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IMPROVING STUDENTS‘ SPEAKING ABILITY BY USING RIGHT IS RIGHT TECHNIQUE
AT MTSN KEPULAUAN SELAYAR
Muhammad Arpan1, Rita Roswita Duyo2, Andi Haeriati Alimuddin3
1STKIP YPUP Makassar, Email: [email protected]
2STKIP YPUP Makassar, Email: [email protected]
3STKIP YPUP Makassar, Email: [email protected]
Abstract
The objective of the research was to find the improvement of students‘
speaking ability by using Right Is Right Technique at MTsN Kepulauan Selayar.
This research employed pre experimental method with one group pre-test and post- test design. The total sample was 25 students which were taken from population by using purposive sampling technique. The instrument was speaking test. It was used to measure the students‘ achievement in speaking ability after learning speaking by using Right Is Right Technique. The result of the data shows that the students‘
speaking ability was improved. It was indicated by the mean score of students‘ post- test was higher than the students‘ mean score in pre-test (9.8 > 6.44) and the t-test value was higher than t-table value (13.394 > 2.064) at the level of significant 0.05.
Based on the result of data analysis, it can be concluded that Right Is Right Technique can improve students‘ speaking ability.
Keywords: Speaking Ability, Right Is Right Technique
INTRODUCTION
Speaking takes place everywhere and had become parts of daily activities. Speaking in English is the most difficult skill to be learned by students, among the four skills (listening, speaking, reading and writing). In speaking activities, there are two reasons why speaking skill is difficult for the students. Speaking is a kind of either productive or active skill. Though the four skills are equally important, speaking becomes the most important tool to communicate that needs to be accomplished. In other words, the goal of language is communication and the aim of speaking in a language context is to promote communicative efficiency.
For overcome in this situation there is an effective way that teaching speaking skill can be done through some various activities that can promote speaking skill. We can choose one of the language teaching activities that are suitable with the level of our students. One of them is by using right is right to encourage students speaking activity.
In teaching speaking, an English teacher has to be a facilitator to students. He or she must try to give good model in teaching speaking. In this case, an English teacher can use any kinds of media to teach speaking in order to make learning activity cheerful and not monotonous.
Since many students have mindset that speaking is difficult skill, so it is expected in teaching speaking, teachers should find out activities which can be conducted in class to help students easier to follow some learning activities especially in speaking. Therefore, students will attract in learning and probably being more active in class.
22 The students of MTsN Kepulauan Selayar also faced the speaking problems. Based on the researcher experience in junior high school, the researcher identified some problems faced by the students. Many students had low confidence to speak English. They were afraid of making mistakes and their friends would laugh at them. They felt nervous to speak English in front of their friends or teachers. Many students would not speak English, either. They taught that their English was not good enough, and they were lack of vocabulary. Most of the student was unhappy with their speaking.
Right is Right, is a strategy in which the teacher expects his/her students to answer questions exactly correct. A partial answer or an almost correct answer is unacceptable when using this strategy in the classroom. Often times in the classroom, teachers will round up a student‘s response by taking the students short, non-descriptive answer, and adding onto it to make it correct for the entire class.
This is not an appropriate way to allow students to answer questions because essentially the teacher is doing the thinking for the student, so the student is getting nothing out of his/her learning; the student is not being encouraged to really think about and provide the best answer. Aryati (2013) concluded that Right is Right Technique is one of the speaking teaching strategies used in the teaching and learning process. To get the answer to that question, the question is guided by the teacher step by step. From each step by step, all the students can give their opinions and ideas. So the students are not passive and afraid to speak for fear of being wrong in greeting opinions. The process is expected to improve students‘ speaking abilities and also make students more creative and active in English.
Based on the explanation above the researcher would like to conduct the research Improving Students‘ Speaking Ability by using Right Is Right Technique at MTsN Kepulauan Selayar. This research was limited to improved students‘ speaking ability by using Right Is Right Technique at MTsN Kepulauan Selayar. The researcher focused on three components of speaking. They were accuracy, fluency and comprehensibility.
METHOD
The research method which applied in this research was pre- experimental method. There were two variables in this research; namely dependent variable and independent variable. The dependent variable was the students‘ speaking, while independent variable was the used of Right is Right Technique. The population of this research was the students of MTs Negeri 1 Selayar that consist of six classes. Those classes were VII A to VII B, VIII A to VIII B and IX A to IX B with the total number of population was 130 students. In this research, the researcher used purposive sampling technique because there were two classes of the second grade students of MTsN 1 Kepulauan Selayar and the researcher chose only one class as a sample. The class from VIII B chose as the sample because the students have heterogeneous ability in speaking. The total numbers of sample were 25 students.
