RESEARH METHODOLOGY
B. Research Findings
12 Living Room 1 Good 13 Guidance and
Counseling Room (BK)
1 Good
14 Student Council Room (OSIS)
1 Good
15 Skill Room 1 Good
16 UKS Room 1 Good
were also carried out after the interview to observe the process of learning English directly in class VIII-A SMP Argopuro 1 Panti Jember.
The result of interviews with English teacher and students identified problems that occur in learning English. The result of interviews of English teacher that the students had poor vocabularies. This happened because students had never been accustomed for applying and upgrading new words or English expressions in the classroom during learning and teaching process because of pandemic era of covid-19 one year ago.53According to some students, the implementation of English learning just did the assignments from textbook and student‟s worksheets, so the learning process was too monotonous. It was more dominant in writing skill and reading compehension of the material.54 From those result, the researcher concluded that the students needed a new strategy to improve their speaking achievement.
After discussing with the English Teacher, we decided to use Comic-Strips to improve students‟ speaking skill. The English teacher had not used any media before. This media had been implemented by other researchers to improve speaking skill and it was succesful. Then, the researcher tried to implement this media with several activities in it. At that point, the researcher made a preparation to conduct the research. From the discussion with English teacher as the collaborator, the researcher
53Ainul Yaqin, Results of Interviews with English Teacher Before Action in Class VIII-A SMP Argopuro 1 Panti, February 12th 2022
54Erwin, Keysha, Ida, Results of Interviews with English Students Before Action in Class VIII-A SMP Argopuro 1 Panti, February 19th 2022
designed three meetings in one cycle. Two meetings for teaching and one meeting for the speaking test. The researcher prepared for the teaching and learning process such as lesson plan, media and materials which were appropriatewith the standard and basic competence in curriculum of education level 2013 for junior high school.55
The researcher prepared the teaching material based on topic stated in curriculum. The material was about recount text and the theme was
“past experience”. The researcher made one lesson plan for each meeting.
those can be seen in appendix 2.
English at SMP Argopuro 1 Panti has not provided a specific assesment according to the lingustic aspect, especially in English speaking skill. So, the researcher collaborated with English teacher to conduct a pre- test to obtain data on the percentage of mastery Speaking skill. The pre- test for the material be held on February 26th 2022 in class VIII-A SMP Argopuro 1 Panti. The results of the pre-test showed that there were many students who had score under criteria of succes (KKM), 75. The followings were the result of the students‟ pre-test scores :
Table 4.2
Students’ speaking achievement in pre-cycle No Student
Name
KKM Scoring Criteria Final
Score Passed/Failed
V F G C P
1 AM 75 15 10 10 8 7 50 Failed
2 AW 75 12 7 10 12 9 50 Failed
3 BEA 75 15 15 14 16 15 75 Passed
4 CAA 75 11 14 11 14 10 60 Failed
5 DYS 75 10 12 13 14 11 60 Failed
55Appendix
6 EA 75 13 15 18 15 14 75 Passed
7 IWW 75 9 15 16 10 10 60 Failed
8 JKM 75 10 13 11 17 9 60 Failed
9 KAZA 75 16 17 15 16 16 80 Passed
10 MDA 75 10 8 9 14 9 50 Failed
11 MAG 75 15 13 14 13 10 65 Failed
12 MH 75 13 12 9 14 7 55 Failed
13 MNE 75 13 14 14 15 14 70 Failed
14 NS 75 11 12 9 11 7 50 Failed
15 NHM 75 12 16 10 13 14 65 Failed
16 PAIL 75 15 11 10 16 14 76 Passed
17 RS 75 14 13 16 14 18 75 Passed
18 SZNR 75 16 14 11 14 12 75 Passed
19 TA 75 10 12 13 15 11 60 Failed
20 HAW 75 12 14 14 10 10 60 Failed
Total Score 1196
Average 59.8
KKM = Minimum completeness criteria V = Vocabulary
F = Fluency G = Grammar C = Comprehension P = Pronunciation
Based on the result of pre-test score, it showed that 6 students can be said to have completed or achieved the KKM, while 14 students have not completed from 20 students. The percentage of students‟ complete speaking skill reached 30% with an average grade VIII-A of 59.8. The details calculation of the results in pre-test scores were as follows :
a. Mean of the students‟ VIII-A Class score = ∑
=
= 59.8 b. Percentage of completeness of speaking skill = P
=
= 30%
The results of the exposure of pre-test scores could be concluded that the level of speaking skill in class VIII-A SMP Argopuro 1 Panti was still low and action might be taken to correct the problem. Further action in better learning was needed to improve students‟ speaking skill. So it was hoped that the application of Comic-Strips media could make varied learning solutions and increase motivation to speak English.
