THE USE OF TALK TIME SOFTWARE WITH EVERYONE IS A...

THE USE OF TALK TIME SOFTWARE WITH EVERYONE IS A

TEACHER HERE STRATEGY TO DEVELOP STUDENTS’

PARTICIPATION IN SPEAKING CLASS (Classroom Action

Research of The Seventh Grade Students of SMP IT Nurul Islam

Tengaran in The Academic Year of 2015/2016).

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)

English Education Department of Teacher Training and Education

Faculty State Institute for Islamic Studies (IAIN) Salatiga

By:

ANNIATUS SA’DIYAH

113 11 117

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY STATE

INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2015

“Be an inspiration, do not be an imitation”

~Dian Pelangi~

DEDICATION

This paper is sincerely dedicated for:

My beloved parents, my father Sakur and my mother Sunarsih , thanks

for all support, finance, trust, motivation me to be a better person, and

everlasting prayer.

My beloved sister (Siti Hamidah Hanum), my aunt (Solehah), and my

uncle (Soleh), my Grandfather, Grandmother, and my big family thanks

for your togetherness and love.

My Islamic Teachers (KH.Masbuhin Faqih, KH.Zinul Arifin Arif,

KH.Hbibullah, Ust.Fahrussani, Mr.Taufik Rozikin, Mr.Kalend Osen,

Mrs.Erna. Ust.Haris, Usth.Nurrohmah, and Usth.A’yun. Thanks for the

guidance when I was in junior and senior high school.

My lovely musyrifah at SMP IT Nurul Islam Tengaran Islamic Boarding

School. I will miss you all.

All of my Lovely friends at Salatiga ( Kuni, Arum, isti, muntasiroh,

triyanah, istiqomah, and faizah)

My lovely friends at IAIN Salatiga especially TBI 2011.

ABSTRACT

ANNIATUS SA’DIYAH (2015) “THE USE OF TALK TIME SOFTWARE

WITH EVERYONE IS TEACHER HERE STRATEGY TO DEVELOP

STUDENTS’ PARTICIPATION IN SPEAKING CLASS OF THE SEVENTH

GRADE OF SMP IT NURUL ISLAM TENGARAN IN THE ACADEMIC

YEAR 2015/2016”. Graduating Paper. English Department of Educational

Faculty. IAIN Salatiga.

Counselor: HANUNG TRIYOKO, M.Hum, M.Ed.

This study is a classroom action research. The general objective of this study is

The use of talk time software with everyone is teacher here to develop students’

participation in speaking class, while the specific objectives of this research are

(1) To find out the result of the writer use of talk time software with everyone is

teacher here strategy. (2) To find out the implementation of talk time software

with everyone teacher here strategy to develop students’ participation in speaking

class. This classroom action research was conducted at SMP IT Nurul Islam

Tengaran. The procedure of the research consisted of planning, action,

observation, and reflection. The data were collected from achievement test and

observation. The tests were in the form of pre-test and post-test I, post test II

conducted in cycle 1 and cycle 2. The research resulted: Using talk time software

with everyone is teacher here strategy to develop students’ participation in

speaking class, it is proved with the students’ improvement score of the tests. the

mean of pre-test is 70,55, post-test I is 70,74, and the mean of post-test II 87,03.

Key Word: talk time I, everyone is teacher here strategy, participation, speaking

class

TABLES OF CONTENTS

TITLE .............................................................................................................. i

DECLARATION ............................................................................................. ii

ATTENTIVE CONSELOR NOTES................................................................ iii

STATEMENT OF CERTIFICATION ............................................................. iv

MOTTO............................................................................................................ v

DEDICATION ................................................................................................. vi

ACKNOWLEDGEMENT ............................................................................... vii

ABSTRACT ..................................................................................................... x

TABLE OF CONTENT ................................................................................... .. xi

LIST OF TABLES ........................................................................................... xiv

LIST OF FIGURE……………………………………………………………. xv

CHAPTER I: INTRODUCTION

A. The Background of the Study ...........................................................1

B. The Statement of the Problem……………………………………………2

C. The Objectives of the Study…………………………...........................3

D. The Limitation of the Study............................................................... …..4

E. The Benefits of the Study …............................................................ ….4

F. Definition of Key Terms. ………................................................... 5

G. Literature of Review....………………………………………………....6

H. The Outline of the Study…………………………………….......……….7

CHAPTER II: THEORITICAL FRAMWORK

A. Speaking .................................................................................................... 9

1. Concept of Speaking

a. Definition of speaking ……………………....................................9

b. The Elements of Speaking............................................................. .9

c. Teaching Speaking........................................................................ 12

d. Types of Classroom Activities Performance……..…………..…..12

e. Classroom Speaking Activities .................................................... 14

2. Concept of Everyone is Teacher Here

a. The Definition of Everyone is Teacher Here ...……………....…18

b. The Advantage and Disadvantage of Everyone is Teacher Here ..18

c. The Procedures of Everyone is Teacher Here strategy……..……19

CHAPTER III: RESEARCH METHOD……………………………………...….26

A. The Setting of the Study ................................................................................ 26

B. The Subject of the Study ............................................................................. 31

C. Method of the Research…………………………………………………..…33

D. Research Instrument………………………………………………………..38

E. Method of Data Analysis………………………………………..…………39

CHAPTER IV: ANALYSIS AND DISCUSSION

A. Data Presentation .................................................................................................. 41

B. Calculation of the Test Result................................................................................ 54

CHAPTER V: CLOSURE

A. Conclusion ............................................................................................................ 60

B. Suggestion ............................................................................................................ 61

BIBLIOGRAPHY

APPENDIXES

CURRICULUM VITAE

LIST OF TABLES

TABLE 3.1 THE CONDITION OF EDUCATIONAL FASILITIES

TABLE 3.2 THE PROFILE OF THE TEACHER OG LANGUAGE

TUTORING PROGRAM OF SMP IT NURUL ISLAM

TENGARAN

TABLE 3.3 THE SITUATION OF THE STUDENTS OF LANGUAGE

TUTORING OF SMP IT NURUL ISLAM TENGARAN IN THE

ACADEMIC YEAR 2015/2016

TABLE 3.4 LIST OF THE SAMPLE

TABLE 3.5 STUDENTS’ OBSERVATION SHEET

TABLE 3.6 CLASS PARTICIPATION RUBRIC

TABLE 4.1 THE RESULT OF PRE TEST

TABLE 4.2 THE RESULT OF POST TEST I


TABLE 4.4 THE RESULT OF POST TEST II


TABLE 4.6 CALCULATING THE TEST SCORE

LIST OF FIGURE

FIGURE 2.1 THREE LEVEL OF TALK TIME SOFTWARE

FIGURE 2.2 DESIGN AND LAYOUT OF TALK TIME SOFTWARE

FIGURE 2.3 TALK TIME SOFTWARE

FIGURE 2.4 FAMILY TOPIC

FIGURE 2.5 CD OF TALK TIME SOFTWARE

CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is the most important aspect in life being and most

completly expressed in speech. Everyone shows their feeling to each other

by using language. They can express their ideas, feelings, and thoughts. In

language learning, the student is often unable to produce or to hear

elements and patterns which differ from those of his first language (Lado,

1983:55).

Learning is acquiring or getting knowledge of a subject or a skill

by study, experience, or instruction (Brown, 1980:7). Students need

concentration and motivation when they learn language. It is caused of

differences of students skill. As long as they practice there is a teacher

who controls and motivate them. Because teacher is the central subject of

the study (Lado, 1987:11).

Speaking is the good way to practice the language. Many student

difficult to speak the english. Because they are unconfident to practice it.

Speaking is the single most important aspect of learning a second or

foreign language (Nunan, 1991:39). .

The problem comes from the students who do not interest the

material and bored in the class. As the result, they did not speak english

actively when they are in speaking class. They do not pay attention when

the teacher gives explanation about materials. To improve and making

interest it the writer would like to solve the problem.

Externally, The problems may come from some factors such as:

(1) the use of strategy is not appropriate; (2) teachers prefer lecturing

rather than solving problem; (3) the teachers teach seriously and statically,

there is not variation made by teacher to make student interested and

motivated.

Brown (1980:7) described in teaching-learning devided as

“showing or helping someone to learn how to do something, giving

instruction, guiding in the study of something providing with knowladge,

causing to know or understand. On the language learning, there are four

english language skill. Namely speaking, listening, writing, reading.

However on this research the researcher will more focus on the speaking

skill.

