CHAPTER III RESEARCH METHOD
H. Instrument of Research
Instrument is the general term that the researcher use for a measurement device. Instrument is a tool for assessing that is designed to obtain data. It refers to how researcher measure, collect, and analyze data.
In this study, the researcher used two types to collect the data.
42Kunandar,”Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru”,translated. Ratni Juliani, (Jakarta: PT Rajagrafindo Persada, 2008),p. 75.
1. Observation
Observation aims to obtain the data about on going the process of teaching and learning that refer to the situation of the class. In this research the researcher observe several aspects in teaching and learning process. The aspects include the teacher and students activities in the classroom. This observation form is using observation checklist those are teacher‟s activity and student‟s activity
To calculate the result of Teacher and student‟s observation, the researcher used formula below;
Explanation:
: Percentage of Scores : Total Scores
: Score Maximum43
To know the category of observation result, it can be classify as follow:
Table 3.2
The interpretation of teacher and student’s observation result44
43Rosma Hartiny, “Model Penelitian Tindakan Kelas”, (Yogyakarta: Teras, 2010), p.
94.
44Ibid, p.131
Category Criterion
81-100% Very good
61-80 % Good
41-60 % Enough
21-40 % Bad
2. Speaking Test
The Test aims to take the result of study. A test is very helpful to know the students achievement in learning material.
The test used to measure how far the student‟s progress after doing the activities and how story completion can develop their speaking ability. To get the students score, the researcher prepare a test which contains of several topics. The students must choose one of the topics given by teacher to perform individually. The teacher will gives a few minutes for students to prepare their topic. Then every students has two minutes to speak in front of the class. Therefore, the researcher uses speaking assessment rubric from Brown in order to find out if there is an improvement in students' speaking abilities.
During the test, the researcher gained the data by using descriptive statistic with the purpose is to find out the improvement of students speaking proficiency by using story completion method.The researcher used some formulas to find out students score. The criteria of success is depend on the passing grade (KKM) of the English lesson of MA At-Tahzib Kekait that is 75.
10-20 % Very bad
To analyze the quantitative data, the researcher uses formula below:
a) To obtain the individual score of speaking test, the researcher used formula
To know the criteria of students score, it can be classify as follow;
Table 3.3
The interpretation of students’ score45
Students are said pass the test if they get a score 75 or more than 75 because of the criterion minimum of mastery in this school is 75.
b) The formula to calculate the students average
Explanation:
45Ibid, p.131
Percentage of scores Criterion
81-100 Very good
61-80 Good
41-60 Enough
21-40 Bad
10-20 Very bad
= Total of Score = Total of subject = Average46
c) The formula to calculate the students‟ classical Achievement is
47
Explanation:
: Percentage of Achievement
: The total of students that get more ≥75 : Number of Students‟ in the class I. Indicator of success
Drawing on the researcher observation, the researcher has already provide some indicators indicating the success of the present study as follow:
1. The study will be categorized success if there is an improvement on students‟ speaking proficiency output at least 80% with the score 75. In other words, the result of post-test in cycle 2 cannot be less than 80%
2. Students‟ participant based on the students‟ worksheet in speaking instruction must achieve 80%
46 Suharsimi Arikunto,”Prosedur Penelitian Suatu Pendekatan Praktik”,(Jakarta: PT Rineka Cipta, 2010), p. 264.
47 Ibid.
46
CHAPTER IV
FINDIGS AND DISCUSSION
This chapter presents the result of the classroom action research. It describes some research findings and discussion about the use of story completion method to improve students speaking proficiency. This chapter is also purposed to present the answer of the problems that are stated in the research problem.
The research finding was obtained from data collection and data analysis of two cycles. It comes from the result of test and observation. The results of data analysis from two cycles are also discussed in this chapter. It also describes the steps of each cycle. Those are planning, action, observation and reflection.