2. Research Findings in Cycle 1
In cycle 1, there were four stages of planning, acting, observing and reflecting. The details of the activity stages in cycle 1 were as follows : a. Planning
Before the action was taken to the students, the researcher prepared matters related to the research, composed and made the Lesson Plans (RPP), prepared Comic-Strips media with different topics , recount text, compiled data collection instruments such as observation sheets, teacher interview guidelines, and students‟ before after the action and designed a non-test assesment instrument to measure the succes of speaking skill.
First, the preparation of the lesson plans along with the assesment instrument were completed. After that, preparing learning media namely comic-strips with recount text related.
Second, the researcher continued the lesson plans validation stage. The researcher met the English teacher, Mr. Ainul Yaqin as collaborator and also validator to validate lesson plan which was used in cycle 1. The validation process went smoothly with some revision and suggestions from him.
b. Acting
In this stage,the researcher carried out research actions by providing material using comic-strips media. The researcher acted as a teacher and accompanied by the English teacher as collaborator. He sat at the backside of the class and sometimes he walked around the class.
He helped the researcher in observing the students and taking the fieldnote during the teaching and learning process. The steps of the researcher implemented the action based on the lesson plan she made with the English teacher.
The activities in tha class consisted of three activities. They were pre-activity, main activity and post-activity. The pre-activity included opening the teaching and learning process such as greeting, praying, checking attendance lwast, giving motivation and reviewing the last material. The main activity was showing comic-strips to the students and explain them how to used it related to the material, and
performance of the students in oral presentation through role playing.
The post activity was reviewing the lesson. Here, the description of the action that was implemented.
1) Finding of the First Meeting in cycle I
The first meeting of cycle 1 was held on Saturday, March 12th 2022 at 09.00-10.30 a.m during the third and fourth lesson hours which were allocated (2×45 minutes). Before starting the class, the researcher made a planning or the action research based upon the problems faced by the students about speaking. In this case, the researcher determined to select the material, strategy and media that be used in learning process. Based on syllabus, there were some material and recount text was chosen as the material to be delivered for the students. It discussed about experience that included some verbs in the form of simple past and the pattern of simple past (positive, negative and interrogative).
Since the introduction had been done in the previous meeting, the researcher started the class by greeting, praying, checking attendance list without introducing herself anymore.
Before begining the main activity the researcher gave an apperception by asking several questions including “Apakah kalian pernah mengalami kejadian yang tidak terlupakan atau pergi ke suatu tempat yang sangat kalian senangi ? Kalau iya, siapa disini yang bisa menyebutkan pengalaman apa itu ?”. One of the
students named Erwin told loudly “Saya baru tiga minggu yang lalu diajak paman saya ke gunung bromo Miss, suasananya dingin sekali disana. Saat beli kopi di kaki gunung saja airnya tidak terlalu panas. Tapi sangat seru sekali Miss”.
Another students told about their experience went to some tourist destination, when they were child, they joined competition and so on responded the teacher‟s questions with enthusiasm too.
This question purposed to provoke the students‟ idea, then the teacher conveyed the learning objectives.
At that point, the researcher explained about recount text (definition, function, generic structure, language features, and simple past tense) based on the example from experience of the student. Those were appropriate with the standard and basic competence in curriculum of eduaction level 2013 for junior High school. The researcher also shared copied paper consisted some verbs completed with the second and the third form with the meaning of verbs to the students. Then, the researcher gave an example of of recount paraghraph about “past experience” to the students with Indonesian translation.56 The example of paragraph could be seen in appendix 3. The students observed the characteristic of recount text based on the example. Afterwards, the
56Appendix 11
researcher gave chance to the students to ask about the pattern of recount text or others.
