INTRODUCTION
Background of Research
Generally, the provisions and rules on how to improve one's speaking performance are taught in class by the teacher, but students who have learned about it sometimes find difficulties in their speaking practice. It has become the teacher's duty to motivate them so that their speaking performance is better than before. One of the many ways a teacher can use to improve students' speaking performance is to use hands-on learning.
Practical work therefore requires students to practice again and again, because when students practice one thing more often, they will easily remember which one is correct. SMAN 1 tenth grade English teacher Raman Utara said that students have speaking problems in English subject, namely: students rarely practice speaking, so they don't feel confident to explore their minds, students have minimal English vocabulary, and they can't to pronounce words well, so they prefer to be silent. From the table above, it was clear that the speaking performance of the students is low and should be improved.
It shows that many students still have difficulty speaking English because the minimum proficiency criteria (MMC) of students for English at SMAN 1 is Raman Utara 65. To solve the above problem, the author conducted the research titled speaking performance through hands-on learning in the tenth grade of SMAN 1 Raman Utara.”.
Problem Identification
It will provide feedback and good interaction between teacher and students during the learning process of the teaching.
Problem Limitation
Problem Formulation
Objectives and Benefits of Research
20.Ibrahim Bilgin, "The effects of hands-on activities incorporating a cooperative learning approach on eight grade students' science process skills and attitude toward science", Journal of Education, (Turkey: Abant Izzet Baysal University), No. 1. p... 22. Ivy E. Ivers and Whitney N. Helton, "Effect of hands-on Learning on Short-Term Retention in Third Grade Students", 2011, p. 3. . do so because hands-on invites them to think critically and apply their knowledge to the real thing in appropriate situations. New practices in the scholarship of learning and teaching in a digital era. c. The procedures for practical learning. Based on the background of the research, the writer will formulate the hypothesis as follows: "students' speaking performance will be improved by using hands-on learning at the tenth grade level in SMAN 1 Raman Utara".
The aim of the research is the speaking skills of the students in the tenth grade of SMAN 1 Raman Utara. The table above was the result of post-test 1 cycle I, which showed that the score for the speaking skills of the students was still unsatisfactory. That was 65, but the result of the student test was better than the student test before treatment and of post test 1 in cycle I. 2) The success of the process.
The activity of the students with a high percentage was paying attention to the teacher's explanation (100%) and the students memorizing new vocabulary (90.9%), the students creating a new phrase or sentence (86, 36%). Disneyland has to be one of the most popular places in the US and is officially "the Happiest Place on Earth".
THEORETICAL FRAMEWORK
Conceptual Framework
The above table was the result of pretest, it could be seen that the score for the students' speaking performance was different. Based on the pre-test and post-test 1 cycle I score table above, the writer concluded that the result of the students' improved average was 44.78 and the post-test 1 61.60%. Based on all data from pre-test, post-test 1 and post-test 2, there was an improvement in the students' speaking performance.
Based on the graph above, it could be concluded that the use of Hands-On Learning could improve the students' speaking performance. It can be concluded that there is some improvement in students' speaking performance by using Hands-On Learning in tenth grade in SMAN 1 Raman Utara. In addition, Hands-On Learning can improve students' speaking performance and help students complete the task.
This means that the use of Hands-On Learning can improve the students' speaking performance at the tenth grade of SMAN 1 Raman Utara in the academic year 2017/2018. The teacher therefore gives the students the opportunity to speak in front of the class.
RESEARCH METHOD
Variable and Definition Operational Variable
Dependent variable of this research is the variable that observes and measures the effect of the independent variable. Independent variable of this research is the use of hands-on as the treatment to improve students' speaking performance. Students need supportive condition and enjoy the teaching learning process, so choosing hands-on treatment can be one of many ways to teach speaking.
Setting of Research
Subject Of Research
The writer gave the descriptive text to the students and they were asked to describe the thing on text one by one.. know the students' speaking performance. It was 65, but the results of the students' tests were better than the students' tests before they gave treatment. At the end of cycle I, the result of the students' activities increases from the first meeting to the next meeting.
The process of learning English in cycle I was quite successful, although the average score of the students was low. From the graph it was shown that there was a significant increase in the average score of the students from pre-test, post-test 1 and post-test 2.
