INTRODUCTION
Background Research
Subject of action
The other previous research was done by Nanag Antonio, Herlina, Wisnu Kala Kusumajati; the title is "Increasing the students' speaking ability in oral presentation by using the Callan method in the 7th grade of SMPN 14 Merangin".9 The subject of this previous research focuses on as many as 30 students, especially in VIII A, to the research environment in one of the well-known primary schools, namely SMP 14 Merangin. The title is "The use of oral presentation in the teaching of English to improve students' speaking skills in the eleventh grade of SMA Negeri 2 Takalar".12The five research was 35 students from the high school in the academic year 2017-2018, these consisted of 24 females and 11 males was taken as a random sample. 15Eka, J," The correlation between students' vocabulary mastery and their speaking ability in the second semester of eleventh grade of sma negeri 17 Bandar Lampung in the academic year of doctoral dissertation, UIN Raden Intan Lampung 2021), p.
16Risma Rahmawati, “The implementation of theme-based teaching in speaking activities to improve students' speaking skills” Indonesian University of Education Journal, Jakarta, pg 25, 2015. 23Hidayati, Y, “the effect of storytelling on students' speaking skills at x grade students of ma nurul haramain boarding school”, Journal of Languages and Language Teaching, Vol. 35Saputri, H, and Erlina, "The effectiveness of using oral presentation technique on students' speaking skill in first grade at Junior High School in Mts Al Ma'arif Tulungagung in academic years Doctoral thesis, Universitas Islam Negeri" Sultan Maulana Hasanuddin" Banten, 2017 ), p.
In this meeting, the researcher starts the test of the student's speaking ability through oral presentation technique. 47 Asihati & Aseptiana Parmawati," the use of oral presentation in teaching English to improve students' speaking ability", project (professional journal of English education), vol. Anita FebriansariDabaFutri, "Improving students' speaking ability through oral presentation", (Dissertation , English Language Education Study Program Teaching Training and Education Faculty Tanjungpura University, Tanjungpura 2019), p.
EKA, J, “Correlation between students' vocabulary mastery and their speaking ability in the second semester of the eleventh grade of SMA Negeri 17 Bandar Lampung in the academic year. Hidayati, Y, “Effect of Storytelling on Students' Speaking Skills of Class X Students of MANurul Haramain Boarding School”, Journal of Languages and Language Teaching, Vol. Hildawati Eka Saputri entitled “The Effectiveness of Using Oral Presentation Technique on Students’ Speaking Skill at First.
Melia nova, Syarifudin and Soni Ariawan, "The implementation of self-directed dialogue to improve students' speaking ability" Journal, Vol. Risma Rahmawati, "The Implementation of Theme-Based Teaching in Speaking Activities to Improve Students' Speaking Skills".
The statement of the problem
Significance of research
REVIEW OF RELATED LITERATURE AND
Review of related literature
Theoretical bases
- Speaking
- Oral presentation
In this meeting, the researcher used the oral presentation technique in the teaching and learning process. Then the researcher introduced the students to the test and the student directly started to perform the test. Siswa domana aktivitati speaking tentang invitation, acceptance of invitation, and rejection of invitation dengan menggunakan methods of oral presentation.
Hypothesis
RESEARCH METHOD
Setting of research
The current research will be conducted at MTS Sullamul Ma‟ad Al-Ma‟arif Central Lombok in the academic year 2022/2023. The reason why the researcher took the location to do research was that the researcher was a student of this institution and this school is close to the researcher's village. This school is located in Karang Puntik, Penujak Village, West Praya, where this village is one of the pottery tours in West Tenggara Province and is very close to the International Airport.
Object of research
Design of research
This means that one of the main objectives of action research is to identify a problematic situation or issue that the participants who may include teachers, students, managers or even parents consider worth looking into more deeply and systematically.39. Another expert supports the definition of classroom action research according to kemmis, (in Hopkins), Classroom research is a form of self-reflective inquiry undertaken by participants in social. Classroom action research is a study of learning activities in the form of an action, which has risen deliberately, and takes place together in a class. 40 Therefore, this means that classroom action research is research that is done in the classroom.
There are some models for action research design including Kurt Lewin, Kemmis Mc Taggart, Jhon Ellit, Hopkins, MC Kernans and Dave Ebbut Model. This study adopted the Kemmis Mc Taggart model because the model is flexible and educates researcher to be more creative in teaching strategy. Based on the type researcher chose action research and this research chose model Kemmis Mc Taggart.
But one reason it is different is because the Kemmis Mc Taggart model combines the steps of action and observation into one phase. Meanwhile, the researcher uses action research in the classroom because the research aims to find out the improvement and significant impact of using oral presentation for the improvement of students. There is an action research model that the researcher uses as follows (Kammis and Mc Taggart).41.
Action is the researcher taking action on the plan drawn up by the researcher.
Planning
Taking Action
Observing
When the researcher is the teacher, the researcher asks the teacher to change his position as the researcher.
