Integrating Local Culture to Teach Speaking for the Seventh Grade Students of Mts Jauhaurul Ihsan Jambi

INTEGRATING LOCAL CULTURE TO TEACH SPEAKING FOR THE SEVENTH GRADE STUDENTS OF MTS JAUHAURUL IHSAN JAMBI

A THESIS

Written by : SAKINAH FITRI MARGIANTI TE161807

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI 2020

INTEGRATING LOCAL CULTURE TO TEACH SPEAKING FOR THE SEVENTH GRADE STUDENTS OF MTS JAUHAURUL IHSAN JAMBI

THESIS

Submitted to fulfill one the requirements to obtain the undergraduate Degree (S1) in English Education

Written by : SAKINAH FITRI MARGIANTI TE161807

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI 2020

Advisor I : Amalia Nurhasanah, M.Hum Advisor II : Shynta Amalia, M.Pd Adress : Faculty of Tarbiyah and Teacher Training The Islamic State University of Sulthan Thaha Saifuddin Jambi

The dean of Faculty of Tarbiyah and Teacher Training The Islamic State University of Sulthan Thaha Saifuddin Jambi In Jambi OFFICIAL NOTE

Assalamualaikum warahmatullahi wabarakatuh, After reading and making some necessary corrections, we agree that thesis entitled “Integrating Local Culture to Teach Speaking for The Seventh Grade Students of MTs Jauharul Ihsan Jambi” by Sakinah Fitri Margianti, TE.161807 , English Education Program is approved for thesis defense as partial fulfillment of the requirements to obtain undergraduate degree (S1) at English Education Study Program Faculty of Tarbiyah and Teacher Training at The Islamic State University of Sultan Thaha Saifuddin Jambi. So, we submit it in order to be received well. We appreciate your attention. May this thesis be a great benefit for the religion and nation. Wassalamualaikum warahmatullahi wabarakatuh

Advisor I Advisor II

Amalia Nurhasanah, M.Hum Shynta Amalia, M.Pd NIP. 198401122011011007 NIP. 1989062320015032006

KEMENTERIAN AGAMA REPUBLIK INDONESIA UIN SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS TARBIYAH DAN KEGURUAN Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab. Muaro Jambi 36363 Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id

THESIS APPROVAL/ FINAL TASK

The Thesis entitled “Integrating Local Culture to Teach Sppeaking for the Seventh Grade Students of MTs Jauharul Ihsan Jambi” has been thesis defense by Education and Teacher Training Faculty (FTK) UIN STS Jambi on:

Day : Wednesday Date : 20th May, 2020 Time : 09.00-10.00 WIB Name : Sakinah Fitri Margianti Place : Online (Aplikasi Zoom) Student’s Number : TE.161807 Title : “Integrating Local Culture to Teach Speaking for the Seventh Grade Students of MTs Jauharul Ihsan Jambi”

Has been improved as the result of thesis defense above and has been accepted as part of the thesis endorsement requirements.

No Name Signature Date Wahyuni Fitria. M.Pd 1 NIP : 198606052015032004 23-07-2020 (Chair) Edi Rozal, M.Pd

2 NIP. 198808032015031003 29-07-2020 (Secretary)

Dr.Dewi Nurhasanah, M.Ag 3 NIP. 197007111994032003 27-07-2020 (Examiner I) Hilma Suryani, M.Pd 4 NIP. 198612262015032005 27-07-2020 (Examiner II) Amalia Nurhasanah, M.Hum 5 NIP. 198401122011012007 27-07-2020 (Advisor I) Shynta Amalia, M.Pd 6 NIP. 19890623 2015032006 29-07-2020 (Advisor II)

Dean Education and Teacher Training Faculty the state of Islamic University SulthanThahaSaifuddin Jambi

Dr. Hj. Fadlillah, M.Pd NIP.196707111992032004

KEMENTERIAN AGAMA REPUBLIK INDONESIA UNIVERSITAS ISLAM NEGERI SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS TARBIYAH DAN KEGURUAN Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab. Muaro Jambi 36363 Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id

ORIGINALITY THESIS STATEMENT

I who signed below stated that the thesis that I arrange as a requirement to get undergraduate degree which is entitled “Integrating Local Culture to Teach Speaking for The Seventh Grade Students of MTs Jauharul Ihsan Jambi” is originally and truly my own work. As certain parts of the thesis which I quoted from the work of other people, I have written the source clearly in accordance with the norms, rule, and ethnics of scientific writing. If later found that some parts of the thesis are not my own work or indicated any plagiarism, I am willing to accept the concequences in accordance with rules and regulation prevail. Therefore, in writing this statement, I am in good health and mind

Jambi, May 2020

Sakinah Fitri Margianti TE.161807

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DEDICATION

Alhamdulillah bini’mati tathimushaalihaat

Thanks to Allah subhanahu wata’ala,The most Gracious, the most Merciful, the Creator of the Universe for giving me the blessing and leading me, hence, I could finally finish writing this thesis. Sholawat to the Prophet Muhammad Shallallahu ‘alaihi wa sallam. His presence really change the world. Special thanks to : My beloved parents, Rusnawi and Sahila who have given me endless love and encouraged me and never stop prayed for my success now and in the future, always being with me and guiding me to pass every challenge that I face, your prayers are really powerful. All my family Syariah Abu family and A. R. Parmato family, who always support me, especially my aunt Dr. Michrun Nisa Ramli, M.Pmat, who has given all her kindness for this my success, that is very kind of you, may Allah grant you goodness. My greatest advisors Amalia Nurhasanah, M.Hum and Shynta Amalia, M.Pd who have given me all the advise, suggestions and motivation to finish this thesis. My beloved sister Fadhia Aliva Wibowo and Octaviani Ayu Lestari, my KKN’s friend, “Cipeng Squad”, especially Resi Putri Anggraini, Meri Handayani, Yenni Agustin Musri, Tri Wahyuning Tyas, Iis Dahlia, and Ita Purnama Sari, and all my friends who have given me your support, helps, and encourage that can not be mentioned here one by one, thank you so much guys. All of my classmates from English Department batch 2016 especially Class A, especially Chusnul Chotimah, Iga Anggraini, and Dewi Murni, thank you for being my friends, thank you for your help, support, suggestions and motivations for me in arranging this thesis.

May Allah grant you all goodness. Aamiin Allahumma aamiin

MOTTO ا ْد ُعوا هَّللاَ َوأَ ْنتُ ْم ُموقِنُو َن بِا ِإل َجابَ ِة َوا ْعلَ ُموا أَ هن هَّللاَ الَ ْ يَ ْستَ ِجي ُب ُد َعا ًء ِم ْن قَل ٍب َغافِ ٍل الَ ٍه

said: “Call upon Allah while being certain (ﷺ) Abu Hurairah narrated that the Messenger of Allah of being answered, and know that Allah does not respond to a supplication from the heart of one heedless and occupied by play.” -Jami at tirmidhi hadith no. 3479-

ACKNOWLEDGEMENT

Alhamdulillah, Firstly, In the name of Allah, the most gracious and merciful, the lord of universe. Because of His blessings, the researcher could finish this thesis as one of the requirement for S1 degree in English Education Program of Education and Teacher Training Faculty of the State Islamic University of SulthanThaha Saifuddin Jambi. Secondly, peace and salutation always be given to our prophet Muhammad Shallallahu ‘Alaihi Wasallam who has guided us from the darkness into the lightness. The researcher realizes that this thesis would have not been completed without the help, advice and guidance from many people. Therefore, in this opportunity the researcher would like to express thanks and gratitude to following parties for their contribution: 1. Prof. Dr. H. Suaidi Asy’ari, MA., Ph.D Rector of the State Islamic University of Sulthan Thaha Saifuddin Jambi. 2. Dr. Hj. Fadlilah, M. Pd. as Dean of Faculty of Education and Teacher Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi 3. Wahyuni Fitria., M.Pd as the chief of English Education Program. 4. Amalia Nurhasanah, M.Hum as my first advisor and Shynta Amalia, M. Pd as my second advisor. 5. All lecturers at the Faculty of Education and Teacher Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi. 6. All the English teacher at Madrasah Tsanawiyah Jauharul Ihsan Jambi who had helped me to finisih this research

It is expected that this thesis will give contribution to the Students of English Education Program that will be English teacher in the future. Then, the researcher realized that this thesis is still far from being perfect. For that reason, the researcher hope constructive critics and suggestion from readers for the perfection of this thesis. May Allah Subhanahu Wata’ala always gives guidance and blessing to us. Aamiin Ya Rabbal Alamin.

