 33

Table 3. 7 Students’ Observation Sheet ................................................. 36

Table 3. 8 The Assessment Scale for Oral Ability ................................. 37

Table 3. 9 The Students’ Achievement ................................................... 38

Table 4.1 The result of pre test .............................................................. 42

Table 4. 2 Students’ Observation Sheet ................................................. 44

Table 4.3 The result of post test I .......................................................... 45

Table 4.4 The result of post test II ........................................................ 46

Table 4. 5 The result of post test I and post test II ................................ 47

Table. 4. 6 Students’ Observation Sheet ................................................ 48

Table. 4. 7 The Classification of pre test result ...................................... 50

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Table 4. 8 The result of observation cycle I ........................................... 50

Table 4. 9 The Classification of Post test I result .................................. 51

Table 4. 10 The Classification of Post test II result ................................. 51

Table 4. 11 The result of observation cycle II .......................................... 53

Table 4. 12 Type of Scaffolding Talk ....................................................... 61



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CHAPTER I

INTRODUCTION

A. Background of Study

There are four language skills which should be mastered by language

learners; they are listening, speaking, reading and writing. Speaking is one of the

language skills that should be mastered by language learners. To master this skill

is not an easy business because there are some language components as the tools

for mastering it. Among others are grammar, vocabularies, spelling,

pronunciation, fluency etc. Therefore, one will be called skillful in speaking

when they are able to make use the component needed to share ideas, feelings

and thoughts. However speaking teachers are not so successful in teaching this

skill. Brown and Yule (1983: 25) state that “learning to talk in the foreign

language is often considered being one of the most difficult aspects of language

learning for the teacher to help the students with.” Many of the learners in a

speaking class are reluctant speakers. The disability of the students to speak may

lead them to be unable to express their ideas, feelings, thoughts even in a simple

form of conversation.

Besides difficulties which are caused by embedded language components,

the difficulty of mastering it is also caused by the other factors. One of the factors

is teaching technique. There are several teaching techniques that can be used to

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increase students speaking skill. The techniques which can be use as Role-plays,

Communication games, Discussion, Scaffolding Talk.

An effective and efficient classroom should be organized by an effective

efficient teacher as well. To make the classroom effective and efficient, a

teacher should deliver and give instructions in English. Teacher need to

choose the most effective or efficient technique in speaking class, one of the

technique that can be used by teacher in speaking class is Scaffolding Talk.

Scaffolding talks is teacher’s talk in the language teaching. It is the

communication and interaction between a teacher and students in which

teachers give instructions to support the understanding in the language

class. It also influences the success of English speaking atmosphere in the

classroom (Listyaning S and Zulfa S, 2007:15) because technique belongs to one

of the determinants of successful language teaching.

The writer believes that choosing the best technique will enable teacher to

cope with problems in class. The problems are actually faced by language

teachers in most educational agents including in MTs Negeri Andong. Because

teacher asks students to practice speaking spontaneously, the teacher should give

a model first because by giving a model, the students will get an impression what

kinds of speaking they will produce. Thus English teachers must try to look for

the best solution to overcome the problems in order to reach the target of the

teaching of English.

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Based on the results of interviews that have been conducted with Mrs.

Suhartini and Mr. Heri English teachers at MTs Negeri Andong, the researcher

found out some problems related to the instructional activities in there. Those

problems are: 1) the students have low speaking ability because they rarely

practice English to communicate with the others; 2) students are used to speak

Javanese than English language; 3) the students have low grammar, vocabulary

and pronunciation mastery; 4) the students have low motivation in learning

English; and 5) the teacher still uses monotonous and inappropriate teaching

techniques.

Considering the problems faced by the teachers above, it can be said that

the English teacher of MTs Negeri Andong still meets some serious problems in

teaching and learning process. Above factor entails us to master English,

especially speaking skill. There are so many factors, how to students can master

speaking ability successfully. The writer tries to suggest that teacher should

apply a technique that emphasizes teaching and learning outpace to solve

speaking problems. Thus teachers should have good and interesting techniques

in teaching to get better interaction with the learners. To solve those problems,

from the side of teaching techniques, the researcher thinks that scaffolding talk

is a possible way to overcome them because the technique used influence much

of the students’ activities in the learning.

Scaffolding Talks are expressions of the teacher to interact or give

instruction to his or her students in the classroom. (Wood, Bruner and Ross

coined the term ‘scaffolding’ in the 1970). The term ‘scaffolding’ was

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developed to describe the type of assistance offered by a teacher or peer to

support learning. In the process of scaffolding, the teacher helps the student

master a skill that the student is initially unable to acquire it independently.

Based upon the students’ problems, the writer and teacher agree apply this

technique in speaking class. The writer interested to conduct a research entitled

“The Use of Scaffolding Talk Technique to Improve Students’ Speaking Skill

(Classroom Action Research of the Eighth Grade students of MTs Negeri

Andong in the Academic Year of 2013/2014 ).

B. Identification of the Problems

Considering the important of the identification problem, the writer is

identified the problem as follows:

1. The English teachers do not understand Scaffolding Talk technique well

2. The English teachers do not comprehend that Scaffolding Talk technique

can be used to improve students’ speaking skill.

3. The English teachers are less interested in using Scaffolding Talk technique.

4. The English teachers a lot of times to prepare this technique

5. The English teachers need a lot of energy to prepare and apply this

technique.

6. The English teachers have not yet tried to use this technique.

5

C. Research Problems

Based on the phenomena above, this research is aimed at giving answers

on the following problems:

1. How is the implementation of students’ speaking skill using scaffolding

talk technique for the eighth grade students of MTs Negeri Andong in

the academic year of 2013/2014?

2. How is the result of the study after using Scaffolding Talk technique in

the students’ speaking skill for the eighth grade students of MTs Negeri

Andong in the academic year of 2013/2014?

D. The Objectives of the Study

The general purpose of study is to know the degree of Scaffolding Talk

technique that is suitable with class condition. The specific objectives of this

study are:

1. To find out that the use of Scaffolding Talk technique is able to improve

the students’ speaking skill for the eighth grade students of MTs Negeri

Andong in the academic year of 2013/2014

2. To find out the result of using Scaffolding Talk technique in the students’

speaking skill for the eighth grade students of MTs Negeri Andong in the

academic year of 2013/2014

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E. Benefits of the Study

The researcher viewed that the following benefits may be derived from the

study :

1. For the school

To contribute to the MTs Negeri Andong with the new innovation of

the Scaffolding Talk technique.

2. For the teacher

The study can be used by the teacher to provide the better technique to

improve students’ speaking skill.

3. For the students

motivates the students to study speaking well, foster students' interest

in learning. In addition, this model improves students’ knowledge in

speaking skill.

4. To the other researcher

It can lead to future researchers because it will be a good basis to know

why students have low performance in speaking skill and its solving.

the result of the research can be used as an input in English teaching

and learning process.

5. For the writer

From this research, the writer can learn some ways to give motivation

for the students to improve speaking skill and study.

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F. Limitation of the Study

The writer limits this research dealing with the improvement of students’

speaking skill of the eight grade in MTs Negeri Andong through Scaffolding

Talk technique.

G. The Definition of Key Terms

1. Scaffolding Talk

Scaffolding talks is the teacher’s talk in the language teaching.

It is the communication and interaction between a teacher and students

in which teachers give instructions to support the understanding in

the language class. It also influences the success of English speaking

atmosphere in the classroom (Listyaning S and Zulfa S, 2007:15).

2. Speaking Skill

Speaking skill is the ability to speak fluently presupposes not only

a knowledge of language features, but also the ability to process

information and language ‘on the spot’ (Jeremy Harmer, 1988:269).

H. Review of Previous Research

In this research, the writer takes review of related researcher from other

thesis as comparative in this research. The previous research is about ‘ The

Effect Of Scaffolding On Children’s Reading Speed Reading Anxiety And

Reading Proficiency ‘ was written by Carlo Magno De La Salle University,

Manila.

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In the experiment assessed the effect of scaffolding as a reading

intervention. Scaffolding was done by a teacher providing feedback while

the child is orally reading. Feedback was given in terms of the decoding

(meaning of words), fluency (which involves correct pronunciation, and

speed), and modelling (pre practice procedure) while the child is orally

reading an unfamiliar story.

The researcher hypothesized that reading intervention through

scaffolding improves reading proficiency, increased rate of reading, and

reduce reading anxiety. This hypothesis is confirmed by the results in the

present study with large effect sizes for each dependent variable. Results show

clearly that students benefitted from scaffolding in terms of improving oral

reading, faster reading, and reduced reading anxiety.

I. The Graduating Paper Organization

The researcher wants to arrange the graduating paper in order to the reader

can catch the content easily. It is divided into five chapters.

Chapter I is Introduction, consist of the background of the study, the

research problem, the objectives of the study, the benefits of the study,

limitation of study, review of previous research, and outline of graduating

paper.

Chapter II presents of underlying theories and theoretical framework of

speaking and scaffolding talk.

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Chapter III discusses about research methodology which consists of

Setting of the research, Method of the research, subject of the research, Data

collection method, Research Instrument, Evaluation Criteria, the procedure of

the research, the model of research, and technique of data analysis.

Chapter IV is Data presentation, Data analysis, Discussion and research

summary of cycle 1 and cycle II .

Chapter V the writer states the study in summary that includes of

Conclusion and Suggestion.

The last part is bibliography and appendix

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CHAPTER II

UNDERLYING THEORIES

This chapter focuses on giving a theoretical foundation of the study. It aims

at giving direction to what extent the study is conducted. This research concern on

the use of Scaffolding Talk technique to improve students’ speaking skill.

A. Speaking

Speaking skill is an ability to orally express opinion, thought, and feeling to

other people both directly and directly. Speaking is an interactive process of

constructing meaning that involves producing, receiving and processing

information (Brown, 1994; Burns & Joyce, 1997). speaking is the skill that the

students will be judged upon most in real-life situations. It is an important part

of everyday interaction and most often the first impression of a person is based

on his/her ability to speak fluently and comprehensively. So, as teachers, we

have a responsibility to prepare the students as much as possible to be able to

speak in English in the real world outside the classroom (Hornby 1995:

37).speaking is the competence to express explain and convey thinking, feeling,

and idea. Speaking ability means the ability to think. So it is very important

because language is primarily speech. Oral communication is seen as a basic

skill so it is needed. Not only serious treatment is needed in teaching but also a

great effort in order to be able to master the skill.

To most people, mastering the art of speaking is the single most important

aspect of learning a second or a foreign language, and success is measured in

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term of the ability to carry out conversation in the language (Fauziati 2005: 126).

In addition, she asserts that speaking is an interactive process of constructing

meaning that involves producing, receiving and processing information.

1. Types of Speaking Performances

Brown (2004: 140) describes five categories of speaking skill area.

Those Five categories are as follows:

a. Imitative

This category includes the ability to practice an intonation and focusing

on some particular elements of language form. That is just imitating a

word, phrase or sentence. The important thing here is focusing on

pronunciation. The teacher uses drilling in the teaching learning process.

The reason is by using drilling, students get opportunity to listen and to

orally repeat some words.

b. Intensive

This is the students’ speaking performance that is practicing some

phonological and grammatical aspects of language. It usually places

students doing the task in pairs (group work), for example, reading aloud

that includes reading paragraph, reading dialogue with partner in turn etc.

c. Responsive

Interaction and test comprehension but at the somewhat limited level

very short conversation, standard greetings and small talk, simple

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requests and comments, giving instructions and directions. Those replies

are usually sufficient and meaningful.

d. Interactive

The length and complexity of the interaction which sometimes includes

multiple exchange and/or multiple participants.

e. Extensive

Teacher gives students extended monologues in the form of oral reports,

summaries, and storytelling and short speeches.

2. Elements of Speaking

The ability to speak fluently presuppose not only knowledge of language

features, but also the ability to process information and language on the spot

( Harmer, 2001 : 269 ).

a. Language features

Among the elements necessary for spoken production, are the

following:

1) Connected speech: effective speakers of English need to able not

only to produce the individual phonemes of English. In connected

speech sounds are modified (assimilation), omitted, (elision), added

(linking), or weakned (through constractions and stress patterning).

It is for this reason that we should involve students in activities

designed specifically to improve their connected speech.

13

2) Expressive devices: native speaker of English change the pith and

stress of particular parts of utterances, vary volume and speed, and

show by other physical and non-verbal (paralinguistic) means how

they are feeling(especially in face-to-face interactions).

3) Lexis and grammar: spontaneous speech id marked by the use of a

number of commons lexical phrases, especially in the performance

of certain language functions.

