Erwin Akib, M.Pd., Ph.D, the Dean of FKIP UNISMUH Makassar for all advice and motivation. Radiah, M.Pd, as her second consultant who gave their valuable time and patience to support the assistance and guidance in completing this dissertation. Her sincere gratitude to all the teachers of FKIP UNISMUH, especially the teachers of the English Department and all the staff of Muhammadiyah University of Makassar for their guidance during the years of the researcher's study.
Hairuddin Ishak S.Pd., M.Pd as Principal of SMP Negeri 3 Bungoro Pangkep who had allowed her to conduct her research in the school he heads. Nursaida S.Pd as an English teacher of SMP Negeri 3 Bungoro Pangkep who had helped her in data collection during the research.
INTRODUCTION
Problem Statement
Objective of the Research
Significance of the Research
Scope of the Research
In-depth research was conducted in two classes (experimental and control) in the department to improve students' performance in speaking. The result of students' progress during the teaching and learning process using the ARM technique was good. Lusi (2015): The speaking skills of the seventh grade students of MTS N Gajah Demak in academic year 2014/2015 taught through “ARM”.
Technique (Accept, Reject and Modify): The writer found that there is any significant difference between the speaking ability of seventh grade students of MTS N Gajah Demak in the academic year 2014/2015 before and after learning through "ARM" (Accept , Reject and Modify). Based on some previous studies above, the researcher found that using the Accept, Reject and Modify (ARM) technique improves students' speaking ability.
Some Pertinent Ideas
In Oxford Advanced Dictionary, the definition of speaking is "to express or communicate opinions, feelings, ideas, etc, by or as speaking and it has the activity on the part of the speaker as psychological, physiological (articulator) and physical ( acoustic) involves. The speaking skill is measured in terms of the ability to hold a conversation in the language. In the explanation of the last part of this chapter, Fluency refers to speech that is smooth or flowing.
According to Harmer, when performance emphasizes accuracy, it is part of the teacher's function to point out and correct the mistakes students are making. The first step of studying is to either dictate or write the statement on the board.
Conceptual Framework
After analyzing the pre-test and post-test, the researcher will know the improvement of students.
Hypothesis
- Indicators
This study will adopt a pre-experimental research design, with one pre-test and post-test design for groups, involving the pre-test (O1), the treatment (x) and the tested post-test (O2). The population of this study consisted of all eighth grade students of SMP Negeri 3 Bungoro Pangkep, which has six classes. The researcher followed one class, the eight students of SMP 3 Bungoro Pangkep with 23 students.
This sample was chosen using purposive sampling because observation through an interview with the English teacher indicates that this class is still speaking less.
Instrument of the Research
- The Assessment of Speaking Accuracy Table 3.3: The Assessment of Vocabulary
The Assessment of Speaking Accuracy Table 3.3: The Assessment of Vocabulary Table 3.3: The Assessment of Vocabulary. They speak very hastily, and more sentences are not appropriate due to vocabulary and little or no communication. They speak very hastily and more sentences are not appropriate in smoothness and little or no communication.
In this step, the researcher provided some topics after which the students had to choose a topic which was accepted, rejected and changed as their choice. In this study, the researcher provided some moves, after which the students had to choose a move which was accepted, rejected and changed as their choice and explore their arguments individually in front of the class, the other students and the researcher provided clarification.
Technique of Data Analysis
A pre-test refers to a measurement or test given to the subjects before the experimental treatment and helps measure the real learning process. The researcher gave the students an oral test to measure the students' competency before they received the treatment and can give students a taste of what is expected of them. A posttest is a test administered after a lesson or instructional period to determine what students have learned.
The findings show the improvement of students' speaking ability, the percentage of students' progress and students' participation during the teaching and learning process.
Findings
- The Improvement of the Students’ Speaking Ability in Terms of Vocabulary and Smoothness
Students' speaking ability in terms of vocabulary differs in pre-test and post-test. Students' speaking ability in terms of fluency differs in pre-test and post-test. The percentage of the students' performance in fluency using the Accept, Reject and Modify (ARM) technique.