Jambi, May 2020 Researcher,

Sakinah Fitri Margianti NIM. TE.161807

ABSTRAK

Nama : Sakinah Fitri Margianti

Program Studi : Program Studi Pendidikan Bahasa Inggris

Judul : Menggabungkan Budaya Lokal dalam Pengajaran Speaking untuk Siswa kelas tujuh MTS Jauharul Ihsan Jambi

Tujuan dari penelitian ini adalah untuk mengetahui bagaimana efek dari menjadikan budaya lokal sebagai bahan ajar terhadap kemampuan siswa-siswa kelas tujuh MTS Jauharul Ihsan Jambi dalam berbicara bahasa Inggris. Penelitian ini adalah penelitian kuantitatif, menggunakan desain one group pre-test post test yang hanya menggunakan satu kelas saja yaitu kelas eksperimen tanpa ada kelas pembanding atau kelas kontrol. Ada sembilan siswa sebagai sampel penelitian ini. Instrumen pengumpulan data yang digunakan adalah tes. Paired sample t-test digunakan untuk menganalisa data. Dalam penelitian ini, berdasarkan analisis deskriptif, peneliti menemukan bahwa rata-rata nilai post test yaitu sebesar 20.78 lebih tinggi dibanding rata-rata nilai pre test yaitu 16.22. Kemudian, berdasarkan perhitungan paired sample t-test, nilai Sig. (2 tailed) adalah 0.128. Nilai tersebut lebih besar dari 0.05. Jadi, setelah budaya lokal diintegrasikan sebagai bahan ajar, tidak terdapat perbedaan yang signifikan terhadap nilai kemampuan berbicara siswa dengan nilai yang sebelumnya.

Kata Kunci: Kemampuan Berbicara, Budaya Lokal

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ABSTRACT

Name : Sakinah Fitri Margianti

Study Program : English Education Study Program

Title : Integrating Local Culture to Teach Speaking for The Seventh Students of MTS Jauharul Ihsan Jambi

The aim of this research is to find out whether or not the local culture as teaching materials give effect on students’ speaking ability. This research is an experimental research, by using one group pre-test post test design which has a class as an experiment class without a control class. There are nine students as the sample. The instrument used of collecting the data is test. Paired sample t-test is used to analyzed the data. In this research, based on the descriptive analysis, the researcher found that the mean score of post test ,which is 20.78, is higher than the mean score of pre test which is 16.22. Moreover, based on the computation of paired sample t-test, the Sig. (2-tailed) was 0.128. It was higher than 0.05. So, there is no significant different on students’ speaking ability than before, after integrating local cultue as teaching materials.

Key words : Speaking Skill, Local Culture

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TABLE OF CONTENTS

COVER...... i OFFICIAL NOTE...... ii ORIGINALITY STATEMENT...... iii DEDICATION ...... iv MOTTO...... v ACKNOWLEDGEMENT...... vi ABSTRACT...... vii TABLE OF CONTENTS...... ix LIST OF TABLE...... xi LIST OF FIGURE...... xii LIST OF APPENDIXES...... xiii

CHAPTER I INTRODUCTION A. Background of The Research ...... 1 B. Identification of The Problem ...... 3 C. The limitation of The Research...... 4 D. Formulation of The Problem...... 4 E. Objectives of The Research ...... 4 F. The significant or The Research...... 4 CHAPTER II LITERATURE REVIEW A. Speaking Skill...... 6 B. Local Culture...... 8 1. Definition of Culture...... 8 2. The Relationship of Language and Culture...... 8 3. Indonesian Culinary...... 9 C. Teaching English Speaking Skill...... 10 D. The Previous Studies...... 11 CHAPTER III RESEARCH METHODOLOGY A. Place and Time of The Research...... 13 B. Design of The Research...... 13 C. Population and Sample...... 14

D. Variable of The Research...... 14 E. Technique and Instrument of Collecting The Data...... 15 F. Validity and Reliability...... 19 G. Technique and Procedure for Intervention...... 21 H. Technique of Analysis The Data...... 22 I. Statistical Hypothesis...... 23 CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS A. Finding of The Study...... 26 1. Descriptive Analysis...... 26 2. Data Analysis ...... 30 a. The Result of Normality...... 30 b. Hypothesis Testing...... 31 B. Research Discussions...... 31 1. Descriptive Analysis Interpretation...... 31 2. Inferential Analysis Interpretation...... 32 3. Test of Hypothesis Interpretation...... 32 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ...... 34 B. Suggestion...... 34

REFERENCES APPENDICES

LIST OF TABLES

Table 2.1 Indonesian Culinary...... 9

Table 3.1 One Group Pre test Post Test...... 14

Table 3.2 Oral Proficiency Test Scoring Categories...... 17

Table 3.3 Classification of Students’ Speaking Skill...... 20

Table 3.4 Main and Basic Competence of Curriculum 2013...... 21

Table 3.5 Reliability Test...... 23

Table 3.6 The Criteria of Reliability...... 23

Table 3.7 Table of Teaching Procedures...... 24

Table 4.1 The Result of Pre Test and Post Test...... 26

Table 4.2 The Students’ Speaking Result of Pre Test...... 27

Table 4.3 The Students’ Speaking Result of Post Test...... 28

Table 4.4 The Descriptive Analysis...... 29

Table 4.5 The Summary of Normality Test...... 30

Table 4.6 Paired Sample T-Test...... 31

LIST OF FIGURES

Figure 4.1 The Result Score of Pre Test...... 28

Figure 4.2 The Result Score of Post Test...... 29

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LIST OF APPENDICES

The Research instrument

The Result Score of Pre test Post test

Curiculum Vitae

Documentations

xiii

CHAPTER I INTRODUCTION A. Background of the Research Speaking is the activity which people do it almost in a whole day. Everyday, by speaking, people can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and viewpoints. People also speak about their life, favourite things, and so on to others. Not only with the other human, people also speak with themselves and things that actually can not give a feedback. In hence, speaking is an important thing in a human life. Moreover, speaking is the most important of the four language skills (listening, speaking, reading and writing). According to Sarosdy, Bencze, Poor, & Vadnay (2006, p.57), of all the four language skills, speaking seems to be the most important because when people who know a language, they can speak that language. Also, they can be understood by others who know that language (Fromkin, Rodman & Hyams, 2007, p.4). This means speaking is the most important skill as a standart of mastering language include for students in language class. In language learning, especially in English language, speaking is one of the basic language skills that have to be mastered by EFL learners. It is because the major goal of language learning is students will be able to speak English effectively and accurately in communication (Davies & Pierse, 1998). Moreover, mastering speaking is the most important aspect of learning a foreign language, success is measured in terms of the ability to carry on a conversation in that language (Nunan, 1991, p. 39 as cited in Gani, Fajrina & Hanifa, 2015) . In addition, Patel and Jain (2008, p. 29) as cited in Gani, Fajrina & Hanifa (2015) said that the crucial functions of language are communication. Hence, it is obvious that language is a means of communication. For a learner to master a language well, she/he must be able to speak that language. Speaking skill clearly indicates that the learner knows how to use that language. In this case, Indonesia, as a non-English speaking country, is classified as a country that has an academic curriculum about English Foreign Language learning. Based on the School-Based Curriculum (SBC), Agus, Mahrum, and Hastini (2014, p. 2) explain that the goal of language learning is students will be

able to communicate the language. The main purpose of learning is aimed to improve the students’ skill in communicating English well. Furthermore, the students in Indonesia should master all of the speaking components; those are fluency, accuracy, and comprehensibility. Here, in English learning, especially in Indonesia, speaking is a main purpose for students. So, they are considered successful if they can communicate well in English. As EFL learners, they should master speaking skill to be successful. However, not all EFL learners in Indonesia can communicate fluently and accurately. As a study from Education First English Proficiency Index (EF EPI) 2019 says that Indonesia is ranked 61st out of 100 countries in the world in term of the ability of using English for communication. It means that the rating was still low category. In addition, based on a research finding which is conducted by Sayuri (2016), the fourth semester students of English Department at Mulawarman University faced some problems related to pronunciation, fluency, grammar, and vocabulary. It also showed additional findings where students faced other problems, namely not having self-confidence, shyness to speak, being afraid of making mistakes, feeling nervous, and having nothing to say. Moreover, in her thesis, Nadzirotunnuha (2017) found out that the students at SMP Islam Darussalam Dongko face the speaking problems those are; 56% students sometimes and 20% students often face inhibition, 54% students sometimes and 11% students face nothing to say, 51% students sometimes and 36% students often face low or uneven participation, and 35% students sometimes and 42% students often face mother tongue use. In fact, at some of junior high schools in Jambi, one of Indonesia province, the students also are not good at English notably in speaking skill. They tend to be nervous even could not say anything in English. Based on the observation and interviews conducted by the researcher to grade VII students of MTS Jauharul Ihsan as one of Islamic Junior High School in Jambi, however, some problems were still found in the students’ abilities in English, especially in speaking. The students’ speaking skills were relatively low. They had difficulties in expressing ideas and opinions orally as they were afraid of making mistakes and not confident to speak English. They still had difficulties in pronouncing certain English words. To be able to speak, instead of pronunciation, the richness of vocabulary was also important.

