R ESEAR CH PR OPOSAL

IMPR OVING SPEAKING SKILL

THR OUGH EXPER IENTIAL LEAR NING METHOD
OF THE EIGHT GR ADE STUDENTS OF SMP DW IJENDR A
DENPASAR IN ACADEMIC Y EAR 2016/2017

DESAK MADE DW I CANDR A DEW I

ENGLISH EDUCATION STUDY PR OGR AM

FACULTY OF TEACHER TR AINING AND EDUCATION
MAHASAR ASW ATI DENPASAR UNIVER SITY
DENPASAR
2016

1
 R ESEAR CH PR OPOSAL
IMPR OVING SPEAKING SKILL
THR OUGH EXPER IENTIAL LEAR NING METHOD
OF THE EIGHT GR ADE STUDENTS OF SMP DW IJENDR A
DENPASAR IN ACADEMIC Y EAR 2016/2017

DESAK MADE DW I CANDR A DEW I

13.8.03.5.1.31.2.5.4961

ENGLISH EDUCATION STUDY PR OGR AM

FACULTY OF TEACHER TR AINING AND EDUCATION
MAHASAR ASW ATI DENPASAR UNIVER SITY
DENPASAR
2016

2
 TABLE OF CONTENT

COVER………………………………………………………………… 1

INSIDE COVER………………………………………………….....… 2

APPROVAL SHEET………………………………………………...… 3

TABLE OF CONTENT………………………………………………... 4

CHAPTER 1 INTRODUCTION………………………………………. 5

1.1 Background of the Study………………………………………..…. 5

1.2 Research Problem………………………………………………….. 7

1.3 Objective of the Study………………………………………...…… 7

1.4 Limitation of the Study…………………………………………….. 8

1.5 Significance of the Study………………………………………...… 8

1.6 Definition of Key Terms…………………………………………… 8

CHAPTER THEORITICAL AND EMPIRICAL REVIEW……...…… 11

2.1 Theoretical Review…………………………………………...…….. 11

2.1.1 Speaking Skill……………………………………………………. 11

2.1.2 Experiential Learning Method…………………………………… 11

2.2 Empirical Review…………………………………………………... 15

2.3 Hypothesis…………………………………………………………. 17

CHAPTER III RESEACH METHOD…………………………….…… 18

3.1 Subject of the Study………………………………………………... 18

3.2 Research Design……………………………………………………. 18

3.3 Research Procedure………………………………………………… 19

3.3.1 Initial Reflection……………………………………………... 19

3.3.2 Planning……………………………………………………… 19

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 3.3.3 Action………………………………………………..……….. 20

3.3.4 Observation…………………………………………..………. 21

3.3.5 Reflection……………………………………………..……… 21

3.4 Research Instrument………………………………………………... 21

3.5 Data Collection………………………………………………..…… 22

3.6 Data Analysis…………………………………………………..…... 22

3.7 Success indicator…………………………………………………… 24

REFERENCES

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 CHAPTER I
INTR ODUCTION

1.1 Background of the Study

Talking about learning and using second language, a good speaking skill is

really needed along the communication process. This skill lets people giving

feedback for something that has been heared, expressing their feel, telling about

something and having an interaction to each other. Besides that, the way how we

speak will be the first concern when someone assesing us for the first time,

moreover it is shows educational level, family backgroud and also the charater of

the speaker.

According to Hadfields, “ a speaking lesson is a kind of bridge for

learners between the classroom and the world outside.” (2003 : 3) In the other

hand, although speaking English is very important to be mastered, there are still

many students who can not say anything when they are asked to say something in

English and unfortunately their sentences are really difficult to understand. Most

of them said that speaking English is very hard because they are difficult to

remember some words, expressions and pronunciations in English. They will

easier to forget the expression given just in several minutes after the class end.

If this problem is not solved fast as possible, it will be hard to make the

students able to speak English fluently. And this case was found in SMP

Dwijendra Denpasar based on an interview to the English teacher.

