Title : The use of interactive multimedia in teaching speaking (Pre-experimental research in the eleventh grade of SMA Negeri 7 Mattiro Bulu Pinrang). Ayu Asyura, 2018, this final project is about using interactive multimedia in teaching speaking. The research aims to find out that students' speaking accuracy (pronunciation and vocabulary) can be improved in the use of interactive multimedia in teaching speaking.
The study population consisted of eleventh grade students of SMA 7 Mattiro Bulu Pinrang and the sample consisted of 20 students. The result of the study showed that the percentage improvement in speaking procedural text in terms of pronunciation was 72.97%. Based on the findings, the researcher concluded that the use of interactive multimedia can improve the speaking of the students in the learning process.
Pd., the first advisor who had given her guidance, advice, suggestion and encouragement for the completion of this thesis. Pd., the second advisor who had given her guidance, advice, suggestion and encouragement for the completion of this thesis.
CHAPTER III RESEARCH METHOD
Effectiveness of using Interactive Multimedia in teaching speaking in terms of accuracy (pronunciation). Effectiveness of using Interactive Multimedia in teaching speaking in terms of accuracy (vocabulary).
INTRODUCTION
- Problem Statement
- Objective of Research
- Significance of the Research
- Previous related research finding
- Concept of Speaking Skill 1. Definition of speaking
- General Concept of Interactive Multimedia a. Definition of Interactive Multimedia
- Conceptual Framework
By using interactive multimedia as a learning tool, students can easily understand the material and make it interesting to learn. Based on the problems posed in the background, the research question is formulated as follows: “How is the improvement of students' speaking accuracy through the use of interactive multimedia in the eleventh grade of SMA 7 Mattiro Bulu Pinrang?”. Based on the problem statement, the research is aimed at improving the speaking skills of students in using interactive multimedia in speaking in the eleventh grade of SMA 7 Mattiro Bulu Pinrang.
For schools, as a consideration, they can prepare the tools used in the use of interactive multimedia to learn English and other subjects, so that the teaching and learning process can be more optimal. This research mainly focused on improving students' speaking accuracy (vocabulary and pronunciation) using interactive multimedia in the eleventh grade of SMA 7 Mattiro Bulu Pinrang. The use of interactive multimedia in teaching speaking to eighth grade students of SMPN 2 Sinjai Selatan.
The results of the research show that the use of interactive multimedia can improve students' speaking in eighth grade students of SMPN 2 Sinjai Selatan. Improving Students’ Reading Skill through Interactive Multimedia of the eighth grade in SMP Raden Fatah Cimanggoh Cilacap in the academic year 2013/2014. The result of the Interactive Multimedia CD research for eighth graders shows that students who learn with Interactive Multimedia achieve better results in understanding the text they read.
The similarity of the use of interactive multimedia with previous research is the improvement of students' skills using interactive multimedia. The difference between the use of interactive multimedia here is the researcher using different elements or creativity in the use of interactive multimedia according to the skill to be achieved. The use of Interactive Multimedia can be used by the teacher in school and especially English lessons.
While Daryanto states that interactive multimedia is a multimedia that is equipped with controllers and can be managed by the user, so that users can choose what is desired for the next process. Based on the understanding presented by the experts, it can be concluded that interactive multimedia is the storage or presentation of information that is interaction of various combinations of elements (images, text, animation and video) that two-way communication between students with interactive enable multimedia. Therefore, in the development of interactive multimedia, it is important to know the criteria of interactive multimedia.
According to the criteria above, it can be concluded that good interactive multimedia (1) has graphics or pictures that can be animated to illustrate points; (2) teach facts or concepts and motivate students; (2) have audio that must be clear; (3) have the sound and music relevant to the screen display; (4) have the color combination between background and letters that should be appropriate; (5) has buttons that are easy to use; and (6) have the texts that are legible and clear. Steps in the application of interactive multimedia in the learning activities are carried out as one of the efforts to implement the learning in accordance with the learning objectives to be achieved.
RESEARCHE METHOD
Research design
In this study, the population of this research was the eleventh class of SMA 7 Mattiro Bulu Pinrang academic year 2017-2018 which consisted of five classes, the total population was 106 students. It was class XI-IPA which consisted of 64 students and XI-IPS which consisted of 42 students. Sample selected using purposive sampling technique in which the class was selected to represent the population.
The sample was XI-IPA class 3 and consisted of 20 students from SMA 7 Mattiro Bulu Pinrang.
