improving students’ speaking skill using scaffolding …
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IMPROVING STUDENTS’ SPEAKING SKILL USING
SCAFFOLDING STRATEGY
(A Classroom Action Research at the Seventh Grade of SMP Negeri 4
Sukoharjo in the Academic Year of 2010/2011)
By:
FITHRI USWATUN KHASANAH
K2207026
THESIS
Submitted to Teacher Training and Education Faculty of
Sebelas Maret University to Fulfil One of Requirements for Achieving
the Undergraduate Degree of English Education
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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ABSTRACT
Fithri Uswatun Khasanah. K2207026. IMPROVING STUDENTS’ SPEAKING
SKILL USING SCAFFOLDING STRATEGY (A Classroom Action
Research at the Seventh Grade of SMP Negeri 4 Sukoharjo in the Academic
Year of 2010/2011). Thesis, Surakarta: Teacher Training and Education Faculty,
Sebelas Maret University, 2012.
This research is a classroom action research. It is aimed at finding out
whether or not scaffolding strategy can improve the students’ skill and motivation
in writing narrative text. The problems highlighted in the research are the
students’ low speaking skill and motivation toward speaking lesson at the seventh
grade of SMP Negeri 4 Sukoharjo in the academic year of 2010/2011.
This research was carried out in Class VII D. The procedure of the
research consists of planning, action, observation, and reflection. In this study, the
writer was the practitioner who implemented scaffolding strategy as teaching
strategy and the games and group work as teaching techniques in the teaching
learning process. The data were in the form of quantitative and qualitative data.
The quantitative data were taken from the test conducted before and after the
actions. The qualitative data were taken from the result of observation done by the
observer while the actions were being carried out, the result of questionnaire, and
interview. The qualitative data were analyzed using the method stated by Burns
(1999: 156) which consists of five steps: assembling the data, coding, comparing,
building interpretations, and finally reporting the outcomes. Meanwhile, the
quantitative data were analyzed using quantitative technique of analysis. In
computing the students’ test score, the writer used the rubric for evaluating
speaking. The computation result of mean score in pre-test and post-test showed
whether there is improvement of the result of pre test and the post test. Finally, by
analyzing the observation result and test result, it can be concluded whether or not
using scaffolding strategy through games and group work can improve the
students’ skill in speaking opinion and asking/giving things.
From the result of the research, the writer found that scaffolding
strategy can improve students’ motivation. Furthermore, games and group work
can improve the students’ skill in speaking opinion and asking/giving things.
During teaching and learning process, the students became more active and all
students were involved in teaching learning process. Students were more
enthusiastic in joining the lesson, so the class became more conducive.
Furthermore, there was also improvement in students’ achievement. The mean
score in pre-test (35.66) increased to 59.74 in post-test 1, and 72.5 in post-test 2.
Thus, the result of the research shows that scaffolding strategy can improve
students’ skill in speaking of opinion and asking/giving things. The games and
group work are able to be the supporting techniques to apply scaffolding strategy
in teaching speaking.
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ABSTRAK
Fithri Uswatun Khasanah. K2207026. Meningkatkan Kemampuan Berbicara
Siswa Menggunakan Strategi Scaffolding (Sebuah Penelitian Tindakan Kelas
di Kelas VII SMP Negeri 4 Sukoharjo pada Tahun Ajaran 2010/2011).
Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas
Maret, 2012.
Penelitian ini merupakan penelitian tindakan kelas. Penelitian ini
bertujuan untuk mengetahui apakah strategi scaffolding dapat meningkatkan
kemampuan berbicara siswa serta meningkatkan motivasi siswa dalam berbicara
tentang opuini dan meminta/memberi sesuatu. Masalah yang mendasari penelitian
ini adalah kemampuan berbicara siswa serta motivasi siswa terhadap pelajaran
berbicara bahasa Inggris yang rendah di kelas VII SMP Negeri 4 Sukoharjo pada
tahun ajaran 2010/2011.
Penelitian ini dilaksanakan di kelas VII D. Prosedur pada penelitian
terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Dalam penelitian ini,
penulis sebagai peneliti yang mengimplementasikan strategi scaffolding sebagai
strategi mengajar yang dibantu oleh tehnik permainan dan kerja kelompok pada
kegiatan belajar mengajar. Data dalam penelitian ini didapat dalam bentuk
kuantitatif dan kualitatif data. Kuantitatif data didapat dari hasil tes yang
dilaksanakan sebelum dan sesudah penelitian tindakan kelas. Sedangkan kualitatif
data didapatkan dari hasil obervasi yang dilakukan pengamat selama penelitian
tindakan kelas dilaksanakan, hasil kuesioner dan wawancara. Kualitatif data
dianalisis menggunakan metode yang dikemukakan oleh Burns (1999: 156) yang
terdiri dari lima langkah : mengumpulkan data ; mengelompokkan data;
membandingkan data; membangun interpretasi; dan melaporkan hasil. Di samping
itu data kuantitatif dianalisis menggunakan teknik analisis kuantitatif data. Dalam
perhitungan nilai tes siswa, penulis menggunakan rubrik penilaian untuk
mengevaluasi kemampuan berbicara siswa dalam mengungkapkan opini dan
meminta/memberi sesuatu. Hasil dari perhitungan nilai rata-rata siswa pada pre-
tes dan post tes menunjukkan apakah terdapat peningkatan pada hasil pre tes dan
post tes. Pada akhirnya, dengan menganalisis hasil pengamatan dan hasil tes,
dapat disimpulkan bahwa apakah penggunaan strategi scaffolding yang dibantu
tehnik permainan dan kerja kelompok dapat meningkatkan kemampuan berbicara
siswa dalam mengungkapkan opini dan meminta/memberi sesuatu.
Dari hasil penelitian, peneliti menemukan bahwa penggunaan strategi
scaffolding dapat meningkatkan motivasi siswa. Dan dengan bantuan permainan
serta kerja kelompok, kemampuan berbicara siswa dalam mengungkapkan opini
dan meminta/memberi sesuatu juga meingkat. Selama proses pembelajaran, ara
siswa menjadi lebih aktif dalam mengikuti aktivitas dalam proses pembelajaran.
Para siswa lebih antusias dalam mengikuti pelajaran, sehingga kelas menjadi
kondusif. Selain itu terlihat peningkatan pada hasil pencapaian siswa. Nilai rata-
rata siswa pada pre tes adalah (35.66) meningkat menjadi 59.74 pada post-tes 1,
dan menjadi 72.50 di post-tes 2. Sehingga hasil dari penelitian ini menunjukkan
bahwa strategi scaffolding dapat meningkatkan kemampuan berbicara siswa
dalam dalam mengungkapkan opini dan meminta/memberi sesuatu. Tehnik
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permainan dan kerja kelompok mampu menjadi tehnik pendukung dalam
menerapkan strategi scaffolding untuk meningkatkan kemampuan berbicara
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MOTTO
- Jadilah wanita yang mulia, dan teruslah memperbaiki diri
(The writer’s late father)
- Barangsiapa memudahkan urusan saudaranya, maka Allah akan
memudahkan urusannya. Dan barangsiapa yang mempersulit urusan
saudaranya, maka Allah akan mempersulit urusannya.
(Hadist)
- Do the best, then let God do the rest.
(Quotes)
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DEDICATION
This thesis is proudly dedicated to:
- Her Beloved Father, Darsono, who always be in my heart
- Her Beloved Mom, Suryani who always gives affection
- Her Beloved Husband, Ari Noor Adnan who supports her with his love and
affection.
- Her Sweet Baby who always motivates her to become better
- Her beloved Sister, Isti, and Nina, and Brother Luthfi
- Her Beloved Friends
- Readers
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ACKNOWLEDGMENT
In the name of Allah, the most gracious and the most merciful, all
praises and thanks are only dedicated for Allah SWT, who gives his blessing and
help so the writer can finish her thesis.
In this occasion, the writer would like to express her deepest gratitude
and appreciation to the following:
1. The Dean of Teacher Training and Education Faculty for approving this
thesis.
2. The Head of English Department of Teacher Training and Education
Faculty, Drs. M. Rohmadi,M.Hum for giving the writer permission to write
the thesis.
3. Drs. A. Dahlan Rais, M.Hum, as the writer’s first consultant for his patience,
guidance, and suggestions.
4. Dewi Sri Wahyuni, M.Pd, as the writer’s second consultant who has given
her guidance, advice, and encouragement in writing this thesis.
5. Bambang Eko Putro Sri Nugroho, S.Pd. as the Headmaster of SMP Negeri 4
Sukoharjo for facilitating the writer in collecting the data.
6. Sumarmi, M.Pd as the English teacher of VII D SMP Negeri 4 Sukoharjo
who has helped the writer in doing the research.
7. The students of VII D, SMP Negeri 4 Sukoharjo for the cooperation during
the research.
8. Her beloved parents for uncountable love, support, help, prayer,
understanding, and everything that they give to the writer.
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9. Her beloved husband and sweet infant for love, help, and understanding that
they give to the writer
10. Her beloved sisters and brother for their support.
11. Her beloved friends Citra, Nungky, Rara, Lusi And Mamah for being her
best friends. She becomes stronger with your support and presence.
12. Her friends in English Department for the beautiful relationship.
The writer realizes that this thesis still has many mistakes and
inaccuracies. Therefore, she accepts every suggestion, criticism, and comment
from those who concern to this thesis. She hopes that this thesis will be able to
give contribution and be useful for readers especially for those who are interested
in the similar study.
Surakarta, May 2012
Fithri Uswatun Khasanah
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TABLE OF CONTENT
PAGE OF TITLE ............................................................................................. i
ABSTRACT .................................................................................................... ii
APPROVAL ................................................................................................... . v
BOARD OF EXAMINERS LEGITIMATION............................................. .. vi
MOTTO .......................................................................................................... vii
DEDICATION ................................................................................................ viii
ACKNOWLEDGMENT ................................................................................. ix
TABLE OF CONTENT .................................................................................. xi
LIST OF APPENDICES ................................................................................. xii
CHAPTER I INTRODUCTION ...................................................................... 1
A. Background of the Study .................................................... 1
B. Problem Formulations ........................................................ 7
C. Objective of the Study ........................................................ 7
D. The Benefits of the Study ................................................... 7
CHAPTER II LITERATURE REVIEW .......................................................... 9
A. The Nature of Speaking Skill ............................................. 9
1. The Nature of Speaking Skill ...................................... 10
B. The Elements of Speaking ............................................. ... 10
C. The Functions of Speaking ...............................................11
D. Scaffolding Strategy .......................................................... 12
1. Definition of Scaffolding Strategy ............................... 12
2. The Steps of Scaffolding .............................................. 15
3. The Goal of Scaffolding .............................................. 17
4. The Characteristic of Effective Scaffolding ................. 18
5. The Advantages of Scaffolding .................................... 20
6. The Disadvantages of Scaffolding ............................... 21
E. Teaching Speaking Skill .................................................... 22
1. Types of Classroom Speaking Skill ......................... 23
2. Criteria of Successful Speaking ............................... 24
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3. Techniques of Teaching Speaking ........................... 28
4. Micro and Macro Skill of Speaking ........................ 30
5. Evaluating Speaking................................................ 31
F. Review on Related Literature............................................. 34
G. Rationale .......................................................................... 36
CHAPTER III RESEARCH METHODOLOGY ............................................ 40
A. Setting ................................................................................ 40
B. Subject of the Research ...................................................... 41
C. Method of the Research ..................................................... 42
D. The Model of the Research ................................................ 43
E. Procedures of the Research ................................................ 45
F. Techniques of Collecting the Data ..................................... 46
G. Techniques of Analyzing the Data .................................... 51
CHAPTER IV THE RESULT OF THE RESEARCH ..................................... 53
A. Introduction ....................................................................... 53
B. The Description of the Research ....................................... 56
C. Discussion .......................................................................... 97
CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION ........ 103
A. Conclusion ........................................................................ 103
B. Implication ......................................................................... 105
C. Suggestion .......................................................................... 106
BIBLIOGRAPHY ............................................................................................ 107
APPENDICES ................................................................................................ 110
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LIST OF APPENDICES
Appendix 1 Syllabus ......................................................................................... 110
Appendix 2 Research Schedules ...................................................................... 121
Appendix 3 Students’ Names ….…………………………………………….. 122
Appendix 4 Initial Reflection ............................................................................. 123
Appendix 5 Lesson Plans .................................................................................. 127
Appendix 6 Questionnaire Pre Research ............................................................ 148
Appendix 7 Questionnaire of After Research .................................................... 150
Appendix 8 Transcripts of interview ................................................................ 151
Appendix 9 Field Note of Pre Research ........................................................... 156
Appendix 10 Field Note of Observation Pre Research ...................................... 159
Appendix 11 Field Note Research ..................................................................... 161
Appendix 12 Photograph ................................................................................... 175
Appendix 13 Procedures of Role Play ............................................................... 179
Appendix 14 Students’ Score ............................................................................. 181
Appendix 15 Students’ Worksheet ..................................................................... 187
Appendix 16 Students ‘Scripts ............................................................................ 190
Appendix 17 Letters of Permissions ................................................................... 192
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CHAPTER I
INTRODUCTION
A. Background of the Study
Learning English means learning four skills, namely: reading, listening,
speaking and writing. Listening and reading belong to receptive skills in which
the language users require the ability to receive spoken and written language,
while speaking and writing belong to productive skills in which the language
users require the ability to produce language both spoken and written (Harmer,
1983: 44). These four language skills can not be taught separately,because they
are integrated and related to each other.
Among these four language skills, speaking is often considered as the most
difficult skill to be learned by the students. Richards (2002: 204) says that
speaking is especially difficult for foreign language learners because effective oral
communication requires the ability to use the language appropriately in social
interactions.
Brown (1994: 254) says that the important goal of oral communication
skills in Communicative Language Teaching is both fluency and accuracy. While
fluency in many communicative language courses becomes an initial goal in
language teaching, accuracy is achieved to some extent by allowing students to
focus on the elements of phonology (accent, pronunciation, and stress), grammar,
and discourse in their spoken input.
Speaking is one of the competencies that must be taught in junior high
school. One of the basic competences of speaking ability is that the students must
be able to expess meaning in the transactional (to get thing done) and
interpersonal conversation (socialization) to borrow things, ask and give opinion,
ask and give things.
Based on the preliminary observation in the class of 7D SMP Negeri 4
Sukoharjo, when the teacher taught expressing opinion, the students indicate some
problems in speaking. The problems come from the language competence and the
classroom situation.
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Regarding the language competence, the students have difficulty in
delivering their idea. It is showed by the evidences as follow:
First, the students made grammar mistakes when making a sentence. For
example, “In my opinion, dislike Spiderman.”
Second, the students often pronounced words incorrectly. They
pronounced the word ‘opinion’ as /�’pInion/, ‘about’ as /�’bot/, ‘because’ as
/bI’coz/, and etc.
Third, the students’ choices of words are limited. For example, when they
want to say “enak didengar”, they produced the word “fun listen.”
Fourth, the students made filler on their speech. It shows that they are not
able to speak fluently.
In addition, from the interview, the researcher could also identify some
problems in English teaching, especially the teaching of speaking English. Here
are the opinions of some seventh grade students in SMP Negeri 4 Sukoharjo:
“Kalo ngomong pake bahasa Inggris itu susah bu, soalnya cara
ngomongnya susah trus nggak tau kata bahasa Inggrisnya.” - EP –
“Saya pusing bu kalo disuruh ngomong bahasa Inggris, mesti tau bahasa
Indonesia nya dulu, baru di bahasa Inggriskan. Belum lagi tensesnya itu bu,
banyak yang dihapalkan.” - WS –
“Saya malu bu kalo disuruh ngomong bahasa Inggris di kelas, kalo salah
diketawain temen-temen. Saya ngomong bahasa Inggris nggak lancer nu, musti
mikir dulu.” - FA -
Based on the students ‘statements, it can be seen that the students consider
speaking English is difficult. They are also afraid of making mistakes.
Moreover, the problems do not only come from the language competence,
but also the classroom situation. It can be seen from the involvement of students
during the teaching and learning process in the class. Some of them showed ‘off-
task’ behaviour, for example talking with their peers, doing another lesson’s
homework, drawing, etc. The students were also shy to speak up because they
afraid of making mistakes. It makes them passive in the teaching and learning
process.
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Based on preliminary research, there might be several causes of the
problems. First, the teacher focused more on reading and writing skill rather than
speaking. Therefore, the students had limited time to practice. Second, the teacher
did not give model for the students before practicing speaking. The modeling
stage is important to the students when they learn new material. Third, the teacher
did not provide enough tasks to the students. Providing tasks to the students when
they are learning new materials are so important, since it can help them to
practice. Furthermore, the teacher only used the materials in the book so it seems
monotonous to the students. For example, she just explained the expressions used
in a certain speaking topic, then asked the students to practice the given dialogue
in front of the class with their peers. This condition made students has not enough
rehearsal time to practice or express their own English. The monotonous
techniques made the students lose their motivation. According to Ur (1998: 288),
children’ motivation loses more easily because of monotonous, apparently
pointless activity. The monotonous will result on the boredom because it provides
students the same activities everyday. It can also decrease the young learner’s
motivation. The last possible cause is the teacher was often absent for personal
business that she only gave some assignments for the students.
Other reasons might also come from the students themselves. Some
students have low motivation in improving their speaking skill. The students
rarely use English in class, especially in discussion, so that they have less practice
time. Lastly, the students are not confident enough to speak up because they think
that they still have low competence in speaking.
The success of teaching learning depends on the teacher carrying out the
process. Teacher is supposed to be imaginative and creative in developing their
teaching method to create good atmosphere in teaching, improve the students’
speaking, and make the English lesson more interesting. The teacher should be
able to give the materials that are not only interesting, but also suitable with the
students’ level. The teacher should be able to provide interesting techniques for
the students. Furthermore, the teacher should be able to give the assistance to the
students when teaching new materials. The influence of material, techniques, and
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assistance of the English teacher is really vital because the students will have
higher motivation in learning, since the teaching and learning process is more
interesting and meaningful for them. The students will be able to consult their
difficulties during the speaking lesson when the teacher is ready to assist them. In
addition, by providing the suitable tasks with the students’ level, it will reduce
their anxiety.
In solving the problems, the researcher chooses the scaffolding strategy to
be applied in teaching learning process. Since this strategy is better to integrate
with another method or technique, the researcher also uses games and group work.
The researcher has strongly believed that scaffolding strategy can be used to
improve students’ speaking ability.
Gibbons in Anja (2009: 4) states that literally, scaffolding is something
placed around buildings, thus enabling the builders to access the emerging
structure. As soon as the building can support itself, the scaffolding is removed.
However, the term of scaffolding has been used as a metaphor in some fields.
According to Gibbons, Wood et al.(l976) were the first to apply it to describe the
nature of parental tutoring in young children’s language development. Besides its
initial use in the context of parent-child scaffolding, Mercer (in Anja, 2009: 3) has
later on taken up the metaphor in the context of classroom interaction, where it
portrays the assistance teachers provide for their students to help them to
accomplish a task they would not have been able to solve on their own, so that
they will eventually be enabled to complete such tasks alone. It is this kind of
scaffolding — often called “instructional scaffolding”. Bruner used the term
“scaffolding” to describe young children's oral language acquisition. Helped by
their parents when they first start learning to speak, young children are provided
with instinctive structures to learn a language. Bed-time stories and read aloud are
classic examples.
In addition, Vygotsky identifies four phases of instructional scaffolding
(Byrnes, 2001, p. 37). The first phase is modeling, with verbal commentary.
Through this stage, the students will learn about the pronunciation of the
expressions, the vocabularies and the grammar that are going to be used in the
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situation. As a result, they will get enough knowledge to practice the skill later on.
The second phase is imitating. In this phase, students imitate of the skill they’ve
seen modeled by their teacher, including the commentary. During this phase, the
teacher must constantly assess student understandings and offer frequent
assistance and feedback. By imitating the teacher, the students will have rehearsal
time to practice the pronunciation, vocabulary and also grammar. They will also
know how to speak correctly since the teacher will assist and correct their
mistakes. In order to reinforce and also provide more time to practice the lesson,
the teacher should give tasks to the students. The tasks can be delivered with any
techniques.
