Improving students' fluency in describing things through a healthy scatter game in eighth grade students of SMP Negeri 1 Minasatene, Kabupaten Pangkep. The aim of this research was to find out whether Wholesome scattering Game can improve the students' fluency in describing things in the eighth grade students of SMP Negeri 1 Minasatene, Kabupaten Pangkep. The result of this study showed that in Cycle I the average score of the students' fluency in describing things in terms of pronunciation was 4.96 and was categorized as poor.
In cycle II, the average score for the students' fluency in describing things was 7.62 and was categorized as good. Therefore, the researcher concluded that a healthy scatter game can improve students' fluency in describing things.
Research Problem
As a result, the students felt bored and passive in class, as the teacher was more active. It causes that the learning result is not satisfactory both for the teacher, the students and also for the parents of the students, and it seems that from the results of the learning results, the majority of the students still do not meet the KKM (Minimum Standard Criteria) results that were set in the school. Therefore, there is a need for a good and effective strategy to be used in the teaching process in order to encourage students to cope with learning English.
Research Objective
Significance of The Study
The Scope of the Research
Teaching of Speaking
In addition, Harmer (1998:87) mentions three basic reasons why it is good to give students speaking tasks. First, it is very important to give students the opportunity to freely practice speaking in the classroom so that they can use English in their daily conversation. For example, having students have a free discussion allows them to practice having a discussion outside of the classroom.
Speaking assignments can improve students' motivation and self-confidence and, with teacher guidance, can encourage them to study further. Third, good speaking tasks should be highly motivating so that students can engage in the teaching and learning process.
Theory of Speaking a. Definition of Speaking
If the teacher sets up the activities properly and can provide helpful feedback and all students participate fully, they will get tremendous enjoyment from the activities. Speaking is often thought of as a "popular" form of expression which uses the less prestigious "colloquial" register: literacy skills are generally more valued. This relative neglect is probably also due to the fact that speech is fleeting and improvised, and therefore can be seen as easy, superficial or weak.
Tarigan (2015:3) said that speaking is a language skill that grows in children's lives, just preceded by the skills being listened to, and at that point the ability to speak or say that has been learned. Based on the above definition, the researcher concludes that speaking is one of the basic competences in learning English, which is complex and difficult and thus needs to be taught well so that students are interested, fun and enjoyable in class and that it is an important skill is in the field of communication or communication. that must be acquired by sharing with each other.
The Elements of Speaking
Vocabulary is the foundation of language development, very simply put without knowing the vocabulary of the language, higher level language use (grammar, syntax, expository writing) was difficult if not impossible.
Classroom Speaking Activities
Harmer suggests that there are six effective speaking activities that students can do to improve their speaking skills. For example, picture games designed to encourage communication between students usually depend on an information gap, so that one student has to talk with a partner to solve a puzzle, draw a picture (describe and draw), put things right city. edit (describe and arrange) or find similarities and differences between pictures. In addition, Kayi (2006) suggests other activities to promote speaking so that students can practice and produce oral language well.
Each person has an important role as the task cannot be completed if one person does not provide information required by the partner. Information gap activities are effective because they encourage learners to talk extensively in the target language.
Types of Classroom Speaking Performance a. Imitative
Descriptive Text
Game in Language Teaching
Wholesome Scattering Game
Conceptual Framework
Speaking
Accuracy
Research Design
The researcher used classroom action research (CAR) as it had four stages: planning, action, observation and reflection. The researcher conducted two cycles, each cycle being a set of activities that were closely related. In Arikunt, Taggart described the classroom action research approach or process in four steps.
1. Planning
Action
Observation
Reflecting
Planning
The researcher stopped them when the time came and asked them to describe their text in front of the class. The researcher asked if there was anyone in the class who thought they were giving a very unusual wording. The researcher stopped them when the time came and asked them to describe their text in front of the class.
Generally, in this section, observation of the second cycle has continued action in the first second. Reflection was done to look the result of the second cycle action process, analyzed, understood and made conclusion activity.
Research Variables and Indicators a. Research Variables
The researcher analyzed the first cycle to determine whether the action of that cycle met the success criteria based on the test result of the second action.
Research Subject
Research Instrument
The test was aimed at obtaining information about the students' previous skills and their improvement after undertaking the actions in the cycles. The researcher tested students one at a time by giving two pictures after that student chose a picture to describe. It aimed to know the pronunciation and vocabulary marks obtained by the students in the description of the item.
Procedure of Collecting Data
From the last test, the researcher got the data to improve students' speaking skills. Very poor 1 The student speaks very hastily, and more sentences are not appropriate in pronunciation and little or no communication. This chapter consists of findings from the research and discussion that contains data analysis in detail.
The research findings cover the result of data cycle 1 and 2 for students' speaking ability in relation to the action that was implemented.
