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

Transcription

1 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 PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2014

2 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 NPM: ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2014

3 PRE-REQUISITE TITLE TEACHING SPEAKING THROUGH SUBSTITUTION DRILLS TO THE SEVENTH GRADE STUDENTS OF SMP N 3 GIANYAR IN ACADEMIC YEAR 2013/2014 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: ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2014

4 APPROVAL SHEET 1 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 NPK

5 APPROVAL SHEET 2 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 15 th February Chief Examiner Drs. I Nengah Astawa, M.Hum. NIP Examiner I Examiner II Dra. Ida Ayu Marthini, M.Hum. Ni Made Wersi Murtini, S.Pd., M.Pd. NIP NPK Approved By Dean of the Faculty of Teacher Training and Education Head of the English Education Study Program Prof. Dr. I Wayan Maba I Komang Budiarta, S.Pd., M.Hum. NIP NPK

6 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 2014 The Researcher, Ni Made Ika Agustini NPM

7 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 2014 The Researcher, Ni Made Ika Agustini

8 ABSTRACT Agustini, N. M. I 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 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 The result of data in the reflection or post-test in cycle II showed more increasing into 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

9 TABLE OF CONTENTS COVER... INSIDE COVER.... PRE-REQUISITE TITLE... APPROVAL SHEET 1... APPROVAL SHEET 2... STATEMENT OF AUTHENTICITY... ACKNOWLEDGMENT... ABSTRACT... TABLE OF CONTENTS... LIST OF TABLES... LIST OF GRAPHS... LIST OF APPENDICES... i ii iii iv v vi vii viii ix xi xii xiii CHAPTER I INTRODUCTION Background of the Study Research Problem Objectives of the Study Limitation of the Study Significance of the Study Definition of Key Term... 5 CHAPTER II THEORETICAL AND EMPIRICAL REVIEW Theoretical Review Speaking Skill Substitution Drills Assessing Speaking Empirical Review Hypothesis... 17

10 CHAPTER III RESEARCH METHOD Subject of the Study Research Design Research Procedure Planning Action Observation Reflection Research Instrument Data Collection Data Analysis Success Indicator CHAPTER IV FINDING AND DISCUSSION Finding Pre-Cycle Cycle I Cycle II Discussion CHAPTER V CONCLUSIONS AND SUGGESTIONS Conclusion Suggestions REFERENCES APPENDICES

11 LIST OF TABLES Table 1 : Speking Rubric Table 4.1 : Tabulation of Data Showing the Subjects Progressing Scores in Speaking Skill after the Implementation of Substitution Drills Table 4.2 : Tabulation of Data Showing the Subjects Changing Motivation and Attitude in Learning Speaking through Substitution Drills Table 4.3 : Summary of the Research Finding Showing the Mean of Each Session in Cycle I and Cycle II... 35

12 LIST OF GRAPHS Graph 4.1: Depicting the Subjects Progressing Achievement in Speaking Skill of Pre-Cycle, Cycle I and Cycle II... 36

13 LIST OF APPENDICES Appendix 1 List of the Subject under Study Appendix 2 Pre-Test Appendix 3 Lesson Plan Cycle I Session 1 and Session Appendix 4 Lesson Plan Cycle II Session 3 and Session Appendix 5 Post-Test Cycle I Session Appendix 6 Post-Test Cycle II Session Appendix 7 Kuesioner Appendix 8 List of Graphs... 64

14 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.

15 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

16 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

17 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

18 Gianyar in academic year 2013/ 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

19 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.

20 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 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).

21 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

22 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: 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

23 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 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 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

24 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 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.

25 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) 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 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

26 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

27 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 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

28 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

29 (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

30 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 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.

