CHAPTER I INTRODUCTION
A. Background of the study There was an aphorism from the Greek people that was stated ‘Non scole sed vitae discimus’. If it is meant freely will be known as ; the purposes of School is not only get a good scores but School is learning process for life. The word of school was from Skhole, Scolae, or Schola that has meaning The vacant time. At that time the parents were used to entrust their children to the expert persons in order to get knowledge and educations about philosophy of sciences, natures, and so on. The school was used to be fun and attractive activity, because they can get everything what they want to know.
Look at the present; the school is still being regarded as fun activity if they were in outside, but if they are in class hours they will be felt burdened. There is no a research about this problem, but as far as I know if the students are in the class room, they wish to leave out or go home soon, and if any an information about the process studying will finish early or free, they feel so glad, cheerful, it seem they become free or be taken off from the heavy burden. It could be happen also with me or other teachers. Going to school is not alike an admire activity when at the first time to be a teacher but it has been tend to be a bored routinity. What I am thinking was stated also by Zamroni in his book : ‘‘Paradigma Pendidikan Masa Depan’. There are five
the teacher’s work characters. First is individualist non collaborative, second is to be done in isolated room and need all of time, third is possibility happen academic contacting among teachers are low, forth is not ever interactive, and fifth is the teacher’s work need plenty of time to support working hours in the class room.” ( Zamroni, 2000:76 )
It also same with Paul Suparno’s statements, the reasons why the teachers are hard making the changing. Those are : first , it’s often the teachers don’t understand what is the new curriculum main or the changing that is wanted. Second, many teachers still uncertain the changing or the reformation. Third, There are many old teachers had been years feel comfort and enjoy with old system or conventional teaching . Forth, the teacher’s morality is as a passive and just hoping. Fifth, the honor to the teachers is low. Sixth, the teacher’s education is static. Seventh, the teacher’s duty is understood as a conservative. Eight, to be a teacher is forced. ( Suparno, 2002:4 ). Whereas in fact in our education system, the teacher is central. As the central, what is the consequence for the teachers if the result of studying is not success? Not be our hope generation.
The critical of opinion to the teachers come from anywhere. Musman Hadiatmadja, 20 years ago said, The teacher is more suitable called teaching only in traditional and conservative way. The traditional because doing the duty based on the old tradition or it had been done by old teachers without
any efforts to be innovated with
power of creation in themselves. The
conservative because doing in old-fashioned or conservative way that is not suitable with this condition at the present.
Finally, as a consequence the students are over filled with many kinds of knowledge according to teacher’s wishes or curriculum because student is alike an empty bottle that is not given a chance for thinking, processing or understanding, even to make creations. They are passive and receptive only. ( Hadiatmaja, 1982:39 ). Perhaps some teachers are still like that, I often enter the classroom and find the situation are uncomfortable and unpleasant. The student’s vision is droopy and empty. I was trying to make to be fun and success at that time, but for the next opportunity the situation is not change. What should I do ?
In the other side, I found a strange about the ability of students in English. They have been studying English for at least four years, from 1 st year in SLTP until 1st year of SMA, even they started in Elementary School, but why most of them haven’t been able to speak English yet? If we look at the input of the record in unqualified private school, probably their English are not good because their scores of UN result less than 5, but it was happening also with the students who are from the favorite government school where they got average score more than 7. I have ever found the student who got English score 10 in UN of SLTP, but they couldn’t understand when I tried to
speak English with them. Probably it was called by Zamroni as the affect of first problem in our education, it tends to be social stratification. The second, school education system is only transfer the dead knowledge, text book, that has been separated from its sources and applications because it was arranged in rigid structure, central management, full theories of curriculum ( Zamroni, Ibid:2-5 ).
I often ask how do the students will facing their life, but actually the case is their life is global world that full of communications in English? Such as Internet. They perhaps master technology because they enough know the move forward of technology, but the language that has being used in the technology is English, how do they be winner in that global competition? From those two cases, the feel uncomfortable studying, the English studying process that hasn’t been successes yet even for years, it is telling us, that there is problem in front us. Realize it, I often ask to the seniors in SMA Bina Dharma or in MGMP forum. I also send some e-mails to English web programs and trying to ask and give opinion with them. From these communicating and interacting with those many people who concern to this problem I got an idea to make a cheap tool that can help me to improve the ability of students in English, especially in speaking practice and also to make it in the classroom to be fun and comfort.
B. Problem Identification The problem in this research is : To what extend does the use of Thematic Simulation Game improve students’ speaking ability of second grade class in SMA Bina Dharma Jakarta ?
C. Research Question How do we apply the Thematic Simulation Game to improve students’ speaking ability ? Why is the situation in the classroom so boring for students even for the teachers too? Is it caused by teachers? Students ? or Curriculum ?
D. Purpose of the study This research has a purpose to know that how far the Thematic Simulation method can improve the students’ speaking ability of second grade class in SMA Bina Dharma Jakarta.
E. Benefit of the study 1. To give something new and make students know that studying English must not doing through in conventional method as open the packet book and doing LKS only, so it doesn’t make students feel so bored in the classroom.
2. To give a description to the teachers, open their insight of perception that they can use Thematic Simulation method to improve the student’s ability in English. 3. As an assist tool to help questions and answers process about specific theme through friend approach as same age tutor, in order to be better understanding with the subject theme in the classroom. 4. To make students be confidents through minimize play the role of teachers, so they can raise up their ability. Speaking practice freely. 5. To see, is there any significant change of students’ ability after to be done thematic simulation method in understanding, speaking and writing.
CHAPTER II LITERATURE REVIEW
A. SPEAKING 1. Definition of Speaking In linguistics (articulatory phonetics), manner of articulation describes how the tongue, lips, and other speech organs are involved in making a sound make contact. Often the concept is only used for the production of consonant. For any place of articulation, there may be several manners, and therefore several homorganic consonants.(Gilbert, Martin 1981 Winston S. Churchill, part II:1929-35 The Wilderness Years. New York ). Speech perception refers to the processes by which humans are able to interpret and understand the sounds used in language. The study of speech perception is closely linked to the fields of phonetics and phonology in linguistics and cognitive psychology and perception in psychology. Research in speech perception seeks to understand spoken language. Speech research has applications in building computer systems that can recognize speech, as well as improving speech recognition for hearing – and language impaired listeners.( Roberts, Andrew. ‘A history of the English-speaking people:53-56 ).
