THE USE OF TALK TIME SOFTWARE WITH EVERYONE IS A...
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THE USE OF TALK TIME SOFTWARE WITH EVERYONE IS A
TEACHER HERE STRATEGY TO DEVELOP STUDENTS’
PARTICIPATION IN SPEAKING CLASS (Classroom Action
Research of The Seventh Grade Students of SMP IT Nurul Islam
Tengaran in The Academic Year of 2015/2016).
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education
Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
ANNIATUS SA’DIYAH
113 11 117
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE
INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2015
“Be an inspiration, do not be an imitation”
~Dian Pelangi~
DEDICATION
This paper is sincerely dedicated for:
My beloved parents, my father Sakur and my mother Sunarsih , thanks
for all support, finance, trust, motivation me to be a better person, and
everlasting prayer.
My beloved sister (Siti Hamidah Hanum), my aunt (Solehah), and my
uncle (Soleh), my Grandfather, Grandmother, and my big family thanks
for your togetherness and love.
My Islamic Teachers (KH.Masbuhin Faqih, KH.Zinul Arifin Arif,
KH.Hbibullah, Ust.Fahrussani, Mr.Taufik Rozikin, Mr.Kalend Osen,
Mrs.Erna. Ust.Haris, Usth.Nurrohmah, and Usth.A’yun. Thanks for the
guidance when I was in junior and senior high school.
My lovely musyrifah at SMP IT Nurul Islam Tengaran Islamic Boarding
School. I will miss you all.
All of my Lovely friends at Salatiga ( Kuni, Arum, isti, muntasiroh,
triyanah, istiqomah, and faizah)
My lovely friends at IAIN Salatiga especially TBI 2011.
ABSTRACT
ANNIATUS SA’DIYAH (2015) “THE USE OF TALK TIME SOFTWARE
WITH EVERYONE IS TEACHER HERE STRATEGY TO DEVELOP
STUDENTS’ PARTICIPATION IN SPEAKING CLASS OF THE SEVENTH
GRADE OF SMP IT NURUL ISLAM TENGARAN IN THE ACADEMIC
YEAR 2015/2016”. Graduating Paper. English Department of Educational
Faculty. IAIN Salatiga.
Counselor: HANUNG TRIYOKO, M.Hum, M.Ed.
This study is a classroom action research. The general objective of this study is
The use of talk time software with everyone is teacher here to develop students’
participation in speaking class, while the specific objectives of this research are
(1) To find out the result of the writer use of talk time software with everyone is
teacher here strategy. (2) To find out the implementation of talk time software
with everyone teacher here strategy to develop students’ participation in speaking
class. This classroom action research was conducted at SMP IT Nurul Islam
Tengaran. The procedure of the research consisted of planning, action,
observation, and reflection. The data were collected from achievement test and
observation. The tests were in the form of pre-test and post-test I, post test II
conducted in cycle 1 and cycle 2. The research resulted: Using talk time software
with everyone is teacher here strategy to develop students’ participation in
speaking class, it is proved with the students’ improvement score of the tests. the
mean of pre-test is 70,55, post-test I is 70,74, and the mean of post-test II 87,03.
Key Word: talk time I, everyone is teacher here strategy, participation, speaking
class
TABLES OF CONTENTS
TITLE .............................................................................................................. i
DECLARATION ............................................................................................. ii
ATTENTIVE CONSELOR NOTES................................................................ iii
STATEMENT OF CERTIFICATION ............................................................. iv
MOTTO............................................................................................................ v
DEDICATION ................................................................................................. vi
ACKNOWLEDGEMENT ............................................................................... vii
ABSTRACT ..................................................................................................... x
TABLE OF CONTENT ................................................................................... .. xi
LIST OF TABLES ........................................................................................... xiv
LIST OF FIGURE……………………………………………………………. xv
CHAPTER I: INTRODUCTION
A. The Background of the Study ...........................................................1
B. The Statement of the Problem……………………………………………2
C. The Objectives of the Study…………………………...........................3
D. The Limitation of the Study............................................................... …..4
E. The Benefits of the Study …............................................................ ….4
F. Definition of Key Terms. ………................................................... 5
G. Literature of Review....………………………………………………....6
H. The Outline of the Study…………………………………….......……….7
CHAPTER II: THEORITICAL FRAMWORK
A. Speaking .................................................................................................... 9
1. Concept of Speaking
a. Definition of speaking ……………………....................................9
b. The Elements of Speaking............................................................. .9
c. Teaching Speaking........................................................................ 12
d. Types of Classroom Activities Performance……..…………..…..12
e. Classroom Speaking Activities .................................................... 14
2. Concept of Everyone is Teacher Here
a. The Definition of Everyone is Teacher Here ...……………....…18
b. The Advantage and Disadvantage of Everyone is Teacher Here ..18
c. The Procedures of Everyone is Teacher Here strategy……..……19
CHAPTER III: RESEARCH METHOD……………………………………...….26
A. The Setting of the Study ................................................................................ 26
B. The Subject of the Study ............................................................................. 31
C. Method of the Research…………………………………………………..…33
D. Research Instrument………………………………………………………..38
E. Method of Data Analysis………………………………………..…………39
CHAPTER IV: ANALYSIS AND DISCUSSION
A. Data Presentation .................................................................................................. 41
B. Calculation of the Test Result................................................................................ 54
CHAPTER V: CLOSURE
A. Conclusion ............................................................................................................ 60
B. Suggestion ............................................................................................................ 61
BIBLIOGRAPHY
APPENDIXES
CURRICULUM VITAE
LIST OF TABLES
TABLE 3.1 THE CONDITION OF EDUCATIONAL FASILITIES
TABLE 3.2 THE PROFILE OF THE TEACHER OG LANGUAGE
TUTORING PROGRAM OF SMP IT NURUL ISLAM
TENGARAN
TABLE 3.3 THE SITUATION OF THE STUDENTS OF LANGUAGE
TUTORING OF SMP IT NURUL ISLAM TENGARAN IN THE
ACADEMIC YEAR 2015/2016
TABLE 3.4 LIST OF THE SAMPLE
TABLE 3.5 STUDENTS’ OBSERVATION SHEET
TABLE 3.6 CLASS PARTICIPATION RUBRIC
TABLE 4.1 THE RESULT OF PRE TEST
TABLE 4.2 THE RESULT OF POST TEST I
TABLE 4.3 STUDENTS’ OBSERVATION SHEET
TABLE 4.4 THE RESULT OF POST TEST II
TABLE 4.5 STUDENTS’ OBSERVATION SHEET
TABLE 4.6 CALCULATING THE TEST SCORE
LIST OF FIGURE
FIGURE 2.1 THREE LEVEL OF TALK TIME SOFTWARE
FIGURE 2.2 DESIGN AND LAYOUT OF TALK TIME SOFTWARE
FIGURE 2.3 TALK TIME SOFTWARE
FIGURE 2.4 FAMILY TOPIC
FIGURE 2.5 CD OF TALK TIME SOFTWARE
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is the most important aspect in life being and most
completly expressed in speech. Everyone shows their feeling to each other
by using language. They can express their ideas, feelings, and thoughts. In
language learning, the student is often unable to produce or to hear
elements and patterns which differ from those of his first language (Lado,
1983:55).
Learning is acquiring or getting knowledge of a subject or a skill
by study, experience, or instruction (Brown, 1980:7). Students need
concentration and motivation when they learn language. It is caused of
differences of students skill. As long as they practice there is a teacher
who controls and motivate them. Because teacher is the central subject of
the study (Lado, 1987:11).
Speaking is the good way to practice the language. Many student
difficult to speak the english. Because they are unconfident to practice it.
Speaking is the single most important aspect of learning a second or
foreign language (Nunan, 1991:39). .
The problem comes from the students who do not interest the
material and bored in the class. As the result, they did not speak english
actively when they are in speaking class. They do not pay attention when
the teacher gives explanation about materials. To improve and making
interest it the writer would like to solve the problem.
Externally, The problems may come from some factors such as:
(1) the use of strategy is not appropriate; (2) teachers prefer lecturing
rather than solving problem; (3) the teachers teach seriously and statically,
there is not variation made by teacher to make student interested and
motivated.
Brown (1980:7) described in teaching-learning devided as
“showing or helping someone to learn how to do something, giving
instruction, guiding in the study of something providing with knowladge,
causing to know or understand. On the language learning, there are four
english language skill. Namely speaking, listening, writing, reading.
