It is clear that based on the result of pre-test and post-test, it can be said that question stories have a positive increase in speaking learning. Referring to the result of the student's score above, it can be said that question stories game positively increases the student's skills in speaking. INCREASE THE STUDENTS' SPEAKING SKILLS USING QUESTIONS HISTORY PLAYED ON THE EIGHT CLASSES OF JUNIOR HIGH SCHOOL 6 METRO”.
INTRODUCTIONINTRODUCTION
Problem Identification
Problem Formulation
Objectives of The Study
Benefit of The Study
- Concept of Speaking
The students are involved in specific speaking contexts so that they can produce from various stages of an interaction. The speaking activities aimed to help the students develop habits of fast language processing English. Most speaking takes the form of face-to-face dialogue and therefore involves interaction.6 The speaking activities involve the students'. interact with others and understand each other.
The teacher should be able to invite the students to provide feedback, even in small conversations. Based on the above explanation, the researcher gets a definition that games are a fun activity and enjoyable way to make the students more active and interested in the learning process without leaving the role. The writer realizes that games are fun activities and an enjoyable way to make the students more active in the learning process without leaving the role.
With this game, students not only learn to speak actively, but students can also increase their skills in tenses, especially about present and past tense. With Question Stories Game, students question their knowledge in tenses, especially simple present and past tense. Playing Question Stories Game will consume more time so that the teacher must be able to manage the time as well as for the students to achieve the learning objectives.
By using the question story game, students can participate more actively in the teaching learning process. Based on the above quote, the writer can conclude that teaching is guiding and facilitating the students in the learning process in order to impart knowledge to the students. The teacher tells the students that they are going to make up a story and the teacher will help them with questions.
Classroom Action Research
Follow up using a series of questions to help the drama develop, for example. From the above explanation, it can be concluded that classroom action research is a research that aims to solve the problem or repair something in teaching and learning in the classroom. In this research, the writer needs a collaborator to help her in this action research that is caused as a young writer.
Action Hypothesis
RESEARCH METHODRESEARCH METHOD
Setting and Subject of the Research
Object of Action
Action Plan
It is the realization of the planning that the writer has made.29 Without the action, the planning is just imagination that can never be real. The purpose of this phase is to lower the effective filter between the teacher and the students. In this phase, the researcher explains the game with question stories and how you can let students speak.
The teacher gives the assessment to drill their speaking at home and examine them the next day. In observation, the teacher must be able to analyze the learning process, the students' activities, the teacher's performance, the material and the result simultaneously. Reflection is the activity of analyzing, understanding and drawing conclusions based on observation and field notes.
It means that classroom action research is actually guided from the process of classroom study which required systematic planning. In this step, the writer observes the format and field note to collect the cycle 2 data.
Data Collection Technique
The writer uses the method to obtain data about the students' activities, such as student understanding in answering questions, student speaking activity and good student participation. A test is a sequence of questions or statements used to measure the skills, knowledge, intelligence, abilities that an individual or group has.31 The material in the pre-test and post-test are different, but have the same difficulty. The pre-test is given in the first meeting before the treatments are conducted to know the ability of the students before doing the action research.
The post-test was given in the last meeting after doing treatments to find out whether the treatments made any contribution to the students' performance in class or not. The improvement is visible if the average score of the post-test is higher than the pre-test. This step was done after the treatment to know if the question story games increase and if it can improve the speaking skills of the student.
The interview can follow up on ideas, probe response and probe motives and feelings as the questionnaire can ever do. The way in which the answer is made can provide information that a written answer would hide. It enables the researcher to examine the minds of the students and obtain the necessary data that this interview was conducted to get specific information, especially data about the students' problem in speaking.
The writer uses this method to get data about the history of the school, the sum of teachers, officials and students of SMP N 6 Metro.
Data Analysis Method
The Validity and the Reliability of Test
Indicator of Success
Junior High School 6 Metro consists of nineteen classes, a computer laboratory, a library, a main room, an office, an official employee room, a counseling guidance room, a teacher's room, a mosque, a school health unit, two canteens , three toilets, a ceremony yard, a greenhouse, and a parking area.
Description of the Research
- Cycle I a. Planning
- AHY 60
- ADPS 60
This meeting began by praying and greeting, checking the attendance list and asking how the students were doing. In the first meeting, all students who give pre-test must be done individually. Based on the result, it can be seen that the students could not reach the objective.
Those expected can help the students to make and retell stories based on picture. Most of the students said that question stories game can help the students to speak. The table above shows that not all the students are active in the teaching learning process.
Based on the results of the first meeting, it can be said that most of the students found it difficult to teach the learning process. The students begin to make history and retell the story in front of the class. a) Second meeting. This meeting begins by greeting, praying, asking about the condition of the students and checking the attendance list.
This meeting was opened by greeting, praying, checking the attendance list and asking questions to the students.
Discussion
- Action and Learning Result on Cycle I
- Action and Learning Result on Cycle II
The students' activity which had a high percentage was taking action, all the students (100%) could do the task well and the second high percentage was paying attention to the teacher's explanation, there were 27 students (84 %) and the third active in the class there were 18 students (56%). For the students' activity that had a low percentage, 17 students (53%) were asking/answering the teacher's question, and 14 students (43%) were commenting, but this also already increased from cycle I to cycle II . Based on the result of observational learning process in cycle II, it can be said that cycle II was better than cycle I.
In the second cycle, the students were also active in doing the task than before. From the result of the pre-test and post-test we know that there was an increase from the result score and however there were some students who got the same score or constant from the pre-test or decreased but usually their ability increased. At cycle 1, the teacher found some problems that happen in the class, such as the students do not have confidence to speak in front of the class and do not know what to say about the topic, they do not have an imagination about it, and therefore they cannot express and develop their idea.
Another case is that some students are confused about how to pronounce the words because some of the words they want to say have never listened before. The result and data from cycle 1 lead the researcher to continue the learning process to cycle II and fixed the problem at cycle I.
Score
Interpretations and Learning result at Cycle I and II a. Students’ Learning Activities Data
From the increase in each cycle, it can be seen that using story game with questions can increase students' speaking ability. The students' speaking skills increased, as shown by their average score of 58.12 in the pretest, which became 64.53 in the posttest I, and 70.93 in the posttest 2. Based on the graph above, we can see that the students' score has increased from the pre-test mean score of 58.12, then the post-test I mean score is 64.53 and the post-test II mean score is 70.93.
From the pretest to the posttest cycle I increases by approximately points, and from the posttest cycle I to the post. It is clear that the question story game will be able to increase students' speaking skills. It can be concluded that the students' speaking skill increases by using the question story game in the eighth graders of SMPN 6 Metro.
The increase can be seen in the average score of the speaking skills of the students before and after the treatment. The result of pre-test and post-test shows that there is an increase compared to the pre-test and post-test. From pre-test to post-test cycle I there is an increase of approximately 6.41 points, and from post-test cycle I to pot test cycle II there is an increase of approximately 6.4 points.
It is clear that quiz story game will be able to increase the students' speaking skill.
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