Research Instrument
Procedure of the Data collection 1. Pre-test
- Accuracy
After the student was administered by pretest, the student received treatment using interactive multimedia. Asked the students with condition and the student's introductions their self-correct companion list. After giving the treatment, the researcher gave the student post-test to know if the students' speaking improved by using interactive multimedia.
In this part, students asked to do the procedure text and student performance in front of the class. And the researcher using the recording again to get the score from the students' pronoun and vocabulary in this post-test. Students speak very hastily, and most sentences are not appropriate in pronunciation and little or no communication.
Students speak very hastily and most sentences are not appropriate using vocabulary and little or no vocabulary. The formula explained the difference in significance between the pre-test and the post-test. The purpose of the formula was to know if Interactive Multimedia is effective or not in increasing students' speaking for eleven of SMA 7 Mattiro.
Research Findings
- The result of the students’ Pronunciation in speaking skill
- The result of the students’ Vocabulary in speaking skill
Total percentage 100% of 20 students and pretests, 0 students got excellent, 0 students good, III. students good, XII. less, V. bad. Total percentage 100% from XX students and pretest, 0 students got excellent, 0 students good, 0 students good, XIII. less, VII. bad. The percentage of data descriptive statistics of pronunciation and speaking vocabulary shown in pronunciation was 72.97% improved from the post-test score of 3.2 and the pre-test score of 1.85.
Percentage Pre-test and Post-test in speaking
- Hypothesis Testing
- Discussion
- Conclusion
- Suggestion
- TEACHING AND LEARNING PROCESS
- THE SCORE OF PRE-TEST PRONUNCIATION AND VOCABULARY IN SPEAKING
- THE SCORE OF POST TEST PRONUNCITION AND VOCABULARI IN SPEAKING
- TESTING THE HYPOTHESIS TO FIND OUT THE DIFFERENCE BETWEEN THE STUDENTS’ PRE-TEST AND POST-TEST, THE
The description of the data collection from the speaking test, as explained in the previous section, shows that students' skills are increasing. Based on the above finding in the application of interactive multimedia in the classroom, the data is collected through the test to explain that the previous finding section shows that the student's increasing proficiency in pronunciation and vocabulary is developed and that the average score of the student is significantly improved after treatment by Interactive Multimedia. The average score of the students after presenting the speaking instruction using Interactive Multimedia is better than before the treatment was given to the students.
Based on the findings of the students' score, the average score of accuracy (pronunciation) on the pre-test is 1.85 which is classified as poor classification and the average score of the students on the post-test was 3.2 which is classified as average . Based on the finding above in the application of Interactive Multimedia in the class, the data collected by the test as explained in the previous finding section shows that the students' accuracy (pronunciation) increases significantly. The score of the students' post-test is higher than the average score of the students'.
Based on the student score finding, the average accuracy score (vocabulary) on the pretest was 1.65, which is classified as poor classification, and the average student score on the posttest was 2.85, which is classified as average. . Based on the above finding when using interactive multimedia in the classroom, the data collected through the test, as explained in the previous findings section, showed that students' accuracy (vocabulary) increases significantly. Based on the above result, the use of interactive multimedia in teaching speaking can be improved in accuracy.
According to Aisyah (2015), she said in her thesis that the interactive multimedia used in teaching speaking was effective, it can improve students' speaking ability in terms of accuracy. The students' post-test score was higher than the students' average pre-test score. The result of this research was supported by Lingying Rambe (2016) who stated in the same cases that the use of interactive multimedia in primary school was effective in improving students' speaking and found that learning using multimedia media was 95.63% and lower than groups of students who were taught without multimedia learning, which was 90.00%.
Based on the data collected above, the researcher can conclude that most of the students had to be motivated and that the use of interactive multimedia can help to create learning talk, it can be concluded that the eleventh grade students from SMA 7 Mattiro Bulu in academic year 2017/2018 has good proficiency in English after using interactive multimedia in speaking skills. Based on the result of this research, it was concluded that the use of Interactive Multimedia improves students' speaking, especially in speaking. In other words, there is significant improvement in student performance before and after being taught using interactive multimedia.
The use of Interactive Multimedia is media that can be considered in teaching English in order to help students' speaking skills. Improving students' reading skills through interactive multimedia of eighth grade at SMP Raden Fatah Cimanggoh Cilacap academic year 2013/2014.
