MALIDA IBRAHIM The use of monologue performance of South Sulawesi folktales to improve students' speaking ability. The use of monologue performance of South Sulawesi folktales to improve students' speaking ability (A classroom action research in the eleventh grade of MA Assalam Timbuseng in the academic year 2020/2021). This research aimed to improve students' speaking ability at the eleventh grade of MA Assalam Timbuseng using Monologue Performance of South Sulawesi Folklore.
Subjek penelitiannya adalah siswa kelas XI MA Assalam Timbuseng tahun pelajaran 2020/2021 yang berjumlah 27 orang. Berdasarkan hasil tersebut, dapat disimpulkan bahwa Pertunjukan Monolog Cerita Rakyat Sulawesi Selatan mampu meningkatkan keterampilan berbicara siswa kelas XI MA Assalam Timbuseng tahun pelajaran 2020/2021. Penelitian ini bertujuan untuk meningkatkan keterampilan berbicara siswa Kelas XI MA Assalam Timbuseng dengan menggunakan pertunjukan monolog cerita rakyat Sulawesi Selatan.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Study
- Significant of the Study
- Scope of the Study
To solve these problems above, the researcher chooses one of the learning strategies expected to make the students active and interactive in English oral or oral using monologue performance of South Sulawesi Folklore. The teacher first created a script and the researcher assigned each student a random character on whom the students would perform it. In the implementation of the monologue performance, the students will be given three stories of South Sulawesi folklore by the teacher and the teacher asked the students to make the script based on the story.
Therefore, students are expected to learn more about moral value through this strategy. In short, pay attention to the above problem, the researcher conducts a research that aims to solve the problem of students in improving students' speaking ability by using monologue performance. When conducting a monologue performance of South Sulawesi folklore on the students' speaking skills, the researcher limits the students' speech based on fluency while the students are performing the performance.
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
Active vocabulary is the words that students have learned and expect to use. While passive vocabulary is the word they can recognize but cannot produce. This principle will help the teacher design the technique that will be used in the speaking lesson and will make the students feel comfortable.
The teacher needs to think about the students to see how the activity will benefit them. A teacher should give students useful feedback that will help them learn and grow. The teacher needs to develop speaking strategies that will help students become aware of and have the opportunity to practice oral communication.
The Concept of Monologue Performance
In responsive, the teacher realizes the students' ability to participate with other people around them. From the explanation above, the researcher chooses comprehensive performances that are suitable with monologue, and it is consistent with this research that using monologues performance to improve students' speaking ability. This type has theatrical qualities, therefore it is known as dramatic monologue, and it is often used in poetry.
The audience (sometimes the other character) can hear the speech, but the person talking to himself is unaware of others listening. This type is often used in comedy and this type is the most basic dramatic device used by shake spare in his drama. The teacher prepares the students what material they will hear and what the objective and procedure of performing the monologue will achieve.
After choosing the story, students must determine the character they want to play. Before Students can produce a script based on the story in their own words, they must first read the story. There are different ways to tackle this stage, which students can present their own text, or compare their version with the original.
Students should break them down into smaller chunks that can help students memorize the lines and really understand what the character is saying or feeling. The student is able to focus on the character and movements instead of trying to remember the next word. The other is to see firsthand what you are doing well and what can be improved.
Write down what the students did well and what the students could improve. h) Perform.
Conceptual Framework
As part of the rehearsal process, use a smartphone or digital camera to record the performance. The researcher focuses on the speaking ability to measure the speaking ability of the students.
RESEARCH METHOD
- Research Design
- Subject of the Research
- Research Instrument
- Technique of Data Collection
- Technique of Data Analysis
The teacher gave a story and the students performed it in front of the class without a text. They performed it without a text because the researcher wants to see the students' previous ability. The researcher gave information to the students that they will use Monologue Performance of South Sulawesi Folklore when speaking.
Then the researcher asked the students to choose one of the stories to act out. We give students time to prepare what they need to be ready to present in front of the class. The researchers take notes in the back of the class to observe the students' reactions and behavior during the activities.
