This research aimed to find out whether or not the use of simulation technique was effective in improving students' speaking ability in terms of accuracy (pronunciation) and vocabulary. APPENDIX F Pre-test and post-test classification of students on the final score of speaking ability. Moreover, if they are actively involved in the class, they will be motivated to learn it and automatically the students' speaking will improve.
Practicing the use of the language is very important to develop the students' ability to speak. Simulation technique is a technique that is useful for the students to improve their speaking ability because they can speak well without hesitation. While the students are speaking, they are also more active, confident, disciplined and critical in expressing something.
Problem Statements
Students not only practice speaking in the process of learning English, but also can improve their speaking skills in daily life to talk with teachers, classmates, friends and other speakers. According to the explanation above, it is important for teachers to encourage and motivate students to speak English, especially in the classroom. Therefore, the researcher conducts a research under the title "Effectiveness of Using Simulation Technique in Improving Students' Speaking Ability (Experimental Research on Eleventh Grade Students of SMK Negeri 4 Bantaeng)".
To find out whether the use of simulation technique significantly improves the speaking ability in terms of accuracy (pronunciation) and vocabulary of the eleventh grade students at SMK Negeri 4 Bantaeng.
Significance of the Research
Scope of the Research
Salahuddin, (2006) in his written book The Using Small Group Method to Enhance the Students' Speaking Ability of the Eleventh Semester Of the English Department of Tarbiyah Faculty Universitas Islam Negerialauddin Makassar. He said that 98% of the students were interesting in speaking by using the small group method to improve the speaking skills of the students. The above research finding shows that the similarities of this study have the same focus on improving students' speaking skills in terms of pronunciation and vocabulary.
The differences are in how to use the method in the classroom and how to deal with the students because each student has a different difficulty in understanding the material.
Some Pertinent Ideas
Some Concepts of Speaking
In fact, it seems that the way to teach speaking should capture students' attention and involve them in the learning process actively by creating a good atmosphere, especially in terms of improving speaking ability. Compare with Simulation Technique the students will be more interested and active in the learning process because the students will get the experience just like in the real situations in speaking. The speakers say words to the listener not only to express what in her mind, but also to express what he needs, regardless of information service.
We can say that the speaker should consider the person he is talking to as listeners. It is therefore important that everything we want to say is conveyed in an effective way, because speaking is not only about producing sounds, but also a process of achieving goals that involves the transmission of messages. Jones said how you say something can be more important than what you say in getting your meaning across.
Therefore, the speaking process should pay attention to wishes and how to say, as well as to whom appropriate. Valdman in Kothari (2004) said that the ability to speak a foreign language is arguably the most valued language skill, and rightly so. We have known that speech plays an important role in language to express people's idea, meaning and feeling.
In addition to this statement, we conclude that one of the important aspects in speech is that there is a communication or interaction between the speaker and the listener.
The Elements of speaking
Surely we all realize that pronunciation is one of the elements of speaking that is strongly related to vowel and consonant, stress and intonation. Therefore, teacher of English must have good standard of pronunciation in other that the learner can imitate their teacher in teaching and learning process. Native speakers unconsciously know about stress and how it works, they know which syllables of words are stressed and they know how to use stress to change the meaning of phrases, sentences and questions.
Intonation is undoubtedly an important item and the user of the language component recognizes what meaning it has and can change the meaning of a word by using it in different ways when we taught English. Students sometimes have trouble remembering all the vocabulary they know because they don't practice and use it enough. Passive Vocabulary: Words that we vaguely recognize but are not sure of the meaning, we never use them either in speech or in writing.
Some Concepts of Simulation Technique
For a simulation to take place, the participants must accept the duties and responsibilities of their roles and functions and do the best they can in the situation they find themselves in. To fulfill their role responsibilities, students must relate to the others in the simulation, using effective social skills, Kaplan (1997). The students need not feel uncomfortable, as some would feel in the case of drama where the students may have to perform in front of the class.
While 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. The better the students are, the faster they can arrive at a solution to the presented problem. Kaplan (1997) mentioned some limitations that can limit the simulation in the classroom: .. Some limitations of the simulation 1) Time constraints.
