Based on the written test, the students' score of experimental group improves in each test. In pre-test students' score of control group was 62.9 and in the post-test the students' score of control group was 69.6. Based on the result of this research, it can be concluded that the application of Action Functional Model students'.
Firstly, the researcher would like to thank Allah SWT the most almighty who gave the opportunity to complete the research. Furthermore, when completing the research component 'The effect of applying an actionable functional model on students'. Achievement in Speaking”, the researcher faced many difficulties and problems and without much help from the following people it was impossible for him to finish it.
The researcher therefore expected suggestions and comments from all readers or other researchers who want to learn about this study. Based on the problem above, the researcher was interested in investigating the solution of this problem by applying Action Functional Model at SMK PAB 8 SAMPALI to find out the effect of using Action Functional Model on students' performance in speaking.
The problem of The Study
The formulation of the problem The problems are formulated as follows
The objective of the study
The significance of the study
- Speaking
- Speaking ability
- Teaching English speaking
- Actional Functional Model (AFM)
But for the most part, students' success in learning English should be decided by themselves. Speaking is one of the components of language that has the function of expressing feelings, opinions, ideas and emotions. Speaking ability is the ability of students to verbally express their ideas, which is represented by the results of speaking.
The grammar of a language is the description of the ways in which words can change form and combine into sentences in that language (Harmer, 2001:12). Grammar refers to the fundamental principles and structure of language, including clear and correct sentence construction and correct word forms (Batko, 2004:24). At the end of the lesson, the students will at least be able to do something with oral English.
The task must have strategic value and long-term consequences for the entire organization. The variety of action learning of the team members guarantees the perspective of change, because the challenges are relatively bigger than a team will seem.
Relevant of the Studies
Based on the above, we can conclude that in addition to the excess of the action learning model, there are also shortcomings, so it is important for educators who implement the action learning model to notice the deficiency that may appear in the learning objectives. efficiently and effectively. Improving the student's spoken English fluency was developed through action models, functional models, and action and functional models. Second, Improving Students' Motivation and English Speaking Ability Using Implementation Action Functional Model (AFM) in Grade VII D SMP N 1 Lembah West Sumatera, Indonesia By Widiawaty.
Finally, at the end of the third cycle, both their motivation and their English speaking skills improved significantly. Classroom English class meetings were set in the 2009/2010 academic calendar year of SMPN 10 Padang. After the fourth session in each cycle, students were tested based on indicators of speaking ability to describe objects. The result, the speaking skill of the students developed in the direction of better improvement. The improvement presented in the table below was based on class average scores or means for each speaking skill indicator.
Conceptual Framework
Hypothesis of the study
Location of research
Research Design
The function of the pre-test is to know the mean scores of the experimental and control groups. The experimental and control groups were taught with the same materials, but with a different teaching method. The experimental group was taught using AFM, while the control group was taught using the conventional method.
Teachers ask the students to come up with some generative ideas and give arguments and questions to the other group. After the treatment, the experimental and control groups took a post-test.
The Instrument of the Research
The Technique for Collecting Data
The Technique of Data Analysis
Statistical Hypothesis
The data of this study is from SMK PAB 8 SAMPALI and the data was collected through an oral test to the students, where the five-rated test indicated vocabulary, comprehension, pronunciation, fluency and grammar. And in this study, the samples were divided into two groups, the experimental group and the control group. The data from this study was the pre-test and post-test scores of the two groups, the experimental and the control group, as shown in the table.
The data in Table 4.1 above showed that in the experimental group the lowest pre-test score was 57 and the highest score was 75. In this case, the students' speaking score was calculated based on the speaking test with point, they were vocabulary, comprehension. , pronunciation, fluency and grammar (see appendix A). After taking the scores of the students in the pre-test and in the post-test for both groups, it can be known that there was a significant difference in the achievement of the students in speaking.
The Data Analysis
Based on the data above, the researcher showed that there was the significant difference score, the researcher saw that the total score pre-test in the experimental group was 1861 in which the lowest score was 57 and the highest score was 75, and the researcher used the formula (T12) used. . ) in each students' value, So the total score was 124459 in pretest, of course the lowest score of the students was only in component of understanding and pronunciation that the students have 10 in each component. And for the total score, post-test in experimental group was 2370, which the lowest score was 74 and the highest score was 96 and a researcher used the formula (T22 . ) formula in each students'. So in that case the researcher found the difference component and there was progress between pre-test and post-test (see appendix A).
After finding that case the researcher calculated the pre-test and post-test score without (T2), so the score was 509. Then the researcher did the calculation for pre-test and post-test in the experimental group. Based on the above data, the researcher showed that there was a significant difference result, the researcher looked at the pretest of the total score.
And for the total score, post-test in control group was 1951, which the lowest score was 65 and the highest score was 75 and a researcher used the formula (T22 . ) formula in each students' value, So the total score was 136137 and in reality was the lowest score of the student in the fluency component, which was that the students got 11 in that component. So in that case the researcher found the difference component, but there was slight progress between pre-test and post-test (see appendix B). After finding out that case, the researcher calculated the score pre-test and post-test without (T2), so the result was only 186.
Testing The Hypothesis
Ha: P # 0 There is a significant effect of applying the Actional Functional Model on student performance in speaking. H0: P = 0 There is no significant effect of applying the Actional Functional Model on students' speech performance. In a criteria search, an H0 is accepted if observed > Ttable or H0 is rejected if observed < Ttable with degrees of freedom or df = N-2 = 54.
Based on the calculation above, if observed > Ttable (5.90 > 2.00), it could be concluded that H0 was rejected. It means that H0 was accepted or 'there is a significant effect of the application of the Actional functional model on students'. The percentage of the effect of the application of the Actional functional model on students' speaking skills.
When determining the percentage of the effect of using the action-functional model on students' speaking achievements, we used a formula. This means that the effect of using the action functional model on students' speaking achievement was 55.7%, and 44.3% was the effect of another factor.
Discussion
Meanwhile, the conventional method was not effective in teaching speaking because the conventional teacher method focused and included the use of lectures and discussion.
Research Finding
Suggestions
Ismul Azam, 2015 The Effect of Using Community Language Learning Method on Students' Speaking Achievement. Improving students' speaking skills through speaking games in VIII grade SMP n 13 Yogyakarta in academic year 2013/2014.
Core Competence
Base Competenceand Indicator
The Learning Objectivies
The Material of Learning
The Social Function
Linguistic Element
Struktur teks - Getting started
Instrument/task
The Learning Method
Media and Tools
The Learning Steps 1. The Introduction
The Core Observing
Closing
Assessment
Penilaian: Speaking Test(performance and transcribe)
- Media and Tools
Students are given the opportunity to communicate or express an expression of business and hobbies to present in front of the class. Students can identify the structure of a conversation text using the expression thanking, apologizing and replying. Students can identify the elements of language in expressing gratitude, apologizing and responding.
The students can complete the text for a conversation that shows expressions of saying thank you and sorry and replying. The students can have a conversation that shows the utterance of saying thank you and sorry and responding. Do the warm-up for the students with give questions or sentences about the expression in business and hobbies.
The researcher provides an opportunity for students to search for more information about business expressions and hobbies using textbooks.
