Judul Proposal: Students' Strategies to Develop Classroom Speaking Skills at the English Department of Muhammadiyah University of Makassar. Ummi Khaerati Syam S.Pd., M.Pd., the Head of the English Education Department of FKIP UNISMUH Makassar, who gave her valuable authority and suggestions in making proposals, including for teachers and staff. Her great appreciation and great gratitude to Nurdevi Bte.Abdul, S.Pd., M.Pd, as her first consultant and Herlina Daddi, S.Pd., M.Pd, as the second consultant who gave their valuable time and guidance to complete this proposal.
To dear sister Sefira Salsabila, S.Pd, Kurnita Nasruddin, S.Pd., M.Pd, she gave the best support to the researcher and the best motivator to make this happen. 21 Table 4.1 Types of strategies used by the learners to develop their speaking skills in terms of accuracy and fluency.
INTRODUCTION
Research Problems
Objective of the Research
Strategies used by students to develop their speaking in terms of accuracy in the classroom. Strategies used by students to develop their speaking in terms of fluency in the classroom.
Significance of the Research
Theoretically, teachers or educators can add different concepts of students' speaking learning strategy to the future teaching activity. In practice, teachers and educators can put into practice the concepts associated with the Speaking Learning Strategy to help students improve their speaking skills. Practical, as information for students of the English department which strategies they can use in the classroom to develop their speaking skills and practice speaking consistently.
Scope of the Research
This chapter provides an overview of the previous related research results, definition of language learning strategies, classification of language learning strategies, types of speech learning strategies, definition of speech, basic types of speech, components of speech and conceptual framework.
Previous of Related Research Findings
The type of speaking strategy most used by the students in terms of speaking English is the compensation strategy while the cognitive strategy was stated as the mainly speaking strategies used by the Indonesian tertiary students to improve their speaking skills. In his research, Gani (2015) described the different learning strategies used by students with high speaking achievements and students with low speaking achievements. Zare (2012) concluded in his research that the use of language learning strategies facilitates and improves language learning and helps language learners in several ways.
Razmjo (2011) in his study entitled “A Model of Speaking Strategies for EFL Learners” reveals that the various strategies used by students can be classified into two main groups: on-line and off-line strategies. By online strategies, we mean those strategies that are used during speaking, and by offline, the researchers intend to show strategies that are used to develop students' speaking skills, not necessarily during speaking.
Some Pertinent Ideas
- The Concept of Learning Strategies
- The Types of Language Learning Strategies
- The Types of Speaking Learning Strategies
- The Concept of Speaking
- The Basic Types of Speaking
- The Components of Speaking
In short, learning strategies can be thought of as special ways of processing information that are used by learners to improve understanding, learning, or retention of the information. Learning strategies are used by learners to help them better understand new information and to solve language problems. She adds that all appropriate language learning strategies contribute to the main goal of becoming communicatively competent.
Direct Strategies Oxford in Benson stated that direct strategies are language learning strategies that directly involve the mental processing of the target language. Basically, all the above categorizations of learning strategies can be condensed into three.
Conceptual Framework
Balancing accuracy and fluency should be the main goal of us as English teachers. Understanding of speech is very important when we speak. Comprehension denotes the ability to understand the speaker's intent in a general sense. It means that if one can speak or express his words to another person and the other persons can react and also understand the objectives then it shows that the speaking is understandable.
In this study, the above aspects can be used by the researcher to determine the speaking ability of students in the classroom. If these aspects can be fulfilled by the students, the speaking can be called good. The study begins by defining the population of the study based on the total number of students at Muhammadiyah University of Makassar, the third semester students in a speaking classroom. After defining the population, the researcher proceeds to choose the sample from each class by conducting an observation so that the selected sample could be trusted as the most representative students for this study.
The researcher will observe the interaction and strategies that students speak accurately and fluently in class. This study will employ a purposive sampling method by choosing two of the most active students in the speaking class. Each student will have a personal interview with the researcher to obtain reliable interview results.
