CHAPTER I

INTRODUCTION

A. Background of the Study

English is an international language which is used in many fields like trade.

Science, commerce, education, culture and politics, besides that a lot of books and

information media use English as a medium of communication for human

advancement in the world. Hence, Indonesian people should learn English in order

that they will never be left-behind by those of developed countries. In Indonesia,

English plays an important role of which the Indonesia learners are expected to

have the ability to read English text books and speak it. Many companies, for

instance, recently need qualified employees who can speak and write English

fluently. English is of great importance in their life.

In Indonesia, English is learned as a foreign language. It can be seen in the

2006 curriculum stating that English is determined to be one of the subjects for

SMA students, and it is thought as the first foreign language. The students learning

English take four hours in a week every semester. They study four language

components meanly: reading, writing, listening and speaking.

It can be said that the language learners must be able to form mastery of

vocabulary. It is impossible we can be a good speaker if we can not master of

vocabulary. When we have mastered vocabulary of course we can master dialogue

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well. Therefore, in this thesis, the writer would like to discuss about two aspects of

language they are; speaking and listening, or it's usually named 'dialogue’ .

Because, of the reasons of the curriculum, the writer could not do the investigation

of students ability in mastering dialogue as it be. It means that in investigating the

students ability in mastering dialogue was not orally, but he investigated the

dialogue in the written form.

Furthermore, relevant with the curriculum Senior High School, in its

introduction. It is stated that Bahasa adalah alat komunikasi antara anggota

masyarakat berupa simbol bunyi yang dihasilkan oleh alat ucap manusia”. It

means that after learning English, the students are hoped to be able to use language

as their means of communication.

It is impossible for us to master English rule and contexts quickly. Brown

(1980: 164), in this book Principle of Learning and Teaching, said that learning is

a process of which trial and error nature. The process of acquisitions of second

language tends to emphasize the learner not to transfer his native language into the

foreign language both in speaking and listening. The language learners often

transfer the phonemes, their distribution, the patterns of syllables, words, sentences

and the meaning from their native language into the foreign language. In the first

language learning, the learners pay attention to the learning of the patterns,

sentence and word patterns which permit him to build a new sentence by analogy .

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It means that the learners are expected to analyze and differentiate the elements of

the sentences that they use.

In connection with the statement above, Brown (1980: 169) stated that the

language learner always faced various problems resulting from underlying

differences between the target language. The learners often use their own systems,

which are unifications of the target language and their native language to apply

their acquisition in a target language. However, it is limited to a particular

individual. Since every language has special rules, learning language means that

the learners should know the rules of language. Hence, in learning English the

learners need to understand grammar because it enables them to understand the

very words as well as to speak and to write words and sentence of their own.

Dialogue is a part of a language which is very important in learning

language. Through dialogue the study of language can motivate us to practice it

with foreigner and through language can motivate us to master other English

components in order to make understandable our speaking.

The advantage of dialogue is that the learners are not only able to understand

the words of English but also to understand the correct English rules. It can be said

that learning dialogue can represent the learner's intentions by using the suitable

words in the sentence. Learning dialogue not only help the learner to understand

what he is doing, and allow him to make which one he should choose but also

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gives him a tool analyzing vocabulary and a grammatical for discussing.. The

principal design of English dialogue is to teach the learner to express himself

formally or informally so they can use English to the large field of science or other

subject study.

Based on the description above, the researcher wants to analyze various

aspects of English dialogue. In that case, this study will be focused on speaking.

They are classified into pronunciation, fluency, and words and grammatical. The

researcher gave the test orally to the second year students of SMA Unggulan

BPPT Al Fattah. Do they able to speak by using those components of English

(pronunciation, fluency, and words and grammatical). The researcher decides to

use interview test to each students about their daily activity and ask them to

describe themselves to the short sentence.

After doing this test, the researcher assumes that SMA Unggulan BPPT Al

Fattah students will be aware of their weakness in mastering English dialogue and

they will know the error they make in daily conversation. More ever, they will be

interested and challenged to study English with its components. It is very

important and interesting to investigate the development of the learner’s skill in

English grammar and the researcher will acquire the feed-back from her study.

4

B. The Statement of the Problem

Related to this study discussing about the Influence of the Ability in

Mastering Dialogue on the Achievement in Learning English to the Second Year

Students at SMA Unggulan BPPT Al Fattah Siman - Sekaran, the writer would

like to present the formulations of the problem , namely :

a. How is the ability in mastering the English dialogues of the second year

students at SMA Unggulan BPPT Al Fattah to the English achievement’s?

b. How is the students achievement in speaking of the second years student of

SMA Unggulan BPPT Al Fattah?

C. The Objectives of the Study

This study is to describe:

a. The ability in mastering English dialogue of the second years students of

SMA Unggulan BPPT Al Fattah.

b. To describe of achievement in speaking of the second years student of SMA

Unggulan BPPT Al Fattah.

D. The Significance of Study

a. The student will be more creative using new vocabulary, understandable

speaking with the correct grammar and good pronunciation.

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b. The teacher will know what they must do to improve student’s English

speaking achievement.

E. Limitation of the Problem

In avoiding the readers' misunderstanding, the writer would like to give

the limitation of the title It is of course that in giving the limitation of the title is

not at wholly. From the thesis entitled. The Influence of the Ability in Mastering

Dialogue on the Achievement in Learning English to the Second Year Students at

SMA Unggulan BPPT Al Fattah Siman - Sekaran, ", the writer just wants to

explain some terms related to the title. Especially those are becoming key words.

They are : Influence, Ability, Mastering Dialogue, Achievement, Learning English

at SMA Unggulan BPPT Al Fattah Siman - Sekaran,.

F. Definition of Key Term

a. Ability: Possession of the qualities required to do something; necessary skill,

competence, or power the ability to cope with a problem

(http://www.thefreedictionary.com/achievemen)

b. Achievement : Something that has been accomplished, esp by hard work,

ability, or heroism (http://www.thefreedictionary.com/achievemen)

c. Dialogue: A conversation between two or more people.

(http://www.thefreedictionary.com/achievement.

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CHAPTER II

REVIEW OF RELATED LITERATURE

To conduct this study, the researcher would like to include some appropriate

theories by reviewing and discussing Dialogue ability, definition of Dialogue,

definition of dialogue ability, the importance of dialogue, definition of dialogue,

and definitions of teaching, teaching dialogue, speaking skil, speaking and

communicative approach.

A. Dialogue Ability

a. Definition of Dialogue

Dialogue is a crucial part of second language learning and teaching. Despite

its importance, for many years teaching speaking has been undervalued and

English language teacher have continued to teach speaking just as a repetition of

drill or memorization of dialogue. However, today’s world requires that the goal of

teaching speaking should improve students’ communicative skills, because only in

that way, students can express themselves and learn how to follow the social and

cultural rules appropriate in each communicative circumstance.

