The researcher would like to express her great honor and deepest gratitude to her first advisor Dr. All the best friends of the researcher of the Magister of English Language Education Study Program of Muhammadiyah University of Makassar, especially in A class, for their kindness and motivation.
Table 4.12: The t-test between Pretest and Posttest for CC in terms of Grammar
INTRODUCTION
Problem Statements
How to improve speaking accuracy and fluency of students who are taught using group work method. How is the improvement of speaking accuracy and fluency of students who are taught using the direct method (conventional way.
Objectives of the Research
Significance of the Research
Scope of the Research
The Group Work activities in this research are pairing, snowball group and jigsaw. This review highlights studies and theories of concepts closely related to speaking skills and group work activities in teaching speaking.
Theoretical review 1. The nature of Speaking
- The importance of Speaking
- Characteristics of Speaking Skill
- Speaking Problem
- Factors Affecting Speaking Skill
- Kinds of Speaking
- Function of Speaking
- Teaching Speaking
- Characteristics of successful speaking activities
- Models Of Learning Using Group Work
- The Advantages and Disadvantages of Group Work a. The Advantages of Group Work
- Advantages and Disadvantages of Direct Method 1) Advantages
Speaking is the most important skill because it is one of the skills needed to carry out a conversation. If one thinks speech is manifested through the use of the organs of speech.
Conceptual Framework
- Jigsaw
Since grammar in this method is closely connected with the reader, it is difficult to provide such readers. This strategy may not hold well in higher classes where the translation method is found suitable. In larger classes, this strategy is not properly applied and instruction in this strategy does not match or satisfy the needs of individual students in large classes.
The result of group work is improving students' speaking skills involves three components; accuracy consists of vocabulary, pronunciation and grammar, and fluency.
RESEARCH METHOD RESEARCH METHOD
Research Design
Students are informed about this test in order to prepare for that test. Students' speaking skills were recorded, transcribed and analyzed in terms of pronunciation, vocabulary, grammar and fluency; In the experimental classroom, the researcher used three models of learning using group work, namely; brainstorming pairs, snowball strategy, and jigsaw puzzles.
This strategy has three steps, the first the students think individually about the material, the second they come together to discuss and compare their idea and the last they get the chance to share their ideas in a big discussion. Then the students looked in the dictionary to find the meaning of words that they did not know. The objectives of giving posttest found out if there was significant difference between students' speaking skills between who.
The Research Variables
Since this study is quasi-experimental, that is, the sample is taken without randomization, two subgroups of VIII Grade Group are directly taken as the samples in this study.
Instrument of the Research
Research Design
Experimental Class
Control Class
Strategy of Data Analysis
There is no evidence that you have mastered the language skills and areas practiced during the course. For testing the hypothesis, the t-test value is compared with the value of t-Table at the significance level p = 0.05 with the degree of freedom df = n1 + n2 – 2. The above diagram means that (1) as the value of t-test is less than that of t-Table, the null hypothesis (H0) is accepted while the alternative hypothesis (H1) is rejected; and (2) if the value of t-test is equal to or greater than that of t-.
This chapter deals with the findings of this research and the discussion of the findings. The findings presented in this part consist of the data obtained through test of speaking to find out the speaking skill in the Eighth Grade Students of MTs. Syekh Yusuf Sungguminasa for the application of the effect of group work activities and the discussion presents findings and discussions of the students' improvement in speaking skills.
Findings
- The Improvement of Students’ Speaking in Terms of Accuracy (Pronunciation, Grammar and Vocabulary) and Fluency Using Group
- The Improvement of Students’ Speaking in Terms of Accuracy (Pronunciation, Grammar and Vocabulary) and Fluency Using Direct
- The Significant Difference Between Students’ Speaking Skill Who are Taught Using Group Work and Those Who are Taught Using
In other words, by using group work in the experimental class, there was an improvement in students' speaking in terms of pronunciation during the pre-test and post-test. In other words, by using group work in the experimental class, there was an improvement in students' speaking achievement in terms of pronunciation during the pre-test and the post-test. In other words, there was an improvement in students' speaking in terms of grammar between pre-test and post-test using group work in the experimental class.
