CHAPTER IV RESULT OF THE RESEARCH AND
A. Result of the Research
3. Condition of Teacher and Official Employers
Theteacher and official employers in MA. Al Huda Tulung Balak, in academic year 2019/2020 can be identified as follows:
Table 4.2
Condition of Teacher and Official Employers at MA. Al Huda Tulung Balak in Academic Year 2019/2020
No Name Sex Occupation
1 Fatkhur Rozaq, S.Pd.I Male Headmaster
2 Muhammd Dzihab
Aminudin Sukri, S.Pd
Male Vice of curriculum
3 Abdullah, S.Pd.I Male ASWAJATeacher
4 Ponirin, S.Pd.I Male FikihTeacher
5 Nurul Emita Sari, S.Pd Female BiologyTeacher 6 Diah Septiani, S.Pd Female EnglishTeacher
39
7 Fitri Wulan Sari, S.Pd Female MathematicsTeacher 8 Siti Fatoyah, S.Pd Female Akidah akhlakTeacher 9 Elly Rosdiana, S.Pd Female EnglishTeacher 10 Widya Nanda, S.Pd Female Artand culture Teacher 11 Riki Ardiansyah, S.Pd Male TahfidzTeacher 12 Tri Yutanto, S.Pd Male Qur‟an HaditsTeacher
13 Sutijah, M.Pd Female History of
IndonesiaTeacher 14 Riyan Firmando, S.Pd.I Male Sociology Teacher 15 Vindra Prisbinawan, S.Pd Male Chemistry Taecher 17 M. Khafidz Habibi, S.Pd Male HandicraftTeacher 18 Vita Lestari, S.Pd Female IndonesianTeacher 19 Ratih Purwasih, S.Pd Female SportTeacher 20 Yunita Prasetyo Wati,
S.Pd
Female Indonesian Teacher
21 Siti Fatoyah, S.Pd.I Female Treasurer 22 Riki Ardiansyah, S.Pd Male Operator of School 23 Soleh Jamaludin Male Administration staff
24 Indri Male Security Officer
Source: The school officer’s data of the MA Al Huda Tulung Balak in academic year 2019/2020
4. Quantity Students of MA. Al Huda Tulung Balak
The quantity of the students at MA. Al Huda Tulung Balakbe identified as follows:
40
Table 4.3
Students Quantity of MA. Al Huda Tulung Balak in Academic Year 2019/2020
No Class Sex Total
Male Female
1. ClassX 5 6 11
2. ClassXI 11 9 20
3. Class XII 11 11 22
TOTAL 27 26 53
5. Building of MA. Al Huda Tulung Balak
The condition of facilities at MA. Al Huda Tulung Balak in academic year 2019/2020 can be seen on the table below:
Table 4.4
Building of MA. Al Huda Tulung Balak in Academic Year 2019/2020 No Names of Building Total Condition
1. Headmaster Room 1 Good
2. Teachers Room 1 Good
3. Administration Room 1 Good
4. Mosque 1 Good
5. Musholla 1 Good
6. Library 1 Good
7. Kitchen 1 Good
8. Class Room 3 Good
9. Canteen 1 Good
41
6. Organization Structure of MA Al Huda Tulung Balak
The organization structure of MA Al Huda Tulung Balak in academic year 2019/2020 can be seen in the figure as follows:
Figure 4.1
Organization Structure of MA Al Huda Tulung Balak
School Commite Anies
Headmaster Fatkhur Rozaq, S.Pd.I
Madrasah Supervisor Drs. H.Budi Pranoto, M.Pd.I
Headmaster Curriculum Dzihab Aminuddin
Sukri, S.Pd
Vice Headmaster in Students M. Khafidz Habibi,
S.Pd
Vice Headmaster in Facility and Infrastructure Tri Yutanto, S.Pd
Vice Headmaster in Public Relation
Ponirin, S.Pd.I
Teacher
Students
42
7. Location Sketch of A. Al Huda Tulung Balak Figure 4.2
Location Sketch of MA. Al Huda Tulung Balak in Academic Year 2019/2020
Note :
1 : Head Master‟s Office 3. Toilet
2 : Teachers‟ office 4. Boarding school XII
XI
X
Mosque 2
Parking Area
Canteen
MI V MI IV MI III MI II MI I 1
3 4
43 2 Research Finding Description
This research used Classroom Action Research. It was conducted in two cycles. The students result was gotten through test that was given to the students in the begin research and in the end every cycle, while the activity data was gotten from the observation the learning activity was conducted.
