TY  - JOUR
ID  - eprints18696
UR  - http://digilib.unila.ac.id/18696/
A1  - 0913067003, Kartina
N2  - It is widely understood that speaking skill is difficult language skill to study since
it has any components to involve, such a pronunciation, fluency, and
comprehensibility. Studies on this skill revealed that SMP students found
difficulties in a practicing speakng skill.
This research was conducted based on the problem faced by the seventh grade
students of SMPN 11 Bandar Lampung. The problem is the low speaking ability
of the students in that school. Their low speaking ability is caused by the
unsuitable teaching method used by the teacher to teach speaking. The teaching
method used by the teacher also made the students? learning activities low. That is
why, the writer did a research which covered not only the students? speaking
ability but also the students? learning activities and the teacher?s teaching
performance. The objectives of the research are to find out whether the
imagination activity is applicable to improve the students? speaking ability, to
know in what aspects the imagination activity improves the students? learning
activities, and to know how the teacher responds to the teaching and learning
process in her teaching performance when the imagination activity is being
implemented. The research was conducted at SMPN 11 Bandar Lampung. The
subject of the research was students of seventh grade class E in the academic year
2011-2012.
This was a Classroom Action Research conducted in two cycles. Each cycle
comprised planning, action, observation and interpretation, analysis and
reflection. The researcher used indicators dealing with the learning product and
learning process. To collect the data of the learning product and process, the
writer used speaking test and observation sheet as the instruments.
The result of the learning product showed that the imagination activity is
applicable to improve the students? speaking ability. In cycle 1, there were only 15
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students (46.87%) whose speaking scores achieved the target of the indicator.
While, there were 17 students whose scores were under the target. For
pronunciation, there were 15 students (46,87%) reached 65-73, and there were 17
students (53.13%) who got 56-64. In fluency, there were 18 students (56.25%)
who reached 65-73, and there were 14 students (43.75%) who got 50-59. For
comprehensibility, there were 21 students (65.62%) who got 67-73, meanwhile,
11 students (34.38%) got 56-64. In cycle 2, there were 3 students (9.4%) who can
reach 74-82, there were 28 students (87.5%) who got 65-73, meanwhile only one
student (3.1%) got 56-64. For more detail, in cycle 2, for pronunciation, there
were 4 students (12.5%) who reached 74-82, 27 students (84.4%) got 65-73, and 1
student (3.1%) got 64. For fluency, there were also 4 students (12.5%) got 74-82.
There were 27 students (84.4%) reached 65-73, and 1 student (3.1%) got 64. For
comprehensibility, there were 5 students (15.6%) whose comprehensibility was
good so they got 74-82, there were still 26 students (81.3%) who reached 65-73,
and there was still one student (3.1%) who got 56-64.
For the learning process, that is, the students? learning activities, there were 15
students (6.87%) of 32 students who did 80% of the activities observed by the
researcher. For the teacher?s performance, the teacher got 70 for her teaching
performance. This means that the research indicator for the teacher?s teaching
performance can be fulfilled in Cycle 1. In Cycle 2, for students? activities, there
were about 26 students (81.25%) who did 80% of the activities in the teaching and
learning process. Meanwhile, for the teacher?s performance, she reached 80 for
her teaching performance.
JF  - Digital Library
TI  - IMPROVING STUDENTS? ABILITY IN SPEAKING
THROUGH IMAGINATION ACTIVITY
AT THE FIRST GRADE OF SMPN 11 BANDAR LAMPUNG
AV  - restricted
ER  -