CHAPTER III RESEARCH METHOD
B. Discussion
This research is about improving students speaking ability through oral presentation. Based on the research findings above, the obtained data was discussed in order to response the research question that was proposed to know how the oral presentation teaching could improve students' speaking ability at second grade students of MTs Sullamul Ma‟ad Al-Ma‟arif in academic year 2020/2021. Moreover, the objectives of this research are to improve students' speaking ability through oral presentation. It could be analyzed through the students' progress, improvement and students' participation during teaching and learning process inside of the classroom. The instrument of this research is observation, and test.
This research use classroom action research, the goal of this research is to solve the problems that happened in the classroom.
To discover the condition of the process of learning, the researcher used a checklist observation for teachers and students in each cycle. The research indicator was readiness, presence, attention as well as learning seriousness. There are some aspects
which have to be considered when conducting research, particularly planning, acting, observation, reflecting as well. Before the implementation of learning, there are important instruments that must be prepared such as a lesson plan to know the course of the teaching and learning process. The total meeting of the cycle 1 and cycle 2 were six meetings and the results of pre-test and post-tests in cycle 1 were still low.
In the cycle 1 and cycle 2, there were three meetings. The first meeting teacher explained the students about oral presentation to building students understanding about speaking and oral presentation. The second meeting, the teacher checks students' attendance and then reviewing the material of oral presentation that was about conversation inviting, accepting an invitation, and declining an invitation. They had question about the meaning of some vocabularies. Further, the researcher interacted with them to build their background understanding with the researcher would read the points of vocabularies who not understanding by student‟s then the students were repeated. Next, the researcher discussed the meaning of the words. So that, after discussed the students try to understanding the word by word, after that they translated and then the researcher implored the students in pairs and conversation in
front of the class. Based on the evaluation of teacher and researcher, the mean score of tests 1 was 67. There were only 15 students or 52% of the students who got the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 75, meanwhile the other 8 students were below that criterion. There was a mean score from the students‟ speaking ability on the first cycle. Based on the result, the researcher decided to continue to the second cycle.
From the results of the pre-test, there is score of 1296 the mean score is 56 and 13% on the success rate, in the post-test there is total score of 1606 means score of 69 and 52% on the success rate. And then, the researcher conducted cycle 2 and there was an increase from the previous research. This increase can be seen from result of the post-test cycle 2, a total score of 1896 the mean score 82 and 72% on the success rate. The result of success rate in cycle 1 and 2 are 13% and 72%, the student‟s achievement rate is can be said to be a good result. In addition, the result of the first cycle of observation on teachers contained a score of 63 of the preparation carried out mastery of the class and teaching material. While student‟s observation still has many shortcomings, so that thy get 40 for the score. In the result of the second cycle of observations there was a score 87 % for the teacher, while the students were 90%. The
results of the second cycle were a significant increase, from the score obtained than the observation from the last cycle.
Based on the result above, oral presentation technique can improve the students' speaking ability. The improvement of students' speaking ability was supported by the previous research Nanag Antonio, Herlina, Wisnu Kala Kusumajati, stated that oral presentation technique can improves the students' speaking ability.
By implemating oral presentation technique in teaching, the students were able to memorize the words that they found from the topic as the material of oral presentation.44Students are more active in the teaching and learning process by oral presentation. Then, Villalobos's point of view oral presentation approach suits the way young learners naturally learn. Through oral presentation, the students will learn how to speak orally and will activate the previous knowledge.45The last, according to Widy aAstuti Butonoral presentation can improve students speaking ability and it can help them to create increasing ways to learning English. In addition, those studies show that if theme-based strategy can
44Nanag Antono, Herlina, Wisnu Kalakusumajati,” Increasing Students’
Speaking Ability in Oral Presentation by Using Callan Method at Seventh Grade of SMPN 14 Merangin”, (STKIP Kusuma Negara, 2021), p. 175
45Villalobos, B.O. “Content-Based Instruction: A Relevant Approach of Language Teaching”. Journal of English Education. Vole 3, Number 6, 2014.
improve the students' speaking ability.46 Another research that is inline with the present tresearch is a research by Asih Ati entitled the use of oral presentation in teaching English to improve students speaking ability.47 In this case, students add a lot of new vocabulary, and students can also prepare material trough PowerPoint slides well. Unfortunately on the aspect of pronunciation, students get average score of 74.3 which is at the intermediate level, this shows that there are still students who do not know how to pronounce English words or sentences correctly.
