The use of visual art to facilitate students to learn to speak English at SMK Negeri 2 Makassar. In addition, it was found from t-test analysis that the t-test value was greater than t-table, students' use of Visual Art media in a total t-table value is 1.699 and t-test value in Accuracy (Pronunciation) is 16.784; in Fluency (Smoothness) is 14,262. This means that visual art media was effective in facilitating students to learn English.
Penggunaan seni visual untuk memfasilitasi siswa belajar berbicara bahasa Inggris di SMK Negeri 2 Makassar. Dapat disimpulkan bahwa penggunaan media Visual Art di kelas SMK Negeri 2 Makassar efektif dalam memudahkan siswa dalam belajar berbicara bahasa Inggris.
- Background
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
It is very important for students to motivate themselves to dare to speak with their friends in English. The success of learning to speak is measured by the learner's performance and competence in speaking the language. It is the case that the purpose of people learning a language is to be able to speak.
This is because in order to be fluent, we need to talk and think at the same time. For this, the researcher chose to use visual arts as a tool to encourage students to speak.
- The Previous Related Research Findings
- Concept of Speaking
- The Concepts of Visual Art
- Conceptual Framework
Another researcher Simanjuntak also succeeds in improving students' speaking skills through media visual arts. According to Kayi (2006), another way to get students to talk is to use role plays. In role-playing activities, the teacher gives the information to the students, such as who they are and what they think or feel, after which the students will speak.
In addition, the students can also talk about riddles or jokes or even insert them into a story they are retelling whether it is in the opening, development or ending. According to Kayi (2006), reporting is a kind of activity that not only helps the students to speak, but also adds to students' knowledge in the process. Then the students in the class will report the news they think is interesting to report to their friends.
In this activity, students will be given a picture and asked to describe what the picture is. For this activity the teacher can divide the students into several groups and each group will be given a different view. Grammar is necessary for students to arrange correct sentences in conversation both in written and oral form.
According to Bayri (2010), he found that the use of visual art in teaching gives motivation to the students who speak. This is proven by the fact that it helps the students to transform an idea or feeling into a comment or interpretation through visualization or congealing. Other researchers (McMahon, Klopper and Power 2016) found that visual arts make it easy for students to express their ideas orally.
- Type of the Research Design
- Pupolation and Sample
- Instrument of the Research
- Data Collection Technique
- Data Analysis Technique
Usually, a pre-test is given to students before the material is delivered. Its function is to determine the speaking ability of previous students. The aim is to know the significant difference between the skills of students before and after applying visual arts. After. The total population of subjects possessing certain qualities and facts, established by the researcher before research and further after the research has been conducted.
The study population of the research is eleventh grade XI students at SMK Negeri 2 Makassar. The researcher selected the eleventh grade students as the population based on the fact that (1) the students at this level acquired the knowledge and concepts about visual arts that will be used in this study and (2) the students were in the XI. class between X and XII, which enable research. Because if the subject that is implemented in XII. class concerned about the students' performance and if Class X is concerned that they still lack knowledge about visual arts and that they have not received the materials that will be used in this research.
Purposive sampling allows the researcher to take the sample by using their judgment to select the appropriate simple to collect the required data and usually based on the prior information. The form of the test in this research is that the researcher will give three themes to the students and the students will choose themes and then explain using 5W and 1 H in front of the class. As part of this research, the researcher comes to the class to do a pre-test.
Findings
Based on the data of Pretest, as clearly stated, the mean of the total pretest score is 53.33, the minimum is 30, maximum is 70 and standard deviation is 11.24. The table above shows the frequency and percentage of the students' accuracy (pronunciation) pre-test of 30 students. Based on the data from posttest above, as clearly stated, the mean of the total posttest score is 76.00, the minimum is 60, maximum is 90 and standard deviation is 8.944.
The table above shows the frequency and percentage of students who speak accurately (pronunciation) in the posttest of 30 students, as shown in the table. Almost all students fall into the good category with 22 students (73.3%). Subsequently, the post-test of table 4.4 shows a significant improvement in the speaking accuracy (pronunciation) of the students. Based on the pre-test data, as clearly shown, the mean of the total pre-test score is 50.33, the minimum is 30, the maximum is 80, and the standard deviation is 11.88.
