TEACHING SPEAKING THROUGH SUBSTITUTION DRILLS...

THESIS

TEACHING SPEAKING THROUGH SUBSTITUTION DRILLS TO THE SEVENTH GRADE STUDENTS OF SMP N 3 GIANYAR IN ACADEMIC YEAR 2013/2014

NI MADE IKA AGUSTINI

ENGLISH EDUCATION STUDY PROGRAMFACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITYDENPASAR

2014

THESIS


NI MADE IKA AGUSTINI NPM: 10.8.03.51.31.2.5.3686



2014

PRE-REQUISITE TITLE


Thesis

As Partial Fulfillment of the Requirements for the Sarjana Pendidikan Degree in English Education Study Program

Faculty of Teacher Training and Education Mahasaraswati Denpasar University

NI MADE IKA AGUSTINI NPM: 10.8.03.51.31.2.5.3686



2014

APPROVAL SHEET1

This thesis entitled “Teaching Speaking through Substitution Drills to the

Seventh Grade Students of SMP N 3 Gianyar in Academic Year 2013/2014” has

been approved and accepted by both supervisors as partial fulfillment for the

Sarjana Pendidikan degree in English Education Study Program Faculty of

Teacher Training and Education, Mahasaraswati Denpasar University.

Approved By

Advisor I Advisor II

Dra. Ida Ayu Marthini, M.Hum. Ni Made Wersi Murtini, S.Pd., M.Pd.NIP. 19531231 198703 2 001 NPK. 82 8810 336

APPROVAL SHEET2

This thesis has been examined and assessed by the examiner committee of

English Education Study Program, Faculty of Teacher Training and Education,

Mahasaraswati Denpasar University in the oral examination on 15th February

2014.

Chief Examiner

Drs. I Nengah Astawa, M.Hum. NIP. 19571113 198603 1 001

Examiner I Examiner II

Dra. Ida Ayu Marthini, M.Hum. Ni Made Wersi Murtini, S.Pd., M.Pd.NIP. 19531231 198703 2 001 NPK. 82 8810 336

Approved By

Dean of the Faculty of Teacher Head of the English Training and Education Education Study Program

Prof. Dr. I Wayan Maba I Komang Budiarta, S.Pd., M.Hum.NIP. 19581231 198303 1 032 NPK. 82 8208 306

STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis is her own writing, and it is

true and correct that there is no other’s work or statement, except the work or

statement that is referred in the references. All cited works were qouted in

accordance with the ethical code of academic writing.

Denpasar, February 2014The Researcher,

Ni Made Ika AgustiniNPM. 10.8.03.51.31.2.5.3686

ACKNOWLEDGEMENT

First of all, the researcher would like to express her great-sincere gratitude

to the Almighty God, Ida Sang Hyang Widhi Wasa, for the everlasting blessing

and guidance so that this thesis could be successfully accomplished on time.

Her tremendous gratitude further goes to her first and second advisor, Dra.

Ida Ayu Marthini, M.Hum. and Ni Made Wersi Murtini, S.Pd., M.Pd. who have

already guided her and shared their briliant ideas for the improvement of this

thesis. In addition, she would like to thank their helpful guidance and correction

during the writing of the thesis.

In addition, she also wishes to share out her gratefulness to the

Headmaster of SMP N 3 Gianyar for his permission to conduct the present study

and of course the seventh grade students of SMP N 3 Gianyar for their kind

assistance during the process of gathering the data needed for the present study

and she really thanks for their good participants.

Next, she is also deeply indebted to her father, mother and her beloved

sisters for their love and support so that she is able to complete her study

successfully. They furthermore share their moral support during the process of

writing this thesis.

Finally, she would like to dedicate her thanks to her buddies, Eva, Anna,

Eka and her beloved friends in C class who cannot be mentioned by name and for

their support, motivation and suggestion during the process of her thesis.

The last, she realizes that this thesis is beyond complete. Therefore, any

kinds of comments, construction, criticism and suggestion will be needed for the

improvement of this thesis.

Denpasar, February 2014The Researcher,

Ni Made Ika Agustini

ABSTRACT

Agustini, N. M. I. 2014. Teaching Speaking through Substitution Drills to the Seventh Grade Students of SMP N 3 Gianyar in Academic Year 2013/2014. The First Advisor: Drs. Ida Ayu Marthini, M.Hum. and the Second Advisor: Ni Made Wersi Murtini, S.Pd., M.Pd.

The present classroom action study dealt with teaching speaking through substitution drills to the seventh grade students of SMP N 3 Gianyar in academic year 2013/2014. The present classroom action investigation was basically triggered by the fact that the subjects under study still have problems in speaking skill. So these problems should be quickly solved. The implementation of substitution drills was expected to be an effective technique to improve speaking skill of the seventh grade students of SMP N 3 Gianyar that consisted of 18 males and 17 females. In this present classroom action study, the teaching and learning process were divided into two cycles and each cycle consisted of two sessions. The obtained data were collected through the administration of pre-test, post-test and questionnaire. This present study was started with administering the initial reflection or pre-test. The result of pre-test score was 39.48. It was categorized as low ability. After the treatment was given, the result of data in the reflection or post-test scores in cycle I increasing into 64.91. The result of data in the reflection or post-test in cycle II showed more increasing into 78.85. It meant that there was a significant difference between the mean score of post-test in cycle I and post-test in cycle II was obviously much higher than the mean score of pre-test. The present classroom action study proved that substitution drills could improve speaking skill of seventh grade students. In addition, the subjects also responded positively the implementation of substitution drills. The result of the data analysis from administration of the questionnaire showed the comparative percentage figures of 29.6% for option A, 67.2% for option B, 3.2% for option C and 0% for option D. These findings clearly indicated the subjects’ positive changing attitude and motivation in learning speaking through substitution drills.

Keywords: Teaching, Speaking Skill and Substitution Drills

TABLE OF CONTENTS

COVER …………........................................................................................ i

INSIDE COVER …………. ......................................................................... ii

PRE-REQUISITE TITLE ............................................................................ iii

APPROVAL SHEET 1 ................................................................................ iv

APPROVAL SHEET 2 ................................................................................ v

STATEMENT OF AUTHENTICITY .......................................................... vi

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

ABSTRACT ……......................................................................................... viii

TABLE OF CONTENTS ............................................................................ ix

LIST OF TABLES ...................................................................................... xi

LIST OF GRAPHS ...................................................................................... xii

LIST OF APPENDICES .............................................................................. xiii

CHAPTER I INTRODUCTION .......................................................... 1

1.1 Background of the Study ................................................. 1

1.2 Research Problem ........................................................... 4

1.3 Objectives of the Study ................................................... 4

1.4 Limitation of the Study ................................................... 4

1.5 Significance of the Study ................................................. 5

1.6 Definition of Key Term ................................................... 5

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW.................. 7

2.1 Theoretical Review ......................................................... 7

2.1.1 Speaking Skill ............................................. 7

2.1.2 Substitution Drills ......................................... 12

2.1.3 Assessing Speaking ....................................... 14

2.2 Empirical Review ........................................................... 16

2.3 Hypothesis ...................................................................... 17

CHAPTER III RESEARCH METHOD .................................................. 18

3.1 Subject of the Study ........................................................ 18

3.2 Research Design ............................................................. 18

3.3 Research Procedure ......................................................... 19

3.3.1 Planning ................................................................ 19

3.3.2 Action ................................................................... 20

3.3.3 Observation ........................................................... 21

3.3.4 Reflection .............................................................. 21

3.4 Research Instrument ........................................................ 22

3.5 Data Collection ............................................................... 23

3.5 Data Analysis .................................................................. 23

3.6 Success Indicator ............................................................ 26

CHAPTER IV FINDING AND DISCUSSION ....................................... 27

4.1 Finding ........................................................................... 27

4.1.1 Pre-Cycle .............................................................. 32

4.1.2 Cycle I ................................................................... 32

4.1.3 Cycle II ................................................................. 33

4.2 Discussion ...................................................................... 37

CHAPTER V CONCLUSIONS AND SUGGESTIONS ........................ 39

5.1 Conclusion ...................................................................... 39

5.2 Suggestions ..................................................................... 40

REFERENCES ............................................................................................ 42

APPENDICES

LIST OF TABLES

Table 1 : Speking Rubric ................................................................................... 24

Table 4.1 : Tabulation of Data Showing the Subjects’ Progressing Scores in

Speaking Skill after the Implementation of Substitution Drills ........ 28

Table 4.2 : Tabulation of Data Showing the Subjects’ Changing Motivation and

Attitude in Learning Speaking through Substitution Drills .............. 30

Table 4.3 : Summary of the Research Finding Showing the Mean of Each Session

in Cycle I and Cycle II ...................................................................... 35

LIST OF GRAPHS

Graph 4.1: Depicting the Subjects’ Progressing Achievement in Speaking Skill of

Pre-Cycle, Cycle I and Cycle II ........................................................ 36

LIST OF APPENDICES

Appendix 1 List of the Subject under Study.......................................... 44

Appendix 2 Pre-Test ............................................................................. 46

Appendix 3 Lesson Plan Cycle I Session 1 and Session 2 ................... 47

Appendix 4 Lesson Plan Cycle II Session 3 and Session 4 ................. 53

Appendix 5 Post-Test Cycle I Session 2 .............................................. 59

Appendix 6 Post-Test Cycle II Session 4 ............................................ 60

Appendix 7 Kuesioner ......................................................................... 61

Appendix 8 List of Graphs .................................................................. 64

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Speaking is one of the basic skills that must be mastered by students. It is

very important for them to communicate in the classroom or outside the

classroom. Among the four skills (listening, speaking, reading and writing),

speaking is often considered as the most difficult skills to be learned by students.

