STUDIES
Vol. 2 No. 3, 2022
Application of Problem Solving Learning Model on Students' Speaking Ability
A. Nurhayati, Gusi, Yeyen, Iping, Nurhaeni
1,3,4,5 Universitas Muhammadiyah Palopo, Indonesia
2Institut Agama Islam (IAI) As'adiyah Sengkang, Indonesia
*Correspondent Author: [email protected]1
ABSTRACT
This study aims to improve the learning ability of class VIII students of SMP Negeri 4 Lamasi, Lamasi District, Luwu Regency.
The type of data used is quantitative data. The location of this research was carried out in Class VIII of SMP Negeri 4 Lamasi, Lamasi District, Luwu Regency. Time This research was carried out on February 24, 2020 to May 1, 2022. The research variables used two variables, namely variables X and Y, where the X variable was the independent variable, namely the problem solving model, while the Y variable was the dependent variable, namely the students' speaking ability. The data analysis technique used in this research is descriptive statistical data analysis. Descriptive statistics are used to describe the characteristics of respondents.
This study was analyzed using the SPSS 20.0 for windows program.
Keywords: Problem Solving Learning Model; learning; students
1. INTRODUCTION
Language is a communication tool used to convey a message or information that is embedded in the human mind either orally or in writing (Hamriani & Garim, 2016; Noor, 2016; Rollinson, 2005; Yu et al., 2020). In communicating we will use language skills. These language skills are divided into four, namely listening, speaking, reading and writing. Among the four skills that are used the most by everyone is speaking. Almost everyone communicates by speaking (Beyes &
Volkmann, 2010; Henry, 2011; Liu et al., 2018). So, it can be said that speaking has a very important social role in human life.
(Beyes & Volkmann, 2010) stated that "speaking is a language skill that develops in a child's life, which is only preceded by listening skills, and at that time the ability to speak or speak is learned". In addition, speaking also has an important role in education, both in the family, school and society at large. The process of transferring knowledge to students is generally delivered orally. Manners in association, values,
norms, and customs that apply in society are also taught verbally beforehand. This applies in both traditional and modern societies.
The purpose of learning to speak is that students are expected to be able to express their ideas, opinions, and knowledge orally, and have a penchant for critical and creative speaking. express knowledge, life experiences, ideas, and so on. In the learning process speaking activities are very important, especially in the process of communication between teachers and students or students with other students which is commonly called reciprocal communication or two-way communication.
The ability to speak has a very important role that needs to be taught in schools. Because it is a must that students have to support the learning process.
However, in reality what we find in schools there are still many students who are not able to speak according to what is expected in the world of education. Many factors influence this, including lack of confidence in speaking, students are lazy to speak in public, the learning process still uses old learning models such as
lectures, and the lack of use of learning models to encourage students to speak.
The problems described above are common in schools in Indonesia, especially in SMP Negeri 4 Lamasi, Lamasi District, Luwu Regency. From the results of observations and interviews conducted by researchers with several Indonesian language teachers at the school, it can be stated that most students still have difficulties in understanding the lessons. This is due to the lack of approaches, strategies, models, and methods of explanation that are carried out continuously without providing opportunities for students to submit their opinions which are applied by the teacher, and learning facilities are not achieved optimally.
Based on the description above, the solution that can be offered in this study is by using one of the models in this learning activity, namely the problem solving learning model. This learning model is expected to increase students' enthusiasm for learning, improve students' speaking skills. Thus, the author will use a problem solving learning model to improve students' speaking skills through a research entitled
"The Application of Problem Solving Learning Models on the Speaking Ability of Class VIII Students of SMP Negeri 4 Lamasi, Lamasi District, Luwu Regency".
2.
