Skripsi Nurma
Skripsi Nurma
Skripsi Nurma
A Thesis
Submitted as a Partial Fulfillment of the Requirements for S1 - Degree
By:
NURMAWATI
NPM : 1311040284
Qualitative descriptive research was use in thid research. The focus of data in this
research was the process in implementation of daily conversation towards students’
speaking ability. The data is acquired from observation, interview, and questionnaire.
The technique of collecting data was observation the activities of teaching learning
process. Besides observation, other technique was through interview. The data from
interview was acquired from musyrifah (language divion). and the data from
questionnaire was from students of Ma’had Al Jami’ah at the third semester. the data
were analyzed with three steps; data reduction, data display and conclusion drawing
or verification.
The result showed that the process of teaching and learning in implementation of
daily conversation method at Ma’had Al Jami’ah UIN Raden Intan Lampung had
been conducted, in which the tutor created an innovation in teaching based on her
style. Daily conversation method at Ma’had Al Jami’ah UIN Raden Intan Lampung
was quite effective to improve students speaking ability. There were musyrifah as
tutor who guide students to use English as their communication, module as guidance
for musyrifah also students for teching learning process.
ii
DECLARATION
responsible for the content of this thesis. I am fully aware that I have quoted or
cited some statements, references, and opinions from other experts and those are
Nurmawati
NPM. 1311040284
v
DEDICATION
father Ahmad Subandi and my mother Towiyah who have given the best
always give me suggestion and give their nice smile in all my age.
vi
MOTTO
)٤( ) عَل َّ َم ُه الم َب َي َان٣( ) َخلَ َق ا إلن م َس َان٢( ) عَ َّ ََّل الم ُق مرآ َن١( َّالر م َْح ُن
“(1) The most Beneficient (Allah)! (2) Has taught (you mankind) the Qur’an (by his Mercy).
1
Abdullah Yusuf Ali, The holy Qur’an Text and Translation, Milat Book Centre: New
Delhi, 2006). P. 1067
vii
CURRICULUM VITAE
Nurmawati was born in Sindang Sari, Karya Mulya Sari, Candipuro, South
Lampung on February 3rd , 1996. nurma is the eighth child of the big family of the
happy couple, Mr Ahmad Subandi and Ms. Towiyah. Nurma has six brothers and
three sisters.
2007, Nurma went to MTs Mathla’ul Anwar Sindang Sari and graduated in 2010.
Three years later, Nurma completed her study at SMA Mathla’ul Anwar Sindang
Sari, Candipuro in 2013. After that Nurma continued at UIN Raden Intan
viii
ACKNOWLEDGEMENT
Praise be to Allah SWT for merciful and blessing that this thesis can be
Intan Lampung”. This thesis discussed about the teaching learning process in
the requirement of S-1 Degree in the English Education department UIN Raden
Intan Lampung. When finishing this thesis, the researcher has obtained so many
helps, assistance, aid, support and many valuable things from various sides.
1. Prof. Dr. H. Chairul Anwar, M. Pd, The Dean of Tarbiyah and Teacher
Intan Lampung.
3. Bambang Irfani, M. Pd, the Advisor, who has patiently guided and directed
4. Agus Hidayat, M. Pd, the Co –advisor, who has given guidance and
5. Satria Adi Pradana, M. Pd, the primary examiner, who has always patiently
ix
6. All of lecturers of English education department of UIN Raden Intan
7. Special thanks to Ustadz Kamran As’at Irsyadi, Lc, M. Si, the headmaster of
9. Lovely tutors of DUINA GROUP, Mahmud Sahroni, M. Pd, Faiz Nur Hadi,
M. Pd and Aziz Lukman Hakim M, S. Pd. I, who always guide and motivate
10. Lovely team of DUINA GROUP, who always motivate and give inspiration in
11. Lovely friends in her adventure, Mas Agung Aprianto, Kak Suhailah Sidek,
Mba Fefti Karalin, Ngah Riska Desri Kartini, who always together for getting
12. Lovely friends, Neli Afifah and Riana Febrianti, who give her chances to
15. Young Generation of Ma’had Al Jami’ah UIN Raden Intan Lampung 2013.
x
May Allah gives goodness and blessing for all guides and helps that have
been given to the researcher. Finally, none is perfect and neither is the final
project. Any corrections, comments, and criticism for the betterment of this final
Nurmawati
NPM. 1311040284
xi
TABLE OF CONTENTS
Page
COVER ........................................................................................................... i
ABSTRACT .................................................................................................... ii
APPROVAL.................................................................................................... iii
ADMISSION ................................................................................................... iv
DECLARATION ............................................................................................ v
DEDICATION ................................................................................................ vi
MOTTO .......................................................................................................... vii
CURRICULUM VITAE ................................................................................ viii
ACKNOWLEDGEMENT ............................................................................. xi
TABLE OF CONTENTS ............................................................................... xiv
LIST OF TABLES ......................................................................................... xv
LIST OF FIGURES ....................................................................................... xvi
LIST OF APPENDICES................................................................................ .. xvi
CHAPTER I: INTRODUCTION
A. Background of the Problem .................................................... 1
B. Identification of the Problem ................................................. 6
C. Limitation of the Problem ..................................................... 6
D. Formulation of the Problem .................................................. 6
E. Objective of the Research....................................................... 7
F. Use of the Research ………. .................................................. 7
G. Scope of the Research ........................................................... 8
xi
4. The Implementation of Using DCM ................................. 38
5. The Obstacles of Using Daily Conversation Method ........ 43
xii
REFERENCES .................................................................................................... 86
APPENDICES ..................................................................................................... 91
xiii
LIST OF TABLE
Page
Table 01 : The Data of Students of Ma’had Al Jami’ah .............................. 49
Table 02 : The Spesification of Observation................................................ 53
Table 03 : The Spesification of Interview .................................................... 54
Table 04 : The Spesification of Questionnaire ............................................ 55
Table 05 : The Observation Checklist ......................................................... 62
Table 09 : The Result of Interview ............................................................. 66
Table 03 : The Questionnaire Report .......................................................... 72
xiv
LIST OF FIGURE
Page
Figure 01 :Conversation and Language Acquisition .................................... 34
xv
LIST OF APPENDICES
Page
Appendix 01 Observation Checklist .................................................................... 90
Appendix 05 Result of Interview ........................................................................ 92
Appendix 06 Name of Sample ............................................................................ 96
Appendix 07 Validation Instrument .................................................................... 97
Appendix 07 “Surat Izin Penelitian” ................................................................... 112
Appendix 08 “Surat Balasan Penelitian” ............................................................ 113
Appendix 09 Control Card ................................................................................... 114
xvi
CHAPTER I
INTRODUCTION
English has become the lingua franca all over the world even though it is not
the most spoken language concerning the number of its native speakers. The
economic and cultural impact of the USA has paved the way toward the
prevailed use of English in various areas of the globe. It has become the medium
of technology, and commerce etc, which has channeled lots of people in almost
all parts of the world toward engaging into attempts to learn English as a
ِ
َ ف أَلْ ِس نَتِ ُك ْم َوأَلْ َوانِكُ ْم ۚ إِ َّن ِِف ذََٰ ل
ُ اخ تِ ََل
ك ِ الس م او
ِ ات َو ْاْل َْر ِِ ِ
ْ ض َو َ َ َّ َوم ْن آيَات ه َخ لْ ُق
ي ِِ ِ ٍ
َ ََل يَات ل لْ عَ ال م
“And one of His signs is the creation of the heavens and the earth and the
diversity of your tongues and colors; most surely there are signs in this for the
1
Gulten Kosar and Hasan Bedir, “Strategies-Based Instruction: A Means Of Improving
Adult Efl Learners’Speaking Skills”. International Journal of Language Academy, Vol. 2 No. 3
(2014) p. 13
1
learned”. (Ar- Rum: 22).2 It means that all of people in this world have different
language as evidence the power of the God and we needed communication each
other.
