Language is "a system of sounds or words that people use to express their thoughts and feelings." As it can be seen at the National Institute of Islamic Studies Metro, the speaking skills of the students were evaluated.
Problem Identification
Based on the description above, the researcher would like to conduct a research with the title, "Improving the students' speaking ability by using speech community strategy at the third semester of the state institute of Islamic studies Metro." Bloomfield defines speech community as a group of people who interact through speech.
Problem Limitation
Problem Formulation
Objectives and Benefits of the Study 1. Objective of the Study
Benefit of the Study
As an information for speaking lecturer who uses speech, community can be effective in teaching speaking and solving the students' problems in speaking. As a positive contribution to enrich the students' speaking ability by facilitating the learning of English, especially speaking.
Prior Research
The Concept of Speaking Ability a. The Definition of Speaking Ability
Implementation of speech community strategy to improve students' English speaking ability", Indonesian EFL Journal, (Cirebon (Dissertation). While according to Huriyah says that in teaching English, teacher should develop speech community strategy with growing students' positive attitude in language, which motivates students to English Speaking, which provides English activity to improve students' language skills.
The Procedures of Speech Community Strategy
It is also able to give opportunity to the students to practice in English, and it makes students have great responsibility to do their task in group. 28. The students should become active in using a target language, i.e. English for interaction and communication between students and teacher or between teacher and students. Based on the theoretical overview above, the researcher formulates the hypothesis as follows: "By using speech community strategy it can.
The Variable of Research
The Operational Defenition of Variable
According to Evelyn, an independent variable is a variable that the researcher suspects is related to or enhancing the dependent variable. In a sense, the dependent variable 'depends' on the independent variable.32 The independent variable of the study is working in small groups. According to Evelyn Hatch, dependent variable is the most important variable that would be measured in the study.
Dependent variable is a variable that can be improved by an independent variable.33 The dependent variable of research is the student's speaking ability that is aimed at the students. It made a simple conversation between the researcher and the student as an example to know the speaking skills of the mastering students. The students were good at grammar, it was necessary for students to be able to arrange a correct sentence in a conversation.
Pronunciation was the way for students to produce clearer language when they speak, how sounds vary and pattern in a language.
Research Setting
Reseacrh Subject
- Cycle I
- Cycle II
- Planning
- Acting
- Observing
- Reflecting
While the learning processes the researcher would observe at the same time as the learning activity. At the end of this step, the researcher performs a post-test to know the result of the treatment. After the activities ended, the researcher evaluated all .. activities to find out how the students' speaking skills had improved using the speech community strategy. D.
Based on the observation data, the researcher would reflect the activities in the first cycle. The student prepared the group and understanding their teacher's instructions. f) The teacher asked questions based on the speaking community strategy. g). In this step, the researcher would compare the pre-test and post-test result.
In the research, the researcher would give the students two tests namely pre-test and post-test.
Research Instrument
During the observation, the researcher makes some notes and a checklist to check the data again. It means knowing the site outline of the State Institute of Islamic Studies of Metro and the process of students' learning activities in the classroom. During the research process, the researcher collected some documents such as the total number of students, teachers, school history and the state of the school at the State Institute For Islamic Studies of Metro.
In this research, the researcher will use the data from the documentation as described. understanding.39. Status of teachers and official employees c) Status of students.. f) Outline of the location in the Metro State Institute of Islamic Studies. The researcher would use content validity so that the instrument has a good quality and the instrument is suitable for the focus of the research.
Therefore, the researcher uses content validity based on the syllabus and materials in the third semester of Metro State Institute of Islamic Studies.
Data Analysis Technique
Indicators of Success
Description of the Data
In this research, the researcher conducted research in two cycles, which consisted of planning, action, observation and reflection. This meeting was conducted on September 19, 2018, this pre-test meeting 2 x 45 minutes before the students performed the action. In this meeting, the colleague was in the role of observer, and the researcher was in the role of lecturer.
This meeting was started by praying and greeting, checking the attendance list, and asking the students' condition after the researcher asked the students to answer the pre-test until they finished. The pre-test was about speaking for Islamic speech with the topic tell story about your Islamic family and some students really enjoy doing their test and others seemed very annoying.
