The researchers acknowledge that many hands contributed assistance and helpful suggestions to complete this task. Ummi Khaerati Syam, S.Pd., M.Pd, Head of Department of English Education FKIP UNISMUH Makassar. His heartfelt thanks to all the lecturers of FKIP UNISMUH, especially the lecturers of the Department of English Education and all the staff of Muhammadiyah University Makassar for their guidance during the years of research study.
Sincere thanks to Harlinah, S.Pd.,M.Pd as Principal of SMP Negeri 4 Binamu, Herawati, S.Pd.,M.Pd as English teacher of SMP Negeri 4 Binamu, all teachers, staff and tenth graders of SMP Negeri 4 Binamu for the permission and cooperation during the research. To all “KITA” members (Mila, Juni, Mira, Heprima, Wati, Anti,) thank you for the most exciting and craziest memory of friendship we have ever experienced and thank you for your encouragement and support in any condition during the being together. 39 Table 4.1 the improvement of the students' mind mapping in speaking skills 41 Table 4.2 the classification and the percentage of the students' mind mapping in.
31 Figure 4.1 the Graph of Indicators of Speaking Ability in Cycle I and Cycle II 42 Figure 4.2 the Student observation in the learning of speaking ability.
INTRODUCTION
Objectives of the Study
Based on the formulation of the above research problem, the aim of the conducted classroom action research is to find out how mind maps can improve the speaking skills of seventh grade students of SMPN 4 Binamu Kabupaten Jeneponto in the academic year 2017/2018. .
Significance of the Study
Scope of the Study
REVIEW OF RELATED THEORIES
Aspect of Speaking Ability
Speaking is also one of the language arts most commonly used by people around the world. It requires the simultaneous use of a number of skills that often develop at different speeds. It is about the phonological process that refers to the component of a grammar that consists of the elements and principles that govern how sounds vary and form in a language. e) Fluency.
Signs of fluency include a fairly fast rate of speaking and only a small number of pauses and "ums" or "mistakes". These signs indicate that the speaker does not spend much time searching for the language items needed to express the message (Brown, 2004: 4). Therefore, the writer can conclude that speaking is the ability to use words or a language to express yourself in a regular voice.
In short, speaking ability is the ability to perform linguistic knowledge in actual communication.
Learning of Speaking
Therefore, learning the speech process is the procedural knowledge that students acquire in producing sounds to communicate with others and on the other hand, they produce sounds to respond to each other to understand what they want to express. They create their own opportunities to practice using their language inside and outside the classroom. Learn to live with uncertainty by becoming agitated and continuing to speak or listen without understanding every word.
Learn different style of speaking and writing and learn to vary their language according to the formality of the situation. If the students can meet all the above characteristics, it can be said that they can speak well or they can speak well. But if the students cannot meet the above characteristics, they belong to the poor speaking groups.
Teaching of Speaking
This will depend to a great extent on understanding the culture and people, and empathizing with them. Speaking skills play a very important role in language learning, including learning foreign languages (Richard. Because speaking is a process of building and sharing meaning through the use of verbal and non-verbal symbols, in different contexts, in addition to ability to speak a word second language well is a very complex task as speaking is used for many different purposes and each purpose involves different skills.
For example, when people use casual conversations, their purpose may be to make social contact with others or to establish a relationship, or to engage in harmless chit-chat that occupies most of the time students spend with friends. In a conversation with someone, the purpose may be to find or express opinions, to convince someone of something, or to clarify information. In some situations, people use speech to give instructions on how to do things, to describe things, to complain about people's behavior, or to make polite requests, etc.
Element of Speaking
The study score of the students with a minimum score is 3. I The score for speaking skills. The teacher as a supervisor of the implementation of the Mind Mapping technique and the participation, response and competence of the students in improving speaking skills. The classification and percentage of students' mind mapping in fluency through Mind Mapping Technique.
The result of observing the students' activities in the teaching and learning process was significantly improved by the mental mapping technique in improving the speaking ability of the students. It also means that the improvement of the students' activity in the first to the second cycle amounted to 11.25% when learning to read using the mind mapping technique. A researcher can say that teaching reading using the mind map technique is a good way to improve students' speaking skills.