The next step is to perform a data analysis by collecting all the responses related to the speech learning strategies to find the final results.
RESEARCH METHOD
- Research Subject
- Instrument of the Research
- Procedure of Data Collection
- Technique of Data Analysis
In the interview session, some of the research subjects admitted that they used to read articles and books in English that help them improve their grammar. Based on the interview result, some of the research persons admitted that they have learned in English in earlier times which helps them to make their grammar better. From the interview, some of the research subjects admit that they used to pay attention to the teacher's explanation which helped them improve their grammar.
From the interview, some of the research subjects confirm that they used to practice English with friends which helps them to improve their fluency. From the data above, it can be concluded that 1 out of 10 research subjects (subject number 4) applied self-talk or talking in front of the mirror as their speaking strategies to improve fluency. From the interview, some of the research subjects confirm that they used to practice speaking in English with friends which helps them familiarize themselves with English.
From the interview, some researchers admitted that they read English books (reading aloud) which helped them become familiar with English. From the interview, some of the researchers admitted that they used to have self-confidence that helped them overcome the anxiety of performing in front of the class. From the above data, it can be concluded that 6 out of 10 researchers (subject number and 10) used self-confidence as their speaking strategy to overcome their public speaking anxiety.
From the above data, it can be concluded that 2 out of 10 research subjects (subjects number 6 and 9) applied calming as a speaking strategy to overcome anxiety in presenting in front of the class. From the above data, it can be concluded that 1 out of 10 research subjects (subject number 4) applied make an easy sentence as their speaking strategy to overcome their anxiety in presenting in front of the class. From the above data, it can be concluded that 2 out of 10 research subjects (subjects number 7 and 10) applied self-motivation as their speaking strategy to overcome anxiety in presenting in front of the class.
FINDINGS AND DISCUSSION
Strategies Used by the Students to Develop Their Speaking in
From the above data it can be concluded that 4 out of 10 subjects (subject number 3, 4, 7 and 10) applied dictionary application. From the above data it can be concluded that 1 in 10 subjects (subject number 1) 'imitate native speakers'. From the above data, it can be concluded that 2 out of 10 subjects (subject number 7 and 8) used a reading book in English as a speaking strategy to enrich vocabulary.
From the above data, it can be concluded that 4 out of 10 research subjects (subjects number 2, 3, 4 and 10) applied the first English movie as their speaking strategy to enrich vocabulary. From the above data, it can be concluded that 4 out of 10 research subjects (subjects number 3,4, 8 and 10) applied to learn English tenses as their speaking strategies to improve grammar. Based on the result of the interview, some of the research subjects confirm that they learned on youtube which helped them to improve their grammar.
From the above data, it can be concluded that 1 out of 10 research subjects (subject number 1) applied learning on youtube as their speaking strategies to improve their grammar. From the above data, it can be concluded that 3 out of 10 research subjects (subjects number 1, 2 and 4) applied to practice with friends in English as their speaking strategies to improve fluency. In the interview session, some of the research subjects admitted that they had watched videos that helped them improve their fluency.
From the above data it can be concluded that 2 out of 10 subjects (subject number 7 and 10) used video watching as a speaking strategy to improve speaking skills. From the above data, it can be concluded that 2 out of 10 subjects (subject number 2 and 9) have read a book in English as a speaking strategy to improve speaking skills. According to the outcome of the interview, some subjects confess that they were members of an organization/club that helped them become familiar with English.
From the above data, it can be concluded that 2 out of 10 researchers (subject number 7 and 10) used book reading (reading aloud) as their speaking strategy to become familiar with English. In the interview, some of the researchers admitted that they relaxed, which helped them to overcome the anxiety of presenting in front of the class. According to the results of the interview, some researchers confirm that they composed an easy sentence that helped them to overcome the anxiety of speaking in front of the class.
In the interview session, some of the research subjects admitted that they motivated themselves which helped them to overcome anxiety when presenting in front of the class.
