THE EFFECT OF ENGLISH SENTENCES MEMORIZATION

ON STUDENTS’ SPEAKING ACHIEVEMENT

(A Quasy-Experimental Study at the Eleven Grade of SMA Dua Mei)

PROPOSAL

By:
Ersal Imami (11150140000023)
Supervised by:
Dr. Ratna Sari Dewi, M.Pd.

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
 CHAPTER I

INTRODUCTION

A. Background of the Research

Speaking fluently and appropriately plays a critical role in learning a foreign

language. A focus on speaking English as a Foreign or Second Language
(EFL/ESL) is a major goal for language learners and teachers all over the world1.

Richards & Renandya (2002) stated that speaking is a basic element of

language proficiency and provides much of the basis for how well learners listen,
write, and read.2 Nunan (1995) argues that speaking is an important aspect of
language learning whether it is as a second or a foreign language and the success
is measured by the ability of language learners to carry out conversation in the
language being learnt. This is in line with Richard’s (2008) viewpoint that
speaking is an important skill in language learning that enable language learners
to communicate not only in expressing view point but also in giving responses. It
is also agreed that speaking as a productive skill is related to the ability of
language learners to process information during the conversation (Harmer, 1991;
Burns and Joyce, 1997; Brown, 2001). It implies that speaking deals with the
ability to process messages so that utterances produced are appropriate with the
context of the conversation and hence the produced utterances meet the purpose of
the conversation.

Improving the speaking skill of students in English as a foreign language

(EFL) or English as a second language (ESL) becomes an issue. Quite a few EFL
teachers expect their students to be able to speak accurately after the teaching

1
(n.d.). Behtash, Esmail Zare, Amin Saed and Fatemeh Sajjada. "The Effect of Storytelling
Technique on Speaking Ability of Female Iranian Intermediate EFL Learners." International
Journal of Applied Linguistics & English Literature (2016): 209.

2
J. C., Richards and Renandya W. A. . Methodology in language teaching: An anthology of current
practice. Cambridge: Cambridge university press, 2002.
learning process. On the other hand, most learners find it difficult to express
grammatically correct sentences due to the significant differences in the grammar
of the native language of the students and that of the EFL and consequently they
prefer to put emphasis in fluency rather than on accuracy during the speaking
activities. Cultural difference is also considered to contribute to the difficulties of
EFL learners to use English in their daily conversation (Richards and Rodgers,
1986; Ho, 2009) and in appropriate social interaction (Schumin, 2001; Efrizal,
2012).

So here, to develop the speaking skill for students in Indonesia especially for
students in SMA Dua Mei, the writer will show the new method which called
English Sentences Memorization in order to increase the students’ speaking skill.
The main feature of this method consists of three steps: English sentence
memorization, practice of pronunciation and prompt oral translation.3

This method has been tried in Japan. Although the difference between the
language of Japan and English is so real, but this method give the good effect for
students in Japan. As a result, this method gives the students’ speaking
improvement in Japan nearly seventy-five percent.

Considering the benefits of English Sentences Memorization method on

speaking skill, the writer wants to conduct a research entitled “The Effect of
English Sentences Memorization on Students’ Speaking Achievement (A Quasy-
Experimental Study at the Eleven Grade of SMA Dua Mei).

B. The Identification of Problem

From the background of the research, the writer makes identification, such as:

a. Students' ability in speaking is low;

b. Students have difficulties in practice speaking;
c. Students know the theory of English but they difficult to practice;

3
Ikuo Ikatagaki. “Effect of English Short Sentences Memorization on the Speaking Skill and the E-
learning of English”. Procedia - Social and Behavioral Sciences (2013) : 103.
 d. Students have difficulties in language aspect;
e. Students do not think in English.

C. The Limitation of Problem

Writer concerns and limits the problem in this research on the effect of
English sentences memorization on students’ speaking achievement at the eleven
grade of SMA Dua Mei.

