Improving Speaking Skill Using Real Objects for Business and Management Class in the
Second Years at SMK PSM Warujayeng
ABSTRACT
………………… : Improving Speaking Skill Using Real Objects for Business and
Management Class in the Second Years at SMK PSM Warujayeng
Speaking is the goal of learning English. The succesfullness of speaking ability supported
by the proper teaching speaking strategy, there are many kinds of strategies which can improve
the students speaking skill, the teacher must understand well about the students’ condition their
competences to choose the best teaching English strategy in teaching learning process, the
strategy should be interesting and attractive. Therefore, the writer would like to present a new
strategy using real objects. It is one of strategy that will be used to improve the students speaking
skill.
The purpose of this strategy are to describe the way of teaching speaking using Real
Object for Business and Management class, to find out teaching using Real object can Improve
the Students Speaking Skill and to describe the student’s respond toward teaching speaking using
Real Object in the class.
The research was held in SMK PSM Warujayeng which the total students of second years
are 140 students. The sample of this strategy is 44 students from the second years of Vocational
High School. This strategy supported by the instrument to collect the data, they are observation,
interview and evaluation. The writer uses the quantitative experimental design. It describes how
the writer had done the experiment by using his new strategy which called using real objects to
improve the students’ speaking skill.
The result of data is taken from pre-test and post-test. Pre-test showed that teaching
speaking in the second years students of Vocational High School is teacher center, the class
condition was passive, because there is not interaction between teacher with students and
students with other students. The data instrument showed that application of the way strategy can
be received by the students, the treatment done by the writer followed by the students most
enthusiastic. The result of evaluation on students language factor in post-test was better than on
pre- test. The result of evaluation in pre-test is 39,58 and the result of post-test is 49,50 ( the
averages ). It means that by using the new strategy, it can improve the students speaking skill.
Looking at the result of research, the writer concludes that the application of using real
objects in teaching speaking can improve the students speaking ability. It was hoped can be
useful for all of the students.
ABSTRACT
…………………. : Improving Speaking Skill Using Real Objects for Business and
Management Class in the Second Years at SMK PSM Warujayeng
Berbicara adalah tujuan dari pembelajaran bahasa inggris, kesuksesan dalam
kemampuan berbicara di dukung oleh strategi pengajaran dalam berbicara yang sesaui, ada
banyak macam strategi yang mana dapat memperbaiki kemampuan siswa berbicara, para guru
harus mengerti dengan baik tentang kondisi siswa dan kemampuan merekauntuk memilih
strategi pengajaran bahasa inggris yang terbaik di dalam proses belajar mengajar, strategi ini
harus menarik. Oleh karena itu, penulis bermaksud menyajikan suatu strategi baru menggunakan
barang yang nyata. Ini adalah salah satu strategi yang akan di gunakan untuk memperbaiki
kemampuan siswa berbicara.
Tujuan dari strategi ini
menggunakan barang nyata untuk
menggunakan benda nyatadapat
mengetahui respon siswa terhadap
kelas.
adalah untuk menguraikan mengajar berbicara dengan
kelas bisnis dan manajemen, untuk mengetahui mengajar
memperbaiki kemampuan siswa berbicara dan untuk
pengajaran berbicara menggunakan benda nyata di dalam
Penelitian ini di lakukan di SMK PSM Warujayeng yang mana jumlah siswa kelas 2
adalah 140 siswa. contoh yang di ambil dalam strategi ini adalah 44 siswa dari siswa kelas 2
Sekolah Menengah Kejuruan. Strategi ini di dukung oleh instrument untuk mengumpulkan data,
yaitu observasi, wawancara dan ujian.peneliti menggunakan pendekatan bersifat percobaan yamg
kuantitatif. Ini menggambarkan bagaimana penulis melakukan percobaan dengan menggunakan
strategi barunya yang mana di sebut dengan menggunakan benda nyata untuk memperbaiki
kemampuan berbicara siswa.
Hasil data diambilkan dari pre-tes dan post-tes. Pre-tes menunjukkan bahwa pengajaran
berbicara siswa kelas 2 Sekolah menengah kejuruan. berpusat pada guru, kondisi kelas pasif
karena disini tidak ada interaksi antara guru dengan siswa dan siswa dengan siswa yang lain.
Instrument data menunjukkan bahwa penerapan cara strategi baru dapat di terima oleh siswa.
Perlakuan yang dilakukan oleh penulis di ikuti para siswa dengan sangat antusias. Hasil ujian
siswa pada faktor-faktor bahasa do pos-tes lebih baik daripada pre-tes.hasil dari evalusi pre-tes
adalah 39,58 dan hasil dari pos-tes adalah 49,50 ( nilai rata-rata ). Ini berarti bahwa dengan
menggunakan strategi baru itu, ini dapat memperbaiki kemampuan berbicara siswa.
Melihat pada hasil penelitian, penulis menyimpulkan bahwa penerapan menggunakan
benda nyata dalam pengajaran berbicara dapat memperbaiki kemampuan berbicara siswa. Ini di
harapkan dapat berguna bagi semua siswa.
TABLE OF CONTENT
TITLE PAGE …………………………………………………………………………………..
i
APPROVAL PAGE…………………………………………………………………………..
RATIFICATION PAGE…………………………………………………………………….
ii
iii
MOTTO………………………………………………………………………………………….
iv
DEDICATION…………………………………………………………………………………
v
ACKNOWLEDGEMENT………………………………………………………………….
vi
ABSTRACT…………………………………………………………………………………….
vii
TABLE OF CONTENT……………………………………………………………………..
LIST OF TABLE………………………………………………………………………………
x
CHAPTER I
: INTRODUCTION
A. The Background of Study……………………………………
B. The Statement of the Problem………………………………
1
3
viii
C. The Purpose of the Study…………………………………….
3
D. The Significant of the Study………………………………….
4
E. The Assumption of the Study………………………………..
4
F. The Limitation of the Study…………………………………..
G. The Definition of the Key Term…………………………….
CHAPTER II
5
5
: REVIEW OF RELATED LITERATURE
A. Teaching Speaking……………………………………………..
8
B. Media………………………………………………………………
C. Real Object………………………………………………………
D. Improving Speaking Skill……………………………………..
11
12
16
E. Vocational High School……………………………………….
F. Business and Management Class…………………………..
23
24
G. Hypothesis………………………………………………………..
CHAPTER III
24
: RESEARCH METHODOLOGY
A. Research Design………………………………………………..
B. Location, Population and Sample………………………….
25
26
C. Instrument of the research ………………………………….
27
D. Technique of Collecting Data ……………………………….
28
E. Technique of Analysis Data …………………………………
29
CHAPTER IV
: RESULT OF THE RESULT
A. Presenting of Data ……………………………………………..
B. Data Analysis of Pre-test and Post-Test………………..
46
C. The Result of Data Taken from Observation …………..
51
D. The Result of Data Taken from Interview……………….
CHAPTER V
39
52
: CONCLUSION AND SUGGESTION
A. Conclusion ……………………………………………………….
54
B. Suggestion………………………………………………………..
55
APPENDIX
BIBILIOGRAPHY
LIST OF TABLE
Table 1
:
Conversational English Proficiency Weighting Table…………….
Table 2
:
Conversational English Proficiency Conversion Table…………..
Table 3
:
The Language Factors and Description of Conversational
30
31
Performance………………………………………………………………..
Table 4
:
The Students’ Data Score of Pre-Test………………………………
40
34
Table 5
:
The Students’ Data Score of Post-Test…………………………….
Table 6
:
The Comparison Table of the Language Factors Total
43
Score ………………………………………………………………………..
Table 7
:
46
The Comparison Table of The total Score on each
Language Factor ………………………………………………………….
50
CHAPTER I
INTRODUCTION
This chapter will discuss about the background of the study, the statement of problem, the
purpose of the study, the significance of the study, the assumption of the study, the limitation of
the study, and the definition of key term.
