CHAPTER III: RESEARCH METODOLOGY
B. Location of research
the criteria of success. In this step, the researcher and the observer or teacher discussed and evaluated the teaching and learning process which had been done by the researcher. If there was a weakness in the previous action, the researcher and observer discuss to be implemented in the next meeting. The reflection’ result was used as the source for the next action cycle.
The research was carried out by the researcher and the English teacher as the observer. This collaboration gave contribution to this study.
D. Technique of Collecting Data
The technique of collecting data which was used by researcher to get the data were:
1) Observation
In this case, the researcher observed teaching and learning process to know the condition in class of 7th grade, also the students’ response about speaking skill.
2) Interview
Interview used to get the data about students’ speaking problem in the classroom. The researcher asked the English teacher about students’
speaking problem, students’ condition involving in English class activity and students’ score in speaking skill. Besides, the researcher also asked the students to know the problem of speaking that made their score in speaking was still low. So, from the interview with the English teacher and the students, the researcher got the data about students’ speaking skill.
3). Speaking test
To get the result of the research and the students’ activity in teaching and learning process, the researcher gave speaking test. The test that was used was oral test. The test that is used was individual test, the material is (describing animal). The students made spinning wheel game about (describing animal) got by the students. From this test, the researcher and the collaborator could take the students’ scores and this can check the improvement of student’ speaking skill.
In this speaking test, the reseacher would be succesful when there was 70% of students could pass the test score that was 70 based on the agreement of the researcher and the collaborator teacher and the mastery level criterion (KKM) was 75 (seventy five).
To evaluate the aspect of speaking the researcher has prepared the scoring rubric for speaking test. The scoring rubric is below:43
Table 3.2 Scoring rubrics
No Criteria Scale Description
1 Pronounciation 5 Easy to understand and has native speaker’s accent
4 Easy to understand with certain accent
3 There are some problems in pronunciation that made listener should more concentration and sometimes there is misunderstanding 2 Difficult to understand because there
is problem in pronunciation, asked to repeat
1 Pronunciation is so bad and it cannot be understood.
2 Grammar 5 There is no or little mistake in grammar
4 Sometimes makes mistake in grammar but it does not influence the meaning
3 Often makes mistake in grammar and it influences the meaning
2 There are many mistakes in grammar which made hinder in meaning and should re-arrange sentence
1 The grammar mistake is so bad and it is difficult to be understood
3 Vocabulary 5 Using a variety vocabulary
4 Sometimes using vocabulary which is not appropriate
43 H. Douglas Brown, Language Assessment Principles and Classroom Practice (United States of America: San Francisco State University, 2003), 172-173
3 Using vocabulary which is not appropriate, conversation becomes limited because the vocabulary is limited
2 Using wrong vocabulary and it is limited it is difficult to understand 1 Vocabulary is so limited so
conversation impossible to occur 4 Fluency 5 Speaks fluently and little hesitation
4 Speak with some hesitations
3 Speech is frequently hesitant and jerky, sentence may be left uncompleted
2 Speak frequent confused and unwell 1 Speech is so halting and fragmentary
that conversation is virtually impossible
5 Comprehension 5 Understand all without any difficulties
4 Understand almost all, although there is repetition in certain part
3 Understand most of what she/he talks in slow speaking
2 Difficult to understand what she/he talks
1 Cannot understand although in simple conversation
Maximum score = 25
x100
4). Document review
The researcher used document review to collect the data, such the students’ presence list, the data of school profile which was included the background of the school, the vision and the mission of the school, and the data these are needed in the research.
E. Technique of Data Analysis
The data analysis used in this research is the observation students’
activities during teaching and learning process and interview before and after implementing Classroom action Research (CAR). In analyzing the data, first the researcher tries to get the average of students’ speaking test score. It is used to know how well students’ speaking score in speaking skill. It uses the formula:
X: Mean
Σ: total score of stuents N: number of students
Second, the researcher tried to get the class percentage which pass the minimum mastery level criterion (KKM 75) which was adapted from school agreement at SMPN 3 Bondowoso. It uses the formula:
x100%
P: the class percentage F: total percentage score N:number of students F. Validity of Data
Validity is the most requirement for instrument evaluation. It means that a test can be said valid if the test measures what it will be measured.
Arthur Hughes stated that “ a test is said to be valid if it accurately what it is attended to be measure”, from that’s statement, it means that data and test can
be said that it is valid if it can be proven. Validity should be determine by the purpose will be reached by using test. Therefore, validity refers to the result of an evaluation procedure that uses for they are attended. Simply, in Indonesia
“valid” means “shahih”. There are some types of validity. They are content validity, dace validity, construct validity, empirical validity, and consequential validity.
