Liu & Littlewood stated that "lecturers can arrange for students to engage in small noisy group discussions at appropriate times".8 The advantage of this type of group work is that it allows for the use of English at a low level. Based on the formulation of the problem above, the objective of the study aims to increase speaking ability through the Buzz group technique. Speaking can be constructed as "the single most important aspect of learning a second or foreign language and the successful practitioner of the ability to carry on a conversation in the language".
The students or people assumed that mastery of speaking is the single most important aspect of learning a second or foreign language, and success is measured by the ability to hold a conversation in the language. This talk conveys information to an audience, such as classroom presentations, public announcements, and speeches. 23 c. The problems with speaking activities.
Previous Research Finding
In other words, a buzz group can be used as an alternative to teach fluency and improve student fluency for students at the upper secondary school level.53. The third previous from the thesis written by Anita Ariyani, the students of the Faculty of Language Education Muria Kudus University. Her title is “Using Buzz Group to Improve Student Speaking Skills of SMK NU Ma‟arif Kudus Eleventh Grade Students in Academic Year 2013/2014”.
The Result From the observation sheet, the writer knew that the students enjoyed discussing using the Buzz Group technique and that it made it easier for them to produce their idea. The author thus concludes that a buzz group can increase students' speaking skills and that this technique is effective in teaching speaking skills54. From those three previous studies, it was concluded that buzz group technique is effectively applied in the speaking class and can increase students' speaking skills.
Buzz group technique made it easier for the students to produce their idea and they became more enthusiastic in class, especially in the speaking lesson. 53 BintiAniyah, The Effectiveness of Using Buzz Group Toward Students' Speaking Ability of the First Grade Students of MAN KunirBlitar in Academic Year TulungAgung: IAIN TulungAgung, 2012). 54 Anita Ariyani, The Use of Buzz Group to Improve the Students' Speak Skill of Eleventh Grade Students of SMK NU Ma'arif Kudus in Academic Year Kudus: Muria Kudus University, 2014).
The difference between this thesis and the three theses is; in the first previous research, the researcher implemented this technique for teaching pronunciation.
Theoretical Framework
In the second previous research, the researcher implemented this technique in experimental research, in this researcher tried to implement it in Classroom Action Research. In the third previous research, the researcher implemented this technique for teaching speaking with procedural text by describing picture, in this research, the researcher used this technique to teach speaking by giving instruction to paraphrase retelling text, which more students' speaking ability need to express their ideas, opinion and less depends on their teacher. Apart from those that differentiate, this research has the same aspect, they have the same skill (speaking ability).
Hypotheses
In this research, the researcher discusses the research methodology of the study in relation to the object of classroom action research, the definition and characteristics of the research subject, the research variables, the classroom action research procedure and the research schedule.
Object of Classroom Action Research
Setting and Research Subject Characteristic
Subjects of this research are the eighth class students of SMPN 2 Jetis Ponorogo in academic year consists of 20 students and it was conducted in April 2015. The researcher chose this class based on the result of pre-observation and interviewing students , English teachers showed that the speaking skills of the students was even worse. Based on these observations, it was concluded that classroom learning activity still often posed problems, such as complete silence and low participation.
Most students are shy or don't want to talk; They are often afraid to speak in a foreign language.
Research Procedure
The procedures of action research in the classroom are divided into cycles, with each cycle consisting of four main activities: planning, acting, observing and reflecting. The lesson plan created by the researcher can be seen in appendix.58 The researcher divides the students into several groups and each group should have a moderator or leader to lead the discussion. In the first cycle, the researcher prepared facilities needed during the learning process, such as: board marking, recount text and handout.
Action is an act of being conscious and controlled, which is a variation of careful and circumspect practices. Practice is recognized as the ideas in action, and it is used as a basis for the development of the next action, the action with the aim of improving the situation.59. In this step, the teacher has to do activities prepared in the lesson plan in the real situation.
