THE EFFECTIVENESS OF USING TRIAL BY JURY STRATEGY IN TEACHING SPEAKING TO THE TENTH GRADERS OF SMA N 7 MAGELANG IN THE SCHOOL YEAR 2017/2018

THE EFFECTIVENESS OF USING TRIAL BY JURY STRATEGY IN TEACHING SPEAKING TO THE TENTH GRADERS OF SMA N 7 MAGELANG IN THE SCHOOL YEAR 2017/2018

(Submitted as a Project of Seminar on Language Teaching Subject)

By:

Dian Kusumawati

1420302192

FACULTY OF EDUCATION AND TEACHER TRAINING

ENGLISH DEPARTMENT

TIDAR UNIVERSITY

2017

CHAPTER I

INTRODUCTION

1.1  Background of the Problem

Speaking is one of the most demanding skills in the daily life. Every person needs to communicate with others through speaking. Speaking plays an important role in making social interaction with another people in order to gain information. Thus, it is necessary for every people to have a good speaking skill.

As the need of English increase over the year, people do not only communicate with those who come from the same country, but also with those who come from different countries. In order to be able to convey meaning and talk to people around the world, they must be able to speak English since it is an international language. Due to its importance, it is very reasonable why English as a foreign language is taught as a compulsory subject from the elementary level to the university level.

In the international relationship, English speaking ability is very important to be able to participate in the wider world of work. The speaking skill measured in terms of the ability to carry out a conversation in the language. This reality makes teachers and parents think that speaking ability should be mastered by their students and children.

In learning speaking skill, the students often find some problems. The problem is because the lack of motivation to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation. The other problem is that they have lack vocabulary, lack of ideas to speak.  This problem is strengthened by the result of English final test of the tenth grader of SMA N 7 Magelang in academic year 2016/2017. The result is still under the minimum completeness criteria.

Based on the explanation above, it is important to the teacher to consider an interesting method to teach English speaking skill. The teacher also should change the students’ mindset that English speaking skill is not difficult. There are many technique that can be used to teach English speaking skill. One of them is trial by jury.

Trial by jury is very important in teaching speaking because it gives a student an opportunity to practice communicating in different social context and in different social roles. In addition, it also allows students to be creative and to put themselves in another person. Trial by jury would seem to be the ideal activity in which students could use their English creatively and its aim to simulate a conversation situation in which students might find themselves and give them an opportunity to practice and develop their communication skill.

Based on those explanation, the writer is interested in analyzing the use of trial by jury in teaching speaking for the tenth grader students of SMA N 7 Magelang. The researcher tries to apply a way of teaching speaking by using trial by jury strategy to make students interested in the teaching learning process.

1.2   The Identification of The Problem

Based on the background of the study, the researcher identifies the following problems in teaching speaking of senior high school students:

1.      The students fear of English

2.      The lack of students’ motivations in learning English

3.      Students’ vocabulary mastery is low

4.      the lack of students’ ideas to speak

5.      The teacher have less creativity in designing active teaching and learning.

1.3  Limitation of the Study

Based on the identification of the problem, the writer realize that it is impossible for the writer to carry out an experimental research based on all those problem. Thus, the writer limit the problem on the teacher has little creativity in using teaching strategy. The writer use trial by jury strategy in teaching speaking to the tenth grader of SMA N 7 Magelang in the school year 2017/2018.

1.4  Formulating of the Problem

Based on the identification and the limitation of the problem, the writer formulates the problem as follow:

1.      Is there any significant differences of students’ speaking ability who are taught using trial by jury strategy and those who are taught using active debate strategy?

2.      What are the significant differences of students’ speaking ability who are taught using trial by jury strategy and those who are using active debate strategy?

1.5  Objectives of the Problem

The objective of the study can be state as follow.

1.      To know whether there is significant difference of students’ speaking ability who are taught using trial by jury strategy and those who are taught using debate active strategy.

2.      To know whether the students who are taught using trial by jury strategy have better speaking ability than those who are taught using debate active strategy.

1.6  Significances of the Problem

The writer expect the result of the research can give contribution for:

1.      the teacher

The research support the teacher to apply this strategy in teaching speaking. Hopefully, this strategy can make the teacher to be more creative in teaching speaking. This research study will be also a reference about the ways to improve students’ speaking skill.

2.      The students

The students are expected to have more attention and interest to improve their speaking

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1     Theoretical Background

2.1.1        Speaking

2.1.1.1     Definition of Speaking

In oxford advanced dictionary the definition of speaking is to express or communicate opinions, feelings, ideas, etc., by or as talking and it involves the activities in the part of the speaker as psychological (articulator) and physical (acoustic).

