Judul Skripsi : Effectiveness of Using Joint Construction of Text Method (JCOT) to Improve the Speaking Skill of Students in the Second Grade of SMP Negeri 3 Pallangga. Effectiveness of using joint construction of text method to improve the speaking of students in the second grade of SMP Negeri 3 Pallangga (pre-experimental research)”. The objectives of this research were: to determine whether the use of joint construction of the text method improves the speaking accuracy and fluency of students in the second grade of SMP Negeri 3 Pallangga.
There were two variables; The independent variable was the use of the Joint Construction of the Text method in speaking and the dependent variable was the improvement of students' speaking skills. It means that there was a significant difference between the student's pre-test and post-test result. The research results indicated that using the Joint Construction of the Text method was effective in improving students' speaking skills.
Based on the findings and discussion of the research, the researcher came to the conclusion that using the Collaborative Text Construction method improves the speaking skills of students in the second grade of SMP Negeri 3 Pallangga.
INTRODUCTION
- Research Problem
- Research Objective
- Significance of the Research
- Scope of the Research
One of suitable strategies and methods that will be applied by researcher is the use of joint construction of the text method. Based on the background above, the researcher is interested in conducting an experimental research under the title: "The Effectiveness of Using Joint Construction of the Text (JCOT) Method to Improve the Students' Speaking Skill at the Second Grade of SMP Negeri3 Pallangga". The use of Joint Construction of the Text Method improves the students' speaking accuracy at the second grade of SMP Negeri 3 Pallangga.
Does the use of joint text construction method improve students' speaking fluency in the second grade of SMP Negeri 3 Pallanga? To find out if the use of Joint Text Construction Method improves the speaking accuracy of students in the second grade of SMP Negeri 3 Pallanga. To find out if the use of Common Method of Text Construction improves the speaking fluency of students in the second grade of SMP Negeri 3 Pallanga.
When using the Joint Construction of the Text method, the emphasis was on three main phases, namely bridging, text negotiation and review.
REVIEW OF RELATED LITERATURE
Theory of Speaking
They should try to avoid confusion in the message due to poor pronunciation, grammar or vocabulary. Speaking is the production skill that falls into two main categories: accuracy and fluency. Based on the above definition, the researcher concluded that speaking is one of the basic competencies in learning English, which is complex and difficult, so it must be taught well so that students are interested, fun and enjoyable in the classroom and it is an important skill this must be acquired well in communication or by sharing with each other.
Speaking is the process of constructing and sharing meaning through the use of verbal and non-verbal symbols. Students are engaged in speaking more in front of the class; it can be pair work depends on the material. Accuracy refers to how correct students' use of the language system is, including their use of grammar, pronunciation and vocabulary.
Maybin (2010: 11) said that “Grammar is used in linguistics in two broad senses: first, it refers to aspects of the structure of language (either language as a faculty, or the structure of a particular language – e.g.
Theory of Joint Construction
The teacher must first assess the extent of the students' knowledge and understanding of the subject area. Furthermore, some work may still need to be done before the actual construction of the text can begin. The purpose of this stage is actually to allow students to practice their writing skills and demonstrate their understanding of report writing.
In addition to revisiting shared knowledge of the genre and field, bridging can also have a planning function. The teacher and students can work together through activities such as brainstorming or classification to choose the content and order of the text they will write. Key features of the text negotiation stage include: re-reading the preceding text to orient students and to focus their attention on the.
Although there may be little review throughout the logogenesis of the co-constructed text, this stage marks a shift where the teacher and students step back and evaluate the text they have co-created. Lingzhu (2009) said that the main goal of the co-construction step is to show students how to translate their meanings expressed in spoken language into written language. Students are best supported in collaborative writing when they have learned about the topic and have been specifically taught something about the particular genre that is the focus of the collaborative writing.
