Improving Students' Speaking Skills Using Action Learning Strategy in English Teaching to Grade 8 Students of MTs.Muhammadiyah Limbung (A Classroom Action Research on Grade 8 Students of MTs.Muhammadiyah Limbung, Gowa): A Thesis of English Education Department, The Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. The aim of this study was to find out the speaking skills of the students, focusing on vocabulary and pronunciation, by using the Action Learning Strategy in Grade 8 students of MTs Muhammadiyah Limbung. The subject of this study was the eighth grade students of Mts Muhammadiyah Limbung, which consisted of 30 students.
Hasil penelitian menunjukkan adanya peningkatan nilai siswa dari tes d ke siklus I dan tes siklus II. Dapat disimpulkan bahwa strategi pembelajaran tindakan dapat meningkatkan keterampilan berbicara siswa dan telah bekerja secara efektif dan efisien untuk membantu keterampilan berbicara siswa kelas VIII-A MTs Muhammadiyah Limbung dan pembelajaran ini telah dilaksanakan dengan sukses dan mampu meningkatkan kemampuan berbicara. siswa dalam berbicara. Tujuan penelitian ini adalah untuk mengetahui keterampilan berbicara siswa yang berfokus pada kosa kata dan pengucapan menggunakan strategi pembelajaran tindakan pada siswa kelas VIII MT Muhammadiyah Limbung.
Dapat disimpulkan bahwa strategi pembelajaran tindakan dapat meningkatkan keterampilan berbicara siswa dan bekerja secara efektif dan efisien dalam membantu keterampilan berbicara siswa di MTs Muhammadiyah Limbung kelas VIII-A dan pembelajaran ini telah berhasil dilaksanakan dan mampu meningkatkan siswa. ' keahlian berbicara. . Terima kasih yang tak terlupa kepada kepala sekolah dan seluruh siswa MTs Muhammadiyah Limbung, khususnya guru Bahasa Inggris, Suhaedah, S.Ag dan juga seluruh siswa MTs Muhammadiyah Limbung yang turut berkontribusi sebagai responden penelitian ini. Tanpa mereka penelitian ini tidak akan pernah selesai.
INDRODUCTION
- BACKGROUND
- RESEARCH PROBLEM
- OBJECT OF THE RESEARCH
- SIGNIFICANCE OF THE RESEARCH
- SCOPE OF THE RESEARCH
The researcher gives solutions for the application of the technique in English speaking, namely "Action learning strategy". Action learning is a process of bringing together a group of people with diverse levels of skills and experience to analyze a real work problem and develop an action plan. Pedler (2011) stated that the Action Learning process attempts to achieve this blending by giving rigor and around the cycle of learning and by using the positive forces of small groups, to maintain this discipline and rhythm. So, to overcome this problem, the researcher used the action learning strategy to improve students' speaking skills.
Based on the descriptions above, the title of this research was "Improving Students' Speaking Skills Using Action Learning Strategy in English Lesson at The 8th Grade Students of MTs Muhammadiyah Limbung". Considering the research problem above, the purpose of this research was to find out whether the use of Action Learning Strategy improves students'. For the English teachers, the result of this research was expected to provide them with an alternative technique to teach speaking.
Based on the research background and problem, this study focused on the use of Action Learning Strategy to improve students' speaking skills in English lesson. In view of this, the research was conducted by focusing on vocabulary and pronunciation to improve students' speaking skills in English lesson of eighth grade junior high school students by using Action Learning Strategy.
REVIEW OF LITERATURE
- PREVIOUS OF RELATED STUDY
- CONCEPT OF SPEAKING
- DEFINITION OF SPEAKING
- ELEMENTS OF SPEAKING
- FUNCTIONS OF SPEAKING
- CLASSROOM SPEAKING ACTIVITIES
- CONCEPT OF ACTION LEAENING STRATEGY
- DEFINITION OF ACTION LEARNING STRATEGY
- ELEMENTS OF ACTION LEARNING STRATEGY
- THE ADVANTAGES OF ACTION LEARNING
- THE DISADVANTAGES OF ACTION LEARNING
- CONCEPTUAL FRAME WORK
This means that many methods can be used to improve students' speaking skills, one of the methods is the action learning strategy. According to WIAL-World Institute for Action Learning (2015), action learning is a new way of thinking, doing business and interacting in teams. The action learning process helps participants learn how to learn by solving real problems in the workplace.
According to WIAL-World Institute for Action Learning (2015), there are six components of action learning. Action learning approaches problems through a process of asking questions to clarify the exact nature of the problem. Action learning requires the group to be able to take action on the problem they are working on.
The action learning coach helps the team members reflect on both what they learn and how they solve problems. This is how to improve students' speaking skill that focuses on vocabulary and pronunciation using action learning strategy. According to Nunan (2003), speaking is the productive oral skill. It is.