Harmer (2001: 56) state that speaking happens when two people are engaged in talking to each other and they are sure that are doing it for good reason. Their reason may be that they want to say something, they have some communicative purposes, and they select from their language store.

Brown (2001: 267) cites that when someone can speak a language it means that he can carry on a conversation reasonably competently. In addition, he states that the benchmark of successful acquisition of language is almost always the demonstration of an ability to accomplish pragmatic goals through an interactive discourse with other language speakers.

According to Bailey (2000: 25), speaking is a process of interaction where speakers intend to build meaning through producing, receiving and processing information.

Keith and marrow say “Speaking is an activity to produce utterance to oral communication”. It means that this activity involves two or more people in whom the participants are both hearers and speakers having to react to whatever they hear and make their contribution a high speed, so each participant has intention or a set of intention that he wants. So, the English teacher should active the students speaking ability by providing communicative language activities in the classroom and then giving them the opportunities to practice their speaking skill as much as possible.

From the discussion above concludes that speaking is the ability to express something in a spoken language. Speaking is concerning to put the ideas into words to make other people grasp the message that is conveyed. In this study, the term “speaking” will be used to refer to a skill related to language teaching and learning

2.1.1.2     Teaching Speaking

The goal of teaching and learning English in Indonesia is to develop communicative skills that include the skill of listening, speaking, reading and writing proportionately. Therefore, the teacher should provide the students with speaking task and give them opportunities to use the target language to communicate with others.

According to Harmer, there are three basic reasons why it is a good idea to give students speaking task with provoke them to use all and any language at their comment. Those are:

1.      Rehearsal

Getting student to have a free discussions, gives them a chance to rehearse having discussions outside the classroom. Teacher asks students to rehearse outside classroom in order to know how their speaking ability can improve. From those, students can improve their speaking ability except in the class.

2.      Feedback

Speaking tasks where students are trying to use all and any language that they know to provide feedback for both teacher and students. Teacher can see how well their class is doing and what language problems they have. Students can also see how easy they find a particular kind of speaking and what they need to do to improve. Students’ activities can give them enormous confidence and satisfaction, and with sensitive teacher guidance a can encourage them into further study.

3.      Engagement

Good speaking activities can be highly motivating. If all students are participating fully and if the teacher has set up the activity properly and can give sympathetic and useful feedback, they will get tremendous satisfaction from it. Many speaking are intrinsically enjoyable in themselves.

2.1.1.2.1     Principle of Teaching Speaking

There are five principles of teaching speaking stated by Nunan (2003:54) such as:

1.      Consider about second and foreign language learning context. It is to clarify about the target language of second language context is language of communications in the society since they use the target language almost every day. Whereas in the foreign language context, the target language is not in the language of communication in the society. So that learning speaking in this context is very challenging.

2.      Give the opportunities for the students to develop both fluency and accuracy. Fluency is the extent to which speaker uses the language quickly and confidently with few hesitation or unnatural pauses. Accuracy is the extent to which student’s speech matches what people actually say when they use the target language.

3.      Given the opportunity for the students to talk by using pair and group work. Those activities used to increase the time of students’ speaking practice and to limit the teacher to talk.

4.      Consider about the negotiating for meaning. It is to clarify and confirm whether the student have understood each other or not. It can be done by asking for clarification, repetition, or explanation during conversation to get the understanding.

5.      Design the classroom activities involve guidance and practice in both transactional and interactional speaking. Transactional speaking involves communication to get something done, including the exchange of goods and services. Interactional speaking is communication with someone for special purpose. It includes both establishing and meaning social relationship.

2.1.1.2.2        Teaching Speaking in Senior High School

The subject of this research is the tenth grade students at SMA N 7 Magelang. Knowing the students’ characteristics is the first step that will help the teachers to help them. It will also help the teachers to prepare the students to help themselves. Students should learn the best strategies to improve their own learning.

Spratt (2005: 53) states the characteristics of senior high school students: able to keep still for longer periods, able concentrate for longer periods, learn in more abstract ways, usually able to control and plan their own behavior, not so willing to make mistakes or take risks, aware of themselves and/or their actions, paying attention to form and meaning in language, and have experience of life.

Meanwhile, Harmer (2001: 40) states that adult learners are notable for a number of special characteristics:

1.       They can engage with abstract thought.

2.       They have a whole range of life experiences to draw on.

3.       They have expectations about the learning process and may already have their own set patterns of learning.

4.       Adults tend to be more discipline than some teenagers and crucially, they are often prepared to struggle on despite boredom.

5.       They come into classroom with a rich range of experiences which allow teachers to use a wide range of activities with them.

