The use of stick figure to improve the students speaking skill in MTSN Aryojeding Rejotangan

Ika Fitria, Andriani, (2010) The use of stick figure to improve the students speaking skill in MTSN Aryojeding Rejotangan. [ Skripsi ]

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Abstract

Keywords: Improve, speaking skill, stick figure Many students of junior high school (SMP) are lack of vocabulary and structure. Their English sentences have a lot of mistakes both in written and oral communication. This is problem for the students why the students can not speak very well. Because of that, the teacher must have ways to help students to improve the speaking skill. The statements of the problem are”how can stick figure improve the students speaking skill at second grade of MTSN Aryojeding Rejotangan?” And “how can the use of stick figure increase the students’ participation in teaching and learning process?” This study, whose research method in Classroom Action Research is aimed at finding out the use of stick figure to improve the students speaking skill and increase the students’ participation in teaching learning process. The subject was the second grade students of MTsn Aryojeding Rejotangan. The study was intended to solve practical problem in the classroom. The predetermined criteria of success in this study were the mean score of the posttest was equal to or more than 70 and the students were involved actively in the teaching and learning process. The student’s has active when 70% from student’s can answer the question to the teacher fluently and speak with right answer about the stick figure. Whereas, the students’ participation in teaching learning process must be good, it can see in the cooperation between teacher and students. The researcher instrument was observation sheets, field- notes and test. This action research involved two cycles. The implementation of stick figure in each cycle of the teaching and learning process consists of four steps; they were planning, implementing, observing and reflecting. Some finding in the Cycle 1 needed to be improved was the explanation of the researcher was too fast. So, the students couldn’t understand the material well and the students’ participation in teaching learning process was bad. They could not cooperate with other groups because they were still confused with material and make noise. Beside, some findings could be examined from Cycle II, the researcher tried to increase the students’ involvement by giving support and motivation to all the students. The result of the action research Cycle I and Cycle II showed that the students speaking skill had improved through the implementation of stick figure. If it compared to the result of the speaking pre-test, it is clearly that the scores Cycle I and Cycle II were higher than the pre-test. The indicator was that the obtained shown mean scone increased form 60, 5 in pre test, 65, 25 in cycle I and 70, 5 in cycle II. It indicated that the implementation of using stick figure at eight classes was successful. In its application, the teachers did the introduction about stick figure, gave motivation to the students, explained about recount text, then student told story directly used stick figure. The researcher gave some suggestions for teacher, students and other researchers who planning to make stick figure for teaching speaking. The teacher and other researcher can be used stick figure for references in teaching speaking and for students can make easy to understand material and give motivation for them.

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