The researcher taught the bilingual method on the speaking performance of students in the eleventh grade of MA Al Huda Tulung Balak. 64 Graph 4.3 comparative frequency of students' results in the pre-test, after test 1 and after test 2. In this case, the researcher tries to investigate the implementation of the bilingual method on the speaking performance of students in the eleventh grade from MA AL HUDA TULUNG BALAK, EAST LAMPUNG.
Therefore, the researcher implemented bilingual method on the students' speaking performance in eleventh grade of MA AL HUDA TULUNG BALAK OOS LAMPUNG. To implementation of bilingual method on the students' speaking performance at eleventh grade of MA AL HUDA TULUNG BALAK EAST LAMPUNG. The third researcher is Devia Elva with her titled “The Implementation of Bilingual Method in Teaching Chemistry to the second year Students of RSBI Class at SMA Negeri 1 Boyolali in 2010/2011 Academy Year.
2VinaArdian SP, “The implementation in education Learning by Activities International Standardized School”, (Surakarta:UniversitasSebelasMaret, 2010). 3DeviaElva, “The implementation of a bilingual method in teaching chemistry to the second year students of the RSBI class at SMA Negeri 1 Boyolali in Surakarta:UniversitasMuhammadiyah, 2011).
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of the Study
- Prior research
29 . the action in this step; the researcher uses the data from the evaluation to make improvements for the second cycle. The researcher continued the material from the last meeting, after which the researcher gave them the post-test to the students. 52 . pre-test result that the researcher received obtained the result: .. the highest score was 75 and the lowest score was 45.
The average at the pre-test was 57.5If the result of post-test 1 given, the researcher got the result, the highest score was 85 and the lowest score was 55. The average score of post-test 1 was 69.5. At the end of the meeting, the researcher gave motivation to the students and stimulated the students to finish the material. Based on the result of observational learning process on cycle II, it can be deduced that most of the students pay attention to the teacher.
The result of students' activities in cycle 1 and 2 No students' activity in cycle 1 2. Bilingual method as a method, especially in English subject, can be used in the speaking performance of students in the eleventh grade of MA Al Huda Tulung Balak.
THEORETICAL REVIEW
The Concept of Speaking
- Type of Speaking
- Problem in speaking
- Characteristics of a Successful Speaking Activity
- Testing of Speaking
The six similar categories apply to the kind of oral production that students are expected to perform in the classroom. Transactional language, performed for the purpose of transferring or exchanging specific information, is an extended form of responsive language. Students at intermediate to advanced levels are asked to give extended monologues in the form of oral reports, summaries or perhaps short speeches.
According to Ur, explain that teachers may encounter some speaking difficulties when getting students to talk in class. When students try to say things in a foreign language in the classroom, they are often hindered. Familiar use of a foreign language that students can use in the classroom, at home and at school.
Students are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task goal. Mostly effective use of vocabulary for the task with some examples of inappropriate.
The Concept of Bilingual Method
- The Definition of Bilingual Method
- Implementation of Bilingual Method
- Advantages and Disadvantages of Bilingual Method
Based on the definition above, the writer can conclude that bilingualism is an ability to use two languages. Someone can be called bilingual when she or he can use the mother tongue just as he or she uses his or her mother tongue. This may be the reason why the children use two languages in interaction with their father's family and mother's family.
In addition, moving or staying in another country can also be a motive for speaking two languages or speaking the mother tongue to interact with the environment. Dodson Wales developed the bilingual method of foreign language teaching as opposed to the audiovisual method and worked to improve the audiovisual method. Understanding words and sentences in foreign languages can be easier by using the mother tongue.
There is no need to create artificial situations to explain the meaning of words and sentences in the target language. By mixing the two languages together at certain times, they can ease students' cognitive load while exhibiting the goal of bilingual functioning.
Action Hypothesis
RESEARCH METHODOLOGY
- Variable and Operational Definition of Variables
- Independent Variable
- Dependent Variable
- Setting Research
- Subject and Object of the Research
- Action Plan
- Data Collecting Method
- Test
- Documentation
- Observation
- Field note
- Instrument of the Research
- Speaking of the research
- Observation Sheet
- Data Analysis Technique
- Indicator of the Success
The students introduce themselves and then the researcher asks more about the identity of the student. The researcher explained to the students in their mother tongue about the expressions of invite, accept and refuse. But the student's test result was better than the students' test before they gave treatment.
