IMPROVING ELEVENTH GRADE STUDENT’S SPEAKING COMPETENCE

THROUGH TASK-BASED DIALOGUE

AT FATIHUL ULUM AL-MAHFUDZ ISLAMIC SENIOR HIGH
SCHOOL IN 2023-2024 ACADEMIC YEAR

THESIS

Submitted to State Islamic University of Kiai Haji Achmad Siddiq

Jember to fulfilment of requirement for the degree of Sarjana Pendidikan
(S. Pd) Faculty of Tarbiyah and Teacher Training

Written By:
Aunur Rifqi
A.S
SRN: 202101060004

KIAI HAJI ACHMAD SIDDIQ JEMBER STATE ISLAMIC

UNIVERSITY EDUCATION AND TEACHER TRAINING FACULTY
ISLAMIC STUDIES AND LANGUAGE EDUCATION DEPARTMENT
ENGLISH EDUCATION STUDY PROGRAM
JUNE 2024

i
IMPROVING ELEVENTH GRADE STUDENT’S SPEAKING COMPETENCE
THROUGH TASK-BASED DIALOGUE
AT FATIHUL ULUM AL-MAHFUDZ ISLAMIC SENIOR HIGH
SCHOOL IN 2023-2024 ACADEMIC YEAR

THESIS

Submitted to State Islamic University of Kiai Haji Achmad Siddiq

Jember to fulfilment of requirement for the degree of Sarjana Pendidikan
(S. Pd) Faculty of Tarbiyah and Teacher Training

By:
Aunur Rifqi A.S
SRN: 202101060004

Had been approved by advisor

ii
iii
 MOTT

        

  

Meaning: “Speak to him (Fir’aun) with gentle words, so that he may realise or be
afraid.” (QS. At-Thoha: 44).1

1
M. Quraish Shihab, Rumah Fiqih Indonesia (Jakarta: Mushaf Kemenag RI, 2019), 406.

iv
 DEDICATIO

I respectfully dedicate this thesis for Mr. M Ali Sihabudin and Mrs.

Samiati, my two beloved parent, who has worked tirelessly to make the dream

come true of seeing the first child get a bachelor's degree, always guiding me with

love and sincerity, and praying for me every step of the way. May Allah SWT be

pleased with your struggle, and may you be given a long life and healthy to see

your son achieves my goals.

v
 ACKNOWLEDGEMEN

First of all, I would like to express my gratitude to Allah Swt, who has
given me mercy, blessings and health to complete my final thesis. Additionally,
the researcher acknowledges that this thesis could not have been completed
without the assistance and guidance of several parties. I would like to extend my
respectful thanks to the following people:

1. Prof. Dr. H. Hepni, [Link], M. M., the Rector of Universitas Islam Negeri Kiai
Haji Achmad Siddiq Jember who has given opportunity for me to study in this
university.
2. Dr. Abdul Mu’is, [Link], M.S i., the dean of the faculty of Tarbiyah and teacher
training of Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember who has
facilitated my study in this faculty.
3. Dr. Nuruddin, [Link].I, [Link].I the head of Islamic and Language Education
Department who had supported and facilitated me in every matters.
4. Dewi Nurul Qomariyah, S.S, [Link]. the Chief of English Education
Department of who approved the title of this thesis.
5. Moh Rofid Fikroni, [Link]. My supervisor who has advised, guided, and
supported me during the writing of this thesis.
6. All lecturers of Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember who
has shared their sea of knowledge.
7. Participants in this study who are willing to be involved in a series of learning
activities and in-depth interview session.

The author realizes that this thesis has not yet reached perfection, both in

terms of writing and language. Therefore, the author welcomes criticism and

vi
suggestions aimed at perfecting this thesis until it reaches perfection. Hopefully,

this thesis will be useful for future researchers.

Jember, May 2024

Aunur Rifqi
A.S SRN:
202101060004

vii
 ABSTRACT
Aunur Rifqi AS, 2024; Improving Eleventh Grade Students’ Speaking
Competence Through Task-Based Dialogue at Fatihul Ulum Al-Mahfudz
Islamic Senior High School in Academic Year 2023-2024
Keyword: Task-based dialogue, Speaking competence

Related to the role of speaking as a way to express good language

especially in oral form, speaking competence helps students to produce
meaningful sentences to express what they will communicate with the language
itself. Speaking competence is the most important factor that students must go
through to learn the language further. In addition, speaking competence occupies
an important position in English language. Therefore, the main goal of speaking
competence learning is directed to improve students' ability in effective
communication in English. The aim of this research was to improve student’s
speaking competence by using task-based dialogue at 11th grade of Fatihul Ulum
al Mahfudz Islamic Senior High School that had problem in mastering speaking
in learning English. The research question of this research was how does the
implementation of task-based dialogue improve student’s speaking competence at
eleven grade of Fatihul Ulum Al-Mahfudz Islamic Senior High School?
This research used Classroom Action Research (CAR), the research
design was a collaborative CAR adapted from Kemmis & Taggart which has four
stages; planning, observing, implementing, and reflecting. The participants of
this research were eleventh grade students of Fatihul ulum al-mahfudz Islamic
senior high school which consist of 16 students. It was carried out in 1 cycle. The
data collection techniques of this research used speaking test (oral test),
observation, and interview to strengthen the test. In this research, there were 3
elements of speaking that were assessed, namely, accuracy, fluency, and
comprehensibility. The research used content validity which involved the English
teacher and English lecturer as validator of speaking test. The research criteria of
success used was when the students reached 75% minimum completeness criteria
(KKM) determined by the school.
In the pre-cycle, the average student score was 49. None of the students
had met the KKM. After the cycle, the results indicate that the average score for
students’ speaking competence is 79. From the total number of students, 13 have
achieved the minimum passing score (KKM), while only 3 students have not met
the KKM requirement. It can be stated that this research was successful. Based
on the results of observations and interviews, it can be concluded that applying
task-based dialogue can improve students' competence of speaking in English.

viii
 TABLE OF CONTENT
HAL

COVER..............................................................................................................i
ADVISOR APPROVAL SHEET.....................................................................ii
EXAMINER APPROVAL SHEET….............................................................iii
MOTTO.............................................................................................................iv
DEDICATION...................................................................................................v
ACKNOWLEDGEMENT................................................................................vi
ABSTRACT.......................................................................................................viii
TABLE OF CONTENTS..................................................................................ix
LIST OF TABLES............................................................................................x
LIST OF APPENDIX.......................................................................................xi
CHAPTER I INTRODUCTION......................................................................1
A. Research Background..............................................................................1
B. Research Question...................................................................................6
C. Research Objective..................................................................................7
D. Action Hypothesis...................................................................................7
E. Research Significance.............................................................................7
F. Definition of Key Terms.........................................................................8
CHAPTER II REVIEW OF RELATED LITERATURE.............................10
A. Previous Studies......................................................................................10
B. Theoretical Framework...........................................................................16
1. Speaking Competence.......................................................................16
2. Teaching Speaking............................................................................23
3. Phonology..........................................................................................26
4. Vocabulary........................................................................................26
5. Grammar............................................................................................27
6. Dialogue............................................................................................28
CHAPTER III RESEARCH METHOD.........................................................32
A. Research Design......................................................................................32
B. Research Setting of Time and Subject....................................................36

ix
 C. Research Procedure.................................................................................37
D. Implementation Cycle of The Research..................................................38
E. Data Collection Technique......................................................................38
F. Data Analysis Technique........................................................................40
G. Validity of Data.......................................................................................41
H. Reliability................................................................................................42
I. Criteria of Success...................................................................................42
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION.....................43
A. Description of Research Object..........................................................43
B. Research Findings..............................................................................45
1. Research Findings in Pre-Cycle................................................46
2. Research Finding in Cycle I......................................................48
C. Discussion of Research…..................................................................60
CHAPTER V CONCLUSION.........................................................................65
A. Conclusion..........................................................................................65
B. Suggestion..........................................................................................66
REFERENCES...................................................................................................67
APPENDIX

x
 LIST OF TABLES

HAL

Table 2.1 The Similarities and Differences between Previous Research and this
Research................................................................................................................14

Table 4.1 Students’ Score in Pre-Cycle.................................................................47

Table 4.2 Students’ Score of Speaking Test..........................................................59

xi
 LIST OF APPENDIX

1. Appendix 1 : Matrix of Research dan Pernyataan Keaslian Tulisan

2. Appendix 2 : Surat Pengajuan Penelitian

3. Appendix 3 : Surat Keterangan Selesai Penelitian

4. Appendix 4 : Silabus Pembelajaran Bahasa Inggris

5. Appendix 5 : RPP

6. Appendix 6 : Speaking Test ( oral test )

7. Appendix 7 : The Result of Interview

8. Appendix 8 : Observation Result

9. Appendix 9 : Nilai Kelas XI

10. Appendix 10 : Instrumen Validasi Penelitian

11. Appendix 11 : Field Note

12. Appendix 13 : Students’ Scores of the Test

13. Appendix 14 : Jurnal Aktifitas Penelitian

14. Appendix 15 : School’s Map

15. Appendix 16 : Documentations

16. Appendix 17 : Researchers Biography

xii
 CHAPTER I

INTRODUCTION

A. Background of Study

As a communication tool, language is used daily to convey thought,

opinion, and argument to others2. In this case, knowing more than one

language, specifically English, is exceptionally beneficial to anyone who

wants to comprehend what is going on around the globe and to obtain the

accessibility of a global communication system. Beyond proficiency in our

native and national languages, the mastery of English as a global language

holds significant importance in today's era of globalization. English is a

universal language crucial for business, politics, social interactions, and

culture. It facilitates global connectivity and access to worldwide opportunities

and resources. Proficiency in English enhances international engagement and

competitiveness. Effective cross-cultural communication is vital for progress

and success3.

Allah Swt has said in the Quran Surah Al Hujurat verse 13, as follows:

  
                  
     
          
  
Meaning: O humanity!, indeed We have created you from a male and a
female. Then, We made you into nations and tribes so that you
may know one another. Indeed, the noblest among you in the sight

2
Tri Wiratno and Riyadi Santosa, “Bahasa, Fungsi Bahasa, Dan Konteks Sosial,” Modul
Pengantar Linguistik Umum, 2014, 1–19, [Link]
content/uploads/pdfmk/[Link].
3
Sitti Rabbiah, Language as a Tool for Communication and Cultural Reality Discloser, ( 2018 ) 4
1
 2

of Allah is the most pious. Indeed, Allah is the All-Knowing, the

All-Aware.

The verse clearly stated that humans were created by God to be different,

both from individuals between men and women, tribes, nations, and so on 4. So

that humans can get to know each other. So language is a communication tool

that can make humans know each other. Language enables humans to engage

in abstract thinking by converting tangible objects into symbolic

representation through words5.

When learning English, one essential language skill students need to

master is speaking. Speaking skills should be taught and practiced in the

language classroom to enable the students to speak or communicate in the

target language6. Speaking is a production skill that falls in two main

categories : fluency and accuracy. Accuracy is the competence in using

vocabulary, grammar and pronunciation through some activities, while

fluency is related to “the ability to keep going when speaking spontaneously” 7

According to Kosar and Bedir Speaking is an interactive activity that involves

creating meaning by both producing and receiving information. From

statement above , it may be concluded that is speaking is one of the language

skill that focuse in verbal interactions. This can produce, send , or receive

4
Qur’an NU online , QS AL-HUJURAT ayat 13
5
Mushlihin, [Link].I, [Link].I , Bahasa sebagai alat komunikasi manusia ( 2013 ) 21
6
Fatma ningsih, Ikhsanudin, Zainal arifin, Using english video conversation “asking andgiving
opinion” to improve students speaking ability
7
Ali Derakhshan, Atefeh Nadi Khalili, and Fatima Beheshti, “Developing EFL Learner’s
Speaking Ability, Accuracy and Fluency,” English Language and Literature Studies 6, no. 2
(2016): 177,
 3

informations. The speaker must pay attention to vocabulary,grammar, and

pronounciation.

Speaking is among the most challenging skills for students to master.

Effective conversation between two or more individuals requires the speaker

to articulate ideas clearly with proper pronunciation, and to be mindful of

grammatical, lexical, and cultural aspects. Bygate asserts that developing a

specific set of communication skills is essential for speaking in a second

language. It's no secret that spoken language differs in its usual grammatical,

lexical, and discourse patterns from written language because of the conditions

of its formation8.

The primary goal of learning English is to enhance students' ability to

communicate effectively in the language, particularly in spoken form. In the

process of learning the language, most students have not been able to speak,

well even with simple sentences. Overall, students' difficulties with learning to

speak English can be categorized into four primary groups: (1) students are

hesitant to speak English due to fear of making mistakes; (2) when working in

pairs or groups, students often revert to using their native language; (3)

students lack sufficient information on the discussion topics, even in their own

language; (4) students feel they do not have adequate linguistic and verbal

resources to complete the given task.9 In this case the teacher had to created an

interesting atmosphere in the classroom, so that it can encourage students to

speak.
8
Bygate, Martin. Speaking.(London: Oxford University Press, 1987)15
9
Noprianus tammu batang, north toraja, and south sulawesi, “teaching speaking of english as a
foreign language :” 2 (n.d.): 105–28.
 4

There are several activities to encourage speaking. Such as discussions,

brainstorming,simulations, roleplay, information gap, interviews, storytelling,

reporting,picture describing,story completion, playing cards, picture nar-

rating, and find the differences10 . Based on the kinds of activities above, the

researcher identified that dialogue falled into the category of activities that

encourage students to speaking. Dialogue required the speaker to have

knowledge of certain tenses or sentence structures, and also required the

speaker's ability to understand each sentence to produce a good talk to achieve

English learning goals.

Dialogue typically refers to verbal communication between two

individuals, often documented as a transcript of the exchange 11. Task-based

dialogue is a learning method that emphasizes the use of language in real

situational contexts through natural language not structured. This approach is

designed to help students develop their speaking competence through direct

practice in situations similar to everyday life. In the context of English

learning, this method provided students with opportunities to interact in the

target language actively, promoting language use in meaningful contexts.

There are many studies that explored the effectiveness of using dialogue

techniques for students at various levels. The use of dialogue techniques had a

significant contribution in increasing mastery of speaking skills. This can be

identified from the increase in students' interest in speaking English at school.

10
Hayriye Kayi, “The Internet TESL Journal Teaching Speaking: Activities to Promote Speaking
in a Second Language,” The Internet TESL Journal 12, no. 11 (2006): 1–6,
11
Nick Bilbrough, “978-0-521-68951-9 - Dialogue Activities : Exploring Spoken Interaction in the
Language Class More Information Cambridge Handbooks for LanguageTeachers,” n.d. 2
 5

In this case, the emphasis on the use of dialogue techniques in increasing

mastery of speaking skills is an important part that can be explored further in

research.

In addition, there are several researches that used dialogue for creative

solutions to improve speaking ability. The previous study was from Agata Ita

Mayangsari entitled “The effect of role play and dialogue techniques on the

eighth grade students' speaking fluecy Widya Mandala Catholic University ”.

The result of this study was role play and dialogue can be used to improve

students' speaking fluency and also make the classroom atmosphere fun.

