i
THE USE OF
IDENTITY CARD
TO IMPROVE
SPEAKING SKILLS OF THE SEVENTH GRADE
STUDENTS OF MTS MUHAMMADIYAH 01 CEKELAN
IN THE ACADEMIC YEAR OF 2016/2017
Graduating Paper
Submitted to the Board of Examiners as a Partial Fulfilment
of the Requirements for the Degree of SarjanaPendidikan(S.Pd) in English Education Department Teacher Training and EducationFaculty
State Institute For Islamic Studies (IAIN) of Salatiga
By:
NUR INAYAH
11312114
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF
SALATIGA
v MOTTO
“MAN SHABARA ZHAFIRA”
( The calm person will get their dream )
“Ali bin Abu Thalib”
“IF THERE IS A WILL SO THERE IS A WAY”
vi
DEDICATION
I dedicate this graduation paper to :
1. My beloved parents ( Tumijan and Warti) thank you very much for
everything. May Allah always love you and give you happinesevery
where you are. I love you so much.
2. My beloved husband (Muhammad Rifak’i) and My Son ( Muhammad
FaqihArfa Abdullah) I love you so much.
3. My beloved sisters ( Haryanti, Harsini, Aminatun, and Siti NurAisyah
) and My elder brother in law. Thank you so much for your support. I
vii
ACKNOWLEDMENT
Alhamdulillahirobbil’alamin, Fisrt and foremost, I deliver the greatest attitude
to Allah Almighty for the Blessing and Mercy Who has led me finish my
graduating paper, peace and blessing to the Allah’s Messenger, Muhammad SAW.
However, this graduating paper will not be finished without supports, advices, help
and encouragements from some people and the institution. I would like to say thanks
to :
1. Dr. RahmatHariyadi, M.Pd as the Rector of IAIN Salatiga, thank you
for the time I spent for studying in IAIN Salatiga
2. Suwardi, M.Pd as the Dean of Teacher Training and Education
Facultyof IAIN Salatiga
3. Noor Malihah, Ph.D as the Head of English Educational Department
4. Ruwandi, S.Pd. MA as my graduating paper counselor, who has
educated, supported, directed and given the writer advice, suggestion
and recommendation from this graduating paperfrom beginning
educating until the end
5. All of my lecturers in IAIN Salatiga, thanks for teaching me
and giving a lot of their worth knowledge to me along my study
in this Institute
viii
7. My beloved parents ( Tumijan and Warti) thank you so much for
everything. May Allah always love you and give you happiness
in every where you are. I love you so much
8. My beloved husband (Muhammad Rifak’i) and My Son( M. F. Arfa
A)thank you for your kindness, support and pray
9. My beloved sisters ( Haryanti, Harsini, Aminatun, and SitiNurAisyah )
and My elder brother in law. Thank you so much for your support. I
love you all
10.My closes friends ( Rifka, Nana, Kimta, Restu) thank you for being
my friend.
11.The big family of IMM Kota Salatiga
12.My teachers and friends in Islamic Boarding school AN NIDASalatiga
13.The big family of MtsMuhammadiyah 01 CekelanBoyolali
Salatiga, August28nd2017
ix
TABLE OF CONTENTS
TITLE... i
DECLARATION………. ii
ATTENTIVE COUNSELOR’S NOTES………... iii
STATEMENT OF CERTIFICATION……….. iv
MOTTO………. v
DEDICATION……….. vii
ACKNOWLEDGMENT………. viii
TABLE OF CONTENTS………. ix
LIST OF TABLES……… x
ABSTRACT……….. xi
CHAPTER I: INTRODUCTION……… 1
A. Background of the Research ………. 1
B. Problem ofthe Research ……… 5
C. Objective of the Research ……….. 6
D. Significance of the Research ……….. 6
E. Limitation of the Research ……….. 8
F. Hypothesis of the Research ……….. 8
G. Definition of the Key Terms ………... 9
H. Outline of the Graduating Paper ……….. 10
CHAPTER II: UNDERLYING THEORIES………... 12
A.Speaking ……….. 12
1. Definition of speaking ………...12
x
3. Teaching speaking ……….. 16
B. Minimum passing grade ………. 26
C. Teaching medium ……….. 32
D. Identity card ……….. 35
CHAPTER III : RESEARCH METHOD……….. 37
A. Research setting ………. 37
B. Research methodology ……… 45
C. Research subject ……….. 46
D. The procedure of the research ………. 46
E. Research instrument ………. 49
F. Data collection method ………. 50
G. Evaluation rubric ……….. 52
H. Minimum passing grade ……….. 52
I. Data analysis ………. 54
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION .57 A. Profiles of School ……… 57
B. Profiles of Research Subject ……… 58
C. Data Analysis ……….. 58
1. Process of Observation ……… 58
2. Pre-test and Mean Score of Pre-test I ………….. 62
3. Post-test and Mean Score of Post-test I ………… 66
4. Standard Deviation of Cycle I ……….. 69
5. Calculated of T-test Values ……….. 72
xi
7. Post-test and Mean Score of Post-test II ……….. 76
8. Standard Deviation of Cycle II ……… 78
9.Calculated of T-test Values ………. 81
D. Discussion ……….. 82
CHAPTER V : CLOSURE……….. 107
A. Conclusion ………. 107
B. Suggestions ……… 108
xii
LIST OF TABLES
Table 3.1 The Condition of Teacher and Staff ……….. 39
Table 3.2 The Facilities of School ………. 40
Table 3.3 The Distribution of Class ……… 43
Table 3.4 List of Students ………... 44
Table 3.5 Process Observation Sheet ……….. 50
Table 3.6 The Scoring Rubric of Speaking ………. 52
Table 4.1 The Data of Pre-test I ……….. 64
Table 4.2 Criteria of Students’ Achievement of Pre-test I ……….. 65
Table 4.3 The Data of Post-test I ………. 67
Table 4.4 Criteria of Students’ Achievement of Post-test I ……… 68
Table 4.5 Differences of Pre-test and Post-test I ……… 70
Table 4.6 Data of Pre-test II ……… 73
Table 4.7 Criteria of Students’ Achievement of Pre-test II ……… 75
Table 4.8 The data of Post-test II ……… 76
Table 4.9 Criteria of Students’ Achievement of Post-test II ………... 77
xiii ABSTRACT
Inayah, Nur2017.The Use of Identity Card To Improve Speaking Skills of The Seventh Grade of MtsMuhammadiyah 01 Cekelan In The Academic Year of 2016/2017.Graduating paper. English Educational Department of Teacher Training and Educational Faculty State Institute for Islamic Studies (IAIN).