In this research, the researcher collaborated with Mrs. Diah Septiana, S.Pd as the English Teacher of eleventh grader of students at MA Al Huda Tulung Balak. Before implementation the treatment the researcher and collaborator prepared the lesson plan. One cycle in the research accomplish in two meeting.
This research concerned four steps in every cycle; they are planning, acting, observing, and reflecting. These were research finding of cycle 1 and cycle 2 by every step inside.
1. Action and learning at pre-test a. Pre-test activity
This learning was conducted on August, 26th2019 for 2x45 minutes. In this meeting the researcher was being a teacher and the collaborator was being observer. The collaborator opened the class by greeting, praying, and checking attendance, andasking the student‟s condition. And then the collaborator gave for 70 minutes to the researcher completely. The researcher told the students that the researcher would conduct the research in their class to know
44
about the students‟ speaking performance before giving an action, in the first meeting was used as the pre-test. The kind of test isintroducing their self in front of class orally. In around 10 minutes, the researcher gave a little explanation about material that would discuss in the next meeting.
The pre-test was done for 30 minutes to measure how far the students have mastered the material which have given. The pre- test is not finish in the first meeting because the students‟ there is agenda about the Independent Day, so, researcher continue the pre- test on August, 28th 2019, before the first treatment.
b. The students‟ score of pre-test Table 4.5
The Students Speaking Performance Score in Pre-Test
No Name Score MMC = 75
1 AJ 60 Incomplete
2 AN 65 Incomplete
3 AK 60 Incomplete
4 AR 50 Incomplete
5 AG 45 Incomplete
6 DT 40 Incomplete
7 ER 65 Incomplete
8 FA 75 Complete
9 FW 60 Incomplete
10 NR 60 Incomplete
11 NA 75 Complete
12 RA 60 Incomplete
13 TP 60 Incomplete
14 UL 60 Incomplete
15 VS 40 Incomplete
16 WA 40 Incomplete
17 YB 75 Complete
18 NM 45 Incomplete
45
19 MR 70 Incomplete
20 YA 45 Incomplete
Total score 1150
Average 57,5
Higest score 75
Lowest score 40
Based on the table above, the researcher measured the frequency of students‟ score in pre-test could be seen as follow:
Table 4.6
Frequency of students’ speaking performance score in pre- test
Score Frequency Percentage Category
1 ≥ 75 3 15% Complete
2 < 75 17 85% Incomplete
TOTAL 20 100%
Based on the result above, it can be seen that the highest is 75 and the lowest score was 40 so the average score of pre-tes was 57,5.
From the table above, that were 17 (85%) students who got the below target score and 3 (15%) students got ≥ 75 score. Than, based on the result of pre-tes, it could be seen that the target based on Minimum Mastery Criteria (MMC) had not been achieved yet.
2. Cycle 1 a. Planning
In this stage the researcher and the collaborator prepared several things related to teaching and learning process such as prepare the lesson plan and instrument that would be examined as post-test in cycle 1. The researcher also planned to give evaluation
46
to measure how far the materials that haven been taught can be accepted by the students.
b. Acting
1) The first meeting
The first meeting was used as the implementation the action in the cycle 1. The first meeting was conducted onAugust, 28th2019 for 2x45 minutes. The meeting was started by praying, greeting, checking the attendance list, and asking the students condition. Before going to the material, the researcher asked to the students about inviting.
After that, the teacher explained about the expressions of inviting using bilingual method. The researcher explained to the students in their native language about the expressions of inviting, accepting and refusing. Then, the researcher writes the expressions and then translates in Indonesian language.
After that the researcher gave some vocabulary in the form of a list. So the researcher asks the students to memorizing the vocabulary.
In this stage, the condition of the class was not effective because there many students who were noisy, students were less active in teaching and learning process. In the end of meeting, the researchergave motivation to the students and
47
stimulating the students to conclude the material. And then, the teacher was closing the meeting.
