| dc.description.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. | en_US |