2. The Importance of Speaking There are 4 key skills when you learn a language : 1. Listening 2. Speaking 3. Reading 4. Writing Which one of these is the “ Odd-One-Out”? which one of these is different from the other three? The answer is speaking. The other three you can do alone, on your own, without anyone else. You can listen to the radio alone. You can read a book alone. You can write a letter alone. But you can’t really speak alone! Speaking to yourself can be “ dangerous” because men in white coats from special Hospital may come and take you away!! That is why you should make every effort possible to find somebody to speak with. Where you can find people who can speak English with you? And how can you practice speaking when you are alone? a. At School If you go to a language school, you should use the opportunity to speak to your teachers and other students. When you go home, you can still practice listening, reading and writing, but you probably practice
speaking . If your teacher asks you to speak in pairs of groups with other students, try to say as much as possible. Don’t worry about your mistakes. Just speak!
b. Shopping If you are living in an English-speaking country, you have a wonderful opportunity. Practice speaking to the local people such as shop assistants or taxi drivers. Even if you don’t want to buy anything, you can ask questions about products that interest you in a shop. “ How much does this cost?” “ Can I pay by cheque? ” “ Which do you recommend?” Often you can start a real conversation – and it costs you nothing. c. Language is all around You Everywhere you go you find language. Shop names, street names, advertisements, notices, on buses and trains….Even if you are not in English-speaking country, there are often a lot of English words you can see when walking in the street, especially in big cities. And there are always numbers. Car numbers, telephone numbers, house numbers… How can this help you? When you walk down the street, practice reading the words and numbers that you see. Say them to yourself. It’s not exactly a conversation, but it will help you to “think” in English. For example, if you walk along a line of parked cars, say the numbers on each numbers. But don’t speak too loud. d. Songs and Video Listen to the words of an English-language song that you like. Then repeat them to yourself and try to sing with the music. Repeat the words as many times as possible until they become automatic. Soon
you’ll be singing the whole song. Or listen to one of your favorite actors on video and repeat one or two sentences that you like. Do it until it becomes automatic. It’s good practice for your memory and for the mouth muscles that you need for English. Above all, don’t be afraid to speak. You must try to speak, even if you make mistakes. You can not learn without mistakes. There is a saying : “ The person who never made a mistake never made anything.” So think of your mistakes as something positive and useful. Speak as much as possible! Make as many mistakes as possible! When you know that you have made a mistake, you know that you made progress.
3. Purposes of Speaking a. To utter words or articulate sounds, as human beings; to express thoughts by words; as, the organs may be so obstructed that a man may not be able to speak b. To express opinions; to say; to talk; to converse. c. To utter a speech, discourse, or harangue; to address a public assembly formally d. To discourse; to make mention; to tell. e. To give sound; to sound f. To convey sentiments, ideas, or intelligence as if by utterance; as, features that speak of self-will.
B. QUANTUM LEARNING 1. Definition of Quantum Learning Quantum learning is a powerful and engaging teaching and learning methodology that integrates best educational practices into a unified whole. This synergistic approach to the learning process covers both theory and practice. It has been proven to increase achievement and improve students’ attitudes toward learning. These integrated,
comprehensive programs turn abstract theory into practical applications that can be used immediately in the classroom.
2. Quantum Learning Model Quantum learning model is a comprehensive model that covers both educational theory and immediate classroom implementation. It integrates research-based best practice in education into a unified whole, making content more meaningful and relevant to student’s lives. Quantum learning is about bringing joy to teaching and learning with ever-increasing ‘Aha’ moments of discovery. It helps teachers to present their content a way that engages and energizes students. This model also integrates learning and life skills, resulting in students who become effective lifelong learners – responsible for their own education.
C. THEMATIC SIMULATION GAME The simulation is a method of the numbers game that using the cards content of some specific instructions or questions every each numbers. This game is alike “ Snake Ladder “ or “Monopoly” but it is more simple. This method needs help tools, such as : Dado, Player’s identity, The cards, and small envelopes for put the cards. To be Thematic, because it is related with the themes or sub themes in GBPP of English subject. It is important in order to learning is not out from the first purpose and still to be related with curriculum. The team, because it has to be done in a team at least two persons. For the classical class it is idealized has members 5 up to 6 students. Divide classes in to small teams can be solution for the problems of English learning. One of advantages is to motivate the team members to be more active doing what it has been agreement the teams.
CHAPTER III RESEARCH METHODOLOGY
A. Place, Time, and Subject of the Study 1. Place and time of the study This study will be held from August until November 2007 in SMA Bina Dharma Jakarta 2. Subject of the study The participants are all of the students of second grade in SMA Bina Dharma. B. Research Methodology and Design The design of this research is the action research introduced by Kemmis and Mc. Taggart (1990). The aim of this research is to improve the teaching learning process in the class. The research procedures consist of the following items : 1. Reconnaissance a. Description of the situation The description of situation from general ( e.g. the situation of the school ) to specific (e.g. the situation of the class). b. Problem identification To identify the problem that emerges in that class based on the mistakes that are often made by the students. Those mistakes should be relevant to the topic.
c. Problem analysis The problem under study is analyzed by finding out the reason of the difficulties of the students. d. Hypothesis The solution of the problem is proposed for example by presenting an alternative teaching-learning methodology with the hope to improve student’s speaking ability. e. Collaborator A colleague or somebody who knows much about the teachinglearning process of English language. His job is to observe and take notes concerning the strength and weakness of the teaching-learning process as well as the difficulties of the students that are identified in the class.
2. Planning The researcher design a plan based on the hypothesis mentioned above.
3. Acting Based on the proposed plan, the researcher begins to following each steps that has been designed before.
4. Observing The observation is done by collaborator and the researcher as long as the teaching-learning process held. The observer notes down things that might be important to be discussed later class hour.
5. Reflecting The researcher together with the collaborator discuss the result of the observation to evaluate the teaching-learning process which has been done in the class. Step will be decided, i.e. whether the next cycle will be necessary. C. Technique and Instrument of Data Collection Instrument of this research is a thematic simulation board which was made like monopoly or snake ladder games and its support things such as dices, simulation control cards, assist tools for moving each participant. When the method was being applied, I watch the processing as controller and collect the data applied classroom observation since I tried to analyze the students’ error and concern to this final project in order to find out the pronunciation and fluency errors that had or would been done by students in speaking practice. I came to the field, got the students speaking ability, collected their works and analyzed them. In this way, I tried to get the data as objective as possible.
D. Technique of Data Analysis & Interpretation
FOCUS EXPECTE D OUT COMES INDICATOR STEPS PROOF ANALYSES OBSERVATION RESULT
E. Achievement Indicators In general : Students are able to speak English fluently In particular : 1. To motivate the students to be more confident in English speaking 2. To give English learning technique to be interesting 3. To give material by using new vocabularies 4. To grow up good cooperation among the students
FINDING AND DISCUSSION This relevance research to education that this research give a real solving of the problem that was found in teaching-learning which was the research characteristic based on class. This results of the research is a technique and lesson that not only will improve the teaching’s capability and do the research but also help the students become autonomous learner because they can continually improve their English speaking ability through they feel confident communicate English with their friends using game method.
The simulation is a method of the numbers game that using the cards content of some specific instructions or questions every each numbers. This game is alike “ Snake Ladder “ or “Monopoly” but it is more simple. This method needs help tools, such as : Dado, Player’s identity, The cards, and small envelopes for put the cards. To be Thematic, because it is related with the themes or sub themes in GBPP of English subject. It is important in order to learning is not out from the first purpose and still to be related with curriculum.
The team, because it has to be done in a team at least two persons. For the classical class it is idealized has members 5 up to 6 students. Divide classes in to small teams can be solution for the problems of English learning. One of
advantages is to motivate the team members to be more active doing what it has been agreement the teams. A. Preparation
English speaking ability of students grade 2 in 2007/2008 SMA Bina Dharma Jakarta based on the questionnaires in order to get clear description about the condition and spreading English speaking ability of students of grade 2 in 2007/2008 SMA Bina Dharma Jakarta, The first of all I tried to monitor in several meetings while looking for some ideas. In this step I have tried many methods include of reading, writing, listening and speaking and also grammar and vocabulary. After got hypothesis of the English students ability each classes, then I was spreading polling in order to get more valid results. ( The form of questionnaire see attachments ).
