While the average score of the students' speaking test in cycle I was 6.92 (Six point ninety two). In cycle II, the average score of the students' speaking performance of cycle II was 7.57 (seven point fifty seven). This means that there was the improvement of students' speaking ability in terms of accuracy dealing with vocabulary and pronunciation and fluency dealing with smoothness.
The opinion and the staff and all the lectures of FKIP UNISMUH, especially for the lectures of the English Department, who taught me for many years. Appendix E: The result of the students' speaking test Appendix F: Technique for speaking data analysis Appendix G: Teaching material.
INTRODUCTION
Background
Third, it is difficult for students to speak fluently because they rarely practice their English. Based on the interview results of the eighth grade English teacher of SMP Negeri 1 Bungaya, Gowa stated that the average score of the students. In addition, students can ask their friends about many things personally such as hobbies, ambitions, etc.
Based on the above statement, the researcher used blending technique to overcome the students' problems in speaking. The researcher is interested in applying this technique to teach speaking to eighth grade students in SMP Negeri 1 Bungaya, Gowa to improve their speaking ability.
Problem Statement
Objective of the Study
Significance of the Study
Scope of the Study
Samsuli, M (2011) conducted a research titled Improving Speaking Skill Seventh Grade of MTs Ummul Quro through the Blending Game,. Asri, A (2010) conducted research with the title Improving Students' Speaking Ability Through The Use Of Suggestopedia Method (A Study with the X-2 class students of SMU Negeri 2 Bontotiro, Kabupaten Bulukumba). Based on the previous findings above, the researcher can explain that her research is different from Samsuli, Asri, A and Aty Surniati Tiha findings because her research is about improving the students' speaking ability in general while this research is about improving the students' speaking ability goes. in the way how to deliver speech.
Mingling Technique
- Definition of Mingling Technique
- Conducting a Successful Mingling Before the mingle
- Mingling Activities A. Find Someone Who
- Mingling Techniques
You can also ask students to stop at a predetermined number of interactions (talk to seven people and then stop). You can make this more interactive by approaching one student and asking him or her to choose another student. Ask students what they thought of the meeting and if they would like to do it again.
Before starting the activity, you can drill common expressions such as "What's your name", "Nice to meet you." "How do I spell that?" or You can give them some initial questions (Can you...? Do you like...? Have you ever...?) if they can't remember anything.
The Speaking Ability 1. Notions of Speaking
- Notions of Teaching Speaking
- Kinds of Speaking
- Method of Teaching Speaking
- Main Factors in Assessing Speaking Ability
- The Characteristics of a Successful Speaking Activity
Based on the statement above that teaching conversation to foreign language students is simple. Because the learning of spoken language sometimes ignores the grammar rule and on the other hand the students need to learn good habit in English speaking practice. Moreover, the teaching of speaking skill emphasizes on the activities to make the students active and creative.
Therefore, the researcher tries to give a definition on teaching speaking is the teaching of the teacher/supervisor to the students to encourage them to use the language orally to express their ideas, feelings and opinions to another and also encourage the students' potential to develop their speaking skills naturally. Then activate the teacher, give students the opportunity to express their ideas and opinions.
Speaking Accuracy and Fluency
- Accuracy
- Fluency
These are the rules that appear in school books; say the warnings against final preposition in sentences. While Harmer distinguishes two types of vocabulary in the words, active vocabulary and passive vocabulary are the words that we want students to understand but will not use themselves. According to Oxford dictionary, pronunciation is the way in which a language or specific word or sound is spoken.
Fluency is the state of being able to speak a language smoothly and easily (Oxford Learner Pocket dictionary, 1995:10) and students should communicate easily with other friends. Furthermore, belief is how we feel about what we are going to do or say.
Conceptual Framework
RESEARCH METHODRESEARCH METHOD
Research Design
Organizing the post test to recognize the improvement in the study result after they studied through the blending technique. Once you find someone the students speak English to do the activity d. When the students finish, move and find another student e. Students speak only in groups of 2 people. The student told his friend as much as they could h. At the end of the cycle, the teacher gave an assessment.
Does the evaluator use the result of the study to know how much they have improved. From the result of the researcher, the researcher concludes that the blending technique improved the speaking ability of the students.
The variables and indicators
In this phase, action was taken to improve the result based on the cycle reflection I. In reality, the observation made in cycle II was almost the same as the observation made in cycle I. Independent variable of the study was the use of blending technique in teaching of speaking skills.
Time and Subject of the Research
Research Instrument
The Procedure of Collecting Data
They speak very hastily and multi-sentence inappropriately using vocabulary and little or no communication. They speak hastily and several sentences are not appropriate in pronunciation and there is little or no communication. They speak very hastily and several sentences are not appropriate in smoothness and little or no communication.