The student's answer is wrong (not consistent with the key answer) or contains grammar errors. The students tell and explain their mind map pictures to the class.
Characteristics of Speaking Activities
The Importance of Speaking
It is also important that spoken language development is not simply a matter of learning skills such as pronouncing English sounds or being able to produce single utterances or phrases. Rather, speech development is a continuous and complex process of acquiring knowledge and developing skills and strategies to interact with people in social interactions. Theoretically, the development of speaking skills means the development of pronunciation of individual sounds, grammatical accuracy, vocabulary (choice of words), fluency and interactive communication.
Grammatical accuracy is concerned with the correct use of structure, or how the learner gets his/her utterance correct. Fluency refers to the ability to express ideas smoothly, without hesitation, repetition, or inappropriate pauses. Interactive communication is about the ability to convey meaning through listening and the ability to carry on a conversation.
Problems of Speaking Activities
The concept of using the mind mapping technique to improve the students' speaking skills was explored in the previous discussion. The table above explains the average of the students' activeness in teaching and learning process by observation sheet observer.
Definition of Mind Mapping Technique
- The Characteristics of Mind Mapping
- The Principles of Teaching Using Mind Mapping
- How to Implement Mind Mapping Technique
Teaching Speaking Using Mind Mapping Technique
The Scoring of Speaking Ability
RESEARCH METHOD
Research Procedure
Research Instrument
Data Collection
Data Analysis
Data Source
RESEARCH FINDING AND DISCUSSION
Preliminary Study
It means that students have improved, even though it is classified as fair. There is a significant improvement in the speaking ability of the students, especially the mind mapping which is clearly shown on the board after taking an action in the cycle through Mind Mapping Techniques. The graph above shows that the observation of students in learning speaking skill through mind mapping technique by Grade VII.2 students in SMP Negeri 4 Binamu.
In the chart above, the students' situation during the teaching and learning process in reading comprehension from cycle I to cycle II is presented. The students' improvement was from diagnostic test to cycle I was 53.72 and cycle I to cycle II was 11.80. It was proved by the improvement of the average score of the students' activity in cycle I, namely 63.33% became 74.58% in cycle II.
It means that the use of Mind Mapping technique by using thumbnails was useful and good in improving students' speaking ability. The teacher asks the students to tell and explain about their mind mapping images in front of the class b. The teacher asks the students to tell and explain about their mind mapping images in front of the class f.
Report of Cycle 1
Report of Cycle 2
Discussion
The Mind Mapping Technique in Teaching Speaking Ability Class VII.2 of SMP Negeri 4 Binamu can improve students' performance and their ability to understand the material of Speaking Ability in Cycle I and Cycle II inside the learning process and KKM in Class VII.2 of SMP Negeri 4 Binamu special English subject is 7.0. Before conducting a classroom action research through Mind Mapping Technique, the researcher conducts a diagnostic test to measure students' prior knowledge of English learning. In order to improve students' speaking ability, the researcher decided to use mind mapping technique and then prepared for cycle I. which consisted of four phases namely: planning, action, observation and reflection.
In cycle I, the researcher found that the students were still having difficulty and confusion in understanding the text. The students' difficulty in speaking had been analyzed, so the researcher had to come up with a solution to the problem. In cycle II, the students had an improvement over cycle I. The students' improvement from diagnostic test to cycle I was 62.41 and cycle II was 14.84.
The mean score of students' speaking ability in diagnostic test in implemented the supporting details of the content was 4.30, in cycle I was 6.61, and in cycle II was 7.39. Based on the students' response, they enjoyed the technique used in their classroom to teach speaking. So in the second cycle, the students who passed the test were 7.92%, so the goal of the research has been reached.
Realizing that the use of mind mapping technique was successful as a good strategy that can improve the speaking skills of seventh grade students at SMP Negeri 4 Binamu Jeneponto in the academic year, the research suggested English teachers at SMP Negeri 4 Binamu Jeneponto to create more creative strategies , and the mind mapping technique is one of the techniques that can be used to develop students' minds in the teaching and learning process. Students can describe pictures for mind maps using the simple present tense on the topic "Family Activities". The teacher asks the students to give impression feedback about the difficulties in dealing with the matter.
CONCLUSIONS AND SUGGESTIONS
