The Effect of Round Robin Technique Toward Students’ Speaking Performance at MTS. Muhammadiyah Pulau Punjung

This research is triggered by students' speaking performance problems. The first problem is related to the fact the srudents still cannot speak fluently and accurately. Secondly, students still have low confidence in practicing speaking skills. Thirdly, students did not have an English mastery strategy. This study aimes as finding do not significant effect of the round robin technique to improve students' speaking performance in terms of their fluency and accuracy in practicing interpersonal dialogue. This research was an experimental research. In collecting data researcher used pretest-posttest control control design. The experimental group was VIII.A (23 students ) and control group that was VIII.B (23 Students). The sample was selected by using total sampling technique. The data was got through pre-test and post-test to experimental and control groups. The research findings indicates that,the result of post-test in experimental class has t-obtained (59.25) was higher than t-table (1.6802) with degree of freedom (df) = 0.05. Thus, the alternative hypothesis (ha) was accepted which means that there was significant effect of using Round Robin Technique toward students speaking performance. Thus, it can be concluded that the intire hypothesis was accepted. It was proved that Round Robin

This research is triggered by students' speaking performance problems.The first problem is related to the fact the srudents still cannot speak fluently and accurately.Secondly, students still have low confidence in practicing speaking skills.Thirdly, students did not have an English mastery strategy.This study aimes as finding do not significant effect of the round robin technique to improve students' speaking performance in terms of their fluency and accuracy in practicing interpersonal dialogue.This research was an experimental research.In collecting data researcher used pretest-posttest control control design.The experimental group was VIII.A (23 students ) and control group that was VIII.B (23 Students).The sample was selected by using total sampling technique.The data was got through pre-test and post-test to experimental and control groups.The research findings indicates that,the result of post-test in experimental class has tobtained (59.25) was higher than t-table (1.6802) with degree of freedom (df) = 0.05.Thus, the alternative hypothesis (ha) was accepted which means that there was significant effect of using Round Robin Technique toward students speaking performance.Thus, it can be concluded that the intire hypothesis was accepted.It was proved that Round Robin Technique could help students in improving and enggaging their speaking and Round Robin Technique is recomended to be lesed by english lesson in teaching speaking.

