ENHANCING STUDENTS’ SPEAKING ABILITY THROUGH

REPETITION DRILL STRATEGY AT GRADE VIII OF MTs

WASILATUL HUDA DUKOH KIDUL

THESIS PROPOSAL

By:
Nurrin Wildan Habibie
NIM. 3120200197

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRANING AND EDUCATION
NAHDLATUL ULAMA SUNAN GIRI BOJONEGORO
UNIVERSITY
2023
 CHAPTER I
INTRODUCTION

A. Background of the Study

Speaking is a process of conveying, sharing ideas and feeling
oral. It does not learn how to speak or does not get any
opportunity to speak in the language may not be motivated and
lose interest in learning. To communicate orally in English, should
be able to use several speaking skills and considered as a difficult
skill in learning English for years but still get difficulty in practicing
speaking to communicate. Speaking is one of the skills that
students in learning English. In general, speaking is communication
through words as knowledge, information, thoughts, opinions,
feelings, etc., exchanged by people as a single concept or idea. It
usually appears in the interaction and consent phase as part of a
conversation or more precisely, an exchange of verbs. Speaking
helps students learn how to organize their thoughts and verbally
express language with acceptable pronunciation and use of stress.
Speaking makes it easy for students to organize their ideas
and easily learn how to express and emphasize spoken language in
acceptable pronunciation modes. Teachers and students need
speaking Talk to each other for the class. According to Jisda (2014:
2), there are many problems in learning speaking, first, some
students cannot produce some words in English because they do
not know how to say it. Second, students are afraid of being
criticized by other students and the teacher. Third, they do not
know how to use grammar effectively in speaking. Fourth, the
students do not get any opportunity to train their speaking in the
classroom.
Language learning technique and materials are used to
reach learning goals. The writer chooses drilling as a technique and
procedure text as material learning. The reason of chosen
procedure text as a material for learning because of the model of
technique use is listen to oral. So, the students listen the text first
then retell the text orally. Because of that the text used should be
included a mixture of meaning-focused input and meaning-focused
output (Nation, 2009:5). The repetition drill involves the teacher
the students. The students have to repeat the teacher’s sentences.
The teacher gives the sentences with repetition as a drill mode. The
teacher encourages the students to memorize the sentences. The
students work in group and learn the sentences, The students
perform their conversations with their group in front of the class.
Mts Wasilatul Huda Dukoh Kidul was chosen
considering that this phenomenon can also occur in school
students. Therefore, the researchers conducted a preliminary study
to confirm that her research could be carried out at this school.
especially when the focus of the lesson was speaking.
The reason for the research choosing the Repetition Drill as
the problem solving is to find out the effect of this method in
increasing the students’ speaking mastery. This method aims to
make students able to speak foreign languages. The techniques of
this method make it students easy to mastering speaking and
listening skill.
Based on the observation, the grade VIII in MTs Wasilatul
Huda Dukoh Kidul has their problem learning speaking. The
difficulties that found from the students are; many students still
can’t retell their activites in pastime because they unusual to say
English sentences correctly, and the last is the students are less
confident in speaking English.
So, after finding studies the researcher decided to use
Repetition Drill as a technique to teach students speaking ability.
Especially researcher wants to find whether this technique will help
 students to enhancing speaking ability or not. The researcher
decided to do the research at MTs WASILATUL HUDA DUKOH
KIDUL.
B. Formulation of the problem
The formulation of the problem in this research are:
1. Can repetition drill enhance students of MTs Wasilatul Huda
Dukoh Kidul?
2. What are the factors that cause student difficulties in speaking
ability?

C. Research Objectives
Based on the statement of the problem, the
statement is Repetition drill technique to enhance speaking
students skill of the eight grades at MTs Wasilatul Huda Dukoh
Kidul. Object of this technique is to enhance students speaking
ability using repetition drill for VIII D students MTs Wasilatul Huda
Dukoh Kidul. And the second based on the statement of the
problem, to find out the factors that cause students difficulties in
speaking on Repetition Drill.

