Applying Impromptu Speech Technique to Improve Students’ Speaking Ability at the Fourth Semester Students of STIBA Persada

Based on the writer’s preliminary study, it was found that the speaking ability of the students were still low. Some of students were not able to pronounce well, were not able to express their ideas, and were afraid of making mistakes when they were speaking. All of those problems were caused by several factors, one of them was the way of teaching was not appropriate for the students. In this research, the writer applied Impromptu Speech technique which has been proven can improve students’ speaking ability, it is one teaching technique that is very useful for teaching speaking. This technique enables students to develop their capability to think on their feet, organize ideas quickly, and speak informatively and confidently about variety of topics. The subject of this research was the fourth semester students of Sekolah Tinggi Ilmu Bahasa Asing (STIBA) PersadaBunda, and the object was the effect of applying Impromptu Speech technique. The writer used simple sampling to take the sample. The writer used Non Equivalent control group design that used one group as the experimental class and one group as control class. The writer used Independent Sample t-test to analyze the data. Based on the data analysis, Consideration Sig (2tailed) t0= 0.000 is lower than Sig (2 tailed) ttable= 0.005, it means Ha was accepted and H0 is rejected. So, it can be concluded that there is a significant effect of applying Impromptu Speech technique to improve students’ speaking ability at the fourth semester students of STIBA PersadaBundaPekanbaru


INTRODUCTION
Speaking is a productive language skill.It consists of producing systematic verbal utterance to convey meaning.Spoken language and written language are differing in much significant ways.In speaking, we have to share an idea directly, without thinking for its writing.It means that it is totally natural and there is limited time for planning and editing speech during conversation even managing the components of language that must work together when we speak is very demanding indeed.It is unlike writing.We have the chance to plan what we are going to share in unlimited time and doing either editing or revision.Speaking is one of core for success in education.
Nunan states (2003:48) Speaking is harder than reading, writing, or listening for two reasons.First, unlike reading or writing, speaking happens in real time: usually the person you are talking to is waiting for you to speak right then.Second, when you are speaking, you cannot edit and revise what you to say, as you can when you are writing.Thompson states (1977:64) that one's ability in language can be sized by his or her speaking proficiency.It needs more practice.Language without practice is nothing.Mastering speaking should be supported by many aspects.They are: mastery of grammar, vocabulary, reading motivation, and mastering in expressing ideas.They are interrelated each others.
According to Hasibuan (2007: 101) Language learners need to recognize that speaking involves three areas of knowledge: 1. Mechanics (pronunciation, grammar, and vocabulary): using the right words in the right order with the correct pronunciation.By using impromptu speech technique, the researcher expects to improve students' speaking ability.In elaborating a theoretical rationale for the natural approach, the lecturerdid lecture's teaching enjoyably.Lecture lets the students express their ideas free as much as they can, and sometimes they mix either bahasa Indonesia or the target language.The students may speak without judge them on grammatical order by the lecturer.In addition, English is taught by professional lecturers of English.They have tried to teach their students maximally inorder to make their students interested in and habituated to expressing their ideas by using the target language.
In outside of classroom the lecturers also support it by providing other programs such as debate, English club, and English day.Those are proposed to improve students' speaking ability.Ideally, the students are able to speak English well as well as speaking activities applied to the students are to assist them to speak English well.But, what is expected from the teaching and the activities is contrary to the reality.
Referring to the description above, actually the students have been taught speaking maximally.In fact, some of the students in STIBA PersadaBundacannot speak English very well.It can be seen from the following phenomena: a. Someof the students are not able to pronounce English words well.b.Someof the students are not able to express their ideas in English.c. Someof the students have difficulties in differentiating part of speech.d.Some of the students are afraid of making mistakes to speak English.e. Someof the students are not able to choose vocabulary accurately in expressing oral language.f.Someof the students have lack of self confidence when they were speaking with each others.
To improve the students' ability in speaking, it is necessary for language lecturer to foster speaking skill on their students, it needs an appropriate technique to be used as a solution in teaching and learning process.There is actually a technique that can help lecturer to improve the students' speaking ability, called technique is very challenging activity for his English students who would, at the end of the year, say: "this class really taught me how to speak in English."Alsoan impromptu speech can reveal the student's ability to organize thoughts quickly, confidently, naturally and logically.However, it can make them creative and imaginative interpretation of the designated topic, supported by varied materials.The material given is something that related to a variety of everyday words, phrases and topics.Besides, there are some disadvantages of this technique: for those who do not have much knowledge and insight, they will make the speaker's pivotal speech turmoil Impromptu speech technique is one teaching technique that is very useful for teaching speaking.This technique enables students to develop their capability to think on their feet, organize ideas quickly, and speak informatively and confidently about variety of topics.In addition, "Impromptu speech" also called thinking on your feet.It refers to being able to organize one's ideas quickly and speak about a subject without an advance time to prepare.People actually use it all of the time in most of conversations with friends, parents, lectures, and others that are really short impromptu talks.Besides, answering question, giving opinion, or sharing knowledge about many things on daily bases also can be called an impromptu speech.
According to Preston (1992:3) as cited by David E. Williams that impromptu speaking provides more than an exciting form of competition for students.In addition, impromptu speaking is a speech and debate consolation event that involves eight minute speech, with up to three of these eight minutes available for use as preparation time (known as prep time, or simply prep).In other words, Impromptu speaking is the same as impromptu speech.Actually, this technique can be utilized improving either student's ability in speaking or listening but in this research the researcher focuses to use this technique for improving speaking ability only.
According to Wah (2006:88) to gauge the success of our speech, impromptu speech is important to be constantly on guard for feedback while we are delivering.This technique will have to choose if we are suddenly asked to "say a few words".There are two kinds of situation in which we are take a part in speaking, they are : the first is planned speech, where the speakers have prepare and possibly rehearsed their presentation in advance, or they express well thoughout points and opinion, which they may have voiced many times before.The second is unplanned speech, in  (2008:17), impromptu speaking is the most direct way to provide both fluency and confident effectively in deriving the ideas.As the spontaneous speech, it is very different from the structure of phrases and clauses in written language.There are many types of phrase and clause construction that occur frequently in writing but very rarely in speech and other types that occur frequently in speech; representation of conversation but never in writing.These might be seen to the person who has high education.However, before students speak, the lecture invites them to think even the topic is unknown variable.For example if there is a student asked to follow speech competition or debate contest by giving unknown topics because impromptu speaking require that the students develop a theses, illustrate with specific examples from their reading, personal experience and current event that they organize their information to allow for a meaningful conclusion, So, this technique can helps the learners think and recall a list of insight and experience in their mind-topics that they were studying in school, books and so fort what they were reading.
Furthermore, impromptu speech technique can serve several purposes in an oral skill class.It makes the students more actual practice with speaking the language, but it also forces them to think, and speak in gaining ideas without any notes or memorization.They should keep talking even thought using hesitations; um, well, eh, sort of, and etc., because those are an acceptable speaking strategy.
For all the theory and explanation above, it clear that impromptu speech technique enable students to organize one's ideas quickly and prepares students to communicate intelligently on the spur of the moment beyond the classroom into society.In this research, it is meant a very challenging technique used by the researcher to improve students' speaking ability of the fourth semester students of STIBA PersadaBundaPekanbaru.
This technique is actually used by all of people naturally in their daily real talking.Because sometimes, we do not need much time to think before speaking.It is natural spontaneously in the spur of moment-unplanned speech.So this way, this technique needs to be considered being applied in teaching learning activity in improving students' speaking ability and behaving students to take apart in using English language all of the time.Besides, this technique is expected can recall the students insight and experience that they were studied and read from any resources.

