Abstract
The study was aimed to investigate how Simulation
technique can be implemented to improve speaking skill of the tenth grade
students of SMA Darul Ulum 2 Unggulan BPPT Peterongan Jombang who faced the
problems in speaking. It is very important to conduct this classroom action
research because of the students’ speaking skill in English was low. It was
proved by the students’ speaking score. The score was under passing grade (6/B-).The
simulation is entertaining. Because of the reason, the researcher is interested
in choosing simulation activity as the teaching technique applied in this
action research. It motivated the students and increase their self-confidence.
There are four steps that the teacher conducted in simulation process; (1)
Orientation, (2) Participant training, (3) Simulation operation, (4)
Participating debriefing. The
main data were about students’ improvement in speaking skill. It was measured
by giving speaking test to the students. In the first cycle the score of
students’ speaking performance was only 76.19% or 16 students get more than
passing grade, from the total of students are 21 students, so it must be
continued in the second cycle. In the second cycle the teacher revised some
problems which the students faced in conducting simulation technique; he
asked the student for making their group by themselves and
drilled the students’ pronunciation and asked the students’ difficulty in
pronouncing the word. Then the teacher explained the use of grammar in
detailed. He also managed the time so the simulation activity can run
optimally. And the score was increased to 95.24% of students or 20 students got
score more than 6/B-. For student’s activities in speaking skill
learning process. It was measured speaking observation. In the first cycle the
score of student’s activities performance was only 65%, and for the second
cycle improved 82%
Keywords: speaking skill, simulation
In
this era, English in used as international language for business, tourism,
political and international relationship. Language is the most significant
possession of human being to do communication in conveying and sharing idea,
feeling, emotion, and information to people both in spoken and written forms.
Language has is an instrument of communication among the human being. People use the language to express their minds, wishes, and ideas. Because of its importance, the people have to study it correctly to communicate with their relationship whether it is used as the common communication or business communication. The use of language can be in the forms
of
written or spoken as we find in a daily life context.
Related
to the text above Richard and Renandya (2002, p. 90) states that a large
percentage of the world’s language learners study English in order to develop
proficiency in speaking. This is caused by the function of speaking that cover
many aspect of human interaction, Such as involved expressing ideas and
opinion, expressing a wish or a desire to do something, negotiating, solving a
particular problem, establishing and building social relationship and
friendship, maintaining business or other professional reasons. those are just
a few reasons why people may wish to speak, and then it seems fair to assume
that speaking skills play a large part
in this overall skills.
Broughton (2003, p. 1) states that English is an international language
and most people in the world use it. It is the most broadly studied as foreign
language in the world. Because of that Indonesia efforts to learn the science
knowledge. This fact can also be seen in Indonesia. English is learnt widely
either for general of specific purpose in formal as well as information and
education from the elementary school up to junior and senior high school as
well as universities or colleges..
Although for increasing mastering English, the Indonesia education department gives
time for student to study English from Basic school till University, and
English is one of the subject must be examined Nationally, since in Junior high
school and senior high school. and Indonesia had made decision that English
language is one of foreign language. It means that Indonesia does not use
English as first or second language; English is used by several interests only.
If the people want to go abroad or work in abroad, they learn English language
practice. So it is very difficult to
develop foreign language includes English subject.
For increasing national education competence, education department made
new curriculum called Kurikulum Tingkat
Satuan Pendidikan ( KTSP ) or School Based Curriculum (SBC), it means
that teaching subjects in Indonesia
based on standard of contents of Vocational high school. it means that every
school can develop their school based on the school in take. Or the school
frees to use their capability to increase student progress. It means that the
school can increase the communicative competence both oral and written forms to
achieve good competence in speaking. To reach
this goal need several competence that involves four skills; listening,
speaking writing and reading.
Consequently, speaking skill in learning English is a priority for many
second-language or foreign-language learners. English learners often evaluate
their success in language learning as well as the effectiveness of their
English course on the basis of how much they feel they have improved in their
spoken language proficiency. Considering how important speaking skill in
learning English, Richard and Renandya, (2002, p. 230) in this case reminds
English teachers by saying’s speaking is one of the central elements of
communication. In EFL (English Foreigner Language) teaching, it has an aspect
that needs special attention, it is necessary for a teacher of EFL to carefully
examine the factors, condition and components that underline speaking
effectiveness. Effective instruction derived from the careful analysis of this
area, together with sufficient language input and speech-promotion activities
with gradually help learners improve their English speaking ability.