According to Tarigan (1985:15) in Al-Qodar (2007:6) speaking is ability to

speech sound of articulation or words to express, sharing the opinion idea and

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feeling. It means that speaking is not only to say sound or words. Speaking is one

of way to communicate ideas.

Brown (2001) in Ghofur (2009:7) proposes sixteen micro skills for

speaking . They are (1) produce chunks of language of different lengths, (2) orally

produce differences among the English phonemes and allophonic variants, (3)

produce English stress patterns, words in stressed and unstressed positions,

rhythmic structure and into national contours, (4) produce reduced forms of words

and phrases, (5) use an adequate number of lexical units (words) in order to

accomplish pragmatic purposes, (6) produce fluent speech at different rates of

delivery, (7) monitor your own oral production and use various strategic devices-

pauses, fillers, self-corrections, backtracking-to enhance the clarity of the message,

(8) use the grammatical word classes (noun, verb, etc), system (e.g.) tense,

agreement, pluralization), word order, patterns, rules and elliptical form, (9)

produce speech in natural constituents-in appropriate phrases, pause groups, breath

groups and sentence, (10) express a particular meaning in different grammatical

forms, (11) use cohesive devices in spoken discourse, (12) accomplish

appropriately communicative functions according to situations, participants and

goals (13) use appropriate registers, implicate, pragmatic conversation and other

sociolinguistic features in face to face conversations, (14) convey links and

connections between events and communicate such relations as main idea,

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supporting idea, new information, given information, generalization and

exemplification, (15) use facial features, kinesics, body language and other

nonverbal cues along with verbal language to convey meanings, and (16) develop

and use a battery of speaking strategy, such as emphasizing key words, rephrasing,

providing a context for interpreting the meaning of words, appealing for help and

accurately assessing how well your interlocutor is understanding you.

b. Definition of Dialogue Ability

The words of ability have some definitions ad differences meaning from one

to another. They depend on the writer. According to Pei (1971:2) in Khoiriyah

(2006:7).

“Ability is the state of condition of being able, attitude, competence,

capability, power to do something, whether physical, metal and legal, talent or

acquired proficiencies, power of the mind, metal gift to endowments”.

From the statement above the writer cab conclude that the first; Ability is

potential of capability to explore their knowledge in doing a test that is given.

Second, ability is the skill power to do something that can show by the students

score gotten from the test.

Dialogue or speaking ability is the ability to talk with other people by using

the right vocabularies and understandable.

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Dialogue or speaking ability in term of theory cal and practical doing of the

speaker is “the speaker ability to interact with the hearer in the correct situation by

using his knowledge which is expositive in brain where he communicative

comprehend the idea oh the conversation and able to produce and performance or

sentence grammatically ( Clark and Clark 1977:30) in the internet

(http://antomanihuruk.blogspot.com/2010/04/abstract.html - 137k - similar pages).

English dialogue ability is an ability of someone to speak, to communicate,

to express idea and feeling in English as foreign language.

In short, it could be concluded that dialogue ability was very important for

everyone since it allowed him or her to learn everything that wanted to learn. In

addition, it gave a chance to find a certain occupation.

B. The Importance of Dialogue

Dialogue is ‘’ the process of building and sharing meaning through the use

of verbal and non-verbal symbols, in variety of contexts’’ (Chaney, 1998, p.13)

dialogue is a crucial part of second language learning and teaching, Despite its

importance, for many years, teaching dialogue has been undervalued and English

language teachers have continued to teach dialogue just as a repetition of teaching,

dialogue skill should improves students. Communicative skill because only in that

way. Students can express themselves and learn how to follow the social and

10

cultural rules appropriate in each communicative circumstance. In order to teach

second language learners how to speak in the best way possible, some speaking

activities are provided below, that can be applied to ESL and EFL classroom

settings, together with suggestions for teachers who teach oral language.

If students want to be able to use English dialogue fluently, they need to be

able pronounce phonemes correctly, use appropriate stress and intonation parents

and speak in connected speech. But there is more to it than that. Speakers of

English –especially where it is a second language-will have to be able to speak in a

rage of different genres and situations, and they will have to be able to use a range

of conversational and conversational repair strategies. They will need to be able to

survive in typical functional exchanges, too.

Getting students to speak in class can sometimes be extremely easy. In a

good class atmosphere, a student who gets on with each other and who’s English is

at an appropriate level will often participate freely and enthusiastically if we give

them a suitable topic and task. However, at other times it is not so easy to get

students going. Maybe the class mix is not quite right. Perhaps we have not chosen

the right kind of topic sometimes it is the organization of the task which is at fault.

But a problem that occurs more often than any of the natural reluctance of some

students to speak and to take parts in such situations the role (s) that teachers play

will be crucial.

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Many of the classroom dialogue activites which are currently in use fall at or

near the communicative end of the communication continuum. There are a number

of widely used categories of speaking activity.

C. Definition of Teaching

Here are definitions of teaching, those are:

a. Teaching is one of the means by which educations is often achieves (if it

is) and education is a common purpose of teaching. (Carr.1996)

b. Teaching is telling, knowledge is fact and learning is recall,

(Christensen:1992)

c. Teaching is supporting adults with little English and little formal

education in their efforts to understand and use English in its many forms,

in a variety of contexts. .. (Wriegly anf Guth:1992)

d. A teacher is defined as person whose professional activity involves the

transmission of knowledge, attitudes, and skills that are stipulated in a

formal curriculum to the students enrolled in an educational programmed.

(CERI:200)

e. A highly qualified teacher is a defined as one who holds bachelor’s

degree, has full state certification and has demonstrated subject area

competence in each subject taught. (Sanders:2004) .

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D. Teaching Dialogue

English dialogue is the main of many adult learners. Their personalities

play a main role in determining how quickly and correctly the will accomplish this

goal. Those who are risk-takers unafraid of making mistakes will generally be

more talkative, but with many errors that could became hard-to-break habits. Shy

students may take a long time to speak confidently. It’s a master of quantity vs.,

quality, and nether approach is wrong. However, if the aim of speaking is

communication and that does not require perfect English. Then it makes sense to

encourage quantity in your classroom, break the silence and get students

communicating with whatever English they can use, correct or not, and selectively

address error that block communication.

Conversation lessons often tie in pronunciation and grammars (discussed

elsewhere in this guide) which are necessary for effective oral communication or a

grammar or reading lesson may incorporate a speaking activity. Either way, your

students will need some preparation before the speaking task. This includes

introducing the topic and providing a model of the speech they are to produce. A

model may not apply to discussion-type activates, in which case students will need

clear and specific instruction about the task to be accomplished. Then the students

will practice with the actual speaking activity.

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These activities may include imitating (repeating), answering verbal cause,

interactive conversation, or an oral presentation. Most speaking inherently practice

listening skill as well, such as when one students is given a simple drawing and

sits behind another students. Facing away the first must give instructions to the

second to reproduce the drawing. The second student asks questions to clarify

unclear instruction, and neither can look at each other’s page during the activity.