However on this research the researcher will more focus on the speaking
skill.
Software and strategy can be one of influential program to improve
student speaking class. Strategy is important to make the teaching process
more effective, interesting, and amazing. One of the software and strategy
are use Talk Time Software and Everyone is Teacher Here strategy.
According to Allyn and Bacon (1996:113) everyone is teacher here is an
easy strategy for obtaing classwide participation and individual
accountability. It gives every student the opportunity to act as a “teacher”
for other student.
The procedure of Everyone is Teacher Here strategy such as: (1)
hand out an index card to each student. Ask student to write down a
question they have about the learning material being studied in the class;
(2) collect the cards, shuffle them, and distribute one of each student. Ask
student to read silently the quesrion or topic on their card and think of a
respon; (3) invite volunteers who are willing to read out loud the card they
obtained and give a response; (4) after a response is given, ask the others
in the class to add to what the volunteer ahs contributed; (5) continue as
long as there are volunteer.
From the explanation above the writer would like to make research
entlitled “THE USE OF TALK TIME SOFTWARE WITH EVERYONE
IS A TEACHER HERE STRATEGY TO DEVELOP STUDENTS’
PARTICIPATION IN SPEAKING CLASS (Classroom action
research of the seventh grade students of SMP IT Nurul Islam
Tengaran in The Academic Year of 2015/2016).
B. The Statements of the Problems
Based of the background of the study, the writer formulates the
problems of the study as follows:
1. What is the result of the researcher uses of talk time software with
everyone is teacher here strategy to develop students’ participation in
speaking class in the seventh grade of SMP IT Nurul Islam Tengaran
in the academic year of 2015/2016?
2. How is the implementation of Talk Time Software with Everyone
Teacher Here to develop students’ participation in speaking class in
the seventh grade of SMP IT Nurul Islam Tengaran in the academic
year of 2015/2016?
C. The Objectives of the Study
Based on the statements of the problems above, the objectives of the study
are as follows:
1. To find out the result of the use of talk time software with everyone is
teacher here strategy to develop students’ participation in speaking
class in the seventh grade of SMP IT Nurul Islam Tengaran in the
academic year of 2015/2016?
2. To find out the implementation of talk time software with everyone
teacher here strategy to develop students’ participation in speaking
class in the seventh grade of SMP IT Nurul Islam Tengaran in the
academic year of 2015/2016?
D. The Limitation of the study
In the research, the writer limits the problem only on the student’s
speaking class by using a “Talk Time” Software with “everyone is
teacher here” strategy todevelope students’ participation in speaking class
of the seventh grade of SMP IT Nurul Islam Tengaran in the academic
year 2014/2015.
E. The Benefit of the study
The writer hope that this research will have some benefits in the
english teaching speaking learning process, especially in teaching speaking
skill. There are two kinds of the benefits in this research,
1. Theoritical benefit
a. This research will enrich the study on the teaching speaking class
especially use talk time software with everyone is teacher here
trategy.
2. Practical benefit
a. It helps the teachers increase the students’ speaking class
b. By teaching speaking using talktime software with everyone is
teacher here, it will motivate the students to be interest in learning
english speaking.
c. The student can expected to have more attention and interest to
learning speaking because they have an interesting way in learning
and they have a chance to practice their english ability.
F. Definition of key term
1. Develop
Develop is a general idea that something might be improved (Hopkins
1993:63).
2. Participation
Participation is take a part or become involved in an activity (Oxford
Dictionary 2008:328).
3. Student
Student is person who is studying at a college or university (Oxford
Dictionary, 2008:441).
4. Speaking class
Speaking is communicate with each other. Speaking make use
language in ordinary, not singing, voice. Class is a group of students
meeting regulary to study the same subject under the guidance of an
instractor, to listen the teacher, to engange in guided discussion or in
recitations.
5. Talk time
Talk time is student book english with audio CD.
6. Software the collection of computer programmes that can be use with a
particular computer.
7. Everyone is Teacher Here strategy
It is one of strategy which makes the students more active in class. All
the students will speak English. The students will be a teacher in front
of the class and answer the question from their friend.
G. Literature of review
In this graduating paper, the researcher reviews which related
studies to support this paper as mentioned.
THE USE OF SCAFFOLDING TALK TECHNIQUE TO
IMPROVE STUDENTS’ SPEAKING SKILL (CLASSROOM ACTION
RESEARCH OF THE EIGHT GRADE OF MTS NEGERI ANDONG IN
THE ACADEMIC YEAR 2013/2014) by Tika Rahmawati. She focused
on the use of scaffolding methode to improve speaking skill. She
explained that expression of the teacher to interrac or give intruction to
her student in the classroom.
The researcher concludes 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.
H. The Outline of The Study
Chapter 1 is the introduction which consists of the explanation of
the background of the study, statement of the problems study, objective of
the study, limitation of the study, benefit of the study, definition of of key
term, literature of the study, and the outline of the study. Chapter 11
describe of the literature review which contain of the definition of Talk
Time Software with Everyone is Teacher Here Setrategy. The tehnique of
Everyone is Teacher Here Strategy, the general concept of Everyone is
Teacher Here Strategy, the principle of Everyone Is Teacher Here
Strategy, background of teaching speaking, the elements of speaking, the
principle og teaching speaking, the role of the teacher and student in SMP
IT Nurul Islam Tengaran, the definition of action research, steps in action
research cycle, models of action research, objective of classroom action
research. Chapter III discusses about the research method. It covers setting
of research, method of research, the subject of research, data collecting
method, research instrument, evaluation criteria, the procedures of
research, and technique of data analysis. Chapter IV presents research
findings and discussion. It includes the analysis of the method that used to
develope students’ speaking skill in the seventh grade of SMP IT Nurul
Islam Tengaran. Chapter V is conclusion and recommendation. It contents
all of data analysis an gives some suggestion of the problems discussed.
The last part is bibliography.
CHAPTER II
THEORETICAL FRAMEWORK
A. SPEAKING
1. Concept of Speaking
a. Definition of Speaking
Speaking skill is an ability to orally express opinion,
thought, and feeling to other people both directly and directly.
Brown (2001: 267) cites that when someone can speak a language
it means that he can carry on a conversation reasonably
competently. It is an important in learning English because with
speaking we can express our ideas, notions, and feelings. Oral
communication will be effective for students if the students know
how to interact in expressing their thought and forming social
relationship through speech.
b. The Elements of Speaking
The ability to speak fluently presupposess not only a
knowledge of language feature, but also the ability to process
information and language ‘in the spot’. There are elements of
speaking according to Harmer (2001:269).
1) Language feature
The elements necessary for spoken production, are the
following:
a) Connected speech: in connected speech sound are modified,
omitted, added, or weakened.we should involve students in
activities designed specifically to improve their connected
speech
b) Expressive device: native speaker of english change the
pitch and stress of particular part of utterances, vary volume
and speed., and show by other physical nad non-verbal
(paralinguistic) means how they are feeling (especially in
face-to-face interaction). The use of these devices
contributes to the ability to convey meanings. They allow
the extra expression of emotion and intensity. Student
should be able to deploy at least some of such
suprasegmental features and devices in the same way if
they are to be fully effective communicators.
c) Lexis and grammar: spontaneous speech is marked by the
use of a number of common lexical phrases, especially in
the performance of certain language. Teachers should
therefore supply a variety of phrases for different functions
such as agreeing or disagreeing, expressing surprise, shock,
or approval. Where students are involved in specific
speaking contexts such as a job interview, we can prime
them, in the same, in the same way, with certain useful
phrases which they can produce at various stage of an
interaction.
d) Negotiation language: effective speaking benefit from the
negotiatory language we use to seek clarification and to
show the structure of what we are saying. We often need to
ask for clarification when we are listening to someone else
talk and it is very crucial for student
2) Mental/ social processing
Success of speaker’s productive ability involves the
knowledge of language such as those discussed above, success
is also dependent upon the rapid processing skills that talking
necessitates.
a. Language processing:
languge processing involves the retrieval of word in
their and their asembly into syntactically and
propositionally appropiate sequences.
b. Interacting with others:
effective speaking also involves a good deal of
listening, an understanding of how the other participants
are feeling, and knowledge of how linguistically to take
turns or allow others to do so.
c. Teaching Speaking
Everybody knows mastering the art of speaking is the most
important aspect of learning a second or foreign language, and success
is measured in terms of the ability to carry out a conversation in the
language. The goal of teaching speaking skill taht is communicative
efficiency. Teaching English makes the students activelly speak
English,. Learner should be able to make themselves understood,
using their current proficiency to the fullest. They should try to avoid
confusion in the massage due to faulty pronunciation ̧ grammar, or
vocabulary, and to observe the social and cultural rules that apply in
each communication situation.
