CHAPTER IV RESULT OF THE RESEARCH AND
C. Description of The Research
2. Cycle II
1) The writer identifies the problem and finds the problem from the first cycle.
2) The writer makes a lesson plan.
3) The writer prepares the material, Method and technique of teaching.
4) The writer prepares the source of learning.
5) The writer prepares the observation sheet.
6) The writer prepares the evaluation format to evaluate the students’
activities after teaching learning process.
b. Acting
The writer applies the action plan II.
c. Observing
In this step, the writer observes the process of teaching learning by using observation to collect the data in action plan II.
d. Reflecting
In this step, the research and collaborator analyzed how the effect of the eacting , and the writer can compare the score of pre-test and post-test. The writer reviews and reflects on students’ activity whether there is positive or negative, the second cycle enough or need for the next step.
To collect the data, the writer uses the data collection method as follows:
1. Test
Test is a set of stimuli presented to an individual in order to elicit responses on the basis, which a numeral score can be assigned. In this research, the writer uses action test. The test is devided by two part as follows:
a. Pre-test
The pre-test is given in the first meeting before doing treatments in order to know ability of students before doing the action research.
b. Post-test
The post-test is given in the last meeting after doing the treatments to find out whether the treatment gave any contribution to the students’ achievment in the class or not. The increase can be seen if the average score of post-test is higher than pre-test. This step will be done after the treatment to know the influence of the implementation conversational strategies whether is able to increase students’ speaking ability.
2. Observation
Observation is data collection technique by observing directly to the object that examined. In this observation, the writer
make some notes and check-list to recheck the data. It means to know the activity and the process of the students in the classroom.
3. Documentation
During the process of creating the research, the research collected documents. The writer uses this strategy to get data about the history of the school, teacher, official employed and students at MA MA’ARIF NU 02 east lampung.
E. Research Instrument
This research instrument is tool or facility that is used in data collection. Furthermore, the research instrument involves:
1. Instrument blueprint
Research instrument used in this research:
a. The instrument used for the test is giving a topic. The topic will discuss by students in a group.
b. The instrument which used for test, the technique is speaking test. The speaking test was given to the students to know their ability in speaking. The test is divided in two types, namely pre-test and post-test. The pre-test was the speaking test given before treatment, in this test; the students will ask to deliver free speech. Whereas, the post-test from by using spoken test will used to know the knowledge of students after the treatment conducted.
2. Instrument Calibration
Instrument calibration is the scale of measurement which used to decide the Instrument standard which used. Furthermore, Instrument calibration is screening or examination of items of instrument that made by the research.
In this research, the collect research data by using the test which consists of pre-test and post-test.
a. Pre-test and post-test are Instrument research to know the influence of using conversational strategies toward the students’ speaking ability.
b. Speaking test is research Instrument to know the level students’ speaking ability.
Moreover, the writer in constructing the speaking test based on harris oral English rating scale frame as below.27
F. Data Analysis Technique
The data analyzed step by step to take the average score of the pre-test and post-test in cycle I and cycle II.
The formula to get the average of pre-test and post-test as follow:28 Where:
27. Harris,”oral English rating scale frame “ in http:// funspeaking .blogspot.com on February 072016
28. Donald Ary, et. al., Introduction to research in Education: 8th Edition, (Canada:
Wadsworth, Cengage Learning, 2010), p. 108.
X = Mean or average score
X = Total students score
N = Total number of students.29
Furthermore, to know the result the writer will compare between pre-test and post-test. The result is matched by minimum standard criteria (KKM) at the school at least 70. If from the cycle I, there are some students are not sucessful so we conduct cycle II. The minimum cycle in classrom action research is two cycle. So if in cycle II all of the students are succesfull, it is not continue to other cycle.
G. Indicator of Success
Indicator of success can be grouped into two aspects as follow:
1. The indicator of success of the process. It can be described as follow:
a. The learning process becomes interesting and fun.
b. The students follow the learning process actively.
2. The indicator of success of the result. It is determined as follow:
a. The students can increase their speaking ability.
b. 80 % of the students can achieve the grade of KKM 70.
29 Zainal Aqib, Penelitian Tindakan Kelas, (Bandung CV: Yrama Widya, 2009), p. 40
1. Brief History of MA Ma’arif NU 02 East Lampung
MA Ma’arif NU 02 east lampung was established on june 11th, 1989.