It is obvious that although speaking is one of four language skills to be
taught in SMA, it is often ignored by the teachers. This can be caused by many
teachers spend too much time on teaching reading, writing even some linguistic
components such as structure, vocabulary than teaching English as means of
communication written or orally. Moreover, since the evaluation of the
students’ achievement especially in final exam, mostly focuses on reading
comprehension and is presented in the written form, therefore, in their
attempts to enable to do National Examination most their teachers concentrate
their teaching on reading and writing skills. Speaking skill, on the other
hand, only gets less attention and time during teaching learning process.
Surprisingly, at the tenth grade of social program 2 or ( kelas
sepuluh program ilmu sosial dua ) of Senior High School speaking has great
portions of language that focused on developing skills of students not turned
to promote reading and writing skills. Among those skills, speaking seems to be
an important skill that learners should acquire.
According to Kasbolah (1993, p. 2) the passiveness of the students was
cause by internal and external factors. Internal factors cover lack of
motivation, lack of vocabulary, reluctance to express the idea, while external
factors cover no variation of teaching method, large class, and uninteresting
topic.
However, the fact shows that the student’s English speaking ability or
performance in SMA Darul Ulum 2 Unggulan BPPT Peterongan Jombang specially in
tenth grade of social program 2 was very
low. If it was seen from the result of analysis of daily test and quizzes; only
10 students (47.62%) of students got score above of passing grade or in Indonesian KKM
(Kreteria Ketuntasan Minimal) is 6 /
B-, while those who got less than 6 / B-
were 11 students (52.38%). Many students still had difficulties in
communicating in English orally, although they had been learning English for
two years. Based on the researcher’s observation as an English teacher, it was
caused by some reasons. Many students stated that they were passive and
reluctant to speak English because they had neither idea to express not
confidence for the target topic. They tended to be nervous when they were
facing students. In which they were supposed to communicate using English
orally. Some others said that they were afraid of making mistakes in both
grammar and pronunciation so their friends were laughing at them that then made
them ashamed, and of course it made them stupid in front of their friends and
their teacher.
From the above explanation, the researcher concluded some cases in
relation to the passiveness of the students in communicating in English can be
explained that Students’ low ability in
speaking. The result of the preliminary study showed that most of the tenth
grade students of senior high school still had difficulties to communicate in
English orally although they have been learning English since they were in
elementary school. They were hardly able to speak English during the teaching
and learning activities, even when they were asked to use English in the form
of simple expression. Besides, many students tended to preserve themselves in
silence during the question and answer activities and if they were asked to
answer a question, they frequently used Indonesian to answer it.
Students’ lack of confidence to
communicate in English. In relation to the fear of making mistakes as stated in
the above point, the students did not seem to be very confident about their
abilities to use the language. In this case the students often felt insecure to
communicate in English. This problem might occur because of the psychological
aspect since they were teenagers and get easily embarrassed about talking in
front of others in formal class context.
The above evidence indicates that it is important to create learning
situation with various teaching techniques. “A well-prepared teacher will know
what is likely to attract and stimulate his class. He will have planned his
class not just on the basis on what activities are suitable (on that day of
time), what skills have to be thought, in other words, about what the most
effective thing for the class will be” (Harmer, 2002, p. 214). Thus, by having
and enjoyable situation with more time for practice, it is expected that the
students’ speaking ability will improve. The teacher has to be able to make the
learning process exciting and enjoyable as stated by Duan, L. (2002, p. 19)
that language learning can be dull, especially if the learners feel little real
need to be learning the foreign lenguage anyway. The personality and enthusiasm
of the teacher is probably the most important single factor in enlivening a
lesson, but the learning process itself should be exciting and enjoyable.
Considering the importance of speaking ability for the language learners,
the researcher thought that some efforts need to be done to improve students’
speaking skill so that the students would be able to develop their speaking
ability.