Especially when combined between role play and dialogue will be even more

fun12. The next previous research was from Jenilla Kiky Kusumaning

Prisiswara entittled “The Effectiveness of Using Guided Dialogue Activity

Toward the Student's Achievement in Speaking at Seventh Grade Students of

SMP PGRI Panggungrejo”. The purposes of this research was to know

whether the guided dialogue was effective or not to improve the student's

speaking. And it turned out that guided dialogue can improve student's

speaking and also make learning is fun and dont make a student feel shy and

the others13. Thus, based on the previous research, many researches had been

conducted that dialogue technique can improve student’s speaking ability.

Based on the preliminary observation at the eleven grade of Islamic

senior high school fatihul ulum al-mahfudz, some problems in teaching

12
Mayangsari, Agata Ita , The effect of role play and dialogue techniques on the eighth grade
students' speaking fluecy Widya Mandala Catholic University ”( 2019)
13
Prisiswara, jenilla kiky kusumaning , “The Effectiveness of Using Guided Dialogue Activity
Toward the Student's Achievement in Speaking at Seventh Grade Students of SMP PGRI
Panggungrejo”( 2020 )
 6

English were found, those were: first, Classroom learning is teacher-centered,

there is no interaction between students ; second, In English classes, students

sometimes did not utilized English as the primary language. Additionally, they

may be reluctant to consult their dictionaries, despite the teacher's instructions

to bring them. Third, the English teacher clarified that this class still uses

teacher-centered teaching and learning activities. During the teaching and

learning activities, students simply pay attention to what the teacher is

explaining and take notes. It had been observed those problems from the

observation during the teaching learning activities in the class and their

admission about those problems.

Thus, according to previous research and theoretical perspectives.

Task-based dialogue had the potential in fostering students' speaking

competence. Based on background above, the researcher interested in

researching “ Improving Eleventh Grade Students’ Speaking Competence

Through Task-Based Dialogue at Fatihul Ulum Al-Mahfudz Islamic Senior

High School of Year 2023/2024 “.

B. Research Question

Based on the research background, the researcher formulated the

research question as follow: How Does The Implementation of Task-Based

Dialogue Improve Student’s Speaking Competence at Eleventh Grade of

Fatihul Ulum Al-mahfudz Islamic Senior High School?

 7

C. Research Objective

This research had research objective as follow: To improve students’

speaking by using task-based dialogue at eleven grade of fatihul ulum al-

mahfudz Islamic enior high school that had problem in mastering speaking to

learn English.

D. Action Hypothesis

Based on the above objectives, the hypothesis generated is the

possibility that if we use the dialogue technique, students' speaking ability will

improve. That is, by speaking frequently in real situations, students became

more fluent, understand grammar well, be confident in speaking, and be more

proficient in communication as a whole. This kind of learning method was

considered to help improve students' speaking ability.

When we practice speaking in a fun, natural situation, students learnt

better. Learning theories also suggest that this approach helped students learn

more effectively. Hopefully, by using this learning approach, students can

become better speakers.

E. Research Significance

Theoretically, this research offered valuable insights and references for

advancing understanding of utilizing task-based dialogue in teaching spoken

communication. The study aimed to enhance theoretical frameworks for

enhancing students' speaking abilities.. Practically, this research is useful for:

1. For teachers, this research is used as an additional resource in improving

student speaking competence through task-based dialogue.

 8

2. For students, this research is expected to provide information about

methods that can be used in improving speaking skills.

3. For the next researcher, this research is used as a reference for other

researchers who are interested in conducting research with similar themes

or objectives.

F. The Definition of Key Terms

1. Task – Based

Task-based is an approach to education that focuses on designing

activities and lessons around specific tasks or real-life situations. Instead

of purely teaching language or skills in isolation, task-based learning

emphasizes learning through doing. In language learning, for example, a

task-based approach might involve learners completing a task that requires

them to use the language they're studying in order to achieve a specific

goal. This could be anything from planning an event, solving a problem, or

participating in a role-play scenario. The tasks are designed to be

meaningful and relevant to the learners' needs and interests, fostering both

language acquisition and the development of problem-solving and critical

thinking skills.

2. Dialogue

Dialogue is a conversation between two or more people who share

thoughts, ideas or information. It's like when you talk to your friends or

family. When we dialogue, we talk as well as listen, explain our opinions

or feelings, and also pay attention to what the other person is saying.
 9

Dialogue can happen in a variety of situations, such as when we are having

a casual chat, a formal discussion, or when we are trying to understand

someone else's views. In essence, dialog is how we communicate with

others, exchange ideas, and listen to what they have to say.

3. Speaking Competence

Speaking competence means being good at speaking and

expressing yourself in a way that is clear and easy to understand. It is

about using the right words, pronouncing them well, and making sense

when you speak. When someone has good speaking competence, they can

share their thoughts with confidence and carry on conversations with ease,

adjusting the way they speak depending on who they are talking to and

what they are talking about.

 CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Studies

The purpose of this research is to see if there is improvement through

dialog tactics. The researcher discussed five previous studies that are

important to strengthen this research. These sources served as points of

reference for this research. Some researchers have conducted previous studies,

but each study is different. This is due to differences in research location,

object, and literature used by the researchers.

The first previous research was from Niyata fisolihati (2019) has

researched under the tittle “ The effect of using dialogue technique to improve

students' speaking skill : A Quasi-experimental Study at the Seventh Grade of

SMP IT Bina Pekerti Tangerang in Academic Year 2019/2020) “.Issues were

identified during the teaching and learning sessions.. Students can’t speak

fluently. Dialogue is among the techniques employed by the researcher to

facilitate effective speaking practice. Quasi-experimental design is used to

conduct this research. This research examines the effect of dialogue on

students’ speaking skill. There are two classes which are used on this research

to compare the effect of dialogue on students’ speaking skill, there are

experimental and control class. Both the experimental and control class is

applied pre-test and post-test.14

14
Niyata fisolihati, The effect of using dialogue technique to improve students' speaking skill : A
Quasi-experimental Study at the Seventh Grade of SMP IT Bina Pekerti Tangerang in Academic
Year 2019/2020) 23

10
 1

The second was from Andy Rezki Saputri AZ (2022) under the tittle “

the use of dialogue video in improving student’s speaking skill at ma

as’adiyah belawa baru “. The aim of this research was to improving student’s

speaking skill by using dialogue video technique and the research used

classroom action research ( CAR ) . This study followed a research

methodology involving four main stages: planning, implementation,

observation, and reflection. It conducted action research over two cycles. The

evaluation results reflect an enhancement in students' English proficiency,

with scores rising from 49.7 in cycle I to 79.7 in cycle II. The improvement in

learning quality is evident in the increase of student engagement, rising from

45% in cycle I to 75% in cycle II.15 In this case, the researcher determined that

the study was successful as a majority of students achieved improved test

scores and successfully met the predetermined criteria for the Minimum

Competency Criteria (MCC). This indicates that the utilization of the dialogue

video method resulted in enhancements in speaking skills.

The third previous research was from seinda dwi sarwestry ( 2018 ).

Under the tittle “ The influence of using short dialogue towards students

speaking ability of eighth grade of smp yayasan pendidikan krakatau steel

(ypks) kota cilegon”. The researcher conducted this research by applying

quantitative approach with true experimental. This study included two eighth-

grade classes from Krakatau Steel junior high school Cilegon, selected

15
Andi Reski and Saputri Az, “The Use Of Dialogue Video In Improving Students Speaking Skill
At Ma As ’ Adiyah Belawa English Language Education Study Program Tarbiyah And Teacher
Training Faculty State Islamic Institute Of Palopo The Use Of Dialogue Video In Improving
Students Speaki,” 2022. 56
 1

through random sampling. One class was designated as the experimental

group, while the other served as the control group. Each class comprised 30

students, resulting in a total sample size of 60 students, which represents

approximately 20% of the population. The research findings indicate that

utilizing Short Dialogue has an impact on students' speaking ability, as

evidenced by the improvement observed in their speaking skills. Specifically,

the mean score in the experimental group increased from 64.67 in the pre-test

to 73.47 in the post-test. The hypothesis was tested using an independent t-

test. The research outcome indicated that the calculated t-value (3.28)

exceeded the critical t-value (2.00), signifying a substantial influence of

employing short dialogue on students' speaking proficiency.

The next previous was from suhendi ( 2018 ). Under the tittle “ the

effectiveness of dialogue in improving student’s speaking skill ( an

experimental research at tenth grade of SMAN 6 kota serang “.This research

was conducted as an experimental study, with the target population consisting

of all tenth-grade students at SMAN 6 Kota Serang. The researcher selected a

sample of 72 students for the study, with 36 students assigned to the

experimental class and another 36 students assigned to the control class. To

collect the data, the researcher employed a test. For data analysis, the

researcher utilized the detailed description of FSI procedure and compared it

with the criteria outlined in the weighting table of the comprehensive

description of FSI procedure. In the experimental class, the highest pre-test

score recorded was 69, while the lowest was 24. After the intervention, the
 1

highest post-test score reached 82, with the lowest at 44. The average pre-test

score for students in the class was 41.80, increasing to 62.02 in the post-test.

This demonstrates an improvement in the mean score from pre-test to post-

test, as evidenced by the increase from 41.80 to 62.02. Within the control

class, the highest pre-test score recorded was 70, while the lowest was 28.

Following the intervention, the highest post-test score achieved was 72, with

the lowest at 38. The average pre-test score for students in this class was

43.08, increasing to 50.19 in the post-test. Improvement was observed in both

groups, albeit to a lesser extent in the control class compared to the

experimental class, as indicated by the mean scores of 62.02 for the

experimental class and 50.19 for the control class. This signifies a significant

difference in improvement between the two classes, with the experimental

class showing higher improvement than the control class, as evidenced by

62.02 > 50.1916.

The research findings indicate that students who engage in dialogue

activities in the classroom demonstrate superior performance in enhancing

their speaking skills compared to those who do not participate in such

activities.17.

And the last previous research was from inggriyani yohana rawung (

2022 ). “Teaching english process through dialogue technique at smp negeri 1

poso”. This study employed descriptive qualitative methods to elucidate the

16
Suhendi (2018). The Effectiveness of Dialogue in Improving Students’ Speaking Skill (An
Experimental Research at tenth Grade of SMAN 6 Kota Serang). Pages 54
17
Suhendi (2018). The Effectiveness of Dialogue in Improving Students’ Speaking Skill (An
Experimental Research at tenth Grade of SMAN 6 Kota Serang). Pages 55
 1

outcomes of teaching and learning through dialogue. The findings revealed a

notable improvement in students' dialogue scores. Initially, only 54.5% of

students met the standard KKM (Minimum Completeness Criteria), which was

set at 71, during the first session. The attendance rate at the second meeting

was 86.3%, confirming that dialogue was an effective technique for enhancing

students' speaking skills, particularly in English18.

Table 2.1
The Similarities and Differences
between Previous Research and this
Research

No Author and tittle Similiarities Differences

1. Niyata fisolihati, The A. Both studies A. The previous
effect of using dialogue centered research used
technique to improve around a quantitative :
students' speaking skill method aimed A quasi-
: A Quasi-experimental at facilitating experimental
Study at the Seventh students' study.
Grade of SMP IT Bina speaking skill B. The
Pekerti Tangerang in improvement. participants of
Academic Year previous
2019/2020) stydy were
seventh grade
students.
2. Andy Rezki Saputri A. Bot of the A. The prior
AZ, “ the use of research used study used
dialogue video in Classroom action dialogue video
improving student’s research (CAR). as a
speaking skill at ma media
as’adiyah belawa baru B. The subject of
“ prior research
was student’s
of Islamic
senior high
school ( MA )
not one class
or two class.
3. Seinda Dwi Sarwestry, A. Both studies were A. The prior

18
Ingriyani Yohana Rawung, “Teaching English Process through Dialogue Technique at SMP
Negeri 1 Poso,” Sintuwu Maroso Journal of English Teaching 7, no. 1 (2022): 80
 1

“ The influence of centered on a research used

using short dialogue technique quantitative
towards students designed to
method : true-
speaking ability of facilitate students'
experimental
eighth grade of smp improvement in study.
yayasan pendidikan speaking skills. B.
The prior
krakatau steel (ypks) research used
kota cilegon” short dialogue
as a strategy.
4. Suhendi , “ the A. Both of research A. The previous
effectiveness of used dialogue as research was
dialogue in improving technique. used
student’s speaking skill quantitative
( an experimental method : pre
research at tenth grade experimental
of SMAN 6 kota serang study.
“ B. The subject of
previous
research was
at tenth grade

5. Inggriani Yohana A. Both studies were A. The prior

Rawung, “Teaching centered on a research was
english process technique used
through dialogue designed to qualitative
technique at smp facilitate students' method.
negeri 1 poso” improvement in B. The
speaking skills. participants
was at junior
high school.

From above, it can be concluded that there are similarities and

differences between this study and previous studies. The previous study

showed the effectiveness of using dialog in improving students' speaking

ability. The Dialogue generated an engaging atmosphere in the classroom

throughout the teaching and learning sessions. From those previous

researches, the researcher tried to do the same thing by task-based dialogue

in the teaching and learning speaking. However, there was a little different.
 1

It was about the type of dialogue applied by this research. It used dialogue

technique to improve students’ speaking.

B. Theoretical Framework

1. Speaking Competence

a. Definition of Speaking

Many researchers in language learning have proposed numerous

definitions for the term "speaking." Speaking, as per the Webster New

World Dictionary, involves uttering words verbally, communicating

through speech, making requests, and delivering speeches (Nunan,

1995). Chaney (1998) describes speaking as the act of creating and

exchanging meaning using both verbal and non-verbal cues across

various situations. Brown (1994) and Burns and Joyce (1997)

characterize speaking as an interactive process of constructing

meaning, encompassing the production, reception, and interpretation of

information19. Therefore, speaking becomes the most important aspect

of language than any others aspect such listening, reading, and writing

that has to be mastered by speaker of a language in order to the speaker

is said have acquired the language well. Furthermore, speaking is a

method of communication in which two or more people exchange

information or messages by expressing their thoughts, ideas, and

feelings. When someone speaks, he or she should pay attention to

numerous aspects such as pronunciation, intonation, and stressing in

19
Lai-Mei Leong & Seyedeh Masoumeh Ahmadi, An analysis of factors influencing learners’
english speaking skill
 1

emphasizing a word in order to establish an effective style of

communication and so that the interlocutors readily acquire the

information or message they received.

b. Types of Speaking

Brown identifies five distinct types of speaking:

1) Imitative speaking

The speaker imitates the words or phrase or possible a

sentence. Imitative speaking refers to the practice of mimicking or

reproducing spoken language, usually after hearing it from a model

or speaker. In language learning, imitative speaking involves

repeating words, phrases, or sentences to practice pronunciation,

intonation, and overall speaking skills.

2) Intensive speaking

The speaker generates brief segments of spoken language

aimed at showcasing proficiency in a specific aspect of grammar,

vocabulary, or pronunciation, including elements such as

intonation, stress, rhythm, and juncture.

