Thus, the researcher suggested bloom's taxonomy in English collocation teaching to increase students' speaking skills. Based on the explanation above, the researcher decides to implement bloom's taxonomy to solve students' speaking problem, especially in English collocation teaching in eighth grade by Mts Nurul Iman Rejo Agung Pesawaran. The researcher wants to know if bloom's taxonomy can affect the speaking skill among eighth grade MTers Nurul Iman Rejo Agung Pesawaran.
Derfor konstruerer forskeren et forskningsforslag i titlen "The Influence of Bloom's Taxonomy in English Collocation Teaching toward Students' Speaking Skills at the Eightth Grade of MTs Nurul Iman Rejo Agung Pesawaran."
Problem Identification
The learning process in MTs Nurul Iman Rejo Agung Pesawaran was that many students had a minimum of vocabulary and the students had problems to translate vocabulary and practice pronunciation of English. Therefore, it can be concluded that speaking skill in Mts Nurul Iman Rejo Agung Pesawaran is dissatisfied.
Problem Limitation
Problem Formulation
Objective and Benefit of the Study
The result of this research can be used as one of some ways to make the learning process more effective. The result of this research is as a measure for the student to improve their speaking skills especially about English collocation. As an experience and reference where they can feel a different experience of treatment by using bloom taxonomy.
To provide more information on the impact of using bloom taxonomy in English collocation teaching on students' fluency.
Prior Research
The Definition of Speaking
According to Sandra Cornbleet and Ronald Carter in their book, speech is combining sounds in a recognized and systematic way, according to language-specific principles, to form meaningful utterances.9. Another definition is given by Scott Thornburry, in his book How to Teach Speaking, calls speaking-as-skill, where there is a task to complete and speaking is the way to complete it. 10. It requires the ability to fulfill various communicative requirements through effective use of the spoken language. 11.
Most people used different languages, and they need the unity of the language to work together to have a good relationship in this world.
Function of Speaking
So from some definition above we can say that to speak means to say words, say something or talk or have a conversation with someone in words while speech means the power of the act of speaking, a manner or way of speaking. speak. Based on the above explanation, there are three functions of speaking: talking as interaction, talking as transaction, and talking as performance. After knowing the function of speaking, it is hope that people can join the circle of communication.
Elements of Speaking
Connected Speech
Expressive Device
Lexis and Grammar
Negotiation Language
Language Processing
Interacting With Others
The Difficulties of Speaking
One of the advantages of spoken language is that the process of thinking while speaking allows you to manifest a certain number of performance rehearsals, pauses, withdrawals, and corrections. One of your tasks in teaching spoken English is to help students achieve acceptable speed along with other characteristics of fluency. As noted in the previous section, learning to produce waves of language in a vacuum—without interlocutors—would deprive speaking of its richest component: the creativity of conversational negotiation.
Based on these explanations, some difficulties in speaking are as follows: clustering, redundancy, reduced forms, performance variable, colloquial language, rate of delivery, stress, rhythm, intonation and interaction.
Types of Speaking
Transactional language, performed to convey or exchange specific information, is an extended form of responsive language. The other form of conversation mentioned in the previous chapter was interpersonal dialogue, which was conducted more for the purpose of maintaining social relationships than conveying facts and information. Extensive oral production tasks, including the form of oral reports, summaries, or perhaps short speeches.16.
Based on the above explanation, there are six types of speech that we can use to train phonological, grammatical, goals and language element in speaking ability.
Speaking Criteria
Within the concept of Bloom's Taxonomy, Bloom divided the purpose of education into three areas of intellectual behavior. 18 Irfan Hyder and Shelina Bhamani, Bloom's Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief, Journal of Education and Educational Development, Vol. Bloom's cognitive taxonomy is organized into six levels, with each successive level representing a more complex type of cognitive process.
It includes remembering, understanding, applying, analyzing, evaluating, and creating.26 The terminology used in the Cognitive Dimension of the Revised Bloom's Taxonomy has been changed to a verb from a noun.
How to Use Bloom’s Taxonomy in the Classroom
In reality, all tests that students take in school aim to measure one or more of these cognitive activities. Knowing the meaning of a word requires not only knowing its definition in the dictionary, but also knowing the type of words with which it is often associated. In other words, attachment is the meaning of a word and its relation to other words. 31.
From some definition above, we can deduce that collocation is a term of two or more words, arbitrary repetitive word combinations and the meaning of the words understood in many different ways.
Categories of Collocations
If we compare them with lexical collocations, the possibility of two words appearing is much more rigid in a solid lexical collocation when building a lexical word combination. The independent variable (X) uses Bloom's taxonomy in teaching English collocations and the dependent variable (Y) is the students' speaking ability. Therefore, the researcher in this research focused on the teaching of grammatical collocation in teaching collocations in English among eighth grade MTs Nurul Iman Rejo Agung Pesawaran using Bloom's taxonomy.
If the flowering taxonomy technique is well applied, then the students' speaking ability in English collocation was good.
