CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
the first cycle is still low because 93% student participation were sufficient.
Table 4.5 Percentage of Student Participation in the Teaching and Learning Process Cycle II
NO Classification Score
Cycle II
Frequency %
1 Very Good 85-100 0 0%
2 Good 70-84 26 86.7%
3 Enough 60-69 4 13.3%
4 Low 50-59 0 0%
5. Very Low 0-49 0 0%
Total 30 100%
Table 4.5 shows that of the 30 students who followed Cycle II 0 (0%) student participation was very low, 0 (0%) student participation was low 4 (13.3%) student participation was moderated, 26 (86.7%) student participation was good and 0 (0%) student participation was very good. This means that student participation in the second cycle were good because 86.7% of Involvement of students in the teachers and students with the question and answer relationship strategy was good.
speaking. Mastery of speaking helps people to communicated well, and speak fluently.
The application of learning community technique in learning Mastery of speaking skills in Class VII SMP Unismuh Makassar can improved student achievement and ability in understanding speaking skills material in Cycle 1 and Cycle II in the learning process and KKM at SMP Unismuh Makassar specifically for English subjects were 6.5. Before conducting classroom action researched through the learning community technique, the researcher conducted a diagnostic test to measure students' prior knowledge in English speaking. After conducting a diagnostic test, the researcher found that the pronunciation and fluency of class VII SMP Unismuh Makassar was very bad, so it had to be improved.
The diagnostic test scores were that all students got very low.
Meanwhile, the diagnostic test content of students were also very low.
The researcher opted to apply the learning community technique to improve students' speaking skills and then prepare to undertake the first cycle, which consists of four phases: planning, implementation, observation, and reflection. During the first cycle, it was discovered that the students' comprehension of speaking mastery was still difficult and perplexing. The difficulties that students have in mastering speaking have been identified, and researchers must now devise answers to these issues. By changing the lesson plans, the
researcher opted to complete cycle II. The pupils responded positively to the researchers in the second cycle. In class, students are very engaged. In cycle II, they are able to enjoy the teaching and learning process, and their results improve. Based on the results of the study, the learning achievement of students who were taught using learning community techniques was better than the conventional method.
Based on the results of the study, it showed that students' scores were much higher after being given treatment in class using the learning community technique.
In short, the researcher emphasizes that the learning community technique is one of the useful methods in teaching speaking mastery.
There are several points that make learning community technique in teaching speaking mastery increase. There students learn from each other and try out their ideas. The benefits for teachers are increased time on assignments in class and a greater quality of student contributions to class discussions. Students and teachers have a clear understanding of expectations for attention and participation in class discussions.
38
BAB V
CONCLUSION AND SUGGESTION A. Conclusion
The following conclusions are made from the research and discussion offered in the previous chapter:
1. Its usage uses learning community techniques in presenting speaking material for class VII students of SMP Unismuh Makassar significantly improved student achievement. The results showed that the average speaking score of students in terms of pronunciation and fluency in the second cycle was greater than the average test score in the first cycle (74.23>56.4) and the increase in speaking skills was 25.49%.
2. The use of learning community technique is able to improve students' pronunciation in grade VII students of SMP Unismuh Makassar.
3. The use of the learning community technique is able to increase the fluency of students in class VII SMP Unismuh Makassar.
B. Suggestion
39
The researchers provide the key points and recommendations based on their findings :
1. This was suggested for teachers, especially those who teach English in junior high schools, used learning community techniques as an alternative among teaching methods that can be used to improve students' speaking.
2. It is recommended that English teachers use the learning community technique in presenting materials for improving students' speaking, because it was effective in improving student achievement.
3. For teachers, it can be attempted to generated all abilities to improved the learning process by conducting or using Classroom Action Research in other classes.
4. This research was take be useful information and contribution for future researchers, especially regarding students' understanding and references in mastering speaking skills.
40
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A
P
P
E
N
D
I X
APPENDIX 1 : Diagnostic-Test Name :
Class :
Family and Nina live in a small house. It has six rooms in my house; there are three bedrooms, a living room, a bathroom, and a kitchen. Although Nina‟s house is small but she likes living in here for fill out her spare time. When the door is open, she can see the living room. It is so small with four chairs and a table, nothing else. She prefers reading a book in this room.
