Judul Skripsi : Effectiveness of Using Simulation Technique in Improving Students' Speaking Ability (Experimental Research on Eleventh Grade Students of SMK Negeri 4 Bantaeng). SAHRUN, 2016. "The Effectiveness of Using Simulation Technique in Improving Students' Speaking Ability (An Experimental Research at the Eleventh Grade Students of SMK Negeri 4 Bantaeng)", under the thesis of the Department of English Education, Faculty of Teacher Education and Training. , University of Makassar Muhammadiyah supervised by Syamsiarna Nappu and Maharidha M. The purpose of this research was to determine whether the use of simulation technique was effective in improving students' speaking ability in terms of accuracy (pronunciation) and vocabulary.
This study has proven that the use of simulation technique was effective in terms of increasing students' performance and improving their speaking ability, the value of the research is greater than the ratio on the table. APPENDIX B The students' scores in the pre-test and post-test APPENDIX C The students' total score in the pre-test APPENDIX D The students' total score in the post-test. APPENDIX F Classification of the students' pre- and post-test in the final result of speaking skills.
INTRODUCTION INTRODUCTION
- Problem Statements
- Objective of the Research
- Significance of the Research
- Scope of the Research
- Some Pertinent Ideas
- Some Concepts of Speaking
- The Elements of speaking
- Some Concepts of Simulation Technique
- Conceptual Framework
- Hypothesis
- The Null Hypothesis (Ho)
- The Alternative Hypothesis (H1)
Moreover, if they are actively involved in the classroom, they will be motivated to learn it and students' speaking will automatically improve. Practicing using the language is very important to develop students' speaking skills. To find out the ability of the students, the researcher gave a pre-test, treatment and post-test and also motivated all the students to learn English.
The researcher would use the simulation technique to improve students' speaking ability with a focus on accuracy (pronunciation) and vocabulary. He said that 98% of students were interested in speaking using the small group method to improve students' speaking ability. Speaking is important because it is used as a tool to express students' thoughts directly from their own mouths.
The procedure for using the simulation technique in teaching speaking The procedure includes a step-by-step guide for the students' activity. INPUT: There are two factors that should be focused on to improve students' speaking ability, they are accuracy (pronunciation) and vocabulary.
RESEARCH METHOD RESEARCH METHOD
Research Design
Research Variables and Indicators
Pronunciation is the act of pronouncing words with reference to the pronunciation of sound, placement of stress and intonation. Vocabulary is the number or variety of words that students use and shows the expression based on words.
Population and Samples 1. Population
- Sample
Research Instrument 1. Pre Test
- Treatment
- Post Test
In the treatment, the activity started by giving information about the program and the procedure of activities. In this process, there were seven steps that a teacher incorporated into the students' everyday classroom. Investigation the students were asked to investigate and observe the object based on the topic they are going to learn.
By creating, students were asked to make a memo and a rough draft to obtain information or data. Then the students told what they were going to learn and why it was important. After this, the researcher also explained the method by which they would take part in the learning process.
The researcher explained the topic given to the students - The researcher developed the class activity based on the Simulation. The researcher gave the posttest to find out the value of the treatment whether or not the posttest score was better than the pretest score. It was done to know the achievement of the students before and after the treatment using the experimental method to improve the speaking class.
Techniques of Data Analysis
After the treatment, the researcher gives the students a post-test in the same form as the pre-test to know their improvement after applying the simulation technique in the teaching and learning process. Very Poor 1 Students speak very hastily and most sentences are not appropriate in pronunciation and little or no communication. 2 Uses only basic vocabulary and expressions Very poorly 1 Pupils speak very hastily and more.
After collecting the students' data, the researcher classified the students' scores.
Findings
- Students Speaking Ability
Chart 4.1:Rate Percentage and Frequency in Pretest of the Speaking Accuracy in Pronunciation Form
Rate Percentage and Frequency in Posttest of the SpeakingAccuracy in Pronunciation Form
Chart 4.3: Rate Percentage and Frequency in Pretest of the Speaking Accuracy in Vocabulary Form
- The Improvement of Students’ Accuracy in Speaking Ability The improvement of students‟ pronunciation and
- T-test of Value
The pronunciation improvement between pre-test and post-test is 84.7%, it showed that Simulation Technique can improve students' speaking ability in pronunciation. To know the level of significance value of pre-test and post-test, the researcher used t-test analysis at significance level (p) = 0.05 with degree of freedom (df) = N- 1, where N= Number of subject (18 students) then the value of the t-table is 2.110.
The T-test of Students’ Improvement
- DISCUSSION
- SUGGESTION
Therefore, there was a significant difference between the pretest and posttest score of students in speaking ability through the use of simulation technique. Speaking is important because it is used as a tool to express students' thoughts directly from their own mouths and in conversation activities. The researchers gave the students some tests in the pre-test to find out the speaking ability of the students, the type of test was interview.
The last meeting gave the students a post-test, it is like the students' dialogue in front of the class with their classmate. According to Widdowson, (1985), speech is a means of oral communication that gives information involves two elements, namely the speaker who gives the massage and the listener who is the receptive massage in other words, communication involves the productive ability to listen. research showed that the use of simulation technique can make students improve their speaking ability, especially in terms of accuracy (pronunciation) and vocabulary. a) Accuracy in pronunciation. In the pre-test, the students spoke very legally. From 18 students, none of them got a good score, 7 students got only a "bad" score, and 11 students got a "very bad" score.
