INCREASING THE STUDENTS’ SPEAKING PERFORMANCE THROUGH WHOLE-CLASS DISCUSSIONS AT THE STUDENT

This study aimed to determine: (1) the performance of students to learn English by using the application of learning methods whole class discussion (2) identify the achievement of student learning success of the application of the method whole class discussion. In this study, students were given the test early (pre-test) before the end of the study and the test (post-test) at the end of the study. The results of the meeting declared that the success of the first cycle of the research has not been achieved because the 65 scored less than 80%.

Based on these results, it can be concluded that the application of the whole class discussion method leads to a positive impact on students' speaking performance, this is evident from the eleventh grade students speaking performance increasing in SMK PGRI 1 Punggur . Thanks be to Allah the Lord of the world, who has given the writer the blessing and mercy, that she can complete a university thesis, for the degree application of Sarjana Pendidikan Islam (S.Pd.I) in English Education Program in STAIN of Jurai Metro Siwo.

Background of Study

Based on the results of the previous research, the researcher at SMK PGRI 1 Punggur found many students' English learning difficulties, especially in speaking performance. Based on these problems, the researcher tried to increase students' speaking performance through whole class discussion. Whole class discussion is when the teacher investigates the speaking performance of the students in the class.

When the students perform during the speaking lesson, the teacher should correct what the students are saying and what is true or false in the speaking. Based on the previous explanation, the writer aims to improve the speaking performance of the students through a class discussion in the student's eleventh grade, SMK PGRI 1 PUNGGUR.

Problem Identification

Problem Formulation

Objectives of The Study

Find out if the use of classroom discussions can be used to improve the speaking performance of students in the 11th grade of SMK PGRI 1 Punggur.

Benefit of The Study

Speaking is one of the skills that students need to master in order to learn English. There are parts of the product to know the sound for speakers or language learners. Intonation is the rise and fall of the voice in speaking, especially as it affects the meaning of what is said9.

Students who do not learn conversational contractions can sometimes develop a stifled, bookish quality of speech that in turn stigmatizes them. This helps students master the sounds, rhythms and intonation of the English language through simple playback. Speaking is one of the skills that students must master in learning English.

Thus, speaking performance is special skill or competence that must be mastered by the students in the activity. The test of speaking performance should be possible for the students not only to express their speaking performance, but also to express the ideas, thinking or feeling. Discussion is debate, as of the community question in meetings, connecting opposite points of view. Discuss is a formal method of interactive and representative argument.

Discuss is a broader form of argument than logical argument, which only examines what is or is not the case, which is a technique of persuasion. Through logical consistency, factual accuracy and some emotional appeal to the audience are important elements of the art of persuasion, in discussion one side often prevails over the other side by presenting a superior or framework of the case, which is much more strategic. Whole class discussion is a modified form of classroom lecture where the focus is shared between the instructor and the students for information transfer.

Class discussions are an excellent teaching method when used in conjunction with other methods. A class discussion is pleasant for many teachers because it is an adapted teaching method.

Action Hypothesis

Object of The Research

Setting and Subject of Research

Planning
Acting
Observing
Reflecting
Test
Documentation
Field Note

This means that action research is a way to investigate the teaching and learning process in the classroom. In other words, a study is carried out by the teacher in his classroom through self-reflection in order to increase performance as a teacher in order to increase student outcomes. In the first goal is success, there will be another goal, that is, a practice in the teaching learning activities in the classroom.

In the Classroom Action Research, the researcher wants to carry out the research in two cycles. In this step, the researcher observed the process of teaching learning using whole class discussion, and the outlines of observation in this step, such as student's ability in question answering, the teacher's participation in learning process, speaking student's good participation and student's mistake. In the step, the researcher compared the score distribution of pre-test and post-test, the researcher reviewed and reflected on the student's attitude whether it is positive or negative, enough in the second cycle or need for next cycle.

It is the monitoring and systematic recording of the phenomenon under investigation.24 In addition, the research uses given activities and investigates for teaching in the classroom whether they get bored of this given activity or not. It is done to know to what extent the use of whole class discussion to teach speaking works in the classroom and they can find the students' responses regarding speaking performance by using whole class discussion. After observing the subject's activity, the writer conducted a pre-test to find out how far the students' speaking performance was before giving the treatment.

The researcher used a documentation to obtain data about the history of the school, the number of teachers, employed officials and students at SMK PGRI 1 Punggur. Field marking is an instrument that has the function of seeing the action and the learning process of the students' development26. Field marking is an important thing to record the type of student action implemented by the teacher in each cycle, the students' reaction to the action, etc.

Data Analysis Method 1. Formula

Indicator of Success
The history of SMK PGRI 01 Punggur
The Condition of Building
Teacher and Staff Names
The Number of Students
The Observation Sheet of The Students’ Activity Table 6
The Observation of the Teachers’ Activity Table 8
The Result of the Treatment of Cycle I
Cycle II a. Planning
The observation sheet of The Students’ activity Table 13
The Observation of the Teachers’ Activity

Nana SyaodihSukmadinata said that "validity comes from the collection of data and the decisions about the data that are collected is what the researcher really wants to get."29. Based on the above explanation, the research that was done is really correct and the test showed the indicator and the basic competence that is included in the curriculum. Complete students were students who meet the minimum standard at SMK PGRI 01 Punggur at least 65.

The implementation of the action was carried out in three meetings related to schedules. And the average student activity is about 52.63% of the total number of students. Based on the table that was prepared for the submission of data in cycle 1, it can be seen that teaching planning received the Good category, receiving 36 points.

The criteria for students who were successful in mastering the material were those students who obtained a minimum score of 65, while the class was said to be successful in mastering the material if 85% of the students in that class obtained at least 65. Based on the result of the post-test in cycle I, it can be said that most of the students found the teaching process difficult. This has happened because the students have not yet used whole-class discussion as a method.

Prepare the whole class discussion related to the speaking performance, identify the problem and find the cause of the problem. Based on the table above, we can see that all students were successful and. From the class observation table we can see that the percentage of active students were students) out of 24 students and students) not active in the first meeting.

From the table that was prepared to submit data in cycle 2, it can be seen that the planning of the teaching learning was given the category Good by getting a score of 45. Based on the result of the observational learning process in cycle II, it can be said that the teaching process by using whole-class discussion as a method has achieved criteria minimum mastery of the research.

INTERPRETATION

Interpretations and Learning Result at Cycle I Table 18

Also in II. cycle, students were more active in completing tasks than before. From the results of the pretest and posttest cycle I, it can be concluded that the students' score increased.

Interpretations and Learning Result at Cycle II Table 20

Increase Increase Increase Increase Increase Increase Increase Increase Increase Increase Increase Increase Increase Increase Increase Increase Increase Increase Increase. Based on the results of pre- and post-tests in cycle II, it can be deduced that discussion in the whole class can increase students' speaking performance. All students participate in the class from the first treatment to the last treatment.

The students' score in cycle II has increased this can be seen from average score which rises from 64.125 to. This means that the students can reach the target, the target is 85% students get score more than or at least 65.

Interpretations and Learning Result at Cycle I and II

Post-test