Software and strategy can be one of influential program to improve

student speaking class. Strategy is important to make the teaching process

more effective, interesting, and amazing. One of the software and strategy

are use Talk Time Software and Everyone is Teacher Here strategy.

According to Allyn and Bacon (1996:113) everyone is teacher here is an

easy strategy for obtaing classwide participation and individual

accountability. It gives every student the opportunity to act as a “teacher”

for other student.

The procedure of Everyone is Teacher Here strategy such as: (1)

hand out an index card to each student. Ask student to write down a

question they have about the learning material being studied in the class;

(2) collect the cards, shuffle them, and distribute one of each student. Ask

student to read silently the quesrion or topic on their card and think of a

respon; (3) invite volunteers who are willing to read out loud the card they

obtained and give a response; (4) after a response is given, ask the others

in the class to add to what the volunteer ahs contributed; (5) continue as

long as there are volunteer.

From the explanation above the writer would like to make research

entlitled “THE USE OF TALK TIME SOFTWARE WITH EVERYONE

IS A TEACHER HERE STRATEGY TO DEVELOP STUDENTS’

PARTICIPATION IN SPEAKING CLASS (Classroom action

research of the seventh grade students of SMP IT Nurul Islam

Tengaran in The Academic Year of 2015/2016).

B. The Statements of the Problems

Based of the background of the study, the writer formulates the

problems of the study as follows:

1. What is the result of the researcher uses of talk time software with

everyone is teacher here strategy to develop students’ participation in

speaking class in the seventh grade of SMP IT Nurul Islam Tengaran

in the academic year of 2015/2016?

2. How is the implementation of Talk Time Software with Everyone

Teacher Here to develop students’ participation in speaking class in

the seventh grade of SMP IT Nurul Islam Tengaran in the academic

year of 2015/2016?

C. The Objectives of the Study

Based on the statements of the problems above, the objectives of the study

are as follows:

1. To find out the result of the use of talk time software with everyone is

teacher here strategy to develop students’ participation in speaking

class in the seventh grade of SMP IT Nurul Islam Tengaran in the

academic year of 2015/2016?

2. To find out the implementation of talk time software with everyone

teacher here strategy to develop students’ participation in speaking

class in the seventh grade of SMP IT Nurul Islam Tengaran in the

academic year of 2015/2016?

D. The Limitation of the study

In the research, the writer limits the problem only on the student’s

speaking class by using a “Talk Time” Software with “everyone is

teacher here” strategy todevelope students’ participation in speaking class

of the seventh grade of SMP IT Nurul Islam Tengaran in the academic

year 2014/2015.

E. The Benefit of the study

The writer hope that this research will have some benefits in the

english teaching speaking learning process, especially in teaching speaking

skill. There are two kinds of the benefits in this research,

1. Theoritical benefit

a. This research will enrich the study on the teaching speaking class

especially use talk time software with everyone is teacher here

trategy.

2. Practical benefit

a. It helps the teachers increase the students’ speaking class

b. By teaching speaking using talktime software with everyone is

teacher here, it will motivate the students to be interest in learning

english speaking.

c. The student can expected to have more attention and interest to

learning speaking because they have an interesting way in learning

and they have a chance to practice their english ability.

F. Definition of key term

1. Develop

Develop is a general idea that something might be improved (Hopkins

1993:63).

2. Participation

Participation is take a part or become involved in an activity (Oxford

Dictionary 2008:328).

3. Student

Student is person who is studying at a college or university (Oxford

Dictionary, 2008:441).

4. Speaking class

Speaking is communicate with each other. Speaking make use

language in ordinary, not singing, voice. Class is a group of students

meeting regulary to study the same subject under the guidance of an

instractor, to listen the teacher, to engange in guided discussion or in

recitations.

5. Talk time

Talk time is student book english with audio CD.

6. Software the collection of computer programmes that can be use with a

particular computer.

7. Everyone is Teacher Here strategy

It is one of strategy which makes the students more active in class. All

the students will speak English. The students will be a teacher in front

of the class and answer the question from their friend.

G. Literature of review

In this graduating paper, the researcher reviews which related

studies to support this paper as mentioned.

THE USE OF SCAFFOLDING TALK TECHNIQUE TO

IMPROVE STUDENTS’ SPEAKING SKILL (CLASSROOM ACTION

RESEARCH OF THE EIGHT GRADE OF MTS NEGERI ANDONG IN

THE ACADEMIC YEAR 2013/2014) by Tika Rahmawati. She focused

on the use of scaffolding methode to improve speaking skill. She

explained that expression of the teacher to interrac or give intruction to

her student in the classroom.

The researcher concludes that scaffolding talk is teachers’

utterances that accompany his or her action in language classroom to

provide guide, support in order to help the students understanding in

assigning the students do some task by their instruction. Teacher usually

try to use clear and concise words to make students understand what they

have to do. Teacher support or assist students in the beginning of the

learning and then give opportunity for students to take responsibility

independently.

H. The Outline of The Study

Chapter 1 is the introduction which consists of the explanation of

the background of the study, statement of the problems study, objective of

the study, limitation of the study, benefit of the study, definition of of key

term, literature of the study, and the outline of the study. Chapter 11

describe of the literature review which contain of the definition of Talk

Time Software with Everyone is Teacher Here Setrategy. The tehnique of

Everyone is Teacher Here Strategy, the general concept of Everyone is

Teacher Here Strategy, the principle of Everyone Is Teacher Here

Strategy, background of teaching speaking, the elements of speaking, the

principle og teaching speaking, the role of the teacher and student in SMP

IT Nurul Islam Tengaran, the definition of action research, steps in action

research cycle, models of action research, objective of classroom action

research. Chapter III discusses about the research method. It covers setting

of research, method of research, the subject of research, data collecting

method, research instrument, evaluation criteria, the procedures of

research, and technique of data analysis. Chapter IV presents research

findings and discussion. It includes the analysis of the method that used to

develope students’ speaking skill in the seventh grade of SMP IT Nurul

Islam Tengaran. Chapter V is conclusion and recommendation. It contents

all of data analysis an gives some suggestion of the problems discussed.

The last part is bibliography.

CHAPTER II

THEORETICAL FRAMEWORK

A. SPEAKING

1. Concept of Speaking

a. Definition of Speaking

Speaking skill is an ability to orally express opinion,

thought, and feeling to other people both directly and directly.

Brown (2001: 267) cites that when someone can speak a language

it means that he can carry on a conversation reasonably

competently. It is an important in learning English because with

speaking we can express our ideas, notions, and feelings. Oral

communication will be effective for students if the students know

how to interact in expressing their thought and forming social

relationship through speech.

b. The Elements of Speaking

The ability to speak fluently presupposess not only a

knowledge of language feature, but also the ability to process

information and language ‘in the spot’. There are elements of

speaking according to Harmer (2001:269).

1) Language feature

The elements necessary for spoken production, are the

following:

a) Connected speech: in connected speech sound are modified,

omitted, added, or weakened.we should involve students in

activities designed specifically to improve their connected

speech

b) Expressive device: native speaker of english change the

pitch and stress of particular part of utterances, vary volume

and speed., and show by other physical nad non-verbal

(paralinguistic) means how they are feeling (especially in

face-to-face interaction). The use of these devices

contributes to the ability to convey meanings. They allow

the extra expression of emotion and intensity. Student

should be able to deploy at least some of such

suprasegmental features and devices in the same way if

they are to be fully effective communicators.

c) Lexis and grammar: spontaneous speech is marked by the

use of a number of common lexical phrases, especially in

the performance of certain language. Teachers should

therefore supply a variety of phrases for different functions

such as agreeing or disagreeing, expressing surprise, shock,

or approval. Where students are involved in specific

speaking contexts such as a job interview, we can prime

them, in the same, in the same way, with certain useful

phrases which they can produce at various stage of an

interaction.

d) Negotiation language: effective speaking benefit from the

negotiatory language we use to seek clarification and to

show the structure of what we are saying. We often need to

ask for clarification when we are listening to someone else

talk and it is very crucial for student

2) Mental/ social processing

Success of speaker’s productive ability involves the

knowledge of language such as those discussed above, success

is also dependent upon the rapid processing skills that talking

necessitates.

a. Language processing:

languge processing involves the retrieval of word in

their and their asembly into syntactically and

propositionally appropiate sequences.

b. Interacting with others:

effective speaking also involves a good deal of

listening, an understanding of how the other participants

are feeling, and knowledge of how linguistically to take

turns or allow others to do so.

c. Teaching Speaking

Everybody knows mastering the art of speaking is the most

important aspect of learning a second or foreign language, and success

is measured in terms of the ability to carry out a conversation in the

language. The goal of teaching speaking skill taht is communicative

efficiency. Teaching English makes the students activelly speak

English,. Learner should be able to make themselves understood,

using their current proficiency to the fullest. They should try to avoid

confusion in the massage due to faulty pronunciation ̧ grammar, or

vocabulary, and to observe the social and cultural rules that apply in

each communication situation.

