IMPROVING SPEAKING SKILLS USING THE ``DO YOU HEAR WHAT I HEAR'' STRATEGY AMONG ELEVENTH SCHOOL STUDENTS. The purpose of this research is to improve students' speaking skills after using the Do you hear what I hear strategy among the eleventh graders of Smk Muhammadiyah Sekampung East Lampung. The method of data collection in this research was test, observation, documentation and not field.
Kesimpulan dari penelitian ini adalah dengan menggunakan strategi Do You Hear What I Hear dapat membantu meningkatkan kemampuan berbicara siswa kelas XI SMK Muhammadiyah Sekampung. Penelitian ini bertujuan untuk meningkatkan kemampuan berbicara siswa setelah menggunakan strategi Do You Hear What I Hear yang dilakukan di SMK Muhammadiyah Sekampung. Penggunaan strategi Do You Hear What I Hear dapat membantu meningkatkan kemampuan berbicara siswa kelas XI SMK Muhammadiyah Sekampung.
INTRODUCTION
- Background of the Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of Study
- Objective of the Study
- Benefit of the Study
One of the strategies that can be used in English speaking is Do You Hear What I Hear strategy. 2 Rosa Oktaviana & Elmiati, M.Pd, “Teaching Listening Using Do You Hear What I Hear Strategy. Based on the statement above, the researcher will conduct a research in "Improving speaking ability by using Do You Hear What I Hear strategy of the eleventh grade at SMK Muhammadiyah Sekampung".
Does the application of Do You Hear What I Hear Strategy improve speaking skills in students of the 11th grade of SMK Muhammadiyah in the academic year 2019/2020. To find out if using the Do You Hear What I Hear strategy could improve the speaking skills of students in the 11th grade of SMK Muhammadiyah Sekampung. To investigate if you hear what I hear Strategy to improve the learning activity of students in the eleventh grade of SMK Muhammadiyah Sekampung.
THEORETICAL RIVIEW
- The Nature of Speaking Ability
- The Defintion of Speaking Ability
- The Elements of Speaking
- The Nature of Teaching Speaking
- What is Teaching Speaking
- Reasons for Teaching Speaking
- The Goal of Teaching Speaking
- The Roles of the Teacher During Speaking Activities
- The Assessment of Speaking
- The Nature of Do You Hear What I Hear Strategy
- The Definion of Do You Hear What I Hear Strategy
- Procedure of Do You Hear What I Hear Strategy
- Preparation
- Implementation
- Action Hypothesis
The teacher asks the students to listen carefully to the statement, voice, sound and meaning of the dialogue. The teacher asks the students to evaluate their statement with questions related to the dialogue. Third, students think about the statement, voice, sound and meaning of the dialogue from.
Then the students work in group discussion, so that they can easily find different statements from their members in the group. Based on the theories above, the author chooses from Waterman's explanation because the teacher can easily apply this strategy and the students can understand the meaning of message of a recorder by thinking about the sound, voice and statement of the text . Third, the students think about the statement, the voice, the sound and the meaning of the dialogue from the recorder.
RESEARCH METHOD
Setting Location and Subject Location
Object of Study
Action Plan
- Cycle I
- Cycle II
In action research in the classroom, the researcher wants to keep the research in certain cycles. In this case, the researcher used the Do You Hear What I Hear strategy to improve students' speaking skills. After the observation process is completed, the researcher and the researcher made a reflection to evaluate the teaching learning process and the improvement of students' speaking skills.
In the first step, before taking the action in the next step, the researcher would correct the problem identified in the first cycle. In addition, the researcher will also collect data from the experiment and the results of the students' activities. In this step, the researcher would compare the pre-test and post-test result.
Data Collection Method
- Test
- Observation
- Documentation
- Field Note
In the third step, the researcher would observe the students' activity, their participation, the classroom situation during the teaching and learning process and the teacher's (researcher's) performance using the structure observation form and record the general activities. The researcher examines and reflects on the students' activity and the teacher's performance whether it is positive or negative, the second cycle sufficient or the need for the next step. The pre-test was given in the first meeting before the treatment in order to know the skills of the students before they perform the post-test of the action research.
The post-test was given at the last meeting after doing treatments to find out whether the treatments make any contribution to the student's performance in class or not. The improvement would be visible if the post-test average score is higher than the pre-test. This step would be performed post-treatment to learn how the Do You Hear What I Hear strategy impacts improving the student's speaking ability.
Means that observations can be defined as selecting, changing, re-wasting and coding sequences of action and situation related to organism that were suitable for empirical purpose. When collecting data, the researcher observes the learning process of the students and puts it in the data sheet. This data consists of the name of the student who is actively involved in the learning process.
The data is made to know students' development and as a reference for the researcher to obtain the participation of the student who is not yet involved. Documentation was a tool to collect information in the form of written source or documenter such as books, magazines, daily notes, etc.25 The researcher used documentation to collect the data about state of student, the history of SMK Muhammadiyah Sekampung, state of the environment, the condition of teachers, staff and organizational structure, and geographical condition school. Field note was observational tool in the form of narrative in which the observer provides the paper and records the activity related to the practice in the classroom before and after the action.
