Discussion - RESULT AND DISCUSSION - THE USE OF PARTICIPATION POINT SYSTEM IN TEACHING ENGLISH

CHAPTER IV RESULT AND DISCUSSION

B. Discussion

those students‟ speaking skills improved and satisfied to KKM (70). So the researcher decided to stop in this cycle. The teacher and researcher concluded that the improvement of speaking skill more significant after being given treatment using PPS method since the first cycle until the third cycle.

The above data shows that the improvement of speaking skill more significant after being given treatment using PPS method since the first cycle until the third cycle. Regarding the finding of cycle 3 that all actions were successful in increasing the students‟ involvement and enthusiasm especially in speaking and the objectives of the research were achieved, the researcher and the collaborator agreed to end this research in this cycle.

80.00 70.00 60.00 50.00 40.00

73.33 66.00

50.33

30.00 32.66

20.00 10.00 0.00

Pre-Cycle Cycle 1 Cycle 2 Cycle 3

Figure 4.5

Students’ Speaking Score Improvement

It was the result of students‟ average score from pre-cycle until cycle 3. From the table above, the researcher can see that there was improvement of speaking skill using PPS method. Based on the test result that had been done, it can be described that using PPS method in the process of learning English at seventh grade students‟ of SMPN 06 Seluma could improve students‟

speaking skills. Actually, the use of appropriate technique can made students easy to understand the material is delivered by the teacher. Learning used interesting technique is effective to encourage students‟ ability. It can stimulate students‟ to be active. PPS method was not only appropriate to teach speaking, but also it was appropriate for teaching listening. PPS method motivates students to speak more and it is one model to students‟ to active in communication.

Furthermore, this result was in with the previous studies. First, Raine (2014: 14) concluded that participation point system can highly effective in

helping students overcome their anxieties and become more pro active learners. Second, Istiqomah (2017: 82-83) also concluded that PPS method is a good teaching method, because students have been motivated to be more active in learning process, and they can know their participation score visible.

Third, Hidayah (2014: 78) in her research concluded that the use of participation point system (PPS) method is effective in teaching speaking for the second grade students of vocational high school.

Hence, during the process of implementing PPS method in the classroom, students were being enthusiastic in teaching learning process by using PPS method, most of students were active in respond teacher question, and students also could speak more. This is in line with Hadley (2011: 6) who pointed out that the participation point system (PPS) is a method of motivating classroom participation, particularly communicative participation by providing students with something tangible, while these activities are underway to represent their participation scores. It is a way of encouraging students to get the confidence they need to be able to communicate in the classroom. It can assist some passive students to become more active and to communicate actively in class activities.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The research conclusion was presented based on the research question in the chapter I. The result of students‟ average score in pre-cycle was 32,66;

cycle 1 was 50,33; cycle 2 was 66,00; and cycle 3 was 73,33. It can be seen that PPS method in teaching speaking English more interesting to the students.

It can make the students active to speak English. PPS method can reduce students‟ feeling of boredom, stimulate students who have low motivation and it can improve the student‟s score in speaking skills from one cycle to another cycle. Due to the result of this research, it can be concluded that the PPS method can improves speaking skill at the seventh grade students of SMPN 06 Seluma in academic year 2020/2021.

B. Suggestions

Based on the conclusion above, the researcher proposed some suggestion as follow:

1. Teaching English language to young learners or to students who study new language for the first time, the teacher must create enjoyable, fun, and interesting situation as possible as the teacher can. The enjoyment ought to be the foremost aims which hopefully were have good effects on the education.

2. The teacher should make the teaching learning process enjoyable, because students love to play and learn best when they are enjoying themselves.

REFERENCES

Bess, M., & Bess, D.A. (2002). A Participation Point System Good for Every Task, Conference Proceedings in JALT. Retrieved from:

https://jalt-publications.org/archive/proceedings/2002/160.pdf Broughton, G., et.al. (1980). Teaching English as A Foreign Language.

London: Prentice Hall.

Costello, P. J. M. (20013). Action Research. New York: Continum.

Ellis, Sue., & McCartney, E. (2011). Applied Linguistics and Primary School Teaching. New York: Cambridge University Press.

Gee, J.P. (2008). Social Linguistics and Literacies. London: Routledge.

Hadfield, J., & Hadfield, C. (2000). Oxford Basic Simple Speaking Activities. Oxford: Oxford University Press.

Hadley, G. (2011). Encouraging Oral Communication in the EFL Classroom. Paper presented at Niigata University General Education and Language Research Group. Niigata City: Niigata University.

