IMPROVING OFFERING PRODUCT SKILL OF TC 32nd PERIOD STUDENTS OF EECC (EFFECTIVE ENGLISH CONVERSATION COURSE) IN TUTORIAL PROGRAM BY USINGSIMULATION IN ACADEMIC YEAR 2014-2015.
BY FARUL ROHMAN NIM 2011-32-041
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2015
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IMPROVING OFFERING PRODUCT SKILL OF TC 32nd PERIOD STUDENTS OF EECC (EFFECTIVE ENGLISH CONVERSATION COURSE) IN TUTORIAL PROGRAM BY USING SIMULATION IN ACADEMIC YEAR 2014-2015.
Presented to University of Muria Kudus In Partial fulfill the requirements for completing the Sarjana In English Education Program
BY FARUL ROHMAN NIM 2011-32-041
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2015
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Motto: A good speaker is a good listener. Never put off until tomorrow what you can do today. One step ahead determines thousands steps Man proposes, but let the God disposes.
Dedication: This skripsi is dedicated to: To the writer’s beloved Parents. The director of EECC Kudus Branch All teachers and tutors of EECC Kudus Branch The students of training class of EECC Kudus Branch. Unmentioned friends of Muria Kudus University.
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ADVISOR’S APPROVAL
This is to certify that the Skripsi of Farul Rohman ( 2011-32-041) has been approved by Advisors for further approval by the examining committee.
Kudus, (Advisor I)
Dr. H.A. Hilal Madjdi, M.Pd. NIS. 0610713020001020
( Advisor II )
Nuraeningsih, S.Pd, M.Pd. NIS. 0610701000001201
Acknowledged by The Faculty of Teaching Training and Education Dean,
Dr. Drs. Slamet Utomo, M.Pd NIP. 196212191987031015
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EXAMINERS’APPROVAL This is to certify that the Skripsi of Improving Offering Product skill of TC 32nd Period student of EECC (Effective English Conversation Course) in Tutorial Program by UsingSimulation in academic year 2014-2015 has been approved by Advisors and also Examiners. Kudus,
June 2015
Examining Committee
Diah Kurniati, S.Pd, M.Pd NIS. 0610701000001190
Chairperson
Nuraeningsih, S.Pd, M.Pd. NIS. 0610701000001201
Member
Farid Noor Romadlon, S.Pd, M.Pd NIS. 0610701000001227
Member
Mutohhar, S.Pd, M.Pd NIS. 0610701000001204
Member
Acknowledged by The Faculty of Teaching Training and Education Dean,
Dr. Drs. Slamet Utomo, M.Pd NIP. 196212191987031015 vi
ACKNOWLEDGEMENT
The writerwould like to express his high gratitude to Allah SWT for blessing and guidance, so the writercan finish his skripsi entitled “Improving Offering Product skill of TC 32nd Period student of EECC (Effective English Conversation Course) in Tutorial Program by Using Simulation in academic year 2014-2015. The writer wishes to express the writer’s deepest gratitude to those who are directly or indirectly involved in completing this skripsi, they are: 1. Dr. Slamet Utomo, M.Pd, the Dean of Teacher Training and Education Faculty of Muria Kudus University. 2. Diah Kurniati, S. Pd, M. Pd, the Head of English Education Department. 3. Dr. H. A. Hilal Madji, M.Pd as the first advisor, 4. Nuraeningsih, S.Pd , M.Pd. as the second advisor 5. H. Sunhaji as the Director of EECC Kudus Branch 6. His Parents who always pray and struggle for him 7.