D. Significance of the study

The result of this study will be useful to teachers and
students in providing alternative to overcome their speaking
problems in the teaching and learning process, especially in
speaking ability.
1. For teacher : The result of this study may be an alternative to
teaching speaking skills.
2. For students: This method can also be used to enhancing their
speaking ability in english. It gives them many new experiences
and can have more interest and enjoyment by learning to speak
through Repetition drill.
 3. For Researcher : Researcher can practice learning methods and
promote English teaching methods

E. Definition of Keyterms
1. Students Speaking
The students had difficulty in speaking english well. The
students to be passive in speaking class. In this study, the
researcher wanted to solve these problems to enhancing
students speaking ability. Different methods are very useful
when teaching speaking, especially for attracting students
interest in overcoming the problems for example boringly limited
the vocabulary. Teachers need to know the needs of their
students in the study of spoken subjects, very useful to make
class active and provide students with many opportunities say
and express verbally. Appropriate tecniques in enhancing the
students speaking ability. Speaking is the process of
communication to express, inform, and give ideas, knowledge,
feeling, throught, opinions and experiences by using the sound
of articulations that can be learned through the teaching and
learning process. Repetition makes students aware of the
relationship between form, meaning, and language usage and
helps students remember phrases. Repetition helps students
speak quickly. Repetition also helps students build confidence
and can focus students’ attention on features such as connected
voices.
In speaking means that the people can understand what
we say and we can understand what they say. Harmer (2005, p.
270) says that ‘if there are two people want to make
communication to each other, they have to be speaking because
 they have different information (Kartikasari et al., n.d.).
Speaking English will be a big obstacle if we do not learn and
practice it. We have to practice a lot to enhance speaking
ability, we can use many ways like one of which is the
Repetition Drill technique.
2. Repetition Drill
Repetition drill are effective for enhancing students’,
Repetition drill is the simplest drill used in learning language
patterns, language learners repeat what the teacher says or the
tape recoder produces. Drilling means listening model, provided
bye the teacher, or a tape or another student in the classroom,
and repeating what is heard, It is Repetititon Drill. The teacher
says the model (words and phrases) and the students repeat it.
Drilling remains a useful technique in the classroom if it is used
appropriately. For the learners drilling can: (1) Provide for a
focus on accuracy. Increasing accuracy, fluency, and complexity
is a way where a learner’s language improves so there is a need
to focus on accuracy at certain stages of the lesson or during
certain task types; (2) provide learners with intensive practice in
hearing and saying particular word phrases.
In short, Repetition drill allow students to perceive
relationships between form, meaning, use of language and also
help students memorize words or phrases and enhancing
speaking ability. Repetition drill enable the students to be aware
of the relationship among form, meaning, the use of language.
 CHAPTER II
REVIEW OF RELATED LITERATURE