RESULT OF THE RESEARCH
Result of The Research
- The History of SMAN 1 Raman Utara
- The Condition of Teachers and Official Employers of
- The Number of Students of SMAN 1 Raman Utara
- Building Condition and School Facilities
- Organization Structure of SMAN 1 Raman Utara
From the above data, it can be seen that the status of teachers and official employers at SMAN 1 Raman Utara consists of 46 teachers at S1 level, 1 teacher at D2 level and 3 teachers at Senior Secondary School (SMA/MA) level. 5 Devi Kurniati, S.Pd Women's Biology 6 Dewi Asti, S.Sos Women's Sociology 7 Eko Suaryanto, S.Pd Male Penjas. 8 Fatwa Suwigati, S.Pd Female English Language 9 Hairul Syahri, S.Pd Male English Language 10 Hamidah Mei Suryani,.
12 I Nengah Rudiana, S.Pd Fisika Putra 13 I Putu Muliadianta, S.Pd Geografi Putri 14 Ika khoiriati, S.Pd Sosiologi Putri. 32 Pramudi Astuti, S.Pd Seni Budaya Wanita, Sejarah 33 Pristiyani, S.Pd Matematika Wanita 34 R.A. Fitri Mariana, S.Pd Konsultan Wanita 35 Sartika Fitriyani, S.Pd Kimia Putri. Kimia Putri Wiwik Pujiasih 49 Yuliana Tri Indiyani, S.P. Sejarah Wanita 50 Yulius Ferdi Untoro, S.P. Pena Kecil.
Description of The Research Result
- Pre-Test
- Cycle 1
- Cycle 2
In this meeting, people started by praying together, after which the teacher checked the presence of the students and asked about the students' condition. It happened because the students have poor vocabulary, so they found it difficult to express ideas in English. Based on the results of the students in Cycle I, the author concluded that the problem was that the students had difficulty understanding the content of the text.
This meeting was started by praying together, after which the teacher checked the presence of the students and asked about the students' condition. Based on the result of the observation sheet in cycle II, the writer indicated that the learning process in cycle II was successful. Then the students spoke quickly using new vocabulary and the last question and response from the students to the teacher (95.45%).
The comparison between the students' score on pre-test, post-test 1 and post-test 2 has taken place and showed that there was improvement of students before and after treatment.
Interpretation
- Action and Learning Result at Cycle I
- Action and Learning Result at Cycle II
Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal Fungsi sosial Memperkenalkan, memperkenalkan,. Kelengkapan dan keterpaduan struktur teks deskriptif. bahasa: tata bahasa, kosa kata, pengucapan, tekanan, intonasi, ejaan dan. kerjasama dan cinta damai dalam pelaksanaannya. sosial, struktur teks, dan unsur kebahasaan dalam teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. Penyuntingan teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata,. dan bangunan bersejarah yang diketahui, dengan memperhatikan fungsi sosial, struktur tekstual, dan unsur kebahasaan yang benar dan sesuai konteks.
Secara berkelompok, siswa membaca teks deskriptif lain dari sumber yang berbeda dengan lafal, tekanan, dan intonasi yang benar. Guru membuat kesimpulan tentang teks deskriptif dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Guru menjelaskan topik pembelajaran, misalnya: pengertian teks deskriptif, struktur teks deskriptif dan contoh-contoh teks deskriptif.
Guru membimbing siswa untuk menyampaikan teks deskriptif sesuai dengan unsur kebahasaan yang telah dipahami sebelumnya. Guru kemudian menilai cara penyampaian siswa dalam kaitannya dengan unsur kebahasaan dalam penyajian teks deskriptif. Penilaian tes tidak tertulis/lisan dilakukan dengan menghitung jumlah ketepatan siswa (kisaran 1-5) dalam menyampaikan teks deskriptif, yang terkait dengan pengucapan, tata bahasa, kosa kata, kelancaran dan pemahamannya.
Guru menarik kesimpulan tentang teks deskriptif dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai.
CONCLUSION
Conclusion
Suggestion
Kesesuaian format penulisan atau penyampaian.. unsur kebahasaan dalam. menggambarkan tempat wisata dan bangunan bersejarah.
