CHAPTER III RESEARCH METHOD
H. Instrument of Research
The researcher used some of instruments in collecting the data is as follows:
1. Documentation
Documentation is the way to collect and gain the existing data.
The researcher used documentation as colleting the data because the researcher want to take picture, record the students voice and the students activities inside of the classroom. Documentation data used to looking for the data of students’ improvement and variable form the transcript.
In addition, documentation is used to search teaching material such as; lesson plan, syllabus, students’ name list and others.
Furthermore, documentation had an advantages and disadvantages.
The advantages of it is historical events have been contained in documents that can be examined objectively while it disadvantages such as; first, the available records may be incomplete or stack with full of distortions or there is a bias in it. Second, difficult to do some checking against the validity of the information that contained in the record.
2. Observation
Observation is the activity of giving total concern to research object of the sense. Observation is intended the obstacle appear during teaching learning process, students’ motivation, difficulties and understanding about the material given it can be seen by the students’ attitude, respond and behavior. Also, this research is going to use observation sheet to make it more systematics and this observation sheet based on the researcher and teacher collaboration. This observation form is using observation checklist those are the researcher’s andstudents’ worksheet.
The formula to calculate the result of the researcher’s and students’ observation, the researcher used formula follows:
Percentage %=
100 % n = the score of students
N = the sum of total score
% = the percentage of the expectation
From the formula above, the researcher can analyze the researcher’s and students’ participant as following:
a. Excellent
The aspect of activity that was observed above reaches out for 100 %.
b. Good participation
The aspect of activity that was observed above reaches out for about 75 % from overall percentage 100%.
c. Enough participation
The aspect of activity that was observed above reaches out for about 50% from overall percentage 100%.
d. Little participation
The aspect of activity that was observed above reaches out for about 25% from overall percentage 100%.
3. Test
Test is a set of questions and exercises used to measure the students’ achievement, capability of the individual or group in cognitive aspect. For example, measure students’ competence, knowledge, intelligent, and their ability in pronunciation through tongue twister. A test very useful to know the students achievement in understanding material which given by the teacher. In this research,
the researcher uses spoken test to know the second grade students of MTs Al-Hamidiyah NW Sidemen in pronunciation ability.
There were two kinds of test that can be used to test students’
ability such as pre-test and post-test. Pre-test was given before the researcher teaches the students about pronunciation through tongue twisters method. It purposes to identify the students’ problems in learning English pronunciation before the teaching and learning process begin. In the order word to know how ware the student’s acquisition in pronouncing the English words while post-test is the activities to test students’ ability in the end of learning process. It will describe the students result as long as the learning process.
Table 3.1
Level of Students’ Individual Achievement on Pronunciation Ability
Score Level
70-99 Excellent
40-69 Very good
10-39 Low
Table 3.2
Pronunciation Rubric25 categor
y
Aspect Score
Vowel Consonant Word stress
Sentence stress
Fluency
1 Vowel
errors are frequent
Consonant errors are frequent
Frequentl y miss places stress on multisyll abic words
Sentence stress is rarely identifie d
Frequent repetitio n always do correctio n on spoken ability 2 Pronounc
es some vowels incorrectl y
consisten tly
Pronounces some consonant incorrectly consistentl y
Places stress on the right syllable of multisyll abic words,
Frequent misplace stress on focus words and other key words
Can handle with confiden t, but not with facility
25 Rahmad Purnama,“The Implication of Tongue Twister to Improve Students Pronunciation at MTS N 1 Banda Aceh Besar, (Thesis, Faculty of Education and Teacher Training, Ar-Raniry State Islamic University, Darussalam, Banda Aceh, 2019).
but miss place it on large number of words.
