Professional Documents
Culture Documents
SKRIPSI
BY :
2011-36-033
Speaking is often considered as the most important part of an EFL teaching and
learning process. For that reason, improving students‟ speaking ability is important.
Therefore, this Classroom Action Research was conducted to find out how Repetition
Drill Technique is used to improve students‟ speaking ability especially in daily
conversation and students‟ responses toward it. The purpose of this research is to get
students accustomed to practice their English.The research was conducted in two
cycles with nine meetings in a month. The subjects of the research were 36 students at
class VII10 in SMP Negeri 14 Ambon. The students‟ speaking ability was measured by
some speaking activities. A questionnaire was used to know the students‟ responses
toward the treatment. The result showed that Repetition Drill Technique helped the
students‟ to improve their speaking ability and got positive responses from the
students.
(Q.S Al-Insyirah : 5)
DEDICATION PAGE
Allah SWT
&
Our Beloved Prophet
&
My Beloved Parents
First and foremost, the researcher gives her best honor to Allah SWT for the
strength, help, guidance and blessing given to the researcher during the whole up and
down processes from the very start until now. Only by Allah blessing and merciful,
The researcher realizes that this graduating paper could not be accomplished
encouragement from all the people around her. Therefore, the researcher would like to
1. Prof. Dr. Theresia Laurens, M.Pd. as the Dean of Teachers‟ Training and
3. Stella R. Que, SS, MA, as the Head of English Study Program for her guidance,
4. Jeny Lekatompessy, S.Pd., M.Tesol as the first advisor and lovable mentor. Thank
you abundantly for the guidance, suggestions, advice, support, help and attention
5. M. S. Ferdinandus, S.Pd., M.Pd as the second advisor and also humble mentor.
Thank you abundantly for the kindness, suggestion, contribution, guidance and
6. All the lecturers of English Education Study Program for their supports and
motivations.
9. The students at Class VII10 of SMP Negeri 14 Ambon for their wonderful
10. Isnasari Hehanussa as her deeply-loved mother. Great thanks for her endless
prayer day and night, for her support, limitless love, patience, guidance, and
advices.
11. The researcher‟s beloved young brothers and sister Indrawan Isnais
12. The researcher‟s beloved late grandfather and grandmother. Thanks a bunch for
the attention and support, all the useful advices and motivation, they will never be
forgotten.
13. The researcher‟s beloved uncles, aunty and cousins (Misnawati, Usman, Abud,
Dila, Tika, Dani). Thanks a lot for your care and support during the study.
14. English Department 2011 (ED‟Elv), Hilda Meidya Astuti, Harley Davidson
Delima Malirmasele and they all that cannot be mentioned one by one. Thanks a
lot for the joy of sharing guys. Ed Elv “Keep Moving On” Brrrrrrrrrr.
15. The researcher‟s amazing best friends, Novita Nur Ohoiulun, Netha Shella
Sabono, Sekar Indah Setyarini and Heria Astuti. Thanks for the motivation, love
and laugh.
16. The researcher‟s special one, Indra Wijaya, thank you so much for always
17. English Department seniors and juniors for their help and support.
18. Special thanks for Ma‟am Dwi Eka Harjani S.Pd M.Pd. and her husband Lantara
Habir S.Pd M.Pd, all of the instructors and the Lakaco group.
19. Over all, for any other persons who cannot be mentioned one by one for their
contribution to the researcher during finishing her “graduating paper”. The words
are not enough to say any appreciations for their help, may Allah SWT bless you
all.
Finally, the researcher realizes that this graduating paper is far from perfection and
still needs to be improved. Therefore, all the valuable advice, suggestions and critics are
The Researcher
TABLE OF CONTENT
TITLE.................................................................................................................... i
LEMBARAN PENGESAHAN............................................................................ ii
ABSTRACT.......................................................................................................... iii
MOTTO................................................................................................................. iv
DEDICATION PAGE.......................................................................................... v
ACKNOWLEDGEMENT................................................................................... vi
TABLE OF CONTENT....................................................................................... vii
LIST OF TABLES............................................................................................... viii
LIST OF GRAPHICS.......................................................................................... ix
LIST OF APPENDICES...................................................................................... x
CHAPTER I INTRODUCTION
1.1 Background of The Study ........................................................................... 1
1.2 Problem Statement ...................................................................................... 3
1.3 Research Question ...................................................................................... 3
1.4 Research Purposes....................................................................................... 3
1.5 Significant of the Study............................................................................... 3
1.6 Scope and Limtation .................................................................................. 4
REFERENCES..................................................................................................... 46
LIST OF TABLES
Appendix 3 Questionnaire
INTRODUCTION
One of the main goals of language teaching and learning process is students are able
to use the target language appropriately. As the foreign language and the most learned target
language learning, English has the same goal. Among the four language skills taught in
educational setting, speaking skill seems to be the most important skill to be mastered. Richards
(2008:19) put forwards that, the mastery of speaking skill has been prioritized for whether
second language learners or foreign language learners. No wonder speaking has been taught
in every EFL/ESL countries starting from preschool, beginner, pre intermediate, intermediate
till advanced level (known as public speaking) lately. It is undeniably important to the
students to master speaking skill, since the basic needs in communication is speaking itself.
To communicate, students have to create their own conversation, deliver ideas and exchange
information with others by speak them up. As stated by Nunan (1991) “success is measured
in terms of the ability to carry out a conversation in the (target) language”. Therefore, if they
cannot speak the language, at least practice some simple English conversations, it can be said
that all the teachers‟ effort is useless. The teachers have to underline that there is no use of
Dealing with the explanation above, the researcher found in preliminary study that
most of the students were afraid to practice their English. The main reason is they were not
accustomed to use it. During the observation, it was clearly seen that most of the students did
not even try to speak English at all. This may happen because teacher only focused on the
grammar part, while the oral part was abandoned. When the students were asked to make
daily conversations, the results were perfect in written form. However, when the teacher
asked them to practice the conversations in front of the class, most of them had difficulties to
do it. Everytime the teacher asked the students, they tend to pretended that they were still in
progress. While in pair, they discussed the task in Bahasa. There were only four or five
Thus, based on the preliminary study above, it can be concluded that the students
refuse to practice English conversation because they are not accustomed to use the language.