Information gaps are also commonly used for speaking practice, as are surveys,

discussions, and role-plays. Speaking activities abound; see the A civet as and

further resources sections of this guide for ideas.

As much as possible, the content sound is practical and usable in real-life

situations. Avoid too much new vocabulary or grammar, and focus on speaking

with the language the students have.

According to the Jeremy Harmer (1988). There are three main reasons for

getting students to speak in the classroom. Firstly, speaking activities provide

rehearsal opportunities-chances to real-life speaking in the safety of classroom.

Secondly, speaking tasks in which students try to use any or all of the languages

they know provide feedback for both teacher and students. Everyone can see how

well they are doing: both how successful they are, and also what language

problems they are experiencing. (This is a good reason for boomerang lessons,)

and finally, the more students have opportunities to activate the various elements

14

of language they have stored in their brains. The more autonomic their use of these

elements became. As a result, students gradually became autonomous language

users.This means that they will be able to use words and phrases fluently without

very much conscious thought.

Good speaking activities can and should be extremely engaging for the

students. If they are all participating fully-and if the teacher has set up the activity

properly and can then give sympathetic and useful feedback-they will get

tremendous satisfaction from it.

a. How to teach dialogue

Learning English has predominantly taken center stage due to the need of

non-English speaking people to cope with the demand of globalization. We now

see flock of students going to English speaking nations like the united states,

united kingdom and Australia to study the language as well an increase demands

of Asian countries for ESL teachers. In this light , teachers have now the burden

of various ways to increase proficiency on the language of their students and

develop their listing, speaking .reading and writing skills relative to English

grammars and vocabularies,

One of the medium that ESL teacher uses is the utilization of music or songs

to increase students. Literatures attest to the ability of human to pick up new

knowledge more quickly when it is contained in a song with appealing rhythm and

15

theme. Introducing songs into classroom instruction signification change the

routine and provide students with better appreciation of the language through

learning sentence pattern, stress and proper intonations of and grammar usage.

Now many linguistics and ESL teachers agree on the students learn to speak

in the second language by’ interacting’ communicative language teaching and

collaborative learning serve best for this aim. Communicative language teaching is

based on real-life situations that require communication. By using this method in

ESL Classes, students will have the opportunity of communicating whit each other

in the target language. In brief, communication, authentic activities, and

meaningful tasks that promotes oral language. This can occur when students

collaborate in groups to achieve a goal or to complete a takes.

Teaching speaking is a very important part of second language learning. The

ability to communicate in a second language clearly and efficiently to the success

of the learner in school and success later in every phase of life Therefore, it is

essential that language teachers pay great attention to teaching speaking. Rather

than leading students to pure memorization, providing a rich environment where

meaningful communication takes place is desired. Whit this aim, various speaking

activities such as those listed above can contribute a great deal to students in

developing basic interactive skills necessary for life, these activities make students

16

more in the learning process and at the same time make there more meaningful and

fun for them.

When we think about it, a ‘’speaking’’ class and a ‘’conversation’’ class

aren’t really the same thing. Although we often casually interchange these terms I

was somewhat uncomfortable though much of my initial spin though how to teach

speaking because I was expecting a ‘’how to conversation’’ book. And because

Thornberry’s presentation is rater different than we have experienced in Jeremy

harmer’s series opener how to teach English and other major series in basic

teacher training, like David nunan’s practical English language reaching and

Kathy bailey’s fraction English

The opening chapter deal with speaking generalities, used the first language

convex, in the same way that language acquisition is often taught by firs

examining what happens in the L1.The problem here attacking the problem, in this

way. A more expansive introductory chapter, or some indication on the back cove,

describing this formwork.

E. Speaking Skill

Speaking is the productive skill in the oral mode. It, like the other skill, is

more complicated than it seems at first and involves more than just pronouncing

words.

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It is thinking of what one wishes to say, choosing the right words from our

vocabulary, putting the words in the proper grammatical framework,

communicating the feeling we have, and so on. Speaking is producing movements:

movements of the rib cage, the vocal cords and the mouth. (Anne, 2009)

There are three kinds of speaking situations in which we find out ourselves:

a. Interactive, include face to face conversations and telephone calls, in which

we are alternately speaking and speaking, and in which we have a chance to

ask for clarification, repetition, or slower speech from our conversation

partner.

b. Partially interactive, such as when giving a speech to a live audience, where

the convention is that the audience does not interrupt the speech. The speaker

nevertheless can see the audience and judge from the expressions on their

faces and body language whether or not he or she is being understood.

c. Non – interactive, such as when recording a speech for a radio broadcast

Some of the micro-skills involved in speaking. The speaker has to:

a. Pronounce the distinctive sounds of a language clearly enough so that people

can distinguish them. This includes making tonal distinctions.

b. Use stress and rhythmic patterns, and intonation patterns of the language

clearly enough so that people can understand what is said.

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c. Use the correct forms of words, this may mean, for example, changes in tense,

case or gender.

d. Put words together in correct word order.

e. Use vocabulary appropriately.

f. Use the register or language variety that is appropriate to the situation and the

relationship to the conversation partner.

g. Make clear to the listener the main sentence constituents, such as subject,

verb, object, by whatever means the language uses.

h. Make the main ideas stand out from supporting ideas information.

i. Make the discourse hang together so that people can follow what you are

saying.

F. Communicative Approach

The writer tries to teach speaking by using communicative approach. It

aims to enable student to read and appreciate foreign language. The

communicative method to the teaching of foreign languages also known as

communicative language teaching or the communicative approach emphasize

learning a language through genuine communication. Learning a new language is

easier and more enjoyable when it is truly meaningful.

19

Communicative language teaching is an approach to the teaching of second

and foreign languages that emphasize interaction as both the means and the

ultimate goal of learning a language.

The communicative approach is a flexible method rather than a rigorously

defined set of teaching practices. It can best be defined with a list of general

principles. In communicative language teaching expert Nunan (1991),lists these

five basic characteristics:

a. An emphasize on learning to communicate through interaction in the target

language.

b. The introduction of authentic texts into the learning situation.

c. The provision of opportunities for learners to focus, not only on language but

also on the learning process itself.

d. An enhancement of the learner’s own personal experiences as important

contributing elements to classroom learning.

e. An attempt to link classroom language learning with language activities outside

the classroom.

Dialogue or speaking is one of important skill besides other English

components. By mastering dialogue we can understand what the speakers said,

formally or informally. There are some ways to improve English dialogue

achievement:

20

1. Pra-communicative activities, and

2. Communicative activities.

a. Pra-communicative Activities.

Pra-communicative is the communication which hasn't been able to be

called true communicative communication, because there hasn't an element that is

needed in order that the communication is able to be called an appropriate and

natural communication, that is there is not an information gap.

