This means that there is a positive and significant impact of using Think-Pair-Share on speaking performance of tenth grade students in SMK Budi Utomo 1 Way Jepara in the academic year 2011/2012. The researcher is very grateful for the chances he has given her to complete this bachelor thesis titled "INFLUENCE OF USING THINK-PAIR-SHARE MOD SPEECH PERFORMANCE AT TIENTH GRADE OF SMK BUDI UTOMO 1 WAY JEPARA IN THE ACADEMIC YEAR 2011". The data from the students' speaking test of tenth graders at SMK Budi Utomo 1 Way Jepara.
INTRODUCTION
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives and Benefits of the Study
To what extent is the influence of Think-pair-Share on the speaking skills of the students in the tenth class of SMK Budi Utomo 1 Way Jepara in the academic year 2011/2012. Students are expected to be able to easily learn as much English as possible, especially in speaking. So that the teacher can use a way to help the students be more creative in the learning process by applying the Think-Pair-Share technique in the classroom.
THE REVIEW OF THE RELATED THEORIES
The Concept Of Think-Pair-Share Technique
There are some purposes of think-pair sharing such as; The technique provides "thinking time" to increase the quality of the students' answers. The students need time to process new ideas in order to store them in memory. The students become more actively involved in thinking about the concepts presented in the lesson.
The Concept Of Speaking performance
Based on the above quote, it can be deduced that speaking is a spoken language productive skill that focuses on the learners' ability to orally convey bits of the language. It is about how the students express themselves such as; exploring ideas, expressing feelings, etc. The speaking activities were designed to help the students develop habits of rapid language processing English.
Teaching Speaking
Strategic competence involves the use of verbal and non-verbal communication strategies to compensate for gaps in the language user. Based on the above explanation, the communicative goals that the learners should achieve lie not only in the structural form of the language, but also in the functional form of the language. Consequently, education should provide guidelines for students to use the language accurately and fluently, so that students can apply their competence both in the classroom and in real life.
According to Pawlak, the speech act is rarely a monologue and usually also involves simultaneous listening and understanding; it happens in real time (…).20 Consequently, teaching speaking should lead students to achieve communicative competence. There are some indicators that students need to achieve in the speaking aspect. Such drilling offers students the opportunity to listen to and repeat orally certain strings of language that may present some language difficulties, either phonological or grammatical.
Intermediate to advanced students are asked to deliver extended monologues in the form of an oral report, summary or perhaps short speeches. Listening should come before speaking because it is impossible to expect students to produce language without providing the language form they want to produce. The technique should lead to a good passive understanding and also the ability to use the language.
The students have not thought about developing their own personal strategies to achieve oral communication goals.
Theoretical Framework and Paradigm
- Theoretical Framework
- Paradigm
The theoretical framework in this study is that if the Think-Pair-Share technique is effective, the degree of fluency is high. However, if the Think-Pair-Share technique is less effective, the level of speaking is low. Based on that number 1 of the paradigm, the researcher assumes that if the students' score is high, it means that the use of Think-Pair-Share has a positive and significant impact on speaking performance.
However, if the students' score is low, it means that the use of Think-Pair-Share does not have a positive and significant effect on speaking performance. Therefore, the researcher hypothesizes that students taught through Think-Pair-Share will definitely affect their speaking performance test.
Hypothesis Formulation
RESEARCH METHODOLOGY
- Population and Sampling Technique
- The Operational Definitions of Variables
- Data Collection Method
- Research Instrument
- Data Analysis Technique
The dependent variable of this research was the speaking skills of the students in group 10 of SMK Budi Utomo 1 in academic year 2011/2012. The result of the students' pre-test in the tenth grader (experimental class) of SMK Budi Utomo 1 Way Jepara in the academic year. Frequency distribution as a result of pretest (experimental class) among the tenth grader of SMK Budi Utomo 1 Way Jepara in the.
The result of the Student Pre-test at the Tenth Grade (Control Class) of SMK Budi Utomo 1 Way Jepara in the Academic Year 2011/2012. Frequency distribution as the result of pre-test (control class) among the tenth grade student of SMK Budi Utomo 1 Way Jepara in the academy. The results of the students' post-test at the tenth grade (experimental class) of SMK Budi Utomo 1 Way Jepara in the.
