Based on the above findings, the researcher concluded that the application of group inquiry method with vocabulary and pronunciation can improve students' speaking skills. Great praise and gratitude to the almighty god Allah SWT who always bestows his merciful mercy and immense blessing that help the researcher to complete this skripsi with the title is Application of group inquiry method in improving the skills of student speaking in first grade students of SMA Negeri 9 Makassar. The researcher would like to thank all those who contribute to the completion of this skripsi.
All my friends, who have spent wonderful and memorable times with the researcher, both in and out of the classroom.
INTRODUCTION
- Research Problem
- Research Objective
- Significance of the Research
- Scope of the Research
How the use of group survey method improves the speaking ability in terms of vocabulary of the students in the first grade of X MIA of SMA Negeri 9 Makassar. How the use of group survey method improves the speaking ability in terms of pronunciation, in the first grade students of X MIA of SMA Negeri 9 Makassar. The purpose of the research is to find out how the use of the group study method can improve the speaking ability in terms of vocabulary, of the students in the first grade of X MIA from SMA Negeri 9 Makassar.
This research is limited to the application of group inquiry method in improving students' speaking skills in terms of vocabulary and pronunciation in the first grade students of X MIA of SMA Negeri 9 Makassar.
REVIEW OF RELATED LITERATURE
Group Investigation Method
Group study is one of the parts of the cooperative learning method which strengthens the students' participation and activities to find out for themselves the material from the source provided. Maryani and Fatmawati (2015) stated that group study or GI method is one of the learning methods where all students involved in a group are required to plan a study. Fatmawati (2015) states that the method of learning using group inquiry techniques is a type of learning method that implements cooperative system.
Such books and webs from the Internet are followed by students as they plan to choose a topic or how to learn through group research.
Definition of Speaking
Kinds of Speaking Elements
Then, based on this basic definition, we can also conclude that fluency is the ability of a person to speak, which is supported by sufficient skills and knowledge and is not judged at the time it is delivered. Competence is defined as an assumed underlying ability, and performance as the excessive manifestation of that ability. According to Hornby (1995), accuracy is the state of being correct or exact and without error, especially as a result of careful effort.
Marcel (1978) states that accuracy is a way people use appropriate words and sentence patterns.
Vocabulary
- The Importance of Vocabulary
- The Aspect of Vocabulary
- The Learning Vocabulary
- The Words of Classification
- Fluency
- Content
- Mastery of Material
- Self Confidence
According to Gower in Arliningsih (2002), vocabulary has several meanings, namely: vocabulary provides the reader with a book in a foreign language with the English equivalents of the words used, assumes that all are absolute, and also has the meaning of the entire stock of words used by a nation, any group of persons or individual. According to Hatch and Brown, the classification of words is based on their functional categories, which are called parts of speech. According to Hatch and Brown, the classification of words is based on their functional categories, which are called parts of speech.
According to Lycons, as quoted in Hatch and Brown, all parts of speech have a semantic core that is independent of language.
Pronunciation
Conceptual Framework
The use of group research method can help the study in achieving the objective of teaching speaking. The teacher gave a topic entitled Sweet Memory and Bitter Memory, and the students summarized and recorded each presented topic through discussion. Result: after completing the learning process, the student presents the results of the discussion in front of the teacher, so that he can acquire vocabulary and pronunciation.
RESEARCH METHOD
Research Procedure
The researcher divided the students into some group and distributed the material to investigate and then present in front of the class. The researcher divided the students into some groups and gives one problem which is investigated by each group. The researcher divided the students into some group and distributed the material to investigate and then presented it in front of the class.
The researcher divided the students into several groups and assigned one problem to be investigated by each group.
Research Subject
Definition of Operational Variable
Research Instrument
The Procedure of Collecting Data
The Analysis of Data
The Indicator of the Achievement
The percentage of the students' vocabulary The table below explains the improvement of the percentage of the students. The percentage of the students' pronunciation The table below explains the improvement in percentage of the students. The table above shows the frequency and percentage of students' speech diagnostic test in is 1 of students got excellent student (51.43%).
The percentage of students' speaking skills graph above explains the students' percentage improvement. It shows the improvement result of students' speaking ability of vocabulary, pronunciation and grammar in the diagnostic speech test Cycle I and Cycle II. The cycle I observation above shows the frequency and percentage of students from the cycle I observation.
Cycle I observation sheet The graph above explains the achievements of students in cycle I. Table of Observation of cycle II, table above the frequency and percentage of students from the observation in cycle II. Cycle II observation sheet The graph above explains the achievements of the students under observation in cycle II.
This was supported by the score of the students who always improved in diagnostic test, cycle I and cycle II. The research finding indicated that the students' speaking ability through group investigation method with vocabulary.
