CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
The result of this research saw there was an increase of students‟
speaking skill. It increase supported by Nur Kemala Sari, et. al (2015), Nurhasanah (2015) and Halimah (2018). Three of them said that the community languange learning method was success in increasing students‟
speaking skill, it can be proved by the improvement of students‟ behaviour and participation during the teaching speaking in the classroom.
The researcher conducted 2 cycle where each cycle did in two meetings and before conducting the cycle, the researcher did the pre-test to know the students‟ score before applying CLL method in the classroom action research. Beside, the researcher also conducted the observation sheet for both teacher and students to know the improvement of their activities during the teaching and learning.Here is the table for the total score of teacher‟s and students‟ worksheet:
Table 4.8
Total score for teacher‟s worksheet Meeting Total score of teacher‟s
worksheet
Average score of students‟
worksheet
Post Test 1 28 88 %
Post test 2 31 97 %
Table 4.9
Total score for students‟ worksheet Meeting Total score of students‟
worksheet
Average score for students‟
worksheet
Post Test 1 19 68 %
Post Test 2 25 89 %
From the table above, it can be concluded that there was an improvement for the activities of teacher and students in teaching and learning process from post test in cycle 1 to post test in cycle 2. It can be seen from the result of total score for both of them, which was in post test 1 the total score for teacher‟s worksheet 28 with average 88 % and the total score of students‟ worksheet was 19 with the score average 68 %.
While, for the post test in cycle 2, the total score for teacher‟s worksheet was 31 with the average 97 % and stotal score for the students‟ worksheet was 25 with the score average 89 %. Means, the teacher‟s score has fulfilled the indicator of success start from post 1 until post test 2, then, the students‟ total score in the post test 1 have not achieve the indicator but in the post test 2 there was an improvement of their activities and they can achieve the indicator of success.
Therefore, the following table is the students‟ total score and average score of all the tests:
Table 4.10 The students‟ score
Meeting Total Score Average Score
Pre-Test 672 45 %
Post-Test 1 946 63 %
Post-Test 2 1116 74 %
From the table above, the researcher concluded that, there was an improvement of students‟ speaking score before implementing community languange learning method and after implementing it in the teaching and learning process. Before implementing the method or in the pre-test section, the students‟ speaking score was 672 with the average score was 45 %, means the students have low speaking score. Next, in the post-test meeting of cycle 1 or after implementing CLL method, the students‟ got 946 score with the average 63 %, it shew that the students‟ have not achieved the indicator of success (KKM), but the students‟ speaking score was increased from the pre-test. Furthermore, the researcher continued to do the post-test meeting in cycle 2 and the students got 1116 score with the average 74 %, means the students‟ speaking skill more improve than the post test meeting before.
Finally, it was a satiesfied result because the students have achieved the KKM. Then, there was a significant improvement of the students‟ speaking skill since the researcher applied the CLL Method in the classroom, such as students were really motivate to speak and want to share their ideas in the front of the class, more active in the discussion session and know how to work in team. Means, the result of this research has achieved the real meaning and purpose of CLL method those are to build the students‟ motivation, develop their confidence, and make everybody belongs to the group because they are in community.
Also, it can be seen from pre-test to the post-test in the cycle 1 and 2. In other hand, the researcher was success in implementing the community languange learning method to increase students‟ speaking skill in the teaching learning process of using classroom action research at the tenth grade of SMA Islam Al-Ma‟arif Pandan Indah in Academic year 2021/2022. Shortly, the teacher should apply this Community Languange Learning Method in the classroom as one of the methods in teaching learning process to increase students‟ speaking skill.
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CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
The result of teacher‟s activities score for the post test in cycle 1 was 28 with the score average 88 % and in the post test of cycle 2 was 31 with the score average 97 %, while the result of students‟ activities score for the post test in cyle 1 was 19 with the score average 68 % and in the post test of scyle 2 as 24 with the score average 89 %. Means, there was an improvement of the activities for both students and teacher in applying CLL method from the cycle 1 into cycle 2. So, they were can achieve the indicator of success in this reseach.
