CHAPTER III RESEARCH METHOD
G. Reflecting
In reflecting, the researcher collects analysis and summarizes the result of the observation and description task. Then, the researcher analyzes the students‟ average score on post-tests based on criteria of success to know the students‟ speaking skill improvement. Besides, in the reflection step, the researcher also evaluated the advantage and disadvantages of lesson plan implementation as consideration for the next cycle. Reflection is to remember and reflect on an action exactly as recorded in the observation2.To obtain the accurate results, analysis and reflection activities are carried out on each end of the cycle. This activity is intended to repair and improve the results achieved in activities that have been carried out in each cycle. If the result of the analysis and reflection in the first cycle has not shown satisfactory results to be continue to the second cycle. If the second cycle result better or increases than the first cycle and have met the established passing
grade, then it shows that this class action research has been completed successfully and is not continued to the next cycle.
H. Instruments of Research
Arranging an instrument of research is an important step in the pattern of research procedures. The instrument serves as a tool for collecting the required data. The form of instrument is related to data collection methods; such as interview methods that instrument interview guidelines. In this research, the researcher uses three instruments; those are test, observation, and documentation.
1. Observation
Observation is a way of gathering information about teaching, rather than a way of evaluating teaching. Based on the first observation on 1 April 2021at Second Grade of MTs Sullamul Ma‟ad Al-Ma‟arif in the academic year 2020/2021. The researcher will give the school for giving observation a letter to the headmaster of MTs Sullamul Ma‟ad Al-Ma‟arif to get permit observation as long observation for one week where the researchers to accompany by an English teacher in the school the second grades students, then the researcher found some problem and given solutions.
The total score is getting from every score of teacher activity that has been explained in table 2 such as giving apperception related to the material will be given, managing the class will, and so on. The percentage of teacher activities is getting from this formula below:
Score of activities
For the category obtained from the final score of teacher activities, they are four categories of teachers‟ scores such as:
Table 3.1
Teacher’s activity category
No Teacher’s score Category
1 100%-90% Excelent
2 85%-75% Good
3 60%-50% Fair
4 45%-0% Poor
Table 3.2
Students’ observation checklist
No Activities Score
Preparations 1 2 3 4
1 Physical preparation of students for the instruction
2 Students‟ preparation on instructional equipment
3 Students‟ preparation on speaking activity Initial Activities
1 Students respond teacher‟s greeting 2 Students follow teacher‟s instruction
3 Students receive description of oral presentation to improve speaking ability 4 Students receive description of material about
inviting, accepting an invitation, and declining an invitation
5 Students accept feedback from the teacher Closing Activities
1 Students conclude the lesson with the teacher 2 Students receive the assignment from the
teacher
3 Students respond teacher‟s greeting
Total score Maximum
Score of activities Category
Note:
Score 4: Excellent Score 3: Good Score 2: Fair Score 1: Poor
The percentage of student‟s activities is getting from this formula below;
Score of activities
The percentage obtained from the final score of students.
There are some criteria of categories score which include
Table 3.2
Student’s activity category;
No Teacher’s score Category
1 100%-90% Excelent
2 85%-75% Good
3 60%-50% Fair
4 45%-0% Poor
2. Test
According to Arikunto test is a series of questions or exercises and other tools used to measure the skills, knowledge, intelligence, ability, or talent of an individual or group.43In this research, the test is used to measure the personality, attitude, achievement, and performance of the students. The best test is a test that is valid, objective, simple, and interesting for the students. The writer will conduct a pre-test to know the students‟
ability before the writer gives the material for research and a post- test to know the students' speaking ability. Those tests are
43Suharsimi Arikonto, “prosedur penelitian suatu pendekatan praktek”, (Jakarta:
PT. Rineka Cipta, 2010),
intended to measure speaking student‟s ability to the oral presentation.
I. Data analysis and reflection
The data are collected by qualitative and quantitative data analysis. Quantitative data are used to analyze the data from the result of the teaching and learning process. It is to be done to compare the students‟ speaking ability before and after the oral presentation is used or the result of the pre-test and post-test. The mean of pre-test and post-test can be calculated with the formulas as follows:
M=
Explanation;
M= Mean of students „score
∑X= The sum of students „scores
N= Number of observations in the sample
Qualitative data are used to analyze the data that are taken during the teaching and learning process, the researcher uses
qualitative data to describe in more detail the result of the observation.
