Teaching Speaking Skill at The First Year Students' of MTs Negeri Baraka Enrekang.( An Experimental Study )", under the thesis of the Department of English Education, Faculty of Training and Teacher Education, Makassar Muhammadiyah University (supervised by Erwin Akib and Awalia Azis ). This showed that H1 was accepted, and H0 was rejected, and there was a significant difference in students' speaking ability before and after using the news retelling technique. It was concluded that using the communicative approach method can improve students' speaking skills.
Rahman Rahim S.E., M.M. the rector of the Muhammadiyah University of Makassar his advice during her studies at the University. Erwin Akib, M.Pd., Ph.D the head of English Education Department of FKIP UNISMUH Makassar for advice and motivation.
Problem Statement
In that sense, the researcher often hears beyond the drill technique, the grammar translation method, the audio language method, and the chosen approach, which required the students to focus on the learning, and also the teacher suggested at the moment that the materials should fit what the student needed. Based on the above phenomenon, the researcher is interested in conducting the research on the influence of communicative approach in the teaching of speaking skills, behavior on the first year of MTsN. To find out the improvement of students' speaking skill in terms of accuracy by using communicative approach.
To find out the improvement of students' speaking skill in terms of fluency by using Communicative Approach.
Significance of the Study
This research is limited to the use of the communicative approach as a method to develop students' vocabulary and grammar in the speaking skills of MTsN first-year students. It called for different approaches that a teacher or information source can use in classroom activities to help students become more familiar with the target language as a learning objective. All this was aimed at changing the students to be able to communicate effectively.
This approach was used to help the teacher increase student achievement and thus acquire communicative competence. Student participation is encouraged that students were given the opportunity to practice their language target; promote confidence that learners are active in their own learning and can decide what to do; prepare students for real-life communication that the students do real interaction between students and can adapt to the material of the target language or others; and develop communication strategies that focus on the language used in sharing their ideas and opinions, and maintain group discussions.
Communicative Approach
Communicative competence involves the problems of the students and able to use the appropriate language to give social context to make these statements, the students need knowledge of the linguistic forms, meanings and functions. Strategic competence is the last component that consists of the mastery of verbal and non-verbal communication and also used on the other hand to strengthen the effectiveness of communication. According to Ellis, the development of communicative competence is the combined result of the learner's effort and his conversation partner in the form of an interaction between the two parties.
The most obvious feature of the communication approach is that almost everything is done with a communicative intent. So, for people who want to speak English well, they need to practice it, apart from learning the knowledge of the language.
Relevant Studies
However, the conclusion of the research also describes students who live far from the tourist area. Regarding the speaking ability of students in the difference with Muhamed Hirsan, that the research population is students who live in or near a tourism and students who live not in or far from a tourist area. The communicative approach is used to improve students' speaking ability. The speech achievement that will recognize the impact of the communicative approach is accuracy (vocabulary) and fluency (effectiveness).
It is also about checking whether there are significant differences between the performance before and after the implementation of the communicative approach among the first-year students of MTsN. H1 (Alternative Hypothesis): There is a significant difference between the pre-test and post-test result of the student who speaks English and the pre-test and post-test result of the student who speaks English . H0 (null hypothesis): There is no significant difference between the result of the pre-test and the post-test of the student's speaking ability.
The aim of the research was to know the influence of the communicative approach on the speaking skills of students in the first year of MTsNegeri Baraka Regency Enrekang in academic year 2016-2017. About the treatment, the researcher taught speaking skills four times through a communicative approach. The design is shown in the following table. Pre-test was used to know the extent to which the students had fluency in procedural texts before giving the treatment.
The student was given a post-test which was the same as a pre-test to determine whether or not there was an improvement in the student's speaking skills through a communicative approach. The population of the study consisted of the first year students of MTs NegeriBaraka Kab.Enrekang in the academic year 2016-2017. The author used a purposive sampling technique, meaning that the researcher chose only one class. The number of samples was 30 students who had taken as survey respondents.
Variables of Research
Research Instrument
Data Collection
The treatment: after the pre-test, the researcher gives treatment, the subjects have finished analyzing the picture, the researcher asks the subjects to mention about the picture comprehension test. Based on the topic that is tested or spoken there, the respondents are asked to speak for at least 10 minutes.
