The above result shows that there is a significant improvement in students' speaking skills in terms of speaking accuracy and fluency when using the case presentation method in Class XI SMA Negeri 1 Campalagian. Using the case presentation method to improve students' speaking skills is to guide students from accuracy to fluency. Did the case presentation method improve students' speaking accuracy in XI. to the class of SMA Negeri 1 Campalagian, Polman Regency.
Did the case presentation method improve the students' speaking skills in class XI of SMA Negeri 1 Campalagian, Polman Regency?
Definition of Presentation
The case method is a teaching approach that consists in presenting a case to the students, placing them in the role of a decision maker facing a problem. The case method is a form of learning where the students first read a description of a real case or a problem taken from their professional area. The students elaborate on what to do in this case or how to solve this problem.
The students are actually very active mentally, as they want to understand and internalize the new rule that is presented.
Definition of Case Presentation Method
The Teaching Process of Case Presentation Method
The Advantage of Case Presentation Method
The Concepts of Speaking a. Definition of Speaking
Chastain points out that learning to speak is definitely more difficult than learning to understand spoken language because it involves sequencing activities that require both the teacher and the students. The teacher should pay more attention and give the student different activities in teaching the speaking skill to increase the student's ability to use the language because this case is one of the ways to improve the students' English speaking . Furthermore, Byrne, (1976:8) states that speaking is a means of oral communication to convey ideas or inform others.
The act of speaking involves not only the production of sound, but also the use of gesture, the movement of the muscles of the face and indeed the whole body.
Pronunciation
Vocabulary
Active vocabulary is words that students have learned and are expected to be able to use.
Grammar
The inductive teaching method accepts that teaching grammar inductively improves learning because it challenges students, especially high-proficiency students, to discover the rules for themselves, making them successful. For young learners, it is more appropriate to teach grammar inductively because they can practice and use the language as much as possible in class, so they can acquire the language unconsciously. The language study that deals with the forms and structure of words (morphology) and with the usual arrangement in phrases and sentences (syntax).
One of speaking and writing, must be learned because valuable transmission in speaking through understanding structural patterns.
Fluency
Accuracy
Classroom Action Research (A.R)
In this step, the researcher will develop a research plan of action, which states our question, how and why he will conduct the research. In this phase, the researcher will observe how the state of the teaching and learning process consists of what the students do in the classroom and what are the weaknesses in this research. But if the researcher is like a direct teacher, the researcher will seek the help of the relevant teacher to observe this research.
In other words, the observed will observe the activity of the researcher and the students during the teaching and learning process. This stage will help to understand the data collected in her research. In other words, if this research was bad, she started thinking about solving the problem in the next cycle.
Conceptual Framework
Planning 2. Action
The above conceptual framework shows the process of a researcher focusing on speaking skill to improve students' speaking ability through case presentation method. Based on action research in the classroom, this research is carried out in two cycles, where the first and second cycles are closely related. Each individual cycle consists of planning, action, observation and reflection, as the cycle is carried out on the basis of reflection or what the students got in the first cycle.
The researcher focuses on speaking ability to measure students' speaking accuracy and fluency. Accuracy in speaking consists of grammar, pronunciation and vocabulary, but in this research more specific to grammar as students lack it when speaking. In addition to accuracy, speaking fluency is also measured in this research, which consists of speech frequency and the length of time students use when speaking.
Where the realization of the second cycle was continued and restored from the first cycle. Analyze all data collected through observation to assess the performance of the curriculum after delivering an action in the first cycle. In this phase, action was taken to improve the result based on the reflection of cycle I.
In the case where the observation is made in cycle II it is almost the same as cycle I. The researcher analyzes the first cycle to know if the action of this cycle reaches the success criteria based on the test result of the second action.
Research Subject
The reflection was carried out in such a way that the result of the second cycle of the action process seems to be analyzed, understood and carried out the closing activity.
