CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Data Description
The data of this study are quantitative and qualitative. The quantitative data were taken from the mean of student's scores on some tests. The qualitative data were taken from an interview with teacher and students of SMPN 14 Bintan, observation sheet, and documentation. This research was conducted in eight-grade classes with 28 students. This research was accomplished in two cycles. Each cycle consisted of four action research steps (planning, Action, Observation, and reflection). The first cycle, including the pre-test, was conducted in one meeting, and the second cycle was conducted in one meeting. In each cycle's last meeting, the students took the test as the post-test consisted of post-test I for the cycle I and post-test II for cycle II.
4.1.1 The Quantitative Data
Quantitative data were taken from the results of tests in class which were carried out in two cycles and two meetings. The tests given to students are in the form of pre-test, post-test cycle I, and cycle II. In this study, the researcher used two cycles. In the first cycle, the value obtained by the students was not what the researcher wanted, far from enough. Therefore, researcher need a second cycle to ensure that this tecnique successfully improves students' speaking skills. In cycle I, the researcher found unsatisfactory results; Although students are enthusiastic about learning, the results are still low. Therefore, the researcher used cycle II to achieve
the specified value. In cycle II, the researcher changed the topic of learning from Expression of Congratulations to Expression of Like and Dislikes; changing different topics in these two cycles was useful for measuring students' abilities without repeating the same material. The results of student scores from the speaking test can be seen in the following table.
Table 4.1 The Quantitative Data results of student scores from the speaking test No Initial
Name
Score of Pre- Test
Score of Post-test I (cycle I)
Score of Post-test II (cycle II)
1 AS 60 62 62
2 A 59 62 65
3 A 55 68 70
4 AKN 58 72 75
5 DP 61 65 70
6 DA 52 65 75
7 DA 40 63 70
8 EP 58 70 70
9 FRK 70 75 75
10 GE 54 68 70
11 HG 60 76 80
12 HK 58 72 75
13 K 50 63 70
14 LA 54 68 75
15 MNH 55 70 75
16 MRP 56 70 75
17 NS 70 72 80
18 NNR 60 77 85
19 NRA 63 79 85
20 NRH 60 70 72
21 RAM 62 77 86
22 RR 65 65 80
23 RKP 70 72 75
24 RNM 50 55 60
25 SES 75 75 80
26 SA 70 75 80
27 TS 60 62 65
28 XZ 50 55 60
Total 1.662 1.923 2.060
Average 59,35 68,67 73,57
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The value that must be achieved by students is >69. The table above shows the pre-test scores of only 5 students who succeeded, with an average score of 59.35. Then in post-test I (cycle I), only 15 students succeeded with an average score of 68.67. In post-test II (cycle II), some students in grade 8C experienced an increase. Namely, 23 students succeeded with an average score of 73.57. It turned out that half the students from 8C managed to reach the specified KKM. Thus the researcher can conclude that this method is successful in improving students' speaking skills using the SGD tecnique.
KKM = >69
Noted : The number in bold reaches a value >69
4.1.2 The Qualitative Data a. Observation
The researcher uses observation to see the activities of students and researcher during the teaching and learning process. Observations focused on the teaching-learning process applied by SGD, students' activities and behavior, students' speaking ability in English lessons, and interactions between researcher and students. Based on the checklist observations, students were more enthusiastic about learning, as seen from their cheerful faces and enthusiastic about asking the researcher if there were difficult words in the learning process using SGD.
b. Documentation
The researcher used a smartphone to collect data. The smartphone was utilized to take photos and record the student's performance in the teaching and learning process.
c. Interview
Interviews were conducted twice. The first interview was conducted in the first cycle when students did the pre-test, and the second was conducted at the end of the second cycle. The resource persons are English teachers and students. At the first meeting, they received an interview about their problem with speaking. At the second meeting, they were interviewed about their responses or comments about the application of the SGD in their teaching and learning process.
Interview transcript Teacher
Researcher :Do you think this SGD is interesting?
Teacher :Yes, of course, very interesting. See the resulting increase.
Researcher :Can this SGD solve the problems we discussed earlier?
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Teacher :Of course, this strategy makes their interest in learning high. Reduce shyness to appear.
Researcher :Would you like to use this strategy in the future?
Teacher : Why not, I will use this method later.
Students
Researcher :Did you find any difficulties while we were learning to speak English?
Students :Yes miss, but not really because there is a dictionary.
Researcher :Is this learning model interesting?
Students :Interesting
Researcher :Do you prefer to study in groups or individually?
Students :In groups, Not confident if individually.
In the interview transcript above, it can be concluded that both teacher and students like this tecnique. The students can be seen in their enthusiastic responses after learning to use this technique, and the results the speaking test scores have been achieved satisfactory results. At the same time, the English teachers is interested in this SGD technique and wants to use it someday.
d. Field notes
During the research process, the researcher wrote field notes. The researcher describes thoughts and feelings about the teaching-learning process in field notes.
The researcher recorded everything that happened during the teaching and learning process.
Table 4.2 Field Notes
Field Notes
Date 21st May, 2022
Subjects Students
Participants 28 students Length of Observation Two weeks
Summary
The researcher started the research on 12-21 May 2022 at SMP N 14 Bintan. The researcher took a sample of class 8C from the three existing classes. In this study, the researcher used speaking skills in giving tests. Using two cycles and two meetings in each cycle consists of pre-test and post-test. In the first cycle, the students experienced an increase in scores from pre-test to post-test. But, in cycle one, the researcher found the class was not conducive. Some students were afraid to practice conversation in front of the class; some students were not serious about learning, and the value obtained had not reached the target desired by the researcher, so cycle two was carried out in the second week the researcher was at the school. In cycle two, students experienced a significant increase; they were active in learning, diligently asked questions, their enthusiasm for learning increased and their scores. This research was certainly successful by the researcher using the SGD technique.
4.2 Data Analysis