In this case, the students have to study hard for it and the teachers should make a

good situation in the classroom.

Pollar (2008:32) states that speaking is the most difficult aspects for the

students to master. This is hardly surprising when one considers everything, it

means that when speaking the students must concern with their ideas, language,

how to use grammar and vocabulary, pronunciation as well as listening and

reacting to the person you are communicating with. Any learners of a foreign

language can confirm how difficult speaking is. That is why, giving the students

as many opportunities as possible to speak in a supportive environment and

gaining confidence will help them speak more easily.

Speaking is the process of building and sharing meaning through the use

of verbal and non-verbal symbols. Speaking is a crucial part of language teaching

and learning. However, today’s world requires that the goal of teaching speaking

should improve students’ communicative skill because students can express

themselves and learn how to use the language.

In speaking activities, most of students face difficulties such as lack of

confidence, ashamedness, or even they are afraid of making mistakes. The sudents

might have so many ideas to convey it but such lacking has made them difficult to

say what they suppose to say. Those problems happen especially to the students of

VII D class SMP N 3 Gianyar. Speaking cannot be developed in a class with the

students who have a lot of problems in speaking.

The students are often reluctant to speak because they are shy and not

predisposed to express themselves in front of the other people, especially when

they are being asked to give personal information or opinion. Besides that there is

a worry about speaking badly and therefore losing face in front of their classmates

(Harmer, 2008:345). In such situations, the teacher must pay more attention to the

students who need encouragement and support in speaking ability to make it more

easier.

Helping the students to improve their speaking is not only when they can

pass the examination but also in general. They may want short-range study or

long-range study even they can give their friends up-date information about

International news. Because speaking is very complex, there are five components

of speaking skill such as pronunciation, grammar, vocabulary, fluency and

comprehension.

In brief, pronunciation is the way how to produce the clear language when

they are speaking. Grammar is needed for the students to arrange the correct

meaning of sentences. Whereas, vocabulary is one of essential aspects of

language. If the students know more vocabularies they will be easier to express

their ideas in oral or written form. Fluency is an art of speaking a language

fluently and comprehension is the ability to understand ideas about what the

students want to say to the listener to make them easy to catch the points.

All components of speaking can help the students master English as the

target language especially speaking. In this case, the students will know how to

use grammar and vocabulary, pronounce the words correctly, speak fluently and

naturally but not necessarily as the native speaker does. However, the teacher

should be creative in depeloving their teaching and learning process to improve

the students speaking skill, give attention to the all components of speaking and

make the English lesson more exciting.

In studying English in the school, some students sometimes feel lazy and

get bored with the teaching atmosphere that is monotonous. Therefore, for helping

the students improve their speaking ability there is one effective way that can be

done in speaking. Choosing one of the language teaching techniques which is

appropriate to the level of students. One of the technique through substitution

drills. Compared to the other methods or techniques, substitution drills is the most

interesting one for the students.

Substitution drills emphasizes in practicing a new language and substitute

the words based on conversation or describe picture. By using atrractive picture as

an instrument, it enables them more enthusiastic in teaching and learning process.

On the other hands, they can express their ideas and their imagination through the

pictures given by the teacher. The role of the teacher is teaching all of the

components that have been mentioned before to the students.

Based on the problems faced by the students, the researcher is motivated

to find out the effectiveness technique of substitution drills in improving students’

speaking skill of the seventh grade students of SMP N 3 Gianyar in academic year

2013/2014. The researcher thinks that this technique is appropriate for the teacher

to teach their students which leads the students to consider that learning English is

fun.

1.2 Statement of Research Question

Based on the background of the study, the research question can be

formulated as follows: to what extent can speaking skill of the seventh grade

students of SMP N 3 Gianyar in academic year 2013/2014 be improved through

substitution drills?

1.3 Objective of the Study

The objective of the study is intended to answer and find out whether

substitution drills can improve the speaking skill of the seventh grade students of

SMP N 3 Gianyar in academic year 2013/2014. In line with the research question

stated above, the researcher expects the teaching of speaking through substitution

drills effectively improve the students’ speaking skill.

1.4 Limitations of the Study

This study focused on improving the students’ speaking skill. It will be too

broad and complex to be discussed in a certain time under study of classroom

action research. That is why limitation is really needed in this study. To limit the

material of the study, the researcher takes out some pictures about our daily life as

the main topic. The present study is also limited on investigating the teaching of

speaking skill through substitution drills to the seventh grade students of SMP N 3

Gianyar in academic year 2013/2014.

1.5 Significance of the Study

This study is expected to give us benefit and new knowledge in

appropriate strategy of teaching speaking through substitution drills to the seventh

grade students of SMP N 3 Gianyar. The findings of the present study can be

defined as follows :

Theoretically, substitution drill can be used to help the students to

increase their speaking skill and also their motivation to speak in a target

language. The findings of the present investigation are really expected more

empirical evidence in investigating the effectiveness of substitution drills in

speaking skill of the seventh grade student of SMP N 3 Gianyar in academic year

2013/2014.

Practically, the findings of the present study are expected to give a

contribution especially substitution drills to the English teachers of SMP N 3

Gianyar to improve the students’ speaking skill. The teacher is hoped to be able to

apply this strategy in classroom on speaking class.

1.6 Definition of the Key Terms

There are some terms which need to be defined operationally, so as to

avoid misunderstanding of the key terms which are used in the present study,

as follows :

1. Teaching Speaking Skill

Speaking is one of important parts in teaching language because it

includes one of four basic language skills, which plays a significant role in

mastering English is speaking. It was performed by VII D class of SMP N 3

Gianyar for measuring how far their speaking skill are improved.

2. Substitution Drills

Substitution drills is defined as a technique of teaching to improve the

speaking skill of VII D class. In this case, the students are requested to respond

to the teacher related to the material given. These students have to substitute

the word for another based on conversation and the picture that given by the

teacher. Automatically, they will speak and answer correctly.

3. SMP N 3 Gianyar

SMP N 3 Gianyar is a one of junior high school which is located in

Temesi Village, Gianyar Regency where the research will be conducted.

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

As the theoretical framework, there are some important points written by

the researcher. In this chapter which included a lot of relevant theoretical reviews

from many related literatures to support the present study. The description of the

points is successfully arranged as follow: (1) speaking skill, (2) substitution drills,

and (3) assessing speaking.

2.1.1 Speaking Skill

Speaking is one of four basic skills in learning foreign language that

should be mastered by the students. If the students want to speak English fluently,

they have to be able to pronounce the word correctly and produce language

accurately so it makes a good communication and avoid misunderstanding.

Through speaking the students can express their ideas on their mind, spontaneity

or even their feeling.

Speaking fluently is really needed by the students. They need to be able to

pronounce phonemes correctly, use appropriate stress and intonation pattern and

speak in connected speech. But there is more than that like speaker of English

especially where it is a second language, the student will have to be able to speak

in range of different genres and situation (Harmer, 2008:343).

In teaching, speaking is giving instruction to person in order to

communicate. So the goal of speaking skill is to communicate clearly and

efficiently. The students should be able to make themselves understood and try to

avoid confusion of pronunciation and grammar that will be applied in each

communication situation. Harmer (2008:348) states that the teachers should be

good animator when asking to produce language. Sometimes this can be achieved

by setting up an activity clearly and with enthusiasm.

