1

CHAPTER I
INTRODUCTION

1.1 Background of Study
To communicate to other people we need a language. Every nation has its own
language. Every language has unique system, there are no two language ever have the same
system exactly. One of the languages is English. As we know, English is as an international
language. Because everything are written in English now and it is used in many countries for
any purposes. It is important and become necessity to be studied and mastered by people in
globalization era today because of that reason.
Language is system, it means language is formed by different component in suitable
pattern and formula. According to Wardhough (1986: 3), says, Language is system of
arbitrary vocal symbol use for human communication. Information is gotten not always
from printed material like books, magazines, newspaper, etc. but we can also get the
information from audiovisual such as computer, internet, television etc. and by the change of
the information with other people in other country, so we have to understand what they speak
by learning their language. We can learn a language by formal or informal education.
Learning English speaking is one of skills to understand the other language. Probably,
if we are able to speak English well we can have big challenge to get nice job and salary.
Because English is as one of requirement getting many formal or informal job today. English
is a head condition to get it.
Today, almost school in this world teaching English as one of the main subject.
English is studying by all students in around the world including in Indonesia. English is
taught as an obligatory subject. It is taught from elementary school up to university level. It is
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used as a tool in improving the students knowledge, so they can live in society with this
skill.
Each skill listening, speaking, reading and writing need to be mastered by students;
however, as language the student demanded to be able to speak. Because when student can
speak, show that they have mastered the language. The goal of study a language is able to
communicate. Speaking as one of the skill in English becomes a biggest problem for almost
all Indonesian students who study it. It is caused as a foreign language, English has very
different grammar and culture. The students face a new situation that very different with their
basic language.
There are many factors cause the problem. As we know the differences of structure
between Indonesia and English is one of the factors. Moreover, the culture background
sometime becomes another factor. Besides that, English is still as foreign language in
Indonesia. Compare with our neighbor Malaysia or Singapore, where English is as the second
language, it means the people use English for daily life beside their native language. It causes
easier for students there to master English. However, our government keeps trying to design
suitable curriculum, provide facility, and train teachers in order to increase students
achievement in mastery English.
In fact, teaching speaking at school still faces many problems. Since the facility and
environment do not support learning process, Student as the object of study is the most
sufferers in English learning. They face trouble in study it because they feel that impossible
for them to master it. This situation made studying English has became something frightening
for almost students who study it. Ahmadi and Supriyono (2004: 77) state that, The situation
where student cannot study as should be, that is the trouble of study.
Looking to the development of teaching methods in the world, today the method and
technique tend to break the traditional rules and assumptions where study is not always going
3

on inside of the classroom but also outside or opening place. However, this way is not the
new method but just often to be done for long time in our education world. DePorter (2000:
78) states, Environment will influence the students to focus and grab the information.
Environment is important because as connection to the brain. New or different situation will
help learning become more interesting and good for students to increase their concentration
in receiving of the information from the teacher.
Then DePorter (2000:67) also stated, Understand the connection between
environment and brain it is important to orchestrate supporting study environment. The
environment will increase confident and learning quality.
We have known that environment study most used for learning activities is in
classroom. However, the same similar situation everyday makes students or even teacher feel
boring. Therefore, the choice to make the situation fresher is through change the environment
study from in classroom into the out of classroom or at the opening place.
Study outside of classroom or at opening place such as in yard or school field will
give students new perspective because the atmosphere will influence the way they take the
lesson. The teacher also can take more advantage from the environment and connect the
situation and everything around them as the media to support the learning process. Especially
for speaking, things around of the environment will help much because they can see directly
object. Concurrent to the growing interest in promoting learner independence is a trend in
learning studies to view language learning as a group phenomenon rather than an individual
process. There are many research conducted that showed, most students believe that their
learning is highly influenced by opportunities to have variety experiences at the outside
classroom or the opening place.
As stated by Polanyi et. al (1995: 271), Both nationally and internationally
researchers claim that learners, at various levels of proficiency and at various stages of study,
4

continue to view their successful and unsuccessful learning outcomes as related to their
experiences outside the classroom.
In the field of English education, much effort has been put into developing teaching
practices that support the interactions of students in the classroom and encourage learning
activities outside the classroom or the opening place. However, little is known about what
teachers perceive and believe about out of class activity in the process of teaching and
learning. This gap in our knowledge is highly significant as it is often claimed that the
ultimate goal of teaching English is to increase the learners ability to interact successfully in
the target language in real situations.
As stated by Anderson (2000: 11)
In the field of English education, much effort has been put into developing teaching
practices that support the interactions of students in the classroom and encourage
learning activities outside the classroom. Yet, little is known about what teachers
perceive and believe about these out-of-class activity in the process of teaching and
learning. This gap in our knowledge is highly significant as it is often claimed that the
ultimate goal of teaching English is to increase the learners ability to interact
successfully in the target language in real situations.

As we know, only sport lesson in most formal education held in the outside of the
classroom. However, as a teacher with the goal to make student get the learning purpose any
method should be tried. And this method purpose to make students feel interest, far from
boring time, less of shy feeling and accelerate the grab of knowledge. As the writers
experience when she taught at SMPN 2 Karang Baru, she found many students who study
speaking feel bored, less of interest and shy when study inside of the classroom. Therefore,
she thought that might be if the place is made different or changed, the situation of learning
will change in contrary. Based on the explanation above, the writer takes an alternative
teaching method in order to make students enjoy and interest to study English especially for
speaking. Therefore, the writer selects the title Teaching Speaking Through Opening Place
to The Eighth Grade Students of SMPN 2 Karang Baru.
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1.2 Problem of Study
Based on the reality of the writer at SMPN 2 Karang Baru where most of students get
many difficulties to understand and speak English well because they often looked boring
when study in the classroom. Therefore, the writer takes the following questions to study:
1. Will teaching speaking through opening place make students boring to study?
2. Will learning speaking through opening place make students more interest and active?
3. Will teaching speaking through opening place make students braver to speak?

