CHAPTER IV RESULT AND DISCUSSION
1. Pre-Cycle
Pre-cycle was conducted by the researcher through pre-cycle test.
In pre-cycle test, the researcher was given a test to the students in form of speaking test which was prepared by the researcher. The score would be as the basic score of students‟ speaking ability before they got some cycles of actions from the researcher by using participation point (PPS) method.
Therefore, the result of pre-cycle determined the starting point of students‟
ability in speaking skill. It might be caused of some possibility reasons, such as the less facility supported in English lesson for example there was no interested technique or media in teaching learning process.
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90.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
10.00%
0.00% 0.00% 0.00%
Excellent Good Average Poor Very Poor
Besides the pre-cycle test, the researcher also did the observation.
And observation checklist was used in this activity. From the observation, the researcher found some problems in mastering speaking skill such as the students‟ lack of vocabulary to speak up, the students is not interested in learning English especially speaking skill. These problems seen when the learning began, students tend to be passive in learning speaking skill, when the teacher invites to talk, students just keep quiet. They feel learning English is difficult to understand and they have no confidence to speak English. Furthermore, the score of students‟ English speaking is not meet the value standard of minimum completeness (KKM) is 70 and declared not complete.
Based on pre-cycle test, the students‟ score on speaking before using PPS method as figure below:
Figure 4.1
Students’ Speaking Score Distribution on Pre-Cycle
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Based on the figure 4.1, it showed the result of pre-cycle showed that the students‟ speaking skill consisted of 90% students were very poor, 10% students were poor, and none student got average, good or very good categories. The data also shows that the average of students‟ speaking score was low, it indicates by the average score was 32,66. The highest score was 50 and the lowest score was 20. Due to the result above, the mean of students‟ speaking skills was very poor. This score was still low from the minimum standards score (KKM), it was 70.
Furthermore, based on the observation, the students‟ participation on pre-cycle was still passive. The problem was related to the classroom activities. The activities done by the students were conventional where the use of students‟ worksheet was still dominant. They were asked to do exercises from the worksheet and submitted them to get a score. Besides, there were no various activities which offered different challenges for the students with different abilities. The activities were monotonous and had a lack of interaction so that the students could not develop their communicative competencies which were important for the real communication. Hence, the use of Indonesian was also dominant during the English classroom activities. It made the students have little time to communicate orally in English.
On the other hand, based on English teacher‟s interview transcript, students‟ interview transcript, and students‟ speaking pre-cycle score and after having some discussions with the English teacher and the supervisor,
the researcher indentified some problems that occurred in seventh grade students‟ of SMPN 06 Seluma. There are nine identified problems as follows:
Table 4.1
The Field Problems in Speaking Class at 7th Grade of SMPN 06 Seluma
No. Field Problems Code Indicators
1 The students had low
motivation in learning English
S Some students did not give attention to the lesson 2 The students were not
interested in learning speaking skill because the lack of vocabulary
S The students tend to be passive in learning speaking skill
3 The students felt learning English is difficult to understand
S The students have no confidence to speak English.
4 The score of the students‟
English speaking is still low
S It does not meet the value standard of minimum
completeness (KKM) is 70 and declared not complete
5 The teacher did not use any method to teach speaking
T The teacher only uses textbooks and students worksheets in teaching speaking
S : Problem related to the students
T : Problem related to the English teacher
Based on explanation above the students speaking ability was not satisfying yet. The researcher was aware that the most of the students in class 7 still have difficulties in English as specially in speaking. From the descriptive above, it can be conclude that the students; attention, participation, activity, and speaking English language were low during the English lesson. Then, the researcher hopes that the use of PPS method in teaching English was make improve students‟ speaking skills. So, the
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researcher intended to use PPS method to the next activity to make students interest and enjoy in learning process.
Due the identification of the field problems, it could be seen that the English teaching and learning process in seventh grade of SMPN 06 Seluma needed to be improved. The researcher designed some plans to overcome the problems seventh grade of SMPN 06 Seluma. The researcher decided to apply Participation Point System (PPS) as the method for teaching and learning of speaking. The students were expected to make some improvement in their speaking performance using PPS method.