In fact, most students lacked vocabulary mastery and only few students in the classroom consulted a dictionary. Their competencies in grammar were also poor. Therefore, they prefered to be silent and not fully participate in the classroom activities. In addition, the classroom activities were less motivating the students in learning. The class was monotonous and less fun learning activities. Based on the conditions above, it could be concluded that the students’ speaking skills were low. In regard with the problems above, the researcher intends to overcome the problems and to improve the speaking skills’ of grade VII students of MTS Jauharul Ihsan by integrating local culture in the form of teaching materials. Integrating culture in English language teaching is a crucial issue in ELT that commonly discussed to be the choosen way to enhance learners performance. In their research, Wutun, Arafah and Yassi (2018) found out that since local culture integrated in English class, it can reduced students’ anxiety. Many local terms of their culture aid them to speak English. Most of them explained how local culture affect them to speak English more easily. Not only reduce learning anxiety, but also it involves emotional experiences. During the interview, some of students stated that it was easier to talk about themselves. Furthermore, local culture also has a positive impact in providing sense of humor in the classroom. The learners is spontaneously smile even laugh when they are going to say something in their culture while speaking a foreign language. Refering to the preliminary study, the researcher found a student can be more fluent and easily speak English when the local culture used as materials in their English speaking class. Differently, it is hard for them to speak something that is unfamiliar in their surroundings. Although there has been a number of studies discussing which cultural aspect that encourages learners’ willingness to speak English, the discussion about how local culture can enhance students’ speaking ability is limited. Based on the explanation above, the researcher would like to know whether the integrating of local culture content can give some effects in students’ speaking ability and conduct research entitled “Integrating Local Culture to Teach Speaking for The Seventh Grade Students at MTS Jauharul Ihsan Jambi”

B. Identification of the Problem Based on the explanation above, the researcher identified the problems as follows : 1. The students feel difficulty to express themselves 2. The students can not speak English fluently and accurately 3. The students had low motivation and not interesting in learning English

C. The Limitation of the Research This study focused on the effects of integrating Indonesian culinary especially about meals in the form of teaching materials on students’ responsive speaking. The study will be implemented to the seventh grade students of MTS Jauharul Ihsan which meant that all the participants are seventh graders. The researcher uses experimental design.

D. Formulation of the Problem Based on the background of the study, the researcher formulates the problem, that is : Does the local culture in the form of teaching materials give effect on students’ speaking ability?

E. Objective of the Research The objective of the study is to find out whether or not the local culture in the form of teaching material gives effect on students’ speaking ability

F. The Significant of the Research The significance of the study lies in the hypothesized possibility that integrating local culture as teaching materials when teaching English language speaking skill may improve the students' achievement in speaking skill, so the study can be beneficial for: 1. Education Department They may organize workshops for language experts to study how to integrate local culture in the form of teaching materials in teaching English Language speaking skills.

2. Teachers They will benefit from the teaching materials to help students overcome the problems of anxiety, shyness, weakness, hesitation and low level of achievement. They may also benefit from the teaching materials to develop their own local culture knowledge, train other teachers in other areas and exchange ideas, experiences, success stories with other teachers all over the world. 3. Other researchers They might study integrating local culture in the form of teaching materials in teaching other language skills; listening, reading and writing. 4. Students Students will benefit from the study results as using integrating local culture in the form of teaching material may enhance their self-esteem, and reduce their hesitation and worry. They will be able to experiment their language in real communicative situations. They will also be able to express themselves freely. They will know about the cultural aspects and differences and communicate with others based on these aspects and differences. Students may also find new ways to contact pen-pals and to use local culture to discuss topics, negotiate, debate and learn new cultural aspects. This also will help them to build up their own language and exchange cultural lifestyles and accept diversity. Local culture has significant influence on a classroom atmosphere in learning English as foreign language (Wutun, Arafah, Yassi, 2018)

CHAPTER II LITERATURE REVIEW A. Speaking Skills There are four skills in English: listening, speaking, reading and writing. Speaking is considered to be the most important active skill (Widdowson, 1994). It is a skill which is simply needed more than one person as speaker and listener. Brown (2004) defined speaking as an expression of human being through conversation. Moreover, there are some definitions and perspectives of speaking proposed by other experts. To start with, as cited in Putriyawati (2019, p.5), Nunan stated that speaking is the productive oral skill. It consist of producing systematic verbal utterances to convey meaning. Moreover, Cameron (2001, p.40) states that speaking is the active use of language to express meanings so that other people can make sense of them. She adds that attention to precise details of language is required to speak in foreign language in order to share understandings with other people. A speaker needs to find the most appropriate words and the correct grammar to convey meaning accurately and precisely, and needs to organise the discourse so that the listener will understand. In addition, in his book, Thonburry (2005) considers speaking or oral communication as an activity which includes two or more people in which hearers and speakers have to react to what they hear and make their contribution at speed of high level. Based on the definitions of speaking above, the writer can summarize that speaking is the capability of using language, a skill to share someone ideas, information, suggestion and feeling to another people orally. In addition, according to Brown (2000, p.141), there are five types of speaking : 1. Imitative. A learners imitate a word, a phrase, or possibly a sentence. Imitation of this kind is purely phonetic level of oral production, a number of prosodic, lexical, and grammatical properties of language may be included in the criterion performance

2. Intensive. A second type of speaking goes one step beyond imitative. This type is designed to practice some phonological or grammatical aspects of language. 3. Responsive. This type is only about short replies to teacher or students initiated questions or comments. The stimulus of the conversation is almost always a spoken prompt, with perhaps only one or two follow-up questions or retors. 4. Interactive. The differene between responsive and interactive speaking is in the length and complexity of the interaction, which sometimes includes multi exchange and/or multiple participants. 5. Extensive (monologue). This type is include speeches, oral presentations, and story telling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responsive) or ruled out altogether.

Futhermore, in some context, speaking and listening skill are unseparateable. The two both skill are almost always closely interrelated (Brown, 2004,p.140). As Harmer (2007) claimed that what we say or write is heavily influence by what we hear and see. In other words, listening as an input while speaking as the output. In foreign language learning, input plays very significant role in teaching and learning process.The role of language input in language learning has been of foremost importance in much SLA research and theory. Krashen (1987, p.28) formulated his hypothesis i + 1 that i refers to current level of learners’ ability and 1 refers to a little bit higher input than current level. This formula refers to cognitive aspects. It brings the implication that language input should be understood by learners. In this case, this hypothesis focuses on comprehensible input. According to Wutun, Arafah and Yassi (2018), incorporating local culture as input in foreign language learning means that input is not only comprehensible but also emotional. Cultural input generates emotional experience to encourage learners to use the language in real life.

B. Local Culture 1. The Definition of Culture Generally, culture can be defined from individual’s viewpoints. Culture includes various dimensions of society. It includes the way of life, dress code, food types, local customs, values, traditions etc. Broadly speaking, culture is a ‘ an environment created by humans’ (Tepperman, Curtis, Wilson and Wain (1994). A culture is something that a group shares pertaining to the elements of culture: style, dress, customs etc. In addition, UNESCO (2009) defines culture as “the set of distinctive spiritual, material, intellectual and emotional features of society and social groups that encompasses not only art and literature, but also lifestyles, ways of living together, value system, tradition and belief.”

