CHAPTER III RESEARCH FINDING
3. T he implication of strategies on students’ English achievement at MTs
Those strategies appropriate to apply for students of MTs. Sulamul Huda Siwalan in teaching learning process especially for English subject.
These strategies have many deficiencies that exist in the teaching learning process, some students who are less familiar with the materials applied to the strategies. There is also the application of the material in accordance with the strategy. In teaching learning process need the good skills and extensive knowledge in order to teach students to understand the materials provided. Teaching is not an easy thing for a teacher should have plenty of ways to keep students active in the school of learning and teachers should also motivate students to be enthusiastic about the teaching and learning English.
different impact especially to the learners. This statement is also pointed out in the interview with Mrs. Fori Mr. Ali and Mrs. Lilik86.
“Mrs. Fori said that indeed, teaching strategies able to make the learners receive the materials easily and they more get interest to follow the teaching learning process. By applying the strategy is able to create their good skill and competence well”. 87
According to the teacher that students have different skill and comprehension to comprehend the materials. Applying the various strategies actually is able to create good achievement well and they more get interest to follow the English program.
Those statements supported by Mr. Ali:
“…..yaaa, may be need hard effort to create the learners who be active in the class especially regular class of VII B. By applying the various strategies can more make them able to receive the materials easily and they do not get bored in the class. There are only some learners who feel difficulty to receive and comprehend the materials. “.88
According to the teacher that, in teaching learning process especially study English language not easy. It is need the hard effort to get good achievement to the students totally. The students of VII B there are only some students who difficult to comprehend the materials. The most of students able to receive the materials and they do not bored in the class.
86 Look at Transcript of interview number: 6/3-W/F- 5/11 - IV/2016 in appendixes of this thesis
87 Look at Transcript of interview number: 3/1-W/F- 3/27 - IV/2016 in appendixes of this thesis
88 Look at Transcript of interview number: 6/2-W/F- 2/10 - IV/2016 in appendixes of this thesis
Not more different with Mr. Ali said, Mrs. Lilik said that:
“…..for regular class especially of VIII B it can be seen some students get enjoyable to follow my teaching and they like my teaching strategies. The most them can able to understand the materials that I taught. Only some students cannot able to apply my materials because every learner has different skill so they have the various achievements from implication of strategies that I used.
There are high score (70-100) there are average score (50-70) and also low score (10-50)”.89
The teacher said that some students of VIII B enthusiastic for learning process. They get enjoyable in the teaching learning process. There are also get motivation. The application of these strategies is various students‟ English achievement because the students have different skill to each other. There are the high score (70 - 100), average score (50 - 70) and low score (10 - 50).
Data of this research are supported by researcher‟s observation. The researcher gets information that:
“In the next observation, the researcher finds that only the some learners get enjoyable in learning English but there are still many learners who get difficult to reach the materials. It can be seen that some learners still confuse when they do exercise and answer the questions. Moreover, they get the different score each other. There are the students get various score are 80, 70, 65 and 45.90 Based on the result of observation, the students‟ English achievement have different score to each other because they are some students who get the high score, middle score and low score. The students have different competence to receive and comprehend the materials. So there are various score of students in MTs. Sulamul Huda Siwalan.
89Look at Transcript of observation number: 9/3-W/F- 3/11 - IV/2016 in appendixes of this thesis
90Look at Transcript of observation number: 4/3-O /17 - III/2016 in appendixes of this thesis
Data of this research are supported by interview with some students of MTs. Sulamul Huda Siwalan. Anti was one of the students of MTs. Sulamul Huda. She describes her achievement as follow:
“The English lesson is not easy for me. My English achievement is variation.
There are various score. The high score I get 90 and sometime 70, 75, 80”.91 Anti was a Junior High School. She gets various the score of English lesson. For her is little bit difficult. So she gets the variation score in teaching learning process. The high score is 90,
Wahyu also said that:
“English lesson little bit need to comprehend deeply. When I understand the materials absolutely I get good score is 90 but when I did not understand exactly I got bad score 66”.92
According to wahyu that learn English lesson need more to deep comprehension. She will get the good score if she understands the materials but she did not understand she will get the bad score. The good score for her is 85 and bad score for her is 66.
Different with ilham said:
“I feel English is very difficult for me. The teacher‟s strategies have nice but why I still confuse in English lessons. I little bit feel difficult to catch and comprehend the materials after the lesson. Every examination seldom I get good score, I often get bad score. My good score is 70 and bad score 32.93
91 Look at Transcript of interview number: 10/4-W/F- 3/22 - III/2016 in appendixes of this thesis
92 Look at Transcript of interview number: 12/6-W/F- 3/6 - IV/2016 in appendixes of this thesis
93 Look at Transcript of interview number: 11/5-W/F- 3/2 - IV/2016 in appendixes of this thesis
Based on all data result, the researcher concludes that the implication of strategy that used to teach English for students on MTs. Sulamul Huda Siwalan give positive effect to the students. Cooperative strategy was enough able to make the learners more interest, to be fun and more active participate during classroom activities well. Here the students built the group work. For drilling activities the student able memorize the right word based the stress, intonation, and pronunciation so they applies good communicate to each other and the students become enjoyable to receive the materials. Direct teaching strategy is able to make the students to direct deep comprehend the materials and individual work strategy is able to make the students explore and measure the competence in personality. Meanwhile, the application of strategies are able increase the students‟ English achievement. It can be seen that 70% of students in MTs. Sulamul Huda get the score upper of KKM and 30% get the score under of KKM. The learners have the various achievements from the low competence until the high competence because every learner had different skill and competences. The high score are 70-100, middle score are 50-70, and low score 10-50.
CHAPTER IV