Improving students' speaking skills in procedural text (Pre-experimental research on the twelfth grade in SMA Muhammadiyah 5 Makassar). The population of the research was the twelfth grade of SMA Muhammadiyah 5 Makassar in the academic year 2020/2021.
Background
It is a method that explains a process or tells how to do something, how to make something or how something works. Speaking Skills in Procedural Text (Experimental Research at The Twelfth Grade Students of SMA Muhammadiyah 5 Makassar).
Problem Statement
Objective of the Research
Significant of the Research
The result of the study can be useful for English teachers to provide the best method and improve students' speaking skills. Research can improve students' speaking skills because this research is a way for students to speak.
Scope of the Research
In this chapter, the author tried to give a clear description of review and related literature that covered previous of related findings, some pertinent ideas of speaking, procedure text and demonstration method and also the conceptual framework of research.
Previous of The Related Finding
The equation of this research with the previous ones was the use of the demonstration method in the teaching and learning process and the focus on speaking skills. Meanwhile, this research focused on specific components of vocabulary and pronunciation that were within the range of pronunciation sounds and active vocabulary.
Some Pertinent Ideas 1. The Concept of Speaking
The Concept of Procedure Text a. Definition of Procedure Text
According to the Ministry of Education and Culture (2013), procedural text is text that contains steps or stages taken to achieve the goal. Moreover, according to Priyatni procedure text is text that gives instructions or uses something with sequential steps.
The Concept Demonstration Method a. Definition of Demonstration Method
Additionally, according to Zain and Djamarah as cited in Wijaya (2017), demonstration method is a way of presenting lessons by demonstrating or showing students a particular process, situation or object being studied, both actual and artificial, which is often accompanied by oral explanations. Based on the definition above, the researcher concludes that demonstration method is a method that has the characteristic of showing and explaining orally the way or process how something is done or how to make something or how to do something.
Conceptual Framework
Hypothesis
In this chapter, the writer presented a description of the research method that was used in the research. It consists of research design, research variable, population and sampling, research instrument, data collection technique and data analysis technique.
Research Design
Research Variable
Independent variable
Dependent variable
Population and Sampling 1. Population
Sample
Research Instruments
Data Collection Technique
Pre-test
Treatment
The researcher introduced the students to the key words or verbs that were used in the text of the speaking procedure. The students tried to practice the procedure text using the demonstration method together with the use of media while the researcher supervised the students.
Post-test
The division of the test was about 90 minutes, which means that each student has three minutes to explain orally the process of making or working related to the topic. Very poor 0-35 They speak very hastily and multi-sentence inappropriately using vocabulary and little or no communication. 0-35 They speak very quickly and several sentences are inappropriate using pronunciation and little or no communication.
The researcher analyzed the data or processed the data after the data was collected. The findings of the study presented the examination of the students' fluency in procedural text that included the students' vocabulary and pronunciation, and the discussion of the study included further explanation of the findings.
The Findings
- The Improvement of Students’ Speaking Skills on Pre-test and Post- test
- The Percentage and Frequency of Students’ Vocabulary in Speaking
- The Percentage and Frequency of Students’ Pronunciation in Speaking
- The Significant of Vocabulary and Pronunciation
In addition, students' mean pronunciation score on the pretest was 39, and their mean score on the posttest was 77.5. It can be seen from the table that in the pre-test, out of 20 students, there were no students who got excellent, very good, fairly good and fair vocabulary of speaking skills. Based on vocabulary, 16 (80%) students were classified as very poor and 4 (20%) students were classified as poor.
Meanwhile, in the post-test of 20 students, there were no students who scored excellent and very poor in terms of vocabulary of speaking skills. Thele presents that in the pretest from 20 students, there were no students who scored excellent, very good, fairly good and fair in terms of pronunciation of speaking ability. Based on pronunciation, 16 (80%) of the students were classified as very poor and 4 (20%) of the students were classified as poor.
Meanwhile, in the post-test, the table above shows that from 20 students, there were no students who scored excellent and very poor in terms of pronunciation of speaking skill. Based on pronunciation, 1 (5%) of the students were classified as very good, 7 (35%) of the students were classified as good, 9. This means that there was a significant difference between the students' speaking skills in terms of vocabulary and pronunciation before and after use of demonstration method.
Disscussions
The Improvementof the Students’ Speaking Procedure Text in the Form of Vocabulary
In fact, Abdul (2018) found that vocabulary was one of the reasons why most students felt anxious when speaking. In addition, when teaching procedural text speaking, the teacher should get the students used to speaking with the necessary vocabulary to convey how to do something. Using the demonstration method as a method ensured that students could tell what they were doing (demonstrate something, how something is done) using the right vocabulary.
This is related to Arifin (2018) who found that there was significant difference between the pre-test and post-test of the students' vocabulary after giving treatment using demonstration method. The table 4.2 indicated that the students' vocabulary in the post-test was higher than in the pre-test (78>39). Most students were still confused to tell how something is done, although they already choose the topic prepared by the researcher.
