CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
1. Cycle 1
In this step, the researcher makes a plan to carry out actions based on the problems faced by students in speaking ability. In this case, the researcher developed a lesson plan based on the teaching materials. In addition, the researcher also prepared post-test 1 to determine the students'
abilities and whether the students' scores had progressed or not from the tests in cycle 1 to cycle 2.
b. Acting
This cyclical action was carried out on every 4th, 7th, 11th, 14th, 18th, 21th 2022. In this step the researcher acted as a teacher based on the lesson plans while the English teacher acted as an observer who observed the activities of teachers and students during the teaching and learning process. The full explanation of this cycle will be described as follows:
1) First Meeting
The first meeting was started by giving them a pre-test to know their speaking ability. After that, the researcher began to explain about the Direct method techniques and procedures, which will be used to learn the next meeting. In this step, the researcher built excellent interaction and communication with the students to make them feel enjoy and build their background understanding. Then, the researcher allowed the student to ask questions related to the Direct method that they had not understood.
2) The second meeting
At the second meeting, the researcher began to apply the Direct method in teaching. Some principles of the Direct method is applied in the class. The most principle that researcher apply is always use full English in the class and never use Bahasa Indonesia. If the students did not know the English of one word, the researcher did
not translate it directly to the English, but, demonstrate it. By doing this, it would stimulate the students to speak in English and it also make their ears are usual to the English. During the teaching and learning process, the teacher made observations to determine the students' abilities and difficulties in discovering speaking and the important points of learning with the direct method. In this case, the researcher acts as a teacher during learning while the teacher acts as an observer. When the teaching and learning process has been carried out, the researcher checks the observations made by the teacher.
Finally, at this meeting the researcher reminded the students to prepare for the exam at the next meeting based on the material that had been taught previously.
3) The third meeting
At the last meeting of cycle one, the researcher conducted a post test. In this test is shown to the students and the students are asked to describe or explain the picture. The picture which is shown is same with in the pre-test, a photo of the third president of Republic of Indonesia, Professor Bacharuddin Jusuf Habibie.
c. Observation
During this stage, the English teacher of the MAN 3 Mataram serves as an observer who observes the activities inside the classroom during the teaching and learning process. To monitor the students’ and teacher activities, the observer used an observation checklist prepared
beforehand. The observer only needs to give a mark (√) based on the actual situation in the classroom. The following is the outcome of cycle one’s observation checklist:
1) Observation Checklist:
a) Teacher Activities
Table 4.1
Teachers’ observation checklist
No Activities
Score 1 2 3 4 1. Teacher giving apperception related to the
material would be given
2. Teacher manage the class well 3. Teacher explain the direct method 4. Teacher and students discuss the material
that students have not understood 5.
Teacher responds to students' questions about the material that has not been understood
6. Teacher asks students to prepare to do the
exercise
7. Teacher and students conclude the subject
material together
Total score 18
Maximum 28
Percentage of activities 64,28
Category Good
Note :
Score 4 : Excellent Score 3 : Good Score 2 : Sufficient Score 1 : Less
To gain the final score, the total score of each student and teacher’s activities would be times by 100 and divided by the maximum score.
Percentage of Activities: Total Score x 100%
Score max Category:
100% - 75% (Excellent) 74% - 50% (Good) 49% - 25% (Sufficient)
24% - 0% (Less/Not Implemented)
Mean = Max ScoreT Score × 100
= 1828× 100
= 64,28
From the observations of teacher activities above, the results show that the average score of teachers was 64,28, which means that teachers teach good. However, there are several aspects that need to be improved.
b) Students’ activity
Table 4.2
Students’ observation checklist
No Activities
Score 1 2 3 4 1. Students attention to the explanation about
direct method
2. Students follow the teacher instruction and
pay attention
3. Students pay attention to the lesson 4. Students being active in following the
learning process well
5.
Students enthusiatics in asking the question related to teacher’s explanation about direct method
6. Students follow the teacher’s guide to
describe the object that has been given 7. Students listen to the teacher feedback
Total score 19
Maximum 28
Percentage of activities 67.85
Category Good
Note:
Score 4: Excellent Score 3: Good Score 2: Sufficient Score 1: Less
To gain the final score, the total score of each student’s and teacher’s activities would be times by 100 and divided by the maximum score.