Introduction
Speaking is an important skill that must be learned by students when learning English.Through speaking, learners can convey both information or ideas and maintain social relationships with others.They can have social interactions with each other, express their thoughts and respond directly to what other people say to them.Speaking can help students use and transmit knowledge in an effective way.Additionally, speak by giving instructions and making the interaction more understandable.Thus, speaking is an important skill since it interacts with other people.
Speaking is a way for the students to express their knowledge, share their feelings, and show their performance.The students can make social contact with others when interacting.They can express their thoughts and even respond directly to what the people say to them, so the students learn to understand what they say.According to Richards, there are three main functions of speaking: talking as interaction, talking as a transaction, and talking as performance.It means that those functions of speaking will help the students to understand about what is said.Moreover, Brown states, there are six categories that apply to the kinds of oral production that students are expected to carry out in the classroom.
The categories are imitative, intensive, responsive, transactional, interpersonal and extensive.Imitative performance includes the ability to practice intonation, and Intensive is focused on practising on the grammatical.Then, Responsive performance has interaction and test comprehension (Lestari et al., 2022).The transaction is carried out to convey or exchange specific information.Fifth, interpersonal is carried out more to maintain a social relationship.Last, extensive monologue includes an oral presentation, speech, and storytelling.Thus, the students must know are six categories in Speaking.
Furthermore, to improve students' speaking performance, the teacher guides the students to speak in the classroom.The current English conversation and learning system must prioritize students' performance since this way is hoped students, in this hope, can express themselves is to follow the rules of the English language when communicating.In addition, the teacher requires them to talk more, or to select the best techniques to teach students more fluently in oral skills.Bahrani stated that the students' speaking should build up a stock of minimal response that they can use ineffective English speaking in teaching are discussion, storytelling, information gap, Round-Robin and role play.It is assumed that these techniques can encourage students to practice speaking fluently, and accuracy.
The students' speaking ability is the students' process on how their performance results in the learning process of education.Therefore, their speaking process to get better results of performance is important.Moreover, in the learning process, they can get a chance to improve their speaking.In addition, according to Urs, one of the characteristics of successful speaking activity is learners talk a lot.It means that in their process to get good results, the students are pushed by their teacher to speak a lot.Thus, the result of students being able to speak depends on how they receive treatment and their learning activity in their learning process.
There are also contributions to communication performance to improve students ease of communication.The students can add knowledge and get new information.They can communicate and interact with each other easily.In addition, the students can understand and comprehend what the English teacher says about the English materials, and they can give feedback and respond to the teacher, such as asking and giving questions.Thus, performance in speaking has some contributions in easily the communication.
When the students express their knowledge and share their feelings with others, they must speak fluently and accurately.Speaking fluency and accuracy are two factors that can determine the success of speaking.Accuracy is the performance to produce grammatically and lexically accurate sentences.Meanwhile, fluency is the performance to produce it effortlessly.Indeed, fluency and accuracy are important in speaking English well.
Based on preliminary researcher interviews with English teachers at MTs. Muhammadiyah Pulau Punjung on 21 September 2020/2021, the first problem was that as the teacher said in general students had difficulty speaking fluently and accurately.The students were difficult to speak fluently because they were often confused about what they wanted to say in English.While, the difficulty of students accuracy in due to they students were slow to respond when they were talking with others.
The second problem was that the students had a lack of confidence when talking to their friends.Some students looked embarrassed, uncomfortable, and not confident in practicing speaking English.Most of the students were shy to speak English, but they were also afraid to make mistakes in speaking.It happened because they were laugh when their friends make mistakes.
The third problem was that the students did not have strategies to master English speaking.Generally, strategy in learning is necessary, especially for speaking English.Without using strategy, it is difficult to master English speaking.Many students thought that speaking is a difficult skill, but it could be mastered if they have good strategies, such as practising speaking English.In fact, in learning process, the students did not have strategies in speaking.
Moreover, there are many kind of techniques that can improve students speaking performance, such as role-play, information gap, storytelling, reporting, and Round Robin.One of the techniques that can be used to teach speaking is the Round Robin technique.Therefore, this technique is useful in helping the students to understand the different activities that make up creative thinking.
Round Robin technique is a technique used in teaching speaking to improve students' performance in terms of fluency and accuracy.This technique is more easily applied in the classroom.In the round-robin technique, students have to construct their own sentences based on the question or statement that has been given by the teacher.According to Ferrer, the Round Robin technique means that each group member contributes an idea to the group in a systematic round-the-group fashion, which means that the Round Robin technique gives each student an opportunity to use their own word or sentence in group discussion.Beverly said that the Round Robin technique is discussions a good way to share ideas, and in this technique, the students learn to express ideas clearly and sufficiently in an open forum.
Besides, the purpose of the technique of to provide students with an opportunity to share ideas, express opinions, and create spoken text in a quick and efficient.Therefore, the Round robin technique is a technique that can improve students' speaking performance by speaking in turns.Thus, the round robin technique is effective technique to improve students speaking.
Based on the situations above, to solve the students' problems in mastering speaking performance, the researcher proposes applying the round-robin technique in teaching speaking skills.Round Robin is primarily a brainstorming technique in which the students generation ideas are elaborated, explained, and evaluated by a group of members who take turns responding to a question with words, phrases, or short statements (Elizabeth F. Barkley et al., 2005).It means that the Round Robin gives each students the opportunity to speak up.The round-robin technique is defined as a method by which ideas are generated and developed in brainstorming sessions.The Round Robin interaction process builds on consecutive contributions from each participant, either orally or verbally.It means that the round-robin technique provides students with an opportunity to speak in English.
Since round robin technique is proposed to be used to solve the students' problems in mastering speaking skills, but its effect is still questionable, it is a scientific reason for the researcher to research The Effect of Round Robin Technique Towards Students Speaking Performance

