Score 4 Score 3 Score 2 Score 1 Pronunciation Pronunciation
B. Research Findings
2. The First Cycle
This research was done on 28 September 2021. After the cycle was done, the researcher implemented an oral test to determine the progress of the students’ speaking ability. The description of the research execution could be illustrarted as follows :
a. Planning
In this stage the researcher and teacher discussed about student grade level are suitable for implementing the technique. The technique chosen was Focus Group Discussion. Subsequently, the researcher discussed with the teacher about the lesson plan include time, standard competition also determined suitable material. The lesson plan was focused on analytical exposition. The lesson plan covers two meetings and the topic was The Importance of Sleep for Human Life. The meetings were conducted offline. The researcher prepared worksheet, printed text, lottery papers to determine the group.
b. Acting
This step was the execution of planning step that had been prepared by the English teacher and researcher. Here, the researcher served as teacher who did action by teaching the students at eleventh grade of SMK Al-Qodiri Jember by using Focus Group Discussion technique. The action in the first cycle had done on September 14th, 21th, and 28th 2021. The researcher used three steps in teaching the lesson. Such as : pre-teaching activity, whilest teaching activity and post teaching activity. The researcher attempted to incorporate the students to take part in the learning process. In details, the researcher provided the following action.
1) First Meeting
Topic : COVID-19 health protocol violators should be sanctioned
Day/Date : Tuesday, 5th September 2021 Media : Printed Texts
a) Pre-teaching activity
The researcher began the learning process by saying greetings, praying together, and checking the students’
attendance as a discipline attitude. Also, he gave some motivation to the students, reviewed the previous material, and also asked question to remember and connect with the next material.
b) While teaching activity
In the while teaching activity, the researcher showed power point through the LCD and explained about what technique would be used in the learning activity. Next, the teacher seperated the students within four group that was consist of five students of each group. But, one of the groups was consist of six students.
Afterward, the teacher also showed analytical exposition text and explained the definition of the text. And also explained the structure of the text, language feature, and some verbs and conjunctions that is commonly used in the analytical exposition
text. Later, the teacher gave a sample of analytical exposition that was ―The Violators of COVID-19 health protocol should be sanctioned‖. Next, the teacher gave 20 minutes for the students of each group to analyse the language structure and language features that was commonly used in the example. Later, the teacher ordered the students to tell the text that had been discussed. Later, the teacher called one of several groups of students came forward to present the results of their discussion.
c) Post teaching activity
Prior to close the first meeting, the researcher inquired student distresses in the learning process. Also close the meeting by praying together and greetings.
2) Second Meeting
Topic : The Importance of Physical Fitness Day/Date : Tuesday, 12th October 2021
Media : Printed Texts a) Pre-teaching activity
The researcher started a learning process by saying greetings, praying together, and checking the students’ attendance as a discipline attitude. Also, he gave some motivation to the students, reviewed the previous material, and also asked question to remember and connect with the next material.
b) While teaching activity
In this meeting the researcher also clarified Analytical Exposition through the power point. In this activity, he also asked somequestion such as the generic structure and language feature of analytical exposition text to know the understanding of students after first meeting.
Next, the teacher ordered the student to gather back with their group which was made in the previous meeting. Afterwards, the teacher gave an analytical exposition text to each group of the students that was about ―The Importance of Physical Fitness‖.
The teacher ordered the student to read the content and analyse the generic structure and looked for the conjunction that was commonly used in the example text. Afterwards, the teacher asked the students of each group to discuss about ―Home- schooling‖, what they were thinking about home-schooling in 20 minutes. Then, the teacher called the leader of the several group of students to tell and express their idea that had been discussed with the group in front of the class.
c) Post teaching activity
Prior to close the second meeting, the researcher inquired student distress in the learning process Then close the meeting by praying together and greetings.
c. Observing
In this stage, the researcher was done the observation to observe all activities in the classroom in cycle 1. The researcher provided observation checklist to know what happened in the class through teaching learning activity. The observation sheet result was presented below :
Table 4.2.
Observation Checklist of Students’ Activity in Cycle I
a.
1 2 3 4 5 6 7 8 9
No Behaviour Grade Score Presentation
1 2 3 4 5
1. Students come to class on time
√ 3 50-60
2. Students responds the greetings given by the researcher
√ 4 70-80
3. Students listen to the topic and learning
objectives
conveyed by the researcher.
