CHAPTER III RESEARCH METHOD
G. Reflecting
After observing, there should be reflection. In this part, the researcher reflects on assessing the implementation of community language learning method in teaching and learning speaking.As the last of the cycle, the researcher conducts the reflection and find the excellence and weakness in learning process. Then, the researcher will analyse the advantages and disadvantages of teaching speaking by using community language learning method. Therefore, the result of reflection will be the idea to improve the next lesson plan.
H.Instruments of Research
Instrument refers to tools to collect, measure and analyze the data. In this case, researcher provides instrument for research such as observation sheet, test, and documentation:
1. Observation sheet
Observation sheet is one of the instruments that will be used by the researcher for collecting the data. Then, the English teacher as the observer will observe the activites during teaching and learning process using
community languange learning. While, the researcher as the teacher will take note from the activities of students in learning process. The observer will give the check list when the teacher do the correspondance based on the observation sheet, such as teacher devide the students into small groups, teacher explains the role of study by using community languange learning and give the example, teacher give an affirmation to all the groups for understanding well the roles, teacher invites the students in each small group to speak, teacher controls each group while helping them to translate the word in bahasa into English, teacher writes the word that have been asked by the students in the whiteboard, teacher asked the groups to speak in the front of the class and the teacher records it, after all the groups speak, the teacher give the feedback and close the class. After finishing the teaching and learning process, the observer will give some notes for the teacher and researcher as the teacher will fix the notes in the next cycle.
1). Teacher Observation Activities
Table 3.1 Teacher‟s Activities
No. Activities Score
1 2 3 4
1 Giving the topic of discussion and explain the role of community languange learning
2 Teacher divide the class into some groups, then give an example how to study by using community languange learning related to the topic given
Table 3.2 Score Criteria
Percentage of teacher activites = Total X 100
Score max
2). Students Observation Activities
Table 3.3 Students‟ Activities 3 Teacher invite students to speak in
the small group
4 Teacher walk around the small group to facilitate the discussion 5 Teacher write down the word that
have been asked by the students in the whiteboard
6 Teacher instructs all the groups to present their discusion in front of the class one by one
7 Teacher record every presentation 8 Teacher give the feedback and tell
the conclusion of the discussion.
Total score
Percentage of Activities Category
Criteria Score
Very good 4
Good 3
Fair 2
Poor 1
No. Activities Score
1 2 3 4
1 Students give their attention when the teacher giving an explanation the roles of CLL
2 Students give a questions when they have not understand well the roles of CLL before conduct the discussion in the small group
Table 3.4 Score Criteria
Percentage of students activites = Total X 100.
Score max
Then, researher used the following points bellow to know the category for both teacher and students activities:
Table 3.5 Points of Category
2. Test
Test simply is deliberate action or experiment to find out how well something works. In this case, test refers to a measuremant the
3 Being active during the discussion 4 Students ask the teacher about the
word that they do not know in Bahasa
5 Students rewrite the words that teacher writes in the whiteboard 6 Students present their discussion in
front of the class
7 Students pay attention when teacher giving the feedback.
Total score
Percentage of Activities Category
Criteria Score
Very good 4
Good 3
Fair 2
Poor 1
Category Score
Very Good 71-100
Good 51-70
Fair 31-50
Poor 10-30
understanding of the students related to some speaking materials. The test is used to collect the data from participants to help the researcher know how far the students speaking ability and their progress in speaking using community language learning method. Hence, the researcher will usespeaking practice to get the data in this research. Beside that, in the test, the researcher will give different topic in every test, for example in the first test the topic is about daily activity.
Speaking practice will be used in both pre-test section and post-test section or before and after implementing the classroom action research which is supporting by community language learning method. Furthermore, in the test section, researcher will use the oral presentation assessment which is adopted from Yenni and Ertin that have mentioned. And the tables bellow are the students‟ rubric speaking score and points of category that will be used by the researcher to collect the data.
Table 3.6
Students‟ Rubric Speaking Score
No
.. Students Aspects
SS C
Pron Flue Conf Pres Total 1.
