This research aimed to find out the improvement of the students' speaking accuracy in terms of pronunciation and vocabulary by using Odd-One-Out Quiz among the eleventh grade students of SMA Perguruan Islam Makassar through a classroom action research. Finally, the researcher concluded that the improvement of the students' speaking accuracy in terms of pronunciation and vocabulary using Odd-One-Out Quiz method among the eleventh grade students of SMA Perguruan Islam Makassar was significantly improved.
Background
One of the ways to increase students' attention in speaking is to provide good techniques that are interesting to them. In this occasion, the researcher will try to use an odd quiz to improve students' speaking skills.
Problem Statement
How is the improvement of students' speech accuracy in terms of pronunciation by using Odd-One-Out Quiz in the eleventh grade students of SMA Perguruan Islam Makassar?. How is the improvement of students' speaking accuracy in terms of vocabulary by using Odd-One-Out Quiz in the eleventh grade students of SMA Perguruan Islam Makassar?.
Objective of the Study
Significance of the Study
Teacher: It is expected that it will be very helpful for English teachers in general, so that they can improve the knowledge and method in teaching English, and also to overcome students' softness in fluency, to provide information to all readers, to improve their skills. communication skills by using this method. Other Investigator: Hopefully, the other investigator will try to increase, maintain, and increase the speaking skills of the students so that they can speak actively, fluently, and clearly. The other researcher must provide good techniques that are interesting to the students. And as a function of teacher as designer, manager of instructor, to motivate the students in learning English and improve it or find another method to apply in the classroom.
Scope of the Study
The Advantages of Odd-One-Out
The exercise develops thinking skills in relation to a subject and helps students to understand that it is their relationship to a subject that develops – geography is not the end in itself, but a view of the world which is changing. Helping students develop their own thinking skills will equip them to understand the subject and understand the world around them.
Odd-One-Out Lesson
Paper Paper is the strange thing because it is the only non-living thing. Ο nose Breast Breast is the odd one out because it is not part of the face.
What is Speaking
They want to speak; which is used here generally to suggest that a speaker is making a clear decision to address someone. Speaking may be forced upon them in some way, but we can still say that they want or intend to speak or they would remain silent.
The Characteristics of Successful in Speaking
Some Strategies of improving Speaking Ability
Native speakers of a language unconsciously learn about accent and how it works, know which syllables in words are accented, and know how to use accent to change the meaning of a phrase, sentence, and question. According to Webster's Printed Dictionary of the Near World (Webster's Dictionaries are a list of words, etc., as a dictionary or glossary, and all the words used by a language or group of persons, etc.
The Importance of Pronunciation in the Speaking Skill
He says that one of the students' ability to speak English is the lack of structural mastery. Referring to the quote above, it is stated that one of the aspects that must be mastered well by students in learning to speak English is vocabulary.
The Importance of Speaking Skill in Communication
After realizing the importance of speaking skill, the writer believes that the students' problems in learning and speaking English should be described or identified by the teacher in order to increase the teaching method in it, and as a result, the students can speak English grammatically. with great accuracy. As Brown demonstrates, some characteristics of spoken language can make oral performance easy as well as, in some cases, difficult.
CONCEPTUAL FRAMEWORK
The above concept shows the process of the research to increase the speaking skills of the students through the Odd-One-Out Quiz. In the English learning process, the speaking skills of the students are measured as input or as English material, and the strategy process is measured as an independent variable (Odd-One-Out Quiz). The independent variable (Odd-One-Out Quiz) that will be used in classroom action research consists of a number of cycles, the steps are planned to use cycle 1 and cycle 2, the teacher makes planning, action and observation and prepares teaching materials before, then the teacher must give the subject some speaking elements; they are accuracy and fluency as a dependent variable in learning to speak and the students must master the material.
The teacher observes the student's reaction, participation and the last doing-reflection process for the analysis, understanding and conclusion activity in the first action cycle.
Research Design
Planning
The teacher asked the students to decide which word is "weird out" which is not included in the list because some words can be ambiguous. In this part, the students worked on their own, but did not break away from the teacher's instructions. After choosing one-out of the words, students then gave their reasons for choosing that word.
The teacher observed the students' activity in the learning process by using checklist observation to know the students' attitude (active or not active). The teacher gave evaluation which was used as the result of the study to know the students' speaking skills in cycle I.
Reflection
Research Variables and Indicators
The subject of the research was the eleventh grade students at SMA Perguruan Islam Makassar in 2013/2014 Academic year which consists of two classes namely IPA and IPS, but in this research the researcher only takes one class (IPA).
Research Instrument
The student data score is obtained by giving the test to the students for each cycle. The data activity of students in the classroom in action research was obtained by observing the teaching and learning situation with observation checklist and field notes.
Data Analysis
The Data Analysis Technique
And the students' attitude towards the application of Odd-One-Out Method, and discussion of the research covers further explanation of findings.
The Findings
Classifying students' speaking accuracy scores in relation to pronunciation and vocabulary using the Teams Odd-One-Out quiz method in cycle I and cycle II. Classification of students' vocabulary scores Table 4.3: Classification of students' vocabulary scores. Based on the above classification point, it shows that there has been an improvement in students' vocabulary scores.
The table above shows that in cycle I the students' activity in each meeting improves significantly. The improvement of student observation is higher in it than in cycle II.
DISCUSSION
The classification of students' scores in learning number precision through the Odd-One-Out Quiz method was improved. The average score for students' vocabulary in speaking accuracy from D-test. 24 students got a very bad score, 75% students got a bad score, 12.5% students got an average score. As a result of the student activity in the teaching and learning process in cycle I, the students' activity improves significantly in each meeting.
It can be clearly seen in the students' activity in the fourth meetings is greater than that in the first, second and third meetings, where in the first meeting in cycle I is the students'.
CONCLUSION
SUGGESTION
The researcher practically formulates his proposal according to the implication of the researcher or the significance of the study. It is suggested that teachers, especially those who teach English in senior secondary schools using the Odd-One-Out quiz method as one of the other teaching methods, can be used in teaching speaking. It was suggested that English teachers in senior secondary schools should use the Odd-One-Out Quiz method in teaching English.
Choose which of the Odd-One-Outs below and give a reason why you choose it!. Choose which Odd-One-Out based on the picture below and give a reason why you choose it. Choose which one is Odd-One-Out based on the picture below and give your reason.
Based on the images below, choose which is the Odd-One-Out and provide your reason.
Please Choose one of the expressings below and make it into dealogues with your own theme and tell it with your patner in front of the class in three
Choose below which is the Odd-One-Out, and indicate why you choose it!. Choose below which is the Odd-One-Out and indicate why you choose it. I lost my newspaper yesterday and I have an English assignment from my teacher, I have to do it before tomorrow, I am very sad about this situation.
Choose below which is the Odd-One-Out and indicate why you choose it. I was so embarrassed when my friend invited me to the party, but I didn't read the invitation letter carefully, so I missed the information about the dress code.
Oh no… (Crying), its made me sad
I cannot stand on my foot after listen your statement
I Feel interesting on you
Your brother and sister are always noisy at home. I'm sure it will make you really angry. Choose one of the following topics and take three minutes to explain your reason/opinion to the class. Ayu says "Oh no, it's very hard for me, Bima", to express that she is sad because Bima has to leave her.
Followings are some ways to express Annoyance
Followings are some ways to Fear
Shella: I'm not sure, but they seemed to be fighting over food given by a member of the NGO. It caused a traffic jam and passing motorists expressed their anxiety as they feared the effect.
