INTRODUCTION
Background
How is the improvement of English structure students' accuracy in speaking skills after using Snowball Games in the second grade in SMPN 1 Balocci. Null hypothesis (Ho): There is no improvement in students' accuracy in English structure in speaking ability after using Snowball Games in the second grade at SMPN 1 Balocci. The alternative hypothesis (Ha) has significant improvement of students' accuracy structure of English structure in speaking ability after using Snowball Games in the second grade at SMPN 1 Balocci.
The null hypothesis (H0) is that there is no improvement in students' vocabulary accuracy in speaking ability after using Snowball Games in the second grade at SMPN 1 Balocci. Based on Table 4.3, the pre-test of the students' scores on the Accuracy Structure before giving the treatment showed that the score and the rate percentage quite good classification 1 (6%), poor classification 4 (27%), very classification weak 10 (67%). , none received an excellent and very good classification. Based on table 4.3, the students' post-test score in the post-treatment Accuracy Structure showed that, the score and percentage very good classification 4 (27%), good classification 9 (60%), quite good classification 2 (13%) , none of the poor and very poor classifications, and none received excellent classification.
In this part, the frequency and percentage of students' speaking skills, especially Vocabulary accuracy can be seen in the table. Based on table 4.4 before and after the treatment using snowball games it is shown that the students score in the pre-test (44.93) and in the post-test (73.86). Mean students' pre-test and post-test scores on the term accuracy vocabulary speaking test.
Probelem Statement
Objective of the Research
Significance of the Research
The positive result of this research can help students to improve their speaking skills. The positive result of this research can help the researcher to enrich the method of speaking skills.
Scope of the Research
Teaching speech using the snowball throwing game can make the students relax and enjoy the lesson learning process. During the post-test, the researcher gave a stikenote and the students describe the word to determine students' post-treatment ability using snowball games. Table 4.1 shows that the improvement in the accuracy structure before and after the treatment resulted in the students' score on the pre-test (43.53) and the post-test (73.86).
It was designed to determine the significance of the difference between the pre- and post-test scores of the average scores of the students in the experiment. This section explains the discussion of the findings of the research on students' speaking skills, especially the structure of accuracy and the aspect of vocabulary accuracy. The first is to give the students a pre-test using snowball games before the examination to know the students' speaking results.
And the third was given a post-test to the students after the treatment and using snowball game to know the students' speaking result. Based on results, we can know that the average score pretest of the students is 43.53 becomes 73.86 in the post-test in accuracy structure out of 15 students. After calculating the result, it is concluded that students achieve good performance in speaking skills after being taught by using snowball game.
RIVIEW OF RELATED LITERATURE
Previous Related Findings
Definition of Speaking
Definition of Games
He explains that most students are not ready to learn, but through games they will engage in learning early, which is more effective than forcing them to do tasks involuntarily. Not only are they learning the material, but students can also play in class at the same time.
Definition of Snowball Games
In the Pre-test, the researcher gave a vocabulary card and each student describes the word to find out the students' initial knowledge in speaking. Based on data, using snowball games can improve students' speaking skills in terms of accuracy structure. The result of the students' score is derived using the t-test from SPSS, all data acquired from the research instrument.
By using snowball games, students enjoy learning and are interested in speaking up when using snowball games. So, p-value (0.00<0.05) significant level, it means that teaching speaking by using snowball game has significant effect on students' speaking ability.
Conceptual Framework
Hypothesis
The pre- and post-test improvement was 69.68%. This means that using snowball games can improve students' accuracy structure. There was a significant difference between pre-test and post-test in this study after treatment. Based on the above findings, the comparison of student progress can be proved by comparing the pre-test and the post-test.
By comparing the results of pre-test and post-test in vocabulary accuracy, the researcher concluded that the application of snowball games can improve students' speaking skills, students are also active, fun and enjoy in the classroom, and students were also with their friends . From the discussion above, it can be concluded that the use of snowball games is one of the active learning that can improve students' speaking skills, especially in accuracy structure and accuracy vocabulary.
RESEARCH METHODOLOGY
Research Design
One form of pre-experimental design chosen by the researcher was One Group Pre-test – Post-test design. In this one-group pretest–posttest design, the researcher pre-administered the pretest to the treatment group, and then the researcher administered the treatment. In this work, the researcher conducted a pre-test before conducting the discussion in the first meeting in the class using a contact note with a speaking test.
During the second class meeting, the researcher explains the material (Describe Things) and explains how to play snowball games. In the third meeting, the researcher gave the students material (Describe Things) and gave examples of how to describe something, and the students formed a group to play snowball games.
