Show and Tell Technique in Teaching Speaking Skills at SMAN 2 Palopo

This research focused on using Show and Tell techniques to develop students’ speaking skills at Eleventh class of SMA Negeri 2 Palopo. The researcher used pre-experimental method. The population of this research is 157 students of XI class. The research sample is chosen purposively and got the XI IPA1 consisting of 35 students. In collecting the data, the researcher used speaking observations, divided into pre-survey and post-survey. After giving pre-survey and post-survey, this research provides pre-survey and postsurvey to students. Data were analyzed using SPSS program version 20. The results of the study indicated that the use of Show and Tell Technique is effective for improving students’ speaking skills. It can be seen calculation results that the scores of students in the control class. Based on the analysis of the data it can be concluded that the teaching skills of speaking using Show and Tell Techniques at Eleventh class of SMA Negeri 2 Palopo. The implementation of this research for those who are interested in conducting research on problem statements, it is recommended to apply it to students who have basic speaking language skills and researchers hope that the results of this study can be beneficial to readers.


INTRODUCTION
Speaking is one of the communication main elements. In EFL, instruction it was requires that particular attitude and distraction. Interaction effectively comes from analysis carefully of this place along adequately language usage and promotional some interest it that will with gradual help students speak English with fluent and correctly (Richard: 2002). Kang Sumin said that speaking language is particularly difficult for students to use language correctly in social interactions. To learn a second language or foreign languages difficult as we learned our native language as a child (Clasrk: 1997).
In addition to factors in students, teacher teaching methods and styles also greatly affect students' speaking abilities. The lack of teacher knowledge about learning methods to stimulate students' speaking abilities is also one of the causes (Irvy, 2020). Teachers usually only use the lecture method (teacher centered) and rarely provide opportunities for students to talk about their experiences or express their opinions in front of the class. Learning methods that only use one-way methods namely the teacher explains or lectures make students become very minimal. This makes the development of students' speaking abilities less optimal so that students are less motivated and stimulated by their speaking abilities and vocabulary addition. With the importance of the ability to speak, it is necessary to have a stimulus given both from parents and teachers and the Where: O1 : Pre-survey X : Treatment O2 : Post-survey (Sugiyono: 2008) Location and Time of Research 1. Location Researcher delivered editing at Eleventh of SMA Negeri 2 Palopo.

Time of the Research
The researcher conducted research at Eleventh grade of SMA Negeri 2 Palopo start from on February 20 th to March 11 th , 2020.

Variable
The variable of this research, the researcher was consisting of two variables socalled self-sufficient variable and depend variable:

Show and Tell technique as independent variable
Show and Tell technique was a technique that plays about describing thing.

Students' speaking skill as dependent variable
The ability of students in English is different, especially, in vocabulary and listening. If the students have not speaking, the students will be difficult to understand to learn about English. To improve students speaking skill can used the Show and Tell technique to teach students and to improve their speaking.

Population
Population of this editing is entire Eleventh class of SMA Negeri 2 Palopo in 2019/2020 academic year that consisted of 157 students, there were five classes, class XI IPA1 consisted 35 students, class XI IPA2 consisted 34 students, XI IPA3 consisted 26 students, XI IPS1 consisted 32 students and XI IPS2 consisted 30 students.

Sample
Author applied which was used sampling technique. In this case, author will select room XI IPA1 as sample. The students consisted 35 students. There were boys and girls. They were around seventeen-years old. They had the same level of proficiency, because they are taught by the same teacher.

Instrument of the Research
In this research, author applied show and tell technique. The test consisted of presurvey and post-survey. The show and tell technique of survey was describing noun or thing which consisted of 8 parts of speech, 3 tenses, and descriptive text. The researcher used show and tell method which has 5E in the learning process that is having an engagement, exploration, explanation, elaboration, and then evaluation.

Procedure of Collecting Data
The procedure of collecting data held with the sequence as follows:

Giving Pre-survey
The Pre-survey applied to find out the students' ability of speaking that uses Show and Tell technique. A pre-survey was used to know the previous mastery of students in mastering speaking skills before giving treatment. The Show and Tell technique will be given the students to describe about things every meeting. For the things that had described, the students made a sentence by linking the things.

Giving Treatment
The researcher conducted treatments done four meetings. Processes are as follows: a. Second meeting on February 20 th , 2020.

Giving Post-survey
Since allocating treatments to four meetings, author allocated the post-test. In post-survey, researcher gave the test the same test as in the pre-survey to the students. This survey was to know whether the students. This exam was to know whether students have a different result after giving treatment or not.

