THE IMPLEMENTATION OF IMPROMPTU SPEECH METHOD IN TEACHING SPEAKING HORTATORY EXPOSITION TEXT TO THE ELEVENTH GRADERS AT SMAN 1 KRIAN

THE IMPLEMENTATION OF IMPROMPTU SPEECH METHOD IN TEACHING SPEAKING HORTATORY EXPOSITION TEXT TO THE ELEVENTH GRADERS AT SMAN 1 KRIAN         Mega Sari Trismianti English Department, Languages and Arts Faculty, State University of Surabaya cutezmega63@yahoo.co.id     Esti Kurniasih, S.Pd., M.Pd English Department, Languages and Arts Faculty, State University of Surabaya estikurniasih87@yahoo.com     Abstrak Banyak siswa yang enggan berbicara bahasa Inggris di dalam kelas. Hal ini merupakan masalah serius yang sedang dihadapi oleh guru bahasa Inggris saat ini. Bahasa Inggris adalah bahasa komunikasi, itu berarti dalam mempelajari bahasa Inggris siswa harus dapat berbicara Inggris dengan lancar. Untuk menyelesaikan masalah ini, guru seharusnya mengetahui karakteristik siswa. Siswa kelas sebelas merupakan siswa yang berada pada tingkat intermediate menuju ke tingkat advanced. Siswa dalam tingkatan ini membutuhkan kesempatan untuk mengekspresikan diri mereka. Mereka membutuhkan metode penyampaian berbicara bahasa Inggris yang menantang, seperti berpidato mendadak. Sementara itu, terdapat beberapa teks yang harus dipelajari oleh siswa di semester genap, teks hortatory exposition adalah teks yang dipilih untuk penelitian ini karena teks tersebut cocok untuk berpidato secara mendadak. Dilakukannya penelitian ini dengan tujuan untuk mendeskripsikan pelaksanaan berpidato mendadak dalam pengajaran berbicara teks hortatory exposition untuk kelas sebelas di SMAN 1 Krian, respon siswa terhadap pelaksanaan berpidato mendadak dalam pengajaran berbicara teks hortatory exposition, penampilan siswa saat berbicara dengan menggunakan teks hortatory exposition selama pelaksanaan berpidato mendadak dalam pengajaran berbicara teks hortatory exposition. Karena penelitian ini mendeskripsikan peristiwa-peristiwa yang dilakukan oleh siswa dan guru secara alami, maka metode yang digunakan dalam penelitian ini adalah deskriptif qualitatif. Lembar cacatan, angket terstruktur, dan hasil penampilan siswa dalam berbicara teks hortatory exposition adalah alat yang digunakan dalam memperoleh data untuk penelitian ini. Berdasarkan data yang diperoleh, hasil menunjukkan bahwa berpidato mendadak berhasil digunakan dalam pengajaran berbicara teks hortatory exposition untuk kelas sebelas di SMAN 1 Krian. Sementara itu, hasil juga menunjukkan bahwa siswa tertarik dalam mempelajari teks hortatory exposition dengan menggunakan metode penyampaian pidato secara mendadak. Hasil akhir menunjukkan bahwa pelaksanaan metode berpidato mendadak dapat membantu siswa kelas sebelas di SMAN 1 Krian dalam mempelajari berbicara teks hortatory exposition. Kata kunci: berbicara, metode berpidato mendadak, teks hortatory exposition, siswa kelas sebelas, respon siswa   Abstract Many students are reluctant to speak English in the class. It is a serious problem which is being faced by English teacher nowadays. Because English is a language, it means that in learning English, the students must be able to speak English fluently. To solve this problem, the teacher should know the students’s cheracteristics. The eleventh graders are supposed to be intermediate to advanced level. Students in this level need opportunites to express themselves. They need a challenging method in delivering their speaking, such as impromptu speech. Meanwhile, there are several texts that must be learned by the students in the even semester. Hortatory exposition text was the chosen text because it matches to the impromptu speech method. This study aimed to describe the implementation of impromptu speech method in teaching speaking hortatory exposition text to the eleventh graders of SMAN 1 Krian, the students’ responses toward the implementation of impromptu speech method in teaching speaking hortatory exposition text, and the students’ hortatory exposition speaking performance during the implementation of impromptu speech method in teaching speaking hortatory exposition text. Due to describing the phenomena of the human participants in natural settings, descriptive qualitative was used in this study. Field notes, structured questionnaire, and students’ hortatory exposition speaking performance results were applied as research instruments to obtain the data. Based on the collected data, the results showed that the impromptu speech method was successfully used to teach speaking hortatory exposition text to the eleventh graders of SMAN 1 Krian. Meanwhile, the students were also interested in learning speaking hortatory exposition text by using impromptu speech method. Finally, the use of impromptu speech method could help the eleventh graders in learning speaking hortatory exposition text. Keywords: speaking, Impromptu Speech Method, Hortatory Exposition text, eleventh graders, students’ responses   INTRODUCTION Speaking is one of the productive skills in English. Therefore, teaching speaking is more difficult than teaching listening and reading, because the teacher must encourage the students to produce language orally. Mostly, many students do not like when the teacher asks them to speak in front of the class. It is caused by many factors: they are afraid of making mistakes, the topic are not interesting, the classroom atmosphere is not encouraging, and the feedback