Improving Students’ Speaking Ability Using Turn-Taking Strategy
at the Tenth Grade Students of MAN 1 Mataram in Academic Year 2019/2020
By
Latifah Turuhi NIM: 160107100
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2020
Improving Students’ Speaking Ability Using Turn-Taking Strategy at the Tenth Grade Students of MAN 1 Mataram
in Academic Year 2019/2020
Thesis of Sarjana
Presented as partial requirements at Mataram State Islamic University for the attainment of the Sarjana Degree in English Education Department
By
Latifah Turuhi NIM: 160107100
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2020
MOTTO
“Be the First, Be the Best, Be the Most Different”
DEDICATION
This thesis is sincerely dedicated to:
“My beloved momwho always love, pray, support, and give me some advices to keep spirit in every single day that I have and many thanks for the effort in making my education run well until now. I love her so much. My beloved brothers who always support my education, I love them forever. My beloved sister who always understands my condition. In addition, my beloved big family who always pray for my success, thank you and I love them so much”
TABLE OF CONTENS
COVER ... i
TITLE PAGE ... ii
APPROVAL ... iii
ADVISOR’ OFFICIAL NOTE ... iv
STATEMENT OF AUTHENTICITY ... v
RATIFICATION ... vi
MOTT ... vii
DEDICATION ... viii
ACKNOWLEDGEMENT ... ix
TABLE OF CONTENTS ... xii
LIST OF TABLES ... xiv
LIST OF FIGURE ... xv
LIST OF APPENDICES ... xvi
ABSTRACT ... xvii
CHAPTER I : INTRODUCTION ... 1
A. Background of Research ... 1
B. Subject of Action ... 3
C. The statement of Problem... 3
D. Objective of Research ... 4
E. Significances of Research ... 4
CHAPTER II :REVIEW OF RELATED LITERATURE AND HYPOTHESIS ... 6
A. Review of Previous Research ... 6
B. Theoretical Bases ... 7
C. Hypothesis ... 23
CHAPTER III: RESEARCH METHOD ... 25
A. Setting of Research ... 25
B. The Object of Research ... 25
C. Design of Research ... 25
D. Planning ... 27
E. Taking Action ... 28
F. Observing ... 29
G. Reflecting ... 29
H. Instrument of Action ... 30
I. Indicator of Success ... 33
CHAPTER IV : FINDINGS AND DISCUSSION ... 35
A. Research Findings ... 35
B. Discussion ... 54
CHAPTER V : CONCLUSION AND SUGGESTIONS ... 55
A. Conclusion ... 55
B. Suggestion ... 56
REFERENCE ... 57
APPENDICES ... 61 BIOGRAPHY
LIST OF TABLES
Table 3.1 Speaking Score Rubric, 18.
Table 3.2 Students’ score aspects, 31.
Table 3.3 Teacher’s worksheet in cycle 1, 40.
Table 4.1 Students’ Worksheet in cycle 1, 41.
Table 4.2 Students score in Pre-test of speaking skill, 42.
Table 4.3 Students’ score of Test in cycle 1, 44.
Table 4.4 Teacher’s Worksheet in cycle 2, 48.
Table 4.5 Students’ Worksheet cycle 2, 49.
Table 4.6 Students’ Score of Test in cycle 2, 50.
Table 4.7 Percenteage of Students’ Score, 51.
LIST OF FIGURES
Figure 3.1 Kurt Lewis Action Research Method, 27.
Figure 4.1 Students’ Learning Process, 61.
Figure 4.2 Teacher’s Teaching Process, 63.
LIST OF APPENDICES
Appendix 1 Pictures in Cycle 1 Appendix 2 Pictures in Cycle 2 Appendix 3 Lesson Plan
Appendix 4 Teacher and Students’ Observation Sheet in Cycle 1 Appendix 5 Teacher’s and Students’ Observation Sheet in Cycle 2 Appendix 6 Students’ speaking Score in Cycle 1
Appendix 7 Students’ Speaking Score in Cycle 2
Improving Students’ Speaking Ability Using Turn-Taking Strategy at The Tenth Grade Students of MAN 1 Mataram in Academic Year 2019/2020
By LatifahTuruhi
160107100 ABSTRAK
Judul dari penelitian ini adalah meningkatkan kemampuan berbicara bahasa inggris siswa dengan menggunakan strategi saling bergantian di sekolah MAN 1 Mataram tahun akademik 2019/2020. Masalah-masalah yang terjadi dalam penelitian ini yaitu para siswa memiliki kepercayaan diri yang rendah, dan para siswa tidak menggunakan bahasa inggris dalam berkomunikasi. Latar belakang dari penelitian ini adalah peneliti menemukan beberapa masalah yang terjadi ketika proses belajar mengajar dalam berbicara bahasa inggris, sehingga peneliti memutuskan untuk mengaplikasikan strategi saling bergantian dalam meningkatkan kemampuan berbicara bahasa inggris siswa. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan berbicara bahasa inggris para siswa kelas sepuluh di MAN 1 Mataram tahun ajaran 2019/2020, yang meliputi kepercayaan diri siswa dan komunikasi menggunakan bahasa inggris. Adapun strategi yang digunakan dalam mengajar adalah strategi saling bergantian (turn-taking). Penelitian ini menggunakan desain penelitian tindakan kelas. Penelitian ini menggunakan dua siklus yang mana setiap siklus terdapat rencana, tindakan, observasi, dan refleksi.. Penelitian ini menggunakan tes, observasi, dan dokumentasi dalam pengumpulan data, tes yang digunakan adalah tes dialog dan tes speaking menggunakan strategi saling bergantian.
Observasi dilakukan oleh guru menggunakan observasi ceklist, sedangkan dokumentasi hanya pengambilan gambar dan catatan peneliti dan pengamat.
Dari hasil penelitian peneliti menemukan kemampuan para siswa dalam berbicara bahasa inggris meningkat . Disamping itu peneliti menunjukkan penemuan
bahwa kemampuan bahasa inggris para siswa meningkat dari siklus ke siklus.
Sebelum menggunakan strategi saling bergantian kemampuan para siswa dalam berbicara bahasa inngris bisa dikatakan rendah, hal itu bisa dilihat dari skor para siswa yaitu 63, sedangkan ketika menggunakan strategi saling bergantian para siswa mendapat skor 73 pada siklus satu, dan siklus dua adalah 80. Hal ini terbukti bahwa meggunakan strategi saling bergantian ( turn-taking) adalah dapat meningkatkan kemampuan siswa dalam berbicara bahasa inggris.
