PENINGKATAN KETERAMPILAN BERBICARA SISWA MENGGUNAKAN RECORDER PADA SISWA KELAS XI MA MA'ARIF 06 PASIR SAKTI LAMPUNG TIMUR TAHUN PELAJARAN 2018/2019. Tujuan dari penelitian ini adalah untuk menunjukkan bahwa teknik dubbing film dapat meningkatkan kemampuan berbicara siswa dan untuk menunjukkan seberapa besar kemampuan berbicara siswa dapat ditingkatkan dengan menggunakan teknik dubbing film. Berdasarkan hasil di atas, dapat dikatakan bahwa teknik dubbing film dapat meningkatkan keterampilan berbicara siswa.
The aim of this research is to show that the film dubbing technique can improve the student's speaking ability and to show how far the student's speaking ability is increased at MA Ma'arif 06 Pasir Sakti East Lampung by using the film dubbing technique. Dubbing a movie or video is one technique to help people understand the video content better. The mean score of the pre-test and post-test indicates that the score is a progression. Based on the above result, it can be said that the film dubbing technique can improve students' speaking skills.
INTRODUCTION INTRODUCTION
Problem Identification
The teaching technique is not suitable for activities to practice speaking in English, therefore the students have low English speaking skills.
Problem Limitation
Formulation of the Problem
The Objective of the study
Benefit of the Study
For students, the results of this research are expected to bring new experiences in learning English, especially in learning to speak, so that they can be more motivated to develop their skills. For the researcher, the result of this research can develop her experience related to her knowledge in research on education and teaching English, especially for speaking.
Prior Research
Conducting animation video synchronization to improve speaking skills for tenth grade students of SMA 1Jekulo Kudus in the academic year. In addition, the purpose of this research is to find out the reactions of students to the implementation of dubbing animation video. This action research project was carried out with X.5 students in the second semester of the academic year 2011/2012.
2 Ahmad Azwar Hakim, “Implementing Animation Video Dubbing To Improve Speaking Skills For Tenth Grade Students Of SMA 1Jekulo Kudus In Academic Year. The Third Previous Research In 2018 By Rizki Nur Rokani “The Effectiveness Of Dubbing Movie Strategies On Student's Speaking Ability At the Second Grade of MA at Tohiriyah Ngantru.3Rizki Nur Rokani, “The Effectiveness of Film Strategy Dubbing on the Speaking Ability of Students in the Second Grade of MA at Tohiriyah Ngantru” (IAIN Tulung Agung, 2018), unpublished dissertation .
The Concept Of Speaking 1. The Definition of Speaking
- Students Speaking Achievement
- The Function of Speaking Ability
Harmer defines speaking ability as the ability to speak fluently which presupposes not only the knowledge of linguistic features, but also the ability to process information and language "on the spot". It requires the ability to cooperate in the management of speech and non-verbal language turns. It means that people in the world have speaking skills because speaking is an activity that we always do every time to communicate with other people and create a good relationship in society.
The term "Speaking performance" here means the ability to apply grammar and discourse to communicate effectively in specific contexts for specific purposes. Mastering speaking ability in English is a priority for many second and foreign language learners. The focus is more on the speaker and how they want to present themselves to each other.
Suggestion
- Definition Of Suggestion
- Function Of Suggestion
Dubbing Movie Technique
- Definition of Dubbing Movie Technique
- The Dubbing Process
- Synchronization
- Procedure Of Dubbing
To achieve the goal of improving speaking skill, students engage in many Video Dubbing activities. When dubbing a foreign language, the translation of the original dialogue is carefully matched to the lip movements of the actors in the film. Finally, kinetic synchrony matches the movements and gestures of the actors with the spoken words.
It is analyzed frame by frame, with each pause in the dialogue; taking into account tonal inflections and general tendency to ensure that the nuance of the performance is conveyed to the interpreters. In some cases, selective technical adjustments are made to imperceptibly slow down or speed up the video in order to improve the lip sync of the dubbing. After the script is fully prepared, the voice talent and directors go to the recording studio.
Pronounciation
The researcher will conduct the research on eleventh grade students of MA Ma’arif Pasir Sakti. The writer will take one of the classes in which the student has the lowest GPA. Based on the teacher's experience in teaching and learning speaking skills, the researcher discovered problems such as students' inability to speak.
This research is the Classroom Action Research type and will be conducted at the eleventh grade level by students MA Ma'arif 06 Pasir Sakti. the location is in Pasir Sakti East Lampung in the academic year 2018/2019.
