Using peer interviews to improve student speaking skills in the eighth grade students of MTs Aisyiyah Sungguminasa. The aim of the research was to find out the improvement of the students' speaking skills in terms of accuracy and fluency of the eighth grade students of MTs Aisyiyah Sungguminasa, through peer review to improve the students' speaking skills. The subject of the research was the eighth grade students of MTs Aisyiyah Sungguminasa in academic year 2017-2018.
The results of the analysis showed that there was a significant difference between the pre-test and the post-test. Therefore, the researcher concluded that the use of Peer Interviewing was successful to improve the students' speaking ability of the eighth grade students of MTs Aisyiyah Sungguminasa.
Background
Speaking English is not easy, as the speaker must also master several important elements such as pronunciation, grammar, vocabulary, fluency and understanding. Hadijah (2014) found that the reasons why students face difficulties in speaking English are not only limited knowledge of the components of speaking skills, including pronunciation, grammar, vocabulary, fluency and comprehension, but also have their own personal reasons such as shyness. speaking, lack of confidence, lack of speaking practice, time management, speaking material and exposure problems. Based on the above factual information and explanation, the researcher is interested in conducting a group action research titled “Using Peer Interview to Improve Students' Speaking Ability (Study on Class VIII-2 Students of VIII-2Mts Aisyah Sungguminas ).
Does the use of peer interviewing improve the speaking accuracy of eighth grade students of Mts Aisyah Sungguminasa. Does the use of peer interviews improve the speaking fluency of eighth grade students of Mts Aisyah Sungguminasa.
Objective of the Study
Significance of the Study
Scope of the Study
In this chapter, the researcher talked about a literature review after finding information from research about interviewing colleagues themselves, and it was well selected to support the issues or title. The researcher has found that the information that the researcher constructs from many sources, such as textbooks, magazines, web pages, and research results, is related to selected theories related to the improvement of students' speaking skills.
Previous Related Findings
Speaking Ability Related to the Curriculum of Mts
In addition, Ngagi et a (2014) recommend that a curriculum should be designed in such a way that it recognizes the classroom activities of learners in order to improve learning outcomes. For students to have a successful conversation, they must have good listening skills to understand what is being said to them. According to English language scholars, the use of learner-centered classroom activities, including group discussions, speeches, storytelling, drama, debates, poetry recitation, songs and tongue twisters can alleviate the problem of low oral skills (Johnson, 2006, Villegas and Lukas), 2002, Gathumbi and Masembe, 2005 ; Okech, 2005).
These classroom activities improve active student participation, motivate and expose students to authentic use of English in context. Based on the conceptual representations above, the teaching and learning process is implemented and managed to achieve maximum results.
TEACHING SPEAKING
In order to achieve maximum results, the teacher must be able to design learning models based on the learning material and train the students' thinking, and with the peer interview method, the students can improve them.
PEER INTERVIEWING METHOD
FLUENCY ACCURACY
SPEAKING ABILITY
Research Design
In this research, the researcher used pre-experimental design with one group pre-test and post-test. It was a strategy used by the teacher at the classroom during teaching and learning process. VIII A class has 31 students and VIII B has 30 students, so the population of the research is 61 students of Mts Aisyah Sungguminasa.
In the selection of the sample, the researcher uses purposive sampling technique based on interview with a teacher at the school that the class was chosen as the sample with the consideration of the English teacher at the school that this class has the lowest English skills than the others. and have more confidence to explore their ideas in speech. In this case, the researcher was taken the eight class students is VIII B class consisted of 30 students.
Research Instrument
The test instrument given to the students was: describe school and describe home. Where the speaking time is 5 minutes for each student and the students are given 2 oral tests.
Procedure of Collecting Data
Technique of Data analysis
Very Poor 0.0 – 3.5 They speak very hastily and several sentences are not appropriate using vocabulary and little or no communication. Very poor 0.0 – 3.5 They speak very hastily and several sentences are not appropriate in smoothness and little or no communication. Calculation of collection of data from students in response to. test, the researcher uses the formula to get the average score of the students as follows:
The research findings consist of the description of the result from the data collected through a written test (pre-test and post-test. Then, the discussion was described further explanation and interpretation of the given findings and the connection of the findings with the previous research .
Findings
- The Students’ Speaking Accuracy
- The Improvement of Students’ Ability in Both Aspects (Accuracy and Fluency)
The table above shows students' improvement in accuracy using the peer interview method. There is a significant achievement from the pre-test and the post-test where the main score of the students in the post-test was 76.3. This means that there was an improvement in students' accuracy scores in the pre-test and post-test.
Based on the accuracy result above, the score of the students in the pre-test and post-test determined the value of the t-test and erases the students' improvement. This can be seen in the table below based on the accuracy score of the students. The table above shows that the students improve their speaking skills by using the Peer Interviewing method.
Based on the above result on speaking ability, the score of the students on the pre- and post-test determined the value of the t-test. The average score of the students in terms of accuracy in the pre-test was 55.6 and the post-test was 76.3. The table above shows that the accuracy rating of the students at the pre-test was poor (54.6) and the post-test was quite good (72.5) for the students.