4) Negotiation language: effective speaking benefits from the

negotiator language we use to seek clarification and show the

structure of what we are saying. We often need to ask for

clarification when we are listening to someone else talks and it is

very crucial for students.

b. Mental/ social processing

Success of speaker’s productivity is also dependent upon the rapid

processing skills that talking necessitates.

1) Language processing : effective speakers need to able to process

language in their own heads and put it into coherent order so that it

comes out in forms that are not only comprehensible, but also convey

the meanings that are intended. Language processing involves the

retrieval of words and their assembly into syntactically and

propositionally appropriate sequences. One of the main reasons for

including speaking activities in language lessons is to help students

develop habits of rapid language processing in English.

14

2) Interacting with others: most speaking involves interaction with one

or more participants. This means that effective speaking also involves

a good deal of listening, an understanding of how the other

participants are feeling. And a knowledge of how linguistically to

take turns allow other to do.

3) (on the spot) information processing: quite apart from our response

to other’s feelings, we also need to be able to process the information

they tell us the moment we get it.

3. The Principle for Teaching Speaking

Speaking is closely related to listening. The interaction between these

two skills is shown in the conversation. There are five principles for

teaching speaking as (Nunan, 2003: 54) are:

a. Be aware of the differences between second language and foreign

language learning contexts: speaking is learned in two board contexts,

foreign language and second language situations. The challenges you

face as a teacher are determined partly by the target language context.

Learning speaking skill is very is very challenging for students in FL

context, because they have very few opportunities to use the target

language outside the classroom.

b. Give students practice with both fluency and accuracy: Accuracy is the

extent to which students’ speech matches what people actually say when

they use the target language. Fluency is the extent to which speakers use

15

the language quickly and confidently, with few hesitations or unnatural

pauses, false starts, word searches, etc.

c. Provide opportunities for students to talk by using group work or pair

work, and limiting teacher talk: pair work and group work activities can

be use to increase the amount of time that learners get to speak in the

target language during lessons.

d. Plan speaking task that involve negotiation for meaning: it involves

checking to see if you have understood what someone has said,

clarifying your understanding, and confirming that someone has

understood your meaning/by asking for clarification, repetition, or

explanations during conversations, learners get the people they are

speaking with to address them with language at a level they can learn

from and understand.

e. Design classroom activities that involve guidance and practice in both

transactional and interactional speaking: interactional speech is

communicating with someone for social purpose. Transactional speech

involves communicating.

4. Teaching Speaking

Speaking is complex skill requiring the simultaneous use of a number

of different abilities, which often develop at different rates. Either four of

five components are generally recognized in analyses of the speech process

:

16

a. Pronunciation

(including the segmental features vowels and consonants and the stress

and intonation patterns).

b. Grammar

Rules for forming words and making sentences. Grammar and

pronunciation has a close relationship. In addition to the sound system

learners must be taught by using structure system of language.

c. Vocabulary

Total number of words that make up a language.

d. Fluently

Quality or condition of person to speaks a language easily and well.

e. Comprehension

For oral communication certainly requires a subject to respond to speech

as well as to initiate it (Harris, 1969:81)

Bygate (1987) in Nunan (1991:40) suggest that oral interactions can be

characterized in terms of routines, which can either focus on information or

interaction. So Teaching speaking is a crucial part of the language learning

process. The teacher can use to help themselves expand their knowledge of

language and their confidence in using it. These teachers help student learn to

speak so that the student can use speaking to learn.

5. Technique in teaching speaking

There are many technique in teaching speaking according Nunan ( 2003 : 56-

57) as the following :

17

a. Information Gap

Information gap is a useful activity in which one person has information that

the other lack. They must use the target language to share the information.

For instance, one student has the direction to a party and must give the

information to a classmate.

b. Role Plays

Role plays are also excellent activities for speaking in the relatively safe

environment of the classroom. In role play, students are given particular roles

in the target language. For example, one student plays the role of a police

officer trying to help the tourist file a report. Role plays give learners practice

speaking the target language before they must do so in a real environment.

c. Simulations

Simulations are more elaborate than role plays. In a simulation, properties

and documents provide a somewhat realistic environment for language

practice.

6. Classroom Speaking Activities

Teaching speaking should be taught in attractive and communicative

activities. There are many types of classroom speaking activities. Harmer (2001:

271-274) states six classroom speaking activities. They are acting from script,

communication games, discussion, prepared talks, questionnaires, simulation,

and role play.

18

a) Acting from script

Playing scripts and acting out the dialogues are two kinds of acting scripts

that should be considered by the teacher in the teaching and learning process.

In the playing scripts, it is important for the students to teach it as real acting.

The role of the teacher in this activity is as theatre directors, drawing

attention to appropriate stress, intonation, and speed. This means that the

lines they speak will have real meaning. By giving students practice in these

things before they give their final performances, the teacher ensures that

acting out is both a learning and language producing activity. In acting the

dialogue, the students will be very helped if they are given time to rehearse

their dialogues before the performance. The students will gain much more

from the whole experience in the process.

b) Communication games

Games are designed to provoke communication between students. The games

are made based on the principle of the information gap so that one student

has to talk to a partner in order to solve a puzzle, draw a picture, put a thing

in the right order, or find similarities and differences between pictures.

Television and radio games, imported into the classroom, often provide good

fluency activities.

c) Discussion

Discussion is probably the most commonly used activity in the oral skills

class. Here, the students are allowed to express their real opinions. According

to Harmer (2001:272) discussion range is divided into several stages from

19

highly formal, whole-group staged events to informal small-group

interactions. The first is the buzz groups that can be used for a whole range

of discussion. For example, students are expected to predict the content of a

reading text, or talk about their reactions after reading the text. The second

is instant comments which can train students to respond fluently and

immediately is to insert ‘instant comment’ mini activities into lessons. This

involves showing them photographs or introducing topics at any stage of a

lesson and nominating students to say the first thing that comes into their

head. The last is formal debates. Students prepare arguments in favour or

against various propositions. The debate will be started when those who are

appointed as ‘panel speaker’ produce well-rehearsed ‘writing like’

arguments whereas others, the audience, pitch in as the debate progresses

with their own thoughts on the subject.

d) Prepared talks

Students make a presentation on a topic of their own choice. Such talks are

not designed for informal spontaneous conversations because they are

prepared and more ‘writing like’. However, if possible students should speak

from notes rather than from a script.

e) Questionnaires

Questionnaires are very useful because they ensure that both questioner and

respondent have something to say to each other. Students can design

questionnaires on any topic that is appropriate. As they do so the teacher can

act as a resource, helping them in the design process. The results obtained

20

from questionnaires can then form the basis for written work, discussions, or

prepared talks.

f) Simulation and Role play

Simulation and role play can be used to encourage general oral fluency, or to

train students for specific situations. Students can act out simulation as them

or take on the role of completely different character and express thoughts and

feelings as they doing in the real world. Those activities can be used by

teachers to teach speaking. Teachers can choose an activity that related to the

topic and objective of the lesson. Besides, they must consider the situation,

condition of the students and materials that will be taught. For example, they

use simulation and role play activities when they teach expressions. Teachers

can ask them to write some dialogues and after that they have to act them out

in front of the class. It may be used by the teachers in using acting from

script. In discussion, teachers can use some pictures or maybe videos in a

certain situation. These activities can be used as the way to measure how far

students can speak, say and express their feeling in English.

7. Characters of Successful Speaking

When the students choose to learn a language, they are interested in learning

to speak that language as fluently as possible. There are the characteristics of

successful speaking:

21

a. Learners talk a lot

As much as possible of the period of time allocated to the activity is a

fact occupied by learners talk.

b. Participation is even

Classroom discussion is not dominated by a minority of talk active

participants. It means that all students get a chance to speak and

participate in class.

c. Motivation is high

All students have enthusiasm to speak in class. as Nunan (1991:39)

states that the successful in speaking is measured through someone

ability to carry out a conversation in the language.

B. Scaffolding Talk

Scaffolding Theory was introduced in the late 1950s by Jerome

Bruner, a cognitive psychologist. He used the term to describe children's

oral language acquisition that was helped by their parents when they first

begins to speak.

Scaffolding as a teaching strategy originates from Lev Vygotsky’s

sociocultural theory and his concept of the zone of proximal development

(1978) represents the relationship of the learner with the teacher support in

learning with assistance or support until the learning is mastered and becomes

independent of support. “The zone of proximal development is the distance

22

between what children can do by themselves and the next learning that they

can be helped to achieve with competent assistance” (Raymond, 2000: 176).

Inherent in scaffolding from Lev Vygotsky’s (1978) idea of Zone of

proximal development vygotsky suggests that there are two part of learner’s

developmental level. 1. The actual developmental level; the zone of proximal

development is “the distance between the actual developmental level as

determined by independent problem solving. It is the differences between the

students actual development level determined by their capability to master the

task independently 2. The potential developmental level; as determined

through problem solving under the help of teacher, adult guidance or in

collaboration with more capable peers (Jauhar 2011: 39). The ability to learn

through instruction and help adults make students can understand and do a lot

of things than if the students just learning independently.

Scaffolding talks are expressions of the teacher to interact or give

instruction to his or her students in the classroom. ‘scaffolding’ was

developed to describe the type of assistance offered by a teacher or peer to

support learning. In this process of scaffolding, the teacher helps the student

master a skill that the student is initially unable to acquire it independently.

The teacher offers assistance that is beyond the student’s ability. The teacher

only helps the student with tasks that are just beyond his or her current

ability. As Wood (1976) in Michael and Raymond (2009: 14) state that

“scaffolding is a process that enables a child or novice to solve a problem,

23

carry out a task, or achieve a goal which would be beyond his or her unassisted

efforts”.

The writer conclude that scaffolding talk is teachers’ utterances that

accompany his or her action in language classroom to provide guide, support

in order to help the students understanding in assigning the students do some

task by their instruction. Teacher usually try to use clear and concise words to

make students understand what they have to do. Teacher support or assist

students in the beginning of the learning and then give opportunity for students

to take responsibility independently.

Concerning the definition of scaffolding talk above I want to unfold the

characteristic of scaffolding talk according to Bruner in Cameron (2001 : 8)

there are six characteristics of scaffolding talk :

a. Provides clear direction and reduces students’ confusion – Educators

anticipate problems that students might encounter and then develop step

by step instructions, which explain what a student must do to meet

expectations,

b. Keeps students on task – By providing structure, scaffolding lesson or

research project, provides pathways for the learners. The student can

make decisions about which path to choose or what things to explore

along the path but they cannot wander off of the path, which is the

designated task.

c. Giving hints: providing clues or suggestions but deliberately does not

include the full solution,

24

d. Controlling the students frustrating during the task

e. Pointing out what was important to do or showing other way to solve,

f. Demonstrating an idealized version of the task given.

Based on the characteristics scaffolding talk given by the expert above I can

say that scaffolding talk in English teaching as a support, an assistance, a bridge or

a guide provided by the teacher in order that the students are able to accomplish the

target language in the ZPD area without any difficulties. There are six types of

Scaffolding Talk according to Wood (1998, in Cameron 2001: 9) :

a. Modeling means that the teachers provide clear samples or models before

the teachers ask the students to do the tasks and offering behavior for

imitation including demonstrations of particular skill.

b. Explaining is necessary for the teachers to help the students to see the

connection between things, make links between familiar and unfamiliar

knowledge, and bridge gap between students’ previous knowledge and

the new knowledge or experience. Describing, telling and bridging the

students to promote students’ understanding.

c. inviting students participation : providing the student to able to

participate in the learning process. Teachers provide opportunities to the

students to be able to join in the teaching learning process through

eliciting, for example: “how do you know and inviting to expand in

meaningful ways, such as: “tell us more about that, “give more details”

etc.

25

d. Instructing: the teacher tells the students what to do or explanation of

how something must be done.

e. Questioning

Kind of questioning according Debra, Susan, and Hopper (2006:71) are:

1) Speculative : questions inviting a response with no predetermined

answer, often opinions, imaginings, ideas. For example what do you

think about Gembira Loka Zoo?

2) Process : questions inviting students to articulate their understanding

of learning processes/explain their thinking, like ‘can you explain

why?

3) Procedural : questions relating to the organization and management

of the lesson

f. Reinforcing

There are two kinds of reinforcing that is:

1) Verbal reinforcing is a teacher’s comments offering praise and

encouragements. providing information regarding the student’s

performance, giving feedback such as yes good, well done,

excellent, etc.