All of brother and sister who support him
8. All of his friends who always helps him The writer hopes that this skripsi will be useful for everyone who reads this skripsi especially for English teacher to support the teaching process. The Writer
Farul Rohman NIM. 2011.32.041
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ABSTRACT Rohman , Farul.2015. Improving Offering Product skill of TC 32nd Period student of EECC (Effective English Conversation Course) in Tutorial Program by UsingSimulation in academic year 2014-2015.Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor : (1) Dr. H.A. Hilal Madji, M.Pd. , (2) Nuraeningsih, S.Pd, M.Pd. Key Words: Offering Product skill, Simulation Simulation is one of the techniques to improve student’s offering product skill. The simulation to offer a product is very similar to role-play but it is more elaborated. In simulations, students can bring product to the class to create a realistic environment. The researchtook place in Effective English Conversation Course branch of Pare-Kediri in Kudus with six students of training class. The course has a purpose for its students to be able to speak English fluently and apply it in real life communication. The objective of this research to find out whether simulation can improve the offering product skill of the Training Class students of EECC in Tutorial Program.This research also has the purpose to make the students find the aim of speaking practiced as the real life communication. The Design used in this research is Classroom Action Research with two cycles consisted three meetings on every cycle with six students of training class in tutorial program as the subjects of the research. Meanwhile, the process of Simulation to OfferProduct during the class started by planning, acting, observing, and reflecting. The writer also took two instruments they are observation by using deductive coding as the technique of analyzing data, and then test of offering product skill. On the pre reflection activity, the students had some problems of speaking in offering product skill. The problems were speaking not fluent , speaking bahasa , lack of expression in offering product , less understanding in doing simulation to offer a product , having poor pronunciation, and low vocabulary exposures. Then, as the result of offering product skill which had improvements started from the precycle, first cycle, and finally stopped on second cycle. The improvements in intermediate level of the class was 15% from the pre-cycle, then 30 % on the first cycle and finally can improve to be 85% on the second cycle. They also had better condition just like the expected such as can speaking fluently, can use offering product expression, can persuade the costumer, have good pronunciation, and have more vocabulary. The writerdraws some conclusion that simulation to offer product can improve the offering product skill of training class students of EECC (Effective English Conversation Course) in Tutorial Program.And he addresses some suggestions to the director of EECC, to the teachers and tutor of EECC, and to future researcher.
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ABSTRAK Rohman , Farul. 2015. Meningkatkan kemampuan berbicara dalam menawarkan produk pada siswa TC periode 32 siswa EECC (Effective English Conversation Course ) di program tutorial dengan menggunakan teknik simulasi pada tahun akademik2014-2015.Skripsi. Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan , Universitas Muria Kudus. Penasehat : (1) Dr. H.A. Hilal Madji, M.Pd. , (2) Nuraeningsih, S.Pd, M.Pd. Kata Kunci : kemampuan berbicara menawarkan produk, Simulasi Simulasi merupakan salah satu tehnik untuk meningkatkan kemampuan berbicara siswa dalam menawarkan produk. Simulasi sangat mirip dengan permainan peran , tetapi penawaran suatu produk lebih terbuktikan, dalam simulasi, siswa dapat membawa produk ke kelas untuk membuat suasana menjadi nyata. Penilitian ini di laksanakan di EECC cabang dari Pare Kediri yang berada di Kudus , dengan jumalah siswa dari kelas TC yang berjumlah 6 Orang. Tujuan dari kursusan ini adalah membuat siswa mampu berbicara bahasa inggris yang sesuai dengan kehidupan nyata. Tujuan dari penelitian ini adalah untuk menemukan hasil bahwa simualsi dalam penawaran suatu produk dapat meningkatkann kemampuan berbicara bahasa inggris dalam menawarkan suatu produk pada siswa TC di lembaga kursus EECCC di program tutorial, penelitian ini juga untuk membuat siswa bisa berbicara bahasa inggris yang nantinya di gunakan