Here are the results that had been done on August 21 st 2007. From 6 classes, Attended 240 students. 63 students or 26,25% felt confused and did not know how to response if the English teacher asking or speaking to them. 57 students or 23,75% felt nervous, 18 students or 7,5% felt in understand but just little, it means sometimes understand but sometime they don’t understand, because of it, they just give response as long as they able. 28 students or 11,67% just keeping silent, who don’t understand anything, both the English teacher’s questions and speaking are 15 students or 6,25%. 1 student or 0,42% felt nervous and no response because do not know how to answer, and 2 students or 0,84% no response. It was only 23,33% or 56 students felt confidents and able to give response.
Number of students
63 57 18 28 15 1 2 56 Σ = 240 See the graphic bellow :
26,25 23, 75 7, 5 11,67 6, 25 0,42 0,84 23,33
Feel confuse because no understand Feel nervous and worry Could be understood could be not Just keeping silent because no understand Absolutely no understand Feel very nervous and don’t know how to answer No response Feel confident and response
63 students 57 students 18 students 28 students 15 students 1 students 2 students
The student’s confidence will be arose if who give some questions or speak is their friends are 173 students or 72,08%. And who don’t understand though their friend asks or speaks are 3 students or 1,25%, don’t know how to
response are 21 students or 8,75%, nervous are 12 students or 5%, just keeping silent ( no comments ) are 17 students or 7,08%, as long as they can are 10 students or 4,17%, and confuse how to answer are 21 students or 8,75%. 4 students or 1,67% are no choose. The Student’s confidence with The same age tutor ( Friends ). Attended 240 students from 6 classes.
Number of students 173 3 21 17 12 10 21 4 Σ = 240
% 72,08 1,25 8,75 7,08 5 4,17 8,75 1,67
Remark Confident No understand Don’t know how to answer Just keep silent Nervous Answer as long as they can Confuse to response No response / No chose
See the graphic bellow :
173 students 3 students 21 students 17 students 12 students 10 students 21 students 4
That condition based on their confession, who felt very good was 1 student or 0,42%, felt good 6 students or 2,5%, bad was 76 students or 31,67%, and felt very bad was 13 students or 5,42%. Therefore felt in not bad was 141 students or 58,75%
Their Condition based on the confession Attended 240 students.
Number of students 1 6 76 13 141 Σ=240 See the graphic bellow :
% 0,42 2,5 31,67 5,42 58,75 Felt very good Felt good Felt bad Felt very bad Felt not bad
1 student 6 students 76 students 13 students 141 students
The students who were feeling very good ( 0,42% ) gave the fact that the native speaker or an English teacher if speaking they do understand and there is no miss understanding. The students who were feeling good ( 2,5% ) gave the fact that the native or an English teacher if speaking they understand
and there is no miss understanding. They were feeling bad ( 31,67% ), understand but little if the native and English teacher speaks slowly. And the students who were feeling very bad ( 5,42% ) didn’t understand at all, they just keep silent because confuse.
The students were feeling very good quality gave the fact that the native speakers or an English teacher if speaking with them, they really understand and there is no miss understanding.
The student who was feeling in good quality, 1 student ( 16,67% ) gave the fact that the foreigner or the English teacher understand their speaking and there is no miss understanding. 2 students or ( 33,33% ) gave the fact that sometimes any miss understanding because they understanding but also sometimes they do not understand. 3 students or ( 50% ) gave the fact that the English teacher understand and there was no miss understanding.
Number of students 1
% The Natives 16,67 33,33 Communicative&
The facts The English Teacher no Communicative & no miss understanding Sometimes &
miss understanding Sometimes
Communicative & miss Communicative
understanding Communicative& miss understanding
miss understanding no Communicative& no miss understanding
The graphic about percentage of the good students ( 6 students ) is bellow :
1 student 2 students 3 students Slice 4
Most of them are 69 students or ( 48,94% ), were feeling not bad gave the fact that the English teacher enough understand their speaking but
sometimes any miss understanding, 50 students or ( 35,46% ) gave the fact that the native speaker and an English teacher could be understand could be not, and 18 students or ( 12,77% ) they were feeling communicative both with
friend or English teacher even their pronunciation and grammar sometimes any mistakes.
They were feeling bad quality are 28 students ( 36,84% ) gave the fact that the native or English teacher could be understand their speaking but often any miss understandings. 18 students ( 23,68% ) the English teacher could sometimes understand their speaking. 2 students ( 2,63% ) were feeling that the native sometimes understand but sometimes not understand their speaking, 1 student ( 1,32% ) no gave any responses because he didn’t understand, and 27 students ( 35,53% ) gave different reasons such as : They and the others were same that no understand, the pronunciation and grammar are bad, understand but can not give any responses, often be corrected by English teacher if they speak, or no understand if the English teacher speak in English.
13 students were feeling very bad, those are 6 students ( 46, 15% ) gave the fact that the native speaker or English teacher didn’t understand their speaking and always any miss understanding, they will understand if the both the native or English teacher speak very slowly. 2 students ( 15,38% ) were feeling that the native did not understand at all except the simple words. 1 student ( 7,69% ) was feeling that the English teacher did not understand her speaking except the simple words, and 4 students ( 30,77% ) gave reasons that they did not understand their speaking except the simple words. The reasons that their quality in bad was based on their experiences. 115 students
( 47,92% ) ever got the marks of speaking quality, by the nation friends or foreigners, the parents or an other members of family, the juries of competition, course trainers, or extracurricular, The English teacher, the native speaker or guide. Even like that, 43 students ( 17,92% ) were feeling never been tested yet of speaking. It can be understood even any examination at school but there is no special test of speaking . 77 students ( 32,08% ) were feeling forget or no know, and 5 students ( 2,08% ) no responses.
Who had ever been tested speaking 28 students ( 24,35% ) said that their speaking are good, 57 students ( 49,57% ) get averages, get bad scores 28 students ( 24,35% ), and get very bad score is 1 student ( 0,87% ). 2 students ( 1,74% ) no clear responses.
From who had ever been tested speaking , 97 students ( 84,35% ) were given some suggestions by The testers here are follows; must improve their speaking ability with increasing their practices on grammar, vocabulary, pronunciation, or habitually to watch English movie, often to practice English with the native speakers or English teacher, and the most important that do not be give up, and 22 students ( 19,13% ) were not given any suggestion by the testers. The students had own solution to improve their speaking ability. 56 students ( 23,33% ) taking English course at non formal education, 26 students ( 10,83% ) practice some theories from the book, 13 students ( 5,42%
) trying to speak as much as possible with their English teacher, and 1 student ( 0,42% ) calling private teacher / home visit. 7 students ( 2,94% ) combining the ways that has been already spoken above, and for 136 students ( 56,67% ) they practice English themselves, study at course places special for subjects at school ( Bimbel ), learn by Internet, watch the western film or English news on TV, listening western songs or English broadcast radio.
Correlated with The student receipts to English learning method at schools, there are186 students ( 77,5% ) are bored with conventional method, for example text book or speech, and only 16 students ( 6,67% ) are not bored, and 36 students ( 15% ) are very bored, sometimes bored sometimes not and sleepy. Feel bored make them not appreciative to English because
Correlated with The student receipts to English learning method in the schools, Number of students 186 16 38 Σ=240 % 77,5 6,67 15 bored No bored Very bored Remark
Here is the graphic :
186 students 16 students 38 students Slice 4
Conventional method according to 111 students ( 45,70% ) did not make them able to communicate in English.36 students ( 19,35% ) were thinking that all matters were taken from book ( Curriculum ).There are 31 students
( 16,67% ) was thinking that the conventional method only make them confuse. The same amounts, 31 students ( 16,67% ) thought that was too many complicate vocabularies that so far with their life, 3 students ( 1,61% ) thought
that everything are from teacher, 9 students ( 4,84% ) thought, both of them are combination and there is 1 student ( 0,54% ) gave unclear answer.
