Alhamdulillahirabbil „alamin, all praise is due only to the Almighty Allah SWT for the gracious grace and immense blessing that enables the writer to accomplish this undergraduate thesis titled: Developing English Speaking Skill Through the Use of Brain Based Teaching. The writer would like to express his utmost honor and appreciation to his beloved parents, Abdul Muin Hamid and Syarifah Alnurtuty Effendy. The writer would also like to express his special appreciation to the consultants, Dr. and Ummi Khaerati Syam, S.Pd., M.Pd. for the valuable help and inspiration in completing this thesis.
The author also expresses his appreciation to Dr. Rector of Muhammadiyah University of Makassar), Dr. Furthermore, the author would like to express gratitude to Marselinus Mingge, Bc.Hk., S.Sos., M.Si, the principal of SMK Informatika Komputer Mahardika Makassar, who gave the author permission to conduct the research. The author wishes that this thesis will be beneficial to all readers, especially to the author himself.
INTRODUCTION
- Background
- Problem Statement
- Objectives of Study
- Significance of the Study
- Scope of the Study
How is the improvement of the students' speaking performance taught by using BBT method in SMK Informatika Komputer Mahardika Makassar class X.A in the academic year of 2014/2015. How is the improvement of the students' speaking performance taught by using Direct Instruction method in SMK Informatika Komputer Mahardika Makassar class X.B in the academic year of 2014/2015. To investigate the improvement of the students' speaking performance taught by using BBT method in SMK Informatika Komputer Mahardika Makassar class X.A in the academic year of 2014/2015.
To investigate the improvement of students' speaking performance taught by using direct instruction in SMK Informatika Komputer Mahardika Makassar class X.B in the academic year 2014/2015.
REVIEW OF RELATED LITERATURE
- Brain-Based Teaching (BBT)
- The Brain‟s Natural Learning System
- The Principles of Brain-Based Teaching
- The Implications for Teaching
- English Speaking
- Conceptual Framework
- Hypotheses
She found that after the brain-based learning activities, students showed and increased knowledge of vocabulary that she described as very good and a level of improvement in their reading ability that she described as good. Each individual is similar to a room containing a group of people who act automatically and unconsciously, often without guidance and approval from all members of the group (Ornstein, 1986). Emotional learning system plays an important role in the learning process, because if teachers do not create the classroom atmosphere that leads to emotional security and personal relationship for their students, it will cause the students to not learn effectively and may reject it completely. (Pasiak.
The natural tendency of a social learning system is the desire to be part of the group, to be respected and to enjoy the attention of others (Pasiak, 2002: 60). Throughout history, the brain's cognitive learning system has received the most attention because it is related to reading, writing, arithmetic, and all other aspects of academic skill development (Pasiak, 2002: 62). The facilitator does not admit that the facilitator knows all the answers, but gives the class a problem to solve, and prepares support material as a solution, while the students meet their needs.
The physical learning system likes challenging tasks that are similar to exercises, where the teacher trains, inspires and encourages active participation to achieve success (Pasiak, 2002: 63). The physical learning system must be actively involved, because the system cannot passively process information to be put to the test. The reflective learning system includes personal consideration of their learning, which weighs achievements and failures, and asks what works, what doesn't and what needs to be improved (Pasiak, 2002: 64).
For example, if students know that they learn best by listening to the story about the new information, they can choose a book on a particular topic and ask to record the story. Encourage students to be aware of their feelings and how the emotional climate influences their learning (Caine and Caine, 1991).
RESEARCH METHOD
- Research Design
- Population & Sample
- Research Variables and Indicators
- Instrument of the Study
- Data Analysis
The average score of the students on the pre-test was 5.13 and on the post-test the score was 5.48. The score of the students' vocabulary was 5.13 in the pre-test and in the post-test the score was 5.63. The table also shows that the average pronunciation score of the students was 5.15 in the pre-test and a score of 5.97 in the post-test.
In the pre-test, the comprehension score of the students was 5.18 and in the post-test the score was 5.58. The improvement of the speaking performance of students taught using the direct instruction method. According to the observation of the researcher who previously conducted a pre-test, it appeared that some students appeared less energetic during class.