Whereas, confidence and competence usually strengthen the English speaking skills; as
supported by Patil (2008), to make students comfortable in using English, the teacher should
build up their students‟ confidence which lead to decrease students‟ worries of making errors
(cited in Boonkit:2010). In order to overcome the problem, the researcher would like to offer
repetition drill, the teacher says some words and phrases then the students repeat them (Tice,
2004 in Kartikasari et.al, 2014). By keep repeating the words or sentences constantly, the
students will become accustomed and slowly get confident to speak English. Beside, they
will memorize the words and how to pronounce them easily. This type of technique can
Based on the conducted observation before, the researcher found that the students
were not accustomed to practice their English in daily conversation. Therefore, their speaking
2. What are the students‟ responses toward the use of Repetition Drill Technique?
1.4 Research Purposes
Based on the research questions above, the aims of this study are :
1. To find out how can students‟ speaking ability in daily conversation be improved by
2. To find out the students‟ responses toward the use of “Repetition Drill Technique”
The researcher expects that this research will provide benefits for :
1. English Teacher
This research can help English teachers to develop language teaching methods
theoretically and practically, so they are able to improve the quality of teaching
learning process.
2. Student
3. Other researcher
This research can be useful as a reference and supporting research finding in conduct
their research.
conversation by using Repetition Drill Technique. Meanwhile, the subject was class VII10 of
SMP Negeri 14 Ambon, academic year of 2016/2017.The teaching materials taught were
conversation covering greetings and leave taking, gratitude and apologizing, introduction,
self and family identity. While the assessment used was oral test.
1.7 Definition of Key Terms
1. Drill
Drill is way of learning by means of repeated exercise (Oxford Dictionary, 2003: 133).
Drilling is the process of students listening to and repeating sentences, phrases and words
January, 09:45).
Improve is become or make better, make good use of something (Oxford Dictionary, 2003:
216). Improve can be said as the activity to raise a more desirable or more excellent quality or
3. Speaking
Speaking is one of language skill, that institutively to be the most important skill to master.
Its success is measured in terms of the ability to carry out conversation in an interactive
information. The base word of speaking is speak, the meaning is talk to about: use your voice
to say; be able to use a language; make a speech to an audience; make use of language in
4. Daily Conversation
Daily conversation is a talk, especially an informal one, between two or more people, in
which news and ideas are exchanged every day or every weekday. (Oxford Dictionary, 2010)
CHAPTER II
REVIEW OF LITERATURE
words with the voice; to utter by means of words (speak the truth), to address a gathering, to
daily life that we take it for granted (2005). It shows how important speaking is. Through
speaking itself, people can do communication by share their thought and ideas and finally a
capability to arranging words that come in people‟s minds and thought that being uttered and
appropriately understood by the listeners. Speaking skill is an important factor to measure the
succesful of learning English, especially for the EFL speakers, like Indonesian. It can be said
that someone can be counted as a speaker of a language by speak the language itself. As
supported by Celce Murcia (2001) that the ability to speak a language is similar to knowing
that language since speak is the basic form of human communication. As a matter of fact,
even speaking skill seem to be the most difficult to possess yet it is crucially needed by all the
To be a good speaker, having the ability to produce words or sentences is not enough.
There are much linguistic aspects to be mastered by language learners in order to be able to
express their feelings and ideas appropriately. Here are the elements of speaking according to
Harmer in his book The Practice of English Language Teaching that the speakers have to be
competent in speaking skill, those are language features in which contains four points. They
are:
b) Expressive devices. It is the stress and pitch variation in producing utterance in order to
convey the truth meaning of the messages meant by the speaker. It includes the variation
of the volume and speed of the speech. By using these devices, people will be able to
show what and how they feel to whom they are talking to.
c) Lexis and grammar. People live in different ways, places and environments which is
causing a different mind set too. Therefore, teachers need to supply their students with
various phrases for different function in their speaking classroom activity. For instance,
students will know what expressions they have to use appropriately in different stages of
interaction.
d) Negotiation language. This is the speech clarification. It is the use of language on how to
clarify and to show what they means. Sometimes people do not hear or understand what
(Harmer,2001: 267-270).
mastered by a successful speaker; those are mental/ social processing and the rapid
own head and put it into coherent order, so that it comes out in forms that are not only
means that effective speaking also involves a good deal of listening, an understanding
of how others felt and a knowledge of how the linguistically to take turns or allow
others to do so.
c) Informations processing. Quite apart from our response to other‟s feelings, we also
need to be able to process the information they take us the moment we get it. The
longer it takes for “The penny to drop‟, the less effective we are as an instant
In line with these elements, the researcher concludes that the speaker has to consider
two things before speak. First, the language feature by which people know the use of
language such as: how to modify the sound and how to use appropriate expression. Second,
people must also know how to arrange words into the right order. Therefore, the intended
messages will sent. In this case, people not only hope to be understood by someone else
to understand other participants‟ feeling. This is why developing speaking skill should be of
context since its position as a language for international communication. It has been
emphasized in foreign language teaching and learning area, however it is also complicated to
real challenge comes when the lesson is over. It seems impossible for the students to use
English outside the classroom. Some of the students looking for the chance to use it, but most
think they have no reason to use it in their daily life. Yet, English teaching becomes limited
since it is taught in a place where English is not a primary language. That is the bitter fact of
teaching English as a foreign language which indirectly antipodes with the communicative
purpose.
Students who study English as a Foreign Language (EFL) usually have limited
opportunities to speak English (Zhang, 2009). The time to the students to practice English is
limited in the classroom only. While speaking skill needs a lot of practice anytime and
anywhere to be fluent. To keep encourage the students to be able to use English seem to be a
challenge for both EFL students and teachers. There are so many factors that affected
students‟ reluctances of speaking English beside of lack of confidence; one of them is the
class activities are boring and less motivate. Therefore, the teacher should find interesting
strategies, methods or technique that suitable and interesting for the students.