D. The Formulation of Problem

From the research problems, writer poses a research question: "Is there any
significant difference between speaking of the students before and after being
taught using English sentences memorization?” and “How does the teacher teach
speaking using English sentences memorization?”

E. The Objective of The Research

The objective of this research is to find out the effects of English sentences
memorization toward students' speaking achievement.
.
F. The Significance of The Research

By conducting this research, writer hopes to contribute in the improvement of

English language teaching in speaking skill. Writer hopes that this research can
give benefit for the teachers, the students, and the writer himself.
a. For teachers
If there is a positive effect of English sentences memorization to students'
speaking skill, teacher may use this strategy in the class to develop students'
skill.
b. For the students
The students who have problem in speaking skill can try to use English
sentences memorization to encourage themselves to speak.
c. For the writer
Writer can expose himself to English sentences memorization in order to
improve his speaking skill. Writer may also use it in the class where he
teaches.
 CHAPTER II

THEORETICAL FRAMEWORK

1. Speaking Achievement
A. The Definition of Speaking

Speaking is one of language skills that focus to express the ideas orally.
According to Chaney in Hayriye Kayi, speaking is defined as “a process of
building and sharing meaning through the use of verbal and oral form” 4.
Speaking is a tool to enable someone to produce utterances and transfer
information. When in the process of nature communication, speaking is used
as a tool to deliver message and it has a purpose. The statements above show
that speaking is a way to express ideas, opinions, or feelings to others by using
words and it has a purpose, it can be to inform, to persuade, and to entertain.

Those statements are also supported by Lynne Cameron who defines

speaking as the active use of language to express, share, and inform meaning
so that other people can get something and make sense from it 5. It means
there is the impact when speaker expresses the idea to listener or there are
sharing meaning process between listener and speaker.

Based on the explanation above, speaking is one of skills in learning

English that focus on oral communication. On the other hand, learning
speaking does not only learn about how to speak but also involves other sub-
skills which is supported in speaking 6. It means that speaking is an activity
which involves several sub-skills such as pronunciation, grammar, and
vocabulary.

4
Hayriye, Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, (New
York: TESL Journal, t.t), p. 2. Retrieved from http:/itelsj.org/technique/kayi-
teachingspeaking.html.
5
Lynne Cameron, Teaching Language to Young Learners, (New York): Cambridge University Press,
2001), p. 40.
6
Jo McDonough and Christopher Shaw, Materials and Method in ELT; A Teacher’s Guide, (UK:
Blackwell Publishing Ltd, 1993), p. 134.
 So that, based on all of the previous definitions, it can be concluded that
speaking is an ability to express ideas orally where speakers have ability in
using their understanding to express every single sentence subsconciously.
And, it is also useful in communication process to deliver ideas and
information which is supported by the others of sub-skill in speaking such as
pronunciation, grammar, and vocabulary.

B. Important of Speaking

In learning English, speaking is important to support the ability in using

the language orally. Based on Jack C. Richard in his book that speaking skill
becomes a large percentage of the world where the students study English
language to develop their speaking ability7. It means that someone learns
English in order to develop speaking skill and if someone has mastered
English language, it can be seen when he speaks it.

In addition, as one of language skill, speaking has given an important

contribution to human work and to get the job.8 Moreover, for many students
the prime goal of learning a foreign language are to be able to speak it.
Therefore, teacher should help English’ students to achieve their goal to
speak in English.9 Thus, speaking skill is important as a tool of
communication to express their ideas orally.

