Judul Skripsi: Improving students' English speaking ability through stress, display, story and connection, told strategy (Pre-experimental research in the eighth grade of SMPN 4 Sendana Majene). Something that will always be remembered by people Something that is pious, never needs reward. Improving students' English speaking ability through stress, show, show and show, say strategy (A pre-experimental research on eighth grade students of SMP Negeri 4 Sendana Majene).
This research aimed to find out whether the use of SSTARS strategy improved students' accuracy of pronunciation, vocabulary and grammar at grade eight in SMP negeri 4 Sendana Majene. The population of this research was eighth grade students in SMP Negeri 4 Sendana academic year 2017-2018. The research results indicated that the stress, show, tell and relate strategy improved students' speaking ability in terms of accuracy.
Who have given time and patience to support and guide the writer in completing this dissertation. The principal and eighth grade English teachers of SMP Negeri 4 Sendana Majene, who assisted the writer in conducting the research.
INTRODUCTION
Objective of the Study
Significance of the Study
Theoretically, this research is expected to be beneficial in English teaching and learning process, especially for English Teachers by giving information about SSTaR's strategy that can be applied in the classroom to develop the students' speaking ability in terms of accuracy, including pronunciation, vocabulary and grammar. Practically, this research was able as a reference to strategy to improve the students' speaking ability using SSTARS strategy in terms of accuracy. Then the result of this research can enrich the speaking ability of English teaching, especially in the teaching of speaking.
Scope of the Study
REVIEW OF RELATED LITERATURE
Speaking Ability
- Defenition of speaking
- Elements of Speaking Skill
- Strategy for Developing Speaking Skill
As a language skill, speaking is one of the most difficult aspects for students to master. Most teachers feel that grammar and vocabulary are the most important to master. But speaking is the most essential skill of any other language skill to be acquired by students.
According to Nurhayati (2011:10) she states in her writing that speaking is the essential skill of language is of course the way people communicate to express ideas, feelings, as well as opinion to achieve a particular goal, while social relationships between people be maintained. Speaking is a skill that becomes an important part of daily life, and it must be developed and practiced independently in the grammar curriculum (Harmer, 2007, p. 60). Speaking is "the process of constructing and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts".
Students are expected to deliver comprehensive monologues in the form of oral reports, summaries or short speeches. The students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process.
Conceptual Frame Work
Input refers to students' prior accuracy in speaking ability before students enter the teaching process. Outcome refers to the decrease in students' accuracy in speaking ability after students receive treatment.
RESEARCH METHOD
Research Variables and Indicators
Hypothesis
Population and sample
Based on the results of the pre- and post-test, it can be concluded that there was an improvement regarding the students' speaking skills in terms of accuracy, including pronunciation is 60%, vocabulary 40.4%. Thus, the students are able to improve their English ability, especially their speaking ability in terms of accuracy. One of the indicators that the researcher carried out in terms of accuracy was the students'.
In the findings of the research, the researcher found that the average score of students' speaking accuracy in terms of pronunciation improved by 60%. In addition, based on the data, the percentage rate and frequency of the students' speaking accuracy results. Based on the pre-test data, the researcher then used the SSTaRS strategy for treatment, which aimed to determine the effectiveness of this strategy to improve students' speaking skills.
To conclude, the use of SSTARS strategy in the teaching of English, especially in the teaching of speaking, is effective in improving the students' speaking ability in terms of the accuracy of pronunciation. In addition, using SSTARS to improve the students' speaking skills in terms of accuracy was the second indicator carried out by the researcher. Vocabulary is one of the important aspects in English that will affect the students' speaking skills.
Then the researcher applied SSTARS strategy to find out the effect of students' speaking ability in relation to the accuracy of vocabulary. Based on the research result, the researcher found that the average score of the students' speaking ability in terms of vocabulary accuracy improved 40.4% from the average score in the pre-test is 5 to 7.02 in the post-test. Based on the data, the rate percentage and score frequency of the students' speaking accuracy.
After analyzing the students' speaking skills in terms of vocabulary accuracy, the researcher used the SSTaRS strategy for treatment. In summary, the use of the SSTaRS strategy in teaching English, especially in teaching speaking, from the perspective of students' accuracy. Based on the findings of the research, the researcher found that the students' speaking skill in terms of grammar accuracy improved by 87.72%.
Based on the data, the rate percentage and score frequency of the students' speaking ability in terms of accuracy. The use of Stress, Show, Tell and Relate, Say strategy improved students' speaking skills in terms of accuracy of pronunciation in speech. The use of Stress, Show, Tell and Relate, Say strategy improved students' speaking skills in terms of vocabulary accuracy.
Using the Stress, Show, Tell and Relate, Say strategy improved students' speaking skills in terms of grammar accuracy.