Kata kunci: Kemampuan Berbicara Bahasa Inggris, Stratgei Saling Bergantian
Improving Students’ Speaking Ability Using Turn-Taking Strategy at The Tenth Grade Students of MAN 1 Mataram in Academic Year 2019/2020
By LatifahTuruhi
160107100
ABSTRACT
The title of this research is improving students’ speaking ability using turn- taking strategy at the tenth grade of students’ of MAN 1Mataram in academic year 2019/2020. the problems in this research lack of self-confidence and never communicate using English. The background of this research is based on the problems that happened in the class. Many of students lack of speaking ability in teaching and learning process. So that why the researcher took this research, she wants to apply the turn-taking strategy in improving students’ speaking ability. The purpose of this research is toimprove students’ speaking ability usingturn-taking startegy, The design of this research is classroom action research, this research use two cycles, each cycle has some stages, such as planning, acting, observing, and reflecting. The data analysis of this research was used test and observing. Test is for knowing the students’ ability in speaking skill, in the test all the students practiced speaking using turn-taking strategy, they use group work in practicing speaking.
Observing is for knowing the process duringteaching and learning, in this research
the teacher became observer. She observed all the process in teaching and learning process. The result of this research arethe students’ self-confidence was increased, the students’ communication was improved, the students’ were decreased their mother tongue use. Therefore, the students’ speaking ability was improved. Additionally, the score of the students increased in each cycle, in cycle 1 when the researcher do the speaking test, the students’ score was 73, it means that the students still got under the standard score. In cycle 2 the students’ score was 80, it means that the students got high score. Before use the turn-taking strategy the students’ speaking ability was very low, they rarely communicate using English language, but after using turn-taking strategy they communicated well using English, they had good confidence, and they decreased their mother tongue use. The researcher has some aspects to measure the students’ speaking score, such as pronunciation, syntax, and presentation. Turn- taking strategy was appropriate strategy to improve students’ speaking ability at MAN 1 Mataram.
Keywords: Speaking Ability, Turn-taking strategy
يف ش علا ف لا ا يف لا يجيتا سإ ا س ب ح لا ع ا لا ق نيسحت جم ن ب
MAN 1 Mataram يسا لا علا يف
2019 / 2020
سا ب في ل 160107100
حورم ن
يزي جنإا غ ل ب ح لا ع ا لا ق نيسحت ه ثح لا ا ه ا ع ا س ب
س م يف لي ل ب ق يجيتا سا MAN 1 Mataram
يسا لا علا يف 2019
/ 2020 .
سي ا ، سف لا يف ف م قث م ي ل ا لا أ يه سا لا ه يف حت ي لا لك ش لا نم ي علا ا ج نيثح لا أ ه ثح لا ا ه يف خ .لصا لا يف يزي جنإا غ لا ا لا لا ق كل ل ، يزي جنإا غ ل ب ح لا يف م ع لا سي لا ي ع ع حت ي لا لك ش . يزي جنإا غ ل ب ح لا يف ا لا ا م نيسحت يف ي ب يجيتا سا قي ت ثح لا ش علا ف لا ا ل يزي جنإا غ ل ب ح لا ع قلا نيسحت ه ثح لا ا ه نم غلا يف MAN 1 Mataram يسا لا علا يف
2019 / 2020 ا لا قث ن ي لا ،
يجيتا سإ يه سي لا يف م س لا يجيتا سإا . يزي جنإا غ لا ا س ب لصا لا حت نيت سا لا ه ست .يع جلا ل علا ثحب مي ت سا لا ه ست . يل ت
اءا جإ ط خ ع لك ا خاا سا لا ه ست ، س عنا ظحام
ا حلا ا خا يه م س لا ا خاا ، ن ي لا ع ج يف قيث لا ظحا لا ا س ب ظحام ل عب م ع لا ق . ل ب ق يجيتا سا ا س ب ح لا ا خا ق ت قئ ث لا تن ك يب ، عجا لا ئ ق .ني قا لا نيثح لا ظحام ص طقف ط
. يزي جنإا غ ل ب ح لا ع ا لا ق ي ثح لا ج سا لا جئ ن نم
نم ت سحت ا لا ل يزي جنإا غ لا ا م أ ًف ش كا ثح لا أ ، كل بن ج لإ ي ، ي لا يجيتا سإا ا سا ل ق . خأ لإ ح لا ع ا لا ق أ قلا ن
غل لا ا لا قن نم يؤ ن ي ، ف م يزي جنإا غ ل ب 63
ا سا ع يب ،
ج ع ا لا ل ح لي ل ب قلا يجيتا سإا 73
لا تن ك ، ل أا لا يف
ين ثلا 80 لا يجيتا سإ ا سا أ حضا لا نم ا ه . ا لا ق نيسحت ع ق
. يزي جنإا غ ل ب ح لا ع
لي لا يجتا س ، يزي جنإا غ ل ب ح لا ع قلا : يسيئ لا لا
CHAPTER I INTRODUCTION A. Background of Research
Language is the furthermost prominence portion of a human being and public process that has numerous functions to get done the life. It consents societies to express their thought, feelings idea and to communicate with others, either spoken or written form.1 This study will focus on speaking skill.
Speaking is a system of generating verbal statements that is conclude in process sharing idea and opinion by oral language communication to people.
It is very primary, since it is used by many people to transfer news and to share information. When the learners master speaking skill, theywill be able to do conversation and share the information by using English language as practicing activity. Mastering speaking skill in English is demanded for many second-language or foreign-language learners.2 Therefore, students always measure their success in language learning as well as the efficiency of their capability in English lesson of how much they have enhanced in their spoken language competence.
The aim of teaching speaking skill is to develop an effective and fluent communication. Fluency is natural language that occurredwhen a speaker
1S. Syarifudin and M. Muhammad, “ Improving Vocabulary Achievement of Young Learners Using Animated Video” , IJoASER, Vol. 1, No.1, pp.34, March 2018.
