Hasil penelitian ini menunjukkan bahwa teknik Bahasa Inggris sebagai strategi memiliki hasil yang positif dalam meningkatkan keterampilan berbicara siswa kelas VIII di SMA TMI Roudhlatul Qur'an Metro. Hal ini dapat dibuktikan berdasarkan nilai rata-rata pretes 50, postes I 68 dan postes II 77. Puji syukur kehadirat Allah SWT yang telah melimpahkan rahmat dan karunia-Nya kepada penulis sehingga dapat menyelesaikan penelitian dengan judul “Implementasi Teknik Jingkat untuk Meningkatkan Kemampuan Berbicara Siswa Kelas VIII SMP TMI ROUHLATUL KUR'AN METRO Tahun Pelajaran 2019/2020".
INTRODUCTION
Background of Study
Student Score (VIII) Preliminary survey of eighth graders at SMP TMI Roudhlatul Qur'an Metro. Source: Student's result of the speaking performance test taken in the pre-questionnaire on October 29, 2019.
Problem Identification
Problem Limitation
Problem Formulation
1Fitra Pinandhita, "Using hopscotch in learning to speak", (Madiun, English Teaching Journal, School of Postgraduate Studies English Department) No. 2 /2013 p. The action hypothesis of this study is as follows: "the implementation of the hopscotch technique can improve the speaking performance of eighth graders of SMP TMI Roudhlatul Qur'an Metro in academic year 2019/2020".
The Objective and Benefit of Study
- The Objectives of the Research
- The Benefit of the Research
Prior Research
Concept of Speaking Performance
- The Concept of Speaking
In other words, the teacher helped the student to go if the student was the teacher's director. This communication will help the student to practice and express his main point in speaking.
Concept of Speaking Performance
- Definition of speaking performance
- Types of Classroom Speaking Performance
Imitation of the sort is not performed for the purpose of meaningful interaction, but to focus on a particular element of the language. Based on the above statement, it can be concluded that there are some types of classroom speaking performance that can be used for the development of English language learning by students.
The Concept of Hopscotch Technique
- Definition of Hopscotch Technique
- The Purpose of Hopscotch Technique
- The Procedure Implementation of Hopscotch Technique
- The Advantage and Disvantage of Hopscotch
The teacher divides the student into two groups. The teacher or student draws 8 (eight) squares on the ground/floor: 3 pieces of the single square, 1 double square, 1 single square and 1 double square, In each square the teacher gives picture paper each player must their idea based on convey context picture paper without being noticed by the student what is the thing stored in each number. 27 Fitra Pinandhita, "The Use Hopscotch Game in Teaching Speaking", (Madiun, English Teaching Journal, School of Postgraduate Studies English Department) No 2 /2013 p.
Action Hyphothesis
RESEARCH METHOD
Independent Variable
Dependent Variable
Operational Definition of Variable
The Research Setting
The Subject of the Research
Research Procedure
- Cycle 1
- Cycle 2
Based on the above statement, the researcher can claim that Class Action Research is a reflective study conducted by the teacher in the classroom to get solutions to problems until they can be solved. In conducting the research, the researcher worked with the real English teachers of SMP TMI Roudhlatul Qur'an Metro as an observer and collaborator. The researcher plays the role of an English teacher who teaches students about speaking performance using the Hopscotch technique, where the role of the real English teacher is to observe the research while the teaching and learning activities take place in the classroom.
Then, the researcher together with the teacher collects and analyzes the data to find out the result of the speaking oral result in their learning process. The researcher ends the lesson by greeting the students a) The researcher and the students pray together b). A participating member in each group takes a turn to play. j) The player must move and jump using a stand on one leg and take stones to the back base. k) The student describes the idea based on the picture. l) After implementing this technique, the researcher can add up the result for each group.
The researcher ends the lessons by greeting the students b) The researcher and the students pray together. The participant member of each group gets a turn to play. j) Player must move and jump to use one foot stand and take rock to back base. k) The student conveys the describe idea based on a picture. l) The researcher can score a total for each group after implementation. this technique.
Data Collection Technique
- Test
- Observation
- Documentation
- Field Note
Al., states that the documentation or document is a data collection technique useful to make the phenomena under study more visible, for example field note, diary and journal, record, biography, autobiography, guides, archive, photograph, book, article and others .34 The researcher uses the method to support data collection object located to get information documentation such as history of the school, total of classroom, total of teachers, located of the school, officials in service and students at SMP TMI Roudhlatul Qur'an Metro. Field note observation tool in the form of narrative in which focal priority records the activity related to practice in the classroom before and after the performance of the action. Refer to the classroom situation, classroom management, how to give the student feedback with the teacher or interaction with other students.
