The Use of Short Play in Teaching Speaking (Pre Experimental)

ABSTRACT

The thesis describes the students’ ability to perform the short play and to find out the students’ difficulties in performing short play.

This research used a descriptive method. The sample of this research consisted of 30 students at the third year of SLTP Negeri 4 Takalar. The instrument consisted of two instruments it is the observation checklist and questionnaire when the observation checklist was used to find out the students’ ability in learning speaking skill in the short play and the questionnaire was used to find out the students difficulties in learning short play. The data obtained from the observation checklist analysis into percentage mean score and the questionnaire were analysis difficulties in speaking skill through short play by mean score.

Analyzing the data it was found that the students’ ability in learning short plays at the third year of SLTP Negeri 4 Takalar got  score (7.16) it means that the students have good performance short play with criteria students in perform short play, with present clearly, speech currently, and constructively. And difficulties in speaking skill got score (60.06) it means the students neutral difficulties and the relationship of these two scores are means that the students ability in learning short lays through short plays, because we can see about the score.

 

DAPATKAN PROPOSAL ATAU SKRIPSINYA LENGKAPNYA DI SINIATAU KLIK DI SINI

DAN DAPATKAN REFERENSINYA DISINI

 

using Students Team Achievement Division (STAD) method SPEAKING PRE EXPERIMENT

CHAPTER I

INTRODUCTION

A. Background

            Developing the students’ speaking performance is one of the goals in teaching English as a foreign language. There are many ways to develop the students’ speaking performance on the foreign language, one of the ways is by using group work discussion in learning that can stimulate the students to speak with others in social interaction or in the classroom.

            Learning to speak does not support the students to get the optimal standard achievement, because some problems can not be avoided like       (1) the students do not know what their aim of learning English (2) the condition and the situation in the classroom have not been designed naturally for speaking (3) and the students still lack the acceptable pronunciation, correct application grammatical rules and vocabulary

mastery.

Cooperative learning is one of teaching strategies where the students work together to reach a shared goals. Within cooperative learning, the students maximize their own and each other’s learning with members striving for join benefit. The methods are structures in that are channeled through three basics principles, namely: simultaneous interaction, positive interdependence, and individual accountability. Furthermore, the aim for learning speaking, especially speaking accuracy will be reached through concentrating on their shared goal.      

 The students’ learning goals may be structured to promote cooperative, competitive, or individualistic. In contrast to cooperative situations, competitive situations are ones in which students work against each other to achieve a goal that only one or a few can be attained. Typically results in (a) higher achievement and greater productivity, (b) more caring, supportive, and committed relationship, and (c) greater psychological health, social competence, and self-esteem.

            Relating to the source above, the writer is inspired to conduct a learning method in the form of cooperative learning consist of Students Team Achievement Division (STAD) method in developing the students’ speaking performance in terms of accuracy dealing with acceptable pronunciation, correct grammatical rules and vocabulary mastery at the third year ?????????????????????????    >???????

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