The activities are the presentations in :

a. Technique of Dialogue.

That is to memorize sentences in the dialogue form, and to dramatize

sentences fluently before drilling with structural-drill and vocabulary. The use

of this method is to improve the fluency of pronouncing words or sentences,

and to avoid the afraidness in pronouncing.

b. Dialogue with picture ( for the SLTP levels ).

The teacher brings pictures shown to the students by asking the name of the

pictures one by one.

e.g. : Teacher : “ What is this ? “Students : “That's a book “. Etc

c. Guided dialogue.

The teacher drills students in the question and answer forms in the purpose

language .

21

e.g. : Teacher : "Are you going to………this morning?"Ss : " Yes, I am ". or " No, I am not "

d. Dramatitation of an activity.

For example the teacher is running, smilling, etc., then asks the students :

“What am I doing ?” students answer : " You're running " etc.

e. Picture in profession.

For example : A doctor in his uniform ( white etc )A teacher in front of black board, etc.

Then the teacher asks : “What is he / she ?”

Students answer : " He / she is a doctor " etc.

f. Dialogue with picture.

For example, the picture in point (e). The teacher shows the picture detailly,

then asks the students.

e.g. : Teacher : " What is the doctor wearing ? ".Ss. : " A white coat "," A pair of glasses".

g. Question-answer technique.

The teacher chooses the basic material of the lessons includes structure and

vocabulary. For example the teacher has taught the ‘Past tense’ form of

English and vocabulary, the make a dialogue :

Teacher : " What did you do this morning at 07.00 ? " Students : " I went by bus to school "

22

h. Completing sentences, paragraph or short story. The teacher presents

uncomplete sentences, then the students are asked to complete them.

e.g. : My sister likes going to the movies, but my

brother…………………….. ( does not like it, or likes playing soccer )

During this activities is done, the teacher has to master the condition in

conducting it.

The main goals which will be gainned of this stage are :

1. Students are involved in every drill orally, and

2. Students begin to have braveness to open their mouth to speak though they

haven't express their own ideas.

2. Communicative Activities.

On this stage, the teacher begins to enless his role in speaking in front

of the class, while students begin to play role in class to speak. The activities

of this stage are :

a. Community Language Learning ( CLL ) method.

The teacher divides the students into groups, each , group has a leader.

Students exchange to speak something and then continue in the group, so that

the communication will become a complete story. The conversation is

recorded on a tape recorder, and replays then. After all, the teacher discusse

23

about the conversation with the students. In this case the teacher's role is to

controle the activities :

giving answers, suggestions, or even translations when the students get

difficulties.

b. Giving assignment to the students.

The teacher can give students a role to be played. For example; If the student

becomes a teacher, and the other student as his student. Then, they are asked

to play those roles, teacher and student.

This role play can be varied fit to the level of the students.

c. Social formulas and dialogues.

What is meant by the Social formulas is the presentation of social formulas

which are needed in communication ( social communication ), for example ;

greeting, leaving, introducing someone, Excusing, expressing emotion of

angrying, sad, disappointed, happy, satisfy, and so on.

d. Community-oriented assignment.

The students are asked to make communication with the native speakers. This

activity is could be conducted in places where many native speakers stay in.

For example: in a state embassy ( foreign embassy ), state

offices, and so on. If those places are impossible to

24

get, the teacher can ask students to become tourist

guide, translators, etc.

e. Problem solving activities.

The students are asked to solve problems that are made by the teacher. To

support this activities, the teacher can play a role in it. For instance, the

teacher make a topics of "Climbing a mountain". The teacher divides the

students into groups, each group should discusses about the mountain

climbing, what are needed to overcome this problem, what should be prepared

to climb a mount. The teacher can also give suggestion, answer, and so on,

when they need.

To complete the explanation above, it is better for the writer to makes

conclusions related to the activities in teaching students conversation

( speaking ). According to Finacchiaro and Brumfit says that the activities

that can be conducted in teaching students speaking, as follows :

1. Making question-answer or dialogue in classroom.

2. Giving guides are used in classroom.

3. Using "Gouin series". Asking students to play role in complete sentences of

the realistics context.

4. Asking students to prepare the original sentences based on communicative

terms, structures, or notions which have been discussed

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CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This study used classroom action research that involves a group of

students. Action research has been described as an informal, qualitative,

formative, subjective, interpretive, reflective and experiential model of inquiry in

which all individuals involved in the study know and contributing participant’s

action research has the primary intent of providing a framework for qualitative

investigations by the teachers and researchers in complex working classroom

situations.

It is a particular strategy for accelerating and enhancing kind of

development, with special reverence to learning teaching. It is done systematically

by collecting data on every day practice and analyzing it in order to get some

decision what your future practice should. Research is concerned with trying to

improve one specific point in a teacher’s technique in a particular classroom using

empirical measurement.

Teacher –initiated classroom research which seeks to increase the teacher’s

understanding of classroom teaching and learning and to bring about

improvements in classroom practices. Action research typically involves small –

scale investigate projects in the teacher’s own classroom

26

Based on the definitions above, it can be drawn some points of the

characteristics of action as follow:

a. Action research always arises from specific problem.

b. The goal of action research is to improve the quality of the education.

c. Action research can undertake by collaborative or individual.

d. The validity is determined by the result in overcoming the problem.

According to Tuchman, Dr. Zainal Arifin(2009:149)the design of classroom action

research has four steps. They are planning, acting, observing, reflecting. Those

components will describe at the following scheme:

Figure 3.1 Zainal arifin (2001:149)

27

Planning Planning

Reflection

Action Action

Reflection

Conclusion

First cycle Second cycle

1. Planning is everything related to plan the use of software and hardware

needed in the action.

2. Acting is application of the plan the classroom.

3. Observing is the observing of activities when the students get a treatment.

4. Reflection is a phase when the researcher reflects the result of the treatment.

B. Subject of the Research

The research population of this study is the students of the second years

student of SMA Unggulan BPPT Al Fattah Siman – Sekaran - Lamongan , it

consists of 45 students, 22 male and 23 female with variation competence.

C. Instrument Data Collecting Technique

a. Test

The evaluation activity is intended to measure students’ achievement of

the instruction goal. In the thesis the researcher uses test items. To know the

ability of the students’ Arikunto (2006:150)

b. Questionnaire

According to Arifin Zainal (2001:97) Questionnaire is a set of

questions that has been specially formulated as a means of collecting

information on a specified subject or theme. In giving the questionnaire, the

28

researcher wrote in Indonesia; in order to the students understand. The

respondents are expected to choose the suitable answer according to their own

information

c. Field note

According to arikunto (2006:157) the writer analyzes field not during

the teaching and learning process in the classroom action research, then

interprets the file note result.

d. Observation

According to Syaifudin Zuhri (2001:215) Observation is an activity of

sapient or sentient living begins (e.g. human), which sense and assimilates

knowledge of phenomenon in its framework of previous knowledge an idea it

means that observation is observing of study object systematically to support

the action research.