6.       Unlike young children and teenagers, they often have a clear understanding of why they want to get out of it.

The important thing is teachers have to involve the students in more indirect learning through communicative speaking activities. They also allow them to use their intellects to learn consciously where this is appropriate. They encourage their students to use their own life experience in the learning process too.

2.1.1.3           Measurement of Speaking Skill

To know the improvement of students’ speaking skills has been made by the students after being treated by some problem sticks, their speaking ability will be measured by speaking measurement adapted from Arthur Hughes collaborated with FSI (foreign service instate) (2003:131). There are five components have ratting range from 1-6 with different weighting point from the lowest to the highest.

The speaking measurement contains of some component elaborated from students’ skill including their pronunciation, grammar, vocabulary, fluency and comprehension.

Table 1.1

Speaking Assessment Rubric

No	Pronunciation
1	Pronunciation frequently unintelligible.
2	Frequent gross errors and a very heavy accent make understanding difficult, require frequent repetition.
3	Foreign accent require concentrated listening, and mispronunciations lead to occasional misunderstanding and apparent errors in grammar or vocabulary.
4	Marked foreign accent and occasional mispronunciations which do not interfere with understanding
5	No conspicuous mispronunciations, but would not be taken for a native speaker.
6	Native pronunciation, with no trace of foreign accent.

No	Grammar
1	Grammar almost entirely inaccurate expert in stock phrases.
2	Constant error showing control of very few major patterns and fluently preventing communication.
3	Frequent errors showing some major pattern uncontrolled and causing occasional irritation and misunderstanding.
4	Occasional errors showing imperfect control of some patterns but no weakness that the cause misunderstanding.
5	Few errors, with no patterns of failure.
6	No more than two errors during interview

No	Vocabulary
1	Vocabulary inadequate foe evens the simplest conversation.
2	Vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc.)
3	Choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common professional and social topics
4	Professional vocabulary adequate to discuss special interest; general vocabulary permits discussion of any non-technical subject with some circumlocutions.
5	Professional vocabulary board and precise; general vocabulary adequate to cope with complex practical problems and varied social situations.
6	Vocabulary apparently as accurate and extensive as that of an educates native speakers

No	Fluency
1	Speech is so halting and fragmentary that conversation is virtually impossible.
2	Speech is very slow and uneven except for shot or routine sentences.
3	Speech is frequently hesitant and jerky; sentences may be left uncompleted.
4	Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for words.
5	Speech is effortless and smooth, but perceptively non-native in speed and evenness.
6	Speech on all professional and general topics as effortless and smooth as a native speaker’s.

2.1.2        Trial By Jury

This strategy utilizes a mock trial complete with witnesses, prosecutors, defenders, friends of the court, and more. It is a good method to spark “controversy learning”-learning by effectively arguing a viewpoint and challenging the opposite view.

Procedure

1.      Create an indictment that will help students see the different sides of an issue. Examples of “crimes” for which someone or something might be tried are: a literary character or real person with moral feelings, a controversial book, an unproven theory, a value that does not have merit, and a faulty process, law, or institution

2.      Assign roles to students. Depending on the number of students, you could use all or some of these roles: defendant, defense attorney, defense witnesses, prosecuting attorney, prosecution witnesses, friend of the court, judge, jury member. Each role can be filled by one person or by a team. You could have any number in the jury

3.      Allow time for students to prepare. This could be a few minutes up to an hour, depending on the complexity of the issue.

4.      Conduct the trial. Considering using these activities; opening argument, case presented by the prosecutor and witnesses, friend of the court briefs, and closing arguments.

5.      Conduct the jury deliberation. These could be done publicity, so everyone can hear how the evidence is being weighed. Non-jury members can be given an assignment to listen for various aspects of the case.

Variation

1.      Extend the activity by staging a retrial

2.      Eliminate a trial by jury and substitute a trial by judge only

2.1.3        Debate Active

A debate can be valuable method for promoting thinking and reflection, especially if students are expected to take a position that may be contrary to their own. This is a strategy for a debate that actively involves every students in the class, not just the debaters.

Procedure:

1.Develop a statement that take position with regard to a controversial issue relating to your subject matter (e.g., “the media creates news rather than reports it”)

2.Divide the class into two debating teams assign (arbitrary) the “pro” position to one group and the “con” position to the other

3.Next, create two to four subgrouping within each debating team. In a class of 24 students, for example, you might create three pro subgroup and here con subgroups, each containing four members, ask each subgroup to develop arguments for its assigned position, or provide an extensive list of arguments they might discuss and select. At the end of their discussion, have the subgroup select a spokesperson.