A student (Ida) asked “Mwass Meria, apakah kita harus menggunakan simple past tense kalau mau menceritakan pengalaman ?”. the researcher immediately answered “Iya, kwerena yang namanya pengalaman itu adalah hal yang sudah terjadi atau dilakukan di masa lampau dan tidak ada hubunganya dengan waktu sekarang, artinya kegiatan tersebut sudah beakhir.
Contohnya i go to market tapi kalau sudah terjadi di masa lalu menjadi i went to market yesterday/ last Sunday menyesuaikan dengan waktunya.”57
The next activity, the researcher asked the students some questions dealing with what they did this morning. It was done to stimulate them about simple past tense, one of the importance features on recount text. Before that, the researcher gave the example how to pronounce the change of Verb in the form of V1, V2 and V3 from the copied paper. The researcher asked the question “what did you do yesterday ?” then the students answered in various answers while saw the change of verbs in copied paper shwered. There was one said “I am watching tv Miss”, another said “i am study Miss”, “playing football Miss”, “sleeping beauty Miss”. From their answer, it indicated they forgot about the simple
57Appendix 11
past tense material. Then the researcher gave the explanation that the example of the question and answer were form of simple past tense.
The researcher explained how to answer that question correctly. “If the question was about simpe past, we should answer by simple past too”. The answer should be “i watched TV, i studied, i played football yesterday, i slept all day, i swam in the swiming pool last Sunday and so on”. The students felt happy because they knew the correct answer to answer the teacher‟s question related to simple past. Then, the researcher repeated the same questions and the students answered correctly.58 The students who did not know how to say the answer in English they were not shy to ask the researcher. Next, the researcher answered enthusiastically.
Subsequently, the students were ask to pair up with their peers to ask and tell what they did yesterday or last week. They enthusiastically told about their experience or what they did yesterday or last week to their friends. The researcher asked them to tell using simple past tense. Thereafter, the researcher reminded the students about the structure of recount text (Orientation, event, re-orientation). The researcher said “Jangan lupa sebelum bercerita kegiatan kalian kemarin/minggu lalu, di awal cerita
58Appendix 11
ditambahkan kapan kalian melakukan kegiatan itu, dengan siapa, lalu ceritakan kegiatan kalian dan di akhir tambahkan perasaan yang kalian rasakan”. Then one of the student (Kesha) asked
“Mwass, how do you say khawatir in English ?”. “worry”, replied the researcher.59This activity aimed to bring up the students‟ ideas.
At that moment, most of students were still confused to consolidate the vocabulary the vocabulary to sentences.
Nevertheless. They were not afraid or shy to ask to the researcher.
One of the student asked “Miss, kalau kalimatnya disusun dulu ditulis lalu baru dihafalkan dan diceritakan ke teman boleh ?”.
The researcher answered “Iya, silahkan. Namun setelah itu jangan lupa kembali ceritakan ke teman sebangku kalian okay ?.60
Another student asked ”Miss, ini V1 dan V2 nya membaca kok sama-sama Read ? gak berubah dong Miss ?”. The teacher replied ”Tulisanya memang sama Erwin, tapi cara bacanya berbeda. Jika Read (V1) itu bacanya (Rit) tapi kalau (V2 dan V3) bacanya (Red).61Along the teaching and learning process the researcher did not forget to remind the students who said misspronouncing.
Before the bell rang at 08.30 a.m, the researcher reviewed all material of recount text learned. The students were enthusiastic to mention and explain main point of recount text that have been
59Appendix 11
60Appendix 11
61Appendix 11
learned. In the last minute, the researcher gave ice breaking to the students related to practice their concentrate to memorize some adjectives in English. They were very happy and at the end the researcher closed the meeting by saying hamdalah and salam.
2) Finding of the Second Meeting in cycle I
The second meeting of cycle one was conducted on Saturday, 19th 2022 at 09.00 – 10.30 a.m. the researcher and the collaborator entered the class and started the teaching and learning process by greeting, praying and checking their attendance lwast.
Before the researcher informed them about what they were going to do in the second meeting, the leader of the class asked the researcher to give new ice breaking that was more fun. So, the students and the researcher did ice breaking first.
To ensure that the students still remember about the material that had been given at the first meeting, the researcher reminded the students about recount text included what recount text was, what was the social function of recount text, what was the general structure of recount text, and how to make sentences by the formula of past tense. Almost all of students still remembered about the definition about recount text and the social function of recount text. But, there were just three students who could mention the general structure of recount text , two students mentioned it
hesitantly and one student could explain it very brave and correctly.
