The Effectiveness of Using Movie as Authentic Material to Improve Students’ Speaking Ability of the Eleventh Grade Students of GOC (Global Oriented Class) XI IPA 2 of MAN 2 Tulungagung (PBING-33)

Speaking is one of language skills that considered difficult to be learned. Especially for the students who learned English, sometimes students got difficulties in expressing their ideas because of they feel shy or lack of confidence to speak up. Based on this problem, authentic material; in this case is movie is used in teaching speaking in order to help the students to improve their speaking ability, and of course to encourage the students in speaking class to be an active learner. In this study, teacher and students cooperated together in teaching and learning process. Teacher gave clear instruction about what the students should do when they watched the movie. This study is aimed at enabling the students to explore their original thought by themselves             .

            The formulations of the study were: 1) How is students’ speaking ability before being taught by using movie? 2) How is students’ speaking ability after being taught by using movie? 3) Is there any significant different score before and after being taught by using movie?

            The purposes of the study were: 1) Find out the students’ speaking ability before being taught by using movie. 2) Find out the students’ speaking ability after being taught by using movie. 3) Find out significant different score before and after being taught by using movie.

            The research design of this research was experimental research with quantitative approach. It was intended to find out any significant effect of using movie in improving speaking ability on eleventh grade students IPA 2 of GOC class MAN 2 Tulungagung. The research used purposive sampling technique which took 31 students as sample. The method of collecting data was administering test. The data was analyzed using statistical analysis, using t-test.

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A Study on Ability and Problems in Writing Narrative Essay of the Second Semester Students of English Department STAIN Tulugagung (PBING-32)

            English is very important subject in the human life to learn today. However, it has become the second language in our country. That is why; learning foreign language should be given to Indonesian’s youth. English teaching and learning is aimed to prepare youngest Indonesia in facing the rapid progress of science and technology .Become more confident to get involved in international relation as part of the world. College students should write more, because they are generation who will give contribution to the future by writing their knowledge and skills.

This study investigated on the second semester student of English Department of STAIN Tulungagung in writing narrative essay. The research problem of this study is (1) How are the students of second semester of English Department program of STAIN Tulungagung’s achievement in writing narrative essay? And (2) what problem faced by students of second semester of English Department program of STAIN Tulungagung in writing narrative essay? Furthermore, the objectives of this research are (1) To know the students of second semester of English Department program STAIN Tulungagung’s achievement in writing narrative essay and (2) To know problem faced by students of second semester of English Department program STAIN Tulungagung in writing narrative essay.

            Research design of this study is descriptive in quantitative approach. The subjects of the research are second semester students of English Department STAIN Tulungagung. The method of collecting data used was documentation and interview. And then those data will be analyzed by using SPSS 16 for windows. And then the value is compared with the Heaton’s theory to find the conclusions of the analysis.

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Communication Strategies used by English Teacher in Teaching English in Acceleration Class at MTsN Kanigoro Kras Kediri (PBING-31)

   Communication is the most basic one in human relationship. Through communication, one can change ideas, share experiences with others, help, and understand others, furthermore, can maintain a good social relationship with others. In teaching and learning activities, communication happens between the teachers and the students. In the interaction, the teacher usually plays as the information giver and the students play as information seeker. In achieving their target in teaching learning, the teacher and the students have their own strategies in doing communication. Moreover, the problems may be greater when the communication is designed to be conducted in foreign language. Hence, some strategies in communication ought to be utilized by them in order to make successful communication.

This study was conducted in order to investigate the communication strategies that are used by The English teachers of Acceleration Class of MTsN Kanigoro and to describe how the teachers apply the communication strategies in teaching learning process. It was aimed to answer the research problem : 1) what kind of communication strategies do the teachers in teaching and learning interaction use? 2) how do the teachers apply the communication strategies in teaching learning process?

In this study , the researcher uses descriptive qualitative research. The subject of this study were three English teachers of Acceleration class of MTsN Kanigoro. The data of this study were the utterances of the teachers. However,  the utterances spoken by students are considered as complements of data. Hence, it is also called as a conversational analysis. In collecting data, the writer employed several instruments, and the key instrument was the researcher himself.

In collecting data, the researcher employed several instruments, and the key instrument was the  researcher himself. After data were collected completely, the researcher analyzed the data. In analyzing data, the writer selected, transcribed, and organized the raw data. Then, the data were displayed. In the last procedure, the researcher concluded and verified the data that were transcribed.

Based on the result of the study, the researcher found several kinds of communication strategies that were used by the English teachers. They are repetition, mime, circumlocution, translation, language switch, and appeal for assistance. The other strategy that are not proposed in the theory were also employed by the teachers, they are spelling the word and write the word that could not be understood by students on the white board. The teachers applied the strategy to overcome communicative problem during interaction in the classroom. Sometimes the teacher applied several strategies in one utterance jointly. The  researcher found that three teachers have different strategies when they communicate with the students. The use of strategy was based on the teaching technique that they employ. However, researcher found that the most frequent strategy that was used by the teachers was repetition.