2. The Relationship of Language and Culture A consensus has been reached by the scholars that culture and language are fundamentally linked (Witte, 2014). The importance of the relationship is translated to a belief that learning a language means learning the culture. Language learners risk to becoming a fluent speaker if they do not learn about its culture (Bennett, Bennett, & Allen, 2003, p. 237). However, due to the complexity of the notions of language and culture, scholars have different proposals for the inextricable and interdependent relationship between language and culture. Kramsch (1998) describes the relationship in three ways: 1. Language expresses cultural reality: language allows people to express facts and ideas but also reflect their attitudes 2. Language embodies cultural reality: language allows people to give meaning to their experience through the means of communication 3. Language symbolizes cultural reality: language allows people to use language as a symbol of their social identity). In context of foreign language use, Risager (2007) stated that sociologically language and culture are separable. The first language and culture can be transferred in foreign language use. Foreign language functions as tool of communication. The foreign language is used as tool to express the speaker’s culture. In this perspective, using a foreign language is not necessarily related to its culture. In foreign language

learning the learners bring their own culture and the language brings its culture. Risager (2007) then further stated that target language is not isolated but always exist in a local interplay with other languages. Local culture integration therefore is necessary in ELT.

3. Indonesian Culinary Indonesia consists of various ethnic groups in which each of them has its own cultures. It includes artifacts, inscriptions, traditional foods, clothes, music instruments, oral traditions and expressions, performing arts, rituals and festival events, knowledge and practices concerning nature and the universe, and traditional craftsmanship. However, the most favorite and also famous one is the traditional food or culinary. It also be the identity of a group of society. There are some traditional food of Indonesia which are easy to found. Moreover, Tyas (2017) claimed that they are input in some English textbooks used in Indonesia. The local contents are divided into two parts, that are Indonesian food and beverages. The names of them are bellow :

Indonesian Food Indonesian Beverages

1. Nasi goreng 11. Sate padang 1. Jamu 2. Soto 12. Rica-rica 2. Es palu butung 3. Ketupat 13. Coto makasar 3. Bajigur 4. Sop 14. Klepon 4. Es asam jawa 5. Bakmi 15. Pisang goreng 5. Wedang ronde 6. Bubur ayam 16. Lepat 6. Es dawet 7. Peuyeum 17. Kue sagu 7. Bandrek 8. Sate madura 18. Kue talam 8. Es kacang merah 9. Pempek 19. Lumpia semarang 10. Rendang 20. Cilok

Besides, due to the location of this research is in Jambi city, the researcher also found some meals (Tokopedia, 2018) that still being exist and be the favorite food by the society, the meals as follows :

1. Tempoyak 7. Gulai paku 2. Nasi gemuk 8. Gulai tekuyung 3. Pempek sambal 9. Gulai ikan semah 4. Mi celor 10. Gulai terjun 5. Gulai tepek ikan 6. Gulai tempoyak ikan patin C. Teaching English Speaking Skill Many language learners consider speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication. Language learners need to recognize that speaking involves three areas of knowledge Burns (1998) as follows: 1. Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation 2. Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building) 3. Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason. In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communicative situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation. Speaking as a process that has many features; it is open-ended, evolving and unpredictable (Burns & Joyce, 1997). The discourse controls the outcomes and the degree of formality of this process. That means that what might be acceptable in one

context may be considered as impolite in another. The context or discourse is known as the language functions which vary according to the message. The perception of learners of a second/foreign language can change from moment to moment to match the messages and reflect the shared and received information (Gruyter, 1989). However, before sharing information, it is revised for better understanding and professional development ( Goudvis & Harvey, 2007). Students active engagement in the speaking process changes their perceptions from time to time ( Fielding, 2001). Their progress reflects upon information shared with others or received from others as they employ the new knowledge and understanding effectively ( Berry, 2008). Besides, they develop their schemas about language and the world. The speaking process includes activities that occur prior to, during, and after the real speaking practice ( Richards, 2012). For example, before the real speaking activity happens, the speaker should realize the actual content of the message, how it should be presented, and what kind of listener will be hearing the message. While speaking, the speaker must attend to such things as presenting a clear message, tone of voice, suitable vocabulary, possible responses, the environment, and nonverbal gestures. By the end of the speaking activity, speakers may comment, answer questions, explain concepts, assess the process, summarize, give feedback on the speaking topic.

D. The Previous Studies The researcher also have found some relevants studies. At first, Wutun, Arafah and Yassi (2018), entitled “Integrating Local Culture in English Language Teaching to Enhance Learners’ Emotion to Speak English”. The researcher found that local culture has some functions on students speaking performance. It can be as an ice breaker to reduce their anxiety in ELT. It also generates learners’ emotional experience then provides fun and cheerful atmosphere in learning. The learners had willingness to speak English since most as they were familiar with cultural input. It is seen from the statements from some learners interviewed. Most of them stated that it is easier if they speak about their surroundings. In the interview, they also stated that the local culture terms aid them to speak

English. They can reduce the anxiety in speaking foreign language. Morover, the local culture provides sense of humor. This shows that integrating local culture in teaching foreign language can be the alternative way to have an enjoy speaking class in EFL. Second, Saraswati, Hartoyo and Fadwati (2018) with the titled “The Role of Local Culture in English Speaking Classes”. The researchers found that there is same views among students and teachers about the role of local culture in speaking classess in Universitas Negeri Semarang. They agree that local cultures should exist to provide them with an understanding before they are asked to learn how to mediate cultures. The local culture itself served as benchmark and departing point of teaching intercultural communication to students. By acting as a benchmark, local culture gave students a standard of what considered acceptable and not acceptable both in native and foreign culture. While as a departing point, local culture served as the initial knowledge of students before getting to understand the concept of international communication further. For teaching speaking in general, local culture which was used as a ground to introduce intercultural communication would be beneficial for teachers to teach polite oral English communication which was acceptable for speakers coming from various nations. Last, Tyas (2017) under the titled “Identifikasi Kuliner Indonesia dalam Pembelajaran Bahasa Inggris”. By analyzing 36 textbooks used in elementary schools to senior high schools in Indonesia, the researcher found that the spoken and written texts accommodate the promotion of Indonesian local cultures, particularly the local culinary. The text mention the names of several local foods and beverages such as nasi goreng, bakmi, soto, gudeg, rica-rica, klepon, and es palu butung. Also, based on the questionaire, the representation of local culinary in the textbooks can promote local identity, disseminate culture, and promote local tourism. Indeed, this research continuing the previous research by Wutun, Arafah and Yassi (2018) entitled “Integrating Local Culture in English Language Teaching to Enhance Learners’ Emotion to Speak English”. This research is an experimental design, beside the previous is a survey design.

E. Hypotheses Hypothesis is defined as a prediction about the result of research. It can be the direction of the expected relationship between two or more variables. There are two types of hypothesis, namely null hypothesis and alternative hypothesis. The null hypothesis (Ho) states that there is no difference between the outcome of pre-test and post-test. The alternative hypothesis (Ha) tries opposite the hypothesis null (Hatch & Farhady, 1982, pp. 3-4). Therefore, the hypotheses of this search are as follow: • (Ho) = There is no significant effect of using integrating local culture in the form of teaching materials on students’ speaking ability at MTs Jauharul Ihsan Jambi • (Ha)= There is a significant effect of using integrating local culture in the form of teaching materials on students’ speaking ability at MTs Jauharul Ihsan Jambi Acceptance of null hypothesis is based on the result of paired sample t-test that is gained from the scores of pre-test and post-test in experiment group. If the result from that test is similar or less than critical value of α=0.05, thus the null hypothesis (Ho) is rejected which means that the use of integrating local culture as teaching materials significantly effect on students’ speaking ability. In contrast, if the result is higher than critical value of α=0.05, the null hypothesis (Ho) is accepted which means that the use of integrating local culture as teaching materials does not significantly effect on students’ speaking ability.

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research This research was taken place at an Islamic Junior High School in Jambi, that is MTS Jauharul Ihsan. It is located in Kel. Beliung Kec. Alam Barajo Kota Jambi. The researcher choose this school because the researcher has known well about the condition of this school and most of students had problems with the speaking performance. The research was conducted in March 2020. This research was used to be done in 12 meetings. One meeting used for pre-test, 10 meetings for giving the teaching materials. One last meeting will be used for post-test. However, unfortunately, after the fourth meeting, it was an unsuspected condition that force all schools should have long days off because of Covid 19. Therefore, the researcher decided to give the post test directly by using social media.