After asking about recount text, the researcher asked the students about ten verbs change in V1, V2, V3 because in the first meeting the researcher asked the students to memorize it. When the researcher asked the students to pronounce it together, they still did mwaspronounce of some verbs especially in the form of V2 and V3. Then, the researcher immediately gave the correct pronunciation. The researcher tried to point three students to give the example of simple past in positive sentence with a very short simple sentence based on a memorized verb. One student said bravely “we played badminton yesterday Miss”. Another student answered hesitantly “i buy meatball soup”. And the last student said “you were give me money Mwass”.62Because there were students that still didn‟t understand about simple past tense, the researcher explained it again to the students “My dear students, Miss Meria kan minta kalian untuk memberi contoh kalimat simple past ya, Miss Meria jelaskan lagi kalau simple past itu adalah kalimat yang sudah terjadi, artinya, kalian wajib menggunakan kata kerja bentuk kedua (V2) dan tidak perlu diberi tobe atau pasangan seperti am, were was. Tidak perlu juga diberikan ing setelah kata kerja, maka dari itu mengapa Mwass Meria meminta
62Appendix 11
kalian untuk menghafal 10 kata kerja dan perubahan bentuknya”.63Then, the researcher asked two students who gave the wrong answer to repeat their answer correctly.
After repeating to explain the last material briefly, the researcherdivided the class into 5 groups. And asked them to gather with their own group. The researcher shwered “Community Service” comic strips with blank speech buble and envelope to each group. The envelope contained the random expression of speech bubble inside. Before doing next duty from the researcher, the researcher explain comic-strips shortly to the students. A good understanding about comic strips make the teaching of speaking using it much easier so the researcher started with the definition and the components of comic strips.
The next activity of students were the students had to examine the comic strips in their hand while listening to the teachers‟ explanation in simple past tense. Next, they were given time to comprehend the teacher‟s explanation to their group. The next thing to do was figuring out the proper speech bubble from the envelope given for each panel of the comic strips based on the teacher‟s explanation. While doing their discussion. The researcher and collaborator walked around the class to monitor their activity.
One per one group finished doing their duty then the researcher
63Appendix 11
showed them the complete comic strip and asked them to see if their speech or thoughts bubble fit the story there. The students also could opened the dictionary freely.
Three groups could arrange the speech bubble with the panel of comic strips correctly but there were two group that still found difficulties. One group who answered wrong said “Miss, kami tidak tahu artinya garbage sama dry leaves, kata kerjanya tidak ada di kertas yang Miss bagikan”. The researcher replied.
“Iya, memang tidak ada, karena garbage sama dry leaves itu bukan kata kerja tapi kata benda. Garbage itu sampah dan dry leaves adalah daun kering”.
The next activity the researcher asked each group to tell past experiences based on the comic-strips given. The researcher gave the example of telling past experience based on the picture first then then group of students do it. The students payed full attention of the researcher‟s demonstration. Then the researcher gave several minutes to the students for discussing it with their group. Because the time was limited. The researcher pointed the group that asked actively to come forward. They had to tell past experience of
„Community Service” comic strips given. The student took turns telling a minimum of two sentences per person to the finwash of all panels. At the first time, there were three students who looked shy but they could tell well although they still did many
mwaspronounce of some words. The researcher also helped the students to pronounce it correctly.
Because the time was up. The researcher asked the students to practice it at home and also added new verbs that have been learned in the second meeting. in the second meeting, the researcher looked the better classroom condition. They were already known about verb, simple past tense and recount text. In this meeting, the students did not make a lot of noise in the class and they were interested to follow the teacher instruction in teaching and learning process.
3) Finding of the Third Meeting in cycle I
The third meeting was conducted on Saturday, March 26th2022 at 09.00 a.m- 10.05 a.m. in this meeting, the researcher gave speaking test to the students. The teacher had tried the best she could do in the trial of improving the students‟s speaking achievement, so, the researcher gave a speaking test to the students to know the improvemenet of their speaking skill. In the third meeting, the researcher started the class by greeting the students and asked them to pray before the test began. Then, the researcher asked them students their condition while checking their presence.
Before begining the test, the researcher asked the students to keep silent because the researcher wanted to explain the direction of the speaking test to them.