Teacher is no longer primarily to correct, but he or she is suposed

to encourage students to practice speaking the target language.

Meanwhile, teacher should be able to encourage students speaking

some sounds, repeating, and imitating him/her. Finally, the students

are required to bee used to practice and do oral language

d. Type of Classroom Activities Performance

Brown (2004: 141-142), stated that there are five categorizes

of speaking performance assessment tasks, described as follows:

1. Imitative

Teacher ask the student to drill word in which the student

simply repet a phrase, sentence, and

2. Intensive

It is the production of short stretches of oral language

designed to demonstrate competence in a narrow band of

grammatical, phrasal, lexical, or phonological relationships

(such as prosodic elements- intonation, stress, rhythm,

juncture). The speaker must be aware of semantic properties in

order to be able to respond, but interaction with an interlocutor

or test administrator is minimal at best. Examples of intensive

assessment tasks include directed response tasks, reading

aloud, sentence and dialogue completion; limited picture cued

tasks including simple sequences; and translation up to the

simple sentence level. Intensive can be self-initiated or pair

work activity

a. Responsive

Responsive assessment tasks included interaction and test

comprehension but at the somewhat limited level of very short

conversations, standard greetings and a small talk, simple

request and comments and the like.

b. Interactive

It is similar with the previous category which is representative,

however it is different in the length and complexity of the

interaction, which someone includes multiple exchanges and/or

multiple participants.

c. Extensive

Extensive oral production tasks include speeches, oral

presentations, and storytelling, during which the opportunity

for oral interaction from listeners is either highly limited

(perhaps to nonverbal responses) or ruled out altogether.

Language style is frequently more deliberative (planning is

involved) and formal for extensive tasks, but we cannot rule

out certain informal monologues such as casually delivered

speech (for example, my vacation in the mountains, a recipe for

outstanding pasta primavera, recounting the plot of a novel or

movie).

From the explanation above, it can be summarized that

speaking performance assessment tasks are imitative, intensive,

responsive, interactive and extensive. We have to know that

designing appropriate assessment tasks in speaking begins with

the specification of objective or criteria like all of those above

speaking performance assessment task

e. Classroom Speaking Activities

Teaching speaking should be atractive and interactive for the

learner. There are many type of clasroom activities. Harmer

(2001:348-352) states six classroom speaking activities. They are

acting from script, communication games, discussion, prepared

talks, questionnaires, simulation, and role play.

1. Acting for script

Playing scripts and acting out the dialogues are two kinds

of acting scripts that should be considered by the teacher in the

teaching and learning process. In the playing scripts, it is

important for the students to teach it as real acting. The role of

the teacher in this activity is as theatre directors, drawing

attention to appropriate stress, intonation, and speed. This

means that the lines they speak will have real meaning. By

giving students practice in these things before they give their

final performances, the teacher ensures that acting out is both a

learning and language producing activity. In acting the

dialogue, the students will be very helped if they are given time

to rehearse their dialogues before the performance. The

students will gain much more from the whole experience in the

process.

2. Communicative games

Games are design to provoke communicationbetween

student freequenly depend on an information gap. One student

has to talk to a partner in order to solve a puzzle, draw a

picture, put thing in the right order, or fine similarities and

differences between pictures.

3. Discussion

Discussion is probably the most commonly used activity in

the oral skills class. Here, the students are allowed to express

their real opinions. According to Harmer (2001:272) discussion

range is divided into several stages from highly formal, whole -

group staged events to informal small-group interactions.

The first is the buzz groups that can be used for a whole

range of discussion. For example, students are expected to

predict the content of a reading text, or talk about their

reactions after reading the text

The second is instant comments which can train students to

respond fluently and immediately is to insert ‘instant comment’

mini activities into lessons. This involves showing them

photographs or introducing topics at any stage of a lesson and

nominating students to say the first thing that comes into their

head.

The last is formal debates. Students prepare arguments in

favor or against various propositions. The debate will be started

when those who are appointed as ‘panel speaker’ produce well

-rehearsed ‘writing like’ arguments whereas others, the

audience, pitch in as the debate progresses with their own

thoughts on the subject

4. Prepared talk

Students make a presentation on a topic of their own choice.

Such talks are not designed for informal spontaneous

conversations because they are prepared and more ‘writing

like’. However, if possible students should speak from notes

rather than from a script

5. Questionnaires

Questionnaires are very useful because they ensure that

both questioner and respondent have something to say to each

other. Students can design questionnaires on any topic that is

appropriate. As they do so the teacher can act as a resource,

helping them in the design process. The results obtained from

questionnaires can then form the basis for written work,

discussions, or prepared talks

6. Simulation and role play

Simulation and role play can be used to encourage general

oral fluency, or to train students for specific situations.

Students can act out simulation as them or take on the role of

completely different character and express thoughts and

feelings as they doing in the real world.

From those type of classroon activities, teacher can use one

of the type. May the teacher choose one of the activity which

one are related to the lesson will be discussion. Example:

discussion. Teacher can use picture to act students interest to

practice in front of their friend. These activities can be used as

the way to measure how far the student can speak, say, and

express their feeling in english.

2. Concept of Everyone is Teacher Here

a. The definition of Everyone is Teacher Here

Everyone is teacher here strategy is an easy strategy.

According to Silberman (1996: 113) everyone is a teacher here is

a strategy for obtaining classwide participation and individual

accountability. It gives every student the opportunity to act as a

“teacher” for other student. He adds with this method, learners who

had been involved would not want to participate in active learning

will be active. It means Everyone is Teacher Here is one of the

teaching method which giving a chance to the students to

participate in the classroom. This method is challenging for the

students, because each of them is given a chance to be a teacher for

their friends.

b. The adventage and disadvantage of everyone is teacher here

The adventage of this strategy is students will active to

speak english and their participation will in class increase. When

student act as a “teacher” they will speak more and other student

will respect what they are talking about. In addition the

relationship between teacher and students will achieve in speaking,

they are strongly influenced by the ability and skill of teachers in

choosing teaching methods that used. The disadvantage of this

strategy is when it gives every student the opportunity to act as a

“teacher” for other student, there is one of them who is nervous.

Then the teacher force the student.

c. The procedure of everyone is teachere here strategy

The procedure of everyone is teacher here strategy are:

1. Hand out an index card to each student. Ask students to write

down a question they have about the learning material being

studied in the class.

2. Collect the cards, suffle them, and distribute one to each

student ask student to read silently the question or topic on

their card and think of response.

3. Invite volunteers who are willing to read out loud the card they

obtained and give a response

4. After a response is given, ask the others in the class to add to

what the volinteer has contribited.

5. Continue as long as there are volinteers.

3. About of Talk Time software

In this modern era, the technology have been progressively. It is

mean a teacher must be atractive to design the matherial as good as

possible. Puspitosari (2010:1) stated by picture, music, video, and

another multimedia the presentation will be interesting. She means that

the presentation wiil be easily to remembering and understanding.

Technology is no surprise that expanding every minute of every

day. Software is the collection of computer programmes that can be

used with a particular computer. That would mean it should not be

surprising that computers are becoming part of an everyday classroom.

There are some softwares use of educational in the classroom, but the

writer chooses talk time software on this reseach. Talk time is a book

which three-level conversation course and recording that provides

speaking and listening practice based on everyday situations. It is

mean Talk Time is a listening and speaking book based on a task

approach. It is very simple, and would be appropriate for those who

need just a cursory exposure to basic conversational English.

Talk Time are three level series of texts written by Susan

Stempleski. According to the author, the texts are designed for high

beginning to low-intermediate students. Each level consists a student

book with CD. In addition to the CD that accompanies the student

book, there is a class CD (separate price) needed for the majority of

class work. Although the text is written in American English, the CD

have a variety of English accents. The book appears to be primarily

suited for young adults, as the pictures and topics center on this age

group. There seems to be some attempt to address ethnicity, as the

pictures and names represent various groups. Three level series of the

books as follows:

Figure 2.1

Three level of talk time software

When looking at the table of contents, the reader will note

that common themes–jobs, weekend activities, entertainment,

hobbies, and travel–predominate. Moreover, on the next page, a

more detailed table can be found which lays out each unit’s theme,

and grammar and vocabulary focus. The text is oriented toward

listening and speaking only, with the stated goal being developing

fluency in spoken English. Students are supposed to find the

material both fun and relevant, and where they can, express their

feelings and opinions in response to it.

