The problem statement was: can the metacognitive model improve the students' accuracy in terms of pronunciation in the second grade of SMK Muhammadiyah 5 Tello Baru? The researcher applied a pre-experimental study with one group pre-test and post-test design. The subject of the research was the second grade students of SMK Muhammadiyah 5 Tello Baru in academic year 2016-2017.
Therefore, the researcher concluded that the use of the metacognitive model was effective in improving students' speaking accuracy in terms of pronunciation. Furthermore, the researcher expresses my sincere deepest gratitude to my beloved parents Syafaruddin and Jusmiata, my sister Juwita Puspitasara and my entire family for their endless love, prayer, motivation and sacrifice for my success. The researcher found that while conducting the research and writing this assignment, many people contributed their valuable suggestions, guidance, help and advice to complete this assignment.
Background
Speaking is the most important skill because it is one of the ability to have a conversation about the language. Based on many facts that in the learning and teaching process, most of the students do not speak English, so they have less speaking ability. That was why the researcher solves that problem, especially by improving the students' speaking skill.
They didn't know what to say and how to say, they look very confused to express the ideas in their mind, even not active enough in their speaking class, and it can be seen as the last score of the students who hardly reached minimum criteria. Speaking was the most important lesson for students to master, but actually speaking becomes the most difficult lesson for students to understand, so speaking always becomes passive class in every meeting. So in this case, the researcher chooses class XI (TKJ) of SMK Muhammadiyah 5 Tello baru to measure students' speaking ability by using metacognitive model.
Problem Statement
Metacognitive model was one of strategic learning that refers to a level of thinking that involves active control over the thought process used in learning situations. He defined the term as knowledge of interacting factors that influence the course and outcome of cognitive processes. He also argued that there were three main categories of metacognitive knowledge, which are person, task and strategic knowledge.
Regarding the background above, the researcher interested in formulating the research title under the title "Improving students' speaking ability by using metacognitive model at SMK Muhammadiyah 5 Tello Baru".
Objectives of the Research
Significant of the Research
Scope of the Research
Previous of Related Research Findings
Sarpiah, (2008), In her journal Improving the Students Speaking Ability through Metacognition Approach at the Second Year Students of SMA Negeri 1 Bajeng Barat KabupatenGowa. She found that using the metacognition approach could help students improve their speaking skills. Based on the previous results above, the researcher finds that the previous research and this research had about the same focus which was the speaking ability in word pronunciation.
These above researches show that there are many ways to help students improve their speaking skills, especially using the metacognitive model. Based on the above quote, we can conclude that most of the students were interested in speaking English when the learning process was supported by the right media in their speaking classes. In this research, the researcher chooses a metacognitive model to improve students' speaking performance to be implemented in the second grade of SMK Muhammadiyah 5 TelloBaru.
The Concept of Speaking
- Definition of Speaking
- Kinds of Speaking
- Elements of Speaking
- Pronunciation
- Vocabulary
- Grammar
- Self confidence
- Smoothness
- Content
- The Characteristics of A Successful Speaking Activity
- Kinds of Metacognitive Model
- Procedure in Metacognitive Model
- Implementation of Metacognitive Model
- Individual Strategies in the Metacognitive Model of Strategic Learning a. Planning Strategies
According to Diny, there are some common problems people face when learning to speak English. If someone wants to become a more fluent English speaker and some skills are necessary for effective communication. Through speaking and listening, the student acquires concepts, develops vocabulary and perceives the structure of the English language, essential components of learning.
If the speaker speaks English as a foreign language, the speaker should of course try to speak it in the way native speakers do. In order to be able to speak English better, it is important for him to learn all four skills in English and also make English phonetically important, because it is very useful to learn the language quickly and successfully. In speaking he must inculcate the habit of fusing it for communication until it becomes deeply established. Finally, the definition of speaking skill lexically is the ability to pronounce words or sounds with the usual voice; or the ability to communicate vocally or hold a conversation through practice, training or talent.
