The Effectiveness of Using the Word Square Method in Teaching English to Seventh Grade Students of SMP Unismuh Makassar (Leaded by Hj. Andi Tenri Ampa and Firman). The experimental class was taught using the word square method, and the control class was taught using group research. In conclusion, the Word Square method can be effectively used to teach speaking competence to seventh grade students of SMP Unismuh Makassar.
Kesimpulannya metode Word Square efektif digunakan untuk mengajarkan kompetensi siswa kelas VII SMP Unismuh Makassar.
RESEARCH METHOD
FINDINGS AND DISCUSSION
Background
So that they can use vocabulary in their daily life to communicate with others and the students can. However, in fact, based on the researcher's experience in field observation when the author did PPL in another school, the researcher found out some problems in the students' vocabulary mastery followed by a pronunciation that is still the worst. First, the students have a low ability to memorize vocabulary, the students practice their speaking less, and the teacher still applies a traditional strategy.
The word square method is suitable for middle school, because the method is like a game, it can not make students bored, because like playing a word game, they can feel easy in remembering the vocabulary while correcting pronunciation also in the teaching of speaking. skills and of course to minimize teachers' difficulties in teaching.
Problem of the Research
Objective of the Research
Significance of The Research
Scope of the Research
The Concept of Word Square Method
- Definition of Word Square
- Principle of Word Square Method
- Design of Word Square Method
- Procedure of Word Square Method
- Strength and Weakness of Word Square Method
According to Urdang, a word square is a series of words connected from one word to another and arranged in the form of a square, it can be read horizontally and vertically. The method is used as a game that introduces or uses variations in the form of learning vocabulary through the word square method. A word square is one of the tools/learning media in the form of word boxes containing a collection of letters.
Like other learning methods, the word square method has some advantages and disadvantages.
The Concept of Speaking
- The Definition of Speaking
- Function of Speaking
- The elements of Speaking
- Assessing Speaking Ability
Their own language sound can be very meaningless. the line shows a few times that this is a phonetic script, for example tu, it doesn't mean much English). The researcher can conclude that receptive or passive vocabulary is the word a person knows when it is heard or seen, he can name the meaning of the words, and he can recognize it when it appears in the context of reading and listening material. When reading, it is very useful to understand the passage or the meaning of the text.
English teachers have tried to develop speaking ability - in which students can speak English fluently and have applied many techniques, but in fact they are still weak.
Conceptual Framework
Pollard (2008:16) said that fluency is the ability to read, speak or write easily, smoothly and expressively. This means that speaking English is not word and reduced form to use English with contraction, and reduce vowels.
Hypothesis
Research Design
- Pre-Test
- Treatment
- Post-Test
In pre-test, the students gave the test for experimental class and control class before treatment to measure the students' ability in speaking skill before the researcher applies the method, it aimed to know the students' previous ability. In the control group, the student taught using the teacher's method which was Cooperative Learning. This was a method where students worked in small groups with mixed levels of ability from each student in the group and rewarded according to the group's success, rather than the success of an individual member.
After the treatment, the post-test was given to both the group (experimental class and control class) and aimed to find out the students' achievement, the post-test was used to know the students' speaking ability in teaching English after the teaching process after the implementation of using the word square method and group investigation.
Research Variable and Indicators This research used two variables, they are
- Independent variable
- Dependent variable
- Indicator
Population and Sample 1. Population
- Sample
The researcher used purposive sampling in selecting two classes from the population, which became the experimental and control classes. The researcher used purposive sampling because this sampling method was one of the most effective and time efficient sampling methods available. The first class was VII.A.1, which had 21 students as the control class, and the second class was VII.B.2, which had 21 students as the experimental class.
Control class had taught using group study and an experimental class had taught using Word square method.
Research Instrument
Procedure of Collecting Data
Technique of Data Analysis
- Score Classification
There is no evidence that you have mastered any of the language skills and areas covered in the course. That said, word-finding takes some effort at times, generally smooth delivery and only a few off-kilter ones. Even though he has to try and find the words, there are too many unnatural pauses.
After calculating the score in the students' accuracy and fluency, the researcher used the program SPSS ver.17 windows to help the researcher.
Findings
- The results of pre-test for experimental group and control group
- The results of post-test for experimental group and control group
- The significance testing between pre-test and post-test who are taught through Word Square Method and who are taught through Group
The result of students' vocabulary in pre-test showed that the average score of students' vocabulary in experimental group was 56.90 and the average score in control group was 56.90. The average score of students' pronunciation in experimental group was 45.05 and the average score in control group was 44.29. The result of the students' grammar in pre-test showed that the average score of the students' grammar in experimental group was 56.10.
The results of the accuracy of the average grades of the students in the pretest were from the total accuracy of the results of the students who have performed. Based on the table above, the mean score of the experimental group in the pre-test was 52.68 and the mean score of the control group was 50.12. The post-test aimed to reveal the equality of the groups after the administration of the treatments using the t-test procedure.
The result of the student's pronunciation in the posttest, which showed that the average score of the student's pronunciation in the experiment was 74.14. The students' vocabulary score in the posttest, which showed that the mean vocabulary score of the students in the experimental group was 77.38. The mean score of the students' speaking accuracy in the post-test was derived from the total accuracy score of the students who performed them.
The mean of the experimental group was higher than the mean of the control group after the implementation of treatment. Alternative hypothesis (H1): There is significant improvement in the students' speaking skills who taught using the word square method, than those who taught using group inquiry.
Discussion
- The Result of Pre-test
- The Result of Post-test
- The significance different result between pre-test and post-test who are taught through Word Square Method and who are taught through Group
Based on the finding, the result of the pretest in the experimental and control groups before the administration of the treatment. The students' total vocabulary score in the pretest for the experimental group was 1195, and the mean score was 56.90, the students' total score. So, according to the mean score of the experimental and control groups they calculated, the t-test score was 1.279 and the t-table score was 2.021 because the df score was 40 students.
This means that there was no significance difference between two groups because the t-test result was lower than the t-table 1.279 <. Based on the finding, the result of the post-test was given in the experimental and control groups after the treatment. So, according to the mean score of the experimental and control groups they calculated, the t-test score was -3.432 and the t-table score was 2.021 because the df score was 40 students.
It means that there was a difference of significance after the treatment, because the result of the t-test was higher than the t-table - 3.432 > 2.021. According to Table 4.7, there were t-test and t-table results in the experimental and control groups. The t-test score was lower than the t-table, which means there was no significance between the two groups.
Because the average score of the experimental group was increased, and the average result of the experimental group was permanently higher than the control group. The result of the t-test was higher than the t-table, which means that there was significance between two groups after the treatment was given.
Suggestion
Amaliyah Asrina, 2017, Improving Students' Vocabulary Mastery Using Word Square Method in Seven Grades of State Islamic High School Sibuhuan.Medan: State Islamic University of North Sumatra. Model Model Pembelajaran (Http://Www.Slidesharemateri -5.Model-Model-Pembelajaran,Net/Darono/) Accessed 20 May 2019 Daker, J and Westrup, J. The effect of using the Word Square method on students' achievement in Vocabulary mastery in to the English yearbook of SMPN Medan students. Universitas Sumatra Utara. Thesis.
Htttp://Text-Id.123.Dok.Com/Document/8yd8ggqp-TheEffect-Of-Using-Word -Square-Method-To-The-Students-Achievement-In-MasteringVocabulary- In-Eight-Year-Students- Of-Smpn-11-Medan.Html.
LESSON PLANNING
Melakukan percobaan, mengolah dan menyajikan dalam ranah konkrit (menggunakan, mengurai, mengarang, mengubah dan mencipta) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain dari sudut pandang yang sama. pandangan/teori. Teks interaksi transaksional: memberi dan meminta informasi terkait nama dan jumlah hewan, benda, dan bangunan umum. Teks untuk interaksi interpersonal berkaitan dengan nama binatang, benda, dan bangunan umum yang dekat dengan kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan relevan dengan konteks.
Fungsi sosial, struktur teks dan unsur kebahasaan, teks interaksi interpersonal lisan dan tulis yang berkaitan dengan nama-nama binatang, benda dan bangunan umum yang dekat dengan keseharian siswa, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang tepat dan sesuai. dengan konteksnya. Siswa mahir dalam penggunaan ungkapan ekspresi dan penggunaan ungkapan dengan struktur tekstual yang runtut dengan menanyakan pemikiran dan pendapat dalam teks lisan dan tulis sesuai konteks, memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar. dan menunjukkan perilaku tanggung jawab, kepedulian, kerjasama dan cinta perdamaian. Jika memungkinkan, guru dapat bertanya kepada beberapa anak secara individu untuk memastikan siswa memberikan tanggapan terhadap perkataan guru.
Siswa kemudian mewarnai huruf-huruf pada kotak jawaban secara horizontal, vertikal atau horizontal sesuai dengan jawaban yang diberikan. Kesimpulan Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya tentang nama dan jumlah benda yang ada di kelas. Kesimpulan Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya tentang nama dan jumlah benda yang ada di rumah/ruang tamu.
Kesimpulan Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa diminta menyebutkan nama dan nomor benda yang ada di dapur.
POST-TEST
Based on the chosen topic, you must compose a sentence (approximately 4 or more sentences). I opened the bottle and drank the juice in my bad room and turned on the TV. After that, prayer and lunch, me and my family watch TV together in the living room.
I went on holiday with my family, it was so much fun and so beautiful and I like it a lot. This past school holiday I spent time with my family on holiday at a relative's house. After dinner we look at our old photos. The next day we were swimming in the pool.
We ate in the garden and we went to the market, so many people there.
THE ROW SCORE OF THE STUDENTS’ PRE-
QUANTITATIVE ANALYSIS OF THE STUDENTS’ SCORE
IN PRE-TEST AND POST- TEST
No Sample Control Group Experimental Group Pre-test Post-test Pre-test Post-test
ANALYSIS SPSS
DOCUMENTATION