Each unit has two lessons, and each lesson has five parts:

speaking, listening, grammar, conversation, and communication.

At the back of the student book is a unit by unit review quiz that

tests each unit’s vocabulary and grammar focus. This is quite

useful, especially when a teacher is rushed for time yet still wants

to measure what students have learned by the end of each unit.

There are pictures that introduce the unit’s vocabulary, and a brief

two-sentence dialogue as an example of what students are expected

to learn. In addition, there is a bubble that illustrates briefly how a

student might respond to a question.

Talk Time is a listening and speaking book based on a task

approach. The researcer choose this Talk Time Software in this

research because It is very simple, and would be appropriate for

those who need just a cursory exposure to basic conversational

English. Both the design and layout are not too crowded, with

plenty of charts and diagrams, as well as good pictures. And the

quizzes and unit tests are quite teacher-friendly.

The contain as follows:

Figure 2.2

Design and layout of talk time software

The writer choses the first book because the subject is

seventh grade. The researcher also focuses on one aspect, it is

speaking skills. Expecially on family topic and use the CD . It is

not easily to focus on students’ participation in speaking class, then

the researcher collaborates Everyone is Teacher Here Strategy to

improve students’ participation in speaking class. The picture talk

Time Software and the topic which choosen by the reseacher are as

follows:

Figure 2.3

Talk time software

Figure 2.4

Family topic

Figure 2.5

CD of talk time software

Source:

(https://elt.oup.com/catalogue/items/global/skills/talk_time/level_1/978019439

2891?cc=gr&selLanguage=en&mode=hub)

https://elt.oup.com/catalogue/items/global/skills/talk_time/level_1/9780194392891?cc=gr&selLanguage=en&mode=hub

https://elt.oup.com/catalogue/items/global/skills/talk_time/level_1/9780194392891?cc=gr&selLanguage=en&mode=hub

CHAPTER III

RESEARCH METHOD

A. Setting of The Study

The researcher conducts the classroom action research in SMP IT

Nurul Islam Tengaran. It is located in Jln Raya Salatiga KM. 8, Butuh, RT

20 RW 11 Kec. Tengaran, Kab. Semarang Jawa Tengah. .

1. The General Information of SMP IT Nurul Islam Tengaran

SMP IT Nurul Islam is an educational organization under Yayasan

Islam Sabilul Khoirot. The school was built in 2008. The name of this

school is Sekolah Menengah Pertama Islam Terpadu (SMP IT) Nurul

Islam. The location of this school becomes one with Nurul Islam

Islamic Boarding sachool. Mean while the word of Nurul Islam is

taken from the name of Islamic boarding there (Nurul Islam Islamic

Boarding School). The headmaster of this school is Sunarto S,pd. He is

the new headmaster in there start from this year in the academic year

2014/ 2015.

In this school has two programs are formal and informal. Time

schedule of formal program at 07.30-14.00 PM it is mean SMP IT

Nurul Islam. Time schedule of informal at 14.00-14.45 PM it is mean

Language Tutoring Program of Nurul Islam Islamic Boarding School.

As long as my observation in everyday life, both of the student lazy

and less pasticipation when they was in Language Tutoring Program.

So that way, the serearcher take a place in language Tutoring Program

of SMP IT Nurul Islam Islamic Boarding School for this Research by

the use of Talk Time Software with Everyone is Teacher Here Strategy

to Improve Students’ Participation in Speaking Class.

a. The Condition of Educational Fasilities

Table 3.1

The Condition of Educational Fasilities

NO. FACILITIES TOTAL CONDITION

1 Ruang teori kelas 1 Fine

2 Lab.IPA 1 Fine

3 Lab.Komputer 1 Fine

4 R.Perpustakaan 1 Fine

5 R.UKS 1 Fine

6 R.BP 1 Fine

7 R.Guru Putra 1 Fine

8 R.Guru Putri 1 Fine

9 R.TU 1 Fine

10 Kamar Mandi/ Wc Guru 1 Fine

11 Kamar Mandi/Wc siswa 1 Fine

12 R.Cuci 3 Fine

13 Gudang 1 Fine

14 R.Ibadah 2 Fine

15 Rumah Dinas Kepsek 1 Fine

16 Rumah Dinas Guru 5 Fine

17 Asrama murid 1 Fine

18 Kantin 1 Fine

19 Dapur 1 Fine

20 Gapuro dan Logo 1 Fine

21 Lapangan 1 Fine

b. The Profile of Teacher

Most of teacher of language tutoring program graduated

from islamic boarding school and an institude that uses billingual

language.

Table 3.2

The Profile of Teacher Language Tutoring Program of SMP

IT Nurul Islam Tengaran

NO. NAME POSITION GRADUATION

1 Anniatus sa’diyah English

Teacher

BEC (Basic English

Course) Kediri

2 Muntasiroh English

Teacher

BEC (Basic English

Course) Kediri

3 Agustina Ridho Utami English

Teacher

BEC (Basic English

Course) Kediri

4 Nurul Hikmah English BEC (Basic English

Teacher Course) Kediri

5 Aini Faizah Arabic

Teacher

PP. Darus Salam

Gontor

6 Retno Wahyuningsih Arabic

Teacher

PP. Darus Salam

Gontor

7 Zulia permata Qurota A Arabic

Teacher

PP. Darus Salam

Gontor

8 Sofin Nur Khosiyah Arabic

Teacher

PP. Darus Salam

Gontor

9 Fu’ilal Wirdiyah Arabic

Teacher

Madrasah Aliyah

Program Keagamaan

(MAPK) Surakarta

10 Hajar Nur Rohmah Arabic

Teacher

Madrasa Aliyah

Program Keagamaan

(MAPK) Surakarta

11 Sinna Anaka S.Pd English

Teacher

IAIN Salatiga

12 Sinta Aunana S.Pd English

Teacher

IAIN Salatiga

13 Hanifah Ainun Nabila Arabic

Teacher

PP. Islam Al Amin

Sukoharjo

14 Amanda Entin Faradila Arabic

Teacher

PP. Islam Al Amin

Sukoharjo

15 Lutfi Ghozali English

Teacher

PP. Tajul Ulum

Grobogan

16 M.Arif English

Teacher

BEC (Basic Englis

Course) Kediri

17 Nahar Nurun nafi English

Teacher

PP.Tajul Ulum

Grobogan

18 Danang Sigit English

Teacher

BEC (Basic Englis

Course) Kediri

19 M.Anwarul Kafi English

Teacher

BEC (Basic Englis

Course) Kediri

20 Bani Arabic

Teacher

PP. Darus Salam

Gontor

c. The Situation of The Student

SMP IT Nurul Islam Tengaran is a famous school. It is

good for parent who wants their child can speak in billingual

language and another skill. They will be student who have more

than one skill. In this tutoring language program the nineth grade

do not joint this program, because they should focus on Ujian

Nasional (UN).

Table 3.3

The situation of the students of Language Tutoring of SMP IT

Nurul Islam tengaran in the academic year 2014/ 2015

NO CLASS NUMBER

OF

CLASS

MALE FEMALE TOTAL

1 I 3 90 93 183

2 II 3 90 90 180

TOTAL 6 180 183 363

B. The Subject of The Study

The subject of the study is language tutoring program of SMP IT Nurul

Islam Tengaran, Kabupaten Semarang.

1. Population

population is all of data which is as our consideration in certain

place and time chosen. Population is a large group to which a

researcher wants to generalize his or her sample result (Christensen,

2000:158). Population of this research is the seventh grade of SMP IT

Nurul Islam Tengaran in the academic year 2014/2015.

2. Sample

A sample is a set of data collected and selected from statistical

population by a defined procedure. The researcher takes the seventh

grade as the sample in this research. It is sevent grade that consist of

27 students. Most of the student less participation during speaking.

Actually, some of students are clever, but some of them are shy to

speech and less participation because they was tired under activities a

day. Their schedule are full. So they less in participation. Both male

and female are different classes. Than the researcher take a place in

female class.

