The researcher used observation check-list, students’ speaking performance and document review as the research instrument. Students’
speaking performance to examine the students’ speaking skill. The researcher gave an assessment after implementing action in each cycle to find out the students’ improvement and progress in their speaking skill.
1. Observation Check-List
An observation checklist is a set of questions that assist an observer evaluate the performance and behavior of an individual's skills. A teacher and classroom observation checklist helps the researcher to identify skill gaps and problem areas to further improve teaching strategies, classroom settings, atmosphere at the class and student learning development.
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Observation check-list used to gather the information happening in the teaching and learning process.
Table 3.1 Observation Check-list
Please give a check-list based on your observation below School :
Class : Cycle : Day/date :
No Description of Teaching
Grade Bad
(1)
Enough (2)
Good (3)
Very good (4)
1. The role of teacher in teaching and learning process:
a. The Teacher explain the material clearly and understandable
b. The Teacher lead the apperception and The teacher connects the material with other relevant knowledge and is easy for students to understand c. The teachers use supportive
media other than books (technology, video, picture series, etc)
d. The interaction between teacher and students are created lively in the classroom
d. The teacher manages the class and learning situation in the classroom
e. The teacher provide opportunities for students to ask and discuss
f. The teacher uses a group
discussion so that it is easy for students to exchange understanding related to learning materials.
g. the teacher manage student learning activities into a discussion group
h. The teacher encourage students to be actively involved in discussion groups
i. The teacher gives the students chance to speak up, express their thought and idea
2. The students’ participation and contribution actively during the teaching and learning process in the classroom:
a. readiness of students in participating in the learning process
b. Students pay attention to the teacher’s explanation c. Students answer the
teacher question correctly d. Students ask question to
clarify understanding e. Students actively have
effort to practice their speaking in the classroom f. Students are confidence to
practice their speaking g. Students' ability to work
together in a discussion group
h. Students' ability to
communicate with
discussion groups
i. The activeness of students interacting with their teachers.
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2. Students’ Speaking Performance
After the researcher implemented the action research. The researcher and the teacher make speaking practice assignments to students so that the researcher and the teacher know the students' speaking abilities when the action research has been implemented. Then the results of the practical task will be calculated based on the existing scoring rubric to determine student scores. It will be conducted after conducting each cycle to know students’ speaking improvement. in each cycle.
The students test will be scored adapted oral scoring rubric by H.
Douglas Brown as follows:56
Table 3.2
Speaking scoring rubric
Rated Qualities Behavioral statements Score
Pronunciation Equivalent to and fully accepted (Clear or accurate and without significant error)
5 Errors in pronunciation are quite rare 4 Errors never interfere with the understanding and
with a few problems
3 Accents are intelligible though often quite faulty
and difficult to understand.
2 Errors in pronunciation are frequent and it cannot
be understood
1 Grammar There is no mistakes in the structure of speaking 5
Able to use the language accurately. Errors in grammar are quite rare.
4 Control of grammar is good. Able to speak the
language with sufficient structural accuracy
3 Can usually handle elementary constructions quite
accurately but does not have thorough or confident control of the grammar.
2 Errors in grammar are frequent and the speaker
cannot be understood
1
56H. Douglas Brown, Language Assessment Principle and Classroom Practice (New York:
Prentice Hall, 2003), 172-173.
Vocabulary Speech on a level is fully accepted in all its features (Uses a variety of vocabulary) and right with the word meaning
5 Able to speak the language with sufficient
vocabulary but there is one error in word selection
4 Uses a limited of vocabulary and there are some
errors in word selection but still understandable
3 Uses a limited of vocabulary and it is difficult to
understand
2
Uses limited and wrong vocabulary 1
Fluency Has complete fluency in the language without hesitation.
5 Speak fluently with little hesitation 4 Speak frequently confused but still can be
understood
3 Speak frequently confused, there are some errors
and difficult to understand
2 Speak are so halting and really confusing 1
Total score: 20 points x 5= 100 points
The researcher adapted 4 aspects of speaking above to focus on the linguistic aspects such as pronunciation, fluency, grammar, and vocabulary. In classifying the score, the researcher used the classify data of the students‟ achievement suggested by Harris.57
Table 3.3
Table of Criteria Assessment
Criteria of mastery Grade
91-100 Excellent
81-90 Very good
71-80 Good
61-70 Fair
51-60 Poor
Less than 50 Very poor
57David P. Harris, Teaching English as a Second Language, (New York: MC GrawHill Company Ltd, 1969), 134
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3. Students’ Reflection
ANGKET TANGGAPAN SISWA TERHADAP PENGGUNAAN MEDIA YOUTUBE MELALUI SMALL FOCUS
GROUP DISCUSSION (SFGD) UNTUK MENGINGKATKAN SPEAKING SKILL AT SMP NURIS JEMBER
Nama :
Kelas/No.Absen : Petunjuk Pengisian :
1. Jawablah pertanyaan berikut dengan sebenar-benarnya.
2. Angket ini tidak berpengaruh terhadap hasil belajar anda/
3. Baca dengan seksama petunjuk dan pernyataan dibawah ini sebelum anda mengisi.
4. Pilih salah satu jawaban yang sesuai dengan kenyataan yang anda alami, dengan cara memberi tanda (v) pada salah satu pilihan.
No. Pernyataan Tanggapan
SS S TS STS
1. Penggunaan media video yang
bersumber dari YouTube memudahkan saya dalam memahami materi bahasa inggris yang diajarkan
2. Pembelajaran dengan teknik small focus group discussion (SFGD) atau berkelompok membuat saya lebih mudah membuat saya memahami materi pembelajaran
3. Penggunaan media video yang
bersumber dari YouTube dengan teknik small focus group discussion (SFGD) atau berkelompok meningkatkan motivasi saya dalam belajar bahasa inggris
4. Pembelajaran bahasa inggris menggunakan media video yang
bersumber dari YouTube dengan teknik small focus group discussion (SFGD) atau berkelompok menjadi lebih menyenangkan
5. Melalui media YouTube saya lebih mudah dalam belajar dan berlatih
speaking
6. Melalui media YouTube saya lebih mudah dalam belajar pelafalan kata (Pronunciation)
7. Saya menyukai pembelajaran bahasa inggris melalui menggunakan video YouTube
8. Saya menyukai pembelajaran dengan teknik small focus group discussion (SFGD) atau berkelompok
9. Melalui media video YouTube dengan teknik small focus group discussion (SFGD) atau berkelompok saya belajar bagaimana speaking yang baik dan benar
10. Penggunaan media video YouTube dengan teknik small focus group discussion (SFGD) atau berkelompok meningkatkan rasa percaya diri saya dalam belajar bahasa inggris
11. Penggunaan media YouTube dan Small focus group discussin (SFGD) cukup efektif untuk proses belajar dan mengajar speaking
Keterangan: Kriteria Penskoran:
SS : Sangat Setuju 4 : Jika tanggapan sangat setuju
S : Setuju 3 : Jika tanggapan setuju
TS : Tidak setuju 2 : Jika tanggapan tidak setuju STS : Sangat tidak setuju 1 : Jika tanggapan sangat tidak setuju Presentase responden =
Bagaimana pendapatmu tentang penggunaan media youtube melalui small focus group discussion (SFGD) atau berkelompok dalam meningkatkan
apeaking skill siswa?
Jawab:
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