2) Gestural reinforcing refers to the teacher’s “smiling, raising

eyebrow, clapping hands, signaling O.K, shaking head, etc.”

In accordance with scaffolding talk theories mentioned above, it is also

important to unfold The procedure of scaffolding talk according Vygotsky and

Bruner in Corder (2000 : 10) are :

26

a. Teacher explain the materials,

b. Giving example of the task to the students related with the materials,

c. Modeling, showing students examples of work produce by teacher,

provide assistance, guide, giving clues which provoke the students

toward independent learning,

d. Demonstrating, illustrating the procedures from the teacher through

work product, supporting the students as they learn and practice

procedures,

e. Encourage the students to learn complete their task independently.

The writer assumes that students’ speaking skill will be better than

before. It is caused by teacher support their students in teaching learning

process through scaffolding talk technique. Scaffolding talks provide guide

support and how to adjust between students and teacher in order to be able to

build a target language easily without any difficulties through interaction and

the help of teacher to open the way to start the talk relay and full of funs so

Teachers become the students’ facilitators, assistants, guides, partners, provide

help, support, model to build up an interaction in all learning activities in

English class. Teachers help students to understanding their tasks properly ,

direct them and keep children on track of doing the tasks, providing feedback,

discussion, giving modeling first before ask the students to do a task, so the

students will enjoy in teaching learning process. If the students enjoy the

teaching learning process, they will input material easily without compulsively.

27

CHAPTER III

METHODOLOGY OF RESEARCH

In this chapter, the researcher carries out the research methodology, which

includes: Setting of the Research, Method of the Research, Subject of the

Research, Data Collection Method, Research Instrument, Evaluation Criteria,

Research Procedure, The Model of Research and Technique of Data Analysis.

A. The Setting of the Research

1. General situation of MTs N Andong

The research was conducted at Madrasah Tsanawiyah Negeri

(MTsN) Andong Boyolali. MTs N Andong is located in Kacangan Andong

street Boyolali 57384, phone number (0271)7081585 / 7893064.

The location of the school is near with Traditional Market. In the

west of the school there are SMP BK and SD Mojo 1 and In the east of the

school is SMK Muhammadiyah 02 Andong. The location of school beside

of public transportation. The society surroding MTs N Andong work as a

trader and and a lot of store in there.

2. The List of Educational Facilities and Tools

School facilities may consist of buildings and other school facilities

needed by teachers, students and other stakeholders provided by school to

support the successful of teaching- learning process in school environment.

Ideal educational facilities can be the factors of supporting successful

28

teaching- learning process because all of academicians’ need can be

provided. The educational facilities could be seen in the table below:

TABLE 3.1

Educational Facilities and Tools in MTSN Andong in the Academic

Year of 2013/2014

No Facilities Total Condition

1. 1 Classroom 30 unit Fine

2. 3 Mosque 1 unit Fine

3. 4 Science laboratory 1 unit Fine

4. 5 Language laboratory 1 unit Fine

5. 6 Computer room 1 unit Fine

6. 7 Library 1 unit Fine

7. 8 Teachers’ room 1 unit Fine

8. Headmaster room 1 unit Fine

9. Cooperation 1 unit Fine

10. Basket field 1 unit Fine

11. Volley field 2 unit Fine

12. TU room 1 unit Fine

13. Teachers’ toilet 3 unit Fine 14. Students’ toilet 5 unit Not Fine

15. Parked place 1 unit Fine

Source: Documentation of MTs N Andong 2013/2014

3. The List of Teacher of MTs N Andong

Teacher is people who teach students in certain place and time. They

educated, transfer new knowledge and try to change the behaviour of

students. Teachers have a big role in teaching-learning process, they

arechallenged to bring students in positive side, not only in knowledge but

also in moral value. The list of teachers of MTs N Andong could be drawn

in the table below:

29

TABLE 3.2

List of Teachers (PNS) in MTS N Andong of the Academic Year of

2013/2014

NO NAME STATUS

1 H. Chusni, S Ag, M Pd Headmaster/Arabic language

2 In'am Fauzan, S Ag Teacher of Javanese Language

3 Anis Almuthmainnah, S Ag Teacher of Mathematics

4 Sudirmanto, S Pd, M Pd Teacher of Social Science

5 Dra. Churiyati Alifah Teacher of Social Science

6 Dra. Budi Astuti Teacher of Indonesian Language

7 H. Suraji, S.Pdi Teacher of Aqidah Ahlak/mulok

agama

8 Agus Rifai Rahmat, S Pd, M Pd Teacher of Social Science

9 Suraji, S Pd Teacher of Natural Science

10 H. Djamhari, S Ag Teacher of Religion

11 Sunarto, S Sos Teacher of seni budaya

12 Gigih Rintiani, S Pd, M Pd Teacher of Mathematics

13 Munjamil, S PdI Teacher of SKI

14 BambangSusilo Teacher of seni budaya/ Javanese

Language

15 Saproni, S PdI Teacher of Aqidah Ahlak

16 Jumangin, S PdI Teacher of Aqidah Ahlak

17 Muhaimin, S Ag Teacher of Quran Hadist

18 Agus Wardono, S Pd Teacher of Mathematics

19 Tinuk Sunarsi, S Psi Teacher of Social Science

20 Suwardi, S Pd Teacher of Natural Science

21 Nurul Hidayah Alim, S Pd Teacher of Indonesian Language

22 Dra. Sugiyanti Teacher of PKN

23 Siti Qibtiyah, S Pd Teacher of Indonesian Language

24 Siti Wahidatul Choiriyah,S Ag Teacher of Quran Hadist

25 Budiyarto, S Pd Teacher of PKN

26 Dra. Wiji Haryanti Teacher of SKI

27 M. Rasid, S Ag Teacher of Arabic Language

28 Samlani, S Pd Teacher of Indonesian Language

29 Ikhsanudin, S Pd Teacher of Social Science/ PKN

30 Nanik Suryani Rohmawati, Sag Teacher of Fiqih

31 Mulyata, S Si Teacher of Mathematics

32 Suwarsih, S Pd Teacher of Social Science

33 Sri Lestari, S PdI Teacher of Arabic Language

34 Tri Winarsih, S Pd Teacher of Natural Science

35 Mulyono, S PdI Teacher of Quran Hadist/BTA

36 Abdul Rofiq, S Ag Teacher of Fiqih

30

37 Heri Eko Wardoyo, S Pd Teacher of English language

38 Naimatul Laila Qomariyah, S PdI Teacher of English language

39 Ali Choirudin, S Pd Teacher of Penjaskes

40 Mun Arini, S Pd Teacher of Mathematics

41 Siti Muyasaroh, S Ag Teacher of Indonesian Language

42 Budhi Suwiji, S Sos Teacher of Social Science/ PKN

43 Suhartini, S Pd Teacher of English language

44 Agus Cahyono, S Pd Teacher of Mathematics

45 Siti Alfiyah, S Ag Teacher of Fiqih / SKI

46 Kuwat, S Pd Teacher of Fiqih / PKN

47 Jamal Thoriq, S PdI Teacher of Arabic Language / SKI

TABLE 3. 3

List of Non Permanent Teachers in MTS N Andong of the Academic Year of

2013/ 2014

NO NAME STATUS

1 Muzazin, S Pd Teacher of Indonesian language

2 Estinigsih Sri Suprapti, S Pd Teacher of English language

3 M. Nur Da'i, S PdI Teacher of English language

4 H. Ali Martono, S Ag Teacher of Arabic Language

5 David Kurniawan, S Pd Teacher of Penjaskes

6 Wiwin Puji Lestari, S Pd Teacher of Natural Science

7 Zakiyah Anawati, S Pd Teacher of Natural Science

8 Widi Astuti, S PdI Teacher of English language

9 Niki Rohmana, S Kom Teacher of TIK

10 M. Ja'farin, S Kom Teacher of TIK

11 Sri Lestari, S E Teacher of Ketrampilan

12 Etik Purwaningsih, SE Teacher of Social Science/

Ketrampilan

13 Agus Setiawan, S Pd Teacher of Penjaskes

14 Lisa Indah Iriyanti, S Pd Teacher of Indonesian language

15 Ana Puspitasari, S PdI Teacher of English language

16 Agung Adi Nugroho, S Pd Teacher of Natural Science

31

TABLE 3. 4

List of Staff (PNS and Non Permanent) in MTS N Andong of the Academic

Year of 2013/ 2014

NO NAME STATUS

1 Dian Nirwana, S Sos Ka.Ur. TU

2 Any Rokhnana Staff TU

3 Aminatun Staff TU

4 Damin Staff TU

5 Baderun Penjaga

6 Sukri Penjaga

7 Moh. Habib Security

8 Ahmad Jabir Staff Perpustakaan

9 Syahroni Penjaga

10 Joni Dwi Sulistiyanto, ST Staff TU

11 Eti Nuryanti, SE Staff TU

4. The Distribution of the class

Students are people who like to get something new, not only to get

new knowledge, but also other aspects in their life such as; social relation,

morality and culture. They learn in school at certain time. The distribution

of the class of MTs N Andong could be seen in the table below:

TABLE 3. 5

The Distribution of the Class of MTS N Andong in The Academic Year of

2013/ 2014

No Class Male Female Total

1 First 206 206 412

2 Second 181 177 358

3 Third 161 182 343

TOTAL 1.113

32

B. The Method of Research

The writer uses classroom action research (CAR) in this research. The

definition of CAR according to Taggart, 1988: in (Richards, 1994: 12)

classroom action research is research typically involves small-scale

investigative projects in the teacher’s own classroom and consists of a number

of phases, which often recur in cycles. The cycles consist of planning, action,

observation, and reflection.

The definition of classroom action research according Iraís, Tlaxcala in

(Anne Burns 2009: 16 ) Classroom Action research is carried out by teachers

in their context, in their classrooms. Teachers identify a problem or an area

they wish to improve and based on theory or experience or a hypothesis they

think of an intervention. They document the intervention and results of it. If

the results are positive they could lead to the dissemination of the information.

If not, the cycle may be started again.

C. The Subject of the Research

In this research, the writer chooses MTsN Andong as object of the study`

especially eighth grade students consist of ten class, but the writer took one

class VIII B. The number of the participants are 36 students. They are 20 girls

and 16 boys. Their native language is Bahasa Indonesia. They have been

taught English since the first year of school. They have English lesson at least

two meetings in a week which are each meeting along with two hours lesson;

one hour lesson is 40 minutes.

33

TABLE 3. 6

List of VIII B Class Group of MTs N Andong in the Academic Year of

2013/ 2014

No Name of Students Sex

1 Ahmad Shaifudin Male

2 Aldi Imam Ma’ruf Male

3. Alex Dwisaputra Male

4 AlfiyatulJannah Male

5 DewiKusumaAstuti Female

6 Dian Amjada Female

7 Edi Warseno Male

8 Eko Al FiaturRohmah Male

9 ElgaMuala Sari Female

10 EndriKurniaAsih Female

11 Ervin Yoga Pratama Male

12 GaluhCakraNilanta Female

13 HanafArgiyanto Male

14 ItsnaShafiraAssyifa Female

15 Kevin BambangWidanto Male

16 KhafidUliNuha Male

17 KhutWatulAuliyak Female

18 LutfiAbaabil Al Haq Male

19 M. Lukman Hakim Male

20 MuhIhsanudin Al Anwari Male

21 Muhammad Nurngaziz Male

22 MuhammmadFathunNaafi’ Male

23 Muhammad FauziFuadEvendi Male

24 Muhammad Safii Male

25 MuhamadwafaAfifHanafi Male

26 NgarofatiZuriyah Female

27 NikmahKhasanah Female

28 Nurannisa Female

29 NuriKhasanatun Female

30 Puput Aziz Ramadhani Female

31 KhairatunNi’mah Female

32 SitiKhoiriyah Female

33 SitiNurSholihah Male

34 SugengPurnomo Female

35 Tri Indah Seruni Female

36 Zahra WardaMufidah Female

34

D. Data Collection Method

The researcher will present the act of collecting data as follows:

1) Test.

According Arikunto (2010:226) test is used to measure the basic

capabilities and achievements. Especially for learning achievement, tests

commonly used in schools can be divided into two general categories:

a) Tests Created by Teacher

Tests made by the teacher with a particular procedure, but no trials

have repeatedly then is not yet known features and benefits.

b) Standardized Test

Tests that usually already provided in the testing agencies, which

are already guaranteed quality. And Standardized Test trials has

experienced repeatedly so it can be said to be good.