RESULT AND DISCUSSION Result
The result showed that most of the students in class XI MA AL-Hidayah Makassar got fair score. Could be found that two students got 35 score of the test from the total students were 25 students; it means that the score was fair. four students who categorized score 40 from the total students were 25 students; it means that the score was fair. There were three students got score 45 from the total number of students were 25 students; it means that the score was fair. three students got score 50 and three students who achieved score 55 from the total students were 25 students; it means that the score was fairly good. five students who categorized score 60 and three students who got score 70 and two students who got score 75. It was also showed that they were difficult to understand the text, some of them identified the text word by word and if they found unfamiliar word they were difficult to comprehend the reading test.
The result of post-test above showed that there were three students got score 65, there were six students categorized score 70, there were four students achieved score 75, there were three students achieved score 80, there were two students categorized score 85, four students got score 90 and three students categorized score 95.
The data description above, presented that in students post-test result the students was
23 dominant the highest score of their post-test result. The highest score was 95 that consist of three students and the lowest score was 65 that were consisting of three students. Such results were explained clearly that post-test students were higher than pre-test students. The result of post-test of the second-grade students of MA AL-Hidayah Makassar showed that the total score of post-test was 1.970 and the mean score was 78,80.
Scoring Classification
In this part there were the explanation and the description of the students pre-test and post-test which classified into some criteria such as the criteria of percentage, frequency of students. It was to know how many students who got classified excellent, very good, good, fairly good, fair, poor and very poor
The students score in pre-test and post-test were classified into some criteria. The criteria were excellent, very good, good, fairly good, fair, poor and very good. The researcher showed the result of students reading in pre-test and post- test by classification, score, frequency and percentage of the students‘ score was presented as follows:
Table 4.2
The Rate Percentage and Frequency of the Students Score on Pre-Test (X
1)
According to the data in the table 4.2 above showed that the frequency and rate percentage of the students’ achievement in pre-test. From this table, it could be seen that there were only 9 students categorized fair classification with the percentage (36%), 6 students who classify fairly good classification with the percentage (24%), 8 students classify good classification with the percentage (32%) and 2 students got very good classification with the percentage (8%). It was known none students with categorized poor, very poor and excellent classification.
Table 4.3
The Rate Percentage and Frequency of the Students Score on Post-test (X2)
N o
Classi ficatio n Sc or e
Post-Test Freq uenc y Percentage
(%)
1 Excellent 90-100 7 28
2 Very 75-89 9 36
3 Good 60-74 9 36
4 Fairly 50-59 - 0
5 Fair 35-49 - 0
N
o Classi ficatio n Score Pre-Test Freqency Perc enta ge
1 Excellent 90-100 - 0
2 Very good 75-89 2 8
3 Good 60-74 8 3
4 Fairly good 50-59 6 24
5 Fair 35-49 9 36
6 Poor 20-34 - 0
7 Very 0-19 - 0
Total 25 100
24
6 Poor 20-34 - 0
7 Very 0-19 - 0
Total 25 100
The data from the table 4.3 above, showed that the frequency and the rate percentage of the students reading ability after using Near Peer Role Modeling. It could be seen that there were nine students achieved good classification with the percentage (36%), nine students categorized very good classification with the percentage (36%) and seven students classify excellent classification with the percentage (28%). Based on the data showed, most of students in post-test were classified as very good and good. It was known that none of 25 students categorized fairly good, fair, poor and very poor. The total percentages were 100% and total frequencies were 25 students. It could be concluded that the rate percentage of the students‘ score of post-test was higher than the rate percentage the students score of pre-test.