It is located on Ir sutami street 45 Lintas panjang-Sribhawono, Sidorejo, sekampung udik, East Lampung. Since MA Ma’arif NU 02 east lampung was established, this school has been led by the following principals:
a. Maryani BA (1989 until 1994)
b. Hj. Drs. Sudirman latif (1994 until 1999)
c. Drs. Sugito (1999 until 2004)
d. Sutarso, S.pd (2004 until 2014)
e. Muhamad Muslim Rois, S.Pd (2014 until now)
2. Vision, Mission and Goal of MA Ma’arif NU 02 East Lampung a. Vision of MA Ma’arif NU 02 East Lampung
Making educational institutions MA Ma’arif excellent in education based on faith, taqwa and noble character.
b. Mission of MA Ma’arif NU 02 East Lampung
1) Growing the appreciation and implementation of Islamic teachings 2) uphold and obey Islam in accordance with Aswaja understand.
3) Improving teacher’ professionalism.
4) Development students' potential to shape characters that fit the vision of the madrasah
5) Implementing effective teaching and learning activities.
c. Goal of MA Ma’arif NU 02 East Lampung
1) Schools have special teams that are included in religious contests.
2) Make the students knowledgeable, skillful, and having quality in religion.
3) Have a team of academically achieving children and be included in the Olympics
3. List of Teachers and Staff in MA Ma’arif NU 02 East Lampung Total of teachers and staff in MA Ma’arif NU 02 east lampung are 29 that can be identified as follows:
Table 3
List of Teachers and Staff at MA Ma’arif NU 02 East Lampung
No. Name
Last Eduaction
Position
1. M. Muslim Rois, S.Pd S1 Headmaster
2. Sutarso, S.Pd S1 Biology science
3. Drs. A. Sudirman S1 Qur'an Hadits
4. Wahyudin, S.Pd S1 History and geography
5. Asngari, S.Pd S1 Indonesian language
6. Dian kurniasih SMA Aqidah ahlak
7. Ilyas, S.Pd S1 Indonesian language dan
chemist science 8. Hi. Suharto, S.Pd.I S1 Fiqih, Arabic 9. Umi kompriatin, S.Pd.I S1 Civic education
10. Suswiwik, S.Pd S1 Economy and geography
11. Sutriyono, S.Pd S1 Sociology and
Indonesian language
12. Drs. Sugito S1 BPI and history religion
13. Dra. Masliah S1 Art and cultur
14. M.A.R. Yani, S.Pd.I S1 Islamic cultur
15. Nur kholis S1 Biology and chemist
16. Heriyani, S.Pd S1 English
17. Umu habibah, S.Pd.I S1 Arabic
18. Siti nur hayati, S.Pd S1 English
19. Suyatno, S.Pd.I S1 Physc science
20. Imam muhtadi, S.Pd.Si S1 Mathematic
21. Suprapti, S.Pd S1 Economy
22. Purwanto, S.Pd.I S1 Counseling
23. Katino D.II Sport
24. Basuni, S.Pd.I S1 Religion history
25. Vera prichilia P.A,S.Pd S1 Sociology
26. Hamari SMA Crafts
27. Lia Rosita SMA Staff
28. M. Khoyarun SMA Computer lab
29. Reeza wahyudi SMA Library
30. Hj. Imam Rifai S1 Ski
Source: The Documentation of MA Marif NU 02 east lampung
4. Building Condition of MA Marif NU 02 East Lampung
MA Ma’arif NU 02 east lampung has many buildings such as classroom, library, canteen and many others. The explanation of these building as follow:
Table 4
Building Condition of MA Ma’arif NU 02 East Lampung
No Names of Building Total
1. Headmaster Room 1
2. Teacher Room 1
3. Class Room 9
4. Library 1
5. School Healthy Unit Room 1
6. Mosque 1
7. Canteen 1
8. Kitchen 1
9. Teachers’ Toilet 1
10. Students’ Toilet 2
Source: Documentation of MA Ma’arif NU 02 east lampung
5. Total of The Students at MA Ma’arif NU 02 East Lampung Table 5
Total of Students at MA Ma’arif NU 02 East Lampung
No. Class
Gender
Total Male Female
1. Class X 70 63 133
2. Class XI 59 52 111
3. Class XII 28 50 78
Total 157 165 322
Source: Documentation of MA Ma’arif NU 02 east lampung
6. Location Sketch of MA Ma’arif NU 02 East Lampung Figure 2
Location Sketch of MA Ma’arif NU 02 East Lampung
