Improving student's speaking skills through learning community technique (Action research in the classroom in the first year of Smp Unismuh Makassar) Thesis Department of English Education, Faculty of Training and Teacher Education, University of Muhammadiyah Makassar, supervised by Arif Paturusi and Hijrah. The results showed that the application of the learning community technique (LCT) was important in improving students' speaking skills in terms of pronunciation skills and in terms of fluency skills. The learning community technique (LCT) is a strategy that is based on the students' environment at Smp Unismuh Makassar, especially in relation to speaking ability and contextual teaching concepts and.
INTRODUCTION
Background of the study
She saw certain courses in the processes of learning and teaching English speaking based on the findings of a preliminary investigation conducted by a researcher at Smp Unismuh Makassar. It creates a learning environment where students can communicate and exchange ideas in a group environment depending on the situation. As a result, a researcher at SMP UNISMUH Makassar tries to solve students' communication problems.
Problem statement
Effran Aderiza, (2018) His research is "Using Learning Community Strategy to Improve Speaking Skills". One of the learning methods that can promote student involvement in the classroom is the learning community technique. At the end of the meeting, it was expected that an increase in the speaking skills of the VII grade students of SMP Unismuh Makassar could be achieved.
At the end of cycle 2, think about the application of the LCT model in the CAR. The findings of the data showed that teaching speaking skills using learning community techniques can improve students' pronunciation and also students' speaking skills. The improvement of students' speaking in terms of pronunciation The improvement of students' speaking skills in terms of pronunciation. pronunciation in class VII SMP Unismuh Makassar as a result of student assessments in cycles I and II of the diagnostic test can be clearly observed as follows:.
Makassar as a result of the assessments of students in cycles I and II The results of the diagnostic test are easily apparent. The improvement of students' speaking skills The graph below illustrates that students' speaking skills improved more in the second round. The results of observations of students' participation in the use of the learning community technique in developing students' speaking skills are taught and learned in class VII SMP Unismuh Makassar, which were conducted in 2 cycles.
Based on the results of the study, the academic performance of students who were taught using learning community techniques was better than the conventional method. Based on the results of the study, it was found that students' scores were much higher after being treated in the classroom using the learning community technique. In short, the researcher emphasizes that the learning community technique is one of the useful methods in teaching speaking skills.
The use of learning community technique is able to increase students' fluency in grade VII SMP Unismuh Makassar. Ordinal angka dengan the untuk mekan tanggal (lisan): . antara lain. first, second, twenty-third, thirty-first of May).
Object of the study
Significant of the study
The scope of the study
REVIEW RELATED LITERATURE
Previous related research finding
The concept of speaking
- Definition of speaking
- The function of speaking
- Types of speaking performance
- Assessment of speaking
- Problem in teaching and learning speaking
Because people cannot be separated from engagement and communication in everyday activities, speaking is the first way to communicate with others in social society. Based on the above explanations, the researcher can conclude that speaking is one of the most significant skills in language, as well as the first way to communicate and engage with others orally, as well as to develop specific points of language and to understand the way of language use. competence. To discuss means that the speaker wants to discuss something because the purpose of speaking is to make some decisions and plan Tarigan, (2008).
Learning community technique
- Definition of learning community
- Learning community principles
- Teaching procedure using learning community technique (LCT) 16
In the learning community technique, students are expected to be active by carrying their various responsibilities to exchange knowledge. Because That's learning packaged in group discussions with heterogeneous members and varying numbers strongly supports the components of the learning community technique model. Learning society occurs when each party involved in it is aware that its knowledge, experience and skills are useful to others, basically those involved in the learning society can be a source of learning.
Conceptual framework
He went on to suggest that it is a good technique for students to strengthen their thinking and speaking skills.
Hypothesis
RESEARCH METHOD
- Research design
- Research variable
- Population and sample
- Research Instrument
- Technique of data collection
- Technique of data analysis
The table above shows that the speaking skills of students in terms of pronunciation have increased from the Diagnostic Test to Cycle I and Cycle II. 48.83 < 56.6 < 73.27) where the mean performance of the Diagnostic Test Students' speaking skills scores in terms of pronunciation was 48.83 after the evaluation in the first cycle of. From Cycle I to Cycle II, there was a significant improvement in student fluency in terms of student pronunciation, with student fluency in terms of pronunciation being 56.6 in Cycle I and 73.27 in Cycle II.
Thus, from cycle I through cycle II, the increase in fluency learning outcomes in terms of student pronunciation is 16.67%. The table above shows that the use of learning community strategies in the process of teaching and learning improved student pronunciation after the actions taken in Cycles I and II, with Cycle II having the highest student achievement (73.27 > 56, 6 > 0.48.83) and an increase in fluency in terms of students' pronunciation from the diagnostic test to the second cycle was 24.44%. The improvement of speaking skills in terms of fluency of students. Variable The score improvement of students.