C. Purposes of Speaking

Speaking is used for many different purposes. There are some the purposes
of speaking skills. First, it can be used in casual conversation or social
interaction such as when people make social contact with others, or do chit-
chat with their friends. Second, it can be used to discuss and share the opinion
with others, to persuade someone about something or to clarify the

7
Jack C Richard and Willy A. Reynanda, Methodology in Language Teaching, (New York:
Cambridge University Press, 2002), p. 201.
8
Evans Maggie Jo St John and Tony Dudley, Development in English Specific Purposes. (New York:
Cambridge University Press, 1998). P. 131.
9
Grauberg Walter, The Elements of Foreign Language Teaching. (Clevedon: Multilingual Matters,
ltd, 1997), p. 201.
 information. Then, in the particular situations, speaking is used to give
instruction or to get things done, to describe something, to complain about
other behaviour, to make polite requests, or to entertain other with jokes and
anecdotes.10

2. English Sentences Memorization

A. The Concept of English Sentences Memorization

According to Kitagaki, English Sentences Memorization is an English e-

learning system that is aimed for the enhancement of the speaking skill. The
main feature of this system consists of three steps: English short sentence
memorization, practice of pronunciation and prompt oral translation.

The first step is the most important thus it is discussed in this material.
Although the learning procedure is detailed in the next section, if the
procedure is repeated, it may be possible for the student to do the prompt oral
translation easier for the given.

B. The Procedure of English Sentences Memorization

The detail procedure of proposed method is shown and explained below:

1. Indonesian language short sentence will be displayed in the computer as a

learning task;

2. The students have to translate it into English orally;

3. The computer will appear the correct answer;

4. The students have to memorize it.

Those four steps must be repeated because it will make the students easier
to memorize. After every step has done, the students will do a post test. The
purpose of the post test is to know the result of the method that has been

10
Jack C Richard and Willy A. Reynanda, Methodology in Language Teaching, (New York:
Cambridge University Press, 2002), p. 201.
 applied. In the post test, the students also will do the same steps that have
been explained before.

The writer thinks this method will give good benefit for the students’
enhancement of speaking. By memorizing, it will make the students easier to
speak because people will speak what they remember. So, this method will
give good impact for students’ speaking achievement.

3. Previous Relevance Studies

There is a relevant research to this study. The research is conducted by Ikuo

Kitagaki, entitled “Effect of English Short Sentences Memorization on the
Speaking Skill and the E-learning of English”.

In this research, Kitagaki has prepared two kinds of task set A and task set B
for each of level 1 and 2. Only task set A served as the object of memorization.
On the other hand, task set B served as the pre/post-test, which means that the
tasks for pre-test are the same as the one for post-test. Task set A for each of level
1 and level 2 includes sixty-five tasks and fifty-five tasks, respectively, and task
set B for each of level 1 and 2 includes ten tasks, where level 1 is easier than level
2.

Here show the example of the short sentence.

Level 1: This house is designed solid. It will hold up well against earthquakes.

Level 2: Smoke not only disrupts your vision, it can prevent you from normal
breathing. In case of fire, you must escape promptly without getting caught up in
smoke.

Seven students served as subject. Six students among them practiced the task
set A for level 1 and 2. One student practiced the task set for level 1 only. In the
pre-test administration, Kitagaki presented each task in Japanese to them one by
one and let them orally translate it into English. All the answers were recorded in
the digital. In the practice of memorization, thirty minutes were used in a day. He
set the accumulative learning time to 300 minutes which took nearly two weeks.
The procedure in the pre-test administration is the same as in the pre-test. As a
result, he obtained seven ten responses for level 1 and six ten-responses for level 2
in the total.

In the end, from the experiment proposed here, Kitagaki got a significant
information that English sentence memorization has an effect on the enhancement
of the speaking skill.

4. Conceptual of Framework

Speaking is one of skills in English learning that focuses on oral

communication. One of importance in learning speaking is measuring language
learners whether they are succesfull in learning language or not. Therefore, this
becomes one of important subject that teacher should be given because it can
explore the students who need to study English in order to communicate.