2.
3.
4. Etc.
Table 3.7 Points of Category
Note:
Pron : Pronunciation Flue : Fluency Conf : Confidence Pres : Presentation SS : Students Score C : Category.
Then, to calculate the score, researcher used the formula bellow;
1). Students score
X = Individual score X 100 Maximum score 2). Students score average
M=
Note :
X = value M = Average
∑x = Sum x value / Result of whole students‟ score n = Total students.
The researcher will compare the result with the indicator of success. Then, if the individual score is 70 % means the class is success, but if the score of individual less than 70 % means the class is unsuccessfull.
Initial Category Score
VG Very good 71-100
G Good 51-70
F Fair 31-50
P Poor 10-30
3. Documentation
Documentation was how the researcher finds out the data from the document. Researcher used the documentation such as recorder the students voice in speaking activity and took some pictures during the students discussion in the small group. Beside, the researcher also observed the data used note book that she prepared in every meeting to write down some points that she did during the teaching learning process.
I. Indicators of Success
The researher decide that this research can be showed achieve the indicator of success if there is an improvement in students‟ speaking skill or the students able to achieve the score 70 in minimum based on the KKM (Kriteria Ketuntasan Minimal) that have been decided by the English teacher. The case will be presented by the result of students‟ achievement before and after applying the action in the classroom. And, the indicators of success in this research consists of two criterias: learning process and learning product.
1. Learning Process
This learning process was conducted by doingthe observation during the learning process and it was done by researcher and teacher.
Then, the indicators in this lerning process can be seen if the students active for attending the class, want to learn the material given, try to do the instructions of teacher as well, ask something that they not understanable, they are able to answer the teaher‟s question, and the students enjoy the teaching learning using community language learning. Finally, If there is an
improvement of teacher and students‟ learning process for more than 70 % means the target is fulfilled.
The improvement of students‟ speaking activities can be mentioned obtaining progress when the students have bravery to share their ideas in minimum 70% in the last cycle.
2. Learning Product
In this indicator of learning product, the researcher aplly the speaking test for students individually by using community languange learning in collecting the data. If at least 65 % of students‟ score able to get 70 or more on the test, means the community languange learning is applicable in order to increase students‟ speaking skill. Then, the researcher used the following formula to know the percentage score of students who achieve 70:
X100.
56 CHAPTER IV
FINDING AND DISCUSSION
This chapter describes to sections, such as finding and discussion. This research conducted in two cycles, where each cycle consist of planning, implementing, observing and reflecting. The researcher has known the ability of students in the tenth grade of SMA Islam Al-Ma‟arif Pandan Indah when she became the English tutor since November 2020, so she applied each cycle in two meetings.
A. Research Finding
This research involves two cycles, namely cycle 1 and cycle 2. Each cycle consists of four steps which is used to know the development of students‟
speaking ability and to show the result of the research. Before conducting both two cycles, researcher was did the oral pre-test for the students. Then, in every last meeting of each cycle, the students were taken a test for the post test in both cycle 1 and cycle 2.
In cycle 1, researcher conducted the research in two meetings. First meeting, the researcher explained the roles of learning by using community language learning (CLL) method and gave the material to be discussed. In other hand, both researcher and students conducted the teaching and learning speaking by using CLL. Hence, for the second meeting, the students did the test with the theme online gaming should be banned. While the students practiced the community languange learning, the researcher recorded the students voice and took note some points needed in order to help her get the
data. Beside, for knowing the students able or not to increase their speaking ability and in this case, the students should achieve 70 % in minimum of learning throughness.
In cycle 2, researcher conducted the research in two meetings too with different materials and same method. Cycle 2 was did as the activities of improvement and complement from cycle 1. Further, cycle 2 conducted when the students have not reach the learning objective. Therefore, cycle 2 applied to improve and complete the previous research to guide the students able to achieve the objectives. In first meeting, the researcher gave the new material that was about telling an unforgettable experience. The students discussed the material given with their previous group in CLL method. Then, in second meeting, the students did the final speaking test with the CLL method and told the same material that has given in meeting 1. Hence, the result of this activities would be observed and reflected in order to know the students in cycle 2 have achieved the indicator or not. Furthermore, the following bellow was the elaboration activities of both cycle 1 and cycle 2.