31 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

32 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 Research Procedure The research procedure could be described as follows: 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

33 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 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

34 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 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 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

35 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: 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 Questionnaire

36 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 pretest 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/ 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

37 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 Comprehension Frequent grammatical errors even in simple structures; meaning is obscured. Frequent grammatical errors even in simple structure that at time obscure meaning. Frequent grammatical errors that do not obscure meaning; little variety in structures. Some errors in grammatical structures possibly caused by attempt to include a variety. Accuracy and variety of grammatical structures. The speech is incomprehensible; the speaker does not know anything about what she/he has said. The speech is incomprehensible and the speaker knows little things about the speech. The speech is difficult to understand; the speaker knows little things about the speech. The speech is understood by listener; the speaker knows and understand about the speech. The speech is easy to understand by both of speaker

38 Fluency and listener. The speech is slow and 1 exceedingly hesitant; difficult to perceive continuity in utterances. The speech is frequently 2 hesitant and jerky with some sentence left uncompleted. The speech is relatively smooth 3 but is characterized by some hesitation and unnatural pauses. 4 The speech is smooth with few hesitations. The speech is smooth delivery 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 Where: 2. Descritive analyzed data of mean scores of pre-test, post-test I and posttest II were calculated by using the formula as follows : M = x N M = the mean score of the students achievement of speaking

39 x N = the sum of the all scores = 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 item Mean = 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.

40 CHAPTER IV FINDING 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 pretest 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:

41 Table 4.1 Tabulation of Data Showing the Subjects Progressing Scores in Speaking Skill After the Implementation of Substitution Drills No Subject IR Cycle I S2 Cycle II S4 1 S S S S S S S S S S S S S S S S S S

42 19 S S No Subject IR Cycle I S2 Cycle II S4 22 S S S S S S S S S S S S S S Total 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

43 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 4.2 Tabulating 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 S S S S S S S S S S S S S

44 14 S S No Subjects A (3) B (2) C (1) D (0) 16 S S S S S S S S S S S S S S S S S S S S Total

45 Total : A + B + C + D 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 7 th of January 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 = = Cycle I The 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

46 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 10 th, 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. Based on the tabulation of data that was presented in table 4.1, it was 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 = = Cycle II Cycle 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

47 three main activities namely pre-activity, whilst-activity and post-activity. In preactivities, 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 11 th, 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. Based on the tabulation of data that was presented in table 4.1, it was 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 = = 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

48 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 4.3 Summary of the Research Finding Showing the Mean of Each Session in Cycle I and Cycle II IR S0 X0 = Mean Cycle I S2 X1 = Cycle II S4 X2 = 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 = 2. The total percentage of item B = 3. The total percentage of item C = 4. The total percentage of item D = x 100% = 29.6% x 100% = 67.2% x 100% = 3.2% 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

49 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: X0 Cycle I Cycle II 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 Then the mean score of the post-test obtained by the subjects under study in cycle II session 4 was 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.

50 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 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 for X1. Comparatively, the mean scores of cycle I was much higher than mean score of initial reflection (IR) of 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 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

51 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.

52 CHAPTER V CONCLUSION 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 posttest 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 Whereas, the mean of the reflection or posttest scores in cycle II was 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

53 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

54 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.

55 REFERENCES Agus Kardana, Wayan. (2013). Teaching Speaking Through Direct Method To The Tenth Grade Students of SMAN 1 Tegalalang in Academic Year 2012/2013. Tugas Akhir. FKIP Mahasaraswati Denpasar. Barrass, R. (2006). Speaking for Yourself: A Guide for Students. Routledge: Taylor and Francis Group. Brassel, D. and Rasinski, T. (2008). Comprehension that Work: Taking Students Beyond Ordinary Understanding to Deep Comprehension. Huntington Beach, CA: Shell Education. Broughton, G. and Brumfit, C. (2003). Teaching English as a Foreign Language: Listening and Speaking. London and New York: Routledge. Brown, H. Doughlas. (2004). Language Assesment: Principles and Classroom Practices. United Stated of America: San Fransisco State University. Longman. Chastain, K. (2001). Developing Second Language Skill: Theory to Practice. University of Virginia. Christison in Krismayani, I Wayan. (2012). Compiled Teaching and Learning Strategy: Substitution Drills. FKIP Mahasaraswati Denpasar. Coombe, C. (2007). A Practical Guide to Assessing English Language Learners: Assessing Speaking. United States of America: The University of Michigan Press. Fraser, H. (2001). Teaching Pronunciation: A Handbook for Teacher and Trainers. New SouthWales: Department of Education Traning and Youth Affairs (DETYA). Fulcher, G. and Davidson, F. (2006). Language Testing and Assessment. London and New York: Routledge. Harmer. Jeremy. (2008). The Practice of English Language Teaching: Fourth Edition. Pearson: Longman. Hiebert, E. H. and Kamil, M. L. (2005). Teaching and Learning Vocabulary: Bringing Research to Practice. London: Lawrence Elrbaum Associates.