A. Description of Research Setting 1. General Identity of Research Setting
a) Brief Profile of MA At-Tahzib Kekait
MA At-Tahzib Kekait, an Islamic boarding school which is located in Gunung Sari West Lombok exactly at Jln. Jurusan Tanjung KM.8 Kekait village, a place where this study was conducted. This school has been accredited by national accreditation agency with the value of B. This school has two levels of education ranging from junior high school (SMP/MTs) to senior high school (SMA/ MA).
The school has 8 classrooms which are 3 classes for grade X, 3 classes for grade XI, and 2 classes for grade XII with the total of students are 174, while the number of teacher in MA At-Tahzib Kekait are 32 teachers48. The facilities of the classrooms in every classes are a white board, a black board, some chalks and markers, chairs, tables based on the number of students. Another rooms such as an office room, a headmaster room, student council room, a hall, a library, a sport field, a canteen, toilet, praying room and also parking area for students and teachers.
b)Perspective and Mission 1) Perspective
“Excellent in quality, creative in thinking and good moral”
2) Mission
a) Enhance and optimize active and creative education in an Islamic nuance
b) Establish an innovative, safe and insightful Madrasah atmosphere
c) Uphold cultural values by moral mercy
d) Increase social awareness of the community towards education through activities in Madrasas
c) Tool and Infrastructure
1) The Data of Teachers in MA AT-Tahzib Kekait
48Dahlan,Wawancara, MA At-Tahzib Kekait, 22nd of October 2019
Table 4.1
The data of teachers in MA AT-Tahzib Kekait49
No Name of Teachers
Additional Tasks Type of Tasks EK
Time Subjects
1 2 3 4 5
1 H. Anis Abdul Hadi,
S.Ag Mudirul Am KTK
2 Ahmad Juaini, S.Pd Head Master 24 Ekonomi 3 H. Islahudin, S.PdI
MA Students Waka 12 Bhs Arab
4 Muhammad Patrawi,
S.Pd Teacher Matematika
5 Dahlan, S.Pd Curriculum Waka 12 PKn 6 Ahmad Hudni, S.PdI Homeroom Teacher
of X B 6 Sosiologi
7 Syaiful Fachry, S.Pd Homeroom Teacher
of XI C 6 Bhs Inggris
8 Maduddin, S.Pd Homeroom Teacher
of XII B 6 Matematika
9 Muhammad Taizir,
S.Pd Teacher 6 Geografi
10 Asifah, S.Pd Homeroom Teacher
of X A 6 Biologi
11 Suaini, S.Pd Homeroom Teacher
of XII A 6
Sejarah Indonesia Sejarah Umum 12 Muhammad Irsyad,
S.PdI Teacher Akidah Ahlak
Qur'an Hadits 13 Mutawip, S.Pd M.Pd Teacher/Waka
Sarpras 12 Bhs Inggris
14 Suhaimi, S.PdI Homeroom Teacher
of X C 6 Seni Budaya
15 Makripatulloh, S.PdI Homeroom Teacher
of XI B 6 Bhs Arab
16 Tashil, S.PdI Teacher Fikih
17 Hairunnizar, S.Pd Teacher Matematika
18 Ihsan, S.PdI Teacher SKI
19 H. Hapazah Teacher SKI
49 The data of teachers in MA At-Tahzib Kekait, Documentation, Kekait, 13 March 2020
20 Humaidi, S.Pd Teacher Ekonomi 21 Muh.
Muazzin,S.SosI Teacher TIK
22 Burhanudin, S.Pd Teacher Bhs Indonesia
23 Khairi Qusyairi,
S.Pd Teacher Bhs Indonesia
24 Saparwadi, S.Pd Teacher Penjaskes
25 Sri Zuaida, S.Pd Teacher Geografi
26 M. Azwar, S.Pd Teacher Kimia
27 H. M. Pawaz, S.PdI Teacher Qur'an Hadits 28 H. Syukron Hadi,
S.Pd Teacher Ekonomi
29 Moh. Hatta Teacher PKW
30 Abd Muin, S.Pd Teacher SKI
31 M. Fikri, S.KomI Teacher Mulok
32 M. Wazir, S.KomI Teacher PKW
Total 108
2)Number of Students Table 4.2
Number of students in MA AT-Tahzib Kekait50
No ROOM Number of Students KET
XIIA XIIB XIA XIB XIC XA XB XC
1 Female 16 16
2 Male 28 28
3 Female 30 30
4 Male 20 20
5 Male 19 19
6 Female 32 32
7 Male 14 14
8 Male 15 15
Total 174
50Number of Students, Documentation, Kekait, 13 March 2020
3) School Facility
Table 4.3
Facilities in MA At-Tahzib Kekait51
B. Research Findings