3) Responsive speaking

The speaker reacts to brief exchanges, typical greetings,

casual conversation, basic requests, and remarks. Responsive

speaking involves interaction at a relatively basic level,

encompassing short conversations, standard greetings, small talk,

simple comments, requests, and similar interactions.

 1

4) Interactive speaking

The speaker could take two forms: transactional language,

aimed at exchanging specific information, or interpersonal

exchange, focused on maintaining social relationships.

5) Extensive speaking

Monologue or oral speech, encompassing activities such

as speeches, oral presentations, and storytelling, wherein the

opportunity for oral interaction from listeners is greatly restricted

or altogether absent. Essentially, the speaker demonstrates

advanced [Link] are five various of speaking, each

with its own set of criteria. They are imitative, intense,

responsive, interactive, and extensive.

c. Function of speaking

Brown and Yule, as cited in Richards, provided a valuable

differentiation between the social aspects of speaking, where it helps in

building and sustaining social connections, and the informational

aspects, which prioritize the exchange of information. Then Richards

expanded the function of speaking from Brown and Yule’s framework

into three-part version, there are20:

1) Talks an interaction

When we discuss talk as interaction, we're typically

referring to conversation, which involves interactions primarily

20
Jack C Richards, “Teaching Listening and Speaking : From Theory to Practice,” n.d., 21.
 1

aimed at socializing. When individuals come together, they

exchange greetings, engage in casual conversation, share recent

experiences, and the like, with the intention of being friendly and

fostering a comfortable atmosphere of interaction with others. The

emphasis lies more on the speakers and their desire to project

themselves to one another rather than on the content of the

message. The key characteristics of conversational interaction can

be outlined as follows:

a) Primarily serves a social purpose.

b) Mirrors role dynamics.

c) Portrays the speaker's persona.

d) Can range from formal to informal.

e) Adheres to conversational norms.

f) Reflects varying degrees of politeness.

g) Incorporates numerous common words.

h) Adopts conversational style.

i) Is collaboratively formed.

2) Talks of Transaction

Talk as transaction pertains to scenarios where the primary

concern is the content or actions exchanged. The central focus

revolves around conveying the message clearly and accurately,

rather than the individuals involved and their social interactions

with each other. Examples of talk as transaction are:

 2

a) Collaborative discussions and problem-solving sessions in the

classroom

b) Students engaging in a poster design activity during class

c) Conversing about necessary computer repairs with

a technician.

d) Conversing about sightseeing arrangement with a hotel clerk

or tour guide.

e) Placing a phone call to obtain flight information.

f) Requesting directions from someone on the street.

g) Purchasing an item on a store.

h) Placing an order for food from a restaurant menu

3) Talks as Performance

Another category of talk worth noting is referred to as talk

as performance. This encompasses public speaking instances,

where information is conveyed to an audience, including classroom

presentations, public announcements, and speeches. Talk as

performance typically takes the form of a monologue rather than a

dialogue, often adhering to a specific format (such as a welcome

speech), and is more akin to written language than everyday

conversation. Similiarly, it is commonly assessed based on its

ability to influence or resonate with the listener, a criterion less

applicable to talk as interaction or transaction. Examples of talk as

performance are:
 2

a) Presenting class reports about school excursions

b) Moderating a class debate

c) Delivering a welcoming speech

d) Delivering a sales pitch

e) Presenting a lecture

Speaking has functions to determine its using. There are

three functions of speaking, the first is talk as interaction which is

focused on how people interacts each other, the second is talk as

transaction which is focused on the content of the speech or

conversation so that it is understood by the interlocutors, the third

is talk as performance which is focused on how speaking becomes

source of information for the listener as we encountered in

speeches, public talk, class lecturing and so forth.

4) Mikro Skills of Speaking

Micro skills pertain to smaller elements of language, such

as phonemes, words, collocations, and phrasal units. In contrast,

macro skills cover a broader range of language aspects, including

fluency, discourse, function, style, cohesion, nonverbal

communication, and strategic options. Below are lists of both

micro and macro skills21:

a) Micro skill

(1) Distinguishing betweenw english phoneme and their

21
Brown.H. Douglas. (2001). Teaching by Principle an Interactive Approach to Language
Pedagogy. (San Francisco: Longman)142-143
 2

allophonic variations.

(2) Producing elements of language of different language.

(3) Creating the stress pattern,identifying word in stressed

and unstressed position, understanding rhythmic

structure and recognizing intonation countours in

English.

(4) Produced reduced forms of words and phrases.

(5) Utilizing a sufficient range of lexical item ( word ) to

achieve pragmatic objective.

(6) Creating fluent speech at difference rates of delivery.

(7) Observing and regulating one’s spoken output employing

diverse strategic tehniques such as pauses, filters, self-

corrections, back tracking the clarity of the message.

(8) Use grammatical word classes (noun, verb, etc), system

(e.g. tense, agreement, and polarization, word orders,

patterns, rules, and elliptical forms.

(9) Developing a speech with natural components: using

natural expressions, pausing appropriately, organizing

breathing intervals, and structuring sentences.

(10) Conveying a specific meaning through various

grammatical structure.

(11) Employing cohesive element in oral communication.

 2

2. Teaching Speaking

Brow contends that when planning and implementing techniques

for an interactive classroom, teachers must ensure that their students are

equipped to handle different forms of spoken language. Furthermore,

according to Nunan as cited in Brown 22, a significant portion of our

efforts in language instruction is dedicated to teaching English

conversational skills. In addition to traditional spoken language, it's

crucial to include various forms of spoken communication in a language

course. When teaching oral skills, educators must demonstrate the

nuances of conveying and negotiating the often elusive meanings within

language.

a. Problem in teaching speaking

Teaching in speaking involves training students to effectively

integrate their skills for delivering oral presentations without

articulation difficulties. It's important to recognize the signs that may

indicate speaking problems. there are some problem in speaking they

are23:

1) Inhibition

Unlike reading, writing, and listening exercises, speaking

requires engaging in live interaction with an audience. Learners

frequently experience hesitancy when speaking a foreign

22
Brown,H. Douglas. (2001). Teaching by Principle an Interactive Approach to Language
Pedagogy. (San Francisco: Longman) ,250.
23
Penny Ur, A course in language teaching, (New York: Cambridge University Press, 1991), 121.
 2

language in class. They are concerned about errors, critique, or

potential embarrassment, and may simply feel uncomfortable

with the attention their speech receives.

2) Nothing to say

Even in solitude, learners frequently express frustration

over their inability to generate speech. They lack the drive to

articulate themselves, motivated solely by a sense of obligation

rather than genuine inspiration.

3) Low or uneven participation

In a large group, only one person can speak at a time to be

heard, which means each individual will have very limited speaking

time. This issue is worsened by the fact that some participants tend

to dominate the conversation, while others speak very little or not at

all.

4) Mother tongue use

In classrooms where many or all students speak the same

native language, they may opt to use it as it's more comfortable and

reduces their sense of vulnerability. In small group discussions,

especially in less disciplined or motivated classes, it can be quite

challenging to ensure they continue using the target language.

 2

b. Task-based language teaching

1) Definition of TBLT

(TBLT) has been developed during the last twenty years 24.

Its benefits as a learner-centered method make it highly

recommended for EFL teachers. Nunan explains that task-based

language teaching focuses on the process of learning to

communicate through interaction in the target language.

2) Step Implementation

In one of the frameworks within the Task-Based Language

Teaching (TBLT) approach formulated by Willis, there exists a

structure comprising pre-task, task cycle, and language focus

phases. During the pre-task phase, the instructor initiates an initial

discussion centered around the learning topic, connecting it to

students' prior experiences. In the task cycle stages, students

engage in various activities, including list-making, exchanging

personal anecdotes, problem-solving, and creative tasks, either

individually, in pairs, or in groups. At this stage the focus

language teacher and students together analyze the various forms

of language in the task, then students practice completing the final

task.25

24
David Nunan, “Task-Based Language Teaching,” n.d.
25
Willis, J. A Flexible Framework for Task-Based Learning( longman,London 1996 )
 2

3. Phonology

Phonology stands as an integral component within the realm of

linguistics26. In other hand, phonology according to ladefoged is the

description of the system and pattern of sounds that occurs in a

language27. In this case, Ladefoged stated that it entails examining a

language to identify its unique sounds and to discern which sounds

carry a distinction in meaning.

In this instance, an integral aspect of phonology, such as

phonetics, holds significance. Phonetics involves the examination of

speech sounds and how they are articulated. Phonology focuses on the

mechanics of sound production and transmission28. This research

focuses on acoustic phonetics, particularly the acoustic properties of

vowel sounds. This entails examining the physical attributes of the

sound waves produced by vowels as they travel from the speaker's vocal

tract to the listener's ears. Hence, the research is associated with

analyzing the acoustic characteristics of vowels. Therefore,

understanding speech production becomes essential as it is evident that

acoustic phonetics is interconnected with this aspect.

4. Vocabulary

a. Definition of Vocabulary

Mastering vocabulary is fundamental in language acquisition, as

it plays a crucial role across all language skills such as speaking,

26
Odden, David. Introducing Phonology ( Cambridge University Press: New York 2005 )
27
Ladefoged, Petter. A Course in Phonetics (Harcourt Brace Jovanovich, 1982 )
28
Odden, David. Introducing Phonology ( Cambridge University Press: New York 2005 )
 2

reading, listening, and writing. It is an indispensable component that

significantly influences one's ability to communicate effectively.

However, many students encounter challenges in acquiring a diverse

vocabulary, which can hinder their communication abilities. A limited

vocabulary restricts their capacity to engage in meaningful interactions

and constrains effective communication.

Vocabulary encompasses words and holds significant

importance in English language acquisition. It plays a crucial role in

enhancing all four language skills. Prior to mastering language skills,

learners must first grasp language components, including structure,

pronunciation, and vocabulary, as they serve as the foundation for

English proficiency. Vocabulary is important to study because of its

function in mastering a language. It must be the main thing for students

who want to learn English29.

5. Grammar

Grammar is the system for combining words, but we have not

discussed much about the sound or meaning30. Due to the differences

between English and Indonesian grammar, students often find grammar

challenging. Therefore, more engaging and realistic methods for teaching

English are necessary to address these issues. If the teacher can present

difficult material in a way that students easily understand, it indicates that

the learning process is effective. This allows students to enhance their

29
Zerah Dano Majaga, Improving Vocabulary Mastery of the Eighth Grade Students through
Crossword Puzzle, (Kulawi: e-Journal of ELTS, 2013), 1-14.
30
Leech, Geoffrey. English Grammar for Today, ( London: The Maxmillan Press Ltd 1982 )
 2

abilities, and the teacher can proceed with the subsequent material.

According to Coghill, grammar encompasses the rules followed

by educated individuals, often referred to as prescriptive grammar.

Additionally, it is noted that grammar seeks to outline the knowledge

necessary for people to speak and comprehend a language31.

6. Task-Based Dialogue

a. Definition of Dialogue

Dialogue refers to two-way or multi-way conversation. It

assumes the possibility to respond on multiple occasions in order to

strengthen a line of reasoning. The concept of dialogue includes a

degree of simultaneity and direct touch, either bodily or by

technological aids. To promote meaningful civic involvement, some

type of conversation between citizens and those in positions of

authority is required32.

A fundamental assumption underlying all of this is that adults

learn most effectively through dialogue. The term "dia" signifies

"between," while "logos" refers to "word." The approach to adult

learning grounded in these principles suggests that adults possess

sufficient life experience to engage in dialogue with any instructor on

any topic, and they acquire new knowledge, attitudes, or skills most

31
Coghill, Jeff. Cliffs Study Solver English Grammar, (Jhon Wiley & Son-Cliffs Notes).
32
Suzanne De Laval, Dialogue Methods – An Idea Manual, (Swedish: Stockholm Region, 2006),
5.
 2

effectively when connected to their life experiences.33.

Dictionaries typically describe dialogue in three primary ways34:

1) Dialogue spoken by characters in drama or fiction.

2) Exchange between two or more individuals.

3) Negotiation conducted verbally.

Additionally, there are exercises that promote learners to

participate in genuine conversations and negotiate the meanings they

intend to convey. However, there's a need for greater clarity regarding

the precise definition of a dialogue activity.

1) Dialogue typically involves spoken communication between two

individuals, and it can also refer to a written record of such

interaction.

2) The communication can either be scripted, such as in course book

dialogues or play scripts, or unscripted, like in improvised

conversations or chat sessions.

3) It could be genuine, such as spontaneous conversation, or

artificial, like in scripted scenarios such as film scripts or

classroom dialogues crafted to illustrate specific language

concepts.

4) It can be documented in audio, video, written form, or a

combination of these formats.

33
Jane Vella, Learning to Listen, Learning To Teach: The Power of Dialogue, (San Francisco:
Jossey-Bass, 2002), 3.
34
Bilbrough, “978-0-521-68951-9 - Dialogue Activities : Exploring Spoken Interaction in the
Language Class More Information Cambridge Handbooks for LanguageTeachers.” 2
 3

5) The authors could be coursebook creators, teachers, students, or

other individuals.

6) The activity could be focused on form, such as showcasing a

specific aspect of grammar, vocabulary, or a functional

expression. Alternatively, it could be focused on meaning, aiming

to facilitate the exchange of information, or it could encompass

both aspects simultaneously.

7) Communication can take on a transactional form, such as when

someone seeks information or purchases groceries. Alternatively,

it can be interactional, like when two friends catch up and discuss

the weather.

8) Such as interactions between students, interactions between

students and teachers, or interactions involving students and other

individuals, such as guest speakers in the class35.

Conversations can be simplified into child-friendly scripts

suitable for role-playing activities. It's important to base these role-

plays on the kinds of conversations children naturally engage in during

their play and activities, blending both real-life and imaginative

dialogue.

b. The advantages of dialogue

The use of dialogue as a learning tool has both benefits and

drawbacks. Here are the advantages of incorporating dialogue, as

35
Caroline T. Linse; David Nunan, Practical English Language Teaching: Young Learners, 2.
 3

outlined by Ulfah36:

1) The development of students' communication skills can be targeted.

2) Dialogue is a method that closely mirrors reality.

3) It encourages students to speak naturally and spontaneously.

4) Students are motivated to learn when the exercises are both relevant and

meaningful.

5) Students can regularly practice their communication skills.

6) In the classroom, students have opportunities to independently practice

communication skills.

36
Maria Ulfah, “The Effective of Using Dialogue Technique in Teaching Simple Present
Tense” Skripsi of Bachelor of Arts Syarif Hidayatullah State Islamic University Jakarta, Jakarta,
2011, p. 16.
 CHAPTER III

RESEARCH

METHOD

A. Reseacrh Design

The method used in this research was CAR. Classroom action

research aimed to find out and solve the student's real problem in a

classroom. Burns suggests that Classroom Action Research is integral to a

larger educational movement, aligning with concepts such as 'reflective

practice' and the notion of teachers assuming the role of researchers37.

Classroom action research entailed investigating specific cases within the

classroom environment, considering its conditions and circumstances, to

address and resolve issues with the aim of enhancing the quality of

learning.38In this research, the researcher collaborative with the English

teacher. The English teacher helped the researcher to find out the student’s

problem, discuss the methods or media to be used, make a lesson plan, and

research schedule.