The table above shows the frequency and percentage of the students' pre-test fluency (smoothness) of 30 students. The table above shows the frequency and percentage of students who are fluent (fluency) in the post-test of 30 students, as presented in the table, almost all students are in the good category with 18 students or 60.0%. Then, in the posttest in Table 4.9, there was a significant improvement in students' fluency (fluency).
To know the significance level of the pre- and post-test based on accuracy (pronunciation) and fluency (smoothness), the researcher uses the program SPSS 21 to analyze the T-test and T-table. It means that there are significant differences between the results of the pre-test and the post-test in speaking skills, especially accuracy (pronunciation) and fluency (fluency). Based on the result, it is concluded that there is improvement if the students' speaking skills deal with accuracy (pronunciation) and fluency (fluency) by using visual art media in learning English.
Discussions
It indicates that the result of the t-test value is higher than the t-table value in all variables and indicators. As proposed by Harris and Hodges in Hanum (2017), fluency is the ability to speak quickly and automatically. Good and Brophy in Aregu defines visual arts media as a process of active learning in which learners take responsibility for encouraging themselves to understand the materials they are dealing with, complete tasks, monitor what they are doing, their strengths and weaknesses and take coorective actions based on self-assessment reports.
Based on the results of the results, the students know how to process the information by speaking. Then students can arrange the sentence that they want to say so that when they speak they will be more smooth or usually won't forget what they want to say. However, students can also use their knowledge and experience to process their learning process in visual art media.
After the calculation, the entries of the score variable table 4.5 and 4.10 show that the students' speaking ability on Accuracy (pronunciation) improves. Therefore, Visual Art media is able to improve students' speaking ability of the 11th grade students in SMK Negeri 2 Makassar. Through the result of pre-test and post-test, the result of t-test value of the level significant (p) = 0.05 with degree of freedom in Accuracy (Pronunciation) (df) = 29; in fluidity (smoothness) (df) = 29.
As a result, the researcher finds that the value of the t-test is higher than the t-table value. It means that the null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted because there is difference significant mean score of the test which is given by researcher before and after researcher using Visual Art media in teaching speaking ability. From the discussion above, it can be concluded that the use of Visual Art media is one of the teaching methods that can improve the speaking ability of the 11th grade students in SMK Negeri 2 Makassar.
Conclusion
Suggestion
Meningkatkan kemampuan berbicara siswa melalui penggunaan teknik role play pada siswa kelas VIII SMPN 1 Banguntapan Tahun Ajaran jurnal internasional pendidikan. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan dari tindakan memberi dan mencari informasi tentang saran dan penawaran, sesuai dengan konteks. Serta siswa dapat membuat teks interaksi transaksional, lisan dan tulisan, pendek dan sederhana, yang meliputi tindakan memberi dan mencari informasi tentang saran dan penawaran, dengan memperhatikan fungsi sosial, struktur.
Menyepakati materi yang akan dipelajari dalam 1 pertemuan yaitu pelaksanaan dan susunan tindakan memberi dan meminta informasi terkait usulan dan penawaran. Penerapan fungsi sosial, struktur teks, dan unsur kebahasaan untuk tujuan mengungkapkan pendapat dan pikiran dalam kehidupan sehari-hari dengan tepat. Serta siswa dapat menyusun teks interaksional transaksional, lisan dan tulisan, pendek dan sederhana, yang melibatkan pengungkapan pendapat dan pemikiran, dengan memperhatikan fungsi sosial, struktur.
Menyepakati materi yang akan dipelajari dalam 1 kali pertemuan yaitu pelaksanaan dan penyusunan tindakan pemberian dan permintaan informasi terkait Pemberian Pendapat. Penerapan fungsi sosial, struktur teks, dan unsur kebahasaan dari tindakan memberi dan mencari informasi tentang hubungan sebab akibat, sesuai dengan konteks penggunaannya. Menyepakati materi yang akan dipelajari dalam 1 pertemuan yaitu pelaksanaan dan penyusunan tindakan untuk memberikan dan meminta informasi tentang hubungan sebab akibat.
Penggunaan fungsi sosial, struktur tekstual, dan unsur kebahasaan dari tindakan memberi dan meminta informasi terkait fenomena alam atau sosial, sesuai dengan konteks penggunaannya. Menyepakati materi yang akan dipelajari dalam 1 pertemuan yaitu penggunaan dan kumpulan tindakan memberi dan meminta informasi terkait hubungan sebab akibat dalam teks eksplanasi.
