CHAPTER VI: RESEARCH FINDINGS AND DISCUSSION
B. Discussion
Students have met the criteria for speaking skills in describing animals required in 1 cycle, with a data value of 79 > 75 (KKM). Hence this research is complete.
intermediary which Arif said that learning media is a tool that has several function and can be used to convey learning messages.45 Meanwhile, according to Harmer media is a teaching and learning process aid that makes students understand the material better. He said that the media is the basis of the material itself and can relate to all material topics and content.46 So the researcher chose visual media such as the spinning wheel game. Wahyuni states that the Spinning Wheel Game is a wheel-shaped media that can be rotated and divided into several sectors/sections in which there are question cards47. Aulia says that the Spinning wheel game is a learning medium that uses a circle which is divided into several sectors. The sector has questions that must be answered by students which are listed on a certain number/symbol in the circle.
The researcher made spinning wheel game and cards according to the theme that related to the material (Describing Animal). Each student describes a picture of an animal part of animal body and animal activity. Each studens took turns advancing according to the attendance list to play the spinning wheel game and take the card according to the number they get.
The spinning wheel game shows positive progress in students' speaking skills because in playing the spinning wheel game students taking their question cards in front of the class and students must have ideas/material,
45 Arif S Sadiman, Media Pendidikan, Pengembangan, dan Pemanfaatannya (Jakarta: PT Grafindo Persada, 2008), 6
46 Jeremy Harmer, The Practice of English Language Teaching (New York: Longman, 2001), 134
47 Wahyun, Dwi. 2017. Pengaruh penggunaan media permainan roda keberuntungan terhadap kemampuan menulis hanzi pada siswa kelas XI
courage, and expression. Spinning wheel game is very suitable for use in learning speaking skills. The students also need something different that makes them interested in understanding the material. Therefore the researcher used a spinning wheel game and some pictures of animals in the question cards that have been provided which are related to the material. It can make students easier and happier to understand the material.
Teaching speaking by using spinning wheel game has advantages and disadvantages for students and teachers. Students enjoy more in class and they can talk without feeling nervous because they have time to practice before describing animals using the Spinning wheel game media. In addition, researchers must have good preparation in making the media because the media must be in accordance with the material that has been explained in class. Regarding the problems above, Ginnis in Aulia stated in a journal about the advantages of the spinning wheel game. There are 5 advantages of using a spinning wheel game. Spinning wheel games can encourage students to participate, Media Spinning Wheel Games are games with challenging advantages like game shows on TV, these games are very familiar and can arouse students' enthusiasm, are very good for use in exam preparation, train students' memory and speed of thinking, and train understanding in solving various problems faced by students, so that learning outcomes will increase.48 Besides that, the spinning wheel game had disadvantages, as what Aulia said in his journal. It takes a lot of time when playing it, needs more effort, space
48 Aulia, 2016. Linguistics and English Language Teaching Journal
and time. This is because the Spinning Wheel Game media used is manual learning media. Requires the support of adequate facilities, tools and costs so that the learning process can run smoothly. Regarding the shortcomings of the spinning wheel game, the teacher prepares the media as well as possible so that it is ready for use in class and the teacher must prepare several pictures of animals on the question cards that are appropriate and according to students' abilities.
