Documente Academic
Documente Profesional
Documente Cultură
Class : A
Semester : V
Subject : RM in LT
CHAPTER I
INTRODUCTION
Speaking is the process of productive skill in the oral mode and interactive of processing
the information. The skill of speaking skill is as crucial as any other language skill. The four
skills (reading, writing, speaking and listening) naturally appear together in every English class.
Learners should acquire the skill through interaction with each other. To express what we want to
say, we need the speaking skill. Speaking also is crucial part of second language learning and
teaching. It will be the communicative language teaching is based on real-life situations that
require communication.
In speaking, the students must be courage to express their mind idea of the topic that they
are talking, orally and it is need the modals of vocabulary and the grammar also. As M.
Pulverness, A. William, (2005) defines that speaking as productive skill, use of speech, and
express meaning. Therefore, speaking need the vocabularies and grammar to make their
sentences good when they want to express meaning by their idea. Harmer, (in Tarigan, 1990: 12)
writes that when teaching speaking or producing skill, we can apply three major stages, those are:
2) Practice
3) Communicative activity.
It can be said that, we need others to practice our speaking skill to communicate and share our
The key of mastering speaking skill is practicing more and more and never be forgot its
process needs learner self confidence. Speaking without knowing the structural of language also
language. It can be easy listener to understand the purpose of our conversation. It is also can
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increase our confidence in speaking. One of important in grammatical is tenses. Because when
we are making conversation with the other one, we are included in a time where the tenses are
used and in English there 16 tenses but that usually use in daily activity is four tenses are present
tense, past tense, future tense. We can relate the uses of simple present by using conversation
We hope that the students can speak by using English. As educator, motivator, and
evaluator, the teacher must be able to create the good condition and technique to teach and share
knowledge to the students in speaking skill. Then, the teacher also should make the students not
be boring when followed the teaching-learning process in the classroom. Teachers should create
a classroom environment where students have real-life communication, authentic activities, and
meaningful tasks that promote oral language in their speaking. This can occur when students
collaborate in groups to achieve a goal or to complete a task. Sometimes, the students will be
boring if the teaching method is monotonous and give task without practice. It makes the students
Based on the information above, the researcher wants to use the strategy/method to teach
students without make them boring because the students will not paying attention and not serious
to study if the technique of teaching process is not good and it is need the strategy or approach to
teach students in speaking skill in grammar. This strategy will be applied by researcher, namely
Simulations strategy. This strategy is appropriate to solve the students problem in speaking
English because in this strategy, the students will practice their knowledge based on the grammar
by speaking skill and it is need the tools to invite students be enjoying when study about
grammar in the class. Then, researcher give title of this research Increasing the students
ability in speaking skill with the structural of grammar through Simulations strategy
The problems that can be identification based on the background above, they are:
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6) The students do not have the self confidence to speak
Based on the identification of the problems above, the researcher has limited the problem
to focus about increasing the students ability in Structural Grammatical sentence through the
From the problems limitation above, the researcher try to formulate the problems How
does the Simulations strategy increase the students ability in speaking skill especially to practice
how to speak well by using the structural grammatical sentence at the third grade of SMP Negeri
3 Gunungsitoli?
The purpose of the research is to increase the students ability in speaking skill by using
Simulations strategy at the third grade of SMP Negeri 3 Gunungsitoli, and researcher also want to
1) The researcher herself, as her experiences and use this strategy to teach students study about
grammar.
3) The English teacher, as additional guidelines to apply simulations strategy to teach students
in grammar.
4) The readers, as additional information that Simulations strategy can be used to increase the
From this research activity, the researcher has some assumptions, namely:
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2) The activity and condition of teaching learning process is a suitable research design to apply
In conducting this research, the researcher has some limitations of the research, they are:
1) The subject of this research is the third grade of SMP Negeri 3 Gunungsitoli.