3 Make in consisten t vowel errors
Make in consistent consonant errors
Places stress on the right syllable of multisyll abic words, but miss place it on
certain words
Place stress on focus words and other key words sometim es
Can discuss particula r
interests of compete nce with reasonab le ease
4 Pronounc es vowels correctly most of
Pronounces consonants correctly most of time
Places stress on the right syllable of
Place stress on focus words and other
Able to use the language fluently on all
time multisyll abic words, but miss places it on a few words
key words most of time
levels normally pertinent to professi on all need 5 Pronounc
es vowel correctly all the time
Pronounces consonants correctly all the time
Places stress on the right syllable of multisyll abic words all the time
Place stress on focus words and other key words all the time
Has complet e fluency in the language such the his speech is fully accepted by educated natives speaker
Descriptive analyzed data of mean scores or the result in every cycle of pre-test, post-test one and post-test two were calculated by using the formula as follow:
M = Where:
M = The mean score of the students’ achievement in speaking ∑X = The sum of all scores
N = The number of subjects26
The function of mean score is to show the improvement of the students. If the mean score of students is 70, the students had gotten the criteria of success. Furthermore, the researcher will stop doing the research. Then, classical achievement could be considered to be successful if it requires achievement more than 86% from students in the class.
After the researcher knowing the students average score, the researcher tried to get class percentage which pass the minimum score standard (KMM). The formula as follow:
P = x 100%
Where:
P = The class percentage
F = The number of students who passed KKM N = The number of the students
26 Sugiono, Statistik Untuk Penelitian, Bandung: CV. Alphabeta, 2007, p. 49
From the criteria above, the researcher conclude that tongue twister method can improve students’ pronunciation with 70 score minimally and 86% classically. The success of students in learning pronunciation can be explaining with table under this following text:
Table 3.3
Score of Students’ Classical Achievement in Pronunciation
Achievement % Category
>85% Excellent
66-75% Very good
56-65% Good
46-55% Average
<45% Poor
The researcher collected the data during the observation. This achievement has been showed from the first observation of the students. That result is used to reflection material instruction.
I. Indicator of Success
This research will be categories successful if the students passed grade of KMM. The passing grade of English lesson at MTs Al- Hamidiyah NW Sidemen is 70. The teacher and the researcher expected that there were at least 86% of the students who passed the passing grade of KKM. It means this classroom action research (CAR) already successful to help the students improving students’ pronunciation ability.
43 A. Description of Research Setting
1. Brief profile of MTs Al-Hamidiyah NW Sidemen
MTs Al-Hamidiyah NW Sidemen is one of junior high school in Sidemen Lauq. It is located on Jl. Raya Tanjung KM8 Sidemen lauq, Lembah Sari, Batu Layar District. This school is not easy to find because the location is far from main road and it surrounded by mountain and forest. The location of the school is between MA Al- Hamidiyh NW and MI Al-Hamdiyah. However, MTs Al-Hamidiyah organizes formal education started from kindergarten to senior high school with adequate facilities. MTs Al-Hamidiyah was established on 08th August 1993 and it had been accredited by Badan Akreditasi Nasional Sekolah/Madrasah (BAN S/M) on 20th October 2015 with SK No: 183a/BAP-SM/KP/X/2015. This school manages four levels of education such as; Kindergarten, Elementary school, Junior high school and Senior high school27.
2. Vision and Mission of MTs Al-Hamidiyah NW Sidemen a. Vision
The vision MTs Al-Hamidiyah NW Sidemen is as follow:
27 Profile of MTs Al-Hamidiyah NW Sidemen, Observation, Sidemen, 7th March 2020 from the Field of Administration
“ɒuilding the students who have good behavior, intelligent, loyalty and responsibility”.
b. Mission
The missions built by MTs Al-Hamidiyah NW Sidemen is as follows:
1) Creating Madrasah that has excellent broad-minded in achieving the highly competitive in developing science and technology (IPTEK) and IMTAQ.
2) Implementing the learning activities and guiding effectively so that the students are able to grow up optimally in accordance with their potential.
3) Making a spirit of appreciation and practice of Islamic teachings in their daily life.
4) Realizing community of Madrasah who will have sincerity concern for themselves and their environment.
5) Encouraging and helping all the students to recognize their potential.