Findings
- The Improvement Students’ Speaking Ability in Term of Pronunciation
The criteria and the percentage of the students' pronunciation score present the result of the students' speaking ability to describe things through a healthy spreading game.
Test Cycle I Cycle II
- The Improvement Students’ Speaking Ability in Term of Vocabulary
Where in the D-Test the average of the students is 3.49, but after the evaluations in the vocabulary of students of cycle I, the achievement of students from cycle I was 4.71 and cycle II was 7.62. The criteria and percentage of students' vocabulary score represents the result of students' speaking ability in describing things through the game of healthy distribution. After taking an action in cycle I using describing things, the percentage of students' speaking ability in terms of vocabulary is 3 students (10.34%) did quite well, 2 students (6.89%) became quite poor, 10 students (34.48%). became poor, 14 students (48.27%) became very poor and none of the students for the other classification.
There was improvement in pronunciation. The speaking ability of the D-Test students was 3.63, Cycle I was 4.96 and Cycle II was 7.83. In terms of vocabulary, there was also an improvement in the speaking skills of the D-Test students: 3.49, Cycle I was 4.71 and Cycle II was 7.62. To clearly see the improvement of the students' speaking skills in terms of pronunciation and vocabulary can be seen in Figure 4.3.
After evaluation in Cycle I and Cycle II, there was an improvement in the speaking skills of the students, which was clearly visible in the diagram after they took an action in the cycle through Wholesome Scattering Game.
Discussions
- The Improvement of Students’ Pronunciation in Speaking Ability through Wholesome Scattering Game
- The Improvement of Students’ Vocabulary in Speaking Ability through Wholesome Scattering Game
But the researcher always tried to stimulate the students' anxiety about what the speaking ability should be about. Before taking an action research in the classroom through "Healthy Spreading Games", the researcher conducts a diagnostic test to measure the students'. The students' level of difficulty in speaking had been analyzed so that the researcher had to think of the solution to the problem.
In cycle II, the researcher puts the students' into groups and gives them a test. From the explanation before, the researcher analyzed that the students' ability to speak in terms of pronunciation was improved by the use of Wholesome Scattering Game, where the students' average score in cycle I to cycle II was higher than D test. Before conducting a classroom action research by means of "Wholesome Scattering Game", the researcher conducts a diagnostic test to measure the students' prior knowledge in English speaking.
The difficulty of the students to speak was analyzed, so the researcher had to find the solution of the. The researcher changed the activity more interestingly in cycle II so that the students could show improvement, in the first cycle the researcher gave less explanation about healthy straw game to students, they seemed to be confused. Where, when the researcher explained about Healthy Scattering Game, it should explain more clearly, if necessary gave the students chance to ask about the material.
From the explanation before, the researcher analyzed that the students' ability in terms of vocabulary was improved by the use of Wholesome Scattering Game, where the students' average score in cycle I and cycle II was higher than D test. The result of cycle II in the use of wholesome scattering game showed that the students' improvement to look like the result of the second cycle action process, analyzed, understood and made conclusion activity. After that, the researcher used the score of cycle I and cycle II to find out the students' improvement percentage.
Conclusion
Suggestions
- Standart kompetensi
- Tujuan pembelajaran
- Materi pokok pembelajaran
- Metode/strategi pembelajaran
- Strategi Pembelajaran Pre- Teaching
- Materi pokok pembelajaran Teks monolog berbentuk descriptive
- Metode/strategi pembelajaran
- Strategi Pembelajaran Pre- Teaching
- Sumber belajar
- Materi pokok pembelajaran
- Metode/strategi pembelajaran
- Strategi Pembelajaran Pre- Teaching
- Materi pokok pembelajaran Teks monolog berbentuk descriptive
- Metode/strategi pembelajaran
- Strategi Pembelajaran Pre- Teaching
- I 2. Orange
Meningkatkan kemampuan berbicara siswa melalui teknik diskusi kelas pada siswa kelas dua SMP Gunung Sari Makassar. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk deskriptif dan menceritakan kembali untuk berinteraksi dengan lingkungan sekitar. Guru membagikan topik-topik yang berkaitan dengan benda-benda di kelas yang akan dideskripsikan oleh siswa.
Pronunciation is still moderately affected by native language but no serious phonological errors but only one or two major errors that cause confusion. Have to make an effort for a large part of the time must often search for the desired fragmentary. Guru gives freedom to siswa to choose a topic that is related to people who will be described.
Guru membagikan topik-topik yang berkaitan dengan orang tua, teman, dan hewan peliharaan yang akan dideskripsikan oleh siswa. Pilihlah satu gambar, kemudian mendeskripsikan seseorang dalam gambar tersebut di depan kelas dengan pengucapan dan kosa kata yang baik.