In this research, the research uses content validity. Brown stated that a test actually samples the subject matter about which conclusions are to be drawn, and if requires the test taker to perform the behavior that is being measured. It can claim content-related evidence of validity, often popularly referred to as content validity.44 Simply, content validity is talking about the content of the test. The test that will be given should be made by the expert or understand about the test. Then, the test should be suitable with the curriculum.
The content of the test should be suitable with the material and also see the test according to the purpose. Beside it we will know the test is suitable withal aspects or not.
G. Criteria of Success
Classroom Action Research (CAR) is considered to be called successful if it can exceed the criteria which had been determined. The researcher and English teacher held a collaboration for determining the criteria used in the success of learning process. In this study, the research would be successful when there was 70% of students could pass the test score that was
44 H. Douglas Brown. Language Assessment Principle and Classroom Practice (New york:
prentice Hall, 2001), 22-23)
70 based on the agreement of the researcher and the collaborator teacher and the mastery level criterion (KKM) was 75 (seventy five).
39
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research finding and discussion based on the result of the analysis of collected data and data description.
A. Research Findings
This research consists of the finding of the research. In this research, the researcher prepared one cycle and it consisted of three meetings. The findings of each meeting were below:
1. The first cycle a. Planning
In this phase the researcher did pre-observation in SMP 3 Bondowoso. After knowing the condition of the students based on the discussion with the English teacher as the collaborator, the researcher prepared media and materials. The researcher also prepared the lesson plan that had been arranged with the collaborator. The lesson plan included selected appropriate material. The teaching and learning process was focused in oral presentation using Spinning wheel game as a learning media, and the material is "Describing Animal". The researcher and the teacher designed two meetings for teaching Describing animal using spinning wheel game and one meeting for post test.
b. Acting
Acting phase is the implementation of the planning phase that had been planned by the teacher and the researcher as well. The researcher acted as the teacher who did the action in teaching students at the seventh grade of SMP 3 Bondowoso using spinning wheel game learning media. The activities in the class consisted of three activities they are pre-activity, main activity and post activity. The pre-activity included opening the teaching and learning process, such as greeting, praying, checking attendance list, giving motivation, and reviewing the last material. The main activity was showing the spinning wheel game to the students and explain them how to use it related with the material, performances of the students in oral presentation using spinning wheel game The post-activity was reviewing the lesson. Here, the description of the action that was implemented.
1) Findings of the First Meeting
Picture 4.1 The Researcher explained the material
The illustration above shows that the first meeting was Monday, May 24 at 08.05-09.25. Before starting the class, the researcher made a plan or action research based on the problems faced by students about speaking. In this case, the researcher decides to choose materials, strategies, and media to be used in the learning process. The researcher chose to use "describing animal" material which would be delivered to students. The first, the researcher explains about the parts of the animal body which are divided into 3, namely (Head, body, and leg). And Animals activity. In addition, the researcher also prepared criteria success. This research will be successful if the number of students who achieve a minimum score (75) is equal to higher of 70%. After preparing all the materials, the researcher started class with greetings, asking the class leader to lead the prayer, check the attendance list of students and tell students what we will do in this meeting. Researchers started explain the material by giving examples of part of animal body.
Heads
head : kepala horns : tanduk ears: telinga eyes: mata nose: hidung
nostrils: lubang hidung mustache : kumis beak : paruh mouth : mulut teeth : gigi fangs: gading tongue : lidah
elephant trunk: belalai
Body body : body stomach : perut fins : sirip scales: scales fur (cat): bulu wings : sayap
Leg leg : kaki nails: kuku claws : cakar tail : ekor
gills : insang antenna : antenna
0
After that students say the word together.
After explaining about the part of animal body, the researcher explained and gave several examples of animal activity to students.
There were several students who were active and helped the researcher cite examples of animal activity. Then the researcher gave several examples of animal pictures and gave examples of how to describe these animals. The researcher asked student representatives to take pictures forward to describe them, some students were very enthusiastic about taking pictures and describing them.
Next is to introduce the spinning wheel game, the researcher used this media to ensure that students have an understanding of the
"Describing Animal" material and to improve students' speaking skills, the researcher shows the media to students. Spinning wheel game in the form of a wheel that can be rotated and divided into several sectors.