Mastering the art of talk as interaction is difficult and may not be a priority

for all the students. They feel difficulty in presenting a good image of themselves

and sometimes avoid situations (Richards, 2008:24). Meanwhile, Robbert Barrass

(2006:1) states that good communication is needed in everyday life. Every time

you speak, not just when giving a talk or being interviewed but you are both

conveying the relevant information to the listener and presenting themselves.

In this case, the students have to use the appropriate language and build up

their confidence to speak. If they are more confident in their ability, the listener

will be easier to catch the meaning of the speaker. So the role of the teacher must

motivate the students and give them the way how to be a good speaker while

conveying the meaning accurately

Speaking is so much a part of daily life that we take it for granted

(Thornbury, 2003:1). For along time, it was assumed that the ability to speak

fluently followed natural from the teaching of grammar and vocabulary, with a bit

of pronunciation, in speaking is much more complex than this and that involves

both a command of certain skills and several different types of knowledge. So the

students may have a good knowledge of grammar and also wide of vocabulary. It

makes them easier for speaking.

Speaking is a complex process which involved constructing the message

for the listeners and delivering the message using the correct pronunciation, stress

and intonation. Speaking also involves interaction with other people. In this case,

the students have to be able to use the language appropriate in every situation and

what kind of audience will be hearing their message. While speaking, the students

must attend to such things as presenting a clear message, tone of voice or even

gestures. Therefore, the students need lots of practice to make their speaking skill

more increasingly.

The students may have a dream to go abroad for holiday or even they want

to study there. So for helping their problems in learning English, there are five

elements of speaking skill such as pronunciation, grammar, vocabulary, fluency

and comprehension that must be mastered by the students (Fulcher and Davidson,

2006:94). As follows:

2.1.2.1 Pronunciation

Pronunciation is the way how to produce the clear language when they are

speaking. It means that the students can make a good communication between the

listener. Although there are some students who less of grammar and vocabulary if

their pronunciation is good, it will be helping them to communicate effectivelly.

Pronunciation includes many aspects such as articulation, rhythm, intonation and

phrasing, and more even gesture, body language and eye contact (Fraser, 2001:6).

Many students may never be able to pronounce the words correctly and it

can be very difficult to understand. Kenneth Chastain, (2001: 340) states that the

teacher’s responsibility while the students are learning to pronounce the sounds is

one of the objective evaluator. So the teacher must identify the students’ sound

that they are mispronouncing and trying to give them the way how to use their

tongue in order to produce good pronunciation.

2.1.2.2 Grammar

Grammar is focused on how sentence and text are structured. However,

grammar is the study of how words combine into form sentences (Nelson,

2001:1). In this case of grammar, the teacher should identify for the students a

required core of grammar. The students who have difficulty should be given

simple material that the teacher feels will help them overcome their difficulties.

Howard Jackson (2005:4) states grammar is the set of rules for speaking

and writing English properly. Sometimes some of students are afraid if they hear

about grammar. Furthermore, grammar has taught to make the students easier to

speak English. In this case, the teachers have to give grammar as fun as they can.

From the statements above can be concluded that the function of grammar is to

arrange the correct meaning of sentence based on context.

2.1.2.3 Vocabulary

Vocabulary is one of the essential aspects of language. Knowing

appropriate vocabulary is very important to understand language. It is important to

master it to express our ideas. Vocabulary is the knowledge of the meaning of

words. What complicates this definition is the fact that the words come in at least

two forms : oral and print. Oral vocabulary is the set of words for which we know

the meanings when we speak or read orally. Print vocabulary consist of those

words for which the meaning is known when we write or read silently (Hiebert

and Kamil, 2005:3).

Moreover, Turk (2003:87) in spoken language the vocabulary tends to be

familiar and everyday. It means that spoken language or speaking, the vocabulary

is really needed because if we know many vocabularies we will be easier to

express our ideas in oral or written form. Vocabulary that related to the students’

life experiences that can be used in meaningful communicative contexts (Kenneth

Chastain, 2001:340). Therefore the students are more quickly memorize and will

be more useful for their speaking ability.

2.1.2.4 Fluency

Fluency is an art of speaking a language fluently. Furthermore, fluency is

the ability of the speaker to speak as the flow based on the knowledge of the

speaker (Christison in Krismayani, 2012:10). It means that this ability to express

the language fluently without interruption. If the students avoid misunderstanding

they have to choose appropiate language into a comprehensible message when

they speak.

Fluency usually refers to oral language work but can refer to written work

too. The teacher allows students to express themselves freely without interruption.

The aim is to help students speak fluently and with ease. The teacher does not

correct immediately, whereas the idea being too much that the correction will

influence with the flow of conversation (Pollard, 2008:16). In such situations, the

teacher notes down errors and comments on them after the activity. So the role of

the teacher in this type of activity is to ease difficulties in communication and

prompt where necessary.

Fluency is the soul of any language. Fluency can transforms your

personality as a charismatic and great booster of your self-confidence. In natural

talk, there is no need to mix up so many ideas. Speak in simple idea-units, in

simple word-groups and in simple utterances. So it is the simple idea that is easy

to say and easy to understand (Saraswat, 2003:5).

2.1.2.5 Comprehension

Comprehension is the ability to understand ideas with our mind and be

able to translate or express them again into a new context. So in this case, the

students have to understand about what they want to say to the listener to make

them easy to catch our point. Brassel and Rasinski (2008:16) states that

comprehension is the ability to know or grasp ideas with the mind.

Comprehension refers to the speakers’ understanding about what they are

saying to the listeners, to make the listeners easy to get the information from the

speakers. In relation to this study, speaking skill is the ability of students in

describing the topic based on the picture given and performed in front of the

classroom.

2.1.2 Substitution Drills

Speaking activities that concentrate on getting the students to produce

sound phrase or grammatical structure from activities which are controlled by the

teacher. Controlled activities generally focus on the students producing language

accurately and developing the student’s fluency. Drill is one of the method that

the teacher has a lot of control over what the students say. It means that the

teacher must be accurate to check the progress of students in speaking. Using

drills for teaching speaking the teacher has to become a good model for the

students so they can respond nicely.

In general, drills emphasizes that the students are required to give answers

which they have no conceptualized experience in their mind (Kenneth Chastain,

2001:346). It means that the students can produce the correct answers without

actually understanding what they say. So Christison in Krismayani (2012:33)

states that the teacher can make drills more interesting by using picture. The

picture can be constructed such a way that the students are encouraged to use

particular structures functions in their response. On the other hand, the teacher

can give everything about interesting topic that are needed by the students such as

substitute the words into a good conversation or describing picture.

There are three types of drills such as substitution drills, transformation

drills and functional – situational drills. Substitution drills is kinds of drills that is

usually used to practice a new language at the beginning levels. This technique

helps the students practice their mind for responding and answering the teacher’s

questions based on conversation or picture given. The students also have to

substitute the word for another. For example, teacher: “where is Marry going?”

(holding up the picture of post office). And the students will answer “she is going

to the post office directly”. Then everyone repeat, “she is going to post office”

(Christison in Krismayani, 2012:32).

Substitution drills is used to practice structures as well as vocabulary. This

technique requires the student to have more knowledges about vocabulary. So in

this case, the teacher must teach them vocabularies related to the material given.

Substitution drills is not only talking about how to substitute the words into

conversation but by using attractive pictures the students can describe it and give

the good response.

Substitution drills is the way the students response sometimes is so tightly

structured that the possibility of error is eliminated (Geoffrey and Christopher,

2003:80). It means that evertyhing is arranged well. The students must effort to

make the listeners understand to what they say. So both of the teacher and the

students can be cooperative in teaching learning process.

Hill and Pincas (2003:81) state that to demonstrate substitution drills the

teacher’s role have to give the material visually much more clearly to the class.

And the material must in a real life situation in which the students could easy

understand. In this case, if the teacher give the students the material based on the

picture, it must be related to their daily life. Futhermore, it will make their

imagination easier to catch the content of the picture and appropriate describing.

2.1.3 Assessing Speaking

Assessment is procedures how to collect the students’ data. It includes the

more formal collection of data on learners performance. Assessment is much more

than tests. Assessment includes a broad range of activities and tasks that teachers

use to evaluate student progress and growth on a daily basis. Some of the

assessment activities that teachers participate in are for accountability purposes.

Teachers must provide educational authorities with evidence that their intended

learning outcomes have been achieved.

Speaking is also the most difficult language skill to assess reliably. A

person’s speaking ability is usually judged during a face-to-face interaction, in

real time, between an interlocutor and a candidate. The assessor has to make

instantaneous judgment about a range of aspects of what is being said, as it is

being said. This means that the assessment might depend not only upon which

particular features of speech (pronunciation, accuracy, fluency) the interlocutor

pays attention to at any point.

