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IMPROVING STUDENTS’ SPEAKING ABILITY IN

DAILY CONVERSATION BY USING REPETITION DRILL TECHNIQUE AT


THE CLASS VII10 OF SMP NEGERI 14 AMBON

SKRIPSI

Submitted in Partial Fulfillment of the Requirement for the Attainment of Sarjana


Pendidikan Degree at English Education Study Program

BY :

INDAHSARI IIS PARATHAMI

2011-36-033

ENGLISH EDUCATION STUDY PROGRAM


LANGUAGE AND ART DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCE
PATTIMURA UNIVERSITY
AMBON
2018
Abstrak

Indahsari Iis Parathami. NIM. 2011-36-033. (2017). “Improving Students’


Speaking Ability in Daily Conversation by Using Repetition Drill Technique at
the Class VII10 of SMP Negeri 14 Ambon”. English Study Program. Language
and Art Department. Faculty of Teacher Training and Educational Science.
Pattimura University. Advisors : (1). J. Lekatompessy. (2). M. Ferdinandus.

Berbicara sering dianggap sebagai bagian terpenting dalam proses belajar


mengajar Bahasa Inggris. Untuk itu, meningkatkan kemampuan siswa dalam berbicara
sangat penting. Oleh karena itu Penelitian Tindakan Kelas ini dilakukan untuk melihat
bagaimana Teknik Repetition Drill digunakan untuk meningkatkan kemampuan
berbicara siswa terutama dalam percakapan sehari-hari serta respon siswa terhadap
teknik tersebut. Tujuan penelitian ini adalah agar siswa terbiasa melatih Bahasa Inggris
mereka. Penelitian ini terbagi atas dua siklus dengan sembilan pertemuan dalam
sebulan. Subjek penelitian ini adalah 36 siswa kelas VII10 SMP Negeri 14 Ambon.
Kemampuan berbicara siswa diukur dengan beberapa percakapan. Sebuah kuesioner
digunakan untuk mengetahui respon siswa terhadap penelitian ini. Hasil menunjukkan
bahwa Teknik Repetition Drill membantu siswa dalam meningkatkan kemampuan
berbiacara mereka dan mendapat respon positif dari siswa.

Kata Kunci: Teknik Repetition Drill, Kemampuan Berbicara, Percakapan


Sehari-hari
Abstract

Indahsari Iis Parathami. NIM. 2011-36-033. (2017). “Improving Students’


Speaking Ability in Daily Conversation by Using Repetition Drill Technique at
the Class VII10 of SMP Negeri 14 Ambon”. English Study Program. Language
and Art Department. Faculty of Teacher Training and Educational Science.
Pattimura University. Advisors : (1). J. Lekatompessy. (2). M. Ferdinandus.

Speaking is often considered as the most important part of an EFL teaching and
learning process. For that reason, improving students‟ speaking ability is important.
Therefore, this Classroom Action Research was conducted to find out how Repetition
Drill Technique is used to improve students‟ speaking ability especially in daily
conversation and students‟ responses toward it. The purpose of this research is to get
students accustomed to practice their English.The research was conducted in two
cycles with nine meetings in a month. The subjects of the research were 36 students at
class VII10 in SMP Negeri 14 Ambon. The students‟ speaking ability was measured by
some speaking activities. A questionnaire was used to know the students‟ responses
toward the treatment. The result showed that Repetition Drill Technique helped the
students‟ to improve their speaking ability and got positive responses from the
students.

Keywords: Repetition Drill Technique, Speaking Ability, Daily


Conversation.
MOTTO

For indeed, with hardship (will be) ease.

(Q.S Al-Insyirah : 5)
DEDICATION PAGE

This Graduation Paper is dedicated to :

The Most Beneficent and Merciful God

Allah SWT

&
Our Beloved Prophet

Rasulullah Muhammad SAW

&

My Beloved Parents

Ishak de Fretes & Isnasari Hehanussa

My Beloved Younger Brothers and Sister

Indrawan Isnais Putrapradhana

Ihsan Ilhami Saputra

Indriyasari Iis Paramitha


ACKNOWLEDGEMENT

First and foremost, the researcher gives her best honor to Allah SWT for the

strength, help, guidance and blessing given to the researcher during the whole up and

down processes from the very start until now. Only by Allah blessing and merciful,

the researcher could finish this graduation paper properly.

The researcher realizes that this graduating paper could not be accomplished

without help, critics, suggestions, support, advice, motivation, guidance, and

encouragement from all the people around her. Therefore, the researcher would like to

express her deepest gratitude to:

1. Prof. Dr. Theresia Laurens, M.Pd. as the Dean of Teachers‟ Training and

Educational Science Faculty and her staff for their help.

2. Dr. K. Karuna, M.Pd as the Head of Language and Art Department.

3. Stella R. Que, SS, MA, as the Head of English Study Program for her guidance,

attention and help.

4. Jeny Lekatompessy, S.Pd., M.Tesol as the first advisor and lovable mentor. Thank

you abundantly for the guidance, suggestions, advice, support, help and attention

during the proposal until this process.

5. M. S. Ferdinandus, S.Pd., M.Pd as the second advisor and also humble mentor.

Thank you abundantly for the kindness, suggestion, contribution, guidance and

support during the accomplishment of the graduating paper.

6. All the lecturers of English Education Study Program for their supports and

motivations.

7. Mr. Duwila, S.Pd., M.Si as the Headmaster of SMP Negeri 14 Ambon.


8. Ms. Ayu Aprillia Sari Abdullah, S.Pd as the classroom English teacher of SMP

Negeri 14 Ambon for her great support and cooperation

9. The students at Class VII10 of SMP Negeri 14 Ambon for their wonderful

cooperation and spirit during the research

10. Isnasari Hehanussa as her deeply-loved mother. Great thanks for her endless

prayer day and night, for her support, limitless love, patience, guidance, and

advices.

11. The researcher‟s beloved young brothers and sister Indrawan Isnais

Putrapradhana, (Alm) Ihsan Ilhami Saputra, Indriyasari Iis Paramitha. Thanks a

lot for their patience, prayer, care, help, and supports.

12. The researcher‟s beloved late grandfather and grandmother. Thanks a bunch for

the attention and support, all the useful advices and motivation, they will never be

forgotten.

13. The researcher‟s beloved uncles, aunty and cousins (Misnawati, Usman, Abud,

Dila, Tika, Dani). Thanks a lot for your care and support during the study.

14. English Department 2011 (ED‟Elv), Hilda Meidya Astuti, Harley Davidson

Nunumete, Frisenda Maya Lokollo, Muhammad Zein Kaliky, Nurul Ubayah

Namkatu, Nadiar Gumiarsi Limba, Katerina Sriharyani Toffy, Juneska Mariska

Latul, Enggried Jenifeld Pasanea, Adrian Latupeirissa, Erik Ratuanik, Rosa

Delima Malirmasele and they all that cannot be mentioned one by one. Thanks a

lot for the joy of sharing guys. Ed Elv “Keep Moving On” Brrrrrrrrrr.

15. The researcher‟s amazing best friends, Novita Nur Ohoiulun, Netha Shella

Sabono, Sekar Indah Setyarini and Heria Astuti. Thanks for the motivation, love

and laugh.
16. The researcher‟s special one, Indra Wijaya, thank you so much for always

supports her during the whole process.

17. English Department seniors and juniors for their help and support.

18. Special thanks for Ma‟am Dwi Eka Harjani S.Pd M.Pd. and her husband Lantara

Habir S.Pd M.Pd, all of the instructors and the Lakaco group.

19. Over all, for any other persons who cannot be mentioned one by one for their

contribution to the researcher during finishing her “graduating paper”. The words

are not enough to say any appreciations for their help, may Allah SWT bless you

all.

Finally, the researcher realizes that this graduating paper is far from perfection and

still needs to be improved. Therefore, all the valuable advice, suggestions and critics are

expected in order to complete this graduating paper.

Ambon, January 27th 2018

The Researcher
TABLE OF CONTENT

TITLE.................................................................................................................... i
LEMBARAN PENGESAHAN............................................................................ ii
ABSTRACT.......................................................................................................... iii
MOTTO................................................................................................................. iv
DEDICATION PAGE.......................................................................................... v
ACKNOWLEDGEMENT................................................................................... vi
TABLE OF CONTENT....................................................................................... vii
LIST OF TABLES............................................................................................... viii
LIST OF GRAPHICS.......................................................................................... ix
LIST OF APPENDICES...................................................................................... x

CHAPTER I INTRODUCTION
1.1 Background of The Study ........................................................................... 1
1.2 Problem Statement ...................................................................................... 3
1.3 Research Question ...................................................................................... 3
1.4 Research Purposes....................................................................................... 3
1.5 Significant of the Study............................................................................... 3
1.6 Scope and Limtation .................................................................................. 4

1.7 Definition of Key Terms ............................................................................ 5

CHAPTER II REVIEW OF LITERATURE


2.1 Definition of Speaking................................................................................ 6
2.2 The Elements of Speaking.......................................................................... 7
2.3 Teaching and Learning Speaking in EFL Context...................................... 9
2.4 Technique in Teaching Speaking................................................................ 10
2.4.1 Repetition Drill Technique.............................................................. 11
2.4.1.1 What Repetition Drill is.................................................................. 11
2.4.1.2 Procedure of Repetition Drill Technique........................................ 12
2.5 Theoretical Framework............................................................................... 13
2.6 Previous Study............................................................................................ 15

CHAPTER III RESEARCH METHODOLOGY


3.1 Research Design......................................................................................... 16
3.2 Setting and Subject of the Research............................................................ 16
3.3 Research Procedure.................................................................................... 17
3.3.1 Planning.......................................................................................... 18
3.3.2 Implementing.................................................................................. 18
3.3.3 Evaluating....................................................................................... 18
3.3.4 Reflecting........................................................................................ 19
3.4 Technique of Collecting the Data................................................................ 19
3.4.1 Test.................................................................................................. 19
3.4.2 Questionnaire................................................................................... 19
3.4.3 Observation Checklist...................................................................... 20
3.5 Technique of Analyzing the Data................................................................ 20

CHAPTER IV RESULT AND DISCUSSION


4.1 Result........................................................................................................... 27
4.1.1 The First Cycle................................................................................... 27
4.1.2 Result of the First Cycle..................................................................... 30
4.1.3 Reflection of the First Cycle............................................................... 31
4.1.4 The Second Cycle............................................................................... 32
4.1.5 Result of the Second Cycle................................................................. 34
4.1.6 Reflection of the Second Cycle.......................................................... 34
4.1.7 Comparison of Students‟ Result from Pre-test,
Cycle 1 and Cycle 2............................................................................ 36
4.1.8 The Result of Questionnaire............................................................... 37
4.1.9 The Result of Observation Checklist.................................................. 39
4.2 Discussion.................................................................................................... 40
4.2.1 The Use of Repetition Drill Technique in Improving Students‟
Speaking Ability................................................................................. 40
4.2.2 Students‟ Speaking Ability Before and After Applying
Repetition Drill Technique................................................................. 42

CHAPTER V CONCLUSION AND SUGGESTION


5.1 Conclusion................................................................................................... 44
5.2 Suggestion................................................................................................... 44

REFERENCES..................................................................................................... 46
LIST OF TABLES

Table 3.5.1.1. Score of Test Performance…..……..………………..…. 22

Table 3.5.1.2 Score Percentage…….………………..……..…….….… 22

Table 4.1.7. The Comparison of Students‟ Results…..……..…….… 36

Table 4.1.8. The Result of Questionnaire…….…..……..…….….….. 38


LIST OF GRAPHICS

Graphic 4.1.2 The Result of First Cycle …………………….…… 30

Graphic 4.1.5 The Result of Second Cycle ………….…..…….… 34


LIST OF APPENDICES

Appendix 1 Lesson Plan

Appendix 2 PALS Analytic Rubric

Appendix 3 Questionnaire

Appendix 4 Observation Checklist

Appendix 5 Students‟ Result of First Cycle

Appendix 6 Students‟ Result of Second Cycle

SURAT IZIN PENELITIAN DARI DEKAN

SURAT IZIN PENELITIAN DARI WALIKOTA

SURAT KETERANGAN PENELITIAN DARI KEPALA SMP NEGERI 14 AMBON


CHAPTER I

INTRODUCTION

1.1 Background of the Study

One of the main goals of language teaching and learning process is students are able

to use the target language appropriately. As the foreign language and the most learned target

language learning, English has the same goal. Among the four language skills taught in

educational setting, speaking skill seems to be the most important skill to be mastered. Richards

(2008:19) put forwards that, the mastery of speaking skill has been prioritized for whether

second language learners or foreign language learners. No wonder speaking has been taught

in every EFL/ESL countries starting from preschool, beginner, pre intermediate, intermediate

till advanced level (known as public speaking) lately. It is undeniably important to the

students to master speaking skill, since the basic needs in communication is speaking itself.

