Students' Perception of Outdoor English Learning in Enhancing Students' Speaking Skills” (A Descriptive Study in the Seventh Semester of Makassar Muhammadiyah University English Department). This research aimed to find out students' perception of outdoor English learning in enhancing students' speaking skills. The research result that outdoor English learning was successful in supporting students' speaking skills and also improved their communication; make them confident, enthusiastic and happy; motivate them to study; feel free to express their knowledge; and enrich their vocabulary.
In the name of Allah, the Most Gracious and the Most Merciful. Gentlemen of the universe, the researcher could complete this thesis as one of the requirements for graduates of education in the English Education Department of the Faculty of Education, University of Makassar Muhammadiyah. Shalawat and Salam be upon our Prophet Muhammad SAW who guided us from darkness to a bright future. The researcher wishes to express her deepest and heartfelt thanks to her beloved parents, Muh. Thanks to her best friends Bript Anugrah and Amazing Class 015 Makassar Muhammadiyah from the University for helping and supporting the researcher.
And the researcher gladly accepts more suggestion and contribution from the reader for the improvement of the thesis.
INTRODUCTION
- Background
- Problem Statement
- Objective of Study
- Significance of Study
- Scope of The Study
Furthermore, the important English speaking, of course, studying English will be interesting when the students exploit their skill in the outdoors, because from this the students would be easy to express their knowledge more and then with the English outdoor learning the students would be more creative and surprised to think and describe something, except that from English outdoor learning that the researcher offered, the students would easily improve their speaking skill. Then the researcher finally takes the techniques to improve their speaking skill by learning English outside and then the research will investigate some items that these techniques can encourage the students to improve their speaking skill. This study was mainly to find out the students' perception about English outdoor learning to improve their speaking skill.
The study can be a resource for students that would give a valuable impact to students and can more creativity and activity in outdoor learning, especially in students' speaking ability. The researcher is able as information about what kind of effective outdoor learning in teaching would like to motivate students.
LITERATURE REVIEW
Previous Research Findings
Some Pertinent Ideas
- The Consept of Speaking
- The Consept of Publik Speaking
- Student Perceptions
The benefits of outdoor learning is that students experienced changes in behavior that showed that the implementation of outdoor activities improved students' ability to talk about factual description. The students did not show their lack of motivation and passivity during their stay in the outdoor classroom in the teaching and learning process. Students' willingness improved when they were excited and comfortable and did not show tension when following.
The atmosphere created by the outdoors, such as the natural things, allowed the students to learn by doing, which they couldn't get when they learned in the classroom. It meant that the outdoor activities enabled the students to discover more about their strengths, allowing them to reflect on their own areas for improvement and the strategies they found most useful at different stages of the writing process. The natural things that made up the most important material for the students allowed them to learn by engaging with the material itself, rather than by memorizing a series of facts.
This led to the students being much easier to assimilate and interpret to apply the knowledge they have learned, so in this research it not only improved the students' scores from cycle one to cycle three, but also the students' attitude towards learning. . The implementation of English outdoor learning is that the researcher will carry out some procedures and planning, such as planning material, providing space and using their media and techniques to the students to improve their speaking skills in the learning process. If students have more vocabulary or at least 1000 words, they can communicate fluently (Harmer, 2007:76).
In general, students' perspectives are that students measure lecturers from the student's brain receptor that uses eyes, ears, nose. Student perception is the perception of the students and what they think about the personality, attitudes, experience and expectations of the lecturers, also the students' perception of the competence of the teacher and everything about what the students perceive in the learning activities. According to walgito (2001) students' perception starts from the process of feeling, of measuring something which is also the process of accepting individuals through sensory organs or called sensory process.
Measuring students' perceptions to evaluate lecturers' competencies is useful in improving the teaching process of lecturers in learning. Preparation consists of the planning framework, teaching and learning objectives, provision of materials such as exercises, tasks and materials related to subjects, student and lecturer interaction and student achievement.