1.3 Scope of Study
Considering that problem is important to be discussed, in this study the writer decides
to choose the question. It is necessary to make variation in teaching process by teaching
speaking through opening place as an interesting way to solve problem in studying of
speaking. Therefore, the scope of study is focused on Teaching Speaking through Opening
Place to the Eighth Grade Students of SMPN 2 Karang Baru.

1.4 Purpose of Study
The main purpose of this study is intended:
1. To know the causes which make students feel bored when learning in the classroom.
2. To know whether teaching speaking through opening place effective to make students
more interested and active.
3. To know whether the technique help students braver to speak.
1.5 Basic Assumption and Hypothesis
1.5.1 Basic Assumption
The basic assumptions for this research are:
1. Speaking is important to be mastered by student.
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2. Most students are shy to speak English.
3. Interesting is important factor in study.
1.5.2 Hypothesis
Good Carter (1995: 31) states: Hypothesis is a guiding idea, tentative explanation or
statement of probabilities, serving to initiate and guide observation and search for relevant
data and other consideration and to predict certain result of consequences.
In this research, the writer takes hypothesis as follow:
1. Teaching speaking through opening place will make students unboring to study.
2. Learning speaking through opening place will make students more interest and active.
3. Teaching speaking through opening place will make student braver to speak.

1.6 Population and Sample
1.6.1 Population
Sax (1979: 80) states: A population refers to the aggregate of all interest to the
researcher. It means that population is the total number of objects that should be observed in
research.
The population of this study is students of SMPN 2 Karang Baru. There are seven
classes of the seventh grade, six classes of the eighth grade and six classes of the ninth grade
students.
1.6.2 Sample
Sax (1979: 80) states: A sample is limited number of elements from a population to
be representative of that population. Then Arikunto (1992: 107) states, If the population is
too large, the sample can be taken out between 10% - 15% or 20% - 25 % or it depends on
the researcher ability based on the time available, energy, expense and finance he can afford
the scope of the researcher area and the risk the researcher must forfeit.
7

In this study writer takes one class as the sample for this research in eighth grade. The
selected class is class VIII.3 consisted of 43 students.























8

CHAPTER II
LITERATURE REVIEW

2.1. Theoretical Frame
Being a teacher is a great job. There are so many kinds of duty on the shoulder, which
should be done due to this profession. The main duty and the important thing, which become
our responsible is to develop, stimulate and guide students learning process. Every effort
must be planed and be done. An effective teacher that runs his/her duty is a teacher who can
motivate the students in learning. Therefore, a teacher should have many strategies to
motivate and develop students learning process optimally.
The strategies that should have by teacher are created to make the students could learn
efficiently and effectively so they could reach the goal expected. One of steps for having a
good strategy is able to master the techniques of presentation or usually called teaching
method.
The presentation technique in teaching is knowledge of how to teach or how to
convey the material to the student in the class, which used by the teacher or instructor. This
technique used to motivate the student to use their knowledge to solve their problem, which
they faced by or to answer the question to make them able to think and shown their opinion.
There are many kinds of techniques of presentation from traditionally which used
from many years ago until modern techniques, which use recently. In addition, the expert was
doing the continuously experiment to find out the effective techniques of presentation to
certain lesson. A good teacher should use the best way to teach the students and make them
understand to the lesson material that teacher taught. Sometime a teacher needs to use a
technique or combine many techniques when they present of the material. All the techniques
or efforts implement by teacher in order to make students become active, involved so they
9

can understand all the material of learning. The activity and involvement of students is very
important because those are as the natural way of students in learning where they study
through experience directly.
According to research by the experts showed that students like to be active and
involved directly in study but they do not know how to do that. As stated by Schroeder and
friends in 1993 (Silberman, 2001: 6), .the result shows that more less 60% students have
practice study oriented and not theoretic oriented, and the number is increase year by year.
Students prefer be involved directly, have actual experience than learn the basic concept first
and apply it letter.
2.2. Description of Teaching Through Opening Place
2.2.1 Definition of Opening Place
If we look into Opening Place term could be some interpretations occurred to it. The
term is consisted from two words that is opening and place. Each word has many
interpretations and various usage.
The word Opening has many definitions in many aspects. According to The opening
Collins Essential English Dictionary (2006) as noun Opening has four definitions namely:
1. the beginning or first part of something
2. the first performance of a theatrical production
3. a chance or opportunity: an opening into show business
4. a hole or gap
Meanwhile according to The American Heritage Dictionary of the English
Language (2003) defines ten meanings for Opening namely:
1. The act or an instance of becoming open or being made to open.
2. An open space serving as a passage or gap.
3. A breach or aperture.
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4. A clearing in the woods.
5. The first part or stage, as of a book.
6. The first performance: the opening of a play.
7. A formal commencement of operation: attended the opening of the new museum.
8. Games A specific pattern or series of beginning moves in certain games, especially
chess.
9. An opportunity affording a chance of success.
10. An unfilled job or position; a vacancy.
Unfortunately, most of the definition above far from the meaning that this written
intended. However, from Thesaurus Dictionary (2003) gave close meaning of the opening
that is an open or empty space in or between things and the Oxford Dictionary (1996: 288)
define opening as open space. Based on the Etymology it comes from Middle English,
from Anglo-French, open space, from Latin platea broad street, from Greek plateia (hodos),
from feminine of platys broad, flat; akin to Sanskrit pthu broad, Latin planta sole of the foot
(Wikipedia, 2006).
For the word place, Wikipedia (2006) define it as A place is a location in space.
From the definition has some explanations which is has close meaning to the written intended
namely:
1. physical environment
2. physical surroundings
3. an indefinite region or expanse
4. a building or locality used for a special purpose <a place of learning>
5. a particular region
6. center of population, or location
7. a building, part of a building, or area occupied as a home
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8. a proper or designated niche or setting <the place of education in society>
From the explanation above the term of opening place could be interpret as an open
location in open space. Refer to the title of this written the opening place here means any
places in outdoor or out of the classroom. In another word, the study activity operated at
place without wall boundary. The places could take the place around the school or outside
the school. The places around the school such as in the yard, field or school garden. The
opening place at the outside of school such as in the field or city garden.
2.2.2 Why Opening Place
A question for all teachers or educators in around the world, where is the right place
to teach? Actually, in the world history, school using the classrooms is a really new concept.
It is because in the past before all the teaching and learning processes took the classroom as
the centre for study, nature or the opening place was as the place where study activities held.
The problem is teaching and learning activities that held inside of the classroom could
not guarantee that the process more success than the teaching and learning activities that took
at the opening place. There are many examples that students feel uncomfortable because of
the monotonous of classroom. The classroom even sometimes look like a jail. It is time to ask
that study in the classroom is the best way and still be the main forum for the learning or we
need to back as in the past. The condition of classroom that not support the teaching and
learning process will make the students even teacher feel numb. And the result for the
condition is failure.
There are many proofs or cases show that students got nothing from their school but
only frightened and punishment. Because school as the place for study turn into place for
giving burden and punishment for students who cannot learn according their teacher. The
exploiting of school about 200 days per year, several hours in a day and only use 15% times
is the wasting of the worth asset. And using of big part of time for one way teaching is the
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bigger wasting from the 15%. It needs to emphasize that most of people will in the best
condition for learning through experimentally and whole senses.
As stated by Dryden and Vos (2002: 109):
The exploiting of school about 200 days per year, several hours in a day and
only use 15% times is the wasting of the worth asset. And using of big part of
time for one way teaching is the bigger wasting from the 15%. It needs to
emphasize that most of people will in the best condition for learning through
experimentally and whole senses.