Table 3.4

List of The Sample

NO NAME

1 Azza Nafisa Qotrunnada

2 Fadilah Nur Liali

3 Farah Hanum Putri

4 Nabila Hasna Musyrifah

5 Nadia Ananti

6 Nurul Fitri Hanifah

7 Salwa Nur Maulida

8 Sophia Kurniawati

9 Aghneta Putri

10 Amany Falihah

11 Annisa Husna Umaro

12 Cinta Adna Aziz

13 Denilna Alsa Waralila

14 Farah Alfy Kamila

15 Indi Mustofa Muna

16 Naura Syifa

17 Risang Ayu Nasywa

18 Salma Nur Maulida

19 Amara Adilla Rahcmat

20 Dinda Destia

21 Diva Izzati

22 Farah Aiza Junduna

23 Hani Sofia Muthmainnah

24 Imtiyaz Hanin Na’im

25 Laila Nuruz Zahro

26 Qonita Rahmania

27 Syakira Mumtaza

C. Method of The Research

1. Design of Research

The researcher use classroom action research (CAR) in this

research. Mertler (2009:5) states Research is simply one of many

means by which humen beings seek answers to questions. Accordig to

Kemmis, Action Research is a form of self-reflective enquiry

undertaken by participants in social (including educational) situation in

order to improve the rationality and justice of (a) their own social or

educational practices, (b) their understanding of these practices, and (c)

the situation in which the practices are carried out. Mertler (2009:4)

stated that Action Research is defined as any systematic inquiry

cunducted by teachers, conselors, or others with a vested interest in the

teaching and learning process or environmen their students learn.

Classroom action research is a classroom action in research, which

can be done by the teacher, researcher, and teacher with his/her

colleague with involves a group of the students to improve teaching

learning process. This research uses data observation toward teaching

speaking to improve students’ participation through Everyone is

Teacher Strategy with Talk Time Software; this data was analyzed

through two actions and the collaborator is Amanda.

2. The Procedure of Research

This study will apply classroom action research. So in this case the

researcher will use two cycles. The procedures of each cycle are as

follows:

a. Planning

The activities are:

1) Preparing materials, making lesson-plan, and designing the

steps in doing the action

2) Preparing sheet for classroom observation

3) Preparing test (including pre-test and post-test)

b. Action

The activities are:

1) Giving pre-test.

2) Teaching speaking using Talk Time Software with Everyone is

Teacher Here Strategy.

3) Giving occasion to the students to ask any difficulties.

4) Giving post-test

c. Observation

Observation method is the most effective way to complete

the format or list of observations as instruments (Arikunto:

2010:272). Observation is one of the instruments to collect the data

and to know how far the action affect have reach target. The

researcher also analyse the data which got after join in the

classroom.

Table 3.5

Students’ Observation Sheet

NO

Names of Students

Object

Note A B C D

1 Azza nafisa qotrunnada

2 Fadilah nur laili

3 Farah hanum putrid

4 Nabila hasna musyfirah

5 Nadia ananti

6 Nurul fitri hanifah

7 Salwa nur maulida

8 Sophia kurniawati

9 Aghnetta putrid

10 Amany falihah

11 Annisa husna umaro

12 Cinta adna aziz

13 Denilna alsa waralila

14 Farah alfy kamila

15 Indi mustofia muna

16 Naura syifa

17 Risang ayu nasywa

18 Salma nur maulida

19 Amara adilla rachmat

20 Dinda destia

21 Diva izzati

22 Farah aiza junduna

23 Hani shofia muthmainnah

24 Imtiyaz hanin na’im

25 Laila nuruzzahro

26 Qonita rahmania

27 Syakira mumtaza

Σ

Explanation :

A: Pay attention

B: Activeness in asking questions

C: Activeness in responding questions

D: Enthusiasm in doing tes

d. Reflection

The research finding is analyzed. It is to remember what

happened in observation. Reflection is conducted for evaluating all

of the action done in every cycle. It is can evaluative aspect, to

judge whether the method can be problem solving to improve

students’ participation in speaking class. The procedure are briefly

describe in the following picture:

The writer using action research spiral based on Kemmis and Mc.

Tanggart cited from Arikunto (2006:93).

D. Research Instrument

The instrument of this research is students’ participation in

speaking class. To know the students’ participation, the researcer use

scoring robrics participation. The rubric as follows:

Table 3.6

CLASS PARTICIPATION RUBRIC

Name :

Critera Score

25 20 15 10

Level of

Engagement

in Class

Student

proactively

contributes

to class by

offering

ideas and/

or works

consistenly

on group

project the

entire time

Student

proactively

contributes

to class by

offering

ideas and/

or works

on group

project for

most of the

alloted

time

Student

rarely

contributes

to class by

offering

ideas and

asking

questions

and/ or

works on

group

project

on;y some

of the

alloted

time.

Student

never

contributes

to class by

offering

ideas and

asking

questions

and/ or has

troble

staying on

task during

group

project

time.

Listening

Lkills

Student

listents

when

others talk,

both in

groups and

in class.

Student

incorperate

s or builds

Student

listens

when

others talk,

both in

groups and

in class.

Student

does not

listen when

others talk,

both in

groups and

in class.

Student

does not

listen when

others talk,

both in

groups and

in class.

Student

often

interrupts

off of the

ideas of

others.

when

others

speak

Behavior Student

almost

never

displays

distruptive

behaviour

during

class

Student

rarely

displays

distruptive

behaviour

during

class.

Student

occasionaly

displays

disruptive

behaviour

during

class

Student

almost

alwys

displays

distruptive

behaviour

during

class

Preparation Student is

almost

always

prepared

for class

with

assignment

s and

required

class

materials

Student is

usully

prepared

for class

with

assignment

and

required

class

material

Student is

rarely

prepared

for class

with

assignment

s and

required

for class

materials.

Student is

almost

never

prepared

for class

with

assignment

s and

required

class

materials

Total

Source:

(WWW.teach-nology.com)

E. Method of Data Analysis

After collecting the data, the researcer will calculate the Mean of the

students’ score. Mean is use to know students’ score in every cycle.

Mean

M = ∑ 𝑋

𝑁

http://www.teach-nology.com/

Where,

M : Mean of students’ score

ΣX : The sum of students’ score

N : The total number of students

CHAPTER IV

ANALYSIS AND DISCUSSION

The researcher focuses on analysis data in this chapter. Data collected from 27

students of seventh grade of E class especially on language tutoring program of

SMP IT Nurul Islam Tengaran.

A. Data Presentation

1. Cycle 1

a. Planning

Lesson plan is a teacher’s activities orientation in teaching

learning process in classroom. The activities can be arranged as

follows:

1) Materials, making lesson plan and designing the steps in doing

action.

2) List the student’s name.

3) Material and Audio based on topic family

4) Sheet for classroom observation.

5) Test (post test)

b. The implementation of the action

On Thursday, 10 September 2015, the researcher entered in the

class. The researcher conditioned the students until they paid attention.

Before going to apply the strategy, the researcher gave a pre test.

Teacher : Assalamualaikum Wr.Wb

Students : Waalaikumsalam Wr.Wb

Teacher : Good afternoon

Students : Good afternoon

Teacher : How are you today?

Students : Thanks God, amazing, keep spirit, Allahu akbar

and you?

Teacher : I am very well thank you

Before going to discuss about the material yet, the

researcher asked the student about family as the topic.

Teacher : Do you love your family?

Students : Yes we do.

Teacher : If you love your family, do you know your family

three?

When the researcher asked to them, the students were less

participation. They just looked at the researcher and their face did

not focus, most of them were silent, they did not say anything and

less than five students who answered my question. Then, the

researcher explained about the family three to them. After the

researcher finished the explanation, the researcher went to apply

the strategy by using Talk Time Software with Everyone is Teacher

Here Strategy to develop students’ participation.

The students listened the audio about family vocabulary.

Then the teacher gave a paper to each student which included the

family’s picture. Firstly, the students made question about family

three. Secondly, they collected the paper to the teacher then their

assignments should be exchanged with other students’ assignment.

Thirdly, they directly answered the question. Finally, the researcher

asked them to come forward to read the question and the answer.

While one student read in front of the class, the other students paid

attention, listened, and made question. In this cycle only few

students asked and paid attention some of them were only silent,

but that condition was better than before.

