CHAPTER III RESEARCH METHOD
E. Data Collection Procedure
To collect the data, the researcher had follow the steps below:
1. Observation
This stage was done before teaching, it was aimed to know the condition of the school, class and the students characteristic. And it made us easier when we come to the class to teach by using our teaching method.
2. Pre-test
After the observation, we gave the students pre-test in order to know their knowledge before giving the treatment.
3. Treatment
In this stage the researcher taught the students by using Beyond Centre and Circle Time (BCCT) Method. The students was given some speaking activities based on the method.The treatment was applied for five meetings and each meeting took 90 minutes. The procedures of conducting the treatment were:
a. First meeting
The procedures of the first meeting were as follow:
1) The researcher emphasizedthe importance of the students’ insight into the problems to be solved by using Beyond Centre and Circle Time Method.
2) The teacher and the students sit in a circle.
3) The teacher gave the topic for the day about the fondamental rule of comparing things or people connecting with the students life.
4) The teacher introduced all the entire place and the playing tools that have been prepared by the teacher.
5) The teacher put the students in corner, each corner consisted of 7-12 students
6) The teacher explained about the playing rules
7) When the students were ready to play, teacher got the students to begin the activities
8) After playing the teacher and the students sit in circle and asked the students about the media that had been used before.
9) Finally, the teacher asked all the students about the activity that they have done. It was called train children’s memory by telling ideas and experiences after the learning process. It was aimed as the evaluation for the students speaking activity.
b. Second meeting
In this meeting the researcher explained about comparing things and still the same first meeting activity.
c. Third meeting
In this meeting the researcher explained about describing people and things, and still the same activity in the previous meeting.
d. Fourth meeting
In this meeting the researcher explained about describing things and still the same activity in the previous meeting.
e. Fifth meeting
In this meeting the researcher explained about describing people and still the same activity in the previous meeting.
4. Post-test
And to know the improvement of the students speaking ability after teaching by using Beyond Centre and Circle Time Method, this test was given.
In every test above the researcher had assessed the students accuracy and fluency in speaking. The researcher got the scores of the studentsby using the following analytic scale:
A. Analytic Scale for Pronounciation
No Score Criteria
1 5
Pronunciation is only very slightly influenced by the mother tongue. Two or three grammatical and lexical errors.
2 4
Pronunciation is slightly influenced by the mother tongue. A few minor grammatical and lexical errors but most utterance is correct.
3 3
Pronunciation is still moderately influence by the mother tongue but no serious phonological errors. A few grammatical and lexical errors but one or two major errors causing confusion.
4 2
Pronunciation influenced by mother tongue but only a few serious phonological errors. Several grammatical and lexical errors, some of which cause confusing.
5 1
Pronunciation seriously influenced by the mother tongue with errors causing a breakdown in communication many basic grammatical and lexical errors.
(Harmer in Mirdayani 2008: 24) B. Analytic Scale for Grammar
No Score Criteria
1 5 Speak without too great and effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.
2 4 Has to make an effort and search for words. Nevertheless, smooth delivery on the whole and only a few unnatural.
3 3 Although he has to make an effort and search for words, there are not too many unnatural pauses. Fairly smooth delivery mostly. Occasionally fragmentary but succeeds in conveying the general meaning. Fair range of expression.
4 2 Has to make an effort for much of the time. often has to search for the desired meaning. rather halting delivery and fragmentary, range of expression often limited
5 1 Long pauses while he searched for the desired meaning.
Frequently and halting delivery. Almost gives up making the effort at times limited range of expression.
(Harmer in Mirdayani 2008: 25) C. Analytic Scale for Vocabulary
No Score Criteria
1 5 Vocabulary apparently as accurate and extensive as that of an educated native speaker
2 4 Professional vocabulary broad and precise; general
vocabulary adequate to cope with complex practical problems and varied social situations
3 3 Professional vocabulary adequate to discuss special interests;
general vocabulary permits discussion of any non-technical subject with some circumlocutions
4 2 Choice of words sometimes inaccurate, limitations of
vocabulary prevent discussion of some common professional and social topics
5 1 Vocabulary inadequate for even the simplest conversation.
(Harmer in Mirdayani 2008: 25)
D. Analytic Scale for Self Confidence
No Score Criteria
1 5 Easy to the listener to understand the speaker intention and general meaning. Very view interruption or clarification required.
2 4 The speaker’s intention and general meaning are fair clear. A few interruptions by the listener for the sake of clarification are necessary.
3 3 Most of what the speaker’s says iseasy to follow. His attention is always clear but several interruptions are necessary to help him to convey the message or seek clarification.
4 2 The listener can understand a lot of what is said, but he must constantly seek clarification. Cannot understand and then with considerable effort by someone who is used to listen to the speaker.
5 1 Even the listener make a great effort interrupts, the speaker is unable to clarify anything he seems to have said.
(Harmer in Mirdayani 2008: 26)
E. Analytic scale for fluency
No Score Description
1 5 The candidate speaks at a comfortable speed with only an occasional pause and upset
2 4 The candidate speaks at a comfortable speed with quite a lot of pauses and hesitations
3 3 The candidate speaks slowly with frequent pauses
4 2 The candidate speaks hesitatingly in short, interrapted bursts 5 1 The candidate cannot get words or phrases out at all
( Harmer, 1991: 330)