56 Hill, P. and Pincas, A. (2003). Teaching English as a Foreign Language: Listening and Speaking. London and New York: Routledge. Jackson, H. (2005). Good Grammar for Students. London: SAGE Publication. Louma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press. Nelson, G. (2001). English an Essential Grammar. London and New York: Routledge. Pelton, R. P. (2010). Action Research for Teacher Candidates: Using Classroom Data to Enhance Instruction. United States of America: Rowman & Littlefield Education. Pollard, L. (2008). Lucy Pollard s Guide to Teaching English: A book to Help You through Your First Two Years in Teaching. 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. Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press. Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge: CambridgeUniversity Press. 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.

57 APPENDICES

58 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

59 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

60 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

61 APPENDIX 3 LESSON PLAN Cycle I Session 1 and Session 2 School Subject : SMP N 3 Gianyar : 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 Value 1. Adroitness 2. Confident 3. Brave 4. Diligent 5. Active E. Time Allotment : 4x40 minutes E. Teaching Learning Objective In the end of the lesson the students are able to:

62 1. Describe something based on the picture. 2. Show their own explanation about the picture. G. Teaching Learning Material Theme : 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

63 I. Teaching and Learning Process The First Meeting Pre-Activities 1. Greeting the students 2. Checking the students present list 3. Motivating the students and describing the material which are going to be discussed generally 4. Starting the learning objectives to be achieved Whilst-Activities Exploration 5. Delivering some questions on what they have known about substitution drills or how to describe picture Elaboration 6. 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) Time 10 minutes 65 minutes Confirmation 9. Giving the students feedback about their explanation 10. Asking the students difficulties during speaking activity Post-Activities 11. Summarizing the material that has been done 5 minutes The Second Meeting Pre-Activities Time 1. Greeting the students 2. Checking the students present list 7

64 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 Whilst-Activities Exploration 4. Asking some questions about the material which has been done in the first meeting (the material about how to describe food) Elaboration 5. 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 ) minutes 28 minutes Confirmation 8. Giving the students feedback about their explanation 9. Asking the students difficulties during speaking activity Post-Activities 10. Summarizing the activity that has been done 11. Giving the first post test about describe food 45 minutes J. Sources and Teaching Media Sources : 1. 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

65 L. Speaking Rubric Aspect Explanation Scale Weight Score Grammar Comprehension Fluency Frequent grammatical errors even in simple structures; meaning is obscured. Frequent grammatical errors even in simple structure that at time obscure meaning. Frequent grammatical errors that do not obscure meaning; little variety in structures. Some errors in grammatical structures possibly caused by attempt to include a variety. Accuracy and variety of grammatical structures. The speech is incomprehensible; the speaker does not know anything about what she/he has said. The speech is incomprehensible and the speaker knows little things about the speech. The speech is difficult to understand; the speaker knows little things about the speech. The speech is understood by listener; the speaker knows and understand about the speech. The speech is easy to understand by both of speaker and listener. The speech is slow and exceedingly hesitant; difficult to perceive continuity in utterances. The speech is frequently hesitant and jerky with some sentence left uncompleted. The speech is relatively smooth but is characterized by some hesitation and unnatural pauses

66 4 The speech is smooth with few hesitations. The speech is smooth delivery. 5 Total Score ( Brown, 2004:172) Gianyar, 8 and 10 January 2014 The Researcher, Ni Made Ika Agustini NPM

