Is there any improvement in students' speaking ability using content teaching approach at SMP Negeri 9 Satap Maiwa. To know that any improvement in students' speaking ability by using content-based teaching approach at SMP Negeri 9 Satap Maiwa.
INTRODUCTION
- Background
- Research Questions
- Objective of the Research
- Significances of the Research
The researcher was instructed to explain to the students an image about “The Importance of the Library” for three minutes. Researcher:Ok Arif, please explain to me in your own words about “The Importance of Library”.
REVIEW RELATED OF LITERATURE
The Previous Research Findings
Form-focused and content-based approaches are two pedagogical frameworks that facilitate form-meaning connections in the field of second language acquisition. 17. Based on the findings above, according to some of the authors above, it explains that the content-based teaching approach is very effective for improving foreign languages.
Some Pertinent Ideas
- Content Based Instruction
- Speaking
Researcher: Okay, Tasya, please explain to me about the "importance of the library" in your own words. Researcher: Ok Rasti, please explain to me about the "importance of the library" in your own words.
Conceptual Framework
Hypothesis
The researcher gave the members a topic as a pre-test to know the speaking skills of the students. The researcher asked questions to the students as a post-test to know the speaking skills of the students. It means that the students' speaking skills have improved by using a content-based instruction approach.
The result the rate percentage of the frequency of the pre- and post-test is presented in the following table:. To find out D used the formula as follows. the data below showed the value of t-test was greater than t-table value. Description of rules and obligations in library” for three minutes. the researcher is recorded to know their ability to speak orally. The students explain to me about "The importance of library" in their own words.
Researcher: Ok Arif, mention to me about “Rules and Obligation in Library” in your own words. Researcher: Ok Tasya, please mention to me about "The rules and obligation in the library" in your own words. Researcher: Ok Rasti, mention to me about "The rules and obligation in the library" in your own words.
RESEARCH METHODOLOGY
Research Design
Location and Time
In this research, the method used a pre-experimental method with one group pre-test and post-test design. X : Treatment O2 : Post-test38 . researcher chooses class VIII A because the students of this class are more receptive to direction and more enthusiastic than the other class. The researcher chooses class VIII A because the students of this class are more receptive to direction and more enthusiastic than the other class.
The procedure to collect data in this research as follows: .. test was given before the treatment was given, the researcher gave a picture with the subject. Students have to explain that picture with the topic using their own words. The researcher knew that the students' speaking skills in the pretest were given directly before the treatment.
After the treatment, the researcher gave the students a post-test to improve the students' speaking ability. In this study, students' learning activities and learning progress were observed in the speaking class. Tests are used to find out information about the performance of students in their learning outcome, to measure the performance of students in their learning, whether they are increasing or not.
Technique for Data Analysis
The findings of this research consist in the classification of students pre-test and post-test. It had shown that the speaking ability of the students in the pre-test was low because most of the students got fair, poor and very poor results. Based on the pretest score, the data showed that the mean pretest score is 25.7.
After determining the mean score (Χ₁ ) of pre-test was 25.7 and standard deviation of the pre-test was 8. The researcher compared the result of the pre-test and post-test by the mean score and standard deviation of the test. Because of this item, the mean score of the post-test was greater than the mean score in the pre-test.
The data in the table above indicated that the percentage of the pre-test and post-test increased, from the very poor classification of the students was changed to fair classification. Following is the table to find out the difference between the mean score between pre-test and post-test. And at the time of the post-test there were no students who were in the poor classification.
FINDINGS AND DISCUSSION
Findings
- Students Speaking skill Before and After using Content
After the pre-test was given to the students, the researcher found out the result of students' speaking ability based on the speaking ability criteria. After knowing this, the students score in the pre-test based on the criteria of fluency, namely vocabulary, comprehension, fluency and pronunciation. To find out the student's speaking score during the pre-test by dividing the student's total score by the maximum score, then times by 100.
The following is the process of the calculation to find out the mean and standard deviation in the pre-test of table 4.3. After being qualified, the students score in the post-test based on the criteria of speaking skill which are vocabulary, fluency, comprehension and pronunciation. Based on the table above students speaking score in pre-test, we can know the frequency of the classification score by looking at the following table:.
The result of the pre-test and the post-test was shown in the following table to know the difference between the mean score and the standard deviation: The standard deviation of the pre-test was 8, while the standard deviation of the post-test was 6 .64 was. In indicated that there was a significant difference between the student's pre-test and post-test result.
