T HE E F F E CT O F USING IM PROV IS ATIO N TE CHNIQUE O N TH E E L E VENTH YEAR S C IE NC E P RO G RA M S T UD E NTS ’ SP E AK I NG ABIL IT Y A T S M AN 1 G IRI B AN YU W AN G I IN T HE 2012/2013 ACA DEM IC YEAR

Abstract

Communication is a fundamental part in daily life. Language as the tool of communication plays an important role to express our idea or feeling to someone else. One of the ways in communication is through speaking. Speaking is so much a part of daily life that we take for granted. Speaking is a very important skill because it is used to practice how to introduce and express ideas, feelings, and thoughts in the target language. The target language teachers need to improve their teaching strategies to solve the students‟ difficulties in practicing to speak by knowing what to teach and recognizing what to develop students‟ speaking skill. So, the students will be more active and interested in teaching learning speaking. Improvisation technique is one of the suitable techniques that help the students‟ use their speaking ability because it can motivate the students to be more active in teaching learning process and it will make them express their idea easier. The speaking activity will be more enjoyable and the students will feel a good atmosphere that will motivate and encourage their speaking ability. This research was an experimental research that was conducted by using improvisation technique on the eleventh year Science Program students‟ speaking ability at SMAN 1 Giri Banyuwangi in the 2012/2013 academic year. The writer found that most of students were passive in speaking activity. They could not participate well and easily gave up because the English teacher usually used the conventional technique, in this case role play in teaching speaking. The students needed an interesting and challenging atmosphere to make them interested in speaking class. Besides, speaking is one of the language skills that must be mastered by students. As stated in the Institutional Based Curriculum (2006), the aim of teaching speaking is to develop students to have good ability to communicate ideas in spoken language. The purpose of this research was to know whether or not there was a significant effect of using improvisation technique on the eleventh year Science Program students‟ speaking ability at SMAN 1 Giri Banyuwangi in the 2012/2013 academic year. The population of the eleventh year Science Program students was consisting of four classes. Each class had 32 students. The research design was quasi experimental research with non-equivalent group post-test only design. The respondents were determined through a lottery. Both the experimental and the control group received the treatment twice, while speaking at the experimental group was taught by using improvisation technique and the control group was taught by using role play. The subjects of this research were 62 students of classes XI IPA 3 and XI IPA 4. They were taken randomly by lottery from four classes. Based on the computation of the t-test formula, the mean score of the experimental group was higher than the mean score of the control group (3.44 >1.67). Therefore, the null hypothesis (H o ) formulated: “there is no significant effect of using improvisation technique on the eleventh year Science Program students‟ speaking ability at SMAN 1 Giri Banyuwangi in the 2012/2013 academic year” was rejected. In other words, the alternate hypothesis (H

) formulated: “there is significant effect of using improvisation technique on the eleventh year Science Program students‟ speaking ability at SMAN 1 Giri Banyuwangi in the 2012/2013 academic year” was accepted. a The research result showed that there was a significant effect of using improvisation technique on the eleventh year Science Program students‟ speaking ability at SMAN 1 Giri Banyuwangi in the 2012/2013 academic year. Therefore, it is suggested to the English teachers to use improvisation technique as an alternative technique in teaching speaking.