So by using
simulation technique in this classroom action research can help the researcher
to improve the learning process quality.
Rochiati (2005, p. 245)
In order to teach second language learners, how to speak in the best way
possible, there are many activities which can promote speaking are provided in
communicative method like role play, simulation, information gap, storytelling,
interview, story completion. In this opportunity, the researcher is interested
in choosing simulation activity as the teaching technique that will be applied
in this action research because simulation is entertaining, they motivated the
students and increase them self-confidence of hesitant students.
Simulation is very similar to role-plays but what makes simulation
different than role plays is that they are more complex. In simulation,
students can bring items to the class to create a realistic environment. For
instance, if a student is acting as a singer, he brings a microphone to sing
and soon. Simulation encourages students to actively participate in the
teaching learning process because this activity provides a way of creating a
rich communicative environment where students actively become part of some real
worls systems and functions according to the predetermined roles as members of
that group. Simulation increases students’ self-confidence because in simulation
activities, students have different roles and do not speak themselves. It means
that they do not have to take the same responsibility. By using simulation,
students expected to be able to speak English actively, creatively and
confidently.
The student activities is so dynamic in the learning process because the
students are involved directly and the student can make the student accustomed
to understand the story or the real problem and this case called learning
implementation based on contextual learning. By grouping learning can make
personal relationship well and also can increase their imagination.
Thus, simulation used to improve the students’ speaking skills. tenth
grade of social program 2 in SMA Darul Ulum 2 Unggulan BPPT Jombang East Java, Indonesia
is chosen because the researcher teaches in this class so the researcher can do the research well.
Method
The purpose of
this study is to describe how the simulation can be applied to improve the
students’ speaking skill in the teaching and learning English of the tenth
grade of social program 2 of students at
SMA Darul Ulum 2 Unggulan BPPT Peterongan Jombang.
Design
In this methodology the
researcher acted as a teacher because this study make use of classroom action
research which is further defined as a cyclic process of action.
Kemmis and Mc. Taggart in Tukiran
(2012, p. 24) state that classroom action is one cycle that consist of
four element. They are: planning (theory formulation), action (intervention was
carried out), Observation (Data collection and intervention), and Reflection
(Data analysis). It was necessary to note IR (preliminary study) used in
classroom action study, Which refers to a pre-test in speaking skill. To make
clear, the design at the action study could be described as follow:
Cycle I → IR → P1 → A1 → O1 → R1
Cycle II → RP → P2 → A2 → O2 → R2
Preparing Lesson Plan
The
researcher uses the concept of Joyce and Weil. (1996, p. 441).The preparation
involves the follows; first preparation is preparing a suitable technique. The
simulation technique applied in the classroom as follow; (1) Orientation. The
activities are present the topic of the simulation and explain the concept of
the simulation, (2) Participant training. The activities are setting the
scenario (rule, role, procedure, scoring types of decisions to be made and
goal) (3) Simulation Operations. The activities are conduct activity, feedback
and evaluation of performance and effect of decisions), (4) Participating
Debriefing. The activities are summarizing event and perceptions, summarize
difficulties and insight, analyze process and compare simulation activity to
the real world.
The second preparation is providing
lesson plan of teaching – learning speaking through simulation technique the
lesson Plan were designed for two meetings of which each was focused on the use
of simulation as a model to solve the problem of students’ speaking ability.
The teaching learning activities were developing according to lesson plan
design. Each meeting takes 2 x 45 minutes.
The researcher divides the teaching
learning process into three stages for each meeting namely; opening activity,
main activities involves pre-speaking, whilst speaking, post speaking and
closing activity.
There were some activities opening activity such as greeting and
checking the students’ attendance list, review the last lesson and give the
information about the lesson will be studied.
In the pre – speaking, the speaking
activities included explaining about the topic. The researcher asked the
students to practice the dialogue that the teacher gives in group. Then the
teacher drilled the pronunciation of the students. This is done to minimize
student’s error in pronunciation.