Object of The Study
Action Plan
- Cycle II a. Planning
It is related to the ideas of 'reflective practice' and 'the teacher as researcher'.16 It means that action research is a practical way of looking at your practice to check whether it is as you think it should be. Action research is conducted by one or more individuals or groups for the purpose of solving a problem or obtaining information to inform local practice. From the above explanation, it can be deduced that classroom action research is an investigation of teaching and learning in the classroom with the aim of solving a problem or fixing something.
In this research the writer needs a collaborator to help her in this action research it is caused as a new writer. The writer asks for the English teacher at the seventh class, she is Mrs.Nailul as a co-worker. This means that action research is a practical way of looking at your practice to see if it is as you feel it should be.
Planning is the first step in every activity, Writer explains what, why, when, where, who and how the action is done. 20 Without planning, the writer's activity will not focus. Based on the observation, the writer can determine if there is something that the writer needs to improve soon so that the action can achieve the. In this step, the author observes the process of teaching learning by using form of observation.
Through reflection, the writer and teacher will realize the strength and weakness of the actions taken by the writer and teacher. In this step, the writer observes the process of teaching learning by using the form of observation to collect data in action plan II. In this step, the writer will compare the result of pre-test and post-test.
The writer reviews and reflects on students' activities and teacher's performance, whether positive or negative, the second cycle is sufficient or necessary for the next step.
Data Collecting Method
This will be done to know the students' result of learning to speak English using the dubbing film method after giving treatment twice. Documentation is method used to get information from written sources of documents such as books, magazines, regulations, notes of meeting and daily report. The research will use the documentation technique to get the data from the research setting, the students' argumentative writing and the result of the interview.
Data Analysis Method
To analyze the completeness of the class, the researcher uses the following formula: Degree of completeness. The writer will use the school minimum standard (KKM) of at least 80 as a score filter. If the writer from Cycle I finds some students who score below the minimum standard, Cycle 2 will be conducted.
Writer does not need to continue to the next cycle if all students pass the filter or minimum standard.
Data Analysis Technique
Validity of Research
RESULT OF THE RESEACH 1. Description of School
To organize the learning process by developing learning tools, learning methods and strategies, learning resources and tools and assessment systems.
Description of Research
From the above table, it could be analyzed that the scores for students who passed the pre-test were 6 students or 30% and 14 students or 70% who failed the pre-test. The highest score in the pre-test was 80 and the lowest score was 65, the average score was 73.5, with the minimum standard criterion for English subject is 80 in MA Ma'arif 06 Pasir Sakti East Lampung. The researcher conducted a pre-test to know the students' speaking ability before giving the treatment and it was used as a comparison score with post-test.
Percentage
Conclusion
Students' speaking skill can be increased by using Dubbing Movie from the result of pre-test to the post-test II. This research was seen as successful from an indication of success, because 70% or 14 of the total students already achieved the criteria with the minimum standard criteria, achieved at least 80.
SUGGESTION
Application of animation video dubbing to improve speaking ability for the tenth grade students of SMA 1Jekulo Kudus In Academic Year 2011/2012.Muria Kudus University, 2012. Nurul Yaqin,.Movie dubbing To Improve the Ability of speech of Master's Student Karang Anyar Demak In Academic 2012/2013.
APPENDICES
KOMPETENSI DASAR (KD)
Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam ungkapan memberi saran dan tawaran, serta tanggapannya, sesuai dengan konteks penggunaannya. Menyusun teks lisan dan tulis untuk menyatakan, menanyakan, dan menanggapi ungkapan memberi saran dan tawaran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan.
INDIKATOR PENCAPAIAN KOMPETENSI
MATERI PEMBELAJARAN Fakta
Penggunaan tawaran dan saran dalam dialog merupakan materi yang harus diajarkan kepada siswa sebagai generasi penerus bangsa.
METODE PEMBELAJARAN 1. Metode Scientific
MEDIA ALAT DAN SUMBER BELAJAR 1) Media / Alat
LANGKAH – LANGKAH PEMBELAJARAN PERTEMUAN KE-2
Komunikasikan hasil belajar atau temuan tentang penggunaan prompt dan dialog di depan kelas.
PENILAIAN HASIL BELAJAR 1. Teknik Penilaian : Unjuk kerja
Most students were not confident in their answer when the teacher asked a question. Most of the students lacked the confidence to express their ideas during the teaching-learning process. Some of the students were satisfied in the process of learning English and were active in the classroom.
Most of the students could pay attention and enthusiasm for the technique that the researcher used. Most of the students were confident in sharing ideas while teaching-learning process with each other.