Nina‟s bedroom is in the left side of the living room. In this room, there are some equipment such as a TV, a table, a radio, and a computer. When being bored of reading, she usually plays online games, chat with her friends via Facebook and so on. In the right side of the living room there is the kitchen. In the kitchen she has everything when she gets hungry. It is very pleasure when Nina mother cooks
and the smell fills her whole house. She knows it is a very small house but it is the best place she has ever seen.
APPENDIX 2 : Instrument Test Cycle 1 Speaking Test
Armadillo
There once lived an armadillo who loved music more than anything else in the world. After every rainfall, the armadillo would drag his shell over to the large pond filled with frogs and he would listen to the big green frogs singing back and forth, back and forth to each other in the most amazing voices.
"Oh," thought the armadillo, "Oh how I wish I could sing."
The armadillo would creep to the edge of the water and watch the frogs leaping and swimming in a frantic green ballet, and they would call back and forth, back and forth in beautiful, musical tones. He loved to listen to the music they made as they spoke, though he didn't understand their words; which was just as well - for the frogs were laughing at this funny animal that wanted so badly to sing like a frog. "Don't be ridiculous," sang the frogs as they played. "Armadillos can't sing.
Then one day a family of crickets moved into a new house near the armadillo, and he was amazed to hear them chirp and sing as merrily as the frogs.
He would creep next to their house and listen and listen all day, all night for their musical sounds. "Oh," sighed the armadillo, "Oh how I wish I could sing." "Don't be ridiculous," sang the crickets in their dulcet tones. "Armadillos can't sing."
But the armadillo could not understand their language, and so he just sighed with longing and listened to their beautiful voices laughing at him.
Then one day a man came down the road carrying a cage full of canaries.
They were chirping and flittering and singing songs that were more beautiful even than those of the crickets and the frogs. The armadillo was entranced. He followed the man with the cage down the road as fast as his little legs would carry him, listening to the canaries singing."Oh," gasped the armadillo, "Oh how I wish I could sing." Inside the cage, the canaries twittered and giggled. "Don't be ridiculous," sang the canaries as they flapped about. "Armadillos can't sing."
APPENDIX 3 : Instrument Test Cycle 2 Speaking Test
The story of the Conqueror of the Eagle from South Sulawesi
Once upon a time, there was a king in South Sulawesi who had seven daughters. It is said that if you have 7 children, one of them must be offered to a giant eagle so that the royal family avoids disaster. This made the king sad and decided to open a contest. Whoever succeeds in conquering the Eagle, if he is a boy, he will be married to one of his daughters. If she is a woman, she will be appointed as a member of the family.
Therefore, many citizens flocked to save the royal princess. However, no one was able to defeat the Eagle. When the Giant Eagle approached and was about to eat the princess, a young man came to save him with a rope and a knife. He also managed to stab and kill the Eagle. The princess finally survived and was able to return to the kingdom feeling relieved and calm. Unfortunately, the young man then left and did not come to ask for his wages. Therefore, the king re-opened the
contest to find the conqueror of the eagle.
Therefore, many residents claim to have saved the princess. Fortunately, the princess still recognized the face of the man who had saved her. "Father! That was the young man who had defeated the giant eagle! cried the Princess, pointing at the young man in the middle of the arena." The King gasped in surprise, as if he couldn't believe what he was witnessing. It turned out that, apart from being powerful, the young man was also very adept at playing soccer. The King was very impressed with the young man. After the young man came out of the competition arena, the King called the young man.
The king asked, "why don't you come to the kingdom, to collect the promise of your success in saving my son?" The boy replied, "I saved the princess not because of the gift, but my sincere servant. Even if the king wants to marry us, I want it all at the request of the princess." The princess also said if she had liked the man since the first meeting. In the end, they lived together and were happily ever after.