This research aims at improving stdudents’ Speaking skills using identity card seventh grade students of MTs Muhammadiyah 01 Cekelan in the academic year of 2015/2016. The objectives of thisresearch is 1. Todescribe the process of teaching speaking using identity card, 2. Tofind out the improvement in teachingspeaking using identity card, 3. Tofind out the significant improvement of teaching speaking using identity card. The methodologyof the research was classroom action research which consist of two cycles. The number of the students in this research was 24 students. In completing the research, the writer used observation sheet, documentation and spoken test as the instrumentsof collecting data. By conducting classroom action research, it was found that 1. The process is good enough, 2. The student’s speaking skills is improved, 3. The improvement is significant. In the cycle I the mean of post test is 47.33 is low than the KKM so writer should continue the research. The result of this research showed that the findings in cycle II was higher that the KKM (Minimum MasteryCriterion) of MTs Muhammadiyah 01 Cekelan on score 60 in the academic year of 2016/2017. The mean of score of post test in cycle II was 63.5. Based on the result of this research, it could be concluded that the use of identity card improved student’s speaking skills of the seventh grade students of MTs Muhammadiyah 01 Cekelan in academic year of 2016/2017.
2 CHAPTER I INTRODUCTION
A. Background of the Research
In the nature of language teaching and learning was describe that the first is
teaching speaking and then is listening, writing and reading next. (Lado, 1964: 50).
Language is a direct process. (Hutchin and Waters 1987: 128) In this case, the writer
focuses on speaking skills. Speaking is language skill that is very important. It is the
first macro skill that has to be mastered by people. In this case, people are always
speaking to communicate.
People show everything in their minds by using some expression to speak,
laughing, crying or angry, they can be express easily in speaking.
One of the problems faced by the seventh grade students of MTs
Muhammadiyah 01 Cekelan Boyolalii speaking skills. According to the interview
held on 20thof February 2017 with one of the students, She is Sitiarya. The writer asked some questions to the teacher, the question are about general condition in
teaching learning process of English material especially in speaking subject, about
the students and their participation and also the strategy that use by the teacher
in speaking. She said that English is the most difficult lesson because she can not
at class. According to the writer’s experience when she was studying English,
speaking is the most difficult part for the students..
The habit to speak English by dialogue with their friend is effective way to
practice students speaking skill in the classroom. By this activity in the learning
process, they will have more motivation and more confidence to speak each other, to
ask and answer the question from the teacher or other friends. In addition, they have
applied what they read, listen, see, and comprehend the knowledge or material.
Certainly, It support them to speaking easy periodically.
Because, speaking becomes problem for the second grade students of
MTs Muhammadiyah 01 CekelanBoyolali, the writer solve the problem the teachers
need to use an appropriate methods and a media in teaching and learning
process which make the students interest and anthusiastic.
Over all of above, the writer is interested in carrying out a research dealing
with the speaking ability in learning and teaching process by doing classroom action
research through
Based on the reason above, the writer carry out a research with a title : THE
USE OF IDENTITY CARD TO IMPROVE SPEAKING SKILLS OF THE
SEVENTH GRADE STUDENTS OF MTS MUHAMMADIYAH 01 CEKELAN IN
B. Problem of the Research
The main research problem of the study is “how the application of using
identity card in teaching speaking”. In order to answer this question, the writer
arranges some subsidiary questions follows:
1. How is the process of teaching and learning speaking skills of the seventh
grade students of Mts Muhammadiyah 01 cekelan in the Academic year of
2016/2017 by using identity card?
2. How far is the improvement of speaking skills of the seventh grade students
of Mts Muhammadiyah 01 cekelan in the Academic Year 2016/2017 by using
identity card?
3. How far is the significant improvement of the seventh grade students of Mts
Muhammadiyah 01 cekelan in the Academic Year of 2016/2017by using
identity card?
C. Objective of the Research
The writer conducts a research in seventh grade Mts Muhammadiyah 01
cekelan in academic year 2016/2017. She is using identity card to improve speaking
and writing skills.
Based on the statement of the problem above, the objective of the study is as
follows:
1. To describe the process of teaching speaking using identity card in seventh
2. To find out the improvement of students’ speaking skill after implementation
of the identity card in seventh grade students Mts Muhammadiyah 01 cekelan
in academic year 2016/2017.
3. To find out the significant improvement of students’ speaking skill after
implementation of the identity card in seventh grade Mts Muhammadiyah 01
cekelan in academic year 2016/2017.
D. Significance of the Research
The writer hopes that result of the research inform about the students’
speaking mastery. The writer hopes that the research of the use identity card in
teaching and learning speaking skill will be beneficial for teacher and students.
a. For the writer
This research can help the writer to find out a way and the best method of
teaching learning speaking.
b. For the students
This classroom action research is aim to:
1) Enhance learner motivation in learning
2) Improve the student confidence to speak English
4) Improve the achievement result of student’s speaking ability.
c. For the teacher
This research contributes to:
1) Increase the teacher to design learning strategies more effectively.
2) Make better professional teacher
3) More confidence to develop their knowledge and skill
d. For the school
This research is useful to :
1) To be used as reformation in education
2) Can be used to fix method in the learning process
3) Can increase output of school quality
E. Limitation of the Research
This research is focusing on ability in speaking skill. The subject of the
research is the first year students’ of Mts Muhammadiyah 1 Cekelan. The writer
focused on the process of teaching that is enjoyable and interesting using the Identity
card. She chose the role play to be applied in teaching at the students to be more
active in the class. By conducting an enjoyable teaching and learning process for
F. Hypothesis
The hypothesis is an essential research device that gives a focus to the
investigation and permits writers to reach probability conclusions (best, 1981:26).
Based on the statement problem above, the writer takes hypothesis: there is
improvement of the students’ speaking skill by using “identity card” in the seventh
grade of Mts Muhammadiyah 01 cekelan in academic year 2016/2017.