Research Variables and Indicators
Research Variables
Research Indicator
Research Instrument
They speak very hastily, and more sentences are not appropriate in grammar and little or no communication. They speak very hastily and more sentences are not appropriate in smoothness and little or no communication.
Procedure of Collecting Data
Technique of Data Analysis
The findings of the research present the result of the students' improvement in speaking skills regarding the application of case presentation, and the discussion of the research covers further explanation of the findings.
FINDINGS
The improvement of the students’ speaking proficiency
And after taking action in Cycle I by using the case presentation method, the percentage of students' grammar was 3 students (10%) who were good, 6 students (20%) were fairly good, 11 students (36, 67%) passable, 10 students (33.33%) became poor and none of the students for the other classification. Based on the result in addition to the average score of the students' grammar for speaking accuracy in class XI, IPA3 of SMA Negeri 1 Campalagian is shown in the following table. In the student's diagnostic speaking test (Not CP) the average score is 5.43 (five point fifty), in Cycle I the average score is 6.57 (six point fifty seven) and in Cycle II the average score is 7.30 (seven point thirty).
This shows that students' speaking grammar has improved significantly through the application of the case presentation method. The above table shows that the percentage of students' fluency in the diagnostic speaking test (No CP) shows that 2 students (6.67%) did well, 4 students (13.33%) were fair, 18 students (60%) were poor , 6 students (20%) were very poor and no students for the other classification. And after taking the action in cycle I using the case presentation method, the percentage of students' speaking test in quiet was 4 students (13.33%).
Based on the result next to the average score of the students' fluency in speaking in class XI, IPA3 of SMA 1 Campalagian is shown in the following table. In the diagnostic test for student speaking (non-CP), the mean score is 5.43 (five point forty-three), in Cycle I the mean score is 6.63 (six point sixty-three), and in Cycle II the mean score is 7.30. (Seven point thirty). It indicates that the students' fluency in speaking improved significantly by applying the case presentation method.
To see the improvement in students' fluency, see the table below. The table above shows that the average score of the students' speaking ability in terms of accuracy and fluency indicates that the mean score for diagnostic test is 5.43 (five point forty three), the mean score for cycle I is 6.63 (six point sixty three) and the mean score of cycle II is 7.30 (Seven point thirty), It proves that students' speaking skills in terms of accuracy in handling grammar and fluency in handling smoothness were significantly improved through the use of case presentation method.
DISCUSSION
This shows that applying the case presentation method can significantly improve students' speaking grammar. Students' speaking fluency score related to fluency The result of data analysis using the speaking test shows that the average fluency score of students in speaking ability in terms of fluency, i.e. are higher than the average diagnostic test score. 5.43 (Five point forty three).
This indicates that the application of the case presentation method can significantly improve the students' fluency in speaking. Based on the explanation above, the researcher concludes that the application of case presentation method can significantly improve the students. This means that the average score of the speaking test in cycle I and II is higher than the average score of diagnostic test.
In this chapter, the researcher wants to give some conclusions and suggestions based on the previous chapter:.
CONCLUSION
The average score of the students' speaking test in cycle I = 6.63 - The average score of the students' speaking test in cycle II = 7.30 This proves that the application of case presentation method can significantly improve the students' speaking skills in terms of accuracy, handling of grammar and fluency handling smoothness at class XI IPA3 of SMA Negeri 1 Campalagian.
SUGGESTIONS
Applying the case presentation method can significantly improve students' speaking ability in terms of accuracy in dealing with grammar in Class XI IPA3 of SMA Negeri 1 Campalagian. So, it is strongly suggested to be applied in teaching English speaking in the classroom to improve students' achievement. Teachers should be creative in teaching English, especially in speaking, because to master it, more techniques or methods are needed to improve it.
In order to improve students' speaking ability in general, there are many cases that need to be improved such as: speaking accuracy, speaking fluency, speaking manner, etc. So for the future researcher, they can get other skills to improve themselves. use this method or other methods.
