CHAPTER III RESEARCH METHOD
D. Action Plan
2. Cycle II
Planning is the first steps in each activity. In cycle II, the researcher will focus on repairing the weakness in the cycle 1. Here are the steps that the researcher will do in planning:
1) The researcher prepares the lesson plan based on the reflection of cycle I.
2) The researcher prepares the material, source, and type of learning.
3) The researcher prepares the instrument of observation.
4) The researcher determines the evaluation instrument of the test (pre-test and post-test).
b. Acting
The second step in the classroom action research is acting. It is the implementation of the planning. The general steps will be done by the researcher as follows:
1) Pre Teaching Activities.
a) Praying and greeting the students.
b) Checking the attendant list.
c) Choosing the appropriate with the material going to be taught.
2) While teaching process.
a) Researcher Applies the lesson plan that will be done in learning proccess.
b) The researcher explains about generic structure in narrative speaking.
c) The researcher gives an example about speaking narrartive text.
d) The researcher recites of learning media Handout to students.
e) The researcher controls their students activities.
3) Post teaching activities
a) The researcher asks the students to answer some question.
b) The researcher gives the conclusion of the material.
c) The researcher gives score for students.
c. Observing.
In this step, the researcher will be observed the process of teaching learning by using instrument of observation. The researcher conducting the activities in this step, such as: the student’s activities, student’s ability of the speaking, vocabulary, and their summary result.
d. Reflecting.
The researcher will correct and analyze the result of the action.
By reflecting, the researcher will know the weakness and strength of the action. In the step the researcher will compare the score distribution of pre-test and post-test. The researcher reviews and reflects on the students’ attitude whether it is positive or negative. So, the researcher could stop this research until cycle II.
E. Data Collection Technique
The researcher uses many techniques to collect the data in this research. They are observation, test, and documentation. Every method is explained below:
1. Observation.
The objects of observation in this researchare the teacher as a using Learning Media Handout, and students’ speaking ability. These students and the teacher’s activities are observe and noticeby the observer. These technique used to collect the data about using Learning Media Handout, and students’ speaking ability.
In the third phase, the observer observation the student’s activity, their participations, class situation during teaching and learning process, and teacher (researcher) performance by using structure observation form and make note the overall activities. Futhermore, the reasearcher also collected the data from the post test and the result of the student’s activity.
2. Test
Brown states that a test is a method of measuring a person’s ability, knowledge, or performance in a given domain.21 It is a set question used to measure the achievement or capability of individual class.
The researcher use this technique to collect the data from the students. The researcher will use pre-test and post-test form to see their ability before and after given treatment.
a. Pre-test.
Pre-test will be giving in the first meeting before implementing the technique, in order to know the level and ability of students’
speaking before doing the action research.
b. Post-test.
Post-test will be given in the last meeting after implementing the technique, in order to know whether the technique gives good contribution to the students’ speaking ability at the eighth grade of Scout in SMP Negeri 4 Metro. The improvement could be known
21 Douglas Brown, Language assessment Principles and Classroom Practices, (San Francisco:
Longman, 2004), 3.
if the score of post-test is higher than pre-test and the score could achieve the passing grade.
3. Documentation.
Documentation is needed to get the information from written source or documents such as book, magazines, regulation, notes or meeting and daily report. The researcher uses this technique to get data about students’ speaking score, history of the school, the sum of the teachers, official employed and students at SMP Negeri 4 Metro.
Here were the list of the documentation:
a. Documentation about historical background of SMP N 4 Metro.
b. Documentation about structural organization of SMP N 4 Metro.
c. Documentation about facilities of SMP N 4 Metro.
d. Documentation about sketch of location SMP N 4 Metro.
e. Documentation about condition of the teachers and official employees of SMP N 4 Metro.
f. Documentation about students of SMP N 4 Metro.
4. Field Note
Field note is observation instrument use in CAR to provide a record of what is going on during an observation which includes description of places, people, objects, acts, activities, events, purposes, time and feeling.22 In this research, the researcher use field note record the student’s activity during the learning process in narration form.