In this research, the researcher employed several steps to execute the

strategy, which encompassed planning, implementation, observation, and

reflection. Below are the descriptions of the stages involved in Classroom

Action Research (CAR):

37
Anne Burns, Doing Action research in English Language Teaching, (New York & London:
Rouledge, 2010), 2.

38
Ani Widayati. 2008. Penelitian Tindakan Kelas. Jurnal Pendidikan Akuntansi Indonesia. Vol.
VI. No. 1. Tahun 2008.
32
 3

1. Planning

Planning is the most important stage in conducting research.

Doing everything must be based on planning. At this stage the researcher

explained what, why, when, where, by whom, and how the action will be

carried out. The ideal action research is actually carried out in pairs

(collaborative) between those who carry out the action and those who

observed the process being carried out. At this stage, in order for the

research results to be objective, it is expected to collaborate. Usually,

observations made on oneself allows the emergence of subjectivity39.

In this research, the researcher engaged in various activities prior

to carrying out the action. These activities included:

a. The researcher conducted classroom observations and interviews with

both the English teacher and the students to gather information

regarding the challenges students faced in learning English.

b. The researcher devised a timetable for the research.

c. The researcher decided to use the dialogue as technique.

d. The researcher devised a lesson plan (in the lesson plan the learning

steps using dialogue).

2. Implementing

Implementing in the classroom involved the teacher taking

deliberate, planned actions in line with the lesson plan, acting as a

39
Mualimin and Cahyadi, Rahmat Arofah Hari (2014) Penelitian Tindakan Kelas Teori dan
Praktik. Universitas Muhammadiyah Sidoarjo. 20
 3

conscious researcher40. The researcher followed the pre-prepared plans to

instruct the students. This study was a one cycle, which included four

sessions: three dedicated to teaching and one for testing. During this phase,

the researcher and collaborators outlined several important steps to be

followed while carrying out the action :

a. The teacher divided each student into pairs.

b. Students pay attention to the teacher who is explained today's topic.

c. The teacher prepared an example of a dialog with the topic asking and

giving information.

d. Students watched the sample dialog video on the LCD/Laptop.

e. Students were asked to ask if there are things that they do not

understand from the video.

f. Students were given 10 to 15 minutes to practice in front of their

friends and the teacher.

3. Observing

The observation phase involved collecting data and documenting

the effects or consequences of actions41. It was inferred that observation is

a reactive task, involving the recording of behaviors in field notes with

both an attentive attitude and open-mindedness. During this phase, the

researcher worked alongside the English teacher as a collaborator to

observe the classroom environment while implementing the action.

Together, they observed various classroom dynamics, including the

40
Rustiyarso & Tri Wijaya, Penelitian Tindakan Kelas, (Yogyakarta: Noktah, 2020), 43.
41
Rustiyarso & Tri Wijaya, Penelitian Tindakan Kelas, (Yogyakarta: Noktah, 2020), 45.
 3

students' activities in their English subject, their responses during teaching

and learning activities, their enthusiastic participation throughout the

learning process, their interactions, and their engagement while doing

exercises. The researcher and the teacher collaborated by taking notes

during the observation, using an observation checklist.

4. Reflecting

In this study, researcher and collaborators analysed students'

speaking test scores based on the average score formula and the percentage

of classes that passed the Minimum Completeness Criteria (KKM). The

study's findings are outlined in the data analysis segment and evaluated

against predefined success criteria. If the research achieved success

according to these criteria, it may conclude. However, if the results fall

short of expectations, the researcher adjust the plan and proceed with the

next cycle.

a. Revising The Plan

In this research, if the actions taken during a cycle fail to enhance

students' English proficiency, a revised plan becomed necessary. This

revised plan is contingent upon the subsequent cycle or the second

cycle.
 3

Figure 3.1
Classroom Action research Procedure Adapted from Kemmis and Taggart

Classroom action research, derived from Kemmis and Taggart,

involves five distinct stages. If the task-based dialogue implementation proved

successful by the fifth stage, the cycle concludes. But if it has not been

successful, the cycle continues into cycle II.

B. Research Setting , Time and Subject

1. Research Setting

The research setting of this research was conducted at Fatihul

Ulum Al-Mahfidz Islamic Senior High School Manggisan- Tanggul -

Jember.

2. Time of Research

This Classroom Action Research (CAR) was conducted through

one cycle to improve students' speaking competence in English language

skills.
 3

3. Research Subject

The subjects of this study were eleventh grade students consisting

of students who had problems in speaking.

C. Research Prosedure

One cycle of Classroom Action Research involved four stages: planning,

implementing, observing, and reflecting. This study encompasses one

complete cycle, wherein the researcher collaborated with an eleventh-grade

English teacher to conducted the [Link] activities were done in one

cycle as follows:

1. Pre-cycle

The researcher interviewed the English teacher and observed the

students' being activity in class during the pre-cycle. The researcher was

aware of the issues students faced and the challenges they encountered

while learning English, both through their own observations and insights

shared by the collaborating English teacher involved in the research.

2. Cycle – 1

In Cycle-1 of this Classroom Action Research (CAR), the first step

was to plan flexibly as it followed the school curriculum. Identify the

problem you wanted to address, create a detailed action plan, and set

specific goals. Next, during implementation, observe student responses

and the overall classroom environment. Evaluate the collected data

carefully, compare the results before and after the action, and reflect on the

process. The results of the evaluation will help the researcher in decision-
 3

making for the next step. At this stage, whether to continue with the same

action for the next cycle (Cycle 2).

D. Implementation Cycle of The Research

This CAR research had been conducted through one cycle to improve

students' speaking ability through task-based dialog techniques.

E. Data Collection Technique

1. Students’ Speaking Test

Test as a method to assess students' capabilities, including their

initial vocabulary, progress throughout the learning process, and

enhancement of skills during treatment, culminating in their abilities by

the final cycle. To obtain research findings, assessments were administered

to students by both the teacher and researcher during the final cycle.

In this study, the assessment method utilized is a group oral test

focused on speaking skills. Each group is assigned a specific theme related

to the course material. The students are required to engage in a dialogue

with a peer regarding their assigned theme. From this activity, the

researcher had taken scores with the English teacher to check the students'

improvement in speaking competence.

Oral tests allowed students to practice communicating directly. By

using oral tests in student speaking tests, it helped students develop the

speaking skills necessary to communicate effectively in the language being

studied. Therefore, the researcher used oral test to get their improvement

in knowing speaking after the implementing..

 3

2. Observation

This study employs participant observation, as the researcher took

an active role in teaching and learning activities. Observation checklists,

developed in collaboration with an English teacher, are utilized to collect

data based on predefined aspects outlined in the observation guide. The

observation involved monitoring the classroom situation and conditions

during teaching and learning sessions. The class activities were recorded,

and observation checklists are marked with a check (√) symbol. For

instance, at the start of the lesson, the instructor initiates the class, and the

English teacher observes the students' reactions to questions and greetings,

as well as their engagement with the presented material pertaining to the

subject matter.

Additionally, the English teacher utilizes a (√) symbol to indicate

students' progress throughout the task-based dialogue approach in teaching

and learning sessions. Subsequently, data gathered from the observation

guide is recorded in observation checklists and notes. The student

observation checklist, serving as a collaborative tool for implementing

task-based dialogue, is used by the English teacher to monitor student

engagement during class.

3. Interview

Interview data can be categorized into three main types: semi-

structured interviews, structured interviews, and unstructured interviews,

along with focus groups. In this study, the researcher utilized semi-
 4

structured interviews, engaging both an English teacher as a collaborator

and eleventh-grade students from an Islamic senior high school. The first

interview involved the teacher gathering data on students' classroom

issues, focusing on speaking difficulties, English proficiency, and

classroom engagement. The second interview involved students expressing

their experiences during the learning process. By interviewing both

English teachers and students, the researcher obtained insights into

students' speaking skills and their experiences in the classroom, thus

assessing the outcome of the interviews.

F. Data Analysis Technique

The research data consist of mixed method forms. Qualitative data is

gathered through observation checklists and notes, while quantitative data is

obtained from students' test results. These two types of data are analyzed by

qualitative and quantitative data analysis techniques.

1. Quantitative data

In this case, the researcher utilized descriptive statistical analysis to

calculate the mean of students' speaking duration and the class percentage.

During data analysis, the researcher aimed to ascertain the average

duration of students' speaking engagements. The formula utilized is the

Mean Calculation, which determines the average score of students.

𝑀 =N
∑XN

M = Mean

Ʃxn = students’ score

 4

N = Number of Students42

2. Qualitative data

In this case, qualitative data guided the depiction of students'

activities observed during the teaching and learning process, along with

interviews conducted both before and after implementing Classroom

Action Research (CAR). The observational descriptions encompassed

various aspects of students' engagement within the classroom, such as their

overall participation, expressions indicative of their comprehension of the

subject matter (cognitive), their attitudes (affective), their level of activity,

attention, enthusiasm, and confidence in the learning process.

G. Validity of Data

Following Arthur Hughes' perspective, a test is deemed valid when it

accurately measures what it is intended to measure. Therefore, the validity of

both the test and the data is confirmed when they demonstrate content validity.

In this study researchers used content validity. Brown states that if the

test or sample of subject matter from which conclusions drawn, and if it

requires test takers to perform the behavior being measured, then it can be

claimed as evidence related to content validity, which is often referred to as

content validity. behavior being measured, then it can be claimed as evidence

related to content validity content validity, which is often referred to as

content validity.43

42
Anas Sudjono, Pengantar Statiska Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), 43
43
H. Douglas Brown, Language Assessment Principle and Classroom Practices (New York:
Prentice Hall. 2001), 22-23.
 4

To ensure the accuracy of the test, the researcher sought the expertise

of Mr. Moh. Rofid Fikroni, [Link]., who served as the supervisor for this thesis,

to provide expert judgments.

H. Reliability

Reliability refers to the consistency of test scores over time. For a test

to effectively measure something, it must do so consistently. Various factors

influence test reliability, including the sufficiency of task samples and the

quantity of student performance samples collected. Additionally, scorer or

rater reliability pertains to the stability and consistency in evaluating test

performances.

Reliability essentially concerns the accuracy of the test's

measurements. However, even if the reliability score is high, it does not

guarantee that the test accurately measures what the user intends it to measure.

I. Criteria of Success

The success of this research will be achieved when all research

participants attain the school's designated minimum mastery level criterion

(KKM) of 75 in English. This criterion signifies that students have

comprehended the English materials adequately. Establishing the KKM as the

success benchmark is based on the observation that students in the preliminary

study scored a minimum of 45.

 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Description of Research Subject

1. Profile of Fatihul Ulum Islamic Senior High School Jember

Madrasah Aliyah Fatihul Ulum Al-mahfudz located in Manggisan

village, Tanggul sub-district, Jember district is a school under the auspices

of the Fatihul Ulum Almahfudz Islamic Education Institute and this

institution itself is within the Fatihul Ulum Islamic Boarding School or

commonly called Pesantren Manggisan. Since its establishment, this

islamic boarding school has only had a salafiyah school (madrasah

diniyah), the learning material is entirely religious and religious education.

This focus on religious education has given birth to a lot of reliable

religionists. Many of its alumni had established Islamic boarding schools,

madrasah diniyah and Islamic education parks. Over time, proposals from

several alumni came to the pesantren leaders to organize a formal madrasa

in the pesantren complex. In 2005, Madin Fatihul Ulum Wustho and Ulya

levels were established /conducted as the forerunner of MA Fatihul Ulum

Almahfudz. Then in 2007 MA Fatihul Ulum Almahfudz was officially

established.

2. Vision of Fatihul Ulum Islamic Senior High School

The realization of graduated who are independent in learning,

skilled, have faith and morality, and have a nationalistic outlook."

43
 4

Vision indicator :

After graduation, students are able to do ;

a. Never satisfied with the knowledge that has been achieved. Make

learning a primary need, love to research, love to read, innovative, and

love to try to find answers to problems.

b. Able to communicate their achievements to the community and their

environment in accordance with the competencies they have chosen.

c. Responsible for all the consequences of his actions, recognizing his

shortcomings and trying to fix his failures.

d. Be polite, respectful to others, disciplined to time, always keep

promises, orderly, crave a clean, healthy, dynamic environment and

make Islam a guide to his life and love his country.

3. Mission of Fatihul Ulum Islamic Senior High School

To achieve this vision, MA Fatihul Ulum Al-Mahfudz Tanggul

Jember developed the following mission:

a. Improving the quality of teaching and learning services.

b. Improving the quality of teachers and education personnel.

c. Improving the quality of extracurricular program services.

d. Improving the quality of learning reinforcement and mentoring

programs.

e. Instill religious, spiritual and moral values.

f. Developing awareness and responsibility for society and nation 6.

 4

4. Goals of Fatihul Ulum Islamic Senior High School

a. Increase faith and devotion to Allah SWT so that actively carry out

worship in order to practice the knowledge that has been learned.

b. Students are expected to be knowledgeable in Science and Technology

(IPTEK) and Iman Taqwa (IMTAQ) in an integrated and balanced

manner.

c. Improving the ability of students as members of society in conducting

social, cultural and natural relationships that are imbued with Islamic

values.

Making MA Fatihul Ulum Al-Mahfudz Tanggul Jember as an

Islamic future institution, safe, trusted and full of hope.

B. Research Findings

This section consisted of the results of the Classroom Action Research

(CAR). This research used the model of Kemmis and McTaggart. Research

findings were obtained from the beginning to the end of the teaching and

learning process. This research was conducted at MA Fatihul Ulum Jember in

the 2023/2024 academic year. This research was conducted in one cycle. The

implementation of the cycle consisted of four main stages, namely planning,

implementation, observation and reflection. This research was conducted four

times a meeting in one cycle, for the last meeting the researcher conducted a

oral test. This research cycle was carried out in two meetings in one week,

namely on Monday and Thursday, May 19, 22, 26, and 29, 2023 in class XI
 4

MA Fatihul Ulum Jember school year 2023/2024. The class consisted of

sixteen students. The findings of the cycle are as follows:

1. Research Finding in Pre Cycle

The researcher conducted the Pre-Cycle stage before implementing

the action. First, researcher conducted interviews with English teachers

and 11th grade students of MA fatihul Ulum Tanggul-Jember. The purpose

of this interview activity is to pinpoint the challenges students encounter

during the teaching and learning process. Additionally, observations were

carried out following the interviews to examine the students' learning

experiences and their condition throughout the teaching and learning

process.

The interview results with the English teacher revealed that

students' speaking skills were still low. The teacher informed the

researcher about the students who had received low scores in their English

subject. The teacher said that grade 11 th is a class that has low English

scores and the English teacher also explained the problems faced by

students in the classroom during the teaching and learning process.

Students were not very used to dialogue using English, and also some

students were afraid of making mistakes, afraid of being laughed at by

their friends and feel afraid when they were wrong in pronouncing the

word.

The researcher prepared teaching materials based on the topics

listed in the curriculum. The material prepared was about asking and
 4

giving opinion. The researcher made four lesson plans for four meetings.

In this study, the researcher obtained students' speaking scores from the

11th grade English teacher MA fatihul Ulum – Manggisan-Tanggul-

Jember. The assessment of students' speaking in the pre-cycle was the

same as the aspect assessment conducted by the researcher to the students.