METHODThe research location is the object that is the focus of research. In this study, the research location is SMP NEGERI 4 LAMASI Class VIII, this research is divided into two parts, namely the results of quantitative data analysis based on information obtained from reports through tests, while the discussion of descriptive data analysis is based on research descriptions in the form of requirements as a conclusion of the test. hypothesis.
the results of research on the application of problem solving models to the speaking ability of Class VIII students of SMP Negeri 4 Lamasi. The data obtained are data from the application of the problem solving model to the speaking ability of Class VIII students of SMP Negeri 4 Lamasi. The results of the quantitative research in question are the results expressed in the form of numbers, which measure the application of the problem solving model to the speaking ability of Class VIII students of SMP Negeri 4 Lamasi
The data obtained in this study were processed and analyzed based on predetermined techniques and procedures. The first step that must be taken in analyzing the data is to make raw score data for the pretest, then determine the frequency and percentage
of scores achieved and determine the average value of students' speaking abilities, then categorize the intervals of students' pretest scores in the very good, good, enough, less and very less. Likewise with the final test (posttest) obtained by students, the first step is determining the frequency and percentage of scores achieved and determining the average value of students' abilities, then categorizing the intervals of students' pretest scores in the categories of very good, good, sufficient, less and very poor. . The data analysis technique used in this research is descriptive statistical data analysis. Descriptive statistics are used to describe the characteristics of respondents. This study was analyzed using the SPSS 20.0 for windows program.
3. RESULT AND DISCUSSION
3.1. Result
Implementation of learning speaking skills in discussion, at this stage the researchers applied a problem solving learning model to class VIII students of SMP Negeri 4 Lamasi . The data obtained were analyzed according to data analysis techniques. The results of this study are quantitative results expressed in numbers, pay attention to the following data exposure.
Table 1. Summary of Posttest Result Statistical Values
Category Value Statistics
Number of Samples Average Value ( mean ) Highest Value (Maximum) Lowest Value (Minimum) Range (Score Range) Standard Deviation
27 79.63 85 74 11 3.05
Source: Data processed with SPSS computer program (2020)
Based on table 1, from 27 samples obtained the average score of students (mean) is 79.63, the highest score (maximum) is 85, the lowest value (minimum) is 74, the range (score range), and the standard deviation is 3.05. A clear picture of the highest score to the lowest score obtained by the sample students along with their frequency which is the raw posttest score can be seen in the following table.
Table 2. Distribution of Posttest Raw Scores
No Score Frequency Percentage(%) 1
2 3 4
85 83 81 80
2 3 5 8
7.4 11.2 18.5 29.6
5 6
78 74
5 4
18.5 14.8
Total 27 100
Source: Primary Data after processing (2020)
Based on the data in table 2 of the entire sample of researchers, it shows that, the highest score of 85 was obtained by 2 people (7.4%), the value of 83 was obtained by 3 people (11.2%), the value of 81 was obtained by 5 people (18.5%), a score of 80 was obtained by 8 people (29.6%), a score of 78 was obtained by 5 people (18.5%), a score of 74 was obtained by 4 people (14.8%).
Table 3. Distribution of the frequency and percentage of students' speaking ability on the final test (Posttest).
No Category Interval Value
Frequency Percen (%) 1. Very High
2. Height 3. Enough 4. Less 5. Very Poor
85 – 100 76 – 84 55 – 7 54 40 – 54 0 – 39
2 21 54 0 0
7.4 77.8 14.8 0 0
Total 27 100
Source: Primary Data After processing (2020)
Based on table 3, it can be stated that there are no students who are in the very high category as many as 2 people (7.4%) in the interval 85 - 100. Students who are in the high category are as many as 21 people (77.7%) in the interval value of 76 – 84. Students who are in the sufficient category are 4 people (14.8%) in the interval 55 – 75. Students who are in the less category and very poor category (0) or 0% in the interval value of 40 - 54 and 0 – 39. For more details can be seen in the following graph.
Based on can be stated that there are no students who are in the very high category, namely as many as 2 people (7.4%). Students who are in the high category are as many as 21 people (77.7%). enough, as many as 4 people (14.8%). Students who are in the category of less and very less 0 or (0%). The following categories of posttest t students' speaking ability are presented in a diagrammatic form.
After knowing the category of posttest students' speaking ability, then the next step is to make the frequency of posttest quantitative scores for students' speaking ability at SMP Negeri 4 Lamasi, Lamasi District, Luwu Regency.