6) Producing a generation who always devoting to their parents, religion, societies, and their nation28.
3. Infrastructures and Tools
a. Teachers at MTs Al-Hamidiyah NW Sidemen
28 The Vision and Mission of MTs Al-Hamidiyah NW Sidemen, Observation, Sidemen, 7th March 2020 from the Field of Administration.
The data of teacher at MTs Al-Hamidiyah NW Sidemen in academic year 2019/2020 is as follows:
Table 4.1
The Teachers at MTs Al-Hamidiyah NW Sidemen29
No Name Position
1 H. Salehun,S.Pdi Headmaster 2 Muzzaki, S.Pd Madrasah Comitte 3 Hisbul Hamdi, S.Pd Field Administration 4 Ibrahim, S.Pdi SKI dan Fiqih
5 Zohrah, S.Pdi Mathematic 6 Fatmawati, S.HI Indonesian
7 Muhaini, S.Pd PPKN
8 Masiah, S.Pd, M.Pd Science education 9 Nurul Isnaini, S.Pd Social education
10 Nurul Hasanah, S.Pdi Aqidah Ahlak and Qur’an Hadist
11 Mislaini Misarah, S.Pd English
12 Ibrahim Khalid, S.Pd Physical exercise 13 Qurratul Aini, S.Pd Science education
14 Muzakki, S.Pd Prakarya dan Seni Budaya 15 Hudatullah, M.Pd PPKN
16 M. Rizani, S.Pd Nahwu dan KI 17 Fatahul, S.Pd Arabic
18 Baharuddin, S.Pdi Diniyah
29 The Teachers at MTs Al-Hamidiyah NW Sidemen, Documentation, Sidemen, 10th March 2020 from the Field of Administration.
b. The Data on Total Students at MTs Al-Hamidiyah NW Sidemen The data on total students at MTs Al-Hamidiyah NW Sidemen in academic year 2019/2020 is as fillows:
Table 4.2
The Data on Total Students at MTs Al-Hamidiyah NW Sidemen30
Stage of Education Total of Students
Age Class 1 Class 2 Class 3
L P L P L P L P TTL <13 13-15 >15 16 15 14 16 21 17 51 48 99 25 72 3 c. The Data on Total Building and Learning Support Condition at
MTs Al-Hamidiyah NW Sidemen
Here, the data on total building and learning support condition at MTs Al-Hamidiyah NW Sidemen in academic year 2019/2020 is as follows:
Table 4.3
The Data on Total Building and Learning Support Condition at MTs Al-Hamidiyah NW Sidemen31 No The name of room
Condition
Total Good Heavy
damaged
Lightly damaged
1 Teacher’s Desk 6 6
2 Student’s Desk 50 50
3 Teacher’s Chair 10 10
4 Student’s Chair 50 50
5 Classroom 5 5
6 Library Room 1 1
30 The Data on Total Students at MTs Al-Hamidiyah NW Sidemen, Documentation, Sidemen, 10th March 2020 from the Field of Administration.
31 The Data on Total Building and Learning Support Condition at MTs Al-Hamidiyah NW Sidemen, Documentation, Sidemen, 20 March 2020 from the Field of Administration.
7 Teacher’s room 1 1
8 Headmaster’s room 1 1
9 Student’s Room 1 1
10 Osis’s Room 0
11 UKS’s Room 0
12 Teacher’s Toilet 1 1
13 Student’s Toilet 1 1
14 ɒook’s Shelf 8 4 12
15 Laptop 2 2 4
16 Printer 2 2 4
17 Well 1 1
18 Whiteboard 5 5
19 Electricity 1 1
d. Schedule of English lesson at MTs Al-Hamidiyah NW Sidemen The schedule of English lesson at MTs Al-Hamidiyah NW Sidemen in academic year 2019/2020 is as follows:
Table 4.4
Schedule of English Lesson at MTs Al-Hamidiyah NW Sidemen in Academic Year 2019/202032
Classes Days Times Hours
Class VII
Monday 11.30-12.30 X-XI Wednesday 10.30-11.30 VIII-IX Class VIII
Monday 09.00-10.00 V-VI Tuesday 08.00-09.00 III-IV Class IX
Wednesday 08.00-09.00 III-IV Monday 08.00-09.00 III-IV English Teacher Mislaini Misarah, S.Pd
32 Schedule of English lesson at MTs Al-Hamidiyah NW Sidemen in Academic Year 2019/2020, Observation, Sidemen, 20th March 2020 from the Field of Administration.