As the students begin to master new content and/or process through the
tasks, the teacher should offers progressively less assistance and feedback to her
students. This stage is called removing. It is the period when the instructor begins
to remove her scaffolding. In phase four is achieving. In the final phase, the
students have achieved an expert level of mastery. They can perform the new task
without any help from their instructor.
The scaffolding strategy is anything that is used to help the students master
the new information or skill. It can be the teacher’s assistances, the tasks and the
techniques that are used to support the students in dealing new skill. When all the
stages of scaffolding are applied in the teaching learning process and integrated
with the suitable techniques, method or media, the scaffolding strategy will be
able to improve the students’ skill. “Suitable” here means the teacher should
choose the technique; method or media that is confirmed can support the skill. For
example, role play can be a technique to support the speaking skill, but it is less
appropriate to be used to teach the writing skill.
The scaffolding strategy also considers about the students’ ZPD in
learning, so the materials that are used should be suitable with the students’ ZPD.
It means that the materials should not be neither too easy for the students, since it
can reduce their motivation nor too difficult to the students because it will make
the students feeling frustrated. Nevertheless, if the teacher wants to teach a
difficult material to the students, the teacher should start from the easiest first, and
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then raise the level of difficulty gradually as soon as the students mastered the
easiest one.
To support the scaffolding strategy in teaching of speaking skill, in this
research, the researcher chooses the games and group work. The researcher has
some reasons for choosing it. According to Carrier (1980: 6) in Sanchez, Morfin,
and Campos (2007: 51), the use of games in the classroom has many advantages.
Some of them are: Games give a variety of tools to facilitate the teaching-learning
process, it makes the lesson less monotonous, it raises the students’ motivation in
such a way that students enjoy their learning so much that they might not realize
they are doing so, it makes students produce language subconsciously, etc.
Whereas the group work is also potential to do in the teaching learning process for
the following reasons, such as students are encouraged to become active rather
than passive learners by developing collaborative and co-operative skills, and
lifelong learning skills, students are involved in their own learning, it enhances
social skills and interactions.
(sydney.edu.au/education_social_work/groupwork/docs/BenefitsOfGW.pdf).
The scaffolding strategy has many advantages. The scaffolding can be
implemented in many topics and skills. It is able to build the students’ confidence
to deal with new information, since the teacher still assists them until they can do
the tasks independently. The use of techniques that are functions as the
“scaffolding” It also gives a deep understanding to the students in learning new
materials. It is a style of teaching that can be instrumental to student growth, yet
it is a style that should not be used alone. Although it is recommended that this
not be the primary concept used to teach students, it can be incorporated into
other teaching styles. The teacher uses her or his familiarity with the student’s
prior knowledge to determine level of difficulty. The zone of proximal
development should be a consideration for all teaching styles or techniques,
because it is the primary source of engagement for students. It is the point where
learning takes place.
Based on the background above, it can be concluded that any teaching
includes teaching speaking should provides the “scaffolding” to the students when
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they are going to deal with a new lesson. The type of scaffolding is the teacher’
assistances, the given tasks and also the techniques, that support the students’
learning. By considering the importance of scaffolding in teaching, the writer has
a positive belief that Scaffolding strategy can promote students’ speaking skill.
Hopefully, students will show the improvement on their speaking skill when the
scaffolding strategy is implemented in teaching learning process.
B. Problem Formulations
From the background above, the statements of the problems are:
1. Can the scaffolding strategy improve the students’ speaking ability to
express opinion?
2. What happens with the situation when scaffolding strategy is used in
the speaking class?
C. Objectives of the Study
Based on the problem statements above the objectives of the study are:
1. To identify whether scaffolding strategy can improve speaking skill of
the students at the first grade of SMP Negeri 4 Sukoharjo in the
academic year of 2010/2011.
2. To identify the situation when scaffolding strategy is implemented in
speaking class the first grade of SMP Negeri 4 Sukoharjo in the
academic year of 2010/2011.
D. Benefits of the Study
Hopefully, this classroom action research can bring some advantages to
the researcher himself, the students, the other teachers, and another
researcher.
1. Researcher
a. By conducting this study, the researcher can improve her
knowledge in teaching learning process, especially teaching
speaking.
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b. She will implement the strategy which is the foundation of good
teaching.
c. She can also investigate the appropriate materials relating to the
students’ level. So, what she teaches to his students will be
meaningful and useful in their life.
2. Students
a. The students can have a deep understanding on the new material
since the teaching learning process will be meaningful for them.
b. The teaching learning process will be fun because the students are
always actively involved.
3. The other teachers
a. The other teachers can implement this strategy in order to make the
teaching learning process successfull.
b. Since this strategy is better to be integrated with other techniques,
the teachers should be creative to find the techniques that are not
only appropriate with the lesson, but also interesting.
c. By using this strategy, the other teachers can make the students
having deep understanding in the lessons.
d. Since scaffolding strategy can not only be implemented to teach
English, other teachers can use this strategy in teaching other
subjects.
4. The other researchers
a. The other researchers can develop the researcher based on the
result of the study.
b. They can use it as one of the references to study about how to
improve speaking skills and its implementing in their research.
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CHAPTER II
LITERATURE REVIEW
A. The Nature of Speaking Skill
1. The Nature of Speaking Skill
Nunan (1991: 39) states that mastering the art of speaking is the single
most important aspect of learning a second or foreign language and success is
measured in term of the ability to carry out a conversation in the language.
Considering to the importance, it is necessary to know the definitions first.
Several definitions of speaking are stated by the experts. Chaney in
Muamaroh (2009: 13) defines speaking as the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of
contexts. Speaking involves three areas of knowledge: pronunciation,
grammar, and vocabulary. Speaking is also the ability to use the right words
in the right order with the right pronunciation.
Similarly to Chaney, Bygate (2000: 5) says that the students must be
good in speaking skill which involves: choosing the right form, putting them
in the correct order, sounding like a native speaker, and even producing the
right meaning.
In addition, Brindley (1995: 19) makes specification about oral
communication. Here, oral communication can be defined as speaking. He
believes that oral is to:
a. Express oneself intelligibility
b. Convey intended meaning accurately with sufficient command of
vocabulary.
c. Use language in appropriate context
d. Interact with other speaking fluently
He also rates oral skill into four areas, which are interactive
communication, which covers fluency or effect on listener, intelligibility,
which covers pronunciation or prosodic features, appropriateness consisting of
pragmatic competence or register, and accuracy including structure and
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vocabulary resources (1995: 23). It means that speaking demands fluency,
intelligibility, appropriateness, and accuracy.
From the definitions above, it can be concluded that speaking is the
process of building and sharing meaning through the use of verbal and non-
verbal symbols, which demands fluency, intelligibility that is pronunciation,
appropriateness, and accuracy that is grammar and vocabulary.
Therefore, speaking skill is the technical competence in building and
sharing meaning through the use of verbal and non-verbal symbols, which
demands fluency, intelligibility that is pronunciation, appropriateness, and
accuracy that is grammar and vocabulary which requires training and
experience to do well.
B. The Elements of Speaking
According to Knight (1992: 294) there are eight elements of speaking:
a. Grammar
Grammar is important because it is the language that makes it possible for
us to talk about language. Grammar names the types of words and word
groups that make up sentences not only in English but in any language.
b. Vocabulary
Vocabulary is the knowledge of words and word meanings. Vocabulary is
acquired incidentally through indirect exposure to words and intentionally
through explicit instruction in specific words and word-learning strategies.
c. Pronunciation
Pronunciation is definitely the biggest thing that people notice when they
are speaking English. It includes individual sounds, stress, rhythm,
intonation, linking, elision, and assimilation.
d. Fluency
It refers to the ability to produce speech in the language and be understood
by its speakers. It includes the speed of talking; and hesitation before and
after speaking.
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e. Conversational skill
It refers to the topic development, initiative (in turn talking, and topic
control), cohesion, and conversation maintenance (clarification, repair,
pause fillers, and checking).
f. Sociolinguistic skill
In sociolinguistic skill, the speakers distinguish register and style (e.g.
formal or informal) and use cultural references.
g. Non-verbal
It includes eye-contact, body posture, gesture, and facial expression.
h. Content
It refers to the idea of what the speakers say. It needs to pay attention to
the coherence of arguments and it must be relevant.
From eight elements above, not all elements are used in this research.
It depends on the level of students and type of assessment itself. Because the
researcher assesses the first grade of junior high school, the researcher only
use four elements assessed. They are grammar, vocabulary, pronunciation, and
fluency.
C. The Functions of Speaking
According to Brown and Yule in Richards (2008: 21) there are three
functions of speaking: talk as interaction, talk as transaction, and talk as
performance. Each of these speech activities is quite distinct in terms of form
and function and requires different teaching approaches.
a. Talk as interaction
Talk as interaction refers to what we normally mean by
“conversation” and describes interaction that serves a primarily social
function. When people meet, they exchange greetings, engage in small
talk, recount recent experiences, and so, on because they wish to be
friendly and to establish a comfortable zone of interaction with others. The
focus is more on the speakers and how they wish to present themselves to
each other than on the message.
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b. Talk as transaction
Talk as transaction refers to situations where the focus is on what is
said or done. The message and making oneself understood clearly and
accurately is the central focus, rather than the participants and how they
interact socially with each other. Examples of talk as transaction are:
1) Classroom group discussions and problem-solving activities
2) A class activity during which students design a poster
3) Discussing needed computer repairs with a technician
4) Discussing sightseeing plans with a hotel clerk or tour guide
5) Making a telephone call to obtain flight information
6) Asking someone for directions on the street
7) Buying something in a shop
8) Ordering food from a menu in a restaurant
c. Talk as performance
The third type of talk that can usefully be distinguished has been
called talk as performance. This refers to public talk, that is, talk that
transmits information before an audience, such as classroom presentations,
public announcements, and speeches.
D. Scaffolding Strategy
1. The Definition of Scaffolding Strategy
Gibbons in Anja (2009: 4) states that literally, scaffolding is
something placed around buildings, thus enabling the builders to access the
emerging structure. As soon as the building can support itself, the scaffolding
is removed. However, the term of scaffolding has been used as a metaphor in
some fields. According to Gibbons, Wood et al. were the first to apply it to
describe the nature of parental tutoring in young children’s language
development. Besides its initial use in the context of parent-child scaffolding,
Mercer (in Anja, 2009: 3) has later on taken up the metaphor in the context of
classroom interaction, where it portrays the assistance teachers provide for
their students to help them to accomplish a task they would not have been
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able to solve on their own, so that they will eventually be enabled to complete
such tasks alone. It is this kind of scaffolding — often called “instructional
scaffolding”. Bruner used the term “scaffolding” to describe young children's
oral language acquisition. Helped by their parents when they first start
learning to speak, young children are provided with instinctive structures to
learn a language. Bed-time stories and read aloud are classic examples
(Daniels, 1994).
Scaffolding Theory was first introduced in the late 1950s by Jerome
Bruner, a cognitive psychologist. The scaffolding instruction as a teaching
strategy originates from Lev Vygotsky’s sociocultural theory and his concept
of the zone of proximal development (ZPD). “The zone of proximal
development is the distance between what children can do by themselves and
the next learning that they can be helped to achieve with competent
assistance” (Raymond, 2000, p.176).
Wood, Bruner, and Ross’ idea of scaffolding also parallels
Vygotsky’s work. Though the term was never used by Vygotsky,
interactional support and the process by which adults mediate a child’s
attempts to take on new learning has come to be termed “scaffolding.”
Scaffolding represents the helpful interactions between adult and child that
enable the child to do something beyond his or her independent efforts. A
scaffold is a temporary framework that is put up for support and access to
meaning and taken away as needed when the child secures control of success
with a task. For example, parents seem to know intuitively how to scaffold
their children’s attempts at negotiating meaning through oral language. The
construction of a scaffold occurs at a time where the child may not be able to
articulate or explore learning independently. The scaffolds provided by the
tutor do not change the nature or difficulty level of the task; instead, the
scaffolds provided allow the student to successfully complete the task.
(http://en.wikipedia.orgwikiInstructional_scaffolding.html, January, 30th
,
2011)
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Herber and Herber in Lange paper (2002: 2) proposes the general
ideas of scaffolding strategy. It consists of teaching new skills by engaging
students collaboratively in tasks that would be too difficult for them to
complete on their own. The instructor initially provides extensive
instructional support, or scaffolding, to continually assist the students in
building their understanding of new content and process. Once the students
internalize the content and/or process, they assume full responsibility for
controlling the progress of a given task. The temporary scaffolding provided
by the instructor is removed to reveal the impressive permanent structure of
student understanding.
Beth Lewis in about.com offers more detailed information about
the scaffolding strategies. She says that the scaffolding instruction includes a
wide variety of strategies, including: activating prior knowledge, offering a
motivational context to pique student interest or curiosity in the subject at
hand, breaking a complex task into easier, facilitating student achievement
with more "doable" steps, showing students an example of the desired
outcome before they complete the task, modeling the thought process for
students through "think aloud" talk, offering hints or partial solutions to
problems, using verbal cues to prompt student answers, teaching students
chants or mnemonic devices to ease memorization of key facts or procedures,
facilitating student engagement and participation, displaying a historical
timeline to offer a context for learning, using graphic organizers to offer a
visual framework for assimilating new information, teaching key vocabulary
terms before reading, guiding the students in making predictions for what
they expect will occur in a story, experiment, or other course of action,
asking questions while reading to encourage deeper investigation of concepts,
suggesting possible strategies for the students to use during independent
practice, modeling an activity for the students before they are asked to
complete the same or similar activity, asking students to contribute their own
experiences that relate to the subject at hand.
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(http://k6educators.about.com/odhelpfornewteachersascaffolding tech.html,
January, 30th
, 2011)
2. The Steps of Scaffolding
Vygotsky identifies four steps of instructional scaffolding (Byrnes,
2001, p.37), they are:
a. Modeling
The first phase is modeling, with verbal commentary. Modeling is
generally the first step in instructional scaffolding. Hogan and Pressley
in Lange (2002: 3) define it as “teaching behavior that shows how one
should feel, think or act within a given situation”. There are three types
of modeling: think-aloud modeling, talk-aloud modeling and
performance modeling. Think-aloud modeling is verbalization of the
thought process used to solve a particular problem. For example, an
instructor might verbalize his or her strategies for finding the main idea
of a paragraph. By contrast, talk-aloud modeling is a demonstration of
task completion accompanied by verbalization of the thought process or
problem solving strategy that brought the modeler to her conclusion. For
example, an instructor might verbally describe her strategies as she
demonstrates the written solution to a word problem. Finally,
performance modeling is simply demonstration of the task to be
completed. For example, an instructor might model sustained silent
reading by reading a book and either moving her lips, smiling at a funny
part of the story, running her finger along the lines of text as she reads,
etc. Performance modeling does not involve any verbal explanation
(Hogan and Pressley, 1997, p. 20).
In addition to modeling, it is extremely important for the instructor
to offer explanations, which should be “explicit statements adjusted to fit
the learners’ emerging understandings about what is being learned
(declarative or prepositional knowledge), why and when it is used
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(conditional or situational knowledge), and how it is used (procedural
knowledge)” (Hogan and Pressley, 1997, p. 17).
b. Imitating
In this phase, students imitate of the skill they’ve seen modeled by
their instructor, including the commentary. Having observed their
instructor’s model, the students begin guided practice by performing
parts of the task independently. The instructor assists his or her students
with their early practice and continuously assesses their learning
(Turnbull et. al., 1999, pp. 641-642). During this phase, the instructor
must constantly assess student understandings and offer frequent
assistance and feedback.
c. Removing
The third phase is the period when the instructor begins to remove
her scaffolding. She offers progressively less assistance and feedback to
her students as they begin to master new content and/or process.
d. Achieving
In this final phase, the students have achieved an expert level of
mastery. They can perform the new task without any help from their
instructor (Byrnes, 2001, p. 37).
Supporting to Vygotsky’s idea, Herber and Herber in Lange Paper
(1993, pp. 138-139) states that the scaffolding strategy consists of
teaching new skills by engaging students collaboratively in tasks that
would be too difficult for them to complete on their own. The instructor
initially provides extensive instructional support, or scaffolding, to
continually assist the students in building their understanding of new
content and process. Once the students internalize the content and/or
process, they assume full responsibility for controlling the progress of a
given task. The temporary scaffolding provided by the instructor is
removed to reveal the impressive permanent structure of student
understanding…
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(http://condor.admin.ccny.cuny.edu~group4LangePaper.html, January,
30th
, 2011)
In addition, Hogan and Pressley (1997: 17-36) in Lange paper say
that there are actually five different instructional scaffolding techniques:
modeling of desired behaviors, offering explanations, inviting student
participation, verifying and clarifying student understandings, and
inviting students to contribute clues. These techniques may either be
integrated or used individually, depending on the material being taught.
The instructor’s goal in employing scaffolding techniques is offering just
enough assistance to guide the students toward independence and self-
regulation. (http://condor.admin.ccny.cuny.edu~group4LangePaper.html,
January, 30th
, 2011)
3. The Goal of Scaffolding
Henry (2002: 6) says that the ultimate goal of instruction is covert,
independent self-regulatory learning. It is expected that errors will occurred.
The knowledge that students bring to the classroom is not always accurate,
but it is possible to correct, gradually, through teacher re-direction and
feedback. Although the teacher initially assumes much of the control during
scaffolded instruction, when implementing scaffolded instruction, teachers
must be sure not to provide too much support. Excessive support undermines
the increased competence that should be acquired and maintained. There is no
self-regulation and sole responsibility is not being passed on to the student.
When executed correctly, theory suggests that instructional
scaffolding leads to a number of desirable educational outcomes. First,
scaffolding children’s learning allows them to reach levels of mastery that
might be impossible for them to achieve without it. In line with Vygotsky’s
theory, the scaffolding provided by an instructor can elevate a child’s
understanding of a concept from the naïve level to the scientific level,
whereas the child might never have progressed beyond a naïve understanding
without adult intervention (Byrnes, 2001, pp. 34-37). In line with modern
theory, effective scaffolding should help students to achieve an expert level of
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understanding of a subject, characterized by organized and conditionalized
knowledge of content, fluent retrieval and positive transfer (Bransford et al,
2000, pp. 31-48). Another desirable outcome of scaffolding student learning
is the development of the students as independent learners (Vygotsky and
Social Cognition, n.d., “How Vygotsky Impacts Learning”). Providing
students with scaffolds such as graphic organizers, outline templates, note
taking guides and strategies for remembering helps them not only with the
task at hand, but also later on in their educational careers. The goal of any
educator, in any subject, is to help students develop skills that will make them
self-directed, self-regulated learners. Instructional scaffolding is the type of
teaching strategy that contributes to this development. Finally, scaffolding
student learning should result in elimination of problems such as
disengagement and boredom (Byrnes, 2001, p. 37). If a teacher adjusts the
level of instruction to meet her students in their zones of proximal
development, she should find that the students are focused and able to stay on
task.
4. The characteristics of effective scaffolding
In order for the technique to be effective, Vygotsky suggests three
important characteristics (Byrnes, 2001, p. 37). First, the teacher must be
careful not to offer too much assistance for too long, at the risk of making
students overly dependent rather than independent. Following the early
stages of modeling, he suggests that teachers should start a problem and have
the students finish it, or perhaps give hints when a student gets off track. The
instructor should not, however, perform the task in its entirety for any student
after the initial modeling phase is completed. Vygotsky’s second
characteristic of effective scaffolding is that the level of instruction should
always be within the zone of proximal development and, therefore,
challenging to the students. Material presented at or below the child’s level
of mastery will bore her, while material presented well beyond the child’s
level of mastery will cause her to become frustrated and disengaged. In either
case, no growth can occur. Lastly, Vygotsky believed that it is critically
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important for instructors to repeatedly confront their students with scientific
concepts in order to prevent them from falling back on their naïve ideas of
spontaneous concepts. As children are often reluctant to abandon their long
held misconceptions, it is absolutely essential for instructors to adopt this
form of repetition.