To communicate, students have to create their own conversation, deliver ideas and exchange

information with others by speak them up. As stated by Nunan (1991) “success is measured

in terms of the ability to carry out a conversation in the (target) language”. Therefore, if they

cannot speak the language, at least practice some simple English conversations, it can be said

that all the teachers‟ effort is useless. The teachers have to underline that there is no use of

language learning if their students do not use it.

Dealing with the explanation above, the researcher found in preliminary study that

most of the students were afraid to practice their English. The main reason is they were not

accustomed to use it. During the observation, it was clearly seen that most of the students did

not even try to speak English at all. This may happen because teacher only focused on the

grammar part, while the oral part was abandoned. When the students were asked to make

daily conversations, the results were perfect in written form. However, when the teacher
asked them to practice the conversations in front of the class, most of them had difficulties to

do it. Everytime the teacher asked the students, they tend to pretended that they were still in

progress. While in pair, they discussed the task in Bahasa. There were only four or five

students who actively involved in speaking activities.

Thus, based on the preliminary study above, it can be concluded that the students

refuse to practice English conversation because they are not accustomed to use the language.

Whereas, confidence and competence usually strengthen the English speaking skills; as

supported by Patil (2008), to make students comfortable in using English, the teacher should

build up their students‟ confidence which lead to decrease students‟ worries of making errors

(cited in Boonkit:2010). In order to overcome the problem, the researcher would like to offer

repetition drill as a solution. Repetition drill is one of drilling technique branches. In

repetition drill, the teacher says some words and phrases then the students repeat them (Tice,

2004 in Kartikasari et.al, 2014). By keep repeating the words or sentences constantly, the

students will become accustomed and slowly get confident to speak English. Beside, they

will memorize the words and how to pronounce them easily. This type of technique can

motivate students to enjoy the English learning.

1.2 Problem Statement

Based on the conducted observation before, the researcher found that the students

were not accustomed to practice their English in daily conversation. Therefore, their speaking

skill was not improved.

1.3 Research Questions

1. How can students‟ speaking ability in daily conversation be improved by using

Repetition Drill Technique at SMP Negeri 14 Ambon?

2. What are the students‟ responses toward the use of Repetition Drill Technique?
1.4 Research Purposes

Based on the research questions above, the aims of this study are :

1. To find out how can students‟ speaking ability in daily conversation be improved by

“Repetition Drill” at SMP Negeri 14Ambon.

2. To find out the students‟ responses toward the use of “Repetition Drill Technique”

1.5 Significant of the Study

The researcher expects that this research will provide benefits for :

1. English Teacher

This research can help English teachers to develop language teaching methods

theoretically and practically, so they are able to improve the quality of teaching

learning process.

2. Student

This research can increase students' interests in English learning, so it is no longer a

boring lesson anymore.

3. Other researcher

This research can be useful as a reference and supporting research finding in conduct

their research.

1.6 Scope and limitation

This research was focused on improving students‟ ability in English daily

conversation by using Repetition Drill Technique. Meanwhile, the subject was class VII10 of

SMP Negeri 14 Ambon, academic year of 2016/2017.The teaching materials taught were

conversation covering greetings and leave taking, gratitude and apologizing, introduction,

self and family identity. While the assessment used was oral test.
1.7 Definition of Key Terms

1. Drill

Drill is way of learning by means of repeated exercise (Oxford Dictionary, 2003: 133).

Drilling is the process of students listening to and repeating sentences, phrases and words

modeled by the teacher and then repeat. (http://www.teachingenglish.com Tuesday, 26

January, 09:45).

2. Improving students‟ conversation

Improve is become or make better, make good use of something (Oxford Dictionary, 2003:

216). Improve can be said as the activity to raise a more desirable or more excellent quality or

condition or to increase the productivity or value. Then, improving students‟ conversation

means that make students‟ ability in English conversation become better.

3. Speaking

Speaking is one of language skill, that institutively to be the most important skill to master.

Its success is measured in terms of the ability to carry out conversation in an interactive

process of constructing meaning that involves producing, receiving, and processing

information. The base word of speaking is speak, the meaning is talk to about: use your voice

to say; be able to use a language; make a speech to an audience; make use of language in

ordinary, not singing, voice (Oxford Dictionary, 2003: 414).

4. Daily Conversation

Daily conversation is a talk, especially an informal one, between two or more people, in

which news and ideas are exchanged every day or every weekday. (Oxford Dictionary, 2010)
CHAPTER II

REVIEW OF LITERATURE

2.1 Definition of Speaking

According to the Webster College Dictionary (2003:873), to speak means to utter

words with the voice; to utter by means of words (speak the truth), to address a gathering, to

mention in speech or writing, to carry a meaning as if by speech, to make a natural or

characteristic sound, to use in talking. Furthermore, Thornbury defines speaking as a part of

daily life that we take it for granted (2005). It shows how important speaking is. Through

speaking itself, people can do communication by share their thought and ideas and finally a

good relation in social life context can be developed.

While skill is an ability to do something. Then, speaking skill can be defined as a

capability to arranging words that come in people‟s minds and thought that being uttered and

appropriately understood by the listeners. Speaking skill is an important factor to measure the

succesful of learning English, especially for the EFL speakers, like Indonesian. It can be said

that someone can be counted as a speaker of a language by speak the language itself. As

supported by Celce Murcia (2001) that the ability to speak a language is similar to knowing

that language since speak is the basic form of human communication. As a matter of fact,

even speaking skill seem to be the most difficult to possess yet it is crucially needed by all the

human being recently.

2.2 The Elements of Speaking

To be a good speaker, having the ability to produce words or sentences is not enough.

There are much linguistic aspects to be mastered by language learners in order to be able to

express their feelings and ideas appropriately. Here are the elements of speaking according to
Harmer in his book The Practice of English Language Teaching that the speakers have to be

competent in speaking skill, those are language features in which contains four points. They

are:

a) Connected speech. It is the sound‟s modifying in producing utterance when people

speak. In which includes modifying (assimilation), omitting (elision), adding (linking), or

weakening (through contraction and stress patterning).

b) Expressive devices. It is the stress and pitch variation in producing utterance in order to

convey the truth meaning of the messages meant by the speaker. It includes the variation

of the volume and speed of the speech. By using these devices, people will be able to

show what and how they feel to whom they are talking to.

c) Lexis and grammar. People live in different ways, places and environments which is

causing a different mind set too. Therefore, teachers need to supply their students with

various phrases for different function in their speaking classroom activity. For instance,

students will know what expressions they have to use appropriately in different stages of

interaction.

d) Negotiation language. This is the speech clarification. It is the use of language on how to

clarify and to show what they means. Sometimes people do not hear or understand what

other people saying. Therefore, it is necessary to have an appropriate language of how to

clarify in order to avoid missunderstanding between speaker and the listener

(Harmer,2001: 267-270).

In addition, Harmer concerned with other elements of speaking that is necessary to be

mastered by a successful speaker; those are mental/ social processing and the rapid

processingwhich involves language processing, interaction and information processing.


a) Language processing. Effective speakers need to be able to process language in their

own head and put it into coherent order, so that it comes out in forms that are not only

comprehensible, but also convey the meaning that are intended.

b) Interaction. Most speaking involves interaction with one or more participants. It

means that effective speaking also involves a good deal of listening, an understanding

of how others felt and a knowledge of how the linguistically to take turns or allow

others to do so.

c) Informations processing. Quite apart from our response to other‟s feelings, we also

need to be able to process the information they take us the moment we get it. The

longer it takes for “The penny to drop‟, the less effective we are as an instant

communicator. However, it should be remembered that this instant response is very

culture-specific, and is not prized by speaker in many other language communities.

In line with these elements, the researcher concludes that the speaker has to consider

two things before speak. First, the language feature by which people know the use of

language such as: how to modify the sound and how to use appropriate expression. Second,

people must also know how to arrange words into the right order. Therefore, the intended

messages will sent. In this case, people not only hope to be understood by someone else

solely, but also they have

to understand other participants‟ feeling. This is why developing speaking skill should be of

great importance, especially in school.

2.3 Teaching and Learning Speaking in EFL Context

The effectiveness of teaching speaking has become increasingly important in EFL

context since its position as a language for international communication. It has been

emphasized in foreign language teaching and learning area, however it is also complicated to

be developed in classroom (Dakowska; 2005, as cited in Kusnierek,2015). During the lesson,


while students keep trying to use the target language, teacher keep encourage them too. The

real challenge comes when the lesson is over. It seems impossible for the students to use

English outside the classroom. Some of the students looking for the chance to use it, but most

think they have no reason to use it in their daily life. Yet, English teaching becomes limited

since it is taught in a place where English is not a primary language. That is the bitter fact of

teaching English as a foreign language which indirectly antipodes with the communicative

purpose.

Students who study English as a Foreign Language (EFL) usually have limited

opportunities to speak English (Zhang, 2009). The time to the students to practice English is

limited in the classroom only. While speaking skill needs a lot of practice anytime and

anywhere to be fluent. To keep encourage the students to be able to use English seem to be a

challenge for both EFL students and teachers. There are so many factors that affected

students‟ reluctances of speaking English beside of lack of confidence; one of them is the

class activities are boring and less motivate. Therefore, the teacher should find interesting

strategies, methods or technique that suitable and interesting for the students.