Teacher is no longer primarily to correct, but he or she is suposed
to encourage students to practice speaking the target language.
Meanwhile, teacher should be able to encourage students speaking
some sounds, repeating, and imitating him/her. Finally, the students
are required to bee used to practice and do oral language
d. Type of Classroom Activities Performance
Brown (2004: 141-142), stated that there are five categorizes
of speaking performance assessment tasks, described as follows:
1. Imitative
Teacher ask the student to drill word in which the student
simply repet a phrase, sentence, and
2. Intensive
It is the production of short stretches of oral language
designed to demonstrate competence in a narrow band of
grammatical, phrasal, lexical, or phonological relationships
(such as prosodic elements- intonation, stress, rhythm,
juncture). The speaker must be aware of semantic properties in
order to be able to respond, but interaction with an interlocutor
or test administrator is minimal at best. Examples of intensive
assessment tasks include directed response tasks, reading
aloud, sentence and dialogue completion; limited picture cued
tasks including simple sequences; and translation up to the
simple sentence level. Intensive can be self-initiated or pair
work activity
a. Responsive
Responsive assessment tasks included interaction and test
comprehension but at the somewhat limited level of very short
conversations, standard greetings and a small talk, simple
request and comments and the like.
b. Interactive
It is similar with the previous category which is representative,
however it is different in the length and complexity of the
interaction, which someone includes multiple exchanges and/or
multiple participants.
c. Extensive
Extensive oral production tasks include speeches, oral
presentations, and storytelling, during which the opportunity
for oral interaction from listeners is either highly limited
(perhaps to nonverbal responses) or ruled out altogether.
Language style is frequently more deliberative (planning is
involved) and formal for extensive tasks, but we cannot rule
out certain informal monologues such as casually delivered
speech (for example, my vacation in the mountains, a recipe for
outstanding pasta primavera, recounting the plot of a novel or
movie).
From the explanation above, it can be summarized that
speaking performance assessment tasks are imitative, intensive,
responsive, interactive and extensive. We have to know that
designing appropriate assessment tasks in speaking begins with
the specification of objective or criteria like all of those above
speaking performance assessment task
e. Classroom Speaking Activities
Teaching speaking should be atractive and interactive for the
learner. There are many type of clasroom activities. Harmer
(2001:348-352) states six classroom speaking activities. They are
acting from script, communication games, discussion, prepared
talks, questionnaires, simulation, and role play.
1. Acting for 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.
2. Communicative games
Games are design to provoke communicationbetween
student freequenly depend on an information gap. One student
has to talk to a partner in order to solve a puzzle, draw a
picture, put thing in the right order, or fine similarities and
differences between pictures.
3. 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 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
favor 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
4. Prepared talk
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
5. 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 from
questionnaires can then form the basis for written work,
discussions, or prepared talks
6. 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.
From those type of classroon activities, teacher can use one
of the type. May the teacher choose one of the activity which
one are related to the lesson will be discussion. Example:
discussion. Teacher can use picture to act students interest to
practice in front of their friend. These activities can be used as
the way to measure how far the student can speak, say, and
express their feeling in english.
2. Concept of Everyone is Teacher Here
a. The definition of Everyone is Teacher Here
Everyone is teacher here strategy is an easy strategy.
According to Silberman (1996: 113) everyone is a teacher here is
a strategy for obtaining classwide participation and individual
accountability. It gives every student the opportunity to act as a
“teacher” for other student. He adds with this method, learners who
had been involved would not want to participate in active learning
will be active. It means Everyone is Teacher Here is one of the
teaching method which giving a chance to the students to
participate in the classroom. This method is challenging for the
students, because each of them is given a chance to be a teacher for
their friends.
b. The adventage and disadvantage of everyone is teacher here
The adventage of this strategy is students will active to
speak english and their participation will in class increase. When
student act as a “teacher” they will speak more and other student
will respect what they are talking about. In addition the
relationship between teacher and students will achieve in speaking,
they are strongly influenced by the ability and skill of teachers in
choosing teaching methods that used. The disadvantage of this
strategy is when it gives every student the opportunity to act as a
“teacher” for other student, there is one of them who is nervous.
Then the teacher force the student.
c. The procedure of everyone is teachere here strategy
The procedure of everyone is teacher here strategy are:
1. Hand out an index card to each student. Ask students to write
down a question they have about the learning material being
studied in the class.
2. Collect the cards, suffle them, and distribute one to each
student ask student to read silently the question or topic on
their card and think of response.
3. Invite volunteers who are willing to read out loud the card they
obtained and give a response
4. After a response is given, ask the others in the class to add to
what the volinteer has contribited.
5. Continue as long as there are volinteers.
3. About of Talk Time software
In this modern era, the technology have been progressively. It is
mean a teacher must be atractive to design the matherial as good as
possible. Puspitosari (2010:1) stated by picture, music, video, and
another multimedia the presentation will be interesting. She means that
the presentation wiil be easily to remembering and understanding.
Technology is no surprise that expanding every minute of every
day. Software is the collection of computer programmes that can be
used with a particular computer. That would mean it should not be
surprising that computers are becoming part of an everyday classroom.
There are some softwares use of educational in the classroom, but the
writer chooses talk time software on this reseach. Talk time is a book
which three-level conversation course and recording that provides
speaking and listening practice based on everyday situations. It is
mean Talk Time is a listening and speaking book based on a task
approach. It is very simple, and would be appropriate for those who
need just a cursory exposure to basic conversational English.
Talk Time are three level series of texts written by Susan
Stempleski. According to the author, the texts are designed for high
beginning to low-intermediate students. Each level consists a student
book with CD. In addition to the CD that accompanies the student
book, there is a class CD (separate price) needed for the majority of
class work. Although the text is written in American English, the CD
have a variety of English accents. The book appears to be primarily
suited for young adults, as the pictures and topics center on this age
group. There seems to be some attempt to address ethnicity, as the
pictures and names represent various groups. Three level series of the
books as follows:
Figure 2.1
Three level of talk time software
When looking at the table of contents, the reader will note
that common themes–jobs, weekend activities, entertainment,
hobbies, and travel–predominate. Moreover, on the next page, a
more detailed table can be found which lays out each unit’s theme,
and grammar and vocabulary focus. The text is oriented toward
listening and speaking only, with the stated goal being developing
fluency in spoken English. Students are supposed to find the
material both fun and relevant, and where they can, express their
feelings and opinions in response to it.
Each unit has two lessons, and each lesson has five parts:
speaking, listening, grammar, conversation, and communication.
At the back of the student book is a unit by unit review quiz that
tests each unit’s vocabulary and grammar focus. This is quite
useful, especially when a teacher is rushed for time yet still wants
to measure what students have learned by the end of each unit.
There are pictures that introduce the unit’s vocabulary, and a brief
two-sentence dialogue as an example of what students are expected
to learn. In addition, there is a bubble that illustrates briefly how a
student might respond to a question.
Talk Time is a listening and speaking book based on a task
approach. The researcer choose this Talk Time Software in this
research because It is very simple, and would be appropriate for
those who need just a cursory exposure to basic conversational
English. Both the design and layout are not too crowded, with
plenty of charts and diagrams, as well as good pictures. And the
quizzes and unit tests are quite teacher-friendly.