Table 4.1

The Result of Pre Test

NO NAME PRE TEST

1 Azza nafisa qotrunnada 65

2 Fadillah nur laili 55

3 Farah hanum putrid 60

4 Nabila hasna musyrifah 55

5 Nadia ananti 75

6 Nurul fitri hanifa 45

7 Salwa nur maulida 50

8 Sophia kurniawati 65

9 Aghnetta putrid 65

10 Amany falihah 40

11 Annisa husna umaro 50

12 Cinta adna aziz 50

13 Denilna alsa waralila 65

14 Farah alfi kamila 45

15 Indi mustofia muna 60

16 Naura syifa 50

17 Risang ayu nisywa 55

18 Salma nur maulida 45

19 Amara adilla rahmat 50

20 Dinda destia 55

21 Diva izzati 65

22 Farah aiza junduna 50

23 Hani sofia mutmainnah 50

24 Imtiyaz hanin na’im 60

25 Laila nuruz zahro 65

26 Qonita rahmania 60

27 Syakira mumtaza 45

Σ 1905

Table 4.2

The result of post test I

NO NAME POST TEST I



3 Farah hanum putrid 65


5 Nadia ananti 80





10 Amany falihah 70






16 Naura syifa 50




20 Dinda destia 75

21 Diva izzati 75







Σ 1910

c. Sheet for classroom observation

Preparing sheet for classroom observation is to know the

situation in teaching learning process. In the cycle I the students

showed less participation, their faces were as lazy as they did not

have energy to study English in speaking class.

Table 4.2

Students’ observation sheet

NO

Names of students

Object

Note A B C D

1 Azza nafisa

qotrunnada

√

2 Fadilah nur laili √

3 Farah hanum putri √

4 Nabila hasna

musyfirah

√

5 Nadia ananti √

6 Nurul fitri hanifah √

7 Salwa nur maulida √

8 Sophia kurniawati √

9 Aghnetta putri √

10 Amany falihah √

11 Annisa husna umaro √

12 Cinta adna aziz √

13 Denilna alsa waralila √

14 Farah alfy kamila √

15 Indi mustofia muna √

16 Naura syifa √

17 Risang ayu nasywa √

18 Salma nur maulida √

19 Amara adilla

rachmat

√

20 Dinda destia √

21 Diva izzati √

22 Farah aiza junduna √

23 Hani shofia

muthmainnah

√

24 Imtiyaz hanin na’im √

25 Laila nuruzzahro √

26 Qonita rahmania √

27 Syakira mumtaza √

Σ 19 5 1 2

Explanation:

A: Pay attention : 19

B: Activeness in asking questions : 5

C: Activeness in responding questions : 1

D: Enthusiasm in doing tes : 2

d. Reflection

By analyzing the cycle I, the researcher can conclude that it

is very important to develop the students’ participation in speaking

class. The students could create their idea and they looked

confident because all of the student should come forward in front

of the class. Another student listened who was in front of them as a

teacher.

In this cycle, the student who did not pay attention and less

participation was more than half of the student. Then the researcher

will going to the next cycle. Although action 1 has given good

result and there was improvement grade from pre test to post test I.

It was very important to continue the next cycle to increase the

students participation in speaking class. Cycle II was carried out as

follow up of the cycle I. The teacher used the same technique and

theme.

2. Cycle 2

a. Planning

The activities are preparing:

1) Materials, making lesson plan and designing the steps in doing

action.

2) List the students name.

3) Material and Audio based on topic family

4) Sheet for classroom observation.

5) Test (post test)

b. The implementation of the action

On Monday, 14 September 2015 the researcher entered the English

class as cycle II. In this cycle, the researcher gave the same topic

which topic family.

Teacher : Assalamualaikum Wr.Wb

Students : Waalaikumsalam Wr.Wb

Teacher : Good afternoon

Students : Good afternoon

Teacher : How are you today?

Students : Thanks God, amazing, keep spirit, Allahu akbar

and you?

Teacher : I am very well thank you

Do you love your parent?

Students : Yes, we do

The researcher explained the family three. Then, the student

listen the audio about family topic.

Teacher : if you love them, please make a question family

three as the first meeting on a paper

Students : okay, miss

Teacher : who have finished?

Students : I have finished

Teacher : Good job

The researcher gave more explanation and an example about it.

Then, the students came forward and read the question and the answer

based on the paper which they got. In this cycle, The students’

participation more better than cycle I.

Table 4.2

The Result of Post Test II

NO NAME POST TEST II



3 Farah hanum putri 80


5 Nadia ananti 100





10 Amany falihah 85






16 Naura syifa 75




20 Dinda destia 95

21 Diva izzati 100







Σ 2350

b. Sheet for classroom observation

In this cycle II the student did the rule more better than

before. They paid attention and their participation made the

situation of the class so crowded and full of voice. They made

question to the student who was come forward in front of the class.

Teaching learning process was more active than cycle I.

Table 4.3

Students’ observation sheet

NO Names of students Object Note

A B C D

1 Azza nafisa qotrunnada √

2 Fadilah nur laili √

3 Farah hanum putrid √

4 Nabila hasna musyfirah √

5 Nadia ananti √

6 Nurul fitri hanifah √

7 Salwa nur maulida √

8 Sophia kurniawati √

9 Aghnetta putrid √

10 Amany falihah √

11 Annisa husna umaro √

12 Cinta adna aziz √

13 Denilna alsa waralila √

14 Farah alfy kamila √

15 Indi mustofia muna √

16 Naura syifa √

17 Risang ayu nasywa √

18 Salma nur maulida √

19 Amara adilla rachmat √

20 Dinda destia √

21 Diva izzati √

22 Farah aiza junduna √

23 Hani shofia muthmainnah √

24 Imtiyaz hanin na’im √

25 Laila nuruzzahro √

26 Qonita rahmania √

27 Syakira mumtaza √

Σ 4 11 9 3

Explanation :

A: Pay attention : 4

B: Activeness in asking questions : 11

C: Activeness in responding questions: 9

D: Enthusiasm in doing tes ; 3

c. Reflection

After analyzing cycle II, the researcher got the good result.

It was more interesting and better than cycle I. The student was

enthusiasm as good as possible. When Everyone is Teacher Here

Strategy applied, their participations were so high than cycle I.

They raised their hand, making question, and laugh. That made the

situation of the class so alive.

The results of pre-test and post-test were used to know the

score of students participation in speaking class. As stated before

there were two cycles in this action research, pre test and post test I

used in the first cycle and post test II is used in the cycle II. The

researcher gave pre-test to the students before she taught and gave

post-test.

B. Calculation of the test result

1. Calculating the Test Score

The steps are:

1) Table preparation from pre-test and post-test to get ΣD and

ΣD2

Table 4.4

Calculating the Test Score

NO

NAMES

POST

TEST

I

POST

TEST

II

D D2

1 Azza nafisa qotrunnada 80 100 20 400

2 Fadilah nur laili 80 95 15 225

3 Farah hanum putrid 65 80 15 225

4 Nabila hasna musyfirah 65 95 30 900

5 Nadia ananti 80 100 20 400

6 Nurul fitri hanifah 65 85 20 400

7 Salwa nur maulida 55 75 20 400

8 Sophia kurniawati 85 100 15 225

9 Aghnetta putrid 85 100 15 225

10 Amany falihah 70 85 15 225

11 Annisa husna umaro 65 80 15 225

12 Cinta adna aziz 50 65 15 225

13 Denilna alsa waralila 85 95 10 100

14 Farah alfy kamila 75 90 15 225

15 Indi mustofia muna 65 80 15 225

16 Naura syifa 50 75 25 225

17 Risang ayu nasywa 80 85 5 25

18 Salma nur maulida 70 85 15 225

19 Amara adilla rachmat 60 75 15 225

20 Dinda destia 75 95 20 400

21 Diva izzati 75 100 25 625

22 Farah aiza junduna 70 85 15 225

23 Hani shofia muthmainnah 65 90 25 625

24 Imtiyaz hanin na’im 80 85 5 25

25 Laila nuruzzahro 80 95 15 225

26 Qonita rahmania 70 80 10 100

27 Syakira mumtaza 65 75 10 25

Σ 1910 2350 440 7575

2) Calculating Mean of Pre Test and Post Test

a) Mean of Pre Test

M = ∑ X

N

M = 1905

27

M = 70,55

b) Mean of Post Test I

M = ∑ X

N

M = 1910

27

M = 70,74

c) Mean of Post Test II

M =∑ D

N

M = 2350

27

M = 87,03

Mean of pre test < Mean of post test I. There is

improvement of speaking competence between pre test and

post test I. post test I to post test II there is improvement of

speaking competence also. It shows that software and

strategy can develop students’ participation in speaking

class.

