Alhamdullilahi Robbil 'Alamin, first of all I would like to express my deepest praise and gratitude to Allah SWT for the blessing and mercy that Allah bestowed on me in everything, especially in completing this thesis. I realized that many people had given their help and helpful suggestions for the completion of this thesis. My heartfelt thanks to all lectures from FKIP UNISMUH, especially to the lectures from English department for their guidance during my studies.
Another special thanks to uncle Yas Jongenelen for the motivation and support and to my friends for support and assistance to finish this thesis. INCREASING THE STUDENTS' SPEAKING SKILLS THROUGH SOMATIC AUDITORY VISUAL INTELLECTUAL METHOD (A Classroom Action Research on the second year students of class XI IPS 2 at SMA N 1 Palangga-Gowa). This research aims to find out the increase of the students' speaking skill through SAVI method to the second year students of SMA N 1 Palangga – Gowa.
The students' speaking test results in cycle 1 and cycle 2 had significantly different mean scores, indicating an increase in their speaking ability when the researcher used the SAVI method.
INTRODUCTION
- Background
- Problem Statement
- Objectives of the Research …
- Significant of the Research
- Scope of the Research …
Teaching English needs not only skills but also the ability to encourage the students to be bold in speaking. There are some other factors that the teacher should pay attention to during the study process, especially when speaking in the lesson, such as the students' feeling while studying, their involvement in the learning process, etc. If the students do not like the lesson, they will not merely be involved in the learning process.
Students are not in class to study, but to progress, as Dave Meier said. Third, students cannot speak fluently because they rarely have to practice speaking English. The researcher also conducted observation by giving oral tests to the students and also interviewed the English teacher in SMA N 1 PALANGGA, especially the eleventh grade teacher.
It will be focused on the students' speaking accuracy (pronunciation and vocabulary) and speaking fluency (effectiveness).
REVIEW OF RELATED LITERATUR…
The Concept of Speaking …
So speaking is a way to express our ideas and feelings to each other. Speaking skill includes fluent and precise expression of meaning, exercising pragmatic or communicative competence and following the rules of appropriateness, all skills together can be said to make up the global skill of speaking as acts of communication and interaction with others, and these will be focused on in the second part. From the Internet "The aim of the research project (what is speaking ability) is to investigate the component structure of second language speaking ability." In three studies, we will measure relative weights.
Then, despite this basic definition, we can also conclude that fluency is the ability of a person to speak that is supported by sufficient skills and knowledge and is not judged on how it is delivered. Sauvignon (1988:9) argues that there is a theoretical difference between competence and skill. Competence is defined as an assumption underlying ability, and performance as the overt manifestation of ability. Competence is what one knows, fluency is investigating the component structure of speaking skills in a second language.
Marcel (1978) argues that accuracy is a way people use the right words and sentence patterns. Pronunciation is certainly the fact or manner of articulated utterances; Pronunciation cannot be separated from intonation and stress, which are indicators of whether someone has good pronunciation in the spoken language. Grammar is a branch of linguistics that deals with classes of words, their inflection or their way of indicating the relation to each other, and the relation in the sentences as used according to established usage, and sometimes extended to related matters.
Fluency is often compared to accuracy, which is concerned with the type, amount, and seriousness of errors made. Therefore fluency is a very complex ratio that is mainly related to the smoothness of the continuity in the discourse, it includes a consideration of how the sentences are modeled very much in word order and remove the element of structure and also some aspects of the prose of the discourse. According to the Random House Webster collage dictionary fluency refers to being able to speak or write smoothly, easily, or easily in an easy flow.
Whereas Marcel states that fluency is a person's way of speaking that deals with how to process words in a certain period of tones without missing some main words of their speech. As said by Brown, fluency is probably best achieved by letting the stream of speech flow, so assuming that his speech flows beyond the intelligibility to the "riverbank" of instruction or some detail of phonology, grammar, discourse will channel to speech or more purpose full course.
SAVI
So learn with somatic means of tactile, kinesthetic learning, practice physical tinkering and also using and moving the body and the learning process. Not all lessons need physical activity, but by changing the learning activity from physically active to passive, you can help each person's learning. Somatic means getting up from your chair and being physically active during the learning process.
Sitting down in front of the teacher for a long time can blind our minds and slow down our thinking while we get up and move around. increases our blood circulation in our body which can give us fresh energy during the learning process. Auditory learning is the best study if the students can hear and name the words. The learning process will not be useful if the teacher cannot create and involve the learning process through Listening, Speaking and Thinking.
The reason is that the brain has more peripheral devices for processing visual information than any other sense. The reason is because the meaning is true and easy to remember, while the word is not true and sometimes difficult to remember. The learning process is not about retaining information, but about creating meaning, knowledge, and values for the learner's mind to implement.
Creating knowledge and retaining information should be everyone's goal in the learning process. Examples of Intellectual are: Problem Solving, Fix Questions, etc. http://fakultasluarkampus.net/belajar-berbasis-aneka-sumber/, UwesAnisChaeruman) Meiyer states that, (according to my definition of the intellectual) is the creator of sense in the brain; a tool used by man to "think", to combine experiences, to create a new neuron composition and to study. In the learning process, students use not only their brains, but also their bodies and senses.
Knowledge is not something that is absorbed by students but is created by students when someone learns by combining knowledge and skills. Competition about when the learning process will slow down the learning process itself, while cooperation between students will increase their learning community.
Conceptual Framework
One of the crucial issues is their speaking ability which covers fluency and accuracy in speaking English. Based on the above problems, the researcher will use the SAVI method to overcome the problems. SAVI will be applied through classroom action research, which has four phases, and it will focus on increasing students' speaking skills, especially students' speaking accuracy and fluency.
RESEARCH METHO
- Research Type …
- Research variable and Indicators
- Research Subject …
- Research Procedure
- Research Instruments
- Data Collection
The teacher divided the class into five groups calling them A B C D and E. The teacher suggested the students about the learning process. The researcher observed the students' response, participation and everything found during the teaching and learning process was based on the observation sheets listed. Making assessment to understand the progress of students especially in their speaking ability.
In this phase, action was taken to improve the result based on the cycle reflection I. The procedures were the same as the first cycle but in a new variation related to SAVI method which was done to improve the students' speaking skills. The teacher divided the students into five groups and named them A, B, C, D and E. The teacher gave positive suggestion to the students about the learning process and the material related to it. The teacher asked the students to find out what was funny that they saw in the picture.
Students had to tell the story in as much detail as possible based on their discussion. Pupils' response, cooperation and everything they found out during teaching and learning based on the prepared observation sheet. From the results of the research, the researcher could conclude that the SAVI method could improve students' speaking skills.
The test was intended for students to determine their speaking skills. After collecting students' data, students' score could be classified. This leads to the conclusion that the implementation of the SAVI method is necessary in the process of teaching and learning English, especially when increasing students.
The auditory visual somatic intellectual method is an effective method to increase students' speaking ability. Based on the result of the study by applying the Somatic Auditory Visual Intellectual method which had been effective in the growth of students. It is suggested that English teachers apply the Somatic Auditory Visual Intellectual method as one of the alternative ways to increase students' speaking ability.
In the process of teaching and learning, it is recommended for the teacher to pay close attention to the feelings of the students.
FINDINGS AND DISCUSSIONS
Findings
Discussion
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
