skripsi

IMPROVING THE STUDENTS’ SPEAKING ABILITY THROUGH SILENT WAY METHOD AT THE SECOND YEAR STUDENTS OF SMA N X BANDAR LAMPUNG

(A  PROPOSAL)

 by:

Akhmad  Amri

0613042017

UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG

2007

I.    INTRODUCTION

1.1    Background of the problem

Basically, there are four skills required in English teaching learning program. They are reading, speaking, listening and writing. Base on those skill, speaking is one of the most important skill in language learning.  By speaking, we can convey information and ideas, and maintain social relationship by communicating with others.

In addition, a large percentage of the world’s language learners study English in order to be able to communicate fluently. It is stated by British Council’s report (1998) that more than two billion people use English to communicate ( British council report in Syakir 2006). Some people often think that the ability to speak a language is the product of language learning. They assumed that speaking is a crucial part of language learning process.

Many language learners regard speaking ability as the measure of knowing a language. That is why the main purpose of language learning is to develop proficiency in speaking and communicative efficiency. They regard speaking as the most important skill they can acquire and asses their progress in terms of their accomplishments in spoken communication.

 Speaking ability also becomes the main objective of language learning especially in senior high school in Indonesia. Students of senior high school are required to master speaking after graduating from their school in order to be able to communicate in English. According to KTSP (School Based Curriculum) of English for SMA, speaking must be taught to the students because it is one of language skill besides reading, listening and writing. Moreover students are expected to be able to communicate English well ( Depdiknas 2006: 305)

On the contrary, according to the writer’s experience when he was in senior high school, speaking is the most difficult part for the students when they learn English language. The writer finds out many students of senior high school still have difficulty in speaking English although they are supposed to master it after graduating from their schools in order to be able to communicate. Although students have learned English for years, many of them are still incapable to use English orally. These may be caused by the limitation of opportunity to practice, lack of vocabulary, psychological factors which more concern to the fear of making mistakes when speaking English and  also inappropriate method for the characteristic of the students.

In order to be able to speak English well, students have to feel comfortable and confident in practicing their English. By feeling comfortable and confident, students will not fear of making mistakes when speaking English. But on the other hand, many students always feel uncomfortable, unconfident, and fear of making mistakes when speaking English. This fear and uncomfortable feeling can be caused by the inappropriate method that used by the teacher. In fact, there are many teacher use inappropriate method in teaching speaking skill. They use teaching method that makes their students fell unsecure, under pressure, and fear of making mistakes. Therefore, English teacher should be able to encourage and motivate the students to learn the target language by using the appropriate method. They should use an appropriate method that makes their students fell comfortable, independent, autonomous, and responsible.

The use of appropriate method can influence the students’ achievement in learning language, especially speaking skill in English. Anthony said that method is an overall plan for the orderly presentation of language material, no part of which contradict, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural (Anthony, 1963). It can be said that method is implementation of approach. Method is the level at which theory is put into practice and at which choices are made about the particular skill to be taught, the content to be taught, and the order in which the content will be presented.          

Method can be one reason for the failure of teaching-learning process. Mackey (1975:14) stated that method equip the student with the knowledge and skill required for effective communication in foreign language.

 According to Setiadi 2006, there are many methods that can be applied in language teaching. Such as Grammar Translation Method (GTM), Direct Method , Community Language Learning Method (CLL), Audio Lingual Method, Silent Way Method ,Contextual Teaching and Learning (CTL), Total Physical Response, Suggestopedia, and Natural Approach.

In this research, the writer is interested to use silent way method in teaching speaking skill at the second year students of SMA N X Bandar Lampung. He choose that method because he assumes that silent way method is a method that can encourage, and motivate students to use their English without fell of fear in making mistake.

 In Silent Way method, teaching learning is facilitated if the students learn based on the self-correction. Therefore, this will make students independent, autonomous, and responsible. In this method, teachers have to make the students rely on themselves. The students can produce any sound and the teacher will never ask anybody else to do it for them. So, the students are hoped to be responsible for the words or utterances they are saying. Furthermore, in Silent Way the teacher functions as a guide, an organizer, a resource and as an evaluator ( Setiadi 2006: 76)

Base on the explanation above, the writer would like to find out whether the silent way method in teaching speaking skill at the second year students of SMA N X  Bandar Lampung can improve their speaking ability.

1.2    Research Question

Based on the backgrounds discussed above, the writer underlines the problem as follow:

Can Silent Way method significantly improve the students’ speaking ability at the second year students of SMA N X Bandar Lampung when it is implemented?.

1.3 Objective of the Research

Based on the research question above, there are two objectives of this research.

1.      To find out whether or not Silent Way method can significantly increase students’ speaking ability.

2.      To find out whether the students’ speaking ability achievement can be improve when the Silent Way method is implemented.

1.4 Significance of the Research

This research is formulated as an effort of finding some uses. The uses of this research are:

1.      Theoretically, the result of the research can contribute useful information for the future classroom action research with the similar problem of speaking ability improvement.

2.      Practically, the result of this research can be as information to the English teachers especially at SMA N X Bandar Lampung that Silent Way method can be applied in improving the students’ speaking ability and also improve their performance in teaching.

1.5 Scope of the Research

This research will conduct at SMA N X Bandar Lampung. The population of this research is the second year students of SMA N X Bandar Lampung. Since the research is a class room action research, the subject of this research is the second year students of SMA N X Bandar Lampung, and it will be focused on the implementation of silent way method in improving the students’ speaking ability. In this research, the writer does not intent to all aspects of speaking skill, but it is limited to the pronunciation, vocabulary, structure, and fluency.

The material that will be taught by the writer in this research is limited to the pronoun “ this” and ”that”, comparative degree, superlative degree, preposition     ( under, in , on), and positive comparison.

II.               FRAME OF THEORIES

2.1  Concept of English Speaking Ability

According to Webster Dictionary (1984:256) speaking is to utter words, to express thought by words, to utter speech, discourse, or argue, to talk, to make mention, to tell by writing , to communicate ideas in any matter. Horn (1980:76) in Andriany (2004:7) implies speaking also means to use a language in ordinary, not in singing. Above theories emphasize that speaking is an effort to use language freely, being able to speak which puts more emphasis on interaction, communication and understanding each other. If it related to particular language, such as English, according to Ratih in Syakir (2002), speaking is the form of oral language that is inevitably used to communicate ideas and feelings, no matter what the language is.

Based on definition above, speaking includes some components which should be mastered: structural accuracy, vocabulary, pronunciation, fluency and comprehension for oral communication in the classroom context. The speaking component in a language class should encourage acquisition of communication in and out the classroom. Those components will be used as measurements description in order to check the correctness in terms of non-using the score.

The writer conclude that speaking is the ability to use the language in ordinary way by speech. It is not only matter of transferring some messages to other person but is also communication, which needs more that one person to communicate with.

Meanwhile, Webster Dictionary (1986:2) defines ‘ability’ as a genetic word represents the term capacity, capability, intelligence, competence, mind power and others. It also relates to skill, knowledge to do something, proficiency, aptitude, faculty, expertise, talent, facility, qualification, and strength. Based on the definition above the writer define English speaking ability as an ability or skill that the learners have to communicate, to convey meaning, and to have a meaningful conversation in English.

In learning English, the main goal is to able to speak well so they can use it in communication. Speaking skill believed as important aspect to be success in English speaking. The success of learning English can be seen and measured from their performance in speaking and how well they present their English in communication.

English as the target language should be mastered well, either its language skill or language area. In acquiring second language, learners should be involved into a meaningful interaction of the target language that only found in natural communication. Learners learn to speak and concerned to the message that they are conveying and understanding. Ratih in Syakir 2002 explained that when people speak, they construct ideas in words, express their perception, their feelings and their intentions, so that interlocutors grasp meaning of what the speakers mean. If the learner does not have speaking skill, does not understand the English words that saying by the speaker, does not acknowledge the language, they cannot grasp meaning of the speaker’s mean. In that condition, they cannot be said success in learning English, because they did not have a meaningful interaction of English conversation. So, for people who want to speak English well, besides learning the knowledge of the language, they need to practice it. Because it is impossible to be able speak English without practice it.

Speaking skill requires two aspects, namely linguistic and non-linguistic aspect.

1. Linguistic aspect is the main requirement that the English learner should possess in order to speak it well. It involves comprehension, pronunciation, grammar and word order, vocabulary, and general speed of speech, sentence length and etc.

2.  Non-linguistic aspect is an aspect to support learners to achieve a success in acquiring speaking skill. This aspect involves personality dimensions, such as self esteem and extroversion.

To be success in English speaking, learners should master the linguistic aspect and posses the non-linguistic aspect. They both correlate each other. So, English speaking ability here not only focuses on the knowledge of language that the learners have, but also focuses on the personality dimension that will affect them in presenting their knowledge of English and they know how and when to present it.

2.1.1. Pronunciation

The way of speaking the language is called pronunciation. Hornby (1984:670) explains that, “pronunciation is a way in which a language is spoken, person’s way of speaking a language or words of a language”. Whereas, Longman Dictionary of Contemporary English (2001:1130) states “pronunciation as the way in which a particular language is pronounced, a particular person’s way of pronouncing a language, the way in which a word is usually pronounced”.

The writer concluded that pronunciation refers to the way of person in speaking a word that is pronounced.

2.1.2. Vocabulary

In Oxford Advanced Learners’ Dictionary (Hornby, 1984:461) “vocabulary is defined as the total number of words in a language, the words known to a person and a list of words with their meanings, especially at the back of a book used for teaching a foreign language”.

Vocabulary in this study covers the selection and the use of varied words that used by students. In short, the writer concluded that vocabulary is a total number of words which has meaning in a particular language which is necessary for students to use in speaking and writing.

2.1.3. Structure

The Longman Dictionary of Contemporary English (2001:1437) defines “grammar as (the study and practice of) the rules by which words change their forms and combined into sentences”.

According to Pooley in Olfah (2004), grammar describes the way of language work. English grammar tells how English works in communicating ideas. Ideas are generally expressed in sentences. Sentences are made by grouping and arranging words. Therefore, grammar is also the study of words in sentences.

