improving students speaking skill by using action …
TRANSCRIPT
IMPROVING STUDENTS SPEAKING SKILL BY USING ACTION
LEARNING STRATEGY IN ENGLISH LESSON AT THE
EIGHTHGRADE STUDENTS OF MTs. MUHAMMADIYAH LIMBUNG
(A Classroom Action Researchat the Eight Grade Students of
MTs.Muhammadiyah Limbung, Gowa)
THESIS
Submitted to the FKIP University of Muhammadiyah Makassar
In Fulfillment of the Requirement for the Degree
of Sarjana Pendidikan In English Department
MAR’ATUN SHALIHAH MS
10535 652115
ENGLISH EDUCATION
TEACHERS TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERNYATAAN
Nama : Mar’atun Shalihah MS NIM : 10535 6521 15
Program : English Education Department
TITLE : The Use of Action Learning Strategy to Improve Students’
Speaking Skill in English Lesson at Eight Grade Students of MTs.Muhammadiyah Limbung
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.
Makassar, Januari 2020
Yang membuat perjanjian
Mar’atun Shalihah MS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERJANJIAN
Nama : Mar’atun Shalihah MS NIM : 10535 6521 15
Program : English Education Department
TITLE : The Use of Action Learning Strategy to Improve Students’
Speaking Skill in English Lesson at Eight Grade Students of MTs.Muhammadiyah Limbung
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan
menyusun sendiri skripsi saya.
2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3
maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Januari 2020
Yang membuat perjanjian
Mar’atun Shalihah MS
ABSTRACT
MAR’ATUN SHALIHAH MS. 2020. Improving Students’ Speaking Skill by
Using Action learning Strategy in English Lesson at The 8th Grade Students of
MTs.Muhammadiyah Limbung (A Classroom Action Research at the Eight
Grade Students of MTs.Muhammadiyah Limbung, Gowa): A Thesis of English
Education Department, The Faculty of Teacher Training and Education,
Muhammadiyah University of Makassar. Guided byNurdevi Bte Abdul, and Eka
Prabawati Rum.
The objective of this research was to find out the students’ ability in
speaking that focused on vocabulary and prounciation by using Action Learning
strategy at Eighth Grade Students of MTs Muhammadiyah Limbung. This
research used Classroom Action Research (CAR) that consisted of two cycles,
each cycle consisted of : planning, acting, observing, and reflecting. The subject
of this research was the Eight Grade students of Mts Muhammadiyah Limbung
that consisted of 30 students. The data were gathered after scoring the students’
speaking ability on vocabulary and pronunciation through diagnostic test and test
of cycle I and II.
The result of this research showed the improvement of students’ score
from d-test to cycle I and cycleII test. In d-test, there was only 6.7 % (2 students)
who got point >75. In cycle I test there was 53.3 % (16 students) who got point
>75. It means therewasimproved46.6% but unseccessful passed KKM 75, so
sontinued to cycle II.Thecycle II test,therewas90%(27 students) who got point
>75. The improvement was about 43.4 % and the total mprovement of students’
score from d-test until cycle II test was 83.3 %. It can be concluded that action
learning strategy can improve students’ speaking skill and worked effectively and
efficiently in helping students’ ability in speaking at VIII-A grade of MTs
Muhammadiyah Limbung and this learning has applied successfully and able to
increased students’ ability in speaking.
Keywords : Action Learning Strategy, Classroom Action Research(CAR),
speaking skill, English lesson.
ABSTRAK
MAR'ATUN SHALIHAH MS.2020. Meningkatkan Keterampilan Berbicara Siswa dengan Menggunakan Strategi Pembelajaran Tindakan dalam
Pelajaran Bahasa Inggris di Siswa Kelas 8 MTs. Muhammadiyah Limbung
(Penelitian Tindakan Kelas di Siswa Kelas Delapan MTs. Muhammadiyah Limbung, Gowa) : Tesis Departemen Pendidikan Bahasa Inggris , Fakultas
Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar.
(Nurdevi Bte Abdul, Eka Prabawati Rum)
Tujuan dari penelitian ini adalah untuk mengetahui kemampuan
siswa dalam berbicara yang berfokus pada kosa kata dan pengucapan dengan
menggunakan strategi Action Learning pada Siswa Kelas VIII MTs Muhammadiyah Limbung. Penelitian ini menggunakan Penelitian Tindakan
Kelas (PTK) yang terdiri dari dua siklus, setiap siklus terdiri dari:
perencanaan, tindakan, pengamatan, dan refleksi. Subjek penelitian ini adalah
siswa kelas VIII MTs Muhammadiyah Limbung yang terdiri dari 30 siswa. Data dikumpulkan setelah menilai kemampuan berbicara siswa pada kosa
kata dan pengucapan melalui tes diagnostik dan tes siklus I dan II.
Hasil penelitian ini menunjukkan peningkatan skor siswa dari diagnostik tes ke siklus I dan tes siklus II tes. Dalam diagnostik tes, hanya
ada 6,7% (2 siswa) yang mendapat poin> 75. Pada tes siklus I ada 53,3% (16
siswa) yang mendapat poin> 75. Ini berarti ada peningkatan 46,6% tetapi tidak berhasil melewati KKM 75, jadi dilanjutkan ke siklus II. Pada tes siklus
II, ada 90% (27 siswa) yang mendapat poin> 75. Peningkatannya sekitar
43,4% dan peningkatan skor siswa dari tes-d sampai tes siklus II adalah 83,3%. Karena telah mencapai KKM, maka penelitian ini hanya sampai di
siklus II dan tidak dilanjutkan ke siklus selanjutnya. Dapat disimpulkan
bahwa strategi pembelajaran tindakan dapat meningkatkan keterampilan
berbicara siswa dan bekerja secara efektif dan efisien dalam membantu kemampuan siswa dalam berbicara di kelas VIII-A MTs Muhammadiyah
Limbung dan pembelajaran ini telah berhasil diterapkan dan mampu
meningkatkan kemampuan siswa dalam berbicara. .
Kata kunci: Strategi Pembelajaran Tindakan, Penelitian
Tindakan Kelas (PTK), keterampilan berbicara, pelajaran
bahasa Inggris.
Motto :
“WHATEVER YOU ARE, BE A GOOD ONE”
DEDICATION
A Thesis for My Beloved Family
Especially for
My Father,
My Strongest Mother,
My Brothers and Sister
My Bestfriend
ALSO,
For My Own Self
I Deserve this Billion Times
ACKNOWLEDGEMENT
Alhamdulillahi Rabbil’aalamiin, deepest gratitude would like to be
expressed to the Almighty God, the Merciful lord Allah SWT, the only one
creator who gives us and His endless blessing, guidance, inspiration, motivation
and health all the time in completing of writing this thesis. Sending shalawat and
salam to the best prophet Muhammad SAW will always be an obligatory deed for
to the ones considering themselves as ummah of prophet Muhammad SAW who
has brought Islam to our civilization.
Behind a person’s success, there’s must be a person giving great support.
So the success of this thesis indeed has some people contributing so much in
giving assistance, priceless assistance, corrections, suggestions, guidance and
support. Finally, it is undeniable that thesiswould never be perfect, as nothing is
perfect but the single creator who has created all things, including the universe,
the world and all material contained. Hence, the writer would like to express the
greatest thanks and appreciation to those people, they are:
1. The belovedparents, Drs. Muh. Syuja Syamsuddin, MM and Hj.Zakiyah
Yahya Maulana Tadjuddin who have given much love, motivation, prayer,
moral and financial supports all the time to finish this thesis.
2. Prof. Dr. H. Abd. Rahman Rahim, S.E.,M.M,asrector of Muhammadiyah
University of Makassar.
3. The first consultant Nurdevi Bte Abdul, S.Pd., M.Pd and the second
consultant Eka Prabawati Rum,S.Pd.,M.Pd who have given their valuable
time and patient, to support assistance and guidance to finish this thesis.
4. Erwin Akib, M.Pd., Ph.D,as Muhammadiyah University of Makassar Dean,
who has given a chance to complete education at Muhammadiyah University
of Makassar.
5. UmmiKhaeratySyam, S.Pd, M.Pdand Ismail Sangkala S.Pd., M.Pd, as
head and secretary of English Education Department at Muhammadiyah
University of Makassar.
