TITLE: The use of drill-practice pairs strategy to improve students' speaking skill at Senior High School (A pre-experimental research on tenth grade of SMA Negeri 4 Luwu Timur). Pairs strategy to improve students' speaking skill at Senior High School (A pre-experimental research at the tenth grade of SMA Negeri 4 Luwu Timur). The researcher used various topics to give opinion as instrument in pre-test and post-test.
Based on the results analysis, the researcher concluded teaching comprehension through Practice Repetition par Strategy can improve students' speaking skills. Peneliti menggunakan pelapangi topik untuk meggaan padang sebagai instrumen dalam pre-test and post-test. This bachelor's thesis entitled "The Use of Practice Rehearsal Pairs Strategy to Improving Students' Speaking Proficiency" is submitted as the final requirement for obtaining a bachelor's degree at the Department of English Education, Faculty of Teacher Education and Training at Universitas Muhammadiyah Makassar.
- Background
- Problem Statement Of The Research
- Objective of the Research
- Significance of the Research
- Scope of the Research
Considering the benefits of practice-rehearsal pairs to improve students' speaking skills, the researcher is interested in conducting a research titled "The use of practice-rehearsal pairs strategy to improve students' speaking skills at Senior High School ." To find out students' improvement in speaking skill accuracy using Practice Pairs strategy. To find out students' improvement in fluency of speaking skills using Practice Pairs strategy.
This research may contribute to a better understanding of the use of the Practice Rehearsal Pairs strategy to improve student speaking skills, especially in secondary school. This research will be the resource for students to improve their speaking skills using the Practice Rehearsal Pairs Strategy. In the interest of the research, the researcher focused on learning to speak by using the Practice Rehearsal Pairs Strategy.
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- Previous Related Research Findings
- Some Pertinent Ideas
- The Concept of Speaking
- Components of Speaking Skills
- Accuracy and fluency in Speaking
- The Concept Of Practice Rehearsal Pairs (PRP)
- The Definition of Practice Rehearsal Pairs
- Procedure in Practice Rehearsal Pairs
- Advantages and disadvantages of Practice Rehearsal Pairs
- Conceptual Framework
- Hypothesis
Ellis and Barkhuizen (2005) define fluency as “the production of language in real time without unnecessary pause or hesitation”. In simpler terms, fluency was the ability to speak, write and read smoothly and effortlessly. Practicing pairs for an exercise (paired practice) was a simple strategy that could be used to practice a skill or procedure with a study partner (Zaini 2007). In this study, one of the strategies used by the researchers was to have pairs practice the exercise.
After the exercise was completed, the researcher saw the improvement results for the students in the exercise pairs. Ho (Null Hypothesis): There was no significant improvement in the use of Practice Rehearsal Pairs strategy in speaking teaching. Ha (alternative hypothesis): There was a significant improvement in the use of Practice Rehearsal Pairs strategy in speaking teaching.
- Research Design
- Research Variable and Indicators
- Population and Sample
- Research Instrument
- Data Collection Method
- Technique of Data Analysis
Before practicing speaking, students should first think about possible vocabulary that will help them express their ideas. In the pretest, students began to express their ideas without using the practice pair strategy in class. Then the teacher writes on the board and explains the correct grammar to the students.
On the last day of treatment, the researcher observed the fluency of the students' speech. At the end of the discussion, students make a short summary of a topic discussed earlier. The aim was to know whether the result of the new strategy was effective or not.
Before starting to practice speaking in front of the class, identifying clues and thinking about possible vocabulary used to describe, the clue was also carried out in the classroom to help students express their ideas when practicing speaking . The researcher chose this class based on suggestions from the teacher when the researcher observed in the school. The researcher collected Pre-test and Post-test data to get the final result of the research.
Pre-test applied to get the first achievement of the students before treatment and the post-test applied to get the achievement of the student after treatment. In the treatment, the researcher observed the processed learning when the strategy was used, regardless of whether the students had a good attitude towards the treatment or not. To know the significant difference between the pre- and post-test scores, the researcher calculated the value of the test using the following formula:.
The sum of the squares of the differences between. the pre- and post-test.
Findings
The research findings from the table above indicated that the students' score improved from pre-test to post-test after they did treatment that used Practice Pairs strategy. The researcher used Practice pairs strategy in treatment to see the improvement of students' speaking accuracy in terms of grammar and there was improvement in pre-test to post-test. After the researcher gave treatment using Practice Rehearsal Pairs strategy, the score of the students improved.