B. Research Finding
In this part, the researcher will present the finding of the research.
This research used classroom action research as the research methodology and this research took place at second grade students of MTs Al- Hamidiyah NW Sidemen in academic year 2019/2020. Moreover, this research also consisted of cycle one and cycle two. In every cycle of this research also had some steps such as; planning, acting, observing and reflecting, the whole steps of this research were described as follows:
1. Cycle one a. Planning
In this stage, the researcher prepared the instructional design, lesson plan and some of instruments that related to tongue twisters including, the students’ attendance list, students’
score list and test to measure students’ progress in learning pronunciation. At the same time, the researcher also prepared the students’ worksheets while the researcher gave the pre-test for the students. Also, this pre-test was conducted on 2nd March 2020 hold on Monday at 09.00-10.00 a.m.
The purposed of pre-test was to know the students’ ability in pronunciation before going to next steps of this research. The students started to do a pre-test most of the students felt confused during the pre-test because it was the first time the students got
test in pronunciation using tongue twister method. The result of the pre-test could be seen as follows:
Table 4.5
The Result of Pre-test of Second Grade Students at MTs Al- Hamidiyah NW Sidemen 2019/2020
No Students’ name Pre-test
1 Abdurrahim 30
2 Aditya Ramadani 45
3 Afriana 70
4 Baiti Izzati 75
5 Bohari Rahman 70
6 Dina Amalia Astianti 60
7 Dina Olivia 60
8 Hariri Ridakwat 70
9 Hasanah 35
10 Hatawan 60
11 Ihda Rizkika Safitri 70
12 Irwanti 50
13 Lila Tri Utami 60
14 Mayada Isna Zahro 70
15 M. Hidayat 40
16 M. Rizki Aryan Maulana 50
17 Muzzakar 50
18 Naela 60
19 Nuri Aulian Ulul Arsyi 65
20 Paizul Bayani 55
21 Paizatun Rohmi 65
22 Rian Hadi 50
23 Roly Cahya Alvaniati 75
24 Rukakyah 70
25 Sonia 50
26 Suriyati Ningsih 55
27 Wahyu Azali 50
28 Wawan Ardiansyah 65
29 Wisnu Jihad 70
30 Zulhadi 50
Total score 1745
Maximum 75
Minimum 30
Average score 58
Students’ classical achievement 30%
M = Where:
M = The average of student’s score (Mean) = The sum of total score
= The number of students M =
M = 58
After the researcher knew the students’ average score in the pre-test, the researcher tried to get students’ percentage or the students’ classical achievement in learning English pronunciation such as the following:
P = x100%
Where:
P = The class percentage
F = The number of students who passed KKM N = The number of the students
P =
P =
P = 30%
Based on the results of pre-test, the researcher analyzed the data using descriptive quantitative technique. The pre-test was joined by 30 students, the mean score of the students were 58, minimum score were 30 and maximum score were 75. The result of the pre-test could be purposed using the table as follows:
Table 4.6
Observation’s Result of Pre-Test
No Observation Result Total
1 Number of students 30
2 Maximum score 75
3 Minimum score 30
4 Average score 58
5 Students who passed KKM 9
6 Students who not passed KKM 21
7 Student classical achievement in pronunciation ability
30%
8 Indicator of success 70
b. Acting
After the researcher knowing the students’ ability in the pre-test, the researcher continued to the next step, namely acting.
