CHAPTER I

INTRODUCTION

This chapter discusses about the information of the research. It consists of

background of the problem, the setting of the problem, limitation of the problem,

formulation of the problem, the purpose of the research problem, the significance

of the research problem, and the definition of the key terms. The researcher in this

chapter explaines more deeply to make easy the readers understand this research.

1.1. Background of the problem

Speaking, as one of the four language skills, should be learned by every

student if he or she wants to be succesful in terms of communication. Hornby

(1989:19) says, “Language is Speaking”. If we can speak up with the language it

means that we master the language, because the more you speak the more you will

understand what the language means. In line with this, Nunan (1991:510) says

“learning to speak a foreign language will be facilitated when learners are actively

engaged in attempting to communicate”. In other words speaking is an important

skill. Which has to be achieved in learning language, because it has and important

role in communication.

The students of English Department in University of Pasir Pengaraian

have learned many English subjects. One of them is speaking. Speaking subject is

devided into four levels; speaking I, speaking II, speaking III and speaking IV. All

speaking levels are intended to encourage the students to practice the language

that they have already known. Sometimes when they want to state their ideas, it is

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not easy for them to utter in the correct words of the language. Moreover, if

speakers do not know how to use its structure, vocabulary, and pronunciation in

their speaking, misunderstanding will happen Brown and Yole in Hormailis

(2003:5) supports this viewpoint that “one needs to master rules of speaking,

usage of vocabulary and pronunciation”. In addition, Haris (1981:81) defines

speaking as a complex skill requiring the simultaneous use of diffrent abilities.

Five components were generally recognized in speaking. They were

pronunciation, grammar, vocabulary, fluency and comprehension.

Then, there are some objectives of speaking II based on the English

Study Program syllabus 2011. First, the students are expected to be able to

develop their fluency and confidence in speaking by having many opportunities to

speak. Second, they enjoy learning English by Providing variety activities that is

given by the lecturer. Third, the students can express their own views clearly and

regularly. However, in the classroom, most of the students in second semester

students university of pasir pengaraian do not use English, as Syllabus required.

They are not self-confident to say what they want to say something important

expected in the subject.

From the explanation above, it can be seen by taking the speaking subjects

the second semester students of English study program in University of Pasir

Pengaraian are able to deliver their feelings, thoughts pantomime by speaking

English. This study focuses on the skill of the second semester students of English

Study Program in University of Pasir Pengaraian through pantomime .

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2.1 Setting of Problem

As explained above, speaking is a complex skill. In oral communication,

in terms of through pantomime, most of people face some problems. They cannot

speak clearly because their skill in using some accurate components, such as

pronunciation, grammar, vocabulary, fluency and the like. Furthermore, some of

students of English Study Program in University of Pasir Pengaraian still get

difficulties to apply this language in classroom. They can be reluctant to speak

English in class for one or some of these reasons:

1. Some students consider speaking English is difficult because they need to

memorize some grammatical formulas.

2. They feel silly speaking a language in which they know they are making

mistake.

3. They are difficult to state their ideas because of lacking practice or

vocabulary.

4. They can not express the ideas, thought or feelings that the lecturer wants

them to express.

Dealing with the problem stated in the description above, the researcher

conduct this research in order to know how good is the speaking skill of the

second semester students in University of Pasir Pengaraian through pantomime .

3.1 limitation of the problem

The Students of English Study Program always face some problems in

speaking. Most of them agree that it is hard to state their opinions directly than in

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writing. This study is limited to the skill of the second semester students of

English Study Program in University of Pasir Pengaraian through pantomime.

Furthermore, the researcher try to find the result of students opinions in tern of

accent, grammar, vocabulary, fluency, and comprehension. In short, the researcher

is interested in writing a paper entitled “Analysis of Students’ Speaking skill

through Pantomime at second semester English Study Program in University of

Pasir Pengaraian.”

4.1 Formulation of the problem

The problem of this study is formulated as the following question, “How

good is the speaking skill of the second semester students in University of Pasir

Pengaraian through pantomime?”

5.1. Purpose of the Research

Concerning to the previous problem, the objective of the study is to know

the speaking skill of the second semester students in University of Pasir

Pengaraian through pantomime.