Reflecting
Then the media prepared for teaching, the researcher asks subject to discuss invitation, acceptance of an invitation, and refusal of an invitation to a person to do something as the material of teaching and learning process based on the lesson plan. The teacher should apply oral presentation in activities to improve speaking ability, especially by inviting, accepting an invitation and rejecting an invitation for the learning process. Diberikan teks lisan bermantuk konsumaran tentang invite, accept an invitation, then decline an invitation pakistani didik dapat menizan secara lisan fungsi sosial.
Dengan menggunakan teks lisan berupa percakapan tentang mengajak, menerima ajakan dan menolak ajakan, siswa dapat menyebutkan unsur kebahasaan secara lisan. Guru membacakan contoh percakapan tentang mengundang, menerima undangan dan menolak undangan dengan baik dan benar. Guru meminta siswa memperhatikan teks percakapan tentang ajakan, menerima ajakan dan menolak ajakan.
Instrument of research
- Data analysis and reflection
Indicator of success
The researcher did the action of each cycle in three meetings because the researcher fixed it and knew the student's abilities when the researcher was teaching MTs SullamulMa'ad Al-Ma'arif.
Research findings
In the planning phase, the researcher decided on the topic, core competencies and learning objectives to be conveyed to the students using the oral presentation technique. In carrying out the research, the researcher was assisted by a teacher in a documented learning activity. Apart from this, the researcher also prepared a pre-cycle test to find out the students' abilities and whether or not the students' scores improved from the test in the 1st cycle to the 2nd cycle.
Before engaging students in action learning, the researcher is in the role of a teacher and the English teacher is in the role of an observer observing the teaching and learning process. The procedure is that the researcher starts the lesson with the teacher greeting the students and the students respond to the teacher's greeting. The procedure is that the researcher starts the lesson with the teacher greeting the students and the students respond to the teacher's greeting.
The researcher compiles the lesson plan with the same adjustments as the first cycle based on the result of the reflection. Then the researcher asked the students to read a conversation and try to understand it in each conversation. The researcher distributed the test to the students and gave them directions on how to answer the question and the researcher supervised the students working and then practiced speaking in front of the class.
The teacher and the researcher find that the oral presentation could improve the speaking ability of the students, so the teacher and the researcher decided to stop until this cycle because it has already succeeded.
Discussion
Pada pertemuan kedua, guru mengecek kehadiran siswa kemudian mereview materi presentasi lisan yang membahas tentang ajakan berbicara, menerima ajakan dan menolak ajakan. Dengan menggunakan teks lisan berupa percakapan tentang mengajak, menerima ajakan dan menolak ajakan, siswa dapat menyatakan struktur teks secara lisan. Dengan teks lisan berupa percakapan tentang mengajak, menerima ajakan, dan menolak ajakan, siswa dapat mengundang dan menanggapi ajakan dengan santun dan hati-hati.
Guru meminta siswa untuk memperhatikan teks tentang mengundang, menerima undangan dan menolak undangan, setelah itu siswa diberi kesempatan untuk mempersiapkan jawaban. Guru membantu siswa melihat beberapa contoh ungkapan dan ungkapan terkait tentang mengundang, menerima undangan, dan menolak undangan. Siswa mengumpulkan informasi tentang mengundang, menerima undangan, dan menolak undangan yang diperoleh dari kegiatan sebelumnya.
Melalui pendekatan saintifik dengan model pembelajaran discovery, siswa dapat menirukan ungkapan yang digunakan untuk mengajak, menerima ajakan dan menolak ajakan untuk meningkatkan kemampuan berbicara lisan secara disiplin, jujur dan santun. Diberikan teks lisan berupa percakapan tentang mengajak, menerima ajakan, dan menolak ajakan, siswa dapat mengajak dan menanggapi ajakan dengan santun dan bijaksana. Siswa melakukan kegiatan berbicara dengan tema menerima undangan pesta ulang tahun dengan metode presentasi lisan di depan kelas.
CONCLUSION AND SUGGESTION
Conclusion
Based on the above research findings, we can conclude that the research was successful in improving students' speaking ability through oral presentation. This is evident in the improvement in student scores in each cycle of observational activities and tests. The evaluation of the teachers' activity in the observation of the 1st cycle was 70% and in the 2nd cycle 87%, while the activity of the students in the observation of the 1st cycle was 75% and 90% in the 2nd cycle.
And then the result of pre-cycle was 13% in success rate, 30% in cycle 1 and In the final cycle 90% was at average that the researcher was established, the average score was increased every cycle, the students' score in test 2 was higher than test 1 which was 67 and 87 in cycle 2.
Suggestion
Guru memeriksa siswa untuk menemukan contoh ajakan lainnya, menerima dan menolak ajakan secara berpasangan atau sendiri-sendiri sesuai dengan topik yang diumumkan. Guru menunjukkan kepada siswa untuk mengucapkan kalimat dan menerima ajakan dengan lafal yang baik dan benar.