Structure in this study covers the appropriateness of using words correctly in sentences orally. The writer concluded that grammar is the way of language works through words in speaking or writing so a language will be understood clearly.

2.1.4. Fluency

Longman Dictionary (2001:541) defines fluency as “mode expressing thought in a language, whether oral or written, especially such use of a language in the expression of thought as exhibits the spirit and faculty of an artist, choice or arrangement of words in discourse, rhetorical expression”.

Further, according to Bryne in Syakir (2004) the main goal in teaching the productive skill of speaking will be oral fluency. Fluency as a part of speaking indicates how well or how smooth a speaker expresses ideas in terms of sentences. Fluency in speaking is the quality of being fluent and it needs the intensity or practices, talent, habit and proper speech.

Perfect fluency will be identified by limited pause of utterance. Speaker with imperfect fluency will stop and start to talk in uttering the sentences. Refers to the typical speaking, the more pauses subject performs a speech the more indicates that he has poor fluency in uttering sentences in terms of explaining the information within. In this regard, when student performs speech, he might think for a while to find the other words to continue the whole explanation to get the information clear.

The writer concluded that fluency in speaking is the ability of speaker in expressing or uttering ideas in terms of sentences with limited pause of utterance.

2.1.5. Comprehension

Comprehension is the power of understanding an exercised aimed at improving or testing ones understanding of a language in written or spoken (Hornby, 1984). Moreover, it defines as the ability to understand completely and be aware of understanding whatever said by speaker or toward the topics that are discussed during having conversation.

Comprehension is one of many components that should be paid attention to increase students’ speaking ability in order to speak better. There are pronunciation, structure, vocabulary and fluency. Yet, speaking means making up a language in ordinary way that involving those components.

Basically, there is a number of different ways of getting students to speak, ranging from asking students a set of questions to request them to give a detailed presentation. This way aims to get the students to speak in order to improve his or her comprehension.

From the explanation above, the writer concluded that comprehension is the students’ ability to understand a task given by a teacher. Comprehension is how the students respond correctly and appropriately toward the task given.

2.2       Concept of Method

A. S. Hornby (1984:533) said that method is a way of doing something. Based on the definition above it means that Method is a way of teacher’s effort to make the teaching learning process to be effectively.

While Anthony (1986:16) said that a method is an overall plan for the orderly presentation of language material, no part of which contradict, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural.

The definition above are supported by Theodore S. Rogers (1986:16) who says that a method is theoretically related to approach which is organizationally determined by a design and is practically realized in procedure.

The two definitions above mean that the approach and method are treated at the level of design, that level contains objectives, syllabus and content are determined on the role of teacher, learners and instructional material are specified, so design itself consists of steps and procedures of the teacher who should carry out in teaching in order to achieve the goal.

2.3 Concept of Silent Way

A method of language teaching that seems to reflect the influence of cognitive-code theory of learning is the system developed by Caleb Cattegno (1972) called “Silent Way”. The name is somewhat misleading, because the students do oral statement and responses in the language they are learning. Also they are motivated to “think and say” the appropriate sentences to accompany actions performed under the guidance of the teacher.

The teacher functions as a guide, an organizer, a resource, and evaluator. In the role of guide, language teacher guides learners to learn the language units under consideration; hence, the teacher offers the learning materials to the learners and helps them to acquire the target language. In the role of organizer, language teacher organize classroom activities; the teacher predicts what will happen in the class so that he/ she can arrange activities which promote the learning processes the learners need. In the role of resource, the teacher function as a source of information about the subject; he/she is the one in the classroom whom the learners consult whenever they cannot solve their problem among themselves. In the role of evaluator, language teacher judges whether the learners’ contributions to the learning process are valid, relevant and correct. In error correction, the evaluator judges whether the learners will be bale to figure out and produce the forms expected or not and how he/she will provide them with necessary help. The result of the judgment will serve as feedback for the teacher as a guide, resource, and organizer ( Setiadi 2006 :76).

In Silent Way learning is continuing and living process. It occurs on a continuum and leads towards mastery (Bambang Setiyadi, 1988:11). The idea is that the students know what they are doing, that they are not only saying something without being aware of what they are saying. In order for them to be aware, the new material has to have relationship with the previous one so that students can easily make associations since the association process in a necessary part of learning. Thus, the teacher should build upon the learning process by adding one new segment of language to the previous one.

In Silent Way, it is also believed that learning takes place more effectively under certain conditions. Based on the conditions of the language learning, Silent Way has some assumptions:

The first assumption is that learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned. (Richards and Rogers, 1986:99).

The statement means that the principle of Silent Way is that learning process takes place if the students find their own correction and so to be able to create and remember what have been learned in target language. The statement above also suggests that in Silent Way, the students must be active to find the new solutions for themselves.

The second assumption is that learning is facilitated by accompanying (mediating) physical objects, the rod and the color-code pronunciation charts (called Fidel Charts) provide physical object for the students learning and also to facilitate students to recall what they have learned. So, the quality mediator is a powerful effect on memory.

The final assumption is that learning is facilitated by problem solving involving the material to be learned. (Richards and Rogers, 1986:99).

It means that in teaching learning process, the learners should develop independent and responsibility. At the same time, learners in classroom must cooperate with each other in the process of solving language problem.

2.3.1   Principle of Silent Way

The following are some principle of the Silent Way regarding to foreign language learning (in Setiadi ,2006:79-80).

1.    The work requires language learners to relate the linguistic signs to truth that they perceive with their sense ( Stevic, 1980:47)

2.     Language is not learned by repeating after a model Language learners need to develop their own “ inner criteria” for correctness ( Larsen-Freeman, 1986:58).

3.       Meaning is made clear by focusing learners’ perceptions, not through translation ( Larsen- Freeman, 1986:59).

4.       Reading is worked on from the beginning but follows from what language learners already know ( Larsen-Freeman, 1986: 56 and 2000).

2.3.2  Basic Assumptions About Language

With regard to the nature of language, the Silent Way has a different point of view from other contemporary methods ( in Setiadi,2006:81-82).

1.       Language is seen as group of sound arbitrarily associated with specific meanings and organized into sentences or strings of meaningful units by grammar rules ( Richard and Rodgers, 1986:101)

2.       The skills of speaking, listening, reading and writing reinforce one another.

3.       Language is a substitute for experience. So, in this method experience gives meaning to the target language ( Richards and Rodgers, 1986:101 and 2001).

2.3.3  Basic Assumption About Language Learning

Besides the assumptions about language, it is believed that learning take place more effectively under certain condition. Therefore, the Silent Way also has some assumption about language learning. The following are the assumption about language learning (in Setiadi, 2006:82-83).

1.       The grammar of the target language is learned through largely inductive processes( Richard and Rodgers,1986:101 and 2001)

2.       Language is learned logically, expanding upon what language learners already know.

3.       Learning is facilitated if language learners discover or create rather than remember and repeat what is to be learned (Richard and Rodgers, 1986:99 and 2001).

4.       Learning is a continuing and living process.

2.3.4 The Advantages

Based on the principle of Silent Way, the writer finds some of the advantages of teaching speaking ability through Silent Way:

1.              The students are more active in the teaching learning activity.

2.              The students will be able to express their thought, ideas, and able to find the correct themselves.

3.              Students will have opportunities to produce the language which connects to an experience.

4.              The students help each other to figure out and produce right forms because they work as a team.

2.3.5  The Implementation of  Silent Way Method

The procedures of teaching speaking skill through Silent Way ( Cattegno in Setiadi 2006:86).

1.         Teacher prepares some symbols, rods, pictures or others.

2.         Teacher models the appropriate sound after pointing to a symbol, rod, picture etc on the chart or on the board.

3.         Teacher silently points to the individual symbols, rods, pictures or others and combinations of them, and monitor students’ utterances.

4.         Teacher says a word and has a student to guess what sequence (of symbols, pictures, rods etc) comprised the words.

5.         The students repeat the words.

6.         If there are some students saying the words incorrectly, the teacher points another student that can pronounce the word correctly, and points another student who cannot pronounce the word correctly.

7.         If there are some students saying the word incorrectly, this activity can be done like step 6.

This activity can be used for other material, along the teaching learning process. Teacher should keep silent. When needed, the teacher can give gestures by using eyes contact, etc to keep the students to improve their pronunciation in speaking skill.

2.4  Silent Way Method in Teaching Speaking Skill

In this method, the role of language teachers is relatively less silent so that students are encouraged to be more active in producing as much language as possible. It means that students will have a great chance to practice their English language orally as much as possible in order to improve their speaking ability. Then, a language teacher should encourage students to take a role in learning activities. The time of learning teaching interaction should be given to students, not to the teacher.

In teaching speaking skill with silent way method, at the beginning of the stage teacher will model the appropriate sound after pointing to a symbol on a chart. Later, the teacher will silently point to individual symbols and combinations of symbols, and monitor students utterances. The teacher may say a word and have a student to guess what sequence of symbols comprised the word. The pointer is used to indicate stress, phrasing, and intonation. Stress can be shown by touching certain symbols more forcibly than others when pointing out a word. Intonation and phrasing can be demonstrated by tapping on the chart to the rhythm of the utterances (Richard and Rodgers, 1986:109-110 and 2001). After language learners able to produce the sounds of he target language, language teacher continues teaching the language by using rods and word charts. Or, language teacher may use other physical objects to conduct the teaching learning process, whose purpose is to make meaning perceptible through concrete objects or by representation of experience.

2.5  Theoretical Assumption

Related to the frame of theories above, the writer assumes that teaching speaking skill through silent way method has positive effect in improving the students’ speaking ability. Because this method encourages the students to be more active  in producing as much language as possible. It means that students will have a great chance to practice their English language orally as much as possible in order to improve their speaking ability. Then, a language teacher will encourage students to take a role in learning activities. The time of learning teaching interaction is given to students, not to the teacher.

2.6  Hypothesis

Base on the theoretical assumption above, the writer formulates the hypothesis as follow:

There will be a significant improvement of the students’ speaking ability who are taught through silent way method.

III. METHODOLOGY

3.1    Research Design

In conducting this classroom action research, the writer applies one group pre-test post-test design to find out whether there is significant improvement of students’ speaking ability by implementing the silent way method. The subject (students) receive pre-test and post test in the form of oral production test with material that has explained in the scope of the research.

