Title: Improving students' speaking skills through sandwich technique (a classroom action research among the first-year students of SMA Kartika XX-I Makassar class X.8). Improving students' speaking skills through sandwich technique (a classroom action research among the first-year students in class X.8 of SMA Kartika XX-I Makassar in the academic year 2012-2013). This study aimed to find the improvement of students' speaking accuracy and fluency through sandwich technique among the first-year students in class X.8 of SMA Kartika XX-I Makassar in the academic years 2012-2013.
In terms of data collection, the researcher used category suggested by Layman (1972) to judge the students' performance in speaking during the research sessions. There was improvement in students' fluency from diagnostic test to cycle II, where students' performance in cycle I was 68.96, but after evaluation in cycle II, students' fluency was 76.89. Based on these results, the researcher concluded that by using the Sandwich technique one could improve the students' speaking ability and make the students active in speaking in the learning process.
INTRODUCTION
- Problem Statement
- Objective of Research
- Significance of the Research
- Scope of the Research
How Sandwich Technique Improves Students' Speaking Accuracy in Grammar and Pronunciation in First Year Students in Grade X.8 of SMA Kartika XX-I Makassar. How Sandwich Technique Improves Students' Speaking Fluency in Fluency and Confidence in First Year Students in Grade X.8 of SMA Kartika XX-I Makassar. To explain how the students' speaking accuracy in terms of grammar and pronunciation has been improved in the first year students in class X.8 of SMA Kartika XX-I Makassar, through the Sandwich Technique.
To explain how to improve students' fluency in terms of fluency and confidence in first year students in class X.8 SMA Kartika XX-I Makassar, using the sandwich technique. This research is limited to the use of the sandwich technique to improve students' speaking ability. It focuses on the student's speaking accuracy, which covers (grammar and pronunciation) and fluency, which covers (confidence, poise).
REVIEW OF RELATED LITERATURE
The Teaching Process of Sandwich Technique
A teaching cycle begins with the reproduction/performance of a basic dialogue, moves to the variation and recombination of basic sentences (semi-free language use) and ends with an extended application phase characterized by. However, Dodson proposed a proven procedure in which the printed sentence is presented simultaneously with the oral utterance from the beginning. Teachers can read the dialogue to the class only once with the books closed, but once they have the class speak the lines afterward, the books should be open and the class may look at the text between imitative responses. listen to others and look up when they speak.
Dodson showed that, provided the class is instructed to make the spoken sentence the primary stimulus, the imitation of sentences could be accelerated without deterioration of intonation and undue interference from the printed text. When students have the printed word to look at (while relying on the auditory image of the sentence just heard), students find it easier to segment the amorphous stream of sound into manageable units, thus preserving the fleeting soundscape. It is the direct sequence of the (second) foreign language stimulus and the imitation response that prevents interference.
The Advantages of Sandwich Technique
The table above shows the improvement in students' speaking in terms of accuracy and fluency. The average score of the students' ability to be accurate before performing the sandwich technique (diagnostic test) is 52.52. Although the students' speaking ability has improved from the D-test to the I cycle.
The above table also shows the improvement of the students in speaking from fluency. The average score of the students' speaking skills before the implementation of the Sandwich Technique (diagnostic test) is 50.03. Although there is an improvement in the students' speaking ability from D test to Cycle I in terms of speaking accuracy (14.53%).
The Concept of Speaking Skill
Conceptual of Framework
RESEARCH METHOD
Research Design
In this research, the researchers used Kemmis and Taggart's spiral model in Wiriaatmadja's described four-step classroom action research approach or process. Before conducting the cycle, the researcher conducted a diagnostic test to determine the speaking ability of the first year students in class X.8 of SMA Kartika XX-I Makassar in the academic year 2012-2013. The independent variable (Sandwich Technique) was used in classroom action research over two cycles.
Where the realization of the second cycle continued and repaired from the first cycle. In this case, the teacher did planning, action, observation and prepares the teaching material, then the teacher must give the subjects fluency and accuracy as dependent variable in learning speaking and the students must master the material. The teacher observed the students' response, participation and finally completed reflection process to analyze, understand and make conclusion activity in the first cycle.
42. students of the first cycle do not yet have speaking ability, the teacher can continue in the second or third cycle until the students achieve improvement in speaking ability. For more detailed information about the research design of this research, the explanations were as follows;. Such as diagnostic test, first cycle test, second cycle test, observation guidelines and teaching material and lesson plan.