2.4 Technique in Teaching Speaking

To help students develop their speaking skills, the teacher needs some techniques in

teaching speaking process. There are several techniques that usually used in teaching

speaking, such as : Role-play, group discussion, picture describing, Drilling technique

a) Role-play can be said as the most used yet successful technique that teacher use to

teach speaking. According to Porter-Ladousse (1987: 3) role play is a controlled

conversation of improvising drama activities which supported by some prepared cues

or situation (cited in Kusnierek,2015). In this activity, the students rather improvise

the situation instead of depend on the dialogue.


b) Golebiowska (1987: 13) stated that, in discussions, learners will be given different

problems or topics so then they will express their own opinion or thoughts about it

(cited in Kusnierek,2015). In this activity, the teacher usually form a group consist of

4 or 5 students and provide some topics. Then each group will be encouraged to speak

their opinion, preferences, experience or interest freely.

c) This is the other way to make use of pictures. Teacher will provide some pictures,

after that the students will be asked to describe what are in the pictures or what does

the picture tell about. This activity fosters students‟ creativity and imaginations so

their anxiety of speaking English will distracted for a while. It can be practiced in

group, each group supposed to discuss the picture within their groups before the

whole class.

d) According to the Advanced Student‟s Dictionary, “Drill is through training by

practical experiences, usually with much repetition”. Moreover, Matthews, Spratt, and

Dangerfield (1991, 210) (as cited in Khetaguri & Albay) said that “A drill is a type of

highly controlled oral practice in which the students respond to given cue. In this

activity, teacher will model the words or sentences or phrases first, and then the

students repeat it. The students can be drilled individually, in pairs or in group.

2.4.1 Repetition Drill Technique

2.4.1.1 What Repetition Drill is

Beside the techniques above, there is also a well-known technique in teaching

speaking namely Repetition Drill technique. Repetition drills are used to familiarizing

students quickly with a specific structure formulaic expression (Doff 1990: 71). Repetition

drill is the simplest drill used in learning language patterns. This may be used for the

presentation of new vocabulary and will be useful for speaking class. Furthermore, drilling
means listen to the model that provided by the teacher, or a tape or other students in the

classroom, and then repeating what is heard. It is a repetition drill, where the teacher says the

model (words and phrases) and the students repeat it (Tice, 2004). Language is effectively

learned when it processed as a habitual form. When the language is repeated frequently, it

will become a habit which brings the learner into a great language learning process. (Larsen-

Freeman, 2000). On the other words, repeating or drilling model plays a very important role

in language learning.

In audio-lingualism era, drilling is needed to facilitate learning, although it is

meaningless and mechanical drill (Tice, 2004). In conclusion, repetition drill enables the

students to be aware of the relationship among form, meaning, the use of language, and also

helps the students to memorize the words or phrases. Furthermore, according to Paulston and

Bruder (1976), Repetition drills are just what they sound like, plain repetition of the cue. By

varying the nature of the cue, one can achieve different subtypes of repetition drills.

In learning English, speaking is closely related with listening. By listen to a correct

model, students will be able to speak correctly. In addition, the students will be able to

pronounce words or sentences well if the instruction is clearly stated. Using technique from

the audio lingual method such as listen and repeat will be an efficient way to improve

students‟ pronunciation (Brown,2010) which lead to a good speaking. Although the method is

a traditional way, but its effectiveness in improving speaking is undeniable.

2.4.1.2 Procedure of Repetition Drill Technique

Teaching speaking by using repetition drill technique is started by the teacher. First,

students hear a model dialogue (either read by the teacher or on tape) containing the key

structure that are the focus of the lesson. They repeat each line of the dialogue, individually

and in chorus. The teacher pays attention to pronunciation, intonation, and fluency.
Correction of mistakes of pronunciation or grammar is direct and immediate. The dialogue is

memorized gradually, line by line. A line may be broken down into several phrases if

necessary.

The dialogue is read aloud in chorus, one half saying one speaker‟s part and one other

half responding. The dialogue is adapted to the students‟ interest or situation, through

changing certain key words or phrases. This is acted out by the students. Certain key structure

from the dialogue are selected and use as the basis for pattern drills of different kinds. These

are first practiced in chorus and then individually. Some grammatical explanation can be

implied in this point. The students may refer to their textbook, and follow-up reading,

writing, or vocabulary activities based on the dialogue may be introduced.

2.5 Theoretical Framework

English has become one of the main subjects in Junior High School which apply the

2013 Curriculum (K-13). In this curriculum, the English teaching and learning process

requires some points such as observing the sample then practice it with teachers' guidance. It

means to develop the students‟ communicative competence in English, both in oral and

written forms. SMP Negeri 14 Ambon already applied this curriculum, beside the status as a

semi International school. It makes English holds an important part there. However, based on

the observation and interview, there were some problems found. One of the problems is the

non-improvement of students' speaking ability. The main cause is being reluctant to use

English itself, the students have no confidence to use it since they are not accustomed to it.

Whereas speaking ability is considered as a measurement of one‟s language achievement. It

should be at least being used in classroom conversation. Regarding to this, the teacher needs

to provide fun activities in order to stimulate and encourage them to speak in the class.
As Tice states that behaviourist assume that to speak a foreign language learning was

simply need a correct habit formation. By keep repeating phrases correctly would lead to

mastery the language at the end. This is why using repetition drill technique is suitable in

speaking class to improve the students‟ speaking ability. First, it is necessary to make the

students being accustomed to the language. Second, by being accustomed, the students will

automatically feel confident to use the language. Furthermore, while conducting the teaching

and learning in the classroom teachers need to avoid explaining grammar explicitly. It should

be delivered along the drilling process, when students‟ attention taken over with the drill.

However, the teacher should also create fun and interesting activities in order to avoid

boredom while the technique is applied. Imply some songs related to the material can provide

a comfortable atmosphere and make the learning process more fun.

Efforts to improve students‟ speaking ability can be made through action research.

The research participants including the English teacher and the researcher need to do

collaborative work to get a successful research. There are five steps in conducting action

research. The first step is identifying the problems in the English teaching and learning

process at grade VII of SMP Negeri 14 Ambon, the second step is planning the actions to be

carried out, the third step is implementing the planned actions, the fourth step is evaluating

the result of the implemented actions and the last one is reflecting the evaluation itself.

2.6 Previous Study

There are several studies that had been conducted by previous researchers related to

repetition drill technique.An action research that conducted by Khakim (2013) who

implemented repetition drill technique at the second grade of Mts. NU Salatiga, result is

students‟ pronunciation is significantly improved in the second cycle of the research. From

cycle 1 post test higher than pre test: 90,46 > 67,83. In cycle 2 post test is higher than pre test
92,32 > 82,96. This indicated that applying repetition drill could improve students‟

pronounciation.

Another classroom action research that conducted by Kartikasari, Arifin and Salam at

SMP Negeri 6 Ketapang in March 2014, was found that repetition drill can be used to

improve students‟ speaking ability. The result of each cycle of the research is: 1st cycle, the

improvement could not be seen, 2nd cycle, in increased to 56,25% while the improvement

was significant in 3rd cycle, 81,25%. The conclusion is students‟ speaking ability by using

repetition drill through CAR was improved.

Furthermore, there was also a research that used „one group time series‟ as a research

design by Kholid, Yufrizal & Raja (2014) that result a significant difference between the

students‟ speaking fluency, before and after being taught through drill technique. The

significant (2-tailed) value was (p=0.000, p<0.05), it showed that the hypothesis was

accepted.
CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

Based on the background of the study, the purpose of this research was to improve

students‟ speaking skill by using repetition drill technique. Therefore, the researcher used

Classroom Action Research (CAR) as the research design. Ebbutt (1985, cited in Hopkins

2008 : 48) states that the purpose of action research is to improve the teaching learning

process by a series of practical actions and to reflect toward the result of actions.

3.2 Setting and Subject of the Research

This research was conducted at SMP Negeri 14 Ambon. The subjects of the research

were the students at the first grade, specifically in class VII10 which consisted of 36 students.

The researcher chose this class because students‟ English conversation achievement was

below average or less than 70. This research was carried out collaboratively with the English

teacher.
3.3 Research Procedure
Figure 3.3 Research Procedure

PLANNING

Design a lesson plan and test for the students

IMPLEMENTING

Apply Repetition Drill technique

EVALUATING

Collect the data of the implementation through the observation, test


and questionnaire

REFLECTING

Analyze the data result based on the indicator of success

SUCCESS FAILS

Stop and
report
In conducting this research, the researcher arranged the procedure for the treatment

based on the action cycle by Kemmis and McTaggart (1988), explained as follows :

3.3.1 Planning the action

In this step, the researcher collaborated with the English teacher to set the schedule of

research, designed the lesson plan and also prepared the teaching materials to be used in

the research.

3.3.2 Implementing the action

The researcher provided the treatment (Repetition Drill technique) for the students.

While implementing the action, the researcher collaborated with the English teacher.

The researcher and the teacher conducted the action (taught the students by turns) until

the indicator of success was achieved. The action had been done in one cycle which

consisted of five meetings. At the first and second meeting, the teacher taught the

sudents. Then the researcher took over in the third meeting, and the last meeting was

test. Before the action was implemented, the researcher introduced the procedure to the

students clearly.

3.3.3 Evaluating

The evaluation had been done collaboratively with the teacher at the end of the cycle.

This meant to measure students‟ speaking performances after the implementation of the

action. Based on the result of the evaluation, the target has not been achieved yet. Then

the researcher decided to move to the second cycle after revise and improve the planning

well.

3.3.4 Reflecting

This step was made based on the data that researcher gained from the evaluation. It was

aimed to know whether the researcher needs to go to next cycle or not. It could be seen

by the students‟ achievement on the indicator of success.


3.4. Technique of Collecting the Data

In this research, there were number of instruments that the researcher used to collect

the data, such as: test, questionnaire and observation checklist.

3.4.1 Test

Test was used to identify students‟ improvement in speaking, before and after the

implementation of Repetition Drill technique. The test used was in oral form based on

the topics given along the research. Then, the test was assessed by the researcher and

the teacher collaboratively.

3.4.2 Questionnaire

The questionnaire was used to find out students‟ responses toward Repetition Drill

Technique; it was distributead and computed at the end of the research. The

questionnaire was in Bahasa and consisted of 10 „Yes and No‟ questions.

3.4.3 Observation Checklist

The observation checklist was used to observe the classroom activities, including

students‟ responses and attitude during the implementation of the technique. The

observation was done by the researcher only.

3.5 Technique of Analyzing the Data

After collecting data, the next step was analyzing data. The result was gained from the tests

and the questionnaire.

3.5.1 Test

To analyze the test, the researcher used PALS (Performance Assessment for Language

Students) to assess students‟ speaking competence.