Luoma (2004:1) states that speaking skill is an important part of the

curriculum in language teaching, and this makes them an important object of

assessment as well. Assessing speaking is challenging, however, because there are

so many factors that influence our impression of how well someone can speak a

language, and because we expect test scores to be accurate and appropriate for our

purpose.

As in daily life, speaking is an important channel of communication in a

general English program. When testing this skill, we want to simulate real-life

situations in which students engage in conversation, ask and answer questions,

and give information (Coombe, 2007:112). There are important reasons that

speaking should receive as much attention in assessment as the other language

skills. In communicative language teaching, speaking is a prominent component

of the language curriculum. If we value communication skills, we must assess

them or we send a double message to our students about what we consider to be

important.

Furthermore, now English is a global language, a large percentage of the

world's language learners study English in order to develop proficiency in

speaking. In the interests of promoting clear international communications, we

need to recognize the importance of spoken English by testing students' progress

(Coombe, 2007:113). So it is really important to emphasize test or assess on

speaking class because the teacher and the students must be able to measure how

much their progress they get after learning speaking through substitution drills.

For assigning the test not only one but there are several scores for each

response. The test considers of constructing conversation and based on picture.

Some component of assessment included are pronunciation, grammar, vocabulary

use, fluency and comprehension. The achievement test must be valid and reliable.

In relation to this study, speaking skill of the students was assessed in oral test.

The students were asked to substitute the words into good conversation or

describe picture about our daily life. In scoring, the teachers scored the students

based on five components of speaking that have been mentioned before. But the

researcher just focused with three components such as grammar, fluency and

comprehension.

2.2 Empirical Review

The similar research had been conducted before by some researchers as

follows:

The first previous research was conducted by Kakarizkia Purwito the

students of English Department of Semarang University. His study entitled The

Use of Single Slot of Substitution Drills to Teach Simple Present Tense for the

Seventh Grade Students of SMP N 1 Bawang, Batang in Academic Year

2010/2011. His study used classroom action research. There was significant

difference in student’s achievement in simple present tense before and after using

single slot substitution drills. It means that single slot substitution drill technique

gives contribution in developing students‘ mastery and students‘ positive attitude

towards simple present tense.

The second study was done by I Wayan Agus Kardana the students of

English Department Faculty of Teacher Training and Education Mahasaraswati

Denpasar University 2012. His study entitled Teaching Speaking through Direct

Method to the Tenth Grade Students of SMAN 1 Tegalalang in Academic Year

2012/2013. This indicated that direct method can improve the students’ ability in

speaking especially making a short dialogue based on the situation that given.

2.3 Hypothesis

In this investigation, the researcher attempts to give a tentative solution to

the problems, the hypothesis could be stated as follows: the teaching speaking

skill of the seventh grade students of SMP N 3 Gianyar in academic year

2013/2014 can be improved through substitution drills.

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

This subject of the study was conducted to the seventh grade students of

SMP N 3 Gianyar in academic year 2013/2014 which consisted of 35 students,

18 males and 17 females. The students of D class were selected as the subjects of

the study were considered to be representative enough for this study. The 35

students were chosen which had low speaking ability based on the result of the

interviews were done to some students. Therefore, substitution drills applied to

improve the students’speaking skill.

3.2 Research Design

The present study was a classroom action research (CAR) as a research

design which concerned with improving students’ speaking skill through

substitution drills. Pelton (2010:3) states that action research in the school is a

systematic approach to improve teaching practices. It is a simple process and if

you learn how to use it, it will meet many of your teaching goals. In relation to

this study, classroom action research was concerned to improve speaking skill of

the subjects under study through substitution drills by using two kinds of tests

namely: initial reflection (IR) or pre-test and reflection (R) or post-test.

Initial reflection (IR) is intended to evaluate the pre-existing the students’

speaking skill while reflection (R) administered at the end of each session it meant

to reveal the expected improvement in the students’ speaking achievement after

conducting teaching and learning process through substitution drills.

In this classroom action study, the teaching and learning processes were

divided into two cycles in which each cycle consisted of two sessions. Each

session consists of four interconnected activities, namely: planning (P), action

(A), observation (O), and reflection (R). Therefore, to make it evident, the design

of the present study could be described into the following design:

Cycle I : IR Planning Action 1 Observation1

Reflection 1

Cycle II : Revised Planning Action 2 Observation 2

Reflection 2

3.3 Research Procedure

The research procedure could be described as follows:

3.3.1 Planning

Before the present classroom action research could be successfully carried

out, the researcher had to make preparation as a planning in the beginning process

of research. The present study was based on the fact that the subject under study

had low ability in speaking. In planning, the researcher prepared the following

instructional activity which was appropriately used in teaching speaking such as

designed lesson plan, constructed post-test and questionnaire.

Lesson plan was as teaching scenarios of the teaching learning process.

The researcher tried the best to create communicative classroom activities in

order to help the students to improve their speaking skill. Lesson plan was

designed to know what the students had learnt which consisted with three main

activities such as pre activity, whilst activity and post activity.

Constructing post-test was at the end of each session. The post-test or

reflection aimed to know the extend of subjects’ progress in speaking skill. The

next activity were constructing questionnaire to the subjects under study. The

questionnaire was given to the subjects at the end of cycle II. The administration

of the questionnaire was intended to quantitavely measure the changing learning

attitude of the subjects in improving speaking through substitution drills.

3.3.2 Action

In this action, implementing the previous planned teaching scenario was

the main activity in this classroom activities referred to what the researcher did in

the classroom settings during the processes of teaching speaking through

substitution drills. Conducting this action, the researcher did it based on the lesson

plan was that made before. There were three main parts of action :

1. Pre Activity

In pre activity, the teacher just focused on the student’s attention. In this

activity, the researcher also acted as a teacher. For the first, the teacher

greeted the students by saying “Good morning students. How are you

today?” Then giving the students brainstorming which was related to the

topic or based on the material that had been planned in the teaching

scenario.

2. Whilst Activity

In whilst activity, the researcher applied substitution drills to teach

speaking and giving the students explanation about substitution drills by

using example of pictures. In this case, the students described the picture

in front of the classroom and the teacher also gave feedback about their

explanation. It was intended to know the student’s progress in speaking.

3. Post Activity

The last activity was post activity. In this activity, the researcher

concluded the lesson that has been done.

3.3.3 Observation

In this present study, the researcher focused the students’ attitude in the

class during the teaching learning process of speaking through substitution drills

and finding out the progress of the students. The researcher also investigated the

students’s response by questionnaire. The result of questionnaire showed how

many students seemed interested, enthusiastically and understood with the lesson.

3.3.4 Reflection

Reflection was the ending of the research process which contained about

post-test. As mentioned before, the present study was divided into two cycles and

there were two sessions in each cycle. It meant that the reflection was provided for

twice, once was administered in cycle I and once was in cycle II. In this

reflection, the researcher gave some pictures to the students about food and the

international artist. The students had to described the picture that given then they

perform it in front of the class. This test was implemented to know the progress of

the students in speaking skill after they had been taught through substitution drills.

3.4 Research Instrument

The research instruments as tools which were used by the researcher to

collect the valid and reliable data. The study dealt with research question: to

what extent can speaking skill of the seventh grade students of SMP N 3 Gianyar

in academic year 2013/2014 be improved through substitution drills? In this

study, the research instuments applied in form of tests and questionnaire

required for the classroom action study could be seen as follows:

3.4.1 Tests

The tests consisted of pre-test and post-test. The initial reflection or

pre-test was designed for diagnosing pre-existing students’ achievement in

speaking skill to know the students’ ability. It was administered before the

treatment was given to the students.

Post-test was aimed to check the student’s improvement in speaking

skill after conducting the teaching and learning process through substitution

drills. Post-test would be administered to the subjects under study for twice

after passing a treatment at the end of each session. The pre-test and post-test

were designed in form of oral test. The result of reflection or post-test in cycle

I would be used as feedback in cycle II.

3.4.2 Questionnaire

The questionnaire was used to find out the student’s response toward

the application of substitution drills in teaching speaking skill. In order to

avoid misunderstanding, the questionnaire was written in Indonesian language.

The questionnaire consisted of 10 items and all of the questions were multiple

choice items. The answer of questionnaire was scored by using the rating scale

0-3 ( A = 3, B = 2, C = 1, D= 0 ). The score from administering questionnaire

showed the students changing in behavior and their motivation in speaking

skill through substitution drills. The questionnaire was administered by the end

of the cycle II.