G. Definition of the Key Terms
The significance key terms of the research is go on facing to improving
speaking skill by using “identity card”:
1. Identity card
Identity card is card include an information of someone. (Oxford learner’s
pocket Dictionary, 2011:218).
2. Improving students’ speaking skill
Improve is changing an bad conditional to more better condition or
situation. (Pei, 1974:483).
Student is people who take a knowledge. (Hornby,1974:859).
Speak is produce of language in usually, is not a singing. Meanwhile
Skill is ability to do something well (Oxford learner’s pocket Dictionary,
2011:414).
Speaking skills that increase a speech orally. (Orwig:1991)
H. Outline of the Graduating Paper
In order to have guidance for writer in writing the graduating paper, the
writer needs to set up the organization of the graduating paper writing as follow:
Chapter I, the introduction describe of background of the research, the
problem of the research, the purpose of the research, the significance of the research,
the limitation of the research, the definition of the key term, outline of the graduating
paper.
Chapter II the writer show some related theories, such as theoretical
foundation and research hypothesis, which consist of the meaning of speaking,
Chapter III describes about general situation in MTs Muhammadiyah
1Cekelan, Boyolali. It also describes geographical place, the profile of teachersand
students, and the condition of the infrastructure, research methodology.
Chapter IV explains about the data analysis of the interpretation that
discusses the result of the test.
CHAPTER II
UNDERLYING THEORIES
A. Speaking
1. Definition of speaking
Speaking is direct language that use to describe meaning so the partner
understand what the speaker says. (Cameron 2001: 40). It determined speaking is
same with understanding people communicate. To make an conversation people no
matter learn grammar to improve their talk. (Thornbury 2005: 231).
Speaking is an important thing in language learning. It needs the people
makes the hearer understand. It need speaker to describe the meaning to others.
(Spratt, Pulverness, & Williams, 2005). Speaking is about finding idea by speak to
other people which is need people understanding.
2. Aspects of Speaking Skill
In learning speaking , there are some factors that improve students to
doing practice in speaking skill beside input factor that comes from listening
session. According to Brown (2004:142) has broken down both micro-skills and
macro-skills of speaking. The microskills refer to producing the smaller chunks of
language such as phonemes, morphemes, words, collocations, and phrasal units. The
function, style, cohesion, nonverbal communication, and strategic options. The
micro- and microskills total roughly 16 different objectives to assess in speaking:
a. Micro-skills
1) Make differences among the English phonemes and allophonic
variants.
2) Make chunks of language of different length.
3) Produce English stress pattern, word in stressed and unstressed
positions, rhytmic structures, and intonation contours.
4) Produce reduces forms of words and phrases.
5) Use an adequate number of lexical units (words) in order to
accomplish pragmatic purposes.
6) Produce fluent speech at different rates of delivery.
7) Monitor your own production and use various strategic device
-paused, fillers, self corrections, backtracking- to enhance the clarity of
the message.
8)Use grammatical words classes (noun, verb, etc.), system (e.g.,
tense, agreement, pluralization), word order, pattern, rules, elliptical
9)Produce speech in natural constituents –in appropriate phrases,
pause groups, breathe groups, and sentence constituents.
10) Express a particular meaning in different grammatical forms.
11)Use cohesive devices in spoken discourse.
b. Macro-skills
1) Accomplish appropriately communicative functions according to
situations, participants and goals.
2) Use appropriate registers, implication, pragmatic conventions, and
other linguistics features in face to face conversations.
3)Convey links and connections between events and communicate
such relations as main idea, supporting idea, new information, given
information, generalization, and exemplification.
4) Convey facial features, kinetics, body language, and other
nonverbal cues along with verbal language to convey meanings.
5) Develop and use a battery of speaking strategies, such as
emphasizing key words, rephrasing providing a context for
interpreting the meaning of words, appealing for help, accurately
assessing how well your interlocutor understand you.So, the speaking
grammar or fluently in communicating but also the circumstances
that the speaker and hearer have. To gain meaningful communication,
it is needs both the speaking competence and performance.
3. Teaching Speaking
According to Brown (2004: 140), in productive performance, the oral or
written stimulus must be specific enough to elicit output within an expected
range or performance such that scoring or rating procedures apply appropriately. In
teaching speaking, the instructor need:
a. Types of Classroom Speaking Performances
In teaching speaking counted relation to make dialogues in interactive
classroom. The speaking exhibition has any steps begin from the low exhibition to
the highest. According to Brown(2004: 271-274) mentions and explains six
categories of classroom speaking performance;
1) Imitative
This category goes for the skill of the students to imitate some of
language.
This category goes one step beyond imitative to include any speaking
performance that is designed to practice some phonological or grammatical
aspects of language.
3) Responsive
This category is when students can response what the teacher do. Students
should answer what teacher ask and do when teacher give the task.
4) Interpersonal
Interpersonal is that students can make a good environment in the class.
5) Extensive (monologue)
This category is when student wants to have good skills, they have study hard
with make summarize, or make exercise by herself.
b. Aspect of classroom speaking performance
According to Hornby (1995:318) Speaking is produce of words in directly ,
statement, understand, expressing one in words, making speech. There are some
component to make fluent of speech, there are vocabulary, pronunciation, grammar
fluency and comprehension.
1) Grammar
2) Vocabulary
Vocabulary is word that have we know to produce a sound. People need a
word to produce a sound in their communication to other.
3) Comprehension
Comprehension is refers to the balance of the communication, if someone
speak and the other people must be know what the speaker says. If they cannot know
what speaker says the hearer cannot response what they speak.
4) Fluency
Fluency is the ability to process language speedily and easily. Fluency
develop way do this is to use preassembled chunks of language. (Harmer 1999: 93).
In speaking English, sometimes fluency is more important and initial goals in a
language rather than accuracy.
5) Pronunciation
According Thornbury (2005:128-129) pronunciation refers to the student’s
ability to produce comprehensible utterances to fill the task requirements.
Wrong pronunciation may cause misunderstanding or people involved in a
conversation are offended.
According Brown (2004:173) task is one of the oral proficiency scoring
categories. It is about how far the other people can be effectively in most formal and
informal communication on many topics.
Table 3.5 The Scoring Rubric of Speaking
No Component 5 4 3 2 `1
1 Grammar
2 Vocabulary
3 Comprehension
4 Fluency
5 Pronunciation
6 Task
Grammar: Able to use the language accurately on all level pertinent to professional needs.