introduction about the first foreign language in Indonesia, and for elementary
school as the local content subject, whereas from junior high school up to
says “ The government decides English is learnt by students from junior high
that the outputs of the school are able to communicate by using English in both
successful oral communication in the target language with other speakers serves as
Thus, the need to improve students’ speaking skills has been intriguing to be
2
Adds-Ins Al Qur’an and English Translation, Ar-Rum: 22, Accessed on December 28th ,
2018, from Microsoft Word 2007
3
Ag. Bambang Setiyadi, Teaching English As a Foreign Language, (Yogyakarta: Graha
Ilmu, 2006), p. 22
4
H. Doughlas Brown, Teaching by Principles An interactive Approach to Language
Pedagogy (2 Ed), (New York: Longman. 2000). p. 211
2
discussed in the research.
activities to motivate learners to study and speak in English, and they should
increase learning classroom environment.5 Teacher should train learners to use and
practice the different strategies that can help them face difficult situations
especially dealing with communicative skill. The students need more practice,
learning.
students are lack of vocabularies, can not communicate actively, lack of linguistic
other external factors.6 Those problems faced by learners make them unconfident
in practicing foreign language and impede their speaking skill improvement. They
One of the good learning environment that provides the learners’ need in
3
are educational institutions, where the students usually stay in the lodge
aiming to master the Islamic knowledge and practice along with general
programs which aim not only in giving sufficient Islamic knowledge, but also in
systems that the students have the obligation of speaking foreign language in their
daily conversation routines. This rule is considered in order to make the students
they are able to improve their foreign language quality, especially in improving
Lampung that is the students before joining in the Ma’had Al Jaami’ah UIN Raden
However, after studying in Ma’had Al Jami’ah UIN Raden Intan Lampung for at
7
Dedi Efrizal, “Improving Students’ Speaking through Communicative Language Teaching
Method at Mts Ja-alhaq Sentot Ali Basa Islamic Boarding School of Bengkulu”. International
Journal of Humanities and Social Science, Vol. 2 No.20 (2012), p. 128
4
least one year, they got learning of daily conversation so they improved their
confidence in speaking English and their overall English skill which showed in
their daily communication. This progress shows that the language development
successfull8.
Daily conversation has been widely used in many Islamic Boarding School
research related to how this method be applied, how the responses of the students,
and what obtacles they faced in implementing it. Therefore, this research was done
the students’ speaking ability in Ma’had Al Jami’ah UIN Raden Intan Lampung.
8
Rahmanita Sari, musyrifah (divisi bahasa) asrama putri 2 UIN Raden Intan Lampung.
Wawancara dengan penulis, Bandar Lampung, 9 Agustus 2017
9
M. Muchlas, Loc, Cit p. 63
5
B. Identification of the Problem
follows:
From the identification above, the limitation of the problem was focused and
Based on the limitation above, this research was formulated the problem as
follows:
6
2. What were the obstacles which faced by students in the teaching and learning
conversation method.
2. To become inspiring ideas for other researcher to conduct the follow up of the
analysis study.
7
G. Scope of the Research
The subject of the research were the English tutor and the female students at
the third semester who stay in building 2 of Ma’had Al Jami’ah UIN Raden
Intan Lampung.
Lampung.
The research was conducted at the first semester in the academic year of
2017/2018.
8
CHAPTER II
OVERVIEW OF THE RELATED LITERATURE
English is the first foreign language in Indonesia and it has been taught
starting from the Junior High School up to the Senior School. English must be
taught in order that the learners are able to compete in this global era. There are
four skills in English that the students must mastered, they are listening, speaking,
reading, and writing.1 And the purpose of teaching learning process is to develop
the skills above. But the fact, most students who learn English do not use English
for daily communication but they only use English when they have English class
One factor that influences the successes in teaching and learning English are
teachers. Teachers should be able to make the students understand about the
lesson. They have to find the way how to make the students enjoy the lesson. The
students can easily lose their spirit and willingness to study if the teachers are
ِ ِ ي ِ نْفف سِ أه أم ف ْم
ِ ْم أ ك ِا لَّذأ ين ِيْ عف لْ ْم ِال لَّهِِمْ أ
اِ ي ِقِ لِوِبأأ ْم ِ فْأْع رأض ِع نف م ْم أ ْ نِولَْٰ ئأ
ِوقِ فل ِ ْلِ ف
ْ ِوع ظف ِم ف ْم
ْ ف ف ف ْ ِف ِ ْ
قْ فواًل ِبْلأيغاا
1
Jeremy Harmer, The Practice of English Language Teaching (4th Ed) , (London: Longman,
2007), p. 265
9
“Those are the ones of whom Allah knows what is in their hearts, so turn away
from them but admonish them and speak to them a far-reaching word”. (An- Nisa
:63).2
This verse told about how to warn a community with good communication.
According to tafsir Al Maraghi “Qoula baliighon” mean “words that the impact
you will put into their soul.3 Meanwhile, according to Al Qurthubi, sentence
“Qoula baliighon” means “talk what is in heart”.4 Based on the experts it can be
concluded that “Qoula baliighon” can be interpreted as fluent and precise talking,
clear interpretation, and able to inform the message well. Besides that, by domain
As Harmer states, one of main task for teacher is to provoke interest and
involvement in the subject even when the student are not initially interested in it. It
is by their choice of topic, activity and linguistics content that they may be able to
conscientiousness, their humor and their seriousness that they may influence the
10
students. It is by their own behavior and enthusiasm that they may inspire 5. As
make the students understand the lesson. It is clearly stated that the teacher should
be creative in teaching, so the students will not lose their spirit in learning.
B. Concept of Speaking
1. Definition of Speaking
request, and to make a speech7. Speaking is the process of making and sharing
meaning by using verbal and non-verbal symbols in different contexts. Marry Ann
cited in burns that It can also defined as an interactive process of making meaning
states, that “ speaking ability is the main aspect and mainly appears from verbal
5
Jeremy Harmer, How to teach English. (Longman limited, 2007), p. 28
6
H Douglas Brown, Principles of Language Learning and Teaching (4th Ed), (San Francisco
State University: Longman, 2000), p. 7
7
David Nunan, Language Teaching Methodology: A Textbook for Teachers, (Sidney:
Macquire University, 1991), p. 39
8
Marry Ann, Improving Adult English Language Learners’ Speaking Skills. ERIC Digest.
Available on: https://www.ericdigests.org/2000-3/adult.html/ (September 20th 1007)
11
intelligence and linguistic intelligence”.9 Speaking ability can be called by verbal
intelligence.
involves the ability to use language in order to satisfy particular demands. First, it
that speaking is the vehicle: part excellent of social solidarity, of social making of
people are most frequently judged.11 In addition to that speaking is also a medium
through which much language is learnt, including English. To speak is not merely
speaker provided he manages to deliver what is in his mind well and to make his
Furthermore, speaking is the term that the researcher uses for verbal
communication between people. When two people are engaged in talking to each
other, the writer is sure that they are doing communication. Communication
9
Lwin, Adam Khoo, Kenneth Lyen, and Carrolin Sim, How to multiply Your Child’s
intelligence,(2nd Ed), (Jakarta: indeks publisher, 2008), p. 11
10
Ibid, p. 11
11
Ibid, p. 14
12
between people is an extremely complex and ever changing phenomenon. There
are certain generalizations that we can make about the majority of communicative
events and these have particular relevance for the learning and teaching process.
People do communication for some reason. Harmer states the reason as follows:
(1)” They want to say something”. What is used here is general way to suggest that
the speaker make definite decisions to address other people. Speaking may of
course, be forced upon them, but we can still say that they feel the need to
(2)“ They have some communicative purpose”. Speakers say things because they
want something to happen as a result of what they say. They may want to
charm their listeners; to give some information, to express pleasure; they may
decide to be rude or flatter, to agree or complain. In each of this cases they are
(3)” They select from their language store”. Speakers have an infinite capacity to
create new sentences. In order to achieve this communication purpose they will
select (from the “store” of language they posses) the language they think is
the part of the students and they will also have communication purpose. When
the students are involved in a drill or in repetition, they will be motivated the
13
language. The teacher should be in creating procedures of teaching in order that
12
the objective is reached. Referring to the explanation above, it can be
concluded that speaking is the ability to express the ideas, feelings, and many
the listener.