Technique of Analyzing Data
The researcher was use quantitative analysis with incoming point and standard deviation of data and t-test paired sample with used SPSS 20.0. The author surveyed it with used assessment score accuracy, fluency, and comprehension from Heaton (1990).
To analyze learner's speaking test, there would be some identity applied by the author for learner' point by scoring the students speaking test result. Those assessment criteria as follows: Table 1. Accuracy criteria Rating Accuracy

6
Articulation is only very with slight governed with mother tongue. Two or three small grammatical or lexical wrongs.

5
Articulation is with slight governed with mother tongue. A few small grammatical and lexical wrongs but most facial experiences were true.

4
Articulation was still with moderate governed with mother tongue but no solemn phonological wrongs. Handful grammatical and lexical wrongs but only one or two major wrongs raising disorder.
3 Articulation is governed with mother tongue but only handful solemn phonological and lexical wrongs, several of which raise disorder.
2 Articulation with solemn governed with mother by wrongs raising a snap in communications. Many elementary and grammatical wrongs. 1 Solemn articulation wrongs as good as many elementary grammatical and lexical wrongs. No proof of telling dominated several of language abilities and places does in purpose.  Most of what sayer speaks in simple to obey. His/her mention is always understood but some distractions were necessity to assist him/her to speak letter to asked explanation.

1
With hard anything of what is spoken can be realized. Even when hearers create a great attempt suppress, sayers is incapable to clarity anything he/she seems to has spoken. (Heaton: 1990) Result of students' speaking tests will be determined by classification students. It could be seen in the table below. The score of three tables above was converted into a score in the next table by using formula below: A student's score = The gain score x 100 The maximun score (Brown: 2004) Beside technique for pointing through six balance above, author also makes evaluation classification to survey student's saying aptitude. Obeying was evaluation balance classification: Daryanto: 2007) Data collection analyzed with applying quantitative with applying Statistical Procedure and Service solution (SPSS) ver. 20 for windows. SPSS 20 is computer software/Program for stepping, evaluating or analysis data of statistics.

RESULTS
Findings of research showed result of data that have been analyzed with statistical. It comprised students' score of pre-test and post-test. Speaking ability composed of three aspects; namely accuracy, fluency, and comprehensibility. Author would allocate and pack intend point of learners saying ability one with one. All of those would describe with attending lists:  Table 6 shows that, there were 8 students (23%) got fairly good score. There were 17 students (51%) who got poor score. There were 10 learners (26%) who got very poor score.  Table 7 explains intend point of accuracy got with learners in pre-test. It can be regarded with clear from these lists intend point is 1.97 and it represents these saying aptitude of the students.  Table 8 shows that there were 11 students (29%) got fairly good score. There were 19 learners (54%) who got poor score. There were 5 learners (17%) who got very poor score. In table 9, it can be seen that highest point of learners is 3 and the lowest point was 1. It also indicates that mean point of learners' accuracy 1.97 and standard deviation error was 111.  Table 10 shows that, there were 8 students (23%) got fairly good score. There were 13 learners (37%) who got poor score. There were 14 learners (40%) who got very poor score. In table 11, it can be seen that highest point of learners was 3 and lowest 1. It also indicates that mean point of learners' comprehensibility in pre-survey was 1.83 and standard deviation error is 133.

Students' score of Post-survey
After knowing learners' point in pre-test, author to take them treatment with applying Show and Tell technique. The result of learners' point in post-test gave in attending list with dividing them into three aspect, they were accuracy, fluency, and comprehensibility. In other side, author had classified based on English saying assessments that composed of accuracy, fluency, and comprehensibility and it is presented through list distribution frequency and percentage.  Table 13 shows that, there were 9 learners (26%) got very good score. There were 9 learners (26%) who got good score. There were 13 learners (37%) who got fairly good score. There were 4 learners (11%) who got poor score. In table 14, it can be seen that highest score of learners' accuracy were 5 and lowest score were 2. It also represents that mean point of learners' accuracy in post-survey were 3.66 and standard error .169.  Table 15 shows that, there were 4 learners (11%) got excellent point. There were 11 learners (31%) who got very good point. There were 9 learners (26%) who got good point. There were 9 learners (26%) who got fairly good score. There were 2 students (6%) who got poor score. In table 16, it can be seen that highest point of learners were 6 and lowest point were 2. It also indicates that mean point of learners' fluency in post-survey is 4.17 and standard error .190.  Table 17 shows that, there were 2 students (6%) got excellent score. There were 6 learners (17%) who got very good point. There were 12 learners (34%) who got good point. There were 6 learners (17%) who got fairly good point. There were 9 learners (26%) who got poor score. In table 18, it can be seen that highest point of learners' were 6 and lowest point were 2. It also indicates that mean point of learners' comprehensibility in post-survey is 3.60 and standard error .206.  Table 19 shows that highest point of learners in pre-survey was 9 and the lowest score were 3. Besides, it also indicated that mean point of learners in pre-test was 5.89 and standard deviation was 1.827.  Table 20 shows that highest point of learners in post-survey was 17 and lowest points are 6. Besides, it also indicated that mean point of learners in post-survey was 11.43 and standard deviation is 2.893.  Table 21 shows that survey mean of pre-test is 5.89 and survey mean of post-test is 11.43, the N (number of the case) was 35 students. The standard deviation for pre-survey was 1.827 and the standard deviation for post-survey was 2.893. The standard error mean for pre-survey was .309 and standard error mean for post-test is .489. The description of t-test was described by the following table. Table 22 shows that Probability Value is lower than alpha (α) (0.000 < 0.05) and degree of freedom 94 which means that there is significant difference in post-survey. It indicated that the null hypothesis (H1) was accepted and, of course, the alternative hypothesis (H0) was rejected. It showed that the use of Show and Tell technique as an authentic material significantly improve the students' speaking and give significantly greater contribution to the students' speaking skill.