One group pre-test post-test design can be presented as follow :

                           T 1     X       T 2     

 Note :

T 1       : Pre-test

T 2       : Post-test

X         : Treatment

(Setiyadi,2006:131)

3.2    Population of the Research

The population of this research is the second year students of SMA N X Bandar Lampung. There are two classes but the writer will only take one class as the sample. It is  XI IPS 2 as the treatment class.  Class XI IPS 2 as the treatment class consists of 30 students. The sample is taken randomly because participants have similar chance to be chosen.

3.3    Variables

This research consists of three variables as follow:

1.      The development or improvement of students’ speaking ability is dependent variable.

2.      Silent Way is independent variable.

3.4 Data Collecting Technique

In collecting the data, the writer used the following technique:

1.  Pre test

Pre test is administered before treatment is given to know how far the students speaking ability especially for the material will be taught by the writer in this research: pronoun “this” and ”that”, comparative degree, superlative degree, preposition     ( under, in , on), and positive comparison before the teaching learning process. The test consists of oral test. The subjects are asked to give his/ her responses to the individual symbols and combination of symbols, and the writer will monitor the students’ utterances. The writer will say a word and have a student to guess what sequence of symbols comprised the word. But before that, at the beginning of the stage, the writer will model the appropriate sound after pointing a symbol on the chart.

In measuring the students speaking ability    (accuracy of pronunciation. grammar, vocabulary, appropriacy, fluency and ease of speech) the writer will use the marking scheme by Heaton (1988:98). The criteria as follow:

Rating	Ability to communicate orally
6	Excellent: on a par with an educated native speaker. Completely at ease in his use of  English on all topics discussed.
5	Very good: although he can not be mistaken for a native speaker, he expresses himself quite clearly. He experiences little difficulty in understanding English, and there is no strain at all in communicating with him.
4	Satisfactory verbal communication causing little difficulty for native speaker. He makes a limited numbers of errors of grammars, lexis and pronunciation but he is at ease in communication on everyday subjects. He mat has to correct himself and repattern his utterances on occasions. But there is a little difficulty in understanding him.
3	Although verbal communication is fairly satisfactory. The native speaker May occasionally experience difficulty in communicating with him. Repetition, re-phrasing and re-patterning are sometimes necessary ; ordinary native speaker might find it difficult to communicate.
2	Much difficulty experienced by native speaker unaccustomed to ‘foreign language’ his own understanding is severely limited, but communication in everyday topics is possible. Large number of errors of phonology, grammar, and lexis.
1	Extreme difficulty in communication on any subjects. Failure to understand adequately and make himself understood.

2. Post-test

After giving the treatments, the writer will give the posttest to the subjects; the next type of the posttest is also in the form of oral production test. The test is administered to investigate whether the silent way method can improve the students’ speaking ability.

3.5 Research Instrument

The instrument of this research is oral production test. The items of the test are 20 items. The writer will asked the student’s response to the individual symbols and combination of symbols that are directed by the writer, and the writer will monitor the students’ utterance.

3.6 Data Analysis

The data from the oral test, will be arranged from the highest until the lowest one. The data from the pre-test and post-test will be analyzed to find out whether the result of the tests are similar or different.

To compare the result of the data from pre-test and post-test with the same subject, the writer will use the Repeated Measures T-Test, and the data will be calculated using SPSS (Statistical Package for Social Science) version 12.0 for Windows.

3.7 Research Procedures

The procedures of this research are as follow:

1.      Determining the population.

2.      Preparing pre-test and conducting it.

3.      Arranging the material and presenting the using the methods eight times.

4.      Arranging and conducting post test.

5.      Analyzing the data and testing the hypothesis.

REFERENCES

1.         Ahyarudin  Ahmad. 2007. COMPARATIVE STUDY OF THE STUDENTS’ SPEAKING DEVELOPMENT BETWEEN THOSE WHO ARE TAUGHT THROUGH SILENT WAY METHOD AND THOSE TAUGHT THROUGH AUDIO LINGUAL METHOD                    ( unpublished S1 Script). University of Lampung, Lampung.

2.         Departemen Pendidikan dan Kebudayaan RT. 1994. Garis-Garis Besar  Pengajaran Kurikulum SMA. Depdikbud. Jakarta.

3.         Edward, Anthony. 1963. Approach, Method and Technique, English Language and Teaching. Cambridge University Press.

4.         Hornby .1984.Oxford Advanced Learners’ Dictionary

5.         Harris.P.David. 1974. Testing English As A Second Language. Tata Mc graw-Hill Publishing Company LTD, Bomaby-New Delhi.

6.         J.B. Heaton. 1991. Writing English Language Test. Longman Group, UK.

7.         Syakir Andi. 2007 .THE CORRELATION BETWEEN SELF-CONCEPT AND ENGLISH SPEAKING ABILITY OF THE LEARNERS OF PRIMAGAMA ENGLISH COURSE SAMARINDA ( unpublished S1 Script). University of Samarinda, Kalimantan.

8.         Setiyadi Bambang. 2006. Metode Penelitian Untuk Pengajaran Bahas Asing, Pendekatan Kuantitatif dan Kualitatif. Graha Ilmu. Yogyakarta.

9.            Setiyadi Bambang. 2006. Teaching English As A foreign Language. Graha Ilmu. Yogyakarta.

10.          ……. 2001. Longman Dictionary of Contemporary English.

11.       ………1984. Webster Dictionary .