Data Analysis
Determining significant difference between pretest and posttest by calculating t-test value.
Conclusion
SUGGESTIONS
Improving Students' Speaking Ability Through Suggestopedi Method (A Classroom Action Research in Second Years of SMA Muhammadiyah Wilayah Ratulangi Makassar). Using the retelling technique in the procedure text to improve the speaking ability of the first year students of MtsMuhammadiyah 02 Pekanbaru. This chapter responds to the problem statement in the previous chapter and consisted of findings and discussion.
The findings showed a description of the result from the data that was collected through the written test in the pre-exam and post-exam.
Findings
The Improvement of Students’ Speaking Accuracy Viewed From Its Vocabulary
Based on table 4.1 above, it showed that the average score of the students in pre-test was 4.57. This was caused by their having less vocabulary. After that researcher gave treatment by using communicative approach method and the score of the students'. The data showed that the use of communicative approach in speaking can improve students' speaking skills from vocabulary.
The Improvement of Students’ speaking skill fluency Viewed From effectiveness
Before the application researcher taught the students' used communicative approach method in teaching, the researcher first conducted a pre-test. Still, the improvement in student's efficiency score is 4.5. However, after the used communication approach method in teaching and learning process of for effectiveness 6.11` and the total average score is 0.35% for six meetings. This means that the communicative approach as a method to improve students' fluency in speaking skills.
The Significant of Vocabulary and effectiveness
This meant that there is a significant difference between the speaking skill of the students before and after the researcher used the communicative approach as a method in the speaking skill of the first year students in MTs N Baraka-Enrekang. It showed that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
Discussion
The Improvement of Students’ Speaking Skill Viewed From Its Vocabulary
Petter says that a dictionary is a list of words and sometimes phrases usually arranged in a prescribed alphabetical order. Vocabulary was a very important aspect in speaking, so it should be a good unity and completeness. Vocabulary is like a bone in our body, without a bone in our body we cannot be as perfect as possible.
So, Vocabulary is supposed to be the bone of language, without vocabulary the language cannot develop. In the first meeting when the researcher gave pre-test, the researcher seemed that most of the students had little vocabulary. It could be seen in table 4.1 that the students' speaking performance in the pre-test's average score was very poor, it was 4.57.
Regarding the vocabulary in the pretest, the students lacked the vocabulary that was given in relation to the topic. After the students had been treated, the mean score on the post-test by the students had improved to 6.21. The result of the pre-test to the post-test, there were improvement results of students from low to high using the communicative approach as a method in technique and learning.
The use of communicative approach as a method in teaching and learning improved students' speaking skills, especially in terms of vocabulary accuracy.
The Improvement of Students’ fluency in speaking Viewed From Its effectiveness
Finally, it is clear enough that the mean score and the t-test analysis reached the same result or conclusion, that is, there was a significant difference between the tst and the post-test. In other words, using a communicative approach as a method in teaching and learning English vocabulary was effective in developing the students' fluency. The average score of students' vocabulary speaking skills in the pre- and post-test.
The average score of the students' speaking ability in terms of effectiveness in the pre-test and post-test.
The improvement of the students’ score in terms of vocabulary
The improvement of the students’ score in terms effectiveness
PRE-TEST
Calculating the t-Test Analysis of vocabulary
She continued her high school studies at SMKN 6 Makassar and completed it in 2011. And then in 2012 she continued her studies in the English department at Muhammadiyah University of Makassar. She then continued her studies at Junior High School in MTs Negeri Baraka and graduated in 2008.
Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan singkat sederhana untuk berinteraksi dengan lingkungan sekitar. Melibatkan siswa yang mencari informasi secara luas dan mendalam mengenai topik/topik materi yang dipelajari. Memberikan umpan balik positif dan penguatan dalam bentuk berbicara, menulis, memberi isyarat terhadap materi yang dipelajari.
Bertindak sebagai fasilitator untuk menjawab pertanyaan siswa ketika menemui kesulitan, dengan menggunakan bahasa yang baku dan benar. Secara berpasangan, buatlah dialog singkat berdasarkan gambar berikut Perkenalan temanmu di depan kelas dan berikan informasi pribadinya. Bertindak sebagai fasilitator dalam menjawab pertanyaan siswa yang kesulitan dengan menggunakan bahasa yang baku dan benar.
Instrument