After collecting students' data, students' score could be classified. To analyze the participation of students in the exploration of material and activities in the process of teaching and learning with a checklist. P : Percentage of students X1 : Average result of the first cycle X2 : Average result of the second cycle
The Findings
- The Improvement of the Students’ Speaking Accuracy
There was also a significant improvement in students' speaking accuracy from Cycle I to Cycle II, with students' speaking accuracy in Cycle I being 6.92 and in Cycle II being 7.62. The above table also shows that the indicators of students' speaking accuracy improve significantly, where the students' pronunciation performance in the D-Test was 5.53, but after evaluation in cycle I, the students' pronunciation performance becomes 7.11 and in cycle II. becomes 7.83. The table above shows that there was a significant improvement in students' speaking accuracy after taking an action in Cycle I and Cycle II by applying the blending technique.
After evaluation in Cycle I and Cycle II, there was a significant improvement in the students' speaking accuracy as clearly seen in the diagram after they took an action through blending technique in cycle.
The Percentage of the Students’ Speaking Accuracy
- The Improvement of the Students’ Speaking Fluency
- The Improvement of the Students’ Speaking Ability
- The Result of the Students’ Activeness in Teaching and Learning Process
The table above shows that the percentage of students' vocabulary in the D-test (without MT) shows that 2 students (10%) got a fair grade, 4 students (20%) got fair, 14 students (70%) got poor and none of the students for second classification. The use of blending technique in improving students' speaking fluency addressed fluency (SMO). There is also a significant improvement in students' fluency from I to II. cycle, where the speaking fluency of the students in the I. cycle is 6.93 and in the II.
The above table shows that there is a significant improvement in students' speaking fluency after performing an action in cycle I and cycle II by applying the blending technique. After the assessment in cycle I and cycle II, there is a significant improvement in the students' speaking accuracy which is clearly shown in the graph after taking an action in the cycle through the blending technique. And after taking the action in cycle I using the blending technique, the percentage of students' speaking test in quiet was 2 students (10%) did well, 12 students (60%) did well, 5 students (25%) did well, 1 student (5%) was poor and none of the students for the other classification.
And in cycle II the percentage of students speaking test in smoothness was 9 students (45%) got good, 9 students (45%) got fair good and 2 students (10%) got right and none of the students for the other classification. The application of mixing technique to improve students' speaking ability is to deal with accuracy and fluency. There is also a marked improvement in the students' speaking ability from cycle I to cycle II, where the students' speaking ability in cycle I is 6.96 and in cycle II is 7.57.
After the assessment in cycle I and cycle II, a significant improvement in the students' speaking ability is observed which is clearly shown in the graph after performing an action in the cycle through the blending technique. The result of observing the activity of students in the teaching and learning process towards the application of the mixing technique in the improvement of students. The above table shows that in cycle I, the students' activity in each meeting improves significantly.
Discussion
- The Improvement of the Students’ Speaking Ability
The result of the data analysis using speaking test shows that the average score of the students' pronunciation in speaking ability in terms of accuracy, that is, it indicates that the application of mixing technique can significantly improve the students' pronunciation in speaking . The result of the data analysis using speaking test shows that the average score of the students' vocabulary in speaking ability in terms of accuracy i.e.
The result of the data analysis using speaking test shows that the average score of the students' fluency in speaking ability in terms of fluency, that is, it indicates that the application of blending technique can significantly improve the students' fluency in speaking . From the significant improvement achieved in each indicator of speaking ability, the researcher concludes that the application of mixing technique can improve the students' speaking ability in terms of speaking accuracy handling.
Conclusion
Suggestions
- Diagnostic Test A. Speakig accuracy
- Test of cycle I A. Speakig accuracy
- Test of cycle II A. Speakig accuracy
Standar Kompetensi
Kompetensi Dasar
Indikator
Tujuan Pembelajaran
Materi Pembelajaran
Metode Pembelajaran/Teknik
Langkah-langkah Kegiatan Pembelajaran
- Penilaian
- Instrumen penilaian
- Pedoman Penilaian
Berbicara, mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana dalam berinteraksi dengan lingkungan terdekat. Guru masuk ke dalam kelas dan langsung menyapanya dengan menggunakan bahasa Inggris sehingga segera tercipta lingkungan bahasa Inggris di dalam kelas.
Sumber Belajar
Mother: Daniel, I need some sugar for the cake and I'm too busy to go to the market.
Langkah-langkah Kegiatan Pembelajaran Pertemuan pertama (first meeting)