6.1 Significant of the Research Problem

1. To enlarge writer’ knowledge about the finding of thids study

especially the skill of the second semester students’ of English Study

Program in University of Pasir Pengaraian through pantomime .

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 2. To give contribution and information to English teacher and others

who concern in the success of teaching English, especially in the skill of

through pantomime in speaking context.

3. To give information to the students in order to increase their

perfomance in Speaking skill through pantomime.

7.1 Definition of the Terms

The terminology used in this paper can be defined as in the following:

a. Speaking skill is a part of the language capskill that concists of

linguistic competence, communicative competence, strategic

competence and social competence. { Wood ,(2004 , p .4 )}, So, the

researcher conclude Speaking skill is an abality to express about

words, means, or ideas and feeling to develops or deliver something to

listener.

b. Pantomime is the creative drama in which an actor plays his part with

gestures and actions as a dialogue without the use of the word. Pantomime

develops a sense of movement and helps children interpret a situation.

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 CHAPTER II

REVIEW OF THE RELATED LITERATURE

This chapter discussed about review on related literature of the research.

The review of related literature is very important to discuss because the researcher

interesting to more explain about the speaking skill through pantomime at

university of pasir pengaraian. In this chapter has the contents that consisted of the

nature of speaking, theories of pantomime, review of related findings, and also

about conceptual framework.

2.1 Review of related literature

English is one of the foreign languages in Indonesia. The single most

important aspect of learning a language is mastering the art of speaking and

success as measured in terms of the skill to carry out a conversation in the

language.

According to Rivers in Erwadi (2004:7), what the students need in a target

language is the skill to use the language in acts of communication, because

speaking is a very complex and different skill to learn especially by the foreign

language students. In other words, learning to speak a foreign language will be

facilitated when students are active to communicate, because there is a proverb

which says that we learn to read by reading and we learn to speak by speaking.

Speaking is a language skill or means of communication in which one can express

his/her idea, feeling and information to others orally. Speaking skill needs direct

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interactions, in which someone speaks to someone directly. Furthermore, speaking

shows capskill to use a language. Hornby (1989:27) supports this viewpoint by

stating that to speak is to reproduce words or to use words to utter the words by

using conversation.

According to Chastain in Yossi (2004:6), speaking is a productive skill

since it produces ideas, messages, and suggestions and we need to practice it. To

increase our skill in communicating in English, it is not enough in the classroom

but practice out side of the classroom it will be influenced our speaking skill.

When people speak, they do more than just exchanging information. They

use language to make social interaction possible. This involves the skill to carry

out the diffrent kinds of conversational tasks and speech function, such as to greet

and acknowledge people, to open and close conversation comfortably, to

introduce and develop topics naturally. According to Richards (1985:12), when

we speak to people we do not only say things, we do such things as describe

events, feelings, things, ideas, plans, and accomplishment; we make request, offer

suggestions and recommendation; we respond and react to suggestions, opinions,

requests, orders and so on. It means that when we communicate we not only speak

but we need the comprehension of what we are talking about, therefore speaking

is a language skill or means communication in which we can express our ideas,

feelings, and information to other people orally. Speaking skill needs a direct

interaction, in which someone speaks to someone else directly. Furthermore,

Wilkin in Erwadi (2004:7) suggests that in speaking, the skill to compose a

sentence is needed but it is not the only one needed because oral communication

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takes place when someone makes use of sentences to perform a variety of

different acts of essential.

It can be concluded that speaking is a language skill or a means of

communication in which one can express his ideas or information in a good

logical order and master the convention mechanics of speaking (pronunciation,

grammar, vocabulary, fluency, and comprehension). In other words, the purposes

of speaking or communication in English, besides being able to describe things,

peoples, places, and sequences of even orally, we should be able to express our

ideas, opinions, feelings simply and to encourage ourselves to communicate to

other people. Based on Ur in Hormailis (2003:7), the aim of speaking is to make

people able to communicate to others.