1. Students will get 4 point if :

a) Task completion : Superior completion of the task; responses appropriate and with

elaboration.

b) Comprehensibility : Responses readily comprehensible, requiring no interpretation on

the part of the listener.

c) Fluency : Speech continuous with few pauses or stumbling.

d) Pronunciation : Enhances communication

e) Vocabulary : Rich use of vocabulary

2. Students will get 3 point if :

a) Task completion : Completion of the task; responses appropriate and adequately

developed

b) Comprehensibility : Responses comprehensible, requiring minimal interpretation on

the part of the listener

c) Fluency : Some hesitation but manages to continue and complete thoughts

d) Pronunciation : Does not interfere with communication

e) Vocabulary : Adequate and accurate use of vocabulary

3. Students will get 2 point if :

a) Task completion : Partial completion of the task; responses mostly appropriate yet

undeveloped

b) Comprehensibility : Responses mostly comprehensible, requiring interpretation on the

part of listener

c) Fluency : Speech choppy and/or slow with frequent pauses; few or no incomplete

thoughts

d) Pronunciation : Occasionally interferes with communication

e) Vocabulary : Somewhat inadequate and/or inaccurate use of vocabulary


4. Students will get 1 point if :

a) Task completion : Minimal completion of the task and/or responses frequently

inappropriate

b) Comprehensibility : Responses barely comprehensible

c) Fluency : Speech halting and uneven with long pauses and/or incomplete thoughts

d) Pronunciation : Frequently interferes with communication

e) Vocabulary : Inadequate and/or inaccurate use of vocabulary

Task Completion 1 2 3 4
Comprehensibility 1 2 3 4
Fluency 1 2 3 4
Pronunciation 1 2 3 4
Vocabulary 1 2 3 4
Table 3.5.1.1 Score of Test Performance

The researcher also used the table below to determine the converted percentage score of the

students.

5 = 25 9 = 45 13 = 65 17 = 85

6 = 30 10 = 50 14 = 70 18 = 90

7 = 35 11 = 55 15 = 75 19 = 95

8 = 40 12 = 60 16 = 80 20 = 100

Table 3.5.1.2 Score Percentage

Source : Level 2 Speaking Analytic Rubric. Fairfax County. 2013


N Task Completion Comprehensibility Fluency Pronunciation Vocabulary Total

O 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Score

1. 1 2 3 4 1 2 3 4 12 3 4 1 2 3 4 1 2 3 4 20

2. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 14

3. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 14

4. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 10

5. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 5

Table 3.5.1.3 Scoring Sample

For example : Task Completion (3) + Comprehensibility (3) + Fluency (4) + Pronunciation (2) +

Vocabulary (2) = 14 70.

3.5.1.1 Indicator of Success

There should be an improvement of students‟ speaking ability in each cycle. The cycle

would be stopped when the students reach the indicator of success. The target was 75% of

the students achieved „meets expectation‟ level (range 75 – 100).

LEVEL RANGE

Exceeds expectation Range 86 - 100

Meets expectation Range 75 – 85

Almost meets expectation Range 65 – 74

Does not meet expectation < 65

 Exceeds Expectation (Range 86 - 100)

Superior completion of the task; responses appropriate


Task Completion
and with elaboration

Responses readily comprehensible, requiring no


Comprehensibility
interpretation on the part of the listener
Fluency Speech continuous with few pauses or stumbling

Pronunciation Enhances communication

Vocabulary Rich use of vocabulary

 Meets Expectation (Range 75 - 85)

Completion of the task; responses appropriate and


Task Completion
adequately developed

Responses comprehensible, requiring minimal


Comprehensibility
interpretation on the part of the listener

Some hesitation but manages to continue and complete


Fluency
thoughts

Pronunciation Does not interfere with communication

Vocabulary Adequate and accurate use of vocabulary

 Almost Meets Expectation (Range 65 - 74)

Partial completion of the task; responses mostly


Task Completion
appropriate yet undeveloped

Responses mostly comprehensible, requiring


Comprehensibility
interpretation on the part of listener

Speech choppy and/or slow with frequent pauses; few or


Fluency
no incomplete thoughts
Pronunciation Occasionally interferes with communication

Somewhat inadequate and/or inaccurate use of


Vocabulary
vocabulary

 Does Not Expectation (< 65)

Minimal completion of the task and/or responses


Task Completion
frequently inappropriate

Comprehensibility Responses barely comprehensible

Speech halting and uneven with long pauses and/or


Fluency
incomplete thoughts

Pronunciation Frequently interferes with communication

Vocabulary Inadequate and/or inaccurate use of vocabulary

3.5.2 Observation Checklist

The observation checklist was analyzed qualitatively.


3.5.3 Questionnaire

To analyze the questionnaire, the researcher used the formula by Nana Sudjana

(2010:130)

P=

Where :

P : Percentage
f: Answer frequently
n: Amount of respondent
: Constant number
CHAPTER IV

RESULT AND DISCUSSION

4.1 Result

4.1.1 The First Cycle

The first cycle was conducted in five meetings including test. The first meeting was

done on Monday, July 31st 2017, in which the researcher administered a pre-test for the

students. The purpose of this test was to measure students‟ speaking ability before the

implementation of repetition drill technique. After the pre-test, the researcher (assisted by the

teacher) explained the procedure of Repetition Drill that would be implemented in the next

meeting. The result of pre-test showed that there was only two students (5,5%) who got the

score 75-85 (meets expectation level) .

The second meeting was held on Tuesday, August 1st 2017. In this meeting, the

teacher taught the class about “Greeting and Leave Taking”. In pre-activity, teacher

brainstormed the topic that would be taught. In whilst-activity, the teacher explained about

how to greet and to leave taking using the technique. Then, the teacher drilled the students

chorally, in groups and in pairs. To make students more understand, the teacher gave two

examples of conversations about how to greet and how to leave taking then drilled them one

by one.
1. Heru is a new neighbour.
Ary : Hello. I‟m Ary.
Heru : Hello. I‟m Heru.
Ary : You are the new neighbour, right?
Heru : Yes, I am. I just moved from Padang.
Ary : Well, nice to meet you, Heru.
Heru : Nice to meet you, too.

The teacher asked the students to repeat after her chorally. Then the teacher started to

read the conversation, “Hello, I’m Ary.” The students repeated, “Hello, I’m Ary.” The drilling

keep continued until the end of conversation, then the teacher asked the students to repeat

after her in groups and in pairs at the end.

2. Ranti meets her teacher, Mr.Bakri at the post office.


Ranti : Good afternoon, Sir.
Mr Bakri : Good afternoon. You are ....?
Ranti : Ranti, Sir. My name is Ranti. How are you?
Mr Bakri : I am fine, thank you. And how about you?
Ranti : I am fine too.
Mr Bakri : Well, Ranti. I have to go now. Pleased to meet you.
Ranti : Pleased to meet you, too, Sir.

For the second example, the teacher did the same thing as previous one. But the

teacher asked the students to repeat after her started by the groups then in pairs. During the

drilling, the teacher paid attention to students‟ speaking and directly corrected the mistakes

that the students made.

In the third meeting, the teacher combined the material with the song “Good

Morning”. The song was used to avoid students‟ boredom for keep repeating the sentences.

The teacher drilled each of the line twice in rhyme to make the students understand the

meaning of the song happily.

“Good morning (3x), How are you?


Good morning (2x), I’m fine thank you
How about you?
I’m fine too. Nice to meet you.
Nice to meet you too.”
In the fourth meeting, the researcher took over the class and did the same thing as the

teacher did previously. The researcher reviewed the material first and then gave two

conversations. After that, the researcher drilled them chorally, then in groups and pairs at the

end.

1. Anto is Ucok’s best friend.


Anto : Hi, Ucok. Are you coming to the basketball game?
Ucok : Hi, Anto. Yes, I‟m coming to the game.
Anto : OK, then. See you there. Bye.
Ucok : Bye.

2. Citra is Ari’s friend. One night she wants to see Ari at his home, but he is not home.
Ari’s brother, Sigit, is at home.
Citra : Good evening, Sigit.
Sigit : Good evening, Citra.
Citra : Is Ari at home?
Sigit : I‟m sorry, Citra. Ari is not at home.
Citra : Oh, well. That‟s OK. Good night, then.
Sigit : Good night.

In the fifth meeting which was the last meeting of cycle one, the teacher and the

researcher conducted a test to assess students‟ speaking ability. The test was an oral test

where the students were asked to create a conversation based on a situation. The teacher

provided three situations before, and the students were divided in pairs and were asked to

choose a situation. The situations given to the students were; (1). you meet your friend in a

net café at 7pm; (2) you meet your friend in a supermarket at 3pm; (3). you meet your friend

at school at 7.30am. Before presenting the conversation, the pairs had 5 minutes preparation,

and 3 minutes to present in front of the class. The researcher recorded the test and the results

were graded collaboratively with the teacher.

4.1.2 Result of the First Cycle


CYCLE I
16
NUMBER OF STUDENTS 14 15
12
12
10
8
6 7
4
2
2
0
Doesn't meet Almost meets Meets Exceed
expectation expectation expectation expectation
Graphic 4.1.2. The result of first cycle

The result of speaking test at the first cycle was only 12 students (33,3%) out of 36

students who achieved „meet expectation‟ level. Only 2 students (5,6%) got exceed

expectation, 7 students (19,4%) almost met expectation and 15 students (41,7%) ddi not meet

expectation at all. Therefore, this result obviously explains that the indicator of success was

not achieved and the researcher did not succeed yet in improving students‟ speaking ability

by using Repetition Drill technique. From that reason, the researcher planned to conduct

second cycle based on the reflection made.

4.1.3 Reflection of the First Cycle

The reflection of this cycle was done by using the result of speaking test at the end of

the first cycle. Based on the data, the researcher found that most of the students‟ were still

unable to achieve the indicator of success because of some problems.

The first problem was vocabulary. Most of the students wanted to speak but they did

not know how to say it in English. Moreover, they tend to use Bahasa in the middle of

conversation. For example, instead of „net café’, they preferred to say „warnet‟ and for the

situation number 2 (you meet your friend at supermarket) all they could say was “chocolate”,

they did not know the words for other things that can be bought in supermarket. Therefore,

the researcher planned to provide vocabulary list in the second cycle.


The second problem was task completion. There were only 11 students (30,5%) who

finished their task on time while the rest did not finished theirs on time. They often answered

“not yet” when the teacher asks them to present their task in front of the class. Moreover,

some of the students also seemed hesitate and did not finish the presentation because they lost

their concentration and forgot their ideas. Therefore, the researcher planned to give more time

for them in the second cycle.

The third problem was comprehensibility. There were only 5 students (14%) who

understood the material well. They were able to use greeting expressions appropriately.

While the rest of the students still confused especially in “good evening” part which always

said as “good night”. Therefore, the researcher planned to drill the expression in the second

cycle.

4.1.4 The Second Cycle

The researcher conducted this cycle in four meetings. The activities were similar with

the previous cycle, but the researcher emphasized the problem found in the first cycle. At the

first meeting on Tuesday, August15th2017, the teacher taught the students about “Self

Identity”. The teacher started with the brainstorm, then asked the students to guess what they

are going to learn about. After that, the teacher explained the material focus was on some

question such as : What is your name? How old are you? Where do you live? Where are you

from? Where do you study?. Then, the teacher added the questions into a conversation and

drilled the students chorally at first, then in groups and finally in pairs. While the teacher

drilled the class, the researcher filled out the observation checklist for the second cycle.

Tia: Excuse me, are you the new student?


Fira: Yes, I am.
Tia: I am Tia, what is your name?
Fira: My name is Fira.
Tia: Where are you from, Fira?
Fira: I am from Manado and you?
Tia: I am from Ambon. Where do you live?
Fira: I live in Batu Merah.
Tia: You live far from me. I live in Stain.
Fira: Really? Nice to meet you, Tia.
Tia: Nice to meet you too.

For the second meeting, on Monday, August 21st 2017, the teacher combined the

material with a song called ”What’s Your name?”. The song contained English and Bahasa

which made students understand the meaning of each questions.

“What’s your name? - Siapa namamu?


