Judul Skripsi: Students' perceptions of learning to speak using roundtable strategy in SMA Muhammadiyah Sungguminasa's 12th grade class. Students' perceptions of learning to speak using roundtable strategy in SMA Muhammadiyah Sungguminasa's 12th grade class. The aim of this study is to find out students' perceptions of learning to speak using the round table strategy in grade twelve of SMA Muhammadiyah Sungguminasa.
In conclusion, most students gave positive perceptions of using the Round Table strategy.
INTRODUCTION
- Background
- Research Question
- Objective of The Research
- Significant of the Research
- Scops of The Research
Round table is one of the cooperative learning techniques that can be used to help students with their speaking ability. So that in this case students can easily speak to convey their ideas through the Roundtable strategy. What are the students' perceptions about learning to speak using Roundtable Strategy at SMA Muhammadiyah Sungguminasa?”.
In relation to the above questions, the purpose of the research is to find out the students' perceptions about learning to speak using Roundtable Strategy at SMA Muhammadiyah Sungguminasa.
REVIEW OF LITERATURE
Previous Research Findings
From the previous findings of the research, the researcher concludes that there is a similarity between those who use the round table strategy. Anisa Husni Alkaromah (2017) used the Rountable strategy in teaching speaking skills and used Quasi Experimental Research. Anggi Sinta Hapsari (2011) used a round table strategy in teaching persuasive expository writing and used action research as a method.
The difference between this study and previous research is that there are differences in the use of subjects in the study and the use of research methods by previous researchers.
Some Partinent Ideas
- The Concept of Roundtable Strategy
The form of interaction or social relationships that continues will store information due to the circumstances that require individual memories to produce responses to each event as if it were unique in appearance and must be able to think or reason. Negative perceptions will also arise due to the ignorance of a person and the inexperience of the object. However, positive perception occurs due to a person's satisfaction with the object that is the source of his perception, both in terms of knowledge and experience of the perceived object.
If an object is perceived based on appreciation and can be rationally and emotionally accepted. Then people will give or prefer positive perceptions and react based on the object that has been felt. However, if it doesn't match their appreciation, their perception will either focus on the negative nature or reject more and give a response that is opposite to the direction of the object they are perceiving.
According to Kagan, the roundtable strategy is a cooperative learning model in which students sequentially express their ideas while studying a problem. That the students will be able to describe the result of dealing with the material by developing different concepts and knowledge. One round table will contain 4-6 people who have their own tasks and are ready to talk to convey the results of the discussion.
According to Semiawan quoted in Astuti, two points are the disadvantages of the Round Table: . 1) The atmosphere in the classroom can be loud. 2) It takes quite a long time to practice. If the type of class is a large class and students find it difficult to choose one person to be the leader of the group because they will nominate each other.
Conceptual Framework
RESEARCH METHOD
- Research Design…
- Research Variables and Indicators
- Population and Sample
- Instrument of the Research
- The Procedure of Collecting Data
- Data Analysis
The questionnaire is used to find out the students' perception on using the Round Table strategy to teach speaking. The result of the above interpretation was to better understand the level students' perception of using the round table strategy in the classroom. The researcher used the questionnaire to know the students' perception of using the Table Strategy.
This means that the students did not agree if the Roundtable strategy was not ineffective learning strategies. This means students felt that they did not agree that the Roundtable strategy did not help them to understand the material easily. This means students felt that they did not agree that the Roundtable strategy did not help them improve their speaking skills.
It also shows that the students have had a positive perception of using the Round Table Strategy in teaching English, especially in learning to speak. It means that many students agree with the use of a round table strategy in learning to speak. The aim of this study was to determine students' perceptions of using the Round Table Strategy in learning English, especially in developing students' fluency.
This strategy can recommend the teacher to use the round table strategy in learning to speak. The positive perception of the students can help to illustrate that using the round table strategy can provide good benefits in learning English, especially for improving students' speaking skills.
