INTRODUCTION

1. Background of the Study

For many year English has been being considered as a global language.

English is dominant in all six continents. It is the main language of books,

newspapers, airports and air traffic controls, international business and academic

conferences, science, technology, medicine, diplomacy, sports, international

competitions, music, and advertising. It is also called International language which is

used as a language of international communication.

As an international language, almost all countries have adapted English used

as a compulsory subject at schools. The national education has decided that English

as a foreign language taught in Indonesian schools. It is learned started from primary

schools up to university. People realize that teaching English at these levels are very

essential and need much concern. As an English teacher, he or she has to always

keep on figuring out effective techniques, method, and approaches in teaching

English.

There are four skills in teaching and learning a language: listening, speaking,

reading, and writing, but out of the four skills, speaking is considered as the most

essential skill to be mastered. Speaking is an essential tool for communicating,

thinking and learning. Oral language is a powerful learning tool which shapes,

modifies, extends and organizes thought. Oral language is a foundation of all

languages development and, therefore, the foundation of all learning. It is the base

for the other language strands. Through speaking, students learn concepts, develop

vocabulary and perceive the structure of the English language which is the essential

components of learning. Students who have a strong oral language base will have an
academic advantage because school achievement depends on students' ability to

display knowledge in a clear and acceptable form in speaking as well as writing

(Hayriye: http://unr.edu/homepage/hayriyek).

Additionally, speaking is a vehicle to link individuals to society. Exchanges

students have with their peers and teachers can help them come to know the world in

more personal and socially responsible ways. When students talk about their ideas,

they clarify their thinking. They can figure out what they believe and where they

stand on issues (Hayriye: http://unr.edu/homepage/hayriyek).

Consequently, speaking skills 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 (Richards, 1990: 21).

Considering how important speaking skill in learning English, Renandya,

(1999:230) in this case reminds English teachers by saying:

Speaking is one of the central elements of communication. In EFL (English

Foreigner language) teaching, it is an aspect that needs special attention and
instruction. In order to provide effective attention, it is necessary for a
teacher of EFL to carefully examine the factors, condition and components
that underlie speaking effectiveness. Effective instruction derived from
the careful analysis of this area, together with sufficient language input
and speech-promotion activities will gradually help learners improve their
English speaking ability.

In addition, Richard (1990: 122) explains the typical learners’ problems in

speaking like speaking slowly, taking too long to compose utterances, incapable to

participate actively in conversation, spoken English doesn’t sound natural, poor

grammar and poor pronunciation.

 Also Richard (1990: 233) says that there are many reasons causing English

learners poor in speaking skills. They are as lack of curriculum emphasis on speaking

skills, teachers’ limited English proficiency, class conditions do not favor oral

activities, limited opportunities outside of class to practice, and examination system

does not emphasize oral skills.

So based on the explanation above the researcher has found some problems

which nearly similar to those five typical problems explained by Richard above in at

the first year students of SMP N 5 Bireuen whereas the students in the school are

speechless and when they speak English, they take so much time thinking what they

are going to say. These problems are presented based on the researcher’s observation

during practicing teaching at the school.

So based on those problems, the researcher, as one of English Department

students of Almuslim University who nearly completes her study at the University,

would like to do a collaborative action research in the school to help both the

teachers and students in the school find a proper way in teaching speaking which can

improve the students speaking ability.

Anyway, there are many kinds of language methods in teaching English as

second or foreign language but only three methods; grammar translation method,

audio-lingual method and communicative method have dominated language teaching

in the United States in the past 60 years. The three of them have their respective

advantageous and disadvantageous but out of the three, communicative method is

considered the most effective one to be used in language teaching especially to teach

speaking since it provides more opportunity for English learners to act or speak than

to the teachers during teaching - learning process (Kathleen:18). Moreover, there is a

research (Ellis: 1990) which says that People do not learn the pieces of the language

and then put them together to make conversations. Instead, they learn the

components of language through interaction with other people, so learners should

interact during lessons. As a result, communicative language teaching arose and

rapidly developed.

Again, David Nunan, (1999:241) suggests that in speaking classroom,

learners should be given the maximum number of opportunities possible to practice

the target language in meaningful contexts and situation. However, opportunities to

use the language appear to facilitate acquisition for all learners. When taking part in

tasks that require the creative and relatively unpredictable use of language, learners

are bound to make mistakes. These should be seen as a natural part of the learning

process.

