1. Introduction

humans communicate. Communication is the sending and receiving of news or messages

between two or even more people so that the message can be understood and conveyed well.

Therefore, a person must experience a learning process to communicate because language is

not a natural science that humans acquire. A teacher must apply good and correct speaking

methods so that they can serve as an example for students and become a means for students to

improve their speaking skills. Teachers must train children's speaking through supportive

methods and techniques.

Kebayoran Lama Selatan 12 in learning Indonesian in fourth grade were students' obstacles in

making a sentence and saying it in front of the class, there were several grammatical errors,

and chose to be quiet and listen to the teacher's explanation. This makes students less skilled at

communicating with teachers.

using the lecture method and classic note-taking techniques. This was due to the lack of new

ideas and teacher creativity in packaging learning material in an interesting way or method so

that it influenced the improvement of students' skills. As a result, the information conveyed

during learning is less conveyed and sticks with students and students' speaking skills become

weak.

implementation and evaluation. Planning includes activities (1) preparing learning scenarios;

(2) determining learning materials; (3) determining learning media or tools; (4) design of task

formation and learning evaluation and (5) design of class organization. Learning

implementation activities contain activities that have been previously designed. Then the

learning evaluation activities contain process assessment activities to measure learning

outcomes.

school cannot be separated from the teacher's ability. Therefore, students need to receive

intensive direction and guidance from the teacher. This needs to be done through testing and

practice for students and providing the widest possible opportunities for students to develop

considered capable of improving speaking skills in elementary school are methods that meet

the criteria for achieving goals, (Andayani, 2015) explains several criteria for learning

methods, namely being relevant to the goal, making it easier for students to understand the

material, then teachers and students can develop process skills material, students can apply

learning experiences, teachers can attract students' attention to learning, can develop students'

skills, can be easily implemented and create a pleasant learning atmosphere. If there is a

connection between learning methods and experiences, the means of realizing learning

experiences should be to use methods that have been designed for implementing certain

learning.

Method in Improving Communication Skills in Grade 3 Elementary School Students" which

concluded that the show and tell method could improve communication skills in Grade III

students at SDN Jati Sidoarjo. This can be seen from the reduced level of difficulty faced by

students when conveying what they have read and expressing their opinions using the students'

own language. Then it can also be proven that students' communication skills are increasing

and students are increasingly mastering their language.

Children's Self-Confidence Through the Show and Tell Method in Group B2 Taudatul Atfhal

Perwanida Kemangsen Balongbendo Sidoarjo" stating that using the show and tell method

during the learning process can produce a percentage of completeness in learning and can

learning method on speaking skills in fourth grade students at SDN Kebayoran Lama Selatan

12. Speaking skills are important to support daily life, where speaking can help someone to

events and is related to the teacher's ability to teach so that children do not get bored, it is very

important to have a learning environment that supports students' interest in learning. especially

in local history material.

2. Method

examining the effect of treatment on behavior that arises as a result of treatment. The

& Jayantika, 2018) quasi-experimental research or quasi-experimental research is

experimental research that is not as strong as pure experimentation. Then, if there are many

types of variables that cannot be controlled, it is called a quasi-experiment. The development

of true experimental design is a form of design from difficult experiments.

Group Design, where the researcher gives an initial test (pre-test) before the research begins to

obtain residual values, then to draw research conclusions, the researcher carries out post-test

activities.

provide teaching using the show and tell method which can involve all students to participate.

In the initial stage of the research, the researcher, assisted by the homeroom teacher, gave a

pre-test assignment which aimed to find out how much students were capable of speaking

skills. Then, after the pre-test was given to the students, the researchers began to observe and

assess the results of the students' speaking abilities using conventional learning methods. From

the results, researchers can find out how much students are capable of speaking skills. Then

the researcher was assisted by the homeroom teacher to plan the next lesson using the show

and tell method, where the learning was still carried out by the homeroom teacher and the

researcher observed and helped provide grades for student learning outcomes and carried out

the learning to be used as a post-test assessment.

application, stating that the data was normally distributed and homogeneous. Then proceed

with determining the hypothesis using manual calculations with the t-test formula which

shows that there is a significant influence from the use of the show and tell method on the

speaking ability of class IV students at SDN 09 Pagi Duren Tiga. This shows that the results of

each student's ability to apply methods that can stimulate are quite satisfactory compared to

using conventional standard methods which only provide challenging tasks to students. Which

can be seen from the t-count > t-table value, so Hₒ is rejected and Hᵢ is accepted. Which means

there is an influence of applying the show and tell method on the speaking skills of class IV

students at SDN 09 Pagi Duren Tiga. As stated by (Siti Ulfiyani, 2016) that Indonesian

obtained by students during the pre-test was 56% and the post-test was 71.42%, there was an

increase of 15.42%, which is a quite significant increase in score. Therefore, by applying the

show and tell method which can adapt to experience and knowledge, it can improve students'

speaking skills in learning Indonesian.