2Jack Richards, Teaching Listening and Speaking from Theory to Practice, (Cambridge:Cambridge University, 2008) , pp.16.
engages in meaningful interaction, maintains comprehensible, and developing communication. Despite their limitations in communicative competence, they can learn if the educators provide an appropriate strategy which connects them with society in the real life. Consequently, the teachers should promote the brilliant ideas to motivate the learners in studying speaking.3 Educators should not only teach learners how to practice speaking ability,but alsohow to adapt into the language. Generally, speaking instruction aims to teach students how to organize their thoughts in a meaningful and logical sequence.
However, many instructors were still confronted numerous difficulties in providing an adequate instructions.4
Based on what the researcher experienced during the teaching practice at school, there were many problems in teaching speaking. First, lack of self confidence means that the students are often afraid or nervous when they are instructed by the teacher to speak. Second, lack of communication means that the students often feel do not know how to build communication using English. Last mother tongue use. the problem that happen often enough isusing mother tongue in communication , when the teacherask the students to talk about a topic they will try to use their own language becausethe application of mother-tongue is very natural for learners to use. If teachers do
not urge their learnerstotalkinEnglish,they
3David Nunan, Language Teaching Methodology, (Oxford: Prentince, 2003), pp.23.
4Hall BrownDouglas, Principles of Language Learning, (New Jersey : PreticeHall,2000), pp.3.
willusetheirfirstlanguageautomaticallytoexplainthe topic that based on the material.That problems can be solved by using good strategy only.
Referring to the students speaking skill problems there are many ways that can solve them, such as the students talk a lot, high motivation,it is regarded by experienced and inexperienced teacher alike as a prerequisite for effective learning,5and good level of language.Success of the students is the goal of teachers in teaching English.6It happens when the strategies used by teacher are highly effective.The Australian Society for Evidence Based Teachingsaid that to improve students’ speaking ability need most teaching strategies in class.7 Those teaching strategies will be collected by theteachers during learning speaking subject. One of strategies that teachers can use in teaching speaking skill is Turn-Taking.
Turn-Taking is one of types in dialog for making conversation while people one speak and give turn to other.8 There are some kinds of it that are taking the floor, holding the floor, and yielding the floor.Taking the floor means that when speakers bring one topic or problem to figure out while holding the floor means that the speakers speak in long time without allowing anyone to speak. Yielding the floor means that the speaker has finished
5Nelson Tornes,Teaching Today, (United Kingdom: Delta Place, 2009), pp.39)
6Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press, 1991), pp.35.
7Shaun Killian, “Top-10-Evidence Based Teaching Strategies”, E-news, Vol. 2, number 2, January 2014, pp. 6.
8Hiroko Furo, Turn Taking in English and japanese, (London: Rouledge, 2013), pp. 11.
his/her speech so that the collocutor can process.9 In this startegy the students can play the role10
Based on the background of research, the researcher think that Turn- Taking is very appropriate strategyto improve students’ speaking ability, so the researcher attends to do reseach about Turn-Taking strategy. This strategy is not like usual that have used by teacher it is will be applied like Turn- Taking talk show in classroom.
B. Subject of Action
The research study involved students at grade X IIK 2 of MAN 1 Mataram as the subject of the research. The class consists of 24 students (7 male students and 17 female students, they were 16-17 years old).
C. The Statement of Problem
Referring to the background of the study previously presented, the researcher formulated the statement of the problem as follows:
1. How can the Turn-Taking strategy increase students’ self-confidence of MAN 1 Mataram in academic year 2019/2020 ?
2. How can the Turn-Taking strategy develop the students’ communication of Man 1 Mataram in Academic Year 2019/2020?
D. Objective of Research
9Haruddin Hanif Abdullah, “The study of Turn-Takng in Jane Eyre Movie 2011”, (thesiss, Muhammandiyah University Surakarta, Surakarta, 2016), pp. 6
10Hastings, Techniques For Effective Teaching, (Washington: National Education ASSN, 1966,), pp.19.
The objective of this research is to increase students’ self-confidance , to develop the students’ communication, and to decrase the students’ mother tongue use using Turn-Taking strategy at grade X IIK 2 of MAN 1 Mataram.
E. Significance of Research
The significances of this research study are:
1. Theoretical Significances
a. The researcher hopes that the result of this research can be one of the refrences in learning speaking process.
b. The research findings can be reference for the further researchers who will be conducted the similar studies.
2. Practical Significances:
a. The result of the study can be beneficial for the English teacher of MAN 1 mataram to enrich the ways or strategies in improving the students’ speaking skill.
b. The research can improve the students’ speaking skill of MAN 1 Mataram.
c. The researcher knows the Turn-Taking strategy is good to teach speaking effectively.
CHAPTER II
REVIEW RELATED LITERATURE A. Review of Previous Research
There are some previous researches which relate to this research. The first is the research by Nuryatul Islamiyah about conversation analysis of Turn-Taking mecanism in Piers Morgan Tonight Talk Show. The method of this research is qualitative method.The purpose of this research is to analyze the turn taking mechanism in Piers Morgan Tonight Talk Show between Piers Morgan and Bruno Marswhich every conversation always occurs the turn and the taking to make conversation flows well.The result of this research shows that there are twenty one data collected from random sampling, those collected data resulted three kinds of turn taking mechanism, such as taking the floor, holding the floor, and yielding the floor. The differenciate between previous research and present is the previous research only determine the mecanism of Turn-Taking in Piers Morgan and Bruno Mars while the present focus on using Turn-Taking strategy to improve the students’ speaking ability.11
The second research is about Turn-Taking analysis in Pitch perfect 1 Movie 2012 by Malikatul Laila. The writer analyzes the data by describing the finding. The method of this research is qualitative research
11Nuryatul Islamiyah, “Conversation Analysis Of Turn-Taking Mecanism In Piers Morgan Tonight Talk Show”, (Thesis, UIN Syarif Hidayatulloh, Jakarta, 2015),pp.1.
which is observedpeople and behavior. This research have some aims, such as to identify the types of turn taking in Pitch Perfect 1 movie, to describe the intention of turn taking was used by participants inPitch Perfect 1movie, and to give reason why certain types of turn taking indicate politeness.The comparison of this research and the present research are this research focus on analysis of Turn-Taking in the Pitch perfect movie only whilemy research focus on the students in class who use the Turn-Taking strategy to increase the students’ speaking ability.12
The third research isaboutTurn-Taking in classroom interactions:
overlapping, interruptions, and pauses in primary by Barbara Maroni, The method of this research is qualitative research whichdescribeanalysis of the collected data revealed a transformation of children’sclass activity and a change in the use of turn-taking strategies (overlaps, interruptions and pauses).The aims of this researchare to observe and to analyze the different turntransitions. This studies showed that turn-taking in conversation is a central issue in classroom interaction and an important constituent of teaching- learning process.The differenciate or the comparison between Barbara’s research and the presenta research are this researchtalk about
12Wredhatri Mulyandari, “Turn-Taking analysis in Pitch perfect 1 Movie 2012”, (Thesis, Universitas Muhammadiyah Surakarta, Surakarta, 2017), pp.1.
how to observe and to analyze the different turntransitions.13My research talk aboutTurn-Taking can improve the students’ speaking ability in senior high school.