2. Importance of Speaking
Humans are programmed to speak before they learn to read and write. In any
given, human beings spend much more time interacting orally with language
rather than using it in its written form. Speaking is the most important skill
speaking is not an easy task because speakers should know many significant
Speaking is of great significance for the people interaction where they speak
everywhere and every day. Speaking is the way of communicating ideas and
should use the language in real communication and ask them to do the same
process. Richards and Rodgers stated that in the traditional methods, the
speaking
12
Jeremy Harmer, How to Teach English(7th Ed),(Longman, 2001), p, 46
14
skill was ignored in the classrooms where the emphasis was on reading and
writing were the important skills and speaking and listening skills were not of
great significance.
language skills. Speaking helps learners develop their vocabulary and grammar
skills and then better their writing skill. Students can express their emotions, ideas;
say stories; request; talk, discuss, and show the various functions of language.
companies. These statements have been supported by Baker and Westrup who said
that learners who speak English very well can have greater chance for better
improved by games, role play, etc. Evidence shows that speaking should
13
Jack. C Richards., & Rodgers, T. S, Approaches and Methods in Language Teaching.
(Cambridge: Cambridge University Press, 2001), p. 131
14
Joanna Baker, &Heather Westrup, Essential Speaking Skills: A Handbook for English
Language Teacher, (London: Continuum, 2003), p. 94
15
incorporate activities in a group work. There are some types of speaking
a. Imitation
Students should pay attention to certain vowel sounds and intonations; next
b. Responsive
For example:
T: How’s it going?
S: Pretty good!
c. Intensive
d. Transactional Dialogue
15
Ali Derakhshan, Op. Cit. pp. 24-25
16
T: What is the main idea in this essay?
S: Well, for example the USA should have the power to destroy the others
countries.
e. Interpersonal Dialogue
slang, ellipsis, sarcasm and a covert “agenda” (Brown, 2007). For example:
f. Extensive
First learners should expand their general vocabulary and then they can
short story and sometimes memorizing some important parts of it. When
17
students read a book, story and magazine aloud, it can help students more.
the speaker sometimes finds it difficult to clarify what they want to say. Speaking
is the first mode in which children acquire language, it is part of the daily
involvement of most people with language activities, and it is the prime motor of
language change. It also provides our main data for understanding bilingualism
Speaking skill is the ability to use the language in oral form. In junior and
senior high schools this skill is limited to the ability to conduct a simple
certainty, etc). Among the four skills, speaking skill is a difficult one to assess
16
Ibid
17
Dedi Efrizal, Op. Cit. p. 127
18
The following four or five components are generally recognized in analysis of
speech process:
2. Grammar
3. Vocabulary
5. Comprehension18
the contents of communication given to their friends by using their own words,
comprehension of dialogue.
There are some problems for speaking skill that teachers can come across in
helping students to speak in the classroom. These are inhibition, lack of topical
problem that students encounter in class. When they want to say something in the
classroom they are sometimes inhibited. They are worried about making mistakes
and fearful of criticism. They are ashamed of the other students’ attention towards
18
H. Doughlas Brown, Language Assessment Principle and Classroom Practices (1st Ed),
(Longman, 2004), p, 140
19
themselves.
Littlewood expressed that a language classroom can also create inhibitions and
The second problem is that learners complain that they cannot remember
anything to say and they do not have any motivation to express themselves. This is
supported by Rivers who thinks that learners often have nothing to say probably
because their teachers had selected a topic that is not appropriate for them or they
do have enough information about it.20 It is very difficult for learners to answer
when their teachers ask them to tell things in a foreign language because they have
little opinions about what to say, which vocabulary to apply, or how to use
grammar accurately.
The third problem in the speaking class is that the participation is very low.
In a class with a large number of students, each student will have very little time
for talking because just one student talks at a time and the other students try to
hear him/her. In the speaking class, some learners dominate the whole class while
The last problem related to the speaking ability is that when some learners
19
William Littlewood, Communicative Language Teaching.(Cambridge: Cambridge
University Press, 2007), p.153
20
Wilga. M Rivers,Teaching Foreign Language Skills (2nd Ed), (Chicago: University of
Chicago Press, 1981) . p. 271
20
share the same mother-tongue, they try to use it in the speaking class because it is
very easy for them. According to Harmer, there are some reasons why learners use
mother-tongue in their speaking classes. The first reason is that when teachers ask
their learners to talk about a topic that they do not have enough knowledge, they
will try to use their language. The second reason is that the application of mother-
tongue is very natural for learners to use. If teachers do not urge their learners to
talk in English learners will automatically use their first language to explain
something to their classmates.The final reason refers to the fact that if teachers
regularly use their learners’ mother language, their learners will feel comfortable
to study and speak in English, and they should increase learning classroom
environment. Teachers can use a funny discussion and ask students to talk about
their best moments that they ever had. Students’ participation in discussion causes
surprised about their ability and intelligence. Some students have a lack of desire
to speak because of their shyness and low confidence, but there is no appropriate
21
Jeremy Harmer, Op.Cit., p. 39
21
There are some activities to promote speaking 22.
1. Discussions
After a content-based lesson, a discussion can be held for various reasons. The
students may aim to arrive at a conclusion, share ideas about an event, or find
the purpose of the discussion activity is set by the teacher. In this way, the
discussion points are relevant to this purpose, so that students do not spend
their time chatting with each other about irrelevant things. For example,
group, and provide controversial sentences like “people learn best when they
read vs. people learn best when they travel”. Then each group works on their
topic for a given time period, and presents their opinions to the class. It is
essential that the speaking should be equally divided among group members.
At the end, the class decides on the winning group who defended the idea in
the best way. This activity fosters critical thinking and quick decision making,
and students learn how to express and justify themselves in polite ways while
disagreeing with the others. For efficient group discussions, it is always better
not to form large groups, because quiet students may avoid contributing in
22
Hayriye Kayi, “Teaching Speaking: Activities to Promote Speaking in a Second
Language”. ITESLJ, Vol. XII No. 11 (2006). Available on: http://itesj.org/Techniques/Kayi-
TeachingSpeaking.html (September 27th 2017)
22
large groups. The group members can be either assigned by the teacher or the
every discussion activity so that students can work with various people and
whatever the aim is, the students should always be encouraged to ask
on.
2. Role Play
they are in various social contexts and have a variety of social roles. In role-
play activities, the teacher gives information to the learners such as who they
3. Simulations
different than role plays is that they are more elaborate. In simulations,
students can bring items to the class to create a realistic environment. For
so on. Role plays and simulations have many advantages. First, since they are
entertaining, they motivate the students. Second, they increase the self-
23
they will have a different role and do not have to speak for themselves, which
4. Information Gap
In this activity, students are supposed to be working in pairs. One student will
have the information that other partner does not have and the partners will
share their information. Information gap activities serve many purposes such
important role because the task cannot be completed if the partners do not
provide the information the others need. These activities are effective because
5. Brainstorming
that the students are not criticized for their ideas so students will be open to
6. Storytelling
Students can briefly summarize a tale or story they heard from somebody
beforehand, or they may create their own stories to tell their classmates. Story
telling fosters creative thinking. It also helps students express ideas in the
24
format of beginning, development, and ending, including the characters and
setting a story has to have. Students also can tell riddles or jokes. For instance,
at the very beginning of each class session, the teacher may call a few students
to tell short riddles or jokes as an opening. In this way, not only will the
teacher address students’ speaking ability, but also get the attention of the
class.
7. Interviews
good idea that the teacher provides a rubric to students so that they know what
type of questions they can ask or what path to follow, but students should
gives students a chance to practice their speaking ability not only in class but
also outside and helps them becoming socialized. After interviews, each
student can present his or her study to the class. Moreover, students can
interview each other and "introduce" his or her partner to the class.
