INTRODUCTION
Problem Identification
Based on the background and identification above, the researcher focuses on "The use of snowball throwing technique to improve the speaking performance among the seventh grade students of MTs N 1 Lampung Timur". Based on the theoretical overview above, the researcher formulates the hypothesis as follows: "The use of snowball throwing technique can improve the speaking performance among the seventh grade students of MTs N 1 Lampung Timur". The purpose of this research is "The use of snowball throwing technique to improve the speaking performance among the seventh grade students of MTsN 1 Lampung Timur".
This showed that the result of the students' speaking skills in the pre-test was not satisfactory. The result of the students' activities has improved from cycle 1 to cycle 2. The increase can be seen from the results of the students' score in the pre-test.
So, it can be concluded that using the technique of throwing snowballs can increase students' speaking performance. The teacher asks the students to describe something (people or things). Students can describe the appearance and characteristics).
Problems Limitation
Problem Formulation
By reflecting, the researcher knew whether there was an effect on the student's learning process. In this study, the researcher gave the students two tests, namely a pre-test and a post-test. Before applying the technique, the experimenter explained to the students the steps of performing the snowball throwing technique.
After all the groups had finished, the researcher asked the students "what are the problems with speaking". The researcher used this meeting for a post-test after the researcher had treated the students. The researcher asked the students to describe their friend sitting next to them.
Based on Table 18 and Chart 2 above, we can conclude that using the snowball throwing technique can increase students' speaking ability. The teacher asks the students to describe one of their friends in the class (about appearance and characteristics).
Objective and Benefit of The Study
- Objective of The Study
- Benefit of The Study
REVIEW OF THE LITERATURE
The Concept of Speaking Performance
Speaking as one of the four language skills are very important to be learned by individuals to communicate with others. Nunan points out that speaking is the most important aspect of learning a second or foreign language and success is measured in terms of the ability to carry out a conversation in the language.2. Furthermore, Sari Louma writes that speaking is an important part of the curriculum in language teaching, and this also makes them an important assessment object.
For example, before speaking, the speaker can determine the actual content of the message, how it should be presented, and what kind of audience will hear the message. Throughout this process, the speaker is polite, taking into account the needs and characteristics of the audience.7. To make speech flow smoothly, the way we pronounce the ending and beginning of some words can change depending on the sounds at the beginning of the words.
As many teachers' observations show, the above situations occur in language classrooms, regardless of the skill level or the number of students in the group. One of the benefits of spoken language is that the process of thinking as you speak allows you to exhibit a certain number of hesitations, pauses, backtracking, and corrections.
The Concept of Snowball Throwing
The application of learning models snowball method is a form of application of meaningful learning in English class where students are engaged in a holistic, both aspects of the physical, emotional and intellectual. Teaching Snowball throwing method is learning that is done by forming a group assigned by the teacher, the demand of the. The learning environment and management system of cooperative learning when using the snowball throwing technique provides opportunities for democratic learning, enhances students' appreciation of academic learning and changing standards of achievement, prepares students for learning through collaboration and social skills through active participation of learners in small groups, providing opportunities for active participation in the learning process and learners in interactive dialogue, creating a positive socio-emotional climate, facilitating learning to live together, promoting productivity in a group, changing the role of teachers from being central to performers to choreograph group activities and raise awareness of the importance of learning as one of the social aspects of the individual.
There are a few principles to be aware of in applying the snowball learning method. The snowball throwing technique has the advantage of training students' readiness since the ball is thrown randomly and the technique is a kind of knowledge sharing activity since the student who receives the ball must answer the question in writing and share the thoughts of him with other members. of the group. The technique of throwing snowballs is also able to increase the students' speaking ability because in these activities they will have different roles including having to speak.
At Step 3 of Reverse Snowball, they try to agree on the best example of good writing in the text and prepare to explain their choice. Gwyneth Owen argues that the benefit of the snowball technique is that it prepares students to participate confidently in the final plenary discussion.23.
Action Hypothesis
The researcher greeted the students, prayed together, checked the students' attendance list, and asked the students questions. The researcher used this meeting for post-test II after the researcher had treated the students.
RESEARCH METHODOLOGY
Setting of the Research
Subject of the Research
Research Procedure
- Cycle I
- Cycle II
In other words, action is the implementation that takes place in the classroom after the researcher plans. Based on the observation, the researcher found out if there is anything that the researcher should improve soon. d. In addition, the researcher decided for the next cycle because he found many weaknesses in the learning process in the first cycle.
In this step, the researcher observed the process of teaching learning by using format of observation to collect the data in action plan II. The researcher reviewed students' activity and the teacher's performance and reflected on whether it was positive or negative, the second cycle enough or need for the next step.
Data Collection Technique
- Test
- Observation
- Documentation
This research used classroom action research that aimed to increase student activity and study outcome in MTs N 1 Lampung Timur, before the researcher did the pre-test first. A pre-test was done to measure the speaking ability of the students before giving the action. During the pre-test, the researcher found problems with the students, such as their pronunciation, speaking skills and vocabulary.
From the results of the observation of the learning process of the 2nd cycle, it was found that most students pay attention to the teacher and were able to understand the material more clearly. The number of students who pay attention to the teacher's explanation from one meeting to the next has increased. The students who were able to respond to the teacher's explanation increased from one session to the next.
Based on the above data, it can be concluded that the students felt comfortable and active in the learning process because most of the students. Based on all the data collected during the classroom action research, the researcher concluded that the students' speaking skills could be improved by using the snowball throwing technique.
Data Analysis Method
Indicator of Success
RESULT OF THE RESEARCH DISCUSSION
Description of the Research Location
The teacher plays music as the students have to pass the ball to the member of each group.