The results in the pre-cycle showed that there were still many students who

had low scores below the minimum completeness criteria (KKM) of 75%.

The following are the students' scores in the pre-cycle:

Table 4.1
Students’ Score in Pre-
cycle
No Aspect Aspect of assesment Total Total
Accuracy Fluency Comprehensibility score
1 Highest 4 4 3 11 61
2 Medium 4 2 4 10 55
3 Lowest 3 3 2 8 44
Total score from 16 students 143 789

The student scores above are taken from the three students who got the

highest, medium, and lowest scores from the pre cycle. The researcher

calculated the data by using the formula bellow44:

Mean of the students’ 11th grade score: 𝑥 = ∑ 𝑥𝑛

N


=
789
16 = 49,3

The findings from the preliminary cycle indicate that the average score of

students was 49, 3, with none of the sixteen students meeting the

Minimum Mastery Criterion of 75. This suggests a significant deficiency

in students' speaking proficiency. Therefore, it is imperative to

44
Anas Sudjono, Pengantar Statiska Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), 43
 4

implementation to enhance their mastery of speaking.. So, the researcher

was hoped that by using dialogue technique as a technique to improve

speaking could be solutions and improve students’ speaking.

2. Research Findings in Cycle-1

a. Planning

First, the researcher met with the English teacher to discuss the

problem of students' speaking ability in teaching and learning. The

researcher interviewed the English teacher on Thursday, the 14th

December of 2023 in front of the 11th class of Fatihul Ulum

Manggisan-Tanggul-Jember when the students was taking a break. An

interview with the English teacher revealed that students' speaking

skills were still limited. The teacher explained to the researcher about

the students' low scores in English. There are several difficulties faced

by students in learning English, such as afraid of made mistakes, fear

of being laughed at by their friends, fear of speaking English because

they don't know how to pronounce the word correctly.

Following the interview with the English teacher, the researcher

proceeded to interview 11th-grade students in order to gain insight into

the challenges they face. The results of interviews with eleventh grade

students, students did not show that they did not like English subjects

because they were very difficult. Instead, they really want to master

English, especially in speaking skills. Because they said they really

wanted to be fluent in speaking English because it would make them

 4

look good and some said they could participate in sing a song

competitions, speech and others.

To ensure alignment between the English teacher's responses

and those of the students, the researcher conducted observations of the

classroom environment to gain insight into the issues students face in

the English subject during instruction. Throughout the teaching and

learning process, the teacher predominantly employed lecturing or

exposition methods, occasionally prompting students to echo their

statements and assigning textbook and supplementary materials as

homework.

After conducting interviews and class observations, the

researcher concluded that the students required a new strategy to

enhance their learning experience, particularly in speaking skills.

Despite the teacher's consistent use of lecture-based methods to boost

English proficiency, the strategy proved ineffective. The classroom

atmosphere bored, with students exhibiting signs of boredom,

sleepiness, and disinterest. While there was some progress in overall

English proficiency, speaking skills showed no improvement. So , The

researcher asked the English teacher’s opinion as a collaborator in this

research about the task-based dialogue technique in teaching and

learning process to improve students’ speaking skill. The English

teacher agreed if the researcher taught speaking by using task-based

 5

dialogue because the teacher never used it as a technique in improving

speaking to enjoy the English subject.

In this research the researcher used a task-based dialogue

technique as technique in fostering speaking skill for teaching and

learning process. The material of this research was asking and giving

opinion, The researcher design one cycle to include four sessions: three

for treatment and the fourth for conducting a speaking test. When the

researcher discussed the lesson plan with the English teacher, he also

informed the English teacher as a collaborator about what the

collaborator should do and what the researcher should do in class. In

this study, the researcher acted as an English teacher, teaching

vocabulary in English, while the native English teacher acted as a

collaborator or observer, observing the class circumstances and

students' responses during the teaching and learning process. As a

result, the English teacher assisted the researcher in taking field notes

during the teaching and learning process.

b. Implementing

At this stage, the researcher taught the dialogue in one

cycle. One cycle consists of four meetings, three meetings for

treatment and last meeting for speaking test. The teaching of speaking

skills followed the structure outlined in the lesson plan. The findings of

each meeting are described on the next page:

 5

1) The First Meeting

The first meeting was conducted on monday 19th of

february 2024 at 10.00 – 11.30 AM . before starting the class, the

researcher devised a strategy for addressing students' speaking

problem, outlining actions or interventions accordingly. This

involved selecting appropriate materials and media for inclusion in

the lesson plan, aligning with the syllabus which featured topics

such as asking for and giving opinions.

While teaching English in 11th grade, the researcher

collaborated with the English teacher as the research collaborative.

This study involved collaborative classroom action research.

During the first meeting, the researcher conducted teaching

sessions with the students, while the English teacher assisted by

observing the class and taking field notes to assess the students'

engagement and the learning environment.

The researcher commenced the class by offering greetings

and inviting the class leader to initiate the prayer. Following this,

the researcher checked the attendance of the students and inquired

about their well-being and emotions. The researcher also explained

to them about what they would learn on that meeting.

The researcher initiated the class with a greeting of

"Salam," to which the students responded with "Waalaikumsalam

Wr. Wb." Following this, the researcher inquired about the

 5

students' well-being, asking, "Good afternoon, how are you today?"

The students replied with a simple "noon." After checking

attendance, the researcher starts the session by introducing the

basic concept of how to express opinions politely and effectively.

The researcer uses various situational examples and role plays to

actively involve students in the learning process. The researcher

also introduces relevant vocabulary as well as appropriate sentence

structures to express opinions clearly and firmly.

Furthermore, the researcher provides opportunities for each

student to participate directly. They are given a group role play and

the researcher provided continuous feedback to help students

improve their ability to express their opinions more fluently and

convincingly. During this session, the class atmosphere was lively

and full of interaction between the teacher and students as well as

among students.

The researcher closed the lesson by making a conclusion.

Then the researcher advised all students to interact anywhere using

English and understand the dialog because in the next meeting

students will have a dialog.

2) Second Meeting

The researcher commenced the second meeting on

February 22, 2024, at 10:00-11:30 WIB with a warm greeting of

"Assalamu'alaikum wr, wb." Following this, they proceeded to

 5

verify the attendance of the students listed. No one was getting

sick, all of the students were present. In this action, the researcher

asked again about the material at the first meeting to find out the

students' understanding. The researcher began to show a dialog

video about asking and giving opinions on the projector screen and

the students were very enthusiastic about watching the video

because according to the students the video was very interesting

because they had never learned in class using a projector screen

before. After the students watched the video, the researcher gave

the paper containing the dialog to the students then the researcher

gave 15 to 20 minutes to study the dialog well, after the students

studied the dialog, the researcher divided the group of two students

and gave time to each group that had been divided to conduct the

dialog.

Then the researcher advised all students to memorize 20 of

vocabulary and to interact more with their friends using English

because in the next meeting students will not dialogue in pairs

anymore but will dialogue with four people in one group.

3) The Third Meetings

The meeting was held on February 26, 2024, At this stage,

the English teacher, acting as a collaborator, assisted the researcher

in observing the classroom dynamics and documenting

observations in the field notes previously prepared, aiming to

 5

ascertain the outcomes of the teaching and learning process prior to

the final meeting. The researcher conducted the meeting as usual

starting from opening the class with greetings and asking students

to lead the prayer. After that, the researcher checked the students'

attendance list and asked about the students' condition. Then the

researcher ordered one of the students to recite the memorization of

20 vocabulary words according to yesterday's meeting. On that

day, there was one student who was absent due to permission to

return home from boarding school.

After finishing checking the memorization of 20 vocabulary

from each student, the researcher repeated the material of asking

and giving opinion to strengthen students' understanding of the

material. and in the middle of learning, there was one student

named yhudistira said "Sir, I prefer to practice speaking English,

because it is more exciting". and finally the researcher immediately

divided four groups containing four people per group. instantly the

classroom felt more lively and fun and the researcher also

explained to the students that next week (the next meeting), they

would have a paired dialog test and told all students to study more

and be prepared.

4) The Four Meetings

On February 29, 2024, the researcher utilized the fourth

meetings for conducting a speaking test as part of their data

 5

collection methodology. This session took place within the context

of Class XI. At this time, the researcher as usual greeted and

checked the attendance of students. after that asked the students to

pray to be given smoothness in the implementation of the test. The

researcher explained the role and time of the test and told them that

there were only sixteen dialogue sentences with each sentence

containing two students.

c. Observing

In the observation stage, researchers collected data on the

implementation of task-based dialogue using participant observation.

This occurred because the researcher actively participated in teaching

and educational endeavors. Employing an observation checklist, the

researcher partnered with the English instructor to gather data

according to the specified criteria outlined in the observation guide.

The observation was conducted by observing the situation and

condition of the classroom during the teaching and learning activities

and recording the classroom activities and giving a mark (√) on the

observation checklist according to the description. For example:

Students can understand the researcher's explanation, students pay

attention to the researcher's presentation and how students respond to

the material that has been presented followed to the topic.

The English teacher collaborates with the researcher to gather

observational data during classroom activities. Based on the findings

 5

from the observation checklist, it can be inferred that students are

engaged and interested in the learning process, actively participating

and interacting with the English language.

d. Reflecting

The researcher assessed students' speaking proficiency

throughout the teaching and learning process via task-based dialogues.

Evaluation was based on gathered data, including field notes, student

observation checklists spanning from initial meetings to oral

assessments, and speaking test scores.. The fact that the students were

active during the implementation of this strategy may be due to several

things. Firstly, the dialog used was very fun and coupled with

demonstrations to make it more enjoyable. Thus, it helped the students

learn to pronounce vocabulary more easily as well as memorize new

vocabulary. second, the students learned outside the classroom. This

direction spurred greater student engagement, facilitating the

expansion of their English vocabulary while fostering happiness,

enjoyment, and a sense of relaxation in the classroom.

Based on the field notes of the first meeting, they have known

the researcher since the previous semester when the researcher was still

in the boarding school environment. the students were interested in the

introduction of task-based dialogue. the learning process with task-

based dialogue. The students can also understand the material well

with the new atmosphere in learning English. sometimes the researcher

 5

tries to ask about how to pronounce some vocabulary and tell them if

they don't know or understand the vocabulary. During the initial

meeting, certain students encountered challenges with pronouncing the

vocabulary, while others remained timid and hesitant when prompted

by the researcher to repeat or engage with their classmates in

classroom interactions.

Furthermore, the researcher also checked the field notes of the

second meeting. in this second meeting, students were more interactive

in class because the learning began by watching videos with a

projector screen and had never learned by watching videos before. and

in this meeting, the researcher focused on practicing dialogue. The

researcher saw that the condition of the class was better than the first

meeting. For the students, they have mastered a little about the

material.

At the third meeting, the researcher first checked the

memorization of vocabulary that had been determined at the last

meeting. After finishing checking the memorization of 20 vocabulary

words from each student, the researcher repeated the material of asking

and giving opinion to strengthen students' understanding of the

material. After the third meeting was over, the researcher told the

students that the next meeting was for the speaking test that they had

learned before. So, they could prepare themselves and study.

 5

At the last meeting to collect data, the researcher pointed out

the improvement in the students' speaking mastery and increased their

desire to speak English. This test only focused on the material they

had learned and some vocabulary taken from the material. After

checking the field notes, the researcher analyzed by scoring the results

of the oral test scores. To find out the results of students' speaking

scores, researchers and English teachers corrected the students' test

results together.

After obtaining the speaking test scores from the collected data,

the researcher determined the final scores for the students.

Subsequently, these final scores were analyzed in conjunction with the

success criteria outlined for the research. Before implementing task-

based dialogue into 11th-grade teaching and learning, the researcher

established success criteria. Success would be defined as an increase in

students' learning outcomes after the cycle, with at least 75% of

students achieving a score equal to or higher than 49.3. Following the

implementation of task-based dialogue, the students' speaking test

scores revealed a mean score of 79.2. Thirteen 11th grade students met

the minimum passing score (75), while only three 11 th grade students

did not.
 5

Table 4.2
Student’s Score from Speaking Test
No Aspect Aspect of assesment Total Total
Accuracy Fluency Comprehensibility score
1 Highest 5 6 5 16 87
2 Medium 5 4 5 14 78
3 Lowest 4 5 4 13 72
Total score from 16 students 229 1268

The student scores above are taken from the three students

who got the highest, medium, and lowest scores from the cycle. The

researcher calculated the data by using the formula bellow45:

Mean of the students’ 11th grade score: 𝑥 = ∑ 𝑥𝑛

N


=
1268
16

= 79,2

After conducted the test to assess students' final scores, the

researcher selected candidates for interviews. Three students were

chosen: the highest scorer, the one with a mid-range score, and the

lowest scorer. The interviews took place at the school's studio.

Based on the explanation provided, the researcher inferred that

implementing task-based dialogue could enhance students' speaking

proficiency, meeting the research's success criteria. Consequently, the

research can be deemed successful, potentially concluding the cycle

without proceeding to the next cycle.

45
Anas Sudjono, Pengantar Statiska Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), 43
 6

100
90
80
70
60
50
40
30
20
10
0

MM NZ DAP ZA RFR AF MI IS MR YA LK DAS RS MR FS HA

M F
pre-cycle 44 55 50 44 50 55 44 55 44 55 44 44 61 44 50 50
cycle-178 78 83 72 78 72 78 83 83 78 78 72 78 83 87 87

Chart 4,1 Student’s Speaking Test

Based on chart 4.1, it showed that the students have gotten the

improvement for their speaking mastery, proven by the students’

scores being improved after the treatment given by the researcher.

C. Discussion of Research

This stage presented the discussion of the research finding of teaching

speaking by using task-based dialogue which related to the theories. After

implementing task-based dialogue into the teaching for speaking skills, the

research findings indicated a progressive enhancement in students' speaking

scores, signifying an improvement in their mastery of spoken language. Prior

to the implementation of this technique, the preliminary data revealed a mean

score of 49.3 among students, with none meeting the Minimum Mastery

Criterion (KKM 75). This suggests that students' proficiency in speaking was

initially at a low level.

 6

The implementation of task-based dialogue significantly boosted

students' speaking mastery scores, with an average score of 79.2. Thirteen

students surpassed the Minimum Mastery Criterion, demonstrating substantial

progress. Only three students fell short of the required score. The

improvement observed from initial data to the oral test results signifies the

success of this research. By meeting success criteria and witnessing increased

speaking mastery test scores, the research achieved its objectives. The

implementation of task-based dialogues to enhance speaking skills received

positive feedback from students during the teaching and learning sessions.

Students were attentive while the instructor elucidated the subject matter, and

they actively engaged in practicing after receiving the material. Through

practice, students were able to commit new vocabulary to memory and

comprehend its meaning effectively.

The researcher started the speaking lesson in class by practicing

together after and during the material was given. by watching conversation

videos and memorizing vocabulary so that students can easily pronounce and

memorize new vocabulary in the teaching and learning process. During the

teaching and learning process, the students did not make noise in the

classroom because the students focused on the researcher's explanation and

there was an increase in the achievement of students' mastery of speaking as

well as vocabulary. It was concluded that students need new strategies in the

teaching and learning process so that students are more active and interested
 6

in English lessons. Niyata fisolihati stated that dialogue is a process of

fostering students easily to improve speaking mastery in learning English46.