A. Theoritical Study
1. The General Concept of Speaking
Speaking is the way to express the ideas or opinion in
oral form. Speaking is describe as an ability to converse or to
express a sequence of ideas fluently. Speaking is the process of
communication to express, inform and gives the idea,
knowledge, feeling, thought, opinion and experiences by using
sounds of articulations that can be learn through teaching and
learning process. Speaking is the process sharing meaning
through the use verbal and non-verbal. The skill is acquired by
much repetition. Richards, Platt, and Weber (2002: 204) state
that fluency is the features which give speech the qualities of
being natural and normal, including native-like use of pausing,
rhythm intonation, stress rate of speaking and the use of
interjections and interruptions. According to Nunan (2003) the
teaching learning process which focused on speaking should
include how student produce English speech sounds and sound
pattern and using word and sentence stress, intonation pattern
and the rhythm of the language.
Speaking makes student able to share their daily
activities, talk about themselves, speaking is how the students
give expression in oral which simple way. The goal of speaking
is with speaking students able to share information, make a
short conversation, asking for permission and forgiveness.
Speaking has a variety purposes, such as questions and
answers, to enable student to speak and re-tell a story or report
something. Moreover, if the right speaking activities are taught
in the classroom, speaking can raise general learners’
motivation and make the English language classroom a fun and
dynamic place to be (Celce-Murcia, 2001). Speaking is one of
the students learning activity to make student able in
communicate interpersonal and fuctional about themselves,
family, people, animal and object concrete. Imaginative which
are closest to the life and daily activities of the student at home,
school and society.
Speaking is an interactive process of meaning that
involves generating, receiving, and processing information.
However, speaking is one of the most important skills students
need to acquire when learning English. It is an indispensable
tool for communication, expressing ideas, feelings, oponions,
etc., that change from person to person. According to
(Coxhead: 2006) states that speaking is the most important skill
in English language teaching to be mastered in school. Through
speaking, students express their ideas, feelings and desires to
others. In school, the student learns how to speak English
easier because there are teachers and friends who can be their
facilitators and pairs to practice English. So, speaking is ability
of people to communicate with other people by using verbal
language. According to Derakhshan et al (2016: 178)” speaking
is the production skill that is included in two main categories:
accuracy and fluency”.
a. Importance of Speaking
Speaking is a part of language skills, each language
skill has the purposes also aims at speaking. When people
talk, there actually purposes like expressing a feeling or idea,
sharing information, conveying idea, telling a story,
complaining about something, talking about our day or just
to make a jokes. Irawati (2014; 26) defines speaking as an
activity to produce sayings in the form of words and
sentences orally in order to communicate with others.
Meanwhile, Khorashadyzadeh (2014: 12) states that
speaking needs not only the learners’ understanding about
the way to produce the linguistic competence such as
grammar, pronounciation, and vocabulary but also
comprehension about sociolinguistic competence. And
according to Dionar & Adnan (2018), the speaking aspect is
an aspect that can be one of the right ways to convey
feelings, ideas and can build social relationship with many
people directly. It means that in mastering the speaking
aspect, we can communicate verbally with many people in
every daily life.
Speaking is considered one of the essential skills that
must be mastered for communication. In addition, though
speaking, someone could express their feelings and ideas
directly. Someone who wants to speak should be able to
understand people who listen to them and express their idea.
Mastering English is one of the main goals for everybody,
especially for learners. One of a target for teaching language
is to improve students’ skills to speak that language. Fulcher
(2003:23) argued that speaking is the verbal use of language
to communicate with others. Speaking is used to express
something through voice conversation. When someone
makes a conversation, it means something important to say
to interlocutor. Meanwhile, Hybel (2001:45) mentioned that
speaking is any process in which people share information,
ideas, and feeling. It means that speaking is used to express
our ideas to others in oral communication and is a process in
which a speaker conveys information or messages to the
listener. Moreover, Jane (2009:2) started that speaking as
one of the language skills that should be developed besides
 the other thress language skills is considered vital becase it
plays an essential role in facilitating the students to master
English proficiency. It is supported by Nunan (2001:34)
asserts that for most people mastering speaking skills are the
single most important aspect of learning a foreign language,
and success is measured in terms of the ability to carry on a
conversation in that language.
Based on the above definition, we can conclude that:
It is an important communication tool, including the
expression of ideas, using opinions, feelings, words, or
sounds about others inform, persuade, entertain. You also
share your meaning, feeling or opinion. Through verbal or
non-verbal symbolism. I think that’s one of the things they
say a difficult skill because it requires a lot of practice and
exposure. According to Yulia, Y. (2013) pointed out that
English is one English is one English is the most important
global language has become a compulsory subject in
developing countries such as Indonesia. Two statements
above have already explained the importance of speaking
that is very importance to be mastery.