FINDINGS AND DISCUSSION
DISCUSSION
- The Improvement of the Students Speaking Accuracy
In this section, the discussion is about the interpretation of findings from the result of findings on the observational outcome of the students' speaking ability in terms of vocabulary handling accuracy and pronunciation in the application of the group inquiry method. From this it can be concluded that the group research method is effective in improving the speaking skills of students. The researcher then gave one topic to the students as teaching material for them. Then the teacher gave the students time to remember the parts of exploring problems. Then the teacher tried to give an example of how to do group research.
And the teacher has to make the students think about what they want to say. The second cycle II meeting, the activity of this meeting was the same as the activity in the first cycle II meeting, but the list still differed from others and cycle four the researcher got was the discuss and debate activity, because the treatment improved their outcomes. speaking skills using group research in the highly communicative activity Speaking English. The difference was only the subject or topic of discussion. In this activity, the teacher explained again about speaking materials, especially for pronunciation and vocabulary. The third meeting of Cycle II, the activity of this meeting was the same as the activity in the first and second meeting, but the list still differed from others. The researcher was given discussion and debate as an activity, as the treatment improved their speaking skills through group study. .
The last meeting of cycle II, the activity of this meeting was the same as the activity in the first and second meetings, but the list is still different with others. in the highly communicative activity in speaking English. The difference was only the topic or topic of discussion with other assembly. And then, the teacher explained again about speaking material especially for pronunciation and vocabulary. The teacher gives enough time for the students to investigate and think what they want to say. The teacher makes sure that students clearly understand the material. The teacher may avoid a material that is very difficult to examine. After the teacher finished applying group investigation to the first grade students of MIA 3 SMA Negeri 9 Makassar from the two cycle, it happened in speaking accuracy can be increased. As a result, we can show that the average score of the students' speaking skills in accuracy in cycle I was still low.
Setelah penyidik melakukan tindakan pada Siklus II; nilai rata-rata siswa dikembangkan dari 87,29. Edit teks recount sederhana, menulis dengan mudah tentang kegiatan/peristiwa/peristiwa dengan memperhatikan ciri-ciri sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks.
CONCLUSION AND SUGGESTION
SUGGESTION
Analisis fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks narasi sederhana tentang pengalaman/peristiwa/peristiwa, sesuai dengan konteks penggunaannya. Membuat teks narasi lisan dan tulis sederhana tentang pengalaman/. kegiatan/peristiwa/peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. Mengidentifikasi gambaran umum, informasi spesifik dan rinci dari teks recount sederhana tentang kegiatan/peristiwa/kejadian dengan penuh keyakinan dan tanggung jawab.
Dengan percaya diri dan bertanggung jawab mengekstrak gambaran umum dan informasi spesifik dari teks narasi sederhana tentang kegiatan/peristiwa/peristiwa. Melalui proses membaca, melihat, menanya, menguji dan menyimpulkan, siswa mampu menangkap makna dan menyunting teks narasi sederhana lisan dan tulis sederhana tentang kegiatan/peristiwa/peristiwa dengan percaya diri, jujur, dan bertanggung jawab. Melalui proses membaca, menonton, menanya, menguji dan berpikir, siswa mampu menangkap makna dan menyusun teks narasi sederhana. cukup dengan lisan dan tulisan tentang kegiatan/kejadian/kejadian dengan penuh percaya diri, jujur dan penuh tanggung jawab.
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan berbagai teks narasi sederhana dalam bahasa Inggris, terutama yang berkaitan dengan fungsi sosial, struktur teks, dan unsur kebahasaan. Siswa mengajukan pertanyaan tentang gagasan pokok, informasi rinci dan informasi spesifik dari teks narasi sederhana tentang kegiatan/kejadian/peristiwa. Secara berkelompok, siswa membaca teks narasi sederhana berupa booklet kegiatan/peristiwa/peristiwa yang dibawakan dengan pengucapan, tekanan, dan intonasi yang benar.
Secara berpasangan, siswa menemukan gagasan pokok, informasi rinci dan informasi spesifik, serta fungsi sosial dari teks recount sederhana yang dibaca/didengarkan. Siswa mendengarkan teks recount sederhana tentang kegiatan/kejadian/kejadian sambil melengkapi format yang disediakan guru. Siswa secara bergiliran membacakan teks recount tentang kegiatan/peristiwa/kejadian kepada pasangannya masing-masing.
Melaksanakan kegiatan lanjutan berupa tugas individu membaca beberapa teks menceritakan kembali sederhana tentang kegiatan/kejadian/kejadian. Secara berkelompok, siswa menyusun teks narasi sederhana tentang kegiatan/peristiwa/kejadian sesuai fungsi sosial, tujuan, struktur, dan unsur kebahasaan. Ketepatan dan ketepatan penggunaan struktur teks dan unsur kebahasaan dalam penyusunan teks narasi sederhana.