2.1.2 Components of Speaking

Speaking is express ideas,means, feel and words in an ordinary voice, uttering

words, knowing and being able to use language; expressing one self in words;

making speech. Meanwhile skill is the ability to do something well. Therefore, we

can infer that speaking is the ability to make use of words or a language to express

oneself in an ordinary voice. In short, the speaking skill is the ability to perform

the linguistics knowledge in actual communication. The ability functions to

express our ideas, feeling, thoughts, and need orally (Hornby, 1995: 826)

Moreover, Harris(1974:81) says that thereare five components of speaking

ability. pronunciation, including the segmental features vowels and consonants

and the stress and intonation patterns; grammar; vocabulary, fluency; the ease and

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speed of the flow of speech; comprehension; requires a subject to respond to

speech as well as to initiate it. Here, the explanation of five components of

speaking ability :

1. Pronunciation

Pronunciation is very important in speaking. If a speaker cannot pronounce the

words appropriately, it can influence the meaning of word. Hornby (1995:928)

states that pronunciation is the way in which a language is spoken, the way in

which a word is pronounced, the way a person speaks the words of language.

Moreover, Gerard (2000:11) says that a speaker who constantly

mispronounces a range of phonemes can be extremely difficult for a speaker from

another language community to understand.

Based on two explanation above, pronunciation is the one important thing in

speaking English.In addition pronunciation is about how we can pronounce the

word well. Because if the pronunciation is wrong, the meaning will be wrong.

2. Grammar

Grammar is important role to master the spoken of the language.Fromkin and

Rodman in Candra (2015:16) grammar is the sound and the sound pattern, the

basic unit of the meaning such as words, and the rules combine them to form a

new sentence. In addition, Heaton (1978: 5) that student’s ability to manipulate

structure and to distinguish appropriate grammatical form in appropriate ones.

The utility of grammar is also to learn the correct way to gain expertise in a

language in oral and written form.

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 Based on the experts, the researcher knows that mastering grammar knowledge

will help someone in speaking English, because he / she will know how to

arrange word in sentence, what tense will be used, how to use utterance

appropriately. So, grammar is one of the part of structure to make a good sentence

and has one meaning.

3. Vocabulary

Vocabulary is one of the extreme aspects that support speaking activity. It

deals with the right and appropriate words ( Ur,1997;60). So, vocabulary is very

important and it is a basic part of English. Because students can know more about

what of the English from many things and make it to good speaking with good

grammar. Mastering vocabulary is first step to speaking English if students do not

master vocabulary he / shecannot utterance what is our purpose.

4. Fluency

Hornby (1974:427) states that fluency is able to speak or write a language or

perform an action smoothly or expressed in a smooth and accurate way. So, in

speaking students must speak fluency because listeners are able to response what

he / she says and it must clear in order the listener know what the meaning of it.

5. Comprehension.

Comprehension is an understanding (Swan,1996). Comprehension is needed

in speaking. If not, misunderstanding will happen between speaker and listener

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and the communication cannot run well. So, the speaker and the listener must

have good vocabulary, good pronunciation, and good grammar.

2.2 Pantomime

Pantomime game is a wonderful way to motivate students and in teaching

English speaking. The fascination with pantomime game is that they involve

mental math, chance, skill, social interaction and sometimes cheating and

bluffing. They combine these things and have the appeal of interactive games.

Pantomime game provides meaningful and enjoyable language practice at all

levels and for all age groups. It can be used to practice any of skills. In here,

speaking skill at any stage of the learning process, from controlled repetition

through guided practice to free expression, make the language stick in the

student’s head. The gestures are so important. As many students remember by

moving their bodies, they may forget the English, but they will never forget the

gestures. Than as they re-do forget gestures the English very often comes back to

them. Plus the pantomime game keeps the students happy and exited and Very

important to get a motivated set of learners.

2.2.1 Pantomime game in Teaching Speaking Skill

Pantomime game is a simple English game which is ideal for small or big

group competitions for students class. Student have fun laughing at each other

and trying to guess in English what is on the pantomime picture card (Helene

jarmol uchida ,2004)

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1. Pantomime is fun and children like to play them. Through game children

experiment, discover, and interact with their environment.

2. Pantomime adds variation to a lesson and increase motivation by providing a

plausible incentive to use the target language. For many children between four

and twelve years old, especially the youngest, language learning will not be

the key motivational factor. Pantomime can provide this stimulus.

3. The pantomime context makes the foreign language immediately useful to the

children. It brings the target language to life.

4. The pantomime makes the reasons for speaking plausible even to reluctant

children.