Vocabulary : Can understand and participate in any conversation.
Comprehension : Can understand any conversation within the range of experience.
Fluency : Able to use the language fluently on all levels normally pertinent to
professional needs.
Pronunciation : Error in pronunciation are quite rare.
Task : Would rarely be taken for a native speaker but can respond
appropriately even in unfamiliar situation.
1 : Poor: 0-45
c. Classroom Speaking Activities
According to Hammer (2001:271-275), there are many o classroom activities
which are currently used in teaching and learning speaking. Those activities that
mostly used are:
1) Acting from script
It is speaking activity where the students are asked to act out scene from plays
and/or their course books or act out from dialogues they have written themselves and
this activity frequently involve them coming out to the front of the class or sometimes
filming the result.
2) Communication game
Many games can be use to learning for example circle chat, funny games,
and seriously games. (Fauziati 2005: 130-132).
3) Discussion
Group discussion consist more than two people. The purpose is to enhance
of group discussion is to improve fluency, and rules is enable to function as a direct
communication. (Fauziati, 2005: 134).
4) Prepared Talks 3 : Good: 66-78
4 : Very Good: 79-88
Student present a material that have given by teacher. By prepared talks
students more confidents because they have prepare their talk before presented.
Prepared talks just showed what making before and more interesting for the speaker
and the hearer. (Harmer, 2001: 274).
5) Questionnaires
Student make a questionnaires match with the topic. Teacher as then reference
, they assist student in making process. the product of questionnaires is printed out,
deliberation or arrangement talks.(Harmer, 2001: 274).
6) Simulation and Role Play
Student simulate a real-life encounter as if they were doing so in the real
world. Simulation and role play can be used to encourage general oral fluency, or to
train students for specific situation. (Harmer, 2001: 274). Role -play is making
condition in theatrical troupe, or in a part, simply acting out dialogues, but also in part
relabeling objects and learner in the room prepare for imaginative role playing
(Fauziati, 2005: 127).
B. Minimum Passing Grade
To increase students level in studying a lesson, teacher should be determine
the minimum score. The score to describe of students improvement in learning
process. Normally minimum passing grade is set up before learning teaching process
begin.
In teaching learning process teaching medium usually call as instructional
material, audiovisual communication, visual education, and educational technology.
According to Bruner (1966:10-11) as quoted by Arsyad learning modus has three
level :
1. Enactive
If teacher give a word the students practice what the teacher say.
2. Iconic
A word learn by image or picture or film, students can imagine and learn by
image or picture.
3. Symbolic
When students hear about a word they can compare with the real thing.
a. The function of medium in learning
there are four function of medium in learning:
1) Attention : to make students focus in activity
2) Affective : in order to enjoy in learning teaching process by see the picture
3) Cognitive : to deliver the message more effectively.
4) Compensatory : to make students balance it the teaching learning activity.
Media is a tool to facilitate classroom activity. So, teaching learning process
will be more effective and efficient.
There is group of media used to facilitate in learning teaching process.
1) Print out media ( news paper, card, photo)
2) Show media
3) Overhead transparancies
4) Audiotape record
5) Slide series and filmstrip
6) Multi-image serve
7) Video record and live film
8) Computer
C. Identity Card
Card is piece of stiff paper that inform of someone identity. Card is one of
print out media that can use as medium in learning process. From the identity card we
can get any information of someone include date of birth, full name, address
.
Identity card is card with your name, photograph, etc. on it that proves who
CHAPTER III
RESEARCH METHOD
In this graduation paper, the writer has to collect data from the objects of
research that called informants. This research was conducted at MTs Muhammadiyah
1 Cekelan, Boyolali.
A. Research Methodology
Classroom action research is a term used to find out the best method and
technique in classroom, so the students achieve a significant improvement from their
learning. (Arikunto ,2006: 57). This kind of investigation also known as the research
conducted by the teacher as the researcher in a classroom or in a school, place the
research is conducted with a purpose in improving the teaching learning process. This
kind of research has three main important aspect (Faradila 2012: 38) :
1. Research
Activity in observing the research object by using someone method and
technique to get an useful data or information to improve the quality of teaching
learning process.
2. Action
The term of changing old method with the newest one that focus in a purpose
3. Classroom
A group of students of research object.
B. Research Subject
The subject of this research is the students of Mts Muhammadiyah 1 Cekelan
Boyolali. The writer has been conducted in researcher was conducted at Mts
Muhammadiyah 1 Cekelan Boyolali. The subject of this research specifically was the
seventh grade students that consist of 29 students in the academic year 2016/2017.
They were choosen by the researcher based on the purpose of the research.
D. The Procedure of the Research
There are two cycles in this activity look into and each cycle there are twp
research and in each cycle there are two meeting.
1. Planning
The exercises of the arranging are:
a. Getting ready material, making lesson arrangement and composed the
progression in doing activity.
b. Setting up the rundown of students’ name.
c. Getting ready showing help (Color pens, shading boards)
e. Setting up a test
2. Action
a. The instructor giving pre-test
b. The instructor shows speaking by utilizing identity card
c. The teacher gives short clarification and aides the understudies to
learn, practice, and do the activities.
d. The educators offers chance to the understudies to ask any challenges
or problems.
e. The teacher request students orally check the students’ understanding
f. The instructor surveys materials and gives the understudies a few
assessments.
g. The instructor gives the understudies a few assessments including
materials that are not utilized as a part of the examination; it is utilized
to know understudies' understanding. Written in the white board as
indicated by teacher's instruction.
1. Observation
Observation is one of the instruments which are utilized as a part of gathering
information. As a logical technique, observation can be methodically used to watch
and note the majority of the wonders researched like the students' inclination,
considering and something they do during the time spent showing getting the hang of
talking. The teacher as the researcher watches all exercises in the instructing and
learning process. The instructor likewise makes a helpful climate in the classroom
and tries community endeavors to investigate educating conceivable outcomes. It is
proposed to make the understudies' inspiration in learning. For instance by offering
encourages to the understudies and having diverting thing in save time in the class.