After implenting Spinning wheel game, the researchers got data of first cycle. The results of the research showed that there was a significant effect on improving students' speaking skills. This can be seen from the students' speaking test scores and student participation during teaching and the learning process. The results of all students' speaking test scores are as follows:
No Name Teacher Total Researcher Total Average Criteria of succes
Faill/pass
P G V F C P G V F C
1 AAM 5 4 4 3 4 80 5 4 4 4 4 84 82 75 PASS
2 AF 4 4 4 4 3 76 4 4 4 3 4 76 76 75 PASS
3 AAA 4 5 4 4 3 80 4 4 5 4 4 84 82 75 PASS
4 AND 5 4 5 4 4 88 5 4 5 4 4 88 88 75 PASS
5 APG 4 5 4 4 3 80 4 4 5 4 4 84 82 75 PASS
6 AFHP 4 3 3 4 4 72 4 3 3 4 4 72 72 75 FAIL
7 AZF 5 3 4 4 4 80 4 4 5 4 4 84 82 75 PASS
8 AS 5 4 5 4 4 88 5 4 5 4 4 88 88 75 PASS
9 APAZ 4 4 3 4 4 76 4 4 4 3 4 76 76 75 PASS
10 AAPS 4 4 4 4 3 76 4 3 4 4 4 76 76 75 PASS
11 AKM 3 3 4 3 3 64 3 3 4 3 3 64 64 75 FAIL
13 EMJ 4 3 5 4 3 76 4 4 5 3 3 76 76 75 PASS
14 FZM 5 4 5 4 4 88 5 4 5 4 4 88 88 75 PASS
15 FAZNU 4 3 4 4 4 76 4 4 4 3 4 76 76 75 PASS
16 KDO 5 3 4 4 4 80 4 4 5 4 4 84 82 75 PASS
17 KAP 4 3 4 4 4 76 4 4 4 4 4 80 78 75 PASS
18 KATD 4 4 3 4 4 76 4 4 3 4 4 76 76 75 PASS
19 MFH 4 4 5 4 4 84 4 4 5 4 4 84 84 75 PASS
20 MWAY 4 3 4 4 4 76 4 4 5 3 4 80 78 75 PASS
21 NUW 4 3 4 3 3 68 4 3 4 4 3 72 70 75 FAIL
22 NK 4 4 5 4 3 80 4 4 5 4 3 80 80 75 PASS
23 NA 4 3 4 4 4 76 4 3 4 4 4 76 76 75 PASS
24 NAAM 4 4 5 4 4 84 5 4 5 4 4 88 86 75 PASS
25 NSAF 4 3 5 4 4 80 4 4 5 4 4 84 82 75 PASS
26 RLP 4 4 5 4 4 84 4 4 5 4 4 84 84 75 PASS
28 VAA 3 4 4 3 3 68 3 4 4 3 3 68 68 75 FAIL
29 VMIF 4 4 4 4 4 80 4 4 5 4 4 84 82 75 PASS
30 WHL 4 4 4 3 3 72 4 4 4 3 3 72 72 75 FAIL
31 WC 4 5 5 4 4 88 4 5 5 4 4 88 88 75 PASS
32 YM 4 4 5 4 3 80 4 4 5 4 3 80 80 75 PASS
TOTAL 2.534
From the table above it can be seen that the students' average scores increased significantly from the previous semester (see appendix 2) up to post-test in cycle one. This shows that the spinning wheel game is effective in improving students' speaking skills. The speaking skills and classroom action research were successful. In the preliminary research, the average of student score was only 69, while the percentage of students was 28%. It means that only 9 students who passed the Minimum Mastery Criterion (KKM 75).
While the others (23 students) were below that criteria of success.
In the first cycle, the students average score was 79 while the percentage of students was 84%. It means that 27 students who passed the Minimum Mastery Criterion criteria (KKM 75), while five other students were below that criterion. So, there was the improvement of students' speaking score in the preliminary research up to cycle one.
62 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion obtained post test and the improvement of students’ speaking skill by using hand puppet. The description based on research finding and discussion.
A. Conclusion
After implenting research, the researcher concluded that spinning wheel game can improve students' speaking skills. The researcher implemented spinning wheel game according to the theme of the material at the first meeting and the second meeting. In the first and second meetings students practice describing animals individually and in the third meeting students practice describing animals in front of the class.
There was improvement on students' speaking test scores from previous semester up to the first cycle. In the previous semester, the average of students score was only 69 while the percentage of the students was 28%.
