Judul Skripsi: The use of drama in improving students' speaking skills (A classroom action study in eighth students of SMP Nasional Makassar). The use of drama in improving student speaking skills in the eighth students of SMP Nasional Makassar (A Classroom Action Research). This was done to see the improvement in the speaking skills of the students before and after applying the drama technique.
The result of this study showed that the average score of the students in the area of speaking skills of the students was 68.83 in Cycle I and 76.43 in Cycle II. The average score of the students for speaking skills in terms of fluency in Cycle I was 70.36 and 77.11 in Cycle II. The students' average speaking score for both pronunciation and fluency in Cycle I was 69.58 and 76.77 in Cycle II.
Therefore, it can be concluded that the drama technique improved the students' speaking ability in terms of pronunciation and fluency in the eighth grade students of SMP Nasional Makassar. Finally, she could conclude this thesis with the title "The use of drama in improving students' speaking ability in the eighth grade students of SMP Nasional Makassar".
INTRODUCTION
- Background
- Research Question
- Objective of the Research
- Significance of the Research
- Scope of the Study
Iamsaard and Kerdpol in their study (2015:76) stated that using drama increased students' speaking skills. The result of their study was that students were able to speak English for communication through drama technique. Therefore, the researcher tried to investigate "the use of drama to improve students' speaking ability at SMP Nasional Makasar".
The objective of this study was to determine how the drama technique improved students' speaking skills in terms of pronunciation and fluency in the eight-grade students of SMP Nasional Makassar. It was expected that students would gain knowledge and insight that the drama technique could use to improve pronunciation and fluency in English speaking. We hoped that the drama technique could also be used by other teachers to solve the problem of students speaking English.
This study was limited to the use of drama technique to improve the students' speaking ability in the eight degree students of SMP Nasional Makassar. It focused on the students' speaking accuracy is about pronunciation and fluency is about smoothness.
REVIEW OF RELATED LITERATURE
- Previous Related Research Findings
- Concept of Speaking
- Teaching Speaking
- Drama Technique in Language Teaching
- Drama Technique Benefits Language Teaching
- Drama in ESL Classroom
- Conceptual Framework
Based on those statements above, it can be concluded that the drama technique has a good influence on the students' oral skill. The students work in a group, but the students get the same opportunity to participate well in the learning process. Most of the students are not disciplined in using the target language in the learning process.
Effendi (2015:72) asserts that the drama technique is a powerful language teaching tool that involves all students interactively throughout the class period. Regarding the statements of some experts above, it can be concluded that the drama technique in teaching English is bringing students to real life. According to Boudreault (2010:2), the drama technique places the teacher in the role of supporter in the learning process and students can take more responsibility for their own learning.
Ideally, the teacher will take a less dominant role in the language class and let the students explore the language activities. The conceptual framework below shows the process of this research in solving the students' problem speaking ability by means of drama technique.
RESEARCH METODOLOGY
- Research Design
- Research Subject and Location
- Research Procedures
- Research Instrument
- Data Collection
- Data Analysis
The researcher observed the students' speaking performance when speaking English in terms of pronunciation and fluency. The researcher observed the students' speaking performance when speaking English in terms of pronunciation and fluency. To know the development of the speaking ability of the students, the researcher uses the following formula;
He showed that students' speaking ability in terms of pronunciation and fluency improved with Drama technique.
FINDING AND DISCUSSION
Finding
The finding of this research deals with the answer to the research question which aimed to improve the students' speaking ability. This part relates to the students' speaking ability in terms of accuracy deals with pronunciation which has been improved through the use of Drama technique. In the second test which was in cycle I, Drama technique was implemented for the first time, the students' average score improved.
The score of students' improvement in test d in cycle II test was greater than test d and in cycle I. It showed that students' speaking accuracy in terms of pronunciation was improved by applying the Drama technique. In the test classification grade d, students received only "Fair" and "Fairly good" scores.
From the result, it can be concluded that the students' achievements in speaking accuracy in terms of pronunciation from test d to cycle II ranged from. The classification of students' results in cycle II was better than the result of cycle I and test d. This part deals with students' achievement in speaking fluency in terms of relaxation using the drama technique.
The average score of the students in the d test was 65.19, which was classified as a 'Fair' score, and the average score in cycle I was 70.36, which was classified as a 'Fairly good' score. The average score of the students in cycle I was greater than the average score of the students in the d-test. In Cycle II, the average score of the students was 77.11, which was classified as 'Good'.
This part contains the improvement of students' speaking ability in both pronunciation and softening through drama technique in eighth grade students of SMP Nasional Makassar. Students' d-test score in cycle I improved by 6.09%, the improvement score from d-test to cycle II was 18.03%, and the improvement score from cycle I to cycle II test was 10.33%. It showed that the drama technique was able to improve students' speaking ability in terms of pronunciation and accuracy.
Discussion
While the students were practicing their drama script, the researcher walked around the classroom and moved to other groups. After the students practiced well in their group, they were asked to practice in front of the class. The researcher asked the students to sit in their previous group and gave them the new drama script.
The researcher asked the students to sit in their previous group and again gave them a new drama script. As time was running out, the experimenter gave feedback and corrected the students' mistake in the previous exercise. The researcher asked the students to sit in their previous group and gave them the latest drama script.
The students were able to pronounce some words in their drama script correctly and fluently. After the researcher explained the words, the students were asked to say them and another student repeated it. At the end of that conversation, the researcher and the students concluded the learning process.
The researcher asked the students to sit with their previous group and gave them the latest new drama script. There was an 11.04% improvement in the average score of students from cycle I test to cycle II test. As well as the improvement of students' achievements in speaking fluency in terms of smoothness in the cycle II test from cycle I was 11.04%.
Students were able to pronounce words in their drama script correctly and fluently. While they practiced theirs, another student focused on paying attention to students' mispronunciations. As well as the improvement of students' performance in speaking in terms of fluency in cycle II test from cycle I was 11.04%.
CONCLUSION AND SUGGESTION
Conclusion
Based on the research findings and discussion in the previous chapter, the following are the conclusions: The researcher used Drama technique to improve the students' speaking pronunciation and fluency. In teaching the use of Drama technique, the researcher used English as often as possible, including presenting and explaining the material, giving instruction and asking questions. To correct the students' mistake in pronouncing words, the researcher writes the words on whiteboard that students did not know how to pronounce.
After learning their script about their character and pronunciation, the students were asked to rehearse their drama in front of the class. The use of Drama technique significantly improved students' speaking in terms of accuracy in terms of pronunciation and fluency significantly improved fluency among the eight grade students of SMP Nasional Makassar. While in II. cycle, the average score of students in pronunciation in II. cycle 76.43, and smoothness 77.11.
Suggestion
So that for the next researcher, they take the opportunity to use this method - Drama Technique - to improve students' ability in terms of listening or writing skills. Improving students' speaking skills by using drama in the eleventh grade students of the human language class Yogyakarta Ii in the academic year of 2012/2013. I am sure I will find delicious plants and fruits there to eat. it's the most dangerous area of the forest!.