2. Reflection
Reflection is a movement in communicating of experience that had by educator as
the self-assessment. The instructor mentions an assessment based on the objective
fact to discover the shortcomings of the exercises that have been done in utilizing
Identity card in educating talking. The shortcomings can be refined in the following
cycle; with the goal that at long last it can be resolved how powerful can enhance the
strategy of instructing talking.
The researcher analyze the result of the observation. She assesses the showing
learning process amid execution of the activity by recognizing the field notes which
gives pre test before she begins to show utilizing character card. It is given in the start
of cycle 1 and cycle.
The post test is given toward the finish of activity in cycle 1 and cycle II. In light
of the information assessment, the scientist can make a self appearance in doing the
activity. The information from the test will likewise indicate whether the
understudies' talking aptitude enhance or not.
E. Research Instrument
In this research the researcher used two kinds of research instrument, as
follow:
1. Test
According to Brown (2004: 3) The test is a tool to measure person ability in
knowledge or performance in a certain domain. In this research test used by the
researcher to analyze and measure students' competence especially their cognitive
skills. The test will conducted in every cycle, there are the pre-test, 1st cycle test and the post test.
2. Observation
Observation is a logical device and the strategy for information gathering
(Kothari, 2004). The observation in this research is used to gathering information
F.Data Collection Method
There are some technique to collect the data collections in this
research, they are:
1. Observation
Observation a significant character for supporting teacher in teaching learning
process. Observation used to supervising the students activity in teaching learning
process. Displacement on the students interest, support and changing in good value in
learning process.
Table 3. 5 Process Observation Sheet
No Process Distribution
Excellent Good Fair
Teacher makes some inquiry to student.
Teachers disclose how to talk effectively.
7
Teacher acquaints character card with students.
8
Teacher join talking and personality card.
9
Teacher asks the students troubles.
10
Students comprehend the teacher's clarification.
11
Students practice to talking use personality car.
12
Students wind up plainly dynamic in the classroom.
Students appreciate and upbeat in learning process.
speaking skill. The post test is conducted at the end of the cycle and compare with the
result on the pre test and firs test.
3. Documentation
Hopkins (1993:140) Documentations is kind of data collection method in a
curriculum and other educational concern can build rationale and purpose interesting
ways. The utilization of such material can give foundation data and understanding
transcript, affinity, official authoritative paper, material and so on this technique used
to know the contingent of understudies and instructor, structure of association, profile
and area of school.
E. Data Analysis
The writer conduct the action research of the implementation of guided question
method to improve students writing skill of recount text in MTs Muhammadiyah 01
cekelan. To analyzing data, there are two ways to analyze the data, they are:
1. Statistical technique
According to Siregar (2010:2) Descriptive technique analysis used to know
students improvement and their attention looked from the result of the pre-test and
post-test. The researcher calculate the analysis as followed:
a. Mean
Mean is average from division between sums of student’s scoring a
total number of respondents. The formula is:
∑
N: Number of Score
b. Calculate Standard Deviation
SD √∑ - ∑
SD : Standard Deviation
∑ :Number of Quadrate deviation
N : Subject
c. T-Test
∑
2. Descriptive technique
A descriptive technique is purpose as knowing motivation, attracted, and
character of the students in teaching learning process. The writer used a observation
sheet as a tool to describe the activity that have been doing in the class.
F. Minimum Passing Grade
To make certain about the minimum passing grade the writer use a table.
Examine value
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this research, the writer would like to analyze the data gathered from the
action research activities. The data was obtained from the teaching learning process
and evaluation. The analysis is to measure students speaking skill improvement in
teaching learning process. In this research, the data consist of data presentation and
analyze.
A. Profiles of MTs Muhammadiyah 01 Cekelan
MTs Muhammadiyah 1 Cekelan is the only one of junior high school in
Cekelan village and around there. It is located in Kauman sub-district, Kemusu
district, Boyolali regency. The location is very strategies, because it is located in back
sub-district office of Kauman.is rounded by elementary school of kauman 1 and
kauman 2. MTs Muhammadiyah 1 Cekelan was opened in small village in
Cekelan, Kauman, Kemusu, Boyolali. It was established at 1950. It has been
staying at 63 years. In the academic year 2016/2017 accepted 29 students. Total of
the students in MTs Muhammadiyah 01 Cekelan, 84 students. Consist of seventh
grade are 29 students, eight grade are 26 students, and the last nine grade are 30
students. The headmaster of this school in academic year 2016/2017 is Mr. Sarifudin,
S.Pd,I
The subject of the research is the seventh grade students of MTs
Muhammadiyah 01 Cekelan. This class consist of 29 students, 18 male and 11
female.
C. Data Analysis
1. Process of observation
Table 3.7 Process of observation
ACTIVITY
DISTRIBUTION
EXCELLENT GOOD FAIR 1. Pre Teaching
a. opening Greeting
T: “Assalamu’alaikumwr. Wb
S: “Wa’alaikumsalamwr. Wb
T: “Good morning guys?
S:” Morning mom”
Asking condition
T:” how are you?
S:” I’m fine and you?
T:” very well”
Attendance
T:”who is absent today?
S:”Aria, Sugiarti, Sifa, Sivia,
and Tutik”
b. Motivation
T:” Study is very important for our
future.
c. Apperception
T:” did you remember what mrs
Inayah said?”
S:” Yes mom, l little remember”
T:”that is example of self
introduction”
Whit Teaching a. Explanation Teaching Introduction
T:” Today we will study about
self introduction and
introduction others”
Introduction others
T:” how to introduction
other?”
S:”using second person subject
mom”
T:”what is the example?”
S:”he, she, it mom”
T:”good, “ok, I will explain
again about subject”
Combining introduction and identity
card
T:”now, we continue our
lesson, I have story about
someone. Then you make an
identity card of the actor.
S:” yes mom”
b. Practice
T:”You will get 2 card, one is
content of table and the other
one is content of identity card.
Then you complete the table
by your ask your friends
identity”
S:” How many students
mom?”
T:” just three students, then
after you complete the table.
One by one you demonstrate
the identity that you have get.