8. Story Completion
students sit in a circle. For this activity, a teacher starts to tell a story, but after
a few sentences he or she stops narrating. Then, each student starts to narrate
from the point where the previous one stopped. Each student is supposed to
25
add from four to ten sentences. Students can add new characters, events,
9. Reporting
and, in class, they report to their friends what they find as the most interesting
news. Students can also talk about whether they have experienced anything
In this game, students should form groups of four. Each suit will represent a
topic. Each student in a group will choose a card. Then, each student will
write 4-5 questions about that topic to ask the other people in the group.
However, the teacher should state at the very beginning of the activity that
students are not allowed to prepare yes-no questions, because by saying yes or
sentences.
This activity is based on several sequential pictures. Students are asked to tell
the story taking place in the sequential pictures by paying attention to the
26
criteria provided by the teacher as a rubric. Rubrics can include the
just one picture and having them describe what it is in the picture. For this
activity students can form groups and each group is given a different picture.
Students discuss the picture with their groups, then a spokesperson for each
group describes the picture to the whole class. This activity fosters the
skills.
For this activity students can work in pairs and each couple is given two
different pictures, for example, picture of boys playing football and another
picture of girls playing tennis. Students in pairs discuss the similarities and/or
the success of the learner in school and success later in every phase of life.
27
environment where meaningful communication takes place is desired. With this
aim, various speaking activities such as those listed above can contribute a great
deal to students in developing basic interactive skills necessary for life. These
activities make students more active in the learning process and at the same time
C. Teaching Speaking
In this section, the writer will discuss about concept of teaching speaking. In
teaching speaking there are some materials that will be written as follows: the
in learning speaking.
2. Speaking tasks in which students try to use any or all of the language
28
3. The more students have opportunities to activate the various elements
of language.23
for transferring ideas, thought or even feelings to other people. The goal of
make themselves understood, using their current proficiency to the fullest. They
grammar, or vocabulary and to achieve the social and cultural rules that apply in
activities in the speaking class should focus on language use individually. This
requires the teacher not only to create warm and humanistic classroom
atmosphere, but also to provide each student to speak, therefore, it is clear that
language is very important. The teacher teaches speaking by carrying out the
students in certain situation when the ideas have an oral command of the language
need to describe the topic. There are three steps of lesson methodology of
speaking:
a. Introduction
In the first step, before a teacher starts the lesson, the teacher must start
the class quickly and efficiently. This can be a challenge, so being well
23
Jeremy Harmer, How to Teach English, Longman, England, 2007, p.123
29
prepared. Key strategies of introduction are the teacher is checking the
attendance and knowing more about the students. Besides she/he is doing
daily or weekly activity and telling about agenda. And the last the teacher
b. Main-activity
1. Modeling
In this steps the teacher introduces about speaking, then the teacher
2. Guided Practice
3. Independent Practice
outcome.
c. Post-activity
give time for closing. Many teachers skip this step, but research shows
that reflecting on the lesson is very beneficial for students learning. In the
30
post activity, the teacher can reflect on the learning outcome, then recap
Related to the explanation above, it is clear that the teacher must be able
be practiced by trying to interact with others in the class. Therefore, they could be
challenged to expose their ability in speaking supported by the teacher. In this case
the teacher may also give the opportunity to explore the students by giving a theme
and the students practice in front of the class, and also they could communicate in
24
Goeirno De Chile, The 3-,Step Lesson Methodology Programa Ingles, available on:
http://Goeirno DeChile.hubpages.com/hub/The-3-Lesson-Methodology-Programa-Ingles.html.Abre
Puertas Unidad de Curriculum y Evaluacion Miniterio de Educacion. [February 3rd, 2015].
25
M. Mukhlas, Loc. Cit. p.63
26
Cambridge University, “Cambridge Advanced Learner’s Dictionary”, (Cambridge:
Cambridge University Press, 2008), p. 349
31
produced every day27. Conversation is talk between two or more people in which
thoughts, feelings, and ideas are expressed, questions are asked and answered, or
or only two29.
relationships, conversation is not (and should not be) held to the written
with a definite plan. In other word, method is a planned way of doing something,
especially one that a lot of people know about and use. Daily conversation is
27
Oxford , “Oxford advanced learner’s Dictionary”, (New York: Oxford University Press,
2009), p. 366
28
Cambridge University, Op. cit., p. 306
29
Oxford University, Op.cit., p. 321
30
Ahmad Sony Syamsudin, Penerapan Model Muhadatsah Yaumiyyah untuk Meningkatkan
Kemahiran Berbicara Bahasa Arab Siswa Kelas X.10 MAN 01 Kota Magelang, ( Magelang:
2013), p. 6
32
dormitorywhich obligates students to speak in foreign languages such English and
communication.31
practicing foreign language speaking. Any kind of abilities needs a custom and
skill adeptness. It is important to construct the language practice which not only
promote their language ability, but also their own belief and experiences in social
ability along with promoting the students’ aptitude, feeling, ideas, and other
learning factors.32
directly but it emerges independently at time when acquirer has built linguistic
speak well and with ease because they do not get exposure to communicate in the
target language outside the classroom. Therefore, some schools set rules of DCM
31
M. Mukhlas. Op.Cit. p. 63
32
Jo Mynard, “Learning environments that facilitate reflection”.The jalt call Journal. Vol. 7,
No.3 (2011) p. 249
33
M. Muchlas, Op. Cit., p.64
33
Providing other activities outside of the classroom such as English Daily
learners and shape the individual development both the form and the content of
way to obtain language input, but it consists of language acquisition process which
In conversation, language learners do not only listen their partner, but also
actively engage in conversation . In this case, Kosar and Bedir stated that the good
34
Yang Hong. “On teaching strategies in second language acquisition”. US-China Education
Review, Volume 5, No.1 (2008). p. 61
35
Shima Kameli, et.al. “The Influence of Formal Language Learning Environment on
Vocabulary Learning Strategies”. Journal of Language Teaching and Research, Vol. 3, No.
1(2012.). p, 24-25
36
Stephen D Krashen, Principles and PracticeinSecond Language Acquisition. (California:
University of Southern California, 2009.) p. 61
34
laguage learning have a strong motivation to make use of the chances for
communication37. Hence, the more the learners talk, the more people will talk
back to them which will increase the quantity of input and improve their language
ability. 38
between two or more people which happens to every day in human life.
37
Gulten Kosar. Op.Cit., p. 13
38
Stephen D Krashen. Op.Cit
35
language in their daily conversation routines in order to in enchance the quality of
1. Students are informed that in two months after entering the class, they have to
2. In the first month, the half regulation is implemented so the students can use
mixed languaged between their native language and English for daily speaking.
3. After the second month ends, the students are obligated to speak fully in
English.
4. Some students are appointed as the spies who will look for those who does not
use English.
5. Every month, there is a language court which give rewards for those who made
a good progress and punishments for those who break the language rules.
speaking ability which help step by step. It also helps the students to learn
39
Ibid.
40
Rahmanita Sari, musyrifah (divisi bahasa) asrama putri 2 UIN Raden Intan Lampung.
Wawancara dengan penulis, Bandar Lampung, 9 September 2017
36
3. Advantages and Disadvantages of Daily Conversation Method
can help to improve students speaking ability. However, there are also some
1. It needs more people and sources to manage the rules and systems.
2. It adds more pressures for the students who has a low motivation or those who
3. It can only be optimized in special place such as boarding schools and students
41
Rahmanita Sari, musyrifah (divisi bahasa) asrama putri 2 UIN Raden Intan Lampung.