Table 4. Frequency of Posttest Quantitative Values No Acquisition Frequency Percentage(%)
1 Value >75 23 85.2
2 Value < 75 4 14.8
Total 27 100
Source: Primary data after processing (2020)
Based on the data in table 4, quantitative pretest data processing shows that students who get a score of 75 are 23 people (85.2%) and students who get < 75 are 4 people (14.8% or 15%). Thus, it can be said that the level of speaking ability after the application of the problem solving learning model is declared to be applicable because it has increased and if it is confirmed in the KKM score for Indonesian language subjects, the student is declared capable if the number of students reaches 85% who gets a score of 75. The following is the quantitative frequency of the posttest in the form of a diagram.
Figure 1 Diagram of the frequency of posttest quantitative scores in the form of percent (%) Based on the posttest quantitative frequency diagram, the yellow picture represents the frequency of students who scored 75, while the green picture represents the frequency of students who scored <75.
For more details can be seen in the following graphic image.
Figure 2. Graph of the frequency of posttest quantitative scores in the form of the number of students.
3.2. Discussion
The results of the research described in this section are a presentation of the results of research on the application of problem solving learning models to the speaking ability of eighth grade students of SMP Negeri 4 Lamasi, Lamasi District, Luwu Regency. The
85%
15%
≥ 75
< 75
0 50
≥ 75 < 75
23 4
≥ 75 < 75
results in question are findings obtained from data analyzed in research at SMP Negeri 4 Lamasi, Lamasi District, Luwu Regency, measured based on the assessment aspect.
Based on the research that has been done, the results of the data analysis that have been described descriptively on the students' speaking ability before the problem solving learning model is applied, the average pretest score of 57.74% is in the score range of 69 - 55 which is categorized as sufficient. Meanwhile, the students' speaking ability after the problem solving learning model was applied there was an increase with the posttest average score of 79.67% being in the range of scores of 76 - 84 which was categorized as high.
Based on the criteria established in this study, it can be applied if the student's ability level reaches 75% of the number of students who get a score of 75 (equal to or more than 75). On the other hand, if 75% of the total number of students scored <75 (less than 75), it is considered not applicable.
From the description above, the pretest and posttest data will be described. The pretest data (initial test) showed that of the 27 sample students there were 2 (7.4% or 7%) students who scored 75 and there were 25 students (92.6% or 93%) who scored <75. Meanwhile, the posttest data (final test) showed that of the 27 sample students there were 23 (85.2% or 85%) students who scored 75 and there were 4 (14.8% or 15%) students who scored <75.
4. CONCLUSION
Based on the results of the research and discussion that have been described in the previous chapter, it can be concluded that the results of learning through tests found from data analysis that has been carried out that students' speaking ability before the problem solving learning model is applied, the average pretest score of 57.74% is at the range of values from 69 to 55 is categorized as sufficient. Meanwhile, the speaking ability of students after the problem solving learning model was applied there was an increase with the acquisition of an average posttest score of 79.67% in the range of values of 75 - 84 categorized as high.
Quantitative processing of posttest data showed that the sample students who scored 75 were 23 people (85.2% or 85%) and students who got <75 were 4 people (14.8% or 15%). Those who scored < 75. Thus, the application of the problem solving learning model can be applied to learning speaking for class VIII students of SMP Negeri 4 Lamasi, Lamasi District, Luwu Regency.
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Management, 23(6), 651–668.
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Hamriani, H., & Garim, I. (2016). The Effectiveness of Letters Card Media in Writing Lontara’Alphabet Makassar at SMP Negeri 1 Pallangga in Gowa District. Lingua Cultura, 10(2), 99–103.
Henry, E. A. (2011). Is the influence of organizational culture on organizational effectiveness universal? An examination of the relationship in the electronic media (radio) service sector in the English speaking Caribbean. Nova Southeastern University.
Liu, X., Sun, M., & Li, J. (2018). Research on gender differences in online health communities. International Journal of Medical
Informatics, 111, 172–181.
https://doi.org/https://doi.org/10.1016/j.ijmedinf.2017.12.019 Noor, M. (2016). Improving the Ability in Writing Narrative Text of
Junior High School Students through Peer Feedback. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 1(1), 11–21.
Rollinson, P. (2005). Using peer feedback in the ESL writing class.
ELT Journal, 59(1), 23–30.
Yu, S., Jiang, L., & Zhou, N. (2020). Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study.
Assessing Writing, 44, 100451.
https://doi.org/https://doi.org/10.1016/j.asw.2020.100451