It means that only 9 students who pass the Minimum Mastery Criterion (KKM 75), while the other 23 students were below that criterion. So, the students' speaking skills in the previous semester was still low and need to improve it. In the first cycle, the student average score was 79, while the percentage of the students was 84%. It means that 27 students who passed the Minimum Mastery Criterion (KKM 75), while the other five students were below that criterion. So, there was improvement on students' speaking scores in the previous semester up to cycle one.
In conclusion, the implementation of spinning wheel game can improve the students ability was successful because the results of the students' speaking test scores could achieve the criteria of success. The students are more active and participate in the teaching and learning process.
Therefore, the spinning wheel game can be an effective media for teachers to teach speaking in class.
B. Suggestion
Considering the results that application of spinning wheel game as media could improving student speaking skill through spinning wheel game at SMP 3 Bondowoso in the 2022/2023 academic year. Some suggestions are given to the following people:
1. For English teacher
It is suggested that the English teacher can use spinning wheel game as an alternative media to attract students' attention in learning English especially speaking because the media really helps students to understand the material as well and helps them to transfer their ideas.
2. Future Researcher
The future researchers or the English teachers who have the same or similar problems with teaching of speaking are suggested to conduct a classroom action research by applying spinning wheel game to improve the students’ speaking ability.
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Keberuntungan Terhadap Kemampuan Berbicara Hanzi pada Siswa Kelas XI
RESEARCH MATRIX
Title Variable Indicator Source of data Research method General question
Improving student speaking skill through spinning wheel game at junior high school (A classroom action research
Speaking
Spinning wheel game
1.Pronunciation 2. Accuracy 3. Vocabulary 4. Fluency
5.Comprehension
1. Definition of spinning wheel game 2.Spinning Wheel Game as media in teaching speaking 4. The techniques of using spinning wheel game
Students’ speaking score (previous
semester score and post test-1)
1. Research Design
Classroom Action Research
(CAR)
2. Data Collection Method a. Observation
b. Interview c. Test
d. Document review 3. Stage of CAR a. Planning b. Implementing c. Observing d. Reflecting
4. Validation of Data
Content of validity
How can spinning wheel game to improve students speaking skill at junior high school?
Notes:
X= mean
Σ= total score of students N= number of students 5. Criteria of Success 100%
Notes:
P= the class percentage F= total percentage score N= number of students
APPENDIX 2
PREVIOUS SEMESTER SCORE
No Initial Total Score Criteria of
Success Fail/pass
1 AAM 70 75 Fail
2 AF 65 75 Fail
3 AAA 50 75 Fail
4 ADN 65 75 Fail
5 APG 70 75 Fail
6 AFHP 55 75 Fail
7 AZF 72 75 Fail
8 AS 70 75 Fail
9 APAZ 80 75 Pass
10 AAPS 65 75 Fail
11 AKM 55 75 Fail
12 BJSF 78 75 Pass
13 EMJ 65 75 Fail
14 FZM 70 75 Fail
15 FAZNU 68 75 Fail
16 KDO 65 75 Fail
17 KAP 78 75 Pass
18 KATD 70 75 Fail
19 MFH 70 75 Fail
20 MWAY 75 75 Pass
21 NUW 65 75 Fail
22 NK 70 75 Fail
23 NA 80 75 Pass
24 NAAM 63 75 Fail
25 NSAF 75 75 Pass
26 RLP 65 75 Fail
27 TAA 79 75 Pass
28 VAA 69 75 Fail
29 VMIF 72 75 Fail
30 WHL 60 75 Fail
31 WC 90 75 Pass
32 YM 75 75 Pass
TOTAL 2.219
APPENDIX 3
DOCUMENTATION
The researcher explained the material
The researcher did an interview with the english teacher
The students did a post test
APPENDIX 4
RESEARCH JOURNAL ACTIVITIES
APPENDIX 5
THE RESULT OF OBSERVATION Time and Place of interview
1. Day : Sunday
2. Date : 24th April 2023 3. Time : 08.30-finish Respondent
1. English Teacher 2. Students of class 7D Note
R : Researcher ET : English Teacher S : Student
THE SCRIPT OF INTERVIEW WITH ENGLISH TEACHER R : Bu, bagaimana perkembangan Bahasa Inggris siswa di kelas VII?