from listeners is not supportive (Jianing, 2007) Considering the factors above, the teacher must not teach speaking monotonously. She has to know the students’ characteristics in order the students can enjoy learning and teaching process. In high school cognitive development, the students need to understand the purpose and relevance of instructional activities; they are also both internally and externally motivated. Meanwhile, in high school development, the students develop a community consciousness and need opportunities for self-expression(Pennington, 2009). Based on the students’ characteristics above, the teacher must choose a creative technique in teaching speaking. However, the teacher should consider first the types of classroom speaking performance, such as imitative, intensive, responsive, transactional (dialogue), interpersonal (dialogue), and extensive (monologue). In this study, the researcher tends to use monologue in classroom speaking performance. Therefore, the teacher must consider three important aspects of oral presentation: selecting the overall method of presentation, using the voice to communicate, and using the body to communicate. Meanwhile, in selecting method when presenting the speech, it should be based on at least four criteria: the type of speaking occasion, the seriousness and purpose of the speech, audience analysis, and the students’ strengths and weaknesses as a speaker. Referring to those criteria, the method of presentation should be impromptu, memorized, read from a manuscript, and extemporized (Ehninger, Gronbeck, McKerrow, & Monroe, 1986). Those methods have the same purpose which is used to ease the students in speaking when presenting the speech. However, not all of the methods can be applied. The teacher must consider first the students’ level, purpose of speaking, and learning material, in order to determine the appropriate methods which can benefit the students. Related to the explanation above, the brief definitions of those four methods of presentation are (1)impromptu speaking is delivering a speech without advance preparation. (2)memorized speaking is delivering a speech word for word from memory without using notes. (3) manuscript speaking is reading a speech from prepared text. (4) Extemporaneous speaking is speaking from a written or memorized speech outline without having memorized the exact wording of the speech (Beebe & Beebe, 2009). In this study, the chosen method is impromptu speech. Impromptu speech is delivering a speech without preparing in advance (Beebe & Beebe, 2009). However, Puteh (2006) said that an impromptu speech is a mini speech delivered with a little or no immediate preparation time given to the speaker. Based on the two different definitions of impromptu speech above, the researcher chooses the second definition. The researcher realizes that eleventh graders are still beginners to use this method. So, they need times to focus their ideas. In addition, by using impromptu speech method, the teacher can give a challenging atmosphere in the class, so that the students do not feel demotivated in following the lesson. Moreover, the use of impromptu speech method can help the students to express their opinions or ideas about some issues or topics.  In this study, impromptu speech method is implemented in teaching speaking hortatory exposition text. The researcher believes that this method will ease the students in learning speaking hortatory exposition text. Hortatory exposition text is a text which explains to the readers or listeners that something should or should not be in case. In that text, the students must elaborate their evidences about some issues and give a recommendation related to their explanation. This text is appropriate to impromptu speech method because the students can share information based on their experience or their knowledge. Moreover, the students can show their emotion while explaining the topics that they have ever experienced. This method is also appropriate to eleventh graders, because the students in this age have a critical thinking and need opportunities for self-expressions. By doing this study, it is expected that the results can be useful for both teacher and students, especially the eleventh graders. The researcher formulates three research questions, those are: 1. How is the implementation of impromptu speech method in teaching speaking hortatory exposition text to the eleventh grade students of SMAN 1 Krian? 2. How are the students’ responses toward the implementation of impromptu speech method in teaching speaking hortatory exposition text? 3. How are the students’ hortatory exposition speaking performance during the implementation of impromptu speech method in teaching speaking hortatory exposition text?   