B. Theoritical Bases
1. Definition of Speaking Ability
a) Speaking is one of the Primary skills that students have to be master in learning English. Many experts define speaking withdifferent ways. According to Wendy Scoot, speaking is perhaps the most demanding skill for the teacher to teach.14 In addition the other expert said that speaking is expressing ideas or feelings using language.15Therefore, speaking is not only uttering ideas in our mind, but also delivering and presenting new information to other people. It is a way to present new language orally. Speaking is an act to express ideas, feelings, purposes, and thoughts orally. Mastering speaking skill is the single most important aspectof learning a second language.
Success is measure in terms of the ability to carry out a conversation in the language.16
13Barbara Maroni “Turn-Taking in classroom interactions: overlapping, interruptionsand pauses in primary”, European Journal of Psychology of Education, Vol. 23, Number 1, March 2008, pp. 59-76.
14Wendy Scott, Teaching English to Children, (New York:Longman, 2000), pp.57.
15Albert Sidney Hornby,Advance Learners’ Dictionary, (New York: Oxford university Press 1994), pp. 89.
16David Nunan, Teaching English to Young Learners, (USA: Anaheim University Press, 2010), pp.
12.
b) Speaking is one of the four language skills that students have to be master. If students want to speak English fluently, they have to be able pronounce the words correctly. In addition, they need to master intonation, conversation, either transactional or interpersonal conversation.17Transactional function has its main purpose conveying information and facilitating the exchange of goods and service, whereas the interpersonal function is all about maintaining and sustaining good relations to people.
Speaking is called productive skill because when we speak we produce the language.
c.) Speaking is describing the activity that express oneself in situation and activity. Furthermore,speaking as development of the relationship between speaker and listener.18
d.) Speaking is a basic oral communication among people in social life which serves as naturalcommunication of the members in one community for both expression of thought and form a social behavior.19 Additionally,speaking is the process of building and sharing meaning through the use of verbal and non-verbal in variety ofcontext.
17Jeremy Harmer,The Practice of English Language Teaching, (London: Longman, 2001), pp. 83.
18Wilson Stannard Allen, Living English structure, (London: Longman, 1982), pp. 45.
19Hayriye Kayi, “Teaching speaking”, The Internet TESL Journal, Vol. 12, Number 11, November 2006, pp.3.
e.) Speaking is an activity in real life that is carried out to someone ideas to interact with listeners.20The activities are unplanned and continuitybased on situations.
f.) Speaking ability is between monologue and dialogue. They ability to give an uninterrupted oral presentation is very clear from interacting one people and another speakers from intesectional purpose, while all native speakers can and do use language interaction, not all native speaker have the ability to be extempore on a given subject to group of listeners.21
g.) Speaking proficiency is very imperactive of learning English, and the success of it is measured by the ability to use English in spoken communication.22
From the theory abovecan be conclude that speaking is one of the skills in language that must be master by students, because it is very crucial in studying English language. When the students master in speaking ability mean that the students can share their idea and opinion using English.
2). Teaching Speaking
20Scoot Thornbury, How To Teach Speaking, (London:Longman, 2005), Pp. 30.
21Mukminatus Zuhriyah, “The Influence of Students’ Creativity to Construct Sentences Toward Their Speaking Skill”, Register Journal, Vol. 11, Number 1, March 2018, pp. 1-18.
22Syarifudin, “Compensantory Communication Strategies Employed by EFL Students in Taking Turns Talking of a speakingClass”, Asian EFL Journal, Vol. 23, Number. 6, 2 November
2019. pp. 110.
Teaching English in Indonesia where English is known as foreign language or EFL and also there is still some traditional convention in developing tradition inside teaching and learning. The English classroom still shape students’ behavior to be dependent to the lecturer and less autonomous.23 Every teacher need to know the roles in teaching speaking.24They have specific roles at different stages, as follows:
a) The presenting stage, the teachersas the presentation stage that serve as a kind of informant. The teachers know the language that select the new material to be learned by the students and present the material in such a way that the meaning of the new language is clear and memorable as possible.25In this stage students listen and try to understand the material. So, when the teachers introduce something new to be learned,the teachers play a role as informant.
The practice stage, the teacher as conductor andmonitorat the practice stage, it isthe students’ turn to do most of talking. The main task of the teacher is to devise and provide the maximum amount of the practice.
In this stage, the teacher does the minimum amount of talking. The teacher is like the skillful conductor who give each of the performers a
23 Muhammad, “Promoting Students’ Autonomy through Onlie Learning Media in EFL Class”, International Journal of Higher EducationI, Vol. 9, Number 4, July 20, 2020, pp.320.
24Donn Bryne, Teaching Oral English, (England: Longman Group Limited., 1997), pp. 32.
25James Gwee, Instant Quotations on Communication, presentation, and Public Speaking, ( Jakarta: PT Gramedia Pustaka Utama, 2010), pp. 57.
chance to participate and to monitor the students’ performance to see that is satisfactorily or not.26
b) The production stage, the teacher as manager andguider.There is not a real learningthat should be assumed until the studentsable to use the language.27
From the teory can be conclude that the teachers as the fasilitator must have good performance in teaching, especially about the material because they will present, practice, and produce the material.
3). Problems in Teaching speaking
Many teachers feel difficult in teaching speaking because the less of teaching management and students’ problems. Based on the students’
problems that include,28lack of self confidence, lack of theme to be spoken, the low of participation, and the use of mother tongue.29
a) Lack of self confidence is feeling of embarrasment or worry that prevents saying somenthing. This situation show that the students feel shy to say something which is using English language.