dalam kehidapan nyata . Desain yan di gunakan dalam pelitian ini adalah Penelitian Tindakan Kelas dengan 2 siklus dan setiap siklus terdiri dari 3 pertemuan pada setiap siklus dengan jumlah siswa 6 orang siswa TC di progam tutorial sebagai subjek pada penelitian ini.Sementara itu, proses dari simulasi penawaran produk pada saat kegiatan belajar mengajar di mulai dengan rencana, tindakan, observasi dan refleksi. Penulis juga menggunakan 2 instrumen yaitu observasi dengan menggunakan deductive coding sebagai teknik dari analisis data dan dengan menggunakan tes berbicara dalam menawarkan produk. Pada tahap pre condition, para siswa mempunyai beberapa masalahdalam berbicara bahasa inggris dalam menawarkan produk. Masalahnya yaitu berbicara bahasa Indonesia , kurang ekspresi dalam pemasaran, kurang pengetahuan tentang pemasaran , pengucapan yang salah dan kekurangan kosa kata. Kemudian hasil dari kemampuan berbicara dalam menwarkan produk meningkat di mulai dari pre siklus, siklus pertama dan akhirnya berhenti pada siklus kedua. Peningkatan pada intermediate level yaitu 15% dari pre siklus , kemudian 30% pada siklus pertama dan akhirnya bisamencapai 85% pada siklus ke dua , siswa-siswa juga menjadi lebih baik dalam berbicara bahahas inggris dengan lancar , dapat menggunakan ekspresi dalam ,penawarn produk, bisa mmengguanakan bahasa mengajak kepada konsumen, pengucapan yang lebih baik, dan kosa kata yang semakin banyak. Penulis menyimpulkan bahwa simulasi dalam penwaran suatu produk bisa meningkatkan kemampuan berbicara bahasa inggris dalam menwarkan produk pada siswa TC di EECC (Effective English Conversation Course ) pada program tutorial. Dan dia menyarankan beberapa saran yang di tujukan untuk Pimpinan EECC, Para guru dan tutor dan penulis selanjutnya. ix
TABLE OF CONTENTS COVER…………………………………………………………………………. i LOGO…………………………………………………………………………….ii TITLE ……………………………………………………………………………iii MOTTO AND DEDICATION………………….……………………………... iv ADVISOR’S APPROVAL…………………………………………………… v EXAMINER’S APPROVAL ………………………………………………… vi ACKNOWLEDGEMENT…………………………………………………… vii ABSTRACT …………………………………………………………………….viii ABSTRAK……………………………………………………………………
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TABLE OF CONTENT…………………………………………………………x LIST OF TABLE………………………………………………………….........xiii LIST OF FIGURE…………………………………………………………........xiv LIST OF APPENDICES………………………………………………………..xv
CHAPTER I INTRODUCTION 1.1 Background of the Research…......................................................................... 1 1.2 Statements of the Problem…............................................................................ 3 1.3 Objectives of the Research…........................................................................... 3 1.4 Significances of the Research…....................................................................... 4 1.5 Scope of the Research…................................................................................... 4 1.6 Operational Definition…................................................................................. 5 CHAPTER II REVIEW TO RELATED LITERATURE AND ACTION HYPOTHESIS 2.1 Teaching English in EECC ( in tutorial program of Training Class )……….. 6 2.1.1 Curriculum in EECC………………………………………………………. 7 2.1.2 Materials in EECC in Tutorial Program of TC ……………………........... 8 2.1.3 Teaching Approach and Method In Tutorial Program of TC ………......... 11 x
2.2 Speaking ………………………………………….…………………………. 12 2.2.1 Definition speaking………………………………………………………… 12 2.3 English for Specific Purpose…………………………………………………. 12 2.4 Offering product Skill ….………………………………………………….... 16 2.5 Simulation………………………………………..…………………………. 18 2.5.1 The benefit of Teaching Speaking Using Simulation……………………. 19 2.5.2 Teaching Speaking Using Simulation to Offer Product………………….. 20 2.6 Previous Research…………………………………………………………… 23 2.7 Theoretical Framework ……………………………………………………… 26 2.8 The action of Hypothesis …………………………………………………….. 29 CHAPTER IIIMETHOD OF THE RESEARCH 3.1 Setting and Characteristics of the Research Subject………………………….. 30 3.2 Variable of the Research ………………………………………………………31 3.3 Design of the Research ………………………………………………………..31 3.3.1 The Planning of the research………………………………………………...33 3.3.2 The Action of the Research …………………………………………………33 3.3.3 The Observation of the Research ……………………………………………35 3.3.4 Analysis and Reflection ……………………………………………………. 36 3.4 The procedure of the Research………………………………………………. 37 3.5 The technique of Analyzing Data ……………………................................... 37 3.6 Success Indicator of the Research …………………………………………….42 BAB IV FINDING OF THE RESEARCH 4.1 The improvement of Offering Product skill of TC 32nd Students of EECC in Tutorial Program. ………………………………………………………….. 43 4.1.1 Pre Cycle …………………………………………………………………… 44 xi