3.5 Data Collection

The data gathered for the present action research were initial reflection

(pre-test), reflection (post-test) and questionnaire. Pre-test was done at the

beginning of the learning process to know the students’s ability. After giving pre-

test the researcher implemented substitution drill as a technique to teach speaking

skill. And the post-test was done at the end of learning process to know the

students’ improvement in speaking skill after they have taught by using

substitution drills. Both of pre-test and post test as quantitative data. The

qualitative data were collected from the questionnaire that made by the researcher

to the seventh grade students of SMP N 3 Gianyar in academic year 2013/2014.

3.6 Data Analysis

The obtained data for the present classroom action research study would

be analyzed by descriptively so as to reveal the extent of the subjects’ progress or

improving mastery in speaking. The data required to answer the research question

under study was collected through administrating pre-test, post-test, and

questionnaire. There were three kinds of raw scores obtained for the present class

action study such as:

1. Using following speaking rubric adopted oral proficiency scoring category

developed by Brown (2004:172) :

Table 1

Speaking Rubric

Aspect Explanation Scale Weight Score

Grammar

Frequent grammatical errors even in simple structures; meaning is obscured.

1

4

Frequent grammatical errors even in simple structure that at time obscure meaning.

2

Frequent grammatical errors that do not obscure meaning; little variety in structures.

3

Some errors in grammatical structures possibly caused by attempt to include a variety.

4

Accuracy and variety of grammatical structures.

5

Comprehension

The speech is incomprehensible; the speaker does not know anything about what she/he has said.

1

6

The speech is incomprehensible and the speaker knows little things about the speech.

2

The speech is difficult to understand; the speaker knows little things about the speech.

3

The speech is understood by listener; the speaker knows and understand about the speech.

4

The speech is easy to understand by both of speaker

5

and listener.

Fluency

The speech is slow and exceedingly hesitant; difficult to perceive continuity in utterances.

1

10

The speech is frequently hesitant and jerky with some sentence left uncompleted.

2

The speech is relatively smooth but is characterized by some hesitation and unnatural pauses.

3

The speech is smooth with few hesitations.

4

The speech is smooth delivery. 5

Total Score

In analyzing data, this speaking rubric was used to measure the students’

speaking ability. Finding out the individual score, the researcher counted from the

scale of each aspects such as the maximum score of grammar (G) was 20, the

maximum score of comprehension (C) was 30, and the maximum score of

fluency (F) was 50. Therefore, the individual score counted by using the formula :

X = G + C + F

2. Descritive analyzed data of mean scores of pre-test, post-test I and post-

test II were calculated by using the formula as follows :

M = ∑ x N

Where:

M = the mean score of the students’ achievement of speaking

∑ x = the sum of the all scores

N = the number of subjects

3. The data which resulted from the questionnaire would also be

descriptively analyzed through the following formula :

The sum of the chosen an itemMean = x 100% The sum of the chosen all items

3.7 Succes Indicator

This study was considered successful if 80% of the subjects could achieve

the score which had been defined in that institution. There were 35 students in D

class where the study was conducted, it meant that 28 students of them should

achieve the standard score of the institution especially for English lesson. Based

on the curriculum that was used in this school for the minimum standard score of

the students is 73. If the students who gain the score less than 28 students to

achieve the minimum standard score, it meant this study can be revealed fail in

applying substitution drills to improve the students’ speaking skill.

CHAPTER IVFINDING AND DISCUSSION

4.1 Findings

There were several data gathered for the present action study. The data

were collected by administering pre-test and post-test to the seventh grade

students of SMP N 3 Gianyar in academic year 2013/2014. In this study, the data

collected were in form of quantitative and qualitative. The quantitative data were

shown by the students’ score which were collected by the administration of pre-

test and post-tests.

The pre-test was administered to the subjects under study before the

treatment was given to the subjects under study. The post-test was aimed to check

the subjects’ improvement in speaking skill after conducting the teaching and

learning process through substitution drills. In this study, post-test were

administered for twice, once was administered in cycle I and once was in cycle II.

The qualitative data were obtained from questionnaire carried out after cycle II.

The questionnaire showed the subjects’ changing attitude and motivation in

learning speaking through substitution drills.

Therefore, there were three sets of raw scores showing the improvement of

speaking skill of the subjects under study taught through direct method. They

were pre-test score in IR and post-test scores in reflection at the end of cycle I and

cycle II. The three sets of scores which were collected in this present study could

be tabulated as follows:

Table 4.1Tabulation of Data Showing the Subjects’ Progressing Scores in Speaking

Skill After the Implementation of Substitution Drills

No Subject IRCycle I Cycle II

S2 S4

1 S1 40 70 86

2 S2 36 62 76

3 S3 50 66 86

4 S4 36 56 76

5 S5 36 56 74

6 S6 50 66 86

7 S7 36 56 74

8 S8 36 56 74

9 S9 36 56 76

10 S10 40 66 80

11 S11 40 66 86

12 S12 36 66 86

13 S13 36 56 74

14 S14 50 66 76

15 S15 40 62 74

16 S16 36 60 76

17 S17 40 66 74

18 S18 40 66 80

19 S19 40 62 86

20 S20 36 56 74

No Subject IRCycle I Cycle II

S2 S4

22 S22 40 76 86

23 S23 40 66 80

24 S24 36 60 74

25 S25 40 66 86

26 S26 40 66 86

27 S27 36 56 74

28 S28 36 60 74

29 S29 36 66 74

30 S30 36 60 76

31 S31 36 66 74

32 S32 50 76 86

33 S33 40 66 76

34 S34 50 70 86

35 S35 36 60 74

Total 1382 2272 2760

To make this finding more significant, there were two types of data used in

this study, the quantitative data and the qualitative data. The quantitative data

were the numerical data gained from the results of the tests. Furthermore, the

qualitative data was taken from questionnaires. The data required for the present

study were collected through administering questionnaire to subject under study at

the end of cycle II.

The answer of the questionnaire was quantitatively scored using the rating

scale 0-3 ( A = 3, B = 2, C = 1, D = 0 ). The scores were gathered by

administering questionnaire showed the subjects changing attitude and

motivation in learning speaking through substitution drills. The obtained data

showing the subjects’ total scores for the items of the questionnaire were

tabulated as the following:

Table 4.2Tabulating of Data Showing the Subjects’ Changing Motivation and

Attitude in Learning Speaking through Substitution Drills

No Subjects A (3) B (2) C (1) D (0)

1 S1 12 10 1 -

2 S2 6 16 - -

3 S3 15 10 - -

4 S4 3 16 1 -

5 S5 3 18 - -

6 S6 3 18 - -

7 S7 3 18 - -

8 S8 3 14 2 -

9 S9 - 20 - -

10 S10 3 16 1 -

11 S11 3 16 1 -

12 S12 9 14 - -

13 S13 6 16 - -

14 S14 - 18 1 -

15 S15 6 12 2 -

No Subjects A (3) B (2) C (1) D (0)

16 S16 - 20 - -

17 S17 15 10 - -

18 S18 18 8 - -

19 S19 3 18 - -

20 S20 18 6 1 -

21 S21 15 8 - -

22 S22 21 4 1 -

23 S23 21 6 - -

24 S24 6 16 - -

25 S25 6 16 - -

26 S26 3 16 1 -

27 S27 3 16 1 -

28 S28 - 16 2 -

29 S29 12 8 2 -

30 S30 3 18 - -

31 S31 - 18 1 -

32 S32 3 14 2 -

33 S33 - 20 - -

34 S34 - 16 2 -

35 S35 - 18 1 -

Total 222 504 24 0

Total : A + B + C + D 750

4.1.1 Pre-Cycle

The pre-test or initial reflection in pre-cycle was administered to the

subjects under study in order to obtain the student’s pre-existing in speaking. The

pre-test was conducted on the 7th of January 2014. In pre-test, the students

described the pictures based on the pictures given by the teacher and performed in

front of the class. The pictures used in pre-test was about landscape and flowers.

The result of pre-test indicated that the students had some problems in

speaking. The researcher then conducted cycle I to solve the students’ problem in

speaking. After the cycle I, the researcher conducted cycle II to develop the

students’ interest, motivation and their speaking skill. By using substitution drills

the teaching and learning process were intended to improve the speaking to the

seventh grade students of SMP N 3 Gianyar.