In learning speaking, practice is a must. In order to make the students

understanding and remembering the material which is given in the speaking class

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well, the speaking practice must nearer to the reality. Teacher also must make sure

that all students have an experience about the topic. ‘ Experience is the best

teacher”, through experiencing the material before learn it formally will make

them easier to catch, remember and re-apply the material given, moreover, it also

will be more interesting for them. Beard and Wilson state that, “Each experience

is influenced by the unique past of the learners. ” (2013 : 20). So, when the

students are being given the material they will has a real own imagination about

the theory and not face the class with the empty mind and knowledge.

The way how teachers make all of the students have their own experience

when they are in the speaking class is bringing the experience to the class and

compares it to the situation and condition in the class itself. Teachers have to give

the students space of time before giving the theory and let them doing what they

will learn first without giving the theory, but still lead by the teachers. Then

students will do a reflection about what they have done and make the conclusion

of it. After that teachers will give the theory and at last students will re-practice

what were they have experienced and learnt. This way is called Experiential

Learning Method. This method is a suitable way to increase the students’ability

in speaking because they already have an experience before they are given the

theory.

Experiential Learning Method is part of humanistic learning which is

ussually used for scientific learning. Therefore,using this method to improving

students speaking English ability will be an innovative way and interesting

process for the students, since they will face an unusual process of learning. In the

usual process they often given the theory first, then they practice it. In the other

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hand, Experiential Learning Method gives a different process. Students have to do

the topic first, they can do a role play, drama, dialogue, or make their own

learning instrument first. Then they will reflect what they have done by

remembering, watching or listening. They make a conclusion of the activity lead

by the teacher and at last re-practice or simulating all of the material that already

learnt by their own creativity.

By doing this method, the teachers are expected can overcome students’

difficulties in speaking English and giving a touch experience. Therefore the

researcher is highly motivated in conducting the present study to find out the

extent of improvement of the students’speaking skill of eight grade students of

SMP Dwijendra Denpasar.

1.2 R esearch Problem

Based on the background of the study, the reason why this research

conducted because of the low speaking ability of the eight grade students of SMP

Dwijendra Denpasar, therefore, the researcher formulates the research question of

the present study as follows: can speaking skill of the eight grade students of SMP

Dwijendra Denpasar in academic year 2016/2017 be improved through

Experiential Learning Method ?

1.3 Objective of The Study

In general, talk about any scientific investigation intends to answer and

solve the research question which has been stated before. Objective of the study is

certainly intended to answer and solve the research question. Generally the

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purpose of this study is to give a contribution in education field especially in

improving English Speaking Skill which is really important to be mastering by the

students. Moreover, in line with the research question stated above, the

undertaking of the present investigation intends to improve speaking skill through

Experiential Learning Method of the eight grade students of SMP Dwijendra

Depasar in academic year 2016/2017.

1.4 Limitation of the Study

To limit the material of the study, the researcher takes out the daily social

interaction as the main topic which includes the material of the eight grade

students in Junior High School in the second term which is: starting, extending

and ending a conversation by telephone. The study is also limited on investigating

the improving speaking through Experiential Learning Method to the eight grade

students in 8F class of SMP Dwijendra Denpasar in academic year 2016/2017.

1.5 Significance of the Study

Theoretically, the results of the present investigation are really expected to

contribute and strengthen the existing similar research result with more empirical

evidence in investigating the effectiveness of Experiental Learning Method in

improving speaking skill of the eight grade students of SMP Dwijendra Denpasar.

Practically, the results of the present study are intended as valuable

information to the English teachers of SMP Dwijendra Denpasar. By knowing the

Experential Learning Method in improving speaking skill the eight grade students,

the teachers are expected to be able to apply this method in the classrooms.

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1.6 Definition of Key Terms

A thesis should be had the definition of key terms which are precisely and

concisely defined, quite possibly using relevant references. This allows a reader to

know exactly what a research is referring to and intending to investigate.

Consequently to avoid a misunderstanding and confusion of the key terms which

are used in the present study, the researcher needs to operationally define the

following terms:

1. Improving Speaking Skill

Improving Speaking Skill is an activity which is done by the

researcher to increase the students’ability in having an interaction,

conveying idea and information in spoken role using English.

Speaking skill is one of the four skills in learning language beside

listening, reading and writing. This is the first priority skill that must

be mastered in learning a second language.

According to Richards, “Mastering speaking skill in the second

language means someone can speak fluently in purposeful

communication, meaningful and suitable with the situation.”(2008:19).

