PENGGUNAAN SPEECH PRESS UNTUK MENINGKATKAN PENGUASAAN Auxiliary SPEECH DI KELAS DELAPAN ALBANIAN. Berdasarkan hasil di atas, dapat dikatakan bahwa Metode Talking Stick dapat meningkatkan penguasaan kata kerja bantu siswa. Tujuan penelitian tindakan kelas (PTK) adalah untuk menunjukkan bahwa Metode Talking Stick dapat meningkatkan kemampuan kata kerja bantu dan seberapa besar dapat meningkatkan penguasaan kata kerja bantu siswa melalui Metode Tongkat Bicara.
Berdasarkan hasil di atas, dapat dikatakan bahwa metode Talking Stick dapat meningkatkan penguasaan kata kerja bantu siswa.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefits of The Study
- Prior Researches
In the research, the author will try to apply The Talking Stick Method in learning auxiliary verbs. The use of talking stick to improve students' speaking skill (A Classroom Action Research on X MIA-2 Students of SMA Negeri 1 Kesamben). This research deals with the effectiveness of talking stick method in teaching vocabulary at the second grade of MTs Madani Pao-Pao.
This research aims to find out the students' vocabulary in using the Talking Stick method on the second grade of MTs Madani Pao-Pao.
THE THEORITICAL REVIEW
- The Definition of Auxiliary Verb
- The Foam of Auxiliary Verb
- The Mastery of Auxiliary Verb
- The Concept of Talking Stick Method
- The Definition of Talking Stick Method
- The Procedure of Talking Stick Method to Teach
- Hypothesis
Michel Thomas Hurlock said that in his thesis "The talking stick is an object that represents truth and understanding, both of which are powerful agents of healing in the Native American tradition"9. The speech stick method not only trains the students in speaking, but also creates a fun and active state in the class. The teacher gives the students a test to know to what extent the students understand the material about auxiliary verbs.
And the disadvantages of talking make the students unsure of their speaking and time consuming.
RESEARCH METHODOLOGY
Subject And Object Of The Study
Classroom Action Research Procedure
Classroom action research (CAR) has various models, but in this research the author used Kemmis and McTaggart research design. According to Kemmis and McTaggart as cited by Anne Burns, action research is a dynamic and complementary process consisting of four essential phases such as planning, action, observation and reflection in spiral system17. This figure describes the sequence of the research which is continued by preliminary study and followed by planning, action, observation and reflection implemented in each cycle in spiral system.
The assumption is if the set target cannot be reached or found in the first cycle.
Action Plan
In other phases, the writer and a colleague (teacher) worked together to implement the action that was agreed upon in the planning phase. At this stage, the writer decides to act as a teacher who has implemented the method of determination in the teaching and learning process. The writer explained the talking stick to the students about the use of sequences of this method such as predicting, summarizing, creating questions and explaining in discussion learning.
In addition, the writer also collected the data from the posttest and the activity result of the students. In the fourth phase, the writer and the collaborator discussed and analyzed the data collected from all the activities from the acting phase to the observation phase. At this stage, the writer and collaborator also analyzed the teacher's performance during the teaching and learning process and the student's activity worksheet to find out whether the implementation of the Talking Stick Method was successful or unsuccessful by identifying the strength and weakness.
If problems were still found, the writer and colleagues performed the next cycle and used the data collected in the first cycle as considerations by correcting any problems or weaknesses in the previous cycle. In the first phase, before performing the action in the next phase, the writer corrected the problem identified in the first cycle. In this phase, the writer and the collaborator used the revision plan, such as the curriculum, the selected materials, and the evaluation instrument to be implemented in the teaching and learning process in the classroom.
Furthermore, the writer also collects the data of the post-test and the result of the student's activity. In the fourth stage, the writer and collaborator discussed and analyzed the data collected from all activities from the acting stage to the observation stage to find out.
Data Collecting Technique
If good improvement is found based on the success criteria determined before, the author did not continue the action in the next cycle. The writer uses documentation to obtain data about the profile of the school, such as the history of the school, the number or teacher and staff officer and students at MTs Riyadlatul Ulum, organizational structure and location sketch. In addition, the documentation must be used to visualize the classroom activity in the form of photography.
A test is a series of stimuli given to an individual to get an answer based on a score.7. In this research, the best students were tested in two ways, namely pre-test and post-test. First, students are given a pre-test before commencing treatment with peer tutoring to first assess their learning.
In this study, the author used objective test in the form of multiple choice, which consisted of 30 items. Second, the post-test was examined for the students after they were taught the auxiliary verb using the Talking Stick method as treatment to find out the improvement before and after treatment. In this post-test, the author used an objective test in the form of multiple choice, which consisted of 20 items.
Record-keeping is the use of the observation instrument in CAR to provide a record of what is happening during an observation, which includes describing places, people, objects, acts, activities, events, goals, times, and feelings. In this research, the writer uses field notes to record the student's activity during the learning process in the form of a narrative.