ET : Perkembangannya biasa saja mbk, tapi ada beberapa murid yang sudah bisa memahami bahasa Inggris baik writing maupun speaking namun hanya beberapa saja
R : Apakah kemampuan siswa kelas VII rata-rata sangat rendah di speaking bu?
ET : iya mbak, sekitar 50% siswa rendah di speking
R : Kira – kira menurut njenengan, faktor apa saja yang membuat mereka rendah dalam speaking bu?
ET : Menurut saya, kebanyakan siswa malas untuk menghafal kosakata padahal sudah saya kasih arahan dan mereka jarang praktik setiap kosakata yang mereka temui mungkin karena lingkungan kita masih belum terbiasa jika ada yang mengucapkan bahasa Inggris, malah di bilang sosk-sok an, padahal itu malah menghambat perkembangan berbahasa mereka. tidak percaya diri untuk berbicara bahasa Inggris di depan kelas karena malu dengan teman jika berbicara bahasa Inggris, mereka takut dikoreksi oleh teman-teman mereka dan juga mereka tidak terlalu sering praktik bicara bahasa Inggris di dalam kelas, jika membuat kalimat saja mereka hanya
mengetahui kosakata yang familiar untuk kosakata yang jarang mereka temui masih kurang akibatnya ketika berbicara di depan kelas mereka kebingungan harus kosakata mana lagi yang akan mereka pakai, dan tidak terlalu tertarik mempelajari bahasa Inggris karena sudah tidak tau kosakata maupun artinya, jadi mereka merasa tidak begitu memahami maknanya.
R : Ooo begitu bu. Untuk strategy atau media apa yang sudah bapak gunakan di kelas untuk meningkatkan speaking siswa?
ET : Saya kadang menggunakan media berupa gambar-gambar yang sesuai dengan tema, kadang praktik ke depan kelas satu persatu hanya itu saja mbk karena kita dikejar dengan materinya dan target, jadi saya jarang menggunakan strategy. Jika mbaknya mau menggunakan media atau yang lain malah bagus mbak
R : Rencananya saya akan menggunakan media hand-made bu, Bagaimana jika saya menggunakan media Spinning wheel game di kelas VII bu ?
ET : Seperti apa itu sistemnya nanti mbak ?
R : Jadi nanti saya buat spinning wheel game yang berbentuk lingkaran dan dibagi menjadi beberapa sektor bu, Setelah anak anak bermain spinning wheel game, anak-anak mengambil kartu soal yang sudah saya siapkan. dan siswa bisa praktik langsung di depan kelas dengan menggunakan media tersebut Bu.
ET : iya mbak tidak apa-apa, boleh kok mbak asalkan dapat membantu siswi untuk meningkatkan speaking mereka dan bisa membantu saya juga.
R : Baik pak, untuk jadwal mengajar di kelas VII hari apa saja dan jam berapa nggeh bu?
ET : Nanti Masuk di kelas VII D ya mbk. Sabtu jam 07.25-08.45 dan Senin jam nya sama mbk R : Trimakasih bu atas waktunya, maaf sudah mengganggu. Jika ada yang masih ingin saya tanyakan saya akan menghubungi njenengan kembali
ET : Iya sama-sama mbak, iya nanti langsung WA saya saja mbk R : Baik bu
THE SCRIPT OF INTERVIEW WITH THE STUDENTS R :Kalian suka pelajaran bahasa Inggris atau tidak?
S : Biasah saja miss
R : Kenapa kok biasa saja? apa bahasa Inggris sulit bagi kalian?