COMPARATIVE STUDY BETWEEN READING COMPREHENSION TAUGHT USING AUTHENTIC ADVERTISEMENT AND THOSE WHO ARE TAUGHt USING MODIFIED ADVERTISEMENT AT SMK 2 MEI BANDAR LAMPUNG (A Research Proposal) by Siti Munawaroh 0413042011 ENGLISH DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY BANDAR LAMPUNG 2008/2009 1. INTRODUCTION 1.1 Background In the modern world, English is a language that has been widely used to transfer science, technology, and art, and to engage human relationships among countries around the world. This implies that English plays a very important role in a nation’s development. Thus, there have been needs for teaching the language to Indonesian students because school must produce competitive graduates who are sufficiently capable to face globalization era. In order to develop effective methods in the educational system, our government allows the use of informational technology to enhance the way faculties teach and students learn. Various forms of information systems—audio, visual, and audio-visual—will provide an abundant amount of learning resources, including those for learning EFL reading. Moreover, they present a wide variety of information necessary for carrying a large number of fact and ideas that can relate learning in classrooms to the real world and thus make learning much more meaningful. Teachers’ task is to pick up a piece or component of those resources that fits best to the learning material as well as to students’ need and interest. One of the information systems very popular among us is newspaper, which is presented with a variety of sections—news, readers’ comments, advertisements, etc. Newspapers useful for the teaching-learning of reading are of course those printed in English (such as the Jakarta Post). Every section in a newspaper can be used, with or without modification, to aid students to learn the skills and aspects of English, including for learning reading. For example, the teacher uses an article of entertainment section to teach reading comprehension or generates a cloze-test from it for a listening task. Any modification could be made to the article used, such as when some words need to be replaced or omitted if they do not suit to students’ vocabulary-mastery range, or when it is such a long text that it may create boredom over students. Among the various sections in a newspaper, advertisement—or commonly called ‘ad’—comes with somewhat unique characteristics. It is written in large and made in short, uses some phrases—sometimes unusual words or phrases—to be simpler, and most often accompanied with colorful visual arts such as graphics, photos, and funny cartoons. Advertisements present their messages using as few words as possible without reducing their comprehensibility. In classrooms, teaching-learning of English—especially reading lesson—often appears to be monotonous and boring activity. It still depends primarily on conventional, prescribed media such as a textbook, a workbook, a reader book, or a reference book. Teaching-learning, which should be connected to the real world, remains classroom based. Teacher only brings materials that are stated in the text book or guidance book. Future need of teaching English reading absolutely demands that teachers be aware that they must provide and facilitate themselves with effective and applicable teaching materials. They must invent potential problems that arise during the reading classroom instruction and put an effort to find or by themselves create variation of materials important to develop students’ reading comprehension. It is also urgent to create good condition related to students’ motivation in reading, so that reading class can be more meaningful and enjoyable. With the interesting, unique characteristics mentioned above, advertisement is expected to be applicable as an alternative material. It is assumed that advertisement needs less reading activity and explores more background knowledge or schemata in the students’ mind which, in turn, releases more creativity and freedom in their thinking process. Moreover, advertisement is supposed to be able to reduce more students’ boredom, something that often hinders the teaching-learning process of EFL reading. In case of this research, two forms of advertisements, i.e. authentic and modified, will be brought into a comparative study to identify each form’s effect over students’ reading comprehension. 1.2 Formulation of the Problems The main problems of the research are as follows: 1. What is the influence(s) of the use of advertisement on students’ reading comprehension? 2. Is there a significant difference of students’ achievements in reading comprehension between students taught with the authentic advertisement and those with the modified one? 1.3 Objectives The objectives of the research are: 1. To see the influence(s) of the use of advertisement on the students’ reading comprehension. 2. To see the significant difference of students’ achievements in reading comprehension between the two treatments. 1.4 Uses of the Research The research is projected to be useful in two ways, i.e.: 1. Theoretically, it would be useful as reference for further research and the development of EFL reading theories. 2. Practically, it would give an insight to the teacher that advertisement might be beneficially applicable as an alternative material for teaching EFL reading. 1.5 Scope of the Research This research is a quantitative research using pre-experimental design that will try to seek the influence of and the significant difference between the use of authentic advertisement and that of modified advertisement in teaching reading comprehension. The subject of the research will be the second graders of SMK 2 Mei Bandar Lampung. The data will be taken from the treatment and the reading test. In selecting advertisement, the text based on themes stated in the curriculum of second-grade SMK will be put into consideration. II. FRAME OF THEORIES 2.1 Concept of Reading Reading can be defined as the window to knowledge through which people are able to know and comprehend much information they cannot get completely from other skills such as listening, speaking, or writing. It may be said that through speaking with others and listening to the radio or watching television, someone will get knowledge or information. However, the amount of the information will not be as perfect as when she or he does reading. In reading, the reader will find the reasons, examples, explanations, comments, notes and summary of the news. But in other skills, they may just get the main information, or get nothing at all in case that they have weak memory and retention. Some experts define reading in almost the same way. According to Grabe et al. (1988), reading process is not simply a matter of extracting information from the text. Rather, it is one in which a range of knowledge in the readers’ mind is activated to interact with the new information provided by the text. Mackey (1989: 19) produces something complementary to Grabe’s. He defines reading as an active process where the reader forms a preliminary expectation about the material and selects the fewest, most productive cues necessary to confirm or reject that expectation. This is a sampling process in which the reader takes advantage of the knowledge of vocabulary related to the material. Therefore, reading involves interaction between thought and language, closely relating the readers’ background knowledge and the information states in the text. Silberstein in Simanjuntak (1988: 24) and Nuttal (1982) also have not quite different definitions. In short, reading is as an active cognitive process in which interaction between the reader’s prior knowledge and the printed verbal symbol occurs in order for the reader to achieve certain extent of comprehension of the message sent. Comprehension signifies not only the understanding of the surface meaning of the text, but also the recognition of the purpose and the mind idea. 2.2 Concept of Advertisement Advertisement is a form of both printed media and broadcast media. Heitber et al. (1988: 334) describes advertising as a specialized form of persuasion, while Winardi (1980: 248) defines it as any form of non personal presentation and promotion ideas, good or services for sale which is done by a sponsorship. In producing advertisements, advertisers usually involve the use of printed words, sounds, pictures, diagrams, and also symbols. The advantage of advertisements may come from their characteristics. They can be quite useful as a general communication system as they are highly repetitive. According to Heath (1975: 22), much of advertisement in modern society is concerned with giving information about goods and services for sale and this type of advertisement might be called “information”. But there are various kinds of advertisements beside those about goods and services for sale. In newspapers or other public media (magazine, television, radio, etc) we can find advertisements about vacancies or missing people or pets. Whatever an advertisement is about, it is commonly very efficient in using words and made to attract attention and arouse interest of the readers. It usually uses phrases and in some types presents funny words as well as visual arts; therefore, it would be easier to memorize and understand. In short, advertisements is an information system created with effective, attractive words, simple language and phrases, and sometimes visual arts aimed to make easy for the readers to get the message. 2.3 Modified Advertisement Modified advertisement is one (authentic advertisement) changed into a passage form without changing the message intended to be sent. In this case, only the form of advertisement sentences will be changed. While authentic advertisement usually uses simple sentences and phrases, modified advertisement uses (more) complete sentences. Interpreting process is used in changing the material of reading in order to ensure that the passage is responsible and valid. 2.4 Use of Advertisement in Language Teaching An important factor for students in order to have interests in participating to the teaching-learning process is motivation. English teacher should be able to motivate the students in the learning process. It is supported by Brown (1987) who defines motivation as an inner drive, impulse, emotion, or desire that moves one two particular action. Without motivation, the students themselves will try to create barriers for new knowledge and information, either consciously or unconsciously. According to Yorkey (1982: 1), motivation may come from students’ outside impulse and emotion, such as media used in the teaching-learning process. Related to the characteristics of advertisement (use of effective words and phrases), it will be applied as a material in teaching reading. It will be used as an external impulse to generate students’ motivation to learn English reading. However, selection of material should be done carefully. Students’ level, needs, and interest will be taken into consideration. 2.5 Procedure of Teaching Reading through Authentic Advertisement The procedures that will be applied are as follows: 1. The teacher prepares the advertisements and introduces the materials that will be discussed. 2. The teacher asks students’ general perceptions about advertisement such as: § What do they know about advertisements? § Have they ever found advertisements in their daily life? § What is the advantage of advertisements to their life? 3. The teacher gives an advertisement to the students as reading material. 4. The teacher discusses the advertisement with the students in order to know their respond to the material. 5. The teacher gives a chance to the readers to read the advertisement to give motivation to them. 6. The teacher asks the students to do the exercise by giving some questions related to the advertisement in order to know their comprehension. 2.6 Procedure of Teaching Reading through Modified Advertisement The procedures that will be apply by the teacher in teaching reading as follows: 1. The teacher prepares modified advertisements and introduces materials that will be discussed. 2. The teacher asks students’ general knowledge of advertisements such as: § What do they know about the topic given? 3. The teacher gives a modified advertisement to the students as reading material. 4. The teacher discusses the material with the students in order to know their respond to the material. 5. The teacher gives a chance to the readers to read the material to give motivation to them. 6. The teacher asks the students to do the exercise by giving some questions related to the modified advertisement in order to know their comprehension. 2.7 Theoretical Assumption Based on the explanation above, it is assumed that teaching reading with authentic advertisement is more effective because it enables students to learn some phrases. Therefore, teaching reading with authentic advertisement would increase students’ motivation to learn, make them active in their learning and arise their attention to the subject. In contact with the assumption above, teaching reading with modified advertisement is effective but it may make the students more passive and lack motivation to learn as the material is given in passage form. They may feel that they have use this form of text frequently and therefore may create boredom and make students less active. 2.8 Hypothesis The hypothesis is formulated as follows: Ho : T1 = T2 Ha : T1 ≠ T2 where: Ho : the reading achievement of those taught through authentic advertisement is not different from those taught through modified advertisement. Ha : the reading achievement of those taught through authentic advertisement is higher than those taught through modified advertisement. III. RESEARCH METHODOLOGY 3.1 Research Design This research is a quantitative study using pre-experimental design. A pre-experimental study is one that uses a group of student given two or more treatments. The formula of the research design is: X1 T1 X2 T2 where: X1 : Treatment with modified advertisement T1 : Test on modified advertisement X2 : Treatment with authentic advertisement T2 : Test on authentic advertisement In this case the author wants to identify whether there is a significant difference of reading comprehension between those taught through authentic and modified advertisements. In collecting the data the author will teach the students with modified advertisement (X1) followed by the first test (T1) to see the students’ reading achievement. Then, the writer will teach the students with authentic advertisement (X2) followed by the second test (T2). After the data have been gained, the test results will be compared. To analyze the data the repeated measures T- Test will be applied as this research will be conducted in one class (a group of students) and has two variables, the independent variables, i.e. authentic and modified advertisements, and the dependent variable, i.e. students’ achievement in reading comprehension. 3.2 Population and Sample The population of this research is the second-grade students of SMK 2 Mei Bandar Lampung consisting of seven classes, while the sample is Class 2 TKJ of the second-grade classes. The sample class is determined randomly. 3.3 Data Collecting Technique In collecting the data, the author will use: 1. Reading test from modified advertisement (T1) A post- test will be given after the students are taught reading through modified advertisement. The type of the test is multiple-choice test. The total numbers of item are 20 items, which are related to the materials. The research will use multiple-choice test with options provided a, b, and c. The highest score will be 100. In scoring students’ result of the test, the following formula will be used: S = score R = the right answer N = number of item (Arikunto, 1992) 2. Reading test from authentic advertisement (T2) After conducting the teaching in the class, the author will administer an authentic-advertisement test (T1) to the students in order to know the students’ reading achievement of authentic advertisement. The test used is the same as that used in the modified-advertisement test. 3.4 Test Try-Out Before conducting the research at SMK 2 Mei Bandar Lampung, a try-out test will be administered. It is given to a second-grade class consisting of 44 students (a class different from the one used for the experiment). The try-out is conducted in order to know the quality of the test items in term of difficulty level, discrimination power, reliability, and validity. The number of items prepared on the try-out test is 25 items. From the try-out it is found that 20 items are valid and reliable to be used as the instrument for data collection in the experiment. 3.5 Research Procedure The procedure of the research consists of the following steps: 1. Find the population and determine the sample 2. Find and select the instructional material to be taught. 3. Distribute reading test to the subject. 4. Correct and score the result. 5. Interpret the data. 6. Make report. 3.6 Data Analysis The data from the reading test, whether it is from authentic or modified advertisement, will be arranged from the highest until the lowest one. The category in specifying the groups will be based on the magnitude of gaining scores on the reading test. It is used to determine the learners into the similarity-sized groups, namely the highest and the lowest groups. To compare the data from the reading tests through authentic and modified advertisement, T-Test is undertaken to compare means from the two tests. The type of T-Test applied in this research is the repeated measures T-Test, and the data will be calculated using SPSS (Statistical Package for Social Science) version 11.0 for Windows. 3.7 Validity and Reliability of the Test The validity of the test is based on the content validity. The test is valid if the instrument can measure what it should measure (Arikunto, 1986: 64). Moreover, Shohamy (1985:75) adds that the test should have good presentation of the material which needs to be tested. Therefore, the author should consider the test based on the materials that have been presented; the materials are suited to the themes stated in the Curriculum 1994. In this case, the theme is Economics and the sub-theme is Newspaper. In computing the reliability of the test, split-half method will be used in which a certain test will be divided in two parts where each part’s level of difficulty is the same. All even items are for type X and odd items are for type Y. To compute the reliability of the test, the following formula is used: Coefficient reliability of the test = coefficient reliability between odd items and even items The criteria are: 0.90 – 1.00 is high 0.50 – 0.89 is middle 0.0 – 0.49 is low (Malo, 1985: 139) 3.8 Homogeneity Testing The statistical formula of F-test is used to test whether the data of the test from authentic (T2) and modified advertisement test (T1) is homogenous or not. S2 (the large variance) F ratio = S2 (the smaller variance) The criteria are: Ho : F-ratio is lower than F-table (the variances of the data are homogenous) Ha : F-ratio is higher than T-table (the variances of the data are not homogenous) (Sudjana, 1984: 450) 4.9 Hypothesis Testing It is used to prove whether the hypothesis proposed is accepted or not. The hypothesis is formulated as follows: Ho : T1= T2 Ha : T1 T2 where: Ho : students’ reading achievement of those taught through authentic advertisement is not different from those taught through modified advertisement. Ha : students’ reading achievement of those taught through authentic advertisement is higher than those taught through modified advertisement. Where the criteria are: the hypothesis is accepted if t-ratio is lower than t-table; if t-ratio is higher than t-table, Ha is rejected. REFERENCES Aaker, David A and Brata. 1987. Advertising Management. Fourth Edition. International Edition: Prentice Hall. Aitchison, Jean. Senior Lecturer in Linguistics London School of Economics. London Sidney Auckland: Hodder and Stoughton. Arikunto, Suharsimi. 1986. Dasar-dasar Evaluasi Pendidikan. Bumi Aksara Jakarta. Brown, DH. 1987. Principle of Language Learning and Teaching. Inc. New Jersey Depdikbud. 1994. English Curriculum for SMU. Jakarta Depdikbud. Dixon, Robert J. 1975. Practical Guide to the Teaching of English as a Foreign Language. New York: Regent Publish CO. Heaton, J. B and Methold K. 1980. Understanding Modern English Book One. Hong Kong: Longman. Malo, Manage. 1985. Testing English Research. Georgetown University. McWhorter, T. K. 1989. College Reading and Study Skills. London: Scott, Foresman and Company. National Instructor Team.1999. Window on the World for SMU. Jakarta: Erlangga. Nuttal, Christine. 1982. Teaching Reading Skills in a Foreign Language. London : British Library Cataloguing in Publication Data Rivers, Wilga M. 1970. Teaching Foreign Language Skill. University Chicago Press. Setiyadi, Bambang. 2000. Approach and Methods in Language Teaching. UNILA Bandar Lampung. Simanjuntak, Editha Gloria. 1988. Developing Reading Skills for ESL Students. Departmen Pendidikan dan Kebudayaan. Suparman, U. 2005. Understanding Reading Comprehension. Bandar Lampung: Lampung University Sudjana. 1994. Pengantar Ilmu Statistika. PT. Raja Grafindo Persada. Jakarta. Shohamy, Elana. 1985. A Practical Handbook in Language Testing for the Second Language Teachers. Tel Aviv: Tel Aviv University.