Based on the tabulation of data that was presented in table 4.1, it was

calculated to find the mean of IR score (X0) that was obtained by the seventh

grade students of SMP N 3 Gianyar by the formula as follows:

The X0 of the IR scores = ΣX0

N =

1382

35 = 39.48

4.1.2 Cycle IThe cycle I conducted according to the result of pre-test, which was still

low. This cycle was divided into two sessions where each cycle consisted of four

interconnected activities namely planning, action, observation and reflection.

In session 1, the activity was started with a planning prepared lesson

planning. In this step, the researcher prepared lesson plan, the pictures and the

material about how to describe food. The action was conducted by three main

activities such as pre-activity, whilst-activity and post-activity. In pre-activities,

the researcher started the lesson by checking the student’s presents list, motivating

the students and giving them the objective of the lesson. In whilst-activities, the

teacher applied the activities which had been developed in lesson plan. Then, in

the post-activity, the researcher concluded the material that has been given before.

In session 2, the researcher just reminded the material in session 1. In this

session the researcher also gave the reflection or post-test. The first reflection was

conducted on Friday, January 10th, 2014. The topic of this post-test in this cycle

was about describing food. Meanwhile, the students chose one of the picture given

and they described the picture with their own words that consisted of 5 – 7

sentences. Then they performed it in front of the class.


calculated to find the mean of post-test in cycle I (X1) that was obtained by the

seventh grade students of SMP N 3 Gianyar by the formula as follows:

The X1 of the S2 scores = ΣX1

N =

2272

35 = 64.91

4.1.3 Cycle IICycle II was started with planning. In this step the researcher also made

revision from the previous cycle. The revision was made based on the result of the

post-test I in cycle I. In planning cycle II, additional material presentation was

prepared.

In planning cycle II session 3, the material presentation was prepared. If in

cycle I session 1, the material was explained generally, but in cycle II session 3

the material was presented more specifically. The action was conducted by the

three main activities namely pre-activity, whilst-activity and post-activity. In pre-

activities, the researcher was started the lesson by checking the students presents

list, motivating the students and giving them the objective of the lesson.

In whilst-activities, the researcher applied the substitution drills technique

more clearly in order to find the better result and the students recognized this

technique. In addition, the researcher explained about substitution drills and how

to describe the picture systematically from the definition and the step how to

make a good sentences. Then, the researcher asked the students to make their own

explanation about the picture given and they had to performed in front of the

class. In the post-activity, the teacher concluded the material that had been given

before.

In cycle II session 4, the researcher gave the reflection or post-test. This

second reflection was conducted on saturday, January 11th, 2014. The topic of

this post-test in this cycle was about international artist. Meanwhile, the students

chose one of the pictures given and they described the picture with their own

words that consisted of 5 – 7 sentences. Then they performed in front of the class.


calculated to find the mean of post-test score in cycle II (X2) that was obtained by

the seventh grade students of SMP N 3 Gianyar by the formula as follows:

The X2 of the S4 scores = ΣX2

N =

276035

= 78.85

Based on the tabulation of data as presented above, there were three sets of

raw scores which showed the students’ progress in speaking through substitution

drills. This data should be analyzed then the result of the analysis were discussed

clearly. The main score of each test was computed by calculating the students’

raw scores and divided by the total number of the subjects under study.

The result of the data analysis above which were considered as the

findings of the present action study could be summarized as follows:

Table 4.3Summary of the Research Finding Showing the Mean of Each Session

in Cycle I and Cycle II

Table 4.2 showed the students’ scores after answering the questionnaire

which aimed to know the subjects’ changing motivation and attitude in speaking

through substitution drill. The computation of the comparative percentage for the

scores of the items of the questionnaire showing the subjects’ total responses for

respective items A, B, C, and D were shown as following formula:

1. The total percentage of item A = 222

750 x 100% = 29.6%

2. The total percentage of item B = 504750

x 100% = 67.2%

3. The total percentage of item C = 24

750 x 100% = 3.2%

4. The total percentage of item D = 0

750 x 100% = 0%

The main findings of this study was got from the comparison the mean of

pre-test scores and post-test scores that were obtained by the subjects under study

for cycle I and cycle II which showed the raise of learning achievement. To make

IR S0 X0 = 39.48 Mean

Cycle I S2 X1 = 64.91 64.91

Cycle II S4 X2 = 78.85 78.85

it understandable, the main findings of the present classroom action study

showing the comparative increasing mean figures of the pre-test and post-test

scores obtained by the seventh grade students of SMP N 3 Gianyar for cycle I and

cycle II could be graphically presented as following:

Graph 4.1: Depicting the Subjects’ Progressing Achievement in Speaking Skill of Pre-Cycle, Cycle I and Cycle II

The graphics above showed that the students’ mean scores were increased

from the result of the initial reflection or pre-test to the result of the reflection or

post-test in cycle I and cycle II. The students’ mean scores in the pre-test was

39.48, it was categorized that the students’ speaking skill were low. After the

treatment was given, the students mean scores of the post-tests in cycle I session 2

were increased was 64.91. Then the mean score of the post-test obtained by the

subjects under study in cycle II session 4 was 78.85. It meant that the students’

mean scores were increased from the result of the pre-test and the result of the

post-test in cycle I.

These findings indicated that hypothesis stated in chapter II that the

speaking skill of the seventh grade students of SMP N 3 Gianyar in academic year

2013/2014 could be improved through substitution drills.

39.48

0102030405060708090

100

X0 Cycle I Cycle II

64.91

78.85

64.91

4.2 Discussion The data analysis of the classroom action study showed that the mean

score of initial reflection (X0) obtained by the subjects under study in speaking

through substitution drills was 39.48. This mean score clearly showed that the

ability of the seventh grade students were low in speaking.

The result of data analysis of the reflection score in cycle I, after the

researcher conducted the substitution drills in teaching speaking, the teaching

speaking mastery of the subjects improved significantly. The improvement of

speaking showed in the result of data analysis of the reflection scores in cycle I

(S2) was 64.91 for X1. Comparatively, the mean scores of cycle I was much

higher than mean score of initial reflection (IR) of 39.48. The mean figure for

cycle I absolutely showed improvement of the students’ ability in speaking

through substitution drills.

The result of data analysis of the reflection score obtained by the subjects

under study in cycle II (S4) was found in improvement of students’ speaking skill.

The mean score of that data was 78.85 for X2. There was a significant difference

of mean score among pre-test, post-test cycle I and post-test cycle II. This data

showed that the speaking skill of the subjects under study improved significantly

after the researcher applied the substitution drills.

The administration of questionnaire was considered as additional

supporting data by the changing positive attitudes and motivation in learning

speaking by using substitution drills. The proportional percentage figures of the

total response of the questionnaire for items A, B, C, and D were 29.6%, 67.2%,

3.2%, and 0%. Furthermore, 29.6% of the students absolutely liked this technique,

67.2% of the students liked or agree with this technique and only 3.2% of students

were doubt with the technique. These findings clearly supported the major

findings of the present study.

The data analysis above showed that the substitution drills could improve

the students’ achievement in speaking. Where the result of the questionnaire was

another proof that showed the application of substitution drills help the students in

speaking. They were able to describe the pictures that given by the researcher and

performed it in front of the class. Clearly, the findings of the present classroom

action study found that the ability of the seventh grade students of SMP N 3

Gianyar especially VII D class in speaking skill improved significantly from the

session after the implementation of substitution drills.

CHAPTER VCONCLUSION AND SUGGESTION

The discussion of the present classroom action study which dealt with

teaching speaking through substitution drills to the seventh grade students of SMP

N 3 Gianyar in academic year 2013/2014 could finally be concluded in this

chapter. Therefore, the findings of this study could really provide some benefits

for the English teacher and the seventh grade students of SMP N 3 Gianyar.

5.1 Conclusion

Based on the findings of this study, it could be concluded that substitution

drills could improve speaking skill of the seventh grade students of SMP N 3

Gianyar in academic year 2013/2014. The data obtained and the whole discussion

had been already made in each cycle.

The students’ improvement in speaking skill could be seen clearly by

comparing the students’ mean score of the pre-test, post-test in cycle I and post-

test in cycle II. The mean score of the initial reflection or pre-test was 39.48, it

showed that the pre-existing speaking skill of the subjects under study was still

low. After the treatment was given, the mean scores of the reflection or post-test

scores in cycle I improved to 64.91. Whereas, the mean of the reflection or post-

test scores in cycle II was 78.85. It was clear that the reflection or post-test scores

in cycle I and cycle II were much higher than initial reflection or pre-test. It

showed the students’ improvement in speaking skill after the treatment was given.