This step consisted of 4 meetings, the researcher started to teach the second grade students using tongue twister method and the English teacher as the observer. The step in every meeting is as follows:
The first meeting of the cycle one was conducted on Tuesday 3rd March 2020 at 08.00 to 09.00 a.m, the researcher began the lesson by greeting the students and checked the students’ attendance list. Also, the lesson was “Instruction” with title Come to My Birthday Party, Please! and the researcher told the students that during teaching and learning process they had to listen carefully.
Moreover, the researcher asked the students to be quite and never make noises in the classroom during teaching and learning process after the researcher was giving suggestion to the students, the researcher started to explain the lesson like the formula, phonetic, word symbol, expressions, responses and the tongue twisters related to the lesson.
Expression Tongue twister
Don’t forget to bring your birthday hat!
The fat cat sat on the man’s black hat
Please, take for me a cup of manggo juice and for your mother too!
My mother’s brother is my uncle that he has a cup Please, be quick our teacher is
waiting for us!
Put chalk on the teacher’s chair
The researcher asked the students to give attention more to the bold words and the students should mention with good pronunciation. For instance, Hat/h
æt
, Cup/kʌp andTeacher/teaʧer. After the researcher read the bold words including the pronunciation the researcher asked the students to repeat tongue twisters using read aloud strategy including the step as follows:
The first step, the researcher divided the students into five groups and each group consisted of six members. The second step, whose group finished first and good in pronouncing the words or sentences, the group as the winner and they would get better score than other groups.
The second meeting was conducted on Monday 9th March 2020 at 09.00 to 10.00 a.m, the researcher began the second meeting like at the first meeting, but different lesson. The lesson was “Giving invitation” and it was the same steps with previous meeting. Before the teaching and learning process, the researcher tried to test the students understanding related to the previous material by asking some questions, “Dari materi yang kemarin ada yang masih dibingungkan?” and most of the students answer,”Alhamdulillah buk, kami mengerti”
Without wasting time, the researcher staterd to teach the students like the previous meeting step. After the researcher implementing the material, the researcher asked the students to come together in their own group. The students were already in their own group and the researcher asked the students to read
aloud all the expressions and the tongue twisters. The expressions and tongue twisters were used in this meeting as follows:
Expression Tongue twisters Would you like to come to my
birthday party one june?
Goerge’s jacket is from June’s store Jakarta
Do you want to join my birthday party then don’t forget to bring your birtday’s card!
My father then mother like together
I will invite her to my graduation party, I hope she can come!
Her shoes are in the shower that she bought in shoes’s store
Come and join with us to celebate her happy time!
Many students were really happy
The third meeting was conducted on Tuesday 10th March 2020 at 08.00-09.00 a.m. The researcher started the class like in the first and second meeting. But, in this meeting the researcher did not divide the students into some groups because the researcher wanted to know the students individual ability before going to last meeting of this cycle. Also, the researcher still used read aloud strategy for this meeting in order to make sure this strategy was helful the students in mastering pronunciation.
Moreover, the lesson in this meeting was “Asking permission”
as follows:
Expression Tongue Twister Could I put the birthday gift here? Look at my book that I
put Would you mind if I bought new house for you as your birthday party gift?
Your daughter bought a house
Would you mind if I bring you five same hats?
Five niles crocodails smile
Can I sing in front of your mother? I think she is singing
The fourth meeting was conducted on Monday 16th March 2020 at 09.00 to 10.00 a.m. In this meeting, the researcher reviewed all the materials that started from the first meeting until third meeting. Moreover, the researcher changed the strategy by using drilling strategy.
The step of teaching and learning process in this meeting were; firstly, the researcher started to drill all the expressions and the tongue twisters. Secondly, the researcher asked the students to drill all the expressions and the tongue twisters until the researcher asked the students to stop while the researcher asked the students did the pronunciation test.
c. Observing
In this phase, the English teacher acted as an observer who observed the students’ response, participation, achievement and everything found during teaching and learning process. Also, the