A. The Background of the Study
English is an international language. It has four skills such as ; listening, writing,
reading and speaking skill. To master those skill is not easy, it needs much time to learn and
master those skills perfectly. English is a foreign languages and it is usually so difficult to
learn by the student. Speaking is more important than the others skills, because the English
learners think if they can speak English fluently, it indicates that they succeed in learning
English, it means that speaking ability is the real prove that someone is clever in English.
According to Murdibyo in English language education, Department of English at state
University of Malang, he said that “Speaking ability is a very important competence that
must be mastered by those who want to play a significant role in this globalization era “ (
30,2000 ). That statement showed if speaking ability is really important, the students must
have the competence in speaking, although it is not easy to do because the bravery of English
learners is still less where they are still afraid and shy to make out their words from their
mouth. As the result when they held speaking in their class they can’t speak anything, they
just show up smiling when turn is coming. It is the worst condition in speaking class.
For SMK or vocational high school especially in Business and Management Class it
is very important, above all for marketing competence program, they must be able to speak in
front of their consumers to offer their products or their services, not only using Indonesian
languages but also in English. So when they face the consumers, they aren’t confused again
about what they must say to their consumers. They can make their consumers interested with
their products or their services, but the fact it is so difficult for them.
To overcome this problem, it is needed a strategy or method that interesting for the
students. The teacher must be able to lose the negative image of students about speaking,
make them brave and sure with their ability in speaking. The most important is to make them
happy in their learning.
The description above is as according to the next statement “ research finding shows
that appropriate use of strategies may increase student’s learning “ (Huda, 1990 in ELE:53)
Based on the statement above the writer can give conclusion that the using of a proper
strategy is able to improve the quality of teaching learning, especially in teaching speaking.
Finally, based on the problem above the writer presents a speaking strategy using
Visual aids such as Real Object. This strategy lead the English learner to practice speaking
easily. By using real object likes; soap, detergent, toothpaste etc. The students try to explain
them to their friends about the products that they have, about the surplus of the product so
they can explore their word from the products. To make clear, the writer thinks that it is very
important to do the research entitled “Improving Speaking Skill using Real object for
Business and Management Class in the Second Years at SMK PSM WARUJAYENG “ at
2010.
B. The Statement of the Problem
Based on the background presented, the problem of this study formulated as
following :
1. How is the way of teaching speaking using Real Object ?
2. Can teaching speaking English using Real object for Business and Management Class
improve the students speaking skill ?
3. How is the students respond toward teaching speaking using Real Objects for Business
and Management Class
C. The Purposes of the Study
1.
To describe the way of teaching speaking using Real Object for Business and
Management class.
2. To find out whether teaching using Real object can Improve the Students Speaking Skill
or not.
3.
To describe the student’s respond toward teaching speaking using Real Object in the
class.
D. The Significant of the Study
This study can be useful for teachers and students to learn, practice and improve their
speaking skill. It is also hoped the useful for teachers and the students.
For the teachers, it can help them to develop their teaching speaking method so they
can make their students active in their speaking class where all students give their
participation well for their friends that perform in front of the class. For the students, it can
make them more active in their speaking without being shy and afraid because they use real
objects, where they can explore their words from the real object that they brought. This way
of course can encourage the students to improve speaking skill because the students must
explain about the products that they have.
E. The Assumption of the Study
This is the assumption of the writer that using Real Object. The students of the second
years of SMK PSM WARUJAYENG will be more creative, interested in their study and
improve their speaking skill.
F. The Limitation of the Study
In order not to have general discussion, the scope must be limited. It has goal in order
the study can get the focus and easy to understand. Therefore, the writer just limits the study
in teaching speaking using Real Objects, because speaking is the real prove of studying
English, because in the reality, someone will get a good predicate as master of English if they
are able to speak English well, fast and fluently.
According to the writer teaching using real objects as the media it is an interesting
strategy for business and management class. This research will be held to the second students
of SMK PSM WARUJAYENG.
G. The Definition of the Key Terms
The definition of key terms is the definition refers to the title presented in this study.
The definition can rise either from source or from the writer’s mind. In this case, the writer
will definite the part of the title such as Teaching, Speaking, Teaching Speaking, Real
Object, Business and Management Class and Vocational High School.
1. Teaching
Teaching can be described as transformation of information process concerning
with language which consist of four skill, they are speaking, listening, writing and
reading, also supported with its elements, vocabulary, pronunciation and spelling to
enlarge the students. The statement above is supported by the following sentences; “
Teaching is an art of presenting knowledge, science and skill to the students.”
(Communicative Teaching, 2003) A good teaching is the teaching which is able to guide
the students to face a new improvement in their mind.
2. Speaking
Speaking is the process of releasing voice influenced by thinking process in the
brain. Before a word of a sentence goes out from the mouth, it passes a thinking process
in the brain. It is supported by “ Speaking is a process of releasing voice that can
understand as mind expression from the coordination between centers talking in brain.”
(Encylopedia Indonesia 1,1980,465)
3. Teaching Speaking
Teaching speaking is the management of interaction which involves such thing
like how to invite some one else to speak, how to keep conversation going, and how to
terminate the conversation.
4. Real Object
Using real items found in everyday life as an aid to teaching English. Using real
objects helps to make English lessons memorable by creating a link between the objects
and the word or phrase they represent.
5. Business and Management Class
Business and management class is a study program that exist at vocational high
school which have purposes to create graduates that have skill to compete in global era or
to be a success entrepreneur.
6. Vocational high school
A vocational school (trade school or career school), providing vocational
education, is a school in which students are taught the skills needed to perform a
particular job. Traditionally, vocational schools have not existed to further education in
the sense of liberal arts, but rather to teach only job-specific skills, and as such have been
better considered to be institutions devoted to training, not education. That purely
vocational focus began changing in the 1990s ” toward a broader preparation that
develops the academic ” and technical skills of students, as well as the vocational.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Teaching Speaking
In this case the writer will discuss some aspects that support of teaching speaking.
They are the goal of teaching speaking, the way of teaching speaking and Step of teaching
speaking (Suparno, 2007:7).
1. The Goal of Teaching Speaking
Teaching speaking is the management of interaction which involves such thing
like how to invite someone else to speak, how to keep conversation going, and how to
terminate the conversation (Dian Eko Bintariyani, 2003:9). The statement above implies
about the goal of teaching speaking. Generally the goal of teaching speaking is
communicative efficiency. Learners should be able to make themselves understand, using
the current proficiency that they mastery. 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.
2. The Way of Teaching Speaking
The teachers should know about the way of teaching speaking in order they will
not get the difficulty in their teaching. Based on Anatologi Pengajaran Bahasa Asing
Khususnya Bahasa Inggris, (1987:86) the way of teaching speaking is classified by Prof.
Dr. Sadjono E. as following: totally manipulative, most manipulative, most
communicative and totally communicative.
Totally Manipulative means the English the English teacher will pay attention to
the whole of speaking activity in the class or teacher becomes the main role in the
speaking class (The students imitate what the teacher says). It can be done by drilling and
the students follow what the teacher says.
Most Manipulative means that the teacher still becomes the main role but the
students have been active. It means the students don’t imitate what the teachers says
totally but the students are able to use and develop their own words, even it is a simple
word.
Most Communicative means the students start to speak actively but this activity
still get the controlled from the teachers. The control given by the teacher just adds the
unknown vocabulary.
And the last is Totally Communicative it means the teacher has let the students to
speak actively each other without getting help from the teacher. In this case the students
can develop their word without getting interference from the teacher. If this condition can
be set up, it means the speaking activity in their class can be said success
3. Step of Teaching Speaking
After knowing the way of teaching speaking, the teacher should know the step of
it, because the step of speaking can help the teacher to make effective the time. The steps
are Presentation, Practice, and Production (Carol Read in Presentation, Practice and
production at glance, 1998:3)
a.
