Praise only to Allah SWT, the Lord and inspiration of life that the researcher could finally complete this dissertation titled Improving The Student Speaking Ability Through Matching Game in the eighth grade of SMP Muhammadiyah Sekampung East Lampung in the academic year 2017/2018. Ahmad Subhan Roza, M.Pd as the head of the English education department and also as the sponsor who provided many suggestions, comments and ideas to the researcher to complete this undergraduate thesis. Syahreni Siregar, M.Hum as the co-sponsor who provided many suggestions, comments and ideas to the researcher to complete this undergraduate thesis.
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefits of the Study 1. Objective of the Study
- Benefits of the Study a. For the Students
The Concept of Speaking Ability 1. The Definition of Speaking Ability
- The Elements of Speaking Ability
- Micro and Macro Skill of Speaking Ability
- The Difficulties in Speaking Ability
- Assessing Speaking Ability
Brown suggests a list of micro and macro speaking skills to help determine for the test maker what to assess as follows:8. a. From the above explanations, it can be concluded that macro speaking skills refer to the largest function of speaking skills in a given context. Students who do not learn conversational contractions can sometimes develop a stilted, bookish quality to their speech, which in turn stigmatizes them.
The Concept of Matching Game
- The Definition of Matching Game
- The Implementation of Matching Game in Teaching Speaking Ability Ability
Meanwhile, matching games are one of the most important combinatorial optimization games and have attracted a lot of attention from researchers.14 Tamir and Mitchell said that matching games are also called roommate games.15 Moreover, Jacobs said that matching games are games that ask participants to find a match for a word, picture or card. 16. In conclusion Matching game is one of linguistic and communicative games that can be used to help students learn their lesson in English easily, especially in speaking. The procedure for matching games in teaching speaking skills 1) Divide the class into groups of approx. four and give each group.
Researching the impact of using games in teaching English to children, International Journal of Learning and Development, (Taiwan, Macrothink Institute.2011), p.129 .. and keep it if they can argue the connection between the first card and the second. Matching game step for teaching speaking skills 1) Ask the group to take a closed card and then find an open .. card that the group thinks matches the card they took earlier. Meanwhile, Wright explains the benefits of using games, which include striving for understanding, repeating accurately, manipulating newly understood language, and using the full range of known language in a conversation or written composition.
Next, the students will participate, so they have to understand what others say or have written, and they have to speak or write to express their own point of view or give information. In addition to the advantages of using matching games, there are also some disadvantages in applying matching games in the classroom. To prepare a matching game, the teacher needs more time, energy, money and preparation than usual.
Besides the disadvantages of a matching game are more crowded classrooms and not as usual.
Action Hypothesis
The Operational Definition of Variable 1. Variable of reseach
- Research Setting
The research topic consists of five criteria: fluency, pronunciation, vocabulary, grammatical and interactional strategies. This research conducted on the eighth grade of SMP Muhammadiyah in the academic, which consists of 24 students. The study took place in the eighth grade because most students are still low in their speaking ability.
The researcher chose this class because of several reasons, and one of them is that this class has the lowest score in English subject among the other class, especially in speaking.
Research Procedure
- Classroom Action Reseach
- Action Plan
In the third stage, the researcher observed the activity of the student, his participation, the situation in the classroom during the teaching and learning process and the performance of the teacher (researcher) by using a structured observation form and recorded the overall activities . Furthermore, the researcher also collected the data of the post-test and the result of the student's activity. In the fourth phase, the researcher and the collaborator discussed the data collected from all activities from the acting phase to the observation phase.
In this phase, the researcher and the collaborator also analyzed the teacher's performance during the teaching and learning process and the students' speaking ability to find out whether the implementation of the Matching game was successful or unsuccessful by identifying strength and weakness. In the first phase, before performing the action in the next phase, the researcher repaired the problem found in cycle one. In the third phase, the researcher observed the student's activity, their participation, class situation during the teaching and learning process and the teacher's (researcher's) performance by using a structured form of observation and noted the overall activities.
In addition, the researcher also collected the data from the post test and the student's activity score. In the fourth phase, the researcher and the collaborator discussed the data that was collected from all the activities from the acting phase to the observation phase. At this stage, the researcher and the collaborator also analyzed the performance of the teacher during the teaching and learning process and the speaking ability of the students to find out whether the implementation of the "Matching" game was successful or unsuccessful by identifying the strength and weakness.
