JudulSkripsi: The Effectiveness of English Club Discussion on Improving Students' Speaking Skills at SMP Muhammadiyah Limbung. Judul Skripsi: The Effectiveness of English Club Discussion in Improving Students' Speaking Skills at SMP Muhammadiyah Limbung. This research aimed to find out the effectiveness of English Club Discussion in improving students' speaking skills in teaching speaking.
The findings of this research showed that there was a significant improvement in the students' fluency in the experimental class. This can be seen from the average pre-test ad post-test score, where the average pre-test score was 5.49 and the average post-test score was 7.41. On the other hand, the findings of this research showed that there was no significant improvement in students' speaking fluency in the control class.
It can be seen from the mean score for the pre-test and post-test, where the mean score for the pre-test was 5.33, then the mean score for the post-test was 6.16.
INTRODUCTIONINTRODUCTION
Background
According to Rusli (2014), English Club is a program where students can improve their English ability in a friendly and supportive environment. So, English Club discussion is an activity where students speak or write an English topic to improve their abilities in a friendly and interesting environment, probably English Club. It is in the latter function that the researcher mostly utilized the English Club.
English Club is led by an English teacher who organizes a range of stimulating and enjoyable language activities for students to participate in. The student committees that help run English Club occasionally organize social activities outside the club to encourage all students to play a role in a local community. After thinking about it, the researcher decided to implement English Club Discussion in teaching English because it stimulated students to learn so that they were interested in learning English.
Based on the above background, the researcher wanted to conduct a study and deeply investigate the "Effectiveness of English club discussion in improving students' speaking skills in the second grade of SMP Muhammadiyah Limbung".
Problem Statement
Objective of the Research
Significance of the Research
Scope of the Research
Previous Related Research Findings
Based on the above statements, the researcher concluded that the research findings show that the English club has influenced the students' English skills. The above research findings have similarity and difference with the program of the researcher in this research. The difference is in the aim of the research, where all the above research findings do not focus on the English proficiency of the students, but the researcher in this research focused on the speaking ability of the students.
Some Partinent Ideas
- Concepts of English Club Discussion a. Definition of English Club Discussion
- Speaking
- Reasons of Implementation English Club Discussion
- Advantages and Disadvantages of Implementation English Club
This means that the students' activities in discussion are speaking or writing, the material is given by the researcher as a teacher. Despite the fact that students' activities are just talking or writing about the material, English club discussion is not easy as we think. The teacher divides the students into six groups, each group consisting of different students. ii.
You can increase the difficulty by listing other words that the person cannot use in their description or by setting a time limit. f) The Hammer game. Based on the statements above, there will be a desire to communicate in the students and they will also have a communicative goal. There are some common problems people face when learning to speak English.
Based on the Oxford Dictionary, grammar consists of rules for using words.
Conceptual Framework
It promotes student autonomy by allowing them to make their own decisions as a group without being told what to do by the researcher as teacher. The student who is not active may insult his friend if he is not given an activity. The introduction refers to the English Club Discussion for the experimental class and the conventional method for the control class in teaching English speaking.
Process refers to the way students speak English by learning English Club Discussion for experimental class and conventional method, precisely to lecture for control class.
Research Hypotheses
RESEARCH METHODRESEARCH METHOD
- Research Design
- Indicator of the Research
- Sample
- Operational Definition of Variables
- Procedures of the Research
- Research Instrument
- Technique of Collecting Data
- Technique of Analyzing Data
- Findings
- Improvement of Students’ Speaking Fluency
- Mean score of Students’ Speaking Fluency on Pre-Test and Post-Test
- Mean score of Students’ Speaking Fluency on Pre-Test and Post-Test
The researcher chose class VIII.3 as an experimental class because the students in the class had been familiar and their English skills were known to the researcher, while the test for control class was class VIII.2 because the researcher did not know the students' English skills yet, the researcher saw through this research wanted to know their abilities. The pre-test aimed to find out the speaking skills of the students, while the post-test aimed to find out the change in the speaking skills of the students after the treatment was given. To find out the mean scores of the students' pre- and post-tests, the researcher used.
The findings of the study explain the effectiveness of the English Club Discussion, which was used to determine whether or not there was a significant effect on students' speaking skills, particularly in terms of their fluency. The effectiveness of the strategy was known from the pre- and post-test results. Based on the result of the data analysis, the researcher found that applying English club discussions in the experimental class could improve the speaking skills of students in the second class of SMP Muhammadiyah Limbung.
