This research proposal gives the title "use of beamed image media to improve students' speaking performance among fourth grade students". In this research, the author has investigated whether the use of the irradiated image media gives the positive effect in the students' speech performance. Can use beamed visual media to improve students' "speaking performance at the elementary school's 11 Metro Pusat".
The author limited the problem to the use of bundle media (in array) to improve the speaking performance of the fourth grade students of Primary School 11 Metro Pusat. The writer chose this topic because the students have poor English speaking skills, so they still find it difficult to practice speaking English. The aim of this study is to determine whether media can improve students' speaking performance after using X-ray images.
The result of the research can provide some information to the English teacher at the elementary school 11 Metro Pusat about teaching speaking through beamed images media, and hopefully the English teacher can use this media to improve the students' speaking performance.
INTRODUCTION
- Background of the Study
- Problem Identification
- Problem Formulation
- Problem Limitation
- Objectives and Benefits of the Study
- Objective of the study
- Benefit of the study
It is clear from the results of the pre-test that the students' results were different. The table above shows that the students' grades are different. The researcher hypothesizes that teaching using bundled media can improve students' speaking performance.
Most of the students knew the task easily and actively in the group after using beamed image media. From the increase of pre-test and post-test cycle 1, it can be seen that the use of beamed image media can improve students' speaking performance.
REVIEW OF THE RELATED THEORY
Theoretical Review
- The Young Learner
- Speaking Performance
- Beamed Images Media
According to Arikunto, “The second step of inquiry is action as the implementation or application of the content of planning, that is action.51. The research explained the role of the teacher and the role of the students in teaching learning through the use of blasted image media. Then the researcher asks the students to practice the conversation with their partner one at a time.
In cycle 1, only 20 students got a good score, but the result of the student test was better when the students' test was given before treatment. In the final meeting, the researcher gave motivation to the students' . and stimulate the students to complete the material. In this meeting, the researcher gave the material to the students who still have problems in learning English conversation.
Based on the result of the observational learning process in cycle II, it can be concluded that most students pay attention to the teacher. It was done on Wednesday 8th 2013, the result of the pre-test showed that most of the students struggled to take the test. In this researcher, the researcher performed the post-test 1 to check the students' speaking skills after implementing the treatment.
From observation in each cycle, most students were interested in attending the lesson. Most of the students were active in asking and answering questions during the learning process. It can also be used as one of the techniques that will make students active.
Hypothesis Formulation
RESEARCH METHODOLOGY
- Object of the study
- Setting and subject of the study
- Setting of the study
- Subject of the study
- Classroom Action Research (CAR)
- Data collection method
- Observation
- Test
- Documentation
- The Field Note
- Data analysis method
- Formula of this Research
- Validity and Reliability
- The Indicator of the Success
Then the researcher gave a pre-test and treatment to the students about excuse me, what's your name?. Most of the students still seemed confused in class, most of the students who struggled to take the test got. From the result of pre-test and post-test cycle 1, we know that there was an increase in the students' score.
RESULT OF THE RESEARCH
Result of the Research Description
- Research Setting and Object of the Study
- The Description of Finding
Student results were obtained through the test given to students at the beginning of the research and at the end of each cycle. This meeting began by praying and greeting, checking the attendance list and asking how the students were doing. The pre-test was done for 30 minutes to measure how much the students have mastered the material they have given.
The second meeting was used as the next implementation and was used for post-test after the students were given the activity in cycle 1. Before going to the material, the researcher asks the students to mention the spelling types of some words. Research writes the spelling types of some words that have been mentioned by the students on the white board.
Then the researcher gave an example of how to read a conversation and asked the students to repeat after her. Some observations were made, such as: observation of students' activities, teacher's note and observation of evaluation result. In one session, students had a lot of difficulty remembering and pronouncing new words in conversation, especially o excuse me, what's your name and a for apple with the spelling of some words because the researcher does not use bundle media as a teaching technique. learning process.
The post-test 1 was done for 3x35 minutes to measure how far the students had mastered speaking. If some groups could guess it correctly, the researcher gave a question to practice the students' speaking performance. And then the researcher mentions all the things described with correct pronunciation and the researcher asked the students to repeat after her.