1. Cycle 1
There some steps were conducted in this cycle, namely:
a. Plan
In this step, the researcher prepared lesson plan based on students‟
problem faced toward speaking skill, materials and instruments. The lesson plan arranged based on teaching material, including a test for the last meeting of cycle in order to know wheter the students‟
speaking improve or not. Hence, Instruments such as recorder, observation sheets and note book were provided as a tool to support the learning process in implementing community languange learning method in the classroom.
b. Implementation
In this implementation section, researcher as the teacher who implemented the teaching learning based on the lesson plan she made.
Then, the English teacher as the observer to observe both activities of teacher and students during the learning process toward CLL method.
This step conducted in two meetings, including the post test for the cycle 1.
1) First meeting
In the first meeting, reseracher started the class by praying together then check the students‟ attendance. Before giving material, researcher introduced and explained the roles of community languange learning method. Also, she gave an example the way to learn in using CLL method in the classroom based on the lesson plan. The students paid attention to the teacher and gave some questions to corroborate their understanding of teachers‟ explanation. After that, the teacher gave the material about agreeing and disagreeing opinionwhich was used to practice the CLL method.Then,
teacher wrote some expressions related to the material, such as the following :
a) Agreeing opinion
(1) Of course, I agree with you
(2) I personally have the same think with you (3) I really agree of what you are saying b) Disagreeing opinion
(1) I don‟t agree with you (2) Sorry, I think you are wrong
After writing the expressions in the whiteboard, teacher read it and asked the students to repeated. When the students able to pronounce the expressions, the teacher challenged the students to discuss the meaning of the expressions. As a result, two of the students able to translate the expressions. After the students able to pronounce and knowing the meaning of expressions, next the teacher gave the example where they can use one of the expressions to express their opinion and asked one by one of the students to pronounce one of the expressions based on their opinion related to the example given. Next, teacher asked the students understanding and when no questions asked, the teacher concluded the students understand well the material. In the last time of first meeting, the teacher divided the students into some groups based on the attendance
list to practice the CLL method and teacher gave the theme entitled online gaming should be banned. Then, closed the class while asked the students to prepare their self and opinion related to the theme given and also they would take a test for the post test in cycle 1.
2) Second meeting
The researcher as the teacher continued the teaching learning process. In this meeting, the teacher focused on the implementation of CLL method toward students‟ speaking skill. Before conducting the learning, teacher asked the students to take sit based on the group that she has divided in the previous meeting. After that, the teacher review the last material while asking the students remember or not and she also re-explained the roles of community languange learning method, so the teaching learning process would be runing well based on the lesson plan.
After students got ready, the teacher started the learning process using community languange learning method. The teacher invited all the groups to discuss the material given wheter they agree or not with the statement. Next, the students might agree or not even they were in one group because the purpose of researcher was to make students brave to share their ideas and to increase their speaking ability. Then, the
teacher walked around the group to facilitate the learning.
When the students needed the teacher helped, they would up their hand and asked the words in bahasa then the teacher wrote the words in the whiteboard while put the translation, so the students re-wrote the words on their book.
After all the group have finished their discussion, the teacher asked the groups to present their opinion one by one.
Therefore, the teacher recorded and took picture while the student shared their opinion. Beside, the teacher has prepared the paper for students‟ score because the presentation would be the post test for the cycle 1. After, all the group finished their presentation, the teacher gave the feedback and closed the class.