Therefore, if all catagories mentioned are fixing, we can say that

someone has good speaking skill.

2. Experiential Learning Method

Experiential Learning Method is a humanistic method that emphasizes

to the experiences development in learning. This method helps the

learners make a deep sense when they are learning and practicing a

new knowledge or behavior. Kolb states that, “ all learning is re-

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 learning, so learning is a proccess whereby knowledge is created

through the transformation of experience ( 2008 : 6)

They are many types of Experiential Learning Method, however this

study used the Kolb’s Experiential Learning model that has its own

cycle which is consist of four steps ; concrete experience, reflective

observations, abstract conceptualisation, and active experimentation.

3. SMP Dwijendra Denpasar

SMP Dwijendra Denpasar is one of Junior High School under

Dwijendra Denpasar Fundation which is located in Dauh Puri Village,

Denpasar Utara District, Denpasar Regency where this research will

be conducted.

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 CHAPTER II
THEOR ITICAL AND EMPIR ICAL R EVIEW

2.1 Theoritical R eview

A study must be based on the appropriate theories that will be a

fundament and lead the reseacher to run the reseach. The theoritical review is

realy needed as a basic idea that will built this study, that is the reason why the

reseacher add some theories that will support this study. The theoretical review

was taken from some experts’idea which are related to this study, such as:

2.1.1 Speaking Skill

Speaking comes from the word ‘speak’, according to Oxford Dictionary

this word means “ an activity that using your voice to say something” (2000 :

1239). So, speaking skill is an ability to get interaction or conveying idea in oral

form. ‘Speak’and ‘talk’are has the same meaning, however, ‘talk’is using in

spoken English or conversation between two persons, and ‘speak’ use in the

formal situation, polite request, saying somethink to a group.

2.1.2 Experiential Learning Method

According to Oxfort Dictionary, “ Experience is the knowledge and skill

that you have gained through doing something for a period of time and

experiential is the tehnical based on or involving experience.”(2000 : 439)

Keeton and Tate in Wilson have given their definition to experiential

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learning method that, “Learning in which the learner is directly in touch with the

realities being studied. It is contrast with learning in which the learner only read

about, hear about, talks about and writes about but never contact with them as part

of learning process.”(2013 : 4)

According to Kolb, “Experiential learning method is a learning where

experince as the source of learning and development has been quite extraordinary

and far-reaching.”(2013 : 17)

John Dewey has stated that this experiential learning method is “slippery”

learning concept because of the students have to learn from their experiences

which are good or not, right or not, then they make a concept from these and at

last the re-doing it based on their experiences and concept.

2.1.2.1 History

The idea of experiential learning theory has been researched for thirty

five years by David A. Kolb. Kolb stated that, “This theory is purposed for the 20th

century scholars who gave experience a central role in their theoris of human

learning and development” (2005 : 3). Before Kolb there are some experts who

has done some research for this method, they are ; John Dewey, Kurt Lewin, Jean

Piaget, William James, Carl Jun, Paulo Freire and Carl Roger. This method of

learning was applied to help individual identify to learn from their experience.

2.1.2.2 Learning Cycle

David A. Kolb in 1984 has made a cycle of Experiential Lerning and its

famous as Kolb’s Experiential Learning.

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 1. Concrete Experience

Students have their own experience that based on the topic that will be

given.

2. Reflective/ Observation

Students do a reflection to the what they have done before.

3. Abstract Conceptualization

Students make their own concept lead by the teacher base on the

reflection before.

4. Active Experimentation

Students are re-doing what they have done in the last steps and improve

it by their creativities.

2.1.2.4 Aspects of Experiential Learning Method

- Learning activities

Learning based on experience not just mean using physically active, but

here the degree of learning activity in this method may real or percieved

as real ; the extend how the reality is manipulated by the teacher or

facilitator will be the key consideration to the design and teaching-

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 learning plan because the perception of reality will gives many kind of

experiences in student’s mind.

- The sense

Sensory inteligence is an important aspect of experiential learning

because it will be the bridge of our inner and outer world experience.