J. Indicator of Success
This will be categorized successful if the students pass grade of KKM. Thepassing grade of English lesson at MAN 3 Mataram is 70. The researcher hopesthat there were at least 80 % students who passed the KKM. It means this researchalready successful to improve students speaking ability
64
FINDING AND DISCUSSION
This chapter consisted of two sections, namely finding and discussion. This research was divided into two cycles; each cycle was divided into three meetings. The researcher did the action of each cycle in three meetings because the researcher fixed it and knew the student‟s capability when the researcher did teaching practice at MTs SullamulMa'ad Al-Ma'arif.
A. Research Findings
This research was conducted in two cycles, including cycle I and cycle II. Each cycle consisted of four stages of action research that are planning, action, observation, and reflection. Every cycle would be reflected and evaluated to know the result of the research. This section is divided into two parts, including finding in the first and the second cycle. The first cycle was concluded with by pa re-test that was conducted in three meetings while the second cycle was conducted in three meetings too. In the last meeting of every cycle the students took the namely post test 1 for cycle 1 and post-test 2 for cycle 2. Further detail of findings can be seen as follow:
1. First cycle a. Planning
In the planning stage, the researcher decided the topic, basic competence and instructional objectives that would be delivered to the students by applying oral presentation technique. The researcher also prepared a lesson plan to apply the teaching materials, observation checklist, field note, a guideline for the assessment and had a discussion with the English teacher. Then prepared the media for teaching, the researcher asks subject to make conversation about inviting, accepting an invitation, and declining an invitation a person to do something as the material of teaching and learning process which is based on the lesson plan. In conducting the research, the researcher was helped by the teacher in documented learning activity. Before collecting the data, teacher introduced the researcher aim to conduct the data in the classroom action research. Other than that, the researcher also prepared the test for pra cycle to know the students‟ ability and whether the students‟ score have progressed or not from test in cycle 1 to cycle 2.
b. Acting
Action consisted of three meetings. In the first meeting the researcher explains the aims of conducted the data in the classroom and explained about the method which applied during the research is conducted, in the second meeting is about the researcher applied the method during teaching and learning process, and third meeting the researcher continue to applied the oral presentation in teaching and learning process.
Before involving students in action learning, the researcher acts as the teacher and the English teacher acts as the observer who observes the teaching and learning process. The complete descriptions of cycle 1 are presented as follows:
1) First meeting
The first meeting conducted on 06Augustus, 2021.
It started with the teacher greets students and students respond teacher greeting. Then teacher checks students‟
attendance and afterwards the teacher deliver topic and instructional goal. It‟s begun from building students understanding about speaking and oral presentation, the students were quiet and paid attention. In this meeting the researcher explains her aims of conducted the data in the
classroom and the researcher give a bit explanation about oral presentation and how the class will be conduct in the next meeting. The last, the teacher closes the learning process and will continue the next meeting.
2) Second meeting
This meeting was conducted on Augustus, 2022.
In this meeting the researcher applied the oral presentation technique in teaching and learning process. The procedure is the researcher started the lesson by the teacher greets students and students respond teacher greeting. Then teacher checks students' attendance and then reviewing the material of oral presentation that was about conversation inviting, accepting an invitation, and declining an invitation. They had question about the meaning of some vocabularies. Further, the researcher interacted with them to build their background understanding with the researcher would read the points of vocabularies who not understanding by student‟s then the students were repeated. Next, the researcher discussed the meaning of the words. So that, after discussed the students try to understanding the word by word, after that they translated
and then the researcher implored the students in pairs and conversation in front of the class. Furthermore, after they conversation, the teacher gives a positive feedback and support students and closes a learning process. The researcher did the test in the next meeting.
3) Third meeting
This meeting was conducted in Augustus, 2021. In this meeting the researcher starts the test of student‟s speaking ability through oral presentation technique. The procedure is the researcher started the lesson by the teacher greets students and students respond teacher greeting. Then teacher checks students‟ attendance and then reviewing the material of oral presentation technique, that conversation was about inviting, accepting an invitation, and declining an invitation. The researcher started to prepare rubric for students‟ score. The students gathered with in paired then student prepare their self with class mate before the test starts. The researcher was giving one material for all pairs about inviting someone to party in previous meeting and then the teacher will continue the speaking test for all pairs, when the test began the
researchers prepare one by one of pairs to conversation in front of the class. During the conversation, the researcher paid attention to them for filling out the rubric score to give each student value from his performance include grammar, pronunciation, vocabulary, fluency and comprehensibility. After completing the test, the researcher gives a positive feedback and closes the learning Process.
c. Observation
The English teacher at MTs Sullamul Ma‟ad Al-Ma‟arif as the observer the teaching and learning process, In the same phase with instruction the observer tried to look for possible position to monitor the teaching and learning process. The observer started observing the teaching and learning activities based on the teacher and students‟ test. The observation runs for one hour. The result of the observation of cycle 1 as follows:
1. Observation sheet
This observation included two kinds of activity, namely teachers‟ and students‟ activities. Each of the activities will be described below;
a. Teacher‟s activity of test
In this test, researcher figured out how the implementation of teaching technique offered. Here is the table of teacher test in cycle 1, in order to evaluate the activity, the following scores are used.