D. Data Collecting Technique

In this study, the data collecting technique

a. Observation

The observation method used to collect the data concerning class’s

activities during the pra-comunicative activities and communicative activities

being applied and the researcher finding out the reactions, response and

29

phenomena that may appear in discussion method of the students in the

classroom.

b. Field note

The waiter use field not to record all the students’ activities during

teaching and learning process using pair taping technique

c. Questionnaire

The questionnaire used in this study is structured questionnaire. The

alternative answer of the questionnaire had been prepared, and the respondents

(students) are only expected to give the check on the answer sheet. And the

questionnaire arranged on the basic of the research problem.

In this study there were twenty questions of questionnaires and the

questionnaires that given to the students related to study speaking English by

English songs through the aspect below.

1. Opinion about the English lesson (questionnaire item 1-4)

2. Opinion toward the English material lesson (questionnaire item 5-7)

3. The teacher role in the application of the teaching English (questionnaire

item 8-10)

4. The general evaluation (questionnaire item 11-15)

30

d. Test

This test is as an evaluation for students in order to know the students

complete in understanding the lesson meanwhile this test is also done to know

the effective and to evaluate the teacher’s result is applying the method.

E. Research Procedure

Classroom action research is carried out more than cycles to get the accurate

data.

Before beginning of the research, the writer gives pre-questioner to the

students. It is to know how far the students’ ability in speaking. It is very

important to ensure the writer about the problems that are faced by the students.

I. Cycle I

a. Planning

The activation will be done I planning are:

1. Identifying the problem

2. Choosing the material

3. Making the instrument

b. Acting

31

Acting is the application of the planning in the classroom. In this case the

writer applies pra communicative activities and communicative activities.

Here are the materials that used in pra communicative activities :

Technique of Dialogue.

That is to memorize sentences in the dialogue form, and to dramatize

sentences fluently before drilling with structural-drill and vocabulary.

Dialogue with picture.

The teacher brings pictures shown to the students by asking the name

of the pictures one by one.

Guided dialogue.

The teacher drills students in the question and answer forms in the

purpose language .

Dramatitation of an activity.

For example the teacher is running, smilling, etc., then asks the

students : “What am I doing ?” students answer : " You're running "

etc.

Picture in profession.

For example : A doctor in his uniform ( white etc )

A teacher in front of black board, etc.

Then the teacher asks : “What is he / she ?”Students answer : " He / she is a doctor " etc

32

Dialogue with picture.

For example, the picture in point (e). The teacher shows the picture

detailly, then asks the students.

e.g. : Teacher : " What is the doctor wearing ? ".Ss. : " A white coat "," A pair of glasses".

Question-answer technique.

The teacher chooses the basic material of the lessons includes structure

and vocabulary. For example the teacher has taught the ‘Past tense’

form of English and vocabulary, the make a dialogue

Completing sentences, paragraph or short story. The teacher presents

uncomplete sentences, then the students are asked to complete them.

Below are the techniques that the writer uses in communicative

activities:

Community Language Learning ( CLL ) method.

The teacher divides the students into groups, each , group has a leader.

Students exchange to speak something and then continue in the group,

so that the communication will become a complete story. The

conversation is recorded on a tape recorder, and replays then. After all,

the teacher discusse about the conversation with the students.

33

Giving assignment to the students.

The teacher can give students a role to be played. For example; If the

student becomes a teacher, and the other student as his student. Then,

they are asked to play those roles, teacher and student.

Social formulas and dialogues.

What is meant by the Social formulas is the presentation of social

formulas which are needed in communication (social communication),

for example ; greeting, leaving, introducing someone, Excusing,

expressing emotion of angrying, sad, disappointed, happy, satisfy, and

so on.

Community-oriented assignment.

The students are asked to make communication with the native

speakers. This activity is could be conducted in places where many

native speakers stay in.

Problem solving activities.

The students are asked to solve problems that are made by the teacher.

To support this activities, the teacher can play a role in it.

34

c. Observing

The writer will observe the teaching learning process; record student’s

activities and the condition progress; take a knot of some notification about the

weakness and the advantages even the student’s progress and the teacher provides

feedback on student’s participation in the activity and on the language is used

during the activity.

d. Reflecting

In this phase, the writer makes evaluation about the action and the

observation result has been done identifies some reflection for next progress.

Cycle II

The writer makes again some evaluation, correction and improvement as

the writer does in the first cycle. In this phase, the writer will make some steps as

the cycle I.

a. Re-Planning

1. Identifying the problem

2. Learning plan

3. Choosing the material

4. Making the instrument

35

b. Re-Acting

The acting in this cycle is matching as the fist cycle. The performance has a

little different with the first cycle the teacher tries to less the guidance to the

students in practice the dialogue With same procedures like first cycle in order

that the students do the activities by make little dialogue with their friends.

c. Re-Observing

Observing is the monitoring of the teaching learning process and the students

activities in the classroom. The writer will do as the first cycle.

d. Re-Reflecting

The writer makes evaluation about the action and the observation results have

been done. In addition, the writer decides some reflections for next cycle if it

needs some improvements.

3.6. Procedure of Data Analysis

Some people have used analytic scale (Academic aspect/ Psychomotor and

Non-Academic Aspect/ Effectiveness). According to Safari in his book "Evaluasi

Pembelajaran" in this thesis.

36

Table 3.1 Academic Aspect / Psychomotor

No. Category and Criteria Skor

1 Fluency- fluent in give information

- quite fluent in give information

- less fluent in give information

30

20

10

2 Pronunciation

- appropriate in choise word and language pronouncing

- quite appropriate in choise word and language pronouncing

- less quite appropriate in choise word and language pronouncing

20

15

53 Performance

- Performance is natural and confidence

- Performance is not maximal because they are nervous

- Performance is bad because they are not confidence

15

10

5

4 Grammar

- Grammar covered in class was used to communicate effectively

- A few minor difficulties arose from not using the grammar

20

15

37

studied in class.

- Grammatical errors led to many minor difficulties or one major

breakdown in communication5

Score maximal 100

Score maximum: 85Value = Score was gotten x 100

Students

38

Table 3.2 Non-Academic Aspect / effectiveness

No Category and Criteria Point Skor

1 Cooperative

- Very cooperative

- Cooperative

- Seldom cooperative

- Difficult to cooperation with friends and the

teacher

- Tidak kooperatif

5

4

3

2

1

25

2 Initiative

- Very initiative

- Initiative

- Seldom initiative

- Difficult to initiative with the material

- Nothing initiative

5

4

3

2

1

25

3 Attention

- Very attention 5

25

39

- Attention

- Seldom attention

- Difficult to attention in the material

- Nothing attention

4

3

2

14 Interactive

- Very interactive

- Interactive

- Seldome interactive

- Difficult to interaction with friends

- Nothing interactive

5

4

3

2

1

25

Score maximal 100

Score maximum: 100Value = Score was gotten x 100

Students

40

1. 85 100 Excellent

2. 70 84 Good

3. 55 69 Fair

4. 40 54 Unsatisfied

5. 0 39 Very low

41

CHAPTER IV

RESEARCH FINDING

A. The Result of Teaching and Learning Process

Teaching learning process the writer get the results by observation, before

teaching learning a teacher should make preparation that is called unit lesson.