The students talk a lot. As much as possible of the time allocated to the activity is actually taken up by student talk. As the name indicates, the task category contains the available information and requirements for the specific cognitive task the person is currently engaged in. In that category we would find the understanding of what are the implications of the way presented and the goals set for the path one will choose to handle the cognitive task in the best way to reach the goal and how likely , that you do it successfully.
In the strategy category, we find knowledge about which strategies are likely to be effective for achieving subgoals or goals in various cognitive tasks. Metacognitive regulation : Metacognitive regulation is the monitoring of an individual's cognition and includes planning activities, monitoring or awareness of understanding and performing tasks, and evaluating the effectiveness of monitoring processes and strategies. Provide students with strategy instruction sheets to encourage independent application and recall of the strategy they have learned.
What they achieve and how well teachers and students do their jobs determine the effectiveness of the strategy. During monitoring, students must think about where their focus of concentration should be at any given time and then consciously focus their attention on a specific aspect of the task. Learners also think about how the information they receive or produce fits in with their knowledge of the rules of language in order to make decisions about the language they process.
Theoretical Framework
Hypothesis
RESEARCH METHOD
Research Variable and Indicators
The population of this research were all in the second grade of SMK Muhammadiyah 5 Tello Baru, it consisted of 20 students. This research used total sampling in grade XI (TKJ) consists of 20 second grade students of SMK Muhammadiyah 5 Tello Baru.
Instrument of the Research
Procedure of Data Collection
In the treatment, the researcher focused on improving the accuracy of the students' speech in terms of pronunciation.
Technique of Data Analysis
To determine the significant difference between the pretest and the posttest by calculating the test value using the formula. This chapter consists of two parts, the research findings and the discussion of the research findings. The conclusion of the research included the result of the collected data on the improvement of students' speech accuracy in terms of pronunciation, and the discussion of the research includes further interpretation of the findings.
Findings
- The Improvement of Students’ Speaking Accuracy in term of Pronunciation
- The Significant of Pronunciation
Based on table 4.1, it showed that the mean score for the students in the pretest was 53.5. Then researcher gave treatment using metacognitive model and students' scores were improved. The data showed that using metacognitive model for speaking could improve students' speaking ability in terms of accuracy.
To clearly see the improvement of students' speech accuracy in terms of pronunciation, the following chart is presented. It proves that there is a significant improvement in students' speech accuracy in terms of pronunciation using Metacognitive Model. To find out if the mean score was different from two tests (pre-test and post-test), the researcher used the t-table.
If the t-test value is greater than the t-table at the level of significance 0.05 and degree of freedom 20, the alternative hypothesis (H1) will therefore be accepted and null hypothesis (H0) will be rejected. On the contrary, if the t-test value was lower than t-table at the level of significance 0.05 and degree of freedom 20, then the alternative hypothesis would be rejected.
Discussion
Where the use of metacognitive model can help students generate their idea with the picture and can help students to talk what they think about the picture. The classification from insufficient to excellent or from the grade 0 to 10 with the criteria had been suggested by layman in the previous chapter as the way to determine the students' performance in speaking. The data had shown that in the pretest there were many students' insufficient scores.
It was so different with the post-test that some of them get more than the pre-test value. From the pre-test result, the average score of students' speaking accuracy in terms of pronunciation was 53.5. Based on the results of the data, it was found that after the treatment using the Metacognitive Model, the students were in the very good category.
This means that the use of Metacognitive Model in teaching speaking simulated the students' to increase their speaking skill. On the other hand, the result of the post-test showed that the students had significant progress, most of the students got good classification. Thus, the use of Metacognitive Model in this research had a great improvement in students' speaking ability because it can help students to improve their ability, especially pronunciation.
The data described most of their success in improving their score to speaking accuracy in terms of pronunciation through used Metacognitive Model. Conclusion presents the finding of this research based on the data analysis and discussion in previous chapter, while proposal deals with what the researcher recommends to do.
Conclusions
Suggestion