In this research, the researcher paid attention to students' mastery of

speaking, especially vocabularies. The students' mastery of speaking and

vocabulary is better than before. The students can improve their knowledge

about pronouncing vocabularies, they can memorize vocabularies. This

happened because in the application of task-based dialogue, the researcher

gave vocabulary to be memorized and practiced by dialogue. After the

researcher explains the material, the researcher sometimes tests the students'

memorization by asking the meaning of the vocabularies that has been

pronounced. Thus, the students can know the meaning of the sentence or word

without having to look at the dictionary. As we know, vocabulary is one of the

components that students need to speak. Without vocabulary, students cannot

speak because they do not know the word. The researcher explained the

meaning of asking and giving opinion. When the researcher asked them to

mention and explain the material, actually they already understood how the

English material was, they said that the English material had been taught by

the previous teacher but there was no more practice, only material.

They practiced it in every meeting when the researcher asked them to

explain the material. Thus, students can remember the given material (asking

and giving opinion) automatically. So, with that, students can improve their

speaking skills and understanding of asking and giving opinions as well as

46
Niyata fisolihati, The effect of using dialogue technique to improve students' speaking skill: A
Quasi-experimental Study at the Seventh Grade of SMP IT Bina Pekerti Tangerang in
Academic Year 2019/2020).p.57
 6

understanding of vocabulary. According to Brown that speaking was

primarily associated with pronunciation and with helping learners recognize

and incorporate new language into their skill set47.

The effectiveness of dialogue techniques in enhancing speaking skills

was evident through the students' active participation and responsiveness in

the classroom. When prompted by the researcher to define words or engage

with their peers, students demonstrated a keen ability to interact and

communicate effectively. This highlights their proficiency in both speaking

and vocabulary acquisition, showcasing their capacity for meaningful

interaction.

By applying this technique in teaching speaking, the researcher found

some evidence of this. The advantage of using task-based dialogue in this

study is that students can enjoy the lesson with high confidence because they

are getting used to interacting with their friends using English. In addition, the

students felt motivated to learn English in class. The students felt excited and

challenged to memorize more vocabularies to prepare for the practice of

learning in class.

The improvement in students' speaking proficiency can be observed

through their progress in mastering speaking skills utilizing the methodologies

provided by the researcher. This progress is evident in the shift in the average

scores achieved by students. Post-treatment, the average score on the oral test

47
Brown.H. Douglas. (2001). Teaching by Principle an Interactive Approach to Language
Pedagogy. (San Francisco: Longman) ,250.
 6

increased to 79.2, compared to the initial average score of 49.3 observed in

the preliminary research.

From the results of the study, the use of task-based dialogue in

improving speaking can improve students’ speaking mastery. This seen from

the students’ scores in the preliminary study and speaking test. In the

preliminary study, the students were few to be able to pronounce the

vocabulary and have a lot of vocabulary to learn to speak English, because

their first problem was in weak mastery of English especially speaking, so

they were not interested in learning English. From this, it can be concluded

that by using task-based dialogue in improving speaking for English learning

in grade 11 MA Fatihul Ulum can be improved.

 CHAPTER V

CONCLUSIO

A. Conclusion

Based on the research in Chapter IV, the researcher had examined the 11 th

grade students of MA Fatihul Ulum Al-Mahfudz. This study aimed to improve

speaking skills through the use of task-based dialogue due to the low of

students' speaking skills. This research using dialogue techniques is an

effective way to improve students' speaking skills. This research was

conducted in one cycle consisting of three meetings and one test for speaking.

In pre-cycle, the average student score was 49. None of the students had met

the KKM. In one cycle, the mean score of preliminary score was 49.3 and the

score after implementing was 79, 2. There were 13 from 16 students who

passed the passing grade score and only 3 students were under the target score.

Improving the quality of learning can be seen from the percentage of students

who experience and increase activity from pre-cycle (45%) to cycle I (75%).

Therefore, the researcher could stop and no need to continue to the cycle II.

This research showed effective methods for students to improve their

English speaking skills, focusing on both grammatical accuracy and fluency. It

also explored the utilization of dialog techniques to enhance proficiency.

Task-based dialogues were found to enhance student motivation and

engagement, surpassing textbook learning approaches.

65
 6

B. Suggestion

After analyzed the outcomes of student activities within the cycle, the

researcher aimed to provided guidance for English educators and learners. The

suggestions were outlined below:

1. Teachers should understand their students' characteristics and

psychological states before starting lessons.

2. Using dialogue techniques can greatly improve students' speaking skills.

3. Teachers should create a supportive, relaxed environment to help students

feel comfortable and confident.

4. Diverse teaching aids can make learning English more interesting and

enjoyable.

5. Encourage students to practice English outside the classroom through

daily conversations and media to improve their speaking skills.

 6

REFERENCES
Ali Derakhshan, Atefeh Khalili, and Fatemeh Beheshti, "Developing EFL
Learners' Speaking Ability, Accuracy, and Fluency," Golesgan
university :Gorgan, year (2016).
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Persada, 2008).
Ani Widayati. "Penelitian Tindakan Kelas." Jurnal Pendidikan Akuntansi
Indonesia 6, no. 1 (2008).
Anne Burns, Doing Action Research in English Language Teaching (New York:
Routledge, 2010).
Andi, Saputri Rezky. The Use of Dialogue Video in Improving Student’s Speaking
Skill at MA As’adiyah Belawa Baru. 2022.
Bygate, Martin. Language Teaching Speaking. (Oxford: Oxford University Press,
1987).
Brown, Henry. Douglas. Language Assessment: Principles and Classroom
Practices. San Francisco State University, 2004.
Brown, Henry. Douglas. Language Assessment Principles and Classroom
Practices (New York: Prentice Hall), 2001.
Caroline T. Linse and David Nunan. Practical English Language Teaching:
Young Learners. New York: McGraw Hill, 2006.
Jannatul Ali. Language as a Tool for Communication and Cultural Reality
Discloser. Bandung: 2004.
Jane Vella. Learning to Listen, Learning To Teach: The Power of Dialogue. San
Francisco: Jossey-Bass, 2002.
Jenilla Kiky Kusumaning Prisiswara. "The Effectiveness of Using Guided
Dialogue Activity Toward the Student's Achievement in Speaking
at Seventh Grade Students of SMP PGRI Panggungrejo." 2020.
Kayi, Hayriye. "Teaching Speaking: Activities to Promote Speaking in Second
Language." The Internet TESL Journal, 2006.
Ladefoged, Petter. A Course in Phonetics (Harcourt Brace Jovanovich, 1982 )
Leech, Geoffrey. English Grammar for Today, ( London: The Maxmillan Press
Ltd 1982 )
 6

Maria Ulfah. "The Effective of Using Dialogue Technique in Teaching Simple

Present Tense." Skripsi of Bachelor of Arts Syarif Hidayatullah
State Islamic University Jakarta, Jakarta,2011.
Mayangsari, Agata Ita. "The effect of role play and dialogue techniques on the
eighth grade students' speaking fluency Widya Mandala Catholic
University." 2019.
Nick Bilbrough. Dialogue Activities; Exploring Spoken Interaction in The
Language Class.( 2010 ).
Niyata Fisolihati. "Using Dialogue Technique to Improve Students' Speaking
Skill: A Quasi-experimental Study at the Seventh Grade of SMP IT
Bina Pekerti Tangerang in Academic Year 2019/2020."
Odden, David. Introducing Phonology ( Cambridge University Press: New York 2005 )

Penny Ur. A course in language teaching. Cambridge: Cambridge University

Press, (1991).
Prisiswara, Jenilla Kiky Kusumaning. "The Effectiveness of Using Guided
Dialogue Activity Toward the Student's Achievement in Speaking
at Seventh Grade Students of SMP PGRI Panggungrejo." 2020.
Rawung, inggriani yohana. "Teaching english process through dialogue technique
at smp negeri 1 poso". (2020).
Rustiyarso, Tri Wijaya. Penelitian Tindakan Kelas. Yogyakarta: Noktah,( 2020).
Sitti Rabbiah. Language as a Tool for Communication and Cultural Reality
Discloser. (2018).
Suhendi. "The Effectiveness of Dialogue in Improving Students’ Speaking Skill."
An Experimental Research at Tenth Grade of SMAN 6 Kota
Serang in Academic Year 2018-2019.
Tri Wiratno and Riyadi Santosa. "Bahasa, Fungsi Bahasa, Dan Konteks Sosial." In
Modul Pengantar Linguistik Umum, (2014).

Zerah Dano Majaga, Improving Vocabulary Mastery of the Eighth Grade Students
through Crossword Puzzle, (Kulawi: e-Journal of ELTS, 2013)
 MATRIX OF RESEARCH

TITTLE VARIABLE INDICATORS DATA RESEARCH METHOD RESEARCH

RESOURCES PROBLEM
The - Task-based - Students are 1. Student’s 1. Research design : How does the
Dialogue able to speaking test. Classroom Action Research implementation
implementation
speaks 2. Observation. (CAR). of task-based
of task-based competence 3. Interview a. Planning dialogue
. b. Implementing improve
dialogue in
c. Observing student’s
fostering - Student’s d. Reflecting speaking
speaking 2. Data collection : competence at
eleventh grade
competence - Improve a. Student’s speaking test. eleven grade of
student’s student’s b. Observation. fatihul ulum al-
interest in c. Interview. mahfudz
speaking
speaking 3. Data analysis : Islamic senior
competence at English. a. Using quantitative form high school?
Mean score
∑𝑥𝑛
fatihul ulum al-
mahfudz islamic X= �
�

senior high X : mean

∑×n : individual score
school . N : student’s number.
b. Using qualitative form
- Observation - interview
4. Validity of data:
Content validity.
5. Criteria of success
It is successful when all of the
research subjects reach the
minimal mastery level criterion (KKM) which is 75. The KKM is set as the criteria of success as it is shown that the minimal score of students in the preliminary stud
Appendix SURAT IZIN

Nomor : B-4453/In.20/3.a/PP.009/11/2023
Sifat : Biasa
Perihal : Permohonan Ijin Penelitian

Yth. Kepala MA fatihul ulum Al mahfudz

Jl. Argopuro, Dusun No.7, Krajan, Manggisan, Kec. Tanggul, Kabupaten
Jember, Jawa Timur

Dalam rangka menyelesaikan tugas Skripsi pada Fakultas

Tarbiyah dan IlmuKeguruan, maka mohon diijinkan mahasiswa
berikut :
NIM : 202101060004
Nama : AUNUR RIFQI A.S
Semester : Semester tujuh
Program Studi : TADRIS BAHASA INGGRIS
untuk mengadakan Penelitian/Riset mengenai "The
implementation of task-based dialogue in fostering eleven grade
student`s speaking competence at fatihul ulum Al mahfudz islamic
senior high school" selama 7 ( tujuh ) hari di lingkungan
lembaga wewenang Bapak/Ibu Safi`i [Link]

Demikian atas perkenan dan kerjasamanya disampaikan terima kasih.

Jember,03 november 2023 an dekan,

Wakil dekan bidang akademik

MASHUDI
Appendix SURAT SELESAI
Appendix 4 SILABUS

KELAS: XI

Tujuan kurikulum mencakup empat kompetensi, yaitu (1)

kompetensi sikap spiritual, (2) sikap sosial, (3) pengetahuan, dan
(4) keterampilan. Kompetensi tersebut dicapai melalui proses
pembelajaran intrakurikuler, kokurikuler, dan/atau ekstrakurikuler.

Rumusan Kompetensi Sikap Spiritual adalah “Menghayati dan

mengamalkan ajaran agama yang dianutnya”. Adapun rumusan
Kompetensi Sikap Sosial adalah mampu “Menunjukkan perilaku
jujur, disiplin, tanggung jawab, peduli (gotong royong, kerja
sama, toleran, damai), santun, responsif, dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan
sosial dan alam serta menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia”. Kedua kompetensi tersebut dicapai
melalui pembelajaran tidak langsung (indirect teaching), yaitu
keteladanan, pembiasaan, dan budaya sekolah, dengan
memperhatikan karakteristik mata pelajaran serta kebutuhan dan
kondisi siswa.

Penumbuhan dan pengembangan kompetensi sikap dilakukan

sepanjang proses pembelajaran berlangsung, dan dapat digunakan
sebagai pertimbangan guru dalam mengembangkan karakter siswa
lebih lanjut.

Kompetensi Pengetahuan dan Kompetensi Keterampilan

dirumuskan sebagai berikut, yaitu siswa mampu:
 KOMPETENSI INTI 3 KOMPETENSI INTI 4
(PENGETAHUAN) (KETERAMPILAN)
3. memahami, menerapkan, dan 4. mengolah, menalar, dan menyaji
menganalisis pengetahuan faktual, dalam ranah konkret dan ranah
konseptual, prosedural, dan abstrak terkait dengan
metakognitif berdasarkan rasa ingin pengembangan dari yang
tahunya tentang ilmu pengetahuan, dipelajarinya di sekolah secara
teknologi, seni, budaya, dan mandiri, bertindak secara efektif
humaniora dengan wawasan dan kreatif, serta mampu
kemanusiaan, kebangsaan, menggunakan metoda sesuai
kenegaraan, dan peradaban terkait kaidah keilmuan
penyebab fenomena dan kejadian,
serta menerapkan pengetahuan
prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan
minatnya untuk memecahkan
masalah

KOMPETENSI DASAR KOMPETENSI DASAR

3.1 menerapkan fungsi sosial, struktur 4.1 menyusun teks interaksi

teks, dan unsur kebahasaan teks transaksional, lisan dan tulis, pendek
interaksi transaksional lisan dan dan sederhana, yang melibatkan
tulis yang melibatkan tindakan tindakan memberi dan meminta
memberi dan meminta informasi informasi terkait saran dan tawaran,
terkait saran dan tawaran, sesuai dengan memperhatikan fungsi sosial,
dengan konteks penggunaannya. struktur teks, dan unsur kebahasaan
(Perhatikan unsur kebahasaan yang benar dan sesuaikonteks
should, can)
 KOMPETENSI DASAR KOMPETENSI DASAR

3.2 menerapkan fungsi sosial, struktur 4.2 menyusun teks interaksi

teks, dan unsur kebahasaan teks transaksional, lisan dan tulis, pendek
interaksi transaksional lisan dan tulis dan sederhana, yang melibatkan
yang melibatkan tindakan memberi tindakan memberi dan meminta
dan meminta informasi terkait informasi terkait pendapatdan pikiran,
pendapat dan pikiran, sesuai dengan dengan memperhatikan fungsi sosial,
konteks penggunaannya. (Perhatikan struktur teks, dan unsur kebahasaan
unsurkebahasaan I think, I suppose, yang benar dan sesuai konteks
in my opinion)