Researcher prefers tests made by teachers. Because teacher

can measures students difficulties in learning English, especially in

speaking skill. the writer uses pre-test and post-test. Pre-test is given

to students at the very beginning of teaching and learning process

then post-test is given after students receiving the method from

teacher. Pre and post-test are to knowing the differences of the

students ability before and after the teacher use the method.

2) Observation.

In the observation method is the most effective way to complete the

format or list of observations as instruments (Arikunto: 2010:272).

35

In this research, the researcher observes the learning process, notices

all the activities related with learning process use check list.

3) Documentation.

Method of documentation that is looking for data about things or

variables in the form of notes, transcripts, books, newspapers, magazines,

etc.(Arikunto: 2010:274).

In this case, the researcher chooses to use the media to record the

activities of students in class so that the data obtained is valid, which is by

using cameras and video records.

E. Research Instrument

The instrument used to collect the data is observation sheets and test. The

writer use pre-test and post-test.

Questions Sheet

Pre-test retell your experience in the past about your holiday!

Post-test I Please retell the video about ‘’My Beautiful Holiday at

Balekambang’’ with your own language.

Post-test II Make a dialogue about recount text, and practice with

your partner in front of class.

36

TABLE 3. 7

Students’ Observation Sheet

No

Names of Students

Object

Note A B C D

1 Ahmad Shaifudin

2 Aldi Imam Ma’ruf

3 Alex Dwisaputra

4 Alfiyatul Jannah

5 Dewi KusumaAstuti

6 Dian Amjada

7 Edi Warseno

8 Eko Al FiaturRohmah

9 ElgaMuala Sari

10 Endri Kurnia Asih

11 Ervin Yoga Pratama

12 Galuh CakraNilanta

13 Hanafi Argiyanto

14 Itsna Shafira Assyifa

15 Kevin BambangWidanto

16 Khafid UliNuha

17 Khut Watul Auliyak

18 Lutfi Abaabil Al Haq

19 M. Lukman Hakim

20 MuhIhsanudin Al Anwari

21 Muhammad Nurngaziz

22 Muhammmad Fathun Naafi’

23 Muhammad Fauzi Fuad Evendi

24 Muhammad Safii

25 Muhamad wafa Afif Hanafi

26 Ngarofati Zuriyah

27 Nikmah Khasanah

28 Nurannisa

29 Nuri Khasanatun

30 Puput Aziz Ramadhani

31 Khairatun Ni’mah

32 Siti Khoiriyah

33 Siti Nur Sholihah

34 Sugeng Purnomo

35 Tri Indah Seruni

36 Zahra Warda Mufidah

∑

37

Explanation :

A: Pay attention

B: Activeness in asking questions

C: Activeness in responding questions

D: Enthusiasm in doing test

F. Evaluation Criteria

Table 3. 8

The Assessment Scale for Oral Ability

In the oral test, the writer used speaking assessment rubric

(http://aguswuryanto.wordpress.com) in the following:

Aspect Score Details

Pronunciation

25 Easy to understand pronunciation and have a native accent

20 Easy to understand though with a certain accent

15 There is a problem of pronunciation that make the listener

must concentrate fully and sometimes there are

misunderstandings

10 It is difficult to understand because of pronunciation

problems, often asked to repeat

5 A serious pronunciation problems that cannot be

understood

Grammar

25 No or few grammatical error

20 Occasionally makes grammatical errors but does not

affect the meaning

15 Often make grammatical errors which affect meaning

10 A lot of grammatical errors that impede meaning and often

rearranging sentences

5 A grammatical error is so severe that it is difficult to

understand

Vocabulary

25 Using the vocabulary words and phrases such as native

speakers

20 Sometimes uses inappropriate vocabulary

15 Frequent use of inappropriate vocabulary, conversation is

limited due to limited vocabulary

10 Using the wrong vocabulary and vocabulary is limited so

it is difficult to understand

http://aguswuryanto.wordpress.com/

38

5 A very limited vocabulary so that the conversation is not

possible

Content/idea

25 Easy to express ideas although there is repeating in certain

part

20 Sometimes difficult to express ideas due to limited

vocabulary

15 Little difficult to express ideas verbally and a lot of

repeating

10 Difficult to express ideas searching for vocabulary does

not complete utterances

5 Limited to express ideas communication difficult although

in simple dialogue

TABLE 3. 9

The Students’ Achievement

Criteria of Assessment Grade

91-100 Excellent

81-90 Very good

71-80 Good

61-70 Fair

51-60 Poor

Less than 50 Very poor

G. The Procedures of Research

This research used classroom action research and the procedures are

follows:

a. Planning

The activities in the planning are:

1) Preparing materials; making lesson plan, and design the steps in

doing the action

2) Preparing list of the students’ name and scoring

39

3) Preparing sheets for classroom observation (to know the situation

of teaching learning process when the technique applied)

4) Preparing a test (to know whether students’ speaking skill improve

or not).

b. Action

1) Giving pre-test

2) Teaching speaking using Scaffolding Talk Technique

3) Giving opportunity to the students to ask about difficulties or

problem.

4) Giving post-test

c. Observation

Observing is an observation activity to know how far the action

effect have reach target. Observation was conducted by observing

and scoring through oral tests to students’ ability in speaking

English.

d. Reflection

Reflection was conducted for evaluating all of the actions done in

every cycle. The result of the observation is analyzed, it is to

remember what occurs that has been written in observation.

Reflection seeks to memorize sense of the process, problems and

real issues in strategic action. The writer’s reflection is done by

discussing with his collaborator. If the researcher find problems in

40

teaching in the first cycle, she will try to solve the problem in the

next cycle.

H. The Model of Research

The model which is used in implementation of this research as follow:

FIGURE 3. 1

Figure Cyclical AR model based on Kemmis and Mc Taggart (1988) in Anne Burns (2009)

I. Technique of Data Analysis

After collecting the data, the writer will calculate the mean of the students’

score. This method is used to know the students’ score of speaking in each

cycle. The formula according Hadi (1981: 246) is:

a. M = ∑X

N

Where,

M : Mean of students’ score

∑X : The sum of students’ score

N : The total number of students

41

b. SD (Standart Deviation)

The fisrt step, the writer calculate SD, the formula is:

SDD = √∑ D2

N− (

∑ D

N)

2

Where,

SD : Deviasion Standart for one sample t-test

D : Different between pre-test post-test

N : Number of observation in sample

c. T-test

After calculating the SD, the writer doing test to know is there

any significant differences or not between pre-test and post-test,

ot

1N

SD

N

D

D

Where,

t0 : T-test for the differences of pre-test and post-test

SD : Deviation Standart for one sample t-test

D : Different between pre-test and post-test

N : Number of observation in sample

42

CHAPTER IV

DATA ANALYSIS AND DISCUSSION

This chapter focuses on analyzing the collected data. The researcher gives

the details of the findings. In this research, the writer analyzed data collected from

thirty six students of the class VIIIB MTs Negeri Andong in the academic year

2013/ 2014. It displays the finding of the collected data since in the beginning until

the end of the research. The findings consist of the results of the cycle I, cycle II.

The two cycles are treatment of the implementation of the Scaffolding Talk

technique in the speaking skill.

A. Data Presentation

1. Cycle 1

a. The result of students’ score of pre-test can be seen in the table as

follows:

Table 4.1

The result of pre test

No

Names of Students

Pre Test

1 Ahmad Shaifudin 60

2 Aldi Imam Ma’ruf 60

3 Alex Dwisaputra 30

4 Alfiyatul Jannah 60

5 Dewi KusumaAstuti 60

6 Dian Amjada 30

7 Edi Warseno 45

8 Eko Al FiaturRohmah 35

9 ElgaMuala Sari 65

10 Endri Kurnia Asih 45

43

11 Ervin Yoga Pratama 40

12 Galuh CakraNilanta 45

13 Hanafi Argiyanto 60

14 Itsna Shafira Assyifa 55

15 Kevin BambangWidanto 30

16 Khafid UliNuha 30

17 Khut Watul Auliyak 45

18 Lutfi Abaabil Al Haq 30

19 M. Lukman Hakim 35

20 MuhIhsanudin Al Anwari 40

21 Muhammad Nurngaziz 50

22 Muhammmad Fathun Naafi’ 35

23 Muhammad Fauzi Fuad Evendi 35

24 Muhammad Safii 65

25 Muhamad wafa Afif Hanafi 45

26 Ngarofati Zuriyah 80

27 Nikmah Khasanah 65

28 Nurannisa 60

29 Nuri Khasanatun 50

30 Puput Aziz Ramadhani 40

31 Khairatun Ni’mah 35

32 Siti Khoiriyah 30

33 Siti Nur Sholihah 40

34 Sugeng Purnomo 40

35 Tri Indah Seruni 65

36 Zahra Warda Mufidah 60

∑ 1695

b. The students’ involvement during the lesson can be seen on the table

below :

44

TABLE 4. 2


No

Names of Students

Object

Note A B C D

1 Ahmad Shaifudin


3 Alex Dwisaputra

4 Alfiyatul Jannah

5 Dewi KusumaAstuti

6 Dian Amjada

7 Edi Warseno


9 ElgaMuala Sari




13 Hanafi Argiyanto



16 Khafid UliNuha



19 M. Lukman Hakim





24 Muhammad Safii



27 Nikmah Khasanah

28 Nurannisa

29 Nuri Khasanatun



32 Siti Khoiriyah


34 Sugeng Purnomo

35 Tri Indah Seruni


∑ 15 3 4 14

45

Explanation :

A: Pay attention : 15

B: Activeness in asking questions : 3

C: Activeness in responding questions : 4

D: Enthusiasm in doing test : 14

2. Cycle II

a. The result of students’ score of post-test can be seen in the table as

follows:

Table 4.3

The result of post test I

No Names of Students Post Test I





5 Dewi KusumaAstuti -

6 Dian Amjada 70

7 Edi Warseno 50


9 ElgaMuala Sari 90



















46

28 Nurannisa 80









∑ 2400

Table 4. 4

The result of post test II

No

Names of Students

Post Test

II





5 Dewi KusumaAstuti 80

6 Dian Amjada 65

7 Edi Warseno 65


9 ElgaMuala Sari 95



















47

28 Nurannisa 90









∑ 2690

Table 4.5

The result of post test I and post test II

No Names of Students Post

Test I

Post

Test II

Post I-

Post II

D

D2

1 Ahmad Shaifudin 70 65 5 25

2 Aldi Imam Ma’ruf 75 75 0 0

3 Alex Dwisaputra 65 65 0 0

4 Alfiyatul Jannah 65 75 10 100

5 Dewi KusumaAstuti - 80 80 6400

6 Dian Amjada 70 65 -5 25

7 Edi Warseno 50 65 15 225

8 Eko Al FiaturRohmah 70 85 15 225

9 ElgaMuala Sari 90 95 5 25

10 Endri Kurnia Asih 70 75 5 25

11 Ervin Yoga Pratama 80 80 0 0

12 Galuh CakraNilanta 75 90 15 225

13 Hanafi Argiyanto 80 85 5 25

14 Itsna Shafira Assyifa 75 80 5 25

15 Kevin BambangWidanto 55 70 15 225

16 Khafid UliNuha 55 65 10 100

17 Khut Watul Auliyak 75 80 5 25

18 Lutfi Abaabil Al Haq 50 65 15 225

19 M. Lukman Hakim 70 85 15 225

20 MuhIhsanudin Al Anwari 55 70 15 225

21 Muhammad Nurngaziz 75 80 5 25

22 Muhammmad Fathun Naafi’ 60 70 10 100

23 Muhammad Fauzi Fuad Evendi 55 50 -5 25

24 Muhammad Safii 60 50 -10 100

25 Muhamad wafa Afif Hanafi 80 85 5 25

26 Ngarofati Zuriyah 75 75 0 0

27 Nikmah Khasanah 75 80 5 25

48

28 Nurannisa 80 90 10 100

29 Nuri Khasanatun 55 80 25 625

30 Puput Aziz Ramadhani 75 65 -10 100

31 Khairatun Ni’mah 55 75 20 400

32 Siti Khoiriyah 60 70 10 100

33 Siti Nur Sholihah 60 75 15 225

34 Sugeng Purnomo 70 70 0 0

35 Tri Indah Seruni 85 90 5 25

36 Zahra Warda Mufidah 85 70 -15 225

∑ 2400 2690 290 10450

b. The students’ involvement during the lesson can be seen on the table

below:

TABLE 4. 6


No

Names of Students

Object

Note A B C D

1 Ahmad Shaifudin


3 Alex Dwisaputra

4 Alfiyatul Jannah

5 Dewi KusumaAstuti

6 Dian Amjada

7 Edi Warseno


9 ElgaMuala Sari




13 Hanafi Argiyanto



16 Khafid UliNuha



19 M. Lukman Hakim



49

Explanation :

A: Pay attention : 10

B: Activeness in asking questions : 6

C: Activeness in responding questions : 5

D: Enthusiasm in doing test : 15

B. Data Analysis

1. Cycle 1

Moreover, the researcher would like to analyze students’ improvement in

speaking skill by calculate the mean of the students’ score of pre test.