4.Set up two to four chairs (depending on the number of subgroup created for each side) for the spokespersons of the pro side and, facing them, the same number of chairs for the spokesperson of the con side. Place the remaining students behind their debate team.

5.After everyone has heard the opening arguments, stop the debate and reconvene the original subgroups. Ask the subgroups to strategize how to counter the opening arguments of the opposing side. Again, have each subgroup select a spokesperson, preferably a new person.

6.Resume the “debate”. Have the spokesperson, seated across from each other, give “counterarguments”. As the debate continues (be sure to alternate between the two sides), encourage other students to pass notes to their debater with suggested arguments or rebuttals. Also, urge them to cheer or applaud the arguments of their debate team representatives

7.When you think it appropriate, end the debate. Instead of declaring a winner, reconvene the entire class in a single circle. Be sure to integrate the class by having students sit next to people who were on opposite side. Hold a class wide discussion on what students learned about the issue from the debate experience. Also, ask students to identify what they thought were the best arguments raised on both sides.

Variations

1.      Add one or more empty chairs to the debate team. Allow the students to occupy these empty chairs whenever they want to join the debate.

2.      Start the activity immediately with the opening arguments of the debate. Proceed with conventional debate, but frequently rotate the debater.

2.2     Previous Study

1.      Indah Medekarwati, Teacher’s Strategy in Teaching English Speaking at the Second Grade of SMPN 2 Pare – Kediri11. The researcher found that the most of students interested during the lesson by using this technique. Students also have improvement their understanding of the material after the teacher were taught them by using this kind of technique. But this research, the researcher wants to teach speaking by using problem sticks in learning process. 

2.      Fitri nengsih, Using Sound The Sheep Silent Cartoon Movie As Media In Teaching Speaking a Recount Text at Junior High School.17 In this research, the writer mentioned about the motivation of speaking using sound the sheep as media in teaching speaking. The researcher thinks that it can make students more interest to make recount text based on their experience.

3.      Muhli, The Use of Visual Media in the Teaching Learning Process of Speaking at MA Darul Ulum Banyuanyar Poto'an Daya Palengaan Pamekasan.19 In this research, the writer shows that the use of visual media in teaching learning process of speaking is effective but the writer does not mention that the value of students’ assessment is improvement or not because he just observed in the class. In this research, the researcher wants to know how uses of problem sticks can improve or not.

2.3     Conceptual Framework

Speaking is one of the skills that is very important. The speaking skill is measured in terms of the ability to carry out a conversation. For Indonesian students, speaking is very difficult. This condition happens because of some reason. First, they feel fear of English because in their mindset speaking is very difficult. Second, the lack of motivation in learning English. Third, the lack of vocabulary also becomes one of the reason student’s difficulties.

In teaching English, the teacher should use teaching strategy which is interesting for their students. By using it, the students are expected to be more attracted in learning process. The teacher also should change the students’ mindset that English is easy and fun to be learn.

One solution to overcome the learning and teaching of speaking is by trial by jury.  It gives students an opportunity to practice communicating in different and funny way. It makes the students more interesting to join the activities. It also creates chances for students to practice their English to experiment with their acquired language.

2.4     Research Hypothesis

The writer determines the hypothesis of the research as follow:

1.      There is significant difference of students’ speaking ability who are taught using trial by jury strategy and those who are taught by debate active strategy.

2.      The students who are taught using trial by jury strategy have better speaking ability than those who are taught using debate active strategy

CHAPTER III

RESEARCH METHODOLOGY

3.1 Types of the Research

The researcher carries out this research to know whether there are some significant differences between the students’ speaking ability who are taught using trial by jury strategy and those who are taught using debate active strategy.

The type of this research is experimental. The researcher gives treatment to the tenth grader students of SMA N 7 Magelang. This research is directed to find out the effect of certain treatment. There are two groups; the first is an experimental group and the second one is a control group. For the experimental group, the researcher teaches using trial by jury strategy. On the contrary, the control group is treated using debate active strategy. After they are given treatments, the two group are given test with the same material to measure the effect of the treatment toward student’ speaking ability.

3.2 The Population

According to Sugiyono (2005:90) the population is the generalization region consisting of object or subject that have certain qualities and characteristics defined by the writer to be studied and then drawn conclusion. The population of this research is tenth graders students of SMA N 7 Magelang in the school year of 2017/2018. The tenth graders of SMA N 7 Magelang are divided into 4 classes that call X1, X2, X3, and X4. The total number of the tenth graders of SMA N 7 Magelang is 120 students.