Paradigm
Research Hypothesis
In this study, the researcher used a pre-test and post-test control group design.39 The researcher divided into two classes, namely the experimental class and the control class, but the researcher gave the pre-test and post-test to both the experimental and control classes. .40.
The Operational Definition of Variable
- Independent variable (X)
- Dependent variable (Y)
- Sample
- Sampling Technique
The population of this research is the entire eighth grade of MTs Nurul Iman Rejo Agung in the first semester. Based on the statement, all students will be the population in this research. Based on the population above, the researcher took two classes as the sample of the research, A class as the experimental class and B class as the control class.
Since there are only 40 students in total, all students will be the population in this research.
Data Collection Method
Test
Documentation
Observation
Research Instrument
Instrument Blueprint
Instrument Calibration
Calculated the relative cumulative frequency of each z-score and called S(z), if n=10, then divide each frequency by the number of n. Determined the score of Loobservation |F(Zi)-S(Zi)|, calculated the differences and compared it with the Liliefors table.
Homogeneous
T-test
In this chapter, the researcher discussed the result of the study and its interpretation.
Description of Research Location
Then, based on the decision of the head of the regional office of the religious department of Lampung Province No. The condition of the teachers and the employees in MTs Nurul Iman Rejo Agung Pesawaran. Female Teacher Social Science 13 Sri Sulastri, S.Pd Female Staff - 14 Sahrul, S.Pd.I Male Teacher SKI 15 Ika Sulastri, S.Pd Female Teacher Indonesia.
Description of Research Data a. The Result of Pre-test Score
Based on the frequency distribution table above, this can be derived from 20 students as a sample in the experimental class, only 1 student who gets the highest score, which is 70. Based on the frequency distribution table above, this can be derived from 20 students as a sample in the control class , only 1 student who gets the highest score, which is 56. Post-test was used in the last program of this study after giving some treatment and exercises to the experimental and control class in a certain period of time.
In addition, based on the frequency distribution table above, it can be deduced from 20 students as a sample in the experimental class, only 1 student obtains the highest score, which is 88. The mean of the post-test data in the experimental class is 72, 70 and the standard error is 2.30. Moreover, based on the frequency distribution table above, it can be deduced from 20 students as a sample in the control class that only 1 student gets the highest score, namely 66.
The mean of the post-test data in the control class is 54.30 and the standard error is 1.36. Based on the above table, the total Loobservation of experimental class after test was 0.15 with normal criteria. Both of these classes have criteria. Lobservation is lower than Ltable and it can be concluded that the result of the post-test of both classes has a normal distribution.
Based on the table above, Post-Test Observation of both classes is 2.89 with Ftable 4.105. Based on the table above, the researcher concluded that there is a positive and significant difference with the data.
Discussion
After the students were interested, the material given by the teacher would be more easily understood by the students. Based on the analysis of the data and hypothesis testing, the researcher can draw a conclusion that there is a positive and significant difference from the data. Based on the data, it means that hypothesis testing gets conservation is higher than ttable or it can be written 6.88 is higher than 1.68.
Meanwhile, the mean of students taught using bloom's taxonomy is 72.70 and the mean of students taught not using bloom's taxonomy is 54.30. Students taught using bloom's taxonomy scored higher than students taught not using bloom's taxonomy. This means that students' speaking ability can improve after they are used to the three-part teaching technique of flowering taxonomy.
This means that there is a positive and significant influence of Bloom's taxonomy in teaching collocations in English on the speaking skills of students in the eighth grade of MTs Nurul Iman Rejo Agung Pesawaran. Based on the results of the research, the researcher can conclude that Bloom's taxonomy was positive and significant, so that Bloom's taxonomy was effective in the speaking ability of students in the eighth grade of MTs Nurul Iman Rejo Agung Pesawaran. It can be used as a technique in learning speaking and can help students understand the material, especially when teaching collocations in English.
There is a positive and significant difference from the data, the students who taught using Bloom's taxonomy have a higher score than the students who taught did not use Bloom's taxonomy. This means there is a positive and significant influence of bloom's taxonomy in English collocation teaching on students' speaking skill at the eighth grade of MTs Nurul Iman Rejo Agung Pesawaran.
Suggestion
An analysis of reading comprehension questions using the revised Bloom's Taxonomy of Higher Order Skills (HOTS).
APPENDICES
Kompetensi Dasar dan Tujuan Pembelajaran
Tujuan Pembelajaran
Materi Pembelajaran
Metode Pembelajaran
- LKS 2. Kamus
Langkah – langkah Kegiatan Pembelajaran
- Pendahuluan (15 Menit )
- Kegiatan Inti ( 50 menit ) Level 1 - C1 ( Remembering )
C2 ( Understanding )
C3 ( Applying )
C4 ( Analyzing )
C5 ( Evaluating )
C6 ( Creating )
- Penutup ( 15 menit )
- Penilaian
- Metode Pembelajaran Metode : Discussion
- Kegiatan Inti ( 50 menit )
- Control Class a. Pre-test Activity
Simple present adalah tenses yang digunakan untuk menggambarkan sesuatu yang sedang terjadi saat ini (present).