Teaching and learning is the complex process. In the process everything has their own
meaning. Every word, opinion, presentation, association, action that used in the process and
how far the teacher composes the surrounding that is the process is running.
In order to solve the problem regarding to the classroom issues, today the education
world start to change or combine the way of their teaching strategy. There are many schools
or education centers begin to use the techniques which can support the teaching and learning
process. One of the technique is through study outside of the class or at the open place. This
way is not only to move study from inside to outside the class but have serious intention in
making student easier to grab the study material.
The place or environment is very important in learning process. Good place can be a
value medium in build and keep positive attitude. Because supporting place will help student
easier in developing their ability, keep their focus in studying and winner mentality. The
winner mentality will create success students. As stated by DePorter and Hernacki (2002:
66), If you work in good ordering environment, then easier to develop and keep the winner
mentality. And the winner mentality will produce success students.
2.3 Definition of Speaking
Language is used to communicate with series of rule and the way to express it. As the
quoted that states, That language is communication, not simply a series of social and
grammatical regulations (Celce-Mursia, Downey and Thurrel, 1985).
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Human expresses language through speaking generally. Before human create written
system, people communicate or interact through spoken. That is why if people say that
language is primarily spoken. Speaking is one problem that recurs and more frequently talked
these days. Speaking is ability of people to communicate with the other people.
Through speaking, we are able to express our feeling, opinion or get our necessity.
Speaking cannot separate from human life that is why speaking is one of abilities needed to
learn.
Speaking is fundamentally and instrumental act, speakers talk in order to have some
effect on their listeners, they assert things to change state of knowledge states by Herbert
and Ave (1980: 46).
However, Speaking is complex skill, required the simultaneous of number of
different abilities which of develop different rates either four of five components in generally
recognized in analysis of speech, there are including as the remembering system
pronunciation, grammar, vocabulary, fluency and comprehension. As stated by David P.
Haris in his book entitled Teaching the Spoken language (1997: 32):
Speaking is complex skill, required the simultaneous of number of different
abilities which of develop different rates either four of five components in
generally recognized in analysis of speech, there are including as the
remembering system pronunciation, grammar, vocabulary, fluency and
comprehension.

According to Wikipedia (2008: 155), speaking can describe:
As an act of producing voice through the use of the vocal cords and vocal
apparatus or other means, such as sign language, to create linguistic acts in the
form of language that communicate information from an initiator to a recipient.

In other more colloquial terms, speaking can be described in several different ways
(Onelook, 2008):
1. A linguistic act designed to convey information.
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2. Various types of linguistic acts where the audience consists of more than one
individual, including public speaking, oration and quotation.
3. The physical act of speaking, primarily through the use of vocal cords to produce
voice.
When we are speaking, we make interact with someone else and usually we need an
action from someone as the listener. As Hammond et al. (1992: 5) concluded speaking is
interaction language or language accompanying action.
However speaking or speech can also take place inside ones head, known as
intrapersonal communication, for example, when one thinks or utters sounds of approval or
disapproval. At a deeper level, one could even consider subconscious processes, including
dreams where aspects of oneself communicate with each other as part of intra personal
communication, even though most human beings do not seem to have direct access to such
communication.
Because of speaking is the way of human to express their opinion it is need
spontaneity when do that. In addition, the spontaneity is the major problem of the students
who learn the foreign language particularly English.
He also claims that many teachers often overlook the fact that in a relaxed
atmosphere, real learning takes place, and students use the language they have been exposed
to and have practiced earlier.