In this research, the researcher would use field notes to record the students' activities during the learning process in the form of storytelling.
Research Instrument
Data Analysis Technique
The formula to know the percentage of students who pass the Minimum Standard Criteria (MSC) in each cycle is as follows:28.
Indicator of Success
Description of The Research
- The Description of Research Location
- Structure Organization at Vocational High School
- The Sketch of The Location of Vocational High School
The Description of Research Result
- Action and Learning at Pre-Test
- Cycle 1
- Cycle 2
Source: XI TKJ 1 XI TKJ 1 Student Speaking Proficiency result result of SMK Muhammadiyah Sekampung on Wednesday,. The researcher also planned to give assessment to measure students' mastery of the given materials. At this stage, the classroom situation was effective because the collaborator handed over to the researcher to ensure student effectiveness before the researcher conducted research in the classroom.
The researcher started the lesson by praying, greeting, checking the attendance list and asking the students' questions. The kind of test was oral test which consisted of 3 topics and students have to choose 1 topic to speak up. The result of the students' test in posttest 1 was better than test in pre-test before.
Although only 16 students passed the minimum score, the result of the student test was better than the students pre-testing before giving treatment. The table and graph above showed that not all students were active in the learning process. The average percentage of students' learning activity in the first meeting was only 51.5 and the second meeting was 60.8.
At the beginning of the teaching learning process, the researcher started the meeting by praying, greeting, checking the attendance list and asking the students' condition. The second meeting was held on Thursday, November 7, 2019 at A.M., this meeting used to place test 2 in the last of cycle II, for 2x45 minutes after the students gave the action, the researcher gave post-test II to the students . That is 80% of the students who got at least 72 for the minimum standard criteria and on the other hand cycle II was successful.
From the table above it could be seen that the scores of the students in post-test II were different.
Interpretation
- Result of Students Learning
- Observation Result of Students Activities
- Table of Pre Survey Data Students English Speaking Ability
- The Students Score Result
- The Rating scores of Oral Test
- The Whole Data of Class XI TKJ of Vocational High School
- The Head Master of Vocational High School Muhammadiyah
- The Students Speaking Ability Score of Pre-test
- Frequency of Students score In Pre-test
- Students Post Test I Score
- Frequency of Students score In Post Test I
- Students Learning Activities at Frist Meeting of Cycle I
- Students Learning Activities at Second Meeting of Cycle I
- The Percentage of Students Learning Activities at Cycle I
- The Comparison between Pre-Test and Post-Test Score
- The Result of Students Speaking Ability Post-Test II Score
- Frequency of students score in Post test 2
- Observation Result of Students Learning Activity of First Meeting at
- Observation Result of Students Learning Activity at Second Meeting in
- The Percentage of Students Learning Activity at Cycle II
- The comparison between Post-Test I and Post-Test II Score
- The Comparison of Pre-Test Score, Post-Test I Score, and Post Test II
- Result of Students’ Activities at Cycle I and Cycle II
In this phase, the researcher presented the pre-test to measure the student's ability before implementing the treatment. The result of the pre-test showed that most students had difficulty taking the test. Based on Table 10, the student average was 58, showing that most students have not yet passed the Minimum Standard Criteria (MSC) of at least 72.
In this study, the researcher conducted the post-test I to know the mastery of argumentative writing of the students after implementing the treatment. This showed that most students have not yet passed the minimum standard criteria of at least 72. Based on table 17 the average of the students was 73.6, this showed that most students have achieved at least 72 at the Minimum Standard Criteria (MSC).
Then the students gather data that is needed and make supporting sentence improved from cycle I to cycle II. Regarding the data, the students' activeness and enthusiasm to follow teaching and learning process showed significant improvement by applying Hear you what I hear strategy to teach Speaking ability from cycle I to cycle II with the average percentage consecutively from 56%. Based on the discussion above, it can be concluded that the Hear You What I Hear Strategy can improve the students Speaking ability at eleventh grade of SMK Muhammadiyah Sekampung and this research was done on the cycle II, so it will not be continued on the next cycle.
The average score of students writing the eleventh grade of SMK Muhammadiyah Sekampung in pre-test was 58, post-test 1 was 66.1 and in post-test 2 was 73.6. As a result, by implementing the Do You Hear What I Hear Strategy, the speaking ability of students in the eleventh grade of SMK Muhammadiyah Sekampung can be improved. The percentage of student activities in the eleventh grade of SMK Muhammadiyah Sekampung in cycle I was 56% and there was an improvement in cycle II, it was 78.5%.
Consequently, Do You Hear What I Hear strategy can improve the student activities in the teaching learning process at the eleventh grade of SMK Muhammadiyah Sekampung. It is suggested to the teacher to use Hear you what I hear strategy as the teaching learning strategy because it can improve the students' argumentative writing ability. The teachers should be used creatively Do you hear what I hear in teaching, especially speaking class, to involve the students to be active in the learning process.
