The aim of the research is to determine whether the Summary Ball technique affects the speaking ability of tenth grade students of SMKN 1 Terbanggi Besar, Central Lampung. Therefore, in the speaking classroom, students should work on their own as much as possible, talk directly with others and be able to understand what people say to them. An English teacher must be able to implement an English teaching strategy that can help students solve a problem. Based on these conditions, Ha is accepted and Ho is rejected, that is, there was a positive and significant influence of using the ball summarization technique on the speaking ability of students in the tenth grade of SMKN 1 TerbanggiBesar Central Lampung.
Based on the above explanation, the English teacher should be able to implement the English teaching strategy created by the students. Therefore, based on the data of the preliminary study among the tenth class of SMKN 1 Terbanggi Besar, the researcher found that the students still have many problems with speaking. So the researcher conducted a study titled, "The Influence of Using Summary Ball Technique on the Speaking Ability of the Under Tenth Grade Students at SMKN 1 Terbanggi Besar".
Problem Identification
Problem Limitation
Problem Formulation
Objectiveand Benefits of the Study 1. Objective of the study
The Concept of Speaking Ability 1. The Definition of Speaking
- The Definition of Speaking Ability
- Teaching Speaking
- Speaking Assesment
- The Steps of Summary Ball Technique
- The Advantages and Disadvantages of Using Summary Ball Technique Technique
From the statement above, the researcher concluded that summary ball technique is a technique that combines the sports activity with the learning process in the classroom using a beach ball. He then throws the ball to another student in the room who has not yet spoken. This technique cannot be applied in the classroom that has many decorations hanging from the cell or many aquariums or terrariums. 18.
This technique cannot be applied in a class that has many students, because it will waste a lot of time.
Theoretical Framework and Pradigm 1. Theoretical Framework
Paradigm
Paradigm of students' speaking ability and summary ball technique in the tenth grade of SMKN 1 Terbanggi Besar Central. Based on the above figure, if the students' achievement in speaking skill is high, it means that there is some positive and significant influence between summarizing ball technique and speaking skill. Whereas, if the students' achievement in speaking ability is low, it means that there is no positive and significant influence between the summary ball technique and students' speaking ability.
Hypothesis
In the tenth grade of SMKN 1 Terbanggi Besar, there is no positive and significant effect of using the sumer ball technique on students' speaking skills. In the tenth grade of SMKN 1 Terbanggi Besar, there is a positive and significant impact of using the sumer ball technique on the students' speaking skills.
Research Design
Sample
The writer took two classes, class A as the experimental group consisted of 20 students and class B as a control group which consisted of 20 students.
Sampling Technique
It may be different from the originally selected sample for a number of reasons.24 The sample of this study was the two classes of tenth grade students from the Accounting Department of SMKN 1 Terbanggi Besar Lampung Tengah. First, the name of the class was written on a small piece of paper (X AK1, X AK2, X AK3). Next, the box was shaken until one of the papers rolled out of the box.
Then the researcher took two rolled paper, the first paper is experimental group and the second paper is control group. Based on the process above, there were two classes as the sample of this research, there were X AK1 and X AK2 with 20 students as the sample to observe using cluster random sampling.
The Operational Definition of Variables
Independent Variable
The independent variable that is a stimulus variable or input acts within a person or within the environment to influence his behavior. As written before, the summary ball is the technique in English learning that combines sports activity in the learning process. Here the students should be an active student saying something about the material being taught when they catch the ball.
Each student must catch the ball, state each fact and throw the ball to other students who have not yet caught the ball. Then the students are encouraged to understand about the given material because they cannot express a fact that they have stated by other friends. The student who caught the ball has only three seconds to state a fact, so there was no room for slow thinking or slow speaking.
The student who cannot state any fact, they must be out of the game.
Dependent Variable
Data Collection Method
Test
The researcher used the pre-test to know the students' speaking ability when they answered the speaking test question, that of speaking. The researcher used the post test after analyzing the weakness and strength of the students in the pre-test. Before students are given the post-test, the teacher asks the student about their difficulties when answering the pre-test question.