This sense directly connect our feeling brain with our thinking brain. So,

“ The more sense we use in activity the more memorable learning

experience will comebecause it increases the neutral connection in our

brain and threfore it will be more accessible.”( Wilson, 2013:9)

- Emotion

All experience has its own self emotional response. According to

Kahneman (2011) “ In any learning experience emotions can act as a

gatekeeper, the emotions are fast-wiredto the brain as part of our fast

system mode of thinking.”So, including emotion intelligence in learning

is very important in Experiential Method.

- Intelligence

Human has primaly three types of intelligence ; IQ ( intelligence

Quotien), EQ ( Emotional Quotien, and SQ ( Spiritual Quotien), those

all may work with balance to get the success of learning process. As a

fact, an activity which is can include all of those intelligences is realy

needed.

2.1.2.4 Application of Making Concrete Experience in Experiential Learning

Method

- Team Work and Colaboration

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 Team work and Grouping activity make sure that the idea of accepting

and building on offers become so valuabe because of the interaction

(Silberman, 2007 :167)

- Game

Game is good way in giving an experience to the learners. Game not

just fun but also easily transfer the meaning or the material.

- Presentation

This activity will sharpen leardeship skill, publict speaking, improving

students’ skill in speaking, convidency, and how to arrange a

performance.

- Role Play

This activity purposed to make students assume a role or situation or

scenario. Here the sense and emotion will play and give a touch

experience to the students.

- Simulation

Silberman states that, “simulation is a methodology for understanding

the interralationships among components of a system or process.”(2007

: 168). Here the students will practice all of the material and play like

they are in the real situation.

2.2 Empirical R eview

Some reseachers have done some studies about the using of Experiential

Learning Method in educational field, they are ;

Jitka Kujalova From Faculty Of Arts Department Of English and

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American Studies Masaryk University in Brno, in her thesis entitle “ Use of

Experiential Learning in Teaching English as a Foregin Language” in 2005

already compare the Experiential Learning Method from David Kolb, John Dewey

and Kurt Hahn in her thesis. The result of her study shows that experiential

learning can be successfully employed in teaching English as a foreign language.

Moreover, Kujalova believes that her research supported her view that

experiential learning could be used in English teaching.

The second Thesis is from Fitan Dewi Yovita Agnes from School of

Teacher Training and Education, Muhammadiyah Surakarta University in 2008

has written her study entitle “Improving Students’Vocabulary Mastery through

Experiential Lerning ; in Action Reseach at the Sixth Year of SD Negeri Triyagan

2 Sukoharjo in Academic Year 2007 – 2008”. In her result of study Agnes stated

that, “ The Experiential learning method is an effective attractive way for

teaching English specially in Vocabulary to the sixth grade students of SDN

Triyagan 2 Sukoharjo and I suggested the English teacher to use this method at

their school.” (2008 : 84)

The other source is from education journals, one of the jurnal is from

Silke Koerner, Director of Teaching & Learning, Outdoor Education Group,

Victoria, which the title was “Experiential Learning in the Classroom”in 2009.

This journal mostly talk about the differences of using traditional method of

teaching and eksperiential teaching. Koener in the result find that Experiential

Learning is an excellent tool when the focus of the lesson/unit is fairly broad and

for learning complex subjects of intellectual and an affective nature for creating

deep understanding of fundamental principles that need to be applied later on.

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2.3 Hypothesis

Generally before a study held, the researcher has been had an assumption

for the result of the study or state as a hypothesis. Hypothesis is used for

giving a direction in collecting and interpreting data, and also on attemting to

give a tentative solution to the problem. In this study, the hypotesis will be

stated as the following ; The speaking skill of the eight grade students of SMP

Dwijendra Denpasar in academic year 2013/2014 can be improved through

Experential Learning Method.

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 CHAPTER III
R ESEACH METHOD

3.1 Subject of the Study

The subjects of the study are the eight grade students of SMP Dwijendra

Denpasar in academic year 2016/2017. In this study the researcher simply selected

Eight F class which consisted of 38 students as the subjects. The Eight F class

students were chosen as the subjects because they were considered to have low

ability in speaking English skill based on interview with their teacher but they

have a good ability in scientific lessons. This was in addition to improve their

speaking skill through Experiential Learning Method which basically is a

scientific learning method.

