IMPROVING SPEAKING SKILLS OF STUDENTS USING THE QUESTION ANSWER TECHNIQUE IN EIGHT CLASS SMPN 4 METRO. IMPROVING STUDENTS' SPEAKING SKILLS USING THE QUESTION ANSWER TECHNIQUE IN EIGHT CLASS SMPN 4 METRO. The researcher found some problems in the eighth grade of SMPN 4Metro, especially in speaking.
The aim of this research is to know whether Question-Answer technique can improve the speaking skills of the students. This study is classroom action research (CAR) that was conducted in SMPN 4 METRO in eighth grade and was followed by 30 students and it was done in two cycles. The result of this study shows that in the first cycle the mean pre-test score was 54.3 and the post-test score was 63.8.
Skor meningkat 7,2, dapat disimpulkan bahwa dengan menggunakan teknik tanya jawab dapat meningkatkan kemampuan siswa. Dengan demikian dapat disimpulkan bahwa teknik tanya jawab merupakan strategi yang dapat meningkatkan kemampuan berbicara siswa kelas VIII SMPN 4 Metro.
INTRODUCTION
- Background of The Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of The Study
Therefore, Grauberg suggested that language teachers should help students achieve their goals. Speaking becomes the dreaded component of many students because of the differences between pronunciation and the written word itself. In this research, researcher conducts a preliminary study to know the difficulties in students' speaking learning.
Therefore, due to the importance of the student's oral test in helping the students improve their speaking skills, the researcher conducts the research titled "Improving the students' speaking skills by using question-answer technique in the eighth grade of SMPN 4 Metro". Improving the speaking skills of the students by using question-answer technique in the eighth grade of Smpn 4 Metro Lampung”. Based on the problem study and focus on the problem identification above, the researcher will focus on improving students' speaking skills by using question-answer technique in the eighth grade of SMPN 4 Metro Lampung.
Based on the problem limitation above, the researcher concludes that the problem formulation of this research is: "improving the speaking ability of the students can answer the question technique in the eighth grade of SMPN 4 Metro Lampung. The aim of the study is to know whether the question-answer technique can improve the speaking of the eighth grade students of SMPN 4 Metro Lampung.
THEORETICAL REVIEW
The Concept of Speaking Ability
- The Concept of Speaking Ability
- The Aspect of Speaking Ability
- Speaking difficulties
- Types of Speaking in Classroom
The Concept of Question Answering Technique
- The Definition of Question Answering Technique
- The Procedure of Question Answering Technique
- The Purpose of Question Answering technique
This empowers students, once student can determine what type of question is being asked, they know where to go for the answer.13. Question can be used for drill and review; they deepen impressions and confirm facts in the mind and memory of the student. There are two procedures of Question-Answering techniques that a student should look for when searching for an answer.
This includes two response strategies that are located directly in the book and do not require the student to infer the answer. This type of QAR asks the student to look at the words in the question, the sentence that contains those words, to find the answer. This type of QAR requires students to use clues provided by the author to infer answers that are not explicitly stated in the text.
This type requires the student to use background knowledge, personal insight, understanding to answer the question. The use of questions and answers in class is a perfectly legitimate approach to teaching, but it is often confused with discussion.
Action Hypothesis
Questioning does not automatically produce effective teaching, adequate use of the question and answer method will greatly facilitate communication.
RESEARCH METHOD
- Setting of the Research
- Location Setting
- Subject of the Research
- Object of The Study
- Classroom Action Research
- The Defenition of Classroom Action Research
- Action Plan
- Data Collecting Method
- Data Analysis Technique
- Indicator of Success
In order to obtain total scores and increase the students' progress from the implemented treatments, the researcher compares the average of pre- and post-tests. The above table was the result of pretest, it could be seen that the score for the students' speaking ability was different. Based on the result of the pretest result, the researcher has identified and found the problems after taking the students' pretest scores.
The table above was the result of post-test cycle I, it could be seen that the score of the students' speaking ability was still unsatisfactory. It was 70, but the results of the students' test were better than the students' test before they gave treatment. Based on the score table pre-test and post-test cycle I above, the author concluded that the result of students' improved, the.
The successful students were those who got the minimum mastery criteria (MMC) in tenth grade in SMPN 4 Metro.. the students' tests were better than the students' tests before giving treatment and from post-test in cycle I. 2) The success of the process. There is an improvement in the students' average score from pre-test 54.3 to post-test I 63.8 becoming 71.