Percentage of Activities: Total Score x 100%
Score max Category:
100% - 75% (Excellent) 74% - 50% (Good) 49% - 25% (Sufficient)
24% - 0% (Less/Not Implemented) Mean = Max ScoreT Score × 100
= 1928× 100
= 67,85
The observation of students’ activities above showed that students’ percentage score was 67.85, which meant that the students’ participation was good. Yet, there are some aspects that need to be improved.
c) Students’ Score a. Pre-cycle
Table 4.3
The Students’ Score in Pre-Test No Initial
Name
Aspect Total
score
Final score
Pro Gr Vo Flu Com
1 ADM 2 1 2 1 2 8 32
2 BFZ 1 1 2 2 1 7 28
3 DMS 2 5 4 4 4 19 76
4 FAT 1 1 2 2 3 9 36
5 HH 4 3 4 3 4 18 72
6 HDS 3 3 3 3 4 16 64
7 IR 1 1 2 1 3 8 32
8 IDY 3 2 4 3 4 16 64
9 IF 4 4 3 2 4 17 68
10 LNJ 1 1 2 2 1 7 28
11 LS 2 1 3 1 2 9 36
12 MRR 2 1 2 2 2 9 36
13 MH 4 3 4 4 4 19 76
14 MRA 1 1 2 2 2 8 32
15 NR 4 2 4 3 4 18 72
Total Score 188 752
Means 50.13
Pro = pronunciation Gr = Grammar Vo = Vocabulary Flu = Fluency
Com = Comprehension
To know the mean score of test the researcher calculated as followed :
M = 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑛𝑢𝑚𝑏𝑒𝑟
M = 75215 M = 50.13
The mean score was taken from the result of students’ total score, which was divided by the number of students. The mean score was 50.13.
It means the score is low and needs improvement to make the result better.
Then to know the percentage of score the researcher calculated as followed:
P = RT× 100%
P1 = 154 × 100%
P = 26.66%
P2 = 1115× 100%
P2 = 44%
Table 4.4
Table of students’ criteria
P Criteria Total of students Precentages
P1 Pass 4 26.66%
P2 Fail 11 44%
Total 15 100%
Based on the table above in cycle 1, the mean of the students was 50.13, and the students categorize still in poor level, and the number who were competent in calculated by applying the following formula:
P =𝑅𝑇 x 100%
Where:
P = the percentage of students who get the point (70) R = the percentage of students who get point up to (70) T = the total number of the students who do the test So the percentage of students was:
P1 = 140 x 100% = 0%
P2 = 1414 x 100% = 100%
b. Test
Table 4.5
The Students’ Score in Post-Test 1 cycle 1 No Initial
Name
Aspect Total
score
Final score
Pro Gr Vo Flu Com
1 ADM 3 2 3 3 3 14 56
2 BFZ 2 2 3 3 3 13 52
3 DMS 3 4 5 4 4 20 80
4 FAT 3 2 3 3 4 15 60
5 HH 4 4 5 3 4 20 80
6 HDS 4 3 4 3 4 18 72
7 IR 3 3 3 3 4 16 64
8 IDY 4 3 4 3 4 18 72
9 IF 4 4 3 4 4 19 76
10 LNJ 2 2 3 3 3 13 52
11 LS 3 2 3 3 3 14 56
12 MRR 2 1 3 2 3 11 44
13 MH 4 3 5 4 4 20 80
14 MRA 2 2 3 3 3 13 52
15 NR 5 3 4 3 5 20 80
Total Score 244 976
Means 65.06
From the table of post-test cycle 1, the total score of the students was 976 and the number of students who completed the test was 15 students. To see the mean of the students in this test, the researcher applied the following formula:
X = ∑x 𝑁 Where:
X = the mean of students’ score
∑𝑥= the total score
N = the number of the students So the mean of the students were:
X= 976 15 = 65.06
The mean of the conversion was divided by the number of students and 65.06. It meant the students’ scores had not reached the average score of KKM, which was 70. And to reach the average score of KKM, the researcher should do the next cycle and test 2 to know the students’ scores.
Table 4.6
The Percentage of The students' Score in Post-Test 1
P Criteria Total of students Presentages
P1 Pass 7 46.66%
P2 Fail 8 53.33%
Total 15 100%
The above analysis revealed that students’ speaking skill got enhanced. The mean of the students was 65.06 and included fair level, and the number of the students who were competent in calculated by applying the following formula:
P =𝑅
𝑇 x 100%
Where:
P = the percentage of students who get the point (70) R = the percentage of students who get point up to (70) T = the total number of the students who do the test So the percentage of students was:
P1 = 157 x 100% = 46.66%
P2 = 158 x 100% = 53.33%
From the analysis above, knew that students reading comprehension got enhanced. The mean of students was 65.06 From the score which got > 70 were 7 students, or it was 46.66%, and 8 students got a score < 70 or it were 53.33%, it could be conducted that the students got higher in post-test 1 in cycle 1 than in pre-test. However, the students’ achievement in the post-test of cycle 1 was unsuccessful. Because the percentage of the students who passed the passing grade was only 46.66%, the researcher wanted the percentage of students who passed the passing grade to be> 80%.
d. Reflecting
In this stage, the researcher evaluated the implementation of direct method in the teaching and learning process. Based on the observation checklist of students’ and teacher activities, there are still many weaknesses. The students do not pay attention to the teacher explanation etc. Therefore, from the reflection above, there should be more efforts to enhance the students’ speaking skill by using direct method in cycle 2, like giving interesting teaching strategies and giving more motivation.
2. Cycle 2