METHOD This study used descriptive qualitative since the researcher wanted to describe all the things happened during the observation. The researcher wanted to know the implementation of the study, students’ responses toward the study, and students’ hortatory exposition speaking performance. In this study, the researcher used non participant observation, because she did not get involved in teaching and learning process. The subjects of this study were the English teacher, who has ever implemented this method before and the students of XI IPA 6. This study was conducted in SMAN 1 Krian, particularly in the class of XI IPA 6. In addition, the researcher used field notes, structured questionnaire, and students’ hortatory exposition speaking performance results as the research instruments. Field notes In this study, the researcher reported the teacher’s and students’ activities during the class in the descriptive part. Meanwhile, the researcher gave her comments about the teacher’s and students’ activities in the reflective part. Field notes may include photographs, audio, and video recordings (Ary, Jacobs, and Soresen, 2010). Structured questionnaire In the structured questionnaire, the researcher gave two choices (Ya or Tidak). There are some points which are asked in questionnaire, they are: students’ opinion about English, students’ opinion about speaking English, students’ opinion about impromptu speech method, and students’ opinion about the implementation of impromptu speech method in teaching speaking hortatory exposition text. Students’ Hortatory Exposition Speaking Performance Results The students’ hortatory exposition speaking performance were analyzed by using scoring matrix into grade A, B, C, D which were adopted from scoring matrix by Brown and Yule (1983). The students get A if they can express their opinion, reason, and give support for their reason. They get B if they can only express opinion and reason. They get C if they give opinion and straight description. The last, they get D if they only keep silent. The researcher collected the data through observation, questionnaire, and students’ hortatory exposition speaking task. The researcher did observation four times in January 13rd, 15th, 20th, and 27th, 2014. Besides, the researcher gave two kinds of speaking task. Firstly, four students were asked to come forward and take the topic. Then, they were given four minutes to prepare it. Next, one by one was called to present it in front of the class. Secondly, the students were called by turns and given the different topics from the previous meetings. If the first students had got the topic and prepared the outline, another student would have been called to take the topic and so forth. Every student got three minutes to prepare themselves. After the presentation, there was a discussion section. Due to speaking performance, there were two assessors in order the teacher did not assess them subjectively. In the last meeting, the researcher gave questionnaire which reflected the students’ feeling from the first until the last meeting. After all the data were collected, then they were analyzed and described qualitatively. There are three kinds of activities in analyzing the data; they are data reduction, data display and also conclusion drawing/verification (Miles and Huberman, 1994 in Koshy, 2005).   FINDINGS AND DISCUSSION The implementation of impromptu Speech Method in Teaching Speaking Hortatory exposition Text The observation was conducted for four days on Monday January 13rd, Wednesday January 15th, Monday January 20th, and Monday January 27th 2014. In this research, the researcher was an observer and also teacher’s partner who gives scores to the students’ speaking performance. The researcher gave scores because the other English teachers were having class at that time. Therefore, the researcher became the assessor instead. Besides, the researcher also recorded the students’ speaking. In the first meeting, the teacher reviewed the previous material which was about hortatory exposition text. the teacher wanted to ensure the students’ understanding about that text. Then the teacher introduced the researcher to the students and told that she will do an observation about the implementation of impromptu speech method to teach speaking hortatory exposition text to the eleventh graders. After that, the teacher explained about impromptu speech method and the first speaking task. For the first section of speaking performance, nine students brought the notes to help them speak up. In the second meeting, the teacher continued the previous task and reminded the students for not bringing the notes anymore. In this meeting, the students’ presentation went smoothly and more natural than before. They could show their emotion in front of the class. Meanwhile, in the firts and second meetings there were little discussion between the speaker and audiences. In the third meeting, the teacher gave the second speaking task. Before doing the task, the teacher informed the students that the topics given would be different from the previous meetings. They were also given three minutes to prepare the material. However, the students disagreed that there was discussion section because the time was not enough. In this task, the students were accustomed to speaking spontaneously. In the fourth meeting, the teacher continued the second speaking task. That was the last observation. In the end of the class, the researcher gave questionnaire to the students. After they answered the questionnaire, the researcher said thanks to the teacher and students for permitting and helping the researcher until the end of the observation.   