Presentation
In this step the teacher has function to be the announcer in which the teacher
gives the student’s motivation and lead question in order they get the description
about the material which will presented by the teacher. The teacher should do this
step because it will lead the teacher to know the students’ ability to imagine and guess
about an abstract thing. Carol read in Presentation, Practice, and Production at glace
explain the purposes of presentation are to give the students opportunity to realize the
usefulness and relevance of a new language item, to present the meaning, form and to
check the understanding.
b. Practice
Practice in speaking activity is very important because by this way, the
teacher can measure the student’s ability. In this step the teacher gives an example to
the student then the students try to imitate the teacher.
In teaching speaking this step can be done by the flexible way, for instance,
in pairs, a group or individually by telling something in front of the audiences in
which the students still use the teacher’s example.
c.
Production
In this step the student is hoped be able to produce a speaking activity by
using their way without getting intervention from the teacher. In this step the English
teacher just have little role. Carol read explains the purposes of production are to
provide the opportunity for students to use a new language in freer that no press from
out, more creative ways, to check how much has really been learnt by the students or
the learners, to integrate new language with old language, practice dealing with the
unpredictable and the students’ motivation.
B. Media
Media is a tool or an aid that used as mediator between teacher and students in
teaching learning process which is called media of learning or media of education.
In languages teaching, teaching material which involves the using of different kind of
media such as visual and printed media are sometimes known as multi media or mixed
media.
Media of teaching languages is an aid as mediator for communicating message or
information about language in cognitive, affective and psychomotor from resource to
receiver. In teaching learning process message or information generally come from resource
that is the teacher and students are as receiver. The media is as mediator, Suparno said in his
book Media pendidikan “media is an aid used as channel for delivering message from
resource to receiver “. (Suparno, 1988:1)
According to Suparno in his book Media pendidikan, he said that, “ there are three
kinds of media in teaching language, those are Visual, Audio and Audio Visual “ (Suparno,
1988:110-115).
1. Visual Media
Visual Aids are kinds of media that can only been seen and can be touch by the
student. For examples Flashcards, Pictures, real Objects, Photographs, Magazines
Pictures, etc.
2. Audio Aids
Audio Aids are kinds of media which can only be heard, it usually used to teach
listening comprehension, for examples: Radio, Cassette, Language Laboratory, CD.
3. Audio Visual
Audio Visual Aids are kinds of media that can be seen and heard by the students,
for examples: TV, VCD, Film, and LCD.
C. Real Object
Real Object is kind of Media which is used in learning process. It used for helping
in learning process. Based on the classification above real object is included in visual aids
media exactly non projection visual media.
And in this research the real objects that use are kinds of products likes, shampoo, soap,
detergent, food, medicines, cosmetics, etc.
Using Real Object the students can understand and retain the meaning of a word
better when they have seen or have touched some objects associated with it. For this reason,
teachers are suggested to make a collection of every day objects. Object in here are kind
products of trade that sells at the market or shops.
The teacher emphasizes the objects by showing and demonstrating them into some
relevant activities such as How to use it, how to save it, and the students also can explain
about the product’s surplus.
1. The Advantages of Using Real Objects
The advantages of using real object As English teacher, the use of real objects is
only limited by your imagination. It is possible to use real objects to teach almost any
subject. Using real objects stimulates the mind, and is one way of encouraging creativity
by involving the senses. Real objects saves time, as recognition of an object is immediate
and so cuts out the need for lengthy explanations and drawing funny pictures on the
board.
Real object breathes life into new vocabulary, and the chances of your students
remembering the new words you have taught them increases. Take the word biscuit: the
probability of remembering it becomes much higher after experiencing the taste, touch
and smell of the object! Real object doesn’t have to be limited to food or drink.
Timetables, tickets, newspapers, clothes etc. in fact any object you can think of can be
used as a teaching aid.
2. The Important Things that must be paid attention in Using Real Objects
When you have determined the characteristics of your audience, then you are
ready to plan and organize your material. The tips listed below will assist you in tailoring
your approach accordingly. Keep in mind that the use of visual aids will help to produce
effective one-way or two-way communication. Many factors are involved in choosing
these visual aids, and the type of interaction you want to develop with the audience will
Influence your choice.
a.
Planning the Material
1. Do not wait to prepare your presentation while on you way to the training session
you cannot do your best at presenting.
2. Prepare an outline of goals, major issues to be discussed, and information to be
presented to support main themes.
3. Limit content to your major point and no more than five key supporting points.
4. Analyze your audience. Prepare your content considering such things as whether
they are likely to be friendly or unfriendly, lay or technical in their background,
and whether they want only to listen or to respond and contribute.
5. Select appropriate visual aids and a presentation style that will be effective in the
physical setting for your training session.
b. Organizing the Material
When organizing your material, consider an “old chestnut” of public speaking
– “Tell ‘em what you’re going to tell ‘em; tell ‘em; and tell ‘em what you told ‘em.”
This recommendation:

Recognizes the importance of reinforcement in adult learning

Completes the communication for the listener

Informs people who arrive late of what they missed

Recognizes the importance of organization, highlighting, and summarizing main
points for the audience

Serves to clarify main themes for the audience at the end of the presentation
3. Procedure of Teaching Speaking Using Real Object
All of the strategies have the procedure to apply where the rule will lead and
guide the students to know how to do or use the strategy effectively. And the procedure
of using real objects, such as:
a.
The teacher gives an assignment for students to bring a product that the students’
likes.
b.
The teacher explains about what the students must do with the product, they must
explain the product’s surplus and how to use the product or the advantages of using
their products to their friends in front of class
c.
The student presents in front of the class by bring their products and begin to explain
it.
d. The others students can give their attention when their friends perform in front of the
class after that they can give some question for them.
e.
The teacher can help their students that performs when the students find out the
difficulties in their speaking likes vocabulary, the pattern and the others
f.
The teacher can elicit their student to speak more by giving them some question
about their product.
4. The Evaluation of Using Real Objects
To know the result of this strategy is needed an evaluation on the application. The
evaluation can be used the following ways such as; observation, interview and scoring
where they all can support to get the result of this strategy.
The first way is observation, by doing observation the writer can know the
process and result of teaching speaking using Real object to support the observation. The
writer can use video camera to record the class condition or the writer can follow with the
activity when the application of this strategy is in progress,
The second way is interview. The interview can be used to know the students’
respond toward the application of this strategy in teaching speaking to sport interview the
writer can use recorder to know the student’s respond directly
The third way is scoring, here the writer score the value of language factors
(Accent, Grammar, Vocabulary, Fluency and Comprehension). The scoring is done when
the application of this strategy is in progress.
D. Improving Speaking Skill
1. The Definition of Speaking
Speaking is the process of releasing voice influenced by thinking process in the
brain. Before a word of a sentence goes out from the mouth, it passes a thinking process
in the brain. It is supported by “ Speaking is a process of releasing voice that can
understand as mind expression from the coordination between centers talking in brain.”
(Encylopedia Indonesia, 1980:465)
Burns and Joyce states that speaking is an interactive process of constructing
meaning that involves producing and receiving and processing information (Florez and
many Ann C,1999:1). Its form and meaning are dependent on the context in which it
occurs, including the participants themselves, their collective experiences, the physical
environment, and the purposes for speaking. It is often spontaneous, open-ended, and
evolving. However, speech is not always unpredictable.
2. Speaking Skill
Speaking Skill as suggested by Dra. Siti Era Mardini in her book Module
Teaching Speaking Skill II : “ speaking skill is kemahiran aktif dimana anda di tuntut
untuk aktif berbicara “ (Sunarti, 2009 : 11)
Speaking is one of the languages skill in learning activity that are use in
communication, there are three situation in which the students find in speaking activity :
a.