In addition, Larkin (2001: 30-34) suggests other guidelines for effective
scaffolding as follows:
a. Begin with what the students can do - Students need to be aware of
their strengths and to feel good about tasks they can do with little or no
assistance.
b. Help students achieve success quickly - Although students need
challenging work in order to learn, frustration and a "cycle of failure"
may set in quickly if students do not experience frequent success.
c. Help students to "be" like everyone else - Students want to be similar
to and accepted by their peers. If given the opportunity and support,
some students may work harder at tasks in order to appear more like
their peers.
d. Know when it is time to stop - Practicing is important to help students
remember and apply their knowledge, but too much may impede the
learning. "Less is more" may be the rule when students have
demonstrated that they can perform the task.
Help students to be independent when they have command of the
activity - Teachers need to watch for clues from their students that show
when and how much teacher assistance is needed. Scaffolding should be
removed gradually as students begin to demonstrate mastery and then no
longer provided when students can perform the task independently.
(http://www.vtaide.com/pngERICScaffolding.html, January, 30th
, 2011)
5. The Advantages of Scaffolding
The scaffolding can be implemented in many topics and skills. It is able
to build the students’ confidence to deal with new information, since the
teacher still assists them until they can do the tasks independently. It also
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gives a deep understanding to the students in learning new materials. It is a
style of teaching that can be instrumental to student growth, yet it is a style
that should not be used alone. Although it is recommended that this not be
the primary concept used to teach students, it can be incorporated into other
teaching styles. In techniques such reciprocal teaching, the questions are
introduced gradually and with an increased level of difficulty (requiring
higher level thinking). The teacher uses her or his familiarity with the
student’s prior knowledge to determine level of difficulty. The zone of
proximal development should be a consideration for all teaching styles or
techniques, because it is the primary source of engagement for students. It
is the point where learning takes place.
(http://www.condor.admin.ccny.cuny.edu~/HenryHenry%20Paper.doc,
January, 30th
, 2011)
Scaffolding plays a crucial role in the classroom and can help to
contribute to good teaching. Nevertheless, most teachers are neither aware
of the huge benefits of scaffolded instruction, nor do they know anything
about the concept of ‘scaffolding” or the strategies related to it. Even if they
sometimes happen to make use of scaffolding strategies, they also often
miss the opportunity to apply them when it night have been appropriate to
do so ( Sticher, 2009: 3).
Pennil (2002: 8) says that all other teaching strategies require some level
of scaffolding before they can be effectively employed. The use of
scaffolding is particularly effective in its ability to build a student’s
confidence so that he or she is better able to address future challenging
tasks. Also, it provides the scaffold the opportunity to make meaningful
connections so they incorporate new knowledge into their schemata.
Once a learner has the benefit of both prior knowledge and guide to help
connect prior knowledge to new knowledge, both kinds of knowledge
become more meaningful to the learner. The confusion and frustration that
often accompanies being assigned a task that is too hard to complete can be
avoided.
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Especially in teaching speaking, this teaching strategy is also helpful. By
providing modeling before doing the speaking activity, students will learn
the speaking accuracy, such as pronunciation, stress, intonation, etc. The
tasks that given by the teacher will students have a lot of practices.
Therefore the practices will result on students’ fluency. Students will also
gain the confidence in speaking since they often practice it.
6. The Disadvantages of Scaffolding
Henry (2002: 7) says that if there is no need for assistance the purpose
of scaffolding is defeated. Too much scaffolding undermines a student's
sense of accomplishment; too little means frustration and discouragement.
Discouragement and frustration virtually eliminated potential knowledge and
progress on the given subject. The right amount of assistance helps engage
students in the learning process, building interest and enjoyment. The right
amount of assistance helps engage students in the learning process, building
interest and enjoyment. “The rights blend of challenge, support, and
meaningful feedback can put even beginning students in the state of flow
described earlier, fully engaged in the learning process. Providing tasks that
are just beyond a learner's independent reach, and at the same time offering
the necessary support to bridge that gap, can engage students deeply in
learning.” This connection between levels of challenge and support is
captured by Vygotsky's concept of the ZPD. In literacy instruction, this
means giving a child a task that is too difficult for him to accomplish on his
own, but within reach with support from a teacher or peer. “Implicit in the
idea of the ZPD is both an appropriate level of challenge -- one that stretches
the learner past his or her current knowledge and skill but is within his or her
range -- and an interaction between the learner and others who make the
"stretch" possible by providing a pedagogical experience that supports the
learner.“ (CAST, 2000) Only tasks requiring scaffolding are truly in the
student's zone of proximal development. Tasks that can be accomplished
without scaffolds do not lead to learning, because they are too easy. Tasks
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that cannot be achieved even with scaffolds do not lead to learning because
they are too difficult.
(http://www.condor.admin.ccny.cuny.edu~group4/HenryHhenry20%Paper.
doc ,January, 30th
, 2011)
Another disadvantage to this teaching style is that although the claim
has been made that all levels can be reached through scaffolding and the
theory of multiple intelligences, the speed at which students learn is not
addressed. Essentially there are some students who will have a higher level
of difficulty learning and performing a particular task than others. In a
situation where there are special education students and students who have
relatively little difficulty.
Those students who are able to master a task while others struggle, may
find themselves frustrated. This frustration comes as a result of the student
having to wait for the teacher to redirect attention to the progress of the
lesson. A possible solution is to have students help other students in this
scaffolding process.
E. Teaching Speaking Skill
According to National Capital Language Resource Center, the goal
of teaching speaking skills is communicative efficiency. Learners should be
able to make themselves understood; using their current proficiency to the
fullest. They should try to avoid confusion in the message due to faulty
pronunciation, grammar, or vocabulary, and to observe the social and
cultural rules that apply in each communication situation.
(http://www.nclrc.org/essentialsspeakingsp/index.html, January, 30th
,2011)
Based on the statement above, it can be said that teaching speaking is
focused on communicative efficiency. In this case, the researcher discusses
the importance of teaching speaking, techniques in teaching speaking, and
micro and macro skill in speaking.
1. Types of Classroom Speaking Skill
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Brown (1994: 266) stated that there are six types of speaking skill
that the students are expected to carry out in the classroom. In this
section, the six types of speaking skill are presented as follows:
a. Imitative
In this type of performance, the students are asked to repeat or
imitate the teachers’ speech or speech of tape recorder. Imitation of
this kind is carried out not for the purpose of meaningful interaction,
but for focusing on some particular elements of language form. In
other words, this activity focuses more on form rather than on
meaning. The activity is called “drilling”. Drills offer students an
opportunity to listen and to orally repeat certain strings of language
that may pose some linguistic difficulties-either phonological or
grammatical. They offer limited practice through repetition. Drilling
can help the students to establish certain psychomotor pattern and to
associate selected grammatical forms with their appropriate context.
Drilling helps the students to master pronunciation and intonation as
long as it is not overused and students know why they are doing the
drill.
b. Intensive
In this type of skill, students deal with their linguistic
difficulties-either phonological or grammatical aspect of language.
Intensive speaking goes one step beyond imitative to include any
speaking performance that is designed to pracsstice some
phonological or grammatical aspects of language. It can be in form
of self-initiated or it can be part of some pair work activity, where
learners are ‘going over’ certain forms of language.
c. Responsive
In this type, students may give short replies to teacher or even
students have an initiative for asking questions or comments.
Students’ responses are usually sufficient and do not extend into
dialogues. However, such speech can be meaningful and authentic.
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d. Transactional (dialogue)
Students are involved in exchanging specific information with
their conversational partners. This activity is carried out for the
purpose of conveying or exchanging specific information.
Transactional language is an extended form of responsive language.
It may have more of a negotiate nature than merely responsive
speech.
e. Interpersonal (dialogue)
The students actively participate in the authentic give and take
of communicative interchange. This type of activity is carried out
more for the purpose of maintaining social relationships than for the
transmission of facts and information. It deals with the factors of
casual register, colloquial language, emotionally charged language,
slang, ellipsis, sarcasm, and a covert agenda.
f. Extensive (monologue)
The students are called on to give extended monologues in the
form of oral reports, summaries, or perhaps short speeches. This
skill is used to develop students’ global oral ability of producing
spoken language which is more formal deliberative
2. Criteria of Successful Speaking
Ur (1996: 121) identifies four problems that may hamper the
successful of speaking class as follows:
a. Inhibition.
Speaking activities require real context and exposure to an
audience. This often makes students inhabited in speaking in front
of others. Students may be worried or afraid of making mistakes
and being humiliated.
b. Nothing to say
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Students often cannot think and find any words to say even
though they may have some vocabularies and knowledge about the
topics.
c. Low or uneven participation
Speaking class may face this problem, especially in big
classes. Students must wait for their turn to speak and before they
have chance to speak, the time is over. A talkative or smart student
who dominates the speaking will make this problem worse.
d. Mother tongue use
The use of native language during speaking activities will
hamper the use of the target language.
There are many ways in creating a successful speaking
class and to solve the problems mentioned above, Ur (1996: 121-
122) suggests the teacher to use activities as the following:
a. Use group work
In line with Ur’s opinion, Brown (2000: 178) states that
group work can prompt interactive language, offer a comfortable
affective climate, promote students responsibility and a move
toward individualizing instruction.
b. Base the activity on easy language
Teachers should recognize the level of the students’
language and provide an easy activity to recall and produce.
c. Make a careful choice of topic and task to stimulate interest
Teachers should choose an interesting topic and task for
the students in order to motivate their interest in the activity
provided.
d. Give some instructions or trainings in discussion skills.
Giving instruction or training on how discussion should
be performed will ensure that the activities work well. There
should be clear rules how discussion will be done and each
student is given specific roles to get involved in it.
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e. Keep students speaking in the target language?
Teachers should monitor the students in speaking class to
make sure they speak well at their best ability. To help teachers
do this job, they can ask some students to monitor the others in
turn.
Furthermore, Kayi (2006: 12) suggests some
considerations for English language teachers while teaching
speaking:
a. Provide maximum opportunity to students to speak the target
language by providing a rich environment that contains
collaborative work, authentic materials, and shared
knowledge.
b. Try to involve each student in every speaking activity; for
this aim, practice different ways of students’ participation.
c. Reduce teacher speaking time in class while increasing
students speaking time. Step back and observe students.
d. Indicate positive signs when commenting on a students’
response.
e. Ask eliciting questions such as “What do you mean? How
did you reach that conclusion?” In order to prompt students
to speak more.
f. Provide written feedback.
g. Do not correct students’ mistakes in pronunciation very
often while they are speaking. Correction should not distract
students from his or her speech.
h. Involve speaking activities not only in class but also out of
class; contact parents and other people who can help.
i. Circulate around classroom to ensure that students are on the
right track and see whether they need your help while they
work in groups or pairs.
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j. Provide the vocabulary beforehand that students need in
speaking activities.
k. Diagnose problems faced by students who have difficulty in
expressing themselves in the target language and provide
more opportunities to practice the spoken language.
Ur (1996: 120) says that the characteristics of a successful
speaking activity are as follows:
a. Learners talk a lot
The students talk as much as possible. All of the period of the time
allotted to the activity is in fact occupied by learners talk. This may
seem obvious, but often most time is taken up with teacher talk or
pauses.
b. Participation is even.
Classroom discussion is not determined by a minority of talkative
participants; all get chance to speak and contributions are fairly
evenly distributed.
c. Motivation is high
Learners are eager to speak because they are interested in the topic
and have something new to say about it, or because they want to
contribute to achieving a task objective
d. Language is of an acceptable level.
Learners express themselves in utterances that are relevant, easily
comprehensible to each other, and of an acceptable level of
language accuracy.
3. Techniques of Teaching Speaking
There are various techniques which a teacher can employ in teaching
speaking, Cross (1991: 289) classified them into discussion and debates,
drama activities and the information gap. According to Cross in discussion
and debates anything that is worthy of thought and discussion can be the
basis of communicative session. There is no need to restrict the topics.
Drama activities can be done through role play ranged from tightly role play
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as a logical development of dialogue in the text book, or it can be relatively
free, with the considerable scope for imagination and creativity. Information
gaps, the speaker informant is saying something that receiver does not
know.
Sauvignon applies language art games, pantomime, unscripted role
playing and simulation as some techniques in performing speaking activities
in the classroom (1983: 192, 207, 209, 210).
Ur (1996: 124-128, 131-133) groups some techniques and activities to
activate the students’ speaking in the classroom into discussions and role-
plays. The followings are some of the techniques suggested by Ur:
1) Discussion
- Describing pictures
These techniques can be conducted for any kinds of English level
students depend on the level of difficulty. Students are asked to
describe a single picture or picture in series of events.
- Picture differences
It is a kind of information gap activity. Two students are given
difference of picture and asked to find the difference by talking to
each other. This activity can produce plenty of purposeful questions
and answer exchanges.
- Things in common
In this activity students are required to move around and ask the
other students about something they have in common. And then they
are asked to tell the class everything they have found. This activity
can build a feeling of solidarity by stressing on shared characteristics
of the participants.
- Solving problems
The students are giving problems to discuss and solve. This activity
is good to prompt students’ involvement and motivation.
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2) Role-plays
- Dialogues
The students are taught a short conversation then asked to learn it by
heart. Even though this activity is rather old-fashioned now days, it is
good for beginners or the less confident students.
- Plays
This technique is the follow up of dialogue technique. Plays can be
held based on something students have read, composed by students
and teacher or from literature books.
- Simulations
In this activity students are asked to speak as themselves but the task
and situation given are imaginary.
- Role play
Students are given task or problem and then asked them to act out. In
this activity sometimes teachers provide them with role card. A card
states situations and topics that students use as clues in speaking.
From the explanation above, it can be concluded that all techniques
used in speaking class purpose on using the language as it is used in real
life. The techniques proposed by Cross, Savignon and Ur in teaching
speaking above contains the most important feature of communicative,
which is the existence of information gap.
4. Micro and Macro Skill of Speaking
The micro-skills refer to producing the smaller chunks of language
such as phonemes, morphemes, words, collocations, and phrasal units. The
macro-skill implies the speaker’s focus on the larger elements: fluency,
discourse, function, style, cohesion, nonverbal communication, and strategic
option. Brown (1994: 142-143) classified the micro and macro skills totally
in 16 objectives as follows:
a. Micro-skills
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1) Producing difference among English phonemes and allophonic
variant.
2) Producing chunks of language of different length.
3) Producing English stress patterns, words in stressed position,
rhythmic structure, and intonation contours.
4) Producing reduced forms of words and phrases.
5) Using an adequate number of lexical units (words) to
accomplish pragmatic purposes.
6) Producing fluent speech at different rates of delivery.
7) Monitoring one’s own oral production and use various strategic
devices pauses, fillers, self-corrections, backtracking- to
enhance the clarity of the message.
8) Using grammatical word classes (nouns, verbs, etc), systems
(e.g. tense, agreement, pluralization), word order, pattern, rules,
and elliptical forms.
9) Producing speech in natural constituents: in appropriate phrases,
pause groups, breathe groups, and sentence constituents.
10) Expressing a particular meaning in different grammatical form.
11) Using cohesive devices in spoken discourse.
b. Macro-skills
1) Accomplishing appropriately communicative function according
to situations, participants, and goals.
2) Using appropriate styles, registers, implicative, redundancies,
pragmatic conventions, convention rules, floor keeping and
yielding, interrupting, and other sociolinguistic features in face-
to-face conversations.
3) Conveying links and connections between events and
communicate such relations as focal and peripheral ideas,
events, and feelings, new information and given information,
generalization and exemplification.
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4) Conveying facial features, kinesics, body language, and other
nonverbal cues along with verbal language.
5) Developing and use a battery of speaking strategies, such as
emphasizing key words, rephrasing, providing a context for
interpreting the meaning of words, appealing for help, and
accurately assessing how well your interlocutor is understanding
you.
These skills can act as a checklist of objectives. The macro-skill has the
appearance of being more complex than the micro-skill; both contain
ingredients of difficulty, depending on the stage and context of the test-
taker.
5. Evaluating Speaking
This action research applied a standard to stop a cycle of the
research. The cycle of the research was stopped, when 75 percent of the
students had passed the KKM and had the reached effective communication
and had good range of vocabulary, occasional grammar slips, slighter
foreign accent, and logical sentences arrangement. Below are the rubric
scales for assessing speaking skill, as quoted from Ur (1996: 135) on oral
testing criteria.
Table 2.1 Criteria of Scoring Speaking Accuracy
ACCURACY Score
Little or no language produced 1
Poor vocabulary, mistake in basic grammar, may have very strong
foreign accent
2
Adequate but not rich vocabulary, makes obvious grammar
mistakes, slight foreign accent
3
Good range of vocabulary, occasional grammar slips, slight foreign
accent
4
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Wide vocabulary appropriately used, virtually no grammar mistakes,
native-like or slight foreign accent
5
Table 2.2 Criteria of Scoring Speaking Fluency
FLUENCY Score
Little or no communication 1
Very hesitant and brief utterances, sometimes difficult to understand 2
Gets idea across, but hesitantly and briefly 3
Effective communication in short turns 4
Easy and effective communication , uses long turns 5
The writer will not use the same scoring rubric as displayed above, but she
will adapt it as the following:
Table 2.3 Criteria of Scoring Speaking Skill
No. Indicators Criteria Score
1 Fluency Little or no communication
Very hesitant and brief utterances,
sometimes difficult to understand
Gets idea across, but hesitantly and briefly
Effective communication in short turns
Easy and effective communication , uses
long turns
1
2
3
4
5
2 Pronunciation Little or no language produced
May have very strong foreign accent
Slight foreign accent
1
2
3
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Slighter foreign accent
Native-like or slight foreign accent
4
5
3 Grammar Little or no language produced
Mistake in basic grammar
Makes obvious grammar mistakes
Occasional grammar slips
Virtually no grammar mistakes
1
2
3
4
5
4 Vocabulary Little or no language produced
Poor vocabulary
Adequate but not reach vocabulary
Good range of vocabulary
Wide vocabulary appropriately used
1
2
3
4
5
Total of Score (max) 20
Then, the total score will be multiplied by 5, as follows:
F.
G. Review of Related Literature
Larkin, Martha (2002) said that in order to incorporate scaffolding
throughout the lesson, teachers may find the framework outlined by Ellis &
Larkin (1998: 30-34) helpful. Ellis and Larkin grouped the framework as the
teacher does it, the class does it, the group does it, and the individual does it.
In the teacher does it, the teacher models how to perform a new or difficult
task, such as how to use a graphic organizer. For example, the teacher may
have a partially completed graphic organizer on an overhead transparency
and "think aloud" as he or she describes how the graphic organizer
illustrates the relationships among the information contained on it.
By the phase the class does it, the teacher and students work together to
perform the task. For example, the students may suggest information to be
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added to the graphic organizer. As the teacher writes the suggestions on the
transparency, students fill in their own copies of the organizer.
The group does it, students work with a partner or a small cooperative
group to complete a graphic organizer (i.e., either a partially completed or a
blank one).
Finally, the independent practice stage where individual students can
demonstrate their task mastery (e.g., successfully completing a graphic
organizer to demonstrate appropriate relationships among information) and
receive the necessary practice to help them to perform the task automatically
and quickly. (http://www.vtaide.com/pngERICScaffolding.html, January,
30th
, 2011)
Scaffolding has been implemented by many educators. Diane D’Alessio
and Margaret Riley from Bronx Community College, City University of
New York collaborated a study on Scaffolding Writing Skills for ESL
Students in an Education Class at a Community College. The study showed
some improvements by several measures: grades were significantly higher
and writing in formal writing situations improved greatly. Student
evaluations affirmed that students found the additional writing assignments
helpful both for enhancing writing skills and understanding the content of
the course.