5. Through playing pantomime, students can learn English the way children

learn their mother tongue without being aware they are studying; thus without

stress, they can learn a lot.

6. Even shy students can participate positively.

Pantomime is an effective introductory activity because there is not yet

any pressure on the students to use English ,they learn the rule of “no Indonesian”.

They learn about the effectiveness of non–verbal communication;

Pantomime is a form of non-verbal communication made with a part of the

body, used instead of or in combination with verbal communication. The

language of pantomime allows individual to express a variety of feelings and

thoughts, from contempt and hostility to approval and affection. Most people use

pantomime and body language in addition to words when they speak. The use of

pantomime as language by some ethnic groups is more common than in others,

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and the amount of such gesturing that is considered culturally acceptable varies

from one location to the next (Victor:2006)

There are many aspects of gestures, including their role in communication,

conventionalization of pantomime, integration of pantomime and speech and the

evolution of the language. ( Adam kendon:2003)

2.2.2 Kinds of pantomime

1. Hand pantomime : Gestures performed by one or two hands, is the most

numerous category of gestures due to the ability of

the human hand to acquire a huge number of clearly

discernible configurations, the fact of importance

for the sign languages.

2. Body pantomime : A pantomime of shame, subduing, or

agreement/confirmation. An interpretation

depends on the way it being performed and

overall body context. Or, can be used as a

greeting.

3. Head/face pantomime : Facial expressions are a rich language in their own

right and some facial expression are byproducts of

emotions, while others, such as winking or eye-

rolling are a kind of gestures.

Many teachers use pantomime for all kinds of activities. Describing the person

for a partner gives students a chance to use imagination of vocabulary if people

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from many cultures and lifestyles are shown on the pantomime style. For a lesson

on adjectives, students can describe the person's face. For a lesson on clothing,

students can describe the things the people are wearing. Students may also role-

play with partners practicing introductions or creating dialogs playing the part of

the person shown on the gesture.

2.3 Assestment of speaking skill

Accent

1. Pronunciation frequently unintelligible.

2. Frequent gross and a very heavy accent make understanding difficult,

require frequent repetition.

3. “Foreign accent” requires concentrated listening, and mispronunciation

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 mispronunciation, but would not be taken for a native

speaker.

6. Native pronunciation, with no trace of “foreign accent”.

Grammar

1. Grammar almost entirely inaccurate phrases.

2. Constant errors showing control of few major patterns and frequently

preventing communication very.

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3. Frequent errors showing some major patterns uncontrolled and causing

occasional irritation and misunderstanding.

4. Occasional errors showing imperfect control of some patterns but no

weakness that causes misunderstanding.

5. Few errors, with no patterns of failure.

6. No more than two errors during the interview.

Vocabulary

1. Vocabulary inadequate for even 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 prefessional and social topic.

4. Professional vocabulary adequate to disscus special interest; general

vocabularypermits discussion of any non-technical subject with some

circumlocutions.

5. Professional vocabulary broad 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 educated

native speaker.

Fluency

1. Speech is so halting and fragmentary that conversation is virtually

impossible.

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2. Speech is very slow and uneven except for short 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 groping for words.

5. Speech is effortless and smooth, but perceptibly non-native in speech

and evenness.

6. Speech on all professional and general topics as effortless and smooth

as a native speaker’s.

Comprehension

1. Understands too little for the simplest type of conversation.

2. Understands only slow, very simple speech on common social and

tourist topics; requires constant repetition and rephrasing.

3. Understands careful, somewhat simplified speech when engaged in a

dialogue, but may require considerable repetition or rephrasing.

4. Understands quite well normal educated speech when engaged in a

dialogue, but requires occasional repetition or rephrasing.

5. Understands everything in normal educated conversation except for

very colloquialor low frequency items, or exceptionally rapid or

slurred speech.

6. Understands everything in both formal and colloquial speech to be

expected of an educated native speaker.

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2.4 Review of realated finding

There are some related findings of this research. The first is by

treurniet ( 2014 ) entitle talking with gestures ( A Study of Co-Speech

Gestures and pantoming children from 7 to 12 years old ) Wrote his thesis

the main conclusion of the present study is that children from 7 to 12 years

old are able to compensate the absence of speech of speech by using gestures

to describe something. In order to describe manipulable objects they use

representation techniques that contribute to a mental image, like like

pretending to use the object and where the body ‘becomes’ ( a part of ) the

object.