26Keith W Brooks, Introduction to TESOL: A beginners Approach to Teaching Speakers of Other Language, ( London: Rouledge, 2011), pp. 73.
27Adi Yusuf, A PPP ( Presentation, Practice, and Production) Phase Method of Teaching Speaking, (Thesis, Unipdu Jombang, Jombang, 2015), pp.21-24.
28Penny Ur, A Course..., pp. 56.
29Endang Kusrini,“Teaching Speaking For Senior High School Students Using Cooperative Learning “ Think Pair Share”,Jurnal Aktif, Vol.18, Number 3, June 2012, pp. 2-3.
b) Lack of theme to be spoken means that the students poor of vocabulary and structure, the students do not have vocabulary enough so they cannot say anything.
c) Mother tongue, many students share their idea or information by using the mother tongue. They may tend to use it because of some reasons, such easier to use and feel unnatural to speak to one another in a foreign language. If they are talking in small groups, it can be quite difficult to keep using target language.
The other teory comes from Musliadi says that speaking problems come from internal aspects,There are some discussions about problems that come from body of the learners. The problems are commonly become obstacles in teaching speaking. The problems are native language, age, exposure, innate phonetic ability, identity and language ego, motivation and concern for good speaking.30
a) Native language
The native language is the most influential factor affecting students’ speaking. The researcher said that “If you are familiar with the sound system of learner’s native language, you will be better able to diagnose the students’ difficulties.31
30Musliadi, “ The Problem of Teaching Speaking With Respect to the Teaching Methodology”, Ethical Lingua, Vol. 3, Number 1, February 2016, pp. 77-80.
31Kristi Nuraini, “The Barries In Teaching Speaking English For EFL Learners”, Journal Unmuh, Vol. 01, Number 1, May 2016, pp. 10-12.
By the statement, it concludes that mother language of the students will be a problem in teaching speaking if the teacher cannot understand the fact and way to solve the condition.
b). Age
Children under the age of puberty stand an excellent chance of sounding like a native. Beyond the age of puberty, while adults will almost surely maintain a foreign accent, there is no particular advantage attribute to age. A fifty year old become successful as an eighteen year old if all other factors are equal, but in fact every step of age has its own characteristic that sometime has a potency to be a problem in teaching speaking.32
By the explanation above it can be conclude that teaching language is really related with the age of students that affect the characteristic of the students its self. In every age there is some uniqueness which can support the teaching processes, on other hand the uniqueness can be hard obstacle in the teaching. It can be anticipated by make an observation about the age of students and find the formula in teaching each age.
In conclusion there are many problems that teachers face in classroom that related to the students, such as lack of self confidence, poor of vocabulary and structure of language, and
32DouglasBrown, Teaching By Principle, (San Francisco: Pearson Education, 2015), pp.55-64.
mother tongue used. Additionally, the problems that come from internal factors,such as the students are not using English for communication in their life and their age too old to know the language, so that can make the students difficult to study the language especially speaking.
c). Exposure
Exposure refers to the contact that the learner has with the language that they are trying to learn, either generally or with specific language points. Referring to the language in general, it often refers to contact outside the classroom. Example, a learner study in the country where English is spoken as a first language has a lot of exposure and so more apportunities to learn. In the classroom the most important tasks of the teacher is to give learners enough exposure to examples of language in different context, and from the different speakers. As the competent speaker of the language, the teachers can provide useful examples of language and also can use natural input from cassettes, television, video, web sites, magazines, and books.33
d). Innate phonetic ability
33Fred Gorden, “Explores using authentic text with low- level learners”, English Language Teaching, Vol. 12, Number 1, Desember 2018, pp. 74-75.
Often referred to as having an ear for language, some people manifests a phonetic coding ability that others do not. In many cases, if a person has exposure to a foreign language as a child, this knack is present whether the early language is remembered or not. Others are simply more attuned to phonetic discriminations.
Some people would have you believe that you either have such a knack, or you do not. Therefore, if speaking seems to be naturally difficult for some students, they should not despair with some efforts and concentrations, they can improve their competence.
In other words, sometime speaking skill often placed as a talent from an individual. The perspective is not wrong because many researches, especially in education have proven that human has specific talent or inelegance. Here, speaking skill mastery includes verbal intelligence. So, the teacher should understand the fact by realizing that students have their own chance to be success in speaking class. It will a big problem if the teacher do not see his students in diverse talent.34
e). Identity and language ego
The perspective shows that students’ attitude is very important in speaking class. Positive attitude will help the students to master speaking skill better. On the contrary, by bad attitude, the students
34Douglas Brown, Teaching..., pp. 482.
will be more difficult to reach the speaking class goal. Good attitude is a power that helps the students to accept speaking material. It will be a huge trouble if the teacher does not know the importance of identity and language ego of students.35
f). Motivation and concern for good at speaking skill
Some learners are not particularly concerned about their speaking, while others are. The extent to which learners’ intrinsic motivation propels them toward improvement will be perhaps the strongest influence of all six of the factors in this list. Brown says that motivation and concern are high, and then the necessary effort will be expended in pursuit of goals. It means that motivation is very important in teaching speaking.
The teacher does not have other choice expect try to wake students’ motivation. The problem is that motivation is a very complex thing. Motivation means a cluster of factor that energizes the behavior and gives it direction. In Atkinson point a view, motivation is term used to describe what energize a person and what directs his activity. Energy and direction are the center of motivation. Furthermore, Motivation is divided into intrinsic and
35Alene Moyer, Age, Accent, and Experience in Second Language Acquisition, (Great Britain:
Cromwell Press, 2004), pp.13.
extrinsic motivation.36The problem here is that how to build both intrinsic and extrinsic motivation from the students. Moreover, each student has his/her own characteristic, so it needs many strategies and approach to make up the motivation.37
Teacher can help learners to perceive or to develop motivation by showing among other things, how clarity of speech is significant in shaping their self image and ultimately in reaching some of their higher goals.
4). Teaching Speaking Strategies
The English Language was first decided to be a foreign language subject in each secondary school up to university since Indonesia derived its independence in 1945. To improve the quality of education, government endeavors to reform the curriculum from schooling. The educational department of Indonesia revises the English subject curriculum from time to time38,that can make the teacher confused sometimes in teaching process.