67 APPENDIX 4 LESSON PLAN Cycle II Session 3 and Session 4 School Subject : SMP N 3 Gianyar : 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 Value 1. Adroitness 2. Confident 3. Brave 4. Diligent 5. Active E. Time Allotment : 4x40 minutes F. Teaching Learning Objective In the end of the lesson the students are able to:

68 1. Describe something based on the picture. 2. Show their own explanation about the picture. G. Teaching Learning Material Theme : Describing International Artist The girl in this picture is Stephanie Hwang. People usually call her nick name, Tiffany. Tiffany is a singer from South Korea who joined the girls group named, Girls Generation. She was born on August 1 st, She is tall and slim. She has long and wavy hair. She has oval face with narrow eyes. She also 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-eyed, pointed, beautiful. H. Method and Technique Substitution Drills

69 I. Teaching and Learning Process The Third Meeting Pre-Activities 1. Greeting the students 2. 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 Whilst-Activities Exploration 14. Delivering some questions on what they have known about substitution drills or how to describe picture Elaboration 15. 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) Time 10 minutes 65 minutes Confirmation 18. Giving the students feedback about their explanation 19. Asking the students difficulties during speaking activity Post-Activities 20. Summarizing the material that has been done 5 minutes The Fourth Meeting Pre-Activities 12. Greeting the students 13. Checking the students present list 14. Motivating the students and restating the learning Time 7 minutes

70 objectives which are going to be achieved and of course the importance of studying how to describe something Whilst-Activities Exploration 15. Asking some questions about the material which has been done in the first meeting (the material about how to describe International artist) Elaboration 16. 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 ) Confirmation 19. Giving the students feedback about their explanation 20. Asking the students difficulties during speaking activity Post-Activities 21. Summarizing the activity that has been done 22. Giving the second post test about describe International artist 28 minutes 45 minutes J. Sources and Teaching Media Sources : 1. English in Focus for Grade VII Junior High School 2. 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

71 L. Speaking Rubric Aspect Explanation Scale Weight Score Grammar Comprehension Fluency Frequent grammatical errors even in simple structures; meaning is obscured. Frequent grammatical errors even in simple structure that at time obscure meaning. Frequent grammatical errors that do not obscure meaning; little variety in structures. Some errors in grammatical structures possibly caused by attempt to include a variety. Accuracy and variety of grammatical structures. The speech is incomprehensible; the speaker does not know anything about what she/he has said. The speech is incomprehensible and the speaker knows little things about the speech. The speech is difficult to understand; the speaker knows little things about the speech. The speech is understood by listener; the speaker knows and understand about the speech. The speech is easy to understand by both of speaker and listener. The speech is slow and exceedingly hesitant; difficult to perceive continuity in utterances. The speech is frequently hesitant and jerky with some sentence left uncompleted. The speech is relatively smooth but is characterized by some hesitation and unnatural pauses

72 4 The speech is smooth with few hesitations. The speech is smooth delivery. 5 Total Score ( Brown, 2004:172) Gianyar, 10 and 11 January 2014 The Researcher, Ni Made Ika Agustini NPM

73 APPENDIX 5 POST TEST Cycle I Session 2 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

74 APPENDIX 6 POST TEST Cycle II Session 4 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

75 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

76 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

77 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

78 APPENDIX 8 LIST OF GRAPHS Pre-Cycle Cycle I Graph 4.1: Depicting the Subjects Progressing Achievement in Speaking Skill after the Implementation of Substitution Drills in Cycle I Pre-Cycle Cycle II Graph 4.2: Depicting the Subjects Progressing Achievement in Speaking Skill after the Implementation of Substitution Drills in Cycle II

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82 BIOGRAPHY Ni Made Ika Agustini was born in Gianyar, August 7 th 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 She continued her study to SD N. 1 Serongga in 1998 until Her best achievement in elememtary school, she got the 2 nd rank on the 5 th and 6 th grade. After graduating from elementary school, she continued her study to SMP N. 1 Gianyar and she graduated in 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 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.