2) The second meeting
The second meeting was conducted on September, 2nd2019 for 2x45 minutes. It started by praying, greeting, checking attendance list and asking about students‟ condition.
The researcher continued the material of the last meeting, than the researcher gave them the post-test to the students. The kind of the test was made conversation about inviting with their friend. One group includes two students. After that, in the next meeting researcher conduct post-test 1 about students‟
speaking performance on September, 4th2019. The post-test 1 was students speak up in front of class about their conversation.
Table 4.7
The students’ speaking performance score in post-test 1
No Name Score MMC = 75
1 AJ 75 Complete
2 AN 75 Complete
3 AK 70 Incomplete
4 AR 60 Incomplete
5 AG 60 Incomplete
6 DT 65 Incomplete
7 ER 75 Complete
8 FA 85 Complete
9 FW 80 Complete
10 NR 80 Complete
11 NA 85 Complete
12 RA 70 Incomplete
48
13 TP 60 Incomplete
14 UL 70 Incomplete
15 VS 55 Incomplete
16 WA 60 Incomplete
17 YB 75 Complete
18 NM 55 Incomplete
19 MR 75 Complete
20 YA 55 Incomplete
Total score 1390
Average 69,5
Higest score 85
Lowest score 55
Table 4.8
Frequence of Students’ speaking performance Score in Post- Test 1
No Score Frequency Precentage Category
1 ≥75 10 50% Complete
2 <75 10 50% Incomplete
TOTAL 20 100%
From the result of post-test 1, it can beseen that the highest was 85 and the lowest score 55. so the average score of post-test 1 was 69,5.Than, that were 10 (50%)students who got the below target of score (under the MSC) and 10 (50%) students got above score from the MSC. Then, based on the result of post-test 1, it could be seen that the target based on Minimum Standard Criteria (MSC) has not been achieved yet. But the result of the students test was better than the students test before giving treatment.
49 c. Observation
The observation wasdone by researcher and collaborator during learning process. There were some observation that had been done such as; observation on the students‟activities, and observation on the result of the evaluation.These were explanations from the points above:
1) The Students Activities Result
In classroom action research, every meeting in cycle 1 was done by researcher and collaborator, she was Mrs. Diah Septiana, S.Pd as an English teacher at MA Al Huda Tulung Balak. The researcher was conducted the learning process and collaborator observed the situation of teaching and learning that happen in the classroom.
Table 4.9
The result of students’ learning activities in cycle 1 No Students’activities Frequency Percentage
(%) 1. Giving respond to the
teacher‟s explanation question.
7 35%
2. Answering the
question from the teacher.
11 35%
3. Giving attention to the teacher‟s explanation.
10 50%
4. Active in the
discussion
12 60 %
5. Doing the task 20 100%
Total Percentage 61%
50
The table above shows that not all the students active in the teaching learning process. There were 7 students who gave respond to the teacher‟s explanation question, 11 students who answer question from the teacher, 10 students giving attention to the teacher‟s explanation, 12 students active in the discussion and there are 20 students done the test.
2) The result of Teachers‟ Activities Observation
During learning process, the teacher‟s activities were observed by observer. The activities were done by the understanding about the material. The result of teacher‟s activities in observation sheet could be seen on table 3.10 below:
Table 4.10
The result of teachers’ learning activities in cycle 1 Teacher Activities Good Enough Less 1. Pre teaching
a. Prepare the lesson plan b. Prepare the media that
will be used
c. The teacher greets the students
d. The teacher does socializing example asking their health condition
√
√
√
√
51 2. While teaching
a. The teacher explains to the students useEnglish
language about
expressions of formal invitation.
b. The teacher writes the expressions of formal invitation and some sentences as example.
c. The teacher gives some vocabulary in the form of a list
d. The teacher asks the students to memorizing the vocabulary
e. The teacher asks the students to translate the sentences
f. The teacher gives the students time to ask question if they do not understand
√
√
√
√
√
√
3. Post teaching
a. Conclude the result of learning
b. Close the learning process
√
√
TOTAL 9 2 1
Total score 12
Based on the table above, it could be seen that the teacher‟s activities during learning process achieved 12 score. 9 score is good, 2 score is enough and 1 score is less. 3 good score and 1 less sore in pre teaching. 4 good score and 2 score enough in while teaching. 2 good score in post teaching.