RESEARCH METHOD
- RESEARCH DESIGN
- RESEARCH SUBJECT
- INSTRUMENT OF THE RESEARCH
- PROCEDURE OF COLLECTING DATA
- DATA ANALYSIS TECHNIQUE
- SCORING STUDENTS SPEAKING SKILL
- CALCULATING STUDENTS SCORE
According to Gay (2012), the mean score of students' speaking test used the following formula. These findings were to cover the answers of the problem statements aimed at improving the students' speaking skills in vocabulary and pronunciation. It showed that the students' performance in cycle II was the highest (cycle II > cycle I > Diagnostic test).
After being tested and observed in cycle II, the students' speaking skills in vocabulary and pronunciation have a good improvement. This research was done to find out whether the use of action learning strategy improves students' speaking skills in the English lesson or not. The action learning strategy was one of the strategies that could be used by the teacher in teaching English to improve the students' ability to speak.
Before conducting a classroom action research through "Action Learning Strategy", the researcher conducts a diagnostic test to measure the students' prior knowledge in English speaking. In D-test, the researcher found the percentage of the students' score of the formula previously selected. The students' speaking ability in English lesson at D-test was still low. It could be concluded that the students' speaking skills in the English lesson were still low.
After testing and observation in cycle II, the students' speaking skills in vocabulary and pronunciation have a good improvement. This means that there were many effective methods to improve students' speaking skills in learning and teaching process. The increase was approximately 43.4 % and the total increase in students' score from d-test to cycle II test was 83.3.
The above table analysis shows that the students' speaking skills during the English class on the D test were still low. From the table, the students' speaking skills in the English class were increased on the topic 'Personal life' through an action learning strategy. This is the result of students' fluency scores in tems vocabulary and pronunciation.
FINDINGS AND DISCUSSION
FINDINGS
During the research, the researcher gained some findings that cover the improvement of students' speaking vocabulary and pronunciation as well as their activity in teaching and learning process in class VIII-A in MTs Muhammadiyah Limbung. It means that there has been improvement in students' vocabulary. In the diagnostic test, the students' score in pronunciation was 24. The improvement of the students' vocabulary was very significant, in the diagnostic test compared to the cycle I test it was 16.7, in the cycle I to cycle II it was 1.3, and in the diagnostic test to the cycle II test it was 18
After applying the formula, the researcher found that the percentage of students who had an improvement in speaking score in terms of vocabulary and pronunciation of the diagnostic test, cycle I test and cycle II test can be seen by the result of the student's diagnostic test and the student's subsequent performance. taking action in cycle I test and cycle II test through the application of action learning strategy in the teaching and learning process. After taking the D test, the researcher found that the students' proverb vocabulary and pronunciation among the first-year students of Mts Muhammadiyah Limbung was very poor, so it needs to be improved. The Action Learning Strategy would be very helpful to improve students' speaking skills, so the teacher should continue to use the Action Learning Strategy as an alternative technique of the teaching process in high school.
Improving students' speaking skills using action learning strategy in MTS PAB 1 Helvita. Thesis Fakultas Ilmu tarbiyah dan keguruan, UIN Sumatra. Then, after taking the average of the students' score in the action, the researcher identified whether or not there could be results of the students' improvement in speaking ability from the test result d in cycle I. Then, after taking the average of the score of students in action, the researcher identified whether or not there could be results of improvement of students in speaking ability from test result d in cycle II.
DISCUSSION
CONCLUSION AND SUGGESTION
CONCLUSION
This is evident from their participation in the class discussions, discussions, performances in front of the class, pronunciation and vocabulary in the English class. Therefore, an action learning strategy can be an alternative strategy for teachers in teaching speaking skills, which can improve and maintain their speaking skills. In the third test (cycle II test), the students who successfully passed KKM 75 were 27 students out of 30 students (90%).
It can be concluded that the action learning strategy worked successfully and effectively in helping the students' speaking skills in VIII-A class of MTs Muhammadiyah Limbung and this learning was successfully applied and increased the students' speaking skills.
SUGGESTION
The maximum criteria standard was achieved with an average of 76.9 from the total score of students was 2307 divided by the number of students who completed the test was 30 students.
Diagnostic Test
Cycle I test
Cycle II test
Students’ D-Test Score
Students’ Cycle I Score
Students’ Cycle II Score
The Result of Students’ Score
RPP 1
RPP 2
RPP 3
Siswa mampu merespon secara verbal ungkapan ucapan selamat yang didengarnya dalam kehidupan sehari-hari. Siswa dapat menanggapi secara tertulis ucapan selamat yang didengarnya dalam kehidupan sehari-hari.
RPP 4
Di akhir pembelajaran, siswa akan mampu mengidentifikasi berbagai jenis teks fungsional dan mengungkapkannya secara verbal dalam bentuk iklan dan informasi terkait teks.
STUDENTS ATTANDANCE LIST
DOCUMENTATION