The research finding is obtained from the beginning until the end of teaching learning process in the classroom. As stated in chapter three of this classroom action research, the researcher conducted two cycles and each cycle consist of planning, acting, observing, and reflecting. The researcher explained the cycles that every meetinghas opening, main activity and
51Ibid
No Facilities and basic facilities Total
1 Principle room 1
2 Classroom 8
3 Teachers room 1
4 Office 1
5 OSIS room 1
6 Library 1
7 Lab computers 1
8 Sports facilities 1
9 Listrik 2.200 kwh
10 Toilet 2
11 Wi-Fi and CCTV 1
closing. The whole steps of this research would be explained in the description below:
1. Cycle I
a. Implementation on Cycle I 1) Planning
The researcher prepared several instruments, they are as follows:
a) Lesson Plan
Lesson plan was used to control the teaching and learning process in this research. The researcher used it as a guidance to manage time and activities during teaching and learning process in the class.
b) Material
Recount text (meaning, purpose, generic structure, example, and language feature).
c) Teaching Aid
The researcher prepared some instruments. They are board-marker, and handout for students. The researcher also provided the material and tools to succeed the action.
d) Observation sheet Teacher activities
Observation sheet was prepared in order to know the teacher activities during the teaching and learning process.
e) Observation sheet students‟ activities
Observation sheet was prepared in order to know the students activities during the teaching and learning process.
f) Evaluation 2) Action
a) The first meeting (1) Opening
First meeting was conducted on Thursday, 12th of March 2020 at 09.00 pm until10.00 pm. The researcher greeted the students by saying “Hello good morning” and the students answered “Morning too”. As the first meeting, the researcher introduce herself to the students and inform that she will teaches English for a month. After that, the researcher checked the students‟ attendance listby calling students name one by one. Then, she asked the students about the previous topic. Half of the students answered it. Finally, the researcher gave a new topic to learn that is recount text.
(2) Main Activity
In this step, the researcher began the lesson by giving a question about “what is recount text”. One of the students
“Sofi” answered that recount text is telling something like a story. There was no students give comment again. After that, the teacher explained recount text included the definition, generic structure and its characteristic. In
explaining the material, the researcher gave an example about recount text of personal experience by the theme
“Holiday”. In this topic the teacher also explained it related to the structure of recount text. Then, the researcher asked the students to give some question. One of the students gave a question “Aapakah dalam recount text wajib
menggunakan verb 2?” and then the teacher answered the question from the students. After all the materials already explained, the researcher explained the method used to practice recount text that is story completion. The researcher explained briefly about the method by showing an example. After that, the researcher divided students into some groups and the class began to practice story completion method with the same theme that is holiday. All students seemed dizzy and confused when applying the method, but the researcher kept control of their activities and gave a suggestion. Before closing, the researcher gave all students some vocabulary and instructed students to memorize in order to help them in speaking.
(3) Closing
In this step, the researcher give some comments or feedback to studentsand summarized the lesson together.