To help students develop their speaking skills, the teacher needs some techniques in
teaching speaking process. There are several techniques that usually used in teaching
a) Role-play can be said as the most used yet successful technique that teacher use to
problems or topics so then they will express their own opinion or thoughts about it
(cited in Kusnierek,2015). In this activity, the teacher usually form a group consist of
4 or 5 students and provide some topics. Then each group will be encouraged to speak
c) This is the other way to make use of pictures. Teacher will provide some pictures,
after that the students will be asked to describe what are in the pictures or what does
the picture tell about. This activity fosters students‟ creativity and imaginations so
their anxiety of speaking English will distracted for a while. It can be practiced in
group, each group supposed to discuss the picture within their groups before the
whole class.
practical experiences, usually with much repetition”. Moreover, Matthews, Spratt, and
Dangerfield (1991, 210) (as cited in Khetaguri & Albay) said that “A drill is a type of
highly controlled oral practice in which the students respond to given cue. In this
activity, teacher will model the words or sentences or phrases first, and then the
students repeat it. The students can be drilled individually, in pairs or in group.
speaking namely Repetition Drill technique. Repetition drills are used to familiarizing
students quickly with a specific structure formulaic expression (Doff 1990: 71). Repetition
drill is the simplest drill used in learning language patterns. This may be used for the
presentation of new vocabulary and will be useful for speaking class. Furthermore, drilling
means listen to the model that provided by the teacher, or a tape or other students in the
classroom, and then repeating what is heard. It is a repetition drill, where the teacher says the
model (words and phrases) and the students repeat it (Tice, 2004). Language is effectively
learned when it processed as a habitual form. When the language is repeated frequently, it
will become a habit which brings the learner into a great language learning process. (Larsen-
Freeman, 2000). On the other words, repeating or drilling model plays a very important role
in language learning.
meaningless and mechanical drill (Tice, 2004). In conclusion, repetition drill enables the
students to be aware of the relationship among form, meaning, the use of language, and also
helps the students to memorize the words or phrases. Furthermore, according to Paulston and
Bruder (1976), Repetition drills are just what they sound like, plain repetition of the cue. By
varying the nature of the cue, one can achieve different subtypes of repetition drills.
model, students will be able to speak correctly. In addition, the students will be able to
pronounce words or sentences well if the instruction is clearly stated. Using technique from
the audio lingual method such as listen and repeat will be an efficient way to improve
students‟ pronunciation (Brown,2010) which lead to a good speaking. Although the method is
Teaching speaking by using repetition drill technique is started by the teacher. First,
students hear a model dialogue (either read by the teacher or on tape) containing the key
structure that are the focus of the lesson. They repeat each line of the dialogue, individually
and in chorus. The teacher pays attention to pronunciation, intonation, and fluency.
Correction of mistakes of pronunciation or grammar is direct and immediate. The dialogue is
memorized gradually, line by line. A line may be broken down into several phrases if
necessary.
The dialogue is read aloud in chorus, one half saying one speaker‟s part and one other
half responding. The dialogue is adapted to the students‟ interest or situation, through
changing certain key words or phrases. This is acted out by the students. Certain key structure
from the dialogue are selected and use as the basis for pattern drills of different kinds. These
are first practiced in chorus and then individually. Some grammatical explanation can be
implied in this point. The students may refer to their textbook, and follow-up reading,
English has become one of the main subjects in Junior High School which apply the
2013 Curriculum (K-13). In this curriculum, the English teaching and learning process
requires some points such as observing the sample then practice it with teachers' guidance. It
means to develop the students‟ communicative competence in English, both in oral and
written forms. SMP Negeri 14 Ambon already applied this curriculum, beside the status as a
semi International school. It makes English holds an important part there. However, based on
the observation and interview, there were some problems found. One of the problems is the
non-improvement of students' speaking ability. The main cause is being reluctant to use
English itself, the students have no confidence to use it since they are not accustomed to it.
should be at least being used in classroom conversation. Regarding to this, the teacher needs
to provide fun activities in order to stimulate and encourage them to speak in the class.
As Tice states that behaviourist assume that to speak a foreign language learning was
simply need a correct habit formation. By keep repeating phrases correctly would lead to
mastery the language at the end. This is why using repetition drill technique is suitable in
speaking class to improve the students‟ speaking ability. First, it is necessary to make the
students being accustomed to the language. Second, by being accustomed, the students will
automatically feel confident to use the language. Furthermore, while conducting the teaching
and learning in the classroom teachers need to avoid explaining grammar explicitly. It should
be delivered along the drilling process, when students‟ attention taken over with the drill.
However, the teacher should also create fun and interesting activities in order to avoid
boredom while the technique is applied. Imply some songs related to the material can provide
Efforts to improve students‟ speaking ability can be made through action research.
The research participants including the English teacher and the researcher need to do
collaborative work to get a successful research. There are five steps in conducting action
research. The first step is identifying the problems in the English teaching and learning
process at grade VII of SMP Negeri 14 Ambon, the second step is planning the actions to be
carried out, the third step is implementing the planned actions, the fourth step is evaluating
the result of the implemented actions and the last one is reflecting the evaluation itself.
There are several studies that had been conducted by previous researchers related to
repetition drill technique.An action research that conducted by Khakim (2013) who
implemented repetition drill technique at the second grade of Mts. NU Salatiga, result is
students‟ pronunciation is significantly improved in the second cycle of the research. From
cycle 1 post test higher than pre test: 90,46 > 67,83. In cycle 2 post test is higher than pre test
92,32 > 82,96. This indicated that applying repetition drill could improve students‟
pronounciation.
Another classroom action research that conducted by Kartikasari, Arifin and Salam at
SMP Negeri 6 Ketapang in March 2014, was found that repetition drill can be used to
improve students‟ speaking ability. The result of each cycle of the research is: 1st cycle, the
improvement could not be seen, 2nd cycle, in increased to 56,25% while the improvement
was significant in 3rd cycle, 81,25%. The conclusion is students‟ speaking ability by using
Furthermore, there was also a research that used „one group time series‟ as a research
design by Kholid, Yufrizal & Raja (2014) that result a significant difference between the
students‟ speaking fluency, before and after being taught through drill technique. The
significant (2-tailed) value was (p=0.000, p<0.05), it showed that the hypothesis was
accepted.
CHAPTER III
RESEARCH METHODOLOGY
Based on the background of the study, the purpose of this research was to improve
students‟ speaking skill by using repetition drill technique. Therefore, the researcher used
Classroom Action Research (CAR) as the research design. Ebbutt (1985, cited in Hopkins
2008 : 48) states that the purpose of action research is to improve the teaching learning
process by a series of practical actions and to reflect toward the result of actions.