2.4 Teaching Speaking
The purpose of speaking can be to convey meaning or to increase social bonds
between individuals or groups. For the latter, shallowness is not problem. The success of
speaking depends on numerous factors, including the presence or absence if a variety of
speech disorders, the ability of the speaker to express the intended message and the ability
15

and willingness. Such of language education is to prepare student in term to be participate in
modern society life (Hammond et al. 1992: 56). In other words, language education is life
skill education that is the education, which give the skill to student to be surviving in modern
life patterned with globalization.
In practically level, generally Indonesian student cannot answer the global
communication challenge, whereas in theoretic language education needs to have obvious
focus about what competence need to develop if student targeted to be able to communicate
in global era.
In standard of content of school-based curriculum stressed how important to looking
of language product as an instrument to communicate, is not only the language that received
through explain by teacher. It means in teaching speaking, student expected to be more active
in express their speaking skill. They are not just listen what the teacher said but demanded
directly to practice. Because when an activity conducted directly, it helps them to master it
better. As the research presented that, We learn 90% from what we said and done
(DePorter, 2000: 32).
To reach the target, curriculum designed need to settled the syllabus target that could
be used as benchmark as suggested by Wells (1987: 65).
According to Wells, four literacy degrees exist that is performative, functional,
informational and epistemic.
1. Performative
In performative degree, people able to write and read, and speak through symbols that
are used.
2. Functional
In functional degree, people expected are able to use language to fulfill daily life such
as reading newspaper, magazine, manual reading etc.
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3. Informational
In informational degree, people expected are able to access knowledge through his
language.

4. Epistemic
In epistemic degree, people expected to able to transform knowledge in certain
language.
Refer to standard of content of school-based curriculum, students of senior high
school intended to reach until the third degree that is informational, because they prepared to
enter university level.
Sequentially the purposes of teaching speaking for senior high school student
formulated in three of competence standard (Depdiknas, 2003: 5) following:
1. Able to communicate through spoken language using suitable language style, fluently
and accurate in interaction or monolog expression in shape of narrative, procedure,
recount, report and news.
2. Able to communicate through spoken language using suitable language style, fluently
and accurate in interaction or monolog expression in shape of narrative, descriptive,
anecdote, analytic and hortatory exposition. It intended to interpersonal meaning
variation.
3. Able to communicate through spoken language using suitable language style, fluently
and accurate in interaction or monolog expression in shape of narrative, explanation,
discussion, commentary and review with emphasis on complex of interpersonal
meaning.
Since the standard demand teacher to be able to achieve the target, it might be
happened teacher only teaches to run the target without care about the students capability or
17

their intake in study. With all the burden of study that mentioned above, the most suffer is
students. Looking the situation students is as the object of education, whereas nowadays they
are not anymore.
Nowadays, students are not the education object, but they are as the subject. Because
the demand of curriculum that students must be active. They must inquiry the knowledge not
only receive or waiting teacher to give them. And teacher also should be realized and
accustomed to treat the students not as the object.

2.5 Teaching Speaking Through Opening Place
As development nation, Indonesia needs to run the fallen behind in any sectors.
Especially, when we are talking about education sector. The education in Indonesia still poor
compared with its closest neighbor nations such as Malaysia and Singapore.
However, our government always tries to improve our national education with many
programs that could support accelerate of the education progress. For example, the
government builds facilities and infrastructure to supporting learning process. Also held
training for teachers in order to develop their perception and teaching skill. It tends to create a
competence teacher. Because how modern the facilities that had by a school without
competence teacher, everything is useless.
One of features that a teacher competence to do his job is the teacher should know and
rich with many approach, method and techniques in order to support his duty. The good
mastery of teaching techniques will help teacher and their student to accomplish learning
target. In study a language, the main target is making students able to communicate through
spoken.
Today speaking ability is very important closer the globalization where English as the
international language urgent to be mastered. In this case, the teaching technique for speaking
18

at school is very important to make the students understand and easier master it. As we know,
there are so many teaching techniques old or new.
In teaching process, a teacher could use one technique or more and combine it. It is all
depend on the learning necessity. For teaching speaking, teacher prefers to choose the
technique that make learning situation more active. Also, make student become braver to
express their speaking ability. Because sometimes we are trapped with the path that our
predecessor have done which not always correct or suitable with present condition where
study situation is very serious and far from fun. That situation will hamper the students in
enjoying and developing their ability.
As according to Kim (1995: 35) states that:
There is a common perception that all learning should be serious and solemn in
nature, and that if one is having fun and there is hilarity and laughter, then it is
not really learning. This is a misconception. It is possible to learn a language as
well as enjoy oneself at the same time.

Regarding to the opening place, it is one way in order to accelerate students
developing in mastering speaking. Through the different situation of study, hoped that the
students would have interesting and pay attention to what teacher teach. Moreover, by study
at the open place the teaching and learning process can be as an directly experience for
students especially when the material of study adjusted with the situation of the place. So the
student can see, feel the atmosphere directly and it is will help them much in memorizing and
expressing their spoken ability. The energize place of study, relieve a lot of tension students
and it can be also motivate them in learning speaking.
2.5.1 The Role of Teacher
The role of teacher is central as an active explainer. Teacher dominates the teaching
and learning process. Cullingford (1995: 159) states, Teacher makes a subject interesting, he
sets up experiments, brings in interesting materials, and is not merely bound by routine. This
means that teacher become a source of knowledge.
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When the teacher is an active judge, she make corrections, control the students
performance or answer. The teacher must judge the correctness of the students responses.
Before the study is started the teacher should make sure that all the necessary material ready.
It is suggested that teacher prepares the material that have connection with the place or the
teacher should be able to design the material that can connected by student where the place
support them to look the thing directly or imagine it.
After that the study cannot be successful if the teacher does not explain the tasks and
the rules for students in studying at the open place. The rules must be made clear to the
students in order to prevent students take chance to play because they are at the free place.
Teacher should tell to the students what they can or cannot do. Teacher should maintain the
situation so that the teaching and learning process still in the path. Because for students, study
at the opening place quite different and strange for them. This is crucial for the success of the
activity, so every effort should be made.
Following things that teacher should prepared and do to teach at the opening place:
1. The selection of the place and time is very important. Study at the open place such as
at the football field at middle of the day is a stupidity.
2. The material that compatible with the place or can be supported with the place.
3. Clear rule for students along the opening place.
4. Clear task for students so that they know what they must to do and focus.
5. Teacher should be able maintain the situation from the beginning until the end of
program.
6. Teacher should be creative and able to connect and relate the material with the place.
2.5.2 The Role of Students
Students play a reactive role by responding to teachers explanation. They should
contribute as much as they gain in the classroom. If the students are successfully doing the
20