Post-Teaching
a. Concluding
T:” medium makes easier to
study, for example the identity
card. We can get many
information of someone from
it
b. Post-Test
T:”After you complete the
table. One by one you
2. Pre-test and Mean score of Pre-test 1
The writer began the research with dug some information such as the class,
the technique, the problem and students‟ name and score. The writer did not
conduct the class or observation. The writer just collected the data from the
teacher. The writer do simple interview on 20thoffebruary 2017 with one of the students, She is Sitiarya. She said that English is the most difficult lesson because she
can not speak well and do not know the meaning. So she can not enjoy in the learning
process at class. After interview with the students, writer continue interview to the
teacher, she is mrs.AsriPamungkas, S.Pd. Then the teacher recommended the writer
to conduct the research in that class, seventh grade. Based on the teacher’s
information, many students got difficulties in Speaking skills. The students usually demonstrate the identity you
have get.
c. Closing
T:” Thanks for your
cooperative, stay to speak
English in everywhere.
Wassalamualaikumwr. Wb
get difficulties in starting their speak, less vocabulary then they not brave to speak
because they are shy and did not know the meaning. Furthermore, they can’t speak
easily. After known the problem that faced by the students the writer start to prepared
the instrument conducted the research in that class. The focus of this research
is to improve their speaking skills. Before giving treatment, the writer wanted to
know the students speaking skills first by using pre-test on may 17th 2017. In pre-test, did not give any treatment to them. They just look at the real example from the
writer introducing. The writer wanted to know whether yes or not students could
speak by paying attention to the example well. This stage was intended to know to the
students’ weakness before having some treatment. In this test, the students were
asked to introduce their self and introduce their friend in the right side. The pre-test
was followed 24 students from seventh grade. Based on the result of the pre-test, the
student’s ability in speaking skills.
The score of the students’ pre-test as follow:
a). The Data Pre-Test
Table 4.1 The data of pre test
NO STUDENTS
SCORE FINAL
SCORE
1 1 7 7 8 7 9 8 46
2 2 6 6 7 8 7 7 41
3 3 7 7 6 6 7 8 41
4 4 8 7 10 9 8 6 50
5 5 6 7 6 7 6 8 40
6 6 7 7 7 6 7 8 42
7 7 8 9 10 9 8 8 52
8 8 8 8 7 8 8 7 46
9 9 7 6 9 8 8 8 45
10 10 8 7 8 9 8 8 48
11 11 6 6 8 7 6 7 40
12 12 6 6 7 7 6 7 39
13 13 6 7 8 6 7 7 41
14 14 6 6 7 6 7 7 39
15 15 7 6 7 8 7 8 43
16 16 6 6 8 7 6 7 40
17 17 6 7 7 8 6 7 41
18 18 7 7 6 8 6 7 41
19 19 10 12 11 10 10 8 61
20 20 7 6 7 7 6 8 41
Note : *) students who passed the Minimum Mastery Criteria
(KKM) 60
Table 4.2 : Criteria of Students’ Achievement of Pre-Test I
No Total Score Grade Number of Students
1 89-100 Excellent -
2 79-88 Very good -
3 66-78 good -
4 46-65 fair 1
5 0-45 Poor 23
The mean of pre-test I
Mean :
∑
22 22 6 7 7 8 8 6 44
23 23 6 6 7 7 7 8 41
24 24 6 6 8 6 7 8 41
M =1044
24
= 43.50
From the table of pre-test above, it can be seen there the only one student that
passed the minimum required standard60. Almost students was failed. From the
result above, it shows that the mean of pre-test was 43.50. It was not passed
the minimum passing score, there are many students was still got low score in
Speaking skills.
3. Post-Test and Mean Score of Post-Test I
Table 4.3 The data of post test I
NO STUDENTS
SCORE FINAL
SCORE
G V C F P T
1 1 8 7 8 7 9 9 48
2 2 7 6 8 8 7 7 43
3 3 7 8 8 6 7 8 45
4 4 8 7 10 9 8 7 51
5 5 6 7 6 7 7 8 41
T
le 4.4 Criteria of Students’ Achievement of Post-Test I
No Total Score Grade Number of Students
1 89-100 Excellent -
2 79-88 Very good -
3 66-78 good -
4 46-65 fair 17
5 0-45 Poor 7
The mean of post-test I
Mean : ∑
M = 1136
24
M = 47.33
- Mean of pre-test = 43.50
- Mean of post-test = 47.33
- Mean of pre-test ≤ than post-test
There is improvement of students speaking skills using identity card
between pre-test I and the post-test I. From the result above, it shows that the
mean of post-test was 47.33 there is improvement but it was not passed the
4. Standard Deviation of Cycle I
Table. 4.5: Differences of pre-test and post-test (cycle I)
NO STUDENTS PRE- TEST
POST TEST
D D2
1 1 46 48 2 4
2 2 41 43 2 4
3 3 41 45 4 16
4 4 50 51 1 1
5 5 40 41 1 1
6 6 42 43 1 1
7 7 52 55 3 9
8 8 46 48 2 4
9 9 45 47 2 4
10 10 48 51 3 9
11 11 40 46 6 36
12 12 39 46 7 49
13 13 41 44 3 9
14 14 39 43 4 16
15 15 43 46 3 9
17 17 41 45 4 16
18 18 41 44 3 9
19 19 61 65 4 16
20 20 41 50 9 81
21 21 41 48 7 49
22 22 44 48 4 16
23 23 41 47 6 36
24 24 41 48 7 49
∑ 1044 1135 92 460
SD √∑ - ∑
SD √
SD √19,16-4,38
SD=√14,78
SD= 3.84
5. Calculated of T-test Values
After calculating deviations standard, then the writer counted t-test (t0)
∑
T= 4.72
a. Calculate of df (degree of freedom)
df= (N-1)
= 24-1
= 23
b. Concern with the t table value
c. Comparing t0 with tt
T0 = 4.72 is greater than tt=1.15
Based on the data above, the writer can conclude that t0 4.72 , 1.15 (t
calculation is greater than t table). It means thatH0 is rejected so there is significant
differences between pretest and post-test. After comparing between the result of
pretest and post-test it can been seen that the score of the students increase.