The second meeting took place on Wednesday, May 29, 2013. This meeting served as an implementation and gave the post-test for the students at the end of cycle II during 3 x 35 minutes. Some observations were made, such as: observations on the activities of the students, notes of the teacher and observations on the result of the evaluation.
Discussion
- The Result of Students Learning
- The Result Observation of Students’ Activity
So it proved that the media with ray images can be one of the interesting strategies to learn English speaking, especially for the students at the fourth of State Elementary School 11 Metro Pusat. Based on table 9, the students have an average of 56, it shows that most of the students have not yet managed to achieve the standard minimum score (MMC) of 70. This was done on Wednesday, 29th 2013, based on table 9 it can be seen that the students' .
The score of implementation of cycle I and II can be seen in the table result of students' learning below. The increase is caused by the use of ray imaging media in the learning process that the students are directly related to and to do the activity in the learning process. Based on the table, it can be concluded that there was an increase in students' activity during study time that came through Beamed Images Media to improve the students' speaking performance.
It means that Beamed Images media has a positive effect on the teaching and learning process, especially in improving the learning activities of the students in the classroom. In the activity, the student understands the material and makes the notes from cycle 1 to cycle 2 has an average progress score from 53.57 to 67.86, there is an increasing 14.29 points. Then there is an increase of about 28.58 Points in the activity that students give example material, from cycle 1 to cycle 2 have the average progress score from 46.42 to 75.
Also in the activity, students do the assignment and active in the group from cycle 1 to cycle 2 have progress average score from 67.86 to 82.14, there is an increasing 14.28 points. Most of the students could easily understand the material and they take the notes after the teacher explained the material. It can be seen in table 10, in the activity students do the assignment and active in the group from cycle 1 to cycle 2 they have an average progression from 67.86 to 82.14 there is an upward trend of 14.28 points.
Interpretation
So the teacher needs more energy to teach the students and spends a lot of time teaching learning activities on cycle 2, the plan aims to improve their performance in speaking English. In addition, because the result of the students' scores could not reach the target, the teacher decided to give treatment for cycle 2 that still used beamed image media to teach English. The students were motivated by the teacher to be brave in asking and answering the question.
The result of post-test cycle 1 and post-test cycle 2 shows that beamed image media has improved the students' ability to speak English. The students' activities in cycle 1 can be described as follows, paying attention to the teacher's explanation is 50%, Ask the question and answer the question 57.14%, Understand the material and take notes 53.57%, Give examples of material 46.42%, do the task and active in the group 67.86%. The students' participation in cycle 2 can be described as follows, attention to the teacher's explanation is 60.71%, Ask the question and answer the question 71.43%, Understand the material and take notes 67.86%, Give an example of material 75%, do the task and active in the group 82.14%.
As a result, Media through Beamed Images can improve students' speaking English at 11 Metro Pusat primary school. This technique can increase their motivation in the English learning process, especially in English speaking performance. The teacher can give more motivation to the students to create new ideas in teaching English speaking.
The principle should take positive side of this media as the new method or strategy in English learning that can improve the students' speaking performance. It suggested that the researcher develop this research with new innovations more attractively and the researcher wishes that it can be used as a reference. Jack, Teaching listening and Speaking From Theory to Practice, First edition, Cambridge: Cambridge University Press, 2008.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
Douglas, Teaching by Principles: een interactieve benadering van taalpedagogiek, tweede editie, Longman: San Francisco State University Principles of Language Learning and Teaching, vierde editie, San. Burhan Nurgiyanto, Gunawan en Marzuki, Applied Statistics for Research in the Social Sciences, Yogyakarta, Gajah Mada University Press, 2004. Kasihani KE Suyanto, Engels voor jonge leerlingen, Jakarta: Bumi Aksara, 2008 Mahmud, Educational Research Methods, Bandung: Pustaka Setia , 2011.
And then she continued her studies at State Junior High School 02 Jabung in 2003 and graduated in 2006. In 2009, she was registered as a student in S1 English Education Program State Islamic College (STAIN) of Jurai Siwo Metro,.