Design of the Research
This research used experimental quantitative research since the data form as numeral data and needs to be quantified by statistical formula.In another word, the research gave numeral data (students' marks) and used statistical formulas in analyzing it.There were many types of quantitative research.Based on the problem of the study previously, the researcher used quasi-experimental research types in this research.According to Gay, experimental research was the only method of research that can truly test a hypothesis concerning cause-effect relationships.(L.R. Gay et al., 2012).
Many kinds of experimental research that can be used, but in this research, the researcher used pre-test post-test design in both experimental and controlled classes.This research aimed to find out of using Round Robin technique toward students speaking.It was the most important to get the significant effect by comparing the pre-test and post-test both of experimental and controlled class.It could be seen as follows: Where : T1 : the pre-test for the experimental calss.
T2 : the post-test for the experimental class.
X : the treatment T1 : the pre-test for the control class T2 : the post-test for the control class Based on the table above, both of the classes were experimental class and control class where there are pre-test and post-test.The treatment was only given to the experimental class.While the control class, there was no treatment but only using the conventional method.The treatment was given after the pre-test in the experimental class.The post-test is given to both of the classes which were experimental class and control classes.

Population
Population was the important elelment of the research.Related to Gay, population was the group of interest to the research, the group to wich she or he would like the result of the study to be generilized (Lorraine R. Gay, 2012).In line with Gay, Margono said that the population was the totality of research object as a source of the date that has specific characters in a research or study (Margono, 2007).
It means that population was the whole of the research object that have interst character in research.The population this research were all of the second grade students (VIII class ) at Mts. Muhammadiyah pulau punjug.The population of the research was as follow : From the table above, the population of this research was 46 students who were the totality of the students in the Eight Grade students of Mts.Muhammadiyah Pulau Punjung 2020/2021 Academic year.

Sample
Sample represented of quality and characteristics of a population.Gay stated that sampling was the process of selecting a number of individuals for study in such a way that the individuals represent the larger group from which they selected (Margono, 2007).It means that sample was part of the population which was selected to be the target of experiment.
Based on the research problem and the research design used, there were experimental class and control class.This research chosed the second grade as the research example.Based on the same considerations, such as the number of students, all categories had the same performance in speaking English.That matter.justified by the daily test of speaking students in the study obtained from the teacher.Then, all classes had the same English teacher.
The researcher used a s technique called total sampling which was a technique of selecting a sample when all members of the population were used as samples.This was done when the population was relatively small.

Instrumentation
The instrument of the research was an oral test.The test was conducted twice.The first test was as a pre-test which was given at the beginning of the test, while the last one was as a post-test which was taken at the end of the test.
The pre-test was aimed to know whether both groups hade the same ability in speaking.While, the post-test was used to determine how well the treatment had an effect on their speaking.To make the researcher was easy an assess and score the data, the test was recorded.The tests were used to get information about the students speaking.They were five components of speaking to be scored such as pronoun, Grammar, vocabulary, fluency, and comprehension.
The test was created by considering the validity and reliability according to Arikunto, the requirements of the test were validity and reliability, as explained below :

Validity
Validity in testing has been understood to discover whether a test measured accurately what was intended to measure or it measuresd what was purposed to measure.Arikunto stated that a test can be said as a valid if it test can measure what was purposed to measure (Arikunto, 1997).
In this research, the researcher used the expert validity.In expert validity, the researcher gave to the three lecturers to validate the test.Test was used after being declared valid by the expert.From the result of validation, the validator stated that the instrument of this research was valid.

Technique of the Data Collection
The procedure of data collection techniques, researcher prepared :

Pre test in the experimental and control class
The researcher gave the pre-test to both of the classes before teaching speaking.Then, the researcher gave the question that was in the instrument to the students.Next, the researcher collected the students scores and then analsed the scores.

Treatment a. Experimental class
In this class using the show and tell technique, the procedure was as below :

1). Grouping students a) Grouping students
The teacher divided the students into several groups that consisted of the number of students in the class.Then, the students were asked to sit on the circle based on their respective group.

b) Generiting the ideas
The teacher explained that the purpose of brainstorming was to generate lost ideas.The students were asked to listen it.

c) Take turns
The teacher informed the students that they would take turns to appear and announce the deadline and the students carried out the instructions from the teacher.

d) Activity
The teacher asked one students to begin the activity by stating a new idea.The activity continues, moving from member to member in sequence, until all students have participated.
b.Control class in this class, the researcher used a conventional technique based on the sylabus program in the teaching and learning process.

post-test experimental and control class
After teaching , the researcher gave an oral test both of the classes.The test should be similar.The researcher did the following instruction : 1. Asked the students if they were ready for the test.
2. the test was an oral test that the researcher prepared before.
3. scoring the students test.The formula was the same within the pre-test about the speaking aspect test.