Data Analysis Technique
The Indicator of Success
The quantities of students at SMP TMI Roudhlatul Qur‟an Metro which can be identified as follows:. Source: The students' activity at the eighth grade of SMP TMI Roudhatul Qur‟an Metro 21 November 2019. The Comparison of Percentage of the Students' Completion Grade on Pre- and Post-test I.
The speaking performance of students in the eighth grade of class VIII of SMP TMI Roudhlatul Qur‟an Metro November 24, 2019. From the table above, it could be seen that the grades of the students in the post-test II were different. Moreover, in cycle II, the average grade of students was higher than cycle I. Below is the table of illustrative grades in cycle I and cycle II.
Based on the graph above, it can be concluded that the hopscotch technique can improve students' speaking performance. It is supported by the improvement in students' grades from pre-test to post-test I and from post-test I to post-test II. 2. The result of the learning activities of the students in cycle I and cycle II. The data of the learning activities of the students were obtained from all the learning activities of the students in the observation sheet.
RESEARCH RESULT AND DISCUSSION
The Description of Research Data
This research utilized classroom action research with the aim of increasing student activity and study outcome in SMP TMI Roudhlatul Qur'an Metro. It was performed in two cycles. used Hopscotch technique to improve the speaking skills of the students. The researcher also planned to provide an evaluation to measure the students' mastery over the materials given.
After that, the researcher asked the students to find their pair to practice describing English in the hopscotch technique. In addition, on November 23, 2019, in the third meeting, the researcher gave post-test II to the students. Based on the above result, the researcher showed that the learning process in the II cycle was successful because the students' activity got >79%.
From the results of the learning process in II. cycle, the researcher analyzed that, in general, using the hopscotch technique, students' speaking performance would improve. Comparison of students' grades in post-test I and post-test II Interval Post test I Post test II Explanation.
Interpretation
In this research, the researcher conducted the post-test I to know the students' speaking performance after the implementation of the treatment. The researcher offered the post-test II to measure the students' ability after the implementation of the treatment. Based on the result of the pre-test, post-test I and post-test II, it was known that there was a positive significant increase of the students.
Then, based on the explanation of cycle I and cycle II, it can be concluded that the use of hopscotch technique improves the students' speaking performance. Therefore, it is proven that the implementation of hopscotch technique improves the students' learning activities by using hopscotch technique. Based on the explanation of cycle I and cycle II, it was investigated that the use of hopscotch technique can improve the students' speaking performance.
By using the Hopscotch technique students will be interested so that students are more active in the learning process. The teacher is suggested to motivate the students to be active in the learning process.
Discussion
CONCLUSION AND SUGGESTIONS
Suggestion
Christhoper Thomas Miller, Tujuan dan Potensi Bermain dalam Pendidikan New York: Morehead State University, Springer Science. Siswa mendengarkan dan menirukan berbagai kalimat yang menunjukkan keberadaan orang, benda, dan hewan dalam jumlah yang tidak ditentukan dan pertanyaan, yang diilustrasikan dan dibacakan oleh guru sesuai dengan konteks penggunaannya. Di bawah bimbingan dan arahan guru, siswa mempertanyakan perbedaan antara beberapa kalimat yang menyatakan dan menanyakan tentang keberadaan orang, benda, dan hewan dalam konteks yang berbeda dalam jumlah yang tidak ditentukan.
Siswa membaca contoh kalimat lain yang menunjukkan dan menanyakan keberadaan orang, benda, dan hewan pada bilangan tak tentu dari sumber lain. Siswa menunjukkan dan menanyakan keberadaan orang, benda, dan hewan dalam bilangan tak tentu dengan menggunakan bahasa Inggris dalam simulasi, permainan peran, dan kegiatan terstruktur lainnya. Dalam kerja kelompok terbimbing, siswa menganalisis fungsi sosial, makna dan fungsi ungkapan, struktur dan unsur kebahasaan, serta format penulisan kalimat yang menunjukkan dan menanyakan letak orang, benda dan hewan dalam bilangan yang tidak ditentukan.
Siswa menyimpulkan hasil analisisnya tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari kalimat yang menyatakan dan mempertanyakan keberadaan orang, benda, dan hewan yang tidak terbatas jumlahnya yang telah mereka pelajari. Siswa menyatakan dan bertanya secara tertulis dan lisan di mana orang, benda, dan binatang (jumlah yang tidak ditentukan), dalam bahasa Inggris, dalam berbagai kegiatan dan peristiwa di dalam dan di luar kelas. Beberapa kesalahan dalam penggunaan struktur kalimat dan bentuk tata bahasa, namun hal tersebut tidak mengganggu pemahaman.
Siswa meminta umpan balik kepada guru dan teman tentang segala sesuatu yang mereka sampaikan dalam karya Siswa menunjukkan dan bertanya secara tertulis dan lisan di mana orang, benda, dan hewan berada dalam jumlah yang tidak ditentukan), dalam bahasa Inggris, v.