Which one the students got from "very poor" score to average score is HDR initial, the score is 1 (very poor) in pre-test and 3 (average) in post-test. Students do not trust say anything because they were afraid to make mistakes, in the pre-test showed that as 18 students none of them got a good score. Based on the problem, the researcher was give some treatment and give motivation until the students self-confidence to improve the speaking skills in vocabulary, the score in the pre-test where 18 students got "poor" and "very bad score", it is different in the post-test, which 18 students, 2 students got "good" score, 13 students got "average" score and 3 students became "bad". This research showed that the use of simulation technique can make students improve their speaking ability, especially in pronunciation and vocabulary.
This proved that there was an improvement in the students' speaking ability after the treatment. There was an improvement in the self-confidence of the students, because the technique makes the students active in the classroom and always did the exercise well. The researcher therefore found that there was a significant difference between the results of the students.
Pronunciation in the pre-test was the average score of the students 1.38 and in the post-test 2.55, Vocabulary in the pre-test was the average score of the students 1.88 and in the post-test 2.94 after the treatment the average score of the students was improved.
APPENDIX I
The Students’ Total Score in Pre-test
The Students’ Total Score in Post-test
The Students’ Rating Score in Pre-test and Post-test
The Students’ Mean Score and Percentage in Pre-test and Post- test
Mean score of the students’ pronunciation in pre-test
Mean score of the students’ pronunciation in post-test
Mean score of the students’ vocabulary in pre-test
Mean score of the students’ vocabulary in post-test
Mean score of the students’ speaking ability in pre-test
Mean score of the students’ speaking ability in post-test
The percentage of the students’ improvement in speaking ability (Final score)
The Attendance List of X A TPH Class Students’
SMK Negeri 4 Bantaeng”
- T-test of Students’ speaking ability
Documentation Pre-test, treatment and post-test
The Distribution of T-Table
Rencana Pelaksanaan Pembelajaran
Tujuan Pembelajaran
Siswa dapat melakukan tindak tutur yang berbeda-beda dalam wacana lisan interpersonal/transaksional: mengungkapkan perasaan (expressing: terkejut).
Materi Pokok
- Metode Pembelajaran/Teknik: Simulation Technique
- Langkah-langkah Kegiatan a. Kegiatan Pendahuluan (10 menit)
- Sumber/Bahan/Alat
- Penilaian
- Langkah-langkah Kegiatan d. Kegiatan Pendahuluan (10 menit)
- Metode Pembelajaran/Teknik: Simulation technique
- Langkah-langkah Kegiatan g. Kegiatan Pendahuluan (10 menit)
- Sumber/Bahan/Alat
Kemudian guru menginstruksikan perwakilan masing-masing kelompok untuk berlatih mengungkapkan perasaan (kejutan) terhadap kelompok lain, dan kelompok lain memberikan tanggapan. Mengungkapkan makna dalam teks percakapan transaksional resmi dan percakapan yang sedang berlangsung secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan. Merespon secara akurat, lancar dan berterima terhadap makna percakapan transaksional formal dan informal (menyelesaikan sesuatu) dan interpersonal (bersosialisasi), dengan menggunakan ragam bahasa lisan yang melibatkan tindak tutur: memberi peringatan.
Pengungkapan makna dalam percakapan transaksional formal dan informal (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) dalam ragam verbal secara akurat, lancar dan berterima yang melibatkan tindak tutur: peringatan. Kemudian guru membagi siswa menjadi beberapa kelompok dan membagikan kertas ekspresi pendapat untuk dikembangkan sebagai bahan presentasi. Kemudian guru menginstruksikan perwakilan masing-masing kelompok untuk berlatih ekspresi peringatan terhadap kelompok lain dan kelompok lain memberikan tanggapan.
Merespon secara akurat, lancar dan berterima terhadap makna percakapan transaksional formal dan informal (menyelesaikan sesuatu) dan interpersonal (bersosialisasi), dengan menggunakan ragam bahasa lisan yang melibatkan tindak tutur: meminta/memberi nasihat. Mengungkapkan makna dalam percakapan transaksional formal dan informal (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) secara verbal, akurat, lancar dan berterima dengan tindak tutur: meminta/memberi nasihat. Kemudian guru membagi siswa dalam beberapa kelompok dan membagikan kertas bertanya/memberi saran untuk dikembangkan sebagai bahan presentasi.
Kemudian guru menginstruksikan perwakilan masing-masing kelompok untuk berlatih bertanya/memberi saran kepada kelompok lain dan kelompok lain menanggapinya. Merespon makna dalam percakapan transaksional formal dan informal (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan yang melibatkan tindak tutur: menyatakan permintaan (izin) 2. Mengungkapkan makna dalam percakapan transaksional (untuk mendapatkan sesuatu dilakukan) dan interpersonal formal dan informal (sosialisasi) dalam ragam verbal yang akurat, lancar dan berterima, melibatkan tindak tutur: menyatakan permintaan (izin).
Kemudian guru menginstruksikan perwakilan masing-masing kelompok untuk berlatih bagaimana menyampaikan permintaan kepada kelompok lain dan kelompok lain menanggapinya.
Teaching Material
- Expressing Surprise
- Expressing Warning
- Informative Notices
- Don't do this
- Watch out
- Expressing Suggestion
- Permission
One day Jesicca lost her money in her bag, she looks very sad and Barbara comes. Barbara: In my opinion, you should talk to your mother and talk about your problem. When asking permission to use something that belongs to someone else, you should do your best to be polite.
Test
Pre-test