This research was conducted at SMP Negeri 14 Ambon. The subjects of the research
were the students at the first grade, specifically in class VII10 which consisted of 36 students.
The researcher chose this class because students‟ English conversation achievement was
below average or less than 70. This research was carried out collaboratively with the English
teacher.
3.3 Research Procedure
Figure 3.3 Research Procedure
PLANNING
IMPLEMENTING
EVALUATING
REFLECTING
SUCCESS FAILS
Stop and
report
In conducting this research, the researcher arranged the procedure for the treatment
based on the action cycle by Kemmis and McTaggart (1988), explained as follows :
In this step, the researcher collaborated with the English teacher to set the schedule of
research, designed the lesson plan and also prepared the teaching materials to be used in
the research.
The researcher provided the treatment (Repetition Drill technique) for the students.
While implementing the action, the researcher collaborated with the English teacher.
The researcher and the teacher conducted the action (taught the students by turns) until
the indicator of success was achieved. The action had been done in one cycle which
consisted of five meetings. At the first and second meeting, the teacher taught the
sudents. Then the researcher took over in the third meeting, and the last meeting was
test. Before the action was implemented, the researcher introduced the procedure to the
students clearly.
3.3.3 Evaluating
The evaluation had been done collaboratively with the teacher at the end of the cycle.
This meant to measure students‟ speaking performances after the implementation of the
action. Based on the result of the evaluation, the target has not been achieved yet. Then
the researcher decided to move to the second cycle after revise and improve the planning
well.
3.3.4 Reflecting
This step was made based on the data that researcher gained from the evaluation. It was
aimed to know whether the researcher needs to go to next cycle or not. It could be seen
In this research, there were number of instruments that the researcher used to collect
3.4.1 Test
Test was used to identify students‟ improvement in speaking, before and after the
implementation of Repetition Drill technique. The test used was in oral form based on
the topics given along the research. Then, the test was assessed by the researcher and
3.4.2 Questionnaire
The questionnaire was used to find out students‟ responses toward Repetition Drill
Technique; it was distributead and computed at the end of the research. The
The observation checklist was used to observe the classroom activities, including
students‟ responses and attitude during the implementation of the technique. The
After collecting data, the next step was analyzing data. The result was gained from the tests
3.5.1 Test
To analyze the test, the researcher used PALS (Performance Assessment for Language
a) Task completion : Superior completion of the task; responses appropriate and with
elaboration.
developed
a) Task completion : Partial completion of the task; responses mostly appropriate yet
undeveloped
part of listener
c) Fluency : Speech choppy and/or slow with frequent pauses; few or no incomplete
thoughts
inappropriate
c) Fluency : Speech halting and uneven with long pauses and/or incomplete thoughts
Task Completion 1 2 3 4
Comprehensibility 1 2 3 4
Fluency 1 2 3 4
Pronunciation 1 2 3 4
Vocabulary 1 2 3 4
Table 3.5.1.1 Score of Test Performance
The researcher also used the table below to determine the converted percentage score of the
students.
5 = 25 9 = 45 13 = 65 17 = 85
6 = 30 10 = 50 14 = 70 18 = 90
7 = 35 11 = 55 15 = 75 19 = 95
8 = 40 12 = 60 16 = 80 20 = 100
O 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Score
1. 1 2 3 4 1 2 3 4 12 3 4 1 2 3 4 1 2 3 4 20
2. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 14
3. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 14
4. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 10
5. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 5
For example : Task Completion (3) + Comprehensibility (3) + Fluency (4) + Pronunciation (2) +
There should be an improvement of students‟ speaking ability in each cycle. The cycle
would be stopped when the students reach the indicator of success. The target was 75% of
LEVEL RANGE
To analyze the questionnaire, the researcher used the formula by Nana Sudjana
(2010:130)
P=
Where :
P : Percentage
f: Answer frequently
n: Amount of respondent
: Constant number
CHAPTER IV
4.1 Result
The first cycle was conducted in five meetings including test. The first meeting was
done on Monday, July 31st 2017, in which the researcher administered a pre-test for the
students. The purpose of this test was to measure students‟ speaking ability before the
implementation of repetition drill technique. After the pre-test, the researcher (assisted by the
teacher) explained the procedure of Repetition Drill that would be implemented in the next
meeting. The result of pre-test showed that there was only two students (5,5%) who got the
The second meeting was held on Tuesday, August 1st 2017. In this meeting, the
teacher taught the class about “Greeting and Leave Taking”. In pre-activity, teacher
brainstormed the topic that would be taught. In whilst-activity, the teacher explained about
how to greet and to leave taking using the technique. Then, the teacher drilled the students
chorally, in groups and in pairs. To make students more understand, the teacher gave two
examples of conversations about how to greet and how to leave taking then drilled them one
by one.
1. Heru is a new neighbour.
Ary : Hello. I‟m Ary.
Heru : Hello. I‟m Heru.
Ary : You are the new neighbour, right?
Heru : Yes, I am. I just moved from Padang.
Ary : Well, nice to meet you, Heru.
Heru : Nice to meet you, too.
The teacher asked the students to repeat after her chorally. Then the teacher started to
read the conversation, “Hello, I’m Ary.” The students repeated, “Hello, I’m Ary.” The drilling
keep continued until the end of conversation, then the teacher asked the students to repeat
For the second example, the teacher did the same thing as previous one. But the
teacher asked the students to repeat after her started by the groups then in pairs. During the
drilling, the teacher paid attention to students‟ speaking and directly corrected the mistakes
In the third meeting, the teacher combined the material with the song “Good
Morning”. The song was used to avoid students‟ boredom for keep repeating the sentences.
The teacher drilled each of the line twice in rhyme to make the students understand the
teacher did previously. The researcher reviewed the material first and then gave two
conversations. After that, the researcher drilled them chorally, then in groups and pairs at the
end.
2. Citra is Ari’s friend. One night she wants to see Ari at his home, but he is not home.
Ari’s brother, Sigit, is at home.
Citra : Good evening, Sigit.
Sigit : Good evening, Citra.
Citra : Is Ari at home?
Sigit : I‟m sorry, Citra. Ari is not at home.
Citra : Oh, well. That‟s OK. Good night, then.
Sigit : Good night.