English - detected to Indonesian translation

MENINGKATKAN KEMAMPUAN MAHASISWA YANG 'BERBICARA MELALUI METODE CARA SILENT PADA MAHASISWA TAHUN KEDUA SMA NX Bandar Lampung
(PROPOSAL A)

 oleh:
Akhmad Amri
0613042017






UNIVERSITAS LAMPUNG
Bandar Lampung
2007

I. PENDAHULUAN

1.1 Latar Belakang masalah
Pada dasarnya, ada empat keterampilan yang dibutuhkan dalam program belajar mengajar bahasa Inggris. Mereka membaca, berbicara, mendengarkan dan menulis. Berdasarkan keahlian mereka, berbicara adalah salah satu keterampilan yang paling penting dalam belajar bahasa. Dengan berbicara, kita dapat menyampaikan informasi dan ide-ide, dan memelihara hubungan sosial dengan berkomunikasi dengan orang lain.
Selain itu, persentase besar dari pembelajar bahasa dunia belajar bahasa Inggris agar bisa berkomunikasi dengan lancar. Hal ini dinyatakan oleh laporan British Council (1998) bahwa lebih dari dua miliar orang menggunakan bahasa Inggris untuk berkomunikasi (Inggris dewan laporan di Syakir 2006). Beberapa orang sering berpikir bahwa kemampuan untuk berbicara bahasa adalah produk dari belajar bahasa. Mereka beranggapan bahwa berbicara adalah bagian penting dari proses belajar bahasa.
Banyak pelajar bahasa menganggap kemampuan berbicara sebagai ukuran mengetahui bahasa. Itulah sebabnya tujuan utama dari belajar bahasa adalah untuk mengembangkan kemampuan dalam efisiensi berbicara dan komunikatif. Mereka menganggap berbicara sebagai keterampilan yang paling penting mereka bisa mendapatkan dan keledai kemajuan mereka dalam hal prestasi mereka dalam komunikasi lisan.
 Kemampuan berbicara juga menjadi tujuan utama dari pembelajaran bahasa khususnya di sekolah menengah atas di Indonesia. Siswa SMA yang diperlukan untuk menguasai berbicara setelah lulus dari sekolah mereka untuk dapat berkomunikasi dalam bahasa Inggris. Menurut KTSP (Kurikulum Berbasis Sekolah) bahasa Inggris untuk SMA, berbicara harus diajarkan kepada siswa karena merupakan salah satu dari keterampilan bahasa selain membaca, mendengar dan menulis. Selain itu siswa diharapkan dapat berkomunikasi bahasa Inggris dengan baik (Depdiknas 2006: 305)
Sebaliknya, menurut pengalaman penulis ketika ia berada di SMA, berbicara adalah bagian yang paling sulit bagi siswa ketika mereka belajar bahasa Inggris. Penulis tahu banyak siswa dari SMA masih mengalami kesulitan dalam berbahasa Inggris meskipun mereka yang seharusnya untuk menguasai setelah lulus dari sekolah mereka untuk dapat berkomunikasi. Meskipun siswa telah belajar bahasa Inggris selama bertahun-tahun, banyak dari mereka yang masih mampu menggunakan bahasa Inggris secara lisan. Ini mungkin disebabkan oleh terbatasnya kesempatan untuk berlatih, kurangnya kosa kata, faktor psikologis yang lebih peduli terhadap rasa takut membuat kesalahan ketika berbicara bahasa Inggris dan juga metode tidak sesuai untuk karakteristik dari siswa.
Dalam rangka untuk dapat berbahasa Inggris dengan baik, siswa harus merasa nyaman dan percaya diri dalam mempraktekkan bahasa Inggris mereka. Dengan merasa nyaman dan percaya diri, siswa tidak akan takut membuat kesalahan ketika berbicara bahasa Inggris. Tapi di sisi lain, banyak siswa selalu merasa tidak nyaman, percaya diri, dan takut membuat kesalahan ketika berbicara bahasa Inggris. Rasa takut dan perasaan tidak nyaman bisa disebabkan oleh metode yang tidak tepat yang digunakan oleh guru. Bahkan, ada guru yang menggunakan metode banyak yang tidak tepat dalam mengajar keterampilan berbicara. Mereka menggunakan metode pengajaran yang membuat siswa mereka jatuh aman, di bawah tekanan, dan takut membuat kesalahan. Oleh karena itu, guru bahasa Inggris harus dapat mendorong dan memotivasi siswa untuk belajar bahasa target dengan menggunakan metode yang tepat. Mereka harus menggunakan metode yang tepat yang membuat siswa mereka merasa nyaman, independen, otonom, dan bertanggung jawab.
Penggunaan metode yang tepat dapat mempengaruhi prestasi siswa dalam pembelajaran bahasa, khususnya keterampilan berbicara dalam bahasa Inggris. Anthony mengatakan metode yang merupakan rencana keseluruhan untuk presentasi tertib materi bahasa, tidak ada bagian yang bertentangan, dan semua yang didasarkan pada, pendekatan yang dipilih. Pendekatan adalah aksiomatik, metode adalah prosedural (Anthony, 1963). Dapat dikatakan bahwa metode adalah implementasi pendekatan. Metode adalah tingkat di mana teori dipraktekkan dan di mana pilihan-pilihan yang dibuat tentang keterampilan tertentu yang akan diajarkan, konten yang akan diajarkan, dan urutan di mana konten akan disajikan.
Metode dapat menjadi salah satu alasan bagi kegagalan proses belajar mengajar. Mackey (1975:14) menyatakan bahwa metode membekali siswa dengan pengetahuan dan keterampilan yang diperlukan untuk komunikasi yang efektif dalam bahasa asing.
 Menurut Setiadi 2006, ada banyak metode yang dapat diterapkan dalam pengajaran bahasa. Seperti Metode Terjemahan Tata (GTM), Metode Langsung, Metode Belajar Bahasa Masyarakat (CLL), Metode Lingual Audio, Metode Jalan Diam, Pengajaran dan Pembelajaran Kontekstual (CTL), Respon Fisik Total, Sugestopedia, dan Pendekatan Alam.
Dalam penelitian ini, penulis tertarik untuk menggunakan metode cara diam dalam mengajar keterampilan berbicara pada mahasiswa tahun kedua SMA NX Bandar Lampung. Dia memilih metode itu karena ia menganggap bahwa cara metode diam adalah metode yang dapat mendorong, dan memotivasi siswa untuk menggunakan bahasa Inggris mereka tanpa jatuh ketakutan dalam membuat kesalahan.
 Dalam metode Jalan Diam, belajar mengajar difasilitasi jika siswa belajar berdasarkan koreksi diri. Oleh karena itu, ini akan membuat siswa mandiri, otonom, dan bertanggung jawab. Dalam metode ini, guru harus membuat siswa mengandalkan diri mereka sendiri. Para siswa dapat menghasilkan suara apapun dan guru tidak akan pernah meminta orang lain untuk melakukannya untuk mereka. Jadi, para siswa diharapkan untuk bertanggung jawab atas kata-kata atau ucapan-ucapan yang mereka katakan. Selanjutnya, di Jalan Diam fungsi guru sebagai panduan, organisator, sumber daya dan sebagai evaluator (Setiadi 2006: 76)
Berdasarkan penjelasan di atas, penulis ingin mengetahui apakah metode cara diam dalam mengajar keterampilan berbicara pada mahasiswa tahun kedua SMA NX Bandar Lampung dapat meningkatkan kemampuan berbicara mereka.
1.2 Pertanyaan Penelitian
Berdasarkan latar belakang yang dibahas di atas, penulis menggarisbawahi masalah sebagai berikut:
Dapatkah metode Jalan Diam secara signifikan meningkatkan kemampuan siswa berbicara pada mahasiswa tahun kedua SMA NX Bandar Lampung saat ini diterapkan?.
1.3 Tujuan Penelitian
Berdasarkan pertanyaan penelitian di atas, ada dua tujuan dari penelitian ini.
1. Untuk mengetahui metode apakah atau tidak Jalan Diam dapat secara signifikan meningkatkan kemampuan siswa berbicara.
2. Untuk mengetahui apakah pencapaian kemampuan berbicara siswa dapat meningkatkan ketika metode Jalan Diam diimplementasikan.