CHAPTER V

CLOSURE

A. Conclusion

After analyzed the data the researcher can conclude that using talk

time software with everyone is teacher here strategy can develop students’

participation in speaking class. Their progress during teaching learning

process is better. The class was so noise because they were making

question, laugh and good participation.

1. The findings show that the improvement of the students’ participation

in speaking class is significant after the students got talk time software

with everyone is teacher here strategy. It can be seen from the

comparison between all the score of cycle I, cycle II. The findings

display that the students’ participation in speaking class increases from

pre to post test. The result showed that the mean of pre-test is 70,55,

the mean of post-test is 70, 74, and the mean of post-test II is 87, 03. It

means that talk time software with everyone is teacher here strategy is

able to develop the students’ participation in speaking class.

2. The student listened the audio about family vocabularies. Then the

teacher gave a paper to each student which included the family’s

picture. Firstly, the students made question about family three.

Secondly, they collected the paper to the teacher then their assignments

should change with other students’ assignment. Thirdly, they directly

answered the question. Finally, the teacher asked them to come

forward to read the question and the answer. While one student read in

front of the class, the other students paid attention, listened, and made

question. From the explanation above the writer concluded that talk

time software with everyone is teacher here strategy is suitable for

students of seventh grade in language tutoring program in SMP IT

Nurul Islam Tengaran.

B. Suggestion

Having known the findings of the research, the researcher gives

suggestions as follows:

1. To the teacher

Teacher should use talk time software with everyone is teacher

here strategy to develop students’ participation in speaking class. This

software and strategy can develop students’ participation. The teacher

should motivate the students to active, respond, and listen what their

teacher and friend said. In addition, the teacher should know the need

of the students related with the competencies they need.

2. To the student

1) The students should be obligated to bring dictionary in every

English class.

2) The students need to have a big spirit and study harder.

3) The students should extend their skill in many ways, using new

words along in the classroom activities or their daily life, or even

by drilling some words. So finally, students are able to speak in

English language

3. To the situation

It has been known from the result of the study that the use of talk time

software with everyone is teacher here strategy can improve students’

speaking participation. Hereby, it is expected that the result of the

study make the English teacher use an appropriate teaching technique

of everyone is teacher here on improving student’s speaking

participation. Based on the explanation, the writer would like to

suggest the other researcher; the result of the study can be used as

additional reference to further research with the different sample and

occasions.

BIBLIOGRAPHY

Arikunto, Suharsimi.2010.Prosedur Penelitian: Suatu Pendekatan Praktik.

Jakarta: Rineka Cipta

Brown, H. Douglas. (1980). Principles of Language Learning and Teaching.

Unuted States of America: Prentice-Hall

Brown, H.Douglas. (2004). Language Assessment. United Stated of America

Djarwanto. 2001. Mengenal Beberapa Uji Statistik dalam Penelitian.Yogyakarta:

Liberty Yogyakarta

Harmer, Jeremy. (2001). English Language Teaching. Cambridge University

Lado, robert. (1983). Language Teaching In Scientific Approach. New york:

McGraw-Hill Inc

Mertler, A craig (2009). Action Research Teacher As Researcher In The

Classroom. America: United Stated of America

Nunan, David. (1991). Language Teaching Methodology. New york: Prentice Hall

Oxford university press. (2008). Oxford Learner’s Pocket Dictionary. New York:

Oxford University Press

Puspitosari, Heni A. (2010). Membuat Presentasi Multimedia Tingkat Lanjut.

Yogyakarta: Skripta Media Creative

Scrivener, jim. (2001). Learning Teaching A Guidebook For English Language

Teachers. Cambridge University

Supardi, suhardjono, arikunto. (2006) Penelitian Tindakan Kelas. Jakarta:

PT.Bumi Aksara

Suprijono agus. (2010). Cooperative Learning. Yogyakarta :Pustaka Pelajar

http://www.thefreedictionary.com/software

(WWW.teach-nology.com)

https://nazwadzulfa.wordpress.com/2009/09/30/pembelajaran-every-one-is-a-

teacher-here/



http://www.teach-nology.com/

https://nazwadzulfa.wordpress.com/2009/09/30/pembelajaran-every-one-is-a-teacher-here/

https://nazwadzulfa.wordpress.com/2009/09/30/pembelajaran-every-one-is-a-teacher-here/


APPENDIXES

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP IT Nurul Islam Tengaran

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : V / Ganjil

Pertemuan Ke : 1 dan 2

Alokasi Waktu : 2 x 40 menit ( 2 x pertemuan )

Standar Kompetensi

Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek

sederhana untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar

Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan

ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan sekitar

Indikator

1. Siswa mampu bertanya dan menjawab berbagai informasi secara lisan dalam

teks pendek berbentuk family vocabulary

2. Siswa mampu merespon pertanyaan dan jawaban antar teman.

Tujuan Pembelajaran

1. Siswa mampu bertanya dan menjawab berbagai informasi secara lisan dalam

teks pendek berbentuk family vocabulary

2. Siswa mampu merespon pertanyaan dan jawaban antar teman.

Materi Pembelajaran

Ayah: father

Ibu: mother

Anak perempuan: daughter

Anak laki-laki: son

Kakek: grand father

Nenek: grand mother

Saudara perempuan: sister

Saudara laki-laki: brother

Metode Pembelajaran/ Teknik dan Media Every One is Teacher Here dan Talk time Software

Langkah Pembelajaran 1. Kegiatan Awal:

- Greeting.

- Tanya jawab mengenai kondisi siswa.

- Warm up. Dengan menanyakan mengenai family kepada siswa.

2. Kegiatan Inti

Eksplorasi:

- Siswa mendengarkan audio bertema family vocabularies sesuai dengan

materi talktime software

- Siswa mendapatkan penjelasan tentang materi tentang family tree

- Guru memberi intruksi mengenai metode yang digunakan serta memberi

tugas kepada mereka.

Elaborasi:

Hand out

- Siswa membuat pertanyaan tentang family tree di kertas yang telah

disediakan

Collect

- Siswa mengumpulkan kertas yang telah dibuat dan guru mengacak hasil

kerja siswa

Invite the volunteer

- Siswa secara suka rela maju kedepan untuk membacakan kertas yang telah

dikumpulkan.

- Siswa secara continue menunjuk siswa lain dan menjawab setiap

pertanyaan yang dilontarkan oleh temannya.

Konfirmasi:

- Menanyakan tingkat pemahaman siswa terhadap materi yang disampaikan.

- Guru menanyakan kesulitan siswa.

3. Kegiatan Akhir

- Guru memberikan umpan balik kepada siswa.

Sumber/ Bahan/ Alat 1. Talk time software

2. Speaker

3. Dictionary

Penilaian

Critera Score

25 20 15 10

Level of

Engagement

in Class

Student

proactively

contributes

to class by

offering

ideas and/

or works

consistenly

on group

project the

entire time

Student

proactively

contributes

to class by

offering

ideas and/

or works

on group

project for

most of the

alloted

time

Student

rarely

contributes

to class by

offering

ideas and

asking

questions

and/ or

works on

group

project

on;y some

of the

alloted

time.

Student

never

contributes

to class by

offering

ideas and

asking

questions

and/ or has

troble

staying on

task during

group

project

time.

Listening

Lkills

Student

listents

when

others talk,

both in

groups and

Student

listens

when

others talk,

both in

groups and

Student

does not

listen when

others talk,

both in

groups and

Student

does not

listen when

others talk,

both in

groups and

in class.

Student

incorperate

s or builds

off of the

ideas of

others.

in class. in class. in class.

Student

often

interrupts

when

others

speak

Behavior Student

almost

never

displays

distruptive

behaviour

during

class

Student

rarely

displays

distruptive

behaviour

during

class.

Student

occasionaly

displays

disruptive

behaviour

during

class

Student

almost

alwys

displays

distruptive

behaviour

during

class


almost

always

prepared

for class

with

assignment

s and

required

class

materials

Student is

usully

prepared

for class

with

assignment

and

required

class

material

Student is

rarely

prepared

for class

with

assignment

s and

required

for class

materials.