(http://www.wac.colostate.edujournalvol13dalessio_riley.pdf, March, 1st,
2011)
Britta Wicklund from Hamline University also implemented the
scaffolding in her teaching. She used scaffolding to teach
phonological/phonemic awareness skills to the 11 kindergarten English
language learners. There are implications of this study for teachers and
students. One main implication of this study is that implementing
scaffolding strategies is an effective tool to teach phonemic awareness
skills. It is apparent that scaffolding made phonemic awareness instruction
more accessible for ELLs. This is evidenced by increased participation of
ELLs, as well as growth in phonemic awareness skills, shown by the pre-
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and post-testing results. Research has also shown that scaffolding, when
used as an instructional tool, can be particularly effective in teaching new
knowledge and skills, even including higher level thinking skills.
(www.hamline.edueducationpdfcapstone_bwicklund.html,January, 30th
, 2011)
H. Rationale
The problem faced by students in SMPN 4 SUKOHARJO is they lack of
speaking ability to express opinion and ask/give things. They often made
mistakes in using grammar and pronouncing, having limited choice of
words, and making filler on their speech.
Moreover, the problems do not only come from the language
competence, but also the classroom situation. It can be seen from the
involvement of students during the teaching and learning process in the
class. Some of them showed ‘off-task’ behaviour, for example talking with
their peers, doing another lesson’s homework, drawing, etc. The students
were also shy to speak up because they afraid of making mistakes. It makes
them passive in the teaching and learning process.
Based on the theories underlying the study and the problem which is being
faced by the students, that is students lack of ability to express opinion and
asking/giving things, it can be said that a good teaching strategy that
engages the students is needed. The writer strongly believes that
scaffolding strategy can be implemented to solve the problems.
Gibbons in Anja (2009: 4) states that literally, scaffolding is something
placed around buildings, thus enabling the builders to access the emerging
structure. As soon as the building can support itself, the scaffolding is
removed. In the context of teaching, the scaffolding strategy is anything that
is used to help the students mastering the new information or skill. It can be
the teacher’s assistances, the tasks and the techniques that are used to
support the students in dealing new skill. When all the stages of scaffolding
are applied in the teaching learning process and integrated with the suitable
techniques, method or media, the scaffolding strategy will be able to
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improve the students’ skill. “Suitable” here means the teacher should choose
the technique; method or media that is confirmed can support the skill. For
example, role play can be a technique to support the speaking skill, but it is
less appropriate to be used to teach the writing skill.
Vygotsky identifies four phases of instructional scaffolding (Byrnes,
2001, p. 37). The first phase is modeling, with verbal commentary. Through
this stage, the students will learn about the pronunciation of the expressions,
the vocabularies and the grammar that are going to be used in the situation.
As a result, they will get enough knowledge to practice the skill later on. The
second phase is imitating. In this phase, students imitate the skill that they
have seen modeling by their teacher, including the commentary. During this
phase, the teacher must constantly assess student understandings and offer
frequent assistance and feedback. By imitating the teacher, the students will
have rehearsal time to practice the pronunciation, vocabulary and also
grammar. They will also know how to speak correctly since the teacher will
assist and correct their mistakes. In order to reinforce and also provide more
time to practice the lesson, the teacher should give tasks to the students. The
tasks can be delivered with any techniques.
As the students begin to master new content and/or process through the
tasks, the teacher should offers progressively less assistance and feedback to
her students. This stage is called removing. It is the period when the
instructor begins to remove her scaffolding. When the students are able to do
the task with less assistance, it can be said that they already achieved the skill.
So that the last stage in scaffolding that is achieving has been fulfilled. In the
final phase, the students have achieved an expert level of mastery. They can
perform the new task without any help from their instructor.
In addition, Hogan and Pressley (1997: 17-36) in Lange paper say that
there are actually five different instructional scaffolding techniques: modeling
of desired behaviors, offering explanations, inviting student participation,
verifying and clarifying student understandings, and inviting students to
contribute clues. These techniques may either be integrated or used
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individually, depending on the material being taught. The instructor’s goal in
employing scaffolding techniques is offering just enough assistance to guide
the students toward independence and self-regulation.
(http://condor.admin.ccny.cuny.edu~group4LangePaper.html, January, 30th
,
2011)
Since this strategy is better to integrate with another method or
technique, the researcher also uses games and group work. The researcher has
some reasons for choosing it. According to Carrier (1980: 6) in Sanchez,
Morfin, and Campos (2007: 51), the use of games in the classroom has many
advantages. Some of them are: Games give a variety of tools to facilitate the
teaching-learning process, it makes the lesson less monotonous, it raises the
students’ motivation in such a way that students enjoy their learning so much
that they might not realize they are doing so, it makes students produce
language subconsciously, etc. Whereas the group work is also potential to do
in the teaching learning process for the following reasons, such as students
are encouraged to become active rather than passive learners by developing
collaborative and co-operative skills, and lifelong learning skills, students are
involved in their own learning, it enhances social skills and interactions
(http://sydney.edu.au/education_social_work/groupwork/docs/BenefitsOfGW.
pdf, February, 2nd
, 2011).
The scaffolding strategy has many advantages. The scaffolding can be
implemented in many topics and skills. It is able to build the students’
confidence to deal with new information, since the teacher still assists them
until they can do the tasks independently. The use of techniques that functions
as the “scaffolding” It also gives a deep understanding to the students in
learning new materials. It is a style of teaching that can be instrumental to
student growth, yet it is a style that should not be used alone. Although it is
recommended that this not be the primary concept used to teach students, it
can be incorporated into other teaching styles. The teacher uses her or his
familiarity with the student’s prior knowledge to determine level of difficulty.
The zone of proximal development should be a consideration for all teaching
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styles or techniques, because it is the primary source of engagement for
students. It is the point where learning takes place.
Based on the background above, it can be concluded that any teaching
includes teaching speaking should provides the “scaffolding” to the students
when they are going to deal with a new lesson. The type of scaffolding is the
teacher’ assistances, the given tasks and also the techniques, that support the
students’ learning. By considering the importance of scaffolding in teaching,
the writer has a positive belief that Scaffolding strategy can promote students’
speaking skill. Hopefully, students will show the improvement on their
speaking skill when the scaffolding strategy is implemented in teaching
learning process.
I. Hypothesis
Related to the previous descriptions of the theories and the basic
assumption above, the writer will formulate the hypothesis as follows:
1. Scaffolding can improve the students’ speaking ability to express
hortatory text.
2. The situation of the classroom will be better when scaffolding is
applied in speaking class.
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CHAPTER III
RESEARCH METHODOLOGY
A. Setting
The title of this research is “Improving Students’ Speaking Skill Using
Scaffolding Strategy (An Action Research at the Seventh Grade of SMP Negeri 4
Sukoharjo in the Academic Year of 2010/2011).” It was conducted in SMP Negeri
4 Sukoharjo. SMP Negeri 4 Sukoharjo is located in Jl. Slamet Riyadi , Begajah,
Sukoharjo. This location is strategic enough because it is near the public places,
such as the main street of Sukoharjo-Wonogiri, the bus station, and the gas
station.
SMP Negeri 4 Sukoharjo is one of the national standard schools in
Sukoharjo, so it also becomes one of the favorite schools in this regency. The
facilities in this school are complete enough. This school consists of three grades
namely the seventh grade, the eighth grade and the ninth grade. Each class
consists of about thirty until forty students. The school is large and leafy. The
buildings are in good order and arrangement. There are 18 classrooms, a teacher
office, an administration room, 4 labs, a multimedia room, 4 multipurpose
buildings mosque, a canteen, a football field, a basketball yard, and also a parking
area. However, the multimedia room is not completed with a LCD. This school
only has one LCD that is often used in school meeting. In each classroom, there
are a whiteboard and a blackboard, 20 tables and 40 chairs for students, a
teacher’s desk and chair, a clock, and good air circulation and lighting.
SMP Negeri 4 Sukoharjo uses KTSP (Kurikulum Tingkat Satuan
Pendidikan) curriculum as the basic of teaching and learning processes.
Instructional processes are done in six days from Monday up to Saturday. The
students start to learn from 07.00 a.m. and they finish the lesson at 1.50 p.m. on
Tuesday, Wednesday, Thursday and Saturday. Because of having a school
ceremony in the morning, the students start the lessons at 7.40 a.m on Monday.
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While on Friday; they start the lessons at 08.00 a.m. after having long walk and
end at 11.00.a.m. each period of meeting lasts for 80 minutes.
The research was carried out for about 6 months, from February 2011 until
July 2011. This research included the pre-research, action, and activities after the
action.
B. Subject of the Research
This research involves the seventh grade students of SMP Negeri 4
Sukoharjo, while the subject of the research is the students of VIII D
consisting of 20 girls and 18 boys. Most of them come from families with low
or middle level social economical background.
The VII D class is located in front of the football field of SMP Negeri 4
Sukoharjo. In this class, there are a white board and a small blackboard, 18 tables
8 tables and 32 chairs for students, a teacher’s desk and chair, a clock, the picture
of president and vice president of RI, and any educative slogans hanging on
the wall. In front of VII D class, there is little garden and some benches.
The researcher conducted research in this class in collaboration with the
English teacher. Most of the VII D’s students were in low level of speaking skill
in English. They had difficulties in delivering ideas. It was showed by mistakes
thay made on grammar, incorrect pronunciation, limited choices of words and
filler on their speech. Besides, they were shy to speak up, less active and less
cooperative in the teaching learning process.
C. Method of the Research
This research is classroom action research which is known by many other
names, including participatory research, collaborative inquiry, emancipatory
research, action learning, and contextual action research, but all are variations on a
theme. The researcher used this method with a purpose to improve VII D
students’ speaking skill and to solve the speaking problems that existed in the
class.
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There are several definitions of action research proposed by some experts. First
definition is taken from Mills (2006: 6) who writes as follows:
Action research is any systematic inquiry conducted by teacher
researchers, principals, school counselors, or other stakeholders in the
teaching/learning environment, to gather information about the ways that
their particular schools operate how they teach and how well their students
learn.
Mills explain that action research can be conducted by every instructor or
facilitator involved in teaching and learning environment. It is for finding,
gaining, and proving information about the best way to teach and to learn.
Burns in Hopkins (1993: 30) also states that action research is the
application of fact finding to practical problem solving in social situation with the
view to improving the quality of action within it, involving the collaboration and
cooperation of researchers, practitioners and laymen. Kemmis in Hopkins (1993:
44) say that Action research is a form of self-reflective enquiry undertaken by
participants in social (including educational) situations in order to improve the
rationally and justice of (a) their own social or educational practices: (b) their
understanding of these practices; and (c) the situations in which the practices are
carried out.
Based on the statements above, it can be concluded that action research is
a form of self-reflective enquiry that is carried out by practitioners which seeks
to increase the teacher’s understanding of classroom teaching and learning
and to bring about improvement in classroom practice.
There are several common features which can be considered to
characterize action research as stated by Burns (1999: 30):
1. Action research is contextual, small-scale and localized. It identifies and
investigates problem within a specific situation.
2. It is evaluative and reflective as it aims to bring about change and
improvement in practice.
3. It is participatory as it provides for collaborative investigation by terms
of colleagues, practitioners, and researchers.
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improve students’ skill in speaking. This research was carried out by the writer in
col
Scaffolding Strategy which integrated with game and group work techniques in
teaching speaking. The observation was done while the Scaffolding strategy is
applied. The observ
strategy can improve students’ speaking skill.
research occurs through a dynamic and complementary process which consists of
four essential moments: planning, action, observation, and reflection. In the
implementation of action resear
we do one step, we can come back to previous step to see what we have
already done or we can start the new cycle not from beginning.
�
4. Changes in practice
data which provides the impetus of change.
In this study, classroom action research was conducted as an attempt to
improve students’ skill in speaking. This research was carried out by the writer in
collaboration with the teacher. The action that was done is the implementation of
Scaffolding Strategy which integrated with game and group work techniques in
teaching speaking. The observation was done while the Scaffolding strategy is
applied. The observ
strategy can improve students’ speaking skill.
Kemmis and Mc Taggart (1998) in Burns (1999: 32) explain that action
research occurs through a dynamic and complementary process which consists of
four essential moments: planning, action, observation, and reflection. In the
implementation of action resear
we do one step, we can come back to previous step to see what we have
already done or we can start the new cycle not from beginning.
These steps can be illustrated as follows:
Figure: Steps
4. Changes in practice
data which provides the impetus of change.
In this study, classroom action research was conducted as an attempt to
improve students’ skill in speaking. This research was carried out by the writer in
laboration with the teacher. The action that was done is the implementation of
Scaffolding Strategy which integrated with game and group work techniques in
teaching speaking. The observation was done while the Scaffolding strategy is
applied. The observation and reflection gave result whether or not Scaffolding
strategy can improve students’ speaking skill.
Kemmis and Mc Taggart (1998) in Burns (1999: 32) explain that action
research occurs through a dynamic and complementary process which consists of
four essential moments: planning, action, observation, and reflection. In the
implementation of action resear
we do one step, we can come back to previous step to see what we have
already done or we can start the new cycle not from beginning.
These steps can be illustrated as follows:
Figure: Steps of Action Research (
4. Changes in practice are based on the collection of information or
data which provides the impetus of change.
In this study, classroom action research was conducted as an attempt to
improve students’ skill in speaking. This research was carried out by the writer in
laboration with the teacher. The action that was done is the implementation of
Scaffolding Strategy which integrated with game and group work techniques in
teaching speaking. The observation was done while the Scaffolding strategy is
ation and reflection gave result whether or not Scaffolding
strategy can improve students’ speaking skill.
D. The Model of the Research
Kemmis and Mc Taggart (1998) in Burns (1999: 32) explain that action
research occurs through a dynamic and complementary process which consists of
four essential moments: planning, action, observation, and reflection. In the
implementation of action research, those steps make a spiral. It means that when
we do one step, we can come back to previous step to see what we have
already done or we can start the new cycle not from beginning.
These steps can be illustrated as follows:
of Action Research (
are based on the collection of information or
data which provides the impetus of change.
In this study, classroom action research was conducted as an attempt to
improve students’ skill in speaking. This research was carried out by the writer in
laboration with the teacher. The action that was done is the implementation of
Scaffolding Strategy which integrated with game and group work techniques in
teaching speaking. The observation was done while the Scaffolding strategy is
ation and reflection gave result whether or not Scaffolding
strategy can improve students’ speaking skill.
The Model of the Research
Kemmis and Mc Taggart (1998) in Burns (1999: 32) explain that action
research occurs through a dynamic and complementary process which consists of
four essential moments: planning, action, observation, and reflection. In the
ch, those steps make a spiral. It means that when
we do one step, we can come back to previous step to see what we have
already done or we can start the new cycle not from beginning.
These steps can be illustrated as follows:
of Action Research (http://tatangmanguny.wordpress.com
are based on the collection of information or
data which provides the impetus of change.
In this study, classroom action research was conducted as an attempt to
improve students’ skill in speaking. This research was carried out by the writer in
laboration with the teacher. The action that was done is the implementation of
Scaffolding Strategy which integrated with game and group work techniques in
teaching speaking. The observation was done while the Scaffolding strategy is
ation and reflection gave result whether or not Scaffolding
The Model of the Research
Kemmis and Mc Taggart (1998) in Burns (1999: 32) explain that action
research occurs through a dynamic and complementary process which consists of
four essential moments: planning, action, observation, and reflection. In the
ch, those steps make a spiral. It means that when
we do one step, we can come back to previous step to see what we have
already done or we can start the new cycle not from beginning.
http://tatangmanguny.wordpress.com
are based on the collection of information or
In this study, classroom action research was conducted as an attempt to
improve students’ skill in speaking. This research was carried out by the writer in
laboration with the teacher. The action that was done is the implementation of
Scaffolding Strategy which integrated with game and group work techniques in
teaching speaking. The observation was done while the Scaffolding strategy is
ation and reflection gave result whether or not Scaffolding
The Model of the Research
Kemmis and Mc Taggart (1998) in Burns (1999: 32) explain that action
research occurs through a dynamic and complementary process which consists of
four essential moments: planning, action, observation, and reflection. In the
ch, those steps make a spiral. It means that when
we do one step, we can come back to previous step to see what we have
already done or we can start the new cycle not from beginning.
http://tatangmanguny.wordpress.com
42�
are based on the collection of information or
In this study, classroom action research was conducted as an attempt to
improve students’ skill in speaking. This research was carried out by the writer in
laboration with the teacher. The action that was done is the implementation of
Scaffolding Strategy which integrated with game and group work techniques in
teaching speaking. The observation was done while the Scaffolding strategy is
ation and reflection gave result whether or not Scaffolding
Kemmis and Mc Taggart (1998) in Burns (1999: 32) explain that action
research occurs through a dynamic and complementary process which consists of
four essential moments: planning, action, observation, and reflection. In the
ch, those steps make a spiral. It means that when
we do one step, we can come back to previous step to see what we have
http://tatangmanguny.wordpress.com)
�
are based on the collection of information or
laboration with the teacher. The action that was done is the implementation of
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�
The steps above are the fundamental steps in a spiraling process
through which participants in an action research group undertake to:
a. Develop a plan of critically informed action to improve what is
already happening.
b. Act to implement the plan.
c. Observe the effects of the critically informed action in the context in
which it occurs.
d. Reflect on these effects as the basis for further planning, subsequent
critically informed action and so on, through a succession of stage.
E. Procedures of the Research
1. Identifying the problems
The problems lifted up in this research were firstly observed before
planning the action. The researcher investigated the students and the classroom
and found out what main problem they faced. The problems were viewed from the
students’ language competence and classroom situation.
The researcher also revealed the causes of the problems. It was carried out by
observing the teaching learning process, interviewing the teacher and the students,
and doing pretest.
2. Implementing the action
This research has been conducted in two cycles and it used Scaffolding
Strategy as the learning method in every cycles. Based on the model of
research, the procedures is composed of cycles, in which each cycle consists
of four steps, those are planning, implementing, observing, and reflecting the
action. These steps are completed by revising of the action. The four steps in the
model of action research can be expanded into six steps which included in the
procedure of action research.
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a) Planning
In planning to conduct this research, the researcher did the following
preparation:
1) Preparing the lesson plan, the learning materials, and the students
worksheet
2) Preparing the list of students and scoring
3) Preparing sheets observation
4) Preparing test items.
b) Action
When conducting the problem solving in the learning process, the
researcher did these activities:
1) Giving pretest
2) Applying the lesson plan in the classroom
3) Facilitating the students when they carry out their tasks
4) Giving posttest
c) Observation
Observation was undertaken when the teaching learning process
occurred in the classroom. What things happened in the classroom was
recorded as detailed as possible on the observation sheet. The
researcher observed the students’ activities. It became a useful data to
see how far the method improved the students’ skill.
d) Reflection
The results of the observation recorded on the observation sheet were
analyzed to see the reflection of the teaching learning process. The
process of applying Scaffolding Strategy from the beginning to the end
reviewed in this section.
3. Doing evaluation
The researcher evaluated the data and put judgments to the reflection. The
result of pretest showed the initial measurement of the students’ ability.
Meanwhile, the result of posttest showed the students’ ability after
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obtaining the treatment. From this evaluation, it could be seen whether
there were any change and improvement or not.
F. Technique of Collecting Data
According to Burns (1999: 78-151), technique of collecting data in action research
can be divided into two categories, namely, observational technique (observation,
field notes) and non-observational technique (recording, interview, document,
questionnaire, and test). The observational techniques used in this research are:
1. Observation
Wallace (2000: 105) proposes several possibilities about whom and what
is to be observed:
1) The focus of the observation can be ourselves as teachers: the
techniques we use, our physical presence, voice projection and
quality, use of gesture, management procedures, and so on.
2) The focus can be our students: the way they work, the way they
interact, the way they respond to our teaching, their on-task and off-
task behavior, and so on.
3) The focus can be on the context in which we teach: the classroom
layout, the teaching aids available and how they are used, and the use
of posters and visual aids (if any) in the classroom, and so on.
Observation of the context may occasionally extend outwards to
include the institutional context. These contexts can be obviously
linked to self-observation of our students.