Where do you live? - Dimana tinggalmu?
How old are you? - Berapa umurmu?
Where are you from? - Darimana asalmu?
Bam bidi bam bam.. bam bam.

The teacher drilled the song line by line for each groups. The English line was for the first

group and the Bahasa line was for the second group, then they replied each other by turns. As

well as the third and fourth groups.

For the third meeting, on Tuesday, August 22nd 2017, the researcher took over the

class and did the same things as the teacher did before. The researcher wrote the English part

of “What’s your name” song and asked the students to sing the Bahasa part. In this meeting,

the researcher also drilled the students some new vocabularies in the list related to self

identity. The lists were written according to the words that the students got along the process

of conversation making. After that, the researcher explained about „To Be‟ and how to

answer the question about self identity. Then, the students were asked to do a homework

„create a conversation about self identity in pairs‟.


In the fourth meeting or the end of cycle two, the researcher administered the test in

order to see the progress of students‟ speaking. They were given 7 minutes to practice the

conversation before presenting their conversations in front of the class. Most of the students

gave positive responses during the second cycle. They became more active in the drilling

process.

4.1.5 The Result of Second Cycle

CYCLE II
25

23
NUMBER OF STUDENTS

20

15

10
10
5
1 2
0
Doesn't meet Almost meets Meetsexpectation Exceed expectation
expectation expectation

Graphic 4.1.5. The result of second cycle

The result shows that there was an obvious improvement in students‟ speaking ability

in the second cycle. There were 23 students (64%) at „meet expectation‟ level and 10 students

(28%) at „exceed expectation‟ level. There were 2 students (5,5%) at „almost meets

expectation‟ level and only 1 student (2,5%) did not meet expectation level at all. Based on

this result, the researcher concludes that students‟ speaking achievement has improved

significantly.

4.1.6 Reflection of the Second Cycle

The second cycle was conducted in four meetings. The researcher decided to lessen

the meeting based on the evaluation and the discussion. After reflecting from the first cycle,
the researcher and the classroom teacher more focused to improve the technique related to the

problems found in the first cycle.

First, according to the plan, the researcher provided a vocabulary list related to the

topic “Self Identity”. The list consisted of the words or phrases that the students needed while

arranging the conversation. After that, the researcher drilled those words chorally, in groups

and pairs. Besides, to keep students‟ attention in the classroom and avoid boredom during the

lesson, the researcher put the questions in to a song called „What‟s Your Name?‟.

Second, the researcher put a lot of efforts to improve students‟ comprehensibility by

drilled the materials as clear as possible. “To Be” was simply explained through a table, then

the researcher drilled them one by one. After drilling, the researcher asked the students just

to make sure that they already comprehend the material.

Third, the unpunctuality of task completion made the researcher and the classroom

teacher decided to extend the duration to create the conversation. They were asked to take it

home and work in pairs. It was meant to saving times; therefore the time would not be wasted

in creating conversation. At the last meeting, the researcher and the teacher conducted test.

Before presented the conversation, each pair were given 7 minutes to prepare themselves.

After the test, the researcher and the classroom teacher calculated the data

collaboratively. From the data, it was clearly seen that after the implementation of Repetition

Drill technique 64% or 23 of the total students were able to reach meet expectation level and

28% or 10 students achieved exceed expectation level. Being in this level means that the

students (> 75%) had met the indicator of success. Therefore, the research was stopped and

the result was reported.


4.1.7 Comparison of Students’ Result from Pre-test, Cycle 1 and Cycle 2

The implementation of Repetition Drill technique to teach speaking in two cycles had

improvement as has been shown in students‟ test results before. The comparison of students‟

speaking ability from the pre-test, first cycle and second cycle described as follow:

Pre Test Cycle I Cycle II


Number of Number of Number of
Students Students Students

Score Level % Score Level % Score Level %

Exceed Exceed Exceed


0 - - 2 95 5,5 10 90 28
Expectation Expectation Expectation

Meets Meets Meets


2 80 5,5 12 75-85 33 23 75-85 64
Expectation Expectation Expectation

Almost Meet Almost Meet Almost Meet


1 65 2,5 7 65-70 19,4 2 65-70 5,5
Expectation Expectation Expectation

Doesn’t Meet Doesn’t Meet Doesn’t Meet


33 10-50 92 15 20-65 42 1 45 2,5
Expectation Expectation Expectation

Table 4.1.7 Comparison of Students‟ Result from Pre-Test, Cycle 1 and Cycle 2

The table above shows the comparison of students‟ scores of speaking test before and

after the implementation of Repetition Drill technique. It is clearly seen that in the pre-test

most of the students could not achieve the indicator of success. After the implementation of

Repetition Drill technique in the first cycle, the number of students who achieved „meet

expectation‟ level had improved from 2 students to 12 students. However, the total number of

students who at this level had not meet the indicator of success. Therefore the research was

continued to the next cycle. Having done reflection and conducted the second cycle, it can be

seen that in this cycle, 23 students or 64% had met expectation and 10 students or 28% had

exceed expectation. It means that 82% of the total students had achieved the indicator of

success. Therefore, the research had stopped since students‟ speaking ability in conversation

were improved gradually.


4.1.8 The Result of Questionnaire

Result of questionnaire showed that students dominantly gave positive responses

when they learnt using Repetition Drill Technique. The questionnaires were distributed to 36

students at the last meeting of the research process.

No Questions Items Frequency Percentage

Menurut anda apakah pengajaran speaking itu Yes 36 100%


1.
penting? No - -
Apakah anda yakin bahwa dengan penggunaan
Yes 36 100%
teknik Repetition Drill akan membantu anda
2.
dalam meningkatkan kemampuan berbicara
No - -
anda?
Apakah anda merasa gugup dan tidak percaya Yes 10 28%
3. diri sebelum menggunakan teknik Repetition
No 26 72%
Drill?
Apakah anda merasa gugup dan tidak percaya
Yes 30 83%
4. diri ketika sedang menggunakan teknik
Repetition Drill? No 6 17%
Apakah dengan penggunaan model
pembelajaran ini dapat memberikan kesempatan Yes 36 100%

5. kepada anda untuk terlibat secara aktif di dalam


proses belajar mengajar terutama dalam
No - -
pengajaran speaking?
Apakah anda menikmati pengajaran speaking Yes 36 100%
6.
dengan teknik ini? No - -
Apakah anda mengerti dengan benar apa yang Yes 36 100%
7. harus anda lakukan ketika guru menggunakan
teknik ini? No - -

Apakah ada masalah/kesulitan yang anda temui


Yes 6 17%
8. ketika teknik ini diterapkan dalam process
pengajaran speaking? No 30 83%

Apakah materi-materi yang digunakan Yes 36 100%


9.
membantu anda untuk berbicara dengan baik? No - -
Apakah teknik ini membantu anda atau Yes 36 100%
10. memotivasi anda untuk berbicara bahasa
No - -
inggris?

Table 4.1.8 The result of questionnaire

After the questionnaires were filled out, the researcher organized and tabulated the data as

follow:

1. There were 100% of students agreed that speaking is important to be learned.

2. There were also 100% of students agreed that Repetition Drill Technique helps them

to improve their speaking.

3. There were 27% or 10 students felt confident before using Repetition Drill

4. There were 83% or 30 students felt confident when use the technique while 17% or 6

students did not.

5. There were 100% or 36 students agreed that Repetition Drill Technique give them

opportunities to speak English more actively.

6. There were 100% or 36 students enjoyed the lesson through this technique

7. There were also 100% of students clearly understood the procedure of Repetition Drill

Technique in teaching and learning process.

8. There were 17% or 6 students found difficulty during the implemetation of this

technique and 83% or 30 students did not.

9. There were 100% students agreed that the materials used help them to speak up.

10. All of the students or 100% agreed that Repetition Drill Technique can be used to

help and motivate them to speak English.

4.1.9 The Result of Observation Checklist

Observation checklist was used to observe the classroom situation during the

implementation of Repetition Drill Technique. The English tetacher in the classroom acted

as observer to observe the researcher when applied the technique. The teacher helped to
fill out the checklist based on real situation during the two cycles. The items were focused

in three parts : pre-, whilst and post-activities.

Based on the observation results from the eight meetings in two cycles, the

researcher and observer can conclude that the students‟ responses and attitudes toward the

teaching and learning process were good and improved gradually. The students were

interested and could participate actively in speaking English, especially conversation.

Therefore, it can be said that the activities in Repetition Drill Technique were very

effective since it could help the students to be more active in learning English

communicatively.

4.2 Discussion

4.2.1 The Use of Repetition Drill Technique in Improving Students’ Speaking

Ability

This study was conducted based on the problem found in the preliminary

study. It showed that the students were afraid to practice their English since they

were not accustomed to it. Repetition Drill was recommended by the researcher to

help them improve their speaking. Through Repetition Drill Technique, students‟

speaking ability had alot of progress, especially in English conversation. The

progress included they figured out the purpose of each conversation, using the

correct vocabulary, create a coversation and also being confident to speak up in

front of the class with their own words.

At the first cycle, the students showed slight improvement regarding to the

comprehensibility and the vocabulary in a conversation given. They knew each

words‟ meaning in the sentences but most of the students had low improvement

when it came to the fluency and pronunciation. It might caused by the lack of
speaking practice. They could perform their own conversation however there were

still grammar error and not-so-fit vocabulary in their sentences.

In the second cycle, the researcher gave more explanation about the

materials and provided a vocabulary list to help the students in creating the

conversation. The researcher found that the technique really helpful in improving

students‟ fluency and pronunciation. When the students were drilled, the researcher

could easily find the pronunciation error. Beside, their fluency also improved since

the students kept repeating the conversation. As supported by Thornbury (2005)

that drilling can move new items from one‟s short memory into long term memory

like memorizing a phone number after repeating them several times. The result

showed that the students‟ speaking ability in conversation had improved with the

use of Repetition Drill Technique. The detail improvement of students‟ speaking is

described as follow :

1. Task Completion

In completing task, the students who got score 4 in the first cycle was 30% of total

students or 11 students and the students who got score 3 was 17 students. In the

second cycle, 19 students or 52% of students got score 4 and 14 (38%) students got

score 3.

2. Comprehensibility

In this part, for the first cycle, there were only 5 students (14%) who got score 4 or

comprehend the material well. 21 (58%) students got score 3. While in the second

cycle, 12 students (33%) got score 4 and 18 students (50%) got score 3.

3. Fluency

Regarding to the fluency, there was no different with the total achievement from the

cycle 1 and cycle 2. The students who got score 4 was 11 (30%) and those who got
score 3 was 10 (27%), in the first cycle. In the second cycle, 12 students (33%) got

score 4 and 9 students (25%) got score 9.

4. Pronunciation

Related to pronunciation part, there were only 2 students who got score 4 in both

cycle. While for the score 3, there were 11 students (30%) in the first cycle and 18

students (50%) in the second cycle.

5. Vocabulary

In this part, the researcher found a significant improvement. In the first cycle, 9

students (25%) got score 4 and 8 students (22%) got score 3. While in the second

cycle, 5 students (13%) got score 4 and 22 students (61%) got score 3.

Based on the explanation above, it can be concluded that the use of Repetition Drill

Technique was able to improve students speaking ability particularly in vocabulary part.