. Ir. Sutami Street 45, Lintas Panjang – Sribhawono
Classroom MIBU
Classroom MI Kelas I Classroom MI Kelas II
Classroom MI Kelas III Classroom MI Kelas IV Classroom MI Kelas V
Classroom
MI Kelas VI Canteen
Library Park of student
Teachers room MTs
Teachers room MA
Classroom MTs Classroom
X IPA I
Classroom X IPA II
Classroom X IPS I
Classroom MTs
Classroom MTs
Classroom MTs
Classroom XI IPS I
Classroom XI IPAII
Classroom
XI IPA I
Classroom X IPS I
Classroom XI IPS II
Teachers Bathroom
II
I
Cooperation Room
7. The School Organization
Figure 3
Department of Rreligious Affairs
The Structure Organization of MA Ma’arif NU 02 East Lampung
comite Headmaster TU
Lia Rosita M. Muslim Rois
M. Khoyarun
Vice Headmaster
Hj. Imam Rifai
X IPA 1
Fajar Arrosyid, S.Pd
X IPA 2 X IPS 1 X IPS 2
Suyatno, S.Pd Dra. Masliah Suprapti, S.Pd
XI IPA 1
Imam muhtadi, S.Pd.SI
XI IPA 2 Ilyas,S.Pd
XI IPS 1
Vera prieclela P.A., S.Pd
XI IPS 2 Dian Kurniasih
XII IPA 1 XII IPA 2 XII IPS 1
Suswiwik, S.Pd Asngari, S.Pd
Siti Nurhayati,S.Pd
Extracurricular
English
Siti Nurhayati,S.Pd
Sport BBQ
Katino Hj. Imam Rifai
Scout
Hanari
4. DSAZ 3 3 3 3 1 65 Passed
5. DY 2 2 1 2 2 45 Failed
6. EW 3 2 3 3 2 65 Passed
7. EY 2 2 2 3 2 55 Failed
8. EPR 3 2 3 3 2 65 Passed
9. ES 1 1 2 1 2 35 Failed
10. E 3 3 3 2 3 70 Passed
11. FTN 3 1 3 3 2 60 Passed
12. GH 2 2 2 3 3 60 Passed
13. IS 2 1 1 1 2 35 Failed
14. LS 1 1 2 2 1 35 Failed
15. LKN 3 1 1 2 1 40 Failed
16. MR 2 3 2 2 2 55 Failed
17. MAL 3 2 3 3 3 70 Passed
18. MF 3 2 3 3 2 65 Passed
19. MF 2 3 3 2 3 65 Passed
20. MK 2 3 3 2 2 60 Passed
21. NA 2 1 2 1 2 35 Failed
22. RD 2 3 2 3 3 65 Passed
23. RF 1 1 2 2 2 40 Failed
24. SF 1 1 1 2 2 35 Failed
25. SL 3 3 3 2 2 65 Passed
26. TA 2 1 1 1 2 35 Failed
27. UAL 2 3 2 2 2 55 Failed
28. WPA 3 2 2 3 3 65 Passed
29. WW 2 2 1 2 2 45 Failed
30. ZM 3 3 2 3 2 65 Passed
31. ZA 1 2 2 2 2 45 Failed
Total score 1610 14 students passed
17 students failed
Average 51,93
Note :
P : pronounciation F : fluency
G : grammatical C : Comprehension
V : vocabulary
Table 7
Frequency of Students’ Score at Pre-test
No. Students’
Score
Frequency Percentage Category
1. 30 – 37 7 22,58% Low
2. 38 – 45 7 22,58% Low
3. 46 – 53 0 0% Low
4. 54 – 61 6 19,35% Low
5. 62 – 69 9 29,03% Average
6. 70 – 77 2 6,45% Average
Score 31 100%
Based on the result of the students’ pre test, just 2 (6,46%) students passed the minimum standard criteria that were 70. In pre-test, the researcher found the students’ problem such as the students do not have good self confidence to speak English and the student difficulties how to speak well. The problem could be seen by the students’ score in pre-test. There were 29 students who got score less than 70. It showed that the result of student’ speaking ability was still low. That is reason, why the researcher choose the implementation of
conversational strategies to increase the students’ speaking abilities among the second grade of the MA Ma’arif NU 02 east lampung .
0%
20%
40%
60%
80%
100%
30 – 37 38 – 45 46 – 53 54 – 61 62 – 69 70 – 77
Figure 4
Graph of the Result of Pre-test on Wednesday, September 6th2017
C. Description of The Research
Table 8
The Schedule of Action in Cycle I
Meeting Day/Date Time
1st Wednesday , September 13th 2017
07.30- 08.50 p.m
2nd Wednesday, September 20th 2017
07.30- 08.50 p.m
1) The First Meeting
The first meeting was done on Wednesday , September 13th 2017 at 07:30 until 08.50 pm . In this meeting the collaborator was being the teacher and the researcher was being the observer. This meeting was started by praying and greeting, checking the attendance list, and asking the students’ condition.