Based on thesis of Ziltener (2011) “playing with possibilities:

drama in the elementary core french clasroom”. Teaching and learning are all

about risk-talking. I believe that allowing students to be creative and and

inquistive is the key to setting them up as life-long language learners: “drama

seeks to build social competence and confidence amongst participants

through purposeful work with others” (Wilburn, 1992, p. 67). The students in

this thesis experiment with various modes of expression (using their bodies,

their voices, getting past their shyness) and I expeimented with teaching and

drama strategies – all with the common goal of improving our french. As the

teacher, I provided the structure, while my students helped provide the

content (Wilburn, 1992, p. 70).

Indeed, her found the opportunities to the reflect upon my own work and

goals and to hear the students’ reflections on the process invaluable. Wilburn

17
notes that the enjoyment of learning through dramatic play can mask an

improvement in language skill, and suggests teachers take the time to reflect

upon my own work goals and to hear the students’ reflections on the process

invaluable. Wilburn notes that the enjoyment of learning through dramatic

play can mask an improvement in language skill, and suggests teachers take

the time to reflect on the work done in class. “Reflection is a way of making

students aware of the learning that has taken place and demonstrating the

significance of their achievements, both socially and linguistically”

( Wilburn, 1992, p.m32). opportunities to reflect were therefore an important

part of my process as both a teacher and researcher. The exit slips and

interview provided my students space to reflect. The interviewsnand my

journaling provided me with the same. During the two focus group

interviews she was pleased to hear to what extant they had embraced both the

idea of learning french through drama and also desire to continue learning

french. If we teachers can but light a spark of interest in our students, we

have achive our goal. For this group of students, teaching french drama gave

them possibilities for playing with learning.

Based on the thesis edwin : entitle “ the use of pantomime video in

teaching narrative paragraph writing” wrote his thesis research was

conducted to paragraph writing class of education study program,

tanjungpura university Pontianak in Academic year 2014/2015 the purpose

of this research are to find out whether or not the use of pantomime video

can increase students’ narrative paragraph writing achievement. A quasi-

18
experimental with non-equivalent control group design was used by the

writer as the research method. The computation of t-test is higher than t-

table, therefore the alternative hypothesis is accepted . the effect size of the

threatment was 0.63 and it was qualified as moderate effect. The results of

this research was the use of pantomime video can increase students’ narrative

paragraph writing achievement with moderate effect.

Based on the Linda’s thesis ( 2015 ) entitle THE SPEAKING

ABILITY IN DESCRIPTIVE TEXT OF TENTH GRADE STUDENTS OF

SMA N 1 JEKULO KUDUS IN THE ACADEMIC YEAR 2014/2015

TAUGHT BY USING PANTOMIME MOVIE wrote her thesis In English

there are four language skills. They are listening, speaking, reading and

writing. The students must master the four of language skills so they can use

English actively and also passively. As an English skill, Speaking belongs to

one of language competence to be achieved in learning every language

including English. Teaching speaking should achieve the goal of curriculum,

which is mastering spoken and written English language in daily life. In

Senior High School curriculum, speaking is one of the competence standards

conducted to the students. There are some materials of speaking English text

that is taught at SMA N 1 Jekulo Kudus, one of them is descriptive text. The

students must be able about it. But in fact, most of the students are difficult

about this subject, especially for the tenth grade students of SMA SMA N 1

Jekulo Kudus. In view of the matter, the English teacher should apply the

appropriate teaching strategy in teaching. Therefore, the teacher must use the

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appropriate strategy to practice the students so that they are able speak