Interactive
Interactive speaking situation include face to face conversation and telephone
calls, in which the students are alternatively listening and speaking, and the listeners
or audiences have a chance to ask for clarification, repetition or slower speech from
the speaker.
b. Partially Interactive
Some speaking are partially interactive, such as when the speakers are giving
a speech to alive audience, which the audience doesn’t interrupt about the speech.
The speakers nevertheless can see the audience and judge from the expressions of the
audiences face and body languages, whether may be the audiences is being
understood.
c.
Non interactive
The other situation is non-interactive, such as when recording a speech for
radio broadcast. In here the audience only listen the speech.
3. The Way to get a Mastery / Successful Speaking
According to Prof. Dr. E Sadjono in Anatologi Pengajaran Bahasa Asing
Khususnya Bahasa Inggris States “The mastery of speaking is based on the iron laws that
can not be changed” (Sadjono, 1987:18). In this book, the iron laws are classified become
for there are: the high duration of study, the high duration of practicing, the small
quantity of the speaking class, and a good teacher.
The high duration of study, generally to get a good result in studying the learner
must spend much time to study. It also happens in studying English (especially in
speaking skill), if an English learner wants to get a good result in their English, of course
he must set up their time to speak as much as possible. It means he must improve the
duration of study.
The high Frequency of practicing is very important way to develop the English
learner’s speaking ability. The successfully of speaking bases on how often the English
learner uses their time to practice their English.
The small quantity of speaking class influences the learner’s ability in speaking
mastery. By creating the small quantity of speaking class the teacher’s attention is more
focus and can control the mistakes made by he students easily.
A good teacher is power of education because a good teacher also influences the
students’ successfully. The good teacher here means a teacher being able to set up the
class to be a conductive class where the communication between the teacher and the
students flow fluently. In speaking class, if the communication between them can run
well the condition of speaking activity in the class will happen without getting
depression.
4. The Important thing that must be paid attention in Speaking
a.
A Theme
A theme is the important things in the class speaking activity because by
presenting the theme, the students are going to understand about something that they
want to talk and ask, so without a theme in speaking activity, the fluent speaking will
never reach well
b. Self Confidence
The students self confidence is the based on speaking activity, the students
who do not have a good self confident they will get difficulty in improving their
speaking ability because they feel afraid and shy to show opinion in speaking activity.
c.
Student Experience
Students experiences, there are the differences between the students who has
many experiences and poor one. In speaking class, the students experience is needed
in the speaking activity because by having large experience, the students will be
easier to make out word from their mouth controlled.
5. Languages Factors
Language factors are component of mastering speaking subject, when speakers
are speaking. It means that the speaker produce their ability of language component.
According to Higgs and Clifford, “ that either five languages factors are recognized in
analysis of speech process. They are Accent/pronunciation, grammar, vocabulary,
fluency, and comprehension”.(Ricard and renandya’s book, 2005:221).
a.
Accent / Pronunciation
A particular person’s way of pronouncing a language or the word of
language (Longman Dictionary of Contemporary English:879, 1984) and D.P. Harris
states “ Pronunciation is including the segmental features vowels, consonants, and
stress and intonation patterns “ (TESL:81, 1974). From the meaning and statement
above shows that the quality of speaking can look from the ability in producing
words by using proper pronunciation. In speaking English must get more attention
because if the English Learner made mistakes in their pronunciation, it causes
misunderstanding for the listeners. So pronunciation is very important target to catch.
b. Grammar
Learning a language ( especially in English ) the learners must give their
attention with the grammar. The reason is grammar has an important function in
creating a language. A language consists of words and sentences and they are
arranged and combined by a rule that called a grammar. The explanation above bases
on the following statement “ grammar is rules for forming words and making a
sentences “ (Oxford Learner’s Pocket Dictionary:182, 1991)
Based on the explanation above the writer concludes that every language
can not avoid from the grammar, in learning and teaching English grammar gets
serious attention not only in writing and speaking but also in other skills. The learners
will get predicate master in English when the learners are able to apply their grammar
well in speaking and writing.
In speaking, grammar has important role, the quality of arranging words and
sentences are decided by grammar, so the grammar understanding is needed. There
are many kinds of English grammar such as tenses, modal auxiliary, gerund, etc. the
grammar have important role in arranging, managing and combining words and
sentences.
c.
Vocabulary
“Vocabulary is total number of words in language which make up the
words” (Oxford Learner’s Pocket Dictionary:461, 1991) besides mastering of
grammar, the English learners must have many of vocabulary because vocabulary that
had by the learners influence with their ability to produce any sentences, because the
learners that have many vocabulary are easier to produce sentences than the learners
who have poor of vocabulary.
d. Fluency
According to Longman, the definition about fluency is : “fluency is able to
speak easily” (2001:158). In teaching speaking, one of the purposes is that the
students have to speak English clearly and correctly. They can make their speaking
effectively by pronounce acceptable words to make the listener understand about
what they are speaking.
Therefore, the English teacher has to help the students by using many kinds
teaching aids and the appropriate technique in order to the students easy to catch the
lesson in teaching learning process.
e.
Comprehension
The last languages component is comprehension. Comprehension has
meaning the mind’s act power of understanding or the exercise to improve one’s
understanding (Oxford Learner’s Pocket Dictionary:81, 1991). The statement above
means that understanding is a subject which is very important for the learners to
study, because the learners can be easy to learn it if we are able to catch or understand
the point of subject learnt. So, comprehension has a great role in learning.
E. Vocational High School
A vocational school (trade school or career school), providing vocational
education, is a school in which students are taught the skills needed to perform a
particular job. Traditionally, vocational schools have not existed to further education in
the sense of liberal arts, but rather to teach only job-specific skills, and as such have been
better considered to be institutions devoted to training, not education. That purely
vocational focus began changing in the 1990s ” toward a broader preparation that
develops the academic ” and technical skills of students, as well as the vocational.
In KTSP 2006 of Vocational High School, it explains about the purpose of
vocational school education that have purpose “ Increasing the intelligence, knowledge,
attitude, noble character, along with skill for life stand alone and to follow the next
education that appropriate with their program” (2006:1). Based on that explaining above
shown that it’s important for students to master speaking skill and it is a compulsory for
the teacher to make their students good in speaking skill.
The explanation above supported with the point of view of vocational high
school especially at SMK PSM Warujayeng where the researcher takes her research, The
point of view is “ To create a school as education institute and business and management
training with the graduation that be able to compete in global era” (KTSP, 2006:1)
F. Business and Management Class
Business and management class is a study program that exist at vocational high
school which have purposes to create graduates that have skill to compete in global era or
to be a success entrepreneur.
It is so clear, if the student wants to be a success entrepreneur which is able to
compete in global era they must have a good skill especially in speaking skill of English.
G. Hypothesis
According to Surakhmad states that “pada umumnya penelitian dimaksudkan
untuk menguji hipotesis, maka dapat dipahami mengapa menyusun/merumuskan
hipotesis merupakan langkah yang penting sekali di dalam penelitian (Surakhmad, 1978 :
99)
Here, the writer will predict that using real object the students can speak English
more fluently and not afraid to produce their words.
BAB III
RESEARCH METHODOLOGY
The definition of research is the way to find the truth theory or to find out a new
strategy to improve something that is useful for the environment. Musyafiqul (1992 :1) said that :
“ The research is the activity to collect, process, analysis and presents the data done by
systematic way and objective to solve a problem and examine a hypothesis to do the general
principal”
The opinion above shows that a research is needed as the way to get new technology
and improve it. In this chapter will discuss about research design, location, subjects of the
research, and the instrument of the research.