APPENDIX 4 : Student’s Score Diagnostic Test
Sample
Pronunciation Speaking Skills
Intonation Speaking Skills
Mean Score Pronunciation Intonation
A-1 45 50 47.5
A-2 60 50 55
A-3 60 55 57.5
A-4 50 50 50
A-5 45 45 45
A-6 40 45 42.5
A-7 40 50 45
A-8 50 50 50
A-9 45 45 45
A-10 50 55 52.5
A-11 45 45 45
A-12 40 45 42.5
A-13 55 60 57.5
A-14 60 55 57.5
A-15 50 40 45
A-16 40 40 40
A-17 45 50 47.5
A-18 45 50 47.5
A-19 50 45 47.5
A-20 45 50 47.5
A-21 60 65 62.5
A-22 45 50 47.5
A-23 50 50 50
A-24 45 40 42.5
A-25 50 45 47.5
A-26 50 45 47.5
A-27 60 55 57.5
A-28 45 40 42.5
A-29 40 45 42.5
A-30 60 50 55
Total 1465 1460 146
2.5
Mean score 48,83 48,66 48,7
5
APPENDIX 5 : Student’s Score Cycle 1
Sample
Pronunciation Speaking Skills
Fluency Speaking Skills
Mean Score Pronunciation Fluency
A-1 59 55 57
A-2 62 59 60.5
A-3 56 54 55
A-4 62 64 63
A-5 50 50 50
A-6 59 57 58
A-7 45 45 45
A-8 61 65 63
A-9 61 66 63.5 A-10
61 68 64.5
A-11
45 45 45
A-12
62 59 60.5
A-13
58 53 55.5
A-14
62 58 60
A-15
49 49 49
A-16
55 52 53.5
A-17
61 58 59.5
A-18
45 45 45
A-19
45 45 45
A-20
63 61 62
A-21
63 59 61
A-22
60 59 59.5
A-23
62 60 61
A-24
62 65 63.5
A-25
57 61 59
A-26
53 56 54.5
A-27
55 57 56
A-28
60 58 59
A-29
58 56 57
A-30
47 47 47
Total
1698 1686 1692
Mean
score 56.6 56.2 56.4
APPENDIX 6 : Student’s Score Cycle 2
Sample
Pronunciation Speaking Skills
Fluency Speaking Skills
Mean Score
Pronunciation Fluency
A-1 72 69 70.5
A-2 72 69 70.5
A-3 72 69 70.5
A-4 75 78 77.5
A-5 69 72 70.5
A-6 75 78 76.5
A-7 70 81 75.5
A-8 74 79 76.5
A-9 74 80 77
A-10
76 81 78.5
A-11
75 76 75.5
A-12
76 76 76
A-13
76 76 76
A-14
76 83 80.5
A-15
71 74 72.5
A-16
74 78 76
A-17
74 78 76
A-18
73 72 72.5
A-19
73 72 72.5
A-20
77 83 81
A-21
70 81 75.5
A-22
77 84 81.5
A-23
80 83 82.5
A-24
74 82 79
A-25
73 72 72.5
A-26
69 78 73.5
A-27
69 78 73.5
A-28
69 81 75
A-29
72 75 73.5
A-30
68 69 68.5
Total
2198 2256 2227
Mean score
73.27 75.2 74.23
APPENDIX 7
Attendance List of Students Kelas VII Smp Unismuh Makassar
No
Name of the students
Meetings
D-Test Cycle 1
Post test Cycle 1
Post test Cycle 2
1 2 3 4 5 6
1 Aisyah Larasati √ √ √ √ √ √ √
2 Akifah Nailah Askari
√ √ √ √ √ √ √
3 Amanda Putri √ √ √ √ √ √ √
4 Andi Elika Salsa Putri
√ √ √ √ √ √ √
5 Chalsa Maharani √ √ √ √ √ √ √
6 Humaira
Ramadhani
√ √ √ √ √ √ √
7 Husnul
Khatimah
√ √ √ √ √ √ √
8 Ismi Jamal √ √ √ √ √ √ √
9 Naurah Atirah √ √ √ √ √ √ √
10 Siti Salwa √ √ √ √ √ √ √
11 Aslan Khaerul Anam
√ √ √ √ √ √ √
12 Fachri Muahammad
√ √ √ √ √ √ √
13 Farid Syawal Habibi
√ √ √ √ √ √ √
14 Fitrah Alif Firmansyah
√ √ √ √ √ √ √
15 Habib Ali Muslih √ √ √ √ √ √ √
16 M.Raihan Dwi Andika
√ √ √ √ √ √ √
17 Muh. Alif Teguh W
√ √ √ √ √ √ √
18 Muh. Arsy Alghifari
√ √ √ √ √ √ √
19 Muh. Fiqra Shadiq
√ √ √ √ √ √ √
20 Muh. Nur Akram √ √ √ √ √ √ √
21 Aiman Naufal √ √ √ √ √ √ √
22 Amrillah Febriadi
√ √ √ √ √ √ √
23 Farhan Pratama √ √ √ √ √ √ √
24 Gifari Maulana √ √ √ √ √ √ √
25 Hafidz Medistra Dahlan
√ √ √ √ √ √ √
26 Muh. Agung Prasetyo
√ √ √ √ √ √ √
27 Muh. Aldo Pratama
√ √ √ √ √ √ √
28 Muh. Fasya Faisal
√ √ √ √ √ √ √
29 Muh. Sukri √ √ √ √ √ √ √
30 Muh.Sultan Rizal √ √ √ √ √ √ √
APPENDIX A
SILABUS Bahasa inggris
Satuan Pendidikan : SMP Unismuh Makassar
Kelas : VII (Tujuh)
Kompetensi Inti :
KI1 dan KI2: Menghargai dan menghayati ajaran agama yang dianutnya serta Menghargai dan menghayati perilaku jujur, disiplin, santun, percaya diri, peduli, dan bertanggung jawab dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, dan kawasan regional.