Many problems arise in teaching speaking skillthat we have to solve. The solutionthat can solve it are building students’ confidence in speaking
36Tengku Sepora, “Motivation, Its Types, and Its Impact in Language Learning”, International Journal of Business and Social Sciences, Vol. 3, Number 24, Desember 2012, pp. 233.
37Somsri Chongpensuklert, Motivation Towards Speaking English Outside The Classroom, ( Language Institute: Thammasat University, 2011), pp. 6.
38Andi Anto Patak, Habullah, Muhammad, Syarifudin, “Implementation of English Subject Curriculum in Islamic Secondary Schools in Indonesia Using Delphi Method” XLinguae, Vol. 12, nub
4, October 2019, pp.143.
skill and doing good strategies. There are some suggestions proposed in order to overcome the problems in the speaking class.39The strategies are explained in the following term:
a). Using the groupwork
Using group work will increase the amount of learners to talk going on in limited period of time and also reduce the inhibitions of learners who are unwilling to speak in front of the full class. By using group work, the use of oral practice is more than in the full class set up.40 b). Using Individual strategy
Using individual strategy means that the teacher wiill ask only one student to speak. Speech is one of the good example of this strategy.
c). Base the activity on easylanguage
Language should be easily produced by participants, so that they can speak fluently with the minimum of hesitation. It is a good idea to review the essential vocabulary before the activities sets. The level of language needed for a discussion should be easily recalled and produced by the participants. It is good idea to teach or review essential vocabulary before the activity starts.41
39Saidna Zulfiqar bin Tahir, ”Lecturers’ Method in Teaching Speaking at University of Iqra Buru”, International Journal of English Linguistics, Vol. 7, Number 2, June 2017, pp.7.
40Nila Febrina, “ The Study of Using Group Work in Teaching Speaking Activity”, Journal English Language Teaching, Vol. 1, Number 1, March 2013, pp. 93-100.
41Indah Muchlisatun, “Improving Students’ Speaking Practice in Describing People with Contextual Card Games”, Language Circle Journal of Language and Literature, Vol. 7, Number 1,
October 2013, pp. 24-26.
c). Using Turn-Taking strategy
Turn-Taking strategy is one of strategies that can make students have turn to speak or the other hand making students more active to speak. It will be used like talk show activities, one student who become host will ask other and answer the question with their own opinion. When one student speak about the theme until finished, the host will ask again to the other students and answer it too.
5). Assesment of speaking
Speaking is a complex skill, the students who want to master speaking they have to increase their vocabulary, grammar, pronunciation, intonation, and organisation the content of speech at the same time. In conducting a speaking assessment, teachers should cover all competencies above. In this case, the teachers should provide stimulants in order that students can perform the oral abilities, such like making dialogue of interpersonal and transactional thanking apologizing, introducing, and requesting, etc.42
Some researchers provide formulation of micro and macro-skill for assessing speaking skills, Some simple aspects that we can use for measure assesing speaking ability are.43
a). Pronunciation, including segmental and supra-segmental features
42Yenny Rahmawati, “Developing For Speaking”, English Educational Journal, Vol. 1, Number 2, June 2014, pp.1.
43Stephen Snow, Assesment The Creative Arts Therapies: Designing and Adapting Assesment Tools for Adults with Developmental Disabilities, (United States of America: Charles C Thomas
Publisher, 2009), pp. 3.
b). Confidence c). Fluency d). Presentation 6). Scoring Rubrics44 Table 3.1
Speaking Score Rubric
Aspects Excellent
(3)
Good (2)
Satisfactory (1)
Pronunciation Mispronunciation 0- 3 times
Mispronunciation 4- 7 times
Mispronunciation more than 8 times Confidence
Speak without nervous
Speak little nervous Speak nervous Fluency Speak Without think
much about the topic
Speak with think little about the topic
Speak with think much about the topic Persentation
Fluency and know the meaning of the persentation
Fluency, but do not really understand the meaning of the content
Not fluency enough
b) Turn-Taking Strategy
1). Definition of Turn-Taking
Turn-taking is a type of organization in conversation and discourse where participants speak one at a time in alternating turns, in many context conversations turns are a valuable means to participate in social life and have been subject to competition.45
44Suwandi, “Designing Speaking Test”, Explanasi, Vol. 4, Number 8, October 2009, pp.188-189.
45Nuri Saraswati, “ A Study of Turn Taking Used In Radio Talk Show Under The Topic Gender Equality and Women’s Empowerment”, TELL Journal, Vol. 5, Number 2, September 2017, pp. 62.
Turn taking is various realizations of verbal interaction, so there is no limitation concerning with the length of a speaker’s turn in the conversation.46One turn between two participants in conversation is when one participant talks, stops, another speaker starts, talks, stops and so on.
The other researcher, points turn taking in ordinary conversation is remarkble achievement. The start of any period of interaction, neither party knows in advance how many turns they will take, what the topics will be addressed, how long each turn, whether or not someone else will join in, and if they do, how turns are to be allocated among the respective parties, and so on. Moreover, the length of a speaker’s turn is not fixed at the start of the turn.47
Additionally, there are three allocations in turn taking, namelycurrent speaker selectnext , Next speaker self-select, andCurrent speaker continuous48.Turn-allocation techniques prepare to some extent what seems to bea
46Jan Renkema, “Introduction to Discourse Studies”, Information Design Journal, Vol. 14, Number 1, Desember 2015, pp. 91-95.
47Robin Woofiitt, Conversation Analysis and Discourse Analysis: A comprative and CriticalIntroduction, ( London: SAGE Publication Ltd, 2005), pp. 46
48Vivian Zamel, Enriching Esol Pedagogy: Readings and Activities for Engagement Reflection, and Inquiry, ( London: Lawrence Erlbaum Associates, 2002), pp. 211.
primordial place of sociality direct interaction betweenindividuals.49
The writer can conclude that Turn-Taking is the appropiate way to improve the students’ speaking skill because that strategy will help the learners to build their self confidence, easy to communicate with others, and decrase their mother tongue use.
2). Turn-Taking concept and mecanism
The concept of turn taking is conversation Analysis. Turn taking organizes the flow of speech between two participants of interaction thereby keeping speech continuous. Turn-taking has been described as a process in which one participant talks, then stops then gives the floor to another participant who starts talking, so we obtain a distribution of talk across two participants.50
The time gap between one person stopping and the other starting being just a few fractions of a second, yet the co-ordination is achieved with some rapidity and turns are appropriated in orderly fashion. Overlaps can occur, though it is estimated only in about five percent of interaction, but even, there is a level of systematically involved.