However, today's world requires that the goal of teaching speaking should

improve students' communicative skills, because, only in that way, students can

express themselves and learn how to follow the social and cultural rules appropriate

in each communicative circumstance. 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, simulations,

information gap, storytelling, interviews, story completion, reporting and playing

cards (Hayriye: http://unr.edu/homepage/hayriyek).

In this opportunity, the researcher is interested in choosing simulation activity

as the teaching technique that will be applied in this action research because

Simulations are entertaining, they motivate the students and increase the self-

confidence of hesitant students. Simulations are very similar to role-plays but what
makes simulations different than role plays is that they are more complex. In

simulations, students can bring items to the class to create a realistic environment.

For instance, if a student is acting as a singer, she brings a microphone to sing and so

on.

Having presented the background of the research of this proposal, finally the

researcher hopes that this research proposal would be agreeably agreed and approved

so that this research would be carried out soon and the identified problems attached

in this proposal would hopefully be solved soon.

Finally, the researcher concludes that speaking is a very important part of

second and foreign language learning. The ability to communicate in English clearly

and efficiently contributes to the success of the learner in school and success later in

every phase of his life. Therefore, it is essential that language teachers pay great

attention to teaching speaking rather than leading students to pure memorization,

providing a rich environment where meaningful communication takes place is

desired. With this aim, various speaking activities such as playing card, simulation,

story completion, reporting, brainstorming, interviews, role play, information gap

and storytelling can contribute a great deal to students in developing basic interactive

skills which are necessary for their lives. These activities make students more active

in the learning process and at the same time make their learning more meaningful

and fun for them.

2. Problem of the Research

Having explained the problems of this research in the previous section

generally, in this section, the researcher formulates the problems of the research into

two simple questions as the following:

 1. Can simulations activity improve the students’ speaking ability?

2. Can simulations activity motivate the students to speak during the class?

3. Purpose of the Research

Based on the problems above, the researcher draws the purpose of the

research as follows:

1. To know if simulations activity can improve the students’ speaking ability

2. To find out if simulations activity can motivate the students to speak during

the class.

4. Significance of the Research

It is hoped that this research will be beneficial in many ways First ,

theorically, the findings of the research can be useful for the readers and also is will

provide additional information to the existing studies about improving students’

speaking ability., Second, practically, the English teachers in the school will use the

findings of the research as efforts to improve the students’ speaking ability.

5. Scope of the Research

The research is focused on the effect of applying simulations activity using in

teaching speaking to the first year students of SMP n 5 Bireuen in order to find a

proper technique in teaching speaking that can improve the students speaking ability.

6. Definition of Key Terms.

 In this thesis, the researcher gives some explanation of some key terms that

predominantly appear in this proposal. These key terms explanation’s function is to

make the readers understand exactly about the words or phrases.

1. Speaking is process of transferring knowledge of converse and how to express

one ideas, thought, desires and willingness into good pattern and ordinary speech

used to talk or recognize another (Mories 1966:454)

2. Simulation is Acting out or mimicking an actual or probable real life condition

(http://www.businessdictionary.com/definition/simulation.html)

3. Classroom Action Research is research methodologies in which teachers pursue

action and athe same time investigate their own teaching or other activity related

to their work. They are thus directly involved in the actions that are being

researched, as well as more likely to make useful changes in those actions

(http://www.mondofacto.com/facts/dictionary?action+research).

7. The Review of the Related Literature

In this part of the thesis proposal, the researcher explains the variables of the

research in detail.

7.1 The Definition of speaking

Speaking is an essential tool for communicating, thinking, and learning. Oral

language is a powerful learning tool. It shapes, modifies, extends, and organizes

thought. Oral language is a foundation of all language development and, therefore,

the foundation of all learning. It is the base for the other language strands. Through

speaking and listening, students learn concepts, develop vocabulary, and perceive the
structure of the English language which is essential components of learning. Students

who have a strong oral language base have an academic advantage. School

achievement depends on students' ability to display knowledge in a clear and

acceptable form in speaking as well as writing (Hayriye:

http://unr.edu/homepage/hayriyek).

Additionally, speaking is a vehicle to link individuals to society. Exchanges

students have with their peers and teachers can help them come to know the world in

more personal and socially responsible ways. When students talk about their ideas,

they clarify their thinking. They can figure out what they believe and where they

stand on issues (Hayriye: http://unr.edu/homepage/hayriyek).

