Using interactive multimedia in teaching speaking (an experimental study on eighth grade students of SMPN 2 Sinjai Selatan). Finally, for all who could not be mentioned one by one, may Allah SWT, God Almighty, be with us now and forever.
Materi Pembelajaran
Someone, Accepting or Declining Invitation
Untuk formal situation inviting, accepting and declining invitation Kegiatan awal (15 menit)
Izinkan siswa mengajukan pertanyaan yang belum mereka pahami tentang istilah Mengundang, Menerima, atau Menolak.
Untuk informal situation inviting, accepting and declining invitation Kegiatan awal (15 menit)
Berikan latihan dengan menentukan ekspresi Undang, Terima atau Tolak Undangan pada dialog yang mereka buat masing-masing.
Sumber Belajar & Media
Penilaian
Bentuk, contoh, teknik dan indikator
Instrumen Penilaian
Pedoman Penilaian Untuk tes lisan
By considering the above description, the researcher is interested in conducting a study titled “The Use of Interactive Multimedia in Teaching Speaking (An Experimental Study on Eighth Grade Students of SMPN 2 Sinjai Selatan)”. How has the accuracy of students' speaking skills improved through the use of interactive multimedia among eighth grade students of SMPN 2 Sinjai Selatan.
Objective of the Research
For students, speaking teaching using interactive multimedia can improve students' speaking ability and they are more interested in teaching speaking. For teachers, interactive multimedia is one of the alternative new media for teaching speaking.
Scope of the Research
- The Advantages of Interactive Multimedia
- Disadvantages of Interactive Multimedia
- Using Interactive Multimedia in class
- Multimedia for Teaching and Learning
Discrete medium is a medium in which the validity of the data does not depend on the conditions of the time, including text and graphics. While the definition of a continuous medium is a medium in which the validity of the data depends on the conditions of the time, including voice and video. First, in the practical teaching process, some teachers have ignored the importance of classroom teaching during the design of the courseware which results in excessive informative but cannot emphasize the importance.
In addition, some teachers have ignored the importance of students' understanding and cannot control the rhythm of lecture demonstration. Second, some teachers have a weak concept of teaching, which results in a monotonous curriculum content. So the teacher is still the master of teaching, and the students are still passive recipients of external stimulation, always in a passive position.
By using the interactive multimedia, the students show positive attitudes and opinions about several aspects, such as: (1) all the students.
Concept of Speaking Skills
Components of Speaking Skill a. Accuracy
For example, for beginning reading teachers, the word may be synonymous with ―sight vocabulary‖, meaning a set of the most common words in English that young learners need to be able to quickly recognize as they see them in print. When teaching English, the teacher must be sure that the students can understand when they speak, and the listener must understand what the speakers mean. That part of the study of language which deals with the forms and structure of words (MORPHOLOGY), with their usual arrangement in phrases and sentences (SYNTAX), and now often with language sounds (PHONOLOGY) and word meanings (SEMANTICS).
It means that fluency is the ability of speakers to use the language quickly, spontaneously and confidently. When students get used to the language and learn to communicate properly, fluency comes. Tricia (1993) includes fluency as a component of communicative competence and defines it as "a speaker's ability to use whatever linguistic and pragmatic competence he has".
34; Fluency can therefore be seen as the maximum effective functioning of the language system that has been acquired so far by the student, Brumfit (1984). According to Chambers as cited in Aud Marit Simensen (2010), in studies of fluency an obvious first step is to distinguish fluency from overall language proficiency.
Kinds of Speaking
Main factors in Assessing Speaking Ability
Furthermore, there is a concept of fluency that also recognizes the use of imprecise language and language that does not represent comprehensive language skills. It includes a consideration of how sentences are connected, how sentence patterns vary in word order and omit structural elements, as well as certain aspects of the prosody of discourse. Brown argues that fluency is probably best achieved by allowing the 'stream' of speech to flow. The assumptions of his speech then move beyond intelligibility to the 'bank of the river' of instruction or someone who can channel details of phonology, grammar, discourse into speech or more. goal complete course.
This chapter presents the research design, population and sample, variable, research instrument, data collection procedure, treatment and data analysis technique.
Research Design
There were 6 meetings for this treatment and it was carried out through material presentation using interactive multimedia. The researcher told the topics of material, the purpose of the lesson to the students and the order of activity. The researcher assigned the students to do some speaking practice that would be displayed using interactive multimedia.
