The improvement in students' speaking skills was indicated by the students' average score in each cycle. The researcher also found that the improvement of the students' activities was good in the class.
INTRODUCTION
- Identification of the Problems
- Limitations of the Problems
- Research Questions
- The Objectives of the Study
- Significances of the Research
- Definition of Key Term
In addition, based on the interview, most of the students are not interested in learning English. The students were mostly passive and quiet when learning speaking skills.
LITERATURE REVIEW
Definition
Teaching Speaking
Secondly, a research was done by Nurul Hidayah, entitled: “The effectiveness of using the participation points system (PPS) method in education. In other words, when interviewing the students, the researcher not only relied on prepared questions, but also explored based on the current situation in the classroom to obtain the in-depth data needed to interpret in this study .
Aspect of Speaking
Speaking for Young Learners
In addition, Marianne mentioned that young learners also learn that words can be used as a form of entertainment. Since the 1960s, oral language has been emphasized more than written language in young learners' ESL (Broughton, et.al.
Young Learners’ Characteristic of Learning
That is, the young learners' limited communication skills were explained in terms of their growing understanding of how they and other people think, act and communicate. Meanwhile, in teaching the seventh grade of lower secondary schools, they teach young students between the ages of twelve and fifteen, whose characteristics are as follows; they have a self-centered and reciprocal attitude.
Participation Point System
- Steps of PPS Method
- Advantages and Disadvantages of PPS Method
- The Implementation of PPS Method
Both can greatly influence the initial and subsequent motivation of students. However, teachers usually covertly record student participation in their notes, and as a result, teachers unconsciously focus only on this.
Previous Studies
What students need to do is clearly indicated on the whiteboard or on a handout. The result of this study shows that the use of the participation point system (PPS) method is effective in the speaking of second year secondary vocational education students (Hidayah, 2014: 78). Third, a study conducted by Paul Raine entitled: “Using a Participation Point System to Encourage More Proactive Student Participation in Japanese University English Classes”.
This paper explores the idea of adopting a participation point system (PPS) in order to encourage more proactive student behavior. It is argued that proactive learning is necessary and desirable when considering the logistics of Japanese in the university classroom, the result of this study is that the participation point system can be very effective in helping students overcome their anxieties and become more active students. Due to the previous study above, the researcher introduces the participation point system in teaching speaking to have a confidence of students in speaking ability, the differences from the previous study above is from the first and the second is the ability , the first is using the PPS method. focusing on listening and the second using the PPS method focusing on reading, From the third study the differences are using the PPS method focusing on encouraging students' anxiety to become more active learners, but in this research the researcher used participation points system in teaching speaking skills for learning. English.
RESEARCH METHOD
- Setting and Subject of the Research
- Research Instruments
- Data Collecting Technique
- Technique of Analysis Data
- Research Procedures
- Indicator of Success
This test is intended to know the students' speaking ability by using the PPS (participation point system) method. Considering the problems identified in the pre-cycle stage, the researcher decided to focus on improving students' speaking skills using the PPS method. The researcher also limited the number of students who answer the quiz on the board.
The researcher concluded that the students' speaking skills improved, but the result of the students' results in cycle 2 was not satisfied with the KKM (70). The researcher gave the students a dialogue to perform with their peers in front of the class. However, after the researcher used the PPS method to improve the students' speaking ability, the researcher gave a test to the students.
RESULT AND DISCUSSION
Pre-Cycle
In the pre-cycle test, the researcher gave a test to the students in the form of a speaking test, which was prepared by the researcher. From the observation, the researcher found some problems in mastering speaking skills, such as students' lack of vocabulary to speak up, students are not interested in learning English, especially speaking skills. Based on Figure 4.1, it showed that the result of pre-cycle showed that the speaking skill of the students consisted of 90% students were very poor, 10% students were poor and no students got average, good or very good categories.
The activities done by the students were conventional where the use of students' worksheet was still dominant. The researcher was aware that most of the students in class 7 still have problems with English and especially with speaking. From the descriptive above it can be deduced that the students; attention, participation, activity and speaking English language was low during the English lesson.
Students were expected to make some improvements in their speaking performance using the PPS method.
Cycle 1
The researcher also planned to encourage students to be actively involved in the whole teaching and learning process by valuing their every participation and achievement in order to increase their motivation to learn English. The researcher also planned to give students more opportunities to speak English during the teaching and learning process using the PPS method. The researcher decided to involve the students in presentation, practical and production activities using the PPS method.
The actions of giving points were very effective in engaging students in teaching and learning. Furthermore, most of the students could answer questions about the content of the input texts. However, some of the students sometimes needed personal guidance to understand the materials in the input texts.
After the researcher used the PPS method to teach speaking in the classroom, the researcher gave the students a test.
Cycle 2
Before the teacher started teaching the learning process, she asked the students to pay more attention to the lesson. In his classes, students are given discs for completing what might be considered standard for speaking English and answering questions, and marbles for solving more challenging tasks. The researcher had five minutes for the students to answer the quiz before writing it on the board.
Giving good comments when they tried to be active in the teaching and learning process was done to appreciate the students. It was expected that the students would be interested in learning English, as they would have the feeling that they had received a reward for successfully completing the task. The discussion took place on the basis of observations in the teaching and learning process, opinions of students and teachers.
Based on Figure 4.3, it showed that the result of cycle 2 showed that the speaking skill of the students consisted of none of the students became very poor, 10% students were poor, 30% students were average, 50% students were.
Cycle 3
In cycle II, the researcher was rarely given individual tasks, while in cycle III the researcher was given more individual tasks in each meeting in order to increase student involvement. To increase students' involvement, there would be an individual task after they had group work. In this cycle, giving participation points was still used to increase students' enthusiasm in the teaching and learning process, as it was successful in Cycle I and Cycle II.
Speaking performance in cycle I and cycle II was successful in increasing students' involvement, interest and confidence in the process of learning to speak, so the researcher used it as an interesting activity. The implementation of the individual task was also successful in increasing the involvement of students in the learning process. Using the PPS method as an interesting method in the process of learning to speak was successful in attracting students' interest to the material.
The implementation of speaking performance as an interesting activity was effective in increasing students' interest and involvement in the speaking learning process.
Discussion
Regarding the finding of cycle 3 that all actions were successful in increasing the students' involvement and enthusiasm especially in speaking and the objectives of the research were achieved, the researcher and the collaborator agreed to end this research in this cycle. Based on the test result that was done, it can be described that the use of PPS method in the process of improving English in seventh grade students of SMPN 06 Seluma students. PPS method motivates students to talk more and it is one model for students' active communication.
The PPS method can reduce students' feelings of boredom, stimulate students with low motivation, and can improve students' performance in speaking skills from one cycle to the next. 3 Ideas less organized, covering only the main elements of the speech problem when practicing conversation. Students presented the topic in front of the class √ 6. Students participated in desired behaviors. asking for opinions, asking questions, volunteering in class activities, etc.).
Students presented the topic to the class √ 6. Students participated in desirable behaviors. asking for opinions, asking questions, volunteering for class activities, etc.).
CONCLUSION AND SUGGESTION
Suggestions
In teaching English to young learners or to learners who are studying a new language for the first time, the teacher must create an enjoyable, fun and interesting situation that the teacher can. The teacher must make the teaching learning process enjoyable, because students love to play and learn best when they are having fun. 3 Lack of use of words and very limited vocabulary make 2. Vocabulary limitations so extreme that they make 1. Speech is quite by style, mostly easy to understand.
Students are motivated to get the prize at the end. of each semester for the students who collect the most points.