The contain as follows:
Figure 2.2
Design and layout of talk time software
The writer choses the first book because the subject is
seventh grade. The researcher also focuses on one aspect, it is
speaking skills. Expecially on family topic and use the CD . It is
not easily to focus on students’ participation in speaking class, then
the researcher collaborates Everyone is Teacher Here Strategy to
improve students’ participation in speaking class. The picture talk
Time Software and the topic which choosen by the reseacher are as
follows:
Figure 2.3
Talk time software
Figure 2.4
Family topic
Figure 2.5
CD of talk time software
Source:
(https://elt.oup.com/catalogue/items/global/skills/talk_time/level_1/978019439
2891?cc=gr&selLanguage=en&mode=hub)
CHAPTER III
RESEARCH METHOD
A. Setting of The Study
The researcher conducts the classroom action research in SMP IT
Nurul Islam Tengaran. It is located in Jln Raya Salatiga KM. 8, Butuh, RT
20 RW 11 Kec. Tengaran, Kab. Semarang Jawa Tengah. .
1. The General Information of SMP IT Nurul Islam Tengaran
SMP IT Nurul Islam is an educational organization under Yayasan
Islam Sabilul Khoirot. The school was built in 2008. The name of this
school is Sekolah Menengah Pertama Islam Terpadu (SMP IT) Nurul
Islam. The location of this school becomes one with Nurul Islam
Islamic Boarding sachool. Mean while the word of Nurul Islam is
taken from the name of Islamic boarding there (Nurul Islam Islamic
Boarding School). The headmaster of this school is Sunarto S,pd. He is
the new headmaster in there start from this year in the academic year
2014/ 2015.
In this school has two programs are formal and informal. Time
schedule of formal program at 07.30-14.00 PM it is mean SMP IT
Nurul Islam. Time schedule of informal at 14.00-14.45 PM it is mean
Language Tutoring Program of Nurul Islam Islamic Boarding School.
As long as my observation in everyday life, both of the student lazy
and less pasticipation when they was in Language Tutoring Program.
So that way, the serearcher take a place in language Tutoring Program
of SMP IT Nurul Islam Islamic Boarding School for this Research by
the use of Talk Time Software with Everyone is Teacher Here Strategy
to Improve Students’ Participation in Speaking Class.
a. The Condition of Educational Fasilities
Table 3.1
The Condition of Educational Fasilities
NO. FACILITIES TOTAL CONDITION
1 Ruang teori kelas 1 Fine
2 Lab.IPA 1 Fine
3 Lab.Komputer 1 Fine
4 R.Perpustakaan 1 Fine
5 R.UKS 1 Fine
6 R.BP 1 Fine
7 R.Guru Putra 1 Fine
8 R.Guru Putri 1 Fine
9 R.TU 1 Fine
10 Kamar Mandi/ Wc Guru 1 Fine
11 Kamar Mandi/Wc siswa 1 Fine
12 R.Cuci 3 Fine
13 Gudang 1 Fine
14 R.Ibadah 2 Fine
15 Rumah Dinas Kepsek 1 Fine
16 Rumah Dinas Guru 5 Fine
17 Asrama murid 1 Fine
18 Kantin 1 Fine
19 Dapur 1 Fine
20 Gapuro dan Logo 1 Fine
21 Lapangan 1 Fine
b. The Profile of Teacher
Most of teacher of language tutoring program graduated
from islamic boarding school and an institude that uses billingual
language.
Table 3.2
The Profile of Teacher Language Tutoring Program of SMP
IT Nurul Islam Tengaran
NO. NAME POSITION GRADUATION
1 Anniatus sa’diyah English
Teacher
BEC (Basic English
Course) Kediri
2 Muntasiroh English
Teacher
BEC (Basic English
Course) Kediri
3 Agustina Ridho Utami English
Teacher
BEC (Basic English
Course) Kediri
4 Nurul Hikmah English BEC (Basic English
Teacher Course) Kediri
5 Aini Faizah Arabic
Teacher
PP. Darus Salam
Gontor
6 Retno Wahyuningsih Arabic
Teacher
PP. Darus Salam
Gontor
7 Zulia permata Qurota A Arabic
Teacher
PP. Darus Salam
Gontor
8 Sofin Nur Khosiyah Arabic
Teacher
PP. Darus Salam
Gontor
9 Fu’ilal Wirdiyah Arabic
Teacher
Madrasah Aliyah
Program Keagamaan
(MAPK) Surakarta
10 Hajar Nur Rohmah Arabic
Teacher
Madrasa Aliyah
Program Keagamaan
(MAPK) Surakarta
11 Sinna Anaka S.Pd English
Teacher
IAIN Salatiga
12 Sinta Aunana S.Pd English
Teacher
IAIN Salatiga
13 Hanifah Ainun Nabila Arabic
Teacher
PP. Islam Al Amin
Sukoharjo
14 Amanda Entin Faradila Arabic
Teacher
PP. Islam Al Amin
Sukoharjo
15 Lutfi Ghozali English
Teacher
PP. Tajul Ulum
Grobogan
16 M.Arif English
Teacher
BEC (Basic Englis
Course) Kediri
17 Nahar Nurun nafi English
Teacher
PP.Tajul Ulum
Grobogan
18 Danang Sigit English
Teacher
BEC (Basic Englis
Course) Kediri
19 M.Anwarul Kafi English
Teacher
BEC (Basic Englis
Course) Kediri
20 Bani Arabic
Teacher
PP. Darus Salam
Gontor
c. The Situation of The Student
SMP IT Nurul Islam Tengaran is a famous school. It is
good for parent who wants their child can speak in billingual
language and another skill. They will be student who have more
than one skill. In this tutoring language program the nineth grade
do not joint this program, because they should focus on Ujian
Nasional (UN).
Table 3.3
The situation of the students of Language Tutoring of SMP IT
Nurul Islam tengaran in the academic year 2014/ 2015
NO CLASS NUMBER
OF
CLASS
MALE FEMALE TOTAL
1 I 3 90 93 183
2 II 3 90 90 180
TOTAL 6 180 183 363
B. The Subject of The Study
The subject of the study is language tutoring program of SMP IT Nurul
Islam Tengaran, Kabupaten Semarang.
1. Population
population is all of data which is as our consideration in certain
place and time chosen. Population is a large group to which a
researcher wants to generalize his or her sample result (Christensen,
2000:158). Population of this research is the seventh grade of SMP IT
Nurul Islam Tengaran in the academic year 2014/2015.
2. Sample
A sample is a set of data collected and selected from statistical
population by a defined procedure. The researcher takes the seventh
grade as the sample in this research. It is sevent grade that consist of
27 students. Most of the student less participation during speaking.
Actually, some of students are clever, but some of them are shy to
speech and less participation because they was tired under activities a
day. Their schedule are full. So they less in participation. Both male
and female are different classes. Than the researcher take a place in
female class.
Table 3.4
List of The Sample
NO NAME
1 Azza Nafisa Qotrunnada
2 Fadilah Nur Liali
3 Farah Hanum Putri
4 Nabila Hasna Musyrifah
5 Nadia Ananti
6 Nurul Fitri Hanifah
7 Salwa Nur Maulida
8 Sophia Kurniawati
9 Aghneta Putri
10 Amany Falihah
11 Annisa Husna Umaro
12 Cinta Adna Aziz
13 Denilna Alsa Waralila
14 Farah Alfy Kamila
15 Indi Mustofa Muna
16 Naura Syifa
17 Risang Ayu Nasywa
18 Salma Nur Maulida
19 Amara Adilla Rahcmat
20 Dinda Destia
21 Diva Izzati
22 Farah Aiza Junduna
23 Hani Sofia Muthmainnah
24 Imtiyaz Hanin Na’im
25 Laila Nuruz Zahro
26 Qonita Rahmania
27 Syakira Mumtaza
C. Method of The Research
1. Design of Research
The researcher use classroom action research (CAR) in this
research. Mertler (2009:5) states Research is simply one of many
means by which humen beings seek answers to questions. Accordig to
Kemmis, Action Research is a form of self-reflective enquiry
undertaken by participants in social (including educational) situation in
order to improve the rationality and justice of (a) their own social or
educational practices, (b) their understanding of these practices, and (c)
the situation in which the practices are carried out. Mertler (2009:4)
stated that Action Research is defined as any systematic inquiry
cunducted by teachers, conselors, or others with a vested interest in the
teaching and learning process or environmen their students learn.
Classroom action research is a classroom action in research, which
can be done by the teacher, researcher, and teacher with his/her
colleague with involves a group of the students to improve teaching
learning process. This research uses data observation toward teaching
speaking to improve students’ participation through Everyone is
Teacher Strategy with Talk Time Software; this data was analyzed
through two actions and the collaborator is Amanda.
