IMPROVING THE STUDENTS' SPEAKING SKILLS USING SPEAKING STICK STRATEGY AMONG THE EIGHT GRADES OF SMP. The main objectives of this research were to improve students' speaking skills at SMP N 4 Sekampung by using Talking Stick strategy. The author tried to investigate whether Talking Stick strategy can be a strategy used to improve the students' speaking skills.
Hasil penelitian ini menunjukkan bahwa strategi Talking Stick memiliki hasil yang positif dalam meningkatkan keterampilan berbicara siswa kelas delapan SMP N 4 Sekampung. Hal ini dapat dibuktikan dengan nilai rata-rata siswa dari pre-test hingga post-test. Tujuan utama dari penelitian ini adalah untuk meningkatkan keterampilan berbicara di SMP N 4 Sekampung dengan menggunakan strategi Talking Stick.
Peneliti mencoba membuktikan bahwa Talking Sticks dapat menjadi strategi pembelajaran untuk meningkatkan kemampuan berbicara siswa. Hasil penelitian ini menunjukkan bahwa Talking Stick sebagai strategi memberikan hasil positif dalam meningkatkan keterampilan berbicara siswa kelas VIII SMP N 4 Sekampung.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective of the Study
- Benefit of the Study
- Prior Research
Therefore, this research is titled "Improving students' speaking skills by using Talking Stick strategy among the eight graders of SMP N 4 Sekampung East Lampung". So the author used talking stick strategy towards students' speaking skills among the eight classes in SMP N 4 Sekampung. Can talking stick strategy improve students' speaking skills among the eight classes in SMP N 4 Sekampung East Lampung?”.
The purpose of the study is to improve students' speaking skills by using talking stick strategy among the eight graders in SMP N 4 Sekampung East Lampung. The result showed that the students gave a positive perception of the implementation of the talking stick model. 2Elsa Ananda, Improving Students' Speaking Performance by Using Talking Stick Method, Undergraduate Thesis Paper, (English Education Study Program Languages and Arts Education Department Teacher Training and Education Faculty Tanjungpura University Pontianak 2017).
The result showed that the Talking Stick method can improve students' speaking skills (including grammar, vocabulary, comprehension, fluency, pronunciation).5. However, we can conclude that the writer in this research is focusing on improving the speaking skills of the students by using the talking stick strategy.
THEORICAL REVIEW
- The Concept of Speaking Skills
- The definiton of Speaking
- The Function of Speaking
- The Kinds of Speaking
- The measurement of Speaking
- The Concept of Talking Stick Strategy
- The Concept of Monologue and Free Speech
- Action Hypothesis
According to Oxford advance learner's dictionary, skill is "the ability to do something well."12 In other words, it is an ability intended for an action that is useful and good. Second, Alarid and Markel maintain that talking stick strategy is transmitted from speaker to speaker as their voice opinions. Next, Anggraini and Fatmawati mention that the talking stick strategy is one of the cooperative learning strategies in the learning process through a stick; the students who get the stick must answer the teacher's question.
The talking stick strategy not only trains students to speak, but also creates a pleasant and active classroom situation. 24. Next, Garret states that the talking stick strategy is a strategy that uses a stick known as a wooden stick, which the facilitator or leader initiates by raising the stick to share a feeling or concern with the group.25. Finally, from the above definition of talking stick, the writer can conclude that the strategy of talking stick is a part of following cooperative learning which encourages the learner to have the courage to express his opinion.
From the above statement, the author concludes that the implementation of the talking stick strategy is: first, the teacher gives the stick to the student. Based on the above theory, the writer formulates an action hypothesis as follows: "The implementation of the Talking Stick strategy can improve students' speaking skills among the eighth graders of SMP N 4 Sekampung East Lampung".
RESEARCH METHODOLOGY
- Variable And Definition Operatuinal Variable
- Setting of the Research
- Subject of the Research
- Action Plan
- Data Collecting Technique
- Data Analysis Technique
- Indicator of Success
In this campaign, the writer administered a pretest, treatment, and posttest to students. From the observation sheet, the writer and the colleague find out the result of the students' learning activity. Therefore, the writer used the documentation, obtained information about the condition of the students, the history of SMP N 4 Sekampung, the condition.
Then the author gave post-test to the students to monologue about descriptive text. In this session, the author got the results of the students' post-test 1 in cycle 1. From the result of cycle I it showed that there was an improvement of the result at pre-test and post-test 1. The students were sufficiently interested in learning process although the condition of learning process is still uncontrolled.
In this study, the writer gave a pre-test and a post-test to get to know the speaking skills of the students. In this study, the author gave pre-test and post-test 1, the aim was to know the speaking ability of the students before and after the treatment.