Reflection aimed to see the result of the first cycle action process, to analyze and conclude the activity in the first cycle. Then, researcher reflected herself by seeing the result of observation, the teaching learning process of speaking of sandwich technique was good to apply in the teaching learning process, but students still do not have their ability to speak, so the researcher continued the second cycle . Reflection aimed to see the result of the second cycle action process, to analyze and finish the activity in the first cycle.
Then the researcher reflected himself by seeing the result of observation, teaching learning process of talking busing sandwich technique was good to apply in teaching learning process and it was success in second cycle.
Research Variables and Indicators
Although students' speaking ability improved from D-test to Grammar Cycle 1 (18.96%). Although students' speaking ability from D-test to cycle 1 improves in confidence (38.20%). Although students' speaking ability improved from D-test to Cycle I in fluency (37.83%).
The graphic above shows the improvement in students' speaking ability in terms of accuracy and fluency from D-test to Cycle II. The improvement of students' ability to speak in terms of accuracy after implementing Sandwich technique has effective effect for students. The improvement of students' ability to speak in terms of fluency after implementing Sandwich technique has effective effect for students.
Sources of Data
Data Collection
When assessing the students' progression during learning speech material through the sandwich technique, the researcher uses speech assessment of speech accuracy. A few grammatical and lexical errors, but not just one or two major mistakes that cause confusion. Very good 8.6 – 9.5 Your speech is very intelligible and good with smoothness and very good self-confidence.
Very Poor 3.6 – 5.5 Their hurried spoken sentences and more are not appropriate in mildness and lack self-confidence. Very weak 3.6 – 5.5 Their sentences speak in a hurry more are not suitable in softness, no communication and no confidence.
Technique of Data Analysis
FINDINGS AND DISCUSSIONS
Discussions
It means that there is a significant improvement of the students' ability to speak, seen from the accuracy from cycle I to cycle II (31.93%) and from test D to cycle II (51.17%). The students' difficulty in accuracy has been analyzed, so the researcher should think about solving the problem. From the above explanation the researcher analyzes that the implementation of Sandwich Technique can improve students' ability to speak in terms of accuracy in the first year students of SMA Kartika XX-I Makassar class X.8, where the average score of students in the cycle. I and cycle II is higher than D-test.
The researcher found that the students still struggled to speak in front of the class because they were still shy. The students' difficulty in accuracy has been analyzed, so the researcher has to figure out the solution of the problem. The value improvement of the students' speaking performance from the D test to cycle I and also from cycle I to cycle II (diagnostic test (51.27) ≤ cycle I (64.50) ≤ cycle II (78.05), where for the D test, the average score of students in speaking.
While in II. cycle, the average score of the students in the written score is 78.05, the improvement in the average achievement of the students in the speaking score is from I. to II. cycle 21.69% and from D-test to II. improving the average achievement of students in the speaking score from D-test to II. cycle is 58.60%. The above result also proves that the implementation of the sandwich technique in the first year students of SMA Kartika XX-I Makassar Class X.8 can significantly improve the students' speaking achievement score. An English teacher can use the sandwich technique as one of the alternative ways of teaching speaking, as it can improve students' speaking skills.
Teachers are suggested to use the sandwich technique to help students recognize their own intelligence in the learning and teaching process. Students' speaking ability through problem activities (a study on third year students of SMP Negeri 1 Takalar). In the second meeting, after opening the class, the teacher asks the students about the status and then corrects their attendance list.
The teacher gives this conversation to all students and then the teacher practices it in front of the class.
CONCLUSION AND SUGGESTION
Suggestion
- I Makassar class X.8
Guru bahasa Inggris disarankan untuk membimbing siswa sebaik mungkin dalam proses belajar dan mengajar. Kelompok beranggotakan 5 orang siswa dan meminta siswa untuk menuliskan satu resep yang mereka miliki sekarang. Apersepsi: kita mengingatkan siswa tentang peristiwa atau cerita masa lalu tentang seseorang, bagaimana mengungkapkan tindak tutur tertentu, mengungkapkannya dalam bahasa lisan dan tulisan.
Mengungkapkan makna dalam percakapan transaksional formal dan informal (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) secara akurat, lancar dan berterima, menggunakan rangkaian bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur yang berterima. Mengungkapkan makna dalam percakapan transaksional formal dan informal (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) secara akurat, lancar dan berterima, menggunakan rangkaian bahasa lisan sederhana dalam kehidupan sehari-hari dan melibatkan tindak tutur yang berterima C.