Students’ Responses after the Implementation of Impromptu Speech Method to Teach Speaking Hortatory Exposition Text There were 32 responses that fulfilled the questionnaire, because two of them did not attend the class and practice speaking. The Students’ Opinion about English From the first question, thirty two students said that they liked learning English and none of them did not like learning English. For the second question, there were nine students said that English lesson is easy for them. However, twenty three students said that English lesson is difficult to learn. The Students’ Opinion about Speaking English When the students were questioned whether or not they feel happy when they are asked to speak English in the class, there were fifteen students said that they liked it. However, seventeen students said that they did not like it. The fourth question asked whether or not speaking is the skill that they like most in English, seventeen students said that they liked speaking most and fifteen of them said that speaking is not the skill they liked most.   When they were asked about an optimal effort that they always did in order they could speak English well, twenty nine students said that they always did an optimal effort to learn speaking. Three students said that they never did an optimal effort to learn speaking. Meanwhile, many kinds of effort that students did in order they could speak English well, those are eight students always enriched vocabulary; one student took English course; twelve students learnt English through song; eight students learnt English by practicing themselves. The sixth question asked whether grammar was the main cause that made students reluctant to speak English, twenty four students said yes, it means that grammar was the main cause to make students reluctant to speak English. Eight students said that grammar was not the main cause. One student said that it was caused by pronoun; two students said that confidence was the main cause; two students said that the difficulty of speaking English was the main cause; two students had difficulty in memorizing vocabulary; and one student said that tenses were the main cause. The Students’ Opinion about Impromptu Speech Method When the students were asked whether they felt challenged or not while speaking by using impromptu speech method, twenty eight students said that they were challenged. Meanwhile, four students said that impromptu speech method did not challenge them. For the eighth question, they were asked whether speaking by using impromptu speech method could make them to be active in the class, twenty nine students said that they became active speaking after using impromptu speech method. However, three students said that they still could not be active in speaking English. The ninth question stated that fifteen students were happy when they were asked to speak English by using impromptu speech method. However, seventeen students said that they were unhappy when they were asked to speak English by using that method. When they were asked whether speaking by using impromptu speech method was more helpful to make them speak fluently than memorized speaking, twenty six students said that it was more helpful than memorized speaking. However, six students said that impromptu speech was not more helpful than memorized speaking. The Students’ Opinion about the Implementation of Impromptu Speech Method in Teaching Speaking Hortatory Exposition Text The eleventh question asked about the students’ feeling while learning hortatory exposition text by using impromptu speech method. Seventeen students said that they felt happy. It could be seen when the students were actively asking the speaker. Not only that, the students also could be more expressive in speaking. Therefore, they felt happy to get impromptu speech method. Meanwhile, fifteen students felt unhappy while learning hortatory exposition text by using impromptu speech method. It was because those students rarely practiced their speaking, so they felt unhappy when the teacher asked them to speak in front of the class. When they were asked whether or not impromptu speech method could make them motivated in learning hortatory exposition text, twenty three students said that they were motivated. Meanwhile, nine students said that they were not motivated in learning hortatory exposition text by using impromptu speech method. The thirteenth question asked whether impromptu speech method could make hortatory exposition text easier and more interesting to learn. Twenty two students agreed with it. However, ten students disagreed that impromptu speech method could make hortatory exposition text easier and more interesting to learn. For the fourteenth question, twenty four students said that impromptu speech method could help them to express themselves and their feeling while learning hortatory exposition text. However, eight students said that they still could not express themselves and their feeling although using impromptu speech method. The last question asked whether or not impromptu speech method is appropriate to learn hortatory exposition text. Eighteen students said that it was appropriate, thirteen students said that it was not appropriate, and one student said that it could be appropriate to learn hortatory exposition text.   The Students’ Speaking Hortatory Exposition Performance There were two speaking tasks which were conducted in four meetings. The first task was conducted in the first and the second meeting. Meanwhile, the second task was conducted in the second and the third meeting.   The Students’ Speaking Performance of the First Task Based on the analys