The aim of the study is to show that the use of the chain drilling technique can improve the students' speaking performance and the students' activity in the learning process in the eighth graders of SMPN 2 Kotagajah. The researcher notes that the chain drill technique could be one of the techniques for teaching speech. He is thankful only to Allah SWT, the Lord of the Universe, the inspiration of his life, that the researcher was finally able to complete this undergraduate thesis titled “Improving the Speaking Performance of Students Using Chain Drilling Technique at SMPN 2 Kotagajah”.
INTRODUCTION INTRODUCTION
- Background of the Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives and Benefits of the Study 1. Objectives of the Study
- Benefits of the Study
Based on the above issues, the researcher will focus on the students' degree of difficulty in expressing their idea in speaking learning. Using chain drill technique can improve students' speaking performance in eighth grade of SMPN 2 Kotagajah. The result of this research is as a contribution to the teacher in order to use the chain drill technique to improve students' score and activity in English learning process, especially in students' speaking performance.
REVIEW OF THE RELATED THEORIES
The Concept of Speaking Performance 1. The Definition of Speaking Performance
- The Elements of Speaking Performance
- The Problems of Teaching Speaking Performance
- The Measurment of Speaking Performance
- The Principles of Chain Drill Technique
- The Steps of Chain Drill Technique
The teacher models the first question and indicates that the type of answers and answers are relatively free, but they must be accurate. The chain exercise goes around the class with less teacher control. After the students have repeated the dialogue for some time, the teacher gives them an opportunity to use the role. The teacher starts a chain exercise with four of the lines from the dialogue, this will give the students a chance to say the line on their own.
Action Hypothesis
Setting of the Research
Subject of the Research
Procedure of the Research
If the first cycle failed, and that cycle should be reviewed again in the second cycle. RoutledgeFalmer, 2002), Second Edition, p.40. can be seen as follows: a) Steps and activities during research. The researcher prepared the lesson plan (LPP) related to the material which was carried out using the chain drill technique with the guidance and consideration of the eighth grade (VIII) English teacher at SMPN 2 Kota Gajah.
The researcher prepares the media used; handout, text material to be used in learning to speak. This activity is the implementation of the learning activities that have been prepared in the planning. Identify students' achievement in learning the speaking material by giving the post-CAR test in cycle I.
Reflection is done by analyzing the results of tests and observation, and this is used as a basis for improvements in the next cycle. In this step, the researcher observes the students' learning activity in the classroom such as; class situation, learning process,. By reflecting, the researcher will know the strength and weakness of action, the researcher compares the score distribution of pre-test and post-test.
If the result is met in the second cycle, the examiner will not proceed to the third cycle.
Data Collection Technique
- Test
- Observation
- Documentation
Pretesting focused on assessing the level of the variable prior to the application of the experimental intervention (or independent variable). Post-test will be done after treatment, after treatment; the student will have a posttest. In the context of science, observation means more than just observing the world around us to get ideas for research.28 Furthermore, research uses given and researched activities to teach in the classroom, whether they get bored of the given activity or not.
This technique was used to collect data on chain drill usage and student learning activity. 28GeoffryMarczy et al, Essential of Research Design and Methodology, (New Jersey: John Willey and Sons Inc, 2005), p.6. The researcher used the documentation method to get detailed information about the history of the school, the sum of the teacher, employers, students and organizational structure at the eleventh grader of SMA N 2 Kotagajah.
Data analysis was performed step by step the average score of the pre-test and the post-test.
Indicator of Success
Result of the Research
- Description of the Research Location a. Brief History of SMPN 2 Kotagajah
SMPN 2 KOTAGAJAH has the following buildings: 18 classrooms, 1 principal's room, 2 classrooms, administrative staff room, mosque, science lab, computer lab, language lab, 4 bathrooms, 3 canteens, 1 collaboration room, auditorium, ceremonial courtyard and parking lot . 48 Budi Jamaluddin Fa’ri, St Male Computer Science Teacher 49 Putri Dwi Pravitasari, S.Pd.I Lampungnese Teacher 50 M.