In other words, there was an improvement on the students' speaking performance in terms of grammar between pre-test and post-test for both Experimental and Control class. In other words, there was an improvement on the students' speaking in terms of vocabulary between pre-test and post-test by applying group works in Experimental class. In other words, there was an improvement on the students' speaking performance in terms of vocabulary between pre-test and post-test for both Experimental and Control class.
In experimental class, the t-test value (10.53) was greater than the t-table (1.68), this result showed that the hypothesis that there was a significant difference between the mean scores of pretest and posttest of students' vocabulary as a whole was durable. In other words, there was an improvement in students' speaking in terms of fluency between pretest and posttest by using group work in experimental class. In other words, there was an improvement in students' speaking performance in terms of fluency between pretest and posttest for both experimental and control classes.
Discussion
- The Students’ Improvement of Accuracy and Fluency for Experimental Class as follows
- The Students’ Improvement of Accuracy and Fluency for Control Class as follows
- The Significance Difference of Students’ Speaking Skill Who were Taught Group Work Activities and Conventional Method
After using group work activities in teaching and learning processes, the students' average score in the post-test improved to 6.490. Therefore, the teacher corrected the students' grammatical errors during the implementation of group work activities in the teaching learning process. After completing all activities, students looked more confident in speaking and students' posttest scores improved.
The researcher found that the students made too many pauses, paused and repeated words several times. The students' improvement in control class covers students' speaking accuracy which consists of pronunciation, grammar and vocabulary and fluency. After using the conventional method in teaching and learning process, the students' average score in the post-test improved to 3.070.
The improvement of the students' speech accuracy in terms of grammar Most of the grammatical errors that the students made were syntax patterns, such as: concords, word order and incomplete sentences. Therefore, during the implementation of conventional method in the teaching learning process, the teacher corrected the students' grammatical mistakes. The researcher concludes the students' improvement in speaking skills after using group work activities in the teaching and learning process in the classroom.
Conclusions
Conventional mode can also improve students' speaking accuracy (pronunciation, grammar and vocabulary) and fluency in MT Syeh Yusuf Sungguminasa, but different results with group work. This result appeared in the conventional way of analysis of the results of means, lower than the group work. The result of using group work and conventional method in teaching speaking showed the significant difference in improving the accuracy and fluency of speaking.
It can be proven that the average post-test score of the students in the experimental group that applied group work activities is higher than the conventional way in the control group.
Suggestions
This atmosphere can be found in teaching speaking using group work activities in the classroom. The Effect of Using Jigsaw Cooperative Learning Technique on Saudi EFL Students' Speaking Skills”. Consider pair sharing as an effective strategy for improving students' achievement in speaking skills”.
Gani S.A, Yunisrina QY and Rima E 2017 “the effect of snowball throwing technique in teaching reading comprehension” Continued from the First National Conference on Professional Development of Teachers Banda Aceh, Indonesia. Iswara AA, abd Azib and Dewi R (2012) “Improving students' speaking skills through the implementation of trivia-based activities in university students” Univ. Kayi H 2006 “Teaching Speaking: Activities to Promote Second Language Speaking” The Internet TESL Journal, Vol.
The Influence of Think-Pair-Share on Improving Students' Oral Communication Skills in EFL Classrooms. 2014 “The Application of Communicative Approach in Improving Students' Speaking Skills” Jurnal KIP Vol II No. Sulistya M 2013, Improving Students' Speaking Learning Process through Games for Grade VII B at SMP N 2 Gamping in Academic Year Univeritas Negeri Yogyakarta.
Langkah-Langkah Pembelajaran
Sekolah : MTs. Syekh Yusuf Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII / Genap Judul Bab : Hari yang menyenangkan. Sumber Belajar: Buku Ajar Bantuan Kurikulum Kelas VIII 2013 When English Ringing the Bell Kelas VIII Mata Pelajaran Bahasa Inggris. Guru dan siswa membuat kesimpulan tentang hal-hal yang telah mereka pelajari tentang materi.
Siswa kemudian diberi kesempatan untuk bertanya mengenai hal-hal yang belum dipahaminya.Kegiatan penutup (20 menit). Di bawah bimbingan guru, buatlah rangkuman permasalahan penting yang muncul dari kegiatan pembelajaran yang baru saja dilaksanakan. Memberikan tugas (pekerjaan rumah) kepada siswa dan mengingatkan mereka untuk mempelajari apa yang akan dibahas pada pertemuan berikutnya atau untuk mempersiapkan ujian.