The table above shows that not all the students are active in the teaching learning process. The students answer the question of the teacher, is increased from meeting to next meeting.
RESULT OF THE RESEARCH AND
Result of the Research
- History of MTs N 1 East Lampung
- Profil of School
- Condition of Teacher and Official Employers
- Quantity Students of MTs N 1 East Lampung
- Building of MTs N 1 East Lampung
- Organization Structure of MTs N 1 East Lampung
- Location Sketch of MTs N 1 East Lampung
The researcher told the students that the researcher would do the research in their class to know. The teacher stimulated students to give their idea and then the teacher wrote the students' idea on the blue board. The teacher requires that the students have made invitation card, if the teacher informs the students that the teacher will give them the post-test in the next meeting.
Some observations had been made, such as: observation of the students' activities and observation of the teachers' activities. The students gave answers to the teacher's explanatory questions. The students' answers to the teacher's questions increased from one meeting to the next. From the explanation of cycle I and cycle II, it could be deduced that the use of the bilingual method could increase the students'.
It could be seen that there was an increase in the average score and the total number of students who passed the test from pre-test, post-test I and post-test II. Although students' speaking performance in cycle I got enough score, but in cycle II, most students achieve the target of success in this research. The English teacher is suggested to implement a bilingual method because this method is very effective in increasing students' speaking performance.
Research Finding Description
- Action and Learning of Pre-Test
- Action and Learning of Cycle 1
- Action and Learning of Cycle 2
Interpretation
- Result of Cycle 1 and Cycle 2
- Result of Students‟ Activities
Discussion
CONCLUSION AND SUGGESTION
Conclusion
From the explanation of cycle I and cycle II, it can be concluded that the implementation of the bilingual method can increase the students' speaking performance. There was progress based on their mean score in pre-test which was 57.5 increasing to 69.5 in post-test I and finally becoming 75.25 in post-test II, it could be seen that there an effective progress. from pre-test, post-test I and post-test II. Furthermore, from the above discussion, it can be concluded that the applied bilingual method increases speaking performance.
This is proven in their learning outcome which showed a significant arousal from pre-test to post-test II.
Suggestion
Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, tanggap dan proaktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar. bangsa, negara bagian, kawasan regional dan kawasan internasional. Kegiatan pembelajaran 3.1 Penggunaan fungsi sosial. struktur teks dan unsur kebahasaan dalam teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait usul dan tawaran, tergantung pada konteks penggunaannya. Untuk mendengarkan, membaca dan . tiru, pelajari.. bacalah beberapa teks pendek yang berisi saran dan tawaran dengan pengucapan dan tekanan kata yang benar.
Diberikan beberapa 4.1 Menyusun teks interaksi .. transaksional, lisan dan tulis, pendek dan sederhana, melibatkan tindakan. Kegiatan belajar memberi dan meminta .. informasi yang berhubungan dengan saran dan . penawaran, termasuk memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks.. yang menunjukkan saran dan. tawaran, dengan modal harus dan bisa. Menonton/mendengarkan berbagai interaksi dalam media visual (gambar atau video) yang melibatkan ekspresi pendapat dan pemikiran.
Teliti dan temukan perbedaan dan persamaan undangan resmi yang berbeda untuk acara yang berbeda. Identifikasi dan beri nama bagian undangan dengan pengucapan dan tekanan kata yang benar - Periksa beberapa. Mencermati rangkaian kalimat, setiap bagian dari tiga teks eksposisi yang digabungkan secara acak, kemudian bekerja sama untuk mengelompokkan dan menyusunnya kembali menjadi tiga teks eksposisi analitik yang koheren, seperti aslinya - Baca teksnya.
Bacakan deskripsi setiap produk budaya secara lisan di depan kelas dengan cara yang bermakna dengan pengucapan dan penekanan yang tepat. Bacakan deskripsi lengkap dari setiap produk budaya kepada kelas dengan cara yang bermakna dengan pengucapan dan penekanan yang tepat - Renungkan. Menghayati dan mengamalkan perilaku adil, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, tanggap dan proaktif dalam interaksi yang efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam lingkungan , bangsa, negara bagian, kawasan regional dan kawasan internasional.
Siswa mendapatkan umpan balik dari guru dan teman tentang fungsi sosial dan unsur bahasa yang digunakan.