Student is

almost

never

prepared

for class

with

assignment

s and

required

class

materials

Total

Instrumen:

1. Please write a question about family!

2. Please come forward and read the question and the answer!

Kamis, 10 september 2015

Mengetahui,

Anniatus Sa’diyah

CLASS PARTICIPATION RUBRIC

Name :

Critera points

25 20 15 10

Level of

Engagement

in Class

Student

proactively

contributes to

class by

offering ideas

and/ or works

consistenly

on group

project the

entire time

Student

proactively

contributes

to class by

offering

ideas and/

or works

on group

project for

most of the

alloted

time

Student

rarely

contributes

to class by

offering

ideas and

asking

questions

and/ or

works on

group

project on;y

some of the

alloted

time.

Student

never

contributes

to class by

offering

ideas and

asking

questions

and/ or has

troble

staying on

task during

group

project

time.

Listening

Lkills

Student

listents when

others talk,

both in

groups and in

class. Student

incorperates

or builds off

of the ideas

of others.

Student

listens

when

others talk,

both in

groups and

in class.

Student

does not

listen when

others talk,

both in

groups and

in class.

Student

does not

listen when

others talk,

both in

groups and

in class.

Student

often

interrupts

when others

speak

Behavior student

almost never

displays

distruptive

behaviour

during class

Student

rarely

displays

distruptive

behaviour

during

class.

student

occasionaly

displays

disruptive

behaviour

during class

Student

almost

alwys

displays

distruptive

behaviour

during class


almost

always

prepared for

class with

assignments

Student is

usully

prepared

for class

with

assignment

Student is

rarely

prepared for

class with

assignments

and

Student is

almost

never

prepared for

class with

assignments

and required

class

materials

and

required

class

material

required for

class

materials.

and

required

class

materials

Total

DAFTAR NILAI SKK

Nama : Anniatus Sa’diyah

Nim : 113-11-117

Jurusan : Tarbiyah

Progdi : Pendidikan Bahasa Inggris

Dosen pembimbing : Faizal Risdiyanto,SS,M.Hum

No Nama Kegiatan Pelaksanaa Keterangan Nilai

1 OPAK

23 Agustus 2011 Peserta 3

2 UPT Perpustakaan

20 September

2011

Peserta 2

3 Achievement Motivation

Training (AMT)


4 Orientasi Dasar Keislaman

(ODK)


5 KOPMA dan KASEI


6 Reorientasi Peran Jurnalistik

dalam Perspektif Sosial dan

Budaya Pada Era Post Modern

oleh (LPM) Dinamika

6 Oktober 2011 peserta 2

7 Communicative English Club

oleh (CEC)

22-23 oktober

2011

peserta 2

8 Dauroh maratus sholihah oleh

(LDK)

24 November

2011

Peserta 2

9 Training Pembelajaran Baca

Al-Quran dengan Metode

Tsaqifa (Baitul Maal bin Auf

Kabupaten Semarang)

15 januari 2012 peserta 2

10 Bahasa Arab Sebagai

Penunjang Perkuliahan

Mahasiswa oleh (ITTAQO)

17 Maret 2012 peserta 2

11 Meningkatkan Kepekaan dan

Transparansi Kinerja Lembaga

Menuju Kampus yang Amanah

oleh (SEMA)

15 Maret 2012 peserta 2

12 Comparison of English and

Arabic (ITTAQO)

13 April 2012 peserta 2

13 Urgensi Media dalam

Mencerahkan Umat oleh

(ITTAQO)

30 April 2012 Peserta 2

14 Dari Minder Jadi Super oleh

(LDK)

17 Mei 2012 Peserta 2

15 SEMINAR NASIONAL

Nilai Nilai Syariah dalam

Praktik Perekonomian

2 Juni 2012 peserta 8

16 Meningkatkan Khazanah

Keilmuan Mutakhir dengan

Bahasa Inggiris dan Bahasa

Arab oleh (ITTAQO)

29 Juni 2012 Peserta 2

17 SARASEHAN NASIONAL

Peran Mahasiswa dalam Realita

dan Idealita Bangsa oleh

(DEMA)

1 juli 2012 peserta 8

18 Fun English Talks and Social

Works Indigenous Blood Youth

Vs. French Youth oleh (CEC)

10 Juli 2012 Peserta 2

19 Membentuk Paradikma

Mahasiswa Qurani dengan

Panca Indra, Akal, dan Hati

oleh (JQH)

17-18 Nopember

2012

Peserta 2

20 Membangun Karakter

Keislaman Bertaraf

Internasional di Era Globalisasi

Bahasa dalam Orientasi Dasar

10 September

2012

Panitia 3

Keislaman (ODK) oleh

ITTAQO & CEC

21 Pelatihan Ice Breaker

Penyemangat Belajar oleh (Siwi

Damai Interprise)

23 September

2012

Peserta 2

22 Kepemimpinan dan Masa

Depan Bangsa dalam

Pelantikan Pengurus Himpunan

Mahasiswa (HMI) oleh HMI

23 februari 2013 Peserta 2

23 Idealisme Mahasiswa Sebagai

Modal Utama Penggerak

Jurnalistik Kampus oleh (LPM

Dinamika)

6-7 April 2013 Peserta 2

24 Sihir dalam Perspektif Al-

Quran dan Hukum Negara

dalam Tafsir Tematik oleh

(JQH)

4 mei 2013 Peserta 2

25 SEMINAR INTERNASIONAL

Politik Jihad dan Terorisme

oleh Jurusan Syari’ah dan

Ekonomi Islam

11 september

2013

Peserta 8

26 Prospek Pengembangan Mutu

Pendidikan Madrasah/ Sekolah

oleh (PSPPI)

25 September

2013

Peserta 2

27 Sosialisasi Pancasila, Undang-

Undang Dasar Negara Repiblik

Indonesia Tahun 1945 oleh

(MPR RI)

22 Desember

2013

Peserta 2

28 Komitmen Politik Islam dalam

Menata Arah Masa Depan

Bangsa Indonesi dalam

Sarasehan Akbar Bersama

Tokoh Nasional oleh (HMI)

15 Maret 2014 Peserta 2

29 Scholarship Forum dalam

Communicative English festival

oleh (CEC)

15 Maret 2014 Peserta 2

30 Diaspora Politik Indonesia di

Tahun 2014, Memilih Salatiga

Hati Beriman dalam Dealog

Interaktif & Edukatif oleh

(SEMA)

1 April 2014 Peserta 2

31 Haramkah golput? Pandangan

golput dalam islam dalam

Forum Group Discussion oleh

(LDK)

3 april 2014 Peserta 2

32 Konsep pemimpin Ideal

Menurut Al Quran Telaah Al

Quran Surat Al An’am Ayat

165 dalam Tafsir Tematik oleh

(JQH)

17 Mei 2014 Peserta 2

33 Public Hearing oleh (SEMA)


34 SEMINAR NASIONAL

Berkontribusi Untuk Negeri

Melalui Televisi/ TV oleh (KPI)

5 November

2014

Peserta 8

35 PERBASIS (Perbandingan

Bahasa Arab dan Bahasa

Inggris) oleh (CEC dan

ITTAQO)

27 November

2014

Peserta 2

36 WORKSHOP NASIONAL

Sukses Akademik, Sukses

Bakat, dan Hidup Bermartabat

Ddengan Karya oleh ( HMPS

PAI)

16 Desember

2014

Peserta 8

37 Silaturrohmi Masyarakat

Udanwuh dan Tasyakuran

Lomba TPQ Desa Udanwuh

oleh (KKN IAIN SALATIGA)

12 April 2015 Panitia 2

38 Training Kepribadian oleh

(IAIN SALATIGA)

19 mei 2015 Peserta 2

39 Sosialisasi Program

Pendewasaan Usia Perkawinan

(PUP) oleh (PIK)


Curriculum vitae

Name : Anniatus Sa’diyah

Place, date of birth : Lamongan, 04 agustus 1991

Sex : Female

Address : Dsn.Ganggang Tingan Ds.Tingan RT 03/ RW 04

Ngimbang Lamongan

Email : [email protected]

Educational Background

1998-2004 : SD Ganggang Tingan Ngimbang Lamongan

2004-2007 : Mts.Mambaus Sholihin Suci Manyar Gresik

2007-2010 : MA.Roudlotun Nasyiin Berat Kulon Kemlagi Mojokerto

2011-2015 : IAIN Salatiga

Salatiga, September 15th 2015

Anniatus Sa’diyah

113 11 117

The first meeting

The students doing pre test

The teacher explain everyone is teacher here strategy

The students practice everyone is teacher here strategy

The second meeting

The student practice everyone is teacher here strategy

The condition when the use of talk time software with everyone is teacher here

strategy in speaking class

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