4.2.2 Students’ Speaking Ability Before and After Applying Repetition Drill

Technique

In preliminary study, the researcher found that the students tended to be more

passive in learning process. Lack of confidence was the main reason why their speaking

had not been improved. To solve the problem, the researcher applied Repetition Drill

Technique. There was a gradually improvement of students‟ speaking at class VII10 of

SMP Negeri 14 Ambon. Students became more active and did not hesitate to speak

English. This technique also provided more opportunity for the students to practice their

speaking skills even they made a mistake.

Before the application of Repetition Drill Technique, only 2 students (5,5%) could

achieve the target. An improvement could be seen in the first cycle, 14 students (38,5%)

were able to achieve the indicator of success. At the end, in the second cycle, 33 students
out of 36 students (92%) dominantly achieve the indicator of success. By this

explanation, it was obviously seen that students‟ speaking ability gradually improved

after the application of Repetition Drill Technique.


CHAPTER V

CONCLUSION

5.1. Conclusion

Language is learnt to communicate. Speaking is a dialogue process, which

must be practiced to communicate orally. Speaking also is the process of building and

sharing the meaning through the uses of verbal and non-verbal symbol in various

context (Chaney, 1998). Through speaking, the exchange of information can be

carried out. However, it still became the problem for students at class VII10 SMP

Negeri 14 Ambon, so the researcher applied Repetition Drill technique in order to

improve students‟ speaking ability.

The implementation of Repetition Drill technique in teaching speaking worked

successfully because it gave students more opportunity to speak up bravely and

confidently in the classroom.

5.2. Suggestion

The suggestion from the researcher is addressed to the English teacher, the

students and also the further researchers.

For teacher; considering about speaking as one of the important skills that

should be mastered in learning English, teachers do need to keep encourage students

to practice their speaking in daily life. It can be clearly seen that the more they

practiced their speaking ability, the more they could improve their speaking. For that

reason, teacher should be a model in any ways for them to speak English, so that they

can follow the teacher in practicing their speaking ability.


For students, they need to know that practice makes perfect. Therefore, they

have to practice their speaking ability more and more. They can study together with

other students, especially they who have more understanding in English. While they

practice together, they have the opportunity to share their ideas and correct the

mistakes each other. The researcher believes that this way can help the students‟

speaking ability improved slow but sure.

For future researchers, there will be a lot of various strategies, methods and

techniques in improving students‟ speaking ability, but they can conduct a wider and

deeper research about Repetition Drill technique in different way.


REFERENCES

Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of
English. Procedia Social and Behavioral Science, Elsevier Ltd.

Bruder, M. N., Paulston, C. B. (1976). Teaching English as a Second Language :Technique


and Procedures. Winthrop Publishers, Inc. Cambridge: Cambridge University Press
in Assosiation with the British Council.

Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., Griner, B. Teaching Pronunciation: A


Course Book and Reference Guide Second Edition.

Chaney, A. L & Burk T. L. (1998). Teaching Oral Communication in Grades K-8. . Boston:
Allyn & Bacon .

Doff, A. (1990). Teach English: A Training Course for Teachers, drill-articles//tabs-212580-


1. Retrieved on: February 10th 2014.

Drilling 1 – Teaching English – BBC. Retrieved from


http://www.teachingenglish.org.uk/article/drilling-1 : 18 October , 2004 – 13.00

Harmer, J. (2007). The Practice of English Language Teaching with DVD (4th Edition).
Pearson Longman ELT.

Hopkins, D. (2008). A Teachers’s Guide to Classroom Research. McGraw-Hill Education,


2008. Michigan University

Julie, T. (2004). Making Drilling Meaningful. Available in:


http://www.englishonline.org.cn/en/teachers/workshops/drilling/teachingtips/

Kartikasari, E. Arifin, Z. Salam, U. (2014). Improving Students’ Speaking Ability Through


Repetition Drill

Kusnierek, A. (2015). Developing students’ speaking skills through role-play.World


Scientific News 7 (2015) 73-111. Available online at www.worldscientificnews.com

Larson-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford


University Press.

Nunan, D. (1991). Language Teaching Methodology. UK : Prentice Hall International


(Chapter two & three)

Performance Rubrics. Level 2 Speaking Tasks Analytic Rubric. (2013). Foreign Language
Program of Studies. Fairfax County Public School.
Retrieved from : https://www.trumbullesc.org

Soanes, C. & Stevenson, A. (2003). Oxford Dictionary of English. Oxford University Press.
Soanes, C. & Stevenson, A. (2010). Oxford Dictionary of English (3 ed.). Oxford University
Press.

Richards, J. (2008). Teaching Speaking and Listening : From Theory to Practice. Cambridge
University Press.

Sudjana, N., & Ibrahim. (1989). Penelitian dan Penilaian Pendidikan. Bandung, Indonesia.

Thornbury, S. (2005). How to Teach Speaking. Pearson Longman Press.


APPENDIX 1 :
1st CYCLE
LESSON PLAN

School Name : SMP Negeri 14 Ambon


Subject : English
Class / Semester : VII10/I
Theme : Greeting And Leave Taking
Skill : Speaking
Time : 4 X 40 Menit

A. Kompetensi Inti :

1 : Menghargai dan menghayati ajaran agama yang dianutnya

2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli


(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan social dan alam dalam jangkauan pergaulan dan keberadaannya

3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin


tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian
tampak mata

4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,


merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang
sama dalam sudut pandang / teori mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar :

2.1 Menunjukkan perilaku jujur dan percaya diri dalam berkomunikasi dengan
lingkungan sosial sekitar rumah dan sekolah.

2.2 Menghargai dan menunjukkan perilaku motivasi internal untuk pengembangan


kemampuan berbahasa.

3.1 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan sapaan,
pamitan, ucapan terimakasih, dan permintaan maaf, serta responnya, sesuai dengan konteks
penggunaannya.
4.1 Menyusun teks lisan sederhana untuk mengucapkan dan merespon sapaan, pamitan,
ucapan terimakasih, dan permintaan maaf, dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan yang benar dan sesuai konteks.

C. Indikator :
1) Menunjukkan motivasi tinggi dalam pembelajaran bahasa Inggris
2) Mengidentifikasi ungkapan-ungkapan sapaan dalam bahasa Inggris
3) Melakukan percakapan tutur sapa dalam bahasa Inggris dengan percaya diri

D. Tujuan Pembelajaran :
- Siswa mampu mengamati ungkapan atau tutur kata yang digunakan dalam
greetings dan leaving taking
- Siswa mampu mengidentifikasi ungkapan yang digunakan dalam greetings dan
leaving taking.
- Siswa mampu menirukan ungkapan untuk greetings dan leave taking.
- Siswa mampu membuat percakapan pendek dalam menggunakan ungkapan
greetings dan leave taking.
- Siswa mampu menggunakan struktur teks dan unsur kebahasaan ungkapan
greetings dan leaving taking dengan benar dan tepat
- Siswa mampu melakukan percakapan greetings dan leaving taking secara
berkelompok atau berpasangan dengan sopan, tanggung jawab, peduli, santun,
dan percaya diri.

E. Materi Pembelajaran :
Struktur teks
- Good morning. How are you?, Fine, thank you. And you? dan semacamnya
- Goodbye. Bye. See you later. See you. Take care., dan semacamnya
- Thankyou, thanks, that was very kind of you, it’s okay, never mind., dan
semacamnya
- I am sorry, I apologize, no problem, I forgive you., dan semacamnya

Unsur kebahasaan
- Kosa kata dan tata bahasa baku.
- Ucapan, tekanan kata, intonasi.
- Ejaan dan tanda baca.

F. Metode / Teknik Pembelajaran :


- Pendekatan scientific approach (observing, questioning, associating,
experimenting, networking)
- Audio Lingual Method
- Repetition Drill technique

G. Media Pembelajaran :
- LCD
- Pictures

H. Langkah-Langkah Pembelajaran :

1st Meeting

A. PRE ACTIVITY: (5 minutes)


 Greeting
 Pray and attendance checking
B. WHILST – ACTIVITY :
PHASE ACTIVITIES TIME

 T.shows a picture related to introduction


 Ss.trying to observe the picture with some
questions provided by teacher :
- How many people that you see in the
picture?
Observing
- What are they doing? 20
&
- Have you ever seen this activity in your real minutes
Questioning
life?
 Ss. Ask more about the activity in the picture
 T. gives a brief explanation about greetings and
leave taking

The explanation of Repetition Drill technique and Pre-test

C. POST- ACTIVITY : (15 minutes)

 T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
 T. gives the students feedback about the learning process
 T. asks the students to find out the sample of greeting and leave taking at home
 Pray together
 T.motivates students with a compliment such as : “You did a very great job today!”
 Greeting
2nd Meeting :

A. PRE ACTIVITY: (10 Minutes)


 Greeting
 Pray and attendance checking
 T. explains the competencies that the students will achieve
 T. reviews the previous meeting
B. WHILST – ACTIVITY :
PHASE ACTIVITIES TIME

Associating  T.gives a list contains some expressions related to


greeting and leave taking with the responses
 T.drills each expressions correctly
 Ss.repeat after the teacher
 T. writes an example of conversation. Such as “Hello,
I’m Ary. Nice to see you.” etc.
40
 T. Asks the students to repeat it appropriately
minutes
 Ss.keep repeat after the teacher with correct
pronunciation and intonation.
 T. asks students to identify the expressions with the
responses
 T. asks students to practice with their friends in pairs
 Ss. practice the conversations in pairs
Experimenting  T.gives other sample of greeting and leave taking
conversation
5 minutes
 Ss. repeat after her (chorally/all the students)

Networking T. Giving task


Instruction :
- In group pair, make a short conversation about 15
greeting and leave taking minutes
- Present the result in front of the class

C. POST- ACTIVITY : (10 minutes)

 T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
 T.asks students to make a self-reflection and then give them feedback about the
learning prosess and the result/achievement
 Pray together
 T.motivates students with a compliment such as : “You did a very great job today!”
 Greeting
3rd Meeting :

A. PRE ACTIVITY: (15 minutes)


 Greeting
 Pray and attendance checking
 T.reviews the greeting and leave taking
 T.talks about new material „Gratitude and Apologizing‟
B. WHILST – ACTIVITY :
PHASE ACTIVITIES TIME

Experimenting  T.asks the students who wants to write down the


expressions they already learnt before.
 Ss.come up to write the previous lesson
 T.asks the students to practice the conversations that
has been taught before in front of the class
 Ss.practice the conversations with each of their pairs
 T.writes a song which contains greeting and leave
taking expressions
 Ss.sing the song happily 30
 T.repeats each line of the song with correct minutes
pronunciation and intonation
 Ss.repeat after the teacher and explain the meaning of
each line
 T.gives the list of expressions about „Gratitude and
Apologizing‟
 Ss.write down the new materials
 T.drills the expressions one by one correctly
 Ss.repeat after the teacher as clearly as possible
Networking T. Giving task
Instruction :
- In pair, make your own conversation of 15
„Gratitude and Apologizing‟ then present in minutes
front of the class

C. POST- ACTIVITY : (10 minutes)

 T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
 T.asks students to make a self-reflection and then give them feedback about the
learning prosess and the result/achievement
 Pray together
 Greeting
4th Meeting

A. PRE ACTIVITY: (15 minutes)


 Greeting
 Pray and attendance checking
 T.invites the students to sing the „Good Morning” song
 T.asks the students what they learnt in previous meeting
B. WHILST – ACTIVITY :
PHASE ACTIVITIES TIME

Experimenting  T.drills new examples of conversation of „Gratitude


and Apologizing‟
 Ss. repeat after her (chorally/all the students, in
groups then in pairs)
35
 T.reviews the all materials that have been learnt
minutes
clearly
 Ss.repeat after the teacher appropriately and answer
whenever the questions given

Networking  T. provides some situations and asks the students in


pair to make their own conversation based on them
20
 Ss.in pair make their own conversation based on the
minutes
situation provided
 Ss.present their conversation in front of the class
C. POST- ACTIVITY : (10 minutes)

 T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
 T.asks students to make a self-reflection and then give them feedback about the
learning prosess and the result/achievement
 Pray together
 T.motivates students with a compliment such as : “You did a very great job today!”
 Greeting
GREETING AND LEAVE TAKING
1. Study these following expressions of greeting and leave taking with its responses.
Expression Response
Hello / Hi Hello / Hi
G Good morning Good morning
R Good afternoon Good afternoon
E Good evening Good evening / Good night
E How do you do? How do you do?
T How are you? I am fine, thanks.
I How are you doing? I am good.
N I am great.
G I‟m very well, thanks.
I am not bad.
Nice to meet you / Nice to see you Nice to meet you too / Nice to see you too
LEAVE Goodbye / Bye Goodbye / Bye
TAKING See you later / See you tomorrow See you

2. . Let‟s Sing a Song

Good morning (3x), How are you?