A. Research Design
The research design in this study is quantitative approach. This research with
intervention from the researcher that is using real object as a treatment to improve the
student’s speaking skill. So, it’s using experiment because the researcher wants to apply and
prove the technique whether it will be successful. The result of the research is to find the
difference of the student’s speaking skill between before and after using the real object. Data
of the research is collected by the way of the operational technique. It means that the data is
obtained from the field. All the data obtained from the observation and interview collected
will be analyzed in statistic method. In collecting data, the writer takes the data from the
result of the test which was treated to describe the students’ speaking skill. To take value, the
writer uses the following formula of the language factors mean.
B. Location, Population and Sample
In this case it will be discussed about the location, population and sample. By the
focused location and subject the point will be gotten easily and the writer will not get
difficulty doing his research besides, the clear place and subject will help the writer to collect
the data needed.
1. Location
The researcher takes SMK PSM Warujayeng as the location of the research, The
location of the school at Jalan Kha. Wachid Hasyim 267 Tanjunganom, Nganjuk.
SMK PSM Warujayeng is one of the Vocational High school in Nganjuk. It has
one program, Business and Management Class with marketing of competency program.
2. Population
Prof. Dr. Sugiyono stated “ Populasi adalah wilayah generalisasi yang terdiri atas
: objek atau subjek yang mempunyai kualitas dan karakteristik tertentu yang di tetapkan
oleh peneliti untuk di pelajari dan kemudian ditarik kesimpulannya”.(Sugiyono,
2002:80). It means that population is generalization area consist of objects, subject,
which has certain quality and characterization which is state by researcher to be learned
to take the conclusion. Based on the explanation above, the population of this research is
the second class students in SMK PSM Warujayeng. It is taken from the students of
second years that totally 140 of population which consists 3 classes where it has 44
students per class.
3. Sample
Prof. Dr. Suharsimi Arikunto Stated “Sampel adalah sebagian atau wakil
population yang di teliti” (Arikunto, 2002:109).
Based on the statement above, the researcher has the sample of their research in
business and management class that consist of 44 students. The research takes this class
because the writer got the information that class has low competence in speaking, so the
writer research was interested to take this class as sample.
C. Instrument of the Research
Instrument is the tool or the facilities that are used by the researcher in collecting data
in order that the researcher’s job is easier and the result is better. (Arikunto, 1997:151). The
statement explain clearly that a research needs an instrument to make the research can be
done well.
In this research the researcher used two instrument there are Observation and
Interview.
a.
Observation
Suharsimi Arikunto said “Observation is the loading attention activity toward a
subject by using all of the senses” (2002:133). Base on the statement above, the meaning
of observation is a certain object by using tools of sense.
b. Interview
Arikunto stated “Interview adalah sebuah dialog yang dilakukan oleh
pewawancara (interviewer) untuk memperoleh informasi dari dari terwawancara
(interviewer)” (2002:132). It means that by doing interview to get information the writer
is able to collect information from the students directly. In this study, the writer will use
guide interview. Guided interview means the interviewer will ask everything he needs
using some of complete questions (Arikunto, 2002:133).
The interview is used to collect the data about the quality of the new strategy
given. The items of interview given, containing the question about the students’ respond
and the difficulty faced when the student are doing speaking activity using the new
strategy.
D. Technique of Collecting Data
Data of this research is collected by the way of the operational technique. It means
that the data is obtained from the field. All the data obtained from the observation, interview
and treatment were collected as the following for getting the easiness.
The data taken from observation are to know the students condition before that
application of the new strategy and to know the improvement of students’ speaking ability
through the applying a new teaching speaking strategy.
The following, to support more data the writer will interview some students in order
to know more information about their responds toward the applying of the new strategy in
teaching speaking. The interview will be held after the students apply the strategy in their
speaking activity.
The last step, the writer will do evaluation. The evaluation do to know the students’
speaking
improvement.
The
writer
will
score
the
language
Factor
such
as
accent/pronunciation, grammar, vocabulary, fluency, and comprehension. The scoring will be
done when applying of the strategy is in progress, so the writer is easy to observe.
E. Technique of Analysis Data
The data that has been collected will be analyzed in statistic method, because the
research is done base on the quantitative research, so the analyzing of the data will use
numeral. To answer the question How is the way of teaching speaking using Real Objects,
Can teaching speaking English using Real object for Business and Management Class
improve the students speaking skill, How is the students respond toward teaching speaking
using Real Objects for Business and Management Class, the writer will do observation and
interview. In this research, the writer will do evaluation by scoring to know the students’
speaking ability improvement toward the applying of the new strategy. To take the value, the
writer uses the following formula.
ΣX
: Total of Language Components
M
: Means of Language Component
N
: Total of Subject
(Prosedur Penelitian, 1996:335)
The writer uses the formula because the script is content of one variable. Mean is the
average score and by knowing the mean, the writer is able to know the students’ speaking
ability using the new strategy given. The formula above is also supported the following scale.
It is used as the reference.
TABLE 1
CONVERSATIONAL ENGLISH PROFICIENCY
WEIGHTING TABLE
No
Proficiency
Description
1
2
3
4
5
6
1
Accent
0
1
2
2
3
4
2
Grammar
6
12
18
24
30
36
3
Vocabulary
4
8
12
16
20
24
4
Fluency
2
4
6
8
10
12
5
Comprehension
4
8
12
15
19
23
Total
The third way is scoring, here the writer score the value of language factor (Accent,
Grammar, Vocabulary, Fluency, and Comprehension). The scoring done when, the
application of this strategy is in progress. As the reference (taken from Jack C. Ricards &
Willy A. Renandya, MLT, 2005:223) the writer can use the following Conversational
English Proficiency Conversion to know the students ability were included in which level.
TABLE 2
CONVERSATIONAL ENGLISH PROFICIENCY
CONVERSION TABLE
Total Score
Level
16 – 25
0+
26 – 32
1
33 – 42
1+
43 – 52
2
53 – 62
2+
63 – 72
3
73 -82
3+
83 – 92
4
93 – 99
4+
According to Higgs and Clifford (1982) in Jack Ricard and Willy A. renandya’s
book. (2005:221), it explains that in Conversational English Proficiency Ratings there are
five levels.

Level 1
The students are able to satisfy minimum courtesy requirements. Can ask and
answer questions on very familiar topics; within the scope of his or her very limited
language experience, can understand simple questions and statements, allowing for
slowed speech, repetition or paraphrase; speaking vocabulary inadequate to express
anything but the most elementary needs; error in pronunciation and grammar are
frequent, but can be understand by a native speaker used to dealing with foreigners
attempting to speak his or her language.

Level 2
The students are able to deal with routine social exchanges. Can handle with
confidence but not with facility the simplest type of conversation, including introduction
and chat about autobiographical information; can get the gist of most conversations on
nontechnological subjects[i.e., topics that require no specialized knowledge] and has a
speaking vocabulary sufficient to express himself or herself simply with some
circumlocutions; accents, though often quite faulty, is intelligible; can usually handle
elementary constructions quite accurately and appropriate but does not have through or
confidents control of the grammar.

Level 3
The students are able to speak with sufficient structural accuracy and
appropriateness and vocabulary to participate effectively in most informal conversation
on practical and social topics. Can discuss particular interests and special fields of
competence with reasonable easy; comprehension is quite complete for a normal rate of
speech; vocabulary is broad enough that he or she rarely has to grope for a word; accent
may be obviously foreign; control of grammar is good; errors never interfere with
understanding and rarely disturb the native speaker.

Level 4
The Students are able to use the language fluently, accurately and appropriately
on all level normally pertinent to conversational needs. Can understand and participate in
any conversation within the range of his or her experience with a high degree of fluency
and precision of vocabulary; would rarely be taken for a native speaker, but can respond
appropriate even to unfamiliar topics; errors of pronunciation and grammar quite rare;
can handle informal interpreting from and into the language.