Technique of the Data Analysis
Analysis of the data was a process to analyze and to interpret the data to get the result of the research to analyze the data.This research, the data took the test to compare the difference of the mean score between the control class and the experiment class.Related to Sugiyono, if the research was compare between two groups in the hypothesis is tested by using t-test (Sugiyono, 2015).
This research used the t-test to analyze the data in this research.To find whether the significant effect of students speaking Performance by using Round robin technique, feedback used the test as suggested by Gay as formula below: Note: The post-test score experimental class analyzed whether there was a significant effect or not of the students speaking comprehension by using cooperative script technique feedback and students who did not give the feedback by comparing the mean score before and after the treatment of the class.
To the hypothesis, to include the significant difference between the mean of the score for two classes compared between t obtained to the value of t obtained indicate a significant difference, this research would consult the t-test result into t-table by cooperative script technique feedback would use the test which was suggested by Gay as formula below: it means is accepted and is rejected.
it means is rejected and is accepted

Finding and Discussion
In this chapter, the researchers described the description of the data, analysis of the data, and testing of the hypothesis.

Description of the Data
The data of this research was taken from MTs. Muhammadiyah Pulau punjung.It was taken from students' scores of pre-test and post-test from both of the classes: experimental and control classes.Related to Anderson, there were five standardization of measurement in the speaking test: fluency, pronunciation, vocabulary, grammar, and comprehension.The result of the students' pre-test and post-test in the experimental and control classes could be seen by the table below.From the table above, the highest score of experimental class in the pre-test was 55, while the lowest score was 35.Score distribution had mean 46.The pre-test that had been collected related to the students Performance in speaking.The data shown that the lowest score of pre-test that was gained by the experimental class was 35, the higher score was 55,variant was 48, satndard deviation was 6,95 an the mean score was 46.b.Pre-test of control class the last result of the controll class shown by the table bellow : The data presented above showed that there are 46 students who re involved in the pre-test : 23 students in the pre-test : 23 students in experimental class and 23 students in control class.The mean score of the experimental class was 46 and the controll class was 43.The standar deviation of the experimental class was 6,95 and the control class and the control class was 48 and the control class was 41.It means that the variant of the experimental class was higher than control class.From the table above, higher score of control class in the pre-test was 88, while the lowest was 40.From the data, it was found that the mean value was 61 variant was 127,23 and standard deviation was 11, 28

81
The result of pre-test experimental and the control class could be shown as the table: Based on the table above, the pre-test result of experimental class was higher than control class result.It means that the treatment that have been used by the researcher to improve the students speaking Performance can applied by the students , so that the post-test result of of the student can incrase than post-test.The increasing can we analyzed from the mean score in pre-test result.The increasing can we analyzed from the mean score in pre-test of experimental class was 48 lower than post-test was 78.
The comparison the post-test of the experimental class and control class allowed that control class the result was lower than control class was lower than experimental class.The mean score of the posttest result of control class was lower than experimental class post-test result,61 was lower than 78.It means that the students who treated by using Round Robin technique was better than students who use conventional technique.

Analysis of the data
The researcher did normality and homogenity test of the result of pre-test and post-test the experimental class and control classes.To analyze the data, the researcher used the liliforss test to find out whether the data was distributed normally or not and used ftest to obtain whether the data of of two class where homogeny or not.