Good morning (2x), I‟m fine thank you
How about you?
I‟m fine too. Nice to meet you.
Nice to meet you too

3.. Read these dialogues below and identify the expression and responses of greeting and leave
taking.

1. Heru is a new neighbour. Ranti : Pleased to meet you, too, Sir.


Ary : Hello. I‟m Ary.
Heru : Hello. I‟m Heru. 3. Citra is Ari’s friend. One night she wants to
Ary : You are the new neighbour, right? see Ari at hishome, but he is not home.
Heru : Yes, I am. I just moved from Ari’s brother, Sigit, is at home.
Padang. Citra : Good evening, Sigit.
Ary : Well, nice to meet you, Heru. Sigit : Good evening, Citra.
Heru : Nice to meet you, too. Citra : Is Ari at home?
Sigit : I‟m sorry, Citra. Ari is not at home.
2. Ranti meets her teacher, Mr Bakri at the Citra : Oh, well. That‟s OK. Good night,
post office. then.
Ranti : Good afternoon, Sir. Sigit : Good night.
Mr Bakri : Good afternoon. You are .... 4. Anto is Ucok’s best friend.
Ranti : Ranti, Sir. My name is Ranti. How Anto : Hi, Ucok. Are you coming to the
are you? basket ball game?
Mr Bakri : I am fine, thank you. And how Ucok : Hi, Anto. Yes, I‟m coming to the
about you? game.
Ranti : I am fine, too. Anto : OK, then. See you there. Bye.
Mr Bakri : Well, Ranti. I have to go now. Ucok : Bye.
Pleased to meet you.
GRATITUDE AND APOLOGIZING

1. Study these following expressions of gratitude and apologizing with its responses.
Expression Responses
GRATITUDE Thanks It‟s Ok
Thank you Never mind
Thank you so much You‟re welcome
That was very kind of you Not problem
Thank you for your help That‟s alright
Don‟t mention it
It was my pleasure to help
I am sorry No problem
APOLOGIZING I apologize It‟s Ok
I am very sorry Don‟t worry about it
Sorry about that I forgive you
Please forgive me There‟s no need to apologize

2. Read these dialogues below and identify the expression and responses of gratitude and
apologizing.

1. Mother and a daughter in their house. Teacher: You‟re welcome.


Mother: Can you help me to cook our dinner, 3. Rina and Indah in a canteen.
please? Rina: I am so hungry but I do not bring
Daughter: I am sorry, Mom. I have to finish enough money today.
my homework, but I will help you after I Indah: Rina, I can lend you some money if you
finish. want.
Mother: Thank you. Rina: That is very kind of you. I will repay it
Daughter: Don‟t mention it, Mom. tomorrow.
Indah: Never mind.
2. A teacher and her student in a classroom.
Student: Excuse me, Ma‟am. I am sorry for 4. Rio and his brother in their house.
not submitting my homework today, I forgot. Rio: Brother, is this pen yours?
Teacher: No problem. But please don‟t do it Brother: Yes, why?
again. Rio: I broke it. Please forgive me.
Student: I will not do it again. Thank you very Brother: I forgive you, it‟s ok.
much.
2nd CYCLE

LESSON PLAN

School Name : SMP Negeri 14 Ambon


Subject : English
Class / Semester : VII10/I
Theme : Self Identity
Skill : Speaking
Time : 3 X 40 Menit

A. Kompetensi Inti :

1 : Menghargai dan menghayati ajaran agama yang dianutnya

2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli


(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan social dan alam dalam jangkauan pergaulan dan keberadaannya

3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin


tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian
tampak mata

4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,


merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang
sama dalam sudut pandang / teori mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar :

2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi


interpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional.
3.2 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan
perkenalan diri, serta responnya, sesuai dengan konteks penggunaannya.
4.2 Menyusun teks lisan dan tulis sederhana untuk menyatakan, menanyakan, dan
merespon perkenalan diri, dengan sangat pendek dan sederhana, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks.

C. Indikator :
1) Menunjukkan motivasi tinggi dalam pembelajaran bahasa Inggris
2) Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
perkenalan diri.
3) Mengidentifikasi ungkapan perkenalan diri dalam bahasa Inggris (introduction)
4) Memperkenalkan diri dalam bahasa Inggris

D. Tujuan Pembelajaran :

1) Siswa mampu menggunakan ungkapan perkenalan diri dalam bahasa Inggris


2) Siswa mampu memperkenalkan diri secara lisan dalam bahasa Inggris dengan baik
dan benar

E. Metode / Teknik :

- Pendekatan scientific approach (observing, questioning, associating,


experimenting, networking)
- Audio Lingual Method
- Repetition Drill technique

F. Materi Pembelajaran :

- Ungkapan perkenalan diri : Let me introduce my self, my name is _____, you can
call me ____,
- Ungkapan memperkenalkan orang lain : I want you to meet my friend,_____,
_____ this is my cousin, Hi ____, this is my uncle____, uncle, this is my friend
- Kosakata yang berhubungan dengan aktivitas perkenalan diri : Introduction,
occasion,

G. Sumber Belajar :

- Buku Pegangan Guru “When English Rings the Bell”


- Teks book yang relevan
H. Media Pembelajaran :

- LCD
- Pictures
I. Langkah-Langkah Pembelajaran :
1st Meeting

A. PRE ACTIVITY: (5 minutes)


 Greeting
 Pray and attendance checking
B. WHILST – ACTIVITY :
PHASE ACTIVITIES TIME

Observing  T.shows a picture related to introduction 20


&  Ss.trying to observe the picture with some minutes
Questioning questions provided by teacher :
- How many people that you see in the
picture?
- What are they doing?
- Have you ever done this activity in your real
life?
 Ss. Ask more about the activity in the picture
 T. gives a brief explanation about „Self Identity‟

Associating 
T.writes some questions related to self 40
introduction : minutes
- What‟s your name?
- How old are you?
- Where do you live?
- Where are you from?
- Where do do you study?
 Ss.write down the new material
 T.drills the students the questions as clearly as
possible
 Ss.repeat after the teacher
 T.imports the question in form of conversation
and drills the students again
 Ss.repeat after the teacher
 T.acts as the first speaker and asks the students
to reply as the second speakers
 Ss.reply the teacher in the conversation
C. POST- ACTIVITY : (15 minutes)

 T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
 T. gives the students feedback about the learning process
 Pray together
 T.motivates students with a compliment such as : “You did a very great job today!”
 Greeting
2nd Meeting :

A. PRE ACTIVITY: (10 Minutes)


 Greeting
 Pray and attendance checking
 T. explains the competencies that the students will achieve
 T. reviews the previous meeting
B. WHILST – ACTIVITY :
PHASE ACTIVITIES TIME

Associating  T.writes a song about self identity 40


 T.sings the song clearly minutes
 T. Asks the students to repeat each line appropriately
 Ss. repeat after the teacher with correct pronunciation
and intonation.
 T. asks students to identify the expressions with the
meaning
 T. asks students to practice with their friends in pairs
 Ss. Sing the song in pairs in front of the class
Experimenting  T.asks the students to re-sing the song in seat groups 5 minutes
 Ss. In first group sing the English lines and
responded by the second group with the meaning
lines
 Ss. In third group sing the English lines and
responded by the fourth group with the meaning
lines

Networking  T.asks the students who want to come in front to sing 15


the English line and replied by other friends with minutes
the meaning
 Ss.come in front and sing the English part, replied by
other friends

C. POST- ACTIVITY : (10 minutes)

 T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
 Pray together
 T.motivates students with a compliment such as : “You did a very great job today!”
 Greeting
3rd Meeting :

A. PRE ACTIVITY: (5 minutes)


 Greeting
 Pray and attendance checking
 T.reviews the previous lesson by sing the song in English parts and replied
by the students in the meaning parts
B. WHILST – ACTIVITY :
PHASE ACTIVITIES TIME

Experimenting  T.asks the students the words that they always use in 40
asking and responding about self-identity minutes
 Ss.tell words that they confuse the meaning one by
one
 T.writes the new vocabularies related to self
introduction and drills them clearly
 Ss.repeat after the teacher correctly
 T.asks the meaning of the words after erasing the
meaning
 Ss.answer each of the meaning
 T.explains about To Be, pronoun and basic tense and
explains how to introduce themselves
 Ss.pay attention and ask the confusing parts
 T..puts the To Be, pronoun and basic tense in to some
sentences and drills each of them clearly
 Ss. repeat after the teacher
 T.asks the students to check their understanding
 Ss.try to answer the questions by the teacher
 T. shows the example of good introduction. “Good
morning class, let me introduce myself. My name is
Indah. I come from Bandung. Nice to meet you”
 Ss. introduce themselves to their friend and the
teacher
 T. explains about the things that can be added to the
introduction. Such as : nick name, address, hobby,
favorite things, etc.
 T. shows the example of introducing other people.
“Luis : Hi, Feby, I want you to meet my cousin,
Ian. He comes from Padang.
Feby : Hi Ian, how do you do?
Ian : How do you do.”

 T.gives new example of self-introduction and drills


them clearly
 Ss.repeat after the teacher correctly
Networking T. Giving task 30
Instruction : minutes
- In pair, make your own conversation of self-
introduction that will be presented later in the
class

C. POST- ACTIVITY : (5 minutes)

 T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
 T.asks students to make a self-reflection and then give them feedback about the
learning prosess and the result/achievement
 Pray together
 Greeting
SELF-IDENTITY
1. Let‟s sing a song.