Conventional method According to 111 students Number of students 36 31 31 3 9 1 Σ=111 % 19,35 16,67 16,67 1,61 4,84 0,54 The Reasons Text book ( Curriculum ) Confusing Too many complicate words Passive teacher Too many complicate words and passive teacher No response
Here is the graphic :
36 students 31 students 31 students 9 students 3 students 1 student
The students who had been giving opinion that the conventional method was not boring are 3 students ( 18,75% ) gave reasons that method was not boring because it was able to make them communicate, 3 students ( 18,75% ) was thinking that the teachers are very good in teaching, 6 students ( 37,5% ) thinking the words are easy to be learnt and memorized, and there are 4 students ( 25% ) gave combination responses that has been spoken above and easy learning system. English learning method in all ways it was said was supporting their speaking ability stated by 112 students ( 46,67% ), 43 students ( 17,92% ) were not supporting, 84 students ( 35% ) felt has little supports, make confusing, and 1 student ( 0,42% ) has not given answers. If their classes are classical so the better method applied according to 128 students ( 53,33% ) is simulation / games, 24 students ( 10% ) chose discussion method, 22 students ( 9,17% ) chose acting games, 57 students ( 23,75% ) chose those ways, 8 students ( 3,33% ) asked to be classified based on capability, and 2 students ( 0,83% ) no responses.
Simulation or Games method are suggested to be applied for improving speaking ability, because 208 students ( 85,83% ) ever got that method through in SMP, SMU, in extracurricular program, or in course place. Only 15 students ( 6,25% ) that never get that method, 18 students ( 7,5% ) felt do not know, and 1 student ( 0,42% ) no response.
There are 113 students ( 47,08% ) felt very rarely get Simulation method, 66 students ( 27,5% ) ever got it twice up three times, 24 students ( 10% ) ever four up five times, 7 students ( 2,92% ) just once, and 25 students ( 10,42% ) no responses.
There are 120 students ( 50% ) concluded that the teacher is very important to bring The games or Simulation in the classroom to improve their speaking ability, 113 students ( 47% ) replied it necessary, 4 students ( 1,67% ) replied it was not necessary, 3 students ( 1,25% ) said no know, and 1 student (0,42%) no responses.
B. Instruments The assist tools that necessary for doing simulation are “ Snake Ladder Board ”. For prepare it, I made it by myself using Ms. Excel, ( look at the attachments ). I used to make this media with 15 numbers and when it tried yet it was not enough if I would use in the class with capacity 40 students, but until now the maximal numbers that can be made only 19 numbers. The making process is not hard, it’s only give any colors to make student interested. If we make in polio size so it has to be copied or to make more large and then it is given some colors that possibly it will be interested by students. In the middle of the board, we write some words that can motivate their spirit, such as ; Let’s speak up!, Let’s improve our English!, Let’s talk about! or so on. In order to be long age and can be used continuously we must
press it. The amount of boards which has been made by us are suited with our need based on numbers of students per classes. This media can be used as a couple or a team. If one class has 40 students we must make it 8 so each team any 5 students. Prepare also some dices each team two dices or more. The dices at least two in order to anticipate the small numbers or same numbers continuously yet this simulation board up to number 19. Make the dice colorful too so can make students interested, or we can make it also from the painted wood and to be numbered. An others media we need too that the list of questions or
instructions that has correlated with themes / sub themes. At least we have to prepare 19 questions or instructions. We have to prepare also an others ready questions and instructions to anticipate the dice fall to the number that had been read or done the instructions so the students are not bored and always eager to know. All the questions and instructions are written on the small papers as size as the small envelope. It’s better has color and they are given pictures. For the theme of Culture and Art can be like a man is playing music, dancing, or so on. For some samples can be taken from Ms. Word programs. Actually the questions can directly on the papers and back of it can be given the numbers but it’s better to enter the papers in to the envelopes and the envelopes can be given the numbers. For the others ready questions and instructions can be entered into others envelopes, in order to make them curious or really want to know and they will be surprised with the questions or instructions.
The students of identity also must be prepared . I usually use the materials from the beach, stones, small rocks, and so on, the most important that can make them happy and interested. Probably we can ask the students to be taken by themselves, sometimes if the things did not enough to use I usually use the chalk or the eraser. The others media is a control simulation card to check what is happening in every team whether the questions / instructions are done in right or not. Then prepare a new vocabulary collection paper. Every student in a team must prepare some empty papers that can be used for writing every new words that they get during the games. In the end of the programs all the papers must be collected and checked by the teacher and next it will be returned to the students.
The last media is the regulation of the game that the steps must be done during the simulation .Organizer or controller is the important person who keeps this game, because of that we must make them understand first this simulation game before it start to bring in a team ( the samples media that has been made and the simulation board, control simulation card, the simulation regulations, and the lists of questions or instructions see attachments ).
C. Learning Process The steps of learning include here as follow; Pre-activity, Whilst-activity and Post-activity. In order to know whether any significant changes on students speaking English ability so must be held the test before and after learning process.
There are three stages that the teacher needs to consider in teaching speaking using Thematic Simulation method. They are Pre-Activity, Whilst-Activity, Post-Activity 1. Pre-Activity The first, if the lesson is started at first hour, as usual the students must pray together , and then the teacher gives greeting and asking their condition, and then check them how many students are absent. After that giving some questions as the pre-test that is related with the theme
speaking ( Expressing promise, advising, permission and Suggestions ). The time for doing the test is 10 minutes. Here are the sample tests before they start : 1. Student : Mrs. Wilson , what do you think I should do about my chemistry class? Should I drop it or continue with it? Mrs. : I think it would be a good idea to talk with your instructor. Try talking with her about the problems, and see what she suggests.
It expresses ………. a. Surprise b. Advise c. No vacancies d. Give an order
: Dad, can I got to the movies with Tim and the guys tonight?
: No, you may not, you’ve been twice to the movies this week!
It expresses…… a. Surprise b. Advice c. Give an order c. Permission
3. Student A : Hey, where have you been? Student B : I’ve been at the teacher’s room. I had something to talk about with the English teacher. By the way, what are you doing in Biology class? Student A : Sorry to hear that. The teacher invited us to see a film about ‘Whales’ and I found some interesting facts about them. Student B : Really? Tell me about that. It expresses…….. a. Surprise b. Advice c. Give an order d. Permission
: Do you think we should look at these brochures?
Susan : That’s good idea
: How about ‘ Lombok’ instead of ‘Bali’ it looks more interesting.
It expresses……. a. Surprise b. Suggestion c. Permission d. Advice
5. Angie Brad
: I want you to say something that you’ll love me forever : I give you my words on that!
It expresses…….. a. Surprise b. Suggestion c. Promise d. Advice
6. Andy Windy Andy Windy
: Hi, Windy : Hi, where are you going? : I’m going to ask Mr.Nanda for a remedial test : You’re’ finally going to do it, huh? Good fortune be with you …
: so do I
a. I hope it goes ok b. I’m sorry to hear that c. You have to be my best friend d. Be careful
: you’d better keep your promise or I won’t tell you stories anymore.
Little brother : well it’s promise! Britt expresses…… a. giving a promise c. asking a promise b. offering promise d. a promise
8. Here are some statements express “ offering suggestions “ ‘except …. a. If were you, I’d stop writing her b. Why don’t you try calling her tonight? c. Do you think I ought to call the police? d. I advise you to talk with your lawyer.