3.2 R esearch design

The study will use classroom action research (CAR) as a research design

based on the formula by Kemmis and Mc Taggrat in Philips (2010 : 42). Hence,

this classroom action study will be concerned with improving students’skill in

speaking by using two kinds of tests, that is, initial reflection (IR) or pre-test and

reflection (R) or post-test. Initial reflection (IR) is intended to assess the pre-

existing speaking skill test while reflection (R) which will be administered at the

end of each session, is meant to reveal the expected improvement in the students’

speaking skill after they have been taught through Experiential Learning Method.

This kind of research will be divided into two cycles where each cycle consists of

4 major phrases, namely Planning (theory formulation), Action (intervention was

carried out), Observation (data collection of intervention), and Reflection (data

18
analysis).

3.3 R easeach Procedure

Classroom Action Reseach has its own procedure for its application which

are divided into Planning, Action, Observation and Reflection. In order to make

this study as concrete as possible, a clear, detail and systematic procedure is

needed along the process of study that refered to the real action that will be held in

the field.

This study has decided its procedure, which were ;

3.3.1 Initial Reflection

In forming initial reflection in form of pre-test, the researcher conducted a

performance test about having a conversation by telephone to know about the pre-

existing speaking skill of the students by measuring their fluency, accent and

vocabulary used. The mean scores of the initial reflection were compared to the

corresponding mean scores of the reflection administered in for of post test in end

of every session. Moreover, the comparison was used to know the effectiveness of

using Experiential Learning Method in improving speaking skill.

3.3.2 Planning

1. Preparing the Test

The researcher has prepared two kind of oral test for the study which

were question –answer test and performance test. For cycle I, in session

I the material was about starting, extending and ending a basic

conversation by telephone and in session II the material was about

having a conversation about formal conversation by telephone. In cycle

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 II were transactional conversation by telephone for session III and

leaving a telephone message for session IV.

2. Setting up the Teaching Scenario

Cycle I was divided into two sessions which was included two teaching

scenarios. In session I the teaching scenario is about starting, extending

and ending a basic conversation by telephone and in session II the

teaching scenario about formal conversation by telephone. Cycle II also

had two teaching scenarios which were transactional conversation by

telephone in session III and leaving a telephone message in session IV.

All of the teaching scenarios were developed in Experiential Learning

Method.

3. Preparing the Questionnaire

The questionnaire was developed into ten questions which were used to

know the changing ability of the students after the application of

Experiential Learning Method

3.3.3 Action

In this stage the researcher added the cycle of Experiential Learning

Method in every session. The model used is the Kolb’s Experiential Method

Model which was divided into four stages such as:

1. Concrete Experience

Here the students were active to make an experience about the material

that would be given. They do the activity based on their own

knowledge, sense and imagination without a pre-explanation by the

teacher. There are three kind of concrete experience activity that was

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 used such as ; game, role play and drama. The activities were added as

pre-activity.

2. Reflection

Students made a reflection to what they already have done, what they

have catch from their own activity and their friends activity. Then they

listed and noted it. This activity is added in main activity.

3. Conceptualization

Teacher lead the students to make a concept or conclusion from the

reflection and added the material about the topic. The

conceptualization was held in main activity.

4. Active Experimentation

Students re-practiced again based on their experiences and materials

given which was administered in post activity.

3.3.4 Observation

The teacher observed the students by seeing their atitude along learning

process and giving quisioners.

3.3.5 Reflection

Teacher repairred the error of the student, made an evaluation toward the

learning process and students score.

3.4 R esearch Instruments

In order to collect the data needed for the present investigation, some

instruments were made. The research instruments were tools which were used by

the researcher to collect the required data. The research instruments used by the

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researcher were as a vehicle to stimulate, elicit, and encourage the students to give

their opinion, response and answers to obtain valid and reliable required data for

the investigation. The instruments used in this study were lesson plan, test,

questionnaire and speaking assessment rubrics.

3.5 Data Collection

The intended data in this study were collected by using initial reflection

(pre-test), reflection (post-test), interview, partisipant observation and

questionnaire. Consequently, there were two kinds of data: quantitative and

qualitative data. The students’score that could be collected by the students in pre-

test and first post-test until last post test shows quantitative data. The qualitative

data were obtained from the questionnaire and the researcher observation sheet

made by the researcher in both cycle and the form of quantitative data were taken

from the questionnaire given to the students by the end of the circle I.

