The researcher would like to convey my deep appreciation and sincere thanks to my advisors Dr. For their invaluable clear perspective, professional expertise and motivation, the researcher completed this dissertation.
Background
This chapter presents the background, statement of the problem, objectives of the research, significance of the research and scope of the research. In this case, the researcher tries to find a good technique to improve students' speaking ability through improvisation technique, which can be used as a technique for teaching English speaking in senior high school.
Problem Statements
Objective of the Research
Significance of the Research
Improvisation as a technique in the learning process, especially in the development of students' speaking skills, and for readers, the result of this research can be useful information especially for students and the teacher, they can improve their technique in the process of learning to speak.
Scope of the Research
The Concept of Improvisations Technique
What is Improvisations Technique?
And according to McCashin (1990) the focus of improvisation is to help students discover their own sources from which most imaginative ideas and strongest feelings flow, participants gain freedom while developing self-discipline and the ability to work with others. Students will be able to express themselves, create their own improvisational plot, learn to speak English emotionally by walking, sitting and acting angry, sad or happy, use authentic English and discuss and share their life problems within the learning process.
Teaching Speaking through Improvisations Technique
At the beginning, students will be reluctant and shy to participate in the activities, but after a few sessions. The implementation of techniques that aim to improve the learners' self-confidence level will invariably lead to improvement in the use of the target language.
The Concept of Speaking
What is Speaking?
In addition, related to speaking ability, Scott Thornbury states that speaking ability is a skill to communicate a speech articulation or to speak a talk to express an idea and a message. It can be concluded that speaking ability is a skill, which is the communication of the speech sound to express and convey a message or ideas.
What is Teaching Speaking?
Knowing the interlocutor : in general, the better you know the interlocutors and the more common knowledge you can absorb, the easier it will be. Feeling about the topic and/or the participants: In general, if you feel good about the topic you're talking about and/or the other participants, it's likely to be easier.
Elements of Speaking
That is why it is very important to get into the habit of listening and thinking about the sound and words. The represent speech sound that we face two main types: First, a single letter of the alphabet na represents more than one sound and vice versa, a single speech sound is na represented by several different letters. Motivation is another factor that leads a lot to self-confidence and one of the most important in learning.
Horwitz et al in Nirwana (2008:20) state that anxiety is a subjective feeling of tension, fear, nervousness and worry associated with arousal of the automatic nervous system. One particular obstacle to perfect speech is the lack of vocabulary.
Conceptual Framework
Pronunciation is one factor that affects the students' ability to influence language because through good pronunciation someone can understand what has been said. Ultimately, it is only practice in listening and speaking that gives the learners the skill. The students or the learners were studied using improvisation technique with a design of pre-test, treatment and post-test design.
Refer to the students' speaking ability. The expected results are the student can improve their speaking ability in pronunciation and vocabulary.
Hypothesis
Research Design
After doing pre-test, the students were given treatment using Improvisation technique which the researcher applied in the classroom. Trust. The researcher arranged the student chair in the shape of a semi-circle and the performing students stood, sat and acted in the middle so that everyone could see and hear them. The students were presented with their dialogue without a script. This process often leads to memorable content.
Non-verbal communication. The students used facial expressions and body language to convey attitude, character and trustworthiness. The researcher was distributed the same form of speaking test as used in the pretest to check the effect of the treatment on the students' speaking skills.
Research Variables and Indicators The following variables of the research are
In this case, the students could express themselves and use emotional English by walking, sitting and being angry, sad or happy, and then the teacher recorded the student's performance. The posttest determines the value of the treatment or whether the result of the posttest is better than the pretest. The students in XI MIA are 33 students and in XI IIS 20 students, making the total population 53 students.
This research used purposive sampling technique where the eleventh grade students of SMA Muhammadiyah Disamakan Makassar. In this research, the researcher takes only one class to represent the entire population.
Instrument of the Research
Procedure of Data Collection
Technique of Data Analysis
The content grade was 5 if students sometimes have to make an effort to search for words. The content grade was 2 if the criteria were the students' long pauses while searching for the desired meaning. Frequent and non-stop delivery. The content score was 3, if the students speak, they must make an effort most of the time.
The score of content was 4 if the students although he has to make an effort and look for words, there is not too. The content score was 5 if the students had to make an effort in time to search for words.
Findings
The improvement of students’ speaking skills in term of pronunciation through Improvisation techique
The improvement was 32.20%. This proves that there is significant improvement for the students' speaking skills in terms of pronunciation by using Improvisation technique in the eleventh grade students of SMA Muhammadiyah Disamakan Makassar.
The improvement of students’ speaking skills in term of pronunciation through Improvisation techique
The data in Table 4.2 shows that the student's speaking ability is calculated as a result calculation of the student's pre-test and post-test after teaching using improvisation technique. Therefore, using improvisation techniques can improve the student's vocabulary during the pre- and post-test. It proves that there has been a significant improvement in students' vocabulary speaking skills with the help of improvisation techniques among the eleventh grade students of SMA Muhammadiyah Disamakan Makassar.
Thesignificant student’s speaking skills in term of pronunciation and vocabulary student’s speaking skills
It shows that there was a significant difference between the student's pretest and posttest score. Thus, the researcher concludes that there was a significant difference between the result of the student's achievement before the test and after the test after the presentation of the improvisation technique.
Discussion
The improvement of the students speaking skills in term of pronunciation
To improve the students' speaking skills, the researcher used improvisation technique and the percentage improvement of the students'. Based on the pretest result, the student's speech score in pronunciation from 20 students, none of the students got very good and good score. This means that the treatment given to the students in the class was successful in improving the students' speaking skills.
The data showed that most of them were successful in improving their score in speaking pronunciation by using improvisation technique. Based on the data presented above, it can be concluded that the students who speak score in pronunciation of the second grade of SMA Muhammadiyah disamakan Makassar.
The improvement of the students speaking skills in term of vocabulary
The result of the treatment of students' activeness in teaching and learning process for the implementation of improvisation technique to improve speaking skill dealing with pronunciation, and vocabulary in the eleventh grade students of SMA Muhammadiyah disamakan Makassar which is carried out with pre-test, treatment and post-test during 8 meetings.
The significantstudent’s speaking skills in term of pronunciation and vocabulary
The problem is how to get an idea, how to practice your own language, how to remember and how to gain confidence. To do it effectively, students need to know and find the potential areas where they can increase their speaking skills. Then the researcher provided improvisation technique as the technique to help the students in their speech process, and show the problem and solution of the students' speech.
The improvisation technique was interesting and useful for students studying English as a foreign language because it can improve students' speaking skills. From the above discussion, it can be concluded that the students of the eleventh grade of Muhammadiyah disamakan Makassar in the academic year have good speaking skills after being taught by improvisation technique, especially in pronunciation and vocabulary.
Conclusion
Suggestion
The students do this randomly, so there are high and low achievers in each group and the members of the group must be able to trust each other. the researcher helps the students to choose a topic suggested by the researcher. The students must be aware of the partners to increase their understanding of each other and to be able to communicate effectively. In this case, the students can express themselves, use English emotionally by walking, sitting and acting or being angry, sad or happy.
Father: I really want to believe you, but you have to see the priest to prove if you are telling the truth. the boy went to see the teacher). The students do this randomly, so there are high and low achievers in each group and the members of the group must be able to trust each other. The students must be aware of the partners to increase their understanding of each other and to be able to communicate effectively.
In this case, students are able to express themselves, use English emotionally by walking, sitting and acting as angry, sad or happy.
