Naida, Siti (2014) The Implementation of Communicative Approach to Improve Students Speaking Skill at The Eight Grade of SMP Negeri 5 Metro. Undergraduate thesis, STAIN Jurai Siwo Metro.

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Abstract

The main aim of this research was to find out whether the implementation of communicative approach can improve students speaking skill, many students find difficulties in speaking English. They cannot speak well because many reasons, such as their lack of vocabulary, pronunciation and grammar knowledgc. so that the teacher need to motivate the students to speak up. Furthermore, teaching speaking has the main position because speaking determines the students' achievement in English. Based on the information and the data showed that the eight grade of SMP N 5 Metro still had difficulty in speaking English.

This study was classroom action research, it was implemented on XI of SMP N 5 Metro. A classroom action research (CAR) was done in two cycles. It consisted of four meetings and in every cycle there were four steps namely planning, acting, observing, and reflecting. The observation sheet, test, and field note were used to collect the data. The pre-test and post-test administered to find out the students' improvement of speaking skill before and after being given the treatments, the researcher used observation checklist to take information of the students' activities in the classroom and an oral test with using an assessment rubric was designed by researcher based on the instructional material to know the students' speaking improvement,

In conclusion,communicative approach can improve the students' speaking skiil by reffering to the result of the research and interpretation in pre-test, post-test I, and post-test 2. the pre-test showed that the average score was 55,52, the post-test I was 63,28, and the post-test 2 was 69,48. it was clearly appeared that the score increased significantly from pre-test up to post-test 2. the increasing of the students' activities in learning process occured in cycle l and cycle 2 which the achievement of students' activities in cycle I was 40% and in cycle 2 has increased up to 65%.

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