9. Here are some statements expressing surprise except….. a. Are you serious? b. Incredible! c. Really? d. No I’m afraid not.
10. Paul Jane
: Should I try to talk with her about this matter again? : It’s better to tell her the truth!
It expresses ……. a. a suggestion b. an advice c. a promise d. a permission
The next step is general explanation about Thematic Simulation method that will be used in learning process. Take the organizers or controllers and make team that has 6 – 7 members include the controller. Selection the controller based on the student’s opinion or the teacher. After already chosen some controllers depend on the amount of teams, and then they are asked to come to front of to be given more explanation about their tasks. Every controller will be received one Simulation board and others tools to support this program. For filling the controlling cards can be explained in processing in order to minimize the time. When everything is ready, the Simulation can be begun.
2. Whilst-Activity During the program, the teacher’s main duty is controlling the process of simulation. The teacher must move from one team to an others for controlling, remind the students to always speak in English, write some
wrong statements to be discussed after the game and give some scores of process. Sometimes the teacher has to give responses if any student that has being punished but because of shy or others the student is not be sportive and the teacher has to support them to be confident. Sometimes any students don’t understand the questions or instructions, the teacher has to choose which ones is better for the student whether they have to be explained in Indonesian or they have to open the dictionary?. Just like that up to the time is finish for the simulation. Usually three times turning around it has been enough to handle all of questions and instructions.
For this it, I am assisted by a student of grade three that had been ever followed this program. Taking pictures used Handy came, In order to this learning process can be studied clearly and also can be evaluated what is its weakness. This pictures had been taken in the classroom that at the first time got thematic simulation method, and I am as the writer look at it, still has some weakness.
3. Post-Activity After finish, the next step is making discussion about the wrong statements English that already spoken in the game and then make conclusion. The final step giving post test. And for complete this writing, the questions of post test is not different with pre-test so the students can do it faster than the time that has been given about 10 minutes. And then I
spread questionnaires in order to know their responses about this thematic simulation method. After finish , the learning process can be ended with read “ Hamdallah “ and say greeting.
D. The Learning Result 1. The learning result in cognitive Before applying this thematic simulation method, I was making a pre-test about the theme speaking ( expression ; Advice, promise, suggestion, and permission ) that I would teach it. And after the game also I was making a test. Here are follows the results of pre-test from 3 sample classes.
Table 1 Class 2A 2B 2C Present Lowest 40 42 37 4,55 4,50 4,20 Score Highest 5,97 5,92 6,11 Standard Deviation 1,42 1,42 1,91
2. The Learning result in speaking ability From 3 classes has been samples, I took 8 up to 9 students to be tested their speaking with giving the same questions on pre-test and post-test speaking subject. The three questions which were taken from materials of questions and instructions on simulations.
The first question : “ Your friend is always asking you to copy your
homework. You want to tell her to do her own assignments but ….. you’re afraid she will be angry with you”, What should you say to advice her but you must not be offended her? The second question : Please express how to Offering promise to your lover That you will love her / him endlessly! The third question : “A friend is visiting your home, he wants to borrow some money and promises to return the money as soon as possible. Please express how asking promise to your friend!
Pre-test was done on Friday, September 5th 2007 and the post-test was done in any different times. In this chance I’d like to tell of the results of pre-test and post-test class 2B, because the post-test class 2B has been done after simulation. For class 2A was done by several students on Thursday September 12, 2007 and the others on Tuesday September 17, 2007.
For class 2D was done on Wednesday September 18, 2007. Selecting the samples were based on the student’s opinions that three persons who were seen good in speaking, three persons were not bad and three persons were bad. Then it was suited the opinions to them and the last I asked for the
opinion to an other English teacher as partner in the class. For the scores, I looked at the Princeton Evaluation ( see the attachment ) those are : Pronunciation, Accent, Grammar, Vocabulary, Fluency, and
Comprehension. Comparative with Harris who used the marks, those are; Phonology, Structure, Vocabulary, and General fluency of speed ( Harris, 1977:11 ).
Here are the result of pre-test and post-test class 2B : Table 2 No Pronunciation Accent Grammar Vocabulary Fluency Comp Average 1 70 65 70 75 60 340 6,80 2 60 60 65 60 65 310 6,20 3 70 70 70 70 65 345 6,90 4 65 60 60 60 60 305 6,10 5 50 60 50 55 50 265 5,30 6 45 45 45 50 50 235 4,70 7 40 40 40 45 45 210 4,20 8 40 45 50 40 45 220 4,40 9 55 55 55 50 60 275 5,50 TTL 495 500 505 505 500 2505 50,10 AVE 5,89 6,39 6,72 5,72 6,67 6,28 The scores of Post-test in Speaking Table 3 No 1 2 3 4 5 6 7 8 Pronunciation Accent Grammar Vocabulary Fluency Comp Average 70 70 75 65 75 355 7,10 60 65 70 55 70 320 6,40 70 70 75 70 75 360 7,20 60 70 70 60 65 325 6,50 65 75 70 65 70 345 6,90 55 60 65 55 65 300 6,00 50 55 60 45 60 270 5,40 50 55 60 45 60 270 5,40
9 TTL AVE
50 530 5,89
55 575 6,39
60 605 6,72
55 515 5,72
60 600 6,67
280 2825 6,28
Here are the texts from Pre-test and Post-test of speaking , the first sample is from the good students , the fourth sample is from not bad students and the ninth sample is from bad students. 1. Sample 1 1.1. I think it’s very different culture because we know that in the western we don’t emmhh they don’t have emmhh like Javanese emmhh no like “ sopan santun “ is different and different emmhh freedom and then in the eastern we have kraton that very what is it very great culture like in the western. They can do may be a free sex like a wine because oh yes in the eastern religion is very strong and that makes the differences too.
1.2. Yes may be a little. In Javanese dances we do very slow moving and then and Bali dance is very what is it very emmhh why I don’t know.
1.3. The uniqueness? I think the Kraton is the most uniqueness in my city. We have every strong culture that famous in the world we have batik, we have very traditional tradition like garebegan and so on and then we have sultan emmhh we have a lot of dances and my city may be the only city that emmhh the best keeping for their culture in Indonesia. That’s all.
2. Sample 4 2.1. Western I think western culture is more wild I mean western culture there usually wear clothes different with eastern culture they wear like thing top. It’s very usual in city but in eastern culture is very strange we wear in eastern culture like in Indonesia and about the language I think eastern culture is more polite than western culture emmhh I think that’s all.
2.2. Javanese dances like classic? I think is more emmhh the body is more beautiful than Bali about the make up is more thick in the face and in Bali usually they use their eyes with dances in Bali dances.
2.3. Excuse me? Unique. I think like the dance about classic dance like Gambir Anom or ya I think like Prambanan emmhh dance. Yogyakarta has many traditional food like gudeg and about the tourist object they have Borobudur and kraton. It’s very special if we from Indonesia province it does especially.
3. Sample 9
3.1. I think western culture has a free emmhh free from rules. There is just a few rules and about eastern culture has a more rules than western culture. I think eastern culture have emmhh eastern culture more fine than western culture. That’ all.
3.2. Javanese dance has a very slowly and very beautifully and about Balinese dance is very-very fast like kecak dance and like what just like kecak and many – many that have that Javanese dance have like emmhh symbol of glory, symbol of war etc. Bali like too but the symbol is so different like Javanese dances.