Thus, the improvement in the students' speaking ability between pre-test and post-test was 30.28%. The percentage of the students' speaking performance using Accept, Reject and Modify (ARM) technique.
Discussions
- Students’ Vocabulary and Smoothness Ability in Speaking Using Accept, Reject, and Modify (ARM) Technique
But after the Accept, Reject and Change (ARM) technique used, the students were able to speak confidently, it helped the students to develop their idea and helped them to give their opinion and speak freely. The student's text in terms of vocabulary in the pretest speaks very quickly and several sentences are not appropriate with the use of vocabulary and little or no communication because the students lack vocabulary. Conversely, students' vocabulary in speaking the text in the post-test is better than the pre-test.
I like English because I want to be an English teacher.” Therefore, we can conclude that acceptance, rejection and modification (ARM) technique could improve the students' speaking ability in vocabulary. Before using the Accept, Reject and Change (ARM) technique, students found it difficult to speak effectively and well. This means that the use of the Accept, Reject and Change (ARM) technique effectively affects students' speaking skills.
Students' text in terms of fluency in pretest, students' speech is very rushed and several sentences are not appropriate in fluency and little or no communication. On the other hand, the students' flexibility in speaking in the post-test is better than the pre-test. Therefore, it can be concluded that Accept, Reject, and Modify (ARM) Technique could improve students' speaking ability in fluency.
It is concluded that the Accept, Reject, and Modify (ARM) technique could improve students' speaking skills in terms of vocabulary and fluency. This could be evident from the students' speaking test during the pre- and post-test. But the students spoke text in the post-test, which allowed vocabulary and fluency to be understood.
Conclusions
In the first part, there are some conclusions based on the data analysis and findings in the previous chapter. Then, in the second part, some suggestions are presented based on the findings and conclusions of this research.
Suggestions
The use of "PAKEM" (active, effective and joyful learning) approach to improve students' speaking skills. The speaking ability of the seventh grade students at Mts N Gajah Demak in the academic year 2014/2015 taught through. Improving students' speaking skills through speaking board games of grade VIII in SMP N 13 Yogyakarta in the academic year 2013/2014.
Improving the speaking ability of grade Viii C students of Smp Negeri 3 Depok Yogyakarta through the use of video. Improving the speaking skills through communicative activities of the eight degree students of Mts N 1 Mlati in the academic year 2012/2013. Improving students' speaking skills using video clips of the eight grade students of Smp It Abu Bakar Yogyakarta in the academic year of 2012/2013I. Method Penelitian Quantitatif Qualitatif & RND.
Daring) http://www.ilmubahaninggris.com/english-expression-example-. pertanyaan-percakapan-dan-pemberian-pendapat-dan-maknanya-dengan-latihan-pertanyaan/. Surakarta: Sebelas Maret University Press, 1987), hal.
APPENDIX A
Tujuan Pembelajaran
Materi Pembelajaran
Metode Pembelajaran
Langkah-langkah Kegiatan
Kegiatan Inti (30 menit) Eksplorasi
Siswa mendengarkan guru menjelaskan teknik ARM yang akan digunakan untuk mengemukakan pendapat tentang gerak. Siswa mendengarkan guru menjelaskan tujuan dan tahapan teknik ARM yang dapat digunakan untuk mengungkapkan ide tentang gerak. Guru menuliskan gerak tubuh atau menempelkan gambar di papan tulis untuk menanyakan pendapat siswa dengan menggunakan ungkapan bertanya dan memberi pendapat.
Berikan penguatan dengan mengoreksi ekspresi atau bertanya dan memberikan pendapat, dan menarik kesimpulan seiring berjalannya waktu. Memberikan penguatan dengan koreksi pendapat dan inferensi gerakan berdasarkan teknik ARM.