2. The Procedure of Research
This study will apply classroom action research. So in this case the
researcher will use two cycles. The procedures of each cycle are as
follows:
a. Planning
The activities are:
1) Preparing materials, making lesson-plan, and designing the
steps in doing the action
2) Preparing sheet for classroom observation
3) Preparing test (including pre-test and post-test)
b. Action
The activities are:
1) Giving pre-test.
2) Teaching speaking using Talk Time Software with Everyone is
Teacher Here Strategy.
3) Giving occasion to the students to ask any difficulties.
4) Giving post-test
c. Observation
Observation method is the most effective way to complete
the format or list of observations as instruments (Arikunto:
2010:272). Observation is one of the instruments to collect the data
and to know how far the action affect have reach target. The
researcher also analyse the data which got after join in the
classroom.
Table 3.5
Students’ Observation Sheet
NO
Names of Students
Object
Note A B C D
1 Azza nafisa qotrunnada
2 Fadilah nur laili
3 Farah hanum putrid
4 Nabila hasna musyfirah
5 Nadia ananti
6 Nurul fitri hanifah
7 Salwa nur maulida
8 Sophia kurniawati
9 Aghnetta putrid
10 Amany falihah
11 Annisa husna umaro
12 Cinta adna aziz
13 Denilna alsa waralila
14 Farah alfy kamila
15 Indi mustofia muna
16 Naura syifa
17 Risang ayu nasywa
18 Salma nur maulida
19 Amara adilla rachmat
20 Dinda destia
21 Diva izzati
22 Farah aiza junduna
23 Hani shofia muthmainnah
24 Imtiyaz hanin na’im
25 Laila nuruzzahro
26 Qonita rahmania
27 Syakira mumtaza
Σ
Explanation :
A: Pay attention
B: Activeness in asking questions
C: Activeness in responding questions
D: Enthusiasm in doing tes
d. Reflection
The research finding is analyzed. It is to remember what
happened in observation. Reflection is conducted for evaluating all
of the action done in every cycle. It is can evaluative aspect, to
judge whether the method can be problem solving to improve
students’ participation in speaking class. The procedure are briefly
describe in the following picture:
The writer using action research spiral based on Kemmis and Mc.
Tanggart cited from Arikunto (2006:93).
D. Research Instrument
The instrument of this research is students’ participation in
speaking class. To know the students’ participation, the researcer use
scoring robrics participation. The rubric as follows:
Table 3.6
CLASS PARTICIPATION RUBRIC
Name :
Critera Score
25 20 15 10
Level of
Engagement
in Class
Student
proactively
contributes
to class by
offering
ideas and/
or works
consistenly
on group
project the
entire time
Student
proactively
contributes
to class by
offering
ideas and/
or works
on group
project for
most of the
alloted
time
Student
rarely
contributes
to class by
offering
ideas and
asking
questions
and/ or
works on
group
project
on;y some
of the
alloted
time.
Student
never
contributes
to class by
offering
ideas and
asking
questions
and/ or has
troble
staying on
task during
group
project
time.
Listening
Lkills
Student
listents
when
others talk,
both in
groups and
in class.
Student
incorperate
s or builds
Student
listens
when
others talk,
both in
groups and
in class.
Student
does not
listen when
others talk,
both in
groups and
in class.
Student
does not
listen when
others talk,
both in
groups and
in class.
Student
often
interrupts
off of the
ideas of
others.
when
others
speak
Behavior Student
almost
never
displays
distruptive
behaviour
during
class
Student
rarely
displays
distruptive
behaviour
during
class.
Student
occasionaly
displays
disruptive
behaviour
during
class
Student
almost
alwys
displays
distruptive
behaviour
during
class
Preparation Student is
almost
always
prepared
for class
with
assignment
s and
required
class
materials
Student is
usully
prepared
for class
with
assignment
and
required
class
material
Student is
rarely
prepared
for class
with
assignment
s and
required
for class
materials.
Student is
almost
never
prepared
for class
with
assignment
s and
required
class
materials
Total
Source:
(WWW.teach-nology.com)
E. Method of Data Analysis
After collecting the data, the researcer will calculate the Mean of the
students’ score. Mean is use to know students’ score in every cycle.
Mean
M = ∑ 𝑋
𝑁
Where,
M : Mean of students’ score
ΣX : The sum of students’ score
N : The total number of students
CHAPTER IV
ANALYSIS AND DISCUSSION
The researcher focuses on analysis data in this chapter. Data collected from 27
students of seventh grade of E class especially on language tutoring program of
SMP IT Nurul Islam Tengaran.
A. Data Presentation
1. Cycle 1
a. Planning
Lesson plan is a teacher’s activities orientation in teaching
learning process in classroom. The activities can be arranged as
follows:
1) Materials, making lesson plan and designing the steps in doing
action.
2) List the student’s name.
3) Material and Audio based on topic family
4) Sheet for classroom observation.
5) Test (post test)
b. The implementation of the action
On Thursday, 10 September 2015, the researcher entered in the
class. The researcher conditioned the students until they paid attention.
Before going to apply the strategy, the researcher gave a pre test.
Teacher : Assalamualaikum Wr.Wb
Students : Waalaikumsalam Wr.Wb
Teacher : Good afternoon
Students : Good afternoon
Teacher : How are you today?
Students : Thanks God, amazing, keep spirit, Allahu akbar
and you?
Teacher : I am very well thank you
Before going to discuss about the material yet, the
researcher asked the student about family as the topic.
Teacher : Do you love your family?
Students : Yes we do.
Teacher : If you love your family, do you know your family
three?
When the researcher asked to them, the students were less
participation. They just looked at the researcher and their face did
not focus, most of them were silent, they did not say anything and
less than five students who answered my question. Then, the
researcher explained about the family three to them. After the
researcher finished the explanation, the researcher went to apply
the strategy by using Talk Time Software with Everyone is Teacher
Here Strategy to develop students’ participation.
The students listened the audio about family vocabulary.
Then the teacher gave a paper to each student which included the
family’s picture. Firstly, the students made question about family
three. Secondly, they collected the paper to the teacher then their
assignments should be exchanged with other students’ assignment.
Thirdly, they directly answered the question. Finally, the researcher
asked them to come forward to read the question and the answer.
While one student read in front of the class, the other students paid
attention, listened, and made question. In this cycle only few
students asked and paid attention some of them were only silent,
but that condition was better than before.
Table 4.1
The Result of Pre Test
NO NAME PRE TEST
1 Azza nafisa qotrunnada 65
2 Fadillah nur laili 55
3 Farah hanum putrid 60
4 Nabila hasna musyrifah 55
5 Nadia ananti 75
6 Nurul fitri hanifa 45
7 Salwa nur maulida 50
8 Sophia kurniawati 65
9 Aghnetta putrid 65
10 Amany falihah 40
11 Annisa husna umaro 50
12 Cinta adna aziz 50
13 Denilna alsa waralila 65
14 Farah alfi kamila 45
15 Indi mustofia muna 60
16 Naura syifa 50
17 Risang ayu nisywa 55
18 Salma nur maulida 45
19 Amara adilla rahmat 50
20 Dinda destia 55
21 Diva izzati 65
22 Farah aiza junduna 50
23 Hani sofia mutmainnah 50
24 Imtiyaz hanin na’im 60
25 Laila nuruz zahro 65
26 Qonita rahmania 60
27 Syakira mumtaza 45
Σ 1905
Table 4.2
The result of post test I
NO NAME POST TEST I
1 Azza nafisa qotrunnada 80
2 Fadillah nur laili 80
3 Farah hanum putrid 65
4 Nabila hasna musyrifah 65
5 Nadia ananti 80
6 Nurul fitri hanifa 65
7 Salwa nur maulida 55
8 Sophia kurniawati 85
9 Aghnetta putrid 85
10 Amany falihah 70
11 Annisa husna umaro 65
12 Cinta adna aziz 50
13 Denilna alsa waralila 85
14 Farah alfi kamila 75
15 Indi mustofia muna 65
16 Naura syifa 50
17 Risang ayu nisywa 80
18 Salma nur maulida 70
19 Amara adilla rahmat 60
20 Dinda destia 75
21 Diva izzati 75
22 Farah aiza junduna 70
23 Hani sofia mutmainnah 65
24 Imtiyaz hanin na’im 80
25 Laila nuruz zahro 80
26 Qonita rahmania 70
27 Syakira mumtaza 65
Σ 1910
c. Sheet for classroom observation
Preparing sheet for classroom observation is to know the
situation in teaching learning process. In the cycle I the students
showed less participation, their faces were as lazy as they did not
have energy to study English in speaking class.
