CHAPTER III RESEARCH METHOD
D. Research Instrument
The test, according to Arikunto (2004), is a set of questions, exercises, and tools used to assess an individual's or group's skills, knowledge, intelligence, abilities, or talents.
In this study using a speaking test, by assigning students to tell stories in each cycle. The purpose of the test is to measure students' speaking ability.
E. Procedure of Collecting Data
The research procedure was the steps use as a tool to collect data and answer questions in the study. In this research procedure, the researcher discusses the methods and techniques of data collection, population and
research samples, the preparation of data collection tools, data collection steps and data processing procedures.
The steps in this CAR are divide into several cycles, namely : 1. Cycle I
a. preparation of an action plan 1). Compiling a Syllabus.
2). Prepare a lesson plan that focuses on the application of the Learning Community Technique (LCT).
3). Prepare observation sheets for teacher and student activities.
4). Prepare media, resources and learning tools in accordance with the subject matter.
5). Prepare instruments for data collection in the form of observation sheets, interviews, and tests.
b. Implementation
At this stage of implementation, the researcher conforms to the syllabus and lesson plans that have been adjusted to the LCT learning that has been made, both in terms of time and many meetings are adjusted according to planning. The researcher took the following steps:
1). Researchers was take convey all the learning objectives to be achieved in this learning and motivate students to be enthusiastic in learning.
2). Exploring students' initial knowledge by asking and answering questions about what students know about the material to be explain.
3). Forming heterogeneous groups of 4-6 students.
4). The teacher presents learning materials.
5). The teacher gives assignments to the group to be work on by group members. Members who know help explain their knowledge to other members who don't know in their group who are competent to master the material being studied. Each group were responsible for its group members.
6). Each group took turns presenting the results
7). The teacher gives time to students for questions and answers 8). The teacher gives an assessment to students when learning
takes place
9). Reflection on the lessons that have been discuss 10). Closing class learning.
c. Observation
During the implementation stage the researcher made observations of the student learning process using the observation sheet that had been prepared.
d. Reflection
Based on these observations, the researcher then reflect on the process and learning outcomes achieve in this action.
The intend reflection was to rethink what has been achieve, what has not been achieve, and what problems have not been resolve, and determine what other actions need to be taken to improved the quality of the process and learning outcomes which will be continue in the 2nd cycles.
2. Cycle II
a. Development of an action plan 1). Rearrange the syllabus
2). Rearrange the lesson plan base on the steps of implementing the LCT learning model which was take be taught base on cycle II 3). Redesigning the media and material to be discussed
4). Preparing the instruments for data collection in the form of an observation rubric, observation sheets, interviews, and tests.
b. Implementation
1). The teacher rearranges the lesson plan
2). Forming heterogeneous groups of 4-6 students 3). The teacher presents learning materials
4). The teacher gives assignments to the group to be work on by group members.
5). Each group took turns presenting the results
6). The teacher gives time to students for questions and answers 7). The teacher gives an assessment to students
8). Reflection on the lessons that have been discuss.
c. Observation
During the implementation stage, researchers made observations of the student learning process using the observation sheets that was take prepare.
d. Reflection
Analyze all actions in cycle 1 and cycle 2. At the end of cycle 2 reflect on the application of the LCT model carried out in the CAR.
If the results improve and reach the predetermined target, it means that the LCT model apply in this CAR was successful, namely the students' speaking skills increase. If the target has not been reached, this CAR took be continued in cycle 3.