Wallace (2000: 106) also proposes several possibilities about who does
the observing:
1) The observation can be done by the teacher concerned. This is the
easiest to handle if the focus of the observation is our students or
some aspects of the context that we teach in. it is less easy to organize
if the focus is ourselves as teachers, although it is still possible, for
example by using audio tape or setting up a video camera to record
ourselves.
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2) We may work with other colleagues to observe one another’s teaching
(reciprocal observation or peer observation). In this case, we are
benefiting from other colleagues’ perceptions and they from ours.
Such co-operation greatly extends the scope of what can be observed,
of course.
3) Alternatively, we may wish to be observed by someone on a non-
reciprocal basis (i.e. they observe us but we don’t observe them).
4) Finally, it is possible to use our students as observes. For example, a
few students may be given checklist to either categorize our teaching
behavior, or to analyze the interaction of their fellow students.
In this research, observation is done before and during the research.
Observation before research was conducted to identify the students’ problem
in studying English especially speaking skill and the situation of speaking
class before research. The researcher observed the situation of speaking class;
it showed the result that the students had low speaking skill and the situation
in speaking class was less conducive for effective teaching and learning
process. For observation during the research, the researcher observed the
situation of the class when Scaffolding strategy integrated with games and
group work were applied. She wanted to know the improvement of students’
speaking skill during conducted scaffolding. The result showed that there was
an improvement in speaking competences including: pronunciation, grammar,
vocabulary, and fluency. Motivation and enthusiasm of students towards
speaking was increased. Moreover, social competence was also improved.
2. Notes or Field-notes
Field-notes provides regular dated accounts of teaching/learning plans,
activities and classroom occurrences, including personal philosophies,
feelings, reactions, reflections, observations, explanations. In this research, the
researcher made field-notes after each meeting ended. The field-notes contain
the activities from beginning until end. It includes what teacher said and
students’ responses, instructions from the teacher, situation of the class, and
everything acted by the teacher and the students.
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And the non-observational techniques used in this research are:
1. Recording and/or photograph
This technique is used to capture in detail naturalistic interactions and
verbatim interactions. In taking the photograph, the researcher was helped by
her partner. in this research, the researcher took some pictures of students
when they acted some activities such as, doing the task individually,
presenting the dialogue in front of the class, asking the question, and so on.
2. Documents
From this technique, research data can be taken from collections of various
documents relevant to the research questions which can include students
written work (test result), student records and profile, course overviews, lesson
plans, and classroom materials. In this research, documents help the researcher
to obtain the data especially the test result. It can help the researcher to show
the improvement of students’ speaking skill.
3. Interview
The interview is used in both the beginning and end of the research. The
interview in the beginning of research is used to identify the background
knowledge of students and the usual technique used by the teacher in teaching
speaking. The researcher interviewed both teacher and student. In the
beginning, the researcher interviewed the teacher about the common technique
used in speaking class. The researcher also interviewed some students about
their background of English especially speaking and their feelings about the
technique used by the teacher. The interview in the end of research is used to
identify students’ responses toward the research implementation. And the
result showed that the students were interested of the scaffolding strategy
integrated with games and group work.
4. Questionnaire
The questionnaires are completed by the students. The researcher uses
questionnaire to know the students’ response before and after conducted
scaffolding integrated with games and group work. The result of questionnaire
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is mostly the same as interview. They felt more interested in improving their
speaking.
5. Pre-test and post-test
As tools to collect the data of the students’ speaking skill, pre-test and post-
test are used in this research. Pre-test is done in the beginning of the cycle and
the post-test is done in the end of the cycle. The result of pre-test showed that
the students had lower score than the minimum standard. The mean of the
students’ pre test was 35.67. But, there was an improvement in post-test of
cycle 1, the students got the mean score 62.5. It was increased about 26.83
from the pre-test. And in cycle 2, the mean score of post-test was 72.43. It
showed significant improvement of students’ speaking skill including
grammar, pronunciation, vocabulary, and fluency.
Below is the table of procedures of action research.
No Steps of study Objectives Participants Techniques Data
1. Pre-research To identify the
problems
faced by the
teacher and
the students
during the
instructional
process
a. Teacher
b. Researcher
c. Students
a. Interview
b. Observation
c. Test
a. Transcript of
interview
b. Field notes
c. Students’ pre
test
2. Implementation
of the research
To know the
students’
speaking skill
Researcher a. Observation
b. Photographs
c. Documents
a. Field notes
b. Photographs
c. Lesson plans
3. Result of the
research
To know the
student’
improvement
a. Researcher
b. Students
a. Test
b. Interview
a. Students’ post
test
b. Transcripts of
interview
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G. Technique of Analyzing Data
The data collected in this research are qualitative and quantitative data. The
qualitative data are analyzed by using Burns’ method, while quantitative data are
analyzed using non-independent t-test.
1. Qualitative Techniques:
In analyzing the qualitative data, the writer uses Burns’s method.
Burns (1999: 156) gives several steps of constant comparative method that
can be used to analyze the qualitative data:
a. Assembling the data
The first step is to assemble the data that have been collected over the period of
the research: field notes, interview, questionnaires, and so on. At this stage,
broad pattern should begin to show up which can be compared and contrasted to
see what fits together. By scanning the data, it begins to process of more
detailed analysis by bringing up possible patterns which can be adapted and
added to as it is processed.
b. Coding the data
Coding is a process of attempting to reduce the large amount of data that may
be collected to more manageable categories of concepts, themes, or types. Data
analysis becomes much messier and coding becomes less clear cut when it is
dealing with diary entries, classroom recordings, or open ended survey
questions.
c. Comparing the data
Once the data have been categorized in some way, comparison can be made to
see whether themes or patterns are repeated or developed across different data
gathering techniques.
d. Building interpretations
This is the point where the researcher moves beyond describing, categorizing,
coding, and comparing to make some sense of meaning of the data. This stage
demands creative thinking as it is concerned with articulating underlying
concepts and developing the theories about why particular patterns of
behaviors, interactions or attitudes have emerged.
e. Reporting the outcomes
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The final stage involves presenting an account of the research for others. A
major consideration is to ensure that the report sets out the major processes of
the research, and that the findings and outcomes are well supported with
examples from the data.
To analyze the quantitative data, the researcher uses Descriptive
Statistic Method. To get quantitative data, the researcher conducts the
practical test in the end of each cycle. In computing the students’ test score,
the writer uses the rubric for evaluating speaking. There are also two
independent scorers. The mean of the students’ score in pre test and post test
can be calculated with the formula as follows:
n
XX
�=
n
YY�
= (Furchan, 2007: 216)
In which:
�� = Mean of pre-test score
�� = Mean of post-test score
N = number of students
ΣX = student’s pre test score
ΣY = student’s post test score
(Ary, et.al, 1972: 107)
Finally, by analyzing the observation result and test result, it can be
concluded whether scaffolding strategy can improve the students’ skill in
speaking or not.
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CHAPTER IV
THE RESULT OF THE RESEARCH
This chapter discusses the result of the action research conducted to the
VII D students of SMP Negeri 4 Sukoharjo in the academic year 2010/2011. It
describes some findings and discussions about the implementation of Scaffolding
Strategy to improve students’ speaking skill. There are two objectives of this
research: firstly, this research is to find out whether or not Scaffolding Strategy
can improve students’ speaking skill to the VII D students at SMP Negeri 4
Sukoharjo and how far it can improve students’ speaking skill at VII D students at
SMP Negeri 4 Sukoharjo. Secondly, this research is to identify the situation when
Scaffolding Strategy is applied in speaking class in VII D students at SMP Negeri
4 Sukoharjo. The explanation of the result of the research described in this chapter
is broken down into three sections: introduction, research finding, and discussion.
A. Introduction
The researcher conducted pre-observation in class VII D of SMP Negeri 4
Sukoharjo to know the condition of English teaching learning, the problems faced
by the students and the teacher, and the students’ speaking skill. In this pre-
observation, she found that the students’ speaking skill was still low. The students
get many problems dealing with speaking. They are low in: making grammatically
correct sentences, speaking English fluently, pronouncing words correctly and
producing various vocabularies. It was shown in their bad marks in pre-test. In
line with the problem evidences that are faced in speaking aspects, there were also
some problem evidences found in the relation of classroom situation: some of
them showed ‘off-task’ behaviour, for example talking with their peers, doing
another lesson’s homework, drawing, etc. The students were also shy to speak up
because they afraid of making mistakes. It makes them passive in the teaching and
learning process. In addition, the teacher did not give enough model and time to
the students to practice their speaking.
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Besides, the pre-questionnaire result showed that the students’ ability in
speaking, students’ attitude, and motivation toward the English lesson especially
speaking were still low. From the questionnaire result in speaking aspect, 74%
students have difficulties in making grammatically correct sentences, 84% in
producing various vocabularies, 84% in pronouncing English correctly and 95%
in speaking English fluency. From students and classroom situation aspects, 65%
of students have low motivation in learning speaking, 64% students were bored
because the teacher only used the materials from the book/LKS, 55% of the
students have less attention to the teacher’s explanation, 50% students said that
teacher used traditional technique in teaching reading, and 70% students agreed
that the teacher rarely gave the students practice in speaking.
The researcher also conducted pre-interview to some students in VIII F.
There are 38 students in the class. She picked four students (two females, two
males) from the class and interviewed them one by one. All four students said that
they loved English; however they felt that they still could not speak English well.
Most of them answered that they got difficulties in almost all aspects of speaking
skill. They said one of the reasons was because the teacher did not give the
enough time to practice. Then, they wanted to have more interesting class using
various media and new technique. The researcher also interviewed the teacher to
get more information. From the pre-interview, the teacher said that the students
still have low motivation in learning English. She also said that the students have
difficulties in most of speaking indicators. There were some diligent students in
the class, but the class also has many under average students.
The difficulties of learning speaking were caused by some reasons. Based
on preliminary research, there might be several causes of the problems. First, the
teacher focused more on reading and writing skill rather than speaking. Therefore,
the students had limited time to practice. Second, the teacher did not give model
for the students before practicing speaking. The modeling stage is important to the
students when they learn new material. Third, the teacher did not provide enough
tasks to the students. Providing tasks to the students when they are learning new
materials are so important, since it can help them to practice. Furthermore, the
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teacher only used the materials in the book so it seems monotonous to the
students. For example, she just explained the expressions used in a certain
speaking topic, then asked the students to practice the given dialogue in front of
the class with their peers. This condition made students had not enough rehearsal
time to practice or express their own English. The monotonous techniques made
the students lose their motivation. According to Ur (1998: 288), children’
motivation loses more easily because of monotonous, apparently pointless
activity. The monotonous will result on the boredom because it provides students
the same activities everyday. It can also decrease the young learner’s motivation.
The last possible cause is the teacher was often absent for personal business that
she only gave some assignments for the students.
Other reasons also came from the students themselves. Some students had
low motivation in improving their speaking skill. The students rarely used English
in class, especially in discussion, so that they were less practice time. Lastly, the
students were not confident enough to speak up because they think that they still
have low competence in speaking.
The causes of the problem that is taken in this study are the students were
less interested in teaching learning process and the technique are not suitable and
interesting to the students. When the students were learning a new skill, the
teacher also did not give an enough assistance, practice and support.
In solving the problems, the researcher chose the scaffolding strategy to be
applied in teaching learning process. The scaffolding itself consists of four steps
of instructional scaffolding, which are modeling, imitating, removing then
achieving (Byrnes, 2001, p.37). In addition, Hogan and Pressley (1997: 17-36) in
Lange paper say that there are actually five different instructional scaffolding
techniques: modeling of desired behaviors, offering explanations, inviting student
participation, verifying and clarifying student understandings, and inviting
students to contribute clues. These techniques may either be integrated or used
individually, depending on the material being taught. The instructor’s goal in
employing scaffolding techniques is offering just enough assistance to guide the
students toward independence and self-regulation.
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(http://condor.admin.ccny.cuny.edu~group4LangePaper.html, January, 30th
,
2011). Since this strategy is better to integrate with another method or technique,
the researcher also used games and group work.
The success of teaching learning depends on the teacher carrying out the
process. Teacher is supposed to be imaginative and creative in developing their
teaching method to create good atmosphere in teaching, improve the students’
speaking, and make the English lesson more interesting. The teacher should be
able to give the materials that are not only interesting, but also suitable with the
students’ level. The teacher should be able to provide interesting techniques for
the students. Furthermore, the teacher should be able to give the assistance to the
students when teaching new materials. The influence of material, techniques, and
assistance of the English teacher is really vital because the students will have
higher motivation in learning, since the teaching and learning process is more
interesting and meaningful for them. The students will be able to consult their
difficulties during the speaking lesson when the teacher is ready to assist them. In
addition, by providing the suitable tasks with the students’ level, it will reduce
their anxiety.
The researcher expected scaffolding strategy can enrich students’ speaking
skill and can change the situation during the teaching and learning process.
B. THE DESCRIPTION OF THE RESEARCH
This part presents the implementation of the research that starts from pre-
research and ends with overall reflections. The summary of the research procedure
is presented in Table 4.1 below:
Class VII
Problem The students’ low speaking skill
Solution Scaffolding strategy integrated with game and group work
Pre-research The writer conducted pre-observation, pre-test and interview to find the
problems in speaking.
1. Pre-observation
The writer observed the teaching and learning process.
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2. Interview
The writer interviewed the teacher and some students
3. Pre-test
The writer gave a pre-test to 38 students
Implementation of
Research
The writer implemented the research which was carried out into two
cycles: 1st cycle: 4 meetings, 2nd cycle: 4 meetings
Cycle 1 4 Meetings
1) 1st meeting: the teacher introduced the topic of expressing opinion;
the teacher drilled the students with the expressions; the teacher
presented some statements and asked the students to give their
opinion using the expressions; played snowball throwing; recalled
the students about simple present tense; the student worked in pair
doing the grammar task; gave them homework to bring a picture of
people, things or events.
2) 2nd meeting: played the “Tarian Bambu” game, the student asked
another student about his/her opinion about the picture; gave the
example of expressing opinion dialogue; modeled the dialogue;
discussed the vocabularies; the students worked in pair filling in the
blank dialogue; the students had to memorize the dialogue and
practiced it in the next meeting.
3) 3rd meeting: the students practiced the dialogue; learnt about the
adjectives vocabulary; drilled the vocabulary; worked in group to
make a dialogue about expressing opinion
4) 4th meeting : the students present their dialogue
Cycle 2 2 Meetings
1) 1st meeting: learned about imperative sentences; did the crossword
puzzle about verbs; were drilled to pronounce the words; explained
about expressing things; rearranged jumbled imperative sentence;
made a sentence with the words in crossword.
2) 2nd meeting: played uncle sam says; learned expressing giving
things; worked in pair to present short dialogue of giving things;
memorize the dialogue to be presented in the next meeting.
3) Present the dialogue in front of the class; worked in pair composing
a dialogue of asking and giving things.
4) Present the dialogue.
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Overall
Reflection
There were improvements in the students’ speaking skill. It was indicated
through the reduced intensity of the problems after the research conducted.
The students’ speaking skill got improved and so did the climates of the
class.
The implementation of this research was conducted in two cycles. Each
cycle included several meetings. Each meeting took 80 minutes. The writer
divided the first cycle into four meetings. It was conducted on 16th
May 2011, 18th
May 2011, 20th
May 2011, and 23th
May 2011. In this cycle, the writer used taught
“expressing opinion”. Meanwhile, the second cycle also included four meetings.
She also chose the different topics, that was “expressing asking and giving
things”. She conducted the second cycle on 27th
May 2011, 30th
May 2011, 1st
June 2011 and 3rd
June 2011. Every cycle in this research consists of series of
steps, namely: (1) identifying the problems; (2) planning the action; (3)
implementing the action; (4) observing or monitoring the action; (5) evaluating
and reflecting the result of the observation and (6) revising the plan. The
implementation of those cycles is summarized in the table below. Those steps are
described as follows:
Table 4.2 : Summary of research implementation
Class VII D
Problem The students’ low speaking skill
Solution Scaffolding strategy integrated with games and group work
Pre-research The writer conducted pre-observation, pre-test and interview to find the problems in
speaking.
1. Pre-observation
The writer observed the teaching and learning process.
Aims:
• To identify the students’ problem in speaking skill
• To identify the classroom situation before research.
Results:
• Four indicators that showed the students had limited speaking skill
• The classroom situation during teaching and learning process was not
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conducive
2. Interview
The writer interviewed the teacher and some students
Aims:
• To know the teacher’s opinion about the students’ difficulty in speaking
• To know the students’ problems in speaking during the teaching learning
process
• To know the students’ feeling towards the teacher’s technique in teaching
speaking
Results:
• Teacher used LKS and books
• Most students said that they like English, but found difficulties in speaking
English.
• Most students said that they felt bored during teaching and learning process.
3. Pre-test
The writer gave a pre-test to 38 students.
Aims:
• To know the students’ speaking skill
Result:
• The mean score of the students’ pre-test result was only 35.66. It was lower
than the minimum standard, 65. Meanwhile, the students' individual score
ranged from 20 as the lowest score until 47.5 as the highest score and none
of the students passed the minimum score required by the school.
4. Planning learning activities using Scaffolding Strategy
• Students showed a video
• Teacher explained the expressions
• Teacher modeled the expressions
• Students did drilling
• Students played game
• Students learnt the vocabularies that would be used in the dialogue
• Students learnt the tense that
• Students imitated the dialogue
• Students worked in group to do the tasks
• Students made their own dialogue
• Students did the task
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Implementation
of Research The writer implemented the research which was carried out into two cycles
Cycle 1
Planning
4 meetings
Preparing lesson plan, video, worksheet, and everything related to AR.
Actions Meeting 1
• T: did questioning the students opinion about a certain topic
• T: taught the students how to express opinion
• S : expressed the opinion using the expressions
• T: modeled the expressions
• S : imitated the teacher
• T: asked the students opinion about some topics and encouraged them to use as
many as possible different expressions.
• S: gave their opinion
• S: played the snowball throwing
• S: worked in pair to do the tense task.
• T: gave the students homework to bring interesting pictures.
Meeting 2
• T: reviewed previous lesson
• S: played the “Tarian Bambu” game to practice expressing opinion
• T: gave the students the example dialogue of expressing opinion
• T : modeled the dialogue
• S : imitated the dialogue
• T: discussed the vocabulary related to the dialogue.
• S: found the vocabulary
• T: modeled the vocabulary
• S: imitated the teacher’ s modeling
• S: worked in pair to fill in the blank dialogue
• T: asked them to memorize then practiced it in the next meeting
Meeting 3
• T: reviewed previous lesson
• T: asked the students to present the dialogue
• T: wrote some adjectives
• S: looked up in to the dictionary to find the meaning
• T: drilled the students
• S: imitated the teacher’s modeling
• T: asked the students to compose a dialogue about expressing opinion
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• S: worked in group composing a dialogue
• T: asked the students to present the dialogue in the next meeting
Meeting 4
• S: presented their dialogue
• T: gave correction and comment
Observation Meeting 1
• Most students showed their interest teaching and learning process
• Most students were active in the teaching and learning process
• The students could express their opinion about certain topic
• Students enjoyed the snowball throwing game
• They paid more attention to the lesson and teacher’s explanation. There were no
students who were busy talking with their friends while the teacher was
explaining the material.
• Students were active to do the exercise. They liked to interact with their groups
to find the correct answer. Every student was willing to answer teacher’s
questions.
• Some students were not shy to ask the teacher about their difficulties.
Meeting 2
• Most students brought their homework
• The students enjoyed playing the “Tarian bamboo” game.
• They started to memorize the expressions
• They spoke more fluent.
• They paid more attention to the lesson and teacher’s explanation.
• There were a few students who did non-academic activities during the
instructional process.
• They were more confident doing the activity in group.
• They enjoyed the group discussion.
• Students became more enthusiastic in following English class
• They liked to interact with their groups to find the correct answer. Every
student was willing to answer teacher’s questions.
Meeting 3
• Some students were still shy to present the dialogue
• Students were more active to take part presenting the dialogue.