Then the teacher explained briefly and called one student who understands to help other friends understand the test. If the teacher feels that all students understand the material, he conducts a post-test to determine the impact of using the ball summarization technique on the students' speaking skills.
Documentation
Research Instrument
A foreign accent requires focused listening, and mispronunciations lead to occasional misunderstandings and obvious mistakes in grammar or vocabulary. Persistent errors that indicate control of too few conversational microskills or key patterns and often impede communication. Frequent mistakes that indicate the inappropriate use of some conversational micro-skills or some uncontrolled key patterns and that cause occasional irritation and misunderstanding.
Occasional errors that show imperfect mastery of some micro-skills or certain patterns in conversation, but no weakness that causes misunderstandings. Vocabulary limited to basic personal areas and highly familiar topics (autobiographical information, personal experiences, etc.). Speech is very slow and irregular except in short or routine sentences; often interrupted by silence or long pauses.
Understands only slow, very simple speech on topics of general interest; it requires constant repetition and reformulation. Understands careful, somewhat simplified speech addressed to him or her, with considerable repetition and reformulation. Understands normal polite speech addressed to him or her fairly well, but requires occasional repetition or reformulation.
Understands everything in normal educated conversation except very conversational or low-frequency elements or extremely fast or slurred speech. 6 Understands everything in informal and conversational speech that is expected of an educated native speaker.
Data Analysis Technique
Based on the above explanation, the researcher uses the oral test which has the category above to measure the speaking ability of the students.
Description of The Research
The Description of Research Location
Description of Research Data a. The Result of Pre-Test Score
From the table above, it can be concluded that the test was attended by 40 students. The above result table shows that the students taking the pre-test are 40 students consisting of 20 students in the experiment class and 20 students in the control class. After analyzing the students' weaknesses and need, the researcher conducted the treatment in the experimental classroom to help them to speak normally in English.
Then, after the students had received the treatment, the researcher took the post-test to measure their ability to speak English. The post-test of the experimental class conducted on August 12, 2019 and the post-test of the control class on August 16, 2019 to examine the speaking ability of the students after the treatment. Based on the table above, it can be deduced that the post-test in the experimental class was taken by 20 students.
Based on the table above, we can conclude that 20 students took the quiz in the control class. Then, based on the table above, we could conclude that the posttest was attended by 40 students, consisting of 20 students in the experimental class and 20 students in the control class. Then, the mean score was 63.75, and the standard deviation of the data in the experimental class was 7.725.
Then, the mean score was 41.30 and the standard deviation of the data in the control class was 8.682. It can be concluded that the experimental class that received the treatment has a better speech score than the control class that did not receive any treatment.
The Influence of Using Summary Ball Technique on The Students’
Hypothesis Testing
It means that there is a positive and significant influence of the use of Summary Ball Technique on the speaking skills of the tenth grade students at SMKN 1 Terbanggi Besar. Before conducting the study, the researcher conducted the pre-test to find out the baseline performance of the students before the given treatment. The result showed that the highest score in the experimental class was 50 and the lowest score was 33 while the mean score was 40.85.
Thus, the highest score in the control class was 50 and the lowest score was 33, with the mean score being 40.50. The result after the test of the experimental class was that the highest score was 73 and the lowest score was 50, while the mean score was 63.75. Thus, the result of the control class was that the highest score was 60 and the lowest score was 30, while the mean score was 41.30.
This technique gives the students the opportunity to state any fact orally and ask them to speak directly based on their understanding of the material. This technique also gives the student a new experience because they include learning English with some sports activities, then the students cannot be bored or feel sleepy in the learning process. The researcher proved that using Summary Ball Technique can encourage the students to speak English.
It was caused in Resumé Ball Technique that the students asked to speak English when given a ball. Based on the discussion above, the researcher could conclude that the students' speaking ability became easier after they were taught the Resume Ball Technique.
Limitiation
Conclusion
Students are recommended to be active and interested in the learning process so that they can understand the material in English lessons. The principal should provide students with more opportunities so that students can be interested in learning English.
APPENDICES
Normality Test
The homogenity Test
Independent Sample T-Test
Pre-Test Activity
Post test activity