The Students’ Pre-Test Result Table 5 Table 5
The result of the pre-test shows that the highest score is 80 and the lowest score is 50. From table 6, 23 students achieved the score below (according to the MSC) and 10 students achieved the above score from the MSC. Based on the result of the pre-test, it was established that the objective based on Minimum Standard Criteria (MSC) has not yet been achieved.
Pre-Test
Acting
The action in cycle 1 consists of three meetings, one meeting for the action and one meeting for the posttest that is. In this meeting, the collaboration partner was the observer and the researcher was the speaker. The teacher would give the students some time to discuss the topic. f) All the groups must perform one by one with the topic given by the teacher. g).
The result of the student's score after Test I would be shown in the following table. The result of posttest 1 shows that the highest score is 80 and the lowest is 50.
Post-Test 1
Observing
In the step, the researcher presented the material about speaking for Islamic speech with a particular topic by using the speech community strategy. The material was given by a funny situation, which made the students interested in the material.
Reflecting
The comparison of completed students' scores on the pre- and post-test 1 No result category Frequency percentage. The comparison of completed by the students score on pre-test and post-test 1. From the result of score completed on pre-test is 30.30%, it was 10 students who got the category completed.
In the result of the completed score on post test 1 is 51.52%, that was 17 students who completed the category.
Planning
The teacher asked students about the material given by the teacher and students perform it. f) The teacher and students come to a conclusion about the material and the conclusion of the lesson. material and end of class. The teacher gave the topic to speak out.. f) The students were asked to practice in front of their friends g) The teacher and students came to a conclusion about the material.
Post-test 2
INTERPRETATION
- Interpretation the Result of Students’ Score in Cycle I and Cycle II The students score in speaking for islamic speech, congratulation The students score in speaking for islamic speech, congratulation
- Interpretation the Result of Students’ Learning Activities in Cycle I and Cycle II and Cycle II
- Action and Learning Result in Cycle I
- Action and Learning result in cycle II
The comparison of students' average score on pre-test, post-test 1, and post-test 2. The comparison of students' completed score on pre-test, post-test 1, and post-test 2. The comparison of the Completed of the students' score on pre-test, post-test 1 and post-test 2.
From the result of data above, The treatment on cycle I was done, it shows the result of post test I. Based on the result of pre-test and post-test in cycle I, it could be known that there was an increase . The result of pre-test and post-test 1 is good enough, but the students' score could not reach the target (Minimum completeness criteria).
Based on the results of the pre-test, post-test I and post-test II, it could be concluded that the speech community strategy has a positive influence on the teaching learning process, especially in terms of speaking ability.
CONCLUSION
SUGGESTION
- For the lecturers
- For Students
- For the Head of English Department
It means that it can simulate students' interest during the teaching and learning process, especially in teaching and learning. Students should learn the speaking activity in the class and how interested they are in speaking English with their friends. Students should be confident and always remember the vocabulary to improve speaking teaching in the classroom.
The head of the English department should take the positive side of this technique as a new strategy in learning speaking that can improve students' speaking ability. A diary; Improving English speaking ability through classroom discussion for MA NU Banat Kudus students in the academic year 2008/2009. Effectiveness of self-directed learning method on speaking skills of Iranian EFL learners”, International Research Journal of Applied and Basic Sciences.
Improving students' speaking ability through communicative language games in SMPN 1 Prambanan Class VIII A in the academic year of a thesis.
APPENDICES
Most of the students could give the attention and enthusiastic about the new strategy given by the researcher. Most of the students were active in following the speech community strategy when they spoke. Most of the students had the confidence to share ideas while the teaching-learning process to the other.
3 The student occasionally hesitates and repeats himself but can generally maintain a flow of speech. 2 Pronunciation 4 Occasional errors in pronunciation some inconsistencies in rhythm, intonation and pronunciation but comprehension is not impaired. 3 Mostly effective use of vocabulary for the task with some examples.
3 Some errors in the use of sentence structures and grammatical forms, but these do not hinder understanding. 3 Use of interactive strategies is generally adequate, but sometimes experiences some difficulty in maintaining interaction consistently. The lecturer gives an explanation about the material of descriptive speaking using speech community strategy.