Level 5
The students are conversational proficiency equivalent to that of an educated
native speaker. Has complete fluency in the language such that his or her speech on all
level is fully accepted by educated native speaker in all of its features. Including breadth
of vocabulary and idiom, colloquialisms and pertinent cultural references.
In English conversation there are five factors and descriptors of conversational
performance that used by the researcher .in the oral English of students test.(Ricard & Renandya,
2005:222)
TABLE 3
THE LANGUAGE FACTORS AND DESCRIPTORS OF
CONVERSATIONAL PERFORMANCE
Factors
Description
1. Pronunciation frequently unintelligible
2.
Frequent gross errors and a very heavy accent
make understanding difficult require frequent
Accent
repetition
3.
“Foreign accent” requires concentrated listening
and
mispronunciations
lead
to
occasional
misunderstanding and apparent errors in grammar
or vocabulary.
4.
Marked
“foreign
Accent”
and
occasional
mispronunciations that do not interfere with
understanding.
5. No conspicuous mispronunciations, but would not
be taken for a native speaker
6.
Native pronunciation, with no trace of “foreign
accent”
1.
Grammar almost entirely inappropriate or
inaccurate, except in stock phrases.
2.
Constant errors showing control of very few
conversational microskills or major pattern, and
frequently preventing communication.
3. Frequent error showing inappropriate use of some
Grammar
conversational microskills or some major pattern
uncontrolled, causing occasional irritation and
misunderstanding.
4.
Occasional errors showing imperfect control of
some conversation microskill or some pattern, but
no weakness that causes misunderstanding.
5. Few errors, with no pattern of failure
6. No more than two errors during the conversation.
1.
Vocabulary
limited
to
minimum
courtesy
requirements
2.
Vocabulary limited to basic personal areas and
very familiar topics (autobiographic information,
personal experiences, etc)
3. Choice of words sometimes inaccurate, limitation
of vocabulary prevent discussion of some common
familiar topics.
Vocabulary
4.
Vocabulary adequate to discuss special interest
and
any
nontechnical
subject
with
some
circumlocutions.
5.
Vocabulary broad, precise an adequate to cope
with complex practical problem and varied topics
of general interest (current events, as well as work,
family, time, food, transportation)
6. Vocabulary apparently as accurate an extensive as
that of an educated native speaker.
1.
Speech is so halting and fragmentary that
conversation is virtually impossible.
2. Speech is very slow and uneven, except for short
or routine sentences; frequently punctuated by
silence or long pauses.
3. Speech is frequently hesitant and jerky; sentences
may be left uncompleted.
Fluency
4.
Speech is occasionally hesitant, with some
unevenness caused by rephrasing and groping for
words.
5.
Speech is effortless and smooth. But perceptibly
nonnative in speed and evenness
6.
Speech on all general topics as effortless and
smooth as a native speaker’s.
1.
Understand too little to respond to conversation
initiations or topics nominations.
2.
Understand only slow, very simple speech on
Comprehension
topics of general interest requires constant
repletion and rephrasing.
3.
Understand careful, somewhat simplified speech
directed to him or her with considerable repetition
and rephrasing.
4.
Understand quite well normal educated speech
directed to him or her, but requires occasional
repetition or rephrasing
5.
Understand everything in normal educated
conversation, except for very for very colloquial or
low-frequency items or exceptionally rapid or
slurred speech.
6. Understand everything in informal and colloquial
speech to be expected of an educated native
speaker.
BAB IV
RESULT OF THE RESEARCH
In this chapter, the writer will present the data obtain to test, interview and observation.
There is also an analysis following the data and explanation about the finding of the result.
A. Presenting of Data
In this sub chapter, the writer will present the result of the data the classroom research
by applying a new teaching speaking strategy one. The presentation of the data is divided
become two parts, they are presentation of Pre test and presentation of post test
1. Presentation of Pre-Test
The presentation of pre test is based on the data got from observation, interview
and evaluation result. The explanation from pre data result is s the following
Before doing the research, the writer took the pre data by doing the observation.
The data was collected by joining in speaking class activity at
SMK PSM
WARUJAYENG. The condition of speaking class was not active, it was caused many
student were silent when the speaking activity was in progress. The method of teaching
speaking was teacher center which teacher just gives explanation in front of the class. In
here the teacher was dominant in speaking. This condition caused there was not
communicative between the teacher and the students. Based on the result above, the
writer concluded that this condition was not interesting so it was going to make the
students bored.
After that, the writer interviewed some students to know their opinion about their
class speaking condition. According to them, this condition was common happen in their
class, the student wants to get a new strategy in their speaking activity that was more
attractive. They felt difficult to improve their speaking skill if they were just as the
passive listener.
In the middle of observation, the writer did the evaluation by scoring the students
speaking performance. The result was as the following:
TABLE 4
THE STUDENTS’ DATA SCORE OF PRE –TEST
N
STUDENTS’ NAME
LANGUAGE FACTORS
O
ACC
GR
VOC FLU COM TOTAL LEVEL
1
ALFAN ALI SABANA
1
6
8
4
8
27
1
2
ANIS WAHYU N.
1
6
8
4
8
27
1
3
ANISA PRAHASTIWI
1
6
8
6
12
33
1
4
ARIES DEBIANA K.
1
6
12
6
12
37
1
5
ARINTA YUSWANTI
1
6
8
4
8
27
1
6
ASRI SETYOWATI
2
18
16
10
15
61
2+
7
BINTI NUR WASILAH
1
12
12
6
12
43
2
8
DEWI RATNASARI
1
12
8
6
12
39
1
9
DIAH AYU P.
2
18
12
10
12
54
2+
10 DWI ARUM P.
1
6
8
4
8
27
1
11 DWI RAHMADILLA
2
18
16
10
15
61
2+
12 DWI YOLANDA
1
6
12
6
12
37
1+
13 ELITA NOFIANTI
1
6
8
6
8
29
1
14 ENY FARIDA
2
12
12
8
12
46
2
15 FATMA MAWAR S.
1
6
4
6
12
29
1
16 FINA SAFITRI
2
12
16
10
15
55
2+
17 FITRI WULANDARI
2
12
12
8
15
49
2
18 GITA TRI INDARTI
2
12
12
8
12
46
2
19 HENI RAHAYU
1
12
12
6
12
43
2
20 IKA LINDAWATI
1
6
12
6
12
37
1+
21 ISMIATI
1
6
8
4
8
27
1
22 LUKY SASMILA
1
6
8
4
8
27
1
23 MUSTOFA
1
6
8
4
8
27
1
24 NANIK MARIYATI
1
12
12
6
12
43
2
25 NOVITA MEILIANA
1
12
12
6
12
43
2
26 OKFINDA L. H.
1
6
4
6
12
29
1
27 OKTAVIA NARIANTI
1
12
8
6
12
39
1+
28 OLWIN SHINTA Y.
1
6
8
4
8
27
1
29 PALUPI RETNO W.
1
6
12
6
12
37
1+
30 PITRI NILAM SARI
2
18
12
10
12
54
2+
31 RITA SETYA N.
1
12
12
8
12
45
2
32 ROJABIL AMANU
1
6
8
4
8
27
1
33 SANTI HARIANI
1
12
12
6
12
43
2
34 SITI EKA YANTI
1
12
12
6
12
43
2
35 SITI NURROHMAH
2
18
12
10
15
57
2+
36 SITI ZULAIKAH
2
12
12
8
12
46
2
37 SRI WAHYUNI
1
6
8
4
12
31
1
38 SUCI TRIUTAMI
1
6
8
4
8
27
1
39 SUKENTI
1
12
12
6
12
43
2
40 SUPRAYITNO
1
12
12
6
12
43
2
41 TRI WAHYUNI
2
12
12
8
12
46
2
42 WIWIK WIDIYANTI
1
6
12
4
12
35
1+
43 YEYEN KRISTIANI
1
6
12
4
12
35
1+
44 ZULIANA
1
6
12
4
12
35
1+
52
408
432
258
467
1617
JUMLAH
From the pre-test the researcher got the students’ data score:
1. The highest score is 61
2. The lowest score is 27
Based on the conversational English proficiency conversion table, the students’
score above shown that in here the students find out the difficulties in speaking activity,
the data score was not satisfied. It can see in table IV which the minimum score is 27 and
the maximum score is 61. And many students were included in level one, when their
score was conversion with the Conversational English Proficiency Conversion Table.