This research also supported with study from Readil that students‟
appearance in oral presentation will affect language development which includes grammar, vocabulary, responses, and word choice in communication.48
At the very least, it can be concluded that students can use good and correct expressions of invitation and then memorize them every meeting. This makes students‟ grades increase and thy dare to
46WidyaAstutiButo, “Improving Student‟s Speaking Skill Through Content- Based Instruction (CBI)”. Thesis University Iqra Buru, Maluku, 2016
47 Asihati & Aseptiana Parmawati,” the use of oral presentation in teaching English to improve student speaking skill”, project (professional journal of English education), vol. 5. N 2, march 2022, p. 303-305
48 Riadil, I. G, does oral presentation affect the development of the students‟
ability to sepeak in EFL classroom, social sciences, humanities and education journal, vol. 1, no 2, p. 13-21
explore themselves research conducted with the wishes of the
researcher with the predicate of suc
98
CONCLUSION AND SUGGESTIONS A. Conclusion
Based on the research finding above, it can be concluded that the research was successful in improving students' speaking ability through oral presentation. It can be seen from the improvement of students' score in every cycle of observation activities and test. The score of teachers' activities in observation of cycle 1 was 70% and in cycle 2 was 87% while the students' activities in observation of cycle 1 was 75% and 90% in cycle 2. And then the, result of pra cycle was 13% in success rate, 30% in cycle 1 and In the final cycle wa 90% at mean that the researcher was founded the mean score each cycles was increased, the students score in test 2 was higher than test 1 that was 67 and 87 in cycle 2.
B. Suggestion
After knowing and implementing the oral presentation technique, there were some of important things that the researcher wants to suggest to all of readers in future, such as; for students, English teacher, school and the next researcher.
The result of this research suggests that:
1. The teacher should provide the students with more exercise in speaking, so that the students get enough to practice.
2. The teacher should often manage the material for teaching of speaking ability and more discussing.
3. CAR is very good for the teacher. It is a research method conducted by the teacher who wants helps the students master the material. The main purpose of CAR is to identify and to solve the student‟s problem in the class and improve their achievements. It is very helpful for the educators and students.
4. The teacher should apply oral presentation in activities to improve speaking ability especially inviting, accepting an invitation, and declining an invitation for the learning process.
5. The researcher hopes that for the next researchers can prepare everything as good as possible before conducting the research.
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Appendixes
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
PERTEMUAN. 1
Sekolah : MTs Sullamul Ma‟ad Al-Ma‟arif Kelas/semester : VII/1
Mata pelajaran : Bahasa Inggris
Materi : Invitation and How to Accept an Invitation A. KOMPETENSI INTI (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam jangkauan pergaulan dan keberadaannya.
KI 3: Memahami pengetahuan (factual, konseptual, dan procedural) berdasarkan rasa ingitaunya tentang ilmu pengetahuan, teknologi, seni, budaya, terkait fenomena dan kejadian tampaknyata.
KI4: Mencoba, mengolah, dan menyajikan dalam ranah konkrit (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 sudutpandang/ teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIN
KOMPETENSI
Kompetensi Dasar
Indikator Pencapain Kompetensi 3.1 memahami fungsi sosial, struktur teks,
dan unsur kebahasaan pada ungkapan inviting, accepting an invitation, dan declining an invitation sesuai konteks kegunaannya.
3.1 mengidentifikasi fungsi sosial tentang ungkapan inviting, accepting an invitation, dan
declining an invitation sesuai konteks
penggunaannya.
3.2 mengidentifikasi unsur teks tentang ungkapan inviting, accepting an invitation, dan
declining an invitation sesuai unsur
kebahasaannya.
3.3 menerapkan unsur kebahasaanyang berkaitan dengan ungkapan inviting, accepting an invitation, dan
declining an invitation
sesuai konteks penggunaannya.