• Most students could made correct pronunciation
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• Some students still weren’t able to speak fluently
• There were no students who did non-academic activities during the instructional
process.
• They paid more attention to their friends’ performance.
• They worked in group to compose a dialogue
• They were not shy to ask to the teacher
• Some students looked up in their dictionary to find the vocabulary.
Meeting 4
• The students prepared their performance
• They showed their enthusiasm to perform their dialogue
• Most students could speak fluently in correct pronunciation
• The students did a less grammar mistakes in making a sentence.
• They paid more attention to the lesson and teacher’s explanation.
• The classroom situation was noisy because the students practiced the dialogue
before performed in front of the class.
• Most students are not shy to present in front of class.
• The mean score of the students’ post-test 1 result was 59,74. The students'
individual score ranged from 40 as the lowest score until 75 as the highest score
and 8 of 38 students reached the passing grade.
Reflection Positive result:
Speaking skill:
+ Students are able to produce grammatically correct sentences
+ Students are able to speak fluently
+ Students are able to pronounce the words correctly
+ Students are able to produce variety of vocabulary
Class Situation:
+ Students pay more attention to the lesson and teacher’s explanation and want to to
the teacher’s instructions
+ There were less students who did non-academic activities during the instructional
process. They concentrated to do the activity.
+ Most students can answer the teacher’s questions
+ Students are more active and confident during teaching and learning process.
+ Most students were enthusiastic and enjoyed learning speaking.
+ Most students were not shy to consult their difficulties to the teacher
+ Most students were more confident in speaking since the teacher provided the
modeling, drilling and assistance as necessary as possible.
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Weaknesses:
- The students’ score still was still under the KKM
- Some students still got difficulty to produce grammatically correct sentences
- They were still low in the fluency and pronunciation aspects.
Revision The next action focused on:
a. Improving students’ ability in pronunciation
b. Improving students’ ability in fluency
c. Improving students’ ability in grammar
d. Improving students’ ability in vocabulary
Cycle 2
Planning
4 meetings
Preparing lesson plan, worksheet, and everything related to AR.
Actions Meeting 1:
• T: did questioning and answering about imperative sentences as brainstorming
• T: gave the students the crossword puzzle to enrich their verb vocabulary
• T: trained the students the pronunciation of the words
• T: explained about expression used to ask for things
• T: asked the students to work in group to rearrange the jumbled words
• T: asked the students to make an imperative sentence from the crossword
puzzle.
Meeting 2:
• S: played Uncle Sam says
• T: taught about expressing giving things.
• S: worked in pair to present a short dialogue of asking giving things
• T: gave the example dialogue
• T: trained the students the pronunciation
Meeting 3:
• S: present the dialogue
• S: worked in group to compose a dialogue
• S: rehearsed the dialogue
Meeting 4:
• S: performed the dialogue
• T: gave correction and comments
Observation The observations results of cycle 2 are as follows:
Meeting 1 :
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• Ss were more active and enthusiastic in following the English lesson.
• They liked doing the crossword puzzle.
• They had more vocabulary
• The students enjoyed doing group work competition.
• The students could make grammatically correct sentences.
Meeting 2 :
• Ss enjoyed the outdoor game
• They started to memorize the verbs vocabulary.
• The students could pronounce correctly
• The students could perform the dialogue fluently
• The students were more active and confident.
Meeting 3:
• The students took part in the group work
• They actively looked up in their dictionary
• They were not shy to consult their difficulties to the teacher
• They were more confident to perform the dialogue next meeting.
Meeting 4:
• The students were more confident in performing the dialogue
• They prepared some stuffs to make their dialogue as real as possible
• Almost all of the students showed their improvement in all aspects of speaking.
The mean score of the students’ post-test 2 result was 72.5 The students'
individual score ranged from 60 as the lowest score until 85 as the highest
score and 35 of 38 students reached the passing grade.
Reflection Positive result: the improvements of students’ ability to tell the story in correct
grammar, logical organization, correct pronunciation, and variety of vocabulary
fluently.
Reflections as follows:
1. The students’ progress in speaking skill, they are:
+ Students are able to produce grammatically correct sentences
+ Students are able to speak fluently
+ Students are able to pronounce the words correctly
+ Students are able to produce correct vocabulary
2. The progress of class situation, they are:
+ Students pay more attention to the lesson and teacher’s explanation and want to to
the teacher’s instruction
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+ there were less students who talked to others during the class
+ There were less students who did non-academic activities during the instructional
process. They concentrated to do the activity.
+ Most students can answer the teacher’s questions
+ Students are more active and confident during teaching and learning process.
+ Most students were enthusiastic and enjoyed learning speaking with interesting
technique and worksheet.
+ Students are not shy to consult their difficulty
+ Students are more confident when they are asked to speak English, since they had
more time to practice.
The writer found that the students’ motivation in learning English especially in
speaking also improved, they were so enthusiastic following the lesson , and more
confident to speak . They also made fewer mistakes in performing dialogue. All of
the problems were solved in this cycle.
Findings as the
whole
The research findings after implementing the research in two cycles are as
follows:
• The improvement of the students’ speaking skill
• The improvement of students’ score
• The improvement of classroom climates
• The improvement of the students’ behavior towards English lesson
The process of the research stated in Table above is discussed in the following
section:
Cycle 1
1. Planning
After pre-observation, pre-questionnaire, pre-interview, and pre-test, the
researcher made a plan to teach speaking in the class. She prepared the
material which was taken from books and the internet. She also prepared
the teaching media in the form of pictures and video which were taken from
youtube video. She planned three meetings in the first cycle. She also made a
lesson plan for each meeting. Each meeting has it own goal to improve the
students’ skill. The first meeting is for learning the expression and the
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vocabulary, the second meeting is for the vocabulary review and tenses, the
third meeting is aimed to train the students’ fluency.
The researcher prepared the games to improve the students’ motivation
and interest in learning. In the first meeting, she used the snowball throwing
game, and the “tarian bamboo” game for the second meeting. She also made
tasks that should be done in group work, so the students can practice the
lesson.
Besides preparing the lesson plans, she also made power point
presentations to stimulate students’ background knowledge and copied
materials and worksheets for the students to support the process of
teaching and learning.
2. Action/Implementation
In this cycle, the researcher started implementing the scaffolding strategy
in the class. There are three meetings in this cycle.
Table 4.3 : Action/implementation
The meeting Indicators Activities
Meeting
1,2,3
• The students are able to
identify expression of
giving opinion
• The students are able to
compose a script of role
play about asking and
giving opinion with the
correct grammar and
vocabularies based on the
context
• The students are able to
perform the a dialogue
fluently
1. The teacher showed a
video that can invite the
students’ opinion
2. Explained about how to
express opinion.
3. Modelled the
expressions
4. Students imitated the
teacher’s modelling.
5. Teacher provided tasks
to improve the students’
speaking skill, such as:
- Explained about
snowball throwing
game.
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- Students played the
game. The goal of the
game was to make the
students practice asking
and giving opinion.
- The students worked in
pair to do the tense task
- The students were
introduced the
vocabulary related to
the context.
- The students worked in
group to compose a
dialogue.
a) The first meeting
On Monday May 16th
, the researcher began the research. English
lesson was the first lesson in the VII D’s schedule. The lesson was not
started at 7 am, because there was a flag ceremony first. Therefore, it
was started at 7.40 am.
When the bell rang, the researcher entered the VII class. The bell in
this school was unique, because the sound was an English teacher’s
voice. She said greeting in English. Some of the students were still
outside. Then, the researcher asked them to enter the class. The
researcher greeted the students “good morning students “, then they
replied “good morning, Miss”. The students replied in the wrong
intonation and pronunciation, so the researcher drilled them. The
students tried to have the correct intonation and pronunciation in
saying “good morning”. When the students already said the words
correctly, the researcher gave them complements, such as “good”;
“yes, that’s right”, and “you are smart students “.
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Before starting the lesson, the researcher checked the students’
attendance. There were no students absent on that day. Actually the
researcher prepared to use the LCD; however the LCD was being used
by the teachers. Therefore, she brainstormed the students orally. She
began to ask the students, “Do you know Justin Bieber?” Then some
students shouted “yeeeeeeeeeeeesss, Miss”. Some students said “tau
Miss, tauu!!!”, and some of them teased around saying “Justin Bieber
sapa buu? Gak kenal, gak kenal!!”. The researcher then said “alright,
so what do you think of Justin Bieber?”. Most of students responded
“handsome buuu!!”, “suaranya bagus”, “cakep buu”, etc.
Then the researcher wrote on the whiteboard the expressions used to
how to give opinion. It can be seen on the table below:
Table 4.4 : Expressions about asking and giving opinion
Asking opinion Giving opinion
� What do you think about...
� What’s your opinion of …
� How do you feel about ...
� How do you find about …
� In my opinion,
� I think …
� I feel that …
� Well, if you ask me ..
The students started to note down what the researcher writes. After
that, the researcher modelled how to pronounce the expressions. “Okay
students, pay attention please. Now I want to model the expressions,
you only need to listen carefully on how I pronounce each expression.
Jadi kalian tolong perhatikan dan dengarkan baik baik bagaimana
cara Miss mengucapkan kalimat ini “
The researcher started to model the expressions. She pronounced those
expressions for example “what do you think about, what’s your
opinion about, well, if you aske me, etc “
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After that, the students imitated the teacher. At first, they sounded like
mumble. They also pronounced some words incorrectly. For instance,
most of them pronounced opinion as /�’pInion/, ‘about’ as /�’bot/,
‘find’ as /fin/ and ‘ask’ as /a’:sk/. However, when they had more
drilling time, their pronunciation got better. The researcher also
pointed some students’ pronunciation. Furthermore, the researcher
explained the meaning of the expressions.
The researcher asked the students to give their opinion about Justin
Bieber using the expressions on the white board. “Well, I would ask
your opinion, and you have to give your opinion using the expressions.
Sekarang Miss mau nanya pendapat kalian dengan expressions di tabel
ask opinion dan kalian harus menjawab dengan expressions di tabel
give opinion.” Some students said “Miss, jangan susah susah nanya
pendapatnya yaa!”
“Jesyica, what do you think about Justin Bieber?” She answered it
uncertainly;” I think his song is good.” “Yes, you are right! What about
you, Sabjun?” “I feel he is not handsome “. All the students laughed
when they heard his answer. “Yes, it’s correct”. The researcher pointed
some students to give opinion of some statements and encouraged
them to use as many as possible expressions. The researcher also
corrected the students when they still had mistakes in pronouncing.
Next activities, the students played snowball throwing. All the students
were eager to play the game. Even, the students of another class
wanted to join the game. The researcher explained the rule of the
game. The researcher would throw the ball to one of the students. The
students that caught the ball taking had to express his/her opinion
about a statement given by the teacher. If the students could answer
correctly, she could throw the ball to another student, and so on.
After playing the game, the teacher recalled the students’ memory
about simple present tense. However, only some students remembered
the tense. Therefore, the teacher invited a student who still
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remembered the formula to write it on the whiteboard. The student
wrote the simple present formula for verbal sentence, so the researcher
added the formula for nominal sentence.
“Do you know what the difference between nominal and verbal
sentence is?”, the researcher asked. A student “S” shouted “kalo verval
itu punya verb Miss!”, the researcher responded “Yes, that’s right.
What about nominal sentence?anyone knows?” At that moment, no
student just kept silent. The researcher explained, “jadi kalo nominal
sentence itu kalimat yang gak punya kata kerja. Kalo verbal sentence
itu kalimat yang punya kata kerja. Ada yang bias kasih contoh kalimat
nominal kayak gimana? Bahasa Indonesia dulu gak papa deh”
A student “D” said, “saya ganteng, Miss!”. A student “S” responded,
“Itu bohong, Miss!” Suddenly the class laughed hearing the answer.
“Yes, that’s correct. Itu contoh nominal sentence. Kalo diinggriskan
kalimat itu gimana, anak-anak?” The students said, “I am
handsome!!”
The researcher continued explaining the verbal sentence and gave
examples to the students. After they understood, the researcher wrote
some questions about simple present tense, and then asked them to
answer it in front of the class. Most of them were still shy to come in
front of the class, but after the researcher encouraged them, they
actively took part in answering the questions.
After that, the students worked in group doing the tense tasks. They
were given 10 minutes to finish the task. The researcher turned around
the class to help whether students got the difficulties. After 10 minutes,
she asked “Have you finished?” and students replied “Not yet, Miss”.
“OK, I’ll give you 5 minutes more”. When they have finished the task,
the researcher discussed the answer with the students. Most of students
answered correctly, however the researcher still gave brief explanation
to them.
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Suddenly the bell rang, but before the researcher closed the meeting,
the researcher asked the students’ opinion about the lesson today. They
said “Enak Miss, ada gamesnya!” “Lebih mudeng, Miss!” “Saya jadi
agak pede maju ke depan Miss. Soalnya udah banyak diajarin
sebelumnya. ” The researcher also gave comments to students’
performance and motivated the students to be more thorough and
active in speaking. She also gave them homework to bring a picture of
famous people, film or food in the next meeting. Some students asked
“Miss, kalo gambar dari kartu, poster, atau koran boleh?” “Iya boleh.
Kalian boleh ambil dari mamanapun gambarnya.“ “Miss, besok game
lagi yaa!“ “Okay, we’ll see tomorrow”. The researcher closed the
meeting, “Thank you for your attention. See you next meeting.”
b. The Second Meeting
On Wednesday, 18th
May 2011 at 7 am, the researcher continued her
second meeting. The researcher asked the students whether they
brought their homework or not. Most of the students brought a picture.
They bought posters, printed pictures, pieces of newspaper etc. “Well,
today we are going to play Tarian Bambu game. We will do it outside
the class. Have you ever played it before?” They shouted,” Nooo,
Miss!” Then the researcher explained the game. All the students looked
very happy to have a game outside the class. Even the students
suggested the researcher to find a comfortable corner in the school
yard. At the beginning, the researcher found a difficulty to control the
students since the formation was too tight. Afterwards, she made the
bigger formation so she could monitor and handle the students’
movement and practice. The students did 5 or 6 movements, because
most of them could do the asking-giving opinion well.
After the game finished, the students learnt a dialogue of expressing
opinion inside the class. However, the researcher gave 5’ to take a rest
because the students seemed so tired. When the students could focus
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on the learning again, the researcher continued the lesson. The focus of
this meeting was on the students’ fluency and vocabulary.
This is one of the examples of the dialogue:
Chiko : Chica, what do you think of pop music? Do you like
them?
Chica : Well,if you ask me I don’t really like them. I’d prefer
jazz.
Chiko : Why? I think pop music is very easy listening.
Chica : In my opinion, jazz music is relaxing.
Similarly to the first meeting, the researcher modelled the dialogue
first and then asked the students to repeat after her. The researcher
corrected the students’ pronunciation after the students read aloud the
dialogue.
After read the dialogue, the researcher asked some questions such as
“Who are talking in this dialogue? What are they talking about?, etc”.
They also had to identify the expressions showing ask and give
opinion from the example given. Most of the students found the
expressions. The researcher and the students discussed vocabulary
items related to the topic.
Then, the teacher distributed an incompletes dialogue. The teacher
asked the students to work in pair to fill in the blank dialogue with the
correct vocabulary. Some students looked up in to their dictionary to
find the meaning of the words. The students enjoyed the group work
task, because they could learn together with their friends. Some
students were not shy to consult their difficulties to the researcher.
When the students were having group work, the researcher assisted
them. After they had finished, the researcher and the students
discussed the answer.
To enrich the students’ vocabulary, the students were asked to mention
possible opinion about food, artist, movie, and song. “Well students,
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sekarang coba kalo kalian ditanyain pendapat tentang food atau
makanan, kira- kira jawabannya ap?”, asked the researcher. A student
“M” answered, “delicious!” the researcher responded, “Good. Coba
yang lain apa lagi?” Some students shouted “Pedes, Miss!” “Asin,
asin!” “kalo harganya murah bisa,Miss?” The researcher replied “Iyaa
itu bener semuanya. Coba dicari di kamus bahasa inggrisnya pedes dan
asin apa?”
After the students found the English words, the researcher wrote in the
table.
The table 4.5 is drawn as follows:
Food delicious, salty, spicy …
Artist ….
Singer …
Song …
Film or Movie …
The students then had to fill the possible opinion about the other topics
with the researcher’s assistant.
In the end of the lesson, the researcher evaluated students’
performance by giving comments on their mistakes related to the
language components. The teacher motivated the students to be more
confident and active to participate in the activity.
Before the researcher closed the meeting, the researcher asked the
students to memorize the dialogue, and then they would practice it in
front of the class in the next meeting. The researcher closed the
meeting and said goodbye.
c. Third meeting
On Friday 20th
May 2011, the English lesson was started at 8 am,
because they had the exercise first. The researcher asked the students’
condition and feeling to the lesson.
“Well students, do you remember your homework?”, the researcher
asked then the students replied “suruh ngapalin dialog buu!!”
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“Have you memorized it at home? Uda dihapalin belum di rumah?”
“ sedikit bu!!”
“ Okey, lets review the dialogue first, then I’ll give you 5 minutes to
practice with your partner. “
The researcher pointed some students to perform the previous dialogue
in front of the class. Some students were still shy to perform, however
the researcher encouraged them. The researcher asked the other
students to pay attention to their friends’ performance. From the
performances, the students’ pronunciation and fluency were better than
before. For instance, they had pronounced the word “opinion”, “like”,
“find” etc correctly. They were also fluent enough in practising the
dialogue.
When they have finished, the students were asked to make a group.
She gave them 15 minutes to make a dialogue expressing asking and
giving opinion. Some students asked “Miss, kelompoknya sama kayak
kemaren (pre-test) boleh gak? “ “ Iya, boleh” .
The students immediately gathered with their group and started to
discuss about the topic of the dialogue. The researcher went around
each group to ask whether they had difficulties or not. “Students, the
topic of your dialogue can be about famous people, movie, food, and
so on. Atau kalo puny ide lain juga boleh “
They were not hesitant to ask to the researcher. They asked about the
vocabularies such as a student which names is “M” asked, “Miss, kalo
bahasa inggrisnya pinter menari itu good dancing bukan? “, then the
researcher responded, “Bukan, kurang ditambahin at itu. Jadi
harusnya good at dancing “. A student “H” asked, “Miss, menantang
itu challenging bener?” the researcher answered “yes, that correct”.
The researcher also taught them to pronounce correctly. They also
asked about the grammar, for example when a student “D” asked,
“Miss, bahasa inggrisnya ini juga murah itu gimana? “, the researcher
responded, “Kalo juga itu kalimatnya ditambah also sebelum kata
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sifat. Ini murah bahasa inggrisnya apa hayoo?”. He and his group
answered ,” it is cheap”. The researcher said, “Iya, bener. Jadi kalo ini
juga murah gimana?”, they answer hesitately ,”Um..it is also cheap
bukan Miss”. The researcher smiled and gave two thumbs for them,
“That’s right!”
The classroom situation when the students were doing the group work
was noisy because the students busily discussed and expressed their
idea. Many students opened their dictionary to search the English of
some words. They also consulted their dialogue to the researcher when
they have finished it.
After 15 minutes, the researcher asked “Have you finished class?”
Some of them said “Yes” and some of them said “Not yet”. “Okey, buat
kelompok yang sudah selesai, silahkan maju membawa script dialog
nya dan latihan mempraktekan sebelum penilaian besok. Dan yang
belum selesai, silahkan melanjutkan pekerjaannya.”
One by one group practiced the dialogue in front of the researcher. The
researcher surprised because they made a creative dialogue that were
better than the researcher’s expectation. However, she still found their
mistakes in making grammatically correct sentence and pronunciation.
Therefore, she corrected their mistakes and trained them to pronounce
correctly.
Suddenly, the bell rang so the researcher had to finish the lesson.