In this step, the researcher must do: (a) monitor the students' attitude in the learning process, (b) monitor the students' discussion, which is carried out by the student or group one by one, and (c) observe the student's understanding of the subject master. According to these observations, the teaching result of the learning process in the first cycle is not successful, so the researcher needs to use the second cycle.
Technique of data collecting 1. Observation
In this step, the researcher must: (a) record the observation result, (b) evaluate the observation result, (c) analyze the learning result. Third, performance means the testee's ability or, to use a concept common in the field of linguistics, competence. Most language tests measure an individual's ability to perform language, i.e. speaking, writing, reading or listening.
In the case of a proficiency test, even if the actual performance on the test involves only a sample of skills, this domain is overall proficiency in a linguistic general competence in all skills in a language.62 In this study, the test was in the form of an oral exam. Interviews are a means of gaining in-depth insight into the beliefs and perspectives of others.64 According to Patton, interviews can be informal and conversation-oriented, semi-structured or structured. The informal or conversational interview is the most open of the three; the interviewer takes the opportunity to ask interviewees about specific topics without using predetermined questions.
The interviewer aligns his/her questions with the answers given by the interview (going with the flow).65 Thus. The interviewees in this research were Miss Endang Yuni Mariana as an English teacher interviewed to know the speaking ability of students in SMPN 2 Jetis Ponorogo,66 Annisa and Siti Nur Indah interviewed to know students. Schools generate many types of documents that can provide insight into school and classroom culture.
Student materials (written texts or passages, pictorial presentations, artwork, graphic organizers, etc.) are also natural products generated in classrooms.68 In this research, the researcher documented; vision, mission and organization of the school.69.
Data analysis
Research Schedule
RESEARCH FINDING
Research Setting
Research Process
The teacher greeted the class and introduced herself to the students and explained the purpose of her coming. The teacher tried to guide the students to introduce the material that they would study by performing apperception g). The teacher asked the students to make a simple sentence in the past tense and wrote it down on the board.
The teacher gave five different retelling texts c) The teacher asked the students to read the text. The teacher motivated the students to pay attention and to be active in participating in group discussions. In the observation of the first cycle, the researcher noticed the activity of the students; in asking questions, answering the questions and the students' text rewriting during the teaching learning process.
So the teacher helps the students in their activities and has to motivate the students to speak English in the next cycle. The teacher asked the exchange students to read that text aloud. c) Then the teacher gave a handout containing the difficult ones. The teacher required the students to form a group that looked like the group from the last meeting.
The students continued to discuss the last meeting topic c) The teacher asked some students to convey their idea. In the observation of the second cycle, the researcher noted the students' activity; in asking questions, answering the questions and the students' text paraphrasing during the teaching learning process. From the table above, the researcher can conclude that the students' activity reaches 75% in each component, so the researcher must not continue to the next cycle.
Data Analysis
In the second cycle from the action and observation phase, the researcher made a reflection of the corrected treatment in this cycle. From the table above, the researcher showed that the students' activity always increased in each cycle. In the second cycle, it met the success criteria, so the researcher did not have to continue to the next cycle.
From the above table, the researcher showed that the students' speaking ability has always increased in each cycle, the students passed the scores were 11 students (55%) to 16 students (80%).
Discussion
Conclusion
Recommendation
The researcher hopes that the reader will be willing to give constructive critical appreciation for the kindness of this script. The researcher also hopes that this study can contribute to the development of students' speaking ability of SMPN 2 Jetis Ponorogo. The effectiveness of using Buzz Group for students' speaking ability of the first grade students of MAN Kunir Blitar in the academic year 2011/2012.
Using Buzz Group to Improve Speaking Skills of Grade Eleven Students of SMK NU Ma’arif Kudus in the Academic Year 2013/2014. Implementation of Buzz Groups technique in teaching pronunciation to tenth grade students of MA Al-Fajar Kalapadua.