The data showed that using the practice-rehearsal pairing strategy in speaking could improve students' speaking accuracy in terms of grammar. The graph above shows that there was an improvement in the students' speaking accuracy in terms of grammar from the pre-test with an average score of 56.88 to the post-test with an average score of 68.75. Table 4.3 above shows that the classification of the students' speaking accuracy in terms of grammar is in the pre- and post-test of 16 students.
The data showed that the use of Practice Repetition Pairs strategy improved the students' speaking accuracy in terms of grammar. This was indicated by the significance difference between students' pre-test and post-test scores. The graph above showed that there was an improvement in the students' speaking fluency in terms of smoothness from pre-test with the average score being 73.75 to post-test with the average score being 80.00.
The table 4.5 above showed that the Classification of the students' speaking fluency in terms of smoothness in pre-test and post-test of 16 students'. The data showed that using Practice Repetition Pairs strategy improved the students' speaking fluency in terms of smoothness. It was indicated that there was a significant difference between the results of the students' pre-test and post-test using Practice Pairs strategy.
Therefore, there was a significant difference between the speaking skills of the students when learning the Practice Rehearsal Pairs Strategy used.
Discussion
In terms of treatment, the teacher focused on analyzing students' grammatical errors in speech. The teacher then wrote on the white board and explained the correct grammar to the students. Improving students' speaking skills in terms of fluency Researchers conduct pre-tests on students to measure or understand their speaking ability.
In the pretest, the researcher used the practice trial pair strategy, then asked the students to discuss in their group and move to another group to continue the discussion after a few minutes. It can be said that the use of practice trial pairs strategy to improve students' speaking skills in fluency was successful. Based on the findings, the use of the Dual Test Practice Strategy in the classroom, the data collected through the test, as explained in the previous findings section, showed that the students' speaking ability focused on accuracy and fluency improved significantly .
The pre-test survey found that most students had difficulty speaking on several of the given topics. After the discussion, the students followed a similar procedure with the pre-test in the post-test. During the post-test, the researcher found that the students' speaking skills improved more than during the pre-test.
The pre-test speaking accuracy of 56.88 differed from the post-test of 68.75. This means that there has been an improvement. 20.86% of students speaking skill focused on speaking accuracy used pairs for practice. The speaking skill of the students focused on fluency showed that the pretest 73.75 differed from the posttest 80.00. We can conclude that the strategy for teaching speaking skills used for the exercise, pair exercise, was effective for the students.
Thus, the researcher concluded that there was significant improvement to improve the speaking skill of the students. Practice pairs strategy used in tenth grade students of SMA Negeri 4 Luwu Timur.
Conclusion
Suggestion
The effectiveness of practice pair strategy against students' speaking performance at Man 2 Tulungagung. Speaking is a natural skill that a person begins to develop in the first year of life. Improving students' speaking ability through practicing practice pairs in tenth grade of MAN Malang”.
Mengidentifikasi gambaran umum, spesifik dan rinci dari teks narasi sederhana tentang kegiatan/peristiwa/peristiwa. Menyusun teks narasi lisan dan tulis sederhana tentang kegiatan/peristiwa/peristiwa dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan dengan benar dan sesuai konteks. Siswa dapat membuat teks narasi sederhana tentang pengalaman dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan.
Kemudian keesokan harinya, Sabtu kami melihat Three Sisters dan melanjutkan perjalanan dengan kereta api yang indah. Siswa mempertanyakan gagasan pokok informasi rinci dan informasi spesifik dalam diskusi menggunakan strategi Practice Pairs. Siswa menganalisis teks naratif tertulis berpasangan dengan fokus pada fungsi sosial, struktur dan unsur kebahasaan.
Siswa mempertanyakan gagasan pokok informasi rinci dan informasi tertentu dalam diskusi menggunakan strategi Practice Pairs. Siswa mempertanyakan gagasan pokok informasi rinci dan informasi tertentu dalam Diskusi dengan menggunakan strategi Practice Pairs. Siswa: Belajar mengendarai sepeda motor dimulai ketika saya duduk di bangku kelas dua SMA.
At that time, my younger sister taught me to drive, and I bravely ride a motorcycle on the road, when in this class, in the tenth grade, and I almost feel like I fell into the drain in front of my house. I like the beach is a place to have a vacation, the beach has a beautiful scenery, we can swim together on the beach. Students: On my first day of high school in the morning I got my new uniform and got my new bag.