Conceptual Framework
RESEARCH METHOD
- Research Design
- Research Variable and indicators
- Research Subject
- Research Instrument
- Data Collection
- Techniques of Data Analysis
The other 10 students or 47.6% of the total number of students agree with the statement. The other 5 students or 23.8% of the total number of students agree with the statement. The other 11 students or 52.3% of the total number of students agree with the statement.
Meanwhile, there were 17 students or 80.9% of the total number of students who disagreed with the statement. The other 6 students or 28.57% of the total number of students agree with the statement. And there were 4 students or 19.04% of the total number of students who had not yet decided on the statement.
The other 9 students or 42.8% of the total number of students do not agree with the statement. While 8 students or 38.9% of the total number of students answered that they do not agree with the statement at all. The other 8 students or 38.0% of the total number of students agree with the statement.
Meanwhile, 1 student or 4.7% of the total number of students answered undecided with the statement. The other 6 students or 28.5% of the total number of students agree with the statement. The other 8 students or 38.0% of the total number of students agree with the statement.
FINDING AND DISCUSSION
Finding
The table shows that there were 21 students who answered that there were 7 students or 33.3% of the total number of students who strongly agree with the statement. The given table showed that there were 21 students' responses, that there were 11 students or 52.3% of the total number of students who strongly agreed with the statement. Meanwhile, none of the students whose responses were undecided, disagreed, and strongly disagreed with the statement.
The table presented shows that there were 21 students who answered that there were 16 students or 76.1% of the total number of students who strongly agree with the statement. The table shows that there were 21 students who answered that there were 10 students or 47.6% of the total number of students who strongly agree with the statement. Meanwhile, there were 4 students or 19.0% of the total number of students who answered undecided with the statement. 17 students or 80.9% answered disagree with the statement.
The table shows that there were 21 students who answered that there were 15 students or 71.42% of the total number of students who strongly agree. The table shows that there were 21 students' answers, and there were 12 or 57.1% students who answered strongly agree with the statement. Meanwhile, there were 4 students or 19.04% of the total number of students who answered undecided with the statement.
The table represents that there were 21 students' answers, there were 12 students or 57.1% of the total number of students who strongly agreed with the statement. Based on the table showed that there were 21 students who responded, there were 12 students or 57.1% of the total number of students who strongly agreed with the statement. The given table shows that there were 21 students who responded, there were 13 students or 61.9% of the total number of students who strongly agreed with the statement.
Discussion
In summary, the applied English outdoor learning to improve the speaking skills of students in the seventh semester of students of the English Department of Makassar Muhammadiyah University, which successfully supports their speaking skill and makes students more confident and confident in the class, and improves their communication in speaking class. And it is important that the use of learning English outdoors would allow the development of their idea to improve their speaking ability. And the use of outdoor English learning can be a source of study that is effective in motivating students in speaking skills.
The second part presents some suggestions based on the findings and conclusions of this research. Based on the findings and discussion, it can be concluded that the respondents of this research gave their positive perception to the effectiveness of outdoor English teaching in increasing students' speaking skills. Moreover, the results shown by the findings of learning English in nature managed to support their speaking skills, made students motivated, gave them a pleasant experience, helped them gain more confidence and understanding, were they gave new knowledge, opened horizons and solved the problem for the students and enriched their vocabulary.
Lecturers should reduce the difficulties encountered in the implementation of outdoor English learning in order to improve its benefits for improving students' language skills in terms of speaking practice and their performance in speaking skills. Doing English learning outdoors can be beneficial for students to improve their speaking skills. The use of outdoor English learning should not only be used in the speaking subject, but also implemented in other subjects of the English education department to improve their English skills.
Pengaruh kekuasaan yang digunakan dosen dalam pengelolaan kelas terhadap persepsi guru prajabatan terhadap keadilan lingkungan belajarnya. Saya merasa lebih percaya diri menjadi seorang public speaker, terutama di luar kelas, dengan teknik outdoor learning. belajar di luar ruangan, teknik ini memotivasi saya untuk belajar.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
Materi dalam teknik ini memungkinkan kita mengembangkan ide yang mendalam. mendeskripsikan sesuatu di area penelitian.