Harmer, J. (2008). The Practice of English Language Teaching. England:

Pearson Education Ltd, 3 Ed.

Harris, J. (2016). Participation Points to Motivate High-Achieving Students. ASCD Express, 10(1).

Hidayah, N. (2014). The Effectiveness of Using Participation Point System (PPS) Method in the Teaching of Reading for the Second Grade Students of Vocational High School (An Experimental Study in SMK Muhammadiyah Belik in the Academic Year of 2013/ 2014).

Tegal: Univesitas Panca Sakti, unpublished thesis. Retrieved from:

http://digilib.uinsby.ac.id/19109/31/

Ihsan, M., et.al. (2018). Using the Participation Point System in Teaching Speaking Skill. English Education Journal (EEJ), 9(2). Retrieved from http://www.jurnal.unsyiah.ac.id/EEJ/article/view/11527.

Istiqomah, A. (2017). The Implementation of Participation Point System in Teaching Listening at the Fourth Semester of English Education Department of IAIN Surakarta. Surakarta: IAIN Surakarta, unpublished thesis. Retrieved from: http://eprints.iain- surakarta.ac.id/642/.

Jeffrey, D. M. (2003). Participation Point System to Encourage Classroom Communication. The Internet TESL Journal, 9(8). Retrieved from:

http://iteslj.org/Techniques/Jeffrey-PointsSystem.html.

Jumiati, A.A., & Asrina, A.A. (2013). Improving the Students‟ Speaking Ability through Participation Point System (PPS) Method.

Exposure Journal, 2(2). Retrieved from:

https://sinta.ristekbrin.go.id/journals/detail?page=2&id=3566.

Kemmis, S., & McTaggart, S. (2014). The Action Research Planner;

Doing Critical Participatory Action Research. USA: Springer.

Linse, C. T. (2008). Practical English Language Teaching: Young Learners. New York: McGraw-Hill.

Medwell, J., et.al. (2009). Primary English: Teaching Theory and Practice. Exeter: Learning Matters. Ltd.

Miles, M. B., & Huberman, A. M. (2004). Qualitative Data Analysis; A Sourcebook. USA: Sage Publishing.

Ministry of Religion Affairs of the Republic of Indonesia. (2002). Al- Qur’an and Translation. Jakarta: Karya Insan Indonesia.

Norland, D.L., & Pruett-Said, T. (2006). A Kaleidoscope of Models and Strategies for Teaching English to Speakers of Others Languages.

UK: Libraries Unlimited.

Nunan, D. (2011). Language Teaching Methodology a Textbook for Teachers. UK: Prentice Hall.

Raine, P. (2014). The Use of Participation Point System to Encourage More Proactive Learner Participation in Japanese University English Classes. Research gate. Retrieved from:

https://www.researchgate.net/publication/281103092_The_use_of_

a_participation_point_system_to_encourage_more_proactive_learn er_participation_in_Japanese_university_English_classes.

Richards, J.C., & Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. US: Cambridge University Press.

Rust, F., & Clerk, C. (2012). How to do Action Research in Your Classroom. USA: TNLI.

Tomal, D. R. (2003). Action Research for Educators. Oxford: The Scarecrow Press.

Ur, P. (2006). A Course in Language Teaching. Cambridge: Cambridge University Press.

70 Appendix 1. Students’ Score on Preliminary Research

Appendix 2. Lesson Plan

RENCANA PELASANAAN PEMBELAJARAN (RPP)

Nama sekolah : SMPN 06 Seluma Mata pelajaran : Bahasa Inggris Kelas/semester : VII /1

Materi : Perkenalan Diri Aspek/Skill : Berbicara Alokasi Waktu : 3 x Pertemuan

Siklus 1

Kompetensi Inti dan Kompetensi Dasar

Kompetensi Inti Kompetensi Dasar

1. Menghargai dan menghayati ajaran agama yang dianutnya.

1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan social dan alam dalam jangka pergaulan dan keberadaannya.

2.1. Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.

2.2. Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.3. Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional

3. Memahami pengetahuan (faktual, konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata

3.1.Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan perkenalan diri, serta responnya, sesuai dengan konteks penggunaannya

72 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

4.1.Berbicara sederhana untuk menyatakan, menanyakan, dan merespon perkenalan diri, dengan sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

A. Tujuan Pembelajaran

1. Siswa dapat menyusun kalimat perkenalan diri secara lisan.

2. Siswa dapat menggunakan kosa kata yang tepat dan berkaitan dalam menyusun kalimat lisan perkenalan diri.

3. Siswa dapat menggunakan pengucapan yang benar dan tepat dalam menyusun kalimat lisan perkenalan diri.

B. Materi Pembelajaran Hello, My name is ...

I am ... years old I am from ...