alphabet games, the will apply the new vocabulary, which has just been learnt into the lesson.
It is needed for recalling the vocabulary. After the students do their role in vocabulary
teaching learning process, it is expected that they will master some aspects of vocabulary
teaching, namely aspects of association of concepts (meaning in clues) with words and the
spelling words. So that after doing the game, they can spell the words correctly and they can
remember the words with easy way.









































CHAPTER III
RESEARCH PROCEDURE
21


3.1 The Background of School
This school is known as SMP Opak. However, the official name is SMP Negeri 2
Karang Baru. It is located on Banda Aceh Medan street Km. 470, Subdistrict of Karang
Baru of Aceh Tamiang District. Nowadays, this school has nineteen classes with total number
of students is about 704 students. The principal is Mursida, S.Pd. There are 57 teachers and
staff. This school was built in 1983 as public school. Following is the background of school:
Table 3.1
The Background of School

1 Name
SMP Negeri 2 Karang Baru
2 Location
Tanjung Seumantoh
3 Founding Date
August 1, 1983
4 Number/Date of SK Penegerian 172/C/1983, Tgl 1 Juli 1983
5 Number of School Statistic
20 1 06 14 03 007
6 Number of Routine School 2.11.05
7 Province Nanggroe Aceh Darussalam
8 District Aceh Tamiang
9 Subdistrict Karanga Baru
10 School Address/Post Code
B. Aceh - Medan Km 470 Tg. Seumantoh
11 Number or Room 19 rooms
12 Building Status Private Building
13 Building Condition Permanent
14 Number of Teacher /Staff
a. Government Teacher 8 male 23 female
b. Non Government Teacher 6 male 9 female
c. Government Staff - male 1 female
d. Non Government Staff 9 male 3 female
e. Number of Students 345 male 359 female
Source: monthly report of SMP Negeri 2 Karang Baru
3.1.1 The Background of Student
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As mentioned above that SMP Negeri 2 Karang Baru located at one of Subdistrict in
Aceh Tamiang, so most of the students come from around the areas or the villages. However,
many of them live in the area or village that is far from the school.
Most of the students are come from the farmer family. The others are from trader,
angler or civil servant. Looking to their background, the students still face many problems to
study because some factor such as the distance. Although the school is located at side of main
road but the students, which come from the remote area is hard to find the transportation. The
situation often making the teaching learning process does not work properly because many
students often late arrive at school for example. Until this year, this school has nineteen
classes divided into three grades. At the seventh grade there are seven classes, at the eighth
grade there are six classes and at the ninth grade there are six classes. From nineteen classes
the total number of students at SMP Negeri 2 Karang Baru is 704 students.
Table 3.3 shows the distribution of students at SMP Negeri 2 Karang Baru:
Table 3.2
The Distribution of Students
1 VII 139 120 259
2 VIII 107 135 242
3 IX 99 104 203
Total 345 359 704
Female Total No Class Male




3.1.2 The Facility
23

Following, is the facilities at SMPN 2 Karang Baru:

Table 3.3
The Facilities of SMPN 2 Karang Baru
No Facilities Unit/Set
1 Classroom 19
2 Laboratory 1
3 Library 1
4 Headmaster Room 1
5 Teacher Room 2
6 Administration Room 1
7 Concealing Room 1
8 Osis Room 1
9 Students' Toilet 8
10 Teacher's Toilet 2
11 PKG Room 1
12 PKK Room 1
13 Computer Room 1
14 Canteen 2
Total 42
Source: monthly report of SMP Negeri 2 Karang Baru
3.1.3 The Background of Teacher
At SMP Negeri 2 Karang Baru there are forty-six teachers. The teachers are not all as
promotiveteacher but some of them are the non-promotiveteacher. The school takes this
policy to hire the non-promotiveteacher because the number of promotive teacher is not
enough to cover all the classes and the lessons. Although this school located at Karang baru
24

Aceh Tamiang, but many of them are not living in Aceh Tamiang or Karang Baru. Actually
many teachers are living in another district such as Kuala Simpang and Kota Langsa.
The total number of promotive teacher is thirty-one consist of eight men and twenty-
three women teachers. Meanwhile, the non-promotive teacher number is fifteen teachers
consist of thirteen women and only two men. Nowadays, this school leads by Mursida, S.Pd.
However, the writer will not mention all the teachers who duty at this school but only the
English teacher because suitable with her subject research is about English. There are four
English teachers consist of one man and three woman then one promotive teacher and three
non- promotive teachers. Below is the list of English teacher at SMPN 2 Karang Baru
Table 3.4
The English Teacher at SMPN 2 Karang Baru
1 MAIMUNAH, S.Pd Promotive Teacher
2 HENNY SRIYUNI,S.Pd Promotive Teacher
3 USMAN NAGO, SP.d Promotive Teacher
4 MAIDAR Promotive Teacher
No Name Status


3.1.4 The Background of Administration Staff
There are thirteen administration staffs, consist of nine men and four women.
However, only one staff as promotive employee and she is a women. Meanwhile the non-
promotive staff consists of nine men and three women employees.
Following is number of the administration staffs at SMP Negeri 2 Karang Baru.