F.Technique of data analysis
The following steps were used to examine the data from cycles I and II:
1. Scoring the students answer :
Score =
x 100 Table 3.1 Score of The Student’s
No. Range of Score Category
1. 85-100 Very good
2. 70-84 Good
3. 60-69 Enough
4. 50-59 Low
5. 0-49 Very Low
According to Heaton (1991)
1. The students' score is classified by computing the mean score of the students' using the formula:
M = ∑ X N
Notes :
M = the mean score
∑ X= the sum of total score
N = the total number of subjects under study
(Gay, 2006 ) 3. The research determines the percentage value from the table
classification using the following formula:
P = Percentage
F = Number of correct N = Number of sample
27
CHAPTER IV
FINDINGS AND DISCUSSION A. Findings
The findings of the data found that teaching speaking skills using learning community techniques can improve students' pronunciation and can also improve students' fluency. The following is a more detailed explanation of the data analysis:
1. The Improvement Students’ Speaking in terms of pronunciation The improvement of speaking skills in terms of students’
pronunciation in class VII SMP Unismuh Makassar as a result of student assessments in the Cycles I and II of the Diagnostic Test can be observed plainly as follows:
Tabel 4.1 The Improvement Speaking Skills in terms of Pronunciation Variable The Student’ Score Improvement
D-Test Cycle I Cycle II
DT CI (%)
CI CII (%)
DT CII (%) Pronunciation 48.83 56.6 73.27 7.77% 16.67% 24.44%
The table above shows that students' speaking skills increased in terms of pronunciation from the Diagnostic Test to Cycle I and Cycle II. (48.83 < 56.6 < 73.27) where the Diagnostic Test students average achievement of speaking skills scores in terms of pronunciation was 48.83 after the evaluation in the first cycle of
speaking skills in terms of students' pronunciation becomes 56.6, so that the increase in the achievement of speaking skills in terms of students' pronunciation from the Diagnostic Test to the first cycle were 7.77%.
From cycle I to cycle II, there was a considerable improvement in students' speaking skills in terms of student pronunciation, with speaking skills in terms of student pronunciation in cycle I being 56.6 and in cycle II being 73.27. Thus, from cycle I to cycle II, the increase in speaking skills learning outcomes in terms of student pronunciation is 16.67%.
The table above shows that using learning community strategies in the Process of teaching and learning improved students' pronunciation following the actions taken in cycles I and II, with cycle II having the highest student learning achievement (73.27 > 56.6 >
48.83) and an increase in speaking skills in terms of students' pronunciation from the diagnostic test to the second cycle were 24.44%.
To clearly see the improvement of speaking skills in terms of students' pronunciation, the following graphic were presented:
This graph below illustrates that learners' pronunciation improved more in the second round. (73.27) than the first cycle (56.6) and the Diagnostic Test (48.83). (73.27>56.6>48.83). This also demonstrates that the Diagnostic-Test results represent the lowest average score. There was a considerable improvement in student pronunciation after cycle I and cycle II evaluations. This increase were clearly seen in the graph above, which were 24.44%.
2. The Improvement Speaking Skills in terms of Student Fluency The improvement of Speaking skills in terms of student fluency in class VII SMP Unismuh Makassar The following table shows the results of student evaluations of the Diagnostic Test cycle I and cycle II:
90
40 20 0
Graphic 1. The Improvement of speaking skills in term of students pronunciation
100 80 70 60
50 48.83 56.6
73.27 D - Test Cycle I Cycle II
30 24.44 Improvement
10
Improvement Pronunciation
Table 4.2. The Improvement of Speaking Skills in terms of student fluency Variable The Student’ Score Improvement
D-Test Cycle I Cycle II
DT CI
%
CI CII
%
DT CII
% Fluency 48.66 56.2 75.2 7.54% 19% 26.54%
The table above shows that there were an increase in Speaking skills in terms of student fluency from Test-D to cycle I and cycle II (48.66 < 56.2 < 75.2), where in Test-D the achievement of speaking skills scores in terms of student fluency were 48.66. After the evaluation was carried out in the first cycle, the student's fluency were 56.2, so that the improvement in speaking skills achievement in terms of student fluency from D-Test to cycle I were 7.54%.
Speaking skills in terms of student fluency also experienced a significant increase In cycles I to second Cycle, student fluency improved from 56.2 in cycle I to 75.2 in cycle II. Thus, the increase in students' fluency achievement from cycle I to cycle II were 19%.