The average of the students’ score was calculated as follow:

Mean = the total score =1695 = 47,08

the number of students 36



24 Muhammad Safii



27 Nikmah Khasanah

28 Nurannisa

29 Nuri Khasanatun



32 Siti Khoiriyah


34 Sugeng Purnomo

35 Tri Indah Seruni


∑ 10 6 5 15

50

TABLE 4. 7

The Classification of Pre-test result

Criteria of

Assessment

Frequency Percentile

Rank (%)

Grade

91-100 - - Excellent

81-90 - - Very good

71-80 1 2,78 Good

61-70 4 11,11 Fair

51-60 10 27,78 Poor

Less than 50 21 58,33 Very poor

TABLE 4. 8

The result of observation cycle 1

Aspect Total

Pay attention 15

Activeness in asking question 3

Activeness in responding question 4

Enthusiasm in doing test 14

2. Cycle II

a. Mean of post test I

M = ∑X

N

M =2400

36

M = 66,67

51

TABLE 4. 9

The Classification of Post-test 1 result

Criteria of

Assessment


Rank (%)

Grade

91-100 - - Excellent

81-90 3 8,33 Very good

71-80 12 33,33 Good

61-70 8 22,22 Fair

51-60 12 33,33 Poor

Less than 50 - - Very poor

b. Mean of post test II

M = ∑X

N

M =2690

36

M = 74,72

TABLE 4. 10

The Classification of Post-test II result

Criteria of

Assessment


Rank (%)

Grade

91-100 1 2,78 Excellent

81-90 14 38,89 Very good

71-80 13 36,11 Good

61-70 6 16,67 Fair

51-60 2 5,56 Poor

Less than 50 - - Very poor

52

c. SD of post test I and Post test II

From the data above, the teacher calculated SD of post test I and Post test

II

SD

22

N

D

N

D

2

36

290

36

10450

89,6427,290

38,225

= 15,01

d. T-test calculation

T

1N

SD

N

D

D

T =

136

01,15

36

290

T =

35

01,15

05,8

T =

91,5

01,15

05,8

T = 53,2

05,8

T = 3,18

53

T calculation is 3,18

TABLE 4. 11

The result of observation cycle 1I

Aspect Total

Pay attention 10

Activeness in asking question 6

Activeness in responding question 5

Enthusiasm in doing test 15

C. Discussion

In this research, the writer acts as the teacher and learning process

observed by Mrs. Suhartini is English teacher in there . The writer arranged

two cycles, each cycle consist of planning, action, observing and reflection.

The whole steps of this research are explained in the description bellow:

1. Cycle 1

a. Planning

Before conducting the research, the writer prepared the

instruments of the research, they are as follows:

1) Lesson plan

In order to control the teaching learning process, the writer

used the lesson plan as guidance for the writer’s activities in the

class.

54

2) Material

In the first cycle, the writer used theme about “telling

experiences about your last holiday ”. She used several books as a

resource and looking for the material in the internet.

3) Teaching aid

The writer prepared some instrument, such as: blank paper,

rubric, and board marker.

4) Sheet for classroom observation

Sheet for classroom observation was prepared in order to

know the condition of teaching learning process.

5) Test (pre-test and post test)

Pre-test was a test that was given to the students before the

teaching learning process. Meanwhile, post-test was a test that

was given to the students after teaching learning process was

conducted.

b. Implementation of the action

The researcher and collaborator did research on Thursday 10

April 2014 in VIIIB class. The atmosphere of the class was quite

after reading Asmaul Husna. Every morning the students read holy

Qur’an and Asmaul Husna before studying. In the first meeting, it

was followed by 36 students in the class. Then the researcher began

the lesson.

55

Teacher : “Assalamu’alaikum wr.wb.”

Students : “Waa’aikumussalamw.wb.”

Teacher : “Good morning everybody.”

Students : “Good morning miss.”

Teacher : “How are you today?”

Students : (together) “we are fine, thank you and you?”

Teacher : “I’m fine too thank you. Ok class, let’s start our

meeting by say basmalah together.”

Students : (together) “Bismillahirrahmaanirrakhim.”

Teacher : “Any one absen today”?

Students : “Nihil miss”(nothing).

Teacher : “Ok, Today we are going to discuss about some

materials, but let me introduce myself first, my

name is Tika, you should call me Ms. Tika, for the

time I’m being the English teacher in this class, any

question?”

Students : “No.”

Teacher : “Thank you, by the way have you ever gone to the

zoo?”

Students : (together) “yes.”

Teacher : “Where is it?”.

Students : “Gembira loka, Jurug, Ragunan miss.”

56

Teacher : “Any volunteer to retell your experience in front of

class?”

Students : “Malu miss. Nggak bisa ngomong inggris, pake

bahasa Indonesia saja y miss.”(Shy miss, we can’t

speak in English, use Indonesian language miss)

Teacher : “Don’t be shy and afraid if you make a mistake, now

we are going to try speaking English mostly, are you

ready?”

Students : “Ready”

Teacher walked around the class and asked a student.

Teachers :”what is your name?”

A Student : “Muhammad safii”.

Teacher :”can you tell me what did you do at the last

holiday?”

A Student : “pergi ke jogja miss.” (went to jogja miss)

Teacher : “in jogja, did you find something wonderful?”

A student :” No miss, Cuma pergi ke malioboro.”(just went to

malioboro)

Teacher : “That’s all? How did you go there? By motorcycle

or bus?”

A Student : by motorcycle, I’m so tired but I’m so happy”.

Teacher : “Ok good, that’s a short story from safii”.

57

Teacher :” now I ask you to retell your experience about your

last holiday to your friends in front of class.15

minutes is enough?”

Then the teacher asking to the students to do a pre-test that is by retelling

their experience in the past in front of class. The students looked noisy because

some students asked to other about their assignment. Most of them could not do

their task well, because they felt shy. Other reason is that they lack of vocabularies.

When the time was over, the teacher asked the students who want to be the

volunteer first? But no one raised their hands finally the teacher pointed one of the

students in the class. Then the students pointed by teacher, pointed other friends

and so on.

Teacher : (Apakah semuanya sudah maju?) “Has everybody

come forward?”

Students : “Yes miss.” (together)

Teacher : “For the next meeting we still discuss the same

theme, i hope you study more, Because time is up so

enough for meeting today. Let’s say hamdalah

together.”

Students : “Alhamdulillahirabbil’alamin”

Teacher : “Wassalamu’alaikum Wr. Wb”

Students : “Wa’alaikum salam Wr.Wb”

On Saturday 12 April 2014, the writer and her collaborator entered

the class. As usually they read holy Qur’an and asmaul husna before

58

starting the lesson, but that day was different, they looked very happy when

we came. After reading holy Qur’an and asmaul husna, the teacher began

the lesson. The students had finished the pre-test yesterday. The teacher told

the students about the topic that day, and then the teacher asked the students

about it. The situation in the class as follows:

Teacher :” Good morning students, how are you today?”

Students :” Good morning Miss, we are fine thank you, and

you?”.

Teacher :”Im fine too thank you. Ok class, let’s start our

meeting by saying basmalah together.

Students : “Bissmillahhirohmanirrohim.”

Teacher :”Today, we will discuss about recount text,

(Pernahkah kalian mendengar tentang recount text?)

have you ever heard about recount text?”

Students : ”Yes Miss”.

Teacher : ”Ok, what is recount text itself?

Class became noisy, some of them tried to answer as they know, but the

others just silent. Then, the teacher gave explanation about the text.

Teacher : ”(Teks yang menceritakan serangkaian peristiwa

atau pengalaman yang terjadi diwaktu lampau ).

Recount text is a text that tells a series of events or

experiences that occurred in the past.

Teacher : “Do you know the generic structure of this text?”

59

Almost students look confused then the teacher wrote on the white board

and explained the generic structure of the text. She also explained about

tense used in past tense.

Teacher : “What kind of tense used in recount text? Past tense,

present tense, future tense or what?”

A Student : “Past tense, Miss.”

Teacher : “Yes, you’re”.

She gave the materials about my holiday and gave vocabulary about it.

Teacher :” (Ok, hari ini kita akan membahas tentang liburan,

tapi sebelumnya kalian harus mengetahui kosa kata

yang berhubungan dengan liburan). Today we will

study about holiday, but before starting it, you have

to know the vocabulary about it, Who can mention

the vocabulary related with the holiday?”

A Student :” buy souvenir, take a picture

Students mentioned some vocabularies, and then the teacher wrote in the

white board She also gave another vocabulary. Then teacher give example

about ‘My Holiday at Borobudur Temple’ and give some question related

with the text and ask students to answer it orally.

Teacher : ‘’when did the writer and his friends visit

Borobudur Temple?’’

Khoir : ‘’ last holiday miss’’

Teacher : ‘’good, what did you they do at Borobudur temple?’’

60

Nisa : ‘’ taking a picture with a foreign tourist.’’

Teacher : “now we are going to discuss about past tense, if

we want to share a story in the previous time, we use

past tense. for example Last holiday my friends and

I visited Borobudur Temple.

Teacher :” Ok make a sentence, please you!”

A student : “ I go to solo yesterday.”

Teacher : “ yes, change into past tense!”

A student : “ I went to solo yesterday.”

Teacher : “ very good, i’m going to write some words.

Play played played

Go went gone

Buy bought bought

Teacher : “choose one word then please make a sentence,

any volunteer first?

Students : silent

Teacher :”siapa yang mau mencoba membuat kalimat

didepan kelas saya kasih hadiah(who want to try

make a sentence in front of class i will give you

reward).”

A student : “i miss, i play badminton”

61

Teacher : “that good thank you, but remember recount text

using past tense, so played not play, do you

understand?

Let’s see the form of these verbs above, there are regular verbs and irregular

verbs. After giving explanation, she asked them to open the book and shown

example of recount text about my holiday in the book and ask some students

to read the text and give correct pronunciation then identify generic structure

of the text together.

Teacher : ”Now, please open page 9. There is a text about my

holiday, read then tried to analyze the generic

structure.

After analyzing it the teacher discussed and asked whether any

question or not, then she closed the meeting.

TABLE 4. 12

Type of Scaffolding talk

NO

Statement

Mod

elin

g

Exp

lain

ing

In

vit

ingst

ud

ents

part

icip

ati

on

In

stru

ctin

g

Qu

esti

on

ing

Rei

nfo

rcin

g

pec

ula

tive

Pro

cess

roce

du

ral

ver

bal

ges

tura

l

1 ”Today, we will discuss about recount text,

(Pernahkah kalian mendengar tentang recount

text?) have you ever heard about recount text?”

2 ”Ok, what is recount text itself?“

3 Recount text is a text that tells a series of events or

experiences that occurred in the past.

62

4 “Do you know the generic structure of this text?”

5 Today we will discuss about holiday, but before

starting it, you have to know the vocabulary about

it, Who can mention the vocabulary related with

the holiday?”

6 “now we are going to discuss about past tense, if

we want to share a story in the previous time, we

use past tense. for example Last holiday my friends

and I visited Borobudur Temple.

7 ” Ok make a sentence, please you!”

8 What kind of tense used in recount text? Past tense,

present tense, future tense or what?”

9 “ yes, change into past tense!”

10 “chose one word then please make a sentence, any

volunteer first?

11 that good thank you, but remember recount text

using past tense, so played not play, do you

understand?

12 (who want to try make a sentence in front of class

i will give you reward).”

13 Now, please open page 9. There is a text about my

holiday, read then tried to analyze the generic

structure.

14 Teacher shown example of recount text about my

holiday in the book and ask some students to read

the text and give correct pronunciation then

identify generic structure of the text together.

c. Observation

In the cycle 1 the teacher entered the class with the English teacher.

She introduced the teacher to their students. The teacher companied by a

collaborator observer. By monitoring the students’ activity in this action, we

could see that the students were ready in the class when the teacher came.

Every morning before the lesson started, the students read holy Qur’an.