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Improving Speaking Ability of the First Year Students of Al Kamal Islamic Boarding School by Using Role-Play Technique in Academic (PBING-30)

Role-Play is a teaching technique where the students get tasks from tutor to dramatize a social situation that contains a problem. So, they can solve the problem that appears in social situation. Role-Play Technique is used to overcome the teaching and learning speaking process in the classroom. This technique is based on the principles of behavior psychology. The material is presented in the form of a conversation role-play. Based on the principle, that language learning is habit formation. From this technique, the students get the benefits and improvements.

This research was proposed to improve the students speaking ability of first year students of Al Kamal Islamic Boarding School. Al Kamal was designed as bilingual community and the aim of teaching and learning English in Al Kamal is to supply the students by speaking skill. The students are expected to be able speak English in the second year of their living in Al Kamal and more based on the findings of preliminary study conducted, there was found some problems in teaching and learning English process in classroom. Such as The teacher less have appropriate technique in teaching speaking, the students less get the opportunity to practice the target language directly, the English teacher gave them only the theory of the target language, so most of students get difficulties to use English orally, Most of students were passive and irresponsive in participating teaching learning process in classroom, and when the researcher gave the speaking test just 5 students could pass KKM (70).

The formulation of the problems were be proposed by researcher based on the background above. The problem was as follows: “How can the improved Role-Play Technique improve the students’ achievement on speaking skill at the first year students of Al Kamal Islamic Boarding School Kunir Wonodadi Blitar?” The study was done from May 04^th, 2012 to May 23^th, 2012 and the researcher took the first year students that consist of thirty six students.

This research objective was to improved Role-Play Technique improve the students’ achievement on speaking skill at the first year students of Al Kamal Islamic Boarding School Kunir Wonodadi Blitar.

 The research design in this study was classroom action research. This study had two Cycles, namely Cycle 1 and Cycle 2. Each cycle consisted of planning, implementing, observing, and reflecting. In implementing consisted of three meetings. This study was done to reach the criteria of success. It consisted of 85 % of students were able to speak English with score ≥ 70 (equal or above KKM score), and 75 % of students got the good mark in implementing of students’ questionnaire. In this study, the data were collected through test, observation and questionnaire. The researcher used a test to know the students’ English speaking achievement in the preliminary study and the end each Cycle. While, questionnaire was used to know the students’ comfort. Interview and observation sheet were used as complementary the instrument to know the students’ comfort. The procedures of data analysis were conducted: data classification, data presentation, and conclusion.

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The Effectiveness on the Teaching Speaking skill by using Inquiry Method to the Second Grade Students at MTs Sunan Ampel Ringinrejo (PBING-29)

It is a fact that there are many students at class VIII in Junior High School who can not use English as a means of communication. One of the reasons, they are shy to express the ideas, and they also are each of speaking. It is solution by Inquiry Method. The researcher uses inquiry method because it trains the students to critical thinking and solve problem and the students be able to more adult solve problem in around areas. For that reason, the writer tries to apply method in teaching English, especially in teaching speaking by using Inquiry Method to overcome the problem.

The research problems are formulated as followed as follows (1) how is the students’ speaking skill before being taught by using inquiry method? (2) How is the students’ speaking skill after being taught by using inquiry method? (3)Are there any significant different scores before and after being taught by using inquiry method? The purposes of the study are: To know the students’ speaking achievement before being taught using inquiry method; To know the students’ speaking achievement after being taught using inquiry method; To know significant different scores before and after being taught using inquiry method;

This research uses: Experimental research design. It is intended to find out any significant difference on speaking before and after used inquiry method in teaching speaking skill to the Second Grade Students at MTs Sunan Ampel Ringinrejo Kediri Academic Year 2011/2012. The method of collecting data is administering test. The technique of data analysis is using T-test.

The finding of the research was that the t _count = (7.727). Whereas, t _{table significance} at 5% = (2.042), it is significant difference. It is known from the t _{count is} smaller that t _{table =} 7.727< 2.042 is means that there was significant difference T-test and t _table.  Difference between the students’ speaking score before and after being taught by using Inquiry Method. In other word, the use of this method is effective to improve the students in teaching speaking skill to the Second Grade Students at MTs Sunan Ampel Ringinrejo Kediri Academic Year 2011/2012. It is effective because inquiry method can be trained well by students at MTs Sunan Ampel Ringinrejo

The finding of the research score showed that there was significant difference on the students’ score in test before they were taught by using inquiry method and after using inquiry method.

Based on the research finding: The researcher suggests that (1) English teacher should use a suitable method to the students in teaching and learning process. (3) The students should improve their English skill, especially in mastering speaking by  a interest method, for example using inquiry method, and (4) the next researchers is suggested to use inquiry method in teaching speaking in other research on the same field.

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