The researcher closed the meeting by saying thank you for
your attention see you next meeting and said “hamdallah”
together.
b) The second meeting (1) Opening
The second meeting was conducted on Thursday, 19th of March 2020. The researcher opened the class by asking students condition, all students answered very well. Then, the researcher checked students attendance list and review the previous meeting. The researcher also asked the students difficulties when applying story completion method. Furthermore, the researcher gave some motivation to students and continue to the next activities.
(2) Main Activity
In this stage, one of the students ask the researcher to give examples of how to apply story completion method. The researcher explained the procedures and directly gave an example. During the speaking practice, students sit in a circle with their group. The researcher still uses theme of
“Holiday” as an example. The researcher start to tell a story as the opening by saying “Last week, I and my friends went to Senggigi beach”. The first group tried to continue the story until finished. The other groups listen and pay attention to group one. The researcher was surprise because
they could finish the story well. After that, the researcher gave opportunity to another group to practice their speaking. The topic of the story was depend on the students, so, they can tell a story about anything. The researcher stay controls the activities and guided the students if they feel confused. Finally the researcher asked some of the students about how they feel after tell a story using story completion method and asked their difficulties.
The researcher gave feedback and motivation to all students and informed that the next meeting will be focus on a test and asked the students to preparetheir self well.
(3) Closing
Before closing, the researcher summarized the lesson together with students. Then, she closed the meeting by saying thank you for your attention see you next meeting and said “hamdallah” together.
c) The Third Meeting (1) Opening
The third meeting was conducted on Thursday, 26thof March 2020. The researcher came to the class at 09.00.
The researcher opened the class by greeting and checking the students‟ attendance. Besides, the researcher reminded
and checked the students understanding about the previous lesson.
(2) Main Activity
In the third meeting the students did the test cycle 1. This test was held to know the improvement of the student‟s achievement in speaking skill after given some activities.
(3) Closing
After all the students did a test, the researcher closed the meeting by saying thank you and see you next meeting, wassalam.
3) Observation
Observation is an important aspect in classroom action research, because it can help the researcher a better understanding of his research. The observation has done to know teaching learning process in the classroom, students‟
preparation, and students‟ enthusiasm, students‟ interaction to others, also teacher and students‟ activeness during the teaching learning process. The researcher used the students‟ observation checklist in order to know whether the technique could be influences students‟ speaking ability in the classroom. The results of observation for cycle 1 explained below:
a) The scores of the students‟ speaking skill using story completion method from 31 students
Table 4.4
Students speaking Score Test Cycle I
No Name Score Note
1 AL 64 Fail
2 AM 76 Pass
3 AU 52 Fail
4 FZ 76 Pass
5 FH 76 Pass
6 H 60 Fail
7 HSS 76 Pass
8 H 76 Pass
9 IAN 52 Fail
10 I 76 Pass
11 K 60 Fail
12 LA 76 Pass
13 LF 76 Pass
14 LAR 52 Fail
15 NN 60 Fail
16 NI 76 Pass
17 NHL 76 Pass
18 NS 76 Pass
19 NM 52 Fail
20 NI 76 Pass
21 PH 60 Fail
22 RH 76 Pass
23 RA 76 Pass
24 RMJ 76 Pass
25 RI 56 Fail
26 RJ 76 Pass
27 R 52 Fail
28 SH 76 Pass
29 SZ 56 Fail
30 SM 76 Pass
31 ZU 52 Fail
Total of Scores 2096
Average 67,61
Based on the table above that were students acquired scores
> 75 as many as 18 students from 31 students, meanwhile the
students got scores< 75 as many as 13 students. As a result, the individual scores of speaking test reached 8.3 through analyzing the data such as 2096/25 x 100 = 8,384 which is categorized into good category. The percentage of the students‟ learning thorough reached 58% through analyzing the data such as 18/31 x 100% = 58,064%. This result can be category into enough criterion. It indicates that the students did not achieve the achievement criteria of the research. Therefore, the researcher concludes that in cycle one was unsuccessful in learning process.