B. Design of the Research The research is a quantitative research. This research used a pre- experimental research. Another name for this pre-experimental design is One-Group Pretest-Posttest Design. According to Latief ( 2015 ) pre- experimental research is the one of experimental research design that is conducted without a control group. He explained that in this research, the group is given a pre-test before the experimental treatment. He also claimed that the effectiveness of the instructional treatment is measured by comparing the average score of the pre-test and post test and when it turns out that the post test average score is significantly higher than the average score of the pretest, then it is concluded that the instructional treatment is effective. There was no control group in this research, so the design of this research can be drawn as follows: Table 3.1 One Group Pre test-Post test Design

O1 X O2

In which:

O1 = The score of pretest (before treatment) X = Treatment

O2 = The score of posttest (after treatment)

According to Arikunto (2013, p.124), in this design, observation was done two times, they are before giving experiment and after giving

experiment. There were pretest and posttest. Pretest (O1) is a test which is

done before giving an experiment and posttest (O2) is a test which is done

after giving a treatment. The difference between O1 and O2 assumes the effect of the treatment or experiment. This research used experimental group. The experimental group was treated by integrating local culture in the form of teaching materials.

C. Population and Sample 1. Population Sugiyono (2011, p.80) says that population is generalization area consist of object or subject that has a qualify and specific which is decided by researcher to observe and then put the conclusion of it. Moreover, according to Sukardi (2012), population can be such as teachers, learners, curriculum, facilitations, school organisation, and others. The population of this research was all the seven grade students of MTs Jauharul Ihsan kota Jambi and a total of it is 27 students. 2. Sample Sample is a group of people, thing, or place where is data collecting. According to McMillan and Schumacher (2010, p.129) sample is the group of individuals from whom data are collected. Moreover, the sample can be selected from a large group of person, identifies the population, or can simply refer to the group of subject from whom data are collected (McMillan & Schumacher, 2010, p.129). In this study, the researcher used convenience sampling. According to Sukardi (2012), convenience sampling is the technique of sampling that accidental happened. The researcher only choose the samples from everyone who meet accidentaly at a place, time, or a choosen way. The

researcher took class VII as sample. There are 26 students. As mentioned before, there was a schools’ long day off due to the corona pandemic, it caused the researcher hard to get the post test. There were only 9 students who can be called. It means that this research only has 9 students as sample.

D. Variable of the Research Variable is characterized as qualities that will in general vary from individual to individual, however any at least two people may have a similar variable attribute or measure (Latief, 2015). There are two kinds of variable in this research. Independent variable (X) and dependent variable (Y). Independent variables are those that (probably) cause, influence, or affect outcomes. They are also called treatment, manipulated, antecedent, or predictor variables (Cresswell, 2014). On the other hand, dependent variables are those that depend on the independent variables; they are outcomes or results of the influnce of the independent variables. Others names for dependent variables are criterion, outcome, affect, and response variables (Cresswell, 2014). In this research, the variables are: X : Independent variable ( Local culture as teaching materials) Y : Dependent variable ( Speaking performance)

E. Technique of Collecting the Data Instrument is a kind of tool used by researcher to collect the answer of getting data. The researcher uses test as an instrument to collect the data in this research. Arikunto (2013, p.193) stated that test is the way to measure the ability, knowledge and intelligences from an individual or group. In this study, the researcher uses pre-test and post-test and scoring in getting the data. Oral test was used as an instrument in this study. The writer gave an oral test on pre-test and posttest. The test was responsive speaking assessment. In the test, picture-cued task was used. The students were asked to identify certain specific information and elaborate their own opinion about those pictures of meals. There were some questions that should be answer by the students. Each of student are possible to get the difference

questions. The test was recorded so that can be scored by scoring raters. Moreover, in the condition of corona pandemic, the data of post test was taken by video calling one by one between the researcher and students. It was also recorded. In scoring the objectives test, the researcher used some criteria to assess the students’ performance. According to Brown (2001, p.406-407), test scoring consist of some aspects. They are grammar, vocabulary, comprehension, fluency, pronounciation, and task.

Table 3.2. Oral Proficiency Test Scoring Categories Based on Brown (2001, p.406-407) No Aspect Score Grammar 1. • Errors in grammar are frequent, but speaker can 1-4 be understood by native speaker used to dealing for foreigners attempting to speak his/her language. • Can usually handle elementary construction 5-8 quite accurately but does not have through or confident control of the grammar. • Control the grammar is good. Be able to speak 9-12 the language with sufficient structural accuracy to participate effectively in most formal and informal conversation in practicak, social, and professional topics. • Be able to use the language accurately on all 13-16 levels normally pertinent to professional needs. Error in grammar are quite rare. • Equivalent to that of an educated native speaker 17-20 Vocabulary 2. v • Speaking vocabulary inadequate to express 1-4 anthing about the most elementary needs • Has speaking vocabulary sufficient to express 5-8

himself simply with sum circumlocutions • Be able to speak the language with sufficient to 9-12 vocabulary participate effectively in most formal and informal conversations on practical, social, and professional topics. Vocabulary is broad enough that he rarely has to grope for word. • Can understand and participate in any 13-16 conversation within range of his experience with a high degree of precision of vocabulary. • Speech on all level is fully accepted by 17-20 educated native speakers, in all its features, including breadth of vocabulary and idioms,

colloquialisms, and pertinent cultural references. Comprehension 3. c • within the scope of his very limited language 1-4 experience, can understand simple questions and statement if delivered slowed speech, repetition, or paraphrase. • Can get the gist of most conversation of non 5-8 technical subjects (i.e. topics that require no specialized knowledge) • Comprehension is quite complete at a normal 9-12 rate of speech • Can understand any conversation within the 13-16 range of this experience • Equivalent to that of an educated native 17-20 speaker. Fluency 4. f • No specific fluency description. Refer to other 1-4 four language areas for implied level of fluency) • Can handle with confidence but not with facility 5-8 most social situations, including introductions and casual conversations about current events,

as well as work, family, and autobiographical information. • Can discuss particular interests of competence 9-12 with reasonable ease. Rarely has to grope for words. • Able to use the language fluently on all levels 13-16 normally pertinent to professional needs. Can participate in any conversation within the ranfe of his experience with a high degree of fluency • Has complete fluency in the language such that 17-20 his speech is fully accepted by educated native speakers. Pronounciation 5. • Errors in pronounciation are frequent but can be 1-4 understood by a native speaker used to dealing with foreigners attemptinf to speak his language. 5-8 • Accent is intelligible though often quite faulty. 9-12 • Errors never interfere with understanding and

rarely disturb the native speaker. Accent may be obviously foreign. 13-16 • Errors in pronounciation are rarely quite 17-20 • Equivalent to and fully by accepted by educated native speakers. Task 6. • Can ask and answer questions on topics very 1-4 familiar to him. Able to satisfy routine travel needs and minimumcourtesy requirements. (should be able to order a simple meal, ask for shelter or lodging, ask and give simple directions make purchases, and tell time). • Able to satisfy notice social demands and work 5-8 requirements, needs help in handling any

compilation or difficulties. • Can participate effectively in most formal and 9-12 informal conversations and practical, social, and professional topics. • Would rarely be taken for a native speaker but 13-16 can respond appropriatelly even in unfamiliar situations. Can handle informal interpreting from and into language. • Speaking proficiency equivalent to that of an 17-20 educated native speakers.

Maximal score : Grammar = 20 Vocabulary = 20 Comprehension = 20 Fluency = 20 Pronounciation = 20 Total score = 100 Table 3.3 Classification of Students’ Speaking Skill Score Category 86-100 Very good 76-85 Good 56-75 Fair 36-55 Poor 0-35 Very poor Source : Arikunto (2010)

F. Validity and Reliability 1. Validity Validity is the extent to which a test measure what is supposed to measure. Brown (2001) stated that there are three types of validation, they are content validity, face validity and construct validity. In this research, the researcher uses content validity. Before the researcher implemented the

research instrument, it was analyzed or checked for its validity and reliability. In this research, the researcher consulted the instrument of the test with advisors and the English teacher at MTs Jauharul Ihsan Jambi. The researcher also checked the curriculum 2013 that is used in MTs Jauharul Ihsan Jambi.