Wawancara dengan penulis, Bandar Lampung, 9 September 2017
37
In using DCM, there are advantages and disadvantages, it shows that DCM
speaking ability.
method. Which the material of the lesson such as vocabularies, grammar, and
some examples of daily conversation are given in the classroom and then the
used by students of all age around the world. This model of teaching-and-learning
apply to content areas. Provide concrete materials for students to touch, see,
42
Doris Well-Papanek, effective Instructional flow, available on:
http://www.designlearning.us/instructional-flow/ (September 27th , 2017)
38
hear, smell, taste, and interactive with. Teacher encourages student-generated
questions and comments to share their curiosity, observations, and what they
notice. Students need to “see with their eyes” the physical characteristics of
objects and “see with their minds” the connections and unusual things they
Explore is the first step in which musyrifah starts with an interesting dialog
based on own theme. It helps the students develop their conversation to then
conversation by what they learn, what they see and what they think. Students
need to practice the conversation in their daily activity which is helped the
prior knowledge)
Provide time for students to describe and discuss with each other and with the
class what they noticed and wondered about. Encourage students to ask
questions. Encourage students to write and/or draw what they noticed to make
39
the types of words learners use to think and communicate, their level of
Musyrifah provides time for students to explain and discuss with each other
and with the class what they notice and wonder to speak . Encourage students to
ask questions in the process teaching learning in the class. This is an excellent
opportunity of students for a formative assessment to gain insight into the types of
words students use to think and communicate, their level of knowledge, and how
c. Explain
concepts, and asks students what sense they are making of it all and expand
feedback, and present new information. Pace content and skills so that
students can enjoy the challenge of new learning and the satisfaction of
Present the material in multiple ways to meet the needs of individual students.
introduces new material concepts of conversation, and ask students what sense
they are making of it all and expand their processing in practicing daily
40
conversation.musyrifah presents the material in multiple ways to meet the needs of
individual students.
Provide time, coaching, and materials for students to demonstrate in their own
life through relevant action to influence change without imitating what the
teacher presented (write letters, call, e-mail, research internet, interviews, etc).
In this step, students share evidence of learning outcomes which was given
in the class, by practicing their daily conversation in daily activity. The students
their daily activity and musyrifah guides and controls their daily communication.
Both of students and musyrifah, they are able to communicate intensively which is
41
known that they stay and study in the same place. By practicing their daily
e. Evaluate
effectiveness of learning. How do they know they have learned new knowledge or
skill? How could we do this differently the next time to improve this learning
learning? How will they continue to use these new concepts in everyday life and in
and musyrifah reflect on and assess the implementation of the daily conversation,
what are the obstacles, how it could be improved, and what questions come to
Based on the model teaching and learning above, Teaching and learning in
the class room is not complete without practicing in outclass room. Because in this
method, teaching and learning in the classroom is just for giving the material
which help the daily conversation, and the most need is the activity out of
42
To implement this method, Ma’had Al Jaami’ah sets rules and management
imposes reward and punishment system. Reward and punishment system means
make them feeling controlled because of the rules of language among them, and
conversely, students who practice foreign language in their daily conversation are
languages.
their daily communication, so that they are able to improve their foreign language
43
that has been achieved by students after attending a teaching-learning process
within a certain time in the form of changes in behavior, skills and knowledge and
a. Physical Factors
In these physical factors can be divided into two factors namely health and
disability factors.
b. Psychological factors
c. Fatigue factor
There are several factors that fatigue can affect student achievement, among
others, can be divided into two kinds, namely physical exhaustion and
43
Rahmat Ardiansyah, Learning Achievement, available
on:http://www.idsejarah.net/2014/11/faktor-faktor-yang-mempengaruhi-hasil.html (September 27th
2017)
44
tendency to lay down. Physical fatigue occurs because there is substance in
the body burned, so the blood is less fluent in certain parts. While the spiritual
fatigue can be continuously thinking about the problem which means without
a break, doing something because it was forced, not in accordance with the
From the above description then the physical and mental fatigue can affect
learning and achievement so that students learn best not to happen should avoid
conditions that are free from such spiritual exhaustion that means thinking about
problems without a break, doing something because it had not in accordance with
the interest and attention. This is all a huge influence on student learning
achievement. In order for students as students should not occur with either
three factors: family factors, the factors the school and community factors:
a. Family factors
Family factors are very active role for students and can affect the family, among
45
b. Factor of school
School factors may be the way teachers teach, ala-tools, curricula, school time,
the interaction of teachers and pupils, school discipline, and educational media.
his personality. But if students take part in too many community activities
b. Friends Mingle
temperament. Good deeds are not easily affect others, then it needs to be
c. Living Environment
How to neighbors living around the house where children live, a big
people learn, the child will take effect automatically diligent also without
prompting.
46
The obstacles of using daily conversation method can be concluded to be
three main factors: First: Internal factors : (1) Physical Factors which divided into
two factors namely health and disability factors, (2) psychological factors may
Fatigue factors can be divided into two kinds, namely physical exhaustion and
spiritual exhaustion. Second: External factors: (1) Family factors: how to educate
home. (2) Factor of school : the way teachers teach, ala-tools, curricula, school
time, the interaction of teachers and pupils, school discipline, and educational
achievement to include friends hanging out, other activities outside of school and
47
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
qualitative data take the form of words (spoken or written) and visual images
addition Sugiyono stated that qualitative research methods are often called
natural settings.2
researcher hoped that this research revealed this matter clearly for the sake of
B. Research Subjects
The subject of this research is the female students at third semester and who
stay in building 2 of Ma‟had Al Jami‟ah UIN Raden Intan Lampung. The students
of Ma‟had Al Jami‟ah are divided into three categories, that are male students,
1
Martin Denscombe, Good Research Guide (Sidney: Net Library, 2010), p.273
2
Sugiyono. Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Alfabeta, 2013),
p. 85
48
female students building 1 and female students building 2, with the detail as
follows:
Table 01
Data of Students of Ma’had Al Jami’ah UIN Raden Intan Lampung
2017/2018 Academic Year
Based on the table above, it is known that the number of students‟ Ma‟had
Al Jami‟ah UIN Raden Intan Lampung are 295 students, consisting of 54 male
students, 123 female students (building 1) and 118 female students (building 2).
procedure used in qualitative research that identifies key informants or person who
have specific knowledge about the topic being studied. The type of purposive
sampling that a researcher may decide to use depends on the purpose of the study.3
Then the subject of the research is the female students at the third semester
who stay in building 2 because the researcher believed that the female students
3
Marguerite, et.al, Methods in Educational Research: From Theory to Practice, Jassey-
Bass. San Francisco, 2006, p.152.
49
already sufficient as the subject which was known that female students at the third
semester already got many learning and English environment in female building 2
research, because the purpose of the study is to collect data.4 Using data collection
techniques will enhance the accuracy, validity, and reliability of research findings.
Ultimately, using these methods will help to achieve the goal of carrying out high
1. Observation
observing people and places at a research site.5 There are some observational
roles:
4
Sugiyono, Op .Cit., p. 308
5
Jhon W. Creswell, Op. Cit., p. 213
50
Role of a nonparticipant observer is choosen for observation in this research.
without becoming involved in the activities who visits a site and records notes
(e.g., the back of the classroom) to watch and record the phenomenon under study.
Which in this case the researcher came to the place of the observed activity, but
2. Interview
interview occurs when researcher ask one or more participants general, open-
ended questions and record their answers. There are types of interviews:8
a. One–on-One interviews
c. Telephone Interviews
d. E–Mail Interviews
and records answers from only one participant in the study at a time. The
6
Ibid.
7
Ibid., p. 217
8
Ibid., p. 218
51
researcher asked questions and records answers from only one participant in the
study at a time.
3. Questionnaire
and close question. Open questions are those that leave the respondent to decide
the wording of the answer, the length of the answers and the kind of matters to be
raised in the answer. The questions tend to be short and the answers tend to be
long10. Close questions are the answers by allowing only answers which fit into
questionnaire which the students are allowed to express themselves in their own
words. The advantages of „open‟ questions are that information gathered by way
of the responses is more likely to reflect the full richness and complexity of the
9
Sugiyono, Op. Cit., p. 199
10
Martin Denscombe, Op. Cit., p.165
52
D. Research Instrument
1. Observation
which the researcher visits a site and records notes without becoming involved in
the activities. The researcher came to Ma‟had Al Jami‟ah to observe how the
activity run. In this case, the researcher only noted, analyzed and made inferences
about the object under study. Nevertheless, before the teaching learning begins, the
researcher prepared the observation sheet. The observation sheet was observation
checklist.
