The objectives of this research were to find out the improvement of students' speaking ability in terms of vocabulary and fluency of SMP Ungulan Darussalam Maros. The population of this research consisted of ninth grade students of SMP Ungulan Darussalam Maros academic year 2017/2018. The samples of this research were two classes, the classes were divided into the experimental group and the control group.
The result of this research was that the use of direct demonstration method is more effective in improving students' speaking ability on vocabulary and fluency aspects.
INTRODUCTION
- Problem Statement
- The Objective of the Research
- The Significance of the Research
- The Scope of the Research
One of the genres that must be learned by the students in junior high school is procedural text. Based on the components and subcomponents in the procedure text above, students should know about these components. Demonstration method is one of the methods that can be effective and have an impact on procedural text in relation to students' speaking ability.
Improves the speaking skills of the students in terms of vocabulary and fluency by using the demonstration method of SMP Unggulan Darussalam Maros.
REVIEW OF RELATED LITERATURE
Theoretical Framework
- Speaking
Hornby, in Awing (2012), defined skill as physical or mental capacity, a skill ability required to do something. that the skill is the measure's level of successful performance on the variable. One factor in influencing students' fluency is functional grammar; the frequency with which students sometimes want to talk to other people, but they lack functional grammar. Fluency is the state of being able to speak a language smoothly and easily (Oxford Learner Pocket Dictionary and students should too.
So, content in speaking skill is the ability to interpret and the message in the appropriate language.
Teaching Method
Demonstration Method
Go it alone, with little or no explanation or commentary about what and why we do what we do. Have students work in pairs to demonstrate the first part of the procedure, again with little or no explanation or commentary. Ask pairs to discuss what they observed us doing. telling them what we are doing will reduce the mental alertness of the students).
Once mastered, continue with a demonstration of the next parts of the procedure, followed by paired practice.
Procedure Text
If possible, give students an opening task to try out the procedure before a demonstration. Encourage guesswork and the openness to making mistakes. Whereas, according to Nystrand and Himley, a text is explicit not because it says it all in itself, but rather because it strikes a careful balance between what needs to be said and what can be assumed. The social function of Procedure Text, in particular, is to tell someone how to do something, how to make something, and how to operate something.
According to Swales, "structure of texts is a unit that supports communicative purposes" Some with a different text type, procedure text also has the generic structure according to the communicative purpose of the text itself. The similarities create an expectation of the general schematic structure of the text, which is called the generic structure of a text. A list of the materials needed to complete the procedure (not required for all procedure texts).
From the explanation above, it can be concluded that there are three points of generic structure of procedure text which are essential and it can be specified without them. Because they are in one unit to achieve a social function, it is to tell someone how to do something or how to make/how to operate something. In addition to having the social function and generic structure, procedural text also has significant lexicogrammatical features that support the formation of a procedural text.
Sometimes it is not enough to make a good instruction using only the imperative form of the present tense. But, to make it better and easy to follow, we need the word like then, then, next, finally, etc.
Conceptual Framework
Method of the Research
The values of the independent variable and the result of the dependent variable are recorded. The pre-test for experimental and during the first meeting, the researcher asked the students to practice a procedural text as they used it. The researcher gave the treatment to the students after they performed a pre-test as an exercise, a procedural text per demonstration method. In the experimental group, the treatment was carried out in two sessions and 80 minutes were spent in each session.
After the two-session hearings, the students could choose one topic from 5 (five) topics after the test. The topic was given on the text of the procedure, namely: How to make a cup of tea, How to make orange juice, How to make coffee, How to make fried rice and How to make soup. This isolates the effects of the independent variable on the experiment and can help rule out alternative interpretations of the experimental results.
In the pre-test for the experimental and in the first meeting, the researcher asked the students to practice a procedural text as they used it. The researcher gave the treatment to the students after doing the pre-test as practice a procedural text using the picture and picture method. In the control group, the treatment was carried out in two sessions and lasted 80 minutes in each session.
After conducting treatments for two meetings, the post-test was free to choose one subject from the five (five) subjects given by the investigator. The subject was given on the procedure text, namely: How to make a cup of tea, How to make orange juice, How to make coffee, How to make a cup of pop mie, and How to make milk.
Research Variable and Indicators
Each of the students was given five minutes to verbally explain how to make or do something related to the topic they had chosen.
Population and Sample
In this research, the researcher instrument two homogeneous classes as the sample for an experimental class will be 1XA consisting of 20 students and control class will be 1XB consisting of 20 students.
Instrument of the Research
In this chapter, the researcher analyzed the data obtained from the students with only one group of pre-test and post-test. The result of data analysis showed that the use of the demonstration method can improve students' speaking ability in procedural text at IX Class of SMP Unggulan Darussalam Kab. While the score in the post-test, students in the control group lower than the students in the experimental group.
The mean score of the students' pretest of the experimental group was 67.75, while the mean score of the control group was 65.4. The mean score for the students' post-test of the experimental group after the treatment was 82.75, while the mean score for the students' post-test in the control group was 73.9. While scoring in the posttest, the performance of students in the experimental group was higher than in the control group.
The mean score of the students' pretest of the experimental group was 60.3, while the mean score of the control group was 63.9. The mean score for the students' post-test of the experimental group after treatment was 83, while the mean score for the students. From the analysis above, the researcher concludes that there was a significant difference between the pre-test and the post-test of the students' speaking ability after.
In other words, the students' in control group after the treatment about the use of demonstration method that was given. The group of students rotate to practice procedure text with picture and picture method in front of the class.
Procedure of Data Collection
Procedure of Data Analysis
FINDINGS AND DISCUSSION
Discussion
Based on the results of the data analysis, it is proven that the improvement of students' vocabulary and fluency improved by using the demonstration method. As can be seen from the comparison between the pre-test and the post-test of the experimental group, which can be seen from (Appendix 2-3), there was an improvement in the students' score, where the pre-test score in the vocabulary term was 67.75 and the post -test was 82.75, and then the pre-test in terms of fluency was 60.3 and the post-test was 83. In addition, the findings from the study calculation and hypothesis testing above showed that the speaking score in terms of vocabulary and fluency of the students in the experimental group had a significant difference after using the demonstration method compared to the achievement of the control group, who did not receive the demonstration method as in the experimental group, but received the usual treatment as the teacher uses in the classroom.
As stated in the previous chapter, this study investigated the effectiveness of the demonstration method to improve students' speaking ability in the Procedural Text. The demonstration method was effective to use to improve students' speaking ability, especially in terms of vocabulary and fluency, because there was a significant difference between the speaking gains of students who studied through the demonstration method and those who did not. they learned by the demonstration method. . They can use the demonstration method to motivate students in learning English, especially in teaching procedural speaking text.
The third demonstration method requires careful preparation and planning in addition to being time-consuming. Fourth, if the apparatus is very small or the location is wrong, the demonstration cannot be seen clearly by all students, so the students will not understand the lesson well. Improving the Speaking Ability of Second Year Students at SMPN 1 Salo Kabupaten Kampar through Demonstration Method.
The use of predict explain observe explain in improving the speaking ability of students in the eleventh year of SMA batara gowa (An Experimental). The teacher explains the teaching materials, an example of the text of the procedure by the picture and picture method.
CONCLUSIONS AND SUGGESTIONS
Suggestions
On the other hand, this research has been completely done, but there are still many weaknesses, there were four weaknesses: The first method is the demonstration requires special teaching skills, because without it, the implementation of the demonstration will be ineffective. They speak very hastily and most sentences are not appropriate using vocabulary and little or no communication. They speak very hastily and most sentences are not appropriate using vocabulary and little or no communication.