d. Evaluation
Evaluation was given in cycle 1 are pre-test in beginning of learning and post-test wasgiven at theend oflearning. From the
52
result of pre-test that was given the researcher obtained the result:
the highest score was 75 and the lowest score was 45. The average at the pre-test was57,5Than the result of post-test 1 that was given the researcher obtained the result, the highest score was 85 and the lowest score was55.The average score of post-test 1 was69,5. It showed that there was any significant effect between pre-test and post-test 1 in this cycle.
e. Reflecting
In this step,the researcher concluded that cycle 1did not run well because most of students did not achieve the standard score. It can be seen from the result of pre-test score and post-test 1 score.
Besides that, most of students‟ scores had improved although the condition of learning process was uncontrolled enough.
From the result of observation in cycle 1, there were some problems that found,as follow:
1) There were some students that show unenthusiastic to the teacher‟s explanation.
2) Some students not be able to remember the expressions of inviting.
3) Some students did not ask and answer the teacher‟s question about meaning of the expressions.
Based on the result of reflecting in cycle 1, there were some problems to be revision in cycle 2, as follow:
53
1) Teacher kindly gave more detail explanation about the material and gave question after explained the material.
2) Teacher kindly guided the students who not be able to remember the expressions of inviting.
3) Teacher kindly gave stimulus to the students for example by giving reward to the students who brave answered the question.
Tabel 4.11
The Comparison Students’ Speaking Performance Score in Pre-Test and Post-Test 1
No Name Scor e
MMC = 75 Scor e
MMC = 75 Category 1 AJ 60 Incomplete 75 Complete Increased 2 AN 65 Incomplete 75 Complete Increased 3 AK 60 Incomplete 70 Incomplete Increased 4 AR 50 Incomplete 60 Incomplete Increased 5 AG 45 Incomplete 60 Incomplete Increased 6 DT 40 Incomplete 65 Incomplete Increased 7 ER 65 Incomplete 75 Complete Increased 8 FA 75 Complete 85 Complete Increased 9 FW 60 Incomplete 80 Complete Increased 10 NR 60 Incomplete 80 Complete Increased 11 NA 75 Complete 85 Complete Increased 12 RA 60 Incomplete 70 Incomplete Increased 13 TP 60 Incomplete 60 Incomplete Constant 14 UL 60 Incomplete 70 Incomplete Increased 15 VS 40 Incomplete 55 Incomplete Increased 16 WA 40 Incomplete 60 Incomplete Increased 17 YB 75 Complete 75 Complete Constant 18 NM 45 Incomplete 55 Incomplete Increased 19 MR 70 Incomplete 75 Complete Constant 20 YA 45 Incomplete 55 Incomplete Increased
Total csore 1150 1390
Average 57,5 69,5
Higest score 75 85
Lowest score 40 55
54
Based on the data above, the researcher measured the frequency of students‟ score in pre-test and post-test 1 could be seen as follow:
Table 4.12
The Comparison Frequency of Students’ Score in Pre-Test and Post-Test 1
Score Category Pre-Test Post-Test 1
F P F P
1 ≥75 Complete 3 15 % 10 50%
2 <75 Incomplete 17 85 % 10 50%
Total 20 100% 20 100%
Notes:
F: Frequency P: Percentage
Graph 4.1
The Comparison Frequency of Studennts’ Score in Pre-Test and Post-Test 1
3. Cycle 2
In this stage need to be held the cycle 2 to repair the weakness in the cycle 1. The step of cycle 2 as follow:
0 5 10 15 20
Complete Incomplete
Pre-Test Post-Test 1
55 a. Planning
Based on the observation and reflection in cycle 1, it showed failure. So the researcher and collaborator try to evaluate it and arrange the planning for cycle 2. Therefore, the researchers prepared the lesson plan, prepared the material, prepared the instrument and tried to identify the problems and found the cause of problems and try to overcome the problems.
b. Acting
1) The first meeting
The first meeting was done on September, 9th2019 for2x45 minutes. This meeting was opened by greeting, praying, asking the students‟ condition, checking the attendance list and motivating the studentsin this meeting. The researcher gave invitation card more interested in teaching and learning process.