4.1 menyusun teks lisan sederhana tentang ungkapan inviting, accepting an invitation, dan declining an invitation menggunakan metode oral presentation dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.1 melakukan dialong secara oral presentasi
menggunakan ungkapan inviting, accpepting an invitation, dan
declining an invitation dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
4.2 memperaktekkan secara oral
presentation ungkapan inviting, accpepting an invitation, dan declining an invitation dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
4.3 siswa terampil menggunakan ungkapan inviting, accepting an invitation, dan
declining an invitation dalam percapakan sehari-hari dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
C. TUJUAN PEBMELAJARAN
Melalaui pendekatan saintifik dengan menggunakan model pembelajaran discovery learning, peserta didik dapat menirukan ungkapan-ungkapan yang di gunakan dalam inviting, accepting an
invitation, dan declining an invitation untuk meningkatkan kemampuan berbicaranya secara oral dengan disiplin, jujur, dan santun serta mampu mempraktekkan kalimat inviting, accepting an invitation, dan declining an invitation dalam bahasa inggris dengan menggunakan struktur teks, unsur kebahasaan yang runtun dan benar.
1. Diberikan teks lisan berbentuk percakapan tentang inviting, accepting an invitation, dan declining an invitation peserta didik dapat menyebutkan secara lisan fungsi sosial.
2. Diberikan teks lisan berbentuk percakapan tentang inviting, accepting an invitation, dan declining an invitation peserta didik dapat menyebutkan secara lisan unsur kebahasaan.
3. Diberikan teks lisan berbentuk percakapan tentang inviting, accepting an invitation, dan declining an invitation peserta didik dapat menyebutkan secara lisan sturtur teks.
4. Diberikan teks lisan berbentuk percakapan tentang inviting, accepting an invitation, dan declining an invitation peserta didik dapat mengundang dan merespon undangan dengan santun dan peduli.
D. MATERI PEMBELAJARAN
Inviting Accepting an invitation
Declining an invitation
would you like to …
I‟d very much like you to …
We should be pleased/delighted if you could …
Would you care to …
You will … won‟t you?
Like to come to…
Come and….
Shall we come to…
that‟s very kind of you
we‟d very much like to …
what a
delighted idea
with the greatest
pleasure
thank you very
much for
inviting me
I‟d like to love toomuch
I‟m very sorry, I don‟t think I can
I‟d like to, but
…
I‟m afraid I‟ve already
promised …
Thank you for asking me, but
…
Unfortunately, I can‟t …
E. PENDEKATAN DAN METODE PEMBELAJARAN Pendekatan : Sientific
Model : Discovery learning Metode : Oral presentation
F. Media, Alat, dan Sumber Pembelajaran 1. Media
Buku Paket Bahasa Inggris
Internet
Gambar
Laptop 2. Alat
Spidol, Papan Tulis, Handphone dan Buku 3. Sumber belajar
Kementerian pendidikan dan kebudayaan, 2013. Bahasa Inggris, When English rings the bell.
Guru-guru dan siswa-siswa di sekolah G. Metode dan Teknik
Pendekatan sientific (observing, questioning, associating, experimenting, networking
H. Langkah-langkah Kegiatan Pembelajaran
Kegiatan pembelajaran
Diskripsi
Pendahuluan (10 Menit)
1. Guru memberi salam (greeting);
2. Guru memeriksa kehadiran siswa 3. Guru memberi motivasi
4. Guru menanyakan kesiapan siswa tentang kesiapan siswa untuk mengikuti pelajaran
5. Guru mengajukan pertanyaan yang berkaitan antara pengetahuan sebelumnya dengan materi yang akan
dipelajari;
6. Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai;
Kegiatan inti (70 menit)
A. Mengamati
1. Guru meminta siswa untuk memperhatikan teks tentang inviting, accepting an invitation dan declining invitation, kemudian siswa diberikan kesempatan menyiapkan tanggapan.
2. Guru membantu siswa menunjukkan beragam contoh ekspresi dan ungkapan terkait tentang inviting, accepting an invitation dan declining invitation.
3. Siswa membaca dan menirukan contoh- contoh yang di berikan oleh guru.
B. Menanykan
1. Setelah selesai menjelaskan guru meminta siswa untuk bertanya tentang materi yang sudah dijelaskan
2. Siswa diarahkan untuk bertanya dan menuju pada perbedaan personal point of view and general point of view.
3. Guru membacakan contoh percakapan tentang inviting, accepting an invitation dan declining invitation dengan baik dan benar.
4. Guru menanyakan apakah siswa telah memahami materi pembelajaran yang sedang dibahas atau dipelajari