Table 02
The Specification of Observation Checklist
Subjects Pointer(s)
Pre-activity 1. Teacher opens the lesson.
(Teacher) 2. Teacher checks the students‟ attendance.
Main-activity 3. Teacher gives brainstorming to the students.
(Teacher) 4. Teacher gives motivation to the students.
5. Teacher gives model learning speaking through presentation
technique.
6. Teacher chooses the topic before start the presentation
technique.
7. Teacher gives the time lime to the students to practice
speaking by using presentation technique.
8. Teacher asks the students to show their presentation in front of
the class.
Main-activity 9. The students give respons in learning speaking through
(Students) presentation technique.
10. The students individually practice speaking through
53
Subjects Pointer(s)
presentation technique.
Main-activity 11. Teacher gives feedback to the students in learning speaking
(Teacher) through presentation technique.
12. Teacher reviews/ evaluates any errors to the students.
Close-activity 13. Teacher closes the lesson.
2. Interview
the researcher asks questions and records answers from only one participant in the
study at a time. The researcher did the interview to the musyrifah who held
Table 03
The Specification of Interview
54
3. Questionnaire
questionnaire which the students are allowed to express themselves in their own
words. The researcher leaved the respondent to decide the wording of the answer,
the length of the answers and the kind of matters to be raised in the answer. The
researcher did the questionnaire to the female students at the third semester of
Table 04
The Specification of Questionnaire
55
E. Research Procedure
1. Determining the research subject. In this research, the subject were the
English tutor (musyrifah in language division) and the female students in the
Intan Lampung;
2. Doing the observation and taking notes on any cases taking place during the
3. Doing the interview. The researcher interviewed the english tutor about the
5. Analyzing the data. The researcher analyzed the notes of the observations,
the researcher can use a method called triangulation, the use of two or more
56
methods of collecting the data for the research to make a more accurate
conclusion.11 They add that there are several types of triangulation as follows:
1. Time Triangulation
2. Space Triangulation
These types are used in order to collect similar data at different places.13
3. Theoretical Triangulation
4. Methodological Triangulation
11
Louis Cohen et al, Research Methods in Education (New York: Routledge, 2007), p. 113
12
Ibid.
13
Ibid.
14
Ibid.
57
This type uses either the same method on different occasions or different
5. Investigator Triangulation
This type engages more than one observer, data are discovered
triangulation since three data collecting techniques are used to collect the data.
triangulation methods, the researcher expected the result of this research will be
consistent for the data, because the data will be collected more than one data
source.
G. Data Analysis
study pattern form. According to Miles and Huberman there three major phases of
verification.17
15
Ibid.
16
Ibid.
17
Matthew B. Miles and A. Michael Huberman. Qualitative Data Analysis, (Thousand
Oaks: SAGE Publications Ltd, 1994), p. 12 Online: available on: https://us.sagepub.com/en-
us/nam/qualitative-data-analysis/book239534/ (September 27th 2017)
58
1. Data Reduction
abstracting and transforming the data that appear in written up field notes or
group the data, and select the data which are needed and arrange the data to the
2. Data Display
text or a diagram, graph, chart, table or matrix that provides a new way of
arranging thinking about the more textually embedded data. At the display stage,
additional, higher order categories or themes may emerge from the data that go
19
beyond those first discovered during the initial process of data reduction. Thus,
the researcher used data in form of table. And then, the researcher categoried the
18
Ibid.
19
Ibid.
59
3. Conclusion drawing/verification
Conclusion drawing involves stepping back to consider what the analyze data
mean and to assess their implication for the question at hand. Verification is linked
process which is able to explain the answer of research questions and research
objectives. 20
In this step, the researcher drew the conclusion and verivied the answer of
research question that had been done in displaying the data by comparing the
observation data, interview data, and questionnaire data. Thus, the researcher got
20
Ibid, p. 13
60
CHAPTER IV
RESULT AND DISCUSSION
this research. The research findings show the data obtained from the result in order
The discussion contains the description and interpretation of the research findings.
1. Findings
are the aspects of teaching learning daily conversation method and the obstacles in
Intan Lampung.
a. Observation Report
checklist the teaching and learning process was prepared. The data of observation
61
the teaching learning process in implementation of daily conversation method
Table 05
Observation Checklist
Subjects Pointer(s) Yes No Note
Pre-activity 1. Tutor opens the lesson. Tutor opened the lesson by
(Tutor) greeting the students.
62
Subjects Pointer(s) Yes No Note
10. The students practice The students practice their
their daily daily conversation based on
conversation based on the theme with their partner
theme with their in front of the class after
partner in front of class preparing the material.
moreover the other
students keep paying
attention to their
friends.
2017, in the morning. Before teaching and learning was begun, the tutor prepared
a. Pre-activity (Introduction)
The tutor opened the class by greeting to the students and checked the
students’ attendance.
63
b. Main-activity
In the main-activity, first the tutor reviewed previous lesson. Then the tutor
started the lesson. After that the tutor introduced the material that would be
taught. The tutor gave the material in teaching and learning daily conversation
in the class, and gave the example of short conversation. After the students
gave respons and prepared to memorize and practiced in front of the class, the
tutor explained about the time limit that can be used to practice, the
conversation was practicing based on theme. And then the tutor asked the
students to come forward by calling their name one by one. But the time was
over and the practicing has not finished. Only ten students that could practice
the conversation in front of the class. There was one pair of them who practiced
speaking of daily conversation. Then the tutor reviewed any error that the students
did when they were practicing the conversation, by saying like “don’t be nervous!”
then “please speak loudly!” or “you have to pronounce the word with a good
pronounciation”. The tutor gave example how to pronounce “capital” with the
correct pronounciation and others. The tutor did i, so that the another students not
did it again in the next meeting. Finally the tutor gave motivation to the students to
learn deeply because for the next meeting they would study it again.
64
c. Close-activity (Closing)
The observation consisted of three points. The first point was process that of
three parts. The first part was pre-activity that consisted of two points of
observation that investigated to know how the tutor opened and prepared the class.
The second part of teaching learning of daily conversation was main-activity that
consisted of thirteen points of observation. The writer also noted the experiment or
sample activity how to start daily conversation in teaching and learning speaking
process. The third part of the observation point was close-activity, the teacher
Furthermore, based on the notes which are taken by the tutor, the tutor felt
meeting because the fun material. Tutor had difficulties in guiding students to pay
attention, because the students are active to prepare the practicing of conversation
in that class. Then, the students did not get the best performance because some of
them felt shy and afraid if they made mistake in pronuncing the word and so on.
Students have low vocabularies and students are still lazy to keep learn in learning
daily conversation.
65
b. Interview Report
conversation method. There were thirteen questions that the researcher asked to
the musyrifah. The questions number one to thirteen were consisted of teaching
Table 06
The Result of Interview to Musyrifah
No Question Answer
1. Do the students have high spirit Yes, they do. They have high spirit and motivation in
and motivation in learning learning daily conversation, and I see that they practice
English using daily conversation their conversation of this method.
method?
2. How can the students explore I can see that they explore themselves to practice their
themselves in the implementation conversation, in learning process in the class, we give
of daily conversation method? them the time to try to speak English based on the theme
and they practice eith their partner.
3. How is the process of teaching Firstly, we give them the material includes basic
learning of daily conversation vocabularies and tenses and we combine to be short
method in Ma’had? conversation then we ask them to practice it in front of
class with their partner. so they can use it to speak
English based on theme in Ma’ had area
4. Is there any module of the use of Of course. we have module to guide us to teach them,
daily conversation method in what should we give and what should we do for
Ma’had? Can it help you in the teaching. It helps us to be easier to teach them.
teaching process?