3.3 Sample and Sampling Technique

Sample is the small group that is observed and it is a portion of a population (Donald Ary, Lucy Chese J, and Asghfar; 1990). The sample in this research is the tenth grader of SMA N 7 Magelang in the school year of 2017/2018.

This research takes 60 students from class X1 and X2 and will that they have the same level of capability in speaking ability. Further, class X1 will be experimental group and class X2 will be control group.

No.	Group	Total Sample	Type of Data
1	X1	30	The students who are taught using trial by jury strategy
2	X2	30	The students who are taught using debate active strategy

3.4 The Technique of Collecting Data

In this research, the instrument used to collect the data are:

1.      Documentation

Documentation is the technique which is used to collect data and information about the students such as the list of names and their score.

2.      Test

The instrument that will be used by the researcher is test. The researcher gives the tests of speaking test. The test are given to the different group. There are two kinds of test, namely pre-test and post-test. The pre-test is in oral test form. The test consists of 10 questions. The score are taken in five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension. Then, to get the mean, the scores from all criteria are sum and divided into five.

Experimental Design

Experiment group Teaching speaking by using trial by jury strategy	Control group Teaching speaking by using debate active strategy
1.      Opening a.       Greeting b.      Teacher checks the students attendance c.       Teacher give motivation to the students by giving question/ brainstorming d.      The teacher explains the material and the learning objective to the students	1.      Opening a.       Greeting b.      Teacher checks the students attendance c.       Teacher give motivation to the students by giving question/ brainstorming d.      The teacher explains the material and the learning objective to the students
2.      Main activity a.       Teacher explains the material b.      The teacher create an indictment that will help students see the different sides of an issue. c.       The teacher assigns role to students. d.      The teacher give time for students to prepare e.       The teacher conduct the trial by jury f.       The teacher conduct the jury deliberation	3.      Main activity a.       Teacher explains the material b.      Teacher develops a statement that takes a position with regard to a controversial issue relating the subject matter c.       Divide the class into two debating teams (one group is pro, and one group is contra) d.      Create two four subgroupings within each debating team e.       Ask each subgroup to develop arguments for its assigned position. f.       Begin the debate and it is conducted by the teacher.
4.      Closing a.       The teacher gives the students a chance to ask question related to the material b.      Teacher concludes the material c.       Teacher closes the meeting.	5.      Closing d.      The teacher gives the students a chance to ask question related to the material e.       Teacher concludes the material f.       Teacher closes the meeting.

3.5 The Method of Data Analysis

The data analysis method is used in this research is comparative analysis. So, the researcher knows whether or not there is a significant difference in the result between the two groups. In order to know the level of ability of the two groups, they are given pre-test before treatment. In this case, the researcher uses t-test simple randomized as follow:

            = 

            Where:

Ma       : The average of mean of A in pre-test

Mb       : The average of mean of B in pre-test

Xa       : The Standard deviation of Ma

Xb       : The Standard deviation of Mb

Na       : The number of subjects in group A

Nb       : The number of subjects in group B

to         : Coefficient of the mean difference

If the result shows that to is less than or equal with t-table, the hypotheses states the ability level of experiment group and control group is accepted. The researcher also uses the same procedure to know whether there is significant difference of the two groups after giving the treatment.

The acceptance or refusal of those hypotheses is based on the degree of freedom of each test and coefficient is obtained from the calculation of statistics (Na + Nb – 2). The degree of freedom of each t-test in this research is the amount of the groups that is (30 + 30 – 2) = 58.

From the table of significance 5% (Ho) the results accepted if the result of t-test is higher than the figure shown on t-table. However, if the result of t-test is more r equal with the figure on t-table, Ho is refused and Ha is accepted.

3.6 The Syntactical Hypothesis

A syntactical hypothesis is a hypothesis that is tested through data analysis statistically. The statistical hypothesis in this research are:

1.      There is significant difference student’s speaking ability who are taught using trial by jury strategy and those who are using debate active strategy.

2.      The students who are using trial by jury strategy have better speaking ability than who are taught using debate active strategy.

REFERENCES

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Carr, David. 1996. Making Sense of Education. New York: Roudledge Falmer

Harmer, Jeremy. 2001. How To Teach English. England: Longman Person.

Hughes, Arthur. 2003. Testing For Language Teacher. Cambridge: Cambridge University Press.

Kathleen, M. Bailey. 2000. Practical English Language Teaching Speaking. New York: Mc Graw.

Klancar, Natasa Inihar. Developing Speaking Skill In The Young Learner Classroom. The Internet TESL Jornal, vol. XII, No. 11, November 2006.

Nunan, David. 2003. Practical English Teaching. New York: Mc Grawhill