In the whilst speaking included four
steps in simulation process. First step is orientation. The teaching strategies
in orientation are (1) the teacher asks the students to gather a group that has been organized by the
researcher. (2) The teacher explains the concept of the narrative of the
simulation; teacher used various simulations activities in each meeting. The
researcher uses survey simulation which implemented in the first meeting and
the researcher uses socio drama simulation in the third step. Second step is participant
training. The teaching strategies in participant training are (1) the teacher
distributes the topic based on the situation in the story (2) the researcher
asks the students to discuss the simulation preparation are presented in a
group. (3) Simulation operation. These activities are done in the third step,
the teaching strategy in simulation operation is the students performe the
simulation about the topic given in a group. The last step is participant
debriefing.
Determining the criteria of success
The teacher in
deciding the criteria of success, the researcher adapted to the objective of
the study that was to improve the student’s speaking skill. Thus the criteria
were designed as the measurement whether the implementation of simulation of
role play strategy in improving speaking skill had succeeded or failed.
The criteria of success are based
on the teacher’s test during the action. The criteria should be related with
the purpose of the study. The criteria of success were; (a) the student were
active and motivated to communicate after implementation of simulation of role
play strategy and (b) the students had average score minimum same with passing
grade score is 6 / B-. the fluency = 6 – 10, pronunciation = 6 – 10, grammar accurcy = 6 – 10, vocal = 6 – 10, comprehension = 6 – 10, expression = 6 – 10. There are 6 components, fluency,
pronunciation, grammar accuracy and comprehension in 25 scale ( scale of
fluency 1 – 10, pronunciation 1 – 10, grammar accuracy 1 – 10, comprehension 1
– 10 and expression 1 – 10 )
To measure the students’ conversation in speaking skill, the researcher
evaluated the students’speaking performance. “To keep the objectivity of
scoring, there should be a scoring guide as criteria of success for giving the
students’ speaking score. See table of
speaking performance model of testing for language teachers” (Brown, 2004, p. 131)
Action
Implementing the
previously planned teaching scenario is the main activity in this classroom
action study. In line with the objective of the study, action or classroom
activities refers to what the research really do in the classroom setting
during the process of teaching speaking by using simulation technique. The
researcher will attempt to manage and conduct the previously planned classroom
activities in the teaching scenario, so that the objectives of teaching
speaking for each session can be most effectively and efficiently attained.
There are three main activities that the researcher will do in the classroom,
they are: pre- activity, whilst activity, and post activity.
Reflection
Reflection is a
term that refers to a post test. The present classroom action study is divided into 2 cycles and each cycle
consists of 4 interconnected sessions. Reflection is administered during the
post activities or each session. At the end of action, their mastery will be
tested to know ether their mastery it getting better or improve. The result of
the entire whole reflections of post-test in cycle I are used as feedback and
basis to plan the actions in cycle II much better. During the action the
researcher will observe directly the student’s interest and involvement in teaching
and learning process. This action research stated by Kemmis and Mc. Taggart in
Tukiran (2012, p. 24) research
which has a cycle, consist of Planning, Action, Observation, Reflection, which
is done repeatedly. It can be drowning on in the following picture;
The researcher plans if the result is good, it means if the 85 % the
total of students can pass or same with the
passing grade (6 / B-) the
classroom action research will be stopped, but the result of
cycle 1 is not good, it means if the score
under 85% the total of student cannot pass the passing grade (6 / B-)
the classroom action research will be continued.
Result
Finding in Cycle 1
The result of
the analysis of the student’s speaking performance in cycle I showed that the
student’s mean scores in each element of speaking were higher than the
determined score from preliminary study (table 1).
Table
C.1.1 The Improvement of the Student’s Mean Score in Each Element of Speaking.
|
No
|
Element
of Speaking
|
Mean
Score of Preliminary Study
|
Mean
Score of Cycle I
|
Improve
ment
|
|
1
|
Pronunciation
|
4.84
|
5.86
|
1.02
|
|
2
|
Grammar
|
5.24
|
6.03
|
0.79
|
|
3
|
Vocabulary
|
6.19
|
6.55
|
0.36
|
|
4
|
Fluency
|
6.17
|
6.88
|
0.71
|
|
5
|
Comprehension
|
6.79
|
7.19
|
1.00
|
|
6
|
Expression
|
0
|
7.36
|
7.36
|
The
data above was the result of observation form. It could be conclude that most
of the students liked with the simulation technique that they have been taught.