3.6 Data Analysis

The data which were obtained for the present classroom action study was

analyzed descriptively so as to reveal the extent of the subjects’ progress or

increasing mastery in pronoun. That is, the mean scored obtained by the subject in

IR (Xo) was compared with its corresponding mean scores in reflections or post-

tests for both cycle I and cycle II.

The scores showing the subjects’ positive changing behavior was

computed in the form of percentages which refer to respective items on the

questionnaires. The means of IR scores and post-test scores were calculated and

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computed. The grand mean of cycle I and cycle II will be finally computed and

compared. The grand mean of both cycles, cycle I and cycle II, were calculated by

totaling the means of the scores in each cycle and then divided by two sessions.

The amount of the difference between the two means showed the increasing

effectiveness of cycle I and cycle II. This occurs because cycle II was the revised

version of cycle I.

Thus, there are considerably three kinds of raw scores obtained for the

present class action study, that is:

(1) scores indicating the subjects’pre-existing speaking skill,

(2) scores showing the subjects’progress achievement in speaking skill; and

(3) scores showing the subjects’changing learning behaviours.

The data then are analyzed in percentage as follows:

1. The average score of each student will be counted using this formula:

Total of the right answers

Mean = _____________________________ x 100 %
Total of test items

2. The average score of the whole students will be counted using this

formula:

The total score of all the test takers

Mean = ___________________________ 100 %
Total of test takers

3. The qualification of students’ achievement were presented into these

following criteria which adapted from Heaton ( 2003 : 9) as described in

the table below,

No Score (% ) Category

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 1 90 –100 Excellent

2 80 –89 Very good

3 70 –79 Good

4 60 –69 Fair

4 50 –59 Poor

5 0 –49 Failure

3.7 Succses Indicator

A Classroom Action Reseach will be stated success or complete if all of

the subject of the study pass the the minimum standart score. Based on the

syllabus of SMP Dwijendra Denpasar the minimum standard score of English

lesson in eight grade class is 77. Because of the limitation time of reasearch,

according to Mahasaraswati University English Study Program’s role, this study

has been stated success because 80% of the subjects of the study already get 77 or

up to 77.

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 R EFER ENCES

Agnes, Vitan Dewi Y. 2008. Improving Students’Vocabulary Mastery through

Experiential Learning Method. Unpublished Thesis of Muhamadiyah
University.

Baras, Robert. 2006. Speaking for Your Self – A Guide for Students. New York :
Routledge.

Beard, Colin & Wilson, P. John. 2002. The Power of Experiential Learning.
London : Kogan Page.

Beard, Colin & Wilson, P. John. 2013. Experiential Learning. London : Kogan
Page.

Davidson, Jeff. 2003. The Complete Guide to Public Speaking. New Jersey : John
Wiley and Sons. Inc.

Glasgow, Jacqueline. (2002). Standar Based Activities with Scoring Rubrics.

Eyeoneducation.

Hadfield, Jill & Hadfield, Charles. (2000). Simple Speaking Activities. New York :
Oxford University Press.

Hornby, A.S. (2000). Oxford Advanced Learner’s Dictionary. UK : Oxford

University Press.

Ioannou- Georgio, Sophie & Pavlou, Pavlos. (2003). Assessing Your Learners.
Oxford Universiy Press.

Koener, Silke.( 2009). Journal of Experiential Learning in the Classroom.

Victoria

Kolb, David A. & Kolb, Alice Y. 2005. Experiential Learning Theory. London:

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 Sage Publications.

Kujalova, Jitka. (2005). Use of Experiential Learning in Teaching English as a

Foreign Language. USA : Unpublished thesis of Masaryk University.

Mertler, A. Craig. (2006).Action Reseach-Teacher as Reseacher in the Classroom.

Sage Publication,Inc.

Palmer, Eric. (2011). Well Spoken - Teaching English for All Students. USA :
Stenhouse.

Richards, Jack C. (2008). Teaching Listening and Speaking – From Theory to

Practice. New York : Cambrige University Press.

Silberman, Mel. (2007). The Handbook of of Learning. USA : Peiffer

Stenberg, R.J. & Zhang, L.F. (2000). Perspectives on Cognitive, Learning and
Thinking Style.NJ: Lawrence Erlbaum

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