66
5. Are the teaching materials I think no. because the material is basic vocabularies and
difficult to be understood by tenses based on for daily conversation. So, they can
students? understand well.
6. Are the teaching materials Yes. Our material is relevant to the daily activities, we
relevant to the daily activities? give the tenses and vocabularies as basic conversation
based on theme such as at mosque, at canteen, in the
room, etc.
7. Does the implementation of daily As long as I see, it is progressively increase when we
conversation method in Ma’had know that the students use their English communication
run well? in their daily activity. but we still find the students who
still lazy to use English as their communication so they
still feel difficult to speak in front of theri friend.
8. How do you give some rewards we have reward and punishment, in every moth we have
and punishments? gift for the students who always use English as their
communication, and give the punishment to students
who lazy to use English. the punishment are they have to
speak up, memorizing vocabularies, and etc.
9. What are the obstacles you faced We still find the students who still lazy to use English.
in the process of teaching and their vocabularies are low but they are lazy to learn
implementing daily conversation more. They do not know how to speak. they need more
method? Explain! motivation in English as their communication.
10. Is there any obstacles from within Yes. Some of them are still lazy and have low motivation
the students in learning? explain! to learn and practice their daily conversation. So, it can
influence the other as their partner to use English.
11. How is the students’ achievement We can see that students can speak English in
in the implementation of daily everywhere by confidently. they know how to speak in
conversation method? their daily activity. even they are not from English
department but they can practice to speak English in
their daily activity little by little.
12. Are there any strengths and For the strength, This method makes good environment
weaknesses of daily conversation for English daily communication and makes students
method in Ma’had? explain! improve their speaking faster. And the weakness, when
we ask them to use English whenever and wherever and
we give punishment, it can be the pressure for them and
67
it will make decrease of it rules, they are obligated to use
English just in Ma’had area, when they go out from
Ma’had they can use other language. and we need many
sources and people to manage this method that of course
know well this method.
13. Is there any suggestion for The students need to get motivation that speak English is
improving the daily conversation not just the obligation in Ma’had, but speak English in
method in Ma’had? everywhere is needed to improve their English speaking
ability, and they can make it as obligation by themselves
not from ma had to keep their English. Daily
conversation method in Ma’had Needs more people and
source to keep method run well.
Based on the interview to musyrifah, the researcher could describe as
Based on the question number one, it showed that the students have high spirit and
Based on the question number two, it showed that the students explore their daily
on theme of place.
Based on the question number three, it showed that musyrifah gives the materials
their partner.
68
Based on the question number four, it showed that there is module as guidance to
Based on the question number five, it showed that the material is not difficult
Based on the question number six, it showed that the material of the module is
relevant to the daily activity. There were basic vocabularies and basic sentence to
Based on the question number seven, it showed that the implementation of daily
conversation method is run well but has not perfect, which was known that still
Based on the question number eight, it stated that in every month, there is time to
give reward to who always use English as daily communication and punishment to
Based on the question number nine, it showed that the students are lazy to use
English as theirs daily communication, students have low vocabularies and low
Based on the question number ten, it showed that the obstacle is found within
students themselves. The students are lazy to use English, students have low
69
vocabularies and low motivation to practice their conversation and it could
influence others.
Based on the question number eleven, it showed that the improvement of students
speaking could be seen that they could speak English in everywhere confidently
Based on the question number twelve, it showed that the strength of daily
communication and makes students improve their speaking faster. And the
Based on the question number thirteen, it showed that students need to get more
From the result of the interview, it could be concluded that tutor had
difficulties in guiding students to the stable condition with the full concentration to
the material when observing, guiding passive students to emphasize the students-
centered, handling the class and problems which may arise because of the students
are active in preparing to practice the conversation in that class. Students had
difficulties in speaking. Although they speak with a good fluency, their vocabulary
was still low. It was proved that the students seemed difficult to make a sentence
70
and there were some unconfident students in sharing their opinion. It seemed that
they felt shy if they made mistake in pronuncing the word and so on.
c. Questionnaire Report
second questions were to know spirit and how the students explore themselves, the
third question was to know the ability of musyrifah in the process of learning, the
fourth question to sixth question were to know the material of module of which
used in daily conversation method. The seventh question was to know the
implementation of daily conversation method is run well. The eighth question was
to know the reward and punishment. The ninth to tenth questions were to know the
obstacle of daily conversation method. The eleventh question was to know the
achievement of DCM. The twelfth question was to know the strength and the
weaknesses of daily conversation method. The thirteenth question was to know the
questionnaire was distributed to the students by taking ten minutes of the students’
study time in the classroom. Here were the students’ answers of questionnaire.
71
Table 07
Questionnaire report
Ma’had Al Jami’ah have high spirit and motivation in learning English using daily
The data above showed that 85% sample of female students in building 2 of
times.
72
No. Question Answer Total
Answer
3. Apakah musyrifah pada saat proses Yes 18
pembelajaran daily conversation memiliki
penguasaan yang baik terhadap materi daily No 2
conversation?
(Do the managers of Ma’had have the abilities
in the use of daily conversation method?)
The data above showed that 90% sample of female students in building 2 of
Ma’had Al Jami’ah said that musyrifah have the abilities to teach them because
they have training before teaching students and 10%c said that their tutor abilities
are good enough. It could be concluded that the abilities of musyrifah for teaching
daily conversation are good because musyrifah already got training of the material
before teaching the students, but still need to be trained continuously to improve
their skills.
Ma’had Al Jami’ah said that the module helps them to learn and guides them to
understanding more the daily conversation and it also helps them for English
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No. Question Answer Total
Answer
5. Apakah materi dalam modul pembelajaran Yes 5
sulit dipahami?
(Are the teaching materials difficult to be No 15
understood?)
The data above showed that 25% sample of female students in building 2 of
Ma’had Al Jami’ah stated that the materials are difficult to be understood and 75%
said that the material are not difficult because the content is basic material
grammar and vocabularies and use daily language which easier to be understood.
The students already got the materials when they were in senior high school then
Ma’had Al Jami’ah agreed that the materials are relevant to the daily activities
which was known that the content is based on the theme of place and daily activity
in Ma’had area.
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The data above showed that 85% sample of female students in building 2 of
in Ma’had already run well and 15% said that the implementation of daily
conversation method has not run well because still find the students who does not
implementation of daily conversation method in Ma’had already run well but still
has not perfect when still found the students who did not use English as their daily
communication.
Jami’ah expressed They are proud, happy and more spirit when they get reward.
Then they felt sad, shy and disappointed when they get punishment. And 5% said
that did not know how the feeling is, because never get reward or punishment. It
could be concluded that from getting reward or punishment, the students aware
that they need to be more spirit in learning English and it was their motivation to
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hadapi dalam pembelajaran dan penerapan Lazy 5
metode daily conversation?
(What are the obstacles you faced in the Low 7
implementation of daily conversation method? vocabularies
Nothing 2
obstacle
The data above showed that 30% female students in building 2 of Ma’had Al
Jami’ah have obstacle with their partner who difficult to speak English, 25% have
obstacle by their selves because lazy to use English, 35% have obstacles by having
low vocabularies which makes them difficult to speak English, and 10%c did not
the obstacles was from within students themselves which they were lazy to use
Jami’ah stated that they have obstacles within themselves such as lazy to study.
they have low vocabularies which makes them difficult to speak English, and
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No. Question Answer Total
Answer
11. Adakah hasil positif yang anda rasakan dalam Yes 20
proses pembelajaran dan penerapan daily
conversation? No 0
(Is there any positive improvements you can
feel in the implementation of daily
conversation method?)
The data above showed that 100% female students in building 2 of Ma’had Al
confident to speak English and their speaking were improved by practicing using
English language in Ma’had which was known that the obligation to use English
Jami’ah said that there were strength and weaknesses such as daily conversation
method makes them can speak English in their daily communication, add more
everywhere, and the weaknesses are the timing of teaching learning is short, and
low controlling by musyrifah so that still find students who did not use English in
their communication.