The sector has questions that must be answered by students listed on the number in which there is a question card. The researcher explained how to use the spinning wheel game to students. Students will alternately go forward to play the spinning wheel game and take question cards according to the number they get, then students must answer the questions on the card.
After the researcher explained how to train students' speaking skills by using a spinning wheel game. The researcher gave several
examples of animal pictures on the question cards and asked students to describe them. Students are very enthusiastic to describe it.
Students are very active in describing the animal from the head, body, legs and animal activity. Some students said "I'm very excited to come to the front Miss, I want to answer the questions" wow that's great.
In this meeting, the researcher noticed that the 7D class students were very interested in following the lessons given through the spinning wheel game. However, some students still found problems in their pronunciation. When the researcher asked there were some students who were still confused about describing it.
Researchers try and see an increase in students' speaking skills in the second meeting.
2) Finding of the Second Meeting
4.2 students learning used spinning wheel game
That picture was illustrated for the second meeting that was conducted on Saturday, 27 May 2023 at 08.05-09.25. The researchers
and collaborators enter the class and start the teaching and learning process starting with greetings, praying, and checking the student attendance list. Before the researcher told them what to do in this second meeting, the researcher and the students did a brainstorm together.
To ensure that students still remember the material given at the first meeting. The researcher asked the students what is describing animal and examples. There were 5 students who were very brave in giving examples of describing animals, and I tried to choose one student to give an example and it turned out that the selected student was able to describe it. I asked all students to name three verbs part of animals body randomly to check their understanding of it.
After explaining the material the researcher asked all students to get ready to come forward one by one to play the spinning wheel game and answer the question cards. After students come forward and answer the question card. They did very well. They can already answer the question cards and play the spinning wheel game properly and correctly. It can be seen that all students are very enthusiastic to move forward and answer the question cards optimally
Before the researcher closed the meeting, the researcher and students concluded and reviewed the material that day. After that, the researcher told them that there would be a speaking test at the next meeting. The Researchers provide input to students and close the class.
3) Finding of the third Meeting
4.3 Post test cycle 1
The third meeting was conducted on Monday, 5 June 2023 at 08.05-09.25. In this meeting the researchers gave a speaking test to the students. The researcher has tried his best to carry out the experiment to improve students' speaking skills, then the researcher conducted a speaking test on students to find out the improvement in students' speaking skills. At this third meeting the researcher started the lesson by greeting the students and praying before the exam started. Then the researcher asked about their condition while checking the students' attendance. Before starting the test the researcher asked the students to be silent and explained the direction of the speaking test to the students.
In this speaking test, the material used "describing animal".
The researcher used animal pictures on the question cards. To test
students' speaking skills, students must describe the parts of the animal body and animal activity in the pictures they get on the question cards when playing the spinning wheel game. Students must come forward and describe the animal pictures on the question cards after playing the spinning wheel game. From this activity, the researchers and collaborators will take scores to check the improvement of students' speaking skills. The researcher tells the students that they have to do it (describing animals) individually. The researcher asked the students to describe pictures of animals on the question cards that had been prepared by the researchers about the parts of the animal body and animal activity. Students are not allowed to consult their vocabulary. From these tests, the researchers and collaborators will take a score to check the improvement of students' speaking skills.
The researcher started the test, and called the students' names in turn according to the attendance list. Some students describe animals fluently and correctly because they understand. Some of them are still confused but they try to describe it even if only a little but they can. Then the researcher gave a score to find out the increase in students' speaking skills. After the researcher gave the speaking test to the students, the researcher concluded the material again to make them understand more. Students are happy because they can answer them.
And finally the researcher motivates the students and closes the lesson by praying together.
