tanda terima kasihku kepada Ayahanda tercinta dan Ibundaku atas dukungan doa, semangat, pengorbanan, dan kasih sayang yang tiada

The purpose of this research was Whether community interaction activities improve the students' speaking accuracy or not and Whether community interaction activities improve the students' fluency in speaking or not. The researcher analyzed the data by calculating the mean score of students' score in speaking test. The research findings indicated that the use of Community Interaction Activities method can increase the students' speaking and after evaluation in cycle I and II the average scores increased from 62.07% in the first cycle to 82.51% in the second one which is considered good enough are categorized.

It can be concluded that the speaking of the students in the second year of class XI IPA of SMA Tut Wuri Handayani where the speaking accuracy of the students (grammar and vocabulary) increases from 15.89% in the first cycle to 21.07% in the second cycle. and the students' speaking skills (fluency and self-confidence) increase from 4.86% in the first cycle to 5.97% in the second cycle. Eng., M.Hum as the first advisor who provided guidance, corrections and advice in the writing of this thesis, and then to the second advisor, Yassir Mallapiang, SS., M. Pd, for her time in guiding, corrections and provide suggestions from the preliminary manuscript to the last page of this thesis.

Thanks to his reviewers who provided his guidance, corrections and support for this thesis. Finally, the researcher realized that this thesis has still not been prefect yet and still needs more suggestions and critics, so there is a strong need for more improvements to this thesis.

INTRODUCTION

Background
Problem Statement
Objective of the Study
The Significance of the Study
Scope of the Study

The number of research subjects is 29 students in class XI IPA SMA Tut Wuri Handayani Makassar. Community interaction activities include all activities that encourage and require the learner to speak and listen to other learners, as well as people in the program and community. Community interaction activities have real purposes: finding information, talking about yourself, and learning about culture.

Regarding the above background, the researcher was interested in conducting research on "Improving students' speaking ability through community interaction activities (Classroom action research on second year students of SMA Tut Wuri Handayani Makassar Academic. A do community interaction activities improve students' Speaking Accuracy in Second Year Students of SMA Tut Wuri Handayani Makassar Do community interaction activities improve students' speaking fluency in Second Year Students of SMA Tut Wuri Handayani Makassar.

The researcher hopes that this research can help teachers to improve their teaching and learning program. The scope of the research is focused on improving students' speaking ability through community interaction activities in second year students of SMA Tut Wuri Handayani Makassar.

LITERATURE REVIEW

Previous Related Research Findings

The researcher had written down all the activities of the students during the teaching and learning process. The researcher had to do some stabilization in the first cycle, especially in the area of the pupils' vocabulary. In the first cycle, the researcher had to stabilize, especially the self-confidence of the students.

Therefore, the researcher decided to improve the students' grammar in the next cycle, the next cycle. But the researcher still had to do stabilization in the second cycle, especially the students' vocabulary ability to improve their ability. Therefore, the researcher decided to improve the students' performance in speaking with community interaction activities in the next cycle, the second cycle.

Based on the data above, all students had increased in grammar than the first cycle. Community interaction activities improve the speaking fluency (fluency and confidence) of the second year students.

Some Pertinent Ideas …

Conceptual Framework

To achieve the maximum result, the teacher must be able to design the learning model based on the material subject and practice the students' thinking. Many factors can improve students' speaking in English learning, the above conceptual shows the research process to improve students. In the process of learning English as input or as English materials, students will be measured.

RESEARCH METHOD

Research Design
Research Variables and Indicator
Research Subject
Research Instrument
Data Collections
Technique of Data Analysis

At the end of the lesson, the researcher asked the students to choose a community and received information about it. In the third meeting, they did not observe the teaching and learning process because the students were given the competency test (post-test) for the first cycle. From the above statements, it was concluded that in the first cycle there were improvements in both the students' understanding of the material and the students' participation in the classroom.

At the end of the lesson, the researcher asks the students to choose one community and get information about it. The result of observation and evaluation done in the second cycle showed improvement of the students' participation in the classroom. In addition to the increase in students' scores in the second cycle, the students' cooperation and attitudes also increased.

The students' fluency (confidence) in pre-test was very lacking, so the researcher worked hard in the first and second cycle to solve it. Community interaction activities improve the students' speaking accuracy (grammar and vocabulary) of the second year students of SMA Tut Wuri Handayani Makassar.

FINDINGS AND DISCUSSION

Findings

These are (1) students completed their tasks according to the teacher's instructions, (2) students asked their teacher a question if the instruction was unclear, (3) students made comments and suggestions about their friends. The students' feeling of happiness consisted of two indicators, i.e. (1) the students looked brilliant in the learning process; (2) the students were. Student interaction consisted of three indicators: (1) students discussed things with their teacher, (2) students discussed things with their friends, and (3) students worked together with their friends.

After giving some clarifications about the students' mistakes, he applied the speaking procedures as in the first meeting, and before the students do it, the researcher gives explanations on how to pronounce well. In the meeting, the researcher did not implement the community interaction activities, but he gave the students a competency test (post test) to measure their achievement in the speaking lecture. They also wanted to see the improvement in student achievement and see if community interaction activities improve students' speaking ability.

The students' score in the pre-test continued to be very poor and in the first cycle test only one student got a very poor score and only one criterion. Based on the results of the observation and the score of the post-test was still disappointing, the researcher had to do stabilization in the second cycle, especially regarding the students' participation in the class and the students' ability to speak. The researcher also had to focus on the students who still did not understand the material.

The main things in the second meeting were motivating the students to be active in the classroom, improving the skills of the students and improving their skills. After giving some explanations about the students' mistakes, he applied the speaking procedure as in the first meeting. Before the students do so, the examiner explains how to make the statement correctly. The students were given a competency test (posttest) to measure the progress of the students and the performance of the lecture in their speaking skills during this meeting.

In other words, it showed student achievements and student activities during the teaching and learning process. In addition to observing the teaching and learning process, the researcher also checked and analyzed the students' competence tests in the second cycle and determined the improvement of the students' achievements in the speaking test. From the data of the test results, it was found that most of the students had increased in vocabulary, while the students had received results from fair to excellent in this cycle then in the first cycle.

Table 4.1: Result of Grammar at Pre-Test

Discussion

In the first and second cycle after testing and observing the result showed that there was a maximum improvement than the pre-test. 2008. Teacher's role in improving students' motivation to ask questions during classroom interaction in SLTP 1 Bulukumba. 2007. Social Interaction. Retrieved from http://mrpams.multiply.com Putnam, R. The collapse and revival of American. community, New York: Simon and Schuster.

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