Indonesian students do not put speaking skill as essential thing to do because

most Indonesia students use English only in the class and less frequent to speak
outside of the class because the environment does not support students to speak
English frequently.
 CHAPTER III

RESEARCH METHODOLOGY

1. Place and Time of Research

This research will take place at SMA Dua Mei on the second semester. It will
be started around January 2019.
The writer will conduct this research in seven weeks. It will be started on
January until March, 2019. In the first week, the writer will do the pre-test. After
that, in the second until sixth week the writer will do the treatment. The last week
is for conducting the post-test.

2. Research Design

In this research, the researcher applies quasi-experimental research as the

design. A quasi-experimental study is a type of evaluation which aims to
determine whether a program or intervention has the intended effect on a study of
participants. Quasi-experiment is the research that does not permit the researcher
to control the assignment. This category of design is most frequently used when it
is not feasible for the researcher to use random assignment11.

According to Millan, the purpose of quasi experimental design is to determine

cause and effect between independent and dependent variable. A common
situation for implementing quasi-experimental study involves several classes or
schools that can be used to determine the effect of curricular materials or teaching

11
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating, Quantitative
and Qualitative Research, (Boston: Pearson Education, 2012), p. 309.
methods12. In this research, English sentences memorization was the independent
variable which may cause/influence students' speaking achievement as the
dependent variable. The researcher wants to find out if there is a significant effect
of English sentences memorization toward students' speaking achievement.

3. Population and Sample

Population is a group of individuals who have the same characteristics, while

sample is a subgroup of the target population that the researcher plans to study for
the purpose of making generalization about the target population13.
The population of this research is all 10th grade of SMA Dua Mei and for the
sample the researcher will choose two classes from the tenth grade.

4. Instruments

In quantitative research, instrument is a tool to measure the variable in the

research and to measure the quantitative data. The data that will be collected is for
answering the research question. The instrument of this research is translation test
using computer and screen display that will be conducted as pre-test and post-test.

5. Data Collection Techniques

There are some steps in collecting the data for this research. The researcher
uses test in the data collection technique. Test is used to measure the persons'
competence and to achieve the objective. The data was collected by giving
translation test. Translation test was conducted twice.
 Pre-test
Before the start of the experiment, writing test is administered to the students
in the control and the experimental groups. It is to know the students' ability in
speaking. The test is students have to translate the sentences that are shown on the
screen display. Then, the computer will inform the correct answer.
 Treatment/ Teaching

12
James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6th
Edition, (Boston: Allyn and Bacon, 2006), p. 24.
13
Creswell, op.cit., p.142.
 The researcher gives different treatment in teaching both classes. The
experimental group received treatment by learning speaking using English
sentences memorization and the students of the control group were not exposed to
this treatment and they were only exposed to the regular way of teaching followed
in the school.
 Post-test
After gives the treatment, the researcher gives the post-test to the students.
The test will be also the same as the pre-test with different topic. Thus, the score
of the post test will be compared with the pre-test before. Then, those two scores
will be used as numerical data to measure the effect of English sentences
memorization on students’ speaking achievement.

6. Technique of Data Analysis

The writer analyzes the data using comparative technique between the control
and experiment class. The score of experiment class and control class in pre-test
and post-test will be compared. The scores gathered during pre-test and post test
in both control and experimental groups are computed in SPSS program. This
technique is very effective to show the result statistically. Then the result of the
technique will show whether English sentences memorization is effective or not
on students’ speaking achievement.

To show the differences, the writer uses t-test formula:

to = Mi —M2

SEMI -M2to = the value of "t observation" Mi = Mean variable of experimental

class M2 = Mean variable of control class
SEMI S EM2
= Standard Error of experimental class = Standard Error of control class
The procedure of calculation is as follows: 1) Determining mean of variable x
(variable 1) with the formula: M1 = > x
N 2) Determining mean of variable y (variable 2) with the formula: M1= y
N 3) Determining Standard Deviation of variable x (variable 1) with the formula:
SD1 = v'EX2
N 4) Determining Standard Deviation of variable x (variable 1) with the formula:
sSD2 = V2772
18