And to get the score data of pre-test the writer got difficulties, because many students
were silent and looks shy to produce their words. The result of this experiment class
before applying the new strategy can find from the table IV.
From the result of pre-test, the writer could take the conclusion that the students
hoped the interesting method in teaching speaking class. To solving the students’
problem in their speaking class, the researcher will do the classroom research to improve
the students speaking skill by using real objects.
2. Presentation of Post-Test
In this sub chapter, the writer will present the data taken from the treatment in the
research. The students do the treatment in post-test by using the new strategy, which the
new strategy is by using real objects.
TABLE 5
THE STUDENTS’ DATA SCORE OF POST –TEST
N
LANGUAGE FACTORS
STUDENTS’ NAME
O
ACC
GR
VOC FLU COMP TOTAL LEVEL
1
ALFAN ALI SABANA
1
6
8
4
8
27
1
2
ANIS WAHYU N.
2
6
8
6
12
34
1+
3
ANISA PRAHASTIWI
1
6
12
6
12
37
1+
4
ARIES DEBIANA K.
2
12
12
8
15
49
2
5
ARINTA YUSWANTI
2
6
12
6
12
38
1+
6
ASRI SETYOWATI
2
24
20
10
19
75
3
7
BINTI NUR WASILAH
1
12
16
6
15
50
2
8
DEWI RATNASARI
2
12
12
6
15
47
2
9
DIAH AYU P.
2
12
12
10
12
48
2
10 DWI ARUM P.
1
6
12
4
12
35
1
11 DWI RAHMADILLA
2
18
16
10
15
61
2+
12 DWI YOLANDA
2
12
12
6
15
47
2
13 ELITA NOFIANTI
1
12
12
6
12
43
2
14 ENY FARIDA
2
12
12
8
15
49
2
15 FATMA MAWAR S.
2
12
8
8
12
42
1+
16 FINA SAFITRI
2
12
16
10
15
55
2+
17 FITRI WULANDARI
2
12
16
10
15
55
2+
18 GITA TRI INDARTI
2
12
12
8
15
49
2
19 HENI RAHAYU
1
12
12
8
12
45
2
20 IKA LINDAWATI
2
12
12
6
15
47
2
21 ISMIATI
2
12
12
6
12
44
2
22 LUKY SASMILA
2
12
8
6
12
40
1+
23 MUSTOFA
1
6
12
4
12
35
1+
24 NANIK MARIYATI
2
12
16
6
12
48
2
25 NOVITA MEILIANA
2
12
16
8
12
50
2
26 OKFINDA L. H.
2
12
8
8
12
42
1+
27 OKTAVIA NARIANTI
1
12
12
6
12
43
2
28 OLWIN SHINTA Y.
1
6
12
4
12
35
1+
29 PALUPI RETNO W.
1
6
12
8
15
42
1+
30 PITRI NILAM SARI
2
24
16
10
15
67
3
31 RITA SETYA N.
2
12
16
8
15
53
2+
32 ROJABIL AMANU
1
12
12
6
15
46
2
33 SANTI HARIANI
2
12
16
8
15
53
2+
34 SITI EKA YANTI
1
18
16
8
15
58
2+
35 SITI NURROHMAH
2
24
20
10
15
71
3
36 SITI ZULAIKAH
2
12
12
8
15
49
2
37 SRI WAHYUNI
2
6
12
6
15
41
1+
38 SUCI TRIUTAMI
1
12
12
6
15
46
2
39 SUKENTI
1
12
12
6
12
43
2
40 SUPRAYITNO
2
18
12
6
15
53
2+
41 TRI WAHYUNI
2
18
20
8
15
63
3
42 WIWIK WIDIYANTI
2
12
12
6
15
47
2
43 YEYEN KRISTIANI
2
12
12
6
15
47
2
44 ZULIANA
JUMLAH
2
12
12
4
15
45
74
534
572
308
606
2094
2
From the post test the researcher got the students’ data score:
1. The highest score is 75
2. The lowest score is 35
Based on the students’ data score of post –test above, it shown that the students’
score were increasing. It can see in table V which the minimum score increase from 27 to
35 and the maximum score from 61 to 75. And many students were included in level two
and in this post-test 4 students were included in level 3 when their score was conversion
with the Conversational English Proficiency Conversion Table.
From the result of post-test, the writer could take the conclusion that the students
interesting use this strategy of using real objects in teaching speaking class. So, it prove
that to solving the students problem in their speaking class, the teacher can use the new
strategy in their learning which in here by using real objects.
B. Data Analysis of Pre-Test and Post-Test
In this chapter, the researcher compare the students’ score which the average of total
score in pre-test comparing with the average of total score in post-test, compare the students’
level of conversational English proficiency in pre-test with post-test and the researcher also
compare the total score of each language factor.
TABLE 6
THE COMPARISON TABLE OF
LANGUAGE FACTORS TOTAL SCORE
PRE-TEST
NO
1
STUDENTS’ NAME
ALFAN ALI SABANA
POST-TEST
Total
Score
Level
Total
Score
Level
27
1
27
1
2
ANIS WAHYU N.
27
1
34
1+
3
ANISA PRAHASTIWI
33
1
37
1+
4
ARIES DEBIANA K.
37
1
49
2
5
ARINTA YUSWANTI
27
1
38
1+
6
ASRI SETYOWATI
61
2+
75
3
7
BINTI NUR WASILAH
43
2
50
2
8
DEWI RATNASARI
39
1
47
2
9
DIAH AYU P.
54
2+
48
2
10
DWI ARUM P.
27
1
35
1
11
DWI RAHMADILLA
61
2+
61
2+
12
DWI YOLANDA
37
1+
47
2
13
ELITA NOFIANTI
29
1
43
2
14
ENY FARIDA
46
2
49
2
15
FATMA MAWAR S.
29
1
42
1+
16
FINA SAFITRI
55
2+
55
2+
17
FITRI WULANDARI
49
2
55
2+
18
GITA TRI INDARTI
46
2
49
2
19
HENI RAHAYU
43
2
45
2
20
IKA LINDAWATI
37
1+
47
2
21
ISMIATI
27
1
44
2
22
LUKY SASMILA
27
1
40
1+
23
MUSTOFA
27
1
35
1+
24
NANIK MARIYATI
43
2
48
2
25
NOVITA MEILIANA
43
2
50
2
26
OKFINDA L. H.
29
1
42
1+
27
OKTAVIA NARIANTI
39
1+
43
2
28
OLWIN SHINTA Y.
27
1
35
1+
29
PALUPI RETNO W.
37
1+
42
1+
30
PITRI NILAM SARI
54
2+
67
3
31
RITA SETYA N.