22 Donald Ary, et.all, Introduction to Research, 526
F. Data Collection Instrument
Instrument is a mechanism for measuring, which is will use to gather and record information for assessment, decision making, and ultimately understanding.23 In this research, the research instrument will be designed by the writer. There are 3 kinds of instrument they are observation, tast, and documentation. Farther more, the three kinds of instrument can be explained as a follow:
1. Observation.
a. The students learning activity.
b. The students participation in learning process.
c. The students performance in the classroom.
2. Test
a. The students speaking about description picture.
b. The students speak fluently about the picture.
3. Documentation.
a. Recording of what is going on during an observation which includes the test.
b. The condition of teachers and official employee.
c. The condition of students.
d. Learning facilities.
e. Organization structure.
f. Location sketch at SMP Negeri 4 Metro.
23 David Colton & Robert W.Covert, Designing and Constructing Instrument for Social Research andEvaluation. (San Francisco: Jossey, Bass, 2007), 5
G. Data Analysis Technique
Data will be analyzed by taking the average score of the pre-test and post-test. Furthermore, the researcher will compare the score of pre-test and post-test after giving implement treatment. Then the result will be matched by the minimum standard in this semester that is 70. If from cycle I there are some students who are not successful, so the researcher would like to conduct the next cycle, cycle II. The minimum cycle in CAR (Classroom Action Research) is two cycles. If in cycle II all of the students were successful, the cycle is able to be stopped until cycle II.
The data analysis technique in classroom action research could be done by the qualitative and quantitative analysis. The analysis of learning result is taken from the average score of pre-test and post-test in cycle I and cycle II.
Tabulating the result of the test, and finding the mean of pre-test and post test. The mean was calculated by applying the following formula:
𝑋̅ =∑𝑋 𝑁 Notes:
𝑋̅ : Mean
∑ : Sum of
X : Raw score
N : The total number of subject24
24 Ary Donald, et all, Intoduction to Research in Education, (Canada: WadsworthCengange Learning, 2010), 108-109
Furthermore, to know the result the writer will compare the average score between pre-test and post-test for each cycle, and then to know the percentage of increasing score in students learning activities, the writer will use the percentage formula as follow:
%
100
N P X
Notes:
P = Percentage
∑x = Total Score of the Students N = Total of Students.
H. Indicator of Success
The indicator of success in needed to know the successful of the process and learning result. To know the gain the data will be conducted in each test by taking the average score of pre-test and post-test. After the result is suitable by the minimum standard of spoken acitive in this class at least 76.
This research will be success or finish if 70% of students got minimum score 76, and there is improvement in the students learning activity at least 70% of students got minimum score 76 which occur until the last cycle.
CHAPTER IV
RESULT OF THE RESEARCH AND INTERPRETATION
A. Research Result
1. Description of Research Location
SMP N 4 Metro is the one of junor high school in Metro. SMP N 4 Metro was build on the area . The location of SMP N 4 Metro is Jl.
Kemiri 15 A Iringmulyo Kota Metro. SMP N 4 Metro was built in 1979. Now, SMP N 4 Metro there were three levels of class. Those where the seventh, the eight, an the ninth graders with the total students was 712. SMP N 4 Metro has teachers and employees. The total number of student could be seen as follows :
Table 4
The number of students of SMP N 4 Metro in the Academic year of 2018/2019
No Class Sex
Total Male Female
1 VII (Seven) 105 140 245
2 VIII (Eight) 107 131 238
3 IX (Nine) 101 128 229
Total 712
2. Desription of Research Data
In this research, the researcher as an English and Mrs. Peni the collaboration the research in two cycles and each cycle consist of planning, acting, observing and reflecting.
a. Cycle 1
Cycle 1 consist of planning, acting, observing and reflecting.