Table 3.4 Main and Basic Competence of Curriculum 2013 Core Competence Basic Competence

3.Understanding knowledge 3.10 Applying social functions, text (factual, conceptual, and structures and linguistic elements procedural) is based on his of descriptive text by giving and curiosity about science, asking for information regarding technology, art, culture related to the existence of people, objects, phenomena and events that animals, in accordance with the appear to the eyes context of their use

4.Trying, processing, and 4.12 Composes the interpretation presenting in a concrete real of very short and simple (using, parsing, arranging, descriptive text of oral and written modifying, and making) and 4.13 Arranging very short and abstract domains (writing, simple descriptive text oral and speaking, countinf, drawing, and written that involve the act of giving making) in accordance with that is and asking for information learned in school and other regarding the existence of people, sources in the same perspective objects and animals, taking into theory. account social functions, text structures, and correct language elements and in context

From the table above, in line with the basic competence, the students should be able to give and ask about objects. Objects here mean everything

which exist in the world (KBBI). It means that, meals as the topic of the teaching materials can be used because it is included as the objects.

2. Reliability Reliability is instrument that can reliable for using collection tool. Reliability is a measure of the stability or consistency of test scores. According to Goswani (2011), reliability is the consistency throughout a series of measurements. Furthermore, the reliability for a test or research findings is to be repeatable. Sarmah and Hazarika (2012) assert reliability is determined by the consistency with which it measures that which it does measure. In this research, the researcher used inter-rater reliability to measure speaking test. Cresswell (2015) viewed that inter-rater reliability is a procedure use when making observation behavior. The behavior of examiner, the mental and physical condition of the student, and the conditions under which the test is given have a great influence upon the reliability of the result of any test. The requirement to be rater in charge of scoring not only must have professional in the field but also can be traine individuals to observe in the field we measure. Mackey and Gass (2005, p.129) assert inter-rater reliability begins with a well defined constructs. It is a measure of whether two or more raters judge the same set data in the same way. If there is strong reliability, one can then assume with reasoneable confidence that raters are judging the same set of data as representing the same phenomenon. It is believed that a rater must be able to give the score objectively. Therefore, the rater must be professional in terms of mastering English. As the raters are those who have TOEFL (Test Of English Foreign Language) score at least 500. Meanwhile, in this research, the researcher asked Yustina Tanjung, S.Pd who is an English teacher at SMA Titian Teras Jambi and Merty Megawati, S.Pd who is a lecturer at STMIK Nurdin Hamzah Jambi as the raters. Both of them had more than 500 of the TOEFL total score. Then, to find out the students reliability of the score, the researcher used Split Half (Spearman Rho) in IBM SPSS Statistics 22. Table 3.5 showed the result of statistical calculation of Split Half (Spearman Rho) in IBM SPSS Statistics 22 :

Table 3.5 Reliability Test Reliability Statistics Cronbach's Alpha Part 1 Value 1,000 N of Items 1a Part 2 Value 1,000 N of Items 1b Total N of Items 2 Correlation Between Forms ,706 Spearman-Brown Coefficient Equal Length ,828 Unequal Length ,828 Guttman Split-Half Coefficient ,812 a. The items are: R1.pre b. The items are: R2.pre

Table 3.6 The Criteria of Reliability Test Reliabilty coefficient Criteria 0,800-1,00 Very high 0,600-0,800 High 0,400-0,600 Middle 0,200-0,400 Low 0,00-0,200 Very Low Source : Arikunto (2013 ; 89)

From the table above, it can be seen the result of inter-rater reliability. The table shows that Guttman Split Half coefficient is 0,812. It means that, the reliable of inter-rater is categorized very high. So, the instrument is reliable.

G. Technique and Procedures for Intervention This research was held for 4 meetings. The writer conducted the research twice a week. In the experimental group, the writer integrating Indonesian cullinary. The teaching approach used was Communicative Language Teaching (CLT). According to Harmer (4th ed), activities in CLT typically involve students in real realistic communication, where the

successfull achievement of the communicative task they are performing is at least as important as the accuracy of their language use. Table 3.5 show the teaching procedures. Table 3.7 Table of Teaching Procedures Activities Description of the activities Time allocation • Greeting and praying before start the 15 minutes Opening learning process • Checking students’ attendance • The teacher remind the students by asking some questions about related material in the last week Observing 65 minutes During • Students pay attention / watch several activity sample texts / videos about meals • Students imitate the examples in a guided manner. Questioning • With the guidance and direction of the teacher, students question the main ideas, detailed information and certain information from descriptive texts. Exploring • Students as a group write down an Indonesian meals Associating • Students practice simple verbal descriptive texts about meals. Communicating • Students deliver oral descriptions in front of peers and teachers. • Students are asked whether students 10 minutes Closing understand about this material • Students are asked to make conclusions

about this material. • Greetings

H. Technique of Analysis the Data The researcher employed SPSS (Statistical Product and Service Solution) Program to analyzing the data. The researcher analyzed the data by applying some techniques, those are : 1. Prequisite Test The researcher checked the normality of the data. This test was carried out in order to check whether or not the data is normal. The researcher used SPSS to test normality of test. According to Santosa (2012) the criteria for acceptance or rejection of hypothesis for normality test are as follow : If sig > α = 0,05, so the data is normally distributed If sig > α = 0,05, so the data are not normally distributed 2. Descriptive Analysis The researcher gave the description to data that obtained in terms of frrequency, mean score, median, to show the result based on the level of category descriptively 3. Statistical Analysis The researcher explained the result of t-test to show the significances of the data that obtained and answer the research problem. The researcher applied the paired sample t-test. According to Widiyanto (2013), paired sample t-test is one of the testing methods used to assess the effectiveness of the treatment. It is marked by there are differences between the average before and after the treatment is given.

I. Statistical Hypothesis From the data analysis, it could be identify that :

1. When the the Pvalue > 0,05. The null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. It means that there is no significant different on students speaking skill than before, after integrating local culture in the form of teaching materials.

2. When the Pvalue < 0,05, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It means that there is

significant different on students speaking skill than before, after integrating local culture as teaching materials.

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher will elaborate the finding about the analysis of the effect of integrating local culture as teaching speaking materials to the grade seven students at MTS Jauharul Ihsan. There are two variable in this research those are local culture as teaching materials as independent variable (X) and speaking skill as dependent variable (Y). The purpose of this research is to find out whether or not the local culture as teaching material gives effect on students’ speaking ability. Sample of this research was students in the seventh grade of MTS Jauharul Ihsan Jambi. The researcher took 9 students as the sample. Actually there are 26 students who are in that class. They had got pre-test and the researcher has been giving the treatment in 4 meetings. However, because of the coronavirus pandemic, it makes the researcher stopped to give the treatment and only get the post test from those 9 students. By using social media such as whatsapp and facebook, the researcher call them one by one. The data obtained from oral test or monologue test and speaking rubric was used to scoring the objectives test.

A. Finding of the Study The data analysis is applied to verify the hypothesis propose. Descriptive analysis and T-Test is used in this research. It is used to find out whether or not the local culture as teaching material gives effect on students’ speaking skill. The procedure of data analysis is described below. a) Descriptive Analysis To determine the extent of an effect of the local culture on students’ speaking skill, the researcher showed the descriptive analysis as follows : Table 4.1 The Result of Pre Test and Post Test No Identity Pre-test Post test

1 Student 1 12 24

2 Student 2 11 13

3 Student 3 20 36 20 4 Student 4 27 16 5 Student 5 20

6 Student 6 15 12

7 Student 7 11 16 24 8 Student 8 15

9 Student 9 15 26 SUM 146 187 AVERAGE 16,22 20,77

Based on the table above, it can be seen the result of pretest and posttest. It means SUM = 146 is total from pretest and 187 is total posttest. Each average value is 16,22 for the pretest and 20,77 for the posttest.

