Implementing group presentation using powerpoint (gpppt) To improve the students’ speaking competence (A Classroom Action Research at the Tenth Grade (X-C), the Second Semester Students of SMA Negeri 1 Ngawi in 2009/2010 Academic Year)

Oleh :
Sujiyana - S890908128 - Pascasarjana

The objectives of this research are to: (1) identify whether or not and to what extent the use of “GPPPt” is able to improve the students’ speaking competence; and (2) describe the situations when GPPPt is being applied in the speaking class. In this research, the problem refers to the learning English, especially their speaking competence which is still low. The research methodology applied in this research is action research with two cycles in which each cycle starts from planning, acting, observing, and reflecting. The data collected are the qualitative data and the quantitative data. The qualitative data are collected from observation, interview, questionnaire, and document. The quantitative data are collected from the pre test in pre research and the post test in Cycle 1 and Cycle 2. The qualitative data are analyzed by Constant Comparative Method and the quantitative data are analyzed by descriptive statistics. The implementation of GPPPt has succeeded in improving and enhancing the students’ English speaking competence. It could be seen from these indicators: 1) it is able to: (a) help the students to express their mind and ideas quickly; (b) help the students make sentence(s) fluently; (c) improve the students’ pronunciation to be relatively accepted; (d) influence the students to use correct grammar to make sentence(s); and (e) increase the students’ achievement in speaking evaluation; and 2) it enables to: (a) reduce the students’ temptation to have a chat with their desk mates; (b) respond the teacher’s questions actively; (c) influence the students to avoid doing non academic activities; and (d) motivate the students to use either their dictionaries or grammar books in English class.Besides, from the collected data, the students had obtained better score from Cycle 1 to Cycle 2. For instance, the mean of pre test score of the pre research was 66.76, while the mean of the post test score in Cycle 1 was 74.00 and that of Cycle 2 was 77.64. That the implementation of GPPPt has succeeded in improving and enhancing the students’ English speaking competence, I would like to propose some suggestions for the English teachers, especially those who teach in senior high school to: (1) apply GPPPt to conduct the teaching learning process in the speaking class; (2) improve their acquisition of knowledge about GPPPt; and (3) provide more chance for the students to practice their English orally through GPPPt.