Table 4.2
Students’ observation sheet
NO
Names of students
Object
Note A B C D
1 Azza nafisa
qotrunnada
√
2 Fadilah nur laili √
3 Farah hanum putri √
4 Nabila hasna
musyfirah
√
5 Nadia ananti √
6 Nurul fitri hanifah √
7 Salwa nur maulida √
8 Sophia kurniawati √
9 Aghnetta putri √
10 Amany falihah √
11 Annisa husna umaro √
12 Cinta adna aziz √
13 Denilna alsa waralila √
14 Farah alfy kamila √
15 Indi mustofia muna √
16 Naura syifa √
17 Risang ayu nasywa √
18 Salma nur maulida √
19 Amara adilla
rachmat
√
20 Dinda destia √
21 Diva izzati √
22 Farah aiza junduna √
23 Hani shofia
muthmainnah
√
24 Imtiyaz hanin na’im √
25 Laila nuruzzahro √
26 Qonita rahmania √
27 Syakira mumtaza √
Σ 19 5 1 2
Explanation:
A: Pay attention : 19
B: Activeness in asking questions : 5
C: Activeness in responding questions : 1
D: Enthusiasm in doing tes : 2
d. Reflection
By analyzing the cycle I, the researcher can conclude that it
is very important to develop the students’ participation in speaking
class. The students could create their idea and they looked
confident because all of the student should come forward in front
of the class. Another student listened who was in front of them as a
teacher.
In this cycle, the student who did not pay attention and less
participation was more than half of the student. Then the researcher
will going to the next cycle. Although action 1 has given good
result and there was improvement grade from pre test to post test I.
It was very important to continue the next cycle to increase the
students participation in speaking class. Cycle II was carried out as
follow up of the cycle I. The teacher used the same technique and
theme.
2. Cycle 2
a. Planning
The activities are preparing:
1) Materials, making lesson plan and designing the steps in doing
action.
2) List the students name.
3) Material and Audio based on topic family
4) Sheet for classroom observation.
5) Test (post test)
b. The implementation of the action
On Monday, 14 September 2015 the researcher entered the English
class as cycle II. In this cycle, the researcher gave the same topic
which topic family.
Teacher : Assalamualaikum Wr.Wb
Students : Waalaikumsalam Wr.Wb
Teacher : Good afternoon
Students : Good afternoon
Teacher : How are you today?
Students : Thanks God, amazing, keep spirit, Allahu akbar
and you?
Teacher : I am very well thank you
Do you love your parent?
Students : Yes, we do
The researcher explained the family three. Then, the student
listen the audio about family topic.
Teacher : if you love them, please make a question family
three as the first meeting on a paper
Students : okay, miss
Teacher : who have finished?
Students : I have finished
Teacher : Good job
The researcher gave more explanation and an example about it.
Then, the students came forward and read the question and the answer
based on the paper which they got. In this cycle, The students’
participation more better than cycle I.
Table 4.2
The Result of Post Test II
NO NAME POST TEST II
1 Azza nafisa qotrunnada 100
2 Fadillah nur laili 95
3 Farah hanum putri 80
4 Nabila hasna musyrifah 95
5 Nadia ananti 100
6 Nurul fitri hanifa 85
7 Salwa nur maulida 75
8 Sophia kurniawati 100
9 Aghnetta putrid 100
10 Amany falihah 85
11 Annisa husna umaro 80
12 Cinta adna aziz 65
13 Denilna alsa waralila 95
14 Farah alfi kamila 90
15 Indi mustofia muna 80
16 Naura syifa 75
17 Risang ayu nisywa 85
18 Salma nur maulida 85
19 Amara adilla rahmat 75
20 Dinda destia 95
21 Diva izzati 100
22 Farah aiza junduna 85
23 Hani sofia mutmainnah 90
24 Imtiyaz hanin na’im 85
25 Laila nuruz zahro 95
26 Qonita rahmania 80
27 Syakira mumtaza 75
Σ 2350
b. Sheet for classroom observation
In this cycle II the student did the rule more better than
before. They paid attention and their participation made the
situation of the class so crowded and full of voice. They made
question to the student who was come forward in front of the class.
Teaching learning process was more active than cycle I.
Table 4.3
Students’ observation sheet
NO Names of students Object Note
A B C D
1 Azza nafisa qotrunnada √
2 Fadilah nur laili √
3 Farah hanum putrid √
4 Nabila hasna musyfirah √
5 Nadia ananti √
6 Nurul fitri hanifah √
7 Salwa nur maulida √
8 Sophia kurniawati √
9 Aghnetta putrid √
10 Amany falihah √
11 Annisa husna umaro √
12 Cinta adna aziz √
13 Denilna alsa waralila √
14 Farah alfy kamila √
15 Indi mustofia muna √
16 Naura syifa √
17 Risang ayu nasywa √
18 Salma nur maulida √
19 Amara adilla rachmat √
20 Dinda destia √
21 Diva izzati √
22 Farah aiza junduna √
23 Hani shofia muthmainnah √
24 Imtiyaz hanin na’im √
25 Laila nuruzzahro √
26 Qonita rahmania √
27 Syakira mumtaza √
Σ 4 11 9 3
Explanation :
A: Pay attention : 4
B: Activeness in asking questions : 11
C: Activeness in responding questions: 9
D: Enthusiasm in doing tes ; 3
c. Reflection
After analyzing cycle II, the researcher got the good result.
It was more interesting and better than cycle I. The student was
enthusiasm as good as possible. When Everyone is Teacher Here
Strategy applied, their participations were so high than cycle I.
They raised their hand, making question, and laugh. That made the
situation of the class so alive.
The results of pre-test and post-test were used to know the
score of students participation in speaking class. As stated before
there were two cycles in this action research, pre test and post test I
used in the first cycle and post test II is used in the cycle II. The
researcher gave pre-test to the students before she taught and gave
post-test.
B. Calculation of the test result
1. Calculating the Test Score
The steps are:
1) Table preparation from pre-test and post-test to get ΣD and
ΣD2
Table 4.4
Calculating the Test Score
NO
NAMES
POST
TEST
I
POST
TEST
II
D D2
1 Azza nafisa qotrunnada 80 100 20 400
2 Fadilah nur laili 80 95 15 225
3 Farah hanum putrid 65 80 15 225
4 Nabila hasna musyfirah 65 95 30 900
5 Nadia ananti 80 100 20 400
6 Nurul fitri hanifah 65 85 20 400
7 Salwa nur maulida 55 75 20 400
8 Sophia kurniawati 85 100 15 225
9 Aghnetta putrid 85 100 15 225
10 Amany falihah 70 85 15 225
11 Annisa husna umaro 65 80 15 225
12 Cinta adna aziz 50 65 15 225
13 Denilna alsa waralila 85 95 10 100
14 Farah alfy kamila 75 90 15 225
15 Indi mustofia muna 65 80 15 225
16 Naura syifa 50 75 25 225
17 Risang ayu nasywa 80 85 5 25
18 Salma nur maulida 70 85 15 225
19 Amara adilla rachmat 60 75 15 225
20 Dinda destia 75 95 20 400
21 Diva izzati 75 100 25 625
22 Farah aiza junduna 70 85 15 225
23 Hani shofia muthmainnah 65 90 25 625
24 Imtiyaz hanin na’im 80 85 5 25
25 Laila nuruzzahro 80 95 15 225
26 Qonita rahmania 70 80 10 100
27 Syakira mumtaza 65 75 10 25
Σ 1910 2350 440 7575
2) Calculating Mean of Pre Test and Post Test
a) Mean of Pre Test
M = ∑ X
N
M = 1905
27
M = 70,55
b) Mean of Post Test I
M = ∑ X
N
M = 1910
27
M = 70,74
c) Mean of Post Test II
M =∑ D
N
M = 2350
27
M = 87,03
Mean of pre test < Mean of post test I. There is
improvement of speaking competence between pre test and
post test I. post test I to post test II there is improvement of
speaking competence also. It shows that software and
strategy can develop students’ participation in speaking
class.