Kegiatan Penutup (5 menit) Dalam kegiatan penutup, guru
- Sumber Belajar
- Tujuan Pembelajaran
- MateriPembelajaran
- Metode Pembelajaran
- Langkah-langkah Kegiatan
Pikirkan topik tersebut dengan meminta dan memberikan pendapat yang berhubungan dengan materi yang telah dipelajari. Kompetensi Dasar : 3.1 Mengungkapkan makna dalam percakapan transaksional (menyelesaikan sesuatu) sederhana dan interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan, akurat, lancar dan berterima untuk berkomunikasi dengan lingkungan, yang melibatkan tindak tutur: meminta, memberi, menolak jasa , meminta, memberi, menolak sesuatu, mengakui fakta, mengingkari, dan meminta serta memberi pendapat. Jadi saya biasanya mengunjungi beberapa situs web untuk mendapatkan lebih banyak materi untuk belajar bahasa Inggris.
KegiatanInti (30menit) Eksplorasi
- SumberBelajar
- Tujuan Pembelajaran
- Materi Pembelajaran
- Metode Pembelajaran
- Langkah-langkah Kegiatan
Memberikan penguatan dengan melakukan koreksi dalam mengemukakan pertanyaan dan memberikan pendapat serta menarik kesimpulan tentang gerakan. Guru mengajukan pertanyaan untuk mengetahui apakah siswa memahami topik 'Bertanya dan memberi pendapat'. Pikirkan topik tersebut dengan meminta dan memberikan pendapat yang berhubungan dengan materi yang telah dipelajari.
Kegiatan Inti (30menit)
- Sumber Belajar
- Tujuan Pembelajaran
- Materi Pembelajaran
- Metode Pembelajaran
- Langkah-langkah Kegiatan
Siswa mampu bertanya dan menjawab pertanyaan dengan guru tentang gerak dan menarik kesimpulan dari mengutarakan, bertanya dan memberi pendapat. Siswa mampu mengemukakan pendapat dan membuat kesimpulan tentang gerak dengan menyatakan bertanya dan memberi pendapat. Guru mengajukan pertanyaan untuk mengetahui apakah siswa memahami topik “Bertanya dan memberi pendapat”.
KegiatanInti (30menit)
- SumberBelajar
- Tujuan Pembelajaran
- Materi Pembelajaran
- Metode Pembelajaran
- Langkah-langkah Kegiatan
- Sumber Belajar
- Metode Pembelajaran
- Langkah-langkah Kegiatan
Siswa mendengarkan guru menjelaskan teknik ARM yang akan digunakan saat menjawab pertanyaan. Siswa mendengarkan guru menjelaskan tujuan dan tahapan teknik ARM yang dapat digunakan untuk mengungkapkan pikiran. Siswa bertanya dan menjawab pertanyaan tentang gerak dan membuat kesimpulan dengan bertanya dan memberikan pendapat.
Siswa dapat bertanya dan menjawab pertanyaan tentang gerak bersama-sama dengan guru dan menarik kesimpulan dari bertanya dan memberikan pendapat. Siswa dapat menjawab pertanyaan dengan menggunakan teknik ARM berdasarkan pertanyaan dari guru. Guru mengajukan pertanyaan untuk mengetahui apakah siswa memahami topik 'Bertanya dan memberi pendapat'.
Guru mengajukan pertanyaan untuk memahami apakah siswa memahami topik “bertanya dan memberi pendapat”.
Kegiatan Inti (30 menit)
- Sumber Belajar
- Penilaian
APPENDIX B
It describes how to ask others for their opinions and how to give them their opinions.
APPENDIX C
APPENDIX D
Vocabulary Respondents
The Students’ Mean score of Gain (D) Smoothness
The Students’ Mean score of Gain (D) Speaking Ability
APPENDIX E
APPENDIX F
She as a primary school student in regency SDN 24 Sinjai Utara in 2001 and graduated in 2007. In the same year she enrolled as a student in SMP Negeri 2 Sinjai Utara and graduated in 2010.
APPENDIX G