25

Table 3.5
The Administration Staff
No. Status Total Male Female

1.

Promotive teacher 1

-

1

2.

Non-Promotive teacher 12

9

3

3.1.5 The Curriculum
Kurikulum Tingkat Satuan Pendidikan or KTSP is the curriculum that used now at
SMPN 2 Karang Baru. This curriculum is curriculum based on school means the material of
lesson could be designed by teacher or all the element of schools. It purposed to adjust with
the condition of the school.
3.1.6 The Textbook
The textbook that used at SMP Negeri 2 Karang Baru from Armico Publisher. The
title New Concept English Developing Competencies in English Use for SMP Grade VIII
Semester 1 and 2 by Drs. Nanan Suryana.
3.1.7 The Schedule of School
The schedule at this school is almost similar like others school at this region. It started
at 07.45 in the morning and end at 01.30 in noon. For English schedule is taught twice a week
and four-hour of lesson time for each class. Every time took about forty minutes.



26

3.2 The Process of Research
The writer used some method to do the research as mentioned in chapter I. The
method in doing her research is library research and field research. The library research that
she had done is collecting the data and information from any literature that related with the
research. The library conducted at the library of Samudra University and general library of
Langsa city. In order to get the data and to know the influence of her technique to students,
the writer conducted experimental teaching, interview and tests to the students.
a. Experimental Teaching
In the process of research, the writer conducted experimental teaching used her technique
to a class at the eighth grade students of SMPN 2 Karang Baru. The writer was choosing
one class because of some considerations such as about time. The detail of experimental
teaching process will discuss after this part.
b. Interview
In the process of research, the writer also conducted the interview in order to get data and
information about the school, teachers, students, staffs, the background, facility and
teaching learning process at SMPN 2 Karang Baru.
The interview conducted to one of administration staff to get the background of school
and the result presented at chapter three. Meanwhile to get the information about
teaching learning process especially to English, the writer asked to the English teacher
directly.
c. Test
In the process of research, the writer conducted pre-test and post-test. Pre test conducted
at the first time of experimental teaching. The purpose is to get score from students
before they got treatment with the writers technique. In addition, the post-test conducted
in the end of experimental teaching after the students got the treatment. Then the results
27

of the tests are compared to know the progress of students before and after they got the
experimental teaching that using Opening Place to teach speaking.
d. Questionnaire
The questionnaire is given to the students in the end of the experimental teaching to
know students opinion regarding to the experimental.

3.2.1 The Process of Experimental Teaching
The experimental teaching was conducted in five times. Following is the detail of the
experimental teaching speaking through Opening Place to the eighth grade students of SMP
Negeri 2 Karang Baru.
1. Introduction and Giving Pre-Test
The writer conducted the introduction at the first time she met the students at the
class VIII.3 as the sample class. The class consist 43 students. The writer performed
greeting and then explained who is she and what is her plan to the class.
The introduction process was running well because the students seem enthusiastic
about the plan. They said that they interesting with the idea to study outside of the class
because they had bored study in the class for long time except in sport lesson.
After the introduction, the writer started to speak with the student in order to
know their ability generally. The writer asked students one by one. The questions are
randomly. The themes of material are very familiar with the students for they will be
easier to answer those.
However, most of the students cannot answer the questions well. They lack of
pronunciation, vocabulary and bad structure usage. They also looked shy and afraid to
answer the question. When the writer asked them why, they said that they did not know
28

the answer or afraid if the answer going to be wrong and getting mock by friends or
punishment.
Therefore, the writer told them do not be shy or afraid because her attention in
this research was to make students study better without feeling shy even afraid if made
mistaken. She convinced them that no punishment if they made it, instead she would help
to correct the mistaken. The writer thought that was very important to convince them in
order to have close relation and make them feeling safe to follow the experiment in
next days.
In order to know the ability of students in speaking, then the writer conducted the
pre test. She asked randomly questions based on the material that they will learn along
the research. Each student got three questions.
2. Teaching Speaking Through Opening Place 1
st

In the second meeting, the writer started the experimental teaching speaking
through Opening Place. Nevertheless, before students asked went out the classroom,
she gave instructions and rules in order to make students know what they must to do
and to control them.
Next, the writer asked students went out the classroom and led them to school
garden beside the classroom. Students sat on the mat that they had prepared before.
Based on the instruction that teacher has given before, students started to open their
textbook to find the material that day with theme Health 1 (page 85 86/task 1 & 2).
The students did all the instructions as in the book.
3. Teaching Speaking Through Opening Place 2
nd

At the third meeting, the writer conducted the same thing with the students but
now with different material. This time the students are using theme Health 2 (page 98
100/task 1 3).
29

4. Teaching Speaking Through Opening Place 3
rd

At the fourth meeting, the writer conducted the same thing with the students as
before with different material. This time the students are using theme Health 3 (page
125 126/task 1 3).
5. Giving Post-Test
The students were given posttest. The form and questions were similar as the
pre test. In the last time, the writer gave questionnaire contains of ten questions.







