1.4 Signifikansi Penelitian
Penelitian ini dirumuskan sebagai upaya untuk menemukan beberapa kegunaan. Menggunakan penelitian ini adalah:
1. Secara teoritis, hasil penelitian dapat memberikan kontribusi informasi yang berguna untuk penelitian tindakan kelas di masa depan dengan masalah yang sama berbicara peningkatan kemampuan.
2. Praktis, hasil penelitian ini dapat sebagai informasi kepada guru-guru bahasa Inggris terutama di SMA NX Bandar Lampung bahwa metode Jalan Diam dapat diterapkan dalam meningkatkan kemampuan siswa berbicara dan juga meningkatkan kinerja mereka dalam mengajar.




1.5 Lingkup Penelitian
Penelitian ini akan melakukan di SMA NX Bandar Lampung. Populasi dari penelitian ini adalah mahasiswa tahun kedua SMA NX Bandar Lampung. Sejak penelitian ini adalah ruang kelas penelitian tindakan, subjek penelitian ini adalah mahasiswa tahun kedua SMA NX Bandar Lampung, dan itu akan difokuskan pada penerapan metode cara diam dalam meningkatkan kemampuan siswa berbicara. Dalam penelitian ini, penulis tidak niat untuk semua aspek keterampilan berbicara, tetapi terbatas pada pengucapan, kosakata, struktur, dan kelancaran.
Materi yang akan diajarkan oleh penulis dalam penelitian ini terbatas pada kata ganti "ini" dan perbandingan "yang", derajat perbandingan, tingkat superlatif, preposisi (di bawah, di, pada), dan positif.