The Description of Research Data
After the prayer, the researcher as a teacher greeted the students and conducted the usual activity in each meeting and briefly presented the last material that was given in the last meeting. When all students were ready for the item, the researcher asked them to introduce themselves and practice in front of their classmate for the pretest. A pre-test is given to measure the students' speaking ability before performing an action.
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The researcher has prepared several things related to the learning process of teaching, such as: preparing the lesson plan and materials, preparing the instrument that would be examined as a pre-test in Cycle 1, preparing all the equipment needed by the researcher, observation sheet of students made activity. The meeting was started with prayer and greeting, checking the attendance list and asking the students' condition. The researcher said that describing is defined as giving detailed information about a person, thing or event.
After finishing the explanation, the researcher instructed the students to make a monologue about describing people. Before applying the technique, the researcher explained the steps of making chain drill techniques to the students. Then the researcher chooses a student to act on the material that describes people.
Students continued to act out describing people and using the technique until the last student performed it. After all students finished, the researcher asked the students “what are the problems with speaking”. The researcher used this meeting for post-testing after the researcher had treated the students.
After that, the researcher called the student one by one to perform their speaking with the technique.
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- Cycle 2
- Interpretation
- The Result of Students Observation Sheet
The researcher greeted the students, prayed together, checked the attendance list of the students and asked the students. The researcher used this meeting for post-test II after the researcher had administered the treatment to the students. From the results of the observation of the learning process of the 2nd cycle, it was found that most students pay attention to the teacher and were able to understand the material more clearly.
The comparison of student activity in cycle I and cycle II No student activity cycle 1 cycle 2 Note. The results of the students' activities have improved from cycle 1 up to cycle 2. The students who paid attention to the teacher's explanation from one meeting to the next improved.
The students who paid followed the teacher's instruction from meeting to next meeting. The improvement can be examined by the results of the students' score in the pre-test. Thus, it can be concluded that the use of chain drilling technique can improve the speaking skills of the students.
Based on Table 18 and Chart 2 above, it can be inferred that using chain drill technique can improve students' speaking performance.
Average Score
Based on the result of pre-test, post-test 1 and post-test 2, it can be seen that there is any significant improvement in the students' speaking performance. Referring to the success indicator that students who get 70 to 75%, it means that the research is a success. So, it can be concluded that this research has been successful and there is no need to continue in the next cycle.
The chain drill technique can be an effective technique and can be used as an alternative way of teaching speaking. It makes it easier for students to understand the material, so it can improve students' speaking performance. The result of cycle II has reached the indicators of success, which is a minimum of 80% or more students who meet the standard criteria for a score of at least 70.
Students are suggested to improve their speaking performance in order to succeed in understanding their speech. It is suggested that the English teacher use the chain training technique as an alternative technique in the classroom, because this technique is effective to improve students' speaking performance in the teaching and learning process. It is suggested to the principal to convince the teachers to use this technique because it is effective in teaching the material to the teacher.
Factors influencing student speaking performance at Le Thanh Hien High School (Asian Journal of Educational Research), Vietnam: University of Thu Dau Mot.
APPENDICES
THE RESEARCHER GIVES THE TASK
THE STUDENTS DOING THE TASK
Pre-Test Post Test-1 Pos-Test 2
Then the first student chooses another student to repeat, remember and reproduce the dialogue that the teacher explained before. When all the students have repeated, memorized and reproduced the dialogue, the teacher chooses two students to perform the whole dialogue in front of the class.
Name
The African elephant is found on the African continent and the Indian elephant is found in Asia. I know there are two main types of elephants; the African elephant and the Indian elephant. The teacher enters the classroom, then puts his things on the desk and stands up in front of the classroom.
To greet the students by saying salaam "Assalamu'alaikum wr.wb" and the students should answer the salaam by saying "Wa'alaikumsalam wr.wb." to say. The teacher asks the students to describe about one thing (people or thing). The students can describe about appearance and the characteristic). The teacher asks a student to come to the front of the classroom as a model and another student has to choose one topic as their friend has to describe it.
After all students have explained the topic, the teacher selects two students to do the entire topic. The teacher asks two students to come in front of the class and they have a dialogue about the introduction itself.
SI.JRAT TUGAS
Sud.h $leei melrksna*an Peftliri.n di SMP Neg.ri 2 Ko&gljah T.naai l lgal2l luli201?.