Table 4.2 The Students’ Speaking Result of Pre-test Pre-test Cumulative Frequency Percent Valid Percent Percent Valid 11 2 18,2 22,2 22,2 12 1 9,1 11,1 33,3 15 3 27,3 33,3 66,7 20 2 18,2 22,2 88,9 27 1 9,1 11,1 100,0

Total 9 81,8 100,0 Missing System 2 18,2 Total 11 100,0

Figure 4.1 The Result Score of Pre-test

As can be seen from the Table 4.2 and further explained by Figure 4.1, 2 students (22.2%) got score 11, 1 student (11.1%) got score 12, 3 students (33.3%), 2 students (22.2%) got score 20, and 1 student (11.1%) got score 27. They all were categorized as very poor which interval between 0-35. Table 4.3 The Students’ Speaking Result of Post Test

Post-test Frequency Percent Valid Percent Cumulative Percent

Valid 12 1 9,1 11,1 11,1 13 1 9,1 11,1 22,2 16 2 18,2 22,2 44,4 20 1 9,1 11,1 55,6 24 2 18,2 22,2 77,8 26 1 9,1 11,1 88,9 36 1 9,1 11,1 100,0 Total 9 81,8 100,0

Missing System 2 18,2 Total 11 100,0

Figure 4.2 The Result Score of Post-test

As can be seen from the Table 4.2 and further explained by Figure 4.1, 1 students (11.1%) who got score 12, 1 student (11.1%) who got score 13, 2 students (22.2%) who got score 16, 2 students (22.2%) who got score 24, 1 student (11.1%) got score 26. They all were categorized as very poor which interval between 0-35. 1 student (11.1%) who got score 36 were categorized as poor which interval between 36-55.

Table 4.4 The Descriptive Analysis

Descriptive Statistics Std. N Minimum Maximum Sum Mean Deviation Pre-test 9 11 27 146 16,22 5,263 Post-test 9 12 36 187 20,78 7,612 Valid N (listwise) 9

From the computation above, it can be seen that the mean score of pretest is 16,22. Based on the students’ category (Table 4.5), the means score belongs to very poor because the mean in the score class of 0-35. So, it can be concluded that the result of the pretest is very poor. Besides, the mean score of posttest is 20,78 by using the same table, the mean score of posttest still belongs to very poor because it is between the score of 0-35. So, although the category of post test is 20.78 is still very poor, there is an increase from the pre test which the mean is 16.22 . b) Statistical Analysis After all the data of the students’ score had been collected, the researcher analyzed the data through t-test. T-test is a tool which is used for comparing hypothesis of two samples if the data is in interval ratio (Sugiono, 2014). Its purpose is to find out whether the local culture gives effect on students’ speaking ability. Before that, the researcher did the normality test. The normality test was used to check whether the posttest score were normally distribution or not. The procedure is as follows. a. The Result of Normality Table 4.5 The Summary of Normality test

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Class Statistic df Sig. Statistic df Sig. Students' pre test ,258 9 ,084 ,875 9 ,139 achievement Post test ,179 9 ,200* ,923 9 ,422 *. This is a lower bound of the true significance. a. Lilliefors Significance Correction

Based on the computation above, it shows that both pretest and posttest (Asymp. Sig. (2-tailed) is higher than 0,05 (0,139 > 0,05) and (0.422 > 0,05). Therefore, it can be concluded that the distribution of data is normal

b. Hypothesis Testing Paired sample T-test is used to assess the effectiveness of the treatment. It is marked by there are differences between the average before and after the treatment is given. The researcher used T-test formula by using IBM SPSS statistic version 21.

Table 4.6 Paired Sample Test Computation

Paired Samples Test Paired Differences 95% Confidence Interval of the Std. Std. Error Difference Sig. (2- Mean Deviation Mean Lower Upper t df tailed) Pair 1 Pre-test - - -4,556 8,048 2,683 1,631 -1,698 8 ,128 Post-test 10,742

From the table 4.8 above, the Sig. (2-tailed) was 0.128. It was higher than 0.05. So, it can be stated that the null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. It means that there is no significant different on students’ speaking skill than before, after integrating local culture in the form of teaching materials.

B. Research Discussion Integrating local culture was one of the strategy in teaching English that could guide students to speaking well. It is one of the effective strategy in teaching speaking because it gives students an opportunity to practice communicating in around and keep the conversation going. Analysis of the mean score gap between the post-test and pre-test ensures if the approach used was effective. The mean score of the post-test was 20.78 and 16.22 for pre-test. It meant the gap of the students’ score of the post-test and pre-test was 4.56. The explanation of the gap between the two tests indicated that the post-test showed higher increasing than the pre test. To sum up, based on the result of this study, which showed the students’

scores were higher after the treatment in Experimental class using local culture in the term of teaching materials, the integrating local culture strategy increase their speaking skill. On the other hand, according to the hypothesis testing, which is paired sample computation, it showed that the Sig. (2-tailed) was 0.128. It can be stated that the increasing of students’ score in the post-test is not significantly different with the pre-test. The findings above were in line with previous research finding, Wutun, Arafah, and Yassi (2018), in their research finding stated that integrating local culture can be a very effective strategy to enhance the students’ speaking skill. They claimed that it functions as the ice breaker to reduce the anxiety in ELT. It also generates learners’ emotional experience then provides fun and cheerful atmosphere in learning. The learners had willingness to speak English since most as they were familiar with cultural input. In different, the result of this research shows that there is no significantly effect on students’ speaking skill. It means that it is not due to the local culture but there are other variables interefere in the cause and effect relationship. The violation of these two rules becomes the threats to the validity of the experimental research finding. Therefore, Latief (2015) stated that the key problem in experimental research is how to establish suitable control for the threats to experimental validity which come from unexpected interfering variables in the process of experiments. Two of the interfering variables that may threaten the validity of the experimental research finding are history and testing. History here means when the experiment treatment is developing, it is possible that other events may occur and interfere the progress of subjects’ learning (Latief, 2015). In this research, when the treatment is developed, the school days off which is caused by corona virus pandemic that force the treatment have to be stopped make it was not given fully. In other words, the progress of students’ learning is not maximally increase so that the different achievement between before and after giving treatment is not really significant. The difference achievement is not only caused by the treatment, but also by the lack of motivation and attitude of the students toward English

subject. Indeed, the research finding resulted from the process of the implementation of the experimental treatment. Then, in the experiment, the researcher used two kind of tests which are held before and after giving the treatment. According to Latief (2015), if the the way how posttest and pretest are held, it will affected on the result. Here, the way how posttest was held is different with the pretest. In the collecting data of posttest, the researcher used video calling. Beside, the collecting data of pretest was held by face to face and using flashcards. It means that there will be a different result between both of them. In line with using flashcards on pretest, it could help student to speaking. In addition, flashcards also helped students to keep the concersation going and saying the words or sentences smoothly (Aminuddin, 2017). Indeed, after computing t-test, knowing the hypothesis is rejected, and lining with the theory, the researcher concludes that integrating local culture in the form of teaching materials effects on students’ speaking skill. Therefore, integrating local culture can be used as a strategy in teaching speaking.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion This study is aimed to discover the effect of integrating local culture in the form of teaching speaking materials. Based on the analysis of the data, the hypothesis, and the discussion in the previous chapter, the conclusion can be drawn that integrating local culture in the form of teaching materials does not give significant effect on students’ speaking skill because the lack of meetings and samples, unspesific teaching method, and only used pre experimental research design. In other words, the insignificant effect in the result of this research is not caused by the local culture can not enhance the speaking skill, however there are other variables interefere in the cause and effect the relationship. B. Suggestion Based on the research finding, the researcher tries to give some suggestions after finishing this study. The suggestions are listed below. 1. For English Teacher a. The English teacher should choose the most appropriate method in teaching learning process especially in teaching speaking b. The teacher should open their mind to use technology in the classroom c. The English teacher should choose the interesting materials like about students’ surroundings. d. The English teacher can use integrating local culture as teaching materials as the alternative teaching materials

2. For Parents and University Stakeholders a. They should pay attention to the students’ basic education. By having basic education, students can be more easily to understand the teaching materials in the highest level of education

4. For Other Researchers a. Since this research was covered by limitations including time, fund, knowledge and samples, hopefully for the next research should be cover more areas. b. It can be a similar type of study but with noticing to different skill and with larger samples of study

REFERENCES

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McMillan, J.H. & Schumacher S. (2010). Research in Education. New Jersey: Pearson Education. https://kbbi.web.id/benda

