Judul Skripsi: Improving students' English speaking skills through supplementary material in the second years of SMPN 4 Baraka (Pre-Experimental Research). Improving students' English speaking skills through supplementary material in the second year of SMPN 4 Baraka”, under the thesis of the Department of English Education, Faculty of Teacher Training and Education, Makassar Muhammadiyah University, supervised by Ummi Khaerati Syam and Nunung Anugrawati. The result of this research showed that the Supplementary Material improved the students' speaking ability which focused on accuracy (vocabulary and pronunciation).
This showed that H1 was accepted, and H0 was rejected, and there was a significant difference in students' speaking ability before and after using the Supplementary Material. In particular, I thank all the lectures of FKIP UNISMUH especially the lectures of the English Department for their guidance during his studies. 32 Graph 4.4 Grade of students' speaking accuracy in terms of pronunciation. 33 Graph 4.5 Grade of students' speaking ability.
INTRODUCTION
Problem Statement
Does the use of supplementary material improve the students' speaking accuracy in terms of vocabulary at the second year of SMPN 4 Baraka? The use of supplementary material improves the students' speaking accuracy in terms of pronunciation in the second year of SMPN 4 Baraka.
Objective of the Research
Significance of the Research
For the researcher, this research was expected information or contribution to other researchers who want to do more complex research, especially through supplementary material.
Scope of the Research
The data in the table show that the students' speaking skills are the result of calculating the students' pretests and posttests using additional material. This was supported by the mean score and percentage of students' scores in the pre-test and post-test. The results of the pretest of the students show that the students have some errors in the vocabulary of expressions.
It is stated that the use of additional material contributes to the improvement of students' speaking skills. For additional material, the use of method film contributed to a significant improvement in students' speaking accuracy. The difference in the importance of the student's result between the pre-exam result and the post-exam result.
Previous Relatet Reserch Finding
Some Concept of Speaking Skill
- Definition Speaking
- Element of Speaking
- Tecniques in Teaching Speaking
- The Roles of Teacher In Speaking Class
We can also say that learning to speak is more difficult than learning to understand spoken language because more care is required to regulate speaking efforts on the part of the teacher. Harmer points out that teaching speaking is about teaching students to develop their conversational skills as their English improves, so we make them aware of what real conversational jams are like and help them use some of the phrases important. Kayi also proposes that speaking teaching teaches students to produce the pattern of sounds and speech sounds in English, use word and sentence stress, intonation patterns and rhythm of the second language; choose the right words and sentences according to the right social setting, audience, situation and topic, organize their thoughts in a meaningful and logical sequence; use language as a means of expression.
One of the reasons for the failure of debate is that students are reluctant to give opinions in front of the whole class, especially if they cannot come up with ideas. The student gets lost, can't think of what to say next, or in some other way loses the fluency that the teacher expects of them. When students are in the middle of a speaking activity, excessive correction can slow them down and take the communicativeness out of the activity.
Some Concept of Supplementary Material
- Definition of Supplemenraty Material
- Procedure Teaching Supplementary Material
- Adventages of Supplementary Material
According to Enni (2005), choosing materials as supplementary materials has familiar things for the students. Supplementary materials are designed based on the students' needs and interests, so that it gets them interested in the learning process. Materials in the textbooks may not be enough for the students, so they need other sources such as supplementary materials.
Supplementary materials can give the learners extra language practice, so they can have varied lessons and useful practice. Various activities and tasks in the supplementary material can improve the language and communication skills of the students. By doing some activities in supplementary material, students are encouraged to practice their skills more.
Definition of Movie
The data in the table shows that the students' speaking accuracy in terms of vocabulary is the result of calculating the students' pre- and post-test using supplementary materials. The data in the table shows that the students' speaking accuracy in terms of pronunciation is reflected in the result of calculating the students' pre- and post-test using supplementary materials. The description of the collected data on students' speaking accuracy in terms of vocabulary and pronunciation in the previous section showed that students' speaking ability had improved.
The data described show that the students' score is successful in improving the students' speaking accuracy by using supplemental materials. This was proven by the improvement of the students' average score in speaking accuracy (Vocabulary) the average score of students after the test was greater than the pre-test. This was proven by the improvement of the students' average score in speaking accuracy (Pronunciation) the average score of students after the test was greater than the pre-test.