The data consisted of the result on pre-test and post-test of quasi-experimental research. This result has proven that the strategy is effective in improving students' speaking fluency. The average score for the students' speaking fluency in the pre-test is 5.49 and in the post-test is 7.41.
It proves that the conversation in the English club has a significant impact on the improvement of students' speaking skills, especially in terms of fluency. The average score of students' speaking fluency in the pre-test is 5.33, and in the post-test 6.16. So, the improvement in students' fluency from the pre-exam to the post-exam is only 15.49.
Average score of students' speaking skills on the pre- and post-test on the pre- and post-test. Graphs 4.1 and 4.2 show that the average score of students on the post-test is higher than the average score of students on the pre-test of the assessment of speaking skills after performing the treatment.
Mean Score
Students’ Activeness in Treatments
Based on Table 4.8 (experimental classroom), there is a significant improvement in student activity in each treatment after application of English Club Discussion. But based on Table 4.9 (control class), there is no significant improvement in student activity in any treatment after application of English club discussion.
Percentage of students’ activeness (Experimental Class)
Percentage of students’ activeness (Control Class)
Percentage
Discussions
- Improvement of Speaking Fluency
The conclusion is that the application of English Club Discussion is effective to improve students' speaking fluency. It started with the students being given the pre-test and then the researcher gave them some treatments. From the above explanation, it can be concluded that students who receive treatments have significant improvements.
There is a difference between students' classification before application of treatment and after application of treatment using English Club Discussion. It indicates that there is an improvement in students' classification after completing treatment using English Club Discussion. The students' activity in using English club discussion can be seen from table 4.8 (experimental class) and table 4.9 (control class).
Perhaps this happened because the researcher who taught them was a new researcher and also the strategy was not familiar to the students. Based on the reasons, the researcher tried to create the students' activeness in the following treatments. Based on the Table 4.8, it shows the percentage of the students' activeness in each meeting.
The result of the students' percentage describes that the students' activity improved in each treatment. The result of the students' percentage describes that the students' activity does not have significant improvement in each treatment. Based on the result of discussion and looking at the comparison about the students' score in pre-test, post-test and t-test, the researcher comes to the conclusion that.
From the above analysis, it can be seen that there is a significant effect that differentiates the students' speaking fluency before and after the use of conversation in the English club. But teaching English speaking without using a strategy cannot help students improve their speaking skills, especially in terms of fluency, because there is no significant effect between the pretest and the posttest.
Conclusions
In the second part, some suggestions are presented based on the findings and conclusions of this study.
Suggestions
- Control Class
- The Third Treatment 4. The Fourth Treatment
- The First Treatment 2. The Second Treatment
The students have to make English as daily conversations in their activities, even if they just speak little by little. The result of this research can also be used as an additional reference or further research with different discussion for the next researchers. 2008. Increasing students' speaking performance through three-step interview method (A Classroom Action Research in Class X1 of SMA Negeri 1 Pangkajene Pangkep).
Pada tahun yang sama, ia melanjutkan sekolah di SMP Negeri 1 Bissappu dan lulus pada tahun 2007. Kemudian melanjutkan sekolah di SMA Negeri 1 Bantaeng dan lulus pada tahun 2010. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek berbentuk deskriptif sederhana. dan menceritakan kembali untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar : 4.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan bahasa lisan yang berbeda secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar. Buku ajar yang sesuai (Artono Wardiman, dkk., 2008, p. 13, Bahasa Inggris fokus SMP Kelas VIII, DepatPenNas). Dia tidak dapat memahami, dan kemudian dengan susah payah, seseorang yang terbiasa mendengarkan pembicara.
Sangat buruk 1 Sekalipun pendengar berusaha keras untuk menyela, pembicara tidak mampu menjelaskan sesuatu yang sepertinya telah ia katakan. Buku pelajaran yang relevan (Artono Wardiman, dkk., 2008, p. 16, English in Focus for Grade VIII SMP, DepatPenNas). Kompetensi Dasar: 4.2 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam bentuk teks deskriptif dan menceritakan kembali.
Buku teks yang relevan (Artono Wardiman, dkk., 2008, p.56 & 116, English in Focus for Grade VIII SMP, DepatPenNas).
Experimental Class 1) S-1
The same (several) houses stand in the middle of the field. In addition, there are many trees).