According to Hybel (2001:45), “speaking is any process in which people

share information, ideas and feeling, it involves all of body language mannerism and

style-anything that adds meaning to a message”.

7.2 Teaching Speaking

Nunan (2003: 23) in this case formulates what is meant by teaching speaking:

1. Produce the English speech sounds and sound patterns

2. Use word and sentence stress, intonation patterns and the rhythm of the

second language.

3. Select appropriate words and sentences according to the proper social setting,

audience, situation and subject matter.

4. Organize their thoughts in a meaningful and logical sequence.

5. Use language as a means of expressing values and judgments.

 6. Use the language quickly and confidently with few unnatural pauses, which is

called as fluency.

In addition, Hayriye (http://unr.edu/homepage/hayriyek) provides some Suggestions

for English teachers in teaching speaking. As you see in the following:

1. Provide maximum opportunity to students to speak the target language by

providing a rich environment that contains collaborative work, authentic

materials and tasks, and shared knowledge.

2. Try to involve each student in every speaking activity; for this aim, practice

different ways of student participation.

3. Reduce teacher speaking time in class while increasing student speaking time.

Step back and observe students.

4. Indicate positive signs when commenting on a student's response.

5. Ask eliciting questions such as "What do you mean? How did you reach that

conclusion?" in order to prompt students to speak more.

6. Provide written feedback like "Your presentation was really great. It was a

good job. I really appreciated your efforts in preparing the materials and

efficient use of your voice…"

7. Do not correct students' pronunciation mistakes very often while they are

speaking. Correction should not distract student from his or her speech.

8. Involve speaking activities not only in class but also out of class; contact

parents and other people who can help.

9. Circulate around classroom to ensure that students are on the right track and

see whether they need your help while they work in groups or pairs.
 10. Provide the vocabulary beforehand that students need in speaking activities.

11. Diagnose problems faced by students who have difficulty in expressing

themselves in the target language and provide more opportunities to practice

the spoken language.

7. 3 Activities Promote Speaking In Teaching Speaking

Anyway there are many activities which offer students much time to practice

their speaking ability not only in class but also outside and helps them becoming

socialized, and makes students more active in teaching and learning process and at

the same time makes their learning more meaningful and fun for them that quoted

from (Hayriye: http://unr.edu/homepage/hayriyek), they are as the following:

a. Role Play

b. Simulations

c. Information Gap

d. Brainstorming

e. Storytelling

f. Interviews

g. Story Completion

h. Reporting

7.4 The Learners’ Typical Problem and Its Reasons in Learning English

In this case, Richard (1990: 222) explains the typical learner problems in

speaking as follows:

1. Speaks slowly and takes too long to compose utterances

2. Cannot participate actively in conversation

7.5 Simulation

Simulation is an extremely valuable method for second language learning. It

encourages thinking and creativity, lets students develop and practice new language

and behavioral skills in a relatively nonthreatening setting, and can create the

motivation and involvement necessary for learning to occur. This paper will examine

this technique in detail. There is little consensus on the terms used in the role playing

and simulation literature. Just a few of the terms which are used, often

interchangeably, are "simulation," "game," "role-play," "simulation-game," "role-

play simulation," and "role-playing game" There does seem to be some agreement,

however, that simulation is a broader concept than role playing. for example, views

simulations as complex, lengthy and relatively inflexible, but role playing as quite

simple, brief and flexible. Simulations simulate real life situations, while in role

playing the participant is representing and experiencing some character type known

in everyday life. Simulations always include an element of role play.

Simulation clearly promotes effective interpersonal relations and social

transactions among participants. In order for a simulation to occur the participants

must accept the duties and responsibilities of their roles and functions, and do the

best they can in the situation in which they find themselves (Jones, 1982 :113). To

fulfill their role responsibilities, students must relate to others in the simulation,

utilizing effective social skills (from (Hayriye: http://unr.edu/homepage/hayriyek)).

8. The Methodology of the Research

The methodology of this research will be done through the following

explanation below.
8.1 The Design of the Research.