I live in ...

I like ... (Hobby) I Play ... (Sport) I don’t like ... (Food) My favorite color is/are ...

I have ... (Pet) Nice to meet you.

Vocabulary related to the material:

a. Hobby

Words Meanings

Reading Membaca

Swimming Berenang

Playing football Bermain sepak bola

Singing Menyanyi

Watching movie Menonton film

Dancing Menari

Fishing Memancing

Photography Fotografi

Travelling Wisata

Hiking Mendaki

Drawing Menggambar

Painting Melukis

b. Konds of Sport

Words Meanings

Tennis Tenis

Badminton Bulu tangkis

Table tennis Tenis meja

Football Sepak bola

Basketball Basket

Volleyball Voli

Chess Catur

Skateboard Papan luncur c. Food

Words Meanings

Carrot Wortel

Spinach Bayam

Bitter melon Pare

Star fruit Belimbing

Shrimp Udang

Egg Telur

Eggplant Terong

Coffee Kopi

Banana juice Jus pisang d. Color

Words Meanings

Blue Biru

Red Merah

Green Hijau

Yellow Kuning

Grey Abu-abu

White Putih

Black Hitam

Purple Ungu

Pink Merah jambu

Orange Oranye

74 e. Pet

Words Meanings

Cat Kucing

Rabbit Kelinci

Goat Kambing

Cow Sapi

Sheep Domba

Fish Ikan

C. Metode Pembelajaran : Participation Point System D. Media Pembelajaran

1. Slide powerpoint 2. Picture

3. Video

E. Langkah-Langkah Pembejaran 1. Kegaiatan Awal (10 menit)

a. Guru menyapa siswa dan mengawali kegiatan belajar dengan berdoa bersama.

b. Pada bagian pertama, guru berkeliling kelas untuk memeriksa pekerjaan rumah setiap siswa dan memberikan satu poin kepada setiap siswa yang telah menyelesaikan pekerjaan rumahnya.

c. Siswa yang secara sukarela menjawab pertanyaan saat pekerjaan rumah mereka diperiksa mendapatkan satu poin tambahan atau lebih jika mereka menjelaskan jawabannya.

2. Kegiatan Inti (60 menit)

a. Siswa mengamati video terkait dengan penggunaan ungkapan dalam memperkenalkan diri kepada orang lain yang ditampilkan oleh guru.

b. Siswa mengamati informasi yang ada di dalam video yang berkaitan dengan perkenalan diri (hobi, makanan yang tidak disukai, olahraga yang disukai, warna kesukaan, dan hewan peliharaan)

c. Siswa diminta untuk memahami maksud dari video tersebut.

d. Guru menjelaskan bahwa siswa yang berpartisipasi aktif (seperti:

meminta pendapat, mengajukan pertanyaan, mengajukan diri untuk perkenalan di depan kelas, dll) akan diberi skor poin partisipasi;

e. Guru menjelskan bahwa jumlah total poin juga dapat dihitung untuk nilai akhir setiap siswa.

f. Siswa diberi kesempatan untuk bertanya dalam bahasa Inggris;

g. Siswa diberi kesempatan untuk menyatakan pendapatnya dalam bahasa Inggris;

h. Siswa diberikan kesempatan untuk memperkenalkan dirinya di depan kelas dalam bahasa Inggris

i. Siswa yang berpartisipasi aktif dalam kelas (seperti: meminta pendapat, mengajukan pertanyaan, mengajukan diri untuk perkenalan di depan kelas, dll) akan diberi nilai poin.

j. Diakhir setiap kelas, total poin partisipasi yang diterima oleh setiap siswa akan dihitung;

k. Guru akan meberikan hadiah khusus untuk siswa yang mengumpulkan poin terbanyak.

3. Kegiatan Penutup (10 menit)

a. Guru menyimpulkan materi yang telah dipelajari hari tersebut.

b. Guru menanyakan kesulitan siswa.

c. Guru memberikan motivasi kepada siswa.

d. Guru mengakhiri pelajaran dengan berdoa.