49Jonathan Culpeper, Exploring The Language of Drama: From The Text To Context, (Taylor and Prancis e- Labrary: Routledge, 2002), pp. 14.
50Kristin Hidayati, “ A Pragmatic Analysis of Turn Taking Irreguralities Reflected in The Last Song”, ( Thesis, Yogyakarta State University, yogyakarta, 2014), pp. 21.
Moreover, turn taking regularities are observable in instances where there are more than two participants and in cases where participants are not face-to-face, as in the phone conversation. Thus, the organization of conversation must be controlled by some kind of mechanism which facilitates the orderly distribution of turn and governs the progress of talks in a Variety of contexts and a variety of purposes.51
3) Strategies in Turn-Taking
ESL students learn variety of skills in the classroomand strategies for listening, writing, and reading. They can certainly speak in class. When students practice to speak English they will take turn to speak automatically, but the talk will only shortly because they do not know how to keep it going,52so the researchers will share some strategies to help the students talk longer and better:
(a) Speak, then ask.
When we ask someone a direct question, we are forcing them to take their turn. One of great strategies is to devide students into pairs to discuss a topic and instruct them to do the
51Oliver Morgan, Turn Taking in Shakespeare, (Oxford University: Editeur Non Identifie, 2019), pp. 78-79.
52Fitroh Fathimiyah, “ Turn-Taking Strategies Used By Donald Trumps Interview in The University of Wisconsin-Green By” ( Thesis, Maulana Malik Ibrahim State Islamic University,
Malang, 2016), pp.37.
following: one student will get question which will be answered by their own opinion, then they will ask their partner with the same question.53
(b) Use conjunctions
This strategy can help the students get the taking longers turns. We tell the students about the conjunction and then the students will make the example. That can make students speak longer.54
(c). Teach Phrases for Agreeing (d). Ask them for giving opinion
4). Turn-Taking talk show in classroom
In this research the researcher not use Turn-Taking strategy like usual, but the researcher will be made turn-taking talk show in classroom. So the students will be devided become some groups they will practice the talk show using turn-taking strategy.
5). Benefits of Turn-Taking
Having back and fourth conversation with students may seem like a small thing, but ithelp them learn language
53Friederike Klippel, Keep Talking, ( Cambridge: Press Syndicate of The University of Cambridge, 1984), pp. 24.
54Susan Abdul Hadi Kadhim, “Iraqi EFL Learners’ Problems in Using Conjunctions as Cohesive Devices”,Journal of Educational and Practice, Vol.7, Number 11, February 2016, pp. 178.
especially, in speaking competence. A new study has shown that more than children participate in back and forth interactions with their caregivers, the more opinion they have in the brain, the more responsible for language production and processing. 55The study also showed a strong connection between the number of turns students taken in conversation and the scores they receive on standardlized speaking test. The more students are involved in giving each other feddback turn to speak, the greater impact on their language skills.
To sum up Turn-Taking strategy will be able to improve students’ self confidence because they used to have turn to speak. Morover, it can help the students to communicate very well. Additionally, this strategy will detract the use of their mother tongue use.
5). Teaching using Turn-Taking strategy
One of students’ learning strategies for developing speaking ability is Turn-Taking, the researcher choose this strategy because it is really effective way to make students active in speaking. In this section the researcher will show the steps using Turn-Taking strategy that follows:
55Andrea Lynn Koohi, Beyond the 30 Milion Word Gap: Back and Forth Exchange Boost Children’sBraiResponse to Language, (The Hanen Centre: Hanen Early Language Progrram, 2018),
pp. 2-3.
(a). The teacher give the theme of speaking material to the students generally
(b). The students will look for the additional material in English learning book
(c). The students will ask some questions that they do not understand about the material
(e). The other students who know the answer will help their friend
(f). The teacher will give the example of speaking about the theme using turn taking strategy
(g).The teacher will devide the students into some groups to practice talk show using turn-taking strategy based on the material.
(h). One student become a host that give some questions to his/her group one by one, all of them have turn to speak, (h). The teacher will record their voice that related to the theme (i). The teacher will give feedback and evaluation
C. Hypothesis
There are two kinds of hypothesis such as the following :
1. Using turn-taking strategy cannot increase students’ self-confidence in speaking ability at MAN 1 Mataram in academic year 2019/2020
2. Using turn-taking strategy can increase students’ self-confidence in speaking ability at MAN 1 Mataram in academic year 2019/2020 3. Using turn-taking strategy cannot develop the students’
communication in speaking ability at MAN 1 Mataram in academic year 2019/2020
4. Using turn-taking strategy cannot develop the students’
communication in speaking ability at MAN 1 Mataram in academic year 2019/2020
CHAPTER III RESEARCH METHOD
In this chapter, the researcher describes the research methods that were used in this study. She was provided the setting of research, objective of research, design of research, plan of action, instrument of research, phase of action, phase of monitoring, and data analysis.
A. Setting of Research
This research conducted at the First year of the tenth students grade of MAN 1 Mataram in Academic Year 2019/2020. This school choosen by the researcher as the research location because it is the place of researcher’s practice to teach or it called PPL.
B. Object of Research
The object of this research was improving students’ speaking ability using Turn-Taking strategy.
C. Design of Research
In this study, the researcher used the form of classroom action research. Classroom action research is a kind of research that is conducted in the classroom by a teacher. According to Mulyasa, classroom action research is a kind of research that has re-emerged as a popular way of involving practitioners, both teachers and supervisors, so that they better understand
their work56. Therefore, classroom action research is a form of research that is conducted by practitioners to improve practice in educational setting.Classroom Action Research is a research that is used by teacher to solve problems in the class, such as self- confidence of the students, less communication way, and mother tongue use scientifically and logically. It is used by teacher to improve the teaching learning process that is managed.57So by classroom action research, between teacher and students will get benefit in improvingtheir teaching learning process.
From the explanation above, the researcher concluded that classroom action research is a classroom action in a research, which could be done by teacher, researcher, and teacher with his or her colleague with involves a group of students to improve teaching and learning process or to enhance the understanding of the students to the lesson. In this research, the researcher will use Turn-Taking Strategy to improve students’ ability on speaking.