The table above illustrates that the use of learning community strategies resulted in a considerable increase in students' fluency after the activities conducted in cycles I and II. From the diagnostic test to the second cycle, pupils' fluency improved by 26.54 %.
To clearly see the percentage increased in students' fluency scores, the following graph is presented:
Graphic 2. The Improvement speaking skills in terms of student fluency
The graph above shows an increase in students' speaking skills.
Fluency in the second cycle is higher (75.2) than in the first cycle (56.2)as well as D-test (48.66).Also it demonstrates that D-Test The outcome is the lowest level of success. (48.66<56.2<75.2). There was a considerable increase in students' speaking abilities, fluency, which were clearly indicated on the graph after taking action in the cycle through community learning technique, which were 26.54% following cycle I and cycle II evaluations.
3. The Improvement students' speaking skills
The improvement of students' speaking skills focused on pronunciation and fluency of subjects in class VII SMP Unismuh
100 90 80 70 60 50 40 30 20 10 0
75.2 48.66 56.2
26.54
D - Test Cycle I Cycle II Improvement
Improvement Intonation
Makassar as a result of student assessments in the Cycles I and II The results of the Diagnostic Test are easily evident. The provided in table:
Table 4.3. The improvement student’s speaking skills No Variable The Student’ Score Improvement
D-Test Cycle I Cycle II
DT CI
%
CI CII
%
DT CII
% 1 Pronunciation 48.83 56.6 73.27 7.77% 16.67% 24.44%
2 Fluency 48.66 56.2 75.2 7.54% 19% 26.54%
∑ 97.49 112.8 148.47 15.31 37.67% 52.98%
X
48.74 56.4 74.23 7.66% 17.83% 25.49%The table above demonstrates that students' Speaking skills improved from Test-D to cycle I and cycle II, with the average score of students' Speaking skills achievement in Test-D being 48.74. The students' speaking abilities were assessed in the first cycle, and they scored 56.4. As a result, there was a 7.66 % increase in speaking skills attainment from Test-D to cycle I.
There was also a considerable rise in students' speaking skills from cycle I to cycle II, with students' speaking skills in cycle I being 56.4 and in cycle II being 74.23, representing a 17.83% increase in students' speaking skills achievement.
The table above shows that incorporating learning community strategies into the teaching and learning process helped students improve their skills. Speaking skills after taking action in cycles I and II, with cycle II having the highest student learning achievement (74.23> 56.4> 48.74) and a 25.49% increase in From diagnostic exams to cycle II, students' speaking abilities were assessed. The following graph shows how pupils' speaking skills have improved over time:
Graphic 3. The improvement of the students' speaking skills This chart below illustrates that students' speaking skills improved more in the second round. (74.23) than in the first cycle (56.4) and D-test (48.74). (74.23 > 56.4 > 48.74). This also demonstrates that the Diagnostic -Test result was the lowest. Students' speaking abilities improved significantly after cycle I and cycle II
90
40 20 0 100 80 70 60
50 48.74 56.4
74.23 D - Test Cycle I Cycle II
30 25.49 Improvement
10
Speaking Skills
evaluations. This rise may be seen in the graph above, which shows a 25.49% gain.
4. Results of Student Participation in the Teaching and Learning Process
The results of observations of student participation in the usage of the learning community technique in developing students' speaking skills is being taught and learned in class VII SMP Unismuh Makassar which were carried out in 2 cycles. The following table indicates this clearly:
Table 4.4 Percentage of Student Participation in the Teaching and Learning Process Cycle I.
NO Classification Score
Cycle I Frequency %
1 Very Good 85-100 0 0%
2 Good 70-84 2 7%
3 Enough 60-69 28 93%
4 Low 50-59 0 0%
5. Very Low 0-49 0 0%
Total 30 100%
Table 4.4 shows that of the 30 students who participated in Cycle I, 0 (0%) student participation was very low, 0 (0%) student participation was low, 28 (93%) student participation was moderated, 2 (7%) student participation was good and 0 (0%) student participation was very good. This means that student participation in
the first cycle is still low because 93% student participation were sufficient.