English actively. The Use Pantomime Movie as media in teaching and

learning process is expected to stimulate the students’ interest in having habit

of speaking especially in descriptive text can help students to develop their

speaking skill. The objective of the research To find out whether there is

significant difference between the speaking ability in descriptive text of tenth

grade students of SMA N 1 Jekulo Kudus in the academic year 2014/2015

before and after being taught by using Pantomime Movie.The research will

give some useful information about teaching speaking by using Silent

Movies. It will be more interesting for the students to produce using a gesture

based on the movie. The research was conducted in SMA N 1 Jekulo Kudus

in the Academic year 2014/2015.The writer used an Experimental research to

solve the research problem.. The writer only takes a class (X-9) as a sample

that consists of 34 students by using cluster random sampling. The research

instrument used by the writer is a pre test and post test by speaking test

format. Then, the writer identified and analysis based on statistic calculation

for getting good result accurately, completely and systematically The pre-test

result shows the mean is 61and the standard deviation is 6,3, while the post-

test data shows the mean is 72,18 and the standard deviation is 8.5. The

calculation of t-test shows t0 = 5,14> t-table = 2,04 it means there is a

significant difference between the speaking ability in descriptive text of tenth

grade students of SMA N 1 Jekulo Kudus in the academic year 2014/2015

before and after being taught by using Pantomime Movie Based on the result

20
above, the writer suggests that the English teachers to use Pantomime Movie

as a teaching technique to improve students speaking ability. The students

have to be more confident and not be afraid of making mistake when they are

speaking in front of the class. The readers would have more information

about the use of Pantomime Movie as technique in teaching speaking. For

the further researchers, this skripsi also could be one of the references.

The last based on Dahlia’s thesis (2008) entitle ”THE APPLICATION

OF PANTOMIME GAME IN TEACHING ENGLISH WRITING AT THE FIRST

YEAR OF SMU YLPI PEKANBARU” wrote her thesis Genius Card Game is

one of the effective techniques in teaching writing. The result this of this

research showed that there was have difference of the mean score between

the experimental group and control group, that is 57.25 and 42.28. It mean

that the students’ English writing thought by using genius card game is better

than thought without using genius card game.

From the result of teaching English writing by using genius card game,

it showed that there was a significant difference between two groups. The

mean score in post-test of experimental group is higher than control group,

57,25 for experimental group and 42,28 for control group. In short we can

see that the ability of the students who study English using Genius Card

Game increase higher than the students who study without using Genius

Card Game. So, this technique show that is effective to improve their

English writing skill.

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2.5 Theoretical framework

Theoretical framework is the concept that researcher uses the plan the

research. A theoretical framework is theories formulated to explain, predict, and

understand phenomena and, in many cases, to challenge and extend existing

knowledge within the limits of critical bounding assumptions. The theoretical

framework is the structure that can hold or support a theory of a research study.

The theoretical framework introduces and describes the theory that explains why

the research problem under study exists.

Most of the Students have Low Speaking Skill

Applying a Pantomime game as the media of

Collecting and Analyzing the data

Finding/ discussing

conclusion

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter covers an overview of methodology used in the study. The

discussion is structured around the research design, in this chapter, the researcher

would explain the design of the research, setting of the research, population and

sample, instrumentation of the research, technique of collecting data and

technique analyzing the data. Ethical considerations and measures to provide

trustworthiness are also discussed.

3.1 The Research Design

This research consists of one variable and designed using descriptive

research. It intends to know the skill of the second semester students of English

Study Program in University of Pasir Pengaraian through pantomime . According

to Gay (1987:186) a descriptive research involves selecting the data in order to

answer concerning that current status of the subject of the study.

3.2 Setting of the research

The population of this research are second semester students in English

Department University of Pasir Pengaraian. In this descriptive research, the

researcher will choose sample from the population all student in A classes is 16

and B classes is 15 was taken as a sample of the study. They consist of 31

students. All of the student will become the object of this study, because the

population is less than 100.

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3.3 Population and Sample

1. Population

Population is a generalization region consisting of the object/subject has a

certain quantity and characteristics defined by the researchers to learn and then

drawn conclusions. According Surakhmad (1998) says that, if the population is

homogenous enough, for the population that is less than 100 persons, the sample

can be taken between 20%-40% or 40%-60%. The sample of the study is about

50% of the population. But if the population is more than 100 persons, the sample

is taken 25%. In this case the researcher is interest to take the population of the

research is second semester student of English study program.

The population of this research is all of the Second semester English

Department University of Pasir Pengaraian. The total Population are 33

students.

2. Sample

In this research, the researcher use total sampling for taking the sample.