Noor, J. (2011). Metodologi penelitian : skripsi, tesis, disertasi, dan karya ilmiah (1st ed.). Jakarta, Indonesia : Prenadamedia group Richards, J C. & Renandya, W. A. (2002). Methodology in Language Teaching. Cambridge: Cambridge University Press Richards, J. (2012). Teaching Speaking. New York: Cambridge University Press. Risager, K. (2007). Language and culture pedagogy: From a national to a transnational paradigm (Vol. 14). England : Multilingual Matters. Saraswati, G. P. D., Hartoyo, Fadwati, A. (2018). The role of local culture in english speaking classes. LLT Journal: A Journal on Language and Language Teaching, 21(2), 183-190. Retrieved from http://doi.org/10.24071/llt.2018.210207 Sarosdy, J., Bencze, T. F., Poor, Z., & Vadnay, M. (2006). Applied linguistics I for BA students in English. Budapest, Hungary: BölcsészKonzorcium. Sayuri (2016) English Speaking Problems of EFL Learners of Mulawarman University. Indonesian Journal of EFL and Linguistics, 1(1) Sugiyono (2011) Metode penelitian kuntitatif kualitatif dan R&D. Bandung, Indonesia : Alfabeta Sukardi (2003) Metodologi penelitian pendidikan: kompetensi dan praktiknya (11th ed.). Yogyakarta : Bumi Aksara Tepperman, L.,Curtis, J,Wilson,S.J. & Wain, A.(1994). Small World. Iris, Ontario: Prantice hall, Canada. Thornbury, Scott. (2005). How to teach Speaking. London: Longman. Tokopedia. (2018, August 23). 18 makanan khas Jambi penggoyang lidah. Retrievred from https://www.tokopedia.com/blog/travel-makanan-khas- jambi-terkenal/ Tyas, A., S., P. (2017). Identifikasi kuliner lokal Indonesia dalam pembelajaran Bahasa Inggris. Jurnal Pariwisata Terapan, 1(1), 1-14 UNESCO Institute. 2009. UNESCO Framework for Cultural Statistic. Canada. Witte, A. (2014). Blending spaces : Mediating and assessing intercultural competence in the L2 classroom. Boston, MA: De Gruyter Wutun, A. A., Arafah, B., & Yassi, A. H. (2018). Integrating local culture in english language teaching to enhance learners’ emotion to speak english. International Journal of English Language Teaching, 6(4), 48-56

Research Instruments Speaking assessment Pre-test and Post-test Time duration : 5-7 minutes per two students Test takers see :

Test takers hear : I have two sessions for the test. The first session I will ask you some questions. Please answer my questions. Session 1 1. Which one is your favourite food? Why do you like it? Prompting questions : a. Do you like this? [point to one picture] b. Why do you like it? c. Is it spicy? d. Is it good? e. Is it delicious?

2. What is the ingredient of this food? [point to the one picture] Promping questions : a. What is this food made of? b. Is it made of beef? c. Is it made of coconut milk/santan? d. What else? e. Is it made of salt? sugar? Chili? 3. When do you usually eat this food? [point to the one picture] Prompting questions : a. Do you eat this when Eid al-Fitr? b. Do you eat this in your breakfast? c. Do you eat this in your dinner or lunch? d. Do you eat this when cukuran event or sunatan event? Or wedding? 4. Tell me something about your favorite food from your village ! Prompting questions : a. Are you from merangin? b. What is your favorite food from merangin? c. What is the food from tanjabbar? d. Do you know tempoyak? e. Do you like it? f. So describe me about tempoyak g. Tell me something about tempoyak h. Is tempoyak from durian? i. Is it made from fish? j. Is it delicious? k. Is it tasty? l. Do you add kerupuk when you eat lontong? Session 2 Now it’s time to session two, I have booklet for you, here is for A, here is for B. A, you don’t know about rendang, so you ask B about the food. B, you have the clue, you answer the questions about rendang. Now you start. Prompting : a. Ask the original of the food b. Read please.

INTEGRATING LOCAL CULTURE TO TEACH SPEAKING FOR THE SEVENTH GRADERS

OF MTS JAUHARUL IHSAN JAMBI

BY SAKINAH FITRI MARGIANTI

The result score of the rater 1 pre-test

Scoring Rubric speaking (Pre-test) Rater 1 NO Name Score Grammar Vocabulary Pronounciation Fluency Comprehension 1 Aulia 1 1 1 1 2 6 3 Fikri 1 1 1 1 2 6 4 M. Alif Ramadhan 1 2 1 2 3 9 5 M. Riski Ardiansyah 1 5 2 4 4 16 6 M. riski Pratama 1 3 1 2 4 11 7 Misnawati 1 2 1 2 3 9 8 Nurul Jannah 1 1 1 1 2 6 9 Rasya Satria Ardiansyah 1 2 2 2 3 10 11 Wiwik 1 1 1 2 3 8

Rater 1

Merty Megawaty

INTEGRATING LOCAL CULTURE TO TEACH SPEAKING FOR THE SEVENTH GRADERS

OF MTS JAUHARUL IHSAN JAMBI

BY SAKINAH FITRI MARGIANTI

The result score of the rater 2 pre-test

Scoring Rubric speaking (Pre-test) Rater 2 NO Name Score Grammar Vocabulary Pronounciation Fluency Comprehension 1 Aulia 1 1 1 2 1 6 3 Fikri 1 1 1 1 1 5 4 M. Alif Ramadhan 2 2 2 2 3 11 5 M. Riski Ardiansyah 2 2 2 2 3 11 6 M. Riski Pratama 2 1 2 2 2 9 7 Misnawati 1 1 1 2 1 6 8 Nurul Jannah 1 1 1 1 1 5 9 Rasya Satria Ardiansyah 1 1 1 1 1 5 11 Wiwik 1 1 1 2 2 7

Rater 2

Yustina Tanjung

INTEGRATING LOCAL CULTURE TO TEACH SPEAKING FOR THE SEVENTH GRADERS

OF MTS JAUHARUL IHSAN JAMBI

BY SAKINAH FITRI MARGIANTI

The result score of the rater 1 post-test

Scoring Rubric speaking (Post-test) NO Name Score Grammar Vocabulary Pronounciation Fluency Comprehension 1 Aulia 2 1 1 1 3 8 2 Fikri 2 1 1 1 1 6 3 M. Alif Ramadhan 3 4 4 4 4 19 4 M. Riski Ardiansyah 2 2 1 1 2 8 5 M. Riski Pratama 2 1 1 1 2 7 6 Misnawati 2 1 1 1 2 7 7 Nurul Jannah 2 1 1 1 1 6 8 Rasya Satria Ardiansyah 2 2 2 2 3 11 9 Wiwik 3 3 3 3 4 16

Rater 1

Merty Megawaty

INTEGRATING LOCAL CULTURE TO TEACH SPEAKING FOR THE SEVENTH GRADERS

OF MTS JAUHARUL IHSAN JAMBI

BY SAKINAH FITRI MARGIANTI

The result score of the rater 2 post-test

Scoring Rubric speaking (Post-test) NO Name Score Grammar Vocabulary Pronounciation Fluency Comprehension 1 Aulia 5 3 3 2 3 16 2 Fikri 2 1 2 1 1 7 3 M. Alif Ramadhan 5 3 3 3 3 17 4 M. Riski Ardiansyah 3 2 3 2 2 12 5 M. Riski Pratama 2 1 2 2 2 9 6 Misnawati 1 1 1 1 1 5 7 Nurul Jannah 2 2 2 2 2 10 8 Rasya Satria Ardiansyah 5 2 2 2 2 13 9 Wiwik 3 2 2 1 2 10

Rater 2

Yustina Tanjung

CURRICULUM VITAE

Name : Sakinah Fitri Margianti

Gender : Female

Date of Birth : Jambi, June 23rd 1998

Adress : Perumahan Palmerah Jaya Blok K Rt 13 Desa Mekar Jaya Kecamatan Kabupaten Muaro Jambi Provinsi Jambi

Email : [email protected]

Phone : 081379763585

Education program :

No Education Graduate Year

1. SD NEGERI 28 KOTA JAMBI 2010

2. SMP NEGERI 4 KOTA JAMBI 2013

3. MAN MODEL KOTA JAMBI 2016

4. S1 UIN STS JAMBI 2020

Jambi, May 2020

Researcher

Sakinah Fitri Margianti

TE161807