FINDINGS AND DISCUSSION
Findings
Based on the table contained in the appendix sheet of the students' questionnaire result, it shows that most of the students have a positive perception choosing to strongly agree and agree with the use of the round table strategy to learn to speak. Their perception of the use of this round table strategy is also based on their own perceptions which are formed through an individual subjective evaluation process. This round table strategy used by the teacher in teaching makes the students comfortable and enjoyable to learn.
So we can conclude that this round table strategy can help the student learn to speak. This means that most of the students felt that the Roundtable Strategy made them enjoy learning English more and could help them to be more active in speaking. This means that the round table strategy can help students to actively participate in learning to speak, because students feel that they can participate in a group so that they can help each other in learning.
This means Round Table Strategy can motivate students' motivation in speaking because students can help each other and it makes the students pleasant to teach speaking. This means that the Roundtable strategy also helps them to understand more of the material easily, because when they are in groups, they help each other to explain the material presented by the teacher. This means that the Roundtable strategy can improve students' learning ability because they are taught to learn diligently by accepting and explaining the material provided by the teacher.
This means the Roundtable strategy can help students improve their speaking skills because the students are taught to speak actively and it can increase their vocabulary and fluency in speaking. This means students do not agree that the Roundtable strategy did not increase their motivation in their learning to speak. This means that students felt that they disagreed that the Roundtable strategy made them feel demotivated and less active in learning.
Thus, the result of the students' perception of learning to speak using the round table strategy in grade twelve by SMA Muhammadiyah Sungguminasa had a good category perception.
Discussion
Surati said the advent of this roundtable strategy can make students' learning activities more useful. This round table strategy can also help students who are less knowledgeable in terms of learning, combined with smart students. But with proper preparation, this round table strategy can go well and the learning process can go well.
If the implementation of this strategy is good, then this roundtable strategy will be implemented well and effectively based on the characteristics of the roundtable that have been determined. In addition, the round table strategy helps students develop group cooperation skills, a sense of wanting to work with their peers in the classroom. As a result, the difference in the data obtained from this study and previous research that focused on students' perceptions of the use of the roundtable strategy for learning to speak creates positive perceptions.
Students also expressed their perception that using this roundtable strategy made them active in participating in the learning process and helped them quickly understand the material presented. Therefore, the researcher can conclude that the twelve students of SMA Muhammadiyah Sungguminasa had a positive perception of the use of the Roundtable strategy in learning English, especially for learning to speak. Learning to speak English in the classroom during the learning process using the Round Table Strategy in twelve students of the SMA Muhammadiyah Sungguminasa had a positive perception result.
This roundtable strategy also helps them increase their vocabulary and improve their speaking skills. They also learn to take an active role in participating in learning and help each other understand the material presented. Students' Perceptions of Teaching and Learning Speaking Using Round Table Strategy in the Twelfth Grade SMA Muhammadiyah.
CONCLUSION AND SUGGESTION
Conclusion
The students felt that the Roundtable strategy used by the teacher made them feel comfortable learning to speak with their peer group because it helped each other and made them feel safe enough to speak up to communicate the results of their ideas. So this strategy can give a good influence and is still effective enough to be carried out for the development of students in learning English, especially in speaking skills.
Suggestion
Using the round table technique to improve students' speaking skills in the second semester of the eighth grade of SMP N 3 Bandar Lampung in the academic year 2016/2017. Using Round Table Technique to Improve Students' Achievement in Writing Hartatory Expository Text (A Case of Class XI Students of SMA N 1 Batang in Academic Year 2010/2011). Students' perception towards using smart phone in learning process (A descriptive research on fifth semester English students at Muhammadiyah University of Makassar).
Saya merasa kurang berperan aktif saat kegiatan kelompok menggunakan strategi meja bundar) 17 Saya tidak percaya diri untuk membicarakan hal ini.