S : Iya miss sulit banget, gak suka miss
R : Kenapa kok kalian merasa sulit, sebutkan coba alasannya S1 : Gak tau artinya
S2 : Kata-katanya sulit S3 : Bacanya sulit S4 : Banyak rumusnya
R : Kalo untuk ngomong bahasa Inggrisnya gimana? Sulit apa tidak ? S : Sulit banget miss. Gak tau apa yang mau diomongin
R : Kuncinya untuk berbicara bahasa Inggris kalian harus banyak mengetahui kosakata bahasa Inggris, dengan cara menghafal atau banyak membaca buku berbahasa Inggris, mendengarkan lagu atau menonton film
S : Saya nonton film gak liat bahasanya miss, tapi lihat subtitle nya R : Wah itu yang harus jadi PR ya, kalo bisa kita nonton itu jangan lihat subtitle
S : Iya miss. insyaAllah
R : Nah kalo miss kiky beri kalian media untuk membuat kalian menambah kosakata dan percaya diri ngomong di depan kelas mau tidak ?
S : media apa miss ?
R : namanya spinning wheel game, media ini bisa membantu kalian untuk memperbanyak kosakata bahasa Inggris juga untuk mengembangkan speaking kalian dalam bahasa Inggris
S : Di coba aja miss biar kita lebih paham
R : oke kita coba ya, tapi sebelumnya terimakasih ya atas jawabannya, saya juga minta kerjasamanya untuk penelitian saya ini supaya berjalan lancar
S : iya miss siapp
APPENDIX 6
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMP 3 Bondowoso Mata Pelajaran : Bahasa Inggris Kelas/semester : VII
Materi Pokok : Describing animal Tahun peajaran : 2022/2023
Alokasi Waktu : 2 pertemuan A. Kompetensi Inti (KI)
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menunjukkan perilaku jujur, disiplin, bertanggung jawab, peduli (toleran, gotong royong), santun, percaya diri dalam berinterkasi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan beradaannya.
3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji dan menalar 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
KD Indikator
3.7 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks untuk menyatakan dan menanyakan sifat orang, binatang, benda sesuai dengan konteks penggunaannya.
3.7.1 Mengidentifikasi fungsi sosial, struktur dan fungsi kebahasaan teks deskriptif terkait binatang.
3.7.2 Membandingkan fungsi sosial, struktur dan fungsi kebahasaan teks deskriptif terkait sifat binatang
3.7.3 Menganalisis fungsi sosial, struktur
dan fungsi kebahasaan teks deskriptif terkait ciri- ciri binatang.
3.7.4 Mengaplikasikan unsur kebahasaan deskriptif terkait binatang
4.7 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan sifat orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks
4.7.1 Mempraktekan teks deskriptive lisan dan tulis yang sangat pendek dan sederhana tentang binatang dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaansecara benar dan sesuai konteks.
C. Tujuan pembelajaran
1. Menyebutkan nama nama binatang dengan lafal dan intonasi yang benar 2. Peserta didik dapat menjelaskan binatang yang ada di gambar dalam
beberapa kalimat singkat dengan jelas.
3. Peserta didik dapat menganalisis fungsi sosial, struktur teks dan fungsi kebahasaan teks deskriptif terkait ciri- ciri binatang dengan benar.
4. Peserta didik dapat mendeskripsikan gambar binatang sesuai konteks.
D. Materi Pembelajaran Describing animal
Pronoun atau kata ganti apa yang biasanya digunakan untuk hewan. Pronoun yang biasa sebagai kata ganti hewan, antara lain: It. Digunakan untuk mengacu pada hewan tunggal, atau kata ganti hewan tertentu secara umum.
He/ she. Biasanya digunakan untuk mengacu pada hewan peliharaan atau hewan yang memiliki ikatan personal dengan kita. Digunakan sebagai kata ganti hewan jamak, atau kata ganti hewan tertentu secara umum.
Berikut adalah contohnya:
I saw a stray dog. It kept waging its tail.
This is Thor. He is my dog.
Part of animal body
-Bagian-bagian tubuh binatang (parts of animal's body).