F. Sumber Belajar

1. Kurikulum 2013 Bahasa Inggris

2. Buku: When English Rings a Bell (SMP/MTs Kelas VII kurikulum 2013 revisi 2016)

G. Penilaian

a. Indikator Penilaian

Criteria Components of Scoring Test Score

Pronu nciati on

Speech consists of almost appropriate pronunciation 5 Speech consists of some inappropriate pronunciation 4 Speech consists of mostly inappropriate pronunciation 3

76 Speech consists of hardly incorrect pronunciation 2 Speech consists of very poor pronunciation 1

Grammar

Makes few (if any) noticeable errors of grammar or word order

5 Occasionally makes grammatical and word-word errors which do not.

4 Make frequent errors of grammar and word order which occasionally and obscure meaning

3 Grammar and word-order errors make comprehension difficult most often rephrase sentences and restrict himself to basic pattern

Errors in grammar and word order so severe as to make conversation virtually unintelligible

Vocabulary

Use of wide range of vocabulary taught previously 5 Sometimes uses the inappropriate term and must rephrase ideas because of lexical; inadequacies

4 Frequently uses the wrong words: conversation somewhat limited because of inadequate vocabulary

3 Miss use of words and very limited vocabulary make comprehension quite difficult

2 Vocabulary limitations so extreme as to make 1

Fluency

Speech is quite following style, mostly easy to understand

5 Speech of speech seems to be slightly affected by language problems

4 Speech and fluency are strongly affected by language limitation

3 Usually resistant often force in to silence by language

limitation

2 Speech is so halting and fragmentary as to make conversation virtually impossible

Comprehension

Ideas highly organized covers all of the elements of speaking

5 Ideas well organized, cover almost all of the elements

speaking

4 Ideas less organized, some missing parts of the elements of speaking in practicing conversation

3 Ideas less organized, covers only the main elements of the speaking problem in practicing conversation

2 Unorganized ideas, a lot of missing parts of the elements 1

b. Cara Penilaian

No. Nama siswa Criteria

P G V F C Jml 1

2 3 4 5 6 dst

Mengethaui,

Guru Mata Pelajaran

FAHMI YULITA, S.Pd NIP. 197911122006042007

Seluma, ... 2021 Peneliti,

TITIN ISTIKASARI NIM. 1611230009

78 RENCANA PELASANAAN PEMBELAJARAN

(RPP)

Nama sekolah : SMPN 06 Seluma Mata pelajaran : Bahasa Inggris Kelas/semester : VII /1

Materi : Sapaan dan Ucapan Terima Kasih Aspek/Skill : Berbicara

Alokasi Waktu : 3 x Pertemuan

Siklus 2

Kompetensi Inti dan Kompetensi Dasar

Kompetensi Inti Kompetensi Dasar

1. Menghargai dan menghayati ajaran agama yang dianutnya.

1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.

2.1. Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.

2.2. Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.3. Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan

komunikasi fungsional 3. Memahami pengetahuan (faktual,

konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata

3.2.Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan sapaan dan terima kasih, serta responnya, sesuai dengan konteks penggunaannya

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

4.2.Berbicara sederhana untuk menyatakan, menanyakan, dan merespon sapaan dan terima kasih, dengan sangat pendek dan sederhana,

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/ teori

dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

A. Tujuan Pembelajaran

1. Siswa dapat menyusun kalimat sapaan dan terima kasih secara lisan.

2. Siswa dapat menggunakan kosa kata yang tepat dan berkaitan dalam menyusun kalimat sapaan dan terima kasih.

3. Siswa dapat menggunakan pengucapan yang benar dan tepat dalam menyusun kalimat sapaan dan terima kasih.

B. Materi Pembelajaran Languange structure:

Tata bahasa : am, are

Vocabulary related to the material:

Words Meanings

Good morning Selaat pagi Good afternoon Selamat sore Good evening Selamat malam How are you? Apa kabarmu?

Fine Baik

Thank you Terimakasih

C. Metode Pembelajaran : Participation Point System D. Media Pembelajaran

1. Slide powerpoint 2. Picture

3. Video

E. Langkah-Langkah Pembejaran 1. Kegaiatan Awal (10 menit)

a. Guru menyapa siswa dan mengawali kegiatan belajar dengan berdoa bersama.

80 b. Pada bagian pertama, guru berkeliling kelas untuk memeriksa pekerjaan rumah setiap siswa dan memberikan satu poin kepada setiap siswa yang telah menyelesaikan pekerjaan rumahnya.

c. Siswa yang secara sukarela menjawab pertanyaan saat pekerjaan rumah mereka diperiksa mendapatkan satu poin tambahan atau lebih jika mereka menjelaskan jawabannya.