CHAPTER IV
DATA ANALYSIS
30


4.1 Data Collection
After conducted the observation, experimental teaching, test and questionnaire, finally
the writer has collected the data from the serial activities. The data collection is from the pre-
test and post-test result of the students at class VIII.3 as the sample of this research. The data
interprets used the statistic formula to find the mean of score from both tests. It used to know
the development of students in this research, whether it is increasing or not after the
experimental teaching speaking through Opening Place.
Table 4. 1
PRE-TEST SCORE
1 Student 1 2 2 2 6
2 Student 2 2 2 2 6
3 Student 3 2 2 2 6
4 Student 4 2 2 2 6
5 Student 5 2 1 2 5
6 Student 6 2 2 2 6
7 Student 7 2 1 1 4
8 Student 8 2 2 2 6
9 Student 9 2 1 2 5
10 Student 10 1 2 1 4
11 Student 11 2 2 2 6
12 Student 12 3 2 2 7
13 Student 13 2 2 2 6
14 Student 14 1 1 2 4
15 Student 15 2 2 2 6
16 Student 16 2 1 1 4
17 Student 17 2 2 2 6
18 Student 18 2 1 1 4
19 Student 19 2 2 2 6
20 Student 20 1 2 1 4
21 Student 21 2 2 2 6
22 Student 22 2 2 2 6
23 Student 23 2 2 2 6
24 Student 24 2 1 2 5
25 Student 25 2 2 2 6
26 Student 26 3 2 2 7
27 Student 27 2 1 1 4
28 Student 28 2 1 1 4
29 Student 29 2 2 2 6
30 Student 30 2 2 2 6
31 Student 31 1 2 2 5
32 Student 32 2 1 1 4
33 Student 33 2 2 2 6
34 Student 34 2 1 2 5
35 Student 35 2 2 2 6
36 Student 36 1 1 1 3
37 Student 37 2 1 2 5
38 Student 38 2 1 2 5
39 Student 39 2 2 2 6
40 Student 40 3 2 3 8
41 Student 41 2 2 2 6
42 Student 42 1 1 1 3
43 Student 43 2 2 2 6
Aspect
Name No Total
Structure Vocabulary Pronunciation


Table 4. 2
POST-TEST SCORE
31

1 Student 1 3 3 3 9
2 Student 2 3 3 3 9
3 Student 3 3 3 3 9
4 Student 4 3 3 3 9
5 Student 5 3 2 3 8
6 Student 6 3 3 3 9
7 Student 7 3 2 2 7
8 Student 8 3 3 3 9
9 Student 9 3 2 2 7
10 Student 10 2 3 2 7
11 Student 11 3 3 3 9
12 Student 12 4 3 4 11
13 Student 13 3 3 3 9
14 Student 14 2 2 2 6
15 Student 15 3 3 3 9
16 Student 16 3 2 2 7
17 Student 17 3 3 3 9
18 Student 18 3 2 2 7
19 Student 19 3 3 3 9
20 Student 20 2 3 2 7
21 Student 21 3 3 3 9
22 Student 22 2 2 2 6
23 Student 23 2 2 2 6
24 Student 24 2 1 2 5
25 Student 25 3 3 3 9
26 Student 26 4 3 3 10
27 Student 27 3 2 2 7
28 Student 28 3 2 2 7
29 Student 29 3 3 3 9
30 Student 30 3 3 3 9
31 Student 31 3 3 3 9
32 Student 32 3 2 2 7
33 Student 33 3 3 3 9
34 Student 34 3 2 3 8
35 Student 35 3 3 3 9
36 Student 36 2 2 2 6
37 Student 37 3 2 3 8
38 Student 38 3 2 3 8
39 Student 39 3 3 3 9
40 Student 40 4 3 4 11
41 Student 41 3 3 3 9
42 Student 42 2 2 2 6
43 Student 43 3 3 3 9
Aspect
Name No Total
Structure Vocabulary Pronunciation




Table 4.3
QUESTIONNAIRE RESULT
32

yes no others yes no others
1 Question 1 0 43 0 43 0 100 0
2 Question 2 43 0 0 43 100 0 0
3 Question 3 0 43 0 43 0 100 0
4 Question 4 43 0 0 43 100 0 0
5 Question 5 30 7 4 41 73 17 10
6 Question 6 26 3 4 33 79 9 12
7 Question 7 43 0 0 43 100 0 0
8 Question 8 43 0 0 43 100 0 0
9 Question 9 43 0 0 43 100 0 0
10 Question 10 38 0 5 43 88 0 12
Percentage (%)
Total Question No
Answer

Table 4.4
Interview Result
1. Q: How is the process of teaching learning English in this school?
A: The process is good enough.

2. Q: Do like study English?
A: Some of students like it very much but others, they do not really like it.

3. Q: Is there any problem in the process? Can you give the example?
A: Yes, of course. The problem among other is caused of lack of facility for instance
the appropriate textbook for students. In addition, problem comes from the students
itself where they are often not serious in learning.

4. Q: What about students speaking ability?
A: Their speaking ability is not too good. Most of students still shy to speak and afraid
to make a mistaken.

5. Q: Have they studied at the outside of classroom before especially in speaking?
A: No, Never


4.2. Data Analysis
To analyze the score of the test, following is the data analysis:
33

1. Pre-test
a. Determine the range of the score
R = Xt Xr
Where:
R = the range of score
Xt = the highest score
Xr = the lowest score
Based on the score result, the range for pre-test is:
R = Xt Xr
= 8 3
= 5
b. Determine the class
K = 1 + 3, 3 Log n
Where:
K = the number of class interval
n = the number of students
So,
K = 1 + 3, 3 Log n
= 1 + 3, 3 Log 43
= 1 + 3, 3 (1, 6)
= 1 + 5,28
= 6, 28 (6 or 7)
Based on the range, the class interval for pre-test is:
Class interval (I) = Range
Class
34

=
6
5

= 0,8
Based on the class interval, following is the tabulation of pre-test scores:
Table 4. 5
The Tabulation of Pre-Test Scores

