This research aimed to find out whether or not the story completion method is used in improving students' speaking ability in the eleventh grade students of SMKN 4 Pangkep. The independent variable of this research was the Narrative Completion Method and the dependent variable was the speaking ability of the students.
INTRODUCTION INTRODUCTION
- Background
- Problem Statement
- Objectives of the Research
- Significance of the Study
- Scope of the Study
Based on a magazine, the researcher believes that Story Completion is one of the methods to improve students' speaking skills. This study is limited to using the story completion method at SMKN 4 Pangkep to improve the students' speaking skills.
LITERATURE REVIEW LITERATURE REVIEW
Some Previous Related Research Findings
Sukma (2015) The effect of using story completion on the speaking skills of eighth grade students of SMPN 1 Mumbulsari Jember in the academic year 2014/2015. The researcher's result concluded that students' speaking skills in producing imperative sentences in the students of MTsN Model Makassar are generally improved after using cue cards in the learning and teaching process.
Some Pertinent Ideas
- The concept of Story Completion a. Story completion
There are a number of ways in which story completion can improve intercultural understanding and communication. According to O‟Malley and Pierce in Ghiabi (2014), story completion gives students the opportunity to speak at length, if they can, without teacher interruption in an informal setting.
Conceptual Framework
Hypothesis
Research Design
- Sample
First was the independent variable Story Completion Method, which the by using this method; it will help the students to improve their ability in English especially in speaking. This research shows that the story completion method affects the students' ability to speak or not. Population was the total member of research respondents, while sample was a part or representation of population researched.
The population of this research was taken on Eleventh Grade Students of SMKN 4 Pangkep academic year 2018/2019. The researcher takes two classes as a sample and divides them into two groups, experimental class and control class.
Research Instruments
Data Collecting Procedure
The way the researcher improves the students' speaking ability is the treatment using the story completion method. After giving the pretest, the researcher addressed the treatment using the Story Completion method; it was used only in the experimental class, while not in the control class. In this post-test, the researcher saw the improvement of the students after giving the treatment.
Technique of Data Analysis
It has to make a very time-consuming effort, it often has to search for the meaning of the desire. Only small parts (usually sentences and short phrases) can be understood - and then with considered effort by someone listening to the speaker. P = Percentage of students' improvement Х² = Students' scores on the Post-test Х¹ = Students' scores on the Pre-test.
D = The difference between pairs of grades Х² = The students' grades in the Post-test Х¹ = The students' grades in the Pre-test N = The number of students. This chapter deals with the results of the research and the discussions of the results. The results of the research present the description of the result of data collected through speech tests.
Moreover, in this chapter the researcher analyzed the data obtained from the students' pre- and post-test. The pre-test was intended to know the students' speaking ability before treatments were given, while the post-test was intended to find out whether or not there was any improvement in the students' speaking ability after various treatments through the implementation of story completion method.
Findings
- The Classification of Students’ Pre-Test and Post-Test Scores in Experimental Class Experimental Class
- The Classification of Students’ Pre-Test and Post-Test Scores in Control Class
- The Mean Score and Standard Deviation of Experimental Class and Controlled Class
While the rate percentage fluency and comprehensibility score of experiment class in post-test of 21 students at table 4.2 shows that the students 2 (9.52%) scored great and (28.57%) students scored very good. Based on the result above, it can be concluded that the rate percentage in the post-test differs from the rate percentage in the pre-test. The mean score and standard deviation of experimental class and controlled class in pre-test and post-test.
While the mean score of the experimental class in the post-test was (4.12) and the standard deviation of the experimental class was (0.85), and the mean score of the controlled class in the post-test was (3.38) and the standard deviation was (0.82). It can be concluded from both tests; the experimental class gained a higher mean score on the post test than the control group. This shows that there was a significant difference between the students' pre-test and post-test scores.
The statistical analysis of the result of the speaking test of this study showed that the students. Contrary to the students' pre-test result earlier, there was a significant improvement from the post-test where students obtained 2 (9.52%) excellent and students obtained very good score.
Discussions
It can be concluded that teaching speaking using the story completion method has proven to be effective in improving the speaking skills of the students. The technique for analyzing data in Arisca's study was to use SPSS 20.00, or this study used Gay's (1998) formula. Moreover, the criteria for analyzing students' speaking skills in Arisca's study of vocabulary and conventions showed that the data showed that the average score of both classes was increased. This study showed that the average score of both classes was increased, but the score guideline in this study was chosen as the two criteria when analyzing the students.
The other researchers used the story completion method to speak Sukma (2015) in the same way as this research because in both studies used the method of story completion to improve speaking ability. Similarly to Nurdiana (2014), she found that teaching speaking comprehension using story completion is effective in improving students' speaking ability, in gathering students' perceptions and impressions of guided questioning processes, and in gathering students' progressive results. Furthermore, teaching speaking using the story completion method increases students' motivation and self-confidence as well as their critical thinking before speaking.