Data Analysis Technique
Indicator of Success
The students' auxiliary verb mastery result was obtained by test that consisted of pre-test and post-test in the beginning research and the end of each cycle while the. After that, the author gave the students learning material about auxiliary verb focus on the formula. Then the author instructed the students to make small group discussion the same as the previous meeting.
Before the time was up, the writer provided feedback to reinforce the students' understanding. Most students performed the task correctly and most students met the minimum criteria. The result of cycle II is better than cycle I, it can be seen that most students have no difficulty in mastering auxiliary verbs.
This table described the comparison of students' activities in I. and II. Based on the results of students' activities in I. and II. According to students' pre-test and post-test 1 scores, there was an improvement in student scores.
Based on the results of the students' scores from post-test 2, it could be concluded that there was an improvement in scores. The students' learning activity data obtained from the total result of the students' learning activities in the form of observation sheets from cycle I to cycle II. It can be inferred that the result of the students in cycle II was higher than cycle II.
This means that by using the talking stick method, we can improve the student's mastery of the auxiliary verb.
RESULT OF RESEARCH AND INTERPRETATION
Discussion
In this research, the researcher gave the students an individual pre-test before the performance to investigate their mastery of the auxiliary verb. After the researcher received the pre-test score of the students, only 6 students (30%) could pass the test and the average score in this test was 58.5, so the researcher gave the treatment to the students in cycle I. in cycle I, taught students using the talking stick method.
Furthermore, in this cycle the researcher also delivered the post-test which was called post-test 1. Afterwards, the researcher concluded by analyzing the result of the post-test 1 that there were 12 students (60%) who passed the post-test. test 1 and the mean was 66.8. It means that Cycle I was able to improve the student's mastery of auxiliary verbs, but had not yet succeeded because the students had not yet passed the indicator of success.
After analyzing students' scores in post-test 1, the researcher had to conduct the next cycle because only 12 students (60%) passed the test and got a score that was ≥70. Furthermore, the researcher analyzed the score of post-test 2 and concluded that 17 students (85%) passed the test because their score was ≥70 and the mean score was 75.8. Because student achievement had improved significantly and the success indicator had been met, the research was successful and could be discontinued in cycle II.
This can be proved by the result of successive improvement from pre-test to post-test II, in which the average score of these three tests improved significantly from 58.2 to 66.5 and to 75.8 of the final success percentage was 85. This research linked up to the II cycle, the grade of the result and the result of the students' activities, the target was reached that was set in the success indicator 75% of the students got the minimum grade of 70.
Suggestion
KI-4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, menganalisis, merangkai, memodifikasi, dan mencipta) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang diajarkan di sekolah dan sumber belajar lainnya. sudut pandang/teori yang sama. Topik: Teks lisan dan tulis untuk menyatakan dan menanyakan tentang perbuatan/peristiwa yang dilakukan/terjadi secara rutin atau merupakan kebenaran umum. Menyatakan teks lisan dan tulis yang menyatakan dan menanyakan tentang tindakan/peristiwa yang sedang dilakukan/terjadi saat ini, dalam bahasa Inggris yang berterima.
Dengan sapaan dan ajakan, guru menyiapkan mental dan fisik siswa untuk mengikuti proses pembelajaran. Di bawah bimbingan guru, siswa merumuskan pertanyaan yang berkaitan dengan isi, fungsi sosial dan struktur teks, serta unsur kebahasaan dalam teks bacaan. Di bawah bimbingan guru, siswa merumuskan pertanyaan tentang cara menyusun kalimat yang menunjukkan bahwa mereka sedang melakukan suatu kegiatan.
Secara berpasangan, siswa mengembangkan satu pertanyaan yang dibentuk menjadi dialog panjang dengan pasangannya. Guru secara acak memilih beberapa siswa untuk bergiliran mempraktekkan dialog yang telah dibuat. Secara bersama-sama, guru dan siswa membuat rangkuman dari materi yang dibahas pada pertemuan ini.
Guru mengajukan pertanyaan kepada siswa untuk membantu mereka melakukan refleksi terhadap kegiatan pembelajaran yang telah mereka lakukan. Guru menginstruksikan siswa untuk mempraktekkan atau melafalkan kegiatan yang dilakukan dan mencatat ketika ada siswa yang mengucapkan ungkapan tersebut. Bentuk: Ujian lisan mengatur dan menanyakan tentang tindakan/kejadian yang sedang dilakukan/sedang berlangsung.
Guru mempersiapkan siswa secara psikis dan fisik untuk mengikuti proses pembelajaran dengan cara mengucapkan salam, mengajak siswa menata kelas dan penampilan, mengajak siswa memulai kegiatan dengan berdoa dan mengecek kehadiran siswa.
