CHAPTER IV FINDING AND DISCUSSION
C. Discussion
The objectives of this research were to know the improvement of students speaking proficiency at tenth grade of MA At-Tahzib Kekait after they were being taught by using story completion method.Therefore, the researcher found out some problems related to speaking skill such as:
Students have low speaking ability because of lack of vocabulary and rarelypractice to communicate with each other‟s and also they consider that English is a difficult thing to learn. Beside that they have low motivations in learning English. To solve the problems are required some actions. In solving the problems, the researcher applied story completion method in teaching learning process. Using this method is suitable to increase students‟ speaking skill.
In the cycle 1, there were three meetings. The first meeting teacher explained the students about recount text including the definition, generic structure and its characteristics, then continued to explainthe procedure of story completion method. After that, the researcher dividesstudents to some group consists of five persons in one group.
Next, the researcher gave an interesting topic to students that is holiday. The researcher told the first sentences of the story, then the students start to tell and completed a story in their own group. Meanwhile, the researcher written some daily vocabulary that related to the topic in order to help them so that easily to complete the story. The researcher asked them to did a group work to tried speak one by one delivered the
main idea or the purpose of that story. The researcher stay control the activity and helped until they could study independently.
In the second meeting, the researcher review the material about recount text and explained the procedure of story completion method.
After that, she asked the students to sit with their own group. The researcher still used the previous topic that is holiday. The researcher start to tell a story then the first group of students continueto complete the story until finish. The researcher always control and guide the students when completing the story. Besides, the other group was focus to listen and pay attention to the first group. Before continue to telling a story, the researcher gave a time for asked a question. After that, the researcher gave an opportunity to another group to practice their speaking by implementing the method. While the speaking activity, the researcher do not forget to share some vocabularies to students.
In the third meeting, the researcherdid a speaking test for students.
The researcher gave a paper to students related to the topic and instruction of the test. The researcher mention the students name one by one to tell a story in front of the class for 2 minutes. Therefore, based on the evaluation of researcher, the result of test 1 showed that 67.61% there were only 18 students or 58% of the students who got the scores above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 75, meanwhile the others13 students were below that criterion. Based on the result, the researcher decided to continue to the second cycle.
In the cycle 2, there were two meetings. The first meeting, the teacher gave the students material related to recount text, and then the students analyzed the material that has given such as determine the main idea and the goal. Like usual, the researcher gave them some vocabulary.
The teacher gave the students time for asking about the material. After that, like as the first cycle the researcher divides small groups consisted of five persons of one group. Then the students practice their speaking using story completion method. In this meeting, the researcher only a little bit to help them, because they knew the structure well.
Furthermore, second meeting the researcher did assessment of students‟ performance by presentations in front of class that is telling a story one by one. Therefore, based on the evaluation of researcher, the result of test 2 showed that 79.61% there were only 27 students or 87% of the students who got the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 75, meanwhile the others4students were below that criterion. Based on the result, the researcher decided to stop the research.
To conclude the result of students speaking test, see the table below:
Table 4.10
Students’ Speaking Achievement for Cycle I & II
NO CYCLE I OUTCOMES
(1) Percentage (%) 58%
Average Score 67,61
Total of Succes Student 18
Number of Unsucces Student 13
NO CYCLE II OUTCOMES
(2) Percentage (%) 87%
Average Score 79,61
Total of Succes Student 27
Number of Unsucces Student 4 Table 4.11
The Raising of Students’ Classical Achievement from Cycle I to cycle II
Cycle I Cycle II Indicator/Classical Achievement
58% 87% 85%
Figure 4.1 Students’ Achievement
Based on the result above, it proved that using story completion method offered a significant benefit for students‟ speaking ability. The significance could be showing in the instruction from cycle 1 to cycle 2. In
0%
20%
40%
60%
80%
100%
Cycle 1 Cycle 2
Student's Classical Achievement from Cycle 1 to Cycle 2
cycle 2, the students‟ speaking ability by using story completion method was very satisfying. The learning was success appropriated with the percentage obtained 87% and 85% as the indicator of classical achievement. Therefore, this finding showed the fact that using story completion methodto improve students‟ speaking proficiency has success to solved the problems that faced by the students in speaking.