The students looked so enthusiastic when to follow teaching

learning process. The class situation was conducive, they were very

63

enthusiasm to join the class and also more active than in the first meeting.

in the research the teacher had dominants function. she served as a model,

provide help, support, guidance, facilities to build up an interaction in all

learning activities in English class. When students presented the result in

front of class, students still did not have high confidences therefore they

were so shy and afraid if they would do mistake on their pronunciation

because they were not only lack of vocabulary but also in the using of

grammar was not good enough such as what you shop there?, can me hear

story your birthday party? And many students used present tense when they

told their activity in the last holiday. But the students were active enough.

d. Reflection

Based on the observation of the cycle I, the researcher had to reflect the

weakness that happened in the learning process to maximize the students’

speaking skills.

1) The researcher needs to ask the students to bring dictionary to help

their vocabulary difficulties.

2) The researcher has to motivate the students to present in front of the

class.

2. Cycle II

Based on the result of cycle 1, it is necessary for the teacher to

continue to the next cycle:

a. Planning

64

The activities are prepared:

1) Lesson plan as a guide for teacher, activities in the class, so

teaching and learning process can be controlled.

2) Material video about recount text.

3) Sheet for classroom observation.

4) Test (post-test) to know whether students’ speaking improve or

not.

b. The implementation of the action

On Saturday 19 April 2014, the writer and her collaborator entered

the class. As usual, all of the students were ready in the class. In action

2, the teacher revised the teaching learning process in cycle I where

students still have difficulties in speaking skill. Some students had

wrong pronunciation, did not understand the teacher mean when she

spoke in English, had many mistake in grammar and also some of them

were low confident. Before starting the lesson, Teacher gave an activity

as the warming up. The situations as follows:

Teacher : “Assalamualaikumwr.wb ”

Students : “Waalaikumsalamwr.wb.”

Teacher : “Good morning students?”



Students : “we are fine, and how are you?”

Teacher : “I’m fine too thank you.”

65

Teacher : “Let’s start our meeting by saying basmallah

together.”


Teacher :” Okay class, we will continue our study yesterday,

do you remember what has we learned yesterday, But

now i will show you a video about recount text.”

Then teacher play the video.

Teacher : “What do you think about this video?”

Students :” about birthday party miss?”

Teacher :”Yes, Where did it take place?

A student :” the speakers’ house miss”.

Teacher :” ok indah, please Retell the video using your own

words”.

A Student :” campur-campur ngak apa-apa ya miss, the

speakers’ birthday party, the speaker had a party, she

invite her friends and we playing game, lunch then

she had fun.”

Teacher : “that’s good indah, thank you, any other volunteer

to retell the video?”

Students : “Diam”(silent)

Teacher : “ok students let’s try to analyze the generic

structure of the text and the language features this

video.(sebulumnya kita mulai ingat ya recount itu

66

pakai past tense invite menjadi invited,bukan playing

tapi played) everybody repeat after me “invited /

in’vaited”

Students : “inveted.”

Teacher : “repeat once more! Ulangi” (repeat)

Students :”in’vaited.”

Then teacher and students analyze the structure of the text. After the teacher

explains to the students, the teacher then perform post-test.

Teacher : “I have video about Beautiful Holiday at

Balekambang, please retell this video with your own

words, i give you 15 minutes to prepare it. Do you

understand?”

Students : “yes”

Before the students doing post test teacher gave model first about my

birthday party.

Teacher : “ On the weekend I had a party, it was for my

birthday, all my friends came to my house and we

played a lot of games, after the game we ate lunch.

We had fairy bread chips and cake, later I opened my

present. I got lot of great things. Then it was time for

everyone to go home. I had fun at my birthday party.

After gave example to the students about their task, teacher walked around

the class in order to check the students along doing the test. Actually, she found that

67

most of students were confused in doing the test. Some of them asked their friends.

Then, she said “ok everybody if you have any difficulty don’t afraid to ask me, I

will assist and guide you”. Then teacher help the students that asked vocabulary to

her. Then students doing post test and practice it in from of class.

Teacher : “Ok class, time is up so give applause for us, I will

be so glad today because I can share my knowledge

to you all. Thanks for your attention today and let’s

close our meeting by saying hamdallah together.”

Students : “Alhamdulillahirabbilalamiin. “

Teacher : “Wassalmualaikumwr.wb.”

Students : “Waalaikumsalamwr.wb.”

TABLE 4. 13


NO

Statement

Mod

elin

g

Exp

lain

ing

Invit

ing

stu

den

ts

part

icip

ati

on

In

stru

ctin

g

Qu

esti

on

ing

Rei

nfo

rcin

g

spec

ula

tiv

e pro

cess

pro

ced

ura

l ver

bal

ges

tura

l

1 ” Okay class, we will continue our study yesterday,

do you remember what has we learned yesterday,

2 “What do you think about this video?”

3 Yes, Where did it take place?

4 ” ok indah, please Retell the video using your own

words”.

5 “that’s good indah, thank you, any other volunteer

to retell the video?”

68

6 “ok students let’s try to analyze the generic

structure of the text and the language features this

video.(sebulumnya kita mulai ingat ya recount itu

pakai past tense invite menjadi invited,bukan

playing tapi played)

7 everybody repeat after me “invited / in’vaited”

Students : “inveted.”

Teacher : “repeat once more! Ulangi” (repeat)

Students :”in’vaited.”

8 “ on the weekend i had a party, it was for my

birthday, all my friends came to my house and we

played a lot of games, after the game we ate lunch.

We had fairy bread chips and cake, later i opened

my present. I got lot of great things. Then it was

time for everyone to go home. I had fun at my

birthday party.

9 “Ok class, time is up so give applause for us, I will

be so glad today because I can share my

knowledge to you all. Thanks for your attention

today and let’s close our meeting by saying

hamdallah together.”

On Saturday, 26 April 2014 the teacher and the collaborator entered

the class. As usually they read holy Qur’an and asmaul husna before

starting the lesson, After reading holy Qur’an and asmaul husna, the teacher

began the lesson. The situation in the class as follows:

Teacher : “Assalamu’alaikum wr.wb.”

Students : “Waa’aikumussalamw.wb.”

Teacher : “Good morning everybody.”



Students : (together) “we are fine, thank you and you?”

Teacher : “I’m fine too thank you. Ok class, let’s start our

meeting by say basmalah together.”

69


Teacher : “Any one absen today”?

Students : “Nihil miss”(nothing).

Teacher : ” I want to divide you into pair work, and your friend

beside you is your partner. Do you understand?”

Students : “Yes miss.”

Teacher : “Ok thank you, now I ask you to write some

dialogue about recount text with your partner then

practice it in front of the class, any question so far

about this task? ”

Students :”belum paham miss.” (We do not understand miss)

Teacher : “saya minta kalian membuat percakapan tentang

recount text dengan teman sebangkumu kemudian

presentasikan didepan kelas,sudah faham?

For example you can telling your holiday to your partner when visited to

Bali beach, Borobudur etc. do you understand? “

Students : “yes miss, please give us some word”

Teacher : ‘’Ok, I will give you some word related with this task, may

be it can help you to make conversation with your friend.’’

Then the teacher giving hints or providing clues to students, after that

teacher ask students to doing post test, before doing post-test the teacher gives

model first with her collaborator, Modeling means that the teachers provide clear

samples or models before the teachers ask the students to do the tasks.

70

A :” Hi sis, how are you ?”

B :” I’m ok and you?”

A :” I’m very well too thank you, by the way do you want to hear about

my holiday? It was so amazing”.

B : “Oh yeah…..where did you go?”

A : “I went to universal studio at Singapore.”

B : “Wow…are you kidding?”

A : “no sis…look it’s my photos”

B :” Oh yeah…..I see, what did you do at there?”

A : “I just take a picture, shopping, I was going there with my

classmate by Garuda Airline, hmmm I’m very happy. One day I

want to ask you to join me.”

B :” are you sure ?”

A : “Yes of course”

B :” Ok I will .thank you”

A : “No matter, and how about your holiday?”

B : “I just stay at home because I don’t have money.”

A : “Are you sure?”

B : “Yes, I was help my mother cook in the kitchen, wash my clothes

and it make me bored.”

A : “Oh my god.”

B : “No problem, I enjoy it and I will join you in Singapore. “

71

Then teacher ask students to doing their task

Teacher : (sudah selesai ) “Has been finished?”

Students : “Not yet.”

Teacher : “Ok. Five minutes again.”

Students : “Yes miss.” (Crowded)

After finishing of tasks is time to practice the dialogue in front of

class. Then after all the group presentation to the class, the teacher gave

little feedback to the students.

Teacher :”that’s very good for today, ingat ya past tense itu pakai

verb 2 seperti, go/went, visit/visited”( remember past tense

uses v2,like go/went, visit/visited)

Students : ok miss

Teacher : “ Because time is up, Thank’s for your attention and give

applouse for us. Let’s say hamdalah together.”

Students : “Alhamdulillahirabbil’alamin.”

Teacher : “Wassalamu’alaikum Wr.Wb”

Students : “Wa’alaikum salam Wr.Wb”

Teacher : “Good Bye and see you ”

Students : “See you miss.”

72

TABLE 4. 14


NO Statement

Mod

elin

g

Exp

lain

ing

Invit

ing

stu

den

ts

part

icip

ati

on

Inst

ruct

ing

Qu

esti

on

ing

Rei

nfo

rcin

g

spec

ula

tiv

e p

roce

ss

pro

ced

ura

l ver

bal

ges

tura

l

1 ” I want to divide you into pair work, and

your friend beside you is your partner.

Do you understand?”

2 Ok thank you, now I ask you to write

some dialogue about recount text with

your partner then practice it in front of

the class

3 any question so far about this task? ”

4 saya minta kalian membuat percakapan

tentang recount text dengan teman

sebangkumu kemudian presentasikan

didepan kelas,sudah faham?”

5 A :” Hi sis, how are you ?”

B :” I’m ok and you?”

A :” I’m very well too thank you, by the

way do you want to hear about my

holiday? It was so amazing”.

B : “Oh yeah…..where did you go?”

A: “I went to universal studio at

Singapore.”

B : “Wow…are you kidding?”

A : “no sis…look it’s my photos”

B :” Oh yeah…..I see, what did you do

at there?”

A : “I just take a picture, shopping, I was

going there with my classmate by garuda

air line, hmmm I’m very happy. One day

I want to ask you to join me.”

B :” are you sure ?”

73

A : “Yes of course”

B :” Ok I will .thank you”

A : “No matter, and how about your

holiday?”

B : “I just stay at home because I don’t

have money.”

A : “Are you sure?”

B : “Yes, I was help my mother cook in

the kitchen, wash my clothes and it make

me bored.”

A : “Oh my god.”

B : “No problem, I enjoy it and I will join

you in Singapore. “

6 that’s very good for today, ingat ya past

tense itu pakai verb 2 seperti, go/went,

visit/visited”( remember past tense uses

v2,like go/went, visit/visited)

c. Observation

At cycle 2 teachers still used same technique that was Scaffolding

Talk. Students looked enthusiastic in following teaching and learning process.

teacher remained to the material that has been studied previously, with giving

questions to students. There were some students who could answer the

questions from the teacher, but also there were only several students who kept

silence. After explaining the material, the teacher asked the students to retell

story from the video with their own words and make dialog then practice it.

At cycle 2 students look more confidence in conveying their opinions.

d. Reflecting

In this cycle, the researcher and teacher as the collaborator conclude

that the treatment of was successful in improving the Speaking Skill. It

74

could be seen the students’ speaking improvement in the students’ score.

They were great in retelling something. In addition, the all students

seriously paid attention to the teacher’s explanation and active in engaging

in the learning process; such as asking question, responding question.

D. Research summary

Based on the pre-test, the writer found that most of the students were

poor in speaking skill. The result was 58,33% students got score under 50,

27,78% students got around 50 to 60, 11,11% students got 60 to 70 and

2,78% student got around 70 to 80.

Most of the students were poor in content to express their ideas.

They were also poor in grammar so they got difficulties in composing the

sentences. Moreover, they were lack of vocabularies to be used in their text.

The average of the students’ pre-test result was 47,08.

Based on the post-test 1, The result was 33,33% students got score

under 50 to 60, 22,22% students got around 60 to 70, 33,33% students got

70 to 80 and 8,33% student got around 80 to 90. Then on the post-test II,

the result was 5,56% students got around 50 to 60, 16,67% students got

around 60 to 70, 16,11% students got around 70 to 80 , 38,89% students got

80 to 90 and 2,78% students got around 90 to 100.