45
2
53
2+
32
ROJABIL AMANU
27
1
46
2
33
SANTI HARIANI
43
2
53
2+
34
SITI EKA YANTI
43
2
58
2+
35
SITI NURROHMAH
57
2+
71
3
36
SITI ZULAIKAH
46
2
49
2
37
SRI WAHYUNI
31
1
41
1+
38
SUCI TRIUTAMI
27
1
46
2
39
SUKENTI
43
2
43
2
40
SUPRAYITNO
43
2
53
2+
41
TRI WAHYUNI
46
2
63
3
42
WIWIK WIDIYANTI
35
1+
47
2
43
YEYEN KRISTIANI
35
1+
47
2
44
ZULIANA
35
1+
45
2
JUMLAH
1725
2094
MEAN
39,58
49,5
In table V above, we can see that there is any increasing of students’ score. It can see
from the mean of total score in pre-test and post-test:

The mean score of pre-test
=

= 39,58
The average score of post-test
=
M
: Mean of the Language Factors score
ΣX
: Total of the Language Factors score
N
: Total of the Subject/Students
= 49,5
From the formula above it prove that in pre-test the students’ means score is 39,58
and the students’ mean of post-test is 49,5. The increasing is not significant but the
researcher think that it is enough to prove that the new strategy can receive by the students.
And if the teacher frequent to use it, the students’ ability of speaking must be better.
Based on the table above we can look in level column of pre-test and post-test, there
is any changing of students’ proficiency level. Which in the pre test the students that include
in level 1= 23, level 2 = 21 students, and in the post-test the students that includes in level 1
= 12, level 2 = 28 and level 3 = 4. From this data the researcher take the conclusion if this
new strategy can receive by many students because many students is able to move from the
low level to the higher level above.
TABLE 7
THE COMPARISON TABLE OF
THE TOTAL SCORE OF EACH LANGUAGE FACTORS
Language
Factors
Total Score
Pre-Test
Post-Test
Accents
56
74
Grammar
432
534
Vocabulary
464
572
Fluency
274
308
Comprehension
499
606
The next analysis, the researcher compares total score in each languages factor.
Which in this table shown, that in each of languages factors the score have increasing From
pre-test to post-test. We can see for accent the score increase from 56 to 74, grammar from
432 to 534, Vocabulary from 464 to 572, fluency from 274 to 308 and for the comprehension
from 499 to 606.
From this table we can find that the increasing is exist at each language factor. This
data can support the result of research that this strategy can improve the students speaking
skill.
C. The Result of Data Taken From Observation
The data taken from observation is to know the students’ condition before got the new
strategy and to know the improvement of the students’ speaking skill through the new
strategy.
The result of the data which taken from the observation by the researcher before using
the new strategy are the condition of speaking class was not active, many student were
silence when the speaking program in progress, the method of teaching speaking was teacher
center, which in here the teacher was dominant in speaking. And the students get difficulties
in their learning, not only because of the condition above but also the students’ vocabulary
are limited, and they do not have self-confident enough.
The result of the data which taken from the observation by the researcher after
using the new strategy are the students were interested when they were using real object, they
can more focus in their speaking topic based on their product, the students are more active
than before using the new strategy, they give more attention to some language components
such as accent, grammar, fluency, vocabulary and comprehension. The students got the same
opportunity to practice their speaking ability. The observation result was taken by the
researcher, when the research of using real objects to improve the students speaking skill in
progress.
D. The Result of Data Taken From Interview
In order to know the students’ opinion about the usage of use real object, the
researcher held the interview before and after the new strategy was done by the students. The
researcher use some question to get the data from the students (see appendix 1). And from
the interview the researcher got some data as follow:
1. The result of interview before using real objects
In here the students said that they have difficulties to learn speaking skill, they
feel shy and afraid to produce their words or sentences, boring in the speaking class
because they just keep silence, so their class is not active and interesting. And they need a
new strategy to make them more interest to learn speaking. So they hope their teacher has
a new way to improve their students’ speaking skill.
2. The result of interview after using real objects
In here the students said that real object is interesting strategy to use, because
using the real object, they can more focus with their speaking, because real object can
limit the students imagination. This strategy is using a product that the students likes, so
if the students likes their material that they bring of course it is easy for them to explain
about the product in front of the class without shy and afraid.
And by using this strategy they said that they can improve their speaking ability,
they like this strategy because they do not find the difficulties to get the real object that
used.
When the researcher asked the students about the strategy, how do they know that
using real objects is appropriate for them and able to improve their speaking skill. The
students answered that by using this strategy they feel very comfort, when they must
explain in front of the class, because in their hand bring the product that can remember
them if they forget about what will they want to say. The students can produce their
words without shy and afraid because before their present in front of the class their
teacher gives motivation, so they get self confident. The last he said that this strategy is
appropriate for them because their feel easy to speaking when they bring something likes
real objects.
BAB V
CONCLUSION AND SUGGESTION
In this chapter, the writer will present the conclusion. That is taken from the research
done and the writer will give some suggestion based on the research. This chapter is presented in
order to make the reader becomes clearer toward this thesis.
A. Conclusion
From the research, the writer takes the conclusion that:
1.
The application of this strategy that is using real objects in teaching speaking can run
well. They are open the program, give some motivation, read the rule and practice it.
2. By applying of this strategy, the writer knows that it can reach the target of the goal of
this strategy. It can be proved by the significant result of the research. Besides that, it also
can be shown by the fact of the research in the class that the passive students became
active students and the active one became easy to express what he or she wanted to say.
The application of this strategy in teaching speaking can improve the students’ speaking
skill. Based on the observation and interview result before treatment and after treatment
showed that the students enthusiastic toward teaching speaking uses the new strategy is
better than teaching speaking before the application of the new strategy. Based on the
evaluation result showed that the students’ score on language factors are better than
before. It can see from the data of pre-test score and from the data of post test score. (see
table IV and V)
3.
By applying this strategy that is using real objects. The writer knows the students’
speaking ability is really well and they are really enthusiasm by using this strategy in
their speaking class. It is known from the interview and observation result that is done by
the writer after the students apply of the strategy in their speaking class.
B. Suggestion
Based on the research held, the writer states that the speaking ability of the second
years at SMK PSM Warujayeng using the presented strategy is good enough, but there are
still many problems faced. So, to minimize the problems the writer will give some suggestion
in order the application in teaching speaking by using real objects will be better.
The writer will give the suggestion to the teacher as the guide of education and the
students as the subject of education. The suggestion are as the following:
1. The Teacher
a.
The teachers must pay their attention the students in the class every time. They must
control the improvement of the students’ speaking ability and must be able to create
the way how to improve their students’ speaking skill.
b.
The teacher must give motivation to the students before they begin the speaking
activity class to make their students more confident in their speaking.
c.
The teacher can help their students by eliciting them with giving some question about
their topic.
2. The Students
The writer will present some suggestion to the students in order the students can
improve their speaking.
a.
When the students are studying something, they must have a good intension because
it is as a controller of heart. The students’ feel will enjoy in studying if their heart is
constituted by a good intension.
b. In learning speaking the students have to be able to loose their feeling shy and afraid
to speak. They should not be afraid to produce a wrong word. The problems above
are commonly found in speaking class activity and it can make the students difficult
to improve and explore their speaking ability. So, the conclusion to solve this
problem is the students must have self-confidence.
c.
Speaking is daily activities, if the student wants to be able to get fluently in speaking
they must practice it more and more.
d. Praying to the God. By praying we hope the knowledge that we got useful for our
future life.
Appendix 1
The list questions of interview:
A. The list question of interview before Post-Test
1. Do you like speaking activity in your class ?
2. When you are speaking in English, do you find out any difficulties ?
3. How was the condition of your speaking activity in class ?
4. What do you feel, when you were following the speaking activity in your class ?
5. According to you, what the teacher must be done to make their speaking activity more
interesting for students ?
B. The list question of interview after Post-Test
1. What do you think about using real objects to improve the students’ speaking skill ?
2. Is the strategy appropriate to apply in your speaking activity ?
3. What the advantage of using real objects ?
4. Do you find out any difficulty by using real object in your speaking activity
5. Is this strategy ( Using real objects ) be able to improve the students’ speaking skill ?
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Kurikulum Sekolah Menengah Kejuruan, kurikulum tingkat satuan pendidikan program keahlian
penjualan Tanjunganom-nganjuk: SMK PSM Warujayeng