Students should be clearly guided and appropriate roles assigned to individual students. This stage is similar to the evaluation where the teacher has to comment on the performance of the students in the simulation. This can be a difficult task if there are more than two groups in the class.
Since simulations represent real-world scenarios, the materials must simulate the materials that will be used in the real world. Test takers read or listen to the situation and then make the appropriate responses, shown in parentheses.).
Hypothesis
The Null Hypothesis (Ho)
The Alternative Hypothesis (H1)
RESEARCH METHOD RESEARCH METHOD
Research Design
Research Variables and Indicators
Pronunciation is the act of pronouncing words according to sound pronunciation, stress and intonation. Vocabulary is the number or type of words students use and shows expression based on words.
Population and Samples 1. Population
- Sample
Research Instrument 1. Pre Test
- Treatment
- Post Test
There were seven steps in this process that the teacher incorporated into the students' daily classroom routine. During the research, the students were asked to review and observe the subject in relation to the topic they were going to study. During creation, the students were asked to make a note and a rough draft with which to obtain information or data.
After that, the researcher also explained the method by which they would participate in the learning process. The researcher explained the topic given to the students - The researcher developed the class activity based on the Simulation. The researcher gave the posttest to find out the value of the treatment whether or not the posttest score was better than the pretest score.
Before the treatment, the researcher gives pre-test to the students in the form of a statement based on topics. After the treatment, the researcher gives post-test to the students in the same form with pre-test to know their improvement after applying simulation technique in teaching and learning process. Very poor 1 Pupils speak very hastily and several sentences are not properly pronounced and little or no communication.
2 Uses only basic vocabulary and expressions Very poorly 1 Pupils speak very hastily and more. After collecting the students' data, the researcher classified the students' scores.
Findings
- Students Speaking Ability
Chart 4.1: Rate Percentage and Frequency in Pretest of the Speaking Accuracy in Pronunciation Form
Rate Percentage and Frequency in Posttest of the Speaking Accuracy in Pronunciation Form
Chart 4.3: Rate Percentage and Frequency in Pretest of the Speaking Accuracy in Vocabulary Form
- The Improvement of Students’ Accuracy in Speaking Ability
The improvement in pronunciation between pre-test and post-test is 84.7%, which showed that the simulation technique can improve students' speaking ability in pronunciation. To know the significance level of the pre-test and post-test values, the researcher used t-test analysis at significance level (p) = 0.05 with degree of freedom (df) = N-1 where N= Number of subjects (18 students) , then the t-table value is 2.110.
The T-test of Students’ Improvement
- DISCUSSION
- SUGGESTION
Therefore, there was a significant difference between the students' pre-test and post-test results in speaking skills due to the use of simulation technique. Speaking is most important as it is used as a tool to express the students' point of view directly from their mouths and during conversational activities. The researcher gave the students a number of tests in the pre-test to find out the students' speaking skills. The kind of test was an interview.
The last meeting, the students were given a post-test, it is like the students dialogue before the class with their classmate. This research showed that the use of Simulation Technique can improve the students' speaking ability, especially in accuracy (pronunciation) and vocabulary. a) Accuracy in pronunciation. Based on the problem, the researcher was given some treatment and motivation until the students self-confidence to improve their speaking ability in vocabulary, the score in the pre-test that 18 students got 'poor' and 'very poor score' is otherwise in the post-test that 18 students got, 2 students.
Which sample of students got from the score 'very poor' to the average score is IRF, the score is 1 (very poor) in the pre-test and 3 (average) in the post-test. Evening (Students defined this word in the treatment This research showed that the use of simulation technique can make the students improve their speaking ability especially in pronunciation and vocabulary. It proved that after the treatment there was an improvement in the ability of students' speech.
The researcher thus found that there was a significant difference between the pre-test and post-test results of the students when speaking using the simulation technique. Pronunciation in the pre-test the average score of the students was 1.38 and in the post-test it was 2.55. Vocabulary in the pre-test was the average score of the students.