√ 3 50-60
4. Students answer the questions asked by the researcher.
√ 2 30-40
5. Students read, analyse or discuss the examples of analytical
exposition text that was given by the researcher
√ 3 50-60
6. Students listen to the researcher’s explanation carefully
√ 3 50-60
7. Students ask questions that do not understand
√ 3 50-60
8. Students do what is instructed by the researcher based on the allotted time
√ 2 30-40
9. Students and the researcher work together in correcting
learning outcomes
√ 3 50-60
10. Students
interested in the teaching learning activity
√ 3 50-60
Note:
1 = Very Bad 2 = Bad 3 = Enough 4 = Good 5 = Very Good
The score of the observation as follows:
=
X 100%
= 58%
Based on the observation checklist, all students came to the class on time. They already sat on their chair when the researcher came to the class. It showed that they were ready to follow the lesson at that
day. Besides, all students responded the greetings given by the researcher, and a few of them who did not give attention during the teaching learning process at first meeting, because the teacher was a researcher not their English teacher.
Furthermore, some of students still looked hesitate and shy to answer the question or ask something when they did not understand about the material. Only few of them who were brave to raise their hand and answer the questions that asked by the researcher using English. Therefore, many of them still answered in Bahasa. Besides, some of them still felt unconfident when they spoke which made them had some errors pronunciation. In brainstorming session, the students did the activities that have been instructed, but some of them still hesitate in expressing their ideas because it was the first time they did brainstorming. At the end of class, the students and the researcher evaluate, discuss and review what they have been learned at that meeting together. Overall, the student’s attention and feel excited all along the teaching learning process.
d. Reflecting
In this stage the researcher and the teacher assessted and reflected the action in cycle 1 by looking the data that had been accumulated. In the last meeting in cycle 1, the researcher did oral test 1. It was done on Wednesday October 13th 2021 at 08.30 a.m. – 09.15 a.m. at eleventh 1 Multimedia class of SMK Al- Qodiri Jember in academic
year 2020/2021. The test was to extent the progress of students’
speaking ability after implementing the focus group discussion technique. The oral test was explained the analytical exposition text include the structure, and language features of the text. And made an analytical exposition text.
The result of the oral test 1 indicate that students’ speaking ability was 67.23. The data could be noticed below :
Table 4.3
The Student’s Speaking Post-Test 1 Score
1 2 3 4 5 6 7 8
No Name P G V F Score Fail /
Pass
1 AAR 2 3 2 2 45 Fail
2 AF 4 3 5 5 85 Pass
3 AMM 2 3 1 3 45 Fail
4 AF 2 2 2 2 40 Fail
5 ASMWT 3 2 3 1 45 Fail
6 DRA 3 5 4 4 80 Pass
7 DBS 2 3 3 2 50 Fail
8 FU 3 4 5 5 85 Pass
9 FDES 4 4 5 5 90 Pass
10 GIS 2 2 2 1 35 Fail
11 GPNS 2 2 3 1 40 Fail
12 MNC 4 4 4 5 95 Pass
13 MA 3 3 5 5 80 Pass
14 MAH 4 4 5 5 90 Pass
15 MN 5 5 4 5 95 Pass
16 MAH 4 5 5 5 95 Pass
17 NHA 3 3 3 2 55 Fail
18 NH 5 5 4 5 95 Pass
19 RS 2 4 1 1 40 Fail
20 SF 5 4 3 5 85 Fail
21 WM 3 3 5 1 60 Fail
Total 67 73 74 70 1.430 Fail
Mean 69 11
Note:
V = Vocabulary P = Pronunciation
G = Grammar F = Fluency
In the oral test 1, the total students’ score was 1.412 and the total of students which done the test was 21. Therefore, the mean of the students’ score was:
=
=
= 69
Explanation:
X: Mean
: Personal Score N : Number of students
The outcome of implementing focus group discussion technique of the first oral test indicate that the mean score were 67.23, it means that students still had poor score in speaking. There were eleven students only who passed the target score that was 70. It indicates that we required five students more to achieve the criteria of success that was 70%. Researcher and collaborator still required more attempt to make them passed the target score.
After knowing the students’ average score, the researcher tried to obtain the class percentage which passed the minimum criterion of success (KKM 70). The formula as follow:
P = x 100 P =
x 100
= 52%
Note :
P : the class percentage F : total percentage score N : number of students
Based on the table 4.3, it can be analysed the average score of cycle 1 obtained 69. There were 11 students or 52% of the students who obtained the score above the Minimum criterion of success (KKM), meantime the other 10 students were under the criterion. It can be concluded that the first cycle did not fulfill the criteria of success.
Based on explanations above, it can be concluded that generally the students’ pronunciation and students’ grammar improved but still low. However, the weakness of the action in the first cycle were:
a. Students still made some errors sentences
b. Students did not understand about the content of the topic. Some students could not explain the accurate information of the text. In concluded the researcher need to do the second cycle.
3. Second Cycle