Using Peer Tutoring Strategy to Improve Students' Speaking Skills in Second Grade SMp Negeri 29 Makassar (Pre-Experimental Research). 2016. "Using Peer Tutoring Strategy to Improve the Speaking Skills of Second Grade Students of SMPN 29 Makassar (Pre-Experimental), under the thesis of the Department of English Education, Faculty of Teacher Training and Education, University of Makassar Muhammadiyah (led by Ratna Dewi and Farisha Andi Baso. The purpose of this research was to determine the improvement of students' accuracy in vocabulary and grammar.
The population was of these second grade students of SMPN 29 Makassar. The sample was taken with the total sampling technique and the total number of the sample was 32 students. The findings of the research showed that the application of the news retelling technique was effective in improving students' speaking ability in terms of accuracy. 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 news retelling technique can improve students' speaking ability. Alhamdulliahi Robbil Alamin, the researcher expresses her sincere gratitude to the Almighty God, Allah SWT, who has given her guidance, mercy and good health so that she can complete the writing of this thesis entitled "The Use of Strategy of Peer Touring to Improve the Speaking Ability of Students in the Second Grade of SMP Negeri 29 Makassar''.
INTRODUCTION
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
There have been studies reporting the effectiveness of peer tutoring in enhancing student learning (Goodlad and Hirst, 1990; Goodlad, 1995; Lake, 1999). Fadanrangi (2012) has done the study of speaking ability using the peer teaching strategy used by the teacher in the speaking process as an effective way to improve students' speaking ability. Goodlad and Hirst (1989) identify the positive impact that peer tutoring has on student self-esteem, particularly for student teachers.
Can peer tutoring strategy be used to improve students' speaking accuracy in vocabulary terms. To improve the student's speaking accuracy in terms of grammar, especially in traditional grammar where there are parts of speech in it using peer teaching strategy in the second grade of SMP Negeri 29 Makassar. To improve the student's speaking accuracy in terms of vocabulary, especially in active vocabulary, where in it only focus on speaking using peer teaching strategy in the second grade of SMP Negeri 29 Makassar.
We also hope that the finding of this research will be a part of valuable references for English teachers in teaching speaking through peer tutoring strategy. This research is focused on the use of peer tutoring strategy to improve students' speaking accuracy in terms of vocabulary and grammar in the second grade of SMP Negeri 29 Makassar.
REVIEW OF RELATED LITERATURE
Some pertinent ideas
- Speaking
- Peer tutoring strategy
Alternative hypothesis (H1): there was a significant difference between the pre-test and post-test score of students' speaking achievement. Based on the data in the pre-test and post-test, there was an improvement in the speaking ability of the students. The improvement of students' speaking ability in terms of vocabulary was about (57.72%) from the pre-test result.
An improvement in students' speaking accuracy in terms of grammar is shown by 30 percent from the students' pretest. This means that the peer tutoring strategy is effective for improving students' speaking accuracy in terms of vocabulary. This means that the peer tutoring strategy is effective for improving students' speaking accuracy in terms of grammar.
Mean score of students' speaking accuracy in terms of vocabulary in pre-test and post-test. Mean score of students' speaking accuracy in terms of grammar in pre-test and post-test.
Conceptual of framework
METHOD OF THE RESEARCH
- Population and Sample
- Research Variable and Indicators
- Research hypothesis
- Instrument of The Research
- Procedure of the Collecting Data
- Technique of Data Analysis
The indicators of this research were students' accuracy (vocabulary and grammar) in speaking English. Null hypothesis (Ho): there was no significant difference between the result of pre-test and post-test of students' English speaking performance. The improvement of the students' speech accuracy in terms of vocabulary was seen through the improvement scores, that the difference between post-test and pre-test scores and there was improvement in pre-test to post-test.
Then the researcher gave treatment using Peer Tutoring Strategy and the students' score was improved. The Improvement of Students' Speaking Skills Viewed from Grammar The researcher also assessed students' grammar in terms of speaking skills. After the researcher administered the pre- and post-test, there was an improvement in the students' speaking skills in grammar.
This was indicated by the significant difference between students' pre-test and post-test scores. It proved that there was significant improvement in students' speaking skill in terms of accuracy seen from vocabulary and grammar by using peer teaching strategy in the second grade of students in SMPN 29 Makassar. This meant that there was a significant difference between the students' speaking skill before and after researcher used peer teaching strategy in speaking skill to second grade students in SMPN 29 Makassar.
The use of peer teaching strategy improved students' speaking skills, especially in terms of vocabulary accuracy. This meant that there was a significant difference between students' speaking ability before and after they received peer teaching strategy from researcher in speaking accuracy in terms of Vocabulary and grammar of the Second grade of students SMPN 29 Makassar. The students' accuracy in terms of vocabulary in speaking English at the second grade of SMPN 29 Makassar can improve after the application of peer teaching strategy.
Students' accuracy in term grammar in speaking English in second grade in SMPN 29 Makassar can be improved after applying Peer Tutoring Strategy. This means that there was a significant difference in the students' speech. ability before and after used peer tutoring strategy on second class of students SMPN 29 Makassar.
FINDINGS AND DISCUSSION
Discussion
The description of data collected on the accuracy of speaking in terms of vocabulary and grammar, as explained in the previous section, showed that the students' speaking fluency and grammar improved. Speaking accuracy in terms of vocabulary was about the skill of memorization, but it could be developed according to the topic given by the researcher and it was also suitable for students' needs and desires. The vocabulary competence in the pre-test shows that the students speak rashly and use the correct vocabulary.
The students' vocabularies become less rushed and are good enough to use vocabulary in the post-test. The students' grammar competence in the pre-test is categorized as poor, but in the post-test it has increased to fairly good. It meant that the implementation of Peer Tutoring Strategy in the treatment of students SMPN 29 Makassar was success.
The researcher could conclude that the use of Peer Tutoring Strategy is one of the good techniques that could improve students' speaking accuracy skills and also improve the speaking skills of students of the second grade of SMPN of students in the academic year improve in speaking vocabulary and grammar. The comparison between the English speaking performance of students living in and out of the dormitory of As'adiyah Islamic Boarding School Sengkang Wajo Regency.
CONCLUSIONS AND SUGGESTIONS
Suggestions
Kemudian masing-masing kelompok membuat dialog (percakapan) sesuai materi yang telah diberikan sebelumnya oleh guru. Setelah itu masing-masing kelompok maju ke depan kelas satu per satu untuk melakukan percakapan sesuai dialog yang telah mereka buat bersama dengan pasangannya masing-masing, sambil guru mengamati letak kelemahan siswa untuk diperbaiki. Kemudian masing-masing kelompok membuat dialog (percakapan) sesuai materi yang telah diberikan sebelumnya oleh guru.
Selanjutnya masing-masing kelompok datang ke kelas satu per satu untuk berbincang-bincang sesuai dialog yang telah mereka buat dengan pasangannya masing-masing, sambil guru mengamati di mana letak kekurangan siswa untuk diperbaiki. Kemudian masing-masing kelompok membuat dialog (percakapan) sesuai materi yang telah diberikan sebelumnya oleh guru. Selanjutnya masing-masing kelompok datang ke kelas satu per satu untuk berbincang-bincang sesuai dialog yang telah mereka buat dengan pasangannya masing-masing, sambil guru mengamati di mana letak kekurangan siswa untuk diperbaiki.
