Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department




A. Background of the Study Teaching English in secondary school is intended to develop the student communicative competence which is emphasized the form of language skills covering listening, writing, reading, and speaking. Speaking is the most important skill, because it is one of the abilities to carry out conversation. Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. The students should have the ability to speak English in order that they can communicate with others. Using English for speaking is complicated rather than simple way, because the speakers should master several important elements such as pronunciation, grammar, vocabulary, fluency, and comprehension. In that case, the teacher should be creative in teaching-learning process to create good atmosphere, improve the students speaking competence, give attention to the element of speaking and make the English lesson more exciting and fun. In secondary school, teaching speaking needs appropriate technique in order that the students are active and creative in speaking class. The techniques for teaching speaking are information gap, jigsaw activities, role play, simulation, and contact assignment. MAN Wonogiri is one of favorite Islamic schools in Wonogiri. The teaching in this school is supported by some complete facilities, like


auditorium, mosque, 11 classrooms, MIPA laboratory, women student dormitory, computer multimedia and language laboratory and so on. MAN Wonogiri held some extracurricular activities like sports, arts, preacher training, reciting the holly Quran art, drum band, and so on. The complete facilities and many extracurricular activities support the students in MAN Wonogiri to become one of favorite senior high schools. As Islamic favorite school, MAN Wonogiri still has problem in English teaching learning process, especially in speaking activity. The students like to use their native language than in English because they are less motivated in speaking. The students are also still confused in giving certain act in English. The teachers focused only on the language usage in order that the students understand the material and can pass the examination. The teacher gives less attention to teaching practically. There are two possible causes of this problem. The first, the students do not understand the material. The second, the students are bored with the teaching technique applied by the teacher. The teacher also gets difficulty in handling passive student in teaching learning process. The last is the teacher’s limited knowledge on English teaching methods. To make the students interested in the lesson, many methods can be used. One of them is simulation. Simulation is a method for learning second language. It encourages creative thinking, lets students develop and active new language and behavioral skills in a relatively non threatening setting and can create motivation and involvement necessary for learning. Simulation

encourages the students to actively participate in teaching learning process because simulation provides a way of creating a rich communicative environment where students actively become a part of some real-word systems and function according to predetermined roles as members of that group. Simulation increases student’s self-confidence, because in simulation activities, the students will have a different role and do not have to speak themselves, which means they do not have to take the same responsibility. So, it is appropriate to use simulation in increasing the students speaking competence. Based on the background above, the writer tries to find the effective solution to increase the speaking mastery of the first year students of MAN Wonogiri by employing simulation as a method of teaching speaking.

B. Problem Statement Based on the research background, the writer states the research problems as follows. 1. How is the implementation of teaching speaking using simulation to improve students’ competence in MAN Wonogiri? 2. Does simulation improve the students speaking competence in MAN Wonogiri?

C. Objective of the Study Considering the problem statements above, the objectives of the study are to; 1. describe the implementation of teaching speaking using simulation in MAN Wonogiri. 2. find out whether the teaching speaking using simulation in MAN Wonogiri improve the student’s speaking competence or not.

D. Limitation of the Study It is impossible for the writer to handle all of the problems. This research has a broader scope. Therefore, the writer limits the scope of the study in teaching English using simulation at the first year of MAN Wonogiri in 2008/2009 academic year. The writer wants to know whether simulation can improve the students speaking competence or not.

E. Benefit of the Study In this research, the writer expects that the research paper has benefits both theoretically and practically. 1. Theorical benefit a. The research paper result can be useful input in English teachinglearning process especially for teaching speaking. b. The finding of the research can be used as the reference for those who want to conduct a research in English teaching learning process.

2. Practical benefit a. The research will improve the writer himself in mastering English. b. The reader will get knowledge about teaching speaking using simulation. c. The result of the study can help English teacher teach using simulation to improve the students’ speaking competence and motivate them to be active in teaching learning process.

F. Research Paper Organization In order to make this research easy to follow the writer organizes it as follows. Chapter I deals with introduction which consists of the background of the study, problem of the study, objective of the study, limitation of the study, benefit of the study, and research paper organization. Chapter II is review of related literature. It consists of previous research related to the topic, communicative competence, speaking, teaching speaking, and simulation. Chapter III is research method. It consists of type of the research, object and subject of the research, data and data source, method of collecting data, action procedures, and technique for analyzing data. Chapter IV is finding and discussion. This chapter deals with using simulation in teaching learning process, and discussion of the finding.

Chapter V is conclusion and suggestion. This chapter consists of the conclusion of the research and completed by suggestion to make the research better.

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