The research finding above according to table 4.1 showed that the students' speaking performance was highly improved. Improving the students' speaking performance taught by using direct teaching method. The details about the improvement of the students' speaking performance taught through the use of direct teaching method can be seen at table 4.2.
Table 4.2 shows that the speaking performance of the students in the pre-test was really low and that there is no significant difference with their performance in the post-test. The table showed that the students' speaking performance only improved by about 4.45% to 15.76%. The researcher hypothesizes that the reason for the lower pre-test and post-test scores of the speaking achievement of the students who are taught using the direct instruction method is that the students seem to be bored and understand less of the lesson. .
This was demonstrated by the speaking achievement of the control group students, which only improved by about 4.45% to 15.76%.
FINDING AND DISCUSSIONS
Findings
The table showed that students' vocabulary score in pre-test was 5.95 and in post-test 8.13. Based on table 4.2 above, the control group showed the less significant result in the post-test. In this part, the researched showed the result of the T-test between experimental and control group to find out the significance different in pre-test and post-test.
Based on the table 4.3 above showed that the mean of the experimental group in pre-test was 5.20 and for the control group the mean score was 5.05. For standard deviation in pre-test for experimental group was 1.370 and for control group was 1.653. The result of the t-test for pre-test showed that there is no significant difference between the experimental group score taught by using BBT method and the control group score taught by using Direct Teaching Method.
Looking at the above result, it can be concluded that the null hypothesis (H0) is rejected and while the alternative hypothesis (H1) which stated that there is a significant difference between students who were taught using BBT method and students who were taught using direct instruction . method is accepted.
Discussion
The researcher hypothesizes that this is because the classroom atmosphere and situation affect students' behavior in learning activities. The researcher can also assume that the factor of the teacher is also an important cause that can affect the success of the students. After conducting significance testing between students taught using BBT method and students taught using direct teaching method which can be seen in Table 4.3 for pre-test and Table 4.4 for post-test.
The mean score of the experimental group taught using the BAT method was 5.20 and the mean score of the control group taught using the direct instruction method was 5.05. This t-value proved that the null hypothesis (H0), which stated that there is no significant difference between the speaking performance of students taught using the BBT method and those taught using the direct instruction method, was confirmed. rejected and that the alternative hypothesis (H1) was rejected. It stated that there is a significant difference between the speaking performance of students taught using the BBT method and those taught using the direct instruction method. The researcher can assume that the improvement of the experimental group taught using the BAT method can be achieved due to the BAT method which can not only provide the students with many interesting activities, but also provide the right class atmosphere and interesting teaching materials. to create.
In the experimental group taught by the BBT method, there was an improvement between pre- and post-test scores. There is no significant improvement between pre- and post-test scores in the control group taught using the direct instruction method. Therefore, the null hypothesis (H0), which states that there is no significant difference between students who were taught using the BBT method and students who were taught using the direct teaching method, is rejected, the alternative hypothesis (H1), which states that there is a significant difference between students taught using the BBT method and students taught using direct instruction is accepted.
The teacher should establish a social bond with his students to encourage the students to accept whatever information the teacher will give them. The effect of brain-based instruction to improve student learning in social studies.
CONCLUSION AND SUGGESTION
Conclusion
The result of the t-test in the post-test between the experimental group that learned using the BBT method and the control group that learned using direct instruction showed that the t-value (4.712) is higher than the t-table ( 2.025) and -value <0.05.
Suggestion
In the end, the writer hopes that the result of this research can be useful for the reader. We hope that the reader has more information about using the brain-based teaching method in teaching speaking skills. Using brain-based learning activity to promote English vocabulary knowledge and reading ability of Prathomsuksa 3 students.
Pentingnya hubungan guru-siswa, sebagaimana dieksplorasi melalui kacamata Model Pengajaran Berkualitas NSW. Pengajaran berbasis otak: Merancang kegiatan belajar mengajar yang melibatkan otak emosional, sosial, kognitif, kinestetik, dan reflektif. Meningkatkan keterampilan berbicara siswa kelas sepuluh di SMA Berbudi Yogyakarta dengan menggunakan video pada tahun ajaran 2011/2012.