Table 4.5 Percentage of Student Participation in the Teaching and Learning Process Cycle II
NO Classification Score
Cycle II
Frequency %
1 Very Good 85-100 0 0%
2 Good 70-84 26 86.7%
3 Enough 60-69 4 13.3%
4 Low 50-59 0 0%
5. Very Low 0-49 0 0%
Total 30 100%
Table 4.5 shows that of the 30 students who followed Cycle II 0 (0%) student participation was very low, 0 (0%) student participation was low 4 (13.3%) student participation was moderated, 26 (86.7%) student participation was good and 0 (0%) student participation was very good. This means that student participation in the second cycle were good because 86.7% of Involvement of students in the teachers and students with the question and answer relationship strategy was good.
B. Discussion
The discussion in this section is on how to analyze the results of the studies about students' pronunciation and fluency in learning
speaking. Mastery of speaking helps people to communicated well, and speak fluently.
The application of learning community technique in learning Mastery of speaking skills in Class VII SMP Unismuh Makassar can improved student achievement and ability in understanding speaking skills material in Cycle 1 and Cycle II in the learning process and KKM at SMP Unismuh Makassar specifically for English subjects were 6.5. Before conducting classroom action researched through the learning community technique, the researcher conducted a diagnostic test to measure students' prior knowledge in English speaking. After conducting a diagnostic test, the researcher found that the pronunciation and fluency of class VII SMP Unismuh Makassar was very bad, so it had to be improved.
The diagnostic test scores were that all students got very low.
Meanwhile, the diagnostic test content of students were also very low.
The researcher opted to apply the learning community technique to improve students' speaking skills and then prepare to undertake the first cycle, which consists of four phases: planning, implementation, observation, and reflection. During the first cycle, it was discovered that the students' comprehension of speaking mastery was still difficult and perplexing. The difficulties that students have in mastering speaking have been identified, and researchers must now devise answers to these issues. By changing the lesson plans, the
researcher opted to complete cycle II. The pupils responded positively to the researchers in the second cycle. In class, students are very engaged. In cycle II, they are able to enjoy the teaching and learning process, and their results improve. Based on the results of the study, the learning achievement of students who were taught using learning community techniques was better than the conventional method.
Based on the results of the study, it showed that students' scores were much higher after being given treatment in class using the learning community technique.
In short, the researcher emphasizes that the learning community technique is one of the useful methods in teaching speaking mastery.
There are several points that make learning community technique in teaching speaking mastery increase. There students learn from each other and try out their ideas. The benefits for teachers are increased time on assignments in class and a greater quality of student contributions to class discussions. Students and teachers have a clear understanding of expectations for attention and participation in class discussions.
38
BAB V
CONCLUSION AND SUGGESTION A. Conclusion
The following conclusions are made from the research and discussion offered in the previous chapter:
1. Its usage uses learning community techniques in presenting speaking material for class VII students of SMP Unismuh Makassar significantly improved student achievement. The results showed that the average speaking score of students in terms of pronunciation and fluency in the second cycle was greater than the average test score in the first cycle (74.23>56.4) and the increase in speaking skills was 25.49%.
2. The use of learning community technique is able to improve students' pronunciation in grade VII students of SMP Unismuh Makassar.
3. The use of the learning community technique is able to increase the fluency of students in class VII SMP Unismuh Makassar.
B. Suggestion
39
The researchers provide the key points and recommendations based on their findings :
1. This was suggested for teachers, especially those who teach English in junior high schools, used learning community techniques as an alternative among teaching methods that can be used to improve students' speaking.
2. It is recommended that English teachers use the learning community technique in presenting materials for improving students' speaking, because it was effective in improving student achievement.
3. For teachers, it can be attempted to generated all abilities to improved the learning process by conducting or using Classroom Action Research in other classes.
4. This research was take be useful information and contribution for future researchers, especially regarding students' understanding and references in mastering speaking skills.
40
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