2) The researcher just focus on Simulations strategy to improve the students ability in
To make others understanding during this research, the researcher wants to give
1) Grammar is the tools of building the students ability to speak English and more self
confidence because when speak, it is need to use the grammar when making their sentences
2) Simulations strategy is the processing strategy that helps students to enjoy and increase
their ability and knowledge to make sentence when speak based on the topic that they will
discuss and make them will not be boring as far as following the teaching learning process.
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CHAPTER II
LITERATURE REVIEW
A. Theoretical Background
1. Skill
Speak English need the skill to share the mind idea of the students. Students will not get
the skill in speaking, if they are rarely to practice because the important thing in speaking is to
practice what the materials that they have gotten by the teacher in the class and make it more
interesting when speaking. Zhao (1998) in his article also explained that students in class also
experienced the poorest condition of speaking. This result from lack of speaking practice, but
students, especially Asian students tend to be reluctant to speaking English in class as well as
after class. It is important for teachers to encourage and motivate them to speak English,
especially in class to increase the students ability to have the skill in speaking by using the
grammar.
2. Strategy/Approach
There are many of strategy that can be used in teaching structural of grammar. Each
strategy has their own characteristics which different from others. The strategy will be used by
the teacher in conducting teaching learning process, to help students in studying English to speak.
One of the strategy that researcher has chosen is Simulations strategy. Simulations strategy is one
of the strategies that can be used by the teacher in increasing the students ability in grammatical
structural of sentences to speak. Simulations strategy is activity that can help the teacher to teach
students speak English by their own styles by using the grammatical structural of sentence in
When use the simulation strategy, the teacher invite the students to be relax, and share
their opinion based on the real-life. Then, it brings the items to the class to create a realistic
environment. When doing this strategy, the students will be share their opinion of the topic and
pretend to be others and when they speak they will use the grammar structural sentence based on
the instructions of the teacher. It can be practice by their own style and idea to be relax when
study about grammar, example by using simple present future. Simulations also have many
advantages. First, since they are entertaining, they motivate the students. Second, as Harmer
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(1984) suggests, they increase the self-confidence of hesitant students, because simulation
activities, they will have a different role and do not have to speak for themselves, which means
The example of using simulation strategy in the class is when they learn about simple
present future tense, it refers to the future, to express their mind idea in grammar structural
sentence. Example, when they have desire be a singer, they can use the tools like microphone to
sing and then they explain how if they are be a singer. So, when they study about simple future
Teachers should include many activities and strategies that attract students attention and
make them interested in the lesson especially in structural grammar sentence to speak English. As
Peck (1978), cited in Celce-Murcia (2001), states Activities need to be students centered and
communication should be authentic. This means that students are speaking about something that
interests to them, for their own reasons, and not merely because a teacher has asked them too
(1978, p.139). Also, Peck (1978), cited in Celce-Murcia (2001, p.139), outlines some points that
the teacher should consider in the activities: a focus on meaning and value, not correctness; a
focus on collaboration and social development; the provision of a rich context, and teaching the
Many skills can be assessed using pencil-and-paper tests, oral proficiency "is widely
regarded as the most challenging of all language exams to prepare, administer, and score"
administration, designing test items that resemble tasks in normal language use, and testing the
complex and interlocking nature of language and skills in content-based courses are only a few of
the logistic hurdles teachers must surmount in creating a sound testing instrument (Hughes, 1989;
Littlejohn, 1990; McClean, 1995). In Japan, the result has been that many teachers have resigned
themselves to giving written tests instead; however, the concerns of creating a more enriched
communicative environment for students and then assessing their language proficiency have led
some to shift their attention to the use of simulations as a means of testing the language skill in
action. The most common view of simulations is that they provide a way of creating a rich
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of some real-world system and function according to predetermined roles as members of that
group. More important, however, is the notion that a simulation becomes reality and the "feeling
of representative fades" (Crookall & Oxford, 1990, p. 15), so much so that the world outside the
simulation becomes, paradoxically, imaginary (see Black, 1995; Jones, 1982, 1985, 1987; Taylor
& Walford, 1978, for a more detailed explanation of the mechanics of simulations).