4.1.2 Cycle 1 ……………………………………………………………………. 45 4.1.2.1 Planning ………………………………………………………………… 45 4.1.2.2 Action …………………………………………………………………… 45 4.1.2.3 Observation ……………………………………………………………... 46 4.1.2.3.1 The observation ofOffering product skill of the students……………... 46 4.1.2.4Test of Offering Product Skill…………………………………….. …….. 56 4.1.2.5 Analysis and Reflection ………………………………………………… 57 4.1.3. Cycle 2 …………………………………………………………………… 58 4.1.3.1 Planning ………………………………………………………………… 58 4.1.3.2 Action …………………………………………………………………… 59 4.1.3.3 Observation ……………………………………………………………... 59 4.1.3.3.1 TheOffering productskill of the students …………………..………… 59 4.1.3.4 Test of Offering product skill…………………………………..………... 67 4.1.3.5Analysis and Reflection ………………………………………………….. 68 CHAPTER V DISCUSSION 5.1 The improvement ofOffering product skill Of TC 32nd Students of EECC in Tutorial Program. 5.1.1 The Pre- Condition of the Students ………………………………………. 70 5.1.2 Cycle I ……………………………………………………………………. 70 5.1.3 Cycle II……………………………………………………………………. 71 5.1.4Significant improvement of offering product skill……………………….
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CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion ………………………………………………………………...
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6.2 Suggestion …………………………………………………………………
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BIBLIOGRAPHY………………………………………………………………. 76 APPENDICES………………………………………………………………….. 77 CURRICULUM VITAE ……………………………………………………….. 108 xii
LIST OF TABLE
Table Table 2.1. The Detailed Curriculum of EECC ...................................................
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Table 2.2 The Materials of Tutorial Program of Training Class.........................
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Table 2.3 the comparison of stages in speaking ………………………………… 17 Table 2.4 the materials in offering product …………………………………….. 20 Table 3.1The table offive stages of speaking…………………………................ 39 Table 3.2Classification value cited From EECC standard...............................
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Table 3.3 The Table of assesment speaking of Offering product package .......
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Table 3.4 Note of Formula Offering product Skill.............................................. 41 Table 4.1 Pre Score of offering product skill ……………………………………. 44 Table 4.2 The Observation students and teacher Activity in first meeting …….. 46 Table 4.3 The Observation students and teacher Activity in second meeting ….. 50 Table 4.4 The Score of Offering product skill first cycle ………….………….. 55 Table 4.5 The Observation students and teacher Activity in first meeting……
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Table 4.6 The Observation students and teacher Activity in Second meeting…
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Table 4.7 The Score of Offering product skill second cycle ………………….. 66
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LIST OF FIGURE
Figure Figure 2.1thedescription picture of product package...............................
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Figure 2.2 the focus in improvingoffering product skill...............................
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Figure 2.3.The general theoretical framework of the research.......................
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Figure 2.4.The general theoretical framework of the research.......................
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Figure 3.5 Action research model ..................................................................
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LIST OF APPENDICES
Appendix 1. First Meeting In the first cycle 2. Second Meeting in the first cycle 3. Third Meeting in the first cycle ( test Of first Cycle ) 4. First Meeting in the Second Cycle 5. Second Meeting in the Second Cycle 6. Third meeting in the second cycle ( test of Second Cycle ) 7. The scores of Pre Condition 8. The scores of test speaking in the first Cycle 9. The scores of test speaking in the Second Cycle 10. The syllabus of EECC in TC program
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