Teacher should prepare what he or she is going to present when writing the unit

lesson the teachers have to express the objectives or goals of their teaching first. A

parting from preparing the material they should decide the technique too. Which

they are going to present them the object of the unit lesson here is the presentation

of teaching dialogue to second years of SMA Unggulan BPPT Al Fattah.

Teaching speaking through pra communicative and communicative approach is

not a new and it may be not be strange to be heard by a teaching students. The

writer trice to present this topic as clear as possible and effort undeviating from

the syllabus from issues by the department of education and cultural the is two

phase for the waiter carries out of this teaching speaking through pra

communicative and communicative approach by using itself. They are listening

activities and speaking activities.

B. Cycles Description

All the data were collected from all the cycles; it would be presented by the

new method that could change the students’ thinking in English, especially in

42

speaking English. The teacher motivated the students that speaking was very

interesting through twenty questions.

Cycle I

a) Planning

In the first cycle the researcher had two meeting and each meeting had 60

minutes. The activities done in points were:

1. Identifying the problem

In this case, the problems found were the students’ lazy practice speaking in

English regularly, so they thought that speaking English was very difficult for

them. Some of them did not have good pronunciation and performance in

speaking English.

2. Choosing the material

In this phase, the teacher choose pra communicative the approach, it’s

include: Technique of Dialogue, Dialogue with picture, Guided dialogue, the

material used was a simple dialog about something around the school, like rooms,

persons, and things.

b) Acting

1. First meeting

a. Technique of Dialogue.

43

That is to memorize sentences in the dialogue form, and to dramatize sentences

fluently before drilling with structural-drill and vocabulary. The use of this

method is to improve the fluency of pronouncing words or sentences, and to

avoid the afraidness in pronouncing.

b. Dialogue with picture

The teacher brings pictures shown to the students by asking the name of the

pictures one by one.

c. Guided dialogue.

The teacher drills students in the question and answer forms in the purpose

language .

d. Dramatitation of an activity.

For example the teacher is running, smilling, etc., then asks the students :

“What am I doing ?” students answer : " You're running " etc.

e. Picture in profession.

In these activities the students asked to guess what are the people doing in the

picture.

2. Second meeting

a. Dialogue with picture.

For example, the picture in point (e). The teacher shows the picture detailly, then

asks the students.

44

b. Question-answer technique.

The teacher chooses the basic material of the lessons includes structure and

vocabulary.

c. Completing sentences, paragraph or short story.

The teacher presents uncomplete sentences, then the students are asked to

complete them.

In the first action, the teacher explained what they must do in dialogue.

What mustn’t they do in dialogue. They are divided in four groups to make easy

the teacher check them and to identify their dialogue. They free use their dialogue

ability by using the technique approach above. They may ask anything if they got

trouble during activities.

c) Observation

Observation was done during the teaching and learning process in the

classroom. The writer observed and made same notification during the teaching

learning process. The teacher and collaborator recorded the achievement of the

students both in psychomotor (academic) aspect and affective (non academic)

aspects. Academic aspects involved cooperative. Initiative, interest, and

interactive.

Based on the observation result, the teacher could conclude that the ability

of students to speak and do the dialogue using pra communicative approach was

45

still low. Some of them didn’t speak and had initiative to ask. Consequently, it

needed more time and only happened in one round.

The result of student’s achievement bout academic and non academic can

be summarized as follows:

Table 4.1

The result of first cycleSchool :SMA Unggulan BPPT Al Fattah

Class: second yearsCycle :1

Aspect Mean

Academic 50

Non academic 45

1st cycle 2nd cycle42

44

46

48

50

academic

non academic

Graphic 4.1 mean of student’s achievement result of first cycleThe value on the table and the graphic shown above were the result of

middle test after doing activities on the first cycle. It shows us how far the

students master the material have been given to the tutor.

46

The teacher and collaborator also made the field note. They were as

follows:

1. Students were noisy (1st and 2nd meeting )

2. Students have difficulty in vocabulary (1st meeting )

3. Students not active to ask (1st and 2nd meeting )

4. Students were not fluently in speaking (1st and 2nd meeting )

5. Students didn’t have good pronunciation and performance ( 1st and 2nd

meeting)

d) Reflecting

During the teaching learning activity, the students didn’t look joyful. They

looked confused to fill the point paper and didn’t have ideas to ask and guess what

the question master was teaching of. Consequent in the class wasn’t alive and the

students were talking each other. It could be said that there were many serious

problems in the first cycle that had to be solved. In order word the target had to be

solved. In other word the target had not been treatment had to go on the next step.

Cycle II

a) Planning

For the first cycle, the teacher had some notes during the teaching learning

process. It was still no successful. Thus, reflecting in the next step would be held

in the score cycle as well as possible. The performance had a little different with

47

the first cycle. The teacher tried use the communicative approach activities. This

cycle held 60 minutes and had 2 meeting. The activities done in these points were:

a. Identifying the problem

In this case, the problems found were the students had difficult in

vocabularies, some of them were not active in teaching learning activity and also

didn’t good pronunciation and performance in speaking English.

b. Making lesson plan

In order to make to teaching learning process successfully, it was needed to

make the syllabus and lesson plan it could be seen in appendix

c. Choosing the material

In this phase, the teacher chose the communicative approach. It focuses on

increasing dialogue skill through giving the material that needs special speaking

skill.

b). Acting

1. First meeting

a. Community Language learning method.

The teacher divides the students into groups, each , group has a leader.

Students exchange to speak something and then continue in the group, so that

the communication will become a complete story. The conversation is

recorded on a tape recorder, and replays then. After all, the teacher discuss

48

about the conversation with the students. In this case the teacher's role is to

controle the activities :

giving answers, suggestions, or even translations when the students get

difficulties.

b. Giving assignment

The teacher can give students a role to be played. For example; If the student

becomes a teacher, and the other student as his student. Then, they are asked to

play those roles, teacher and student.

This role play can be varied fit to the level of the students.

2. Second meeting

a. Social formulas and dialogue

What is meant by the Social formulas is the presentation of social formulas

which are needed in communication ( social communication ), for example ;

greeting, leaving, introducing someone, Excusing, expressing emotion of

angrying, sad, disappointed, happy, satisfy, and so on.

b. Community oriented

The students are asked to make communication with the native speakers. This

activity is could be conducted in places where many native speakers stay in.