II. KERANGKA TEORI

2.1 Konsep Kemampuan Berbicara Bahasa Inggris
Menurut Webster Dictionary (1984:256) berbicara adalah untuk mengucapkan kata-kata, untuk mengungkapkan pikiran dengan kata-kata, pidato mengucapkan, wacana, atau berdebat, berbicara, untuk membuat lagi, untuk mengatakan dengan menulis, untuk mengkomunikasikan ide-ide dalam hal apapun. Horn (1980:76) dalam Andriany (2004:7) berarti berbicara juga berarti untuk menggunakan bahasa dalam biasa, tidak dalam bernyanyi. Teori-teori di atas menekankan bahwa berbicara adalah upaya untuk menggunakan bahasa bebas, bisa berbicara yang menempatkan lebih menekankan pada interaksi, komunikasi dan saling memahami. Jika berhubungan dengan bahasa tertentu, seperti bahasa Inggris, menurut Ratih di Syakir (2002), berbicara adalah bentuk bahasa lisan yang pasti digunakan untuk berkomunikasi ide-ide dan perasaan, tidak peduli bahasa apa ini.
Berdasarkan definisi di atas, berbicara mencakup beberapa komponen yang harus dikuasai: akurasi struktural, kosakata, pengucapan, kefasihan dan pemahaman untuk komunikasi lisan dalam konteks kelas. Komponen berbicara dalam kelas bahasa harus mendorong akuisisi komunikasi masuk dan keluar kelas. Komponen-komponen akan digunakan sebagai deskripsi pengukuran untuk memeriksa kebenaran dalam hal non-menggunakan skor.
Penulis menyimpulkan bahwa berbicara adalah kemampuan untuk menggunakan bahasa dengan cara biasa oleh pidato. Hal ini tidak hanya materi mentransfer beberapa pesan kepada orang lain tetapi juga komunikasi, yang membutuhkan lebih dari satu orang untuk berkomunikasi dengan.
Sementara itu, Webster Dictionary (1986:2) mendefinisikan 'kemampuan' sebagai kata genetik mewakili kapasitas jangka, kemampuan, kecerdasan, kompetensi, pikiran kekuasaan dan lain-lain. Hal ini juga berkaitan dengan keterampilan, pengetahuan untuk melakukan sesuatu, kemampuan, bakat, fakultas, keahlian, bakat, fasilitas, kualifikasi, dan kekuatan. Berdasarkan definisi diatas penulis mendefinisikan kemampuan berbahasa Inggris sebagai kemampuan atau keterampilan bahwa pelajar harus berkomunikasi, untuk menyampaikan makna, dan memiliki percakapan yang berarti dalam bahasa Inggris.
Dalam belajar bahasa Inggris, tujuan utama adalah untuk mampu berbicara dengan baik sehingga mereka dapat menggunakannya dalam komunikasi. Berbicara keterampilan diyakini sebagai aspek penting untuk menjadi sukses dalam berbahasa Inggris. Keberhasilan belajar bahasa Inggris dapat dilihat dan diukur dari kinerja mereka dalam berbicara dan seberapa baik mereka hadir dalam komunikasi bahasa Inggris mereka.
Bahasa Inggris sebagai bahasa target harus dikuasai dengan baik, baik keterampilan bahasa atau wilayah bahasa. Dalam memperoleh bahasa kedua, pembelajar harus terlibat dalam interaksi yang bermakna dari target bahasa yang hanya ditemukan dalam komunikasi alami. Peserta didik belajar untuk berbicara dan yang bersangkutan dengan pesan bahwa mereka menyampaikan dan pemahaman. Ratih di Syakir 2002 menjelaskan bahwa ketika orang berbicara, mereka membangun ide-ide dalam kata-kata, mengungkapkan persepsi mereka, perasaan mereka dan niat mereka, sehingga lawan bicara menangkap makna dari apa speaker berarti. Jika pelajar tidak memiliki keterampilan berbicara, tidak memahami kata-kata bahasa Inggris yang mengatakan oleh pembicara, tidak mengakui bahasa, mereka tidak dapat memahami makna berarti pembicara. Dalam kondisi itu, mereka tidak dapat dikatakan sukses dalam belajar bahasa Inggris, karena mereka tidak memiliki interaksi yang berarti percakapan bahasa Inggris. Jadi, bagi orang yang ingin berbicara bahasa Inggris dengan baik, selain belajar pengetahuan bahasa, mereka perlu berlatih. Karena tidak mungkin dapat berbicara bahasa Inggris tanpa praktek itu.
Berbicara keterampilan membutuhkan dua aspek, yaitu aspek linguistik dan non-linguistik.
1. Aspek linguistik adalah persyaratan utama yang harus dimiliki pelajar bahasa Inggris untuk berbicara dengan baik. Ini melibatkan pemahaman, pengucapan, tata bahasa dan urutan kata, kosakata, dan kecepatan umum pidato, panjang kalimat dan lain-lain
2. Aspek non-linguistik merupakan aspek untuk mendukung peserta didik untuk mencapai keberhasilan dalam memperoleh keterampilan berbahasa. Aspek ini meliputi dimensi kepribadian, seperti harga diri dan keterbukaan.
Untuk menjadi sukses dalam berbahasa Inggris, peserta didik harus menguasai aspek linguistik dan dimiliki aspek non-linguistik. Mereka berdua saling berkorelasi. Jadi, kemampuan berbahasa Inggris di sini tidak hanya berfokus pada pengetahuan bahasa bahwa pelajar memiliki, tapi juga berfokus pada dimensi kepribadian yang akan mempengaruhi mereka dalam menyajikan pengetahuan bahasa Inggris mereka dan mereka tahu bagaimana dan kapan untuk mempresentasikannya.
2.1.1. Pengucapan
Cara berbicara bahasa disebut pengucapan. Hornby (1984:670) menjelaskan bahwa, "adalah pengucapan cara di mana bahasa diucapkan, cara orang berbicara bahasa atau kata-kata dari bahasa". Sedangkan, Longman Kamus Kontemporer Inggris (2001:1130) menyatakan "pengucapan sebagai cara di mana bahasa tertentu diucapkan, cara orang tertentu dari mengucapkan bahasa, cara di mana sebuah kata biasanya diucapkan".
Penulis menyimpulkan bahwa lafal mengacu pada cara orang dalam berbicara kata yang diucapkan.
2.1.2. Kosa kata
Dalam Oxford Dictionary Lanjutan didik '(Hornby, 1984:461) "kosakata didefinisikan sebagai jumlah total kata dalam suatu bahasa, kata-kata diketahui orang dan daftar kata-kata dengan makna mereka, terutama di bagian belakang buku yang digunakan untuk mengajar bahasa asing ".
Kosakata dalam penelitian ini meliputi pemilihan dan penggunaan dari kata-kata yang bervariasi yang digunakan oleh mahasiswa. Singkatnya, penulis menyimpulkan bahwa kosakata adalah jumlah total kata-kata yang memiliki arti dalam bahasa tertentu yang diperlukan bagi siswa untuk digunakan dalam berbicara dan menulis.
2.1.3. Struktur
Kamus Longman Kontemporer Inggris (2001:1437) mendefinisikan "tata bahasa sebagai (studi dan praktek) aturan dengan kata-kata yang mengubah bentuk mereka dan digabungkan menjadi kalimat".
Menurut Pooley di Olfah (2004), tata bahasa menggambarkan cara kerja bahasa. Tata bahasa Inggris menceritakan bagaimana bahasa Inggris bekerja dalam mengkomunikasikan ide-ide. Ide umumnya dinyatakan dalam kalimat. Kalimat yang dibuat oleh pengelompokan dan menyusun kata-kata. Oleh karena itu, tata bahasa juga merupakan studi kata dalam kalimat.
Struktur dalam penelitian ini meliputi ketepatan menggunakan kata-kata dengan benar dalam kalimat lisan. Penulis menyimpulkan bahwa tata bahasa adalah cara bahasa bekerja melalui kata-kata dalam berbicara atau menulis sehingga bahasa akan dipahami dengan jelas.
2.1.4. Kelancaran
Kamus Longman (2001:541) mendefinisikan kefasihan sebagai "modus mengekspresikan berpikir dalam bahasa, baik lisan atau tertulis, terutama penggunaannya seperti bahasa dalam ekspresi pemikiran sebagai pameran semangat dan fakultas pilihan, artis atau susunan kata-kata dalam wacana ekspresi, retorika ".
Selanjutnya, menurut Bryne di Syakir (2004) tujuan utama dalam pengajaran keterampilan produktif berbicara akan kefasihan lisan. Kefasihan sebagai bagian dari berbicara menunjukkan seberapa baik atau seberapa halus pembicara mengekspresikan ide-ide dalam hal kalimat. Kefasihan dalam berbicara adalah kualitas yang fasih dan perlu intensitas atau praktik, bakat, kebiasaan dan pidato yang tepat.
Sempurna kefasihan akan diidentifikasi oleh jeda terbatas ucapan. Pembicara dengan kefasihan sempurna akan berhenti dan mulai berbicara dalam mengucapkan kalimat. Mengacu pada berbicara khas, semakin jeda subjek melakukan pidato semakin menunjukkan bahwa ia telah miskin kelancaran dalam mengucapkan kalimat dalam hal menjelaskan informasi dalam. Dalam hal ini, ketika mahasiswa melakukan pidato, ia mungkin berpikir untuk sementara untuk menemukan kata-kata lain untuk melanjutkan penjelasan secara keseluruhan untuk mendapatkan informasi yang jelas.
Penulis menyimpulkan bahwa kefasihan dalam berbicara adalah kemampuan pembicara dalam mengungkapkan atau mengucapkan ide-ide dalam hal kalimat dengan jeda terbatas ucapan.
2.1.5. Pemahaman
Pemahaman adalah kekuatan dari pemahaman yang dilakukan bertujuan untuk meningkatkan atau pengujian yang pemahaman bahasa tertulis atau lisan (Hornby, 1984). Selain itu, mendefinisikan sebagai kemampuan untuk memahami sepenuhnya dan menyadari pemahaman apa yang dikatakan oleh pembicara atau ke arah topik yang dibahas dalam melakukan pembicaraan.
Pemahaman adalah salah satu dari banyak komponen yang harus diperhatikan untuk meningkatkan kemampuan siswa berbicara dalam rangka untuk berbicara lebih baik. Ada pengucapan, struktur, kosa kata dan kefasihan. Namun, berbicara berarti membuat sebuah bahasa dengan cara biasa yang melibatkan komponen-komponen.
Pada dasarnya, ada sejumlah cara yang berbeda untuk mendapatkan siswa untuk berbicara, mulai dari meminta siswa serangkaian pertanyaan untuk meminta mereka untuk memberikan presentasi rinci. Cara ini bertujuan untuk mendapatkan siswa untuk berbicara dalam rangka untuk meningkatkan pemahaman nya.
Dari penjelasan di atas, penulis menyimpulkan bahwa pemahaman adalah kemampuan siswa untuk memahami tugas yang diberikan oleh guru. Pemahaman adalah bagaimana siswa merespon dengan benar dan tepat terhadap tugas yang diberikan.
2.2 Konsep Metode
AS Hornby (1984:533) mengatakan metode itu adalah cara melakukan sesuatu. Berdasarkan definisi di atas berarti bahwa Metode adalah cara upaya guru untuk membuat proses belajar mengajar secara efektif.
Sementara Anthony (1986:16) mengatakan bahwa metode adalah rencana menyeluruh untuk presentasi tertib materi bahasa, tidak ada bagian yang bertentangan, dan semua yang didasarkan pada, pendekatan yang dipilih. Pendekatan adalah aksiomatik, metode adalah prosedural.
Definisi di atas didukung oleh Theodore S. Rogers (1986:16) yang mengatakan bahwa suatu metode secara teoritis berhubungan dengan pendekatan yang organisatoris ditentukan oleh desain dan praktis diwujudkan dalam prosedur.
Kedua definisi di atas berarti bahwa pendekatan dan metode yang ditangani di tingkat desain, tingkat yang berisi tujuan, silabus dan konten ditentukan pada peran guru, peserta didik dan materi instruksional yang ditetapkan, sehingga desain sendiri terdiri dari langkah-langkah dan prosedur guru yang harus melaksanakan dalam mengajar untuk mencapai tujuan.
2.3 Konsep Jalan Diam
Sebuah metode pengajaran bahasa yang tampaknya mencerminkan pengaruh kognitif-kode teori belajar adalah sistem yang dikembangkan oleh Caleb Cattegno (1972) disebut "Jalan Diam". Nama ini agak menyesatkan, karena siswa melakukan pernyataan lisan dan tanggapan dalam bahasa yang mereka pelajari. Juga mereka termotivasi untuk "berpikir dan mengatakan" kalimat yang tepat untuk menemani tindakan yang dilakukan di bawah bimbingan guru.
Fungsi guru sebagai panduan, organisator, sumber daya, dan evaluator. Dalam peran panduan, panduan guru bahasa peserta didik untuk mempelajari unit bahasa yang dipertimbangkan, maka, guru menawarkan materi pembelajaran kepada peserta didik dan membantu mereka untuk mendapatkan bahasa target. Dalam peran penyelenggara, guru bahasa mengatur kegiatan kelas; guru memprediksi apa yang akan terjadi di kelas sehingga ia / dia dapat mengatur kegiatan-kegiatan yang mempromosikan proses belajar pembelajar butuhkan. Dalam peran sumber daya, fungsi guru sebagai sumber informasi tentang subjek, ia / dia adalah satu di kelas siapa pembelajar berkonsultasi kapan pun mereka tidak bisa memecahkan masalah mereka di antara mereka sendiri. Dalam peran evaluator, guru bahasa hakim apakah kontribusi pembelajar dalam proses belajar adalah valid, relevan dan benar. Dalam koreksi kesalahan, hakim evaluator apakah peserta didik akan bale untuk mengetahui dan menghasilkan bentuk yang diharapkan atau tidak dan bagaimana dia / dia akan memberikan mereka dengan bantuan yang diperlukan. Hasil dari penghakiman akan berfungsi sebagai umpan balik bagi guru sebagai panduan, sumber daya, dan penyelenggara (Setiadi 2006: 76).
Dalam pembelajaran Jalan Diam terus dan hidup proses. Ini terjadi pada kontinum dan mengarah kepada penguasaan (Bambang Setiyadi, 1988:11). Idenya adalah bahwa siswa tahu apa yang mereka lakukan, bahwa mereka tidak hanya mengatakan sesuatu tanpa menyadari apa yang mereka katakan. Dalam rangka bagi mereka untuk menyadari, bahan baru harus memiliki hubungan dengan sebelumnya sehingga siswa dapat dengan mudah membuat asosiasi sejak proses asosiasi dalam bagian penting dari belajar. Dengan demikian, guru harus membangun proses pembelajaran dengan menambahkan satu segmen baru dari bahasa ke yang sebelumnya.
Di Jalan Diam, itu juga percaya bahwa belajar terjadi lebih efektif dalam kondisi tertentu. Berdasarkan kondisi pembelajaran bahasa, Jalan Diam memiliki beberapa asumsi:
Asumsi pertama adalah bahwa belajar adalah difasilitasi jika pelajar menemukan atau menciptakan daripada mengingat dan mengulangi apa yang akan dipelajari. (Richards dan Rogers, 1986:99).
Pernyataan itu berarti bahwa prinsip Jalan Diam adalah bahwa proses pembelajaran terjadi jika siswa menemukan koreksi sendiri sehingga untuk dapat membuat dan mengingat apa yang telah dipelajari dalam bahasa target. Pernyataan di atas juga menunjukkan bahwa di Jalan Diam, para siswa harus aktif untuk menemukan solusi baru untuk diri mereka sendiri.
Asumsi kedua adalah pembelajaran yang difasilitasi oleh pendamping (penengah) benda-benda fisik, batang dan grafik pengucapan kode warna (disebut Fidel Charts) menyediakan objek fisik untuk belajar siswa dan juga untuk memfasilitasi siswa untuk mengingat apa yang telah mereka pelajari. Jadi, mediator kualitas adalah efek yang kuat pada memori.
Asumsi terakhir adalah bahwa belajar difasilitasi oleh pemecahan masalah yang melibatkan bahan yang harus dipelajari. (Richards dan Rogers, 1986:99).
Ini berarti bahwa dalam proses belajar mengajar, peserta didik harus mengembangkan independen dan tanggung jawab. Pada saat yang sama, peserta didik dalam kelas harus saling bekerja sama dalam proses pemecahan masalah bahasa.
2.3.1 Prinsip Jalan Diam
Berikut ini adalah beberapa prinsip Jalan Diam tentang belajar bahasa asing (dalam Setiadi ,2006:79-80).
1. Pekerjaan mengharuskan pembelajar bahasa untuk menghubungkan tanda-tanda bahasa untuk kebenaran yang mereka tangkap dengan akal mereka (Stevic, 1980:47)
2. Bahasa tidak dipelajari oleh peserta didik Model mengulangi setelah Bahasa kebutuhan untuk mengembangkan sendiri "kriteria batin" untuk kebenaran (Larsen-Freeman, 1986:58).
3. Makna jelas dengan fokus persepsi peserta didik, tidak melalui terjemahan (Larsen-Freeman, 1986:59).
4. Membaca adalah bekerja pada dari awal tapi berikut dari apa pembelajar bahasa sudah tahu (Larsen-Freeman, 1986: 56 dan 2000).
2.3.2 Asumsi Dasar Tentang Bahasa
Berkenaan dengan sifat bahasa, Jalan Diam memiliki titik pandang yang berbeda dari metode kontemporer lainnya (dalam Setiadi ,2006:81-82).
1. Bahasa dipandang sebagai kelompok suara sewenang-wenang terkait dengan makna tertentu dan disusun menjadi kalimat atau string unit bermakna dengan aturan tata bahasa (Richard dan Rodgers, 1986:101)
2. Keterampilan berbicara, mendengar, membaca dan menulis memperkuat satu sama lain.
3. Bahasa adalah pengganti untuk pengalaman. Jadi, dalam pengalaman metode memberi makna terhadap bahasa target (Richards dan Rodgers, 1986:101 dan 2001).

2.3.3 Asumsi Dasar Tentang Belajar Bahasa
Selain asumsi-asumsi tentang bahasa, diyakini bahwa pembelajaran berlangsung lebih efektif di bawah kondisi tertentu. Oleh karena itu, Jalan Diam juga memiliki beberapa asumsi tentang belajar bahasa. Berikut ini adalah asumsi tentang belajar bahasa (dalam Setiadi, 2006:82-83).
1. Tata bahasa dari bahasa target dipelajari melalui proses umumnya induktif (Richard dan Rodgers, 1986:101 dan 2001)
2. Bahasa yang dipelajari secara logis, memperluas pada apa pembelajar bahasa sudah tahu.
3. Belajar adalah difasilitasi jika pembelajar bahasa menemukan atau menciptakan daripada mengingat dan mengulangi apa yang akan dipelajari (Richard dan Rodgers, 1986:99 dan 2001).
4. Belajar adalah suatu proses yang berkelanjutan dan hidup.