Beside the result of speaking test, the teacher and students observation result also indicates that there is a significant improvement from cycle to cycle. To make it clear, the writer present the data below:
Table 4.12
Teacher’ performances from cycle 1 to cycle 2
Figure 4.2 Teacher’ performances
0%
20%
40%
60%
80%
100%
Cycle 1 Cycle 2
Teacher' performances from cycle 1 to cycle 2
Activities Cycle I Cycle II
Teacher’ percentage 68% 93%
Table 4.13
The Scoring Of Students’ Learning Participant From Cycle 1 to Cycle 2
Figure 4.3
Students’ Learning Participation
From chart above, it could be seen that all the meetings ran well. From the observation cycle 1 to cycle 2 there were some significant improvements of the teachers‟ performances and student‟s learning participant. In the cycle 1 the teacher performances was 68% and in the cycle 2 was 93%.
While, in the cycle 1 the students learning participant was 57% and in the cycle 2 was 87%. It means that the teachers‟ performances and students learning participants was improving.
0%
20%
40%
60%
80%
100%
Cycle 1 Cycle 2
Students' Learning Participation from Cycle 1 to Cycle 2
Activities Cycle I Cycle II
Students’
percentage
57% 87%
From all the data above, it can be concluded that story completion method can improve students speaking proficiency. The significance result can be shown from cycle 1 to cycle 2. In cycle 2 the students‟ speaking proficiency by using story completion method was improved. The learning was success appropriated with the percentage obtained 85% as the indicator of success.
Furthermore, the result of the research that was done by the researcher showed that there was influence of Story Completion method towards students‟ speaking proficiency at the tenth grade of MA At-Tahzib Kekait.
The research result has supported several previous research that was done by Mohammad Roisul Ashdaqabout “The Use of Story Completion Technique to Improve Students‟ Speaking Ability of International Class Program Boarding Students of Teacher Training and Education Faculty of State Institute for Islamic Studies Salatiga Batch 2015”.52It was found that EFL learners' overall speaking ability was significantly improved after they had been trained to use story completion method. The students also enjoy the class in using story completion technique, the students have deep attention in the class, the students have high motivation to learn English, and the students can speak as long as they want and the lecturer being active to guide the class by using story completion technique. All in all, story completion method had been successful to increase students‟ language skill
52Mohammad Roisul Ashdaq,“The Use of Story Completion Technique to Improve Students‟ Speaking Ability of International Class Program Boarding Students of Teacher Training and Education Faculty of State Institute For Islamic Studies Salatiga Batch 2015”, (Thesis, English Education Department of Teacher Training Studies IAIN Salatiga, 2017).
of components, it means that this research has enriched the theory about story completion.
This research result interpretes that there was a significant improvement of the stduents in the tenth grade of A Class in MA AT-Tahzib Kekait after using story completion method. It was proved by the scores difference between cycle 1 and cycle 2, respectively 67.61 or 58% and 79.61 or 87%.
79 CHAPTER V
CONCLUSION AND SUGGESTIONS A. Conclusion
After analyzing the data obtained from the test, it can be concluded that there is a significant improvement of using story completion method toward students speaking proficiency. The result shows that the students score in speaking test cycle 2 is higher than speaking test in cycle 1.
The calculation result of cycle 1 shows that thepercentage of teacher activity is 62% and belong “Good” and the percentage of students‟ activity is 57% within category “Enough”. Meanwhile,the score of speaking test using story completion method from 31 students is 79 belong “good” category with the average score is 64,38 and the classical achievement is 38,70% or it can be said the activity unsuccessful because cannot achieve the criteria minimum mastery and the classical achievement that is 85%.
Meanwhile, the activity using story completion method in cycle 2 was increase and successful, it can be proved from the result of teacher activity that is 93% and the score for students activity is 87%, both activities are categorize into very good criterion. It is also supported by the last score of speaking test which was increase from 79 to 98 with the average score is 79, 61. The improvement of students classical achievement that is from 38, 70%
to 87%.From the data above, it can be concluded that theclassical achievement
and criteria minimum mastery of English lesson have achieved by the students.
Furthermore, beside improve the students speaking proficiency, story completion method also make the students increase their vocabulary skill and they were more active and cooperative during the speaking class. They were interested in the material given. Their Enthusiasm and motivation to learn English especially improving speaking skill has increased.
B.Suggestions
1. For the English teacher
An English teacher should be able to develop their technique and media to teach the students in order to make them interest in learning English especially in speaking skill. The use of media or strategy in teaching and learning process can attract the students‟ interest and motivation. The researcher suggest to English teacher to use story completion method as one of the method in teaching English especially teaching speaking skill.
2. For the students
The students need to practice their English minimally during the English lesson. They can practice with their friends or their teacher. To practice their English, the students have to have proper vocabularies.
So they need to enrich their vocabulary. And also the students need to learn simple grammar.