The researcher conducted pre-test to know the students ability in Speaking Ability before giving treatment and it used as the comparison score with post-test. The students were given one picture to be described by them. The result of pre-test could be seen on the table below:
Table 5
Students’ Mark of Pre-Test of Speaking Ability No Score Category Frequency Percentages
1 >76 Passed 4 25%
2 <76 Failed 12 75%
Total 16 100%
Based on the table, it could be analyzed that there are 4 students (25%) who passed the pre-test and 12 students (75%) who failed the pre- test. The lowest score in pre-test is 40 and the highest score is 76. It means that the students Speaking Ability is low. Besides, from the result of pre-test, the researcher got the average 48, 47. So, it is the reason why the researcher used Media Handout to improve the students Speaking Ability.
1) Planning
The first meeting was done on Thursday, October 10th, 2019. It was open by praying, greeting, checking attendance list, and
introducing the researcher as a teacher for the students. At the day, the researcher has taken the students pre-test score.
Based on the result of pre-test score, the researcher has identified and found the problems after taking the students pre-test score. Therefore, the researcher and collaborator prepared several things related to teaching and learning process such as the English subject lesson plan, the material, media, work sheet, observation sheet that contains about list of students‟ names and activity, and evaluation for the second meeting.
2) Acting
The second meeting was treatment. The researcher conducted the treatment on Thursday ,October 17th, 2019. In this meeting, the researcher as an English teacher and Mrs. Peni Jiwastiti, S.Pd as a collaborator. The researcher started the meeting by praying, greeting, checking attendance list and asking the condition of the students.
Afterwards, the researcher gave the material about Giving Opinion.
At the beginning of teaching learning process, the researcher asked to the students about Giving Opinion. Some of the students forgot and just a little of them have known the definition about Giving Opinion. Secondly, the researcher explained about definition, and steps how to Giving Opinion. After that, the researcher gave some picture such as Tent, Camp Fire, and Pionering.
Afterwards, the researcher give the handout that consist of Giving Opinion Material and asked the students to read the Material and giving opinion about the picture. After finished to Giving Opinion, the students explained the Opinion infront of the class. The students must understand about the opinion. Then the students should have a conversation with their partner to ask and giving opinion. The researcher guided the students to be active. As long as the students have a conversation, the researcher listen and give suggestion about their conversation.
In the end of meeting, the researcher gave feedback to the students of the learning process. The researcher gave motivation and informed to the students about the activities in the next meeting.
Then, the researcher closed the material by praying together.
After did a treatment, the researcher gave post-test to the students. The post-test was conducted on Thursday, October 24th, 2019. The post test was done to know how the students‟ Speaking Ability after giving treatment. The researcher gave 4 Picture. The result of post-test in cycle 1 could be seen on the table, as follows:
Table 6
Students’ Mark of Post-Test 1 of Speaking Ability No Score Category Frequency Percentages
1 >76 Passed 7 43.75%
2 <76 Failed 9 56.25%
Total 16 100%
Based on the table, it could be analyzed that there are 7 students (43,75%) who passed the pre-test and 9 students (56,25%) who failed the post-test I. The lowest score in post-test I is 52 and the highest score is 84. It means that in cycle 1 the students’ achievement could improve enough, but it is not successful yet.
3) Oberving
In observation of the researcher action, the collaborator observed the students activities. the researcher as a teacher gave material about Speaking especially Asking and Giving Opinion by using Media Handout.
In the learning process, there were four used and mentioned to know the students activity. Every student who was active in learning process gave a thick in observation sheet. Then, the students were not active in learning process, let the observation sheet empty. It can be seen on appendix.
The indicators of the students activities were:
a) The students pay attention of the teacher explanation b) The students asked/answered the question from the teacher c) The students were active in class
d) The students were able to do the task
The result of the students’ learning activities could be seen as follow:
Table 7
The Students’ Activity in Cycle I
No Students Activities Frequency Percentage 1 The students pay attention of the
teacher explanation
10 62,5 %
2 The students are active in class 8 50 % 3 The students are able to
performance in the classroom.
6 37, 5 %
Total Student 16
The table showed that not all the students active in learning process. There are 10 students (62,5%) who gave attention to the teacher explanation, 8 students (50%) who active in a class and 6 students (37,5%) were able performance in the classroom.