RESULT OF THE RESEARCH
Description of Data
- Research Setting
SMP Negeri 4 Metro stands replace SKKP Negeri Metro which has the address on the street Kemiri 15A Metro. This happens after the decree of the Minister of Education and Culture Republic of Indonesia number: 0191/U/1980 on July 11, 1980, regarding the integration of SKKP Negeri Metro became SMP Negeri 4 Metro. In the integration of SKKP Negeri Metro into SMP Negeri 4 Metro, the facilities and infrastructure education SKKP Metro and the board of teachers and administration staff link status become the property of SMP Negeri 4 Metro.
Client since SKKP of Metro for the integration in SMP N 4 Metro is Ny. Nurmaida. She was appointed head of the school since 1973, when the school is still called SKKP Negeri Metro. Then replaced by Dr. Supriyadi he became head of SLTP Negeri 4 Metro until April 2002.
The school superior is based on information technology and communication based on Imtaq, developed and has an understanding of the global environment.
Description of The Research Result
- Pre-Test
- Cycle I
- Cycle II
Therefore, the researcher and the colleague prepared several things related to the teaching and learning process, such as English subject syllabus, material, media, worksheet, observation sheet which contains the approximate list of students' names and activities, and evaluation for consideration. At the end of cycle I, the student activity score increases from the first to the next session. Based on the results of the students in cycle I, the writer identified the problem that the students had difficulty in understanding the content of the text, so they were confused and distrustful when they were asked to submit them one by one.
In this meeting, it started with prayer together, and then the teacher checked the presence of the students and asked about the condition of the students. The students' activity that had a high percentage was paying attention to the teacher's explanation (84.61%) and the students memorized the new vocabulary (73.07%). The comparison between the students' scores in the pre-test, post-test I and post-test II took and showed that there was improvement from the students before and after the treatment.
From the graph above, it could be concluded that the use of Question Answer could improve students' speaking ability. It is suggested for the English teacher to use question-answering technique as an alternative technique in the classroom because this technique is effective in improving students' speaking ability in the teaching and learning process. Efrizal, Dedi, Improving Students' Speaking through Communicative Language Teaching Method at Mts Ja-alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia, (International Journal of Humanities and Social Science, vol. 2, no. 20.2012).
Interpretation
- Improving The Students’ Speaking
- Improving The Students’ Speaking
CONCLUSION AND SUGGESTION
Conclusion
The question answering technique can be an effective technique and can be used as an alternative method in teaching speaking. It makes it easier for students to understand the material, so it can improve students' speaking skills. The result of the II. cycle achieved the success indicators that at least 80% or more of the students meet the standard criteria of a grade of at least 70.
Suggestion
Tingkat kinerja fungsi sosial (a) menuntut perhatian, (b) memeriksa pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat serta tanggapan. Tingkat kelengkapan dan koherensi struktur teks (a) menuntut perhatian, (b) memeriksa pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat, dan tanggapan. Di bawah bimbingan dan arahan guru, siswa bertanya antara lain perbedaan antara ungkapan (a) meminta perhatian, (b) memeriksa pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat. , dan jawaban mereka, dalam bahasa Inggris dengan yang dalam bahasa Indonesia, kemungkinan untuk menggunakan ungkapan lain, konsekuensinya jika tidak, dll.
Siswa mendengarkan dan menyaksikan banyak contoh interaksi (a) yang menuntut perhatian, (b) memeriksa pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta pendapat dan reaksi dalam bahasa Inggris dari film, kaset, buku teks, dll. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri (fungsi sosial, struktur teks, dan unsur kebahasaan) interaksi (a) menuntut perhatian, (b) memeriksa pemahaman, (c) menghargai kinerja yang baik, dan (d) pertanyaan /menyatakan pendapat dan tanggapan. Secara kolektif, siswa mencoba menggunakan bahasa Inggris untuk (a) menarik perhatian, (b) memeriksa pemahaman, (c) menghargai kinerja yang baik.
Siswa membandingkan ungkapan (a) meminta perhatian, (b) memeriksa pemahaman, (c) menilai kinerja yang baik, dan (d) meminta/mengungkapkan pendapat, serta jawaban yang dipelajari di atas, dengan yang ada di sumber lain, atau dengan yang ada di bahasa lainnya. Siswa menggunakan bahasa Inggris ketika ada kesempatan untuk (a) menuntut perhatian, (b) memeriksa pemahaman, (c) menghargai kinerja yang baik, dan (d) meminta/menyatakan pendapat dan tanggapannya, di dalam dan di luar kelas, dengan unsur bahasa yang dapat datang mendekat. Siswa mendiskusikan kesulitan yang mereka alami menggunakan bahasa Inggris untuk (a) meminta perhatian, (b) memeriksa pemahaman, (c) mengapresiasi kinerja yang baik, dan (d) bertanya/mengungkapkan pendapat serta jawaban, dan menuliskannya dalam buku harian belajar sederhana di Bahasa Indonesia.