Note: 1= Poor 2= Fair 3= Good 4= Excellent
Table 4.1
Teacher’s activity of test in cycle 1
No Activities Score
Preparations 1 2 3 4
1 Teacher‟s physical preparation on earn program
√
2 Teacher‟s preparation on instructional device, include lesson plan
√
3 Teacher‟s preparation on instruction media
√
Initial Activities
4 Teacher greets students √
5 Teacher checks students‟ attendance √ 6 Teacher gives motivation and reviews last
material
√
7 Teacher conveys instructional goal √ 8 Teacher explains about oral presentation √ 9 Teacher explains about inviting, accepting
an invitation, and declining an invitation
√
Core Activities
10 Teacher asks the students to read an conversation
√
11 Teacher asks the students to be in pairs √
12 Teacher controls students‟ activity √ 13 Teacher explains the problem that
students faced
√
14 giving feedback √
Closing Activities
15 Teacher infers the content of students‟
activity
√
16 Teacher gives assignment for students √ 17 Teacher informs the students for the next
material
√
18 Teacher closes the learning program √
Total score 51
Maximum score 72
Percentage 70 %
Total score is getting from every teacher activity such as giving apperception related to material, greeting the
students and so on. Score of teacher activities is getting from this formula below:
Score of activities
For the category obtained from the final score of teacher activities. There are four categories of teachers score such as:
No Teachers Score Category
1 90-100 Excellent
2 85-75 Good
3 60-50 fair
4 40-0 poor
Score of activities
P=70 %
From the observation of teacher activities above, the result has showed that teacher score was 70 which means that the teacher activivties was well. Yet, there are some aspects need to be improved speaking ability using theme-based teaching, the teacher instruction to find main idea, important detail and difficult vocabularies, the teacher in helping the students to find out main idea and important detail and soon.
b. Students‟ activity of test Table 4.2
Students’ activities of test in cycle 1
No Activities Score
Preparations 1 2 3 4
1 Physical preparation of students for the instruction
√ 2 Students‟ preparation on
instructional equipment
√ 3 Students‟ preparation on
speaking activity
√ Initial Activities
4 Students respond teacher‟s greeting
√ 5 Students follow teacher‟s
instruction
√ 6 Students receive description of
oral presentation to improve
√
speaking ability
7 Students receive description of material about inviting, accepting an invitation, and declining an invitation
√
8 Students accept feedback from the teacher
√ Closing Activities
9 Students conclude the lesson with the teacher
√ 10 Students receive the assignment
from the teacher
√
11 Students respond teacher‟s greeting
√
Total score 33
Maximum 44
Score of activities 75 %
Total score is taken from all students‟ activities.
Score of student‟s activities is getting from this formula below:
Score of acti
vities
For the category obtained from the final score of student‟s activities. There are four categories of teachers score such as;
No Teachers Score Category
1 90-100 Excellent
2 85-75 Good
3 60-50 fair
4 40-0 poor
Score of activities
P
P= 75%
From the observation of student‟s activities above, the result has showed that teacher score was 75 which means that the student‟s participation was well. Yet, there are some aspects need to be improved such as the student‟s attention to teacher explanation, the students being active in learning process, the courage of students in asking the question related to the material, the students‟ opinion when discussing and so forth.
c. The students score 1. Pra cycle
Table 4.3
Students score in Pra-cycle of speaking ability No Initial
Name
Aspects Total score
Conversion score G P F V C
1 MY 2 3 2 3 3 13 52
2 SYP 3 5 4 3 4 19 76
3 SA 3 2 3 3 2 13 52
4 NM 3 3 2 4 3 15 60
5 KA 4 3 5 4 3 19 76
6 RZN 2 3 4 3 3 15 60
7 SB 3 4 3 3 2 15 60
8 MR 2 3 2 4 3 14 56
9 RMS 2 4 3 3 3 15 60
10 AZ 2 5 4 5 5 21 84
11 AHD 3 2 3 2 4 14 56
12 STY 3 2 3 3 4 15 60
13 DW 2 2 2 3 2 11 44
14 BMA 3 2 3 3 2 13 52
15 DA 2 3 2 3 2 12 48
16 RKY 2 2 3 3 3 13 52
17 WR 3 3 2 2 3 13 52
18 LA 2 4 4 5 4 19 76
19 RY 3 2 2 4 2 13 52
20 TPM 3 2 2 3 2 12 48
21 ALS 2 3 2 4 2 13 52
22 RSA 2 2 2 3 4 12 48
23 AF 3 2 2 3 2 12 48
Total 1.296
Means 56
Success rate 13%
The process of getting score was taken from each students score in every aspect. The example is WR got 3 in Grammar and 3 in pronunciation and 2 in flunce and 2 in vocabulary and 3 in coherent, all the score was 3+3+2+2+3= 13. The process of getting conversion score as follows:
The process of getting mean score
Example:
The process of getting success rate as follows;
Example:
From the table above, the students who took the test was 23 students. Based on the table, the score was 1296 which was gathered from all students score. The mean score was taken from the result of students total score which divided with the student‟s number. The mean score was 56. It means the score is low and need improvement in order to make the result better.