The researcher observed the students' actions in which the students practice the use of invitation expression in their conversation. After doing their speaking exercise, they can ask some questions or problems related to the speaking exercise/material. The researcher conducted an oral test as a post-test by asking all the members of the group to.
The purpose of the post-test was to find out the value of the treatment, whether the result of the post-test was better than the result of the pre-test after using Interactive Multimedia.
Research Variables
Population and sample 1. Population
This is sufficient because the researcher gets information from English teachers that the score of Class VIII A on speaking skills is still low.
Research Instrument
Procedure of the Data collection
Accuracy
Professional vocabulary sufficient to discuss special interests; The general vocabulary makes it possible to discuss any non-technical topic with some definition. There is no evidence that you have mastered the language skills and areas practiced during the course. Occasionally has to make an effort to look for words. Nevertheless, smooth delivery overall and only a few unnatural ones.
The formula is to know the average score of the students' speaking ability, while the data is taken from the pre- and post-test. The Gay Formula explained the difference in significance between the pre- and post-test. The purpose of the formula was to know whether interactive multimedia effective or not in increasing students' speaking ability in eighth grade in SMPN 2 Sinjai Selatan.
This chapter consisted of two sections, the findings based on the data analysis and the discussion of the research findings.
Findings
- The Improvement of the Students’ Speaking through Interactive Multimedia
- The Rate Percentage of the Students’ Score
- The Improvement of the Students’ Speaking Ability in Term Accuracy and Fluency
- The Significance testing of the Students’ Speaking Ability
This means that the mean score of the post-test is greater than the pre-test. The data in the table above shows the students' speaking fluency in the result of the calculation of students' pre-test and post-test using Interactive Multimedia. This means that the mean score of the post-test was greater than the pre-test.
This section presents the result of students' speaking performance in terms of term accuracy and fluency. The table above shows the students' pre-test scores for vocabulary accuracy, pronunciation, and grammar and term fluency. The table above shows the students' post-test scores for vocabulary, pronunciation, and grammar accuracy and term fluency.
To know the level of significance of the pre-test and post-test, the researcher used the t-test analysis at the level of significance (p) = 0.05 with the degree of freedom (df) = N-1, where N=number of subject (20 students) then the t-table value is 1.729.
Discussion
The Improvement students Speaking Accuracy
Based on the results above using interactive multimedia in class, the data is collected through the test, which explained in the previous finding section shows that the students' speaking ability in terms of accuracy is significantly improved. The score for the students' post-test is higher than the average score for the students' pre-test. Therefore, interactive multimedia is effective in improving students' speaking ability in terms of accuracy.
The Improvement students Speaking Fluency
Therefore, Interactive Multimedia is effective to improve students' speaking ability in terms of fluency.
The Significant of students improvement Speaking Ability
The improvement in students' speaking accuracy through the use of interactive multimedia among the eighth grade students of SMPN 2 Sinjai Selatan was classified as fair at 5.77. The improvement of students' speaking skills through the use of interactive multimedia among the eighth grade students of SMPN 2 Sinjai Selatan was classified as fair at 5.77. The findings of the study statistically show that there is a significant improvement in the students' speaking skills in terms of accuracy and fluency after being taught through interactive multimedia.
It is indicated by the highest value of the mean score for the pretest is (3.99) compared to the mean score for the posttest is (5.77). The English teacher can use Interactive Multimedia as one of the alternative media in teaching and learning processes. Improving the speaking ability of the second year students of SMA Negeri 2 Parepare through English debate.
Title: The use of interactive multimedia in teaching speaking (an experimental study on eighth grade students of SMPN 2 Sinjai Selatan).
Mean Score of pre-test and post test
To find out the mean score differences by using the formula
D : The sum of the total score of difference D : The square of the total score of different N : The total number of students. In the pre-test, the students do a conversation and then a speaking performance based on the conversation. The researcher conducted an oral test as a post-test by asking all students to make a conversation, how to invite someone, accept invitation and reject invitation.
The purpose of the post-test was to know the student's speaking performance after giving the treatment. Your friends ask you to come to his/her house late at night for a drink. Your little brother wants to play the game with you, but you are too tired after school.
