TEACHING SPEAKING USING DIRECT METHOD AT MTs MUSLIMIN CAMPAKAMULYA CIANJUR. Ferdi Apriandi NIM :

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1 TEACHING SPEAKING USING DIRECT METHOD AT MTs MUSLIMIN CAMPAKAMULYA CIANJUR Ferdi Apriandi NIM : Prodi pendidikan bahasa inggris STKIP Siliwangi Bandung Hp ferdi_apriandi@yahoo.com ABSTRACT The objective of the research entitled Teaching Speaking Using Direct Method At The Second Grade of MTS Muslimin Campakamulya Cianjur was to find out whether or not direct method was effective to improve the students speaking ability. This research used one group pretest-posttest design and quantitative method. The instrument of the research were pretest and posttest. The population of this research was 19 students at second grade of MTS Muslimin Campakamulya Cianjur and the sample was entire population. The data was collected by giving pretest and posttest to the students sample. The data was analyzed by using the t-test formula. The results of the research showed that: mean score of pre-test was 43,5 the mean score of post-test was 82,3 and t -obs was 14,22. The t critical value with degree of freedom (df) 18 and significance level at 5% was Based on the data analysis above, the alternative hypothesis of this research was accepted because the t -obs was higher than t-table (14.22>2.101), It also meant that Teaching Speaking Using Direct Method At The Second Grade of MTS Muslimin Campakamulya Cianjur was effective to improve the students speaking ability. Key word : Teaching speaking & Direct method A. Background One of the educational purposes that should be gained by Indonesian people is as written in the introduction of UUD 1945, mencerdaskan kehidupan bangsa (UUD 1945,1988:1). This purposes is a high sense of independent fight of Indonesians that the government has passed a very good attention to education because of its necessity. The effort to educated the Indonesian people,meaning to increase the quality of Indonesian people,basically just can be realized by educational process. The educational purpose is expected to gain attitude changes in form of the knowledge qualification, ability, and attitude should be possessed by the student after finishing the educational program at school In this global era, people have to improve their ability in very aspect of life, one of them is the ability to master English language. According to Ronald Wardaugh (1972:9) : language ia a system of arbitrary vocal symbol used for human communication. 1 To master English language,we need to understand not only the structure but also a number of words. The knowledge vocabulary of second language is both necessary in the sense that words the basic building block of language. In general,the duties of a teacher ( the English teacher ) are to teach and educate. Teacher is a significant factor to teach the goal of education. A good teacher is competent teacher.based on P3G ( Pola pengembangan Pengajaran Guru ), teacher competence consist of abilities in material, managing learning program, managing the class, using visual aids, mastering basis of education, managing teaching and learning interaction, evaluating the student, recognizing the function guidance and counseling, understanding, and the result of educational research. B. Resarch purposes As mentioned, the writer suggest the necessity of speaking of language teaching and relationship to the social situation in orther to match the language to the situation. however,it is impossible to present all material deal with the social situations in our conventional method of teaching there are some

2 considerations of limitations of the classroom situation as little wood (1984 :49) -in situation outside the classroom,learners will need to statisfy a much wider variety of communicative needs,arising from the event of every day life -they will need cope with a greater variety of patterns of interaction -they will need become involved in different kinds of language will be approrite To specify the problem wich were investigated, the writer stated the problems as follows: 1. is there any relationship between students vocabulary mastery as their speaking skill? 2. Does student vocabulary mastery influence on their performance of different communicative act? 3. To find out the relationship between the students vocabulary mastery and their speaking skill 4. To find out the influence of student s vocabulary mastery on their performance of different communicative act C. Research methods Hatch and Farhady (1982:1) say that research is a systematic approach to finding answer to question. Method is how we are going to do research. Relating to the statement above, researcher choose the research method by using pre experimental research in order to know wether role play can increase the students achievement. In this experimental research the pre-test and post-test were the same. The writer computed the average score of pre-test and post-test see wether this technique gave significant result to increaseof student speaking achievement, then the average score of pre-test and post-test were compared. This uses a one-group pretest-postest. One group pretest- posttest design differs from the other design that the question is administrated twice: once as a partialpre test (OI) and (O2) posttest. The one group pre test and posttest design could be illustrated as follows OI X O2 OI = Pre-test Score ( before giving the treatment ) X = Treatment O2 = Post test Score ( After giving the treatment ) A population is a set or collection of all elements possessing one or more attributes of interest The population used of this study was eight graders of MtsMusliminCampakamulyaCianjur Academic year 2011 / The sample took in this study is 19 students of eight grade student. D. Procedure of the research In collecting data, the writer took several steps to make the process easier as follows : One important thing in this research is to collect the data that can determine.the result of the research. The procedures of data collecting used in this research are : a. pre-test The first, researcher give pre-test to the student by interview, this is aimed to know the fist condition of the student is speaking, the researcher make lesson plan and prepare the material, make of learning (task of drama, student worksheet, and setting the place) and then the writer gives the pre-test to the students. The pre-test is in oral test form. And consists of 5 questions. The scores are taken in five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension. Then, to get the mean, the scores from all criteria are sumed and divided into five. Here is the list of question being interview to the student: 1. Telling about the name, age, address, hobby 2. Giving information about family 3. Talking about job 4. Expression of offering things and Service 5. Like/dislike. b. Treatment To improve ability in speaking, researcher use role play as learning activity in the classroom is: 1. In each meeting (70 minutes), student are asked to do language practice actively (asking and questioning in English) in certain situation small group (which consist of 2 until 6 student) or big group (more than or involve all the student) by doing the treatment the skill will be improve. 2. After that writer making the setting of roleplay. For example to explain to the student what kind of the role play will played. Explaining the rule of role-play, giving the expression which is used in role-play, guiding the student on how to pronounce the world. The selecting the music which is suitable as a background and the last to make comfortable, enjoyable situation so it can reduce the tension of the student. 2