Therefore, The students‟ speaking score before applying community languange learning (CLL) method was 672 with the score average 45 %, then, after applying the method for cycle 1 in post test meeting, the result of students‟ speaking score was increased became 946 with score average 63 %. Finally, in the post test meeting of cycle 2, the students got 1116 total score with the average 74 %. Means, the students have achieved the indicator of success which was 70 %.
Therefore, the result of teacher‟s activities score was
After applying the method, the students enjoyed the teaching learning process, more active in the discussion of small group, more motivated and interested to learn speaking skill, then more confidence to share or present the material in the front of the classroom, and most
of students can express their ideas and opinions freely, also they can work in group freely.
In short, it can be concluded that the teaching speaking through community languange learning (CLL) method in the tenth grade of SMA Islam Al-Ma‟arif Pandan Indah was success.
B. Suggestion
Reffering to the findings and discussions, the researcher suggest some points, as the followings bellow:
1. Because of there is an improvement toward students‟ speaking skill, English teacher at SMA Islam Al-Ma‟arif PI suggested to apply the Community Languange Learning (CLL) method in order to make students more active, confidence, interested and motivated to learn speaking English.
2. By this method, the English teacher is expected to give the students a lot of chance to speak during the teaching learning in the classroom and should control the students‟ activities when applying the CLL method.
3. The students should have their own motivation to learn speaking English and keep going confidence in using English Languange to communicate.
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Diane Larsen-Freeman & Marti Anderson, Techniques and Principles in Language Teaching, New York: Oxford University Press, 2011, pp.118.
Farah Sukmawati Wahidah, “Students‟ Speaking Problems and Factors Causing It”, Journal Logika, Vol. XVI, Number 1, March 2016, Page 2.
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Appendix 1
Teacher‟s Observation Activities
No.
Activities Score
1 2 3 4
1
Giving the topic of discussion and explain the role of community languange learning
2
Teacher divide the class into some groups, then give an example how to study by using community languange learning related to the topic given
3
Teacher invite students to speak in the small group
4
Teacher walk around the small group to facilitate the discussion 5
Teacher write down the word that have been asked by the students in the whiteboard
6
Teacher instructs all the groups to present their discusion in front of the class one by one
7
Teacher record every presentation 8
Teacher give the feedback and tell the conclusion of the discussion.
Total score
Percentage of Activities Category
Points of Category
Initial Category Score
VG Very good 71-100
G Good 51-70
F Fair 31-50
P Poor 10-30
Appendix 4
Students‟ Observation Activities
No.
Activities Score
1 2 3 4
1
Students give their attention when the teacher giving an explanation the roles of CLL
2
Students give a questions when they have not understand well the roles of CLL before conduct the discussion in the small group 3
Being active during the discussion 4
Students ask the teacher about the word that they do not know in Bahasa
5
Students rewrite the words that teacher writes in the whiteboard 6
Students present their discussion in front of the class
7
Students pay attention when teacher giving the feedback.
Total score
Percentage of Activities Category
Points of Category
Initial Category Score
VG Very good 71-100
G Good 51-70
F Fair 31-50
P Poor 10-30
Appendix 7 Instruction of Test
1. The teacher will mention the students‟ name randomly
2. Each students will tell the material in the front of the classroom 3. Each students has 3-5 minutes to share their ideas
4. The teacher will record the students‟ voice.
Students‟ Rubric Speaking Score
Points of Category
Note:
Pron : Pronunciation Flue : Fluency Conf : Confidence Pres : Presentation SS : Students Score C : Category.
No
.. Students Aspects
SS C
Pron Flue Conf Pres Total 1.
2.
3.
4. Etc.
Initial Category Score
VG Very good 71-100
G Good 51-70
F Fair 31-50
P Poor 10-30
Appendix 8
The documentation of allowing research
Appendix 9
The documentation of learning process
The teacher divided the class into some groups.
The teacher repeated the explanantion before start the discussion
The teacher walked around to help the students
The teacher wrote down the word or sentence in the white board and discussed it.
The students did the test
The teacher gave the feedback.
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