b. Types of Speaking
Speaking is the part of language skill. Speaking has
some types. According to Brown (2001:251), there are two
types of spoken language: monologue and dialogue
1) Monologue : One speaker uses a spoken language
without any interruption. For examples: speechs,
lectures, reading, news, broadcasts.
2) Dialogue involves two or more speakers with any
interruptions or responses and expressions
c. The Elements of Speaking
Speaking is considered to be the most complex skill.
In the process of communication, sentences must be
adapted to the listener. They have to use many speak out;
Clarify thinking and support word development thinking and
reasoning, they should use communication. According to
Yonsisno (2015), in speaking, students should master the
elements of speaking, such as vocabularies, pronunciation,
grammar, and fluency. Furthermore, Harmer (2001)
proposes that the ability to speak in English needs the
elements necessary of the spoken production such as: 1)
language features; connected speech, expressive device,
negotiation language, lexis and grammar, 2) mental/ social
processing; language processing, interacting with others, and
(on the spot) information processing. Two statements above,
there are some elements of speaking it is define into five as
follows: pronunciation, vocabulary, comprehension.
grammar, fluency.
d. Types of Classroom Speaking Performance
According to Brown (2000) identifies six categories
apply to the kinds of oral production that students are
expected to carry out in classroom. They are :
1) Imitative
Imitative speaking is a way of practicing intonation or trying
to identify a particular vowel. It is performed not for the
purpose of meaningful interaction but for the purpose of
focusing on specific elements of the speech form this activity
usually takes the form of a drill.
2) Intensive
Intensive speaking involves a speaking effort designed to
take a step beyond imitation and practice the grammatical
aspects of speech. It can take the form of voluntary or
pairwork activities.
3) Responsive
Responsive speaking is meant by being able to give replies to
the questions or comments in meaningful in authentic ones.
4) Transactional
In this case, transactional is merely done in the dialogue. It
is aimed at conveying or exchanging specific information, an
extended form of responsive language.
5) Interpersonal
Like in the transactional, interpersonal speaking here is also
carried out in a dialogue. It is purposed for maintaining
social relationships than for the transmission of facts and
information. These conversations are a little trickier for
learners because they can involve some factors such as
slang, ellipsis, sarcasm, a casual register, etc. This often
makes the learners find it difficult to understand the
language, or even misunderstood.
6) Extensive
Extensive speaking here mainly in the form of a monologue,
in practice, advanced levels are required to give an extended
monologue in the form of an oral report, a summary, or
possibly a short speech.
According to Anggraini et al (2020), the choice of
material and creative strategies by a teacher can support
students’ understanding of what is being taught. The
strategies used by teacher can affect students’ ability to
master English, especially speaking skills.
Each of the above items can be done depending on
the level of the student and the ability of the students. Here
is a summary of the purpose of each element: Imitation for
 focuses on a specific element of language form, intensive to
practice certain phonetic or grammatical aspects of the
language, responses to stimulate students to speak,
transactions to invite students to chat, interpersonal to learn
how features such as relationships in conversation and
extension are hands-on in the form of reports oral, summary
or possibly short speech. Reseachers have concluded that
there are six forms of performance teaching that can be used
by teachers. They have a different way of teaching speaking.
Teachers can choose one of more forms of oral performance
depending on the needs of the students.
2. The Definition of Repetition Drill
Repetition drill is the process of the decline of the word
with intact repetition or partly of the sentence of phrase.
Repetition drill are useful for quickly familiarizing students with a
particular structure or patterned expression. The teacher says
the model (words and phrases) and the student repeat it (Tice,
2004). Repetition drill is an excellent method to help students to
learn English because people can say a word by hearing a word
before.
a. The Adventages and Disadventages of Repetition Drill
Every Method has adventages and disadventages in
use. These are some adventages and disadventages of
Repetition Drill:
1) Adventages:
a) Repetition drill help our learners memories language
by the teacher control. The teacher correct any mistakes
that the students make and encourage the to concrete in
difficulties at the sometimes.
b) Repetition drill helps the students be confidence
because they memorized what they want to say
2) Disadvantages:
a) The teacher just read the dialog and the students
repeat it. It causes the clever students are bored to learn.
According to Khetaguri & Albay (2016) in his research
on the use of Drills in the Development of Speaking skills.
The result showed that drills contributed considerably to the
enhancement of speaking skills. If it is compared to scores of
learners who were exposed to text based instruction, those
learners in the drill based received high scores in their
presentation. Employing drills, learners had an opportunity to
their responses which allowed them to generate accurate
responses.
From the description above, its conclude that the
Repetition Drill has some adventages that help the teacher to
reaching a speaking skill.
a) Drill Method
A drill is a repetitive operation or exercise designed
to develop your procedural skills or knowledge. Great for
teaching skills and memorization. Good teacher
supervision is essential. The primary purpose of the drill
is to go and experience it. This is one-way learning is
done.