Based on the result of research, the use of story completion method is effective to apply in the classroom. Therefore, in conclusion, the story completion method used by the eleventh grade students of SMKN 4 Pangkep increases students' speaking ability especially in fluency and intelligibility.
Conclusion
Suggestions
A further effort should be made by the students to encourage themselves in speaking skill without worrying about making mistakes in grammar. Here, the use of Story Completion contributed to motivating and stimulating the students' speaking ability. It is recommended for the other researcher who is interested in the same field to continue and develop this action research to find out if story completion method is effective in teaching speaking.
2014) The effectiveness of Genius learning strategy to improve the students' speaking skill at the second year of SMA YAPIP Makassar Sungguminasa. Use group leadership in improving the students' speaking ability at second year student of SMAN 1 ALL' kabupaten Enrekang. Magazine for Art, Science and Commerce The use of sociodrama to increase the students' speaking skills and motivation at eleventh grade of SMAN 16 Makassar.
2013) Enhancing the Second Year 'Students' Speaking Ability Using Strip Story Techniue (A Class Action Research of SMPN 27 Makassar. Enhancing the Students' Speaking Ability in Organizing Ideas Using Cue Cards at MTsN Model Makassar.
Experimental Class
Control class
- Pre-test
- Post-test
Standar Kompetensi Berbicara
Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Materi Pokok
Aktivitas/kegiatan sehari-hari dalam bahasa inggris disebut dengan daily events/daily rutin yang pastinya sangat berguna untuk membicarakan aktivitas kita sehari-hari dalam bahasa inggris. Matikan alarm: matikan alarm Bangun: bangun (dari tempat tidur) Minum kopi: nikmati kopi Buat sarapan: buat sarapan Baca koran: baca koran Makan sarapan: makan sarapan. Memperbaiki rambut: memperbaiki rambut Menyikat gigi: menyikat gigi Memakai riasan: merias wajah, merawat Pulang: pulang ke rumah.
Beri makan anjing dan kucing : memberi makan anjing dan kucing Pergi tidur: (Bersiaplah) untuk tidur. Kenakan piyama Anda: kenakan piyama Anda Atur alarm: atur jam alarm Tutup pintu: tutup pintu Matikan lampu: matikan lampu.
Metode Pembelajaran/Teknik
Langkah-langkah Kegiatan Pembelajaran Tahapan
Media dan Sumber Belajar
Kompetensi Dasar
Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Materi Pokok
Bisa juga dikatakan bahwa teks deskriptif adalah teks yang menjelaskan seperti apa orang atau benda yang digambarkan, bentuknya, ciri-cirinya, jumlahnya dan lain sebagainya. Prambanan adalah kompleks candi Hindu terbesar di Jawa Tengah, Indonesia, terletak sekitar 18 km sebelah timur Yogyakarta. Ciri khasnya adalah arsitekturnya yang tinggi dan runcing, khas arsitektur candi Hindu, dan bangunan pusat setinggi 47 m di dalam kompleks besar masing-masing candi.
Metode Pembelajaran/Teknik
Langkah-langkah Kegiatan Pembelajaran Pertemuan 3
Media dan Sumber Belajar
- Penilaian
Materi Pokok a. Simple Past Tense
- KALIMAT VERBAL
- KALIMAT NOMINAL
Simple Past Tense (Simple Past Tense) adalah bentuk waktu yang digunakan untuk menjelaskan peristiwa atau tindakan yang dilakukan pada waktu tertentu di masa lampau dalam bentuk yang sederhana. Dalam kalimat positif digunakan kata kerja bentuk kedua (V2), yang dapat Anda temukan pada postingan Kata Kerja Tidak Benar dan Benar. Untuk membentuk kalimat verbal negatif, perlu ditambahkan kata kerja bantu yaitu “did” yang merupakan bentuk lampau dari do/does yang kemudian ditambahkan not.
Kata kerja dalam bentuk kata kerja negatif ini harus diubah menjadi kata kerja dasar atau infinitive atau V1. Dalam kalimat interogatif yang memerlukan jawaban ya atau tidak, gunakan kata kerja bentuk pertama atau V1. Recount Text adalah jenis teks dalam bahasa Inggris yang menceritakan kembali peristiwa atau pengalaman di negara tersebut.
Tujuan Hertelteks adalah memberikan informasi atau menghibur pembaca agar tidak terjadi konflik. Dan pada hari akhir…” Pada bagian ini juga terdapat komentar-komentar pribadi mengenai peristiwa atau kejadian yang diriwayatkan.
Langkah-langkah Kegiatan Pembelajaran Pertemuan 4
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk deskriptif dan naratif untuk berinteraksi dengan lingkungan sekitar. Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan rangkaian bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks deskriptif dan naratif.
Materi Pokok 1. Narrative Text
Langkah-langkah Kegiatan Pembelajaran Tahapan