So it can make students interest in learning.
After that, the researcher was explaining the material about invitation. The researcher explains to the students in their native language about the inviting card. And then the researchers gave the example of invitation card and explain it.
After that the researcher gave some vocabulary in the form of a list. So the researcher asks the students to memorizing the vocabulary.
56
After the teacher explain and give vocabulary, the teacher invited the students to make invitation card together.
The teacher stimulated students to give their idea and then the teacher wrote the students idea in the blue board.
The conditions of this class in this meeting more effective than before because the students more understand the meaning of the material and sentences in their native language after using Bilingual method. In the end of meeting, the researcher gave motivation to the students and stimulating the students to conclude the material. And then, the teacher was closing the meeting.
2) The second meeting
The second meeting was conducted on September, 11th2019. It started by praying, greeting, checking attendance list and asking about student‟s condition. The researcher continued the material of the last meeting. The teacher require to the students made invitation card, than the teacher inform to the students that the next meeting, the teacher would gave them the post-test. The kind of the test was inviting their friends in front of class using their invitation card. After that, in the next meeting researcher conduct post-test 2 about students‟ speaking performance on September, 16th2019.
57
Table 4.13
The students’ speaking performance score in post-test 2
No. Name Score MMC= 75
1. AJ 80 Complete
2. AN 80 Complete
3. AK 75 Complete
4. AR 75 Complete
5. AG 75 Complete
6. DT 75 Complete
7. ER 80 Complete
8. FA 85 Complete
9. FW 75 Complete
10. NR 75 Complete
11. NA 85 Complete
12. RA 80 Complete
13. TP 75 Complete
14. UL 80 Complete
15. VS 60 Incomplete
16. WA 65 Incomplete
17. YB 80 Complete
18. NM 60 Incomplete
19. MR 85 Complete
20. YA 60
Total 1505
Average 75,25
Highest score 85
Lowest score 60
Table 4.14
Frequency of Students’ Score in Post-Test 2
No Score Category Frequency Percentage
1 ≥75 Complete 16 80%
2 <75 Incomplete 4 20%
Total 20 100%
58
From the table above, it can be seen that there was 16 (80%) students who passed in Minimum Mastery Criteria (MMC).
It means that post-test 2 were successful because the indicator of success was achieved.
c. Observing
At this stage, the observation was done by the researcher and collaborator during learning process. There some observation that had been done such as: observation on the students‟ activities, and observation on the teachers‟ activities.
1) The result of Students‟ Learning Activities Observation
Observation was done on the cycle 2; the result was higher than cycle 1. In this stage, the students more enthusiastic in following instructional and doing the task. It can be seen in this table below:
Table 4.15
The result of studets’ learning activities in cycle II No Students’activities Frequency Percentage
(%) 1. Giving respond to the
teacher‟s explanation question.
15 75%
2. Answering the question from the teacher.
15 75%
3. Giving attention to the teacher‟s explanation.
16 80%
4. Active in the discussion 14 70%
5. Doing the task 20 100%
Total Parentage 78%
59
The table above shows that not all the students active in the teaching learning process. There were 13 students who gave respond to the teacher‟s explanation question, 14 students who answer question from the teacher, 15 students giving attention to the teacher‟s explanation, 14 students active in the discussion and there are 20 students done the test.
2) The result of Teachers‟ Activities Observation
During learning process, the teacher‟s activities were observed by observer. The Activities were done by the understanding about the material. The result of teacher‟s activities in observation sheet could be seen on table 3.16 below:
Table 4.16
The result of students’ learning activities in cycle 1 Teacher Activities Good Enough Less 1. Pre teaching
a. Prepare the lesson plan b. Prepare the media that
will be used
c. The teacher greets the students
d. The teacher does socializing example asking their health condition
√
√
√
√
2. While teaching
a. The teacher explains to the students use English
language about
expressions of formal invitation.
b. The teacher writes the expressions of formal invitation and some
√
√