Improving Students’ Speaking Ability In Procedural Monologue Through Demonstration: A Classroom Action Research To The Ninth Grade Students Of SMP Negeri 23 Pontianak In Academic Year 2011/2012

Nuraini, Mas Rabi’ah (2012) Improving Students’ Speaking Ability In Procedural Monologue Through Demonstration: A Classroom Action Research To The Ninth Grade Students Of SMP Negeri 23 Pontianak In Academic Year 2011/2012. Skripsi thesis, Universitas Tanjungpura.

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Abstract

The purpose of conducting this research was to improve students’speaking ability in procedural monologue by using demonstration technique. Thisresearch was conducted as a classroom action research in order to solve theproblem encountered by the students in doing the procedural monologue. Thesubjects of this research were the ninth grade students of SMP N 23 Pontianak, inthe class 9A. The research was conducted in 2 cycles where the number of theparticipants varied slightly from one cycle to another. In the first cycle theparticipants of this research were 21 students, while in the second were 20students. Therefore, to maintain the consistency of data analysis only those 20students were reported.Techniques of data collection of this research were observation,measurement, and also recording technique. The data in this research werecollected by asking the students to do a demonstration of procedural monologuewhere the students’ speaking ability was scored by using scoring table based ontheir fluency, pronunciation, accuracy, and also the content of their procedure.Field note, observation cheklist table, and audio recorder were also used to recordand help the writer in observing everything happened in the teaching and learningactivities.After collecting the data, the writer found that demonstration techniqueimproved the students’ speaking ability in procedural monologue. Based on thedata, the mean score of students’ speaking ability increased from 59.37 in the firstcycle (which was categorized as poor) to 70 in the second cycle (which wascategorized as good). By demonstration technique, the students enthusiasticallyinvolved in the process of learning, and their performances in doing theprocedural monologue were getting better from the first to the last cycle. In thefirst cycle, some students still faced problems in doing their demonstration. In thelast cycle, on the other hand, most of the students could do the demonstrationwell, and some aspects of students’ performances that were significantly improvedwere the students’ pronunciation, students’ accuracy, students’ fluency, thecontent of students’ procedural monologue, and also the students’ understandingtoward the procedures given.

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