Discussion
- Student Speaking Skill Before and After Using Content
- Improvement of the students speaking ability by using
As well as the data showing the percentage in the pre-test assessment, the average student is included in the poor classification. After the researchers treated the students with four sessions, to find out if there was a development in the students' speaking ability. From some explanations and data findings, the researcher can determine why only one student is in the very good classification, most of the students are in the good classification and some others are in the fair classification.
After the researcher observed the learning styles of the students and also the development of the students in learning English skills, especially speaking skills, based on the learning styles of the students and the developments in the students' ability to be taught for and after addressing content-based instruction in the classroom, this was calculated by the researchers in a predetermined formula. At the time of the pretest, there were still students who were still in the poor classification, with students in this classification having sufficient vocabulary to introduce themselves and to speak the language fluently. And for the fair ranking in the preliminary test, there was only a student in that ranking.
In the posttest, the average student has a vocabulary that students can understand and participate in any conversation within the range of their experience with appropriate vocabulary, as well as a reasonably complete understanding of the material taught. Content-based instruction can create a favorable atmosphere in the classroom because many different activities or techniques are applied in CBI, in the classroom. But in this case, their meeting could provide two to three examples of the rules to be followed in the book library.
CONCLUSION AND SUGGESTION
Conclusion
The study of the data analysis test showed that there is a significant difference between the students' speaking ability before and after bwing taught through content-based teaching, it was proven by the development of average scores from 25.7 on the pre-test to 64.8 on the post-test, while t. -test 3.5 was greater than t-table 1.740. Therefore, content-based instructional approach is able to improve speaking skills AT SMP 9 SATAP Maiwa Enrekang. The study showed that there is a significant difference between students' speaking ability before and after they have been taught through content-based teaching approach, it was proved by the students' improvement, especially in vocabulary and comprehension.
Suggestion
Membandingkan pendekatan yang berfokus pada bentuk, berbasis konten, dan campuran terhadap pengajaran berbasis literatur untuk mengembangkan siswa. Keterampilan Berbicara,” Cogent Education 6, no. Siswa dilatih melakukan percakapan dan mengungkapkan aturan-aturan yang harus diterapkan di perpustakaan dengan topik “Seharusnya” dan daftar ungkapan yang diberikan. Siswa mampu membuat peta pikiran bersama teman kelompoknya dan menyajikan makna dari gambar peta pikiran tersebut.
Setelah proses menanya, mengamati, mengumpulkan informasi, mengkomunikasikan dan mengolah informasi, siswa dapat: maju, melakukan percakapan, dan membuat percakapan tentang aturan yang harus dilakukan di perpustakaan dengan topik "Harus" dan daftar ekspresi yang diberikan. memberikan jawaban atas instruksi yang diberikan mengacu pada topik. buatlah peta pikiran bersama teman kelompokmu dan sampaikan maksud dari gambar peta pikiran tersebut. Peneliti menugaskan perwakilan dari masing-masing kelompok untuk maju ke kelas untuk mempresentasikan “peta pikiran” mereka. Siswa berhasil mengikuti percakapan dan mengungkapkan aturan yang harus diikuti di perpustakaan dengan topik “Jangan” dan daftar ekspresi yang diberikan.
Setelah proses bertanya, mengamati, mengumpulkan, mengkomunikasikan dan mengolah informasi, siswa dapat:. menyampaikan percakapan dan membuat percakapan tentang peraturan yang harus dilakukan di perpustakaan dengan topik “Jangan”. dan daftar ekspresi yang diberikan. memberikan jawaban terhadap arahan yang diberikan yang mengacu pada topik. buatlah peta pikiran bersama teman kelompokmu dan sampaikan maksud dari gambar peta pikiran tersebut. Siswa mampu menyampaikan percakapan dan membuat ungkapan tentang peraturan yang harus dilakukan di perpustakaan dengan topik “Harus” dan daftar ungkapan yang diberikan. Siswa mampu membuat peta pikiran bersama teman kelompoknya dan merepresentasikan makna dari gambar peta pikiran tersebut.
Siswa mampu menyampaikan percakapan dan membuat ekspresi tentang peraturan yang harus dilakukan di perpustakaan dengan topik “Jangan” dan daftar ekspresi yang diberikan.