3) Observation
In this phase, the English teacher became the observer to observe the researcher as the teacher and students activities in teaching learning process using community languange learning method. The observer took the possible place to monitor the process of teaching learning. The observer started the observation while giving the symbol ( √ ) based on the worksheets of both teacher and students. The result of the observation for cycle 1 as follows:
a) Observation sheets
There were 2 kinds of activity to be observed in this observation, namely teacher‟s and students‟ activities.
b) Teacher‟s worksheet
The following is the table of teacher‟s activities score in cycle 1:
Table 4.1
Teacher‟s observation activities
No. Activities Score
1 2 3 4
1
Giving the topic of discussion and explain the role of community languange learning
√
2
Teacher divide the class into some groups, then give an example how to study by using community languange learning related to the topic given
√
3
Teacher invite students to speak in
the small group √
4
Teacher walk around the small
group to facilitate the discussion √
5
Teacher write down the word that have been asked by the students in the whiteboard
√
6
Teacher instructs all the groups to present their discusion in front of the class one by one
√
7 Teacher record every presentation √
8
Teacher give the feedback and tell
the conclusion of the discussion. √
Total score 28
Percentage of Activities 88 %
Category Very Good
The teacher‟s worksheet above shew the score of teachers‟s activities in teaching speaking using community languange learning method for the cycle 1. Each activity above has a point, which started from one until 4 where 1 means the teacher did not the activity well, 2 means the teacher did the activity fair, 3 means the teacher did the activity good, then 4 means the teacher did the activity very good. Hence, the teacher‟s observation activities above have shown 28 for the total score of teacher‟s activities and got 88 % of the score percentage, means the teacher did the teaching learning activities very good in cycle 1.
Note:
Score Category : 71-100 = Very Good 51-70 = Good 31-50 = Fair 10-30 = Poor.
c) Students‟ worksheet
The students‟ activities in learning process can be seen as follows:
Table 4.2 Students‟ Activities
No. Activities Score
1 2 3 4
1 Students give their attention when the teacher giving an explanation the roles of CLL
√ 2 Students give a questions when they
have not understand well the roles of CLL before conduct the discussion in the small group
√ 3 Being active during the discussion √
4 Students ask the teacher about the
Based on the table of students‟ activities above, it can be concluded that, the students did good each activity during the learning process using community languange learning method.
Note:
Score Category:
71-100 = Very Good 51-70 = Good.
31-50 = Fair 10-30 = Poor.
2). Students‟ Score a). Pre-Test
Table 4.3
The Result of Students‟ Speaking Score in Pre-Test word that they do not know in
Bahasa
√ 5 Students rewrite the words that
teacher writes in the whiteboard √ 6 Students present their discussion in
front of the class √
7 Students pay attention when teacher
giving the feedback. √
Total score 19
Percentage of Activities 68 %
Category Good
No
.. Initial Name Aspects
SS C
Pron Flue Conf Pres Total
1. A. SA 2 2 2 2 8 50 F
2. AS 1 1 2 2 6 38 F
3. AL 1 1 2 2 6 38 F
4. AR 1 2 2 2 7 44 P
5. BL 1 2 2 1 6 38 P
6. HA 1 2 1 2 6 38 P
7. M.ZU 1 1 2 1 5 31 P
8. RH 1 2 2 2 7 44 P
9. SA 3 3 2 3 11 69 G
Total 672 -
Average 45 F
The process of getting total score in pre-test section was took from each students‟ score in 4 aspects, such as pronunciation, fluency, confidence, presentation. Then, each aspect have 1 until 4 points and the researcher gave the point based on the students performance when conducted the pre-test. As a result, in the pre-test section, the total of students‟ score was 672 with the average 45 %, means the students‟
speaking score was good enough or fair. Researcher got the individual score and total score above can be elaborated as follows:
1). Students‟ score:
X = Individual score X 100 Maximum score
Example, students‟ ASA got 50 score in the pre-test section. He got 2 points in pronunciation, 2 points in fluency, 2 points in confidence and 2 points in presentation, so the total point was 8 points. Next, the maximum score in this test was 16 points. So, the researcher calculated the score bellow:
X= 8 x 100 = 50 14
10. SAM 3 3 3 3 12 75 VG
11. SU 1 1 1 1 4 25 P
12. UK 2 2 2 2 8 50 F
13. UA 1 2 2 2 7 44 P
14. IS 2 2 2 2 8 50 F
15. RM 1 1 2 2 6 38 P