CHAPTER V
CLOSURE
A. Conclusion
After analyzed the data the researcher can conclude that using talk
time software with everyone is teacher here strategy can develop students’
participation in speaking class. Their progress during teaching learning
process is better. The class was so noise because they were making
question, laugh and good participation.
1. The findings show that the improvement of the students’ participation
in speaking class is significant after the students got talk time software
with everyone is teacher here strategy. It can be seen from the
comparison between all the score of cycle I, cycle II. The findings
display that the students’ participation in speaking class increases from
pre to post test. The result showed that the mean of pre-test is 70,55,
the mean of post-test is 70, 74, and the mean of post-test II is 87, 03. It
means that talk time software with everyone is teacher here strategy is
able to develop the students’ participation in speaking class.
2. The student listened the audio about family vocabularies. Then the
teacher gave a paper to each student which included the family’s
picture. Firstly, the students made question about family three.
Secondly, they collected the paper to the teacher then their assignments
should change with other students’ assignment. Thirdly, they directly
answered the question. Finally, the teacher asked them to come
forward to read the question and the answer. While one student read in
front of the class, the other students paid attention, listened, and made
question. From the explanation above the writer concluded that talk
time software with everyone is teacher here strategy is suitable for
students of seventh grade in language tutoring program in SMP IT
Nurul Islam Tengaran.
B. Suggestion
Having known the findings of the research, the researcher gives
suggestions as follows:
1. To the teacher
Teacher should use talk time software with everyone is teacher
here strategy to develop students’ participation in speaking class. This
software and strategy can develop students’ participation. The teacher
should motivate the students to active, respond, and listen what their
teacher and friend said. In addition, the teacher should know the need
of the students related with the competencies they need.
2. To the student
1) The students should be obligated to bring dictionary in every
English class.
2) The students need to have a big spirit and study harder.
3) The students should extend their skill in many ways, 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 situation
It has been known from the result of the study that the use of talk time
software with everyone is teacher here strategy can improve students’
speaking participation. Hereby, it is expected that the result of the
study make the English teacher use an appropriate teaching technique
of everyone is teacher here on improving student’s speaking
participation. Based on the explanation, the writer would like to
suggest the other researcher; the result of the study can be used as
additional reference to further research with the different sample and
occasions.
BIBLIOGRAPHY
Arikunto, Suharsimi.2010.Prosedur Penelitian: Suatu Pendekatan Praktik.
Jakarta: Rineka Cipta
Brown, H. Douglas. (1980). Principles of Language Learning and Teaching.
Unuted States of America: Prentice-Hall
Brown, H.Douglas. (2004). Language Assessment. United Stated of America
Djarwanto. 2001. Mengenal Beberapa Uji Statistik dalam Penelitian.Yogyakarta:
Liberty Yogyakarta
Harmer, Jeremy. (2001). English Language Teaching. Cambridge University
Lado, robert. (1983). Language Teaching In Scientific Approach. New york:
McGraw-Hill Inc
Mertler, A craig (2009). Action Research Teacher As Researcher In The
Classroom. America: United Stated of America
Nunan, David. (1991). Language Teaching Methodology. New york: Prentice Hall
Oxford university press. (2008). Oxford Learner’s Pocket Dictionary. New York:
Oxford University Press
Puspitosari, Heni A. (2010). Membuat Presentasi Multimedia Tingkat Lanjut.
Yogyakarta: Skripta Media Creative
Scrivener, jim. (2001). Learning Teaching A Guidebook For English Language
Teachers. Cambridge University
Supardi, suhardjono, arikunto. (2006) Penelitian Tindakan Kelas. Jakarta:
PT.Bumi Aksara
Suprijono agus. (2010). Cooperative Learning. Yogyakarta :Pustaka Pelajar
http://www.thefreedictionary.com/software
(WWW.teach-nology.com)
https://nazwadzulfa.wordpress.com/2009/09/30/pembelajaran-every-one-is-a-
teacher-here/
http://www.thefreedictionary.com/software
APPENDIXES
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMP IT Nurul Islam Tengaran
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : V / Ganjil
Pertemuan Ke : 1 dan 2
Alokasi Waktu : 2 x 40 menit ( 2 x pertemuan )
Standar Kompetensi
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sederhana 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
Indikator
1. Siswa mampu bertanya dan menjawab berbagai informasi secara lisan dalam
teks pendek berbentuk family vocabulary
2. Siswa mampu merespon pertanyaan dan jawaban antar teman.
Tujuan Pembelajaran
1. Siswa mampu bertanya dan menjawab berbagai informasi secara lisan dalam
teks pendek berbentuk family vocabulary
2. Siswa mampu merespon pertanyaan dan jawaban antar teman.
Materi Pembelajaran
Ayah: father
Ibu: mother
Anak perempuan: daughter
Anak laki-laki: son
Kakek: grand father
Nenek: grand mother
Saudara perempuan: sister
Saudara laki-laki: brother
Metode Pembelajaran/ Teknik dan Media Every One is Teacher Here dan Talk time Software
Langkah Pembelajaran 1. Kegiatan Awal:
- Greeting.
- Tanya jawab mengenai kondisi siswa.
- Warm up. Dengan menanyakan mengenai family kepada siswa.
2. Kegiatan Inti
Eksplorasi:
- Siswa mendengarkan audio bertema family vocabularies sesuai dengan
materi talktime software
- Siswa mendapatkan penjelasan tentang materi tentang family tree
- Guru memberi intruksi mengenai metode yang digunakan serta memberi
tugas kepada mereka.
Elaborasi:
Hand out
- Siswa membuat pertanyaan tentang family tree di kertas yang telah
disediakan
Collect
- Siswa mengumpulkan kertas yang telah dibuat dan guru mengacak hasil
kerja siswa
Invite the volunteer
- Siswa secara suka rela maju kedepan untuk membacakan kertas yang telah
dikumpulkan.
- Siswa secara continue menunjuk siswa lain dan menjawab setiap
pertanyaan yang dilontarkan oleh temannya.
Konfirmasi:
- Menanyakan tingkat pemahaman siswa terhadap materi yang disampaikan.
- Guru menanyakan kesulitan siswa.
3. Kegiatan Akhir
- Guru memberikan umpan balik kepada siswa.
Sumber/ Bahan/ Alat 1. Talk time software
2. Speaker
3. Dictionary
Penilaian
Critera Score
25 20 15 10
Level of
Engagement
in Class
Student
proactively
contributes
to class by
offering
ideas and/
or works
consistenly
on group
project the
entire time
Student
proactively
contributes
to class by
offering
ideas and/
or works
on group
project for
most of the
alloted
time
Student
rarely
contributes
to class by
offering
ideas and
asking
questions
and/ or
works on
group
project
on;y some
of the
alloted
time.
Student
never
contributes
to class by
offering
ideas and
asking
questions
and/ or has
troble
staying on
task during
group
project
time.
Listening
Lkills
Student
listents
when
others talk,
both in
groups and
Student
listens
when
others talk,
both in
groups and
Student
does not
listen when
others talk,
both in
groups and
Student
does not
listen when
others talk,
both in
groups and
in class.
Student
incorperate
s or builds
off of the
ideas of
others.
in class. in class. in class.
Student
often
interrupts
when
others
speak
Behavior Student
almost
never
displays
distruptive
behaviour
during
class
Student
rarely
displays
distruptive
behaviour
during
class.
Student
occasionaly
displays
disruptive
behaviour
during
class
Student
almost
alwys
displays
distruptive
behaviour
during
class
Preparation Student is
almost
always
prepared
for class
with
assignment
s and
required
class
materials
Student is
usully
prepared
for class
with
assignment
and
required
class
material
Student is
rarely
prepared
for class
with
assignment
s and
required
for class
materials.
Student is
almost
never
prepared
for class
with
assignment
s and
required
class
materials
Total
Instrumen:
1. Please write a question about family!
2. Please come forward and read the question and the answer!
Kamis, 10 september 2015
Mengetahui,
Anniatus Sa’diyah
CLASS PARTICIPATION RUBRIC
Name :
Critera points
25 20 15 10
Level of
Engagement
in Class
Student
proactively
contributes to
class by
offering ideas
and/ or works
consistenly
on group
project the
entire time
Student
proactively
contributes
to class by
offering
ideas and/
or works
on group
project for
most of the
alloted
time
Student
rarely
contributes
to class by
offering
ideas and
asking
questions
and/ or
works on
group
project on;y
some of the
alloted
time.