What‟s your name? My name is Ani

Where do you live? I live in Kebun cengkeh

How old are you? I am twelve years old

Where are you from? I am from Ambon

Bambidi Bam Bam Bam Bam

2. Study the expression of asking and giving information about self-identity.


Asking information Giving information

What is your name? My name is Hadija Rahmona

Where and when were you born? I was born in Ambon on 31st of January 2005

How old are you? I am twelve years old

Where do you live? I live in Galunggung

Where are you from? I am from Kailolo

Where do you study? I study at SMP Negeri 14 Ambon

3. Study the language features below.


Pronoun  She lives in Perempatan
Subject Object Possessive  They study in the library
Pronoun  He studies in the classroom
I me My
You you Your
4. Read the dialogue below carefully.
They them Their  Tia: Excuse me, are you the new student?
Fira: Yes, I am.
We us Our
Tia: I am Tia, what is your name?
She her Her Fira: My name is Fira.
He him His Tia: Where are you from, Fira?
it it Its Fira: I am from Manado and you?
Tia: I am from Ambon. Where do you live?
a) Simple Present Tense Fira: I live in Batu Merah.
Tia: You live far from me. I live in Stain.
S + V1 + O Fira: Really? Nice to meet you, Tia.
Tia: Nice to meet you too.
Note: if the subject is She / He, the Verb  Adi: Tia, do you meet the new student?
should be added with s/es Tia: Yes, I talked to her just now.
For example Adi: What is her name?
 I live in Galunggung Tia: Her name is Fira. She lives in Batu
Merah.
Adi: She lives near me. I live in Batu Merah Adi: Where is she from?
too. Tia: She comes from Manado.
Tia: That‟s good.

5. Study the identity card below.

STUDENT IDENTITY CARD

SMP NEGERI 14 AMBON

Jl. Kebun Cengkeh. Batu Merah. Ambon

Name : Maulana Ibrahim

Date of Birth : 20 July 2004

Address : Jl. Kebun Cengkeh

Student’s Number : 125789

Ambon, 03 August 2017

Drs. S. Duwila, M.Pd


APPENDIX 2 :
PALS Analytic Rubric

Task Completion
1. Minimal completion of the task and/or 4. Rich use of vocabulary.
responses frequently inappropriate. Name : ______________________
2. Partial completion of the task; responses
mostly appropriate yet undeveloped. Task Completion 1 2 3 4
3. Completion of the task; responses
appropriate and adequately developed. Comprehensibility 1 2 3 4
4. Superior completion of the task;
responses appropriate and with Fluency 1 2 3 4
elaboration. Pronunciation 1 2 3 4

Comprehensibility. Vocabulary 1 2 3 4
1. Responses barely comprehensible.
2. Responses mostly comprehensible, Raw Score : ___ /
requiring interpretation on the part of 20
listener.
3. Responses comprehensible, requiring
minimal interpretation on the part of the Raw Raw
listener. Percent Percent
4. Responses readily comprehensible, Score Score
requiring no interpretation on the part of
the listener. 20 100% 10 50%
Fluency.
1. Speech halting and uneven with long 19 95% 9 45%
pauses and/or incomplete thoughts.
2. Speech choppy and/or slow with frequent
pauses; few or no incomplete thoughts. 18 90% 8 40%
3. Some hesitation but manages to continue
and complete thoughts. 17 85% 7 35%
4. Speech continuous with few pauses or
stumbling.
16 80% 6 30%
Pronunciation
1. Frequently interferes with
communication. 15 75% 5 25%
2. Occasionally interferes with
communication. 14 70% 4 20%
3. Does not interfere with communication.
4. Enhances communication.
13 65% 3 15%
Vocabulary.
1. Inadequate and/or inaccurate use of
12 60% 2 10%
vocabulary.
2. Somewhat inadequate and/or inaccurate
use of vocabulary 11 55% 1 5%
3. Adequate and accurate use of vocabulary
Student‟s point = Raw score : 20 / 100

Final Grade : ____

Source : Level 2 Speaking Analytic Rubric. Fairfax County. 2013


APPENDIX 3 :

QUESTIONNAIRE

1. Menurut anda apakah pengajaran speaking itu penting?


a. Ya
b. Tidak
Alasan:

2. Apakah anda yakin bahwa dengan penggunaan teknik Repetition Drill akan
membantu anda dalam meningkatkan kemampuan berbicara anda?
a. Ya
b. Tidak
Alasan:

3. Apakah anda merasa gugup dan tidak percaya diri sebelum menggunakan teknik
Repetition Drill?
a. Ya
b. Tidak
Alasan:

4. Apakah anda merasa gugup dan tidak percaya diri ketika sedang menggunakan teknik
Repetition Drill dalam pembelajaran speaking?
a. Ya
b. Tidak
Alasan:

5. Apakah dengan penggunaan model pembelajaran ini dapat memberikan kesempatan


kepada anda untuk terlibat secara aktif di dalam proses belajar mengajar terutama
dalam pengajaran speaking?
a. Ya
b. Tidak
Alasan:
6. Apakah anda menikmati pengajaran speaking dengan teknik ini?
a. Ya
b. Tidak
Alasan:
7. Apakah anda mengerti dengan benar apa yang harus anda lakukan ketika guru
menggunakan teknik ini?
a. Ya
b. Tidak
Alasan:

8. Apakah ada masalah / kesulitan yang anda temui ketika teknik ini di terapkan dalam
proses pengajaran speaking?
a. Ya
b. Tidak
Alasan:

9. Apakah materi-materi yang digunakan membantu anda untuk berbicara dengan baik?
a. Ya
b. Tidak
Alasan:

10. Apakah teknik membantu anda atau memotivasi anda untuk berbicara bahasa Inggris?
a. Ya
b. Tidak
Alasan :
APPENDIX 4 :

OBSERVATION CHECKLIST
FIRST CYCLE

Subject : English
Skill : Speaking
Focus : Daily Conversation
Name of School : SMP Negeri 14 Ambon
Class : VII10
Name of Teacher : Ayu Aprilia Sari Abdullah S.Pd
Name of Researcher : Indahsari Iis Parathami

NO ITEMS YES NO COMMENTS


Pre activity:
1 The teacher greets the students when √
entering the class
2 Students greet the teacher √
3 The teacher check students‟ √
attendance list
4 The teacher check students‟ √
preparation for having class
5 Students‟ responded by rising their √
hands and giving the information of
one who absent
6 The teacher brainstorms the topic √
7 Students guess the topic that is going √
to be taught
8 Students pay attention to the teacher √
Whilst activity:
1 The researcher can manage the √
classroom
2 Good relationship with students who √
are built by the researcher
3 The researcher masters the technique √
4 The researcher masters the material √
given to the students
5 The opportunity is given to the √
students for asking or clarifying
6 Students are interest in learning daily √
conversation
7 Students are interest to the material √
8 The researcher gives explanation √
about repetition drill technique
9 Students are able to understand √
teacher‟s explanation
10 Students are able to practice some √
daily conversations
11 The researcher repeats more √
explanation detail about repetition
drill technique
12 Students are able to practice a √
conversation by using repetition drill
technique
Post activity:
1 The researcher gives complete √
instruction about repetition drill
technique
2 Students are able to present a √
conversation by using repetition drill
technique

Teacher

Ayu Aprilia Sari Abdullah


OBSERVATION CHECKLIST
SECOND CYCLE

Subject : English
Skill : Speaking
Focus : Daily Conversation
Name of School : SMP Negeri 14 Ambon
Class : VII10
Name of Teacher : Ayu Aprilia Sari Abdullah S.Pd
Name of Researcher : Indahsari Iis Parathami

NO ITEMS YES NO COMMENTS


Pre activity:
1 The teacher greets the students when √
entering the class
2 Students greet the teacher √
3 The teacher check students‟ √
attendance list
4 The teacher check students‟ √
preparation for having class
5 Students‟ responded by rising their √
hands and giving the information of
one who absent
6 The teacher brainstorms the topic √
7 Students guess the topic that is going √
to be taught
8 Students pay attention to the teacher √
Whilst activity:
1 The researcher can manage the √
classroom
2 Good relationship with students who √
are built by the researcher
3 The researcher masters the technique √
4 The researcher masters the material √
given to the students
5 The opportunity is given to the √
students for asking or clarifying
6 Students are interest in learning daily √
conversation
7 Students are interest to the material √
8 The researcher gives explanation √
about repetition drill technique
9 Students are able to understand √
teacher‟s explanation
10 Students are able to practice some √
daily conversations
11 The researcher repeats more √
explanation detail about repetition
drill technique

12 Students are able to practice a √


conversation by using repetition drill
technique
Post activity:
1 The researcher gives complete √
instruction about repetition drill
technique
2 Students are able to present a √
conversation by using repetition drill
technique

Researcher

Indahsari Iis Parathami


APPENDIX 5 :

Students’ Result of First Cycle

Task
Student Comprehensibility Fluency Pronunciation Vocabulary Score
Completion
1 2 3 1 4 2 60
2 2 2 3 2 2 55
3 1 1 1 1 1 20
4 2 3 2 4 2 65
5 3 3 2 2 3 65
6 4 3 3 1 2 65
7 4 4 3 3 3 85
8 4 4 3 2 4 85
9 3 3 2 2 2 60
10 1 2 2 1 2 40
11 4 3 4 3 3 85
12 3 3 3 2 3 70
13 4 4 4 3 4 95
14 3 2 2 2 2 55
15 2 2 2 2 2 50
16 3 3 2 2 2 60
17 3 3 3 2 2 65
18 3 2 3 2 2 60
19 4 3 4 3 3 85
20 3 3 4 3 4 85
21 3 2 1 1 2 45
22 4 4 4 3 4 95
23 3 3 3 3 3 75
24 1 1 1 1 1 25
25 4 3 3 1 2 65
26 3 3 2 1 1 50
27 3 3 4 3 4 85
28 3 2 3 2 4 70
29 3 3 4 3 4 85
30 4 3 4 1 4 80
31 4 3 4 2 4 85
32 3 4 4 3 3 85
33 4 3 4 2 3 80
34 3 3 2 1 1 50
35 2 2 2 3 1 50
36 3 3 2 2 2 60
APPENDIX 6 :

Students’ Result of Second Cycle


Task
Student Comprehensibility Fluency Pronunciation Vocabulary Score
Completion
1 4 3 2 3 4 80
2 3 3 3 2 3 70
3 4 3 2 2 3 70
4 3 3 2 2 2 60
5 4 3 2 3 3 75
6 4 3 3 2 3 75
7 4 4 4 3 3 90
8 4 4 4 3 3 90
9 3 2 2 2 2 55
10 3 3 2 2 2 60
11 4 4 4 3 3 90
12 3 4 3 3 3 80
13 4 4 4 3 3 90
14 3 2 2 2 3 60
15 3 2 2 2 2 55
16 4 3 3 2 3 75
17 2 3 2 2 2 55
18 4 3 2 2 3 70
19 4 4 4 3 3 90
20 4 3 3 3 4 85
21 4 2 3 2 2 65
22 4 4 4 3 4 95
23 4 4 4 3 3 90
24 2 2 2 1 2 45
25 4 3 2 3 2 70
26 3 3 2 3 3 70
27 3 3 3 4 3 80
28 3 3 3 2 3 70
29 3 3 3 4 4 85
30 3 2 3 3 3 70
31 4 4 4 3 3 90
32 4 4 3 3 4 90
33 4 4 4 3 3 90
34 3 4 3 3 3 80
35 3 3 2 2 3 65
36 2 3 2 2 2 55