Appropriate with type of research that have chosen, action research, then this research used model of research from Arikunto,58 he is spiral form first cycle to next cycle. Every cycle cover of planning, implementing, observing, and reflecting. The observationwould did one, two or more cycles?
It was considered with the result of reflection from each cycle. From the reflection also researcher can conclude the next stage of observation.Spiral
56Mulyasa, Praktik Penelitian Tindakan Kelas, (Bandung, Rosdakarya, 2009), pp. 11.
57Wijayakususmah, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT Indeks, 2010), pp. 20.
58Arikuonto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2017), pp. 30.
cycle of class action research phases can be illustrated in the figure 1.
Figure 3.1
The model of Classroom Action Research from Arikunto
Before the researcher conduct the cycles in action, the research will do the procedure below:
a. Observing theclass
The teacher observed the English language teaching and learning at the tenth grade students of MAN 1 Mataram. The researcher focused on the teaching and learning process and students respond in learning English language subject, especially on speaking.
b. Identifying theproblem
In the preliminary research, the researcher identified the problems was faced by the teacher and students towards speaking teaching and learning.
D. Planning
Planning was the first step of research prosedure which give solution for problems to identify. It was a plan that condact the treatments. In order to improve students’ speaking ability, the writer was use Turn- Taking strategy toimprove students’ speaking ability. In planning the researcher prepare everything that will be needed in learning process. The following points are the specification of the planning in first cycle:
1) Analyze the students’ problem in speaking ability 2) Conducting the cycle into three meetings
3) Preparing material for speaking skill
4) Conducting pre-test in order to know the students’ basic of speaking skill 5) Conducting test use the turn-taking strategy in the last of meeting in each
cycle
6) Preparing the instrument for collecting data, such as observation sheet, test, and documentation
E. Taking Action
To conduct this research, the researcher mentioned her taking action includes three main kinds of process using turn-taking strategy as follows:
1. Initial Activities
a) Teacher greeted the students
b) Teacher checked the students, attend list c) Teacher reviewed last material
d) Teacher conveyed instructional goal
e) Teacher explained how to study speaking using turn-taking strategy
2. Core Activities
a) Teacher divided students into small group
b) Teacher give the example of speaking using turn-taking strategy with material today
c) Teacher guided the students to practice speaking using turn-taking strategy
d) Teacher ask all groups to memorize the example of speaking based on the material using turn-taking strategy
e) All groups practice their speaking using turn-taking strategy in front of the class
f) Teacher recorded the students’ voice 3. Closing Activities
a) Teacher gave feedback to all groups b) Teacher closed the learning program F. Observing
Observing seems like monitoring, in observing English teacher as the observer take note from what really occurs. In this part, the observer got the
evidence of what happens in the classroom and makessome important notes for the teacher. In this section the observer observes all activities of students during learning process, while the observer also observes the activity of researcher as the teacher in teaching process. The observer useschecklist that have been prepared to know whether the students and teacher do corresponding activities or not. When the students do the activity based on observation sheet the observer will give the score likewise teacher too. After the teaching and learning activity finished, the observer also finished her observation. After that, the teacher and observer discuss the result of observing, the observer explain to the teacher some weaknesses from the teaching and learning process, from that weaknesses the teacher can fix the teaching and learning process using turn-taking strategy for the next cycle.
G. Reflecting
Reflection was the activity of evaluating critically of the progress or change of the students. In this step, the researcher was reflected on evaluates and describes the effects of the implementation of Turn-Taking Stategy in the teaching and learning speaking skillin order to make sense of what will be happenedand to understand the issue thatwillbe explored more clearly. The researcher was observed whether the action activity have result of improvement. To support the study, the researcher used a test to gather the data. The result from observation was reflected together by teacher and resercher, this was included analysis and evaluation toward observation result.
Reflecting conducted to determine the extent to which turn-taking strategy can enhance students’ speaking ability and to know the advantages and disadvantages of the implementation of learning process which has been implemented to avoid recurrence on the next cycle and overcome obstacles that may be encountered on the next cycle.
At the end of this cycle, the researcher does reflection which finds the weakness and excellence in learning process. In this stage the researcher will evaluate about the advantages and disadvantages of teaching speaking ability using turn-taking strategy.
H. Instrument of Research
In this study, the instruments of researchconsisted ofobservation sheet,test, and documentation:
1.Observation sheet, The English teacher as the observer observes all the activitiesduring teaching and learning process using turn-taking strategy.
Start from cycle 1, in this cycle the observer saw that the researcher as the teacher explain about the turn taking strategy in studying speaking skill, the students paid attention, after that the observer see that all students divided into small group, then the teacher gave the example of speaking using turn-taking strategy, then the students in each group follow to practice speaking using turn-taking strategy, all member in each group have turn and taking to speak. The observer saw that the teacher asked all groups to practice speaking, and then one by one of the groups have to
practice in front of the class; the teacher recorded the students’ voice. The last section was the teacher gave feedback and closed the class. After all the learning process finished, the observer gave some important notes to the teacher and explained all the things that need to fix during in previous of learning process.
2. Test simply is a deliberate action or experiment to find out how well something works. In other meaning, test refers to some activities which can measure people mastering on understanding something related to some instructions. There are two kinds of test used to get data research in this research:
a. Dialog practicing will be used in the pre-test section. Pre-test is done before implementing classroom action research or before apply turn- taking strategy for teaching and learning
b. Speaking practicing using turn-taking strategy will be used in post test 1 and 2Post-test is done after implementing classroom action research or after apply turn-taking strategy
The researcher used rubric speaking score that the researcher have mentioned before to assest the students speaking ability. To account the score the researcher used formula below:
Table 3.2
Students’ score aspects
No Students Aspects
Pron Syn Voc Pres Total 1.
2.
etc.
Note:
Pron : Pronunciation Syn : Syntax
Voc : Vocabulary Pres : Presentation Score
Excellent : 3 Very good : 2 Good : 1 1). Student score
X =Individual score X 100 Maximum score
2). Students score average M = ∑�
Note:
X = value M =Average
∑x = Sum x value / result of whole student’s score n = Total students
The researcher was compared the result with criteria of success. If the individual score is 60% or more , it means that the class is success, but the individual score less than 60% the class is
