Fatimah Hafni The Effect of Using Task Based Learning Method by Using Secret Message Flower Media on the Students'. This study deals with the effect of using a task-based learning method using the medium of hidden messages on flowers on students' achievement in speaking skills. The objectives of this research were to determine the effect of using a task-based learning method using secret message flowers media on students.
In conclusion, students' speaking achievement using task-based learning was more significant than using the discussion method. This study, entitled The effect of using Task Based Learning method by using Secret Message Flower media on the students' achievement in speaking skills. Mandra Saragih, S.Pd., M.Hum., Head of the Department of English Education FKIP UMSU and Pirman Ginting, S.Pd., M.Hum., Secretary of the Department of English Education FKIP UMSU.
Syamsul Hidayat, S.Pd., Principal of SMP Muhammadiyah 07 Medan, who had given her permission to conduct this research in that school. Yusiyani, S.Pd., the English teacher of SMP Muhammadiyah 07 Medan, who had given her a lot of suggestions, motivation and support to carry out and finish this research in that school.
INTRODUCTION
- The Identification of theProblems
- The Scope and Limitation
- The Formulation of the Problems
- The Objectives of the Study
- The Significance of the Study
- Statistical Hypothesis
The task types, topics and sequencing criteria are flexible and can be changed depending on the level of the students and their interest in language items. She used these media to grab the attention of the students so that they had more zest for learning English. Based on the above explanation, the purpose of this study was that the researcher wanted to know the effect of applying the task-based learning method through the use of secret message flower media on the speaking skills of the students.
In line with the background of the research, the problems of the study are formulated as follows. Is there any significant effect of applying the task-based learning method through the use of secret message flower on the students' performance in speaking? This research expected to give a new knowledge of the further researcher to do the better research of teaching and learning cases, and solved the students' speaking problems and also the teachers who have the similar problem with this researcher.
Ha = there is significant effect of using task-based learning method on students' speaking performance. Ho = there is no significant effect of using task-based learning method on students' speaking performance.
REVIEW OF LITERATURE
- Definition of Effect
- Definition of Approach, Method and Technique
- Approach
- Method
- Technique
- Task Based Learning
- The Framework of Task Based Learning
- Procedures of Task
- The Advantages and Disadvantages of TBL Method
- Teacher and Learner Roles in TBL
- Secret Message Flower Media
- Discussion Method
- Overview of Speaking skill
- Teaching Speaking
- Student’s Achievement
- The Relevance of the Study
- Conceptual Framework
- Hypothesis
Language focus allows a closer examination of some of the specifics that occur naturally in the language used during the task cycle. When applying TBL-based activities in the classroom, managing the activity in terms of time discipline can pose a problem. The problem is that in a fairly large class it is almost impossible for the teacher to communicate with all the students; therefore student interaction is highly recommended.
Speaking teaching is the ways of the teacher to teach the students to be able to speak English in the teaching learning process in the classroom. In addition, Harmer defines that the teaching of speaking is one of the reasons to make the students speak in the classroom. For the first information about the effect and about the method in the learning process, reference is made to a previous thesis called "The Effect of Using Task Based Learning in Teaching English on The Oral Performance of The Secondary School Students" by Ali Alsagheer A.
The grand mean number of the reflection or post-test scores obtained by the subjects during study in cycle II is 7.65. The results of this classroom action study were consistent with the research findings which revealed that task-based learning strategy was effective to be implemented in speaking teaching.
METHOD OF RESEARCH
Population and Sample
- Population
- Sample
Research Design
A pre-test was administered to the sample, both from the experimental group and control group. The pre-test was used to find out the homogeneity of the samples and the average score of each group. The experimental group was taught using the Task-Based Learning Method, while the control group was taught using the Discussion Method. After the treatment was performed, the post-test was given to the experimental and control group.
The Instrument of the Research
6-10 Fair: Construction fairly accurate, but does not have thorough or secure control over grammar.
The Techniques for Collecting Data
The Techniques for Analyzing Data
The data was collected by giving the students an oral test consisting of twelve topics. The teacher gave the score of the students in speaking based on the indicator of speaking. The data in table 4.1 showed the result of pre-test and post-test in experimental group.
The data in Table 4.2 showed the result of the pre- and post-test in the control group. Based on the table above, it can be shown that there were differences in the scores between pre-test and post-test in the control group. To find out the students' difficulties, the researcher conducted dozens of post-tests in the experimental group.
From the table above, it can be concluded that the students' difficulty in speaking English was grammar. Based on the data analysis above, the results of this research were described as follows; the students who were taught using task-based learning scored higher than those who were taught using the discussion method. Students taught using task-based learning method scored higher than those taught using discussion method.
Thus, the fact showed that the performance of the students in speaking was more important than that of the Discussion method. Based on the indicators of speaking; vocabulary, comprehension, pronunciation, fluency and grammar, the total score of the students for each indicator was 310 for vocabulary, 284 for comprehension, 305 for pronunciation, 290 for fluency and 258 for grammar. The teacher gives the students the opportunity to ask questions about the material described.
Students come to the front of the class to do the dialogue in pairs. The teacher explains the topic - Students will hear the teacher's explanation of the material. Students choose one of the topics and dialogue about the following topics in pairs.
DATA COLLECTION AND DATA ANALYSIS