The findings of the present classroom action study was supported by the

result of the questionnaire for items A, B, C, and D were 29.6%, 67.2%, 3.2%,

and 0%. The obtained comparative percentages items of the questionnaire

indicated the students’ positive changing attitudes and motivation in learning

speaking skill through substitution drills. That was why, the result of the

questionnaire indicated a good finding in term of the students’ response toward

the application of substitution drills in learning speaking skill.

These findings also indicated that teaching speaking skill through

substitution drills could improve the students’ motivation, behavior and interest in

learning speaking skill as it was shown in the teaching and learning process. So

this findings showed the hypothesis stated in chapter II that the speaking skill of

the seventh grade students of SMP N 3 Gianyar in academic year 2013/2014

could be improved through substitution drills was true and accepted.

5.2 Suggestion

There were some suggestions suggested by the researcher according to the

result of the research findings that could be seen as follow:

1. The English teacher of SMP N 3 Gianyar are suggested to give more

attention and interested material to the students in teaching speaking.

Futhermore, the teacher always keep the students’ motivation and always

be a good model for them. The English teacher of SMP N 3 Gianyar are

also suggested to use substitution drills to improve students’ mastery in

learning speaking.

2. The seventh grade students of SMP N 3 Gianyar are suggested to keep on

motivating and developing what they have already reached in learning

skill. In addition, the students have to learn more seriously, not only in the

classroom but also outside the classroom.

3. To the other researcher, this study can be used as a reference and be the

alternative guidance in conducting the same study of obtaining the better

result. Besides that substitution drills can be applied not only for speaking

skill but also for teaching the other skill.

4. The institution of SMP N 3 Gianyar is suggested to give more supporting

facilities for the students in learning English such as books and media to

improve their speaking skill. Those facilities are really needed by the

teacher and the students in teaching and learning process.

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Purpura, J. (2004). Assessing Grammar. Cambridge: Cambridge University Press.Purwito, Kakarizkia. (2012). The Use of Single Slot of Substitution Drills to

Teach Simple Present Tense For The Seventh Grade Students of SMP N 1 Bawang, Batang in Academic Year 2010/2011. Tugas Akhir. Semarang University.

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Saraswat, M. (2003). Speak English Fluently. New Dehli: Upkar Prakashan.

Thornbury, Scott. (2002). How to Teach Vocabulary. Pearson: Longman.

Thornbury, Scoot. (2003). How to Teach Speaking. Perason: Longman.

Turk, C. (2003). Effective Speaking: Communicating in Speech. London: Spon Press.

APPENDICES

APPENDIX 1

List of the Subjects under Study

No Name

1 Winten Sari Cahyaningrum, Ni Putu

2 Ketut Suta Wijaya, Ida Bagus

3 Wiliantari, Ni Luh

4 Aristya Mahayani Putri, Ni Wayan

5 Agung Anggara Sudha, Dewa Gede

6 Adi Eka Putra, I Wayan

7 Adi Satria Wibawa, I Dewa Gede

8 Budiarta, I Wayan

9 Widya Putri, Ni Kadek

10 Made Pramita Dewi, Dewa Ayu

11 Narita Ekayanti, Putu

12 Ananda Tiara, Pande Putu

13 Ari Dwita, Ida Made

14 Wistrawan, I Putu

15 Alit Ari Wiadnyana, I Komang

16 Apriana Bayu Saputra, I Kadek

17 Gede Wahyu Krisna, Anak Agung

18 Yuni Wulandari, Ni Luh

19 Widhi Yanti, Ni Putu

20 Marwita Dewi, Gusti Ayu

21 Putri Sukma Maha Dewi

22 Devi Widya Savitri Oka, Pande Putu

23 Heryka Yulinda Tary, I Komang

24 Dwinda Jayanti Putri, Ni Kadek

25 Juan Parama A. G.

26 Ayu Marlina, Ni Ketut

27 Agung Sujaya, Gede

28 Suantara, I Wayan

29 Angga Pratama, I Gede

30 Dessyana Santi, Ni Putu

31 Agus Dwi Septiawan, Kadek

32 Ayu Dian Vanessa, Gusti Ayu

33 Bella Amanda Hapsari

34 Ananta Kesuma Nanda, Dewa Gede

35 Edi Sugiartha, Kadek

APPENDIX 2

PRE -TEST

Instruction !

Please describe one of the pictures below with your own words consists of

5 – 7 sentences. Tell about it in front of the class with a good

pronunciation.

Picture 1

Picture 2

APPENDIX 3

LESSON PLAN

Cycle I

Session 1 and Session 2

School : SMP N 3 Gianyar

Subject : English

Class/Semester : VII/II

Skill : Speaking

A. Standar Competence

Expressing the meaning of transactional and interpersonal about describe picture to interact with nearest environment.

B. Basic Competence

Expressing the meaning of describing something based on the picture given.

C. Indicators

The students are able to describe and show their own explanation about the picture given.

D. Characters Value1. Adroitness2. Confident 3. Brave 4. Diligent5. Active

E. Time Allotment : 4x40 minutes

E. Teaching Learning Objective

In the end of the lesson the students are able to:

1. Describe something based on the picture.2. Show their own explanation about the picture.

G. Teaching Learning MaterialTheme : Describing Food

The food in this picture is Kimchi. Kimchi is one of the traditional

Korean food which is known as pickles. Kimchi is mostly made of white

mustard with variety of seasoning such as salt, garlic, red pepper, and

mixed with some vegetables. Red pepper in Kimchi dominates other

ingredients. The texture itself is soft and fibrous. Kimchi’s shapes are

usually rectangle or square. For the taste, it is absolutely spicy and a little

bit salty.

Vocabulary :

1. Ingredients : Salt, garlic, red pepper and vegetables

2. Texture : Soft and fibrous

3. Color : Red

4. Taste : Spicy, salty and delicious

H. Method and Technique

Substitution Drills

I. Teaching and Learning Process

The First Meeting

Pre-Activities Time1. Greeting the students2. Checking the students’ present list3. Motivating the students and describing the material

which are going to be discussed generally4. Starting the learning objectives to be achieved

10 minutes

Whilst-Activities Exploration5. Delivering some questions on what they have known

about substitution drills or how to describe picture

Elaboration6. Explaining about substitution drills and how to

describe the picture systematically from the definition and the steps how to make a good sentences (explaining)

7. Asking the students to make their own explanation about the picture given then the teacher giving some vocabulary related to the picture (substitute the words)

8. Asking some students to perform their own explanation about the picture in front of the class (drills)

Confirmation9. Giving the students feedback about their explanation10. Asking the students’ difficulties during speaking

activity

65 minutes

Post-Activities

11. Summarizing the material that has been done5 minutes

The Second Meeting

Pre-Activities Time1. Greeting the students 2. Checking the students’ present list 7

3. Motivating the students and restating the learning objectives which are going to be achieved and of course the importance of studying how to describe something

minutes

Whilst-Activities Exploration4. Asking some questions about the material which has

been done in the first meeting (the material abouthow to describe food)

Elaboration5. Giving some students a chance to share their

previous work to others by performing their own explanation in front of the class (drills)

6. Asking the other students to give a comments about the completeness of their explanation

7. Giving the students vocabularies that they have to add in their explanation at the end of their explanation (substitute the words )


activity

28 minutes

Post-Activities

10. Summarizing the activity that has been done11. Giving the first post test about describe food

45 minutes

J. Sources and Teaching MediaSources : 1. http://pictureaboutfood.com

K. Assessment

Indicators of Competence

Technique In form of Instrument

1. Describing picture based on the picture that given by the teacher.

Spoken / Oral Performance test

Picture

L. Speaking Rubric


Grammar


1

4Frequent grammatical errors even in simple structure that at time obscure meaning.

2


3


4


5

Comprehension


1

6


2


3


4

The speech is easy to understand by both of speaker and listener.

5

Fluency


1

10The speech is frequently hesitant and jerky with some sentence left uncompleted.

2


3


4


Total Score

( Brown, 2004:172)Gianyar, 8 and 10 January 2014The Researcher,

Ni Made Ika AgustiniNPM.10.8.03.51.31.2.5.3686

APPENDIX 4

LESSON PLAN

Cycle II

Session 3 and Session 4

School : SMP N 3 Gianyar

Subject : English

Class/Semester : VII/II

Skill : Speaking

A. Standar Competence

Expressing the meaning of transactional and interpersonal about describe picture to interact with nearest environment.

B. Basic Competence

Expressing the meaning of describing something based on the picture given.

C. Indicators

The students are able to describe and show their own explanation about the picture given.