6. Pre-test and Mean Score of Pre-test II
Table 4.6 Data of pre-test II
NO STUDENTS
SCORE FINAL
SCORE
G V C F P T
1 1 8 10 9 8 10 10 55
2 2 8 7 8 9 8 9 49
3 3 8 7 9 8 8 9 49
4 4 8 8 10 9 9 9 53
5 5 8 7 7 8 8 9 47
6 6 8 8 9 9 8 8 50
7 7 10 10 12 9 9 9 59
8 8 8 8 8 9 9 9 51
Table 4.7: Criteria of Students’ Achievement of Pre- Test II
No Total Score Grade Number of Students
1 89-100 Excellent -
10 10 9 8 10 9 8 8 52
11 11 9 8 9 9 9 10 54
12 12 8 7 9 8 9 9 52
13 13 8 8 8 7 8 9 48
14 14 8 7 8 7 7 8 45
15 15 8 8 9 8 7 8 48
16 16 8 8 9 8 7 8 48
17 17 8 9 8 8 7 8 48
18 18 8 7 8 8 8 7 52
19 19 13 12 12 11 10 11 69
20 20 8 8 8 9 7 10 50
21 21 9 8 8 8 8 8 49
22 22 8 8 9 8 8 8 50
23 23 9 8 8 8 8 9 50
24 24 9 9 9 8 8 10 51
2 79-88 Very good -
3 66-78 good 1
4 46-65 fair 23
5 0-45 Poor -
The mean of pre-test II
Mean :
∑
M= 1232
24
= 51.33
The result of the students score in this cycle II pre-test was still bad.
23 students in fair, 1 students in good. From the result above it shows that
mean of pre-test was 51.33. It was not passed the minimum passing score.
7. Post –test and Mean Score of Post-test II
a) the data of post test II
NO STUDENTS
SCORE FINAL
SCORE
G V C F P T
1 1 13 12 13 13 12 10 73
2 2 11 9 10 10 11 12 63
3 3 12 13 11 9 10 10 65
4 4 9 9 10 9 9 9 55
5 5 12 9 13 9 9 10 62
6 6 12 11 10 10 11 12 66
7 7 14 10 12 10 13 13 72
8 8 10 9 11 9 10 11 60
9 9 10 9 10 10 11 12 62
10 10 11 9 12 10 10 12 64
11 11 11 9 12 10 10 12 63
12 12 10 9 11 9 10 11 60
13 13 13 11 14 10 10 12 70
14 14 10 9 10 9 10 12 60
15 15 10 9 9 9 8 10 60
16 16 10 9 10 10 10 13 48
17 17 12 10 11 10 10 10 63
18 18 12 10 10 9 10 10 61
Table 4.9: Criteria of Students’ Achievement of Post- Test II
No Total Score Grade Number of Students
1 89-100 Excellent -
2 79-88 Very good 1
3 66-78 good 6
4 46-65 fair 17
5 0-45 Poor -
The mean of post test II
Mean :
∑
M = 1524
20 20 10 9 9 9 8 10 55
21 21 11 9 10 9 8 10 57
22 22 10 9 10 10 9 10 58
23 23 10 10 12 11 12 12 67
24 24 12 11 12 11 11 13 70
24
M = 63.5
- Mean of pre-test = 51.33
- Mean of post-test = 63.5
- Mean of pre-test ≤ than post-test
There is improvement of students speaking skills using identity card
between pre-test IIand the post-test II. From the result above, it shows that the
mean of post-test was 63.5. From the table above 1 student was very good, 6 good
and 17 fair. there is improvement but 5 students was not passed the minimum
passing score.
8. Standard Deviation of Cycle II
Table 4.10 the differences score between pre-test and post-test
NO STUDENTS PRE- TEST
POST TEST
D D2
1 1 55 73 8 64
2 2 49 63 4 16
3 3 49 65 6 36
5 5 47 62 5 25
6 6 50 66 16 256
7 7 59 72 13 169
8 8 51 60 9 81
9 9 53 62 9 81
10 10 52 64 12 144
11 11 54 63 9 81
12 12 52 60 8 64
13 13 48 70 22 484
14 14 45 60 15 225
15 15 48 55 7 49
16 16 48 62 12 144
17 17 48 63 13 169
18 18 52 61 9 81
19 19 69 81 12 144
20 20 50 55 5 25
21 21 49 57 8 64
22 22 50 58 8 64
23 23 50 67 17 289
24 24 51 70 19 361
SD √∑ - ∑
SD √
SD √130 – 14,87
SD=√115,13
SD= 10.71
9. Calculated of T-test values
After calculating standard deviation, then the writer counted t-test (t0)
calculating using the formula bellow:
∑
T= 6.67
a. Calculate of df (degree of freedom)
df = (N-1)
= 24-1
= 23
b. Concern with the t table value
With df = 23, the value of tt table degree of significance 5% is 0.33
c. Comparing t0 with tt
T0 = 6.67 is greater than tt=0.33
Based on the data above, the writer can conclude that t0 6.67 , 0.33 (t
calculation is greater than t table). It means that H0 is rejected so there is significant
differences between pretest and post-test. After comparing between the result of
pretest and post-test it can been seen that the score of the students increase.
1. Cycle 1
a. Planning
The first activities in this research was planning, the activities prepare:
1) Preparing materials, making lesson plan and designing the steps in doing the
action (look in appendices)
2) Preparing students’ name and scoring
3) Preparing sheet of observation (look in appendices)
4) Preparing the test ( to know students’ achievement improve or not)
b. Implementation
Meeting I
The first activity was conducted on Wednesday, may17th2017, the writerentered the class with English teacher there/ Mrs. AsriPamungkas. The
situation was noisy, some students spoke with their friends. When the writer and the
teacher stood in front of class all of students’ eyes looked at the teacher, they
surprised because there was a beautiful woman. Some students made little
discussion and another just kept silent. A few second later the teacher begun to start
the class. After all students ready Mrs. Asri leaded to pray. Mrs.Asriopened the
Before starting the lesson in the first meeting in cycle 1,teacher gave the
pre test to know the comparison between before and after research held. The
students were asked to introduce their self and introduce their friend in the right
side of them. Students introduce their self one by one then they introduce their friend
in the right side of them.
Teacher finish the dialogue and then give explanation how to speak with
correct pronunciation, then teacher continue the study with the bona story.
After finished repeat the dialogue then teacher give explanation how to self
introduction and introduction others. Teacher write ion the whiteboard and students
following the teacher write the material in their book. Next, the teacher explains.
When the teacher explains the material, the electric bell was ring. It’s signed that the
teaching and learning activity have to finish. The students ask to the teacher to break
time. The teacher finished the teaching.