For example: in a state embassy (foreign embassy), state

offices, and so on. If those places are impossible to

49

get, the teacher can ask students to become tourist

guide, translators, etc.

c. Problem solving

The students are asked to solve problems that are made by the teacher. To

support this activities, the teacher can play a role in it. For instance, the teacher

make a topics of "Climbing a mountain". The teacher divides the students into

groups, each group should discusses about the mountain climbing, what are

needed to overcome this problem, what should be prepared to climb a mount.

The teacher can also give suggestion, answer, and so on, when they need.

c). Observation

From the observation result, the teaching learning process was more

effective than previous cycle. Most of the students understood the material given

and could implicate into the assignment. Consequently, they were active in the

class. They could explore their ideas, had initiative to ask, and could answer the

entire question from the teacher. But there were some students who didn’t have

good performance in speaking. In order words, there was no serious problem in

teaching learning activity. The result of second cycle can be summarized as

follows:

50

Table 4.2 The result of second cycle

School: SMA Unggulan BPPT Al FattahClass: second years

Cycle:1

Aspect Mean

Academic 62.5

Non academic 61.4

1st cycle

2nd cycle

0

10

20

30

40

50

60

academic

non academic

Graphic 4.2 mean of students’ achievement result of second cycle

The value on the table and the graphic above were the result of the

final test. It is conducted from the academic value and non academic value.

They got test after doing the second cycle and the final test result some of

them got average value 62,5 on academic and non academic they got 61,4.

51

The teacher and collaborator also made the field note. They were as

follows:

1. Students enjoyed the lesson (1st and 2nd meeting)

2. Students worked well and activity to ask and only few students were passive

(1st and 2nd meeting)

3. Students spoke fluently and only few students didn’t have good

pronunciation and performance. (1st and 2nd meeting)

4. The class situation was more alive.

d). Reflecting

Based on the reelection were done, the teacher found some students who

had bad performance in speaking. Some of them were still shy and were not brave

to speak aloud. But all of them enjoyed when they study. They were very active in

the class. They could explore their ideas to ask and made a conclusion what the

question master was thinking of than previous cycle. After looking the process

and result of students’ achievement, the teacher considered that the study

increased than before although the target of speaking skill had been reached.

e). Discussion

The writer explained all the cycle above so the researcher wants to make

the summary of result as the following.

52

1. Progress report.

Table 4.3

Students’ achievement result

No Aspect 1st cycle 2st cycle

Mean Mean

1 Psychomotor/academic 50 76, 8

2 Affective/non academic 45 77, 8

1st cycle

2nd cycle

0

10

20

30

40

50

60

academic

non academic

Graphic 4.3 Mean of Students’ Achievement Result

From the graphic above can be concluded that there are the progresses of

student’s achievement during the cycles be done. Those score on the table taken

from the final test, it was included dialogue test and their performance during

doing the activities in the teaching and learning process.

53

a. First cycle

In this cycle, the student’s score was still low and the target hadn’t been

reached. There were some serious problems. There were some students didn’t

speak and had no initiative to ask. Consequently, it spent more time and only

happened in one round. The presentations were still dominant by the students who

active more. Some students were still confused by the English dialogue, so they

became noisy during the lesson and when they in discussion.

b. Second cycle

In the second cycle, the students’ score had been progressed although there

were some students could not progress their dialogue achievement. Most of the

students understood the technique approach that has been given by teacher

therefore they could increase their performance in speaking and their ability in

dialogue increase.

C. The General Evaluation

In the table above, there is general evaluation on the application of pra

communicative and communicative activities. It reveals that all of the students

(100%) say it help them communicate with their friends when having

conversation. In these methods, gives them opportunities to express them freely by

using their own utterances based in the material. This method motivates the

54

students to participate in the activity. Most of the students state that there are

motivated because the method gives them a great deal chance to speak English

correctly, this method also encourage them to practice their speaking ability

because the students have to create their own utterances based on the material

given. A great number and all of the students agree that there is a significance

improvement in their speaking ability.

D. Interpretation of the result

The students think that this method is very interesting; the reason is that it

gives them the freedom to express their ability. And the method is very easy to be

conducted because it needs a small group of the students. The other reason is the

students should know about the method because this method one ways of training

them to improve their speaking ability, because the students can participate

actively in the speaking activity.

Furthermore the role of the teacher which tends not dominate the speaking

activity make the students fell free in participating in the activity, moreover, the

teachers motivates the students by giving them the freedom to expressing what

they can. And the students think that the method is necessary to be used in the

speaking class because the students can improve their speaking ability and they are

sure that method very useful for them.

55

4.5. The Data from the Observation

In doing observation the researcher observe the student’s speaking

activities in the classroom while they were practicing to use the discussion

method, the researcher tried to find phenomena using observation, that might

appear during the dialogue activity.

The application of the method was done four meeting; the time allocation

for each meeting was one hour, so there was enough time for the students to

participate in the pra communicative and communicative activities approach.

From the four meeting, the researcher found some phenomena which

appeared following are:

a. The first meeting, the researcher saw the students still difficult to application

the methods that have given by teacher.

b. The second meeting, the students feel interest in the subject on the methods.

And there are response from students because the students begin encourage to

speak English with other their friends

c. The third meeting, the students can express their speaking ability with good

pronunciation and articulation includes the grammatical although not so good.