3 3. Since the aim of the study is to know far the role-playing technique influence improvement of students speaking ability between students who are taught English using the role-playing technique and then the teacher assigns roles to the students and divides them into two groups with groups A and B. 4. The first week, learning dind t focus on method (traditional method) but focused on interview and syllabus as well. Then, the teacher explains their roles, the situation that the students have to do in the role play and the goal or outcome that they have to get. The teacher also must not forget to clarify the cues and gives the example/model of the roles that the students play. Finnaly, the teacher sets the time and encourages students to be creative and use their own language resources. c. Post-test The writer gives the post test to the students. The test is similar with the pre-test. However, the posttest is given after the treatment had been done by teaching speaking using direct method. The scores are taken in five criteria, which are the scores vofpronunciatiom, grammar, vocabulary, fluency and comprehension. Then, to get the mean, the scores from all criteria are sum and divided into five. d. Questionnaires The writer gave the questionnaires to the student after presenting the materials in each treatment to get additional data for authentic assessment 1. Data Procesing The analyze the data, the writer computes the pre-test scores and post-test score to know the significant of the treatment. The writer gave the students pre-test to find out their basic knowledge of their basic speaking. And the post-test was given to the students to find out wheter direct method technique can increase the student speaking achievement. In computing the average score from each point of the per-test, the writer used the formula: = (Hatch and Farhady, 1982: 55) = Refers to the means of sample x = refers to the total number of all the individual sample n = Refers to the total number of sample For computing the standard devition, the writer used the formula: = ( ) (Hatch and Farhady, 1982: 116) = Standard deviation D = Refer to the total differences between pre-test and post-test result n = number of fairs In computing the standard errors of differences between two means, the writer used formula : S D = (Hatch and Farhady,1982: 116) S D = refer to the standard error difference between two means. In order to know the significant of the treatment, the data are analyzing using post-test. The formula t-test is: t = (Hatch and Farhady, 1982:116) = The mean of pre-test = The mean of post-test = Refer to the standard error difference between two means. In coming the degree of freedom, the writer used the formula: DF = n Description of Data After conducting the research, the writer obtained two kinds of data: the scores of pre-test and the scores of post-test. Analyzed and Data of Pre-test ScoreComputing the mean of pre-test NO Name Students SCORE 1. Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student X

4 (Table 4.2 Mean of Pre-Test) 3. Computing the mean of the Post-test NO Name Students SCORE 1. Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student X (Table 4.3 mean of post-test) Two prove the above hypothesis the writer also used the other hypothesis which is designated as the null hypothesis (HO) as follow. Students who are taught English using role-play technique, get similar score as lower scores (or there is no difference) in their spoken ability than those of not using it. The result -14,22 indicated that there was a difference of degree as much as -14,22 Regardless the minus, it doesn t indicated negative score. Then, to complete the result of the research, the writer finds out the degree of freedom (df) with the formula: df = n-1 df =19-1 df = Discussion of Findings Having seen the computation of data all the table the increase of student s pronunciation, Vocabulary, Fluency, grammar and comprehension canof data all the table the increase of student s pronunciation, Vocabulary, Fluency, grammar and comprehension can be presentpresented as follows: Table 4.6 Discussion of Findings Components Pre-test Post-test The increase Pronunciation 7,9 9,7 1,8 Fluency 5,65 9,2 3,55 Grammar 6,7 9,4 2,7 Vocabulary 5,78 9,75 3,97 comprehension 4,21 8,25 4,04 From the result of all speaking component above, it can be stated that by using the direct method, students speaking achievement has significantly increased in term of their pronunciation, Fluency, Grammatical competence, Vocabulary and comprehension. The result show that the score comprehension is the high increase. 5. Conclusion The writer can make conclusion that teaching speaking The hypothesis using of direct this study method, as has can been role stated speaking at chapter I wic ability, its showed from the score the student achieved when they did some practice. its showed by the result of t-test, in which the value t-observed (14,22) was greater that the value of t table (2,101) 6. Suggestion In order to meet the instructional goals effectively, a teacher should know severed different teaching method, These method maybe used in teaching learning process on the objectives of the topic. To make teaching- learning process run effectively the writer suggest that teacher s of English should use direct method that which stressed on students centre in which the students are actively in volved in the teaching learning process. The teacher only acts facilitator who help, and guides the student in their learning process. 4

5 BIBILIOGRAPHY Agustini, Tini Teaching writing through narrative story increasing students Achievement at SMPN Sukaresmi. STKIP SILIWANGI BANDUNG. Bown, J.W,et.al Instruction: Technology media, and method. New York: MC Grow Hill Company. Brown, H.D Principles of languages learning and teaching. New York: pearson. Burns, Robert B Introduction to research methods: Melbourne: Longman Australia publisher (PTE). Ltd Byrne, Donn. 1986, Teaching Oral English: Longman Handbooks for English Teacher. Singapore: Longman group. Crookal, D. and R.L. Oxford.1990, Simulation, Gaming and language Learning. New York. Doff, Adrian, Teach English: A training Course for Teacher Trainer shandbooks. The British Council: Cambridge University. Edge Julian Essential of English Language teaching, Longman. 5