3.3 membedakan fungsi sosial, struktur 4.3 teks undangan resmi

teks, dan unsur kebahasaan
4.3.1 menangkap makna secara
beberapa teks khususdalam bentuk
kontekstual terkait fungsi sosial,
undangan resmi dengan memberi
struktur teks, dan unsur kebahasaan
dan meminta informasi terkait
teks khusus dalam bentuk undangan
kegiatan sekolah/tempat kerja sesuai
resmi lisan dantulis, terkait
dengan konteks penggunaannya
kegiatan sekolah/tempat kerja
4.3.2 menyusun teks khusus dalam
bentuk undangan resmi lisan dan
tulis, terkait kegiatan
sekolah/tempat kerja, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks

3.4 membedakan fungsi sosial, struktur 4.4 teks eksposisi analitis

teks, dan unsur kebahasaan beberapa
4.4.1 menangkap makna secara
teks eksposisi analitis lisan dan tulis
kontekstual terkait fungsi sosial,
dengan memberi dan meminta
struktur teks, dan unsur kebahasaan
informasi terkait isu aktual, sesuai
teks eksposisi analitislisan dan tulis,
dengan konteks penggunaannya
terkait isu aktual
4.4.2 menyusun teks eksposisi analitis
tulis, terkait isu aktual, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks
3.5 menerapkan fungsi sosial, struktur 4.5. menyusun teks interaksi
teks, dan unsur kebahasaan teks transaksional lisan dan tulis yang
interaksi transaksional lisan dan tulis melibatkan tindakan memberi dan
yang melibatkan tindakan memberi meminta informasi terkait
dan meminta informasi terkait keadaan/tindakan/kegiatan/
keadaan /tindakan/ kegiatan/ kejadian tanpa perlu
kejadian tanpa perlu menyebutkan menyebutkanpelakunya dalam teks
pelakunya dalam teks ilmiah, sesuai ilmiah, dengan memperhatikan
dengan kontekspenggunaannya. fungsi sosial, struktur teks, dan
(Perhatikan unsurkebahasaan passive unsur kebahasaan yang benar dan
voice) sesuaikonteks
 KOMPETENSI DASAR KOMPETENSI DASAR

3.6 membedakan fungsi sosial, struktur 4.6 teks surat pribadi

teks, dan unsur kebahasaan beberapa
4.6.1 menangkap makna secara
teks khusus dalam bentuk surat
kontekstual terkait fungsi sosial,
pribadi denganmemberi dan
struktur teks, dan unsur
menerima informasi terkait kegiatan
kebahasaan teks khusus dalam
diri sendiri dan orang sekitarnya,
bentuk surat pribadi terkait
sesuai dengan konteks
kegiatan diri sendiri dan orang
penggunaannya
sekitarnya
4.6.2 menyusun teks khusus dalam bentuk
surat pribadi terkait kegiatan diri
sendiri dan orang sekitarnya, lisan
dan tulis, denganmemperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan, secara benar dan
sesuai konteks

3.7 menerapkan fungsi sosial, struktur 4.7 menyusun teks interaksi

teks, dan unsur kebahasaan teks transaksional lisan dan tulis yang
interaksi transaksional lisan dan melibatkan tindakan memberi dan
tulis yang melibatkan tindakan meminta informasi terkait hubungan
memberi dan meminta informasi sebab akibat, dengan memperhatikan
terkait hubungan sebab akibat, fungsi sosial, struktur teks, dan unsur
sesuai dengan konteks kebahasaan yang benar dan sesuai
penggunaannya. (Perhatikan unsur konteks
kebahasaan because of ..., due to ...,
thanks to ...)

3.8 membedakan fungsi sosial, struktur 4.8 menangkap makna secara

teks, dan unsur kebahasaan beberapa kontekstual terkait fungsi sosial,
teks explanation lisan dan tulis struktur teks, dan unsur kebahasaan
dengan memberi dan meminta teks explanation lisandan tulis,
informasi terkait gejala alam atau terkait gejala alam atau sosial yang
sosial yangtercakup dalam mata tercakup dalam mata pelajaran lain
pelajaran laindi kelas XI, sesuai di kelas XI
dengan konteks penggunaannya

3.9 menafsirkan fungsi sosial dan unsur 4.9 menangkap makna secara
kebahasaan lirik lagu terkait kontekstual terkait fungsi sosial
kehidupan remaja dan unsur kebahasaan lirik lagu
SMA/MA/SMK/MAK terkait kehidupan remaja
SMA/MA/SMK/MAK
Appendix 5 RPP

RENCANA PELAKSANAAN PEMBELAJARAN I

 Guru/Pengajar : Aunur Rifqi

 Sekolah : MA Fatihul Ulum Al-Mahfudz
 Kelas/Semester : XI / 1 (Ganjil)
 Mapel : Bahasa Inggris
 Materi Pokok : Asking and Giving Opinion
 Strategi Pembelajaran: Project Based Learning
 Alokasi Waktu : 2 x 25 menit (1x pertemuan)

A. Kompetensi Inti
KI PENGETAHUAN (KI 3) KI KETERAMPILAN (KI 4)
KI 3 - Memahami dan menerapkan KI 4 - Mengolah, menyaji, dan menalar
pengetahuan (faktual, konseptual, dalam ranak konkret (menggunakan,
mengurai, merangkai, memodifikasi
dan prosedural) rasa ingin tahunya
dan membuat) dan ranah abstrak
tentang ilmu pengetahuan, (menulis, membaca, menghitung,
teknologi, seni, budaya terkait menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan
fenomena dan kejadian tampak
sumber lain yang sama dalam sudut
mata. pandang/teori.

Menampilkan kinerja di bawah

bimbingan dengan mutu dan kuantitas
yang terukur sesuai dengan standar
kompetensi kerja.

Menunjukkan keterampilan menalar,

mengolah, dan menyaji secara efektif,
kreatif, produktif, kritis, mandiri,
kolaboratif, komunikatif, dan solutif
dalam ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya
di sekolah, serta mampu melaksanakan
tugas spesifik di bawah pengawasalan
 langsung.

Menunjukkan keterampilan
mempersepsi, kesiapan, meniru,
membiasakan, gerak mahir,
menjadikan gerak alami dalam ranah
konkret terkait dengan pengembangan
dari yang dipeljarinya di sekolah, serta
mampu melaksanakan tugas spesifik di
bawah pengawasan langsung.

B. Kompetensi Dasar
KOMPETENSI DASAR INDIKATOR
3.17 - Menganalisis fungsi sosial,  Menentukan fungsi social teks
struktur teks, dan unsur kebahasaan
lisan tentang Asking and Giving
teks interaksi transaksional lisan dan
tulis yang melibatkan tindakan Opinion sesuai dengan konteks
memberi dan meminta informasi penggunaanya dengan benar.
terkait pendapat dan pikiran, sesuai
dengan konteks penggunaannya.  Menentukan sruktur teks lisan
(Perhatikan unsur kebahasaan I think, tentang Asking and Giving
I suppose, in my opinion)
Opinion sesuai dengan konteks
penggunaannya dengan benar.
 Menentukan unsur kebahasaan
teks lisan tentang Asking and Giving
Opinion sesuai dengan konteks
penggunaannya dengan benar.

4.17 - Menyusun teks interaksi  Mengucapkan ungkapan -

transaksional, lisan dan tulis, pendek ungkapan Asking and Giving
dan sederhana, yang melibatkan
Opinion dengan pelafalan
tindakan memberi dan meminta
informasi terkait pendapat dan dan intonasi yang benar.
pikiran, dengan memperhatikan
 Mengucapkan ungkapan -
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai ungkapan Asking and Giving
konteks Opinion dengan tata bahasa
 yang benar.
 Merespon ungkapan - ungkapan
Asking and Giving Opinion
dengan pelafalan dan intonasi
yang benar
 Menyusun teks transaksional
lisan Asking and Giving Opinion
dengan tata bahasa yang tepat.
 Mempraktikan dialog
transaksional lisan Asking and
Giving Opinion dan responya
dalam percakapan secara tepat
sesuai dengan konteksnya.

C. Tujuan Pembelajaran
 Siswa mampu memahami struktur teks, unsur kebahasaan, dan
fungsi sosial dari teks interaksi transaksional lisan terkait asking and
giving opinion dengan benar.
 Siswa mampu mengucapkan dan merespon ungkapan –
ungkapan Asking and Giving Opinion dengan pelafalan, intonasi,
dan tata bahasa yang benar.
 Siswa mampu Menggunakan ungkapan – ungkapan Asking and
Giving Opinion dalam percakapan secara tepat sesuai dengan
konteksnya.

D. Kegiatan Pembelajaran : Model Pembelajaran Project Based Learning

Pendahuluan

1. Mengucapkan salam dan memeriksa absensi siswa

2. Ice Breaking
 3. Menyampaikan KI dan KD pembelajaran yang berhubungan
dengan kehidupansehari-hari
4. Meyampaikan tujuan pembelajaran

Kegiatan
Inti
Mengamati
1. Guru memberikan beberapa video dialog tentang asking and giving opinion.
2. Siswa diminta mengamati ungkapan - ungakapan dan respon setiap orang
dalam video.
Menanya
3. Siswa diminta menuliskan beberapa pertanyaan terkait hal - hal yang mereka
dapatkan dari dialog dalam video.
4. Guru mengarahkan siswa menemukan pertanyaan menggunakan WH
Question.
Mengeksplorasi
5. Guru menampilkan materi dan menjelaskan tentang Generic Structure,
Language Feature dan Social Function dari dialog asking and giving opinion.
6. Siswa diminta menganilisis fungsi social, struktur dan unsur kebahasaan dari
dialog asking and giving opinion dalam video.
Mengasosiasi
7. Siswa berkelompok secara berpasang – pasangan.
8. Guru menampilkan contoh dialog asking and giving opinion.
9. Guru memutarkan audio sebagai contoh intonasi, pelafalan dan tata Bahasa
yang baik dalam ungkapan – ungkapan Asking and Giving Opinion serta
responya.
10. Siswa menirukan setiap kalimat yang di putarkan audio.
11. Siswa diminta untuk belajar pengucapan setiap kata Bahasa inggris.
Mengkomunikasikan
12. Siswa berlatih bermain peran mempraktikan dialog yang sudah di pilih.
 Penutup
1. Sebelum pelajaran ditutup, guru meminta siswa melakukan refleksi
kesimpulan kegiatan hari ini dengan diberikan pertanyaan seperti:
Apa yang telah kamu pelajari hari ini? Apa yang paling kalian sukai
dari pembelajaran hari ini? Apa yang belum kalian pahami pada
pembelajaran hari ini?
2. Siswa diajak untuk selalu mensyukuri nikmat yang diberikan dan
mengajak siswa untuk selalu menjaga kesehatan
3. Kegiatan belajar ditutup dengan doa dan salam

E. Media Pembelajaran
1. Buku Peserta didik, Kurikulum 2013 Mata Pelajaran Bahasa Inggris
Kelas XI “Forward an English”, Kemendikbud, Revisi Tahun 2017
2. Papan tulis dan spidol
3. laptop

F. Sumber Belajar
1. Buku Peserta didik, Kurikulum 2013 Mata Pelajaran Bahasa Inggris
Kelas XI “Forward an English”, Kemendikbud, Revisi Tahun 2017
2. Sumber Internet:
 [Link]
 [Link]

G. Penilaian Hasil Belajar

Pengetahuan Keterampilan Sikap
Analisislah asking and Praktekkan dengan Berani dan Percaya diri
giving opinion yang temanmu! dalam belajar asking and
diberikan gurumu! giving opinion
H. Rubrik Penilaian
1. Ketepatan
Kriteria penilaian ketetapan berbahasa inggris siswa

Klasifikasi Nilai Kriteria Penilaian

Excellent 6 Pengucapan hanya sedikit dipengaruhi oleh bahasa
(luar biasa) ibu. Beberapa kesalahan tata bahasa dan sedikit
kesalahan kata tetapi kebanyakan ucapan benar.

Pelafalan dipengaruhi oleh bahasa ibu, hanya

beberapa kesalahan fonologi. Beberapa kesalahan tata
fairly good
bahasa dan leksikal beberapa diantaranya
(cukup baik)
menyebabkan kebingunan.

Pengucapan sangat dipengaruhi oleh bahasa ibu

Good dengan kesalahan yang menyebabkan

(baik) gangguan
 dalam komunikasi. Banyak kesalahan tata bahasa dan
leksikal

Average 3
(rata-rata)

Poor

(buruk)
1

Kesalahan pengucapan yang serius karena banyak

kesalahan tata bahasa dan leksikal yang mendasar.
fairly poor Tidak ada bukti telah menguasai keterampilan
(cukup buruk) bahasa dan bidan yang dipraktikan.
 Pengucapan sangat dipengaruhi oleh bahasa ibu
dengan kesalahan yang menyebabkan gangguan
dalam komunikasi. Banyak kesalahan tata bahasa
dan leksikal

kekesalahan pengucapan yang serius karena banyak

salahan tata bahasa dan leksikal yang mendasar. Tidak
a bukti telah menguasai keterampilan bahasa dan
bidan

yang dipraktikan
2. Kelancaran
Kriteria penilaian pada kelancaran bahasa inggris siswa

Klasifikasi Nilai Kriteria Penilaian

Excellent 6 Berbicara tanpa usaha yang terlalu besar dengan

(luar biasa) kisaran ekspresi yang cukup luas. Mencari kata-kata

sesekali hanya dengan satu atau dua jedah yang tidak

wajar.

fairly good 5

(cukup baik) Harus berusaha pada saat mencari kata-kata. Namun

demikian, lancar secara kseluruhan dan hanya

beberapa jeda yang tidak wajar.

Good

(baik) 4

Meskipun ia harus berusaha dan mencari kata-kata

tdk terlalu banyak jeda yang tidak wajar,

pengucapan cukup lancar. Terkadang terbata-bata

Average tetapi berhasil menyampaikan makna umum.

(rata-rata) 3 Ekspresi-ekspresi yang baik

Poor
 (buruk) 2 Menyita banyak waktu. Seringkali harus mencari
makna yang diinginkan. Sering berhenti dan terbata-
bata dengan ekspresi yang terbatas.

fairly poor
(cukup buruk) 1 Berhenti lama ketika dia mencari makna yang
diinginkan sering terbata-bata dan berhenti. Hampir
menyerah ketika berbicara dengan ekspresi yang
tidak memungkinkan untuk melanjutkan pembahasan.

Terlalu lama berhenti. Berbicara dengan terputus-

putus dan terpisah-pisah, kadang-kadang mnyerah
berusaha, rentang ekspresi yang sangat terbatas.

3. Pemahaman
Kriteria penilaian pada pemahaman berbahasa inggris siswa

Klasifikasi Nilai Kriteria Penilaian

Excellent 6 Mudah mendengar untuk memahami maksud
(luar biasa) pembicara dan makna umum. Sangat sedikit interupsi
atau klasifikasi yang diperlukan.

fairly good 5 Niat dan makna umum pembicara cukup jelas.

(cukup baik)
Beberapa gangguan oleh pendengar demi
klasifikasi di perlukan.