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No. Question Answer Total
Answer
13. Adakah saran yang membangun untuk metode Yes 18
daily conversation untuk kedepannya di
Ma’had? No 2
(Is there any suggestion for improving the
daily conversation method in Ma’had?)
The data above showed that 90% female students in building 2 of Ma’had Al
Jami’ah have suggestion that daily conversation method in should be kept and
improved Ma’had and 10% did not have suggestion. It can be concluded that daily
that daily conversation was given positive improvements in speaking for students.
could increase the students’speaking ability. It could be shown from the result of
data questionnaire that 100% students get possitive improvement from processing
students were more confident to speak English and their speaking were improved
language in Ma’had which was known that the obligation to use English as their
daily communication.
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2. Discussion of Findings
In this part, the researcher would like to discuss about the finding of the
formulation of the problem this research. Beside the teaching learning process in
formulation of the problem. This research was produced by the participants of the
research, they are the English tutor (musyrifah) and the female students of building
second year students in academic year 2017/2018 that had been observed.
Method
learning speaking through daily conversation method. Most of the students looked
active in the teaching and learning process.This research was conducted three
times including observing the teaching process, interviewing English tutor and
giving questionnaire to the students in order to know the process and the obstacles
From the data gained through observation, the researcher assumed that the
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was quite effective. Even though there were obstacles faced by students, it did not
give the big influence for teaching and learning process. Either English tutor or her
from the data through interview, it was concluded that teaching learning of
speaking. Which was known that there were module which help musyrifah to share
and teach the material to the students. Students can explore themselves when they
students speaking ability in Ma’had Al Jami’ah. Which was known that module,
musyrifah and the teaching learning is support student to improve their speaking.
It also supported by students statement from the result of data questionnaire that
that they get positive improvements from teaching learning daily conversation in
confident and can speak English as their daily communication although there were
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b. The obstacle in implementation of daily conversation
The result of observation showed that almost the obstacles were caused
within students themselves. The students still have low vocabularies and low
motivation to keep their English communication. Most of them still confuse how
to respond their partner in English. The result of interview also showed that almost
the problems were caused within students themselves. The first obstacle was about
the students were lazy to learn, when the class already started they just enter the
class and follow the class running out. And most of them also have low
vocabularies but they were lazy to memorize vocabularies, it makes them did not
This became the obstacles faced by the musyrifah was the students lazy to
learn and practice their conversation. It could be seen that the students were not
aware that they needed to be active when teaching learning process was beginning
in the class and pay attention to their friends performing of conversation in front of
the class, so they made noisy by themselves such chatting with other friends.
were students’ low vocabulary and their motivation and interest in daily
conversation method. The first was about students’ vocabularies that were still
lack of vocabulary it made them to be unconfident, had shyness and did not know
how to say, so they were afraid to make mistake in using English as their
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communication. It was assumed that the student needed to get motivation more to
keep their spirit and aware that English conversation is important for them.
assumed that the students have problem in psychological factor and they needed to
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
been conducted. All of the indicators and objectives could be achieve. It was a
but also it could improve the students’ motivation, interest, and participation in
English speaking.
especially i intelligence and motivation aspect which were found within students
themselves that students’ low vocabularies and they were lazy to learn more to
B. Suggestion
Considering the result of the research, the researcher would like to give some
suggestions as follows:
a. The teacher should prepare and learn more the materials of daily
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b. The teacher should give more motivation to the students for obeying the rule
English communication.
a. The students should be more creative and have motivation to learn and
b. The students should have more time to practice their conversation and they
shoud not feel shy and afraid of making mistake because they are part of
learning.
d. The students should keep trying hard and be nice students as always.
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REFERENCES
Printed Sources
Baker, Joanna & Westrup, Heather. Essential Speaking Skills: A Handbook for
English Language Teacher. London: Continuum, 2003.
Bums, A., & Joyce, H. Focus on Speaking. Sydney: National Center for English
Language Teaching and Research, 1997.
Cohen, Louis. et al. Research Methods in Education. New York: Routledge, 2007.
Derakhshan, Ali. et.al. Developing EFL Learner’s Speaking Ability, Accuracy, and
Fluency. English Language and Literature Studies, Vol. 6 No. 2. 2016.
85
Efrizal, Dedi. Improving Students’ Speaking through Communicative Language
Teaching Method at Mts Ja-alhaq Sentot Ali Basa Islamic Boarding School of
Bengkulu. International Journal of Humanities and Social Science, Vol. 2
No.20. 2012.
Harmer, Jeremy. How to Teach English (7th Ed), Longman, 2001.
-------. The Practice of English Language Teaching ( 3rd Ed). London and NY:
Longman, 1991.
Lwin, Adam Khoo, Kenneth Lyen, and Carrolin Sim. How to multiply Your Child’s
intelligence (2nd Ed). Jakarta: indeks publisher, 2008.
Mynard, Jo. Learning environments that facilitate reflection. The jalt call Journal.
Vol. 7, No.3. 2011.
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Muchlas, M and Fadhilah, Eva. The Influence of DCM toward Students’ Foreign
Language Speaking Fluency in Modern Islamic Boarding School in Indonesia.
Proceedings of SOCIOINT, , 2016.
M Rivers, Wilga. Teaching Foreign Language Skills (2nd Ed). Chicago: University of
Chicago Press, 1981.
Oxford. Oxford advanced learner’s Dictionary. New York: Oxford University Press,
2009.
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Internet sources
Marry Ann. “Improving Adult English Language Learners’ Speaking Skills”. ERIC
Digest. Available on: https://www.ericdigests.org/2000-3/adult.html/
th
(September 20 1007)
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Appendix 01
Observer : Nurmawati
Day/Date : Friday, December 8th 2017
Place : Ma’had Al Jami’ah UIN Raden Intan Lampung
Observation Checklist
Subjects Pointer(s) Yes No Note
90
Subjects Pointer(s) Yes No Note
friends.
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Appendix 05
RESULT OF INTERVIEW
1. Do the students have high spirit and motivation in learning English using daily
conversation method?
Yes, They have high spirit and motivation in learning daily conversation, and I
conversation method?
I can see that they explore themselves to practice their conversation, example in
some of place they use the daily conversation based on the place of theme. in
learning process in the class, we give them the time to try to speak English
Firstly, we give them the material includes basic vocabularies and tenses and
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class with their partner. so they can use it to speak English based on theme in
4. Is there any module of the use of daily conversation method in Ma’had? Can it
Of course. we have module to guide us to teach them, what should we give and
I think no. because the material is basic vocabularies and tenses based on for
Yes. Our material is relevant to the daily activities, we give the tenses and
use their English communication in their daily activity. but we still find the
we have reward and punishment, in every moth we have gift for the students
who always use English as their communication, and give the punishment to
students who lazy to use English. the punishment are they have to speak up,
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9. What are the obstacles you faced in the process of teaching and implementing
We still find the students who still lazy to use English. their vocabularies are
low but they are lazy to learn more. They do not know how to speak. they need
10. Is there any obstacles from within the students in learning? explain!
Yes. Some of them are still lazy and have low motivation to learn and practice
their daily conversation. So, it can influence the other as their partner to use
English.
method?
We can see that students can speak English in everywhere by confidently. they
know how to speak in their daily activity. even they are not from English
department but they can speak English in their daily activity little by little.
12. Are there any strengths and weaknesses of daily conversation method in Ma’had?
explain!
For the strength, This method makes good environment for English daily
communication and makes students improve their speaking faster. And the
weakness, when we ask them to use English whenever and wherever and we
give punishment, it can be the pressure for them and it will make decrease of
it rules, they are obligated to use English just in Ma’had area, when they go
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out from Ma’had they can use other language. and we need many sources and
people to manage this method that of course know well this method.
13. Is there any suggestion for improving the daily conversation method in Ma’had?
The students need to get motivation that speak English is not just the
themselves not from ma had to keep their English. Daily conversation method
in Ma’had Needs more people and source to keep method run well.
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Appendix 03
Name of Sample
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