2. Kegiatan Inti (60 menit)

1. Siswa mengamati video terkait dengan penggunaan ungkapan dalam sapaan dan ucapan terima kasih yang ditampilkan oleh guru.

2. Siswa mengamati hal-hal atau informasi yang digunakan untuk mengungkapkan sapaan dan ucapan terima kasih kepada orang lain.

3. Siswa diminta untuk memahami maksud dari teks (video) tersebut.

4. Guru menjelaskan bahwa siswa yang berpartisipasi aktif (seperti:

meminta pendapat, mengajukan pertanyaan, mengajukan diri untuk perkenalan di depan kelas, dll) akan diberi skor poin partisipasi;

5. Guru menjelskan bahwa jumlah total poin juga dapat dihitung untuk nilai akhir setiap siswa.

6. Siswa diberi kesempatan untuk bertanya dalam bahasa Inggris;

7. Siswa diberi kesempatan untuk menyatakan pendapatnya dalam bahasa Inggris;

8. Siswa diberikan kesempatan untuk menampilkan ungkapan sapaan dan terima kasih bersama temannya di depan kelas.

9. Siswa yang berpartisipasi aktif dalam kelas (seperti: meminta pendapat, mengajukan pertanyaan, mengajukan diri untuk berbicara dengan temannya di depan kelas, dll) akan diberi nilai poin.

10. Diakhir setiap kelas, total poin partisipasi yang diterima oleh setiap siswa akan dihitung;

11. Guru akan meberikan hadiah khusus untuk siswa yang mengumpulkan poin terbanyak.

3. Kegiatan Penutup (10 menit)

a. Guru menyimpulkan materi yang telah dipelajari hari tersebut.

b. Guru menanyakan kesulitan siswa.

c. Guru memberikan motivasi kepada siswa.

d. Guru mengakhiri pelajaran dengan berdoa.

F. Sumber Belajar

1. Kurikulum 2013 Bahasa Inggris

2. Buku: When English Rings a Bell (SMP/MTs Kelas VII kurikulum 2013 revisi 2016)

G. Penilaian

1. Indikator Penilaian

Criteria Components of Scoring Test Score

Pronunciati on

Speech consists of almost appropriate pronunciation 5 Speech consists of some inappropriate pronunciation 4 Speech consists of mostly inappropriate pronunciation 3 Speech consists of hardly incorrect pronunciation 2 Speech consists of very poor pronunciation 1

Grammar

Makes few (if any) noticeable errors of grammar or word order

5 Occasionally makes grammatical and word-word errors which do not.

4 Make frequent errors of grammar and word order which occasionally and obscure meaning

3 Grammar and word-order errors make comprehension difficult most often rephrase sentences and restrict himself to basic pattern

Errors in grammar and word order so severe as to make conversation virtually unintelligible

Vocabulary

Use of wide range of vocabulary taught previously 5 Sometimes uses the inappropriate term and must rephrase ideas because of lexical; inadequacies

4 Frequently uses the wrong words: conversation somewhat limited because of inadequate vocabulary

3 Miss use of words and very limited vocabulary make comprehension quite difficult

2 Vocabulary limitations so extreme as to make 1

Fluency

Speech is quite following style, mostly easy to understand

5 Speech of speech seems to be slightly affected by language problems

4 Speech and fluency are strongly affected by language limitation

3 Usually resistant often force in to silence by language 2

82 limitation

Speech is so halting and fragmentary as to make conversation virtually impossible

Comprehension

Ideas highly organized covers all of the elements of speaking

5 Ideas well organized, cover almost all of the elements

speaking

4 Ideas less organized, some missing parts of the elements of speaking in practicing conversation

3 Ideas less organized, covers only the main elements of the speaking problem in practicing conversation

2 Unorganized ideas, a lot of missing parts of the elements 1 2. Cara Penilaian

No. Nama siswa Criteria

Jml P G V F C

1 2 3 4 5 6 dst

Mengethaui,

Guru Mata Pelajaran

FAHMI YULITA, S.Pd NIP. 197911122006042007

Seluma, ... 2021 Peneliti,

TITIN ISTIKASARI NIM. 1611230009

Dalam dokumen THE USE OF PARTICIPATION POINT SYSTEM IN TEACHING ENGLISH SPEAKING (Halaman 78-81)