This thesis aimed to find out the students' speaking skills using Augmented Reality (AR) Media. The researcher used a pre-experimental design where pre-test and post-test comparison was used to find out if the used Augmented Reality (AR) media improves students' speaking skills, the population of the research was all students from Students in the eleventh grade of MA Syekh Yusuf Sungguminasa, which consisted of three classes. To analyze the score of students' performance in pre-test and post-test, the researcher used t-test analyses.
The result of the data showed that there was a significant difference between pre-test and post-test.
INTRODUCTION INTRODUCTION
Problem Statements
Does the Augmented Reality (AR) media improve students' accuracy (vocabulary) in speaking skills at MA Syekh Yusuf Sungguminasa. Does the Augmented Reality (AR) media improve the speaking skills of students at MA Syekh Yusuf Sungguminasa?
Objectives of the Research
Significances of the Research
Scope of the Research
Previous Related Research Finding
Augmented reality can also replace the two-atom learning that is not available in school in the form of virtual or maya. Based on the proposed problem, an alternative application in the visualization of traditional houses in the form of augmented reality (AR) is presented. The result is the creation of an application as a supporting medium of Indonesian traditional house using augmented reality.
Therefore, the researcher concluded that Augmented Reality (AR) Media can make students interactive and learning process is fun.
Some Pertinent Ideas
From the previous findings above, it appears that there has been some research on the Augmented Realty (AR) method on the learning process with different subjects, but no experienced researcher has applied this method to learning English. In connection with the previous finding above, the researcher will use this method of Augmented Reality (AR) as a media learning process to improve students' speaking skills, especially speaking accuracy (vocabulary) and fluency.
Augmented Reality (AR) Media
Learning media resulted in communication between teacher and students in the learning process. The information in the form of the real video object was transferred to be merged into the video. In system graphics, the camera position determines the point of view of the object maya that will be displayed.
In video merging, information from the system graphics was merged into real camera video.
Speaking Skill
- Accuracy
- Appropriateness (comprehensible)
Another important idea is channel, which refers to the medium of the message (auditory/oral or written). According to Hornby in Harnita says that fluency is the quality or condition of being fluent. Pollard in Harnita (2015:11) says that fluency is the ability to read, speak or write easily, smoothly and expressively.
Hornby in Harnita (2015:12) says that fluency is the quality or condition of being fluent, rhythm, intonation, stress, rate of speech and use interjections and instructions.
Conceptual Framework
Hypothesis
Research Design
In the treatment, students watched a video using augmented reality media (HP Reveal app) to improve students' speaking skills. In this research, the posttest used the same test as the pretest, but a different topic.
Research Variables
According to Sugiono in Cahyani, the sampling technique is divided into two groups, they are Probability Sampling and Non-Probability Sampling. Non-probability sampling involves systematic sampling, quota sampling and specified sampling, purposive sampling, saturated sampling and snowball sampling. This meant that the researcher chose one class namely XI IIS 2 which consisted of 29 students as sample and respondent of this research.
Instrument of Research
Data Analysis
Findings
- The Frequency and Percentage the Students’ Speaking Accuracy (Vocabulary)
- The Frequency and Percentage the Students’ Speaking Fluency The following table showed the percentage of the students‟ speaking fluency
- The Improvement of the Students’ Speaking Accuracy (Vocabulary)
- The Improvement of the Students’ Speaking Fluency
- Hypothesis Testing
The bar graph above showed that there was a positive change in students' speaking accuracy (vocabulary) from the pre-test score to the post-test score. The frequency and percentage of the students' speaking fluency The following table shows the percentage of the students' speaking fluency The following table showed the percentage of the students' speaking fluency in Pre-test and Post-test by means of augmented reality media. The bar graph above showed that there was a positive change in students' speaking fluency from the pre-test score to the post-test score.
Application of Augmented Reality Media in Grade XI IIS 2 of MA Syekh Yusuf Sungguminasa in Improving Students' Vocabulary. Each indicator had a total score and was divided by the sum of the students, so it resulted as an average score in the pre-test and post-test. The above data showed that there was improvement in students' speaking (vocabulary) accuracy from pre-test to post-test.
In the pre-test, the average score of the students' performance was 1.51, but after the treatment students'. The application of augmented reality media at class XI IIS 2 of MA Syekh Yusuf Sungguminasa to improve the students' fluency. Each indicator had a total score and it was divided by the sum of students', so that it resulted as an average score in pre-test and post-test.
The data above indicated that there was improvement in the students speaking fluently from pre-test to post-test. In the pre-test the average score of the students' performance was 1.72 and after the treatment the students' performance was 2.83.
Discussion
- The improvement of the students’ speaking skill in terms of vocabulary The implementation of Augmented Reality Media in speaking skill could
- The improvement of the students’ speaking skill in terms of fluency The implementation of Augmented Reality Mediain speaking skill was
Therefore, it can be said that the use of augmented reality media is effective to improve the speaking skills of students in the eleventh grade of MA Syekh Yusuf Sungguminas. The result showed that the vocabulary score of the students in the pre-test was rated as very poor, and in the post-test as the score of the students. This meant that the students' vocabulary competence improved more than before the use of augmented reality media in the classroom.
The result showed that in self-confidence the students' score in pre-test was classified as poor, while in post-test students'. Therefore, it could be concluded that there was improvement in students' score after the treatment using Augmented Reality Media. This meant that the ability students' self-confidence improved when they used Augmented Reality Media in class.