Population and sample
The sample of this study was VIII D of SMPN 1 Balocci which consisted of 15 students because pandemic covid-19 a class was limited and based on the interview I got from the teacher the class never used Snowball Games for learning and teaching treat.
Instrument of the Research
Technique of Collecting Data
The result was tested using SPSS to see if the difference between students' results between pre-test and post-test is significant or not. Based on table 4.6, students pretest in accurate vocabulary before given treatment or pretest showed that 1(7%) fair category, 12(80%) students were in the poor category, 2(13%) students were in very poor category and none of the good and very good categories. Based on Table 4.6 above, students' post-test scores in accurate vocabulary after giving the treatment showed that 5(33%) fair category, 7(47%) good category, 3(20%) very good category and none became poor and very bad.
While teaching using snowball games, the students started to be active, collaborate with their friends and enjoy while studying. This fact convinced the researcher that the application of snowball games could improve students' speaking skills. No Ti Improving students' reading comprehension in recount texts using snowball throwing in group VIII Smpn 4 Pagaran Tapah Darussalam Provinsi Riautle.
Technique of Analysis Data
RESEARCH FINDINGS AND DISCUSSION
Findings
- The Improvement of Accuracy Structure
- The Improvement of Accuracy Vocabulary
- Significant Testing (t-test)
In this work, the research findings of this study are taken from the data using snowball to improve the speaking skills of students in the second grade of SMPN 1 Balocci. Based on the degree of freedom, we can know that the t-table is 1,761 according to the hypothesis testing criteria H0 is accepted if the t-value>t-table and p-value<α(0.05). Based on the data after the calculation, it is found that the result showed that the t-test value was 18.265 with 14 degrees of freedom and a p-value of 0.00.
Based on the degree of freedom, we can know that the t-table 1.761, according to the criteria for testing the hypothesis, H0 is accepted as the t-value Siswa diberikan motivasi atau rangsangan untuk fokus pada topik materi tentang struktur teks deskriptif tentang mendeskripsikan sesuatu. Perhatikan baik-baik gambar dan materi yang ditampilkan, struktur teks deskriptif tentang uraian suatu benda dan cobalah menafsirkannya. Guru membagi siswa menjadi beberapa kelompok untuk memulai Snowball Games tentang materi tentang struktur teks deskriptif tentang mendeskripsikan sesuatu. Siswa berdiskusi untuk menyimpulkan hasil proses pembelajaran pada materi tentang struktur teks deskriptif tentang uraian suatu benda. Jadwalkan pekerjaan rumah untuk teks deskriptif yang baru diselesaikan tentang topik Struktur yang menjelaskan sesuatu. The mean accuracy structure score in the pretest was 43.53, while the mean posttest score after treatment administration was 73.86. The mean vocabulary accuracy score on the pre-test before treatment administration was 44.93, while the mean post-test score on treatment administration was 73.86. Apabila materi tema/proyek telah dikuasai dengan baik dan benar-benar dikuasai dengan baik, maka siswa diharapkan mampu menjelaskan materi: Membangun teks deskriptif tentang mendeskripsikan sesuatu. Bahan bacaan dari buku teks atau buku referensi lainnya, dari internet/materi yang berkaitan dengan Struktur teks deskriptif tentang mendeskripsikan sesuatu. Mencari dan membaca berbagai referensi dari berbagai sumber untuk menambah pengetahuan dan pemahaman terhadap materi yang dipelajari. Siswa menyampaikan hasil proses pembelajaran pada materi Struktur teks deskriptif tentang mendeskripsikan sesuatu dalam bentuk kesimpulan berdasarkan hasil analisis secara lisan, tertulis atau melalui media lain. Menyatakan pendapat tentang hasil proses pembelajaran mengenai materi Struktur teks deskriptif tentang mendeskripsikan sesuatu dan menjawab pertanyaan siswa lainnya. Siswa bertanya tentang hal-hal yang belum dipahaminya atau mengajukan beberapa pertanyaan kepada siswa tentang materi Struktur teks deskriptif tentang mendeskripsikan sesuatu (umpan balik). Buatlah resume yang berisi petunjuk guru tentang poin-poin penting yang muncul dalam kegiatan pembelajaran tentang materi yang baru saja dilaksanakan tentang struktur deskriptif teks tentang mendeskripsikan sesuatu.
Discussion
CONCLUSION AND SUGESTION
Conclusion
Suggestion