To give students time to prepare what needs to be prepared to perform in front of the class. The observer took notes at the back of the class to observe students' reactions and weaknesses during the activities. The improvement percentage of students' scores in speaking ability, especially fluency, after giving the treatment is 7.73.
So the researcher continues to cycle 2 and the result shows that the students' speaking fluency is 79.89. The percentage of students' scores in speaking ability, especially fluency, after giving the treatment in the second cycle, improved to 11.30. The frequency score of students' fluency through monologue performance shows the spread of students' scores and their percentage in each category.
The result of evaluation test in cycle 2 showed that the students' score improved higher than cycle 1.
FINDINGS AND DISCUSSION
Findings
The results of the research present the data related to the result of the research in using Monologue Performance of South Sulawesi Folklore. Students' speaking fluency through monologue performance is determined based on the D-test average score, cycle 1 average score, and cycle 2 average score. While the average scores for cycle 1 and cycle 2 are shown, the students' scores after giving the treatment are shown.
It is clear that the students are still not achieving the standard score for the English subject.
Discussions
The average score of the cycle 1 test also described that they can express the idea of the story, but the students still speak with hesitation and make the "e" sound in their performance. The result showed that the students scored 79.89, which means that the students achieved the standard score in English. The average score of the 2nd cycle test described that the students' fluency was also smooth and that they repeated the idea of the story without hesitation, without pauses in their speech, and the volume of their voices was excellent.
The students identified the story of South Sulawesi folklore, recreated the script and told the story without the text. Using Monologue Performance also benefits the students as they learn through play with body movements. The result found was consistent with that of Koizumi (2005) on his research, in which he said that the use of monologue performance could improve students' speaking skills and sharpen students' critical attitude to express an idea.
Based on the findings and discussion in the previous chapter, the researcher concluded that the use of monologue performances from South Sulawesi folklore can solve the students' fluency problems. The researchers' suggestion for the students is that the students can improve their speaking skills, especially their speaking skills, by using Monologue performances from South Sulawesi Folklore. The king doesn't want anyone else to eat it, so he ordered me to guard it,' Mousedeer pointed to the buffalo's dung.
But let me run far away first, so that the king may not blame me,' said Mousedeer. But now you are my lunch.” Mouse deer looked around and saw a wasp nest in a tree. "I'm sorry, Tiger. The king doesn't want anyone else to hit him,' Mousedeer pointed to the wasp's nest.
He ran through the forest until he found the Mouse Deer. “Deer Mouse, you tricked me again.
CONCLUSSION AND SUGGESTION
Conclusion
It can be concluded that the use of Monologue Performance of South Sulawei is able to improve students' speaking ability in terms of fluency in the eleventh grade students of MA Assalam Timbuseng.
Suggestion
Diagnostic Test
Furthermore, to make it easy to understand, the researcher gave the students a sample video on monologue performance. The researcher also prepared three stories about South Sulawesi folklore to be chosen by the students. After reading the passage, the researcher asked the students what the story was about and the character, plot and the.
In cycle 2, the students practiced more to make their performance better than cycle 1. Pay attention to the students' fluency while they did the performance. In this section, the researcher was concerned with the students' fluency related to their speaking fluency, focus, confidence and their voice volume in the performance of monologue. Furthermore, regarding the improvement of the students in cycle 2, the researcher decided that there was no next cycle again.
Cycle 1
So she wasn't angry with her father because she got her residency on a remote island. Not long after, the king held a wedding feast for his daughter and the Prince of Bone.
Cycle 2
Lesson Plan
In this section, , the researcher who was interested in the students' speaking fluency paid attention to whether there was any hesitation or not and their voice strength while they performed. To analyze the data and measure how far the students' improvement in speaking ability, especially speaking ability, the researcher used the scoring rubric as follows:.
The Students’ row of Diagnostic-Test
The Students’ row of Cycle 1 and cycle 2-Test
The Students’ speaking Improvment
The Row of Students’ Speaking Fluency
- Documentation
Letters
Diagnostic -Test
Cycle 1 Test
Cycle 1
Lesson Plan
The Students‟ Row of Diagnostic Test
The Students‟Row of Cycle 1 and Cycle 2
The Students‟ Speaking Improvment
The Row of Students‟ Speaking Fluency