Penilaian Hasil Pembelajaran
Dibuka dengan salam dan doa untuk memulai pembelajaran, pengecekan kehadiran siswa sebagai sikap kedisiplinan. Kaitkan materi/topik/kegiatan pembelajaran yang akan dilakukan dengan pengalaman siswa terhadap materi/topik/kegiatan sebelumnya dan ajukan pertanyaan untuk mengingat dan menghubungkan dengan materi berikutnya. Kolaborasi Siswa membentuk kelompok kecil untuk mendiskusikan materi, kemudian setiap siswa mengajukan pertanyaan, guru memberikan selembar kertas kepada setiap siswa, kemudian mereka menulis pertanyaan dan kemudian menggulungnya menjadi sebuah bola.
Memberikan tugas (pekerjaan rumah) kepada siswa dan mengingatkan mereka untuk mempelajari apa yang akan dibahas pada pertemuan tersebut. Kolaborasi Siswa dibentuk menjadi berbagai kelompok untuk berdiskusi, mengumpulkan informasi, mempresentasikan kembali dan bertukar informasi mengenai materi Fungsi Sosial. Komunikasi Siswa secara klasikal mempresentasikan hasil kerja kelompok atau individu, mengemukakan pendapat mengenai presentasi yang dilakukan kemudian memberikan tanggapan kembali terhadap presentasi kelompok atau individu.
Kegiatan literasi Siswa mendapat motivasi dan bimbingan untuk melihat, mengamati, membaca dan menulis kembali. Kolaborasi Siswa diminta mengumpulkan dan menyajikan secara individu informasi tentang fungsi sosial. Guru dan siswa menarik kesimpulan tentang hal-hal yang telah dipelajari mengenai materi fungsi sosial.
TEACHING MATERIAL First and Second Meeting
TEACHING MATERIAL
Describing object
I have a new watch
Oh, have you? What is like?
Well, it‟s small and round
Has anyone seen my handbag?
What does it like?
It‟s black and made of a genuine leather
No, sorry
I have a new scarf
Really? What kind?
It‟s triangular with a red and white pattern
Nice
Ani bought a new brooch last week
Really? What does it look like?
It‟s small and star shaped B: What‟s it made of?
It‟s made of gold
Asking for description
Vocabulary
TEACHING MATERIAL Fifth and sixth Meeting
Describing People 1. Conversation (At school )
Asking and giving description
Structure focus: Present Continuous Tense 4. Describing Personality
Essential Vocabulary
RESEARCH INSTRUMENT Choose one of five topics below, then describe it orally
Describing people 2. Describing object
Asking and giving direction 4. Describing animal
Expression agree and disagree
Appendix
The Students' Score On Pronunciation in Pretest (Experimental Class)
No Respondent The Students' Speaking Result Pronunciation Score Classification
The Students' Score On Pronunciation in Pretest (Control Class)
The Students' Score On Grammar in Pretest (Experimental Class)
No Respondent The Students' Speaking Result Grammar Score Classification
The Students' Score On Grammar in Pretest (Control Class)
The Students' Score On Vocabulary in Pretest (Experimental Class)
No Respondent The Students' Speaking Result Vocabulary Score Classification
The Students' Score On Vocabulary in Pretest (Control Class)
The Students' Score On Fluency in Pretest (Experimental Class)
No Respondent The Students' Speaking Result Fluency Score Classification
The Students' Score On Fluency in Pretest (Control Class)
The Students' Score On Pronunciation in Postest (Experimental Class)
The Students' Score On Pronunciation in Postest (Control Class)
The Students' Score On Grammar in Postest (Experimental Class)
The Students' Score On Grammar in Postest (Control Class)
The Students' Score On Vocabulary in Postest (Experimental Class)
The Students' Score Vocabulary in Pretest (Control Class)
The Students' Score Fluency in Pretest (Experimental Class)
The Students' Score Fluency in Pretest (Control Class)
STATISTICS=MEAN STDDEV MIN MAX
Test
Documentation of Learning Process
CURRICULUM VITAE