On Thursday, 18th may 2017 the teacher and observer entered in the class.Some students yet entered, so the teacher has to wait for a minute. After
all the students entered, the teacher began to teach English lesson. After teacher
finished explain the material, teacher continue the study
A few minutes later, after students finished reading the story and answerthe
question. The teacher continue the lesson.One by one question have answered by
answer. And teacher go to the next material.For about five minutes the students make
identity card first
Next, the activity was continuing until all students show their work. This
show as post test in cycle I. The teacher is seen the students work.
The students have submitted the test. The students are prepared their book,
and pens before the teacher recommend. The situation was crowded, because
every student manages their things. All of students ready to come back to the home.
Teacher closes the meeting.
c. Observation
In this first cycle the teacher and writer observed teaching learning process by
monitoring the students activity and attention during the action. Observation focused
on students speaking skills. , the teacher can see the students were very nervous
and doubt when they asked the teacher to speak up.
Most of the students are silent when they asked the teacher to speaking
English; they have enough idea to say something in English. The teacher has
speaking English to teach them. The students understand what the teacher means, but
the students answer the question from the teacher using Indonesian language.
The students found the new vocabulary at the time, they don’t know use
mistakes or some interesting, they are shouted lauder. It is disturbed the
concentration other students.
d. Reflection
After analyzing the result of action in cycle 1, the teacher can conclude
that it is very important for the teacher to give stimulation for the students to
speaking English. Although the teacher explains the material using English
language the students enjoy answer using Indonesian language and sometime
Javanese. They are not brave and shame when they want to answer in English.
Cycle I has not given a satisfactory result, the problems in this meeting are the
students less speaking English and always answer using Javanese or Indonesian
language. It also seems in the score of Pre test and post test. The result of
pre test is 43,50, meanwhile in post test is 47,33. From the review of research
result is lower than the passing grade. The passing grade score is 60. It is very
important to the teacher continues to the next cycle to improve their brave, their
confidently and their achievement. In the cycle II, the teacher asks the students to
active speaking English with the different media.
2. Cycle II
a. Planing
Based on the result of cycle I it was necessary for the writer to continue to the
1) Preparing materials, making lesson plan and designing the steps in doing the
action (look in appendices)
2) Preparing students’ name and scoring
3) Preparing sheet of observation (look in appendices)
4) Preparing the test ( to know students’ achievement improve or not)
b. Implementation
On Friday, 19th of May 2017, the teacher and the observer entered in the classroom. She continued the lesson the day before and changes the theme of the
material, but still about identity. Yesterday, the teacher asks the students to speak
in English when teaching and learning processes happened. Teacher gave stimulation
for students to speak up. The students did not feel strange like in cycle I. They were
more enthusiastic. They had waited the teacher’s and the observer come.
The students are answered a question from the teacher. They are speak loudly
and made the situation to be crowded. Teacher handles the class using a question.
Teacher take an absent book, then called the student’s name.
The students‟ gets a dialog from the teacher, then the students read the dialog
and try to practice with their pair in the chair. After 5 minutes later, the teacher asks a
pair to practice. Before the students practice in the front of class, teacher asks the
student’ name to begin practice, then continue the student who call the student’s
name to practice into middle of his/her friend.
The students practice then Thering was rung, the time is up. The students ask
the teacher to finish the teaching and learning. The students are prepared their things
intothe bag.
On Monday, 22nd May 2017 the teacher and observer entered in the English classroom. She continued the lesson the day before. The teacher still teaches
about self introduction and introduction other.
Teacher give 15 minutes to students complete their table with their friends
identity. Then student practice to introduce their friends
After that, teacher order to the students to do post-test. The students
finished doing the post test. Before the students come back to the home, they are
submitting the test to the teacher.
c. Observation
In the last meeting teacher helped the students when they got
difficulties. She always gave motivation for students to be confident to speak
English. The teaching and learning process was increasing. The students who
the last meeting. They are also enthusiasm to follow the teaching and learning
activity.
d. Reflection
After analyzing the result of cycle 1 and cycle II, it can be conclude that using
identity card able to made the student to be active in learning speaking in the
class. They can express what they listen and got correction directly when they had
CHAPTER V
CLOSURE
A. CONCLUSION
Based on the result of the research, which aims to develop the
Students’ speaking skills using identity card. The writer made conclusion related to
the research questions which state in chapter I.
The writer made conclusion as follows:
1. The process teaching speaking skills using identity cardis good enoughit can be
seen from the result :
Excellent Very good Good Fair Poor
PRE-TEST I - - - 1 23
POST-TEST I - - - 17 7
PRE-TEST II - - 1 23 -
POST-TEST II - 1 6 17 -
Most of the students were enthuastics to learn speaking skills using identity
card. The students wereenthuastics in listening to the teacher’s explanation and
can be seen from the result of observation in the class that most of the students feel
enjoyable and happy in teaching process.
2. Based on the comparison calculation among cycle I and cycle II, the use of
identity card is successful to improve students’speaking skills. It can be seen in the
table. There was better improvement students’ mean score from pre-test, post-test
I and pre-test, post-test II. The mean score for Speaking cycle I pre-test was 43.50and
post-test was 47.33 and the cycle II pre-test was 51.33 and post-test was 63.6. It
means there’s significant score after using identity card in teaching speaking skill.
3. The significant improvement of using identity card in improving students
Speaking skills is proved from the result in cycle I of t-test (4.72) and ttable (1.15)
which the score of t-test was higher than the score of the t-table. In cycle IIt-test
(6.67) an the table is(0.33) which the score of test was higher than the score of
t-table. By the level of significance is 5%.
B. SUGGESTIONS
From the explanations above, there are some suggestions that are
proposed by the writer:
a. The teacher should deliver the material more actively by using medium
or techniques such as identity card in order to maximize teaching learning
process and make students not bored.
b. The teacher also should be more creative in providing the topic which
can make students interested in speaking activity.
c. In addition, the teacher also should more active to involve the students
in teaching learning process or students center.
2. To the students
a. The students need pay more attention in learning English that is
why the teacher should be more creative in teaching.
b. The students should active in asking question when they have a
trouble or difficulty.
c. The students should study English through practice and experiences.
d. The students should braveto speak in speaking lesson.
3. To the Writer
The result of this study can be used an additional reference or further
research with different discussion.