b) Teacher and Students‟ Activities (1) Teacher‟s Activities
The result of teacher‟ activity can be seen below:
Table 4.5 Teacher’s Activities
B a
s e d
o n
t h e
t a b l e
performs that the teacher‟s activities in cycle 1 during the implementation of story completion method reaches the total score
No Activity Yes No Score
Preparation
1. Teacher‟s physical preparation on learning program
1 2. Teacher‟s preparation on
instructional devices including Instructional Design
1 3
3. Teacher‟s preparation on Instructional Media
0 Initial Activities
1. Teacher greet the students and checks students‟ attendance 1
3 2. Teacher reviews the previous
material and conveys instructional goal
0 3. Teacher explain how to apply story
completion method to students
1 Core Activities
1. Teacher divides students into some groups and gives interesting topic to students, then teacher start tell the story
1 2. Teacher gives instruction to every
group of students to complete or continue the story, then teacher control students activity
1
3
3. Teacher gives feedback and motivation for students and provide opportunity for asking a question
0 Closing Activities
1. Teacher sum up the material together with the students
0 2. Teacher inform students for the
next material
0 2
3. Teacher closes the learning process 1
Total 11
Maximum 16
Percentage % 68%
Criteria Good
11 and the percentage of teacher‟s activities obtained68%.The percentage of teacher worksheet found through data analysis using descriptive qualitative such as 11/16 x 100% = 68%. This assessment is categorized into good category.
(2) Students‟ Activities
The result of students‟ activity can be seen below:
Table 4.6 Students’ Activities No
.
Activity Yes No Score Preparation
1. Students‟ physical preparation for learning
1
3 2. Students‟ preparation on
instructional equipments
1 3. Students‟ preparation on speaking
activities
0 Initial Activities
1. Students responds the teacher‟s greeting
1 2. Students follow teacher‟s
instruction to review the previous material and receives instructional goal
0
2
3. Students pay attention to the explanation of the way in applying story completion method
0 Core Activities
1. Students divided into some groups and receives the topic of the story, then pay attention to the first story of the topic
1 2. Students start to complete or
continue the story using story completion method while teacher control the activities
0
2
3. Students receives feedback and motivation from the teacher, then Students ask some questions
0
Closing Activities
1. Students conclude the material together with the teacher
0
2. Students receives the next material 1 2 3. Students respond teacher‟s
greeting
0
Total 9
Maximum 16
Percentage % 57%
Criteria Enough
Based on the table performs that the student‟s activities in cycle 1 during the implementation of story completion method reaches the total score 9 and the percentage of student‟s activities obtained 57%. The percentage of students‟ worksheet found through data analysis using descriptive qualitative such as 9/16 x 100% = 57%. This assessment is categorized into enough participation.This data shows that students did not really participate in the implementation of story completion method.The researcher need to improve it again in the next cycle.
4) Reflection
After observing and analyzing the result of observation in cycle 1, the researcher and the teacher found some weaknessof the action. Based on data that have been collected and analyzed by the teacher and the researcher, it was found that:
a) Some of the students still confused about the method b) Teacher did not tell the students about the goal of the
lesson
c) There were some students who still passive or shy in speaking activity and need to motivate and guide again From the reflection above, it could be concluded that cycle 1 was not enough to solve the students‟ problem in improving their speaking skill. Based on the facts, the researcher felt that it was necessary to conduct this research in the second cycle.
3. Cycle 2 a) Planning
In this cycle, the researcher planned everything related to the action such as:
1) Preparing syllabus about recount text, lesson plan, rubric, material, and media.
2) Preparing the students attendance list, and the students‟
scoring list.
3) Preparing the teachers and the students‟observation checklist.
4) Preparing tools of learning in the class.
5) Preparing the test.
6) Preparing the mobile phone to record the speaking.
7) Preparing the camera to take the picture and videos.
The planning phase of the second cycle was implemented into a lesson plan. In this case, the writer