Using a model text, the teacher guides the students through the reading, asking questions, confirming answers and providing necessary explanations about the purpose of the text and therefore the appropriate content, vocabulary, grammar and structure. The teacher decides the genre to be taught and the general topic of the text. Therefore, the research attempted to conduct a pre-experimental research using the Joint Construction of the text method to improve students' speaking skills that covered accuracy (vocabulary and grammar) and fluency (fluency).
H0: There was no improvement in the students' accuracy (vocabulary and grammar) and fluency (smoothness) of speaking skills through the use of Joint Construction of the Text. H1: There was an improvement in the students' accuracy (vocabulary and grammar) and fluency (smoothness) of speaking skills through the use of Joint Construction of the Text.
Research Method
Research Variables and Indicators
Population and Sample
Procedure of Collecting Data
Research Instrument
Fairly good 6.6–7.5 Often errors that show some large patterns uncontrollably and sometimes cause irritation and misunderstanding. Very poor 0–3.5 Grammar almost entirely inaccurate and errors in stock phrases so severe as to render speech virtually unintelligent. Very poor 0–3.5 They speak very hastily and more sentences are inappropriate in fluency little or no communication.
Technique of Data Analysis
The table shows that the results of the significance of the students t-values; we compared it with the t-table value. When the t-test value was found to be less than the t-table, it means that the null hypothesis was accepted and the alternative hypothesis was rejected. And the t-test value was equal to or greater than the t-table value, which means that the null hypothesis was rejected while the alternative hypothesis was accepted.
FINDINGS AND DISCUSSIONS
Discussion
This was supported by the average score and percentage of students' results in pre- and post-tests. Based on the previous research, Nurlaela (2015) concluded that students have a good skill after being taught joint construction of the text in speaking skills in terms of accuracy and fluency. So it could be concluded that this method is effective in improving students' speaking skills.
To improve students' speaking skills, the researcher used the Joint Construction of the Text method to improve students' speaking skills. After giving pretest, the researcher conducted treatment and used the Joint Construction of the Text method to improve students' speaking. The data described show that student scores are successful in improving students' speaking accuracy and fluency using the Joint Construction of the Text method.
On the other hand, the researcher concluded that the students' speaking score improved in terms of accuracy and fluency in the second grade of SMP Negeri 3 Pallangga. In other words, it could be concluded that using students' Joint Construction of the Text method was effective to improve students' speaking skills in terms of accuracy and fluency in the second grade of SMP Negeri 3 Pallangga. The students' speaking accuracy improved effectively after using the Joint Construction of the Text method in the second grade (VIII.2) of SMP Negeri 3 Pallangga.
The students' speaking fluency was effective to improve after using the method of Joint Text Construction in the second grade (VIII.2) of SMP Negeri 3 Pallanga. English teachers at SMP Negeri 3 Pallanga are suggested to continue to motivate their students to improve the students' speaking skills. The Collaborative Text Construction method contributed to significant improvement in students' speaking accuracy and fluency.
Then the researcher recommended the other researcher to apply the research to study the effectiveness of joint construction of the text method to improve students' speaking skills, especially in terms of accuracy and fluency. Improving students' speaking skills using joint construction of the text (JCOT) method in third grade students of SMPN 2 Barru.
CONCLUSION AND SUGGESTION
Suggestion
It is also suggested that students practice a lot in improving their speaking skills. In addition, students are suggested to practice a lot in speaking to improve their vocabulary, grammatical fluency or pronunciation in speaking. A study on students' writing skills in procedural text in ninth grade students of SMPN 1 Rambah Hilir.
1) Texts that explain how something works or how to use instruction / operating manuals eg. how to use the video, computer, tape recorder, photocopier, fax machine. The purpose of procedural text is to tell the reader how to do or do something. Connect the charger to your mobile phone, the flash symbol on the charger plug should be facing up.
Remove the charger by pulling out of your handset. http://www.kursumudahbahasainggris.com contoh-procedure-text- terlengkap-dan.ml#ixzz4gOb8IJB3). Step pertama, plug cable electronic iron to socket Step dua, wait arrive electronic iron hot.
