In reality, most students find it difficult to express themselves in spoken language in the target language. The purpose of this research is to show the improvement of students' speaking performance using the Pecha Kucha presentation method in the tenth grade students of SMA Muhammadiyah East Lampung. Since students' speaking performance among tenth grade students of SMA Muhammadiyah East Lampung is poor, some problems are considered as important factors affecting their speaking performance.
The problems that concern students' poor speaking performance are: students' low motivation to learn English, much more anxiety to give a speech in front of the class, ineffective methods and inappropriate media used by the teacher. The research method used in this research is a Classroom Action Research (CAR) which is used to solve the students' problem in speaking performance. The first criterion is that 70% of students can pass the target score ≥ 70 based on the KKM.
Furthermore, the second criterion is the students who became more active in the learning process. The result of observation shows that by using Pecha Kucha presentation method, most of the students are actively involved in the learning process.
ر ۡصَعۡلٱَو
ه ََٰسوِ ۡلۡٱ
هيِذَّلٱ
قَحۡلٱ
رۡبَّصلٱ
Problem Identification
Students' motivation is low and they have no interest in learning English, especially speaking. The classroom environment does not support students in learning and practicing English at their best.
Problem Limitation
Problem Formulation
Objective and Benefit of Study 1. Objective of the Study
- Benefit of the Study
Hopefully, this study can be a motivation for the students who are expected to be more motivated to speak, share their idea and also improve their own speaking performance. Hopefully, this study can be used as a reference for the other researchers to build prior knowledge and provide a new idea for conducting the study. The nature of speaking performance can be worked out first by understanding the word speak and performance.
For Brown, performance is the overtly observable and concrete manifestation or realization of competence.7 This term describes that performance can be observed by actually doing something about something. Based on these definitions of the experts above, it can be said that speech performance is the act of conveying messages from the speaker to the listener through words, utterances and sentences, where their performance in speech automatically shows their good or bad skills. either. This can be achieved by offering some activities that force students to reach a decision as a result of choosing between specific alternatives in the discussion.
This activity represents a defined and useful genre of speech and can be highly interesting for both the speaker and the listener if it is properly organized. These types of activities can be used to promote general oral fluency or to train students for specific situations by simulating the real world.
Pecha Kucha
According to Reynolds, Pecha Kucha is a presentation method that is designed using 20 slides shown for 20 seconds. The rule itself is also supported by the concept of Pecha Kucha stated by Ingle and Duckworth that Pecha Kucha is a form of. Pecha Kucha can also be superior to traditional PowerPoint presentation during the learning period.
This is because Pecha Kucha is a faster presentation that can be more engaging and interesting for students who listen to numerous student presentations. Furthermore, before preparing a Pecha Kucha presentation, it should be remembered that the presenter is allowed 20 slides in 20 seconds each slide.32. In this case, the teacher and the presenter can apply these procedures of Pecha Kucha presentation as follows: 33.
Furthermore, Pecha Kucha's method can also be identified as the way the teachers can measure the competence of the students, such as the grammatical competence and the discourse competence. All competences are reflected in the work of the students in their own performance of the Pecha Kucha presentation.
Action Hypothesis
Those statements are related to each other because since Pecha Kucha is performed using oral presentation, the teaching of speaking performance can be applied to the use of spoken language.
RESEARCH METHOD
Subject of Study
Research Procedure
In this step of the research procedure, the researcher directly observed the teaching and learning process in the classroom, identified some research location problems, and collected the pre-test scores of the students' speaking performance. In this step, the researcher conducted the action research among the X MIA students of SMA Muhammadiyah Pekalongan East Lampung in several cycles. The researcher discussed with the English teacher or associate to determine the actions to solve the existing problems.
When the researcher as a teacher applied the Pecha Kucha presentation method in teaching speaking, the English teacher as a collaborator observed the process of teaching and learning with the observation form prepared by the researcher. In this step, the researcher collected the data and valuable information collected by the observer about the reactions, participation, performance and everything found during the teaching and learning process of the students. In this step, the researcher analyzed the data and made the reflection of the actions.
If the result of the actions did not show the improvement of the students' speaking skills as stated in the success indicator, the researcher would do the next cycle. The researcher then assessed the students' speaking skills using the speaking ability score rubric.
Research Instrument
In this case, the pre-test was conducted before implementing the Pecha Kucha presentation method to measure the speaking ability of the students. The post-test was conducted after giving the treatment to the students using the method of Pecha Kucha presentation. In connection with the guidelines, the researcher made the documentation items about the condition of the teachers and officials, the condition of the students and the condition of the school facilities.
The test was conducted to assess the speaking performance of students both individually and in groups in the form of an oral test. 2 Can usually handle elementary constructions fairly accurately, but does not have complete or confident control of grammar. 3 Grammar control is good and able to speak the language with sufficient structural accuracy.
4 The speech dictionary is at a high degree of accuracy and can understand even participation in any conversation. 5 Speech at all levels is fully accepted by educated native speakers in all its features. 1 Can understand simple questions and statements if given by slow speech, repetition or paraphrasing.
4 Be able to use the language fluently at all levels normally associated with professional needs and can participate in any conversation with a high degree of fluency. 3 Mistakes in pronunciation are rare, never interfere with understanding, and the accent can be decidedly foreign. 3 Can participate effectively in most formal and informal conversations on practical, social and professional topics.
Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy Second Edition, (New York: Addison Weasley Longman, 2001), p.406-407.
Data Analysis Technique
- Description of the Research Location
- Description of the Research
At the end of the meeting, the researcher gave feedback to the students about the learning process. The post-test was done to know the improvement of the speaking performance of the students after the treatment. This table describes the comparison of the students' result in post-test I and post-test II.
From the results of the students' scores in the pre-test and post-test I, there was an improvement in the students' scores. It was possible to conclude from the result of the students' assessment from post-testing II that there was an improvement in the students' assessment. Based on the results of the pretest, posttest I and posttest II, it was determined that there was an improvement in the students' performance.
SUGGESTION
APPENDICES
WHILST TEACHING
POST-TEACHING
Express meaning in a short functional text and monologue of narration, narration and procedure in the context of daily life. At the end of the lesson, the students can make a presentation and tell their work on how to make something.
POST-TEST
POST-TEST
Treatment
Post-Test
Finally, in 2013, she was registered as an S1 student of the English Education Department of the State Institute for Islamic Studies of Metro.