The Comparison between Pre-test and Post-test Scoring Classification
The researcher showed the comparison between pre-test and post-test scoring classification in the table below. The scoring of pre-test and post-test students was clearly distinguished and shown as in the table below:
Table 4.4
The Comparison of Rate Percentage between Pre-test and Post-test NO
Classification
Rate Percentage Pre-test Post-test
1 Excellent 0 28
2 Very good 8 36
3 Good 32 36
4 Fairly good 24 0
5 Fair 36 0
6 Poor 0 0
7 Very poor 0 0
Total 100 100
From the table 4.5 above showed the comparison of the result of the pre-test and post- test of the students reading ability. It could be seen that there was none of the students got excellent with 0%
percentage in the pre-test while in post-test there were seven students with 28 percentages. There were two students who got very good with eight percentage in pre-test, while in post-test there were nine students who got very good which categorized 36 percentage. There were eight students who got score which categorized as good with (32) percentage in pre-test, while there were nine students who got good score which categorized (36) percentage in post-test. There were six students who got fairly good score which categorized (24) percentage in pre-test while in post-test there was none students who got fairly good score. In pre-test there were nine students who got fair score which categorized (36) percentage and there was none students who got fair score in post-test. In pre-test there were nine students who got fair score which categorized (36) percentage and there was none students who got fair score in post-test.
In pre-test and post-test there was none students who got poor and very poor score. In short, the data indicated that the score of post-test was higher than pre-test. It could be concluded that students reading ability had been improved after using Near Peer Role Modeling. students classified as fairly good in pre-test while in post-test most of students categorized as very good score.
Table 4.5
The Simulation Score of Students Pre-Test and Post-Test
25 Simulation of score Number of students Percentage (%)
Improve 25 10
Unchanged 0 0
Decrease 0 0
Total 25 10
According to the table above, it explained that there were 25 students with percentage 100%
students whose improve, none students get the bad score in post-test. The researcher could categorize that 100% of students got improving their post-test score. It means that all the students of the second grade in MA AL-Hidayah Makassar could change their skill from the low level into the high level to understand some reading text by using Near Peer Role Modeling.
Calculating the Mean Score of the Students Reading Ability in Pre- test and Post-test
The calculating of the mean score of the students‘ result in pre-test and post-test and the mean score of gain was presented as in the following table.
Table 4.6 Students Mean Score
Test Mean score Total score
Pre-test (x1) 53,60 1340
Post-test (x2) 78,80 1970
Gain (D) 25,2 630
Based on the above table, the mean score of pre-test students (X1) was 53,60 from the total score of 1.340 and the mean score were 78,80 in score than the value of t-table. It could be concluded that there was a different meaning in teaching reading ability between the students' pre-test and post- test results using Near Peer Role Modeling of post-test students (X2) from the total score of 1.970.
The mean score of gain (D)was 25,2 from the total score 630. It could be concluded that the mean post-test score was greater than the mean of pre-test score. This means that using of Near Peer Role Modeling could improve the students‘ reading ability at the second-grade students of MA AL- Hidayah Makassar
.
Hypothesis Testing
After calculating the data by using T-test, than the formula used to find out the students' degree of freedom (DF) was as follows:
df=N – 1, where (N, all the students = 25) df = 24
For the level of significance 0,05 and the degree of freedom (df)=24 and T-test value was higher than T-table value (22.187˃2.064). So, the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
Based on the above study, the researcher concluded that by using Near Peer Role Modeling, there was a significant difference between the result of pre-test and post-test students using Near Peer Role Modeling. Therefore, Near Peer Role Modeling was effective in improving the students reading ability. Applied the Near Peer Role Modeling in teaching reading, the researcher gave the students‘ test of pre-test and the test consist of 20 multiple choices. There were 25 students who joined the test and they had 60 minutes to do the test.
The situation of students when the researcher gave the test was the students seen the text and said don‘t understand about the means of the text in pre-test on the text 1 about the Prince and His Friends. The students were difficult to answer the questions and it could be seen from most of the students answer was wrong. Most of the students said don‘t understand the content of the reading presented because the text and choice .
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Discussion
The discussions deals with interpretation of the findings derived from the data analysis. The description of data collected through reading test was explained in the previous showed that the students‘ English reading was improved. it was supported by the result of frequency and the rate percentage of the students pre-test and post-test.
The first meeting the researcher gave the pre-test to students. Result of pre-test presented above showed that the students get difficulties in comprehending the text, difficult to understand the content of reading and conclusion in reading narrative text. Before the researcher in reading. When the researcher taught the students reading using Near Peer Role Modeling, they were noisy when the researcher guided them to make a group. But they were active in classroom when the peer model read the story and they write the main idea, generic structure (orientation, complication and resolution) from the story. Then, they tried to reading the text well and also they pay attention to the peer model when read the story.
Next meeting, the students were more interested when the researcher use Near Peer Role Modeling and can easy to comprehend the text because of the Near Peer Role Modeling; students‘ were more familiar with a text given by the students‘. Where with this method, students‘ will predict an event contained in the text.
