Judul Skripsi: The Effectiveness of Talking Stick Method as Contextual Teaching and Learning to Improve the Speaking Ability of Eleventh Grade Students in SMA Muhammadiyah 5 Tello Baru. Judul Skripsi: The Effectiveness of Talking Stick Method as Contextual Teaching and Learning to Improve Students' Speaking Ability in Eleventh Grade of SMA Muhammadiyah 5 Tello Baru. Special gratitude to my beloved Nur Tahang, Juwindah Puspitasari, Andini Safitri, for your love, care, support and many sacrifices to the author in completing my thesis.
Finally, the writer would like to thank everyone who helped in the production of this thesis.
Background
Speaking plays an important role in learning English because the students can express their ideas by speaking. According to the researcher's experiences in different schools, most of the students do not have any competence in English, especially in speaking. The strategy is designed to spark students' interest in learning with the Talking Stick method.
Third, it was difficult for the students to speak fluently because they rarely had to practice their English language.
Problem Statement
Objectives of the Research
Significan of the Research
Scope of the Research
Previous Related Findings
- Element of Speaking a. Accuracya.Accuracy
- Vocabulary
- Pronunciation
- Self Confidence
- Smoothness
- Contents
It is the most fundamental way in which the speaker can express it through language. Bryne says that pronunciation is the sound that the speaker imitates where others are listening. According to Hornby in Misrawati stated that fluidity is the quality or condition of being fluid.
It is clear that confidence is how we feel about what we are going to do and also our perception of how effectively we deal with others.
The Concept of Contextual Teaching and Learning 1. The Understanding of CTL
- The Characteristic of CTL
- The Principle of Contextual Teaching and Learning a. Constructivism
- The Procedure of CTL in Teaching Speaking
- The Application of Talking Stick
The student can create relationships between the school and the various existing contexts in the right word as a business creator and as a citizen. In the classroom teaching learning process, the application of constructivism is applied in five stages of learning, which are to activate knowledge, acquire knowledge, understand knowledge, apply knowledge and reflect on knowledge. Reflection is the ways of thinking about what students have learned and thinking about what students have done in the past.
At the end of the teaching-learning process, the teacher spends some time and asks the student to do the reflection. In the learning process, not only the teacher can be placed to provide accurate assessments of students. Below are the procedures for applying CTL, including speaking activity, in the classroom teaching-learning process.
In this step, the teacher presents the speaking material (for example in the form of certain images or a visual aid describing some activities) in which the student has to analyze it himself. To make the learning process more effective, the teacher should encourage students to express their own ideas before the teacher does. Conduct the reflection at the end of learning to give the student a sense of learning.
The teacher must involve the students in finding information that they can use to solve a problem in their lives. According to Kagan, cooperative learning is a term used in an interactive learning process where students learn together in small groups to solve different problems.
Theoretical Framework
The teachers take a stick and give it to the students, after which the teacher asks questions and students holding the stick should answer, and so on until the majority of the students inherits to answer any questions from the teacher. Output refers to the result of teaching and learning processes by using CTL (Talking stick Method), which is indicated by the better reflection and perfection in the teaching of speaking, improvement of students' speaking ability and students' performance after using CTL (Talking stick Method). The teacher will implement both of the above teaching materials to improve students' speaking ability.
Therefore, in the final version, the teacher can get information about the accuracy and fluency of STL (Talking Stick Method) to the students' performance in speaking ability.
Hypothesis
Research Design
The researcher did the greeting and self-introduction and tells the students what they will learn and why it was important and also explains the technique they participated in the process. Teachers introduce the subject to be studied, and then students are given the opportunity to read and learn the material in the handout/packet. After finishing reading the book and studying it, the teacher invites the students to close the book.
The student gave a post-test the same as the pre-test to determine whether or not there was an improvement in the students' speaking ability through Contextual Teaching and Learning (Talking Stick Method).
Research Variables and Indicators
Sample
The sample of the research was the eleventh grade students of SMK Muhammadiyah 5 Tello Baru.
Instrument of the Research
Procedure of Collecting Data
The Assessment of Speaking Accuracy Table 2.1 The assessment of Pronunciation
A few minor grammatical and lexical errors, but only one or two major errors that cause confusion.
The Assessment of Fluency
Technique of Data Analysis
The research findings represent the improvement of the students' speaking ability in terms of accuracy and fluency, and the research discussion covers the further interpretation of the findings.
The Findings
The Improvement of Students’ Speaking Accuracy
After that, the researcher gave the treatment using contextual learning teaching (talking stick method) and the students' grades improved. The data showed that the use of contextual teaching learning (talking stick method) in speaking could improve students' speaking skills in terms of accuracy.
The Improvement of Students Speaking Skill Viewed from Fluency Researcher also assessed students’ fluency in terms of self confidence in
After researcher gave pre-test and post-test, there was improvement in students' speaking skill in terms of fluency. This was indicated by the significant difference between students' pre-test and post-test scores. Average score in pre-test was 23.32, this caused most students to still have difficulty speaking when they wanted to express their idea in the past.
The graph above shows that there was improvement of the students in speaking fluency from pre-test with the average score being 23.32 to post-test with the average score being 35.55. It proved that there was significant improvement of students' speaking fluency by using Contextual Teaching Learning (Talking Stick Method) in the first grade of students in SMK Muhammadiyah 5 Tello Baru. Based on the result, we can conclude that using quadrilateral strategy can also improve students' speaking skill influence.
The Significant of Accuracy and Fluency
This meant that there was a significant difference between students' speaking skill before and after the researcher applied learning context teaching (talking stick method) to the speaking skill of first grade students in SMA Muhammadiyah 5 Tello Bar.
Hypothesis Testing of Speaking Ability of the Students
It was shown that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. If the t-test value is greater than the t-table at the significance level 0.05 and degree of freedom 20, the alternative hypothesis (H1) would be accepted and the null hypothesis (H0) would be rejected. On the other hand, if the t-test value were lower than the t-table at the significance level 0.05 and the degree of freedom 20, the alternative hypothesis would be rejected.
The result of data analysis was the t-test value of accuracy (pronunciation and vocabulary) and self-confidence (19.78) was greater than the t-test value (6.63).
Discussion
- The Improving of Students Speaking Ability in Term of Accuracy (pronunciation and vocabulary) through Contextual Teaching Learning
- The Improving of Students’ Speaking Fluency in Term of Self-Confidence through Contextual Teaching Learning (Talking Stick Method)
Improving students' speaking ability in terms of accuracy (pronunciation and vocabulary) through contextual teaching learning (pronunciation and vocabulary) through contextual teaching learning (Talking Stick method). It indicates the improvement of the average score from 53.75 in the pre-test, which was classified as poor, to 70.5 in the post-test, which was classified as fair. For the student to improve their speech precision focus on pronunciation and they get a high score in the post test.
In this way, the student can improve his speaking accuracy, focus on vocabulary and get a high score in the post test. Improving students' fluency in terms of self-confidence through contextual teaching of learning (the talking stick method). This was evident from the improvement in mean score from 54.25 in the pre-test, which was classified as poor, to 69.25 in the post-test, which was classified as satisfactory.
The conclusion presents the findings of this research based on the analysis and discussion of the data in the previous chapter, while the suggestions are about what the researcher recommends to do.
Conclusions
The Suggestions
- Expressions of suggestion
- The Assessment of Vocabulary
- The Assessment Self-Confidence
- The assessment of Pronunciation
Therefore, they need to have more practice to improve their speaking skills. Using transparent presentation to improve students' speaking performance in the second grade of SMP Muhammadiyah Limbung Gowa. Improving the Students' Speaking Ability Through Guided Questions at the Second Year Students of SMP Negeri 5 Pallangga.
Improving students' speaking ability through communicative language teaching method on tenth grade students in SMA Neg. Improving students' speaking ability through snowball throwing method at the first year level of SMK AMI Makassar. This test aims to evaluate students' speaking skills in terms of accuracy (pronunciation and vocabulary).
Peneliti meminta siswa untuk berbicara di depan kelas selama 1-3 menit. Ceritakan kembali pengalaman Anda dan pilih salah satu dari lima subtopik di atas. Setelah memberi, Anda memiliki waktu beberapa menit untuk mengeksplorasi dan menceritakan kembali pengalaman Anda dengan kata-kata Anda sendiri. Mengungkapkan makna secara akurat, lancar, dan berterima dalam percakapan transaksional resmi dan informal (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan menggunakan tindak tutur mengungkapkan sugesti.
Pengucapan sangat sedikit dipengaruhi oleh dua atau tiga kesalahan tata bahasa dan leksikal kecil dalam bahasa ibu. Mengungkapkan makna dalam percakapan resmi dan informal transaksional (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur untuk menyatakan permintaan. Mengungkapkan makna secara akurat, lancar, dan berterima dalam percakapan transaksional formal dan informal (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur yang menggugah nada perhatian.