Discussion
This research was about the effect Round Robin Technique toward students speaking Performance in MTs.Muhammadiyah Pulau Punjung.This section discussed the researcher finding based on related study.This research was done by giving the speaking test to the student in experimental class and control class.The function of the speaking test was to see the students fluency and accuracy in speaking English well, the grammar, vocabulary, and comprehension interpersonal dialogue.According to Kagan, Round Robin Techique can improve the students speaking performance because principles of cooperative learningapplied well in the classroom (Syafridin, 2013).In order to expressed their own ideas, feelings based on the topic selected.In this research, the researcher choosed interpersonal dialogue related to the invitation material, in using the round robin technique there were several steps taken by the teacher.The first, teacher divided the students into several groups.The second, teacher took notes or recorded things that students thought were important.The third, the students began to learn.The fourth, teacher showed one group to come forward and finally the students go to another group to perform next until all groups can appear in front of the class that was the steps to using the round robin technique.In this research, the researcher had seen the effect of using Round Robin Technique in improving speaking Performance.
Based on the researcher finding above, the result hypothesis from this research could answer the formulation of the problems as stated in chapter one where the researchfinds that all the alternative hypothesis (Ha) was accepted.The result of the research related to the first hypothesis assertss that there was a significant effect of using Round Robin Technique toward students speaking Performance.According susmiarti, Round Robin Technique as there many generated ides that students can gather from and it helps students to explore new concept (Sripradith & Raweewat, 2019).Considering the development of teaching speaking technique, Round Robin technique has been one of considered technique to be implmented in any level of education.According Barkley, Round Robin technique was a technique supporting students to elaborate, explain, evaluate, the question with a word, phrase, or a short answer (Sahardin et al., 2019).It means that Round Robin technique give freedom to students to speaking.
The second hypothes was Round Robin Technique , to know whether the technique was effective to improve students Performance.Teaching students by using Round Robin Technique helped to do their work information, a higher thingking skill.The Round Robin technique was selected because it was belived to be able to simulate to be more involved in the speaking activities and facilitate the students to comprehand the passeges.Round Robin Technique teams to achieve the knowldge needed for future work.
Last, the third hypothesis asserted the students speaking Performance by using Round Robin Technique was better than students using conventional technique.However, storch stated that the study which described how well Round Robin Technique.From the explanation above , it could be concluded that Round Robin Technique can improve students speaking Performance.otherthan that, Round Robin Technique could also be used an effective technique to help teacher in teaching.

Conclusion
Based on the finding and discuss above, th researcher concluded that by using Round Robin technique in speaking perfomance.Firstly, there was a significant effect of using Round Robin Technique toward students speaking Performance.It could be seen in previous chapter related to the result of statistical analysis by using Round Robin technique in this research.Secondly, there was a significant difference betweeen using Round Robin Technique toward students speaking Performance.It could be seen from the result of statistical analysis by using independent sample test where tobtained (19,10) was higher than table with level significant 0,05.It means that the null hypothesis (ha) was accepted.
Lastly, students speaking Performance in speaking by using Round Robin Technique was better than using conventional technique.It could be seen from the result of statistical analysis by using experimental class where tobtained was higher than table with the level significant 0,05.It means that the null hypothesis(ha) was rejected and the alternative hypothesis (ha) was accepted.
t: The score of t-calculated (obtained) : Mean score of the post-test of the experimental : Mean score of the pre-test of the experimental class Sums of squares of the post-test of the experimental class Sums of squares of the pre-test of the experimental class Number of experiment class on post-test Number of experiment class on pre-test 3.1.1.Pre Test Scorer a. Pre-test score of the experimental class c. Data from the post-test of experimental class and control class Post-test was a process of measure students speaking Performance after students were given the treatment to see result.Posttest was given for both experimental class and control class in the last meeting.3.1.2.Post-Test a. Post-test score of the experimental class

Table 1 .
Design of Pre-test and Post-test

Table 2 .
The population of the Eight Grade Students of MTs.Muhammadiyah Pulau Punjung 2020/2021 Academic Year Administration Office of Mts.Muhammadiyah Pulau Punjung.

Table 3 .
Pre-test score of the experimental class

Table 4 .
Pre-test score of the control class: From the table above, the highest score of control class in the pre-test was 55 and the lowest score was 35 score distrubution has mean 43, variant was 41, standard deviation was 6,55.The result of pre-test experimental and control class also could be shown as the table below

Table 5 .
The test result in pre-test ofexperimental and control class

Table 6 .
The Post-test score of the experimental class From the table above, the highest score of the experimental class in the post-test was 92, while the lowes score was 55.Score distribution had mean 78, variant was 68 and standard deviation was 8,24.

Table 7 .
Post-test score of the control class

Table 8 .
The result in post-test of experimental and control class After doing the pre-test and post test, the researcher compared both of the result of the pre-test and post-test from the experimental class and control class.The comparison test result of pre-test and post-test from the experimental class and control class showed in the following table :

Table 9 .
The comparison of pre-test and post-tes of the experimental and the control class