Luckily the rehearsal time was over. Before the lesson finished, the
researcher informed “Ok students, pertemuan berikutnya saya akan
mengambil nilai kalian. Tugas kalian adalah mempraktekkan dialog
kalian sebaik mungkin. Kalian boleh bawa apapun agar dialog kalian
seperti kenyataan. “
The student “J” asked, “berarti boleh bawa mainan Miss?” Other
students asked, “ boleh gak percakapannya di kantin atau di luar
kelas?” “boleh bawa gambar dan makanan, Miss?” the researcher
responded “Iya, boleh bawa apapun dan boleh praktek di luar kelas.
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Asalkan semua itu berhubungan dengan dialog loo yaa..jangan
disalahgunakan”
They shouted, “Okay Miss!!”
The researcher added, “Jangan lupa, yang dinilai itu cara ngomong
kalian(pronunciation), kelancaran kalian pas ngomong (fluency),
bener atau gak nya kosakata (vocabulary) dan grammar yang kalian
gunakan. Latihan yang sering yaa..”
When the students did not have any questions, the teacher closed the
meeting and said goodbye.
A student “W” followed me from behind and said “Miss, ntar hari
senin tolong masukin lagunya SID yang jika kami bersama di hp nya
Miss ya...mau kita pinjem”. And the researcher replied, “Yes, of course.
Jangan lupa malam seninnya sms Miss yaa..takutnya nanti
kelupaan.hehee”
d. Fourth meeting
On 23th
May 2011 the students were going to have post test 1. As usual
on Monday, the English lesson started at 7.40 am. When the researcher
walked to the class, she saw the students were practicing the dialogue.
She saw the students bringing bola bekel, snacks, picture, etc.
Before starting the post-test, she greeted the students and then checked
the students’ attendance. All students attended the speaking class that
day. Before starting to assess, the assessor told the scoring of post test
“Ok class. Today we are going to take a post-test and the aspects
scored are grammar, pronunciation, vocabulary, and fluency”. The
time given was 5-10 minutes each group. There were 8 groups to
perform. Some were very confident and their pperformancess were
great. They really made their dialogue as real as possible. Even, there
were some groups that having a dialogue outside the class because the
situation were on the park bench or in the yard.
Some of them were rather nervous but they could manage it
themselves.
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The researcher did not forget to take the photograph of the activity and
also record their dialogue.
The post test only took about 60 minutes, so the researcher used the
rest to evaluate and give comments to the students’ performances. She
praised the students, “Your performances were so good. Kalian sudah
banyak kemajuan dalam banyak hal. Meskipun ada juga yang masih
kurang. Yang masih grogi dan belum hapal dialog, lain kali diperbaiki
yaa. Pokoknya Miss bangga sama kemajuan, kerjasama dan
kekreatifan kalian”
The researcher also asked the students’ advices. They said, “Miss,
kelompoknya berempat berlima agak susah bikin dialognya. Kadang
kita lupa giliran ngomongnya kapan” “Miss, saya suka kalo ada game
nya. “ “Miss, karena sering diulang-ulang saya jadi lebih mengerti
dan lebih inget” etc.
The researcher took the students’ advices into consideration. When the
lesson was over, she closed the meeting and said “Thanks for students.
I’ll see you next time. Goodbye.”
e. Observation
To know whether using Scaffolding strategy integrated with games
and group work could improve the students’ speaking skill or not, the
researcher observed during the teaching and learning process. The
techniques were used for observing, as follows: (1) pre test and post test I,
(2) class observation. The pre test had been taken before the
implementation the actions of research and then, its results would be
compared with the post test results that it had been taken after the
implementation the actions. Next, the class observations were done
simultaneously when teaching and learning process happened. The
observation was made based on the field notes written by the observer.
Based on the observation from the first meeting to the fourth
meeting, it could be summarized that: (1) students were interested with the
activities during the learning process; (2) students were noisy but they
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were active in discussing the topic with their partners in pair; (3) Most of
students joined the discussion actively; (4) some students were still
nervous when they were asked to perform in front of the class; (5) some
students asked to teacher when they did not understand the topic or
instruction; (6) all students completed the task individually and in pair; (7)
some students still had difficulties in pronouncing some words related to
the topic; (8) some students also still could not speak English fluently; (9)
students completed the homework given by teacher; (10) students had
positive response when other students share their idea such as gave
questions, comments, and solution; (11) all students paid attention to
teacher when she explained the material; (12) students were creative in
making the dialogue.
f. Reflection
Generally, the teaching and learning process using Scaffolding
strategy integrated with games and group work could run well and
attracted students’ motivation in joining English class. It could be seen
from the students’ responses when they had the learning activities. Further,
the students paid much attention when the teacher gave explanation and
they were willing to do the instruction. They were more motivated and
interested when the researcher provided the games and lesson outside the
class. Based on the result of the observation, interview, and test with the
students, it was known that there was some improvement on students’
speaking skill. They were the grammar, fluency, vocabulary, and
pronunciation. The improvement of the students’ achievement can be seen
in the table below:
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Source of Data The condition before
implementing the
action
The condition after
implementing the action
Observation
And Interview
Speaking Skill Speaking Skill
1. The students got
difficulties to
produce
grammatically
correct sentences.
They still made
mistake in making
correct simple
present tense.
2. The students could
not pronounce the
words correctly.
They still made
mistakes to
pronounce the
words.
3. The students got
difficulties in
fluency. They often
made fillers in to
their speech.
4. The students had
difficulties in
vocabulary. Their
choice of words was
still limited.
Sometimes they
1. The students could produce
grammatically correct
sentences.
2. The students could
pronounce most of the
words correctly.
3. The students were more
fluent than before. They
could tell the story quite
smoothly without too much
pauses.
4. The students could express
the words they meant
without asking their friends.
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translated the words
literally.
Class Situation Class Situation
1. The students were
less interested and
concentrated during
the teaching
learning process.
2. The students liked
to talk to other
friends.
3. The students did
non-academic
activities during the
lesson, such as:
reading another
book or drawing.
4. The students were
not confident to
speak and answer
questions
5. The students looked
daydream, sleepy,
and bored during
the lesson.
1. The students were more
active and enthusiastic
during the lesson. They
started to ask and answer the
questions.
2. They were less talking to
friends.
3. They did not do non-
academic activity during the
class.
4. They were willing and
confident to speak and
answer questions
5. They felt more motivated
and did not feel sleepy and
bored again.
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Table 4.6 : The improvement of the students’ achievemen
The improvement of speaking skill can be viewed from the result of the
first post test which was higher than the students’ score of pre-test. The mean
score of pre test was only 36.67 while the mean score of post test 1 was 59.74.
After conducting the action of cycle 1, the writer also found students’
improvement point of each speaking skill aspect. The improvement could be seen
in the table below:
Table 4.7: Improvement Statisic per Indicator( in point)
Fluency Pronun Grammar Vocab
PRE-TEST CYCLE1 38.68 32.89 35.53 35.53
POST-TEST
CYCLE1 59.74 56.58 62.37 60.26
IMPROVEMENT
POINT 21.06 23.69 26.84 24.73
From the table above, writer concluded that ability in producing
grammatically correct sentences improved the most than the other sub skills. It
was followed by skill of producing variety of vocabulary, and then pronouncing
the words correctly. The last achievement was the ability to speak fluently.
Actually,the lesson plan had provided more time to drill and practice the dialogue.
However, they still felt difficult in pronouncing the word correctly and speaking
fluently.
Based on the results of observation which were gathered in field notes,
interview and the test above, it could be seen that there were increasing of the
aspects of speaking skill and class situation. All of the aspects of speaking skill,
such as: fluency, pronunciation, vocabulary, and grammar were completed,
Test The mean score of
pre-test was 35.66
The mean score of post-test
one was 59.74
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though they did not show great improvement. The class situation was also
improved. The writer concluded that teaching speaking using scaffolding strategy
integrated with games and group work attracted students’ curiosity in the lesson.
Through every stage in scaffolding, the students had more understanding on the
lesson. It also grew their confidence since they had more time to practice and had
a chance to learn the modeling first. Thus, it made the students encouraged to
practice their speaking skill. The games and group work techniques also played a
great role to make them more motivated and enthusiastic in learning English
which they did not feel sleepy and bored in the middle of the teaching-learning
process. The class became more conducive than before.
However, the writer found several positive results and some weaknesses in
the first cycle. They were explained as follows:
a. The strengths
1) There was an improvement on students’ speaking skill. It was
proven by result of the post test. The students’ mean score
improved from 35.66 in the pre test to 59.74 in the post test 1.
2) There was an improvement of students’ behavior in teaching
and learning process. The students became more active and
enthusiastic in every single activity either in group or
individually. They were not afraid to ask questions and
suggestions.
3) The students talked less to each other during the instructional
process. They paid more attention when the teacher gave the
explanation and wanted to do the task given. Most students
wanted to answer the teacher’s questions.
4) Most students stopped doing non academic activities and
could focus to the lesson, because they were interested.
5) Most students were happy and enjoyed learning speaking.
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b. The weaknesses
The students still got difficulties to pronounce words and make
grammatically correct sentences. It was proven by the result of post test. In
detail, the result of students’ achievement in fluency (38.6%), in
pronunciation (32.90%), in vocabulary (35.53%), in grammar (35.57%).
and the result of students’ improvement in fluency (21.6%), in
pronunciation (23.7%), in vocabulary (24.67 %), in grammar (26.83%).
PRE TEST AND CYCLE I
Table 4.8 : The Improvement of the Students’ Achievement
Data Source Before the Action After the Action
Observation
Interview
Questionnair
e
Pre-test
Post-test 1
1. Teaching and learning process
- The students tended to be passive
during the teaching and learning
process.
- The students were not interested in
joining English class especially
speaking because the teaching is
boring.
- The teacher did not give adequate
time, models, and practices for the
students to speak.
- The teacher didn’t explain the
speaking lesson clearly. .
- The students felt ashame to speak,
1. Teaching and learning process
- The students participated
more active by giving their
opinion, responding and
answering the researcher’s
instructions and questions.
The students also involved in
the group work.
- They were interested and
motivated to join the teaching
learning process. The students
were enthusiastic to perform
creative role play.
- By giving adequate model,
tasks and assistances, the
students understood more
about the lesson.
- The students were more
confident to speak English
because they had enough
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especially in front of the class.
2. Speaking Skill
- Vocabulary
The mean’s score of vocabulary was
1.78 of the total score (5). It meant that
the students mastered only on 35.53%
vocabularies. It could be explained that
there were limited range of vocabulary,
still frequent errors of word/idiom
form, choice, and usage. The meaning
was sometimes also confusing. The
students seemed got difficult to find the
appropriate words. They seemed to
have low understanding about
word/idiom form, choice, and usage.
- Grammar
The mean’s score of grammar was 1.78
of the total score (5). It meant that the
students mastered only 35.57%
grammar used in speaking. It can be
concluded that there were major
problems in simple/complex
constructions, errors of agreement,
tense, word order/function, pronoun,
and prepositions. The students only
produced a little correct grammar.
practice.
2. Speaking Skill
- Vocabulary
The mean of the students’
vocabulary in post test I was 3.01
of the total score (5). The mean
was higher than the mean of pre
test, which was 1.78 of the total
score (5). It could be explained
that there were adequate range of
vocabulary, occasional errors of
word/idiom form, choice, and
usage. The students used some
new vocabularies in their
speaking.
- Grammar
The mean of the students’
grammar in post test I was 3.12 of
the total score (5). The mean was
higher than the mean of pre test,
which was 1.77 of the total score
(5). It can be explained that the
students still made obvious
grammar mistakes. Some of them
made errors in sentence
constructions, tense, noun phrase,
and adverbs.
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- Pronunciation
The mean’s score of grammar was 1.64
of the total score (5). It meant that the
students only 32.90% speak in the
correct pronunciation. It means that
few words were pronounced correctly.
- Fluency
The mean’s score of fluency was 1.93
of the total score (5). It can be
concluded that the students just a little
made a communication. They had a
difficulty on saying their idea, so they
often made pauses in their speaking.
- Pronunciation
After the post test I, the mean of
the students’ pronunciations also
improved. The mean of the
students’ score in post test was
2.83 of the total score (5). It was
higher than the mean of the
students’ score in pre test which
was 1.64 of the total score (5).
From the result, it can be
explained that the students may
still have strong foreign accent.
They still pronounced some words
incorrectly.
- Fluency
The mean of the students’ fluency
in post test I was 2.99 of the total
score (5). The mean improved
from the mean of pre test which
was 1.93 of the total score (5). It
can be explained that the students’
speaking was very hesitant and
brief utterances. Sometimes the
students also made pauses in their
speaking.
Test
The mean score of pre-test: 35.66 The mean score of post-test I:
59.74
Strengths
There were some improvements of the students’ speaking skill:
- The students improved in their accuracy (vocabulary, grammar, pronunciation).
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- The students improved in their fluency.
There were some improvements students’ attitude towards speaking:
- Most of the students were more active during the teaching learning process. The students
were not ashame asking to the researcher about their difficulties. The modeling stage
made also them more confident and understood about the speaking lesson. The students
had more practice on speaking through imitating and group work stage.
Weaknesses
Besides the strengths, there were still some weaknesses of the teaching and learning process
in cycle 1:
The weaknesses of the students’ speaking skill:
- The students still pronounced some words incorrectly.
- The students still made pauses on their speaking or they confused to say their ideas.
- The students still had problems in choosing appropriate vocabulary. Some of them
translated the Indonesian words in English literally.
e.g : easy listen.
- The students still had some errors on grammar.
e.g : he is a good voice, too it is also cheap.
- Some students were still busy with their own activities, such as talking with their
friends, and doing another lesson subject.
The recommendation for cycle II:
- The researcher should make more activities to make the students practice their
pronunciation and fluency.
- The researcher should give clearer explanation about the grammar and give more tasks.
Therefore, they can practice grammar more.
- The researcher should also give them more tasks on vocabulary.
- The researcher should give more control to the students when they were doing the tasks.
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g. Revising the plan
Seeing the weaknesses found in cycle one, the writer decided that it was
needed to take the second cycle. She revised the plan for the next cycle. It was
done to get better results of the technique implemented. The writer thought that
the next cycle needed to give activities that take more attention in improving
students’ pronunciation, fluency, grammar and vocabulary. The researcher as the
teacher decided to give more task on those aspects.
Cycle 2
1. Revised Plan
Based on the result of the first cycle, the researcher realized that
there were improvements of the students’ speaking skill, but the
researcher still found a problem faced by the students. Some students
still had difficulties in pronouncing and having fluency. The students still
made grammar and vocabulary mistakes. In addition, the score of the four
indicators were still under the KKM. The students also found difficulties
when there were too many members in a group. Therefore, the researcher
should revise her lesson plan for the cycle 2. The revised plans were: (a)
The researcher should improve the students’speaking skill in the four
aspects by giving more exercises and time to practice and (b) The
researcher should reduce the number of people when the students were
going to work in a group; (c) the researcher should motivate the students
to be more actively participate in the teaching learning process.
2. Planning the Action
Before conducting the second cycle, the writer prepared everything
needed in the action and everything related to the action. They were as
follows: (1) the materials related to the topic; (2) lesson plans as teacher’s
guidance in teaching speaking; (3) students’ worksheet; (4) post test 2 that
would be given in the end of the cycle to find the improvement of the
second cycle compared with the first cycle; and everything related to the
action. In this cycle, the topic of material was different with the first topic,
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that was “express asking and giving things”. The procedure of the
teaching was still the same, but the researcher gave more exercises and
assistance to the students. Similar with cycle 1, the cycle 2 consisted of 3
meetings. Each meeting took 80 minutes. The objective of the lesson was
to solve the problems in the first cycle by focusing on students’
participation in doing the project, improving students’ behaviour from
passive to be more active, and improving students’ speaking skill
especially students’ pronunciation.
3. Implementing the action
In this step, the writer implemented the action plan that has been prepared
before.this cycle was conducted in three meeting.
a) First meeting
On Friday, 27th
May 2011 the researcher conducted the first meeting of
cycle 2. When the researcher entered the class, the students shouted
“Horeee, diajarin Miss Fithri lagiii!!” The researcher as usual greeted
them and checked their attendance. To brainstorm the students, the
researcher said “If I say, Sabjun, would you like to clean the
whiteboard, please?” “Hanifah, close the door, please!” itu contoh
kalimat apa anak-anak?” The students did not answer. The researcher
continued, “Okay, kalo kalimat ‘Sabjun, tolong hapus papan tulisnya
atau Hanifah, tolong tutup pintunya’ , itu kalimat apa?” The students
immediately replied “kalimat perintah, Miss!” “Yes, that’s correct!
Dalam bahasa inggris, kalimat itu disebut Imperative Sentences”
“Coba kalo mau nyuruh membuka pintu, bahasa inggrisnya gimana?
Anyone knows?” A student “Y” raised her hand saying “Open the
door, please!” The researcher responded “Yes, that’s right! Ayo coba
kasih contoh yang lain lagi” Some students mentioned the example of
imperative sentences.
When the students understood enough, the researcher distributed the
crossword puzzle worksheet. This worksheet was aimed to enrich
students’ verb vocabulary. It contained some verbs with the pictures.
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The students showed their interest in the puzzle. They said “Wah..udah
lama gak ngisi TTS ni” “Asyik, mainan lagi”
Even, they had already filled the crossword before the researcher
explained the rule. The students supposed to do it in pair. They were
allowed to open their dictionary. The classroom situation was quite
enough. The students really absorbed on doing the puzzle. When they
did not know the English word for the picture, they opened their
vocabulary. Some of them consulted to the researcher when they did
not see clearly what the picture is. For example, “Miss, yang nomer 7
itu lagi ngapain?” “kalo yang nomer 4 itu kaget ya Miss?” etc.
In fact, the students had finished it before the time was over. After that,
the students discussed the answer with the researcher. The researcher
invited the students to answer the questions. The students actively
raised their hand and wanted to answer the question. Even, they
scrambled to get the turn. The classroom situation was alive that day.
Almost all the students answered correctly.
Next, the researcher modeled the pronunciation of the words in
crossword, and then the students practiced pronouncing them. There
were some words that probounced incorrectly by the students. For
instance, they pronounced “kneel” as /keni:l/ , “shake” as / ek/,
“whistle” as /’w stle/, etc. The researcher drilled the students until they
got correct pronunciation.
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Next, the researcher explained the expressions used to ask and give
things. The expressions are written as bellow:
To ask for things, we can use:
Can I…., please?
May I…., please?
Can you…., please?
Could you… please?
Would you …, please?
To give the things, we can use:
Here you are.
Sure.
Of course.
To refuse to give the things, we can use:
I’m sorry. I’m using it.
Not now. I’m using it/them myself. Sorry.
Sorry, I’m using it/them right now
To show our gratitude, we say:
Thanks.
As usual, the researcher modeled it first then the students repeated.
Most of them pronounced incorrectly the words “would” as /wo ld/
“could” as /ko ld/ “course” as /kros/ and “here” as /her/. The
researcher immediately corrected their pronunciation.
Next, the researcher taught them how to make imperative sentences.
She gave them some examples. To check the students’ understanding,
she gave them exercise written on the whiteboard. Some of the
questions are:
you – open – window – can – the – please ?
may – lend – bicycle - please– I – your ? , etc
The researcher pointed some students to answer those questions. From
the students’ answers, it can be seen that they had some problems in
placing the verb and the article. Therefore, the researcher explained
more and gave some questions.
After they more understood, the researcher distributed the task to the
students. They were supposed to do the imperative exercises in group.
They were going to have a competition. Their job was to rearrange the
jumbled words into good imperative sentences. The winner was the
fastest and the most correct answer. The students showed their interest
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in this game. They asked “Miss, ada hadiahnya gak buat yang
menang?”, and the researcher replied “Yes, of course. Pemenang
pertama dan kedua akan mendapatkan hadiah”
The reward made the students more motivated. When the game started,
the classroom situation was noisy. Each group worked together to
solve the questions. While the students were doing the task, the
researcher went around among the groups. The students sometimes
opened their dictionary to find the meaning of difficult words.