Sugiyono (2008) say that total sampling is determining sampling technique by

taking the whole numbers of the population as the sample or respondent. In this

research, the researcher involve second semester English Department

University of Pasir Pengaraian as the sample or respondent. The total sampling

in this research are 31 Students.

3.4 Instrumentation of the Research

The instrument of this research is using speaking test by recording. The test is

given to the students to deliverspeaking skill through pantomime.

24
The researcher divided students into 4 group, each group consist of 4-5 in each

group. The group is given one topic that have they taken. After all of group get the

topic, each group show a pantomime drama, and during the show, the researcher

record it, the time to show the pantomime is three until seven minutes. After that

the another group gives explain about what they observe.

Direction :

1. Understanding the topic.

2. Each group showed the topic through pantomime.

3. Give 5 minute to each group discuss about your group showed.

4. Each group explain about your group showed.

3.5 Technique of Collecting the Data

In collecting the data for the research, the researcher will use the speaking

test by recording the data, to measure the students’ skill through pantomime on

certain topics. The test consist of 4 topics that should be chosen by the students. In

collecting the data, the researcher conducts some group of the students, and then

the representing of the group will be choose a topic. When the students choose a

topic, the researcher try to encourage them to state their opinions, grammar,

fluently, vocabulary, and comprehension through pantomime. The test showed

their proficiency in speaking performance through pantomime. The researcher

give example about pantomime, after that the researcher ask to one group to show

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their topic through pantomime, and each group expalin about what their see. The

topics for the instrument deal with the materials that are provide by syllabus of

English Study Program, i.e. childhood, environment, culture, women and men,

gender, education, tourism, work, drug, ect. In this study, the researcher chooses

some interesting topics, which are familiar with the students and often happens in

students’ environment. The topics are:

1. Education

2. Describing your favorite popular idol

3. Job

4. Environment

3.6 Technique of Analyzing the Data

In this research, the researcher ask for Three lecturers as raters in evaluating

the student’s skill through pantomime. The collected data will be analyzed by

using qualitative description. In order to analyze the data, the researcher uses the

followings speaking rubrics :

Accent

1. Pronunciation frequently unintelligible.

2. Frequent gross and a very heavy accent make understanding difficult,

require frequent repetition.

3. “Foreign accent” requires concentrated listening, and

mispronunciation lead to occasional

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 4. Misunderstanding and apparent errors in grammar or

vocabulary.Marked “foreign accent” and occasional

mispronunciations which do not interfere with understanding.

5. No conspicuous mispronunciation, but would not be taken for a native

speaker.

6. Native pronunciation, with no trace of “foreign accent”.

Grammar

1. Grammar almost entirely inaccurate phrases.

2. Constant errors showing control of few major patterns and frequently

preventing communication very.

3. Frequent errors showing some major patterns uncontrolled and

causing occasional irritation and misunderstanding.

4. Occasional errors showing imperfect control of some patterns but no

weakness that causes misunderstanding.

5. Few errors, with no patterns of failure.

6. No more than two errors during the interview.

Vocabulary

1. Vocabulary inadequate for even 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 prefessional and social topic.

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4. Professional vocabulary adequate to disscus special interest; general

vocabularypermits discussion of any non-technical subject with

some circumlocutions.

5. Professional vocabulary broad 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

educated native speaker.

Fluency

1. Speech is so halting and fragmentary that conversation is virtually

impossible.

2. Speech is very slow and uneven except for short 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 groping for words.

5. Speech is effortless and smooth, but perceptibly non-native in

speech and evenness.

6. Speech on all professional and general topics as effortless and

smooth as a native speaker’s.

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 Comprehension

1. Understands too little for the simplest type of conversation.

2. Understands only slow, very simple speech on common social and

tourist topics; requires constant repetition and rephrasing.

3. Understands careful, somewhat simplified speech when engaged in a

dialogue, but may require considerable repetition or rephrasing.

4. Understands quite well normal educated speech when engaged in a

dialogue, but requires occasional repetition or rephrasing.

5. Understands everything in normal educated conversation except for

very colloquialor low frequency items, or exceptionally rapid or

slurred speech.

6. Understands everything in both formal and colloquial speech to be

expected of an educated native speaker.

