This study was designed to find out whether or not using the Rotating Trio Exchange method could improve the speaking performance of the students. The result of the data analysis showed that there was a significant difference in the speaking performance of the students taught through the Rotating Trio Exchange method. The focus in the teaching and learning process is on the use of textbooks which can make the students boring.
Based on the above explanation, the author will conduct a research entitled “Using the method of exchanging rotating threes to improve students' speaking skills.
Problem Statement
Objective of the Research
Significance of the Research
Scope of the Research
Some Previous Related findings
Thus, the strategy rotating trio exchange is a learning strategy promoting student participation in active learning at the time following the activities. From the previous related research findings above, it can be concluded that using Rotating Trio Exchange in teaching English will encourage the students. The similarity that this research has with the previous research above is to overcome students' problems with speaking by following the principle of cooperative learning that groups students to activate the students in learning process where the center of teaching process focuses on students.
The difference between this research and the previous findings mentioned above is the level of students who will be included in the eleventh grade of SMK Negeri 2 Jeneponto.
Some Pertinent Ideas
The Concept of Rotating Trio Exchange a. Definition of Rotating Trio Exchange
Based on the above statement that teaching conversation to the students in a foreign language is easy. Moreover, the teaching of speaking skills emphasizes the activities to make the students active and creative. The pupils learn together with others in front of the class what they are going to say and try to develop their creativity orally.
In rotating trio exchange strategy, we divide the students into trios and arrange the groups in a large circle.
Theoretical Framework
According to Random House Webster collage dictionary fluency refers to being able to speak or write smoothly, easily or easily to an easy flow is words is to respond able to communicate with base it indicates to clear flow an accomplished speech or writing . In this method, students will have more autonomy to learn, they will use their experience more than the textbook. The theoretical framework above will be explained as follows: .. i) Input, refers to the teaching speaking to the students. ii) Process, indicates the implementation in the teaching and learning process or speaking class through the Rotating Trio Exchange method. iii) Output, refers to students' speaking performance.
Research Hypotheses
Research Design
Variable and Their Operational Definitions of Variables
The researcher took two classes of eleventh grade students at SMK Negeri 2 Jeneponto randomly. Class 2 Agri 2 is the experimental class, which consists of 25 students and 2 Agri 1 is the control class, which consists of 28 students.
Instrument of the Research
Tell your friend what was your favorite subject and explain the importance of that science. In fact, the girl already has a boyfriend, but she loves you too, even more than her boyfriend. Do you think you like living in the past or the future?
You actually have some money, but your mother asks you to pay the school fees because it is a requirement to pass the exam. But you also know that smoke brings a lot of income to our country and so many people work in the smoking industry. You have a party and you need to order food from the caterer, but your order arrives after your party is over.
Speaking skills were assessed using four items: meaning, grammatical competence, discourse competence and intelligibility. The better the subjects can understand the items, the better the performance can be presented. The scores of all score items are collected and then analyzed to provide information about the sample's speaking performance data.
Procedure of Collecting Data
Each student will ask for 3 of their friends' views on something on the available list of questions. After completing the activity, 8-9 students will give a report with an oral presentation of the result or their notes. The researcher gives additional explanation, opinion about the activity, suggestions and chooses one best group of speech performance.
In the next meeting, the teaching and learning process will flow as in the first meeting, but they apply other teaching models that are modified in the method of exchange of three with rotation. The researcher provides additional explanations, thinking about the activity, suggestions and selected a better set of speaking skills. Students collect data on this by keeping notes to be reported at the end of the teaching and learning process.
The copies of material on Expressing Asking and Giving Meaning and Expressing Agreement would be distributed to students. Three of the six groups will be responsible for expressing questioning and expressing opinion and three others for expressing agreement. The post-test was conducted as in the pre-test, but in this session the student encountered 7 items that were different from the pre-test.
Each speaker, both in pretest and posttest, will be recorded to be analyzed based on the scoring rubric for all indicators used to measure speaking performance.