In the fifth meeting which was the last meeting of cycle one, the teacher and the
researcher conducted a test to assess students‟ speaking ability. The test was an oral test
where the students were asked to create a conversation based on a situation. The teacher
provided three situations before, and the students were divided in pairs and were asked to
choose a situation. The situations given to the students were; (1). you meet your friend in a
net café at 7pm; (2) you meet your friend in a supermarket at 3pm; (3). you meet your friend
at school at 7.30am. Before presenting the conversation, the pairs had 5 minutes preparation,
and 3 minutes to present in front of the class. The researcher recorded the test and the results
The result of speaking test at the first cycle was only 12 students (33,3%) out of 36
students who achieved „meet expectation‟ level. Only 2 students (5,6%) got exceed
expectation, 7 students (19,4%) almost met expectation and 15 students (41,7%) ddi not meet
expectation at all. Therefore, this result obviously explains that the indicator of success was
not achieved and the researcher did not succeed yet in improving students‟ speaking ability
by using Repetition Drill technique. From that reason, the researcher planned to conduct
The reflection of this cycle was done by using the result of speaking test at the end of
the first cycle. Based on the data, the researcher found that most of the students‟ were still
The first problem was vocabulary. Most of the students wanted to speak but they did
not know how to say it in English. Moreover, they tend to use Bahasa in the middle of
conversation. For example, instead of „net café’, they preferred to say „warnet‟ and for the
situation number 2 (you meet your friend at supermarket) all they could say was “chocolate”,
they did not know the words for other things that can be bought in supermarket. Therefore,
finished their task on time while the rest did not finished theirs on time. They often answered
“not yet” when the teacher asks them to present their task in front of the class. Moreover,
some of the students also seemed hesitate and did not finish the presentation because they lost
their concentration and forgot their ideas. Therefore, the researcher planned to give more time
The third problem was comprehensibility. There were only 5 students (14%) who
understood the material well. They were able to use greeting expressions appropriately.
While the rest of the students still confused especially in “good evening” part which always
said as “good night”. Therefore, the researcher planned to drill the expression in the second
cycle.
The researcher conducted this cycle in four meetings. The activities were similar with
the previous cycle, but the researcher emphasized the problem found in the first cycle. At the
first meeting on Tuesday, August15th2017, the teacher taught the students about “Self
Identity”. The teacher started with the brainstorm, then asked the students to guess what they
are going to learn about. After that, the teacher explained the material focus was on some
question such as : What is your name? How old are you? Where do you live? Where are you
from? Where do you study?. Then, the teacher added the questions into a conversation and
drilled the students chorally at first, then in groups and finally in pairs. While the teacher
drilled the class, the researcher filled out the observation checklist for the second cycle.
For the second meeting, on Monday, August 21st 2017, the teacher combined the
material with a song called ”What’s Your name?”. The song contained English and Bahasa
The teacher drilled the song line by line for each groups. The English line was for the first
group and the Bahasa line was for the second group, then they replied each other by turns. As
For the third meeting, on Tuesday, August 22nd 2017, the researcher took over the
class and did the same things as the teacher did before. The researcher wrote the English part
of “What’s your name” song and asked the students to sing the Bahasa part. In this meeting,
the researcher also drilled the students some new vocabularies in the list related to self
identity. The lists were written according to the words that the students got along the process
of conversation making. After that, the researcher explained about „To Be‟ and how to
answer the question about self identity. Then, the students were asked to do a homework
order to see the progress of students‟ speaking. They were given 7 minutes to practice the
conversation before presenting their conversations in front of the class. Most of the students
gave positive responses during the second cycle. They became more active in the drilling
process.
CYCLE II
25
23
NUMBER OF STUDENTS
20
15
10
10
5
1 2
0
Doesn't meet Almost meets Meetsexpectation Exceed expectation
expectation expectation
The result shows that there was an obvious improvement in students‟ speaking ability
in the second cycle. There were 23 students (64%) at „meet expectation‟ level and 10 students
(28%) at „exceed expectation‟ level. There were 2 students (5,5%) at „almost meets
expectation‟ level and only 1 student (2,5%) did not meet expectation level at all. Based on
this result, the researcher concludes that students‟ speaking achievement has improved
significantly.
The second cycle was conducted in four meetings. The researcher decided to lessen
the meeting based on the evaluation and the discussion. After reflecting from the first cycle,
the researcher and the classroom teacher more focused to improve the technique related to the
First, according to the plan, the researcher provided a vocabulary list related to the
topic “Self Identity”. The list consisted of the words or phrases that the students needed while
arranging the conversation. After that, the researcher drilled those words chorally, in groups
and pairs. Besides, to keep students‟ attention in the classroom and avoid boredom during the
lesson, the researcher put the questions in to a song called „What‟s Your Name?‟.
drilled the materials as clear as possible. “To Be” was simply explained through a table, then
the researcher drilled them one by one. After drilling, the researcher asked the students just
Third, the unpunctuality of task completion made the researcher and the classroom
teacher decided to extend the duration to create the conversation. They were asked to take it
home and work in pairs. It was meant to saving times; therefore the time would not be wasted
in creating conversation. At the last meeting, the researcher and the teacher conducted test.
Before presented the conversation, each pair were given 7 minutes to prepare themselves.
After the test, the researcher and the classroom teacher calculated the data
collaboratively. From the data, it was clearly seen that after the implementation of Repetition
Drill technique 64% or 23 of the total students were able to reach meet expectation level and
28% or 10 students achieved exceed expectation level. Being in this level means that the
students (> 75%) had met the indicator of success. Therefore, the research was stopped and
The implementation of Repetition Drill technique to teach speaking in two cycles had
improvement as has been shown in students‟ test results before. The comparison of students‟
speaking ability from the pre-test, first cycle and second cycle described as follow:
Table 4.1.7 Comparison of Students‟ Result from Pre-Test, Cycle 1 and Cycle 2
The table above shows the comparison of students‟ scores of speaking test before and
after the implementation of Repetition Drill technique. It is clearly seen that in the pre-test
most of the students could not achieve the indicator of success. After the implementation of
Repetition Drill technique in the first cycle, the number of students who achieved „meet
expectation‟ level had improved from 2 students to 12 students. However, the total number of
students who at this level had not meet the indicator of success. Therefore the research was
continued to the next cycle. Having done reflection and conducted the second cycle, it can be
seen that in this cycle, 23 students or 64% had met expectation and 10 students or 28% had
exceed expectation. It means that 82% of the total students had achieved the indicator of
success. Therefore, the research had stopped since students‟ speaking ability in conversation
when they learnt using Repetition Drill Technique. The questionnaires were distributed to 36
After the questionnaires were filled out, the researcher organized and tabulated the data as
follow:
2. There were also 100% of students agreed that Repetition Drill Technique helps them
3. There were 27% or 10 students felt confident before using Repetition Drill
4. There were 83% or 30 students felt confident when use the technique while 17% or 6
5. There were 100% or 36 students agreed that Repetition Drill Technique give them
6. There were 100% or 36 students enjoyed the lesson through this technique
7. There were also 100% of students clearly understood the procedure of Repetition Drill
8. There were 17% or 6 students found difficulty during the implemetation of this
9. There were 100% students agreed that the materials used help them to speak up.
10. All of the students or 100% agreed that Repetition Drill Technique can be used to
Observation checklist was used to observe the classroom situation during the
implementation of Repetition Drill Technique. The English tetacher in the classroom acted
as observer to observe the researcher when applied the technique. The teacher helped to
fill out the checklist based on real situation during the two cycles. The items were focused
Based on the observation results from the eight meetings in two cycles, the
researcher and observer can conclude that the students‟ responses and attitudes toward the
teaching and learning process were good and improved gradually. The students were
Therefore, it can be said that the activities in Repetition Drill Technique were very
effective since it could help the students to be more active in learning English
communicatively.
4.2 Discussion
Ability
This study was conducted based on the problem found in the preliminary
study. It showed that the students were afraid to practice their English since they
were not accustomed to it. Repetition Drill was recommended by the researcher to
help them improve their speaking. Through Repetition Drill Technique, students‟
progress included they figured out the purpose of each conversation, using the
At the first cycle, the students showed slight improvement regarding to the
words‟ meaning in the sentences but most of the students had low improvement
when it came to the fluency and pronunciation. It might caused by the lack of
speaking practice. They could perform their own conversation however there were
In the second cycle, the researcher gave more explanation about the
materials and provided a vocabulary list to help the students in creating the
conversation. The researcher found that the technique really helpful in improving
students‟ fluency and pronunciation. When the students were drilled, the researcher
could easily find the pronunciation error. Beside, their fluency also improved since
that drilling can move new items from one‟s short memory into long term memory
like memorizing a phone number after repeating them several times. The result
showed that the students‟ speaking ability in conversation had improved with the
described as follow :
1. Task Completion
In completing task, the students who got score 4 in the first cycle was 30% of total
students or 11 students and the students who got score 3 was 17 students. In the
second cycle, 19 students or 52% of students got score 4 and 14 (38%) students got
score 3.
2. Comprehensibility
In this part, for the first cycle, there were only 5 students (14%) who got score 4 or
comprehend the material well. 21 (58%) students got score 3. While in the second
cycle, 12 students (33%) got score 4 and 18 students (50%) got score 3.
3. Fluency
Regarding to the fluency, there was no different with the total achievement from the
cycle 1 and cycle 2. The students who got score 4 was 11 (30%) and those who got
score 3 was 10 (27%), in the first cycle. In the second cycle, 12 students (33%) got
4. Pronunciation
Related to pronunciation part, there were only 2 students who got score 4 in both
cycle. While for the score 3, there were 11 students (30%) in the first cycle and 18
5. Vocabulary
In this part, the researcher found a significant improvement. In the first cycle, 9
students (25%) got score 4 and 8 students (22%) got score 3. While in the second
cycle, 5 students (13%) got score 4 and 22 students (61%) got score 3.
Based on the explanation above, it can be concluded that the use of Repetition Drill
Technique was able to improve students speaking ability particularly in vocabulary part.
4.2.2 Students’ Speaking Ability Before and After Applying Repetition Drill
Technique
In preliminary study, the researcher found that the students tended to be more
passive in learning process. Lack of confidence was the main reason why their speaking
had not been improved. To solve the problem, the researcher applied Repetition Drill
SMP Negeri 14 Ambon. Students became more active and did not hesitate to speak
English. This technique also provided more opportunity for the students to practice their
Before the application of Repetition Drill Technique, only 2 students (5,5%) could
achieve the target. An improvement could be seen in the first cycle, 14 students (38,5%)
were able to achieve the indicator of success. At the end, in the second cycle, 33 students
out of 36 students (92%) dominantly achieve the indicator of success. By this
explanation, it was obviously seen that students‟ speaking ability gradually improved
CONCLUSION
5.1. Conclusion
must be practiced to communicate orally. Speaking also is the process of building and
sharing the meaning through the uses of verbal and non-verbal symbol in various
carried out. However, it still became the problem for students at class VII10 SMP
5.2. Suggestion
The suggestion from the researcher is addressed to the English teacher, the
For teacher; considering about speaking as one of the important skills that
to practice their speaking in daily life. It can be clearly seen that the more they
practiced their speaking ability, the more they could improve their speaking. For that
reason, teacher should be a model in any ways for them to speak English, so that they
have to practice their speaking ability more and more. They can study together with
other students, especially they who have more understanding in English. While they
practice together, they have the opportunity to share their ideas and correct the
mistakes each other. The researcher believes that this way can help the students‟
For future researchers, there will be a lot of various strategies, methods and
techniques in improving students‟ speaking ability, but they can conduct a wider and
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of
English. Procedia Social and Behavioral Science, Elsevier Ltd.
Chaney, A. L & Burk T. L. (1998). Teaching Oral Communication in Grades K-8. . Boston:
Allyn & Bacon .
Harmer, J. (2007). The Practice of English Language Teaching with DVD (4th Edition).
Pearson Longman ELT.
Performance Rubrics. Level 2 Speaking Tasks Analytic Rubric. (2013). Foreign Language
Program of Studies. Fairfax County Public School.
Retrieved from : https://www.trumbullesc.org
Soanes, C. & Stevenson, A. (2003). Oxford Dictionary of English. Oxford University Press.
Soanes, C. & Stevenson, A. (2010). Oxford Dictionary of English (3 ed.). Oxford University
Press.