Good 4
(baik)
Sebagian besar yang dikatakan pembicara mudah
diikuti. Niatnya selalu jelas tetapi beberapa gangguan
 diperlukan untuk membantunya menyampaikan pesan
atau mecari klarifikasi

Average 3
(rata-rata)

Pendengar dapat memahami banyak hal yang

dikatakan, tetapi ia harus terus mencari klarifikasi.
Dia tidak dapa memahami banyak kalimat pembicara
yang lebih kompleks atau lebih lama.

Poor 2
(buruk)

fairly poor 1 Hanya potongan-potongan kecil (biasanya kalimat

(cukup buruk) dan frasa pendek) yang dapat dipahami dan
kemudian dengan susah payah oleh seseoarnag yang
mendegarkan pembicaraan.

Hampir tidak ada dari apa yang dikatakan dapat

dipahami. Bahkan ketika pendengar berusaha keras
atau menyela, pembicaraan tidak dapat

mengklarifikasi apapun yang ia katakan.

4. Pedoman penskoran

𝑡ℎ𝑒 g𝑎i𝑛 𝑠𝑐𝑜𝑟𝑒

Student’s score = 𝑥
maximal score
Classifying the score of the studeents in to six levels as follows:

No Scscore Classification

1 86-100 6 Excellent
2 71-86 5 fairly good
3 56-70 4 Good

4 41-55 3 Average
5 26-40 2 Poor
6 < - 25 1 Fairly poor

Jember,07 Januari 2024

Subject teacher

Suhartono, [Link].
 Appendix 6 TEST INSTRUMENT
INSTRUMENT TEST

Test : Speaking
School : MA Fatihul Ulum
Class: XI
Time : 40 minutes

INSTRUCTION!
Example : A friend of yours has forgotten where he has put his glasses. he cannot see too well
Thesethem.
without are a group test you
what will , onesay
group consist
to him? ( letofme
2 people.
help youNoto model responses
look for them,etc. )
are given by the examiner and the students are free to use whatever
You are on your way to school when it starts to rain heavily. Unfortunately patterns
, you an your friend
they wish. Please use vocabulary correctly!
have no raincoats. There is nowhere to shelter but your school is only a hundred yards away.
What do you say to your friend ? ( shall we make a dash for it ?) / let’s run the rest of the way.)

1. A friend is trying to learn a new skill but is finding it difficult. How would you offer
your support and guidance to help them improve?

2. Your friend is feeling down and could use some cheering up. What would you say or do
to offer your help in lifting their spirits?

3. A friend has forgotten where they parked their car in a crowded parking lot. How would
you offer to help them find it?

4. A friend can't find their favorite book and is frustrated. How would you offer to assist
in locating it?

5. A friend is moving to a new house and needs help packing. How would you offer your
support in getting their belongings ready for the move?

6. Your friend is starting a new hobby but is unsure where to begin. How would you offer
your guidance and help them get started?

7. Your friend has misplaced their phone and can't seem to find it. What would you say to
offer help?

8. Your friend is planning a surprise party but needs help with organizing it. How would
you offer your assistance in arranging the event without revealing the surprise
 TRANSCRIPT OF STUDENTS’ SPEAKING TEST

A friend is trying to learn a new skill but is finding it difficult. How would you offer your
support and guidance to help his/ her to improve?

S1 : I am trying to learn a new skill but is finding it difficult.

S2 : Emm… you should study harder and never give up.

S1 : yaa.. I am little lazy, emm and I will do it. Thank you ya

S2 : you’re welcome, keep spirit brother.

S1 : yes, I do.

Your friend is feeling down and going to use some cheering up. What would you say or do
to offer your help in lifting their spirits?

S3 : hey, I am feeling down and I need some cheering up.

S4 : loh , why bro ? you sad ? don’t sad my friend, I am here.

S3 : Emmm. Yes bro, I am sad because my girlfriend.

S4 : Only Girlfriend bro, keep spirit.

A friend has forgotten where he/ she parked his/her car in a crowded parking lot. How would you
offer to help him/her finding it?

S5: Eh hey, I forgot where I parked my car in a crowded parking lot.

S6 : Beh ,where you put your car before ? maybe ask to satpam.

S5 : Oh over there. Alhamdulillah, thank you yes

S6 : Alhamdulillah , okay .

A friend can't find his/her favorite book and be frustrated. How would you offer to assist in
locating it?

S7 : I can't find my favorite book and be frustrated.

S8 : wait wait, I will ask to eee our friend. eh anyone found her book?

S7 : I have ask bro, they didn’t know

S8 : maybe behind the table.

S7 : oh yes , I found. Thanks

A friend is moving to a new house and needing help packing. How would you offer your support
in getting him/her belongings ready for the move?

S9 : I'm moving to a new house and need help packing. Can you help?

S10 : I am bro ?

S9 : yes.

S10 : gas, where is your new home ?

S9 : my new home is far from here.

S10 : yes , I can

S9 : okay

Your friend is starting a new hobby but unsure where to begin. How would you offer your
guidance and help him/his get started?

S11 : I'm starting a new hobby but not sure where to start.

S12 : same with me, emm I need new hobby

S11 : what is a fun hobby ?

S12 : eee maybe playing futsal ?

S11 : good sih, let’s go play together.

Your friend has misplaced his/her phone and can't seem to find it. What would you say to offer
help?

S13 : I misplaced my phone and can't find it. Can you call my number please.

S14 : which one your number ?

S13 : wait… 085647345874

S14 : wait ya, …… ( wait for ringing )

S13 : eh this one bro hehe, in my jacket. Thanks ya

S14 : Alhamdulillah, yes

Your friend is planning a surprise party but needs help with organizing it. How would you offer
your assistance in arranging the event without revealing the surprise?

S15 : I am planning a surprise party but need help organizing it.

S16 : how I can help you my best friend ?

S15 : emmm , maybe you can help me to buy a cake.

S16 : that is bro? any else?

S15 : yes. Can you ?

S16 : yes , I can bro .

S15 : thank you very much .

S16 : you are welcome.

Level Accuracy Fluency Comprehensibility
6 Pronunciation is only very Speak without too great Easy for the listener to
slightly influenced by the an effort with a fairly understand the speaker’s
mother-tongue. Two or three wide range of intention and general
minor grammatical and expression. Searches for meaning. Very few
lexical errors. words occasionally but interruptions clarification are
only one or two necessary.
unnatural pauses.
5 Pronunciation is slightly Has to make an effort at The speakers’s intention and
influenced by mother times to search for general meaning are fairly
tongue. A few minor words. Nevertheless, clear. A few interruptions for
grammatical and lexical smooth delivery on the the sake of clarification is
errors but most utterances whole and only a few necessary.
are correct. unnatural.
4 Pronunciation is still Although he has to make Most of what the speaker
moderately influenced by an effort and search says and easy to follow. His
the mother tongue but has for words, there are not intention is always clear but
no serious phonological too many unnatural several interruptions are
errors. A few grammatical pauses. Fairly smooth necessary to help him to
and lexical errors but only delivery convey the message or seek
one or two major errors and fragmentary but clarification.
causing confection. success in conveying
the general meaning. Fair
range expression.
3 Pronunciation is still Has to make an effort for The listener can understand a
moderately influenced much time. Often has to lot of what is said, but he
by the mother tongue but search for the desired must constantly see
has no serious phonological meaning. Rather halting clarification cannot
errors. several grammatical delivery and understand many of the
and lexical errors. But only fragmentary. The range speaker’s more complex or
one or two major errors of expression is often longer sentences.
confuse. limited.
2 Pronunciation seriously Long pauses while he Only small bits ( usually short
influenced by mother-tongue searches for the desired sentences and phares) can be
with errors causing a meaning. Frequently understood and then with
breakdown in fragmentary and halting considerable effort by
communication many “basic delivery. Almost gives someone who is used to
“grammatical and up making the effort at Listening to the speaker.
lexical errors. times. Limited range of
expression.
1 Serious pronunciation errors Full of long and Hardly anything of what is
as well as many “basic” unnatural pauses. Very said can be understood. Even
grammatical and lexical halting and fragmentary the listener makes a great
errors. No evidence of delivery. At times gives effort of interrupt, the speaker
having mastered any of the up making the effort. is unable to clarify anything
language skills and areas Very limited range of he seems to have said.48
practiced in the course. expression.
 Appendix 7 THE RESULT OF INTERVIEW
Time and Place of Interview:

1. Day/Date : 14 december 2023

2. Place : Behind of Class
3. Time : 08;00-finish

Respondent:

1. English teacher

Note:

R : Researcher

T : English Teacher

R : Sebelumnya, terima kasih sudah bersedia meluangkan waktu untuk wawancara ini. Saya
ingin berbicara mengenai pengalaman bapak sebagai guru bahasa Inggris di kelas XI. Apakah
kita bisa mulai nggeh?

T : Iya siap, dimulai saja.

R : Begini bapak, Sebagai seorang guru bahasa Inggris di kelas XI, kira-kira apakah ada masalah
yang Anda temui dalam kemampuan berbicara siswa?

T : Aduh dek, menurut saya itu siswa disini sedikit yang tertarik ke bahasa inggris dan juga
dikelas tidak ada pelajaran speaking . Disini itu cuma diajarkan grammar dll sehingga siswa
jarang diajarkan berinteraksi menggunakan bahasa inggris. Saya pun menjelaskan materi dengan
Indonesia karena siswa sedikit yang mengerti jika menggunakan bahasa inggris.

R : Oh nggeh pak, dan untuk nilai bahasa inggrisnya mereka gimana nggeh pak?

T : Untuk nilai siswa disini sangat rendah dek dan kadang saya ngasih nilai ke mereka itu sangat
royal. Dan saya menilai anak-anak itu dilihat dari keaktifan siswa dikelas saja sih dek.

R : Kayaknya mereka butuh suasana baru sih pak dikelas, dan untuk situasi selama pembelajaran
dikelas itu bagaimana menurut pengalaman bapak nggeh ?

T : Siswa disini itu sering aktif apabila dikasik soal yang tebak-tebak an. Kalo sekedar materi
biasa,siswa itu ada yang tidur dan pasif. Seperti itu saja, ada lagi dek ?

R : Jadi gini pak, saya sekarang membuat penelitian PTK. Kalau bapak berkenan, saya akan
menggunakan task-based dialogue untuk meningkatkan penguasaan speaking mereka dan juga
mempunyai vibe baru dalam pelajaran Bahasa inggris, mungkin mereka akan sedikit demi sedikit
bisa berminat belajarnya.

T : Coba jelaskan apa itu task-based dialogue.

R : ( researcher menjelaskan tentang task-based dialogue ).

T : Bagus sih, selagi buat anak-anak aktif dikelas silahkan saja dek.

R : Pak, sebelumnya. Saya ingin meminta bantuan bapak sebagai collaborator dalam penelitian
tersebut nggeh pak?

T: oke siap dek, dikabari lagi ya untuk jadwalnya.

R : Baik bapak, terima kasih sudah berkenan dan terima kasih untuk waktuknya.
Time and Place of Interview:

4. Day/Date : 29 february 2024

5. Place : Podcast room
6. Time : 09:00-finish

Respondent:

2. English teacher

Note:

R : Researcher

T : English Teacher

R : Mungkin hari ini kakak terakhir melakukan penelitian di

sini ya, ngumpulin kalian bertiga sebagai perwakilan dari
teman-teman kelas untuk mereview bagaimana atau gimana
tentang penelitian yang kakak berikan pada kalian
R : Bagaimana samean menyukai task-based dialogue itu?

S1 : Menurut saya kak, tehnik itu membuat kita lebih aktif

dikelas karena didorong untuk berbicara.
S2 : Sama sih kak,saya jadi sering menjawab pertanyaan dari
teman-teman pondok pake bahasa inggris. Sedikit terbiasa
juga sih.

R : Nah, yaitu. Seru kan kalo berbicara pakae bahasa inggris,

jadi lebih keren kan

S : Iya kak ( sambil senyum )

R : Terus, bagian apa yang menurut kalian menarik?

S1 : Pas praktek bareng-bareng kak,kayak merasa bebas gitu,

terus ga boring belajarnya
S2 : Nah, praktek. Lama-lama saya tidak canggung
R : Terakhir, apa yang kalian rasakan dikelas ketika pembelajaran itu?

S1 : Awalnya si kak, kek malu gitu, ya baru kenal sih, tapi

lama lama asik juga kaarena praktek terus haha
S2 : Seru kak

R : Okeda makasih banyak ya, yauda boleh keluar. Terima kasih ya .

S : Semua ( sama-sama kak , assalamu’alaikum )

R : Waalaikumussalam.
Appendix RESULT OF
Appendix STUDENT’S SCORE IN PRE-

Respondent Aspect of Assesment Total Total

Accuracy Fluency Comprehensibility Score
MM 3 3 2 8 44

NZ 3 3 4 10 55

DAP 3 3 3 9 50

ZA 4 2 2 8 44

RFR 3 3 3 9 50

AF 4 2 4 10 55

MI 3 3 2 8 44

IS 4 3 3 10 55

MRM 2 3 3 8 44

YA 4 3 3 10 55

LK 3 3 2 8 44

DAS 3 3 2 8 44

RS 4 4 3 11 61

MRF 2 4 2 8 44

FS 3 2 4 9 50

HA 3 3 3 9 50
Appendix INSTRUMENT
Appendix 11 FIELD NOTE
Appendix 12 STUDENT’S RESULT OF ORAL TEST

Respondent Aspect of Assesment Total Total

Accuracy Fluency Comprehensibility Score
MM 5 4 5 14 78

NZ 5 4 5 14 78

DAP 5 5 5 15 83

ZA 4 4 5 13 72

RFR 6 4 4 14 78

AF 5 4 4 13 72

MI 4 6 4 14 78

IS 4 6 5 15 83

MRM 5 4 6 15 83

YA 6 4 4 14 78

LK 4 5 5 14 78

DAS 5 4 4 13 72

RS 4 6 4 14 78

MRF 4 6 5 15 83

FS 5 5 6 16 87

HA 5 6 5 16 87
Appendix RESEARCH JOURNAL’S
Appendix MAPPIN

JL. ARGOPURO 7 MANGGISAN - TANGGUL KABUPATEN JEMBER.

DESA/KELURAHAN, : MANGGISAN.
Appendix DOCUMENTATIO

(INTERVIEW WITH TEACHER)

(DURING TREATMENT)
 (GUIDING THE SPEAKING TEST)

INTERVIEW WITH STUDENTS

(There are three students who gets highest, medium,and lowest score)
Appendix 16 RESEARCHER BIOGRAPHY

Personal Information

 Complete name : Aunur Rifqi AS

 NIM 202101060004
 Gender : Male
 Place, Date of birth : Jember, 06th June 2002
 Adress : Semboro, Jember, Jawa timur
 Religion : Islam
 Faculty/Study Program : FTIK/English Education Department
 Phone Number 085852637863
 Email Adress :

aunurrifqi0@[Link] Educational Background

 2008-2014 : SDN Pringgowirawan 1, Sumber Baru-

Jember
 2014-2017 : MTs Fatihul Ulum Al-mahfudz, Tanggul-
Jember
 2017-2020 : MA Fatihul Ulum Al-mahfudz, Tanggul-
Jember
 2020-2024 : UIN Kiai Haji Achmad Siddiq Jember

Organization Experience

 Comminfo of English Student Association ( HMPS TBI ) 2022-2023