D. Characters Value1. Adroitness2. Confident 3. Brave 4. Diligent5. Active

E. Time Allotment : 4x40 minutes

F. Teaching Learning Objective

In the end of the lesson the students are able to:

1. Describe something based on the picture.2. Show their own explanation about the picture.

G. Teaching Learning MaterialTheme : Describing International Artist

The girl in this picture is Stephanie Hwang.

name, Tiffany. Tiffany is

named, “Girls Generation”. She was born on

slim. She has long and wav

has pointed nose. She is very beautiful with her yellow dress. All of the people

in the world like her because she has amazing voice.

Vocabulary :

1. Physical Appearance : Tall, slim, long, wave, oval, slant

beautiful.

H. Method and Technique

Substitution Drills

Describe something based on the picture.Show their own explanation about the picture.

Learning MaterialDescribing International Artist

The girl in this picture is Stephanie Hwang. People usually call her

, Tiffany. Tiffany is a singer from South Korea who joined the girls group

named, “Girls Generation”. She was born on August 1st, 1989. She is tall and

slim. She has long and wavy hair. She has oval face with narrow eyes

She is very beautiful with her yellow dress. All of the people

in the world like her because she has amazing voice.

Physical Appearance : Tall, slim, long, wave, oval, slant-eyed, pointed,

Method and Technique

Substitution Drills

usually call her nick

the girls group

, 1989. She is tall and

with narrow eyes. She also

She is very beautiful with her yellow dress. All of the people

eyed, pointed,

I. Teaching and Learning Process

The Third Meeting

Pre-Activities Time1. Greeting the students2. Checking the students’ present list

12. Motivating the students and describing the material which are going to be discussed generally

13. Starting the learning objectives to be achieved

10 minutes

Whilst-Activities Exploration14. Delivering some questions on what they have known

about substitution drills or how to describe picture

Elaboration15. Explaining about substitution drills and how to

describe the picture systematically from the definition and the steps how to make a good sentences (explaining)

16. Asking the students to make their own explanation about the picture given then the teacher giving some vocabulary related to the picture (substitute the words)

17. Asking some students to perform their own explanation about the picture in front of the class (drills)


activity

65 minutes

Post-Activities

20. Summarizing the material that has been done5 minutes

The Fourth Meeting

Pre-Activities Time12. Greeting the students 13. Checking the students’ present list14. Motivating the students and restating the learning

7 minutes

objectives which are going to be achieved and of course the importance of studying how to describe something

Whilst-Activities Exploration15. Asking some questions about the material which has

been done in the first meeting (the material abouthow to describe International artist)

Elaboration16. Giving some students a chance to share their

previous work to others by performing their own explanation in front of the class (drills)

17. Asking the other students to give a comments about the completeness of their explanation

18. Giving the students vocabularies that they have to add in their explanation at the end of their explanation (substitute the words )


activity

28 minutes

Post-Activities

21. Summarizing the activity that has been done22. Giving the second post test about describe

International artist45

minutes

J. Sources and Teaching MediaSources :

1. English in Focus for Grade VII Junior High School2. LKS GETA Bahasa Inggris SMP Kelas VII

K. Assessment

Indicators of Competence

Technique In form of Instrument

1. Describing picture based on the picture that given by the teacher.

Spoken / Oral Performance test

Picture

L. Speaking Rubric


Grammar


1

4Frequent grammatical errors even in simple structure that at time obscure meaning.

2


3


4


5

Comprehension


1

6


2


3


4

The speech is easy to understand by both of speaker and listener.

5

Fluency


1

10The speech is frequently hesitant and jerky with some sentence left uncompleted.

2


3


4


Total Score

( Brown, 2004:172)Gianyar, 10 and 11 January 2014The Researcher,

Ni Made Ika AgustiniNPM.10.8.03.51.31.2.5.3686

APPENDIX 5

POST – TESTCycle I Session 2

Instruction !



pronunciation.

Picture 1

Picture 2

APPENDIX 6

POST – TESTCycle II Session 4

Instruction !



pronunciation.

Picture 1

Picture 2

APPENDIX 7

KUESIONER

Petunjuk Mengerjakan:

1. Jawablah semua pertanyaan dalam kuesioner ini sesuai dengan keadaan

anda yang sebenar-benarnya dengan memberikan tanda silang ( X ) pada

huruf A, B, C, atau D.

2. Semua jawaban adalah benar sesuai dengan keadaan anda masing-masing.

Oleh karena itu, jawablah semua pertanyaan dengan sejujurnya.

3. Terima kasih atas bantuan anda menjawab pertanyaan dalam kuesioner ini.

Pertanyaan :

1. Menurut anda apakah belajar Bahasa Inggris dengan penerapan teknik

Substitution Drills terutama dalam speaking perlu mendemonstrasikan

latihan yang diberikan ?

A. Sangat perlu

B. Perlu

C. Kurang perlu

D. Tidak perlu

2. Apakah kemampuan anda dalam pelajaran Bahasa Inggris terutama

Speaking meningkat setelah diberikan teknik Substitution Drills ?

A. Sangat meningkat

B. Meningkat

C. Kurang meningkat

D. Tidak meningkat

3. Bagaimana menurut anda belajar Bahasa Inggris dengan menggunakan

teknik Substitution Drills ini ?

A. Sangat mudah

B. Mudah

C. Biasa saja

D. Tidak mudah

4. Bagaimana dengan gambar-gambar (pictures) yang diberikan dalam

belajar Bahasa Inggris ?

A. Sangat menarik

B. Menarik

C. Kurang menarik

D. Tidak menarik

5. Apakah penggunaan teknik Substitution Drills ini bermanfaat untuk

peningkatan speaking anda ?

A. Sangat bermanfaat

B. Bermanfaat

C. Kurang bermanfaat

D. Tidak bermanfaat

6. Apakah teknik ini membantu anda dalam belajar Bahasa Inggris ?

A. Sangat membantu

B. Membantu

C. Kurang membantu

D. Tidak membantu

7. Bagaimana penampilan guru anda dalam proses belajar mengajar ?

A. Sangat menarik

B. Menarik

C. Kurang menarik

D. Tidak menarik

8. Bagaimana peranan guru dalam proses belajar mengajar menggunakan

teknik Substitution Drills ?

A. Sangat membantu

B. Membantu

C. Kurang membantu

D. Tidak membantu

9. Apakah latihan yang diberikan dengan menggunakan teknik Substitution

Drills ini membantu anda dalam proses pembelajaran Bahasa Inggris ?

A. Sangat membantu

B. Membantu

C. Kurang membantu

D. Tidak membantu

10. Apakah anda termotivasi untuk meningkatkan speaking anda setelah

menggunakan teknik Substitution Drills ?

A. Sangat termotivasi

B. Termotivasi

C. Kurang termotivasi

D. Tidak termotivasi

APPENDIX 8

LIST OF GRAPHS

Graph 4.1: Depicting the Subjects’ Progressing Achievement in Speaking Skill after the Implementation of Substitution Drills in Cycle I

Graph 4.2: Depicting the Subjects’ Progressing Achievement in Speaking Skill after the Implementation of Substitution Drills in Cycle II

39.48

0102030405060708090

100

Pre-Cycle Cycle I

64.9164.91

39.48

0102030405060708090

100

Pre-Cycle Cycle II

78.85

BIOGRAPHY

Ni Made Ika Agustini was born in Gianyar, August 7th

1992. She lives in Jln. Sakura II Gang Seroni Serongga

Kaja Gianyar. She grew up in a simple family. She is

absolutely Balinese. Her father’s name is I Made Tika,

he is a teacher. Her mother’s name is Ni Nyoman Puri,

she is a housewife. She is the second daughter in her

family. She has one older sister, Ni Luh Putu Setiawati

A.Md. and one younger sister, Ni Nyoman Tri

Oktapiani Putri. She started her study at Swadarma Sastra kindergarten in 1997

until 1998. She continued her study to SD N. 1 Serongga in 1998 until 2004. Her

best achievement in elememtary school, she got the 2nd rank on the 5th and 6th

grade. After graduating from elementary school, she continued her study to SMP

N. 1 Gianyar and she graduated in 2007. Then, after finishing her study at junior

high school, she continued her study at SMK N. 1 Gianyar. She chose vocational

high school because she wanted to be skillful in information technology then she

graduated in 2010. She continued her study at Mahasaraswati Denpasar

University. She took English Education Study Program, Faculty of Teacher

Training and Education. She took this program because she has been so interested

to be an English teacher. Besides that, English is an International language and the

chance of getting jobs are quite big. In addition, she wants to make her family

proud of her because they have became the biggest motivator and inspiration to

her especially her father and her older sister.

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