Conceptual Framwork
RESEARCH METHOD
Research Variables and Indicators
Population and Sample
Research Instrument
It indicated that there was a significant difference between the pretest and posttest of the students' speaking skills in terms of accuracy in terms of vocabulary and pronunciation. The result of the data analysis through supplementary material from the speaking test shows that the students have improved the vocabulary speaking accuracy.
Procedure of Collection Data
Tecnique of Data Analysis
Findings
- Students‟ Speaking Accuracy in term of Vocabulary and
- Students‟ Speaking Accuracy in Term Of Vocabulary And
- Improvement of Students‟ Speaking Accuracy in term of
- Improvement of Students‟ Speaking Accuracy in Term of
- The Frequency and Rate Percentage of Students‟ Score
- Test of Significance in the Students‟ Speaking
- Hypothesis Testing
Furthermore, in this chapter, the findings of this research described the improvement of students' pre- and post-test, the frequency and percentage of students. Before conducting treatment, the researcher gave a pre-test for the researcher to determine their prior knowledge. From the table 4.1 above, the score of Vocabulary and pronunciation in pre-test showed that the average score was 45.71 in vocabulary and 40.95 in pronunciation.
Improving students' speaking accuracy in terms of vocabulary To find out the answer to the research question in the previous chapter, the To find out the answer to the research question in the previous chapter, the researcher used a speaking test. A pre-test was conducted before the treatment and a post-test was conducted after the treatment was done which aimed to know if there was a significant difference in students' speaking skills before and after the treatments were given to students. This means that the mean score of the post-test was greater than the pre-test.
Based on the result, it can be concluded that the use of supplementary materials was effective in improving the students' speaking accuracy in terms of vocabulary, with the percentage (56.25%) of the mean score (45.71) on the pre test (71). on the post-test (see the score calculation in appendices C.1 and C.2). Based on the result, it can be concluded that the use of supplementary materials was effective in improving the students' speaking accuracy in terms of pronunciation, with the percentage (70.93%) of the average score (40.95) on the pre test was (70). on the post-test (see the score calculation in appendices C.1 and C.2). It means that the mean score of the posttest was higher than that of the pretest.
Based on the result, it can be concluded that the use of supplementary material was effective in improving the students' speaking skills by the percentage (38.58%). See the calculation of score in appendix D and E). The frequency and rate percentage of the students' score presents the result of the students' speaking performance in terms of accuracy using supplementary material. Based on the table above, it shows that in the pre-test student of the 21 students classified in "Low" score of them classified in "Very Low" score, and none of the students classified in.
In other words, supplementary material can be used to improve students' speaking skills.
Discussion
- The improvement of students‟ speaking accuracy in term of
- The improvement of students‟ speaking skill trough
- The Significance of the Students‟ Speaking
So it could be concluded that this method is effective in improving students' speaking skills. During the use of Supplementary material in the treatment, students can improve their accuracy in vocabulary. In the pretest, students mean score in speech accuracy term of vocabulary (45.71) because they always make the mistake of pronouncing the words when they presented the topic.
After the treatment, the result of the students' scores in the post-test (71) is higher than the pre-test. The result of the data analysis through supplementary material, such as the speaking test, shows that the students have improved speech accuracy in pronunciation. Based on the results, the data collected through the test, as explained in the previous section on results, shows that the students' speech accuracy for pronunciation is significantly improved.
Based on the findings, in the use of Supplementary Materials in the class, the data collected through the test as explained in the previous findings section shows that the students' speaking skills have improved significantly. As previously explained, the students present the material on the theme during the pre-test and post-test. Next to the post-test, the researcher finds that the students are fair in the delivery of the material.
On the other hand, the researcher concluded that the students' speaking score improved in terms of accuracy in the second year of SMPN 4 Baraka. In other words, it could be concluded that the use of students' supplementary materials was effective in improving students' speaking skills in terms of accuracy (vocabulary and pronunciation) in the second year of SMPN 4 Baraka. The students' speaking accuracy improved effectively after using film as supplementary material in the second year of SMPN 4 Baraka.
The students who are taught using films as supplementary material have better speaking skills. English teachers in SMPN 4 Baraka are suggested to keep motivating their students to improve the students' speaking skills. It is also suggested that students should practice a lot to improve speaking skills.
In addition, students are suggested to practice speaking a lot to improve their vocabulary and pronunciation when speaking. Students speak very hastily, several sentences are not appropriate in pronunciation and little or nothing.
CONCLUSION AND SUGGESTION