Frequency distribution as the result of post-test (experimental class) among the tenth grader of SMK Budi Utomo 1 Way Jepara in the. The result of the students' post test at the tenth grader (control class) of SMK Budi Utomo 1 Way Jepara in the academic year. Frequency distribution as a result of post-test (control class) among the tenth grader of SMK Budi Utomo 1 Way Jepara in the.
Thus, there is a positive and significant influence of the use of Think-Pair-Share on the speaking performance of the students in the tenth grade of SMK Budi Utomo 1 Way Jepara.
RESULT OF THE RESEARCH
Research Setting
Sejarah singkat berdirinya Smk Budi Utomo I Way Jepara SMK Budi Utomo 1 Way Jepara terletak di Jalan Pisang 163 kecamatan Way Jepara Lampung Timur. Kondisi guru dan pegawai SMK Budi Utomo 1 Way Jepara tahun ajaran 2011/2012 no.
Research Data
Based on the results of the pre-test, the researcher found that the students' problem was a lack of mastery of speaking. It showed that the result of the students' speaking performance in pretests was not satisfactory. Based on the results of the pre-test in the control class, the researcher found that the students' problem was also in mastering speaking.
In SMK Budi Utomo 1 there were 9 students who achieved 70 as the minimum standard criterion, and only 26.5% students achieved KKM. It showed that the result of students' speaking performance in the control class was also not satisfactory. After it was seen that the pre-test result of students' speaking performance is at poor level, then the researcher gave treatment using Think-Pair-Share (TPS) technique.
To measure the students' speaking performance after the Think-Pair-Share treatment, the researcher tested the students by giving them an oral test and an essay about describing people. There were students who scored 70 as the minimum standard measure at SMK Budi Utomo 1 Way Jepara. It can be said that 41.2% of the students scored 70 as the minimum standard measure at SMK Budi Utomo 1 Way Jepara.
From the results of the posttest both in the experimental and in the control class, it can be seen that the result in the experimental class is more satisfactory than in the control class.
Hypothesis Testing
Table as the validation of the difference between the experimental and control groups in the tenth grade of SMK Budi Utomo 1 Way Jepara in. The above table showed that the mean of speaking performance in the experiment class, the result was 71.59 and its standard deviation was 12.754 with the total sample was 34. Meanwhile, the mean of speaking performance in the control class, the result was 56.18 and its standard deviation was 16.099 with the sample total being 34.
Interpretation
Discussion
So, there is a positive and significant impact of using the pair-thinking technique on speaking performance.
Limitation
It can be concluded that there is a positive and significant impact of using Think-Pair-Share on the speaking performance of students in the tenth grade of SMK Budi Utomo 1 Way Jepara. Furthermore, the positive and significant impact can be seen from the critical value "t-observed" is 4.375 and "t-table" is 1.99. Based on the data analysis and research result, the researcher concludes that the use of Think-Pair-Share as an alternative technique can affect the speaking performance of students in the tenth grade of SMK Budi Utomo 1 Way Jepara in the year academic year 2011/2012.
Students are expected to be more focused on the lesson and be more active in class to improve their speaking skills. The teacher is expected to be more creative to choose the various alternative techniques that can be applied in the classroom that can help the students to be more active in the classroom. The teacher is advised to use the Think-Pair-Share technique as one of the alternative techniques to improve the speaking skills of the students.
Broughton, Geoffrey, et.al., Teaching English as a Foreign Language, 2nd ed., University of London Institute of Education: Routledge, 1980. Hornby, A.S, Oxford Advanced Learners' Dictionary of Current English, 5th ed., Oxford University Express, New York, 1995. Indicators: Students are able to acquire new vocabulary; adjectives showing colors, quality, size, shape, age and material.
3 Mostly effective use of vocabulary for the task with some examples of inappropriateness.
CONCLUSION AND SUGGESTION
Suggestion
For the principal, it is suggested to support the English learning process by preparing the facilitation and instrument compactly. The researcher largely expects that this study can make a contribution for the institution, such as a reference for further studies in learning English. Students name types of adjectives that show color, quality, size, shape, age, and materials they know.
3 Rhythm, intonation and pronunciation require more careful listening; some mistakes in pronunciation which can occasionally lead to misunderstanding. 3 Some errors in the use of sentence structures and grammatical forms, but these do not interfere with understanding. 3 The use of interactive strategies is generally adequate, but sometimes there is some difficulty in maintaining continuous interaction.