The use of Augmented Reality Media was effective in improving the speaking skills of the students in terms of accuracy and fluency. This is supported by the students' scores on the pre- and post-test based on the indicators. Based on the research results, the researcher has used augmented reality media on MA Syekh Yusuf Sungguminasa's speaking skills after it has been effective in improving students' speaking skills.
The students' performance before and after using augmented reality media in speaking, especially in terms of accuracy and fluency, was significantly different. This means that there is a significant difference between the students' speaking skills before and after using augmented reality media in the speaking process.
Suggestion
Pendidikan Teknik Elektronika Fakultas Teknik Universitas Negeri Makassar (Online), http://journal.uny.ac.id/index.php/. Penyajian multimedia berbasis pembelajaran augmented reality untuk pengenalan panca indera pada mata pelajaran penunjang sains tingkat sekolah dasar. Universitas Dian Nuswantoro Semarang 50131. Menghidupi dan mengamalkan kejujuran, kedisiplinan, sopan santun, kepedulian (gotong royong, gotong royong, toleransi, perdamaian), tanggung jawab, akuntabilitas dan proaktif dalam interaksi yang efektif sesuai dengan perkembangan anak di lingkungan, keluarga , sekolah, masyarakat dan lingkungan alam, negara, negara bagian, kawasan regional, dan kawasan internasional.
Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Tujuan pembelajaran
Bahan pembelajaran Fungsi sosial
Media Pembelajaran 3. Media
SumberBelajar
Langkah –Langkah Pembelajaran Pertemuan 1 ( 45 Menit)
45 Menit)
Di bawah bimbingan guru, buatlah ringkasan pokok-pokok yang muncul selama kegiatan pembelajaran tentang materi yang akan diperhatikan dan dibahas yang baru saja dilakukan. Segera periksa pekerjaan siswa yang telah selesai dan periksa situasi subjek yang menimbulkan opini dan pemikiran. Siswa yang telah menyelesaikan Tugas Proyek/Produk/Portofolio/Kinerja akan diinisialisasi dengan tepat dan dinilai secara berurutan untuk penilaian Tugas Proyek/Produk/Portofolio/Kinerja dalam situasi mata pelajaran yang memperoleh ekspresi pendapat dan pemikiran.
Memberikan penghargaan terhadap situasi topik yang menggugah pendapat dan pemikiran bagi kelompok yang mempunyai kinerja dan kerjasama yang baik.
45 Menit)
45 Menit) Kegiatan Pembelajaran
Siswa mendapat masukan dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang digunakan e) Siswa menggunakan bahasa Inggris bila ada kesempatan untuk memberikan pendapat dan pemikiran serta reaksi, di dalam dan di luar kelas, dengan unsur kebahasaan yang sesuai dengan fungsi sosialnya. f) Siswa berusaha lancar berbicara dengan kata-kata yang benar, tekanan, intonasi dan menulis dengan ejaan dan tanda baca yang benar, serta tulisan yang jelas dan rapi. g) Siswa mendiskusikan kesulitan yang dihadapi dalam menggunakan bahasa Inggris untuk memberikan pendapat dan pemikiran serta jawaban dan menuliskannya dalam jurnal pembelajaran sederhana berbahasa Indonesia. Catatan: Pada saat situasi pembelajaran yang memunculkan ungkapan pendapat dan pikiran, guru mengamati sikap siswa dalam pembelajaran yang meliputi sikap: nasionalisme, disiplin, percaya diri, berperilaku jujur, sulit menangani masalah tanggung jawab, rasa ingin tahu, peduli lingkungan. Jadwalkan materi/tugas proyek/portofolio/produk untuk dipelajari pada pertemuan berikutnya setelah jam sekolah atau di rumah.
45 Menit)
Siswa membandingkan ungkapan mengemukakan pendapat dan pemikiran serta tanggapan yang dikumpulkan dari berbagai sumber yang tercantum di atas. Siswa membandingkan ungkapan-ungkapan mengemukakan pendapat, pikiran, dan reaksi yang dipelajari di atas dengan ungkapan-ungkapan yang terdapat dalam sumber lain, atau yang digunakan dalam bahasa lain yang digunakan siswa. Siswa menerima umpan balik dari guru dan teman tentang ciri-ciri sosial dan unsur kebahasaan yang digunakan.
Siswa menggunakan bahasa Inggris ketika ada kesempatan untuk memberikan pendapat dan pemikiran serta reaksi di dalam dan di luar kelas dengan unsur bahasa yang sesuai dengan fungsi sosial.
45 Menit) mereka
45 Menit) kerjasama yang baik
45 Menit)
Siswa mendapat masukan dari guru dan teman tentang fungsi sosial dan unsur bahasa yang digunakan. k) Siswa menggunakan bahasa Inggris setiap kali ada kesempatan untuk memberikan pendapat, pemikiran dan jawaban, baik secara internal maupun eksternal. Berikan penghargaan untuk situasi subjek yang membangkitkan pendapat dan pemikiran kelompok yang tampil dan.
45 Menit) kerjasama yang baik
- Penilaian Hasil Belajar C. Sikap
- Penilaian observasi
- Speaking Skill Assessment
Meskipun dia harus berjuang dan mencari kata-kata, tidak banyak jeda yang tidak wajar. Pidato mereka sangat bagus tentang kepercayaan diri. Mereka berbicara secara efektif dan baik tentang kepercayaan diri. Kegiatan pengayaan harus ditawarkan kepada siswa yang telah mencapai tujuan pembelajaran sebelum waktu yang ditentukan habis.
The students' average score of the pre-test and post-test in speaking skills in terms of accuracy. The students' average score of the pre-test and post-test in speaking skills in terms of fluency.