3.3. Of Yogyakarata? The unique province of Yogyakarta . Yogyakarta has a good culture like a what is it like a dance like a song and etc. Yogya has many predict for yogya never ending Asia and Yogya kota pelajar ( student city ) in Indonesia and Yogyakarta has a predict unique province like Daerah istimewa just Yogya and Aceh, Yogya has more tourist object like Parangtritis, Borobudur and song, Prambanan. I think Yogya has more fine culture like Bedoyo dance, Srimpi dance from kraton yogyakarta hadiningrat. There is Yogya has emmhh very very friendly people has friendly languages like kromo inggil, ngoko.
The text for Post-Speaking from students 1. Sample 1
1.1. Western culture and eastern culture have very differences cultures. It is very complicated differences, so for example the eastern have a kraton, have a very strong, what is it, impolite but in the western the impolite is not too strong than in the eastern. We get hot season and the western have a cold season so is make the clothes and everything different and the western and the eastern have a very different habits may be in the western free sex is usually teenagers do that and it’s not big problem for them and in the eastern we have big problem if we do that. I think that’s all.
1.2. Balinese dance have the movement is more dynamic and then the Javanese is slow and may be Balinese may use the eyes more8 than Javanese like some stress the movement may be. Ok?
1.3. My province has a very big place. It is kraton. The culture is still strong until now. The other town I think the culture in other town I think not as strong as my province. My province has very much emmhh ceremony that kraton held and then we still have the king sultan and then I think …… is still strong the religion strong and then we have so many what is it emmhhh kerajinan tangan like batik and then ukior-ukir that’s all.
2. Sample 4
2.1. I think emmhhh western culture is more exotic I mean like the clothes. They more vulgar. I think western culture is more impolite, eastern culture is polite and about the art I think in eastern culture is more slow and classic, has more classic art. I think but eastern is more polite and has many art classic than western.
2.2. I think Javanese dance is more slowly, about the custom ( custom? ) is more beautiful like the textile and in Bali they use a glitter for their eyes but I think Bali is more beautiful because they use their eyes because like flower to dance and to dancing some dances.
2.3. Excuse me? Emmhh I think like Indonesia has, Yogya has Prambanan emmhhh and kasultanan yogyakarta. It’s very beautiful to see and lke sekaten there and other province there’s no sekaten because sekaten s special for yogya and about dance yogya has many dances like jago menak and so on. That’s enough.
3. Sample 9 3.1. Yes like before, I think that western culture is very- very free and the south culture is. is Very – very have form of what is it very – very. Too much what s t, yes like something to. And the western culture s have many – many negative thinking like free sex. Yes it’s so bad and the east culture s more fine that western culture.
3.2. Yes, the Balinese dance s very – very fast and the Javanese dance s very slow and has more what s t, sorry has …. Javanese dance s more fine than Balinese dance because Javanese dance s more beautifully that Balinese dance. I think that’s all.
3.3. Ok, my province s Yogyakarta has fine art, fine culture and friendly people and more tourist objects. I think I think the tourists objects of Yogyakarta s s s more fine that the other. That’s the one of Yogyakarta , and Yogya has more predicate like emmhhh kota pelajar, kota gudeg, etc. I think that’s all. 3. The learning result in writing The next weeks on September 18, 2007 was held writing test for all classes, the classes ( 2A, 2B, 2D ) that had ever done the simulation and the classes ( 2C, 2E, 2F ) haven’t done it yet. For The sample here, I took the class 2A and 2C with has consideration those classes had been tested before in writing so I checked it first. And giving the marks based on Harris, those are Orthography, Grammar, Vocabulary, and Comprehension ( OGVC ). The questions are not different with speaking test. The students must write on the papers that was formatted by me which usually prepare for writing ability test. ( see the attachments ). That format can improve their ability. Last year I used it too for class 2 before they received the autobiography writing task.
Here are the writing test results from 2 classes, the class 2A with simulation, the class 2C did not completed ( The complete results see attachments ).
Table 4 The scores of writing test of sample classes.
The sample Class 2A 2C Amount of students 39 40 640 580 560 325 620 445 705 480 6,42 5,85 Orthography Grammar Vocabulary Comp Average
4. The learning results in Affective 4.1. The student responses to the thematic simulation method through The polling. From 3 classes or 119 students who had been samplers of the thematic simulation, and then had been given the questionnaires, the responses that were aroused such as : There are 52 students ( 43,70% ) understand but only some questions or instructions from that simulation, 42 students ( 35,29% ) understand all the questions or instructions from the simulation and know how to answer, 19 students ( 15,97% ) understand but just a few and sometimes do not know how to answer, and 4 students ( 3, 36% ) no understand the questions or instructions and do not know how to response, and 2 students ( 0,84% ) no responses. Here is the table of their responses from 119 students about the games
Number of students 52 42 19 4 2 Σ=119
% 43,70 35,29 15,97 3,36 0,84 Understand
Remark several the
questions/instructions Understand all and know how to do Understand but just a few No understand No response
The graphic here as follow :
52 students 42 students 19 students 4 students 2 students
Their marks about this thematic simulation method in improving their speaking ability
There are 65 students ( 52,96% ) from 119 students feel it ( The thematic simulation method ) was useful and motivated them to speak in English. There are 38 students ( 31,93% ) feel good and can motivate them to speak in English , 10 students ( 09,08% ) feel bad and no useful for them, and 6 students ( 5,04% ) were confused, was it useful or not.
Here is the table : Numbers of students 65 38 10 6 Σ=119 % 52,96 31,93 09,08 5,04 Remarks Absolutely feel useful and to be motivated Feel good, useful and to be motivated Feel bad and no useful confuse
Here is the graphic as follow :
65 students 38 students 10 students 6 students
Their confidence when they got turn to ask or give some response on their questions or instructions in the thematic simulation game. There are 54 students ( 45,38% ) feel confident though they have to ask the questions and instructions to be read again by their friends. There were 39 students ( 32,77% ) feel very confident and able to answer and do all the questions or instructions, 6 students ( 5,04% ) feel unconfident and better to receive the punishment. 7 students ( 5,88% ) feel unconfident and do no understand the questions and instructions. 6
students ( 5,04% ) feel confused, and 4 students ( 3,36% ) feel nervous, 1 student ( 0,84% ) no response.
Here is the table : Numbers of students 54 39 6 7 4 6 1 Σ=119 Here is the graphic : % 45,38 32,77 5,04 5,88 3,36 5,04 0,84 Remarks Confident and very interested Confident and understand
questions & instructions Unconfident and better to be punished Unconfident and no understand Feel nervous confused No response
54 students 39 students 6 students 7 students 4 students 6 students 1 student
That Thematic Simulation can increase their vocabulary. There were 92 students ( 77,31% ) feel increase their new vocabulary. There were 16 students ( 13,45% ) feel not increase anymore, there were 11 students ( 9,24% ) do not know. Here is the table :
Numbers of students 92 16 11 Σ=119 Here is the graphic :
% 77,31 13,45 9,24
Remarks Feel increase Feel not increase Confused
92 students 16 students 11 students Slice 4
How many the thematic simulation game method can increase their vocabulary. There were 84 students ( 83,70% ) said about 5 to 10 words, there were 10 students ( 10,87% ) said around 11 to 20 words, 1 student ( 1,09% ) got 21 to 30
words, 4 students ( 4,35% ) less than 5 words, and some said just a few. And the 16 students said that there was no increasing and gave reason that all of words in that simulation had been familiar, it was said by 9 students ( 56,25% ), and 6 students ( 37, 5% ) said that all words had been known, and 1 student ( 6,25% ) said that all words in the simulation couldn’t correlate with their pleasant.
