Judul Skripsi: The use of simulation method to improve the students' speaking skill (an experimental research of the eighth grade students at SMP PGRI 1 Tamalate). The use of simulation method to improve the students' speaking skill (an experimental research of the eighth grade students at SMP PGRI 1 Tamalate)”, under the thesis of the English Education Department, Faculty of Teacher Training and Education, Makassar Muhammadiyah University , supervised by Eni Syatriana and Ilmiah. The design used was experimental with one class of the eighth grade at SMP PGRI 1 Tamalate.
The statistical calculation showed that the value of t 8.10> the value of t table 2.110 with the mean score of pronunciation was 2.55 and vocabulary was 2.94 and the score of students' improvement in the post-test is 68.19%. This study has proven that the use of the Simulation Method was effective in terms of increasing students' achievements and improving their speaking ability, the value of the research is greater than the report in the table. I realized that many people had given their helpful help and suggestions for the completion of this thesis.
Ummi Khaerati Syam, S.Pd., M.Pd., Head of English Education Department of Teacher Education and Faculty of Education, Muhammadiyah University of Makassar. Unforgettable thanks to all my friends in D (Diamond) class in English department "2014", the big family of EDSA and TALAS Unismuh Makassar.
INTRODUCTION
- Problem Statements
- Objectives of the Research
- Significance of the Research
- Scope of the Research
Simulation method is a method that is useful for students to improve their speaking ability because they can speak well without hesitation, they can express all the ideas in their mind to express their opinion or argument about something. Students not only practice speaking in teaching English process, but they can also improve their speaking ability in their everyday life to speak with teachers, classmates, friends and other speakers. Moreover, if they are actively involved in the classroom, they will be motivated to learn it and students' speaking will automatically improve.
Based on the above explanation, it is important for the teachers to encourage and motivate the students to speak English, especially in the classroom. Therefore, the researcher is conducting a study entitled “Using Simulation Method to Improve Students' Speaking Skills”. Regarding the above problem statement, the purpose of the study is to find out whether using simulation method can improve students' speaking skills or not.
To find out the ability of the students, the researcher will give a pre-test, treatment and post-test and also motivate all the students to learn English. The researcher will use Simulation method to improve the students' speaking ability focusing on the students' pronunciation and vocabulary.
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
Speaking as one of the skills in language learning is the most important to be learned. Speaking is the important thing because it is used as a tool to express students' opinion directly from their mouth. We have known that speech plays an important role in language to express people's idea, meaning and feeling.
Harmer (2001) points out that the grammar of a language is the description of the way words can change form and be combined into sentences in that language. The ability to speak in coherent, reasoned, and semantically dense sentences, demonstrating a command of the semantic (meaning in language) and syntactic resources of the language. 2). This is because hesitation is one of the criteria taken into account when determining speaking proficiency in major standardized tests such as Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS) and Malaysian University English Test (MUET ).
In addition, understanding can also mean the ability to perceive and understand the main thing; the power of grasping ideas; the ability to know. A language as a foreign language is a language in which the people of the country do not use the language. The success of the learning process depends on whether teachers understand their role in teaching and the learning process, especially in teaching speaking.
Participant: Teachers participate in the discussion by introducing new information and ensuring continuity of student engagement. Feedback is primarily from the teacher, but can be found outside the classroom. More important, however, is the notion that a simulation becomes reality and "the sense of representation fades" (Crook in Javid, 2006), so much so that the world outside the simulation becomes, paradoxically, imaginary for a more detailed explanation of the mechanics of simulations.
The students do not have to feel uncomfortable, as some might feel in the case of drama where the students may have to perform in front of the class. Although simulation tasks begin with information given to students, it also requires a certain amount of ingenuity from students to generate their ideas to complete the simulation. If teachers plan ahead, they may be able to “fit in” one or two simulations within a month or a semester. depending on the intensity of the language course should be taken into account.
This phase is similar to the evaluation where the teacher has to comment on the students' performance in the simulation. For example, recommends a six-step procedure for role-play/simulation: preparatory activity, a model dialogue, learning to perform the role-play using role cards, listening to 16 . the recording of native speakers performing the role-play with role cards, the follow-up and repeating the sequence.
Conceptual Framework
She does not like living in an apartment and would like to live in a small house with a garden. PROCESS: To improve all, there is a strategy of teaching the accuracy of speech (pronunciation) and vocabulary is applied in this research. OUTCOMES: Refers to improving students' speaking accuracy (Pronunciation) and vocabulary so that students can speak English well and correctly.
Hypothesis
RESEARCH METHODOLOGY
Research Variables and Indicators
27 CHAPTER III RESEARCH METHOD . c) Pronunciation is the act of pronouncing words with reference to the pronunciation of sound, placement of stress and intonation. Vocabulary is the number or variety of words that students use and shows the expression based on words.
Population and Samples
The researcher designed some questions to stimulate the students. The students investigated and observed the object based on the topic they are going to learn. Before the treatment, the researcher administered a pretest to the students in the form of making a statement based on topics. When scoring, the result of the students' test is evaluated based on two aspects of speech below:.
After collecting the students' data, the researcher classified the students' scores. The following formula was used to calculate the frequency and percentage of student score data: The data in table and graph 4.1 show the percentage and frequency of students' speech pronunciation obtained from the pretest.
The data in Table and Diagram 4.2 show the percentage level and frequency of students' spoken pronunciation obtained by the posttest. The table showed that out of 18 students in the classification showed that students can improve their speaking skills in pronunciation. The data in Table 4.3 show the percentage level and frequency of the student's speaking vocabulary obtained from the pretest.
The data in Table and Chart 4.4 show the percentage level and frequency of students' speaking vocabulary obtained from the posttest. The table showed that out of 18 students in the classification showed that students can improve their speaking skills in vocabulary. The improvement in pronunciation between pre-test and post-test is 84.7%, which showed that the simulation method can improve students' speaking ability in pronunciation.
This means that there is significant difference between the students' speaking in class before and after the use of Simulation method in the speaking process of the eight grade students of SMP PGRI 1 Tamalate. Therefore, there was a significant difference between the results of the students' pre-test and post-test in speaking ability through the use of Simulation method. This research showed that the use of Simulation method can improve the students' speaking ability, especially in accuracy (pronunciation) and vocabulary. a) Accuracy in pronunciation.
Which example of students went from a "very poor" grade to an average grade is the IRF, the grade is 1 (very poor) in the pre-test and 3 (average) in the post-test. This research found that using the simulation method can help students improve their speaking skills, especially in pronunciation and vocabulary.