The results of the post test showed that students' speaking ability was increased from 69 in preliminary research to 76 in the post test. The data could be seen in the table 4.1
No Name Teacher Total Researcher Total Average Criteria of succes
Faill/pass
P G V F C P G V F C
1 AAM 5 4 4 3 4 80 5 4 4 4 4 84 82 75 PASS
2 AF 4 4 4 4 3 76 4 4 4 3 4 76 76 75 PASS
3 AAA 4 5 4 4 3 80 4 4 5 4 4 84 82 75 PASS
4 AND 5 4 5 4 4 88 5 4 5 4 4 88 88 75 PASS
5 APG 4 5 4 4 3 80 4 4 5 4 4 84 82 75 PASS
6 AFHP 4 3 3 4 4 72 4 3 3 4 4 72 72 75 FAIL
7 AZF 5 3 4 4 4 80 4 4 5 4 4 84 82 75 PASS
8 AS 5 4 5 4 4 88 5 4 5 4 4 88 88 75 PASS
9 APAZ 4 4 3 4 4 76 4 4 4 3 4 76 76 75 PASS
10 AAPS 4 4 4 4 3 76 4 3 4 4 4 76 76 75 PASS
11 AKM 3 3 4 3 3 64 3 3 4 3 3 64 64 75 FAIL
13 EMJ 4 3 5 4 3 76 4 4 5 3 3 76 76 75 PASS
14 FZM 5 4 5 4 4 88 5 4 5 4 4 88 88 75 PASS
15 FAZNU 4 3 4 4 4 76 4 4 4 3 4 76 76 75 PASS
16 KDO 5 3 4 4 4 80 4 4 5 4 4 84 82 75 PASS
17 KAP 4 3 4 4 4 76 4 4 4 4 4 80 78 75 PASS
18 KATD 4 4 3 4 4 76 4 4 3 4 4 76 76 75 PASS
19 MFH 4 4 5 4 4 84 4 4 5 4 4 84 84 75 PASS
20 MWAY 4 3 4 4 4 76 4 4 5 3 4 80 78 75 PASS
21 NUW 4 3 4 3 3 68 4 3 4 4 3 72 70 75 FAIL
22 NK 4 4 5 4 3 80 4 4 5 4 3 80 80 75 PASS
23 NA 4 3 4 4 4 76 4 3 4 4 4 76 76 75 PASS
24 NAAM 4 4 5 4 4 84 5 4 5 4 4 88 86 75 PASS
25 NSAF 4 3 5 4 4 80 4 4 5 4 4 84 82 75 PASS
26 RLP 4 4 5 4 4 84 4 4 5 4 4 84 84 75 PASS
28 VAA 3 4 4 3 3 68 3 4 4 3 3 68 68 75 FAIL
29 VMIF 4 4 4 4 4 80 4 4 5 4 4 84 82 75 PASS
30 WHL 4 4 4 3 3 72 4 4 4 3 3 72 72 75 FAIL
31 WC 4 5 5 4 4 88 4 5 5 4 4 88 88 75 PASS
32 YM 4 4 5 4 3 80 4 4 5 4 3 80 80 75 PASS
TOTAL 2.534
NB:
P : Pronounciation G : Grammar V : Vocabulary F : Fluency C: Comprehension
In the post test 1, the total of students’ score was 2.454 and the total of students who did the test was 32. So, mean of the students’
score was:
After knowing the students’ average score, the researcher tried to get class percentage which passed the minimal mastery level criterion (KKM 75). The formula as follow:
x100%
x100 84%
Explanation:
P: the class percentage F: total percentage score N: number of students
Based on the table 4.1, the data showed that the mean score of post-test was 79. There were 27 students or 84% of the students who got the score above the Minimum Mastery Criterion (KKM 75), while five students were below that criterion. It can be conclude that the first cycle had achieved the criteria of success.
c. Observing the Action
In observing phase the researcher and the collaborator observed the situation in the class while teaching learning process, students’ participation, the students’ enthusiastic during the learning process and their braveries in speaking lesson. The data were described as follows:
Table 4.2
Observation Checklist
No Behavior Grade
Score
1 2 3 4 5
1 Students pay attention to the researcher as a teacher
√ 4
2 Students interest in playing spinning wheel game as media
√ 5
3 Students answer teacher’s question
√ 4
4 Students ask question to clarify understanding
√ 4
5 Students enthusiasm in doing the task
√ 5
Total 22
1 = Very bad 2 = Bad
3 = Fair / enough 4 = Good
5 = Very Good
The score of the observation as follows:
=
=88%
According to observations checklist above, it was concluded that students are interested in carrying out learning activities using the spinning wheel game and they are very enthusiastic in carrying out their assignments. So that the learning process goes well and students are happy in learning activities. Based on the observation notes taken by the collaborators, the researcher's performance in teaching English has implemented the spinning wheel game as a medium in a good way, class management and time are quite good, control class situations can also be handled by him, so when students describe animals in front of the class by playing the spinning wheel game, overall the students looked enthusiastic because they had enough time to practice speaking.
The students also look more courageous and confident to speak English.
d. Reflecting
In this step, after giving the treatment in cycle one, the researcher concluded that implementing a spinning wheel game could improve students' speaking skills because students were more motivated to speak in front of the class. This can happen because the researcher not only teaches the material but also provides an explanation of vocabulary related to describing animals so that students understand more about the material. The action research was stopped for two reasons. First the teacher only gave 2 weeks. Second,