Richards, J. (2008). Teaching Speaking and Listening : From Theory to Practice. Cambridge
University Press.
Sudjana, N., & Ibrahim. (1989). Penelitian dan Penilaian Pendidikan. Bandung, Indonesia.
A. Kompetensi Inti :
B. Kompetensi Dasar :
2.1 Menunjukkan perilaku jujur dan percaya diri dalam berkomunikasi dengan
lingkungan sosial sekitar rumah dan sekolah.
3.1 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan sapaan,
pamitan, ucapan terimakasih, dan permintaan maaf, serta responnya, sesuai dengan konteks
penggunaannya.
4.1 Menyusun teks lisan sederhana untuk mengucapkan dan merespon sapaan, pamitan,
ucapan terimakasih, dan permintaan maaf, dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator :
1) Menunjukkan motivasi tinggi dalam pembelajaran bahasa Inggris
2) Mengidentifikasi ungkapan-ungkapan sapaan dalam bahasa Inggris
3) Melakukan percakapan tutur sapa dalam bahasa Inggris dengan percaya diri
D. Tujuan Pembelajaran :
- Siswa mampu mengamati ungkapan atau tutur kata yang digunakan dalam
greetings dan leaving taking
- Siswa mampu mengidentifikasi ungkapan yang digunakan dalam greetings dan
leaving taking.
- Siswa mampu menirukan ungkapan untuk greetings dan leave taking.
- Siswa mampu membuat percakapan pendek dalam menggunakan ungkapan
greetings dan leave taking.
- Siswa mampu menggunakan struktur teks dan unsur kebahasaan ungkapan
greetings dan leaving taking dengan benar dan tepat
- Siswa mampu melakukan percakapan greetings dan leaving taking secara
berkelompok atau berpasangan dengan sopan, tanggung jawab, peduli, santun,
dan percaya diri.
E. Materi Pembelajaran :
Struktur teks
- Good morning. How are you?, Fine, thank you. And you? dan semacamnya
- Goodbye. Bye. See you later. See you. Take care., dan semacamnya
- Thankyou, thanks, that was very kind of you, it’s okay, never mind., dan
semacamnya
- I am sorry, I apologize, no problem, I forgive you., dan semacamnya
Unsur kebahasaan
- Kosa kata dan tata bahasa baku.
- Ucapan, tekanan kata, intonasi.
- Ejaan dan tanda baca.
G. Media Pembelajaran :
- LCD
- Pictures
H. Langkah-Langkah Pembelajaran :
1st Meeting
T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
T. gives the students feedback about the learning process
T. asks the students to find out the sample of greeting and leave taking at home
Pray together
T.motivates students with a compliment such as : “You did a very great job today!”
Greeting
2nd Meeting :
T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
T.asks students to make a self-reflection and then give them feedback about the
learning prosess and the result/achievement
Pray together
T.motivates students with a compliment such as : “You did a very great job today!”
Greeting
3rd Meeting :
T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
T.asks students to make a self-reflection and then give them feedback about the
learning prosess and the result/achievement
Pray together
Greeting
4th Meeting
T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
T.asks students to make a self-reflection and then give them feedback about the
learning prosess and the result/achievement
Pray together
T.motivates students with a compliment such as : “You did a very great job today!”
Greeting
GREETING AND LEAVE TAKING
1. Study these following expressions of greeting and leave taking with its responses.
Expression Response
Hello / Hi Hello / Hi
G Good morning Good morning
R Good afternoon Good afternoon
E Good evening Good evening / Good night
E How do you do? How do you do?
T How are you? I am fine, thanks.
I How are you doing? I am good.
N I am great.
G I‟m very well, thanks.
I am not bad.
Nice to meet you / Nice to see you Nice to meet you too / Nice to see you too
LEAVE Goodbye / Bye Goodbye / Bye
TAKING See you later / See you tomorrow See you
3.. Read these dialogues below and identify the expression and responses of greeting and leave
taking.
1. Study these following expressions of gratitude and apologizing with its responses.
Expression Responses
GRATITUDE Thanks It‟s Ok
Thank you Never mind
Thank you so much You‟re welcome
That was very kind of you Not problem
Thank you for your help That‟s alright
Don‟t mention it
It was my pleasure to help
I am sorry No problem
APOLOGIZING I apologize It‟s Ok
I am very sorry Don‟t worry about it
Sorry about that I forgive you
Please forgive me There‟s no need to apologize
2. Read these dialogues below and identify the expression and responses of gratitude and
apologizing.
LESSON PLAN
A. Kompetensi Inti :
B. Kompetensi Dasar :
C. Indikator :
1) Menunjukkan motivasi tinggi dalam pembelajaran bahasa Inggris
2) Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
perkenalan diri.
3) Mengidentifikasi ungkapan perkenalan diri dalam bahasa Inggris (introduction)
4) Memperkenalkan diri dalam bahasa Inggris
D. Tujuan Pembelajaran :
E. Metode / Teknik :
F. Materi Pembelajaran :
- Ungkapan perkenalan diri : Let me introduce my self, my name is _____, you can
call me ____,
- Ungkapan memperkenalkan orang lain : I want you to meet my friend,_____,
_____ this is my cousin, Hi ____, this is my uncle____, uncle, this is my friend
- Kosakata yang berhubungan dengan aktivitas perkenalan diri : Introduction,
occasion,
G. Sumber Belajar :
- LCD
- Pictures
I. Langkah-Langkah Pembelajaran :
1st Meeting
Associating
T.writes some questions related to self 40
introduction : minutes
- What‟s your name?
- How old are you?
- Where do you live?
- Where are you from?
- Where do do you study?
Ss.write down the new material
T.drills the students the questions as clearly as
possible
Ss.repeat after the teacher
T.imports the question in form of conversation
and drills the students again
Ss.repeat after the teacher
T.acts as the first speaker and asks the students
to reply as the second speakers
Ss.reply the teacher in the conversation
C. POST- ACTIVITY : (15 minutes)
T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
T. gives the students feedback about the learning process
Pray together
T.motivates students with a compliment such as : “You did a very great job today!”
Greeting
2nd Meeting :
T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
Pray together
T.motivates students with a compliment such as : “You did a very great job today!”