The score of the result above shows that the students’ score increases

from the Pre test to the post test. The mean of Pre test is 47,08 while the

mean of the post test 1 result is 66,67 and post test II is 74,72. Based on the

75

comparison, the students’ speaking skill increase from every cycle. It can

be seen from the development of students’ speaking skill. Students’

grammar, vocabulary better than before. They are more confidence in

conveying ideas. Students became more active and not afraid to speak up

in front of his friends. It means that Scaffolding Talk technique is successful

in improving the students’ speaking skill.

76

CHAPTER V

CLOSURE

A. Conclusion

After conducting the research of speaking skill to improve the students’

speaking skill through Scaffolding Talk technique, the researcher can conclude

based on the findings discussed in the previous chapter that:

1. Based on the result from the chapter IV of the researcher that had

been done in the two cycle in the research in the entitled “The Use

of Scaffolding Talk Technique to Improve Students’ speaking Skill

in Composing Recount Text Class VIIIB in MTs Negeri Andong in

the Academic Year 2013-2014”. the students’ speaking skill can

increase through Scaffolding Talk technique. The findings show

that the improvement of the students’ speaking skill is significant

after the students got Scaffolding Talk technique. It can be seen

from the comparison between all the score of cycle I, cycle II. The

findings display that the students’ speaking skill increases from pre

to post test. The result showed that the mean of pre-test 47,08, the

mean of post-test 1, 66,67, and the mean of post-test II 74,72. It

means that Scaffolding Talk technique is able to improve the

students’ speaking skill.

2. The improvement of the students’ speaking skill is significant. It

can be seen from findings. The findings display that the students’

77

speaking skill increases from pre to post test of the cycle I, cycle II

. Before Scaffolding Talk technique was implemented, the average

of the students’ pre test result was 47,08. It was lower than the

criterion of the assessment from Department of Education that is

70. After implementation of Scaffolding Talk the results from cycle

I, 38,89 % the students got scored less than passing grade and

58,33% students complied with passing grade. In cycle II 25%

students got scored less than passing grade and 75% students

complied with passing grade. The T-calculation is 3,18 the results

shows that the T-calculation higher than T-table is 2,75. It means

that Scaffolding Talk technique is successful to improve the

students’ speaking skill.

B. Suggestion

Having known the findings of the research, the researcher gives

suggestions as follows:

1. To the teacher

Teacher should use Scaffolding Talk technique to teach speaking.

This technique can make the students keep in mind what they listen enrich

their vocabularies. The teacher should motivate the students to speak more

in order the students can express their ideas orally. In addition, the teacher

should know the need of the students related with the competencies they

need.

78

2. To the students

a) The students should be obligated to bring dictionary in every English

class.

b) The students need to have a big spirit and study harder.

c) The students should extend their skill in many ways, e.g. speaking

especially recount text; using new words along in the classroom

activities or their daily life, or even by drilling some words. So finally,

students are able to speak in English language.

3. To the institution

a) The institution should facilitate the learning process to make the

learning effective. The students also need much motivation to study

English so the students can have English skill. The motivation can also

be their basic to study more about English.

b) The institution also should have many connections nationally or

internationally in order the students have more opportunities.

BIBLIOGRAPHY

Arikunto, Suharsimi.2010.Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta:

RinekaCipta.

Burns, Anne. 2009. Doing Action Research in English Language Teaching. New

York: Routledge.

Brown, H.D. (2004). Language Assessment: Principles and Classroom Practices.

White Plains, NY: Pearson Education.

Brown, Gillian. and Yule, George. 1983. Teaching the Spoken Language.

Cambridge University Press.

Elfiani, Nurifka. 2013. The Use of Numbered Heads Together Method to Improve

Students’ Speaking Skill of the 2nd Grade Students of MAN Tengaran,

Semarang Regency in the Academic Year 2012/2013. Unpublished

Graduating Paper. Salatiga: Educational Faculty STAIN Salatiga

Fauziati, Endang. 2005. Teaching of English as A Foreign Language (TEFL).

Surakarta : Muhammadiyah University Press.

Harris, D.P. 1969. Testing English as a Second Language. New York : Mc Graw

Hill Company.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. Cambridge :

Longman.

Hidayah, Ulil. 2013. The Use of Paired Story Telling Technique to Improve

Students’ Reading Comprehension of the 2nd Grade Students of SMPN 09,

Salatiga in the Academic Year 2012/2013. Unpublished Graduating Paper.

Salatiga: Educational Faculty STAIN Salatiga

Jauhar, M. 2011. Implementasi Paikem dari Behavioristik sampai Konstruktivistik

: sebuah pengembangan pembelajaran berbasis CTL (Contextual Teaching

and Learning). Jakarta : Prestasi Pustaka.

Magno, Carlo. 2010. The Effect of Scaffolding on ChildrenS’ Reading Speed,

Reading Anxiety, and Reading Proficiency. TESOL Journal, Vol. 3, 92-93.

Available at http://www. Tesol-journal.com (Accessed on 11/2/2013)

Myhill, Jones and Hopper, R. 2006. Talking, Listening, Learning : Effective Talk in

the Primary Classroom. Open University Press: Mc Graw Hill Education.

Nafiatun, Siti. 2013. The Use of Elicitation Technique in Learning to Improve

Students’ Speaking Skill of the 2nd Grade Students of SMK Diponegoro,

Salatiga in the Academic Year 2012/2013. Unpublished Graduating Paper.

Salatiga: Educational Faculty STAIN Salatiga

Nunan, D. 2005. Practical English Language Teaching. Singapore: Mc. Graw Hill.

Nunan, D.1991. Language Teaching Methodology. London : Prentice Hall.

R. Van Der Stuyf, Rachel. 2002. Scaffolding as a Teaching Strategy. pp. 1 – 13.

Rizal, David. 2011. Scaffolding Talks in English Language Teaching, 95-106.

Retrieved at

www.academia.edu/Scaffolding_Talk_in_English_language_Teaching

(Accessed on 26 march 2014)

Surtiati. 2008. Teachers’ Scaffolding Talk in English class at Senior High School.

Unpublished Post Graduate Program. Semarang: State University of

Semarang.

http://aguswuryanto. Wordpress.com

http:// www. Cal. Org/caela/ESL_resources/digests/speak.html

http://www/

http://www.academia.edu/.../Scaffolding_Talk

http://aguswuryanto/

CURRICULUM VITAE

Full Name : Tika Rahmawati

Nick Name : Tika

Place/ Date of birth : Boyolali/ Oktober 20th , 1992

Adress : Mojo, Mojo, Andong RT. 13 RW. 05

Boyolali

Faculty : English Department

Education History :

1. MIN Banyuurip Graduated in 2004

2. MTs Muh 07 Klego Graduated in 2007

3. SMAN 1 Andong Graduated in 2010

4. STAIN Salatiga Graduated in 2014


TIKA RAHMAWATI

11310028

SATUAN KREDIT KEGIATAN (SKK)

Nama : Tika Rahmawati

NIM : 11310028

Progdi : Tadris bahasa Inggris

Dosen PA : Drs. Machfud, M. Ag

No Nama Kegiatan Pelaksanaan Status Nilai

1 Orientasi pengalaman Akademik

dan Kemahasiswaan (OPAK)

STAIN Salatiga Tahun 2010.

25-27 Agustus 2010 Peserta 3

2 User Education (Pendidikan

Pemakai) yang diselenggaraka

oleh UPT Perpustakaan STAIN

Salatiga.

20-25 September 2010 Peserta 3

3 English friendship camp

Communicative English Club

(CEC) State Institute of Islamic

Studies Salatiga.

23-24 Oktober 2010 Peserta 3

4 Seminar Nasional Pendidikan

dengan tema “Membudayakan

sebuah Pendidikan Berkarakter

Ke-Indonesia-an dalam

Pendidikan Formal (Potret

Sekolah Alternatif)” yang

diselenggarakan oleh HMJ

Tarbiyah.

6 Nopember 2010 Peserta 6

5 Tafsir Tematik surat Al-A’raf

96-100 dan Ar-Rum 41-42

dengan tema : ‘’ Indonesia

Menangis Darah’’dapat

memotivasi untuk lebih maju

dalam mengembangkan dan

menebarkan serta mengamalkan

nilai-nilai Al-Qur’an

diselenggarakan oleh JQH

STAIN Salatiga.

29 November 2010 Peserta 3

6 Ceramah dan Dialog (CERDIG)

muslimah dengan tema

‘’muslimah 24 karat’’

3 Desember 2010 Peserta 3

7 Dauroh Mar’atus Sholihah

(DMS) dengan tema ’’ Let’s be a

SMILE moslemah’’yang

diselenggarakan bidang Nisa’

Lembaga Dakwah Kampus


(LDK) Darul Amal STAIN

Salatiga.

8 National Workshop of

Entrepreneurship and Basic

Cooperation 2010 yang

diselenggarakan oleh KOPMA

Fatawa STAIN Salatiga.


9

Practicum Program “Intensive

Course and pronunciation

Practice”, held by Department of

Religious Affairs English

Education Study program State

Institute for Islamic Studies

(STAIN) of Salatiga.

1 maret 2011

Peserta

3

10 Seminar Nasional Pendidikan

dengan tema “Realisasi

Pendidikan Karakter dalam

Kurikulum Pendidikan

Nasional” yang diselenggarakan

oleh HMJ Tarbiyah STAIN

Salatiga.

18 Juni 2011 Peserta 6

12 Praktikum Kepramukaan yang

diselenggarakan oleh Jurusan

Tarbiyah STAIN Salatiga.

22-27 Juli 2011 Peserta 5

13 Practicum Program “Magazine

Writing and Publick Speaking”,

held by Department of Religious

Affairs English Education Study

program State Institute for

Islamic Studies (STAIN) of

Salatiga.

21 September 2011 Peserta 3

14 Practicum Program “BOOK

RESUME”, held by Department

of Religious Affairs English

Education Study program State

Institute for Islamic Studies

(STAIN) of Salatiga.

28 April 2012 Peserta 3

15 Seminar Nasional pendidikan

yang diselenggarakan oleh

Himpunan Mahasiswa Jurusan

(HMJ) Tarbiyah dengan tema ‘’

pendidikan multicultural sebagai

pilar karakter bangsa’’

6 juni 2012 Peserta 6

16 ‘’Bimbingan Belajar

Menghadapi UAS SIBA bhs.

Inggris dan bhs. Arab yang


diselenggarakan oleh CEC dan

ITTAQO STAIN Salatiga

dengan tema ‘’ Meningkatkan

Khazanah Keilmuan Mutakhir

Dengan Bhs. Inggris dan Bhs.

Arab.

17 Orientasi Dasar Keislaman

(ODK) dengan tema

‘’Membangun Karakter

Keislaman Bertaraf I

Nterpersonal Di Era Globalisasi

Bangsa’’

10 september 2012 Peserta 3

18 ‘’Technology Era, The Best

Moment to Learn English’’ held

by Communicative English Club

State Institute of Islamic Studies

(STAIN) Salatiga.3


19 Seminar Nasional dengan tema

“HIV/AIDS Bukan Kutukan

Dari Tuhan” yang

diselenggrakan oleh Dewan

Mahasiswa (DEMA) STAIN

Salatiga.

13 Maret 2013 Peserta 6

20 Pelatihan Karya Tulis Ilmiah

(PKTI) dengan tema “Karya

Ilmiah Sebagai Wujud

Pelaksanaan Tridarma

Perguruan Tinggi yang


Tarbiyah STAIN Salatiga.



“Ahlusunnah Waljamaah dalam

Porspektif Islam Indonesia”


Dewan Mahasiswa (DEMA)

STAIN Salatiga.


22 Teacher Training Workshop on

Communicative Language

Teaching held by I/A/L/F

Educational for Development.

2 mei 2013 Peserta 3

23 Seminar pendidikan dengan

tema “Menimbang Mutu dan

Kualitas Pendidikan di

Indonesia” yang


Tarbiyah STAIN Salatiga


24 ‘’How to Develop the Best

Generation’’ held by


(CEC) .


25 ‘’Training SIBA-SIBI UAS

semester genap 2013’’


ITTAQO.

21-22 juni 2013 Peserta 3

26 English Friendship Camp


(CEC) at Candi gedung songo.

28-29 september 2013 Peserta 3

27 Sosialisasi dan Silahturahim

Nasional dengan tema

“Sosialisasi UU No. 1 Th 2013,

Peran Fungsi OJK” dan “Peran

Pemerintah dalam Pengawasan

LKM (Lembaga Keuangan

Mikro)” yang diselenggarakan

oleh HMJ Tarbiyah dan Syariah

STAIN Salatiga.

