However, based on the researcher's preliminary observation in class VII E of MTS Al-MAWADDAH, speaking remains one of the least mastered skills for students, students are still not confident in their ability to speak, afraid of making mistakes, and are laughed at of their friends. In line with the background of the study, the problem of this research is formulated as follows: Regarding the problem statement, the purpose of this study is to investigate how the use of the Round Robin structure can improve the speaking skills of seventh grade students at Islamic Junior High School Al-MAWADDAH in the academic year 2015/2016.
People who want to conduct a research on the English teaching process can use the research results as a reference. It consists of background study, identification and limitation of the problem, statement of the problem and solution of the problem, objectives of the study, significance of the study. It covers the research object, environment and characteristics of the research subject, action research procedure in the classroom, data collection technique and data analysis.
This chapter presents the result of the research in terms of the description of the collected data, its analysis and the discussion thereof. Speaking is one of the skills that students must master during language classes. In these cases, the speaker is interested in the influence of the message he has conveyed and the effect of the message on the listeners.
Pronunciation can be said as the way of reading the symbols of the language in certain sounds.
General concept of teaching speaking
In the Round Robin structure, students in the group take turns answering a question or problem orally. The basic principle of the Round Robin structure is that everyone in the team group must speak. In the Round Robin structure, there are teacher-student and also student-student interactions.
Teacher also explains what Round Robin is, so that students understand what to do. The Round Robin structure is multifunctional and can be applied in any learning situation and at any level. Richard states that “Round Robin is a technique useful for brainstorming, assessing, or practicing a skill.” When applying Round Robin.
Generally, in the execution of Round Robin structure, teacher explains which small groups consisting of four to six students. In Round Robin structure, each student is supposed to talk about the lesson or answer the question related to the lesson. By drilling students with Round Robin structure, students will be accustomed to using correct grammar to convey their opinion.
At the end of the Round Robin structure, the teacher and the students also check the students' mistakes during the lesson. In the Round Robin structure, students are supposed to answer the question or give comments on a topic, be it in the form of words, phrases or sentences. Under the Round Robin structure, students discussed with their partner the possible answer and spoke their sentences out loud.
In the Round Robin structure, students first discuss with their friend to create and organize the sentences. In the Round Robin structure, students practice communicating their ideas and opinions when called upon. The teacher provides an example of how to pronounce a word correctly, and the Round Robin structure allows students to pronounce the word they heard.
In the Round Robin structure, students are supposed to speak in front of their friends, trying to speak clearly so that their friends and teachers can understand what is being said. In the Round Robin structure, students not only practice speaking, but also listen to the opinions of other students.
Previous Research Finding
By doing pronunciation practice with Round Robin at any time in class, it will encourage students to improve their pronunciation. People would understand what others said in communication if the content of their utterances is clear and easy to understand. Based on the previous research results above, the researcher wants to try the use of the Round Robin structure to improve students' speaking skills (Classroom Action research).
Using the Robin round structure, each student should talk about the lesson or answer a question related to the lesson. 28 Rega Detapratiwi, The Effect of Round Robin Structure on Students' Descriptive Writing Ability, (Department of English, Faculty of Language and Arts, Semarang State University, Indonesia), ELT forum 2.
RESEARCH METHODOLOGY
- Classroom Action Research Object
- Classroom Action Research Procedure
- Preliminary Study
- Planning
- Acting
- Observing
- Reflecting
- Planning
- Acting
- Observing
- Reflecting
- Research Schedule
- Technique of Collecting Data
It is research carried out by a teacher in the classroom or at the school where he taught, with an emphasis on refining or improving learning processes and practices. 29. The researcher tried to obtain information about the students' difficulties in teaching the learning process, especially in teaching speaking. Based on the preliminary test of Grade VII E Junior High School Al-Mawaddah students in the academic year, the researcher found some problems, for example: the student did not understand the meaning of the word, the pronunciation of the students is poor and the motivation to speak is low (see appendix).
Planning is a step for preparing the teaching strategy of the class that will be developed in the study to solve the teaching problem. 33. The researcher designs the lesson plan in order to facilitate the teaching process. The teacher gives explanations of what we expect the teacher and the students to do. a) Student teacher groups consist of five groups, each group has four or five students.
The students' answers in the questionnaire are high if the students' percentage > 75%, and it was low if the students' percentage < 75%. Each group member should speak up in turn to describe the picture in front of the class. The researcher would be observed by giving a questionnaire in the teaching learning process and record the students' activities, progress and the situation in the classroom during the teaching of speaking by implementing Round Robin Structure.
In this cycle, the researcher would make the same improvements as in the first cycle that would be performed in this cycle. Each group member should take turns saying something to describe the picture to the class. The researcher observes by giving questionnaires during the teaching learning process and records the students' activities, progress and classroom situation while speaking by implementing the Round Robin structure.
If the result is not successful, the researcher will do the third cycle to get some improvement in the research until the researcher gets a successful result. The researcher interviews the students of class VII E to get real information especially about students' feeling, attitude and opinion about teaching and learning speaking before and after using Round Robin structure. To know that Round Robin structure helps students to solve the problem of speaking, to know students' interest in Round Robin structure, to know that students like the use of Round Robin structure, to know that to studying Round Robin structure is interesting than studying individually knowing that students enjoy in class using Round Robin structure and knowing that using Round Robin structure improves students' speaking skills.
There were three tests that the researcher administered in this study: a pre-test, a cycle one test, and a cycle two test. The results of the pre-tests would be compared with the cycle one and cycle two tests to find out the students' result.
CLOSING
Conclusion
Suggestions