Before action, the teacher gave test (pre test) to practice than perform based on the topic in the dialogs about expressing
congratulations that was entitled the experience of the students’
personal in the school. After that, the researcher asked the students to practice and perform in front of the class with groups. Therefore, the teacher and researcher value the result with used the scoring of speaking test as follows fluency, pronounciation, vocabulary, grammatical accuracy, and interactional strategies.
For the last meeting the result of the speaking test, most of the students were difficult speak and fluency to perform the dialog used their own words. In this meeting the students got difficult to speak, because the teacher had just explained a little about the dialogs.
2) The Second Meeting
The second meeting was conducted on Wednesday, September 20th 2017 at 07.30 until 08.50 pm. In this meeting the researcher was being the teacher and the collaborator was being the observer. At the beginning of teaching learning process, I greeted the students by saying, “good morning, nice to meet you all my students” and all of the students answered by saying “good morning too Miss and nice to meet you too”. The meeting was started by praying and greeting, checking the attendance list, and asking the students condition. In this meeting, the researcher reviewed the oral test that the students have done at the first meeting. Then, at the end of this meeting the researcher gave post-test cycle I with the similar task on pre-test before. The kinds of the test were oral test. The students did it seriously. It seemed that the students’ score will be increased. In the post-test 1 only 8 students who got good score, but the result of the students’ test was better than the students’ test before giving treatment. The score of post-test cycle I can be seen on the table below:
Table 9
The Students’ score of Post Test Cycle I
No.
Students’
Name
Analytic Speaking
Criteria Pre Test
Explanation
P G V F C
1. AS 3 2 2 3 2 35 Filed
2. AH 3 2 2 1 2 50 Failed
3. APS 2 3 3 2 2 60 Passed
4. DSAZ 3 3 2 3 3 70 Passed
5. DY 3 2 2 2 2 55 Failed
6. EW 2 2 3 2 2 65 Passed
7. EY 3 3 3 2 2 65 passed
8. EPR 3 3 3 3 2 70 Passed
9. ES 2 1 1 3 3 50 Failed
10. E 3 3 3 3 3 75 Passed
11. FTN 2 3 2 2 1 50 Passed
12. GH 3 3 2 2 3 65 passed
13. IS 2 2 2 2 1 45 Failed
14. LS 3 3 3 3 2 70 Passed
15. LKN 2 2 2 1 3 50 Failed
16. MR 2 3 3 2 2 60 passed
17. MAL 3 3 3 3 3 75 Passed
18. MF 2 3 2 3 3 65 passed
19. MF 3 3 3 3 2 70 passed
20. MK 2 3 3 2 3 65 passed
21. NA 2 3 3 3 2 65 Passed
22. RD 3 3 3 3 2 70 Passed
23. RF 2 3 1 2 2 50 Failed
24. SF 1 2 1 2 3 45 Failed
25. SL 3 3 3 3 2 70 Passed
26. TA 2 2 1 2 2 45 Failed
27. UAY 2 2 2 3 3 60 passed
28. WPA 3 3 2 3 3 70 Passed
29. WW 2 1 1 3 3 50 Failed
30. ZM 2 2 2 1 3 50 Failed
31. ZA 2 2 1 2 3 50 Failed
Total score 18,60 20 students passed 11 students failed
Average 59,19
Note :
P : pronounciation F : fluency
G : grammatical C : Comprehension
V : vocabulary
Table 10
Frequency of Students’ Score at Post-test Cycle I
No.
Students’
Score
Frequency
Percentage Category
1. 35 – 42 1 3.22% Low
2. 43 – 50 11 35,49% Low
3. 51 – 58 1 3,22% Low
4. 59 – 66 9 29,04% Average
5. 67 – 74 7 22,58% Average
6. 75 – 82 2 6,46% Average
Score 31 100%
Based on the data above, it can be seen that just 9 students passed in the post-test. It was be higher than the students’ score in pre- test. The minimum standard criteria were 70. By looking the result of
0%
20%
40%
60%
80%
100%
30 – 37 38 – 45 46 – 53 54 – 61 62 – 69 70 – 77
Figure 5
Graph of the Result of Post-test 1
pre-test and post-test, it showed that the students’ score increased from the average in pre-test before was 51,93 % and the average score at post-test in cycle I was 59,19%. It was not fulfill the minimum standard criteria at least 80% students must got ≥ 70. Therefore, the researcher had to do Cycle II.
c. Observing
While the treatment was given, observation was also
conducted. Here, the researcher was as teacher and the English teacher was as a collaborator who observes the students’ activities during teaching learning process.