At the last step, the researcher gave the students post-test used reading test especially in narrative text. The researcher delivered the text and asked the students to answer the questions. The test and number of item in post-test was same with pre-test. The text consist of 20 multiple choices and the test takes time around 60 minutes. It has proved that Near Peer Role Modeling could improve students reading ability of narrative text.
Amalia (2018) concluded that it was substantially effective to use Near Peer Role Modeling to help the students understand the narrative text because of the Near Peer Role Modeling, students‘ are more familiar with a text given by the students‘. So, this method, students‘ will predict an event included with the text and they were learning how to interpret the content of the text with their chair mate, then students‘ understand a text with carefully and the student can be more confident in presenting the contents of the story to other group friends. Also concluded there is significant difference of teaching reading through Near Peer Role Modeling.
After having the data of pre-test and post-test, the researcher compared the students‘ result of pre- test and post-test. It aimed to know whether there was significance different the result of pre-test and post- test. In other words, whether the result of post-test was higher than pre-test. The followings were the details discussion findings of this research. The discussion deals with the interpretation of the findings derived from the analysis. The description of data collected through reading test was explain it previous showed that the students reading ability was improve. It was supported by the result of frequency and rate percentage of the students pre-test and post-test. It means that there was significant difference result of pre-test after teaching and learning reading ability using Near Peer Role Modeling.
By looking the data above, the use of Near Peer Role Modeling in teaching reading ability to students especially narrative text at the second- grade students of MA AL-Hidayah Makassar was improve. Beside the frequency and the rate percentage of the students result, the other data which showed the students achievement was the students mean score of pre-test and post-test. The researcher found that the result of post-test was higher than pre-test, where the mean score of the students pre-test was 53,60, it was categorized as fairly good score while the students mean score in post-test was 78,80, it categorized as very good score.
The other case also showed the improvement of the students‘ ability in reading ability was also proved by the T-test value. T-test value of this research was 22,187 and T-table was 2,060. It explained that, the value of T- test was higher than the value of T- table (22.187˃2064) it means that there was significance difference between the result of pre-test and post-test. In other words, using Near Peer Role Modeling in teaching and learning reading was effective in improve the students reading ability. It could be inferred that the alternative hypothesis was accepted and null hypothesis was rejected.
Based on discussion above, the use of Near Peer Role Modeling was one of model that was
27 improving the students reading ability. It could be implemented in class as an activity in teaching in learning process. It is supported by Tazkiyyah (2015) who found that Guided Question Technique can improve the speaking skill in the VIII E class of MTs. Manahjul Huda Ngagel Pati in Academic Year 2015/2016 and Wahyudi (2017) whe stated that the questioning technique improve students‘ speaking ability in terms of accent, grammar, vocabulary, fluency and comprehensibility, in which speaking fluency was the highest improvement of all. Moreover, it led the students to good self-confidence and classroom participation. In short, the more the students use questioning technique, the better the students‘ speaking ability.
And this is also similar with
Lemov (2010:35) Right Is Right is about the difference between partially right and all-the-way right— between pretty good and 100 percent. The job of the teacher is to set a high standard for correctness: 100 percent. The likelihood is strong that students will stop striving when they hear the word right (or yes or some other proxy), so there‘s a real risk to naming as right that which is not truly and completely right. Based on the research in the second-grade students of MA AL-Hidayah Makassar in English teaching learning process by using Near Peer Role Modeling was effective to improve students reading ability.Conclusion
Based on the finding and discussion in the previous chapter the researcher formulated in the conclusion as follow: Improving students‘ speaking ability by using Right Is Right Technique at MTsN Kepulauan Selayar, it can be seen from the students‘ achievement through pre-test and post- test, there was significant different on the students‘ of the students speaking ability before and after using the technique Right Is Right Technique.
It was seen after four meetings, treatment and result showed that the mean score of pre- test which was given without treatment was 6,44 meanwhile, the mean score of post-test which was given after treatment used Right Is Right Technique was 9,8 it showed the mean score f post-test was higher than pre-test. Thus, it can be concluded that, the used Right Is Right Technique can improve students‘
speaking ability at MTsN Kepulauan Selayar. The significant can be seen in three components namely accuracy, fluency and comprehensibility. The research is needed to move this work forward in order to understand how NPRM operates differently with different groups and contexts, the many ways to communicate NPRMs to learners, and what attitudes and skills are most likely to change through NPRM. There also needs to be more research on how teacher can become NPRMs for their students.