According to Tice (2004), drilling remains a

useful technique in the classroom if it is used
appropriately. For the learners, drilling can provide for a
focus on accuracy. Increasing accuracy, fluency, and
complexity is a way where a learner language improves
so there is a need to focus on accuracy at certain stages
of the lesson or during certain stages of the lesson or
during certain task types. Provides learners with intensive
 practice in hearing and saying particular word phrases.
They can helo learners master difficult sounds or mimic
intonations that maybe quite different from their native
language. Provide a safe environment for learners to
experience language production. This can help build
confidence, especially in risk-averse learners. Help
students notice the correct form or pronunciation of a
word or phrase. Recognizing or perceiving language is an
important step in the development of language
competence. Give learners the opportunity to get
immediate feedback on their accuracy in terms of the
teacher or peer editing. Helping to remember and
automate common language patterns and its of language
can be good for oral learners. Meet student expectations.
Students may think that drilling is a necessary feature of
language lessons.

b) Types of drill
According to Diane Larsen-Freeman (2000) also
states that are several kinds of drill techniques used in
audio lingual method:
1) Dialog memorization
CDialogue or short conversations between two
people are often used to begin a new lesson. Students
memorize the dialogue through mimicry; students
usually take the role of one person in the dialogue and
the teacher’s other. After the students have learned
the one person’s line, they switch roles and memorize
the other person’s part. Another way of practicing the
two roles is for half of the class to take one role and
the other to take the other. After the dialogue for the
 rest of the class. The audio-lingual method includes
specific sentence patterns and grammar points in the
dialogue. These patterns and points are later
practiced in drills based on the lines of the dialogue.
2) Backward build-up (expansion) drill
This drill is used when a long line of dialogue is
giving students trouble. The teacher breaks downthe
line into several parts. The students repeat a factor of
17 in the sentence, usually the last phrase of the line.
Then, following the teacher’s cue, the students
develop what they are repeating part by part until
they can repeat the entire line. The teacher begins
with the part at the end of the sentence (and works
backwards from there) to keep the intonation of the
line as natural as possible. This also directs more
student attention to the end of the sentence, where
new information typically occurs.
3) Repetition Drill
Students are asked to repeat the teacher’s
model as accurately and as quickly as possible.
4) Chain drill
A chain drill gets its name from the chain of
conversation that forms around the room as students
ask and answer each other one by one. The teacher
begins the chain by greeting a particular student or
asking him questions. That student responds and then
turns to the student sitting next to him. The first
student greets or asks a question of the second
student, and the chain continues. A chain drill also
allows the teacher to check each student’s speech.
5) Transformation drill
For example, the teacher gives students a
certain kind of sentence pattern, an affirmative
sentence. Students are asked to transform this
sentence into a negative sentence. Other examples of
transformations to ask of students are changing a
statement into a question, an active sentence into a
passive one or direct speech into reported speech.
6) Question-and-answer drill
This drill gives students practice with answering
questions. The students should answer the teacher’s
questions very quickly. Although we did not see it in
our lesson here, it is also possible for the teacher to
cue the students to ask questions. This gives students
practice with the question pattern.
7) Multiple-slot substitution drill
This drill is similar to the single-slot substitution
drill. The difference is that the teacher gives cue
phrases, one at a time, which fit into different slots in
the dialogue line. The students must recognize what
part of speech each cue is, or at least, where it fits
unto the sentence, and make any other changes, such
as subject-verb agreement. They then say the line,
including the cue phrase, into the line where it
belongs.
Repetition drills are used for familiarizing
students quickly with a specific structure formulatic
expression. Repetition drill is the simplest drill used in
learning language patterns. Language learners merely
repeat what the teacher says, or the tape recoder
 produces. This may be used to present new
vocabulary and will be helpful for pronunciation class.
3. Teaching Speaking Through The Repetition Drill
Teaching speaking through The Repetition Drill has an
exact procedure in teaching language materials. This is the
procedure that will be used for teaching the language by using
the technique based on the assumption about language learning
in the Repetition Drill. According to Larson-Freeman (2000; 43)
said: “language learning is a process of habit formation. The
more often something repeated, the stringer the habit and the
greater learning. Learning a foreign language is the same as the
acquisition of the native language.”
According to Howard in Berdine (2015: 7) other benefits
to students resulting from participation in class are greater
motivation and improve communication skill. Drilling also can
increase students mastery of English vocabulary. It helps them
understand English better. From the explanation above the
researcher conclude that Repetition Drill can enhancing students
speaking skill.