30 September 2013 Peserta 6

28 Musabaqah Tilawatil Quran

(MTQ) Mahasiswa V dengan

tema “MTQ Sahana Apresiasi

untuk Mencetak Insan Qur’ani”

yang diselenggarakan oleh JQH

STAIN Salatiga.

23 Oktober 2013 Peserta 3

29 “Training SIBA-SIBI semester

gasal 2013-2014”


ITTAQO.

30 oktober 2013 Peserta 3

30 Gerbang masuk (GEMA)

ITTAQO 2013 dengan tema

“Mengukuhkan Peran Bahasa

Arab dalam Ranah Pendidikan

Islam di Era Modern” yang

diselenggarakan oleh ITTAQO

STAIN Salatiga.

16-17 November 2013 Peserta 3


“Guru Kreatif dalam

Implementasi Kurikulum 2013

yang diselenggarakan oleh HMJ

Tarbiyah STAIN Salatiga

18 November 2013 Peserta 6

32 CEC Festival ‘’ Youngster

Today is the Leader of

Tomorrow’’ held by

Communictaive English Club.

18-20 november 2013 Peserta 3

33 Pendidikan dan Pelatihan

(DIKLAT) Keprofesian dengan

tema “Mencerahkan Dunia

Pendidikan Melalui Kreatifitas

Guru” yang diselenggarakan

oleh HMJ Tarbiya STAIN

Salatiga.


34 ‘’Ajang Eksistensi Diri Melalui

Intelektual Berbahasa Arab’’


ITTAQO STAIN Salatiga.

19 Mei 2014 Peserta 3

Salatiga, 2 september 2014

Mengetahui,

Pembantu Ketua III

Bidang Kemahasiswaan dan Kerjasama

Moh. Khusen, M. Ag. M. A

NIP. 1974121219903003

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : MTs Negeri Andong

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII / Genap

Pertemuan Ke : 1

Alokasi Waktu : 4 x 40 menit ( 2 x pertemuan )

Standar Kompetensi

Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek

sederhana yang berbentuk recount untuk berinteraksi dengan lingkungan

sekitar.

Kompetensi Dasar

Mengungkapkan makna dalam monolog pendek sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount.

Indikator

1. Bertanya dan menjawab berbagai informasi secara lisan dalam teks pendek

berbentuk recount.

2. Melakukan monolog pendek dalam bentuk recount.

Tujuan Pembelajaran

1. Siswa mampu bertanya dan Menjawab pertanyaan tentang berbagai

informasi secara lisan dalam teks berbentuk recount.

2. Siwa mampu Melakukan monolog pendek dalam bentuk recount.

Materi Pembelajaran

1. Penjelasan singkat mengenai recount text.

2. Intensif (halaman 9 )

3. Pronunciation

4. Tujuan Komunikasi dari teks dan bagian-bagian dari teks recount (structure

of the text)

Contoh bacaan recount “Borobudur Temple”

Title. Borobudur Temple

Orientation: tells who was

involved, what happened,

where the events took place,

and when it happened.

Last holiday my friends and

I visitied Borobudur Temple.

It is the biggest temple in the

world. We went there by car

Events: tell what happened

and in what sequence.

There , we saw the wonderful

Borobudur Temple. Then we

had a chat with a foreign

tourist to practice our

English. (Even 1)

After taking a picture with

the foreign tourists, we

walked around the

Borobudur Temple’s yard to

buy some souvenirs. (Even

2)

Reorientation: cotain the

writer’s comments about the

story.

Although we were very tired

we felt very happy. It was the

most unforgetable

experience.

Language Feature :

Introducing personal participant; I, my group, etc

Using chronological connection; then, first, etc

Using simple past tense.

Pattern: ( S + verb2 ) / ( S + Didn't + verb1 )

Metode Pembelajaran/ Teknik

Scaffolding Talk Technique

Langkah Pembelajaran

1. Kegiatan Awal:

– Greeting.

– Tanya jawab mengenai kondisi siswa.

– Apersepsi

– Warm up. Dengan menanyakan mengenai pengalaman liburan

mereka

– Melakukan Pre-test. Yaitu dengan meminta siswa untuk

menceritakan pengalaman liburan mereka didepan kelas.

2. Kegiatan inti

Eksplorasi

– Guru menjelaskan materi tentang recount text

– Guru mengarahkan kepada siswa tujuan pembelajaran dengan

menanyakan beberapa pertanyaan sebelum memperlihatkan contoh

text recount.“after this, i will give you example of recount text

about “Borobudur temple” and try to find where is orientation,

event, and re-orientation and try to answer the question orally.

1. When did the writer and his friends visit Borobudur Temple?

2. How did they go there ?

3. What did they do at Borobudur Temple ?

4. Where did they buy souvenir ?

Elaborasi

– Siswa secara aktif bergantian menjawab pertanyaan.

– Guru mendiskusikan materi dan ciri kebahasaaan dari text

recount.

– Siswa diminta mengidentifikasi ciri kebahasaan dalam text

recount.

– Guru memberi contoh pronunciation.

Konfirmasi

– Menanyakan tingkat pemahaman siswa terhadap materi yang

disampaikan.

– Guru menanyakan kesulitan siswa.

3. Kegiatan Akhir

- Guru dan siswa melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan.

- Guru menyampaikan rencana pembelajaran pada pertemuan

berikutnya.

SUMBER / BAHAN/ ALAT

LKS Intensif (penunjang cita-cita siswa kreatif)

Kamus

Penilaian

Teknik: Tes Lisan

Instrumen:

– Pre test

retell your experience in the past about your holiday!

Pedoman Penilaian:

Speaking Rubric


Pronunciation

25 Easy to understand pronunciation and have a native

accent


15 There is a problem of pronunciation that make the

listener must concentrate fully and sometimes there

are misunderstandings




understood

Grammar



affect the meaning


10 A lot of grammatical errors that impede meaning and

often rearranging sentences


understand

Vocabulary

25 Using the vocabulary words and phrases such as

native speakers


15 Frequent use of inappropriate vocabulary,

conversation is limited due to limited vocabulary

10 Using the wrong vocabulary and vocabulary is

limited so it is difficult to understand

5 A very limited vocabulary so that the conversation is

not possible

Content/idea

25 Easy to express ideas although there is repeating in

certain part


vocabulary


repeating

10 Difficult to express ideas searching for vocabulary

does not complete utterances

5 Limited to express ideas communication difficult

although in simple dialogue

Nilai:

Nilai yang diperoleh siswa:

Skor tertinggi: 100

Skor terendah: 20

Mengetahui Salatiga, 10 April 2014

Guru Mata Pelajaran Peneliti

Suhartini, S.Pd Tika Rahmawati

NIP. 197412212007102004 NIM. 11310028


(RPP)




Pertemuan Ke : 2


Standar Kompetensi



sekitar.

Kompetensi Dasar




Indikator

1. Bertanya dan menjawab berbagai informasi secara lisan dalam teks pendek

berbentuk recount.


Tujuan Pembelajaran

1. Siswa mampu Bertanya dan menjawab berbagai informasi secara lisan,

menceritakan kembali cerita yang telah disampaikan dalam teks berbentuk

recount.

2. Siswa mampu Melakukan monolog pendek dalam bentuk recount.

Materi Pembelajaran


2. Memutarkan video recount berjudul “ My Birthday Party” kepada siswa.

3. Menceritakan kembali cerita yang telah dilihat dengan tenses dan generic

structure yang sesuai secara individu dan kelompok.




1. Kegiatan Awal:

– Greeting.


– Warm up. Dengan menanyakan mengenai cerita berjudul “My

Birthday Party” kepada siswa.

2. Kegiatan Inti

– Eksplorasi:

– Siswa mendengarkan penjelasan mengenai recount dan

tenses yang digunakan.

– Guru memberi intruksi mengenai metode yang digunakan

serta memberi tugas kepada mereka.

– Elaborasi:

– Guru memutarkan video berjudul “My Beautiful Holiday at

Balekambang”

– Melakukan Post test I. Yaitu dengan meminta siswa untuk

menceritakan kembali cerita berjudul “My Beautiful

Holiday at Balekambang” Setelah selesai, siswa secara

individu diminta untuk menceritakan kembali didepan kelas

tetapi sebelumnya guru memberi contoh dengan

menceritakan kembali video tentang “My Birthday Party”

kepada siswa.

– Konfirmasi:

– Menanyakan tingkat pemahaman siswa terhadap materi

yang disampaikan.


3. Kegiatan Akhir

– Guru memberikan umpan balik kepada siswa.

Sumber/ Bahan/ Alat

1. Video

2. Laptop

3. LCD

4. Intensif Bahasa Inggris , lembar materi)

5. Dictionary

Penilaian

Teknik: Tes Lisan

Instrumen:

– Post- Test 1

Please retell the video about ‘’My Beautiful Holiday at Balekambang’’ with your

own language.

Pedoman Penilaian:

Speaking Rubric


Pronunciation


accent








understood

Grammar



affect the meaning





understand

Vocabulary


native speakers







not possible

Content/idea


certain part


vocabulary


repeating





Nilai:


Skor tertinggi: 100

Skor terendah: 20




NIP. 197412212007102004 NIM. 11310028


(RPP)





Standar Kompetensi



sekitar.

Kompetensi Dasar




Indikator

1. Bertanya dan menjawab berbagai informasi secara lisan.

2. Memahami bentuk kata kerja yang digunakan dalam simple past tense.


Tujuan Pembelajaran

1. Siswa mampu Bertanya dan menjawab berbagai informasi secara lisan.

2. Siswa mampu Memahami bentuk kata kerja yang digunakan dalam simple

past tense.

3. Siswa mampu Melakukan monolog pendek dalam bentuk recount.

Materi Pembelajaran


2. Vocabulary yang berkaitan dengan tema




1. Kegiatan Awal:

– Greeting.


2. Kegiatan Inti

– Eksplorasi:

– Siswa mendengarkan penjelasan mengenai recount dan

tenses yang digunakan.

– Guru membagi siswa secara berpasangan dan memberi

intruksi mengenai metode yang digunakan serta memberi

tugas kepada mereka.

– Elaborasi:

– Guru memberi contoh dialog mengenai tugas mereka.

– Setelah selesai, guru memberi kata kerja yang berkaitan

dengan tema serta meminta siswa secara aktif dalam

kegiatan tersebut.

– Kemudian Guru meminta siswa secara berpasangan

membuat percakapan tentang pengalaman mereka Selama

liburan. Guru berkeliling untuk membantu siswa yang

kesulitan.

– Melakukan Post test II. Yaitu dengan meminta siswa untuk

berdialog dengan pasangan mereka.

Konfirmasi:

– Menanyakan tingkat pemahaman siswa terhadap materi

yang disampaikan.


3. Kegiatan Akhir

– Guru memberikan umpan balik pada siswa.

Sumber/ Bahan/ Alat

1. Laptop

2. LCD

3. Intensif Bahasa Inggris , lembar materi)

4. Dictionary

Penilaian

Teknik: Tes Lisan

Instrumen:

Post- Test 11

Make conversation about recount text, and practice with your partner in front of

class.

Example

A : Hi sis, how are you ?

B : I’m ok and you?

A : I’m very well too thank you, by the way do you want to hear about my

holiday? It was so amazing.

B : Oh yeah…..where did you go?

A : I went to universal studio at Singapore.

B : Wow…are you kidding?

A : no sis…look it’s my photos

B : Oh yeah…..i see, what did you do at there?

A : I just take a picture, shopping, I was going there with my classmate by

Garuda airline, hmmm I’m very happy. One day I want to ask you to

join me.

B : are you sure ?

A : Yes of course

B : Ok I will .thank you

A : No matter, and how about your holiday?

B : I just stay at home because I don’t have money.

A : Are you sure

B : Yes, I was help my mother cook in the kitchen, wash my clothes and it

make me bored.

A : Oh my god.

B : No problem, I enjoy it and I will join you in Singapore.

Pedoman Penilaian:


Pronunciation


accent








understood

Grammar



affect the meaning





understand

Vocabulary


native speakers







not possible

Content/idea


certain part


vocabulary


repeating





Nilai:


Skor tertinggi: 100

Skor terendah: 20




NIP. 197412212007102004 NIM. 11310028

The Teacher gave explanation about Scaffolding Talk technique and

explained the material

The teacher is applaying Scaffolding Talk Technique with observer

The students are preparing their task before presentation in front of the class

The students is doing pre-test and post-test

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