3. For the next researcher
Based on the result that story completion method can improve the students speaking skill, the researcher suggests to the other researchers to implement this method in teaching speaking. Furthermore, the result can be used as the reference for further research in another topic discussion, in different English language skills by the deeper investigation. It may also useful to have research with different student condition like students motivation interest.
82
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APPENDIXES
APPENDIX 1 Picture in Cycle 1
APPENDIX 2 PICTURE in Cycle 2
APPENDIX 3
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama satuan pendidikan : MA At-Tahzib Kekait Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/2
Materi pokok :Teks recount lisan dan tulis sederhana, tentang pengalaman/ kejadian/peristiwa
Alokasi waktu : 10 x 45 menit (5 X Pertemuan) A. KOMPETENSI INTI (KI)
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks penggunaannya.
4.2. Menangkap makna dalam teks recount lisan dan tulis sederhana.
4.3. Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/
kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks
C. INDIKATOR PENCAPAIAN KOMPETENSI (IPK)
3.1.1 Memahami gambaran umum, informasi tertentu dan rinci dari recount teks sederhana tentang kegiatan/kejadian/peristiwa dengan penuh percaya diri dan bertanggung jawab.
3.1.2 Mengurai gambaran umum dan informasi tertentu dari recount teks sederhana tentang kegiatan/kejadian/peristiwa dengan penuh percaya diri dan bertanggung jawab.
3.1.3 Menyebutkan fungsi sosial, struktur teks, dan unsur kebahasaan dari recount teks sederhana.
4.2.2. Menyusun recount teks sederhana tulis sederhana tentang kegiatan/kejad ian/peristiwa dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.3.2. Memaparkan teks recount sederhana lisan tentang kegiatan/kejadian/peristiwa dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
C. TUJUAN PEMBELAJARAN
Setelah mengikuti proses pembelajaran, siswa diharapkan dapat;
1. siswa diharapkan dapat memahami gambaran umum, informasi tertentu dan rinci dari recount teks sederhana tentang kegiatan/kejadian/peristiwa dengan penuh percaya diri dan bertanggung jawab.
2. siswa diharapkan dapat menguraikan gambaran umum dan informasi tertentu dari recount teks sederhana tentang kegiatan/kejadian/peristiwa dengan penuh percaya diri dan bertanggung jawab.
3. siswa diharapkan dapat menyebutkan fungsi sosial, struktur teks, dan unsur kebahasaan dari recount teks sederhana.
4. Siswa dapat membuat dialog yang di dalamnya terdapat pengalaman atau kejadian yang telah dialami.
5. Siswa dapat bercerita mengenai pengalaman atau kejadian yang telah dialami dalam berkomunikasi.
D. MATERI PEMBELAJARAN
Dialog berbentuk recount teks tentang suatu kejadian/peristiwa Fungsi sosial :
to tell/ to retell past events for the purpose of informing or entertaining.
Generic Structure Text Orientation
(Pengenalan: Who, When, Where, dll)
Last holiday my family and I went to Jakarta. We visited my uncle‟s house. It had a big garden and a lot of colorful flowers and tennis court.
Events:
(Urutan Peristiwa)
On Friday my nephew and I went to National Museum and went up to the top of monument which had the golden symbol of the spirit of our nation.
From the top we could see the beauty of the metropolitan city. On Saturday we went to Ancol beach to see DuniaFantasiand Dolphin show.
Reorientation (Penutup cerita, rangkuman rentetan peristiwa)
On Sunday we went to Ragunan Zoo and then we went home. We really enjoyed our holiday.
Lexico Grammatical Features 1. Focus on specific participant
2. Used action verbs and simple past tense (V2), example: was, were, spent, visited, etc.
3. Use time connectives, example: then, after that, when.
4. Chronologically.
Struktur
1. Menyebutkan tindakan/ peristiwa/kejadian secara umum
2. Menyebutkan urutan tindakan/ kejadian/peristiwa secara kronologis, dan runtut
3. Jika perlu, ada kesimpulan umum.
Unsur kebahasaan
1. Kata-kata terkait dengan perjuangan hidup, profesionalisme dalam bekerja, kejadian/peristiwa yang sedang banyak dibicarakan.
2. Penyebutan kata benda
3. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan 4. Rujukan kata
E. METODE PEMBELAJARAN Pendekatan : Saintifik
Metode : story completion
F. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN 1. Media : slide presentation
2. Alat : LaptopSpidol, dan papantulis 3. Sumber Belajar : Buku SMA kelas X yang relevan
www.englishindo.com, http://www.britishcouncil.org G. LANGKAH-LANGKAHPEMBELAJARAN
Pertemuan 1
a. Kegiatan Pendahuluan (10 menit )