After the evaluation was conducted in the first cycle, the student's fluency was 56.2, so that the student's improvement in fluency in terms of fluency from D-Test to Cycle I was 7.54%. Speaking skills in terms of students' speaking skills also increased significantly. In cycles I through the second cycle, students' speaking skills improved from 56.2 in cycle I to 75.2 in cycle II. The improvement of students' speaking skills focused on the pronunciation and fluency of subjects in class VII SMP Unismuh.
The application of the learning community technique in learning mastery of fluency in class VII SMP Unismuh Makassar can improve student performance and ability in understanding fluency material in cycle 1 and cycle II in the learning process and KKM at SMP Unismuh Makassar specifically for English subjects. 6.5.
FINDINGS AND DISCUSSION
Findings
The above table shows that there was an increase in Speaking skills in terms of students' fluency from Test-D to cycle I and cycle II (48.66 < 56.2 < 75.2), where the achievement of speaking skills in Test- D scores in relation to students. floating was 48.66. The above table illustrates that the use of learning community strategies resulted in a significant increase in students' fluency after the activities carried out in cycles I and II. Second cycle fluency is higher (75.2) than first cycle (56.2) as well as D-test (48.66). It also shows that the D-Test Result is the lowest level of success.
There was a significant increase in students' fluency and fluency, which were clearly indicated in the graph after they took action in the cycle through community learning technique, which was 26.54% after the cycle I and cycle II evaluations. The table above shows that students' speaking skills improved from Test-D to Cycle I and Cycle II, with the average score of the students' performance in Test-D being 48.74. There was also a significant increase in student fluency from Cycle I to Cycle II, with student fluency reaching 56.4 in Cycle I and 74.23 in Cycle II, representing a 17.83% increase in the speaking skills of students.
Speaking skills after action in cycles I and II, with cycle II having the highest student learning achievement (74.23> 56.4> 48.74) and a 25.49% increase in From diagnostic exams to cycle II, students' speaking skills were assessed. This means that student participation in the second cycle was good because 86.7% of Involvement of students in teachers and students with questions and answers relationship strategy was good.
Discussion
Interaksi antar siswa di dalam dan di luar kelas, termasuk salam, selamat tinggal, terima kasih, dan permintaan maaf, dapat mendorong perilaku yang melekat pada AI. Pengalaman siswa dan guru. mengkomunikasikan Kolaborasi 4.2 Draf teks. transaksi transaksional lisan dan tertulis yang sangat singkat dan sederhana yang melibatkan pemberian. informasi terkait identitas, singkat dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Pengalaman siswa dan guru.. berkomunikasi Kolaborasi 4.3 Menyusun teks transaksional lisan dan tulis pendek dan sederhana yang memuat tindakan memberi.. informasi yang berkaitan dengan nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal dan tahun, dengan ciri-ciri sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Ucapan, tekanan kata, intonasi, ejaan, tanda baca dan tulisan tangan. peristiwa/kejadian/kegiatan yang berkaitan dengan kehidupan di sekolah, rumah dan lingkungan sekitar siswa yang dapat mendorong perilaku yang terkandung dalam AI. Pengalaman siswa dan guru. berkomunikasi Kolaborasi 4.4 Menulis teks. diucapkan dan ditulis dengan sangat transaksional. Waktu pelaksanaan Sumber Daya Keterampilan Abad 21 singkat dan sederhana. informasi terkait nama dan nomor hewan, benda, dan bangunan umum yang dekat dengan kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Ucapan, tekanan kata, intonasi, ejaan, tanda baca dan tulisan tangan. hewan dan bangunan yang biasa ditemukan di. kehidupan nyata di rumah, sekolah dan lingkungan sekitar siswa yang mampu. mempromosikan perilaku yang terkandung dalam AI. di mana benda dan binatang berada - Ajukan pertanyaan. tentang beberapa bangunan, benda, dan hewan. hewan di dalam dan sekitar - Lakukan. refleksi terhadap proses dan hasil pembelajaran. Sifat dan keadaan manusia, binatang, benda-benda yang ada di rumah, sekolah dan lingkungan sekitar siswa yang dapat. mempromosikan perilaku yang terkandung dalam AI.
CONCLUSSION AND SUGGESTION
Conclusion
Using it uses learning community techniques to present speaking material for class VII students of SMP Unismuh Makassar has significantly improved student performance. The results showed that the average speaking score of students in terms of pronunciation and fluency in the second cycle was greater than the average test score in the first cycle (74.23>56.4) and the increase in speaking skills was 25.49%. The use of learning community technique is able to improve students' pronunciation in grade VII students of SMP Unismuh Makassar.
Suggestion
Siswa menulis cerita pendek dengan baik. untuk mengevaluasi hasil belajar tentang materi yang kita pelajari selama tugas siswa. Jika ada siswa yang mengikuti pembelajaran “Cerita Pendek” dan tidak mencapai hasil KKM (65), maka akan dilakukan koreksi berdasarkan IPK yang tidak tercapai, dan guru akan membimbing dan memberi semangat kepada siswa. yang tidak mencapai KKM.