d. The fourth meeting, the researcher saw that there was an improvement on

their achievement in English dialogue. It is appeared on the general value

Academic Aspect / Psychomotor below

56

Table 4.4

Academic Aspect / Psychomotor

NO NAMECATEGORY SCOR

EFL PR VOC GR

1 ABDULLAH AMIN 20 20 15 15 70

2 ABDUL ROCHM 20 15 15 15 65

3 ABDULLAH YUSUF 30 20 15 10 75

4 AHMAD BAIHAQI 30 20 15 10 75

5 AHMAD MUHAMMAD 25 15 15 20 75

6 ALIF MAULANA KARIM 20 20 15 10 65

7 AGUNG SETYAWAN 25 15 15 20 75

8 AHMAD AFFANDI 30 15 15 20 80

9 BAIHAQI 25 20 15 20 80

10 CHANDRA DINATA 30 15 10 20 75

11 EKA SHANDI 30 15 15 20 80

12 ERIK CANDRA 30 20 10 20 80

13 FARID AGUSTIAWAN 30 20 15 20 85

14 FARIDHOTUL MU'AFIROH 25 15 15 10 65

15 FINNAS ZAMANI 25 20 10 20 75

16 HIDAYATUL AINIYAH 30 15 15 20 80

17 HILMA ANDRIYATI 25 20 15 15 75

18 HABIMA FOVIATA K. 20 20 15 20 85

19 IRMA ANIYAH 30 20 15 20 85

20 LISA UMAMI 30 20 10 20 80

21 M. NAF’ 30 15 15 20 80

57

22 NILA FIAYANTI 30 15 10 15 70

23 NASRUDIN 20 20 10 20 70

24 PUTRA HAYKAL 30 20 15 20 85

25 RIZKA FATHONI 30 20 15 20 85

26 RIF’ATUN 25 20 15 20 80

27 SYAFA'ATUL UMMAH 25 20 15 20 80

28 SITI NUR QOMAROH 30 20 15 20 85

29 SITI NUR HIKMAH 30 20 15 20 85

30 SITI FAROHAH 20 20 10 20 70

31 THOHUROTUL FAROH 30 15 15 15 75

32 URIFATUL HIDAYAH 30 20 10 15 75

33 ULFA HIDAYAH 25 20 15 10 70

34 USWATUN HASANAH 30 20 10 10 70

35 UMI HANIK 30 20 10 10 70

36 VELA AYU WULANDAR 30 20 15 20 85

37 VIRA NUR MAHFUDHOH 30 20 15 20 85

38 YUSUF 30 20 10 10 70

39 YENI PURWANTI 30 20 15 20 85

40 WULAN SETYA 30 15 15 15 75

41 WANODYA ARTA MEVIA 30 15 10 20 75

42 WAHYU NUR CAHYO 25 20 15 20 80

43 ZULIATUR ROKHMAH 20 20 15 10 65

44 ZAKKY NOER AFRFIQ 25 20 15 20 80

45 ZULIANSYAH 30 20 15 20 85

58

3460 = 76, 8 45

Whereas the average score of report is :

3460 = 76, 8 45Based on the table above, students' dialogues test had increased than the value

that had gotten on the first cycle. They had high motivation to improve their English

achievement, it was proved by high effort they shown on the second cycle.

Table 4.5 Non-Academic Aspect / effectiveness

NO NAMECATEGORY

Sco

re

Cooperative

Initiative

Attention

Interactive

1 ABDULLAH AMIN 25 20 25 15 85

2 ABDUL ROCHM 20 20 25 20 85

3 ABDULLAH YUSUF 20 20 15 15 70

4 AHMAD BAIHAQI 25 20 10 10 65

5 AHMAD MUHAMMAD 25 20 20 20 85

6 ALIF MAULANA KARIM 20 25 20 20 85

7 AGUNG SETYAWAN 20 20 25 15 80

8 AHMAD AFFANDI 25 20 25 15 85

9 BAIHAQI 20 25 20 25 90

10 CHANDRA DINATA 20 20 20 20 80

11 EKA SHANDI 25 20 20 15 80

12 ERIK CANDRA 25 25 20 10 90

13 FARID AGUSTIAWAN 20 15 20 15 70

59

14 FARIDHOTUL MU'AFIROH 15 20 25 20 80

15 FINNAS ZAMANI 25 25 15 20 85

16 HIDAYATUL AINIYAH 25 15 20 20 80

17 HILMA ANDRIYATI 20 20 20 10 70

18 HABIMA FOVIATA KRISDOANA 25 20 20 20 85

19 IRMA ANIYAH 20 25 15 10 70

20 LISA UMAMI 25 25 20 20 90

21 M. NAF’ 25 20 20 10 75

22 NILA FIAYANTI 15 20 20 20 75

23 NASRUDIN 20 20 20 10 70

24 PUTRA HAYKAL 20 20 20 10 70

25 RIZKA FATHONI 25 20 25 15 85

26 RIF’ATUN 25 15 25 20 85

27 SYAFA'ATUL UMMAH 25 15 15 10 65

28 SITI NUR QOMAROH 20 20 25 15 60

29 SITI NUR HIKMAH 25 20 25 20 90

30 SITI FAROHAH 25 20 15 10 70

31 THOHUROTUL FAROH 20 20 10 10 60

32 URIFATUL HIDAYAH 20 25 20 10 75

33 ULFA HIDAYAH 20 20 20 10 70

34 USWATUN HASANAH 20 25 20 10 75

35 UMI HANIK 25 20 25 15 85

36 VELA AYU WULANDAR 25 20 25 20 90

37 VIRA NUR MAHFUDHOH 25 20 15 10 85

38 YUSUF 25 20 25 15 85

39 YENI PURWANTI 25 25 20 20 90

40 WULAN SETYA 25 20 15 10 70

41 WANODYA ARTA MEVIA 20 20 10 10 75

60

42 WAHYU NUR CAHYO 15 15 20 20 70

43 ZULIATUR ROKHMAH 20 15 20 10 65

44 ZAKKY NOER AFRFIQ 20 25 20 10 85

45 ZULIANSYAH 20 20 20 10 70

3505 = 77, 8

45

Whereas the average score of report is :

3505= 77, 8

45

The table above shows us that there are significance progresses on the

English dialogue achievement of second year students of SMA Unggulan BPPT Al

Fattah Siman-Sekaran-Lamongan on the academic years 2010-2011 than before

the writer doing the researcher.

CHAPTER V

61

CONCLUSION AND SUGGESTION

A. CONCLUSION

After teaching, searching, collecting, analysing, and discussing the

improvement of the ability in mastering English dialogues on the English

achievement, the writer can come to the valuable conclusions as mentioned below

:

1. The students' achievement in learning dialogues of English is good enough. It

means that their mastering of English dialogues is good enough too. It is

proved by the result of the test given to them with the average score : 69,3. It

is also supported by the materials, although not all of the materials, given to

them ; the frequency of giving the materials; and the most important is their

good assumption and attention toward English, especially on the materials of

the dialogues.

2. The students' difficulties which are faced in learning dialogues are grammar

and vocabulary.

3. The techniques which are used in teaching dialogues are by giving

assignments to the students that must be done either at school or at home

( home work ), teaching by using aids but never used audio aids.

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4. The result of the teaching of English at SMA Unggulan BPPT Al Fattah

Siman – Sekaram – Lamongan is good enough, especially for the second year

students, the average score : 76, 8. It means that the students' achievement in

learning English is good enough.

5. There are many materials of dialogues that must be given to the students, the

time available to conduct the teaching-learning process is very limited, so

that there is no balance between them.

5.2. SUGGESTION

To complete this thesis it is necessary for the writer to give some

suggestions as follows :

1. The English teachers.

a. They should always give the students motivation in order that the students

study English more diligently and regularly.

b. They should look for the better techniques to teach dialogues, since by

dialogue the students will be able to use the English as their means of

communication, it would be better to ask students taking English course

wherever possible.

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2. The students of SMA Unggulan BPPT Al Fattah.

a. It is better for the students to be creatively and have at least a dictionary and

text book.

b. To increase their knowledge of English it is better for the students to be more

dilligent in reading English books, stories or magazines, not only the text book

instructed by the teacher.

c. To increase the students knowledge of English dialogues or even to make

them to be more fluent in speaking English, it would be better for the students

to take English conversation course wherever possible

d. The students will be more creative using new vocabulary, understandable

speaking with the correct grammar and good pronunciation.

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