Most of them show the interest and enthusiasm in joining the simulation
activity
Besides
the data of the improvement of the student’s mean score in each sparking
element. The researcher also presented data of the computation of passing grade
in cycle I (table C.1.2).
Table C.1.2.
Computation of Passing Grade in Cycle I
|
No
|
Explanation
|
Passing
Grade
|
Number
of Students
|
Percentage
|
|
1
|
Above 6/B-
|
6
/ B -
|
16
|
76.19
|
|
2
|
Below 6/B-
|
6
/ B -
|
5
|
23.81
|
From
the table above. it could be seen that there was 76.19% students could pass the
passing grade. 23.81% still could not pass the passing grade (6/B-). This means
that those who had achieved the passing
grade were bigger in number than those who had not achieved it. There are five
students who failed and need the good solution and the right treatment. The
researcher analyzed that the problem is
in pronunciation and grammar that got lower mean score.
Table C.1.3
Observation Form (for Students) in Cycle I.
|
No
|
Activity
Type & Description
|
Percentage
of 21 respondents in meeting
|
Average
Score
|
|
|
Researcher
|
Collaborator
|
|||
|
1
|
Showing
the interest and enthusiasm in joining the simulation activity
|
66%
|
66%
|
66%
|
|
2
|
Actively
involved in group
|
69%
|
71%
|
70%
|
|
3
|
Active
in helping each other
|
69%
|
69%
|
69%
|
|
4
|
Active
in asking and answering the questions
|
65%
|
69%
|
67%
|
|
5
|
Active
in using English
|
65%
|
65%
|
65%
|
Based
on the table above stated that the students 66% were showing the interest and
enthusiasm in joining the simulation activity. 70% students actively involved
in group. 69% active in helping each other. 67% active in asking and answering
the questions. and from the data above. only 65% active in using English.
Finding in Cycle 2
The result of the analysis
of the student’s speaking performance in cycle II showed that the student’s
mean scores in each element of speaking were higher than the determined score
from cycle I (table C.2.1).
Table C.2.1 The
Improvement of the Student’s Mean Score in Each Element of Speaking.
|
No
|
Element
of Speaking
|
Mean
Score of Cycle I
|
Mean
Score of Cycle II
|
Improvement
|
|
1
|
Pronunciation
|
5.86
|
6.48
|
0.62
|
|
2
|
Grammar
|
6.03
|
6.56
|
0.53
|
|
3
|
Vocabulary
|
6.55
|
6.88
|
0.33
|
|
4
|
Fluency
|
6.88
|
7.29
|
0.41
|
|
5
|
Comprehension
|
7.19
|
7.43
|
0.24
|
|
6
|
Expression
|
7.36
|
7.67
|
0.31
|
The
data above was the result of questionnaire given to the students. It could be
concluded that all of the students liked studying through the simulation
technique. All of them agreed that simulation activity help them develop their
speaking skills effectively. They also agreed that simulation technique very
interesting and easy to be done.
Table C.2.2
Computation of Passing Grade in Cycle II.
|
No
|
Explanation
|
Passing
Grade
|
Number
of Students
|
Percentage
|
|
1
|
Above
6/B-
|
6/B-
|
20
|
95.24%
|
|
2
|
Below
6/B-
|
6/B-
|
1
|
04.76%
|
Based
on the result of the data above. it could be said that the result of the second
cycle had fulfilled the intended criteria of success. Moreover. it was found
that the student’s speaking score for all the speaking elements improved.
Table C.2.3.