If he still found problems, the researcher and the collaborator performed the next cycle and used the data collected in the cycle.
Data Collection Technique
- Observation
- Documentation
- Test
The test that will be used in this research is oral test of speaking ability. The test consists of two types of tests, namely Pre-test and Post-test. After observing the subject's activities, the researcher gives a pre-test to know the level of the students' speaking ability before giving treatments.
The pre-test is done to find out how the students can speak in class. Second, the post-test is administered to the students after they have been taught to speak through matching play as the treatment.
Research Instrument
The test is an oral test which has some indicators as follows: The indicator of matching game is that the students are able to communicate verbally and actively with the teachers and other students. The latter, the indicator of students' fluency, is that the students can be good speakers in terms of comprehension, grammar, vocabulary, pronunciation, and fluency. Validity then has three different aspects; they are content validity, criterion validity and construct validity.
The researcher uses content validity so that the instrument is of good quality and relevant to the focus of the research. Therefore, the researcher used content validity based on the syllabus and materials in the eighth grade of SMP Muhammadiyah Sekampung in academic year. Data analysis will be taken from the mean score of pre-test and post-test in cycle 1 and cycle 2.
Indicator of Success
- The History of SMP Muhammadiyah Sekampung
- The total of the teachers and the students in SMP Muhammadiyah Sekampung Sekampung
- The vision and mission of SMP Muhammadiyah Sekampung a. The vision of SMP Muhammadiyah Sekampung
- Acting
- Observing
- The Observation of Students’ Activities in Teaching and Learning Process
- The observation of teacher’s activities in teaching and learning process
- Reflecting
The purpose of this research was to improve students' speaking ability and student outcomes among the eighth grade students of SMP Muhammadiyah Sekampung. Based on the pretest table above, it can be concluded that the students are still low in speaking ability. The average student activity was 72%, it can be concluded that student activity is always improved by using the matching game.
During the learning process, the activities carried out by the teacher influenced the students. According to the result of speaking assessment in cycle I, using the matching game could improve students' speaking skills, but the number of students who passed the MMC was only 15 students or 62.5%. Then the students' activity also improved from the first meeting to the third meeting in the 1st cycle.
From the table, it concluded that the use of Matching Games activity improved the students' activity in class. The common mistake in the teaching and learning process became a reference to be better so that using a matching game could improve the students' speaking skills. The teacher started the learning process by inviting all the students to guess what the material was.
The teacher concluded the second meeting by asking the students to practice at home. This meant that the use of Matching Game was successful in improving the students' speaking ability. The result of the students' activity in the teaching and learning process in cycle II.
Average Increasing 1st
Discussion
- Interpretation the Result of Students’ Speaking Score in Cycle I and Cycle II
- Interpretation the Result of Students’ and Teacher’s Activity in Cycle I and Cycle II
Using the "Matching" game made the speaking students score better than the pre-test. The result of students' speaking scores in pre-test and post-test I No name Pre-test. From the above explanation, it can be concluded that there was an improvement in students' speaking score from pre-test to post-test I.
The result of students' speaking scores in Post Test I and Post Test II No Name Post-. From the above explanation, it was possible to conclude that there was an improvement in the speaking score of the students from post-test I to post-test II. A recapitulation of the student's improvement in pre-test, post-test I and post-test II speaking scores can be seen in the following table.
According to the above explanation, there was an improvement in students' speaking performance from pre-test to post-test I to post-test II. The improvement was 16.2 from pre-test to post-test I, and then the improvement was 6.9 from post-test I to post-test II. Interpretation of the results of the activities of students and teachers in I. and II. cycle I. and II.
From the table above it showed that there was improvement in students' activity from cycle I to cycle II.
CONCLUSION
SUGGESTION
This research can be used to arouse the student's interest in the English learning process and improve their speaking skills. This research can be used as a new way of facilitating the learning process, especially in the area of speaking, and as an alternative activity in teaching speaking to make the students feel comfortable, enjoy the learning process and improve the speaking skills. of the students to improve. This research can be used as a new reference for the other researcher to do a new study on learning English, especially in the speaking subject.
Theoretical perspective on how to develop speaking skills among university students" in Pune Research Scholar, an international multidisciplinary journal. Effects of drama method on speaking anxiety of preschool teachers and their opinion about the method" in Academic Journals. Investigating the impact of using games to teach children's English in an international journal for learning and development.