B. Previous Relevant Studies

Many studies that are related to this study have been done
before. One of these was conducted by Alawiyah (2017) with the
research title is the Use Of Repetition Drill to Improve Speaking
Skill on Descriptive Text of the eight-year students of MTSN
Salatiga in the academic year 2016/2017 A Graduating. The
research found that there is a significant influence of Repetition
Drill to increase students’ speaking skills of the egihth-year students
of MTSN Salatiga. This finding showed that the students who spoke
by using the Repetition Drill had a good result in speaking skills
than those who are speaking by using conventional one.
 The second that is many studies related to this study have
been done before. One of these was conducted by Mulyana (2016)
in 2016/2017 under the research title "The Implementation of Drill
Technique in Teaching Speaking at SMA YP Unila Bandar
Lampung".
And the last this is associated with this studies
became performed through Aminuddin (2017) with the name The
Use of Flashcard to Teach Speaking at the second one 12 months
college students of SMAN five Enrekang. The result of the studies
became located that there was big specific massive of college
students` success in talking with the rating of a posttest (4.1) in
experimental magnificence became more than the imply rating of
post-test (2.9) in managed magnificence. From the t-test, the
researcher located that the fee of the t-test(2.29) became more
than the t-table (2.00). Therefore, the researcher advised that The
Use of Flashcard is powerful in coaching talking

C. Theoretical Framework
Many students can’t re-tell their activities in past activities
because they unusual use English, The students also fell difficult to
say English sentence correctly because the written and pronounce
are different , and the last is the students are less confidence in
speaking English, and there is factor that also has influence to
students’ speaking English in their life.
Speaking was an interactive process of constructing meaning
involving producing, receiving, and processing information. As an
activity of language production, speaking needed creativity in
conveying their ideas when speaking with one another.
Unfortunately, it was not easy for some people to speak English.
They were afraid that they made mistakes while speaking English,
and some people also didn’t undersand how to arrange the words
into sentences when they wanted to speak with another person.
This condition also happened in the school area; many students
had difficulty speaking English. Actually, for facing this problem,
teachers should try to find appropriate media which can help
students to be more excited about speaking English, so it is easier
for them to speak English. In teaching speaking, especially to
attract students’ interest to enhancing speaking skill, such as get
bored limited the vocabulary, and unaware of grammatical error.
According to Parrot (2002, p.211) describes accuracy is the ability
of learners in using appropriate grammar, vocabularies and
phonology in their speaking. It can be pointed out, based on
previous relevant research studies, that Repetition drill can be
useful to help students enhancing their speaking ability.
 The problem of this research are :

The student do not know about English Vocabulary.

The student are lack in pronouncing English word.

The student feel difficult to say English sentence correctly because of

the pronunciation and the written are different.

Student are less confidence in Speaking English

Repetition Drill to solve the Speaking Problems

Pre-test

Experimental Class

Treatment

Using Repetition Drill

Post-test

There is a factor that also has influence to students’ speaking. It

is students society which use batakness as a mother tongue and daily
language. The students seldom use English in their life and the last is the
students are less confidence in speaking English.
 The first step is pre-test, it give to the students to find the
students ability before the treatment. After that, repetition drill use to
teach the students speaking ability using conversation text about
animals, repetition drill is one of the method can help the students to be
easy in teaching speaking. So that the output after teaching and learning
process is influence in enhancing the students speaking ability can be
improve through repetition drill. The last, the post-test to find out the
effect of repetition drill toward speaking ability in past activity at grade
VIII students of MtsWasilatul Huda Academic Year 2022/2023.