Greeting
3rd Meeting :
Experimenting T.asks the students the words that they always use in 40
asking and responding about self-identity minutes
Ss.tell words that they confuse the meaning one by
one
T.writes the new vocabularies related to self
introduction and drills them clearly
Ss.repeat after the teacher correctly
T.asks the meaning of the words after erasing the
meaning
Ss.answer each of the meaning
T.explains about To Be, pronoun and basic tense and
explains how to introduce themselves
Ss.pay attention and ask the confusing parts
T..puts the To Be, pronoun and basic tense in to some
sentences and drills each of them clearly
Ss. repeat after the teacher
T.asks the students to check their understanding
Ss.try to answer the questions by the teacher
T. shows the example of good introduction. “Good
morning class, let me introduce myself. My name is
Indah. I come from Bandung. Nice to meet you”
Ss. introduce themselves to their friend and the
teacher
T. explains about the things that can be added to the
introduction. Such as : nick name, address, hobby,
favorite things, etc.
T. shows the example of introducing other people.
“Luis : Hi, Feby, I want you to meet my cousin,
Ian. He comes from Padang.
Feby : Hi Ian, how do you do?
Ian : How do you do.”
T.reviews all the materials and asks students some questions about the lesson and
dificulties they found
T.asks students to make a self-reflection and then give them feedback about the
learning prosess and the result/achievement
Pray together
Greeting
SELF-IDENTITY
1. Let‟s sing a song.
Where and when were you born? I was born in Ambon on 31st of January 2005
Task Completion
1. Minimal completion of the task and/or 4. Rich use of vocabulary.
responses frequently inappropriate. Name : ______________________
2. Partial completion of the task; responses
mostly appropriate yet undeveloped. Task Completion 1 2 3 4
3. Completion of the task; responses
appropriate and adequately developed. Comprehensibility 1 2 3 4
4. Superior completion of the task;
responses appropriate and with Fluency 1 2 3 4
elaboration. Pronunciation 1 2 3 4
Comprehensibility. Vocabulary 1 2 3 4
1. Responses barely comprehensible.
2. Responses mostly comprehensible, Raw Score : ___ /
requiring interpretation on the part of 20
listener.
3. Responses comprehensible, requiring
minimal interpretation on the part of the Raw Raw
listener. Percent Percent
4. Responses readily comprehensible, Score Score
requiring no interpretation on the part of
the listener. 20 100% 10 50%
Fluency.
1. Speech halting and uneven with long 19 95% 9 45%
pauses and/or incomplete thoughts.
2. Speech choppy and/or slow with frequent
pauses; few or no incomplete thoughts. 18 90% 8 40%
3. Some hesitation but manages to continue
and complete thoughts. 17 85% 7 35%
4. Speech continuous with few pauses or
stumbling.
16 80% 6 30%
Pronunciation
1. Frequently interferes with
communication. 15 75% 5 25%
2. Occasionally interferes with
communication. 14 70% 4 20%
3. Does not interfere with communication.
4. Enhances communication.
13 65% 3 15%
Vocabulary.
1. Inadequate and/or inaccurate use of
12 60% 2 10%
vocabulary.
2. Somewhat inadequate and/or inaccurate
use of vocabulary 11 55% 1 5%
3. Adequate and accurate use of vocabulary
Student‟s point = Raw score : 20 / 100
QUESTIONNAIRE
2. Apakah anda yakin bahwa dengan penggunaan teknik Repetition Drill akan
membantu anda dalam meningkatkan kemampuan berbicara anda?
a. Ya
b. Tidak
Alasan:
3. Apakah anda merasa gugup dan tidak percaya diri sebelum menggunakan teknik
Repetition Drill?
a. Ya
b. Tidak
Alasan:
4. Apakah anda merasa gugup dan tidak percaya diri ketika sedang menggunakan teknik
Repetition Drill dalam pembelajaran speaking?
a. Ya
b. Tidak
Alasan:
8. Apakah ada masalah / kesulitan yang anda temui ketika teknik ini di terapkan dalam
proses pengajaran speaking?
a. Ya
b. Tidak
Alasan:
9. Apakah materi-materi yang digunakan membantu anda untuk berbicara dengan baik?
a. Ya
b. Tidak
Alasan:
10. Apakah teknik membantu anda atau memotivasi anda untuk berbicara bahasa Inggris?
a. Ya
b. Tidak
Alasan :
APPENDIX 4 :
OBSERVATION CHECKLIST
FIRST CYCLE
Subject : English
Skill : Speaking
Focus : Daily Conversation
Name of School : SMP Negeri 14 Ambon
Class : VII10
Name of Teacher : Ayu Aprilia Sari Abdullah S.Pd
Name of Researcher : Indahsari Iis Parathami
Teacher
Subject : English
Skill : Speaking
Focus : Daily Conversation
Name of School : SMP Negeri 14 Ambon
Class : VII10
Name of Teacher : Ayu Aprilia Sari Abdullah S.Pd
Name of Researcher : Indahsari Iis Parathami
Researcher
Task
Student Comprehensibility Fluency Pronunciation Vocabulary Score
Completion
1 2 3 1 4 2 60
2 2 2 3 2 2 55
3 1 1 1 1 1 20
4 2 3 2 4 2 65
5 3 3 2 2 3 65
6 4 3 3 1 2 65
7 4 4 3 3 3 85
8 4 4 3 2 4 85
9 3 3 2 2 2 60
10 1 2 2 1 2 40
11 4 3 4 3 3 85
12 3 3 3 2 3 70
13 4 4 4 3 4 95
14 3 2 2 2 2 55
15 2 2 2 2 2 50
16 3 3 2 2 2 60
17 3 3 3 2 2 65
18 3 2 3 2 2 60
19 4 3 4 3 3 85
20 3 3 4 3 4 85
21 3 2 1 1 2 45
22 4 4 4 3 4 95
23 3 3 3 3 3 75
24 1 1 1 1 1 25
25 4 3 3 1 2 65
26 3 3 2 1 1 50
27 3 3 4 3 4 85
28 3 2 3 2 4 70
29 3 3 4 3 4 85
30 4 3 4 1 4 80
31 4 3 4 2 4 85
32 3 4 4 3 3 85
33 4 3 4 2 3 80
34 3 3 2 1 1 50
35 2 2 2 3 1 50
36 3 3 2 2 2 60
APPENDIX 6 :