KI3: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural, dan metakognitif pada tingkat teknis dan spesifik sederhana berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dengan wawasan kemanusiaan, kebangsaan, dan kenegaraan terkait fenomena dan kejadian tampak mata.
KI4: Menunjukkan keterampilan menalar, mengolah, dan menyaji secara kreatif, produktif, kritis, mandiri, kolaboratif, dan komunikatif, dalam ranah konkret dan ranah abstrak sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori.
Kompetensi Dasar Materi Pembelajaran
Kegiatan
Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar Kecakapan Abad 21 3.1 Mengidentifikasi
fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menyapa,
berpamitan, mengucapkan terimakasih, dan meminta maaf, serta menanggapinya, sesuai dengan konteks
penggunaannya
Fungsi Sosial Menyapa,
berpamitan, berterima kasih, meminta maaf, dan
menanggapinya, untuk menjaga hubungan
interpersonal dengan guru dan teman.
Struktur Teks
• Memulai
•Menanggapi (diharapkan/di luar dugaan)
Unsur Kebahasaan
•Ungkapan- ungkapan yang lazim
digunakan.
•Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.
Topik
Interaksi antara peserta didik di dalam dan di luar kelas yang melibatkan tindakan menyapa, berpamitan, berterima kasih, meminta maaf yang dapat menumbuhkan perilaku yang termuat di KI.
- Menyimak, menirukan, dan memperagakan beberapa contoh percakapan, dengan ucapan dan tekanan kata yang benar.
- Mengidentifikasi ungkapan yang sedang dipelajari - Belajar
menanyakan hal- hal yang tidak diketahui atau yang berbeda.
- Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa.
- Membiasakan menerapkan yang sedang dipelajari.
dalam interaksi dengan guru dan teman secara alami di dalam dan di luar kelas.
- Melakukan refleksi tentang proses dan hasil belajar.
Penilaian Sikap
Penilaian Pengetahu an Penilaian Keterampi lan
12 JP
Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris When English Rings The Bell, Kelas VII, Kemendikbud, Revisi Tahun 2013
Kamus Bahasa Inggris
Pengalaman peserta didik dan guru
PPK
Religius
Jujur
Kerja keras
Kreatif
Tanggung jawab
Kedisiplin an Literasi
Bahasa
Numerasi 4C
Berpikir kritis,
kreatif,
bekerjasa ma
berkomuni kasi Kolaborasi 4.1 Menyusun teks
interaksi
interpersonal lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan menyapa, berpamitan,
mengucapkan terimakasih, dan meminta maaf, dan menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Kompetensi Dasar Materi Pembelajaran
Kegiatan
Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar Kecakapan Abad 21
3.2 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan
memberi dan
meminta informasi terkait jati diri,
pendek dan
sederhana, sesuai dengan konteks penggunaannya.
{Perhatikan unsur kebahasaan dan kosa kata terkait hubungan Keluarga; pronoun (subjective, objective, possessive)
Fungsi Sosial Berkenalan, memperkenalkan diri sendiri/orang lain.
Struktur Teks
•Memulai
•Menanggapi (diharapkan/di luar dugaan)
Unsur Kebahasaan
•Sebutan anggota keluarga inti dan yang lebih luas, serta orang-orang dekat lainnya.
• Verba: be, have, go, work, live (dalam simple present tense).
• Subjek pronoun: I, You, We, They, He, She, It.
• Kata ganti possessive my, your, his, dan sebagainya.
