IMPROVING THE STUDENTS’ SPEAKING SKIL BY USING DIRECT METHOD AT SECOND GRADE OF THE MAN 3 MATARAM IN
ACADEMIC YEAR 2021/2022
by:
Cahyatul Fajardini NIM. 180107035
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM 2022
IMPROVING THE STUDENTS’ SPEAKING SKILL BY USING DIRECT METHOD AT SECOND GRADE OF MAN 3 MATARAM IN ACADEMIC
YEAR 2021/2022 Thesis of Sarjana
Submitted to State Islamic University of Mataram
As a Partial Fulfillment of the Requirement for Bachelor Degree at Study Program of English Language Education
by:
Cahyatul Fajardini NIM. 180107035
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF MATARAM
2021/2022
MOTTO
“ Then, after the hardship there is ease, so when you have finished do it sincerely”1
1 Q.S AL-Insyirah Imran: 6-7
DEDICATION
“I dedicate this thesis to myself, my beloved mother (kusmira) and my beloved father (Abdul Faruk), my beloved sister and young sister, my teachers and lecturers, my families and all my friends, my clever and inspiring classmates, class A 2018 who always support me for the completion of this thesis that I cannot mention one by one”
ACKNOWLEDGEMENTS
Thanks to God, my infinite gratitude to Allah, the infinite giver of favor, So that the writer could complete the thesis to qualify for bachelor degree in English Education Department Faculty of Education and Teacher Training State Islamic University of Mataram.
Shalawat and Salam may always be poured out to the prophet Muhammad SAW the bearer of truth, the tide of ignorance into a realm full of science so that the writer can develop ideas and minds to construct this scientific work with a light of Islamic education.
The author realizes that completing this thesis would not succeed without the help and involvement of different parties. Hence, the author gives high esteem and credit to those who have helped, which include:
1. Dr. Syarifuddin, M. Pd as supervisor I and Najamuddin, S.Pd., M.
Hum as supervisor II who have provided guidance, motivation, and detailed corrections, continuously and without getting bored during their busy life in making this thesis more mature and completed quickly.
2. Dr. H. Pauzan, M. Hum., M.Pd and Dr. Ribahan, M. Pd As the examiners who have given constructive suggestions for completing this thesis.
3. Dr. Ika Rama Suhandra, M.Pd and Kasyfur M.Pd as the Head and Secretary of English Language Education at State Islamic University of Mataram.
4. Dr. Jumarim, M.H.I as Dean Faculty of Education and Teacher Training at State Islamic University of Mataram.
5. Prof. Dr.H. Masnun Tahir, M.Ag as the Rector of State Islamic University of Mataram who has given a place for the researcher to study without ever finishing.
6. All lecturers of English Language Education for the guidance and knowledge that has been given tirelessly.
7. Principals, English language teachers, and office staff of the MAN 3 Mataram for the advice, criticism, and motivation given.
8. My beloved father and mother, Abdul Faruk and Kusmira. Thank you for all the prayers and support for the author to complete this thesis, May Allah SWT reward you with your kindness.
9. My beloved sister Nurul Rizki, Young sister Dea Sabrina, my beloved aunty Yuliana , and all my family, thank you for your support so far.
10. My Dearest best friends Ria, Lutfiana, Dewi, and all my classmates in A class who have helped me to encourage me to complete this thesis, either directly or indirectly.
11. My beloved alma mater State Islamic University of Mataram, may you always be victorious. May the good deeds of various parties get a double reward from Allah SWT, and hopefully, this scientific work will be useful for the universe.
Mataram, 11 July 2022 Writer,
Cahyatul Fajardini
TABLE OF CONTENT
COVER ... i
TITLE PAGE ... ii
ADVISORS’ APPROVAL ... iii
ADVISOR'S OFFICIAL NOTE ... iv
STATEMENT OF THE THESIS AUTHENTICITY ... vi
THESIS RATIFICATION ... vii
MOTTO ... viii
DEDICATION ... ix
ACKNOWLEDGEMENTS ... x
TABLE OF CONTENTS ... xii
LIST OF TABLES ... xiv
LIST OF FIGURE... xv
LIST OF APPENDIXES... xvi
ABSTRACT ... xvii
CHAPTER I INTRODUCTION ... 1
A. Background of Research ... 1
B. Subject of Action... 3
C. The Statement of Problem ... 4
D. Objective of Research ... 4
E. Significance of Research ... 4
1. Theoretical Significance... 4
2. Practical Significance ... 5
CHAPTER II REVIEW OF LITERATURE AND HYPOTHESIS ... 6
A. Review of Related Literature ... 6
B. Theoretical Bases ... 10
a. Speaking ... 10
b. Direct Method ... 22
C. Hypothesis ... 29
CHAPTER III RESEARCH METHOD ... 30
A. Setting of Research ... 30
B. Object of Research ... 30
C. Design of Research ... 30
D. Planning ... 32
E. Taking Action ... 33
F. Observing ... 34
G. Reflecting ... 34
H. Instrument of Research ... 35
I. Data Analysis and Reflection... 40
J. Indicator of Success ... 40
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 41
A. Research Findings ... 41
1. Cycle 1 ... 41
2. Cycle 2 ... 53
B. Discussion ... 61
CHAPTER V CONCLUSION AND SUGGESTION ... 63
A. Conclusion... 63
B. Suggestion ... 63 REFERENCES
APPENDICES
LIST OF TABLES Table 2.1 Brown’s scale Rating
Table 2.2 Student Speaking Skill Table 3.1 Teacher’s Activities Table 3.2 Students’ Activities
Table 4.1 Teacher Activities in Cycle I Table 4.2 Students’ Activities in Cycle I Table 4.3 Students’ Scores in Pre-Test
Table 4.4 Percentage of the Students' Score in Pre-test Table 4.5 Students’ Score in Post-Test 1 Cycle I
Table 4.6 Percentage of the students' Score in Post-Test 1 Table 4.7 Teacher Activities in Cycle 2
Table 4.8 Students’ Activities in Cycle 2
Table 4.9 Students’ Score in Post-Test 2 Cycle II
Table 4.10 Percentage of the students' Scores in Post-Test II Table 4.11 Percentage of Students’ Score
LIST OF FIGURE
Figure 1.1 Kemmis & Taggart in Purnama Syae Purrohman CAR Cycles
LIST OF APPENDICES
Appendix 1 Lesson Plan Cycle 1 Appendix 2 Lesson Plan Cycle 2 Appendix 3 Post-Test 1
Appendix 4 Post-Test 2 Appendix 5 Documentations
IMPROVING THE STUDENTS’ SPEAKING SKIL BY USING DIRECT METHOD AT SECOND GRADE OF MAN 3 MATARAM IN ACADEMIC
YEAR 2021/2022
By:
Cahyatul Fajardini 180107035
ABSTRACT
This study was a classroom action research. The objective of this study is to increase the students’ speaking ability. The problem of this study was the low speaking ability of second grade students of the MAN 3 Mataram In Academic Year 2021/2022. This action research was carried out in MAN 3 Mataram. The research procedure entails planning, acting, observing, and reflecting. The instruments used in this study were an observation checklist and a test for collecting the data. The subject of this study was second grade of the MAN 3 Mataram which consists of 15 students. This research used quantitative and qualitative data analysis to measure the data. The findings showed that direct method can improve the students speaking ability. It could be seen from the significant improvement in results in each cycle. There were two cycles in this research: cycle 1 and cycle 2. The result of students’ scores in pre-test or before implementing direct method was 50.13, the result in post-test I was 65.06 and 76 in post-test 2. The score of teacher and students activities in cycle 1 was 64.28 and 67.85 and 89.28 and 96.42 in cycle 2. It means students’ speaking ability was improve when implementing direct method, at second grade of senior high school.
Keywords : Speaking Skill, Direct Method
نيسحت ةردق بلاطلا ىلع ملاكلا نم للاخ مادختسا ةقيرطلا ةرشابملا يف لصفلا يناثلا نام 3 ماراتام ، ماعلا يميداكلأا 2021/2022
:ةطساوب
Cahyatul Fajardini 180107035
ةذبن ةرصتخم
اذه ثحبلا ةرابع نع ثحب يئارجإ يف لصفلا يساردلا. ضرغلا نم اذه ثحبلا وه نيسحت ةردق بلاطلا ىلع ثدحتلا. ةلكشملا يف هذه ةساردلا يه ةردق ثدحتلا ةضفخنملا ـل MAN 3 Mataram يف ماعلا يساردلا 2021/2022. مت ءارجإ اذه ثحبلا يلمعلا يف MAN 3 Mataram. نمضتي ءارجإ ثحبلا طيطختلا لمعلاو ةبقارملاو ريكفتلاو. تناك ةادلأا ةمدختسملا يف هذه ةساردلا ةرابع نع ةمئاق ةعجارم تاظحلاملل تارابتخلااو ةصاخلا عمجب تانايبلا. ناك عوضوم هذه ةساردلا بلاط فصلا يناثلا نم MAN 3 Mataram ، يلامجإب 15 اًبلاط. مدختست هذه ةساردلا ليلحتلا يمكلا يعونلاو تانايبلل سايقل تانايبلا. ترهظأ جئاتنلا نأ ةقيرطلا ةرشابملا نكمي نأ نسحت نم ةردق بلاطلا ىلع ثدحتلا. نكمي ةظحلام كلذ نم للاخ ةدايزلا ةريبكلا يف لوصحملا يف لك ةرود. يف هذه ةساردلا تناك كانه ناترود ، امهو ةقلحلا ىلولأا ةرودلاو ةيناثلا. تناكو جئاتن تاجرد بلاطلا يف رابتخلاا يديهمتلا وأ لبق قيبطت ةقيرطلا ةرشابملا 50.13 ، تناكو جئاتنلا يف رابتخلاا قحلالا لولأا 65.06 و ناك رابتخلاا يدعبلا 76. تناك ةجرد طاشن ملعملا بلاطلاو يف ةقلحلا 1 64.28 و 67.85 و 89.28 و 96.42 ةرود 2. اذهو ينعي نأ ةردق بلاطلا ىلع ثدحتلا دادزت دنع قيبطت ةقيرطلا ةرشابملا يف فصلا يناثلا نم ةسردملا ةيوناثلا.
تاملكلا ةيحاتفملا: ةراهم ثدحتلا ، ةقيرطلا ةرشابملا
MENINGKATKAN KEMAMPUAN BERBICARA SISWA DENGAN MENGGUNAKAN METODE LANGSUNG DI KELAS II MAN 3
MATARAM TAHUN PELAJARAN 2021/2022 oleh:
Cahyatul Fajardini 180107035
ABSTRAK
Penelitian ini merupakan penelitian tindakan kelas. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan berbicara siswa. Masalah dalam penelitian ini adalah rendahnya kemampuan berbicara MAN 3 Mataram Tahun Pelajaran 2021/2022. Penelitian tindakan ini dilaksanakan di MAN 3 Mataram.
Prosedur penelitian meliputi perencanaan, tindakan, pengamatan, dan refleksi.
Instrumen yang digunakan dalam penelitian ini adalah daftar periksa observasi dan tes untuk pengumpulan data. Subjek penelitian ini adalah siswa kelas II MAN 3 Mataram yang berjumlah 15 siswa. Penelitian ini menggunakan analisis data kuantitatif dan kualitatif untuk mengukur data. Hasil penelitian menunjukkan bahwa metode langsung dapat meningkatkan kemampuan berbicara siswa. Hal ini terlihat dari peningkatan hasil yang signifikan pada setiap siklusnya. Dalam penelitian ini terdapat dua siklus yaitu siklus 1 dan siklus 2. Hasil nilai siswa pada pre-test atau sebelum penerapan metode langsung adalah 50,13, hasil pada post- test I adalah 65,06 dan pada post-test 76. skor aktivitas guru dan siswa pada siklus 1 adalah 64,28 dan 67,85 dan 89,28 dan 96,42 pada siklus 2. Artinya kemampuan berbicara siswa meningkat ketika menerapkan metode langsung, di kelas dua SMA.
Kata kunci : keterampilan berbicara, metode langsung
CHAPTER 1 INTRODUCTION A. Background of Research
Human beings require one another. Humans, as a social civilization, require language as a way of communication with other individuals. People utilize language to communicate information, messages, emotions, and so on. People speak a different language, including English, Dutch, India, French, Spanish, Arabic, Indonesia, and others. It is dependent on the location of the individuals. 2
English is one of the world's most widely spoken languages, with millions of people speaking it in a variety of countries. This is one of the main reasons why English is required to be learnt in schools and institutions. It also qualifies English as the primary means of communication in global communication. This answers the topic of why English is an important worldwide language to learn. It has been taught at all levels of education, including elementary school, junior high school, senior high school, and university. English is now not only a must to study, but also a tool for self-development for everyone, particularly senior high school students.
Listening, speaking, reading, and writing are the four skills that English international students should have. Speaking which is a vital component of communication, is one of the topics being discussed. The process of
2Ambar Wahyuni ”The Effectiveness of Using Direct Methods to Improve Student Speaking Ability”,(A thesis institute for Islamic study of Salatiga, 2013), p. 1.
communication and information transmission are both facilitated by this speaking activity.3
In this case, even youngsters who have learnt English at school are having difficulty speaking. It was mentioned that many students who wanted to talk to other students with a sense of willpower and curiosity in themselves, frequently faced certain challenges such as not being able to develop ideas, arguments, or their sentiments since they did not know what the purpose of their speech was because most of the students are still low in speaking ability. This becomes a major issue when a method of communication, also known as speaking, is difficult to convert into a foreign language, especially when it is a new experience for them and they are not used to expressing themselves in another language. As a result, communication in different languages does not always function well. Teachers have tried a variety of approaches, strategies, and techniques in teaching English to make it easier for students to grasp and apply the language in their daily lives, but the writer will focus on the direct method.4
There are various aspects that influence one's ability to communicate, both internal and external. The internal aspect has to do with the students’
motivation, interest, and knowledge. Those conditions are most likely the result of their lack of understanding or lack of awareness of the material's difficulty, as well as the tactics or procedures used being uninteresting to the students. Those circumstances have a significant impact on children' learning
3 Neneng Islamiah, Iwan Perdana, Elisabeth Prita Ningtyas Utami, “The Implementation of Direct Methods in Teaching Speaking at Junior High School, (internal conference on social sciences & humanity, economics, politics) Islamic University of Kalimantan, 2020. P. 43.
4 Ibid..,
outcomes. In most conversations, the world moves forward with only a smidgeon of mental effort. People consider what to say, who they are speaking with, where they are, and how many times they should speak. As a result, the key learning method for students to improve their speaking skills is to focus on their correctness and fluency.5
Today's English teachers are experimenting with various methods, strategies, and procedures in order to help student learn and apply the language in their daily lives. One method of teaching English is to use strategy as a separate entity that cannot be separated in education. A strategy is a plan of action aimed towards achieving a specific goal. Based on the foregoing, the researcher proposes that students be taught using a direct method in order to improve their speaking skills. Students will believe that employing this strategy makes it easy to get a concept without having to bother about grammar. By employing the direct method, the teacher will utilize some photos to convey or illustrate someone, something, or somewhere. It will assist student in exploring and generating ideas for speaking.6
According to the researcher's observation of the MAN 3 MATARAM, students having difficulty speaking, particularly they are low of motivation in speaking, vocabulary and grammar. Many students have difficulties understanding the teacher’s explanation and they lack of enthusiasm to learn, also the method used by the teacher to teach are the same, thus making students bored and not eager to learn, students’ enthusiasm for learning decreases
5 Nila Andriyani “Using the Direct Methods in Teaching to Improve Student’s Speaking Skill at Purikids Language Course” (Thesis, Yogyakarta State University 2015), p. 3.
6 Ibid.,
because of unattractive teaching methods. So we need interesting method, method inspired by the researcher can be used to improve the students speaking skill is the Direct Method.
Based on the whole explanation above the writer is interested in this study. Furthermore, the researcher carries out the research "Improving student speaking skill by using direct method of second grade of the Man 3 Mataram in the academic year of 2021/2022 " as well as to train the students to speak well.
B. Subject of Research
The subject of this research is the second grade students of the MAN 3 Mataram on the second semester in academic year 2021/2022. Consist of 9 male and 6 female, the class is based on the English teacher’s recommendation because most of second grade students have problem in low motivation of speaking.
The researcher finds that several of students seem hesitate to speak English particularly in the classroom because they having low of grammar and vocabulary. Therefore, to solve the problems the researcher will try to use Direct Method in improving speaking skill.
C. The statement of problem
Based on the background of the study above, the problem that can be formulated is as follow How can the direct method Improve the Student’s Speaking Skill at second Grade of the MAN 3 Mataram in the Academic Year 2021/2022?
D. Objectives of the Research
Based on the statement of the problem above, the purpose of the study is to know the Students’ Speaking Skill Improvement by using Direct Method at second Grade of the MAN 3 Mataram in Academic Year 2021/2022.
E. Significances of Research
Researcher hopes that the results of this study can contribute to the following fields of theory and practice:
1. Theoretical Significances
Theoretically, the researcher hopes that this result can be useful as a reference for everyone who is interested in the same topic, can used as a reference interesting way in teaching reading or be a reference for other researchers.
2. Practical Significances a. For teacher
The study can be used by teacher to provide the better technique in improving students’ speaking skill.
b. For the students
The results of the research can be better to improve their oral skills, and through this method, they can not only gain more knowledge in English education, but also in social relations.
c. For the school
To contribute to the MAN 3 Mataram with the new innovation of the Direct Methods technique.
CHAPTER II
REVIEW OF LITERATURE AND HYPOTHESIS
A. Review of Previous Research
Researcher used previous research as a guide to predict the outcome of the study. Furthermore, the researcher looks for previous research has a similar objective and meaning to the current study. Researcher used some previous researches as literature review in this study, as the following:
The first study, "Improving the Students' Speaking Skill Through Communicative Language Teaching Method at the Tenth Grade of SMAN 3 Polewali," was written by Nuim Hayat (An Experimental Research). The goal of this study is to determine whether using the Communicative Language Teaching (CLT) Method may help students speak more accurately and fluently. This study used a one-group pre- and post-test design with a pre- experimental methodology. The demographic of this study consisted of SMAN 3 Polewali students in the tenth grade during the 2017–2018 school year. Twenty pupils from one class make up the sample for this study as a whole. The independent research variable was the correctness and fluency of speaking, while the dependent variable was the Communicative Language Teaching (CLT) Method.
Data analysis revealed that in terms of accuracy (6.56 > 5.12) and fluency (6.33 > 5.36), the mean score of the post-test was higher than the mean score of the pre-test. After data analysis, the oft-test accuracy value
(17.4) and fluency value (6.28), respectively, were higher than the t-table value (2.093). This demonstrated that the null hypothesis (Ho) was rejected and the alternative hypothesis (H) was accepted. Meaning that there was a significant different between the students' academic performance that included the use of Communicative Language Teaching.7
This research had the similarities and differences with my research, both of researchers focus on improving students’ speaking skill and both of them used pre-test and post-test to collect the data. The different are the previous research used Communicative Language Teaching method while this research using Direct Method. The previous research used Quantitative experimental research while this research using Classroom Action Research.
Second research conducted by Melti “Using the Silent Way Method in Improving learners speaking Skill at SMA Negeri 2 Palopo”. The purpose of this study is to improve student speaking skill by using silent way method for learning English at SMA 2 palopo. This thesis aplied pre - experimental research. Problem of this research is to know how can silent way method effective in improving student’ speaking and to know how the
student respond to the use of the silent way method in improving student speaking skill. The population of this study were student of class XI 1 SMA Negeri 2 Palopo. The sample is 15 student the research use pre-test and post-test to student. The data were analyzed using SPSS 20 to analyze
7 Nuim Hayat, “Improving the Students' Speaking Skill Through Communicative Language Teaching Method at the Tenth Grade of SMAN 3 Polewali” ( thesis of English Education Department the Faculty of Teachers Training and Education, Muhammadiyah University of Makassar) 2017
the data. The researcher determined by the classification of the assessment which included accuracy, fluency and understanding. The findings of this study indicate that the use of silent way method is effective in improving student speaking skill where the student learning outcomes on the pre-test average of 37,6 and the post-test average of 45,8. So that the researcher conclude that the use of silent way method effective in improving student speaking skill. 8
This research had the similarities and differences with my research, both of researchers focus on improving students’ speaking skill and both of them used pre-test and post-test to collect the data. But their research used Silent way method while this research using Direct Method. The previous research used Quantitative experimental research while this research using Classroom Action Research.
Third research it was from Ika Tri Septia “The implementation direct methods to improve the student’s speaking achievement” The research was aimed to find out the improvement on the direct method in teaching speaking achievement. This research was applied by using Classroom Action Research (CAR). It was done through planning, action, observation, and reflection.
This research was conducted SMKN 1 Medan Jalan Sandiro No.1 Medan.
This subject of this research was all students in XII PM2 who consisted of 33 students. The researcher conducted two cycles in this research, there were three meetings in cycle 1 and 1 meeting in cycle 2. This research used
8 Melti “Using the Silent Way Method in Improving learners speaking Skill at SMA Negeri 2 Palopo”.(English language Education Study Program Tarbiyah and Teacher Training Faculty State Islamic Institute of Palopo) 2021
quantitative and qualitative data. The quantitative data was showed that the mean score in cycle 1 was 61.54, the mean score in cycle 2 was 85.75. the students who got score more than 75 in cycle 1 was 12 student and the percentage was 36.36%, the students who got score more than 75 in cycle 2 was 33 students and the percentage was 100%. The qualitative data got from observation sheet in every cycle showed that the improvement of teacher and students’ behavior. Based on the results from quantitative and qualitative data proved that software adope flash improved the students’ achievement in speaking.9
This research had the similarities and difference with my research, both of the researchers using direct method, and both of them using test to collect the data, and used classroom action research. The different is the previous researcher conducted the research at SMKN 1 Medan and the subject is the third grade that consist of 33 students, while this research conducted the research at MAN 3 Mataram and the the subject of the research is the second grade which consist of 15 students.
Based on the three of previous studies the researcher concludes that the similarities of the research 1, 2, and 3 and this research are use pre-test and post-test to collect the data, both use classroom action research and one use qualitative as the methodology. The difference of three previous research and this research is the method of teaching.
9 Ika Tri Septia, “The Implementation of Direct Methods to Improve the Student Speaking Achievement” (A Thesis, Teacher Training and Education University of Muhammadiyah Sumatra Utara Medan, 2018)
B. Theoretical Bases a. Speaking
1) Definition of speaking
Speaking is one of the language skills that focuses on verbal interaction10. It can produce, send or recieve information accurately and smoothly. According to Kosar & Bedir in Aseptiana and Ratih, speaking is an interactive process of constructing meaning that consists of producing and receiving information11.It means, the goal of teaching speaking should improve students’ communicative skills, because students can express them self and learn how to follow the social and cultural rules appropriate in each communicative circumstance.12
Speaking is a type of communication action that has become ingrained in our daily routines. Brown claims that while speaking can be directly and experimentally observed as a producing skill, those observations are usually tinted by the precision and effectiveness of a test taker's listening capacity, compromising the reliability and validity of an oral production test.
Curriculum that is competency-based Speaking is one of the four fundamental skills that students should master. It has a significant impact on communication. Speaking can be found in the spoken cycle,
10Aseptiana Parmawati and Ratih Inayah, “Improving Students’ Speaking Skill Through English Movie in Scope of Speaking for General Communication”, ELTIN Journal Vol. 7, Number 2, October 2019, Page 44.
11Ibid.,
12Gunaldi Masbiran and Andi Fauzi “Speaking Skill in Using Community Language Learning”, IJIELT, Vol. 3, Number 2, December 2017, Page 199.
particularly at the step of Joint Text Construction (Department Pendidikan Nasional, 2004). Students confront a variety of challenges when it comes to speaking, one of which is the language itself. In reality, even if they have a large vocabulary and have written it correctly, most students have difficulty speaking. The issue is that kids are reluctant to make mistakes. 13
Speaking is defined by Ladouse as the ability to articulate oneself in a circumstance, or the ability to narrate acts or situations in precise terms, or the ability to discourse or express a succession of thoughts smoothly. "Berbicara adalah cara untuk berkomunikasi yang berpengaruh hidup kita sehari-hari," Tarigan (1990: 8) added. It means that speaking as the way of communication effects our own lives profoundly.14
According to Nunan (2003) state speaking is an oral skill to composed of producing a system of oral sentences that to inform meaning. He also added that speaking is the ability to express thoughts, feelings, ideas and emotions and to respond what others say orally. So when we talk we associate and use the language to express our thoughts, feelings and ideas. We also share the information with the other people. Therefore, Harmer state who speaks usually involves two people using language for associate and transactional purpose. When
13 Departemen Pendidikan Nasional. Kurikulum Tingkat Satuan Pendidikan (KTSP).
Jakarta: Departemen Pendidikan Nasional, 2006)
14 Tarigan, H. Guntur. Berbicara: Sebagai Suatu Keterampilan Berbahasa. Bandung:
Angkasa. 2008)
study the teacher should create a condition that can support the students to have truly communication so they can communication well.
15
When someone speak to other person, there will be a relationship. The relationship itself is communication. Furthermore, Wilson defines speaking as development of the relationship between speaker and listener. In adition speaking determining which logical linguistic, psychological a physical rule should be applied in a given communicate situation”. It means that the main objective of speaking is for communication. In order to express effectively, the speaker should know exactly what he/she wants to speak or to communicate, he/she has to be able to evaluate the effects of his/her communication to his/her listener, he/she has to understand any principle that based his speaking either in general or in individual.16
Oral practice (speaking) becomes important to students, according to Wallace, when they are required to pay attention to what they are saying. As a result, students will have a better understanding of how to talk or express themselves fluently with accurate vocabularies and appropriate or acceptable pronunciation. 17
From this statement above, the researcher can conclude that speaking is an activity involves by two or more people who both
15 Yudiati, Hery Yufrizal, Ramlan Ginting Suka “Comparative Study of Students’
Speaking Ability through Clamshell Technique and Small Group Discussion” p2.
16 Wilson, S. Living English Structure. London: Longman 1983.
17 Wallace, D’Arcy-Adrian. Junior Comprehension 1. England: Longman. 1987.
participants are as the listeners and speakers for their contribution to interaction. However, speaking is very important because of a tool for communication and an activity to pouring our thoughts, ideas and feelings.
2) Types of speaking skill
According to Brown (2004) says that there are five basic types of speaking,18 they are:
a) Imitative of speaking
Imitative speaking is ability to simply parrot back (imitate) a word or phrase or probably sentences. This indicates that the students are allowing their teacher's words to be repeated in different words. For instance, when the teacher says "school," the students also say it.
b) Intensive of speaking
The second way of speaking is intensive. Intensive is the production of a short pressure of oral language that is relegated to demonstrative competence in a limited grammatical, syntactic, lexical or phonological relationship. The speaker must be aware of the semantic nature in order to respond, but the interaction with the interlocutor is at best minimal. In this type, the student must know the meaning of the word what the other student has said so that he
18 Douglas H. Brown, “Language Assessment” Principles and Classroom Practice, (San Francisco University,2004), p.141-142.
can answer correctly and there are no communication problems between them.
c) Responsive
Responsive means reacting to something quickly and positively. This type includes test interaction and comprehension, but somehow at a limited level of very short conversations, standard greetings and small tasks, simple requests, comments, etc.
It means how quickly the student responds directly to what the teacher or anyone says. For instance:
Teacher: how are you today?
Students: pretty good, thank you and you?
d) Interactive
The difference between interactive speech and reactive speech lies in the duration and complexity of the interaction, sometimes involving several exchanges and several participants in the exercise. Interaction can take the two forms of transactional language, which aims to exchange specific information, or interpersonal exchange, which aims to maintain social relationships.
e) Extensive (monologue)
Extensive speaking tasks include speeches, oral presentations, and storytelling, in which the listener's opportunity for oral participation is either severely limited or completely
eliminated from the above explanations, the researcher concludes that there are five ways of speaking. Begins with imitation, which is the simplest example of speech, which can only repeat a word or phrase or within a phrase, down to the last type, which is extended and is the most common type of speech. more complex, used for speech, oral language and storytelling is required.
3) Components of speaking
Speaking is a difficult skill that requires the simultaneous use of a variety of skills that often develop at different speeds.
Pronunciation, grammar, fluency, comprehension and vocabulary are four or five components often identified when evaluating speech processe.19 Those components are:
a) Pronunciation
Pronunciation including segmental features: vowels, consonants, stress and intonation patterns. As Hammer points out, if students are to be proficient in English, they must be able to pronounce the phoneme correctly using pressure and intonation patterns and speak in connected speech. The speaker must be able to articulate words and produce meaningful bodily sounds. With the speed of word propagation, second language learners find it difficult to distinguish voices in new languages that do not exist in the languages they understand.
19 Miraya Likhulaila Nasution, “The Implementation of Small Group Discusssion to Improve Student’s Speaking Ability at Eight Grade of MTs Bina Ulama Kisaran, (Thesis, Faculty of Teachers Training UIN North Sumatra Medan, 2017), p.22.
b) Grammar
To be able to speak a foreign language, we must know a number of grammatical skills, because grammar is a system of forming a new sentence. Grammar is very important when speaking, because if the speaker does not know the grammatical structure, he will not be able to speak English well.
c) Vocabulary
Vocabulary is a fundamental part of language. The vocabulary consists only of simple words, phrases, variable phrases, phrasal verbs and idioms. It is impossible for us to speak English well if we have a limited vocabulary.
d) Fluency
In simple term, fluency is the ability to communicate happily without pauses or stutters. Fluent language, on the other hand, can be defined as the ability to continue speaking spontaneously. Students should be able to send messages with whatever assessment and proficiency they already have in speaking fluently, regardless of grammar and other issues. The last aspect of speaking is understanding.
e) Comprehension
Comprehension is discussed at the fault of both speakers because it can give people the extra information they want.
Comprehension is defined as the ability to take something for an
adequate understanding of the subject or to know how a situation really is.
Based on the above theories, the researcher attempts to analyze student improvement using the categories that affect the speaking ability of students.
4) Teaching speaking skill
Harmer argues that there are three main reasons for learning fluency. First, conversational activities provide hands-on opportunities for practicing real-life safety in the classroom. Secondly, a conversation assignment where students try to use the English language they know and provide feedback to both the teacher and the students. Finally, the more students have had the opportunity to activate different linguistic elements that they have stored in the brain, the more automatic they use these elements to become. As a result, students gradually become autonomous language users. This means that they will be able to use words and speak fluently without much conscious thought.20
Brown states that there are seven principles for teaching speaking skill.21 Those are:
a) Focus on both fluency and accuracy, depending on your objective.
b) Provide intrinsically motivating techniques.
20 Honag Adi Riyanto “,"Improving Speaking Skill through Small Group Discussion, (Thesis, Faculty of English Departement Teacher Training and Education,State Institute for Islamic studies (IAIN) Salatiga, 2016), hal 37.
21 H. Douglas Brown,“Teaching by Principle,” an Interactive Approach to Language Pedagogy, (San Fracisco, 2007), p.331-332
c) Encourage the use of authentic language in meaningful contexts.
d) Provide appropriate feedback and correction.
e) Capitalize on the natural link between speaking and listening.
f) Give students opportunities to initiate oral communication.
g) Encourage the development of speaking strategies.
From the above explanation, we can see that all the design principles of speaking techniques are necessary for us. The need is to pass exams for students to move on to the next one and until they graduate from their school so that they can talk and have a good conversation. Because if we want to know the speaking skills of the students, we can see it in their conversation activities.
5) Assessment of speaking
Speaking is one of the complex skills because if learners want to master it, they need to develop their grammar, pronunciation, vocabulary and confidence among the skills in English speaking is considered to be the most difficult to assess and one of the reasons is that the examiner is difficult to decide by what criteria the oral communication should be assessed. Then, in the oral expression assessment, there are certain elements that are often tested, such as pronunciation, grammar, vocabulary, fluency, comprehension, etc.22 Brown state that defines scale rating scores as follows:23
22Suwandi & Taufiqulloh, “Designing Speaking Test”, Eksplansi, Vol. 4, Number 8, October 2009, Page 186.
23H. Douglas Brown, Language Assessment: Principles and Classroom Practice, (New York: Pearson Education, 2004), p. 172.
Table 2.1
Brown’s Scale Rating Scores
Element Level Criteria
Pronunciation
5 Equivalent to and fully accepted by educated native speakers.
4 Errors in pronunciation are quite rare.
3 Mistakes never hinder understanding and rarely disturb native speakers. The accent can clearly be foreign.
2 Accent was intelligible through often quite faulty.
1 Mistakes in pronunciation are common but can be understood by native speakers who are used to dealing with foreigners trying to speak the language.
Grammar
5 Equivalent to that of an educated native speaker.
4 Can use language accurately at all levels normally relevant for professional purposes.
Grammar errors are quite rare..
3 The grammar check was good. Can speak the language with sufficient structural accuracy to participate effectively in most formal and informal conversations on practical, social and professional topics
2 Can usually handle elementary constructions fairly accurately, but lacks complete or confident grammar command.
1 Grammatical errors are common, but the speaker may be used to dealing with foreigners who try to speak the language of wax.
Vocabulary
5 The language at all levels has been fully accepted by educated native speakers in all its features, including the breadth of vocabulary and idioms, and relevant cultural references.
4 Can understand and participate in any conversation within experience with a high level of vocabulary.
3 Able to speak the language with sufficient vocabulary to participate effectively in most formal and informal conversations on practical, social, and professional topics. Vocabulary was a broad enough that he rarely has to grope for a word.
2 Has speaking vocabulary sufficient to express him simply with some circumlocutions.
1 Speaking vocabulary inadequate to express anything but the most elementary needs.
Fluency
5 He has a complete command of the language, as the speech has been fully accepted by educated native speakers.
4 Can use the language fluently at all levels normally corresponding to professional needs.
Can communicate with a high degree of fluency within the context of this experience.
3 Can discuss specific interests of competence with reasonable ease. It is rarely necessary to search for words.
2 Can handle most social situations confidently but not fluently, including job interviews and informal discussions of current affairs, as well as work, family, and autobiographical information.
1 (No specific fluency description. Refer to other four language areas for implied level of fluency.)
Comprehension
5 Equivalent to that of educated native speaker.
4 Can understand any conversations within the range of was experience.
3 Comprehension was quite complete at a normal rate of speech.
2 Can understand most conversations on non- technical topics (i.e. topics that do not require specialist knowledge).
1 Within a very limited linguistic experience, can understand simple questions and statements when given in slow words, repetitions or paraphrases.
Table 2.1
Students’ Speaking Skill Level No Criteria Rating Scores Description
1 Pronunciation
5 (95-100) Has few traces of foreign language
4 (85-94) Always intelligible, it was believed to be aware of a certain accent.
3 (75-84) Pronunciation problems require careful listening and sometimes lead to
misunderstanding.
2 (65-74) Very difficult to understand due to the pronunciation problem, most of them
1 Below 65 the pronunciation problem serves to make speech practically incomprehensible.
2 Grammar
5 (95-100) Make few (if any) obvious errors in grammar and word order.
4 (85-94) Occasionally makes errors in grammar or word order, but these do not obscure the meaning.
3 (75-84)
You make frequent mistakes in grammar and word order, which sometimes obscure the meaning.
2 (65-74)
Errors in grammar and word order make comprehension difficult and sentences often need to be rephrased.
1 Below 65
Errors in grammar and word order, so serious that speech becomes practically incomprehensible.
3 Vocabulary
5 (95-100) The use of vocabulary and idioms was practically that of a native speaker.
4 (85-94) Sometimes uses inappropriate terms and has to rephrase ideas due to vocabulary and equality.
3 (75-84)
Frequently uses the wrong words Somewhat limited conversation due to insufficient vocabulary.
2 (65-74) The size of the words and the very limited vocabulary make understanding quite difficult.
1 Below 65 The vocabulary is so limited that a conversation is practically impossible.
4 Fluency
5 (95-100) Speech as smooth and requiring less effort than that of a native speaker.
4 (85-94) Speech rate seems to be slightly affected by speech problems.
3 (75-84) Speed and fluency are more likely than severely affected by language problems.
2 (65-74) Usually hesitant; often force into silence by
language limitations.
1 Below 65 The speech was so stammering and erratic that conversation became virtually impossible.
5 Comprehension
5 (95-100) Seems to understand everything without difficulty.
4 (85-94) Understands almost everything at normal speed, but with occasional repetitions.
3 (75-84) Understand most of what was said at a slower than normal rate with repetitions.
2 (65-74)
Has great difficulty following what is being said. Can only understand social conversations spoken slowly and with frequent repetition.
1 Below 65 Cannot be said to understand even simple conversational English.
b. Direct Method
1) Definition of direct method
The direct method, according to Rivers, was beneficial because it provided "an engaging and interesting way to learn a foreign language through activity." It has been helpful in removing the inhibitions too often associated with speaking a foreign language, especially in the early stages.24
Many students find it difficult to speak English well because they rarely use it in their daily life out of fear. For fear of making a mistake when speaking English, they prefer to keep quiet. They are afraid that their friends will laugh at them if they make a mistake in
24Rivers, W.M. Teaching Foreign Language Skills. New York: University of Chicago Press, 1968.
grammar. In this scenario, many high school children cannot communicate in English even though they have many words in their heads. As the author's experience shows, many learners chose to drop out of classes when they had English as their subject. Basically the students know what the teacher is saying and when the teacher asks them they know the answer to the teacher's questions but they shut up because they don't speak it in English. Many students are passive and silent when speaking English. As a result, students always speak in their native language. To solve problems, the writer chooses one method from eight methods, which is the direct method. Especially the direct method is not used for beginners, but for students who have a basic knowledge of English. The direct method has a very simple rule: no translations are allowed. In fact, the direct method derives its name from the fact that the meaning must be linked directly to the target language without going through the process of translation into the native language of the students.25
When using the direct method of teaching to speak, the teacher gives the object directly. For example, when the teacher wants to describe a beautiful girl, the teacher should prepare or take the picture and show it directly to the students.
When the teacher describes that picture and there are some students who don't understand the teacher's description or there are
25 Ibid.,
some words that the students don't understand, the teacher should be able to make them understand without translating the word. For example, if the teacher said "straight hair and a sharp nose" and the students do not understand its meaning, the teacher should provide a picture of straight hair and a pointed nose. Or it could be showing a student with straight hair and a pointed nose in class. This way the students will understand what the teacher is saying.26.
2) The Principles of Direct method
There are some principles of direct method27, they are:
a) Reading in the target language should be taught from the beginning of language teaching; however, reading skills can be developed by practicing speaking. Language is primarily the word.
b) Object (e.g., picture) present in the immediate classroom environment should be used to help students understand its meaning.
c) The native language should not be used in the classroom
d) The teacher must demonstrate and not explain or translate. It is desirable that students make a direct association between the target language and the meaning.
26Firinta Togatorop “Use of Direct Method in Teaching Speaking Descriptive at the Second Year of SMA Negeri 2 Pematangsiantar’’2016.
27 Ibid..,
e) Students must learn to think in the target language as quickly as possible.
f) Vocabulary is acquired more naturally when students use it in complete sentences rather than by memorizing lists of words.
g) The purpose of language learning is communication (therefore, students must learn to ask and answer questions).
h) Pronunciation should be worked on at the beginning of the language lesson.
i) Self-correction facilitates of language learning.
j) Lessons should include some conversation activities, an opportunity for students to use the language in real contexts.
Students should be encouraged to speak as much as possible.
k) Grammar must be thought inductively. An explicit grammar rule should never be given.
l) Writing is an important skill to develop from the start of language learning.
m) The syllabus is based on situations or topics, usually not on the linguistic structure.
n) Learning another language also means learning how the speakers of that language live.
3) The Techniques of Direct Method
The techniques of direct method28 ,those are;
a) Reading aloud
Students take turns reading a part of a passage, a play or a dialogue aloud. At the end of each student's shift, the teacher uses gestures, pictures, examples, or other means to clarify the meaning of the section.
b) Question and answer exercise
This exercise is conducted only in the target language.
Students are encouraged to ask questions and respond in full sentences, allowing them to practice new words and grammatical structures. You have the opportunity to ask and answer questions.
c) Getting students to self- correct
The teacher in this class has the students correct by asking them to choose between what they said and an alternative answer they gave. However, there are also other ways for students to correct themselves. For example, a teacher may simply repeat what a student just said; she uses a questioning voice to let the student know that something was wrong. Another possibility is for the teacher to repeat what the students have said and stop just before the mistake. The student knows that the next word was wrong.
28 Ibid..,
d) Conversation practice
The teacher asks the students a series of questions in the target language, which the students must understand in order to be able to answer them correctly. In the observed class, the teacher asked individual students questions about themselves. The questions contain some grammatical structure. Next, students could ask their own questions using the same grammar structure.
e) Fill in the blank exercise
Furthermore, no explicit grammar rules would be applied.
Students would have worked out the grammar rule they need to fill in the blanks from examples and practiced with earlier parts of the lesson.
f) Dictation
The teacher reads the passage three times. The first time, the teacher reads it at a normal pace, while the students just listen. The second time, the teacher reads the passage sentence by sentence and pauses long enough for the students to write down what they have heard. The last time the teacher reads the passage at normal speed and the students check their work.
g) Map drawing
The class included an example of a technique used by students to practice listening comprehension. The students were given a map with unnamed geographic features. Then the teacher
gave the students clues such as the following: 'Find the mountain range to the west. Write the words Rocky Mountain Above the Mountain Range. The teacher provided directions for the entire geographic feature of the United States so that the students would have a fully labeled map if they followed her instructions correctly. Then the students instructed the teacher to do the same with a map he had drawn on the board. Each student can take a turn to instruct the teacher on how to find and name a geographic feature.
4) The Procedures of Direct Method
The following procedure is adapted from Larsen-Freeman.29 a) The students are called on one by one and they read the
text loudly
b) After the students finish reading the passage, they are asked in the target language if they have questions.
c) The teacher answers the students’ question in the target language
d) The teacher works with the students on the pronunciation e) The teacher gives question to the students and the
questions and statements are about the students in the classroom.
29 Larsen diane. Using The Direct Method In Teaching To Improve Students’ Speaking Skill At Purikids Language Course.University Of Murcia, 2000.
f) The student make up their own questions and statements and direct them to other students in the classroom.
g) The teacher instructs the students to turn to an exercise in the lesson which asks them to fill in the blanks.
h) The students read a sentence out loud and supply the missing word as they are reading.
i) The teacher asks the students to take out their notebooks and he/she gives them a dictation; the passage is about the topic that has been discussed.
h) Paragraph writing
The teacher in this class asked the students to write a paragraph in their own words about the main geographical features of the United States. They could have done this form of memory, or they could have used the reading passage from the lesson as a model.
C. Hypothesis
Hypothesis alternative (Ha): There is a significant effect of using The Direct Method To Improve Students’ Speaking Skill At Man 3 Mataram In Academic Year 2021/2022.
Null Hypothesis (Ho): There is no significant effect of using The Direct Method To Improve Students’ Speaking Skill At Man 3 Mataram In Academic Year 2021/2022.
CHAPTER III RESEARCH METHOD A. Setting of Research
The research about improving the student’s speaking skill by using direct method has taken place in MAN 3 mataram in academic year 2021/2022. One of junior high school which is located in Jl. Raya Geguntur, Kelurahan jempong, Kecamatan Sekarbela, Kota Mataram and Provinsi Nusa Tenggara Barat. Research study conducted in the second semester of the academic year 2021/2022.
B. Object of Research
The object of this research is improving students’ speaking skill by using direct method and to know how the student activities at second grade of MAN 3 Mataram in academic year 2021/2022.
C. Design of research
The design use in this research is Classroom Action Research (CAR).
Classroom action research used to increase the result of teaching and learning process. It helps the teacher to awareness of the process.30 The procedure of data collection conducted in two cycle. Classroom action research involved four steps namely: planning, action, observation and reflection.
In this research uses Kemmis and McTaggar model as the design of research. There is an action research model that the researcher used as follows:
30 Miraya Likhulaila Nasution, “The Implementation of Small Group Discusssion to Improve Student’s Speaking Ability at Eight Grade of MTs Bina Ulama Kisaran, (Thesis, Faculty of Teachers Training UIN North Sumatra Medan, 2017) p, 39.
FIGURE1.1
Figure Cyclical Action Research model
Kemmis & Taggart in Purnama Syae Purrohman CAR Cycles31 D. Planning
In this stage, the researcher plans some actions that are needed to make this research successful, such as:
a. Doing Pre-Observation
This indicates that the researcher made a preliminary study to collect preliminary data on students and their school environment. This
31 Purnama Syae Purrohman, “Classroom Action Research Alternative Research Activity for Teacher”, Article of Research Gate, University Muhammadiyah Prof. Dr. Hamka, 2011, p. 7
action is required to ensure what the researcher would do in designing the research.
b. Choosing Media or Strategy for Students
After the preliminary data of students has been taken, the researcher chooses a media or suitable strategy for students to repair the lack of the students learning practice. In this case, the researcher chose Direct Method as the strategy of this research.
c. Deciding the Date of the Research
It is critical to create a research schedule for this research to proceed smoothly. This research take action in March 2022.
d. Arranging Lesson Plan
The researcher creates a lesson plan to cover the students’ activities while conducting the research.
e. Collaborating with the Teacher
To conduct the study, the researcher collaborated with the teacher in applying the action. The teacher would teach students as usual before implementing Direct Method in the classroom, which the research would observe.
E. Taking Action
The action of the research would be conducted on March 2022 by implementing Direct method to improve student speaking skill. The researcher collaborates with the English teacher at that school in implementing the action in order to success the research. Some activities have been arranged by the
researcher during the lesson, the researcher did the steps activities in the following:
a. Initial Activities
1) The English teacher of the MAN 3 Mataram monitoring the researcher in the class.
2) The researcher starts the class by saying greeting and asking the students' condition.
3) The researcher checks students’ attendance.
4) The researcher gives motivation and inform the goal of study in the class.
b. Core Activities
1) The researcher explained the important of speaking.
2) The researcher introduced the Direct method technique and its procedure.
3) The researcher introduced the topic to the students.
4) The researcher gave the object directly and ask them to describe the object.
c. Closing Activities
1) The researcher gives some feedback to all of the students.
2) The researcher closes the learning program.
Action is the process of doing something. It is the implementation of planning. In this step, researcher would explain the importance of speaking. Then researcher introduced the Direct method technique and its
procedure. The researcher explains the material in teaching and learning process, then introducing the topic to the students. The researcher gave the object directly. After that teacher ask them to describe the object.
F. Observation
In this step, researcher would observe and write students’ activities during teaching and learning process, such as the attitude, behavior within the obstacles that happen while the students read a text and did their work individually. The observation is doing to write the outcome of the learning teaching process by implementation several question orally.
G. Reflection
Reflection is the process feedback from the action that has been done.
It is utilize to help teacher make decide by analyze the condition and the students’ difficulties of problem in understanding the lesson. In this step, researcher would take feedback from teaching and learning process from the result of the observation sheet and students test. The aims of that is to improve students’ speaking skill. If in the first cycle the researcher not found the result the researcher would continue to the second cycle. In this section there are four steps they are, planning, action, observation and reflection.
H. Instrument of research
The researcher uses the instrument of collecting data to get the data by using observation and tests. The explanation is as follows:
a. Observation sheet
The researcher would collect the data using observation sheets, which contain a list of activities that may occur throughout the treatment.
Observation sheets would be utilized to keep track of the teacher’s and students’ activities during the teaching-learning process. The activities are listed as follows:
Table 3.1
Teachers’ observation checklist
No Activities
Score 1 2 3 4 1. Teacher Giving apperception related to the
material will be given
2. Teacher Manage the class well 3. Teacher explained the direct method 4. Teacher and students discussed the material
that students have not understood 5.
Teacher responds to students' questions about the material that has not been understood
6. Teacher asked students to prepare to do the
exercise
7. Teacher and students conclude the subject
material together
Total score
Percentage of activities
Category
Note :
Score 4 : Excellent Score 3 : Good Score 2 : Sufficient Score 1 : Less
To gain the final score, the total score of each student and teacher’s activities would be times by 100 and divided by the maximum score.
Percentage of Activities: Total Score x 100%.32 Score max Category :
100% - 75% (Excellent) 74% - 50% (Good) 49% - 25% (Sufficient)
24% - 0% (Less/Not Implemented)
Table 3.2
Students’ observation checklist
32Mahsat Maladi Firdaus, “Improving English Reading Comprehension Using Extensive Reading Activity at the Second Grade of MAN 3 Mataram in Academic Year 2021/2022” (Thesis, The State Islamic University of Mataram, Mataram, 2020), p.42
No Activities
Score 1 2 3 4 1. Students gave attention to the explanation
about direct method
2. Students follow the teacher instruction and
pay attention
3. Students pay attention to the lesson 4. Students being active in following the
learning process well
5.
Students enthusiatics in asking the question related to teacher’s explanation about direct method
6. Students follow the teacher’s guide to
describe the object that has been given 7. Students listen to the teacher feedback
Total score
Percentage of activities
Category
Note:
Score 4: Excellent Score 3: Good Score 2: Sufficient Score 1: Less
To gain the final score, the total score of each student and teacher’s activities would be times by 100 and divided by the maximum score.
Percentage of Activ