6. The beloved brothers and sister, Munzir, Zaky, Balqis and all of my family
and relativesthat could not be mention here. Thanks for the love, help,
motivation, support and suggestion.
7. The beloved best friends, Dian, Fitrah, Aul, Heroes Class and all friends that
could not be mentioned here. Thanks for the help, support and suggestion.
8. Unforgotten gratitude to the Head Master and all the teachers of MTs
Muhammadiyah Limbung, especially the English teacher, Suhaedah, S.Ag
and also all of students at MTs Muhammadiyah Limbung who have
contributed as respondents of this research, without them this research will
never be accomplished.
Makassar, January 2020
Researcher
TABLE OF CONTENTS
TITTLE OF PAGE ........................................................................................ i
APPROVAL SHEET .................................................................................... ii
LEMBAR PENGESAHAN .......................................................................... iii
SURAT PERNYATAAN ............................................................................... v
SURAT PERJANJIAN .................................................................................vi
ABSTRACT ................................................................................................ vii
MOTTO ........................................................................................................ix
ACKNOWLEDGEMENT .......................................................................... xii
TABEL OF CONTENTS ..............................................................................xi
LIST OF TABLE ......................................................................................... xv
LIST OF FIGURE ...................................................................................... xvi
LIST OF CHART..............................................................................xvii
LIST OF APPENDICES ..................................................................xviii
CHAPTER I : INDRODUCTION ................................................................. 1
A. BACKGROUND .............................................................................................. 1
B. RESEARCH PROBLEM .................................................................................... 4
C. OBJECT OF THE RESEARCH ............................................................................. 4
D. SIGNIFICANCE OF THE RESEARCH ................................................................... 4
E. SCOPE OF THE RESEARCH .............................................................................. 5
CHAPTER II : REVIEW OF LITERATURE.............................................. 6
A. PREVIOUS OF RELATED STUDY ...................................................................... 6
B. CONCEPT OF SPEAKING ................................................................................ 8
1. DEFINITION OF SPEAKING...................................................8
2. ELEMENTS OF SPEAKING.....................................................9
3. FUNCTIONS OF SPEAKING...................................................11
4. CLASSROOM SPEAKING ACTIVITIES...................................12
C. CONCEPT OF ACTION LEAENING STRATEGY ........................... ......................14
1. DEFINITION OF ACTION LEARNING STRATEGY...............14
2. ELEMENTS OF ACTION LEARNING STRATEGY.................15
3. THE ADVANTAGES OF ACTION LEARNING ......................17
4. THE DISADVANTAGES OF ACTION LEARNING ................17
D. CONCEPTUAL FRAME WORK ....................................................................... 18
CHAPTER III : RESEARCH METHOD ................................................... 21
A. RESEARCH DESIGN ....................................................................................... 21
B. RESEARCH SUBJECT ...................................................................................... 24
C. INSTRUMENT OF THE RESEARCH .................................................................. 24
D. PROCEDURE OF COLLECTING DATA .............................................................. 25
E. DATA ANALYSIS TECHNIQUE ........................................................................ 28
1. SCORING STUDENTS SPEAKING SKILL...............................28
2. CALCULATING STUDENTS SCORE......................................30
CHAPTER IV : FINDINGS AND DISCUSSION ...................................... 32
A. FINDINGS ..................................................................................................... 32
B. DISCUSSION ................................................................................................. 38
CHAPTER V : CONCLUSION AND SUGGESTION ............................... 43
A. CONCLUSION ............................................................................................... 43
B. SUGGESTION ............................................................................................... 44
BIBLIOGRAPHY...............................................................................45
APPENDICES...............................................................................................48
LIST OF TABLE
Table 3.1English Speaking Skills Assasement Collects................28
Table 4.1 Students’ Score...............................................................32
Table 4.2 The Improvement of Students Speaking skill.................33
Table 4.3 The Percentage of Students Score..................................35
LIST OF FIGURE
Figure 2.1 Conceptual Framework ................................................................ 18
LIST OF CHART
Chart4.1 The percentage of students who successful got improvement
in speaking skill ............................................................ ...24
LIST OF APPENDICES
APPENDIX 1 :Diagnostic Test...........................................................48
APPENDIX 2 : Cycle I test.................................................................49
APPENDIX 3 : Cycle II test...............................................................50
APPENDIX 4 : Students’ D-Test Score.............................................51
APPENDIX 5 : Students’ Cycle I Score.............................................54
APPENDIX 6 : Students’ Cycle II Score...........................................58
APPENDIX 7 : The Result of Students’ Score...................................62
APPENDIX 8 : RPP 1.........................................................................65
APPENDIX 9 : RPP 2.........................................................................69
APPENDIX 10 : RPP 3.......................................................................73
APPENDIX 11 : RPP 4.......................................................................77
APPENDIX 12 : STUDENTS ATTANDANCE LIST.......................82
APPENDIX 13 : DOCUMENTATION.............................................83
CHAPTER I
INTRODUCTION
A. Background
In this era of Globalization, English Language is important for our lives. In
fact, English isan universallanguage that is a significant tool widely used in
communication among people all over the world. Globalization made the use of
English Language more widen. The ability to speak English property has been
one essential benchmark skills in the professional world.