2. Test in cycle 1
Table 4.4
Students’ score of Test in cycle 1 No Initial
Name
Aspects Total score
Conversi on score G P F V C
1 MY 3 4 3 4 3 17 68
2 SYP 2 3 3 4 4 16 64
3 SA 2 3 3 3 3 14 56
4 NM 2 3 3 3 4 15 60
5 KA 4 3 5 4 4 20 80
6 RZN 3 5 4 4 3 19 76
7 SB 3 3 3 3 3 15 60
8 MR 2 3 2 3 3 13 52
9 RMS 3 4 3 4 2 16 64
10 AZ 2 4 3 5 5 19 76
11 AHD 3 2 3 3 3 14 56
12 STY 3 4 3 4 3 17 68
13 DW 4 3 5 4 5 21 84
14 BMA 2 3 3 4 3 15 60
15 DA 3 3 2 3 4 15 60
16 RKY 3 2 3 2 5 15 60
17 WR 2 3 4 4 3 16 64
18 LA 3 4 4 5 4 20 80
19 RY 3 4 3 4 4 18 72
20 TPM 3 5 4 5 4 21 84
21 ALS 2 3 4 3 3 15 60
22 RSA 3 4 4 4 3 18 72
23 AF 4 3 5 4 5 21 84
Total 1.560
Mean 67
Success rate 30%
Based on the table there was a conversion which is a technique for processing and converting raw test result into standard scores. All the score in conversion was taken using the formula which mentioned in data analysis. The total of conversion was 1.560. About the mean of the conversion that took from the total conversion divided with the
number of students; the mean of conversion was 67.
It means the cycle 1 was not success, because the standard score was 75. Furthermore, the researcher decided to continue to the second cycle. Process and the result of study in cycle I generally can be reflected or evaluated, and stated that in one meeting of the students‟ activities do not completely run as the lesson planning. For example, some students lack of speaking and did not active in the class, the teacher does not explain about narrative text clearly. As a result, the students‟ outcome did not indicate a great score as stated in research targets. Thus, based on the reflection, the researcher designed lesson planning for the next action. The lesson planning was revised and completed based on the reflection in cycle I to be able to enhance students speaking comprehension.
2. Second Cycle
In this Cycle was conducted to complete the weaknesses obtained on cycle I based on the reflection. This cycle operated with the same shapes but different types.
a. Planning
After finding the result from the students speaking skill was enough which was proven by their post-test 1 scores, the researcher decided to do next cycle to know the real that the students were succeed or not in improving their speaking skill. The researcher arranges the lesson plan with same modification as the first cycle based on reflection result.
Beside of that, the researcher still also prepared the material of theme based and scoring rubric test speaking. Next the researcher also prepared test 2 to collect the data.
b. Acting
This acting conducted in three meetings. Each of the meetings will be described in general below;
1. First meeting
In the first meeting of this cycle, the researcher asked the students about what they have not understood in theme- based teaching and what the difficulties that they found when applying theme-based strategy in speaking. The procedure of this cycle same as the previous cycle like the researcher explained the material related to theme-based strategy and the example of pronounce the world.
Afterward, the researcher asked the students to read a conversation and try to understanding in every conversation. In this step, the researcher also allowed the students to ask the question that have not understood and give them chance to lay out their answer when discuss together about the main idea and important detail.
2. Second meeting
In this meeting, the researcher asked students to read the conversation about declining an invitation of birthday after they read the conversation, the researcher gave some questions about the conversation that they have read before, and then the teacher informs them about the conversation.
The researcher divided the test to the students and gave them the direction how to answer the question and the researcher oversees the students working then practice speaking in front of the class.
3. Third meeting
It was the last meeting of cycle 2, the researcher decided this is the last meeting because the researcher already known the student‟s speaking ability have improved. In this meeting the researcher did the post test 2