Frequency
(I) (f)
2.9 - 3.7 2 3.3 6.6 4.65
3.8 - 4.6 9 4.2 37.8 20.93
4.7 - 5.5 7 5.1 35.7 0
5.6 - 6.4 22 6 132 51.16
6.5 - 7.3 2 6.9 13.8 0
7.4 8.2 1 7.8 7.8 2.33
43 233.7 79
f (%)
Total
Class Interval
x fx

c. Find out the mean score
M =
n
fx

Where :
M = Mean
f x = Frequency / number of student with same answer
n = Number of research object
Based on the pre-test score below is mean score of pre-test:
M =
n
fx

=
43
7 , 233

= 5,4
2. Post test
a. Determine the range of the score
Based on the score result, the range for post-test is:
R = Xt Xr
35

= 11 6
= 5
b. Determine the class
Based on the range, the class interval for post-test is:
Class interval (I) = Range
Class
=
6
5

= 0,8
Based on the class interval, following is the tabulation of post-test scores:

Table 4. 6
The Tabulation of Post-Test Scores

Frequency
(I) (f)
5.9 - 6.7 5 6.3 31.5 11.63
6.8 - 7.6 9 7.2 64.8 20.93
7.7 - 8.5 4 8.1 32.4 9
8.6 - 9.4 21 9 189 48.84
9.7 - 10.5 1 10.1 10.1 2.33
10.6 - 11.4 3 11 33 6.98
43 360.8 100
f (%)
Total
Class Interval
x fx



c. Find out the mean score
Based on the post-test score below is mean score of post-test is:
M =
n
fx

=
43
8 , 360

36

= 8,3
The percentage of increasing score is:
8,3 5,4 = 2,9
P =
N
F
x 100%
=
15
9 , 2
x 100%
= 19,3%

4.3. Discussion
Based on the data that collected above, following is the discussion to the data:
1. Experimental Teaching and Test
The experimental teaching conducted in five meetings include the test for twice
time at the first (as the pre test) and the last meeting (as the posttest). The way to value
students score based on the instrument for speaking assessment adapted from Harris
(1997: 84) as mentioned in chapter I. The writer gave students questions than she gave
the score the students answer based on the instrument. Based on the data collection and
the analysis of data showed there is increasing score from the pre-test to the post-test.
The mean score for pre-test is 5,4. Nevertheless, after the experimental teaching
the mean score for post-test is 8,3 from 15 total point that students can get. The
increasing of means score is about 2,9 points or 19,3%.
2. Interview
Interview was conducted in order to get data and information about the school, teachers,
students, staffs, the background, facility and teaching learning process at SMPN 2
Karang Baru. The interview conducted to one of administration staff to get the
background of school and the result presented at chapter three. Meanwhile to get the
37

information about teaching learning process especially to English, the writer asked to one
of English teacher directly.
Based on the interview result, the writer concluded that students have problem in
speaking because of lack facility, personal and the teaching technique. Particularly to the
teaching technique that teacher rather less of creativity because always conduct the
teaching in the classroom.
3. Questionnaire
Based on the questionnaire result, almost students gave absolute answer or 100%, for
questions about study out of the class or at the opening place. They feel that something
new. It showed how deep they boring with monotonous study activity for a long time in
the classroom.
It also showed that students prefer to study English especially speaking after they got
experimental teaching in the research. Because they feel something fresh condition and
that increase their motivation also their ability which proved by their increasing scores
on the posttest.
Teaching speaking through Opening Place made students ease to memorize the lesson
because study in different place, practice with friends and able to see some objects directly,
those things are painted in their mind. It means the method and techniques that applied by the
writer in teaching speaking through Opening Place was succeed in order to increasing
students speaking ability. It is proved by the post-test result.
If the first time students lack of courage or speaking skill, after the experimental
teaching, the students looked braver to answer the writer questions because all the questions
based on the material or theme that she used along the experiment process.
Moreover, after long time always study in the classroom, the new situation make
students feel relax and enjoy to speak. If at the first time, they looked shy, after couple of
38

times it has gone slowly. The writer tried put no pressure for them when they speak in order
to support them free to express. She just emphasized to the students to enjoy the environment
and usage every meeting as they were in vacation. That trick was effective to make students
feel no burden but think that speaking is something fun to do along their vacation.








































CHAPTER V
CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions
39

In the last chapter, the writer gave the conclusion about the research that had
conducted at SMPN 2 Karang Baru. The writer held the experimental teaching using poster to
teach speaking to the seventh grade students of SMPN 2 Karang Baru. In the experimental
teaching, the writer gave pre-test and post-test before and after the experimental. The tests
conducted to know the students speaking development before and after the research.
The conclusions are:
1. Teaching speaking through opening place gives new situation in study English for
students so they are far from boring.
2. Students more relax and enjoy speaking as a fun activity to do.
3. Students shy to speak because they do not know the answer and afraid if it going
to be wrong then got punishment. However, study at the opening place had
assisted students to less their shy feeling to speak.
4. Increase students interest and more active to study speaking because it was fun
being at the free space without the wall restricted.
5. Increase students motivation because they can speak without afraid to make
mistake and their memory to the lesson.
6. Increase students mean score from 5,4 point at pre test become 8, 3 point at the
post test.
5.2 Suggestions
After all the research processes and made some conclusions, the writer realized that
this research is still far from the perfect. However, the writer hopes this written can give
advantage or at least give a new perspective to the readers, especially for all teachers or
educators who want to practice the technique as like as written in this thesis. To the readers,
the writer tries to give some suggestion in order to be a good criticism for them and
particularly for her.
40

The suggestions that writer could give in this thesis are:
1. The teacher must have big patience in guiding their students to grab the success in
study.
2. Teaching speaking through opening place is good as one of the alternative way to
make study situation more interest and increase students achievement.
3. The teacher must have wide perspective in term of education, in other words keep
studying how to be a good teacher for students.
4. A good teacher could be an inspiration for students to study better.
5. Students should develop their ability through study hard and fun.
6. School should provide the instruments of study to support teaching and learning
activity.
































41