Technique of Analysis Data
Is generally grammatically accurate with no major errors (e.g. article usage, subject-verb agreement, etc.) that obscure meaning. Rarely shows major errors that obscure the meaning and a few minor errors (but what the speaker wants to say can be understood). Shows very limited or no scope and refinement of grammatical structure and lexical form. - Does not contain enough evidence to evaluate.
It shows the smooth connection and transition of ideas using various cohesive devices (logical connectors, control theme, repetition of key words, etc.). Contains parts that show somewhat illogical or unclear organization; however, as a whole it is generally logically structured. Average students' post-test score of the experimental class: average students' post-test score of the control class.
SS1= the sum of squares for the experimental group. SS2= the sum of squares for the control group. The findings of the study include the description of the result of data collection through the test.
Findings
Presenting the data above, the students' pre-test performance of the speaking performance was still low. Furthermore, the students' performance after the test of the speaking performance after receiving treatment as usual method, gets an improvement. Even difficult, most of the students are still below adequate level, but there was a.
Classification of students' scores in the pre-test and post-test of the experimental class. Table 2 above compares the pre-test and post-test student achievement levels as percentages of the experimental class. In the pretest, the description of the students' results is almost similar to the pretest of the control class, where most students get low marks.
In general, the post-test score of the experimental group of students in this research is higher than the pre-test score. The classification of the test results in this research shows an improvement in the speaking performance of the students in both the experimental and control groups. As stated earlier, the progress of the students in the experimental class was sufficiently great.
The improvement of the students in the control class will appear from the table below. The t-test was used to know whether there was a significant increase in the students' speaking performance or not.
Discussion
In this section, students lacked the four components of speaking performance, but most of their grammatical competence and discourse competence. Meanwhile, in the second treatment meeting, the researcher divided the students into six groups. The class ended after the researcher made a review about the day's activity and the students' improvement.
After giving the treatment for four meetings, the researcher had to conduct a post-test at the end of this research to know the improvement in the speaking performance of the students. The researcher conducted a post test giving the students 7 different topics just like in the pretest. Students would then take turns to speak in front of the class after choosing their topic at random.
The students' difficulties in communicative effectiveness Some of the students' utterances were difficult to understand. Grammatical competence was one of the most difficult elements for the students in performing speech in addition to discourse competence. These problems gave a great impact on the students' performance in speaking English from the discourse competence side.
The students' improvement in their test was mainly due to their communicative effectiveness or their ability to speak intelligibly. The data shows that it is quite difficult for the students to speak grammatically, as indicated by the score of the students.
Conclusion
Suggestions
Language as a Tool of Communication, (online), (https://www.classle.net/content-page/language-tool-communication, retrieved 31 July 2012). Disadvantages of Using Cooperative Learning, (online), (http://www.ehow.com/info_10044274_three- disadvantages-using-cooperative learning.html, retrieved 27 July 2012) Cruey, Greg. Julian Hermida of Gwyn Mettetal, “The What, Why, and How of Action Research in the Classroom,” JoSoTL Vol.
How to improve your English pronunciation, (Online). http://www.englishteachermelanie.com/study-tip-how-to-improve-your- english-pronunciation/, retrieved July 31, 2012). Tell your friend what is your favorite subject to learn and explain the importance of that science.
KegiatanInti Eksplorasi
KegiatanPenutup
I think a woman's job is to pay attention to their family, so the job of finding and giving money is her husband. I will feel upset…because it makes me embarrassed because…the food order came after my party and mine. Pre-experimental : Pre-test of Experimental Group Post-ex : Post-test of Experimental Group Pre-co: Pre-test of Control Group.
COUNSELING SHEET
Erwin Akib,M.Pd.,Ph.D
Erwin Akib,M.Pd.,Ph.D NBM: 860 934
Erwin Akib, M.Pd.,Ph.D NBM: 860 934
Title: Using the Rotating Three Exchange Method to Improve the Speaking Skills of Eleventh Grade Students of SMK Negeri 2 Jeneponto Advisor II: Amar Ma’ruf, S.P., M.Hum. Title: Using the Rotating Three Exchange Method to Improve the Speaking Skills of Eleventh Grade Students of SMK Negeri 2 Jeneponto.