REVIEW OF LITERATURE
In  Total 100

METHOD
The type of this research is Experimental research that is testing an idea (or practice or procedure) to determine whether it influences an outcome or dependent variable.In addition, an experiment is the quantitative approach that provides the greatest degree of control over the research procedures.In this research, the researcher used quasi-experimental design with nonequivalent control group.It was an appropriate one to this research in order to know the significant effect of using impromptu speech technique toward students' speaking ability at STIBA PersadaBundaPekanbaru.
In conducting this research, the researcher took two groups; one class was as an experimental class taught by impromptu speech technique and another one was as a control class taught by natural approach.In the experimental class, the students were administered by giving pre-test at the beginning of the teaching learning in order to know students' speaking ability.Then, there was a treatment at the middle.There was a posttest at the end of the teaching learning processes in order to know the effect of using impromptu speech technique toward students' speaking ability.So, the design of this research can be illustrated as follows: The Technique of Collecting Data The test used of this research was oral presentation test.The students were given a task to speak in the spur of the moment.According to Weir (1990:75), there are some advantages of this test technique.They are: first, it is often very effective to get the candidate to talk about himself first then eliciting a sufficient sample of candidate's speech for sensible assessments to be made.Second, the candidates might have to perform in the target situation.The test was done in twice; pretest-posttest.
Here, the lecture gave the task for students to speak in the spur of the moment by given topic.The task given in pre-test was also given to the posttest.So, the pre-test given in order to know how is students' speaking ability before giving the treatment.After giving treatment, the students were given post-test with the same task.So, it would be known whether the students' speaking ability increase or not.If students' speaking ability is increased, it can be said that the technique used was effective.Based on the score from the raters, it can be concluded that students' average score in accent was 40, students' average score in grammar was 43, students' average score in vocabulary was 43, students' average score in fluency was 44, students' average score in comprehension was 51, and students' average score of all was 45.4.

The Students' Score of Post-Test of Experimental Class
Based on the score from the raters, it can be concluded that students' average score in accent was   Based on the output SPSS above, we could see that tscorein 2 sig 2 tailed was 0.000 and it was lower than ttablewas 0.005.it answered the hypothesis of the research that Ha is accepted because 0.000<0.05.It means that Ho is rejected.

CONCLUSION
From analysis of Independent Sample T-Test formula, there is a significant difference of improvement of students' speaking ability who were taught by using impromptu speech technique at the fourth semester students STIBA PersadaBundaPekanbaru.The Ho is rejected and Ha is accepted because 0.000<0.05.

TABLE 7
J-SHMIC, Vol 5, No 2, August 2018 Applying Impromptu Speech Technique to Improve Students' Speaking Ability at the Fourth Semester Students of STIBA Persada

good category. Data analysis of Students' Post-Test Score of Control Class
J-SHMIC, Vol 5, No 2, August 2018 Applying Impromptu Speech Technique to Improve Students' Speaking Ability at the Fourth Semester Students of STIBA Persada

Ability by Using Independent Sample T-test Table 10 Group Statistics
Applying Impromptu Speech Technique to Improve Students' Speaking Ability at the Fourth Semester Students of STIBA Persada

Table 11 Independent Sample Test
Besides, Mean students' score in pre-test at experimental class is 47.4.Mean students' score in post-Mean students' score in pre-test at control class is 45.7.Mean students' score in post-test at control class is 51.7., It means that the effect of impromptu speech technique is better than natural approach as the conventional way.The writer suggests to readers to apply Impromptu speech technique to improve students' speaking ability that had been proven in this research.