The above explanation shows that the effect of the demonstration method can improve students' speaking skills in the form of vocabulary and pronunciation. This was because the students knew how to do something before the experiment was done. In this case, the treatment fully helps the students to build their idea because the students listened and used too much vocabulary during the demonstration process.
The Improvement of the Students’ Speaking Procedure Text in Form of Pronunciation
Most of the students found it difficult to express their idea in speech, although they are allowed to combine Indonesia and English. Table 4.3 showed that the students' pronunciation in the post-test was higher than in the pre-test (77.5>39). Most students speak very slurred and most of the words did not use appropriate pronunciation.
Most of the students repeated the same word and uttered the words “eeeee anu” too often. Most students speak with the correct pronunciation when telling someone how to do something. The above explanation shows that using the demonstration method can improve students' speaking skills in form pronunciation.
That was because the students already knew how to tell someone else how to do something before the post-test was taken. In this case, the treatment completely helps the students to know the correct pronunciation of the words used in the procedural text because the students had listened and practiced using the pronunciation themselves during the demonstration process and teaching process.
Conclussion
Suggestion
EFL Students' Strategies to Overcome Anxiety in Speaking English: A Qualitative Study of First Year Students of English Department, Muhammadiyah University of Makassar. 2015. The students' speech difficulties at The Tenth Grade of SMA Negeri 1 Sine in the 2014/2015 Academic Year. Surakarta: Department of English Education School of Teacher Training and Education, Muhammadiyah University of Surakarta.
Using Demonstration Method to Improve Students' Speaking Ability (A Quasi-Experimental by SMP Unggulan Darussalam Maros). Utilization of Self Talk Strategy (STS) to improve students' speaking skills in first grade in SMAN 1 Libureng. The use of demonstration method to improve first-year students' English vocabulary in MAN 1 Makassar.
The effect of demonstration technique against students' vocabulary (a quasi-experimental study on seventh grade students in Madrasah Tsanawiyah Negeri 13, Jakarta). Jakarta: Department of English Education Faculty of Tarbiya and Teacher Education, Syarif Hidayatullah State Islamic University. Improving Students' Speaking Skills Through the Demonstration Method in Grade XII IPS 1 Students from SMA Muhammadiyah 1 Palembang.
Speaking Pre-test
Speaking Post-Test
Kompetensi Inti
Lesson Plans
RENCANA PEMBELAJARAN
Kompetensi Dasar dan Indikator
Tujuan pembelajaran
Materi pembelajaran
Once you have your materials ready, you need to fold the string in half to create a loop about 10 cm-4 inches. Before doing tayammum, you must find a piece of land that is free of najasah (impure elements). Raise your hands and make sure there is no dust on the surface of your palms by slapping your palms together.
The face encompasses the right ear to the left and the top of the forehead to the bottom of the chin.
Metode pembelajaran
Media, Alat dan sumber pembelajaran
Langkah – LangkahPembelajaran Pembelajaran
Sumber Belajar
- Penutup (10 menit)
- Penutup (7 menit)
- Penilaian
- Pronunciation Respondents Pre-
Setiap siswa diminta memperhatikan peragaan contoh teks prosedur yang dilakukan guru pada setiap langkah, kemudian diminta mengikuti hingga langkah tersebut selesai. Setelah siswa mahir mendemonstrasikan contoh teks prosedur, mereka ditantang untuk mendemonstrasikan contoh tersebut di depan teman-temannya. Guru meminta siswa untuk mendemonstrasikan teks proses yang telah mereka siapkan tanpa bersusah payah dengan teks yang telah mereka tulis di kertas (ini hanya sekedar referensi saja, tidak perlu memaksakan agar bunyinya sama persis).
Setiap siswa yang namanya dipanggil maju ke depan membawa selembar kertas berisi teks prosedur dan menyerahkannya kepada guru. Dia kemudian diminta untuk mendemonstrasikan prosedur yang telah dia persiapkan. Guru memberikan penguatan dengan melakukan koreksi terhadap struktur teks dan pengucapan siswa. Guru meminta siswa untuk mendemonstrasikan teks prosedur yang telah disiapkannya, tanpa direpotkan dengan teks yang telah ditulisnya di kertas (itu hanya sekedar referensi saja, tidak perlu memaksakan diri untuk berbunyi sama persis).
Setiap siswa dipanggil namanya dan dipersilakan mendemonstrasikan prosedur yang telah disiapkannya. Siswa secara individu bergiliran menyatakan perbedaan teks prosedur yang meliputi cara melakukan sesuatu dan cara melakukan sesuatu disertai dengan contoh dari teks tersebut. Setiap siswa mendemonstrasikan tata cara melakukan sesuatu di depan kelas dengan bantuan media yang telah disiapkan.
Documentation
Letters