Based on the result above, it could be inferred that the learning process of cycle I was not successfully because only one activity got percentage 62,5% that pay attention of the teacher’s explanation and the others got <62,5%.
4) Reflecting
In this step, the researcher concluded that cycle I did not run well because most of students did not achieve the minimum mastery criteria (KKM). It could be seen from the result of pre-test and post-
test I score. However, most of the students’ score had improved although the condition of learning process was uncontrolled enough.
From the result of observation in cycle I, there were some problems that found, as follow:
a) There were some students that shown unenthusiastic to the teacher’s explanation.
b) Some students did not active in class.
Based on the result of reflection in cycle I, there were some problems to be revised in cycle II, such as:
a) The teacher gave more motivation to the students in order to study harder and made the learning process more attractive.
b) The teacher gave more detail explanation and questions after explaining the materials to control the students’ comprehension.
c) The teacher guided the students who they were not active yet in a class.
Furthermore, the result of the learning result in cycle I before and after doing the treatment could be analyzed in the following table.
Table 8
Students’ mark at pre-test I and post-test I
No Pre-Test Percentage
Post-Test I
Percentage Increasing Explanation
1 25 % 43.75 % 18.75 % Increased
In this research, pre-test and post-test I had done individually.
It was aimed to know the ability of the students Speaking Ability before and after the treatment. From the result of pre-test and post- test I, we knew that there was an improving from the students result score. It could be seen from the percentage in pre-test 25 % and post- test I 43.75 %. Although there was improving of the students’
achievement, cycle I was not successful yet because only 7 students who passed in post-test 1. It can be concluded that cycle I was not successful yet because the indicator of success was not reached yet and the researcher had to revise the teaching and learning process in the next cycle. Therefore, this research would be continued in the next cycle.
b. Cycle II
The cycle II was similar with cycle I. It divided into planning, acting, observing, and reflecting. It would be explained more as follow:
1) Planning
Based on observation and reflection in cycle I, it showed that cycle I was not successfully yet. Therefore, the researcher and collaborator tried to revise the several problems that appeared in cycle I and arranged the planning for continuing in cycle II. The researcher prepared the lesson plan, material, media, answer sheet observation sheet and the test for pre-test and post-test II.
2) Acting
The description of the teaching and learning process of cycle II was not different from the previous cycle. In each treatment, the researcher tried to make the students more active. The implementation of this step was conducted in two meetings, namely: treatment and post-test.
The treatment in cycle II was conducted on Thursday, October 31st, 2019. It was started by greeting and asking the students condition. The researcher as a teacher explained the material about narrative text. The teacher asked to the students to mention about definition of narrative text , generic structure, social function, and language features. Moreover, the teacher divided the students in previous cycle based on their score in Speaking Ability in post-test I.
the students discussed the topic about “Scout Camping”. Then, the teacher gave the students the handout that consist of vocabulary of scout to make a conversation about the topic. After finished make a conversation. The students must go to infront of class to have a conversation with their partner. The teacher with the students look at the performance. Afterwards, the teacher give a comment and suggestion.
In the end of meeting, the teacher closed the meeting and gave motivation to the students to study hard and try to read more in order to their got good scores especially in English subject.
After giving the treatment twice in cycle II, the researcher conducted post-test II on Thursday, November 07th, 2019. The test was have a conversation with their group about the topic “Scout Camping”. There were 6 student each group, and one group have to conversation each other. The result of post-test II could be seen on the table below:
Table 9
Students’ Mark of Post-Test 2 of Speaking Ability No Score Category Frequency Percentages
1 >76 Passed 12 75 %
2 <76 Failed 4 25 %
Total 16 100%
Based on the table, it could be analyzed that there are 12 students (75%) who passed the pre-test and 4 students (25%) who failed the post-Test II. The lowest score in post-test II is 60 and the highest score is 88. It means that in cycle 2 the students’ achievement could improve and successful.
3) Observing
In this step, the researcher presented the material by using Learning Media Handout. In learning process, there were also three indicators used to know the students activities like in learning process previously.