Score 4 Score 3 Score 2 Score 1 Pronunciation Pronunciation
B. Research Findings
3. Second Cycle a. Planning
3. Second Cycle
Media : Printed Texts a) Pre-teaching activity
The researcher started a learning process by saying greetings, praying together, and checking the students’
attendance as a discipline attitude. Also, he gave some motivation to the students, analyzed the previous material, and also asked question to remember and connect with the next material.
b) While teaching activity
In the while teaching activity, the researcher reviewed the previous material to make students remind about analytical exposition text. Next, the teacher distributed the students within four group that was consist of five students of each group. But, one of the groups was consist of six students.
Afterward, the teacher also showed analytical exposition text and explained the definition of the text. And also explained the structure of the text, language feature, and some verbs and conjunctions that is commonly used in the analytical exposition text. Later, the teacher gave an example of analytical exposition that was ―The Importance of Drinking Enough Water‖. Next, the teacher gave 20 minutes for the students of each group to analyse the language structure and language features that was commonly used in the example.
Later, the teacher ordered students to tell the text that had been discussed. Later, the teacher called one of several groups of students randomly came forward to present the results of their discussion.
c) Post-teaching activity
Prior to close the first meeting, the researcher inquired student the disstress in the learning process also close the meeting by praying together and greetings.
2) Second Meeting
Topic : The Importance Of Education Day/Date : Tuesday, 11th October 2021 Media : Printed Texts
a) Pre-teaching activity
The researcher started a learning process by saying greetings, praying together, and checking the students’
attendance as a discipline attitude. Also, he gave some motivation to the students, reviewed the previous material, and also asked question to remember and connect with the next material.
b) Whilest teaching activity
In this meeting the researcher also discussed Analytical Exposition through the power point. In this activity, he also asked somequestion such as the generic structure and language
feature ofanalytical exposition text to know the understanding of students after first meeting.
Next, the teacher ordered the student to gather back with their group that was made in the previous meeting. Afterwards, the teacher gave an analytical exposition text to each group of the students that was about ―The Importance Of Education‖.
The teacher ordered the student to read the content and analyse the generic structure and looked for the conjunction that was commonly used in the example text. Afterwards, the teacher asked the students of each group to discuss about ―Home- schooling‖, what they were thinking about home-schooling in 20 minutes. Then, the teacher called one of the several group of students randomly to tell and express their idea that had been discussed with the group in front of the class.
c) Post teaching activity
Prior to close the first meeting, the researcher asked student the complexities in the learning process. And close the meeting by praying together and greetings.
c. Observing
In this stage, the researcher and the teacher inspected the situation of the class while teaching learning process, student participation, student passion through the learning process, and their bravery in speaking the subject. The data were represented as follows:
Table 4.4 Observation Checklist
1 2 3 4 5 6 7 8 9
No Behaviour Grade Score Percentation
1 2 3 4 5
1. Students come to the class on time √ 4 70-80 2. Students responds the greetings
given by the researcher
√ 5 90-100
3. Students listen to the topic and learning objectives conveyed by the researcher.
√ 4 70-80
4. Students answer the questions asked by the researcher.
√ 4 70-80
5. Students read, analyse or discuss the examples of descriptive text that given by the researcher
√ 4 70-80
6. Students listen to the researcher’s explanation carefully
√ 5 90-100
7. Students ask questions that do not understand Students ask questions that do not understand
√ 4 70-80
8. Students do what is instructed by the researcher based on the allotted time
√ 4 70-80
9. Students and the researcher work together in correcting learning outcomes
√ 4 70-80
10. The students interest and feel enthusiastic during the teaching learning process
√ 5 90-100
Note:
1 = Very Bad 2 = Bad 3 = Enough 4 = Good
5 = Really Good
The score of the observation as follows:
=
X 100%
= 86%
Based on observation checklist stated, it was deduced that the students were interesting in teaching learning activity by using focus group discussion technique. The students felt enthusiastic during the cycle 2. Besides, the class management and time was good. The situation of the class also could be managed well, so when the students performed to express their thinking in front of class. The students also looked more fearless and more optimistic to talk English. So, the teaching learning activity organized well and students enjoyed learning activity.
d. Reflecting
In this stage, the researcher and the teacher analyzed the action in cycle 2. In the last meeting of cycle 2, the researcher did an oral test.
It was established on Friday 15th 2021 at 08.30 a.m. – 10.15 a.m. in eleventh 1 Multimedia class of SMK Al-Qodiri Jember. The test was to recognized the progress of students’ speaking ability. The oral test was about analyse the analytical exposition text and make an analytical exposition similar with the cycle 1.
The outcome of the oral test 2 indicated that students’ speaking ability was improved from 69 in oral test 1 to 74 in oral test 2. The score of students showed as follows :
Table 4.5
The Student’s Speaking Post-Test 2 Score
1 2 3 4 5 6 7 8
No Name P G V F Score Fail /
Pass
1 AAR 3 5 4 5 85 Pass
2 AF 4 3 5 5 85 Pass
3 AMM 2 3 2 3 50 Fail
4 AF 5 4 4 5 90 Pass
5 ASMWT 3 4 5 5 85 Pass
6 DRA 3 5 4 5 85 Pass
7 DBS 2 3 3 1 45 Fail
8 FU 3 4 5 5 85 Pass
9 FDES 3 3 5 5 80 Pass
10 GIS 3 4 4 5 80 Pass
11 GPNS 2 2 3 2 45 Fail
12 MNC 4 4 4 5 85 Pass
13 MA 3 4 5 5 85 Pass
14 MAH 4 4 5 5 90 Pass
15 MN 5 5 4 5 95 Pass
16 MAH 4 5 5 4 90 Pass
17 NHA 3 3 3 2 55 Fail
18 NH 5 5 4 5 95 Pass
19 RS 2 3 2 2 55 Fail
20 SF 5 4 3 5 85 Pass
21 WM 3 5 5 5 90 Pass
Total 71 82 84 89 1.640
Mean 78 16
Note:
V = Vocabulary P = Pronunciation G = Grammar F = Fluency
=
= = 78
Explanation:
X : Mean
: Personal Score N : Number of students
The outcome of the second oral test indicate that the average score was 78, it was concluded that the students had improvement in their speaking score. The researcher sumed up that the implementation of focus group discussion technique could enhance students’ speaking skill.
After knowing the students’ average score, the researcher tried to recognized the class percentage which pass the minimum criterion of success (KKM 70). The formula as follow:
P = x 100 P =
x 100 = 76.2%
Explanation:
P: the class percentage F: total percentage score N: number of students
Based on the table 4.5, it can be analysed the average score of cycle 2 obtained 78. There were 16 students or 76.2% of students who got the score above the Minimum criterion of success, while the other
5 students were under that criterion. It can be concluded that the cycle 2 had achieved the criteria of success.