Student
never
contributes
to class by
offering
ideas and
asking
questions
and/ or has
troble
staying on
task during
group
project
time.
Listening
Lkills
Student
listents when
others talk,
both in
groups and in
class. Student
incorperates
or builds off
of the ideas
of others.
Student
listens
when
others talk,
both in
groups and
in class.
Student
does not
listen when
others talk,
both in
groups and
in class.
Student
does not
listen when
others talk,
both in
groups and
in class.
Student
often
interrupts
when others
speak
Behavior student
almost never
displays
distruptive
behaviour
during class
Student
rarely
displays
distruptive
behaviour
during
class.
student
occasionaly
displays
disruptive
behaviour
during class
Student
almost
alwys
displays
distruptive
behaviour
during class
Preparation Student is
almost
always
prepared for
class with
assignments
Student is
usully
prepared
for class
with
assignment
Student is
rarely
prepared for
class with
assignments
and
Student is
almost
never
prepared for
class with
assignments
and required
class
materials
and
required
class
material
required for
class
materials.
and
required
class
materials
Total
DAFTAR NILAI SKK
Nama : Anniatus Sa’diyah
Nim : 113-11-117
Jurusan : Tarbiyah
Progdi : Pendidikan Bahasa Inggris
Dosen pembimbing : Faizal Risdiyanto,SS,M.Hum
No Nama Kegiatan Pelaksanaa Keterangan Nilai
1 OPAK
23 Agustus 2011 Peserta 3
2 UPT Perpustakaan
20 September
2011
Peserta 2
3 Achievement Motivation
Training (AMT)
23 Agustus 2011 Peserta 2
4 Orientasi Dasar Keislaman
(ODK)
24 Agustus 2011 Peserta 2
5 KOPMA dan KASEI
25 Agustus 2011 Peserta 2
6 Reorientasi Peran Jurnalistik
dalam Perspektif Sosial dan
Budaya Pada Era Post Modern
oleh (LPM) Dinamika
6 Oktober 2011 peserta 2
7 Communicative English Club
oleh (CEC)
22-23 oktober
2011
peserta 2
8 Dauroh maratus sholihah oleh
(LDK)
24 November
2011
Peserta 2
9 Training Pembelajaran Baca
Al-Quran dengan Metode
Tsaqifa (Baitul Maal bin Auf
Kabupaten Semarang)
15 januari 2012 peserta 2
10 Bahasa Arab Sebagai
Penunjang Perkuliahan
Mahasiswa oleh (ITTAQO)
17 Maret 2012 peserta 2
11 Meningkatkan Kepekaan dan
Transparansi Kinerja Lembaga
Menuju Kampus yang Amanah
oleh (SEMA)
15 Maret 2012 peserta 2
12 Comparison of English and
Arabic (ITTAQO)
13 April 2012 peserta 2
13 Urgensi Media dalam
Mencerahkan Umat oleh
(ITTAQO)
30 April 2012 Peserta 2
14 Dari Minder Jadi Super oleh
(LDK)
17 Mei 2012 Peserta 2
15 SEMINAR NASIONAL
Nilai Nilai Syariah dalam
Praktik Perekonomian
2 Juni 2012 peserta 8
16 Meningkatkan Khazanah
Keilmuan Mutakhir dengan
Bahasa Inggiris dan Bahasa
Arab oleh (ITTAQO)
29 Juni 2012 Peserta 2
17 SARASEHAN NASIONAL
Peran Mahasiswa dalam Realita
dan Idealita Bangsa oleh
(DEMA)
1 juli 2012 peserta 8
18 Fun English Talks and Social
Works Indigenous Blood Youth
Vs. French Youth oleh (CEC)
10 Juli 2012 Peserta 2
19 Membentuk Paradikma
Mahasiswa Qurani dengan
Panca Indra, Akal, dan Hati
oleh (JQH)
17-18 Nopember
2012
Peserta 2
20 Membangun Karakter
Keislaman Bertaraf
Internasional di Era Globalisasi
Bahasa dalam Orientasi Dasar
10 September
2012
Panitia 3
Keislaman (ODK) oleh
ITTAQO & CEC
21 Pelatihan Ice Breaker
Penyemangat Belajar oleh (Siwi
Damai Interprise)
23 September
2012
Peserta 2
22 Kepemimpinan dan Masa
Depan Bangsa dalam
Pelantikan Pengurus Himpunan
Mahasiswa (HMI) oleh HMI
23 februari 2013 Peserta 2
23 Idealisme Mahasiswa Sebagai
Modal Utama Penggerak
Jurnalistik Kampus oleh (LPM
Dinamika)
6-7 April 2013 Peserta 2
24 Sihir dalam Perspektif Al-
Quran dan Hukum Negara
dalam Tafsir Tematik oleh
(JQH)
4 mei 2013 Peserta 2
25 SEMINAR INTERNASIONAL
Politik Jihad dan Terorisme
oleh Jurusan Syari’ah dan
Ekonomi Islam
11 september
2013
Peserta 8
26 Prospek Pengembangan Mutu
Pendidikan Madrasah/ Sekolah
oleh (PSPPI)
25 September
2013
Peserta 2
27 Sosialisasi Pancasila, Undang-
Undang Dasar Negara Repiblik
Indonesia Tahun 1945 oleh
(MPR RI)
22 Desember
2013
Peserta 2
28 Komitmen Politik Islam dalam
Menata Arah Masa Depan
Bangsa Indonesi dalam
Sarasehan Akbar Bersama
Tokoh Nasional oleh (HMI)
15 Maret 2014 Peserta 2
29 Scholarship Forum dalam
Communicative English festival
oleh (CEC)
15 Maret 2014 Peserta 2
30 Diaspora Politik Indonesia di
Tahun 2014, Memilih Salatiga
Hati Beriman dalam Dealog
Interaktif & Edukatif oleh
(SEMA)
1 April 2014 Peserta 2
31 Haramkah golput? Pandangan
golput dalam islam dalam
Forum Group Discussion oleh
(LDK)
3 april 2014 Peserta 2
32 Konsep pemimpin Ideal
Menurut Al Quran Telaah Al
Quran Surat Al An’am Ayat
165 dalam Tafsir Tematik oleh
(JQH)
17 Mei 2014 Peserta 2
33 Public Hearing oleh (SEMA)
10 Juni 2014 Peserta 2
34 SEMINAR NASIONAL
Berkontribusi Untuk Negeri
Melalui Televisi/ TV oleh (KPI)
5 November
2014
Peserta 8
35 PERBASIS (Perbandingan
Bahasa Arab dan Bahasa
Inggris) oleh (CEC dan
ITTAQO)
27 November
2014
Peserta 2
36 WORKSHOP NASIONAL
Sukses Akademik, Sukses
Bakat, dan Hidup Bermartabat
Ddengan Karya oleh ( HMPS
PAI)
16 Desember
2014
Peserta 8
37 Silaturrohmi Masyarakat
Udanwuh dan Tasyakuran
Lomba TPQ Desa Udanwuh
oleh (KKN IAIN SALATIGA)
12 April 2015 Panitia 2
38 Training Kepribadian oleh
(IAIN SALATIGA)
19 mei 2015 Peserta 2
39 Sosialisasi Program
Pendewasaan Usia Perkawinan
(PUP) oleh (PIK)
12 Juni 2015 Peserta 2
Curriculum vitae
Name : Anniatus Sa’diyah
Place, date of birth : Lamongan, 04 agustus 1991
Sex : Female
Address : Dsn.Ganggang Tingan Ds.Tingan RT 03/ RW 04
Ngimbang Lamongan
Email : [email protected]
Educational Background
1998-2004 : SD Ganggang Tingan Ngimbang Lamongan
2004-2007 : Mts.Mambaus Sholihin Suci Manyar Gresik
2007-2010 : MA.Roudlotun Nasyiin Berat Kulon Kemlagi Mojokerto
2011-2015 : IAIN Salatiga
Salatiga, September 15th 2015
Anniatus Sa’diyah
113 11 117
The first meeting
The students doing pre test
The teacher explain everyone is teacher here strategy
The students practice everyone is teacher here strategy
The second meeting
The student practice everyone is teacher here strategy
The condition when the use of talk time software with everyone is teacher here
strategy in speaking class