The design of the study is Collaborative Classroom Action Research. As it

explained by Asrory, (2008:45) that Collaborative Classroom Action Research is

kind of a Classroom Action Research that involves some people like the principal,

teacher, lectures, or etc simultaneously. It aims to improve teaching practical quality,

contribute teaching theoretical development or educational and teacher career

progression. This kind of research is usually designed by a team which consists of

teacher, researcher from educational university and principal of school. The

relationship between of researcher and the teacher are considered as coworkers.

Through the cooperative working in doing the research, they can obtain the satisfied

goal of the research.

Action research is done through many repeated cycles and there are at least

two cycles in action research. Each cycle consists of four steps; planning, action,

observation and reflection (Asrory, 2008:90). The activities that will be done in each

step of the cycles will be based on Stephen Kemmis dan Robin Mc Taggert guidance

in (Arikunto, 2005:54). The activities are described in the following:

1. Planning

In this step the team will prepare everything for the completion of the action

in the class like designing a lesson plan, verifying the schedule, and etc.

2. Action

In this step, the team will choose a proper teacher to do the action which has

been prepared by the team the planning step.

3. Observation
 In this step, the researcher will observe students’ motivation and behavior, the

classroom atmosphere, the advantageous of applying simulation technique in

teaching speaking and etc during the action process.

4. Reflection

In this step, the researcher with the team will evaluate the effects of the above

steps as a basis for further planning, subsequent action and so on, through a

succession of cycles.

8.2 The Setting and the Subject of Research

This research will be done at SMP N 5 Bireuen. The Subject of this research

is the the first year students of SMP N 5 Bireuen. The first year students of SMP N 5

are chosen as the subject of the research based on the following problems:

1. The students have some problems in learning speaking.

2. Simulation technique has never been applied by English teacher in the school

before.

8.3 The Technique of the Data Collecting

In this research, before doing action the researcher will use pre-test to identify

the problem as the basic knowledge to do the research. Next the researcher will

administer posttest to measure the development of the students’ speaking skill after

implementing the action.

The Last, the researcher will use observation checklist forms to obtain

information how the practitioner implements the prepared planning and procedures.

It is also used to gather data about the students’ activity during the teaching learning

process.
 In gathering the data, the research will also use Interview Guide Forms and

field note. Interview guide is used to draw comprehensive information from the

teacher about the problems found when implementing simulation technique, whether

it is applicable in teaching English at the School and field note is used a mean of

recording facts which can’t be put in the observation forms.

8.4 The technique of the Data Analysis

The collected data found in this research are analyzed qualitatively and

quantitatively. It means that all the data gathered from the observations, field note

and interview are analyzed descriptively. While the data obtained from tests (pre-test

and post-test) are Analyzed quantitatively.

8.5 The Schedule of the Research.

The research will be stated finish after two cycles are proven success and the

research will be done immediately after this proposal approved by the supervisors or

the authorized lecturers of Al Muslim University. To be more detail, the researcher

also draws a simple table of the research schedule as follows:

Simple Research Schedule Table

October November December January

Preparing doing
first cycle
√

Implementing the
first cycle
√
 Implementing the
second cycle
√

Implementing the
third cycle (if it is
considered √
essential to be
done

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Ashore, Muhammad, Prof. Dr. M.Pd. 2008. Penelitian Tindakan Kelas. Bandung:
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Bailey, M Kathleen. 2002 Issues in Teaching Speaking Skills to Adult ESOL

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Hybel, Richard L. Weaver. 2001, Communicating Effectively, (New York; Mc Graw

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Hayriye Kayi,’ Teaching Speaking: Activities to Promote Speaking in a Second

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eachingSpeaking.html, accessed December 20. page. 1.
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Manser, M.H. 1995. Oxford Learner’s Pocket Dictionary New Addition. 5th
Impression. Ibadah: Oxford University Press.
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Oxford University Press. 2005. Oxford Learner’s Pocket Dictionary, 3th edition.
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IMPROVING STUDENT’S SPEAKING ABILITY THROUGH
SIMULATIONS TECHNIQUE
(Collaborative Classroom Action Research for the
First Year Students of SMP N 5 Bireuen)

THESIS PROPOSAL

Submitted to the Faculty of Teacher Training and

Education of Almuslim University in Partial Fulfillment of
the Requirements for the Degree of Sarjana Pendidikan

by

LUHURIAH JANNAH
NIM: 050202024
THE FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF ALMUSLIM
MATANGGLUMPANG DUA, BIREUEN
(2009)