Table 22. probability Value of T-Test of Pre-survey and Post-survey
Based on research findings. The data analysis above shows that applying Show and Tell techniques is effective in improving students' speaking skills. In the post-survey, it can be seen in the table before after giving continuous treatment using show and tell technique.

DISCUSSIONS
In this section, researchers take 3 students as representations that have different abilities, namely students S8, S9, and S24. From these three students, there are differences in the comparison of speaking skills in Show and Tell technique, namely high, medium and low in the class. The first student is the student (S9), the study found that students could explain the topic in the pre-survey, because he is fluent and comprehensive in explaining the topic. In addition, after researchers provide treatment about Show and Tell technique, students are increasingly eager to put out the words spoken. Before the researcher gave treatment, he got a score of 9 in the pre-survey and after giving treatment, students got 16 scores in the post-survey. The second student is a student (R24) got a moderate ability to describe a topic. After research provides treatment about Show and Tell technique, these students have the motivation to learn to speak, especially in terms of confidence to appear in public. After that, before the researcher gave treatment, she got a score 6 of pre-survey and after giving treatment the student got 13 scores on the post-survey. The third student is a student (R8). This student has a different comparison between the two students above, because he has a very low level of student R9 and student R24. After the researcher gives treatment about Show and Tell students are lazy to put out words and are ashamed to appear in front. Before the researcher gave treatment, he got 3 scores on the pre-survey and after giving the treatment, students got 9 scores on the post-survey.
The difference between Wulandari, in her thesis entitled "Meningkatkan rasa percaya diri anak usia dini melalui metode Show and Tell". The result of her research indicates the self-confidence of the students in group A PAUD Miana V increased after implementing the Show and Tell method.
The second research is Nurvitasyari, in her thesis entitled "The Use of Show and Tell (S&T) method in Teaching Vocabulary at the Second year Students of Junior High School (SMP) Negeri 4 Galesong Selatan Kabupaten Takalar". The differences between research Nurvitasyari uses Show and Tell. Similarities between research Nurvitasyari teaching students' vocabulary.
The third study was Eka Trislijayanti (2015) had research "Penggunaan Metode Show and Tell Dalam Pembelajaran Bahasa Indonesia Untuk Meningkatkan Keterampilan Berbicara Siswa Kelas VII.C di SMP Negeri 1 Seririt Tahun Ajaran 2014/2015". The difference between Eka Trislijayanti concluded that an increase in the average score of students' speaking skills by applying the Show and Tell method with picture media occurred in cycle I and cycle II in CAR (Classroom Action Research).
Based on the explanation, speaking teaching skills using Show and Tell technique at SMA Negeri 2 Palopo, the students got a significant improvement in their speaking skills scores. Therefore, it can be stated that Show and Tell technique in teaching speaking learning have solved students' speaking skills for Eleventh grade students of SMA Negeri 2 Palopo. So, the hypothesis put forward in this study that says "the effective Show and Tell technique to teach speaking skills" is accepted.

CONCLUSIONS
Based on the research findings it can be concluded that the use of Show and Tell technique is effective to improve students' speaking skill at Eleventh grade of SMA Negeri 2 Palopo. In other words, it can be proven that there are significant differences in the learning outcomes of students who learn to speak through Show and Tell technique with students who take learning without Show and Tell technique. Based on data analysis in the class, the pre-survey average score is 5.8900. While in the post-survey average score is 18.4300. Based on the analysis of the data it can be concluded that the teaching skills of speaking using effective Show and Tell technique at Eleventh grade of SMA Negeri 2 Palopo. It can be proven that the scores of students in the post-survey are higher than in the pre-survey. SUGGESTIONS