2.3.4 Keuntungan
Berdasarkan prinsip Jalan Diam, penulis menemukan beberapa keuntungan pengajaran kemampuan berbicara melalui Jalan Diam:
1. Para siswa lebih aktif dalam kegiatan belajar mengajar.
2. Para siswa akan mampu mengekspresikan pemikiran mereka, ide, dan dapat menemukan yang benar sendiri.
3. Siswa akan memiliki kesempatan untuk menghasilkan bahasa yang terhubung ke sebuah pengalaman.
4. Para siswa saling membantu untuk mengetahui dan menghasilkan bentuk yang tepat karena mereka bekerja sebagai sebuah tim.

2.3.5 Metode Pelaksanaan Jalan Diam
Prosedur pengajaran keterampilan berbicara melalui Jalan Diam (Cattegno dalam Setiadi 2006:86).
1. Guru menyiapkan beberapa simbol, batang, gambar atau lain.
2. Guru model suara tepat setelah menunjuk ke simbol, batang, gambar dll pada tabel atau di papan tulis.
3. Guru diam-diam menunjuk ke, batang individu simbol, gambar atau orang lain dan kombinasi dari mereka, dan ucapan memantau siswa.
4. Guru mengatakan sebuah kata dan memiliki siswa untuk menebak apa urutan (simbol, gambar, batang dll) terdiri kata-kata.
5. Para siswa mengulangi kata-kata.
6. Jika ada beberapa siswa mengatakan kata-kata salah, guru poin siswa lain yang dapat mengucapkan kata dengan benar, dan poin mahasiswa lain yang tidak bisa mengucapkan kata yang benar.
7. Jika ada beberapa siswa mengatakan kata salah, kegiatan ini dapat dilakukan seperti langkah 6.
Kegiatan ini dapat digunakan untuk bahan lain, sepanjang proses belajar mengajar. Guru harus diam. Jika diperlukan, guru dapat memberikan gerakan dengan menggunakan kontak mata, dll untuk menjaga siswa untuk meningkatkan pengucapan mereka dalam keterampilan berbicara.
2.4 Metode Jalan Diam dalam Pengajaran Keterampilan Berbicara
Dalam metode ini, peran guru bahasa relatif kurang diam sehingga siswa didorong untuk lebih aktif dalam memproduksi bahasa sebanyak mungkin. Ini berarti bahwa siswa akan memiliki peluang besar untuk berlatih bahasa Inggris mereka secara lisan sebanyak mungkin dalam rangka meningkatkan kemampuan berbicara mereka. Kemudian, seorang guru bahasa harus mendorong siswa untuk mengambil peran dalam kegiatan pembelajaran. Waktu belajar, interaksi pengajaran harus diberikan kepada siswa, bukan guru.
Dalam mengajar keterampilan berbicara dengan metode cara diam, pada awal tahap guru akan model suara tepat setelah menunjuk ke simbol pada tabel. Kemudian, guru diam-diam akan menunjuk ke simbol individu dan kombinasi simbol-simbol, dan memonitor ucapan para siswa. Guru mungkin mengatakan sebuah kata dan memiliki siswa untuk menebak apa urutan simbol terdiri kata. Pointer digunakan untuk menunjukkan stres, kalimat, dan intonasi. Stres dapat ditunjukkan dengan menyentuh simbol-simbol tertentu lebih paksa daripada yang lain ketika menunjuk kata. Intonasi dan ungkapan dapat ditunjukkan dengan menekan pada grafik dengan irama dari ucapan-ucapan (Richard dan Rodgers, 1986:109-110 dan 2001). Setelah pembelajar bahasa mampu menghasilkan suara yang bahasa target, guru bahasa terus pengajaran bahasa dengan menggunakan grafik batang dan kata. Atau, guru bahasa dapat menggunakan benda-benda fisik lainnya untuk melakukan proses belajar mengajar, yang tujuannya adalah untuk membuat makna melalui benda konkret jelas atau dengan representasi pengalaman.



2,5 Teoritis Asumsi
Terkait dengan kerangka teori di atas, penulis mengasumsikan bahwa ajaran keterampilan berbicara melalui metode cara diam memiliki efek positif dalam meningkatkan kemampuan siswa berbicara. Karena metode ini mendorong siswa untuk lebih aktif dalam memproduksi bahasa sebanyak mungkin. Ini berarti bahwa siswa akan memiliki peluang besar untuk berlatih bahasa Inggris mereka secara lisan sebanyak mungkin dalam rangka meningkatkan kemampuan berbicara mereka. Kemudian, seorang guru bahasa akan mendorong siswa untuk mengambil peran dalam kegiatan pembelajaran. Waktu belajar mengajar adalah interaksi diberikan kepada siswa, bukan guru.
2.6 Hipotesis
Berdasarkan asumsi teoritis di atas, penulis merumuskan hipotesis sebagai berikut:
Akan ada perbaikan yang signifikan dari kemampuan siswa berbahasa yang diajarkan melalui metode cara diam.









III. METODOLOGI

3.1 Desain Penelitian
Dalam melakukan penelitian ini tindakan kelas, penulis berlaku satu kelompok pre-test post-test desain untuk mengetahui apakah ada perbaikan yang signifikan dari kemampuan berbicara siswa dengan menerapkan metode cara diam. Subjek (siswa) menerima pre-test dan tes posting dalam bentuk uji produksi oral dengan materi yang telah dijelaskan dalam ruang lingkup penelitian.
Satu kelompok pre-test post-test desain dapat disajikan sebagai berikut:
T 1 T 2 X
 Catatan:
T 1: Pra-tes
T 2: Post-test
X: Pengobatan
(Setiyadi, 2006:131)
3.2 Populasi Penelitian
Populasi dari penelitian ini adalah mahasiswa tahun kedua SMA NX Bandar Lampung. Ada dua kelas, tetapi penulis hanya akan mengambil satu kelas sebagai sampel. Hal ini XI IPS 2 sebagai kelas perawatan. Kelas XI IPS 2 sebagai kelas perlakuan terdiri dari 30 siswa. Sampel diambil secara acak karena peserta memiliki kesempatan yang sama untuk dipilih.
3.3 Variabel
Penelitian ini terdiri dari tiga variabel sebagai berikut:
1. Pengembangan atau peningkatan kemampuan berbicara siswa adalah variabel dependen.
2. Jalan Diam adalah variabel independen.

3.4 Mengumpulkan Data Teknik
Dalam mengumpulkan data, penulis menggunakan teknik berikut:
1. Pra uji
Pre test diberikan sebelum pengobatan diberikan untuk mengetahui seberapa jauh siswa kemampuan berbahasa terutama untuk bahan akan diajarkan oleh penulis dalam penelitian ini: ganti "ini" dan "yang", derajat perbandingan, tingkat superlatif, preposisi (di bawah, di , on), perbandingan dan positif sebelum proses belajar mengajar. Tes terdiri dari tes lisan. Subyek diminta untuk memberikan / nya tanggapan terhadap simbol individu dan kombinasi simbol-simbol, dan penulis akan memonitor ucapan para siswa. Penulis akan mengatakan sebuah kata dan memiliki siswa untuk menebak apa urutan simbol terdiri kata. Tapi sebelum itu, di awal panggung, penulis akan model suara tepat setelah menunjuk simbol pada tabel.



Dalam mengukur kemampuan siswa berbicara (akurasi pengucapan tata bahasa, kosa kata, appropriacy,. Kelancaran dan kemudahan pidato) penulis akan menggunakan skema penilaian oleh Heaton (1988:98). Kriteria sebagai berikut:

Penilaian Kemampuan untuk berkomunikasi secara lisan
6 Bagus: sejajar dengan native speaker berpendidikan. Benar-benar nyaman dalam penggunaan bahasa Inggris dalam semua topik yang dibahas.
5 Sangat baik: meskipun dia tidak dapat salah untuk penutur asli, ia menyatakan dirinya cukup jelas. Ia mengalami sedikit kesulitan dalam memahami bahasa Inggris, dan tidak ada ketegangan sama sekali dalam berkomunikasi dengan dia.
4 komunikasi verbal Memuaskan menyebabkan kesulitan sedikit untuk native speaker. Dia membuat jumlah terbatas kesalahan tata bahasa, Lexis dan pengucapan tapi ia nyaman dalam komunikasi pada subyek sehari-hari. Dia tikar telah mengoreksi dirinya sendiri dan ucapan-ucapan repattern pada kesempatan. Tapi ada sedikit kesulitan dalam memahami dirinya.
3 Meskipun komunikasi verbal cukup memuaskan. Penutur asli sesekali Mei mengalami kesulitan dalam berkomunikasi dengan dia. Pengulangan, ulang kalimat dan re-pola yang kadang-kadang diperlukan; native speaker biasa mungkin merasa sulit untuk berkomunikasi.
2 Banyak kesulitan yang dialami oleh native speaker yang tidak terbiasa dengan 'bahasa asing' pemahamannya sendiri sangat terbatas, tetapi komunikasi dalam topik sehari-hari adalah mungkin. Besar jumlah kesalahan fonologi, tata bahasa, dan Lexis.
1 Ekstrim kesulitan dalam komunikasi pada setiap mata pelajaran. Kegagalan untuk memahami secara memadai dan membuat dirinya dimengerti.

2. Post-test
Setelah memberikan perawatan, penulis akan memberikan posttest untuk subyek, jenis berikutnya posttest juga dalam bentuk uji produksi lisan. Tes diberikan untuk menyelidiki apakah metode cara diam dapat meningkatkan kemampuan siswa berbicara.
3,5 Penelitian Instrumen
Instrumen penelitian ini adalah uji produksi lisan. Item uji adalah 20 item. Penulis akan meminta respon siswa untuk simbol individu dan kombinasi simbol-simbol yang diarahkan oleh penulis, dan penulis akan memonitor ucapan para siswa.
3.6 Analisis Data
Data dari tes lisan, akan diatur dari yang tertinggi sampai yang terendah. Data dari tes pra-dan post-test akan dianalisis untuk mengetahui apakah hasil dari tes serupa atau berbeda.






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