•Ucapan, tekanan
kata, intonasi, ejaan, tanda baca, dan tulisan tangan.
Topik
Deskripsi diri sendiri sebagai bagian dari keluarga: ayah, ibu, kakak, adik,yang dapat menumbuhkan perilaku yang termuat di KI.
- Menyimak dan menirukan beberapa contoh pemaparan jati diri, dengan ucapan dan tekanan kata yang benar - Mengidentifikasi
ungakapan- ungkapan penting - Menanyakan hal-
hal yang tidak diketahui atau yang berbeda.
- Mempelajari contoh teks pemaparan jati diri oleh figur- figur terkenal - Memaparkan jati
dirinya yang sebenarnya.
- Saling menyimak dan bertanya jawab tentang jati diri masing- masing dengan teman-temannya - Melakukan
refleksi tentang proses dan hasil belajarnya
Penilaian Sikap
Penilaian Pengetahu an Penilaian Keterampi lan
16 JP
Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris When English Rings The Bell, Kelas VII, Kemendikbud, Revisi Tahun 2013
Kamus Bahasa Inggris
Pengalaman peserta didik dan guru
PPK
Religius
Jujur
Kerja keras
Kreatif
Tanggung jawab
Kedisiplin an Literasi
Bahasa
Numerasi 4C
Berpikir kritis,
kreatif,
bekerjasa ma
berkomuni kasi Kolaborasi 4.2 Menyusun teks
interaksi
transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi
dan meminta
informasi terkait jati diri, pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
3.3 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang
Fungsi Sosial Menyebutkan/me nanyakan waktu dari
keadaan/peristiwa /kegiatan.
Struktur Teks
- Menyimak dan menirukan pemaparan tentang waktu terjadinya keadaan/kejadian
Penilaian Sikap
Penilaian Pengetahu an Penilaian
20
Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris When English Rings The Bell, Kelas VII,
PPK
Religius
Jujur
Kerja keras
Kompetensi Dasar Materi Pembelajaran
Kegiatan
Pembelajaran Penilaian Alokasi
Waktu Sumber Belajar Kecakapan Abad 21 melibatkan tindakan
memberi dan
meminta informasi terkait nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, sesuai dengan konteks
penggunaannya.
(Perhatikan kosa kata terkait angka kardinal dan ordinal)
•Memulai
•Menanggapi (diharapkan/di luar dugaan)
Unsur Kebahasaan
•Pernyataan dan pertanyaan terkait hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun.
•Angka ordinal dengan the untuk menyebut tanggal (lisan):
antara lain. the first, the second, the twenty third, the thirty first of May)
•Angka ordinal
tanpa the untuk menyebut tanggal (tulis): antara lain. 1st, 2nd, 23rd, 31st of May.
• Waktu (lisan):
at one, at two fifteen, at ten to seven, at a quarter past eight.
• Waktu (tulis):
01:00; 02:15;
06:50; 08:15.
• Artikel the untuk menyebut waktu dalam hari, in the morning, in the afternoon, in the evening.
•Preposisi untuk in (bulan, tahun, waktu dalam hari), on (hari dan tanggal), at (jam,
/ peristiwa, mencakup nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun - Menyebutkan
semua nama hari, bulan, tanggal 1- 31, waktu, bagian hari, tahun dengan ucapan dan tekanan kata yang benar, satu per satu.
- Menyatakan secara lisan waktu terjadinya berbagai keadaan/peristiw a/ kegiatan - Menanyakan
hari, tanggal, bulan, dan waktu terjadinya keadaan/peristiw a/ kegiatan dengan unsur kebahasaan yang benar
- Membuat tulisan tentang waktu- waktu terjadinya peristiwa penting yang diketahui umum. Hasilnya dipublikasikan di kelas atau di majalah dinding sekolah
- Melakukan refleksi tentang proses dan hasil belajarnya
Keterampila n
Kemendikbud, Revisi Tahun 2013
Kamus Bahasa Inggris
Pengalaman peserta didik dan guru
Kreatif
Tanggung jawab
Kedisiplin an
Literasi
Bahasa
Numerasi
4C
Berpikir kritis,
kreatif,
bekerjasa ma
berkomuni kasi Kolaborasi 4.3 Menyusun teks
interaksi
transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi
dan meminta
informasi terkait nama hari, bulan, nama waktu dalam hari, waktu dalam bentuk angka, tanggal, dan tahun, dengan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks