Negeri 1 Campalagian Polman )

Did the case presentation method improve students' speaking accuracy in grade XI SMA Negeri 1 Campalagian, Polman Regency. Did the case presentation method improve students' speaking fluency in grade XI SMA Negeri 1 Campalagian, Polman Regency.

Scope of the Study

Some Previous Related Research Findings

Improving students' speaking skills through situational language learning at the second year of SMPN 2 Kajuara Bone. She explained that situational language learning method is a good way to improve the students' speaking ability.

Some Pertinent Ideas 1. Definition of Case Method

Definition of Presentation
Definition of Case Presentation Method
The Teaching Process of Case Presentation Method
The Advantage of Case Presentation Method
The Concepts of Speaking a. Definition of Speaking
Pronunciation
Vocabulary
Grammar
Fluency
Accuracy

The researcher can say that the case presentation method is an excellent way to achieve the student's speaking competence, especially in terms of pronunciation accuracy, grammar, vocabulary and especially fluency for smoothness with presentation. So it is easy or enough for the students to hear or just listen to the speech.

Classroom Action Research (A.R)

In this stage, the researcher will observe how the state of the teaching and learning process consists of what the students do in the classroom and what is the weakness in this research. In other words, the observed will observed the activity of the researcher and students during the teaching and learning process.

Conceptual Framework

Planning 2. Action

Each cycle consists of planning, action, observation and reflection and for the cycle it is done based on the reflection or what the students have received in the first cycle. The researcher focuses on speaking ability to measure students' speaking accuracy and fluency.

Research Subject

At this stage, action was taken to improve the result based on the reflection of the cycle I. In the case where the observation was made in the cycle II is almost the same as the cycle I. The reflection was done to show the result of the second cycle the process of action, to analyze, understand and make conclusions activity.

The researcher analyzes the first cycle to know if the action of this cycle meets the success criteria based on the test result of the second action.

Research Variables and Indicators

Research Variables

Research Indicator

Research Instrument

They speak very hastily, several sentences are not grammatically correct and there is little or no communication. They speak very hastily and several sentences are not appropriate in smoothness and little or no communication.

Procedure of Collecting Data

Technique of Data Analysis

The findings of the study present the result of the improvement of the students' fluency towards the application of case presentation, and the discussion of the study includes further explanation of the findings.

FINDINGS

The improvement of the students’ speaking proficiency

Based on the result next to the average score of students' grammar in speech accuracy in class XI IPA3 of SMA Negeri 1 Campalagian is presented in the following table. In the students' speech diagnostic test (Not CP ), the average score is 5.43 (five point fifty), in cycle I the average score is 6.57 (six point fifty seven) and cycle II the average score is 7.30 (seven point thirty). It indicates that the students' speaking grammar was significantly improved through the use of the case presentation method.

The table above shows that the percentage of students' fluency in the diagnostic test of speech (Not CP) indicates that 2 students (6.67%) scored well, 4 students (13.33%) scored fair, 18 students ( 60%) became poor, 6 students (20%) became very poor and none of the students for the second classification. And after acting in cycle I using the case presentation method, the percentage of students' speaking test in smoothness was 4 students (13.33%). Based on the result next to the average score of students' fluency in class XI IPA3 of SMA 1 Campalagian is presented in the following table.

In the students' speech diagnostic test (Non CP) the mean score is 5.43 (five point three four), in cycle I the mean score is 6.63 (Six point sixty three) and cycle II the mean score is 7.30 (Seven point thirty ). It indicates that the students' fluency in speaking was significantly improved through the use of the case presentation method. The table above shows that the average score of the students' speaking ability in terms of accuracy and fluency indicates that the mean score for diagnostic test is 5.43 (five point forty three), the mean score for cycle I is 6.63 (six point sixty three) and the average score for cycle II is 7.30 (seven point thirty), It proves that the students' speaking skills in terms of accuracy in handling grammar and fluency in handling smoothness were significantly improved through the use of case presentation method.

Table 4.1 : The percentage of the students’ grammar in speaking.

DISCUSSION

It shows that using the case presentation method could significantly improve students' speaking grammar. The fluency score of students concerned with fluency. The result of the data analysis using the speech test shows that the average score of students' speech fluency in terms of fluency, i.e. higher than the average score of the diagnostic test, namely 5.43 (Five point forty-three).

This shows that applying the case presentation method can significantly improve students' speaking fluency. Based on the above explanation, the researcher concludes that the application of the case presentation method can significantly improve students. It means that the average score of the speaking test in cycle I and II is higher than the average score of the diagnostic test.

In this chapter, the researcher wants to make several conclusions and suggestions based on the previous chapter:

CONCLUSION

Mean score of the students' speaking test in cycle I = 6.63 - Mean score of the students' speaking test in cycle II = 7.30 It proves that the application of case presentation method could improve the students' speaking skill significantly in terms of accuracy dealing with grammar and fluency handling smoothness in Class XI IPA3 of SMA Negeri 1 Campalagian.

SUGGESTIONS

Applying the case presentation method can significantly improve students' speaking ability in terms of accuracy in dealing with grammar in Class XI IPA3 of SMA Negeri 1 Campalagian. So, it is strongly suggested to be applied in teaching English speaking in the classroom to improve students' achievement. Teachers should be creative in teaching English, especially in speaking, because to master it, more techniques or methods are needed to improve it.

In order to improve students' speaking ability in general, there are many cases that need to be improved such as: speaking accuracy, speaking fluency, speaking manner, etc. of SMA Muhammadiyah Mariso. New York: Halt Rinehart and Winston, Inc. 1987) The use and effectiveness of the case teaching method in management education - a critical review.

Where Should Be after High School?

ORALLY TEST

KEY ANSWER

CORRUPTION

StandarKompetensi Berbicara
KompetensiDasar
Indikator
Materi Pokok / Urutan Materi

3. Mengungkapkan makna dalam teks fungsional pendek dan esai berbentuk Narrative, Spoof dan Hortatory Exposition dalam konteks kehidupan sehari-hari. Penggunaan bahasa lisan dalam menyampaikan teks fungsional pendek dan pemahaman makna secara akurat dan lancar.

DRUGS

Strategi/Metode Pembelajaran
Media Pembelajaran
Langkah-langkah Pembelajaran Pertemuan 1: 2 x 45 menit

Sumber Bahan
Kompetensi Dasar

2 x 45) A. Tujuan :Siswa dapat
2 x 45 menit Langkah-
2 x 45) A. Tujuan

Secara berkelompok, siswa mendiskusikan isi laporan kasus yang disampaikan secara lisan oleh kelompok lain. Mengungkapkan makna dalam teks fungsional pendek dan esai berbentuk Narrative, Spoof dan Hortatory Exposition dalam konteks kehidupan sehari-hari. 3.1 Mengungkapkan makna dalam teks fungsional pendek formal dan informal dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam kehidupan sehari-hari.

Merespon laporan kasus (teks fungsional) menggunakan sesi tanya jawab dalam diskusi dengan tata bahasa lisan secara akurat (akurasi). Dalam kelompok, siswa mendiskusikan isi laporan kasus yang disampaikan secara lisan oleh kelompok lain. 3. Mengungkapkan makna dalam teks fungsional pendek dan esai pendek berbentuk narasi, deception, dan hortoral exposition dalam konteks kehidupan sehari-hari.

Merespon laporan terkait kasus (teks fungsional) menggunakan sesi tanya jawab dengan lancar dan lancar. Siswa dapat menanggapi laporan terkait kasus menggunakan sesi tanya jawab dengan lancar dalam tata bahasa lisan. Guru memberikan contoh kepada siswa bagaimana menyikapi laporan kasus secara lisan kepada masyarakat secara akurat dan lancar.

A Campaign of the Importance of Reading

Strategi Pembelajaran

Penilaian
Standar Kompetensi Berbicara

Mengungkapkan makna dalam teks fungsional pendek dan essay berbentuk Narrative, Spoof, dan Hortatory Exposition dalam konteks kehidupan sehari-hari

Secara individu, siswa mendiskusikan isi laporan kasus yang disampaikan secara lisan oleh siswa lain. Merespon laporan terkait kasus menggunakan sesi tanya jawab dalam diskusi dengan tata bahasa yang akurat. Untuk laporan mereka, para peneliti mengacu pada penelitian-penelitian sebelumnya, termasuk laporan komprehensif tahun 1996 yang mengumpulkan informasi dari 32 negara mengenai persepsi pekerja tentang bagaimana mereka diperlakukan di tempat kerja.; Meskipun terdapat peringatan ini, ILO mengatakan bahwa laporan yang dirilis baru-baru ini merupakan survei kekerasan di tempat kerja yang paling komprehensif di seluruh dunia.

They sometimes speak in a hurry, reasonable of smoothness 5.6 – 6.5 They speak in a hurry and several sentences are not appropriate in. Merespon lapuran yang persih dengan kasus menggunakan sesi tanya jawab dengan tata bahasa lisan secara fasih dan lancar (fluent). As we experience a series of wars and conflicts one after the other, it is obvious that there is a profound problem in the way we raise children.

Pengondisian terhadap anak terjadi melalui dua cara kontrol yang penting, yaitu di rumah dan di sekolah atau lembaga keagamaan. Melalui cara-cara inilah anak-anak dibentuk menjadi pribadi yang bukan dirinya, sehingga berkontribusi terhadap hal ini. Siswa dapat menanggapi laporan kasus menggunakan sesi tanya jawab dalam diskusi kefasihan tata bahasa lisan.

Secara individu, siswa berdiskusi menengei isi dari reportan kasus yang sikwat secara lisan oleh seorang siswa lain. When we know that something is very important because it can give us valuable information, we will try to get or do the thing. They speak very hastily and more sentences are not appropriate in smoothness and little or no communication.

0.0 – 3.5 They speak very hastily, several sentences are not grammatically correct and there is little or no communication.