Here is the table : Numbers of students 88 10 1 16 Σ=119 Here is the graphic : % 83,70 10,87 1,09 14,11 5 – 10 words 11 – 20 21 – 30 No response Remarks
88 students 10 students 1 students 16 students
The table of the 16 students who has been un response : Numbers of students 9 6 1 Σ=16 Here is the graphic : % 56,25 37,5 6,25 Remarks The words had been familiar The words had been known The words hadn’t been pleasant
9 students 6 students 1 student Slice 4
Correlating with their speaking ability, the fact there were 69 students ( 57,98% ) feel sure that can improving their speaking. There were 7 students ( 5,88% ) was not sure the simulation can improve their speaking, 41 students ( 34, 45% ) was very sure that simulation improving them, and 2 students ( 1,68% )was not enough sure the simulation improve them. Here is the table :
Numbers of students 69 7 41 2
% 57,98 5,88 34,45 1,68 Feel sure No sure Very sure No enough sure
Σ=119 Here is the graphic :
69 students 7 students 41 students 2 students
Many kinds of facts had been seen by them that why the thematic simulation can improve their speaking ability, such as; make them be dare and no nervous, motivating them to always try to answer the questions or instructions because there is any punishment, increasing their new vocabulary, it just to be dare to speak even the words are wrong, to be confident, and no shy because no one mock. The students who feel very sure gave the reasons that they are brave though their statements often mistakes the first they speak up, to be know the new vocabulary, can correct the structures, to be confident, no nervous, can understand the friend’s English speaking, , to be motivated to answer in English, make practice English with an other people, the friends start understand their speaking, must in English, can express in English, can speak English freely, thinking to response in English, more comfort speak with friends, start to be canny/usual speak English, become easier to speak, start to talk in English, made them open
the dictionary, answer the question fluently because was helped by friends, able to response the questions pleasantly, practice their English, speak English to be fun, we are guided to speak English, more knowledge, increasing new vocabulary, eager to speak English even still do any mistakes.
The students who were not sure gave some statements, such as; not increasing new vocabulary, not improving in speak ability, can not answer and there is no friend helped, just speak in short sentences, no motivate to speak, no serious / much joking, no understand the questions or instructions / confused, choosing to be punished, all friends didn’t give chance to answer completely, hard to talk, still speak in Indonesian or java, still there are many Indonesian languages hard to change / translate to English, still to be influenced asking in Indonesian or Java, no maximal to say some opinions because limited time, better to be punished, no serious, grammar and structure was not cared, to be confuse to response because so hard to say, can not arrange the words to be right sentences, no increase the words, it has been punished before answer, not good in speaking, still many words and no know how to say in English, more thinking the punishment then the answers, and no understand the questions or instructions.
Students who were not sure had been giving some evidences, such as; the time was so short, no time to memorize the words, the ability was not improve because unselfconfident. Most of students were positive thinking to this simulation method were 73 persons ( 61,34% ) stated that the thematic simulation was interesting,
English to be fun, Impression, to be entertainment / refreshing, good, to be motivation, good enough, not bad, train to be confident and compact, passionate, very great, utter a shout, crowd, the questions were not monotone, new condition, not boring, not sleepy, more knowledge about art and culture, very challenge, familiar and so close, motivate the spirit, can express in front of the audiences, and just for fun. There were 30 students ( 25,21% ) stated that the thematic simulation was interesting and fun but the class become crowded. There were 4 students ( 3,36% ) stated that it was usual, and 4 students ( 3,36% ) stated that it was funny. There were 8 students ( 6,72% ) gave negative response to this thematic simulation method, they stated that this game has forced students to do something that they do not like, un useful, un impression, no cheer up, the punishment was so easy, not in good order, un target, annoying, and un variety. Here is the table : Numbers of students 73 29 4 5 8 Σ=119 Here is the graphic : % 61,34 25,21 3,36 4,20 6,72 Remarks Interesting, fun, enjoyable, and useful Interesting, fun but crowded Funny No response, hard & boring Negative response
73 students 29 students 4 students 5 students 8 students
The suggestions were said by students
positive to this thematic
simulation were; The game must be improved was said by 47 students ( 39,49% ), 29 students ( 21,84% ) stated about the game, it must be often doing in the classes in order to be not boring, and 29 ( 21,84% ) said it must has more time. And there were 14 students ( 13,76% ) gave variety opinions such as; making as a monopoly, the theme for discussion must be larger, the topic must be more interesting, more time, students pay attention to the persons who were punished, must be controlled and checked if any hard words have to be helped, make student to be active, the vocabulary has to be more, conventional game, the topic touched the student’s world, the team have to be one with the girls and the boys, no team, the punishment was too childish, many active actions do the works, the simulation must be useful, the time do not too long, held regularly, the quality of questions must be improved, the organizer must be valid, no punishment, take all themes, the team must be pointed by teacher, more and more, the punishment have to be different to each student, guessing games, accompanied by persons who
understand English, take level from easier to more difficult, to be given some guides, more attractive use computer media, do in extracurricular, do not be confusion, to be given to response, the winner got the prize, and should be in good order.
Here is the table : Numbers of students 47 29 29 14 Σ=119 % 39,49 21,84 21,84 13,76 Remarks Positive opinions ( feel useful ) Do regularly ( interesting ) More time ( interesting ) Any comments ( some are negatives )
Here is the graphic :
47 students 29 students 29 students 14 students
4.2. Some opinions from the teachers or partners Many comments about the thematic simulation were stated by the teachers when I was trying to show to them. Many teachers borrowed this media to use in their class, a senior English teacher who is being active in an English course ( non formal Education ) also borrow this media to be used in teacher training all over the Indonesian, a BP teacher, who saw the teaching
presentations of this game gave the comments that ; actually it was good for arising student confident but was not seen the student ability in speaking.
5. The learning result on vocabulary
Based on the questionnaires , there were 92 students ( 77,31% ) stated increased new words in variations, yet whether the words have any correlated with the theme that has been simulated or also in simple words that they haven’t known yet. I have talked in chapter one that often the students know the words about economic, politic, astronomy, but they do not know the words have correlate with their world / life, such “ membolos, ban sepeda bocor “ or so on. I think any additional about new vocabulary to them correlate with Culture and Art or not. But if I see the result of speaking Post-test, or writing test, the additional words in the theme enough significant.
6. The analysis of Learning result. Actually the functions and acts the English teacher that has being asked by people is like what? It was correlated with student speaking ability that will be saw by people started when they were being in school or when they graduated, especially the ability in oral communication. Not only the marks in the report book ( progress report ) because that marks were not guarantee the student has capability. It’s true that it become so dilemmatic for the teachers who are teaching the students whose good scores in NEM when they entered. If we give bad score because the reality they actually got it, they we see the teachers can not teaching
goodly. At last it was often called “ ngaji “ stands for “ ngarang biji “ when they calculated the scores.
Whether the students have the capability as long as their parent wishes? An educator from Australia, Ian Briggs, in the seminary “ Toward More Innovative and Communicative English Language Teaching “ said that there are many student graduates of SLTA are not able to speak English correctly even they had been learnt during 6 years in formal educations. The mistake was not in materiel of teaching but because the teacher is not active to create teaching strategy that can motivate students. But actually the case the motivate has important act in learning English.