The innate benefits of simulations include: (a) fulfill students' need for realism, a desire to
"relate to life 'out there' beyond the classroom's box-like walls" (McArthur, 1983, p. 101); (b)
increase student (and teacher) motivation, (Jones, 1982; Stern, 1980); (c) dismantle the normal
teacher-student relationship so that students take control of their own destiny within the
simulation, (Sharrock & Watson, 1985); (d) help the learner confront and identify with the target
culture (Oxford & Crookall, 1990); (e) reduce anxiety levels which is essential to language
development (Dulay, Burt, & Krashen, 1982; Krashen, 1982); and (f) allow teachers to monitor
As part of this movement, Littlejohn (1990, p. 125) state that, the used of simulations as a
situations in which learners will have to use the language. He also feels that this kind of
replication, allows us to view not only the language product but also the process by which that
language emerged. Whereas, the standardized methods give us insight on how the student might
do in a real setting, simulations will show us how the student actually performs (Littlejohn, p.
Overview. To bridge this gap between simulations and testing, they have developed a task-based
model at Tokyo Foreign Language Business Academy as part of an ongoing research project to
evaluate the effects of simulation techniques in ESP classes, taking in account the need and desire
to measure language proficiency (in this case, business English) at the intermediate level.
Design. Students are required to participate in a business simulation called "Let's Do Business" as
part of the final evaluation near the end of the second year. This simulation deals with the rise of
a travel agency called Fly Company from its inception through the research and development of a
new sales promotion over a six-month period (which actually takes place during four consecutive
class periods of 90 minutes each). They allocate each student the role of office manager, sales
representative, or office clerk, and they are required to put into full use the language, behavioral,
and business skills they have acquired during the past two years. In this case, They divide
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students into four branch offices of the company that are supposedly located in cities throughout
Japan by partitioning the room into four sections, each equipped with a computer and printer,
table and chairs, white board, phone, calculator, and access to a fax machine.
They make elaborate preparations to fulfill, what Jones (1982, pp. 4-5) terms, the three essential
elements of simulations: (a) Reality of function (participants are assigned roles and are told they
must fully accept them both mentally and behaviorally as if they were actually those people); (b)
variety of realia, e.g., in this case, specially printed business cards, time cards, name tags,
letterhead, technical support including computers and a fax machine, and memorandums); and (c)
structure (the whole action is built around a set of problems or tasks---not invented by the
In the end, their main goal is to provide some measure of both the process (how they approached
the task orally in English by reviewing, organizing and weighing alternatives, deliberating over
the information available to them, etc.) and the product (the proposal they draft demonstrating
C. Conceptual Frame
There are many problems that researcher has explained in the background of problem and
it must be discussed to improve and increasing the students ability in speaking skill in structural
grammatical sentence to make them be self confidence to speak, because that is one of the
students problem. As the teacher, should be solve out the problem with use the
strategy/approach. Then, the researcher has chosen the simulations strategy to solve out the
problem above. In simulation, teacher invite the student do some activities to practice their
speaking based on the material that teacher had taught, especially in grammar lesson. How they
will practice their speaking in one topic and use the structural grammatical sentence. It can be
made them interesting, because when practice it has relation with their desire, and real-life
conditions and use the tools to support their activity. So, they are not just write the material in the
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References
http://iteslj.org/Articles/Kayi-Teaching Speaking.html
http://www.esl-lab.com/research/simul.htm
http://rujukanskripsi.blogspot.com/2013/06/definition-of-speaking-skill.html
http://sibungsuinred.blogspot.com/2011/10/teaching-speaking-using-tbll-task-based.html
http://www.washingtonpost.com/blogs/answer-sheet/post/the-wrong-and-right-way-to-learn-a-
foreign-language/2012/06/16/gJQAK2xBhV_blog.html