After doing the treatment and observation, the researcher got the result of the students’ learning activities from the collaborator as follows:
Table 11
The Result of Students’ Activities in Cycle I
No. Name Score of the students activity
Percentages
1. AS 1 1 1 60 %
2. AH 1 1 40 %
3. APS 1 1 40 %
4. DSAZ 1 1 1 60 %
5. DY 1 1 1 1 80 %
6. EW 1 1 40 %
7. EY 1 1 1 1 80 %
8. EPR 1 1 40 %
9. ES 1 1 1 1 80 %
10. E 1 1 1 60 %
11. FTN 1 1 40 %
12. GH 1 20 %
13. IS 1 1 1 60 %
14. LS 1 1 1 1 80 %
15. LKN 1 1 40 %
16. MR 1 1 1 60 %
17. MAL 1 20 %
18. MF 1 1 40 %
19. MF 1 1 1 60 %
20. MK 1 1 40%
21. NA 1 1 1 60 %
22. RD 1 1 1 60 %
23. RF 1 1 40 %
24. SF 1 1 1 60 %
25. SL 1 20 %
26. TA 1 1 1 60 %
27. UAL 1 20 %
28. WPA 1 20 %
29. WW 1 1 40 %
30. ZM 1 1 1 60 %
31. ZA 1 1 40 %
Total 76 49,03%
Note: ≤50% = Not Active
≥50% = Active
The students Score Criteria:
1) To pay attention to the teacher’s explanation.
2) Active to practice new vocabulary.
3) To answer the question.
4) To ask the teacher.
To do the group task and active in the group.
Scoring:
Score 1, with percentages 20% = low Score 2, with percentages 40% = enough Score 3, with percentages 60% = good Score 4, with percentages 80% = very good Score 5, with percentages 100% = excellent
Table 12
Frequency of Students’ Activities in Cycle I
No. Interval Total
Percentages
Categories
1. 5 - - Excellent
2. 4 4 12,90 % Very good
3. 3 11 35,49 % Good
4. 2 11 35,49 % Enough
5. 1 5 16,12% Low
Total 31 100 %
Source : Table of the result of observation sheet I
According to the result of observation above, it can be concluded that the learning process was sufficient. Although there some of students made noisy, it can be inferred that the learning process has done well. It can be seen in the first meeting the students did 12,90 % of positive activity in learning process, 35,49 %,the students interested, 35,49 % enough active and then 16,12 % not active in the class. Therefore the second meeting the students more active than first meeting. It can be seen that more than 50% from all class was active in the learning process.
d. Reflecting
Based on the result of the first meeting, it can be seen that the most of the students got difficulty in perform and practice the dialogs about the topic. It happened because the teacher has not
explained more about the conversational strategies yet.
Occasionally, in doing the assignment, the students face difficulty and they felt bored following the class.
Moreover, in the second meeting the teacher explained
conversational strategies more. So, it has positive effect to the students in teaching and learning process. It can be seen from the result of the test in the first meeting and the next in the second meeting. Although few students who get score more than 70, but there was increase in it.
It proves that implement the conversational strategies was better than not implement it. The teaching and learning process will be effective if the teacher used bilingual language, those are English and
Indonesia. Although there was increasing of the result from the first and the second meeting, but the research should be continued to the next cycle because the students’ average have not achieved the minimum standard criteria (70) yet.
2. Cycle II
Because the action was not success, in order that in the stage need to be held the cycle II again to repair the weakness in the cycle I. The steps of the cycle II as follow:
a. Planning
In the planning of cycle II, the researcher and collaborator
discussed about some of problems that found in cycle I. Therefore, in this
step the researcher would to prepare the lesson plan, and material that would be used in teaching learning process. The material is make a simple dialogs based on the topic (expressions). Moreover, the researcher made an observation sheet that consists of list students’ name and list of the students’ activities that will be observed during teaching learning process.
b. Acting
The researcher and collaborator arranged the schedule of action in cycle II. It can be seen on the table below:
Table 13
The Schedule of Action in Cycle II
Meeting Day/Date Time
1st Wednesday, September 27th 2017 07.30 - 08.50 p.m 2nd Wednesday, October 4th 2017 07.30 - 08.50 p.m
1) The First Meeting
The first meeting was done on Wednesday, September 27th 2017 at 07.30 until 08.50 p.m. In this meeting, the collaborator was being the teacher and the researcher was being the observer. The meeting was started by praying and greeting, checking the attendance list, and asking the students condition. The learning process in the cycle II was focused on the weakness of cycle I.