This means that there is an improvement in the students' scores in speaking ability in the pre-test and post-test. Based on the accuracy and fluency of the result, students' pre-test and post-test scores determined the value of the t-test. The use of Peer Interviewing improved students' speaking ability in terms of accuracy and fluency.
Suggestion
Based on the research findings and discussions in the previous chapter, the researcher can draw the following conclusions. The use of peer interviewing improved students' speaking fluency in terms of smoothness and confidence. It is suggested to the researcher that they develop students' speaking ability to gain speaking competence and communicative competence, because speaking is the first assessment of English to give direct information among all English skills.
The researcher should facilitate simple and fun speaking activities, so students can follow the lesson more actively and responsively. 2012). Teaching English speaking skills using classroom activities at secondary school level in Eldoret Municipality, Kenya. As a data collection method: A critical review. Vol. 2012).Improving students' speaking skills using the Participatory System (PPS) method.
Teaching English speaking skills using classroom activities at secondary school level in Eldoret Municipality, Kenya.Vol.6, No.35, 2015. 2014).Using problem-based learning to improve students ‟. Speaking ability.Journal Of English Language Teaching.Semarang. 2016).Speaking Problems and Difficulties Encountered by English Language Students at Al Quds Open University.
2013).Balancing Accuracy and Fluency in Classroom English Teaching to Improve the Oral English Ability of Chinese Non-English Majors. 2015).Using Debate Technique to Develop Speaking Skills of Class Ten Students at Bodindecha (Sing Singhaseni) School. A tool for improving questionnaire design. Thousand Oaks, CA: Sage. 2013) Implementation of cooperative learning technique in teaching speaking skills.
APPENDICES
Self Introduction (Perkenalan diri sendiri)
Introducing other to another (Memperkenalkan orang lain)
Guru memberikan kesempatan kepada peserta untuk bertanya tentang hal-hal yang belum dipahaminya. guru menjawab beberapa pertanyaan dari siswa. Setelah masing-masing kelompok selesai, masing-masing kelompok diminta untuk mengalihkan pekerjaannya ke pasangan lain. Siswa dan guru mengulas pengertian, fungsi dan struktur Percakapan di perpustakaan dan Berbicara tentang hobi.
Siswa mengamati fungsi dan struktur sosial dalam teks Percakapan di Perpustakaan dan Berbicara tentang Hobi. Saya ingin mengucapkan terima kasih karena telah membantu saya (saya ingin mengucapkan terima kasih karena telah membantu saya).
Dengan menyajikan pernyataan/ilustrasi situasi tertentu, siswa dapat menentukan ekspresi untuk meminta perhatian, memeriksa pemahaman, mengapresiasi kinerja yang baik dan juga bertanya serta mengemukakan pendapat. Ekspresi untuk mengecek pemahaman dan jawaban disajikan secara acak, siswa dapat mencocokkan ekspresi dan jawaban dengan benar. Disajikan dengan gambar 2 orang atau lebih dengan ilustrasi yang jelas, siswa dapat menentukan ekspresi yang meminta perhatian, memeriksa pemahaman, mengapresiasi kinerja yang baik, serta bertanya dan mengungkapkan makna yang tepat.
1 Diberikan teks percakapan yang memuat ungkapan-ungkapan yang memerlukan perhatian, siswa dapat menjawab pertanyaan tentang konteks situasi dari teks tersebut. 2 Siswa dapat menjawab dengan benar pertanyaan tentang informasi tertentu (unsur linguistik) dalam teks yang diberikan teks percakapan yang memuat ungkapan permintaan perhatian. 3 Disajikan teks percakapan yang dilengkapi ungkapan untuk mengecek pemahaman, siswa mampu menjawab pertanyaan tentang ungkapan tersebut dengan benar.
4 Siswa dapat menjawab dengan benar pertanyaan tentang informasi tertentu (unsur linguistik) dalam teks yang diberikan teks percakapan yang memuat ungkapan permintaan perhatian. 5 Disajikan teks percakapan yang dilengkapi ungkapan untuk mengecek pemahaman, siswa mampu menjawab pertanyaan tentang ungkapan tersebut dengan benar. 6 Disajikan teks percakapan yang dilengkapi ungkapan untuk mengecek pemahaman, siswa mampu menjawab pertanyaan tentang ungkapan tersebut dengan benar.
7 Dengan teks percakapan yang menyertakan ekspresi pemeriksaan pemahaman, siswa dapat menjawab pertanyaan tentang ekspresi tersebut dengan benar. 8 Dengan teks percakapan yang menyertakan ekspresi pemeriksaan pemahaman, siswa dapat menjawab pertanyaan tentang ekspresi tersebut dengan benar.
SCORING STUDENTS IN PRE-TEST
21 B-21 They sometimes speak in a hurry, reasonable pronunciation 6.5 65 22 B-22 They speak in a hurry and several sentences are not appropriate i.