A. The thematic simulation method with understanding student ability. If we look at the table 1 before, so the comparative of student’s scores on the Pretest with the Post-test can be presented as follow : Table 5 The changing of student’s understanding Pre- test and Post-test percentage 2A : Pre-test 32,88% Post-test 33,03% Increase 0,15%
2B : Pre-test 34,33% Post-test 34,41% Increase 0,08%
2D : Pre-test 32,76% Post-test 32,59% Decrease 0,23%
From the table has been changing in student understanding that 2 classes has progressing and 1 class has been decrease. The changing did not only happen on averages scores but also on some scores that answered A ( the right answer ) after the simulation they chose B ( wrong ). It means that the simulation process has given the changes to student’s vision, changing the student’s reception or expression used to be owned by students, though in the truth side B ( the second choice ) was wrong , implicitly the thematic simulation had changed the student’s reception. For .class 2D though it’s percentage has decreased but spreading the scores relative closer averages. It can be seen on the attachment, the lowest score 4 become just 1 that before was 2.
It has to be known that all students SMA Bina Dharma Jakarta have been usual facing the tests like that. The class two and three start to study at 06.30 am to follow preparation to final examination ( pendalaman materi ) about 65 minutes
include English subject. The materiel tends to prepare UN ( government final exam ) and SPMB, so how hard the tests they are not surprise.
B. The thematic simulation method with student speaking ability. A foreign language lecturer of 17 in Semarang, Suwandi said that the passive student can be helped with discussion method in small teams. That strategy must be done especially in the class which has students more than 30 students because in that situation the teacher is not enough time to train conversation every student. With the small discussion, the teacher is easily knowing which student who is active speaking. If every team has an active student, he / she will ask the other members to be active in conversation. Classification is affective, with selecting the organizer who is more capable than the others in his / her team and support them to speak in English. This practice team is suggested to be done simultantly, and about the weakness it was predicated that the condition class will be crowded, ( Tillit and Mary Newton Bruder, 1985:ix ). On the organizer’s shoulder the simulation successful is located. The thematic simulation method which has been practiced by me is as suitable as his advice.
There s a hesitation in myself, is the result would be subjective or objective? Because of that discussed with seniors and prepared recordings media in order to the test result can be written so there is a comparative things. For my purposes of this scription I had transferred into the CD so the others can give the value/marks too. And for the marks I used Princeton Evaluation that more complete.
The development of student ability in speaking before thematic simulation can be percentage as follow :
Table 6 Pronunciation 19,76% Here is the graphic : Accent 19,97% Grammar 20,15% Vocabulary 20,15% Fluency Comprehension 21,25%
Pronunciation Accent Gram m ar Vocabulary Fluency Com prehension
The percentage of student ability in speaking after the thematic simulation Table 7 Pronunciation 18,76% Accent 20,36% Grammar 21,41% Vocabulary 18,22% Fluency Comprehension 21,25%
And here is the graphic :
Pronunciation Accent Grammar Vocabulary Fluency Comprehension
The improving of student speaking ability happened on vocabulary, grammar, and comprehension , yet the ability of pronunciation , accent and fluency tend to be decrease. It is logic because it’s impossible the pronunciation , accent, and
fluency will be changing in short time because of the simulation? Even the possibility can be happened. The decrease also was caused more many words that they have been got that the pronunciation hasn’t been perfect yet so the scores for that become decrease.
It is interesting that this thematic simulation method is able to erase feel nervous and arise feel confident for students who feel being unselfconfident. The skill of speaking may be the direct theory, productive, and expressive that if it is
stimulated by a teacher , for some specific students will be a block their fluency of speaking, but if it is given by a friend or same age, however, they develop the listening subject that has direct too, appreciative, receptive, and physical.
But not suddenly the stimulant of friend can erase feel of nervous, need help as tools. Speak with assist tools has been sure will give the information receipt result that will be better to the listener ( Tarigan, 1985:5 ). If we close pay any attention to the text of Pre-test and Post-test in speaking so will be seen the awkwardness. The problem is any differences between oral communication and written communication. Tarigan said that oral expression tends to be less structured, more often changes, no fix, and usually more confused. Yet when speak and write so close its related, both are the ways to express sense or meanings. ( Ibid: 6-8 ).
Beside the motivation is mood, heart condition. Class XI SMA according to me generally is being top feel of passionate, hormone. The things that make them broken heart, such as; any problems with their lovers was very influence their receptions / responses to the subjects of school, include English. A teacher needs to know that, and find out the solution such as develop the method and the better is how to arise their mood and motivate them. Actually the mood and motivation are their intern, they have to manage their mood and keep in order to the motivation always strong to learn something, but the fact was not like that. Some of the teachers tend to forget about their mood and motivation yet still there are many teachers teach in good method and able to arise their mood and motivation.
The thematic simulation method that I was developing, probably can arise their mood and motivation. Please see again the chapter II about the student’s
responses. .Even I ever found on the written of the simulation control card, the group has written ‘ We think this day is a bad day, but we very –very happy and enjoy it,’ and ‘less variation, not so cool but make the class more alive’.
Beside that, all students learn about emotional skill. They trained to be patient, for not be one who easily give the punishment, learn to be patient to listen an other opinion, not be easy to blame an other and cooperate with an other to improve their ability in English . It really can support to develop their emotional intelligence that also so important beside cognitive intelligence 2000:397-406 ). ( Goleman,
C. The thematic simulation method with additional vocabulary Vocabulary is the important thing in communication, more in orally. For me, the most important thing that the students are able to use the words that has been owned by them, because it usually so hard to keep or depend the words and they are hard too to get more, so application of those words is the most important then the others. Because of that, in this thematic simulation , I am as the writer is trying to arrange the questions and instructions are based on three principles, those are frequency, average and choice. It is believe that more plenty of vocabulary are owned by students so easier too they develop the four capability of language, but what kind of vocabulary that is important for them? From the result of the questionnaires that the students have
got it but as I predicated , the words they have got probably
vocabulary, about culture and art or daily vocabulary. To be believed also that they got more words also they will more fluent in spoken or written. About that can be evidenced from speaking and writing test that the sample students and sample classes tend to be progress or improve.
CHAPTER V CONCLUSION AND SUGGESTION
A. CONCLUSION The subject of English curriculum that is too full, explain about many themes probably are not considered be useful by the students for their life, with not
accompanied fun learning method, make condition the class to be not fun or boring. It is caused there is no student’s appreciation to English subject and finally the English capability of students do not match with the finances that has been out by government and work hard of all English teachers or the student themselves. Because of that, it needs to find out the it’s best solution. One of solutions is through applying learning method.
The thematic simulation method is able to make the class condition to be fun, also indicate any progressing or improving in student English capability and tend to be better in understanding to the specific theme, and also in speaking and writing ability.
Even so, there is some weakness too, in this method. First, make the class to be crowded and it’s hard to make different whether the noisy give a learning process or not. Second, can not be used in repetition continuously. It means, maybe in one subject only 4 – 5 times using in the same class. Third, need more control than usual learning process because in noisy condition like that, the students are often forget continue to use English in the simulation.
B. SUGGESTION Based on the findings, I would like to offer some suggestions to be considered in teaching to improve students’ speaking ability.
1. In teaching English related to its games, the teacher should give more easily understood explanation in order to make the students more interested in Learning English, especially in thematic simulation. 2. The teacher should give more exercises in applying a method by giving theory of method. 3. The teacher could apply the communicative language teaching method when she/he teaches thematic simulation. 4. In speaking class, the teacher should give more speaking exercises to the students. So that, they can speak fluently.
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