RESULT OF THE RESEARCH AND
Result of the Research
- description of the Location
- The Condition of Teacher and Official Employers
- Total of the Students
- description of the research
The writer opened the lesson by greeting, checking the attendance list and motivating the students. The writer began the lesson in the class by praying, greeting the students, checking the attendance list and asking about the condition of the students. In post-test 1, the results of the students' tests were better than the students' tests before they gave treatment.
In the first meeting, it can be seen that in the learning process, the students got 40% good grades, 40% sufficient and then 20% bad grades. The process of learning English in the 1st cycle was quite successful, although the average score of the students was low. Nevertheless, there was an improvement in students' scores after Test 1 than before the test.
Before the writer starts the lesson, the writer greets the students when entering the classroom, checks the attendance list and asks the students. The second meeting took place on October 1, 2019, she started the class by praying, greeting the students, checking the attendance list and asking how the students are doing. The writer asked the students to speak a monologue about the descriptive text and practiced it using the speaking strategy.
In this phase, the students are more active and enthusiastic in following the teaching-learning process. The students listened to the teacher's explanations and made no noise during the learning activity. The English learning process in cycle 1 was successful enough, although the average score of the students was low.
Based on the result of post-test cycle 2, the writer concluded that all students got a minimum score of 70 and that 80% of the students were active in the learning process.
Interpretation
- Action and Learning Result at Cycle 1
- Action and Learning Result at Cycle 2
- The Result of Students’ Learning Activities In Cycle 1
CONCLUSION AND SUGGESTION
Conclusion
It can be seen that there was an improvement from the score of post-test 1 and post-test 2. In the post-test 2 there were 25% (25 students) got complete score and 0% (0 students) got incomplete score. The lowest score was 70, the highest score was 90, and the average score is higher than 80.
It means that the result of the 2nd cycle has already reached the success indicator, which is that 80% of the students achieved a score of 70 or higher.
Suggestion
Menyalin beberapa teks deskriptif sangat pendek dan sederhana tentang orang, binatang dan benda dari berbagai sumber dengan ejaan dan tanda baca yang benar dalam tulisan tangan yang rapi. Dalam kolaborasi mencari dan mengumpulkan beberapa teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, dan benda dari berbagai sumber, antara lain dari internet, film, surat kabar, majalah, buku pelajaran, dll. Membaca referensi dari berbagai sumber, termasuk buku teks, untuk mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks deskriptif tentang orang, binatang, dan benda.
Baca lebih cermat semua teks deskriptif tentang orang, hewan, dan benda yang dikumpulkan. fungsi sosial dari setiap teks - nama orang, hewan, benda. apa yang dijelaskan - sifat manusia, hewan, benda. jelaskan - tindakan orang, hewan,. bahasa: tata bahasa, kosa kata, pelafalan, penekanan kata, intonasi, ejaan, tanda baca, kerapihan tulisan tangan. Sikap tanggung jawab, kerjasama, cinta damai dan percaya diri yang sejalan dengan tindakan. menyebutkan dan menanyakan tentang deskripsi orang, hewan, benda, dalam teks deskriptif. Salin contoh yang ada bersama-sama untuk membuat teks deskriptif yang sangat pendek dan sederhana tentang orang, hewan, dan benda untuk mencapai fungsi sosial yang berbeda, dengan struktur dan elemen teks.
Perbandingan fungsi sosial, struktur teks (termasuk gagasan utama dan informasi rinci) dan unsur kebahasaan dalam beberapa teks deskriptif tentang orang, binatang, benda yang dikumpulkan dari berbagai sumber tersebut di atas. Dapatkan umpan balik dari guru dan teman tentang ciri sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks deskriptif yang mereka hasilkan. Buatlah beberapa teks deskriptif sangat pendek dan sederhana tentang orang, binatang, benda dalam kehidupan siswa di rumah, kelas, sekolah dan lingkungan dalam bahasa Inggris, dengan struktur dan elemen teks.
Membahas permasalahan yang dialami dalam membuat teks deskriptif tentang orang, binatang, benda dan menuliskannya dalam jurnal belajar sederhana dalam bahasa Indonesia. Penilaian penggunaan fungsi sosial, unsur kebahasaan, dan struktur teks melalui karya siswa berbentuk teks sangat pendek dan deskriptif. 1 3.10 Menerapkan struktur teks dan unsur kebahasaan untuk mewujudkan fungsi sosial teks deskriptif dengan menyatakan dan meminta keterangan tentang orang, binatang dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya.
Mengidentifikasi struktur teks dan unsur kebahasaan dalam teks deskriptif lisan dan tulis tentang hewan sesuai dengan konteks penggunaannya. 3 4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang, binatang dan benda, dengan. 1 4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang, binatang dan benda, dengan.