The group that has finished doing the task had to write the answer in
the whiteboard. After all groups wrote the answer, they discussed it
with the researcher. The winner of this game was group 2 which the
score was 90 and group 5 which the score was 85. The researcher said
“Congratulations for the winner! You have done your best! Dan
hadiahnya akan Miss berikan di akhir pertemuan yaa..jadi tunggu saja
“ the winners said “yes, dapet hadiah!isininya buku dan bolpen saja
Miss”
The researcher evaluated the game and asked the students’ difficulties.
They said “masih sedikit bingung sama kata kerjanya dan a/an/the itu
lho Miss” , “ada yang gak tau artinya Miss” , etc. Therefore, the
researcher explained briefly again and also gave example questions.
The English class was over, but before the researcher closed the
meeting, she gave the students homework to make imperative
sentences from some verbs in the crosswords. The researcher said
goodbye then.
b) Second meeting
On Monday, 30th
May 2011 the researcher checked the students’
homework. She invited the students to answer each questions. Most of
the students had made the correct imperative sentences. Next, the
students would have an outdoor game, Uncle Sam says. This game was
aimed to review their previous lesson about vocabulary. The students
looked so enthusiastic doing this game.
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First of all, the researcher explained the rules of the game. The
students were supposed to do what the researcher said (Total Physical
Response). There would be a punishment for the students who did the
instructions incorrectly.
As the beginning of the game, the researcher said “Miss Fithri says,
wave your hand, please!” Some students immediately wave their
hands, but some students still did not know what to do. They only
imitated their friends. After some trials done, the researcher started the
real game.
The students laughed when they saw some of their friends did the
instructions incorrectly. They suggested the punishment for their
friends. The punishment was sang a song, danced, or gave the
instruction to other students. The learning situation was so alive that
day. Even, the students from other classes wanted to join the game.
They looked at the activity and sometimes laughed when a few of VII
D’ students did the punishment. The game was stopped when most of
the students had done the instruction correctly.
As usual, the students needed a break time after having outdoor lesson.
Thus, the researcher should wait until they were ready to continue the
lesson. After about 5 minutes, the researcher reviewed the expressions
to ask and give for things. The researcher drilled the students until they
got the correct pronunciation. The researcher also pointed some
students to pronounce the expressions.
Next, the researcher invited two students in front of the class to play
“the rolling paper” game. They had to make a short dialog about
asking and giving things which the topic was already written on the
rolling paper. These were some examples of the rolling paper topic:
��������������������������
�����������������
�
������������������� �������
����!����������
������������"�������
�����������!����������
�
������������"�����������������������
��������������
�
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The students were eager to participate. In addition, the researcher also
gives plus point for the students who wanted to practice in front of the
class to motivate them. The researcher encouraged the students to use
as many as different language forms. For instance, they had to practice
to use not only “can you…” but also “could you …, would you …, may
I …” etc.
The researcher distributed the example dialogue of asking and giving
things the researcher modeled the dialogue first, then the students
repeated after her. Because they had more time to practice the
expressions, most of the students pronounced correctly and become
more fluent. In the next meeting, the students had to memorize the
dialogue and perform it in front of the class.
The researcher evaluated the students’ performance by giving
comments on their mistakes related to the language components. The
researcher also motivated them to be more confident and active to
participate in the class.
The researcher closed the meeting and said goodbye.
c) Third meeting
On Wednesday, 1st June 2011 the third meeting started. The researcher
opened the lesson by greeting and checking the students’ attendance.
There were no students absent that day. The researcher then asked the
volunteers to perform in front of the class. The student “D” and “H”
raised their hands. They practiced the dialog with not making any
mistakes. After they performed, one by one student took the chance to
practice. While their friends were performing, the students had to pay
attention to them. The students seemed more confident when they
asked to performed in front of the class. They were also more active to
participate.
Next, the researcher asked the students to compose a script about
asking and giving things. Because on the post test I the students were
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very creative to make a dialog that suited with the situation, the
researcher asked them to make another dialog completed with the
suitable situation. Thus, they might bring everything when performing
dialog as long as it was related to the dialog situation. And to solve the
weaknesses on the previous cycle, the students were free to choose the
members of their group. Each group might contain only two persons at
least and 4 persons at most. This was aimed in order to make the
students easier to memorize the dialog and become more creative.
However, the researcher offered assistance as enough as possible when
composing the script. The students had 15’ to make the dialog. When
they had finished, the researcher asked the students to try out their
performance before presenting it in the next meeting. The researcher
found most of the groups making a longer dialogue than the
researcher’s expectation. They also added new vocabularies and had a
very creative dialog. Although they still pronounced the new words
incorrectly, the researcher felt so happy for their hard work.
In the end of the lesson, the researcher encouraged the students. She
said “Well students, tomorrow will be your last post test. Jadi besok
adalah pos tes terakhir kalian..banyak – bnyak dipraktekkan dan
dihapalkan dialognya. Yang mau bawa alat pendukung kayak
makanan, alat tulis dan sebagainya besok jangan lupa dibawa. Sejauh
ini Miss bangga karena kalian puny ide yang bagus. Semangat buat
next meeting yaa anak – anak!!”
The students responded “Siap Miss!”
The researcher said “See you students. Thanks for your participation.
Goodbye “. Finally, the researcher closed the meeting. “
d) Fourth meeting
On Friday, 3rd
June 2011 the students had post test II. When the
researcher walked to the class, she saw the students were practicing the
dialogue. She saw the students bringing snacks, arranging the chairs,
the ball etc. The students were well-prepared to perform this day.
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Before starting the post-test, she greeted the students and then checked
the students’ attendance. Two students were absent that day, they are
student “A” and “K”. The groups which the member was absent had to
revise their dialogue. Before starting to assess, the assessor told the
scoring of post test “Ok class. Today we are going to take a post-test
and the aspects scored are grammar, pronunciation, vocabulary, and
fluency”. The time given was 5-10 minutes each group. There were 8
groups to perform. Some were very confident and their performancess
were great. They really made their dialogue as real as possible. Even,
there were some groups that having a dialogue outside the class
because the situation were on the park bench or in the yard.
Some of them were rather nervous but they could manage it
themselves.
The researcher did not forget to take the photograph of the activity and
also record their dialogue.
The post test only took about 75 minutes, so the researcher used the
rest to evaluate and give comments to the students’ performances. She
praised the students, “performance kalian semuanya bagus bagus.
Kalian sangat kreatif dalam membuat topic percakapan. Saya salut
dengan kalian yang pasti sudah banyak berlatih di rumah “
When the researcher still discussed with the students, a teacher entered
the class and wanted to explain about the final exam. Thus, the
researcher had to finish the lesson earlier. Because it was the last
meeting, the researcher said “makasih banyak buat partisipasinya
selama ini.
4. Reflecting the action
After conducting the action of cycle 2, the writer also found
students’ improvement point of each speaking skill aspect.
The researcher concluded that ability in producing richer
vocabulary still improved the most than the other sub skills. It was
followed grammar, pronunciation and fluency. The mean score of the
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students’ post-test 2 result was 72.50 The students' individual score ranged
from 60 as the lowest score until 85 as the highest score and 32 of 38
students reached the passing grade.
Considering the facts of some improvements dealing with teaching
speaking by scaffolding strategy, finally the researcher decided to stop the
cycle. There were some reasons for stopping the research in two cycles.
They were as follows:
a) The aspects of speaking skill were completed. They could produce
grammatically correct sentences, speak fluently, pronounce the words
correctly, and use variety of vocabulary.
b) Beside the speaking skill, the students’ motivation also increased. They
were more active and enthusiastic during teaching learning process. They
also had more concentration to the lesson; they did not do non-academic
activity during the class. They were no more shy to speak up.The
classroom climate was also became more conducive than before.
c) There was improvements of the mean score between pre-test and post-
tests, from 35.66 – 59.74– 72.50. From the pre-test and post-tests scores,
there was also improvement of students who had scored more than the
minimum standard score.
d) The writer only had limited time to conduct the research. The school gave
one month to finish the implementation of the research. It was because the
school would hold a semester test for all the students.
C. Discussion
In this section, the result of findings in cycle 1 and cycle 2 are discussed.
The data discussed come from the observation, interview, questionnaire and result
of pre-test and post-test in cycle 1 and 2.
In pre-research, the observational data (observation and field notes)
showed that the situation of the class which was observed was not conducive for
teaching learning activity. Some of them showed ‘off-task’ behaviour, for
example talking with their peers, doing another lesson’s homework, drawing, etc.
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The students were also shy to speak up because they afraid of making mistakes. It
makes them passive in the teaching and learning process.
In the first cycle, there were some improvements. Students’ enthusiasm
and motivation increased in joining learning activity. The students were more
active and enthusiastic during the lesson. They started to ask and answer the
questions. The students were more active and enthusiastic during the lesson. They
started to ask and answer the questions. They were less talking to friends. They
did not do non-academic activity during the class. They were willing and
confident to speak and answer questions. They felt more motivated and did not
feel sleepy and bored again. Besides the improvements happened, the problems
also raised after cycle 1. The students still pronounced some words incorrectly.
They still made pauses on their speaking. The students still had problems in
choosing appropriate vocabulary. Some of them translated the Indonesian words
in English literally, e.g : easy listen. The students still had some errors on
grammar e.g : he is a good voice, too it is also cheap. Some students were still
busy with their own activities, such as talking with their friends, and doing
another lesson subject.
In the second cycle, the problems faced after cycle 1 could be solved. All
students were active in discussion. Every student took their parts in completing
the tasks. They did each task well. They could work together with their partners.
In addition, they could make some creative ideas to perform.
They were more active and enthusiastic during teaching learning process.
They also had more concentration to the lesson. They did not do non-academic
activity during the class. They were no more shy to speak up. The classroom
climate was also became more conducive than before.
Second, in the end of cycle 2, the researcher interviewed four students to
give comments about the learning process. They had good response towards the
activities and enjoyed the situation of class. Below is the transcript of the
interview with Dicky Zaelani Pangestu (DZP), Eni Prakusyawati (EP), Febri
Ariyanto (FA), Widi Setiyawan (WS).
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Researcher : Bagaimana menurut kamu setelah pengajaran yang saya
lakukan?
DZP : Tambah baik karena latihannya lebih banyak. Guru sering ngasih
contoh dulu sebelum mengucapkan sesuatu, jadni saya tahu gimaa cara
ngomong yang benar. Tambah latihan juga.
EP : Menyenangkan sekali Miss, ada permainan sama kerja
kelompoknya. Terus waktu guru sering nyuruh ngomong di ulang – ulang
bikin saya makin lancar. Diajarin banyak kosakata dan sering di ulang –
ulang bikin saya hapal.
FA : Dapat dipahami, menyenangkan
WS : Enak Miss. Saya jarang bosen. Ngomongnya jadi lebih lancar
sekarang. Kata – kata bahasa Inggris saya juga makin banyak.
Researcher : Kalo adanya permainan dan kerja kelompok pengaruhnya
apa buat kamu?
DZP : Ada permainan dan kerja kelompok bikin pelajaran lebih menarik
dan lebih mudeng.
EP : Banyak game bikin gak bosen. Kerja kelompok bikin saya lebih
mudeng. Guru sering nyuruh latihan ngomong berulang- ulang bikin saya
makin lancar.
Researcher : Masih suka malu maju di depan kelas?
DZP : Iya Miss, tapi sedikit. Soalnya majunya kelompok,jadi saya gak
terlalu takut. Apalagi saya sudah diajarin berkali – kali mempraktekan
dialog, jadi lebih pede.
From the interview above, it can be seen that students enjoyed the
activities. The strategy on scaffolding and the supporting techniques helped them
to improve their speaking skill.
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Third, the result of the test (pre-test and post-test) in cycle 1 and cycle 2
showed improvement of speaking skill including vocabulary, grammar,
pronunciation, and fluency. It can be seen from the graphic below:
Graphic 4.1.: The Score of Speaking Aspects
This improvement also can be seen from the increase of mean score. The
mean score increased from pre-test in which mean score 35.66 became 59.74 in
cycle 1 and improved to 72.50 in cycle 2. It can be showed on the graphic below:
Graphic 4.2.: The Increasing of Students’ Mean Score
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Those graphics above are derived from the data on the table below:
Table 4.9.: Comparison of Score in Cycle 1 and Cycle 2
Pre-test Cycle 1 Cycle 2
Grammar 1.78 3.12 3.78
Vocabulary 1.78 3.01 3.80
Pronunciation 1.64 2.83 3.47
Fluency 1.93 2.97 3.41
Mean score 35.66 59.74 72.5
From the observational data, interview, and test in cycle 1 and cycle 2
showed above, it can be summarized that the students’ motivation and enthusiasm
increased. They were motivated to improve their speaking skill.
Based on the discussion above, Scaffolding Strategy has some strengths
and weaknesses. There are four steps in Scaffolding Strategy: modeling, imitating,
removing, and achieving. Specifically, there are five different instructional
scaffolding techniques: modeling of desired behaviors, offering explanations,
inviting student participation, verifying and clarifying student understandings, and
inviting students to contribute clues. When those five different instructional
scaffolding techniques were integrated with games and group work, they made the
improvement on the students’ speaking skill. The games and group work provided
a chance for students to solve a problem themselves through active discussion and
individual effort. The students encountered many difficulties when asked to
participate in the activities. The assistance in the scaffolding itself will raise the
students’ motivation and attitude in learning new skill. Therefore, it can be
concluded those reasons are the strength of the scaffolding strategy.
Meanwhile, there are some weaknesses of this strategy. Scaffolding teaching can
only be successful when the teacher does the correct preparation. We must first
assess the students’ skills and basic understanding, and then create a lesson plan
of that. Without this preparation scaffolding teaching will be unsuccessful and
students will not receive the benefits of this teaching method. To get the maximal
result, Scaffolding strategy should be integrated with the suitable techniques,
because the techniques are as important as the strategy itself.
Therefore, the teacher played a crucial role in arranging this. Besides that,
this strategy was time-consuming because the teacher should give assistance until
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the students can do the tasks independently. Although there are some drawbacks
to the use of scaffolding as a teaching strategy the positive impact it can have on
students’ learning and development is far more important.
Especially in teaching speaking, less of exercises caused some problems
such as fluency and pronunciation not to be able to overcome optimally. Because
they were a complex skill, they needed more time to practice it. Implementing
Scaffolding strategy to teach speaking needs long time because the teacher should
practice the students’ pronunciation, grammar, and pronunciation to achieved
fluency.
Scaffolding strategy integrated with games and group work is one of the
alternative methods in teaching speaking. After implementing Scaffolding strategy
integrated with games and group work, the students’ mean score of speaking
increased. The improvement and change of the students’ attitudes toward speaking
prove that Scaffolding strategy integrated with games and group work is
appropriate and useful to improve students’ speaking skill, actually for the VII D
students of SMP Negeri 4 Sukoharjo.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
In the end of the process of implementing the Scaffolding Strategy in
teaching and learning process, research data have been collected, and analyzed.
And directly from the research findings, they give the answers of the research
questions in the beginning of the research. And the research can be concluded as
follows:
1. The implementation of scaffolding strategy through games and group work
improve students’ speaking skill.
It is shown from the scores they got in the tests either in the first or second
cycle. They got 37.5 for pre test, 59.74 in post test I and 72.5 in the post test
II. Using scaffolding strategy through games and group work, the students
were able to improve their skill in speaking. They could make grammatically
correct sentences and pronunciation. They could also have enough vocabulary
in speaking. In addition, they spoke English more fluent.
2. The implementation of scaffolding strategy through games and group work
engage the students’ attention.
As the principals of the scaffolding strategy are giving enough assistance until
they can do the tasks independently, the students had deep understanding
about the lesson and self confidence to do the tasks. The modeling and
imitating stage in scaffolding strategy reduced the students’ anxiety in
learning new material.
Besides, the classroom situation also improved by the implementation of
Scaffolding Strategy. It gave a positive effect to the classroom atmosphere.
The games and group work that were functions as the ‘scaffolding’ made the
students participated actively in the learning process. They worked
cooperatively with the other friends, and they had more opportunities for
optimizing their potencies. In addition, they were more confidence to ask
questions and express their different ideas. They were very enthusiastic and
not reluctant to speak and do the tasks.
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As a result, those techniques were able to improve the students’ skill in
speaking. The students were able to make grammatically correct sentences,
pronounce words correctly, speak more fluent, and have more choice of
words.
3. The implementation of Scaffolding strategy to teach speaking has strengths
and weaknesses.
There are four steps in Scaffolding Strategy: modeling, imitating, removing,
and achieving. Specifically, there are five different instructional scaffolding
techniques: modeling of desired behaviors, offering explanations, inviting
student participation, verifying and clarifying student understandings, and
inviting students to contribute clues. When those five different instructional
scaffolding techniques were integrated with games and group work, they made
the improvement on the students’ speaking skill. The games and group work
provided a chance for students to solve a problem themselves through active
discussion and individual effort. The students encountered many difficulties
when asked to participate in the activities. The assistance in the scaffolding
itself will raise the students’ motivation and attitude in learning new skill.
Therefore, it can be concluded those reasons are the strength of the scaffolding
strategy.
Meanwhile, there are some weaknesses of this strategy. Scaffolding teaching
can only be successful when the teacher does the correct preparation. We must
first assess the students’ skills and basic understanding, and then create a
lesson plan of that. Without this preparation scaffolding teaching will be
unsuccessful and students will not receive the benefits of this teaching
method. To get the maximal result, Scaffolding strategy should be integrated
with the suitable techniques, because the techniques are as important as the
strategy itself. Therefore, the teacher played a crucial role in arranging this.
Besides that, this strategy was time-consuming because the teacher should
give assistance until the students can do the tasks independently. Although
there are some drawbacks to the use of scaffolding as a teaching strategy the
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positive impact it has on students’ learning and development is far more
important.
Especially in teaching speaking, less of exercises caused some problems in
fluency and pronunciation cannot overcome optimally. Because fluency and
pronunciation were complex aspects, they needed more time to practice it.
Implementing Scaffolding strategy to teach speaking needs long time because
the teacher should practice the students’ pronunciation, grammar, and
pronunciation to achieved fluency.
B. Implication
Teaching speaking should be well prepared in order to create
meaningful and interesting activities and tasks. In this case, the scaffolding
strategy can be categorized as a good teaching. It should be an effective
strategy in teaching any skills, also for speaking skill.
Scaffolding strategy emphasizes on giving more tasks and assistances to
provide meaningful activity and cover major aspects in speaking. The four
stages in scaffolding help the students prepare their mental and also reduce
the students’ anxiety to learn a new lesson. The assistances that are offered in
the four steps of scaffolding make the students have deep understanding about
the lesson and self confidence to do the tasks.
The scaffolding strategy better combined with other techniques so that
the use of games and group work are beneficial in improving the aspects of
speaking. It has proven as the effective way to improve the students’ skill in
speaking. The students can produce grammatically correct sentences, have
more vocabulary in speaking, speak more fluent and easily get the ideas in
conversation.
Therefore, it implies that scaffolding strategy through games and group
work can be used as one of alternative strategy that is effective in teaching
learning English especially in speaking to the seventh grade students of junior
high school.
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C. Suggestion
Based on the conclusions and implications above, some suggestions are
proposed related to the teaching of speaking as follows:
1. To the teacher:
a. Scaffolding strategy should be used in the teaching of any skills, since this
strategy is useful when the teacher is going to teach a new material that
may be difficult to the students.
b. In implementing Scaffolding strategy to teach speaking, initial
identification of students’ basic competence in speaking (grammar,
vocabulary, pronunciation, etc) and students’ interest is needed. It is used
to determine topic, material, media and activities.
c. It will be more effective if Scaffolding strategies applied in small number
of students. It helps the teacher in controlling the situation and correcting
pronunciation of the pairs.
2. To other researchers:
a. Scaffolding strategy through games and group work is just one effort to
improve students’ speaking skill. It can be a reference to other researchers
to develop new methods of teaching English particularly in teaching
speaking to improve students’ speaking skill.
b. The result of the study can be used as additional reference for other
researchers to improve other skills such as listening, writing and reading
by using Scaffolding strategy.