Observation Form (for Students) in Cycle II
|
No
|
Activity
Type & Description
|
Percentage
of 21 respondents in meeting
|
Average
Score
|
|
|
Reseacher
|
Collaborator
|
|||
|
1
|
Showing
the interest and enthusiasm in joining the simulation activity
|
83%
|
81%
|
82%
|
|
2
|
Actively
involved in group
|
79%
|
85%
|
82%
|
|
3
|
Active
in helping each other
|
82%
|
83%
|
83%
|
|
4
|
Active
in asking and answering the questions
|
80%
|
81%
|
81%
|
|
5
|
Active
in using English
|
83%
|
86%
|
85%
|
The
table above stated that there is significantly improvement from cycle I. the
students. 82% were showing the interest and enthusiasm in joining the
simulation activity. 82% students actively involved in group. 83% active in
helping each other. 81% active in asking
and answering the questions. and from the data above. 85% active in speaking by
using English.
Discussion
Based on the
finding of the research proved that the implementation of simulation technique
could improve the student’s speaking skill. After the tehnique was implemented
in two cycles. The student’s speaking skill was gradually improved. The teacher
did some ways to improve student’s speaking skill based on the problems found
in cycle one. First. he drilled the student’s pronunciation one by one so the
students understand how the correct pronunciation. Second. the teacher
explained the material and the grammar clearly. Third. he managed the time
effectively. so the simulation ran optimally. After the treatment. the result
of the student’s speaking performance showed that there were 95.24% of students
had fulfilled the intended criteria of success. Moreover. it was found that the
student’s speaking score for all the speaking elements improved.
The result of observation and questionnaire showed that student’s
involvement in teaching and learning process improved. Before the
implementation of the technique. the students tended to be passive when they
joined the English class especially in speaking class. They felt shy and
reluctant to speak up and to express their idea orally. After implementing the
technique in two cycles. the criteria of success had been achieved.
For a simulation to work it must have the following characteristic.
reality of function (the students must not think of themselves as students. but
as real participant in the situation); a simulated environment (the teacher
said that the classroom is an airport check in area); structure (students must
see how the activity is constructed and they must be given the necessary to
carry out the simulation effectively).
Simulation technique is used to thinking and learning tool for the
students to socialize the low grade. Simulation should be viewed as an activity
to get the learning experience. The use of simulation should be associated with
learning course content (skills. understanding of concepts and values). And
learning the course content should be related to the actual facts of life. In
the simulation. the role played by students should be clear. If things had
happened in the simulated. Then the variable or the background of the situation
that exists in people’s lived need to be introduced first (Harmer. 2007, p. 353).
Through the simulation the teacher is able to create a good of learning.
The cooperative learning classroom. especially in simulation which has many
type in team work strongly effected student’s interest to learn for within it
they were widely and equally. provided opportunities to involve in the learning
process. They were provided with the class atmosphere which they responsible
for their own learning. The interest of learning will increase if the learning
condition is interesting and enjoyable (Richard and Renandya, 2002, p. 10).
It is proved by the data observation showing that there were few students
who were actively before the implementation of this technique. Gradually the
data showed an improving in the number of students who were active in speaking
activity. there were almost all of the students. Therefore, it can be concluded
that simulation is very applicable to teach speaking.
The others advantage of this technique is that simulation in promoting
cooperation helps the classroom to become more relaxed and friendly place. also
it is relatively quick and easy to organize the students. (Harmer. 2007, p. 116).
This situation is very helpful for the students who are shy or afraid of making
mistakes in both grammar and pronunciation so that it allows them to interact
with their friend in team work. Furthermore, simulation provides the student to
practice public speaking using the English more naturally and interactive
situation. Finally. it is hoped simulation in speaking activities. English
language teachers are able to anticipate the biggest problems they have. That
is finding shy students. silent students. passive students and unmotivated
students in teaching and learning.
Conclusion
Based on the findings
and discussions of this study. it can be concluded that the ise of simulation
technique is able to improve the eight year student’s speaking skill so SMA
Darul Ulum 2 Unggulan BPPT Peterongan Jombang. It was proved by the result of
speaking score through simulation technique which was improved. the students
who got the score above passing grade 6 / B- in cycle one was 79.19% in cycle
two increased to 95.24%.
The use of simulation technique was successful to improve the student’s
speaking skill. It can stimulate and motivate the students to speak actively in
English. It also can enhance the student’s activeness in joining the class.
They become more active in asking questions. answering questions. paying
attention. willingness to speak in front of the class and act based on the role
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