Table 1

WEIGHTING TABLE

1 2 3 4 5 6 (A)
Accent 0 1 2 2 3 4
Grammar 6 12 18 24 30 36
Vocabulary 4 8 12 16 20 24
Fluency 2 4 6 8 10 12
Comprehension 4 8 12 15 19 23

(Hughes 1979:35-8)

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 Table 2

WEIHTING TABLE

1 2 3 4 5 6
Accent 0 25 50 50 75 100
Grammar 16,6 33,2 50 66,5 83 100
Vocabulary 16,6 33,3 50 66,7 83,2 100
Fluency 16,6 33,2 50 66,4 83 100
Comprehension 17,4 34,8 52 65 82,5 100

(Transcript Score of the weighting table)

Then, the range of the scores for through pantomime can be seen as follows:

Table 3

Range of the Score The Level of the Skill

81-100 Excellent

61-80 Good

41-60 Average

21-40 Fair

0-20 Poor

(Harris, 1968:79)

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 BIBLIOGRAPHY

Erwadi, 2004. A Study on Effectiveness of Using Picture In Teaching Speaking at

SLPTN 6 Pekanbaru, Pekanbaru: A Thesis Unpublished Paper.

Gay, L.R.1987.Education Research. USA:Merrie Publishing Company.

Hormailis,2003. The Use of Group Work Techniqur for the improvement of

Speaking Ability the Second Year Student on MAN 2 Pekanbaru

Pekanbaru: A Thesis Unpublished Paper.

Hornby, A.S, 1989. Oxford advanced Learners’ Dictonary of Current English.

Third Edition, Oxford: Oxford University Press.

Hughes, Arthur, 1985. Testing for Language Teacher. Jakarta: Camridge

University Press

Khairuddin,2003. Increasing Speaking Ability Of The Second Year Student of

MA AL-HUDA Dumai Using Group Work Activities. Pekanbaru : A Thesis

Unpublished Paper

Luciana , Hendrawaty.2006. Astudy on The Speaking The Speaking Ability of The

Fifth Semester Student of The English Study Program of FKIP UNRI.

Pekanbaru : A Thesis Unpublished Paper

Nunan, David. 1999. Second Language Teaching and Learning. Massachusetts :

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Rahayu, Yosi.2004. The use of Stimulation Technique in improve the Second Year

Student Speaking Ability of MAN II P ekanbaru. Pekanbaru : A Thesis

Unpublished Paper

Ricahrds, Jack. 1985. Person-To-Person Communicative Speaking and Listening

Skills, Book I. England: Oxford University Press.

Ricahrds, Jack. 1985. Person-To-Person Communicative Speaking and Listening

Skills, Book II. England: Oxford University Press.

Sari, Ayu Purnama.2005. A Study on The Ability of The Fourth Semester Students

of FKIP UNRI in Identifying Prhase Verbs. Pekanbaru : A Thesis

Unpublished Paper

Surakhmad, Winarno. 1998. Pengantar Penelitian Ilmiah: Dasar Metode Teknik

Bandung. Tarsito Perss

Linda.2015. The Speaking Ability in Descriptive text of tenth grade students of

SMAN 1 JEKULO KUDUS IN THE ACADEMIC YEAR 2014/2015 taugh

by using pantomime movie. Jekulo Kudus: A Thesis Unpublished Paper

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 TABLE OF CONTENS

TABLE OF CONTENTS i

CHAPTER I INTODUCTION

1.1 Baground of the Problem 1

2.1 Setting of the Problem 3

3.1 Limitation of the Problem 3

4.1 Formulation of the Problem 4

5.1 Purpose of the Research 4

6.1 Significant of the Research Problem 4

7.1 Definitions of Key Term 5

CHAPTER II REVIEW OF THE RELATED LITERATURE

2.1 Review of the Related Literature 6

2.1.1 The Nature of speaking 6

2.1.2 Components of speaking 9

2.2 Pantomime 16

2.2.1

2.3 Theoritical framework 19

CHAPTER III RESEARCH METHODOLOGY

3.1 The Research Design 20

3.2 Setting of the Research 21

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3.3 Population and Sample 21

3.4 Instrumentation of the Research 22

3.5 Technique of Collecting the Data 22

3.6 Technique of Analyzing the Data 23

BIBLIOGRAPHY

APPENDIX

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