Learning English in Junior High School are important given other than us a
preparation of the Globalization but as the provision of Junior High School
students to continue the higher education level. Teaching English language at
Junior High School also eventful,because language is crucial to students
development. It is the key for learning, communicating, and building
relationship with others.
As one of the basic skill of English, speaking has an important role in
language learning process. According to Fulcher(2003) said speaking is the verbal
use of language to communicate with others.Maxom (2009), stated that speaking
is the most important skill in English language teaching to be mastered in school.
Through speaking, students express their ideas, feelings and desires to others. In
schoolthe students learns how to speak English easier because there are teachers
and friends who can be their facilitators and pairs to practice English. So,
speaking is ability of people to communicate with other people by using verbal
1
18
language. Teachersresponsible to educate students from no knowledge to
sufficient English speaking environment. Mostly of teaching before the past few
decades, found the teacher tend to carry out the teaching process in the classroom
by applying traditional and monolingual principle ways of teaching. This shows
that teachers enrichments with appropriate ways of teaching atmosphere, that why
in teaching English as the second language by applying new and modified
fashions in order that the result of the teaching process would contribute more
input to reach statisfied learning outcome.Whole around the world recently, where
the people encourage that English as their target or second language used based on
whole interactions and communication holding the dominant role of every aspects
of their life. English is most widely used in teaching learning process of broader
educationaloccasions either formal or environment.
In this case, the students must study hard to master it and the teacher should
create a good atmosphere in the class. However, it is contrary to the real situation
in the class.
As the observation before, the researcher faced several problems related to
their speaking ability at the eighth grade students of MTs Muhammadiyah
Limbung. Speaking activities do not work in class because many factors prevent
students from speaking English with their friends. They are afraid to making
mistakes, of being laughed at by his or her friends and having lack of confidence
in their ability. The students also think that learning English is not interesting, this
is because the method or strategy that is used less creative.
19
Speaking is an activity use by someone to communicate with other. It is take
place everywhere and has become part of our daily activities. When someone
speaks, they interact and use the language to express their ideas, feeling, and
thought. They also share information to others trough communication. In some
situations, speaking is use to give instruction or to get things done. For example,
to describe things or someone, to complain about people’s behavior, asking and
giving services, and others. In the teaching and learning process, the teachers give
less attention to speaking. Therefore, if students do not learn how to speak or do
not get any opportunities to speak in the language classroom, they may soon lose
their interest in learning. Students, who do not develop strong oral skills during
this time, will find it difficult to keep face with their peers in later years.
Based on the characteristic of the problems, they can be solved by giving
appropriate technique. The researcher gives solutions to applying the technique in
speaking English, namely “Action Learning Strategy”. Action learning is a
process for bringing together a group of people with varied levels of skills and
experience to analyze an actual work problem and develop an action plan.Pedler
(2011) said that Action learning process attempts to achieve this blend through
giving rigour and to the cycle of learning and through using the positive powers of
small group, to substain this discipline and rhythm. The group continoues to meet
as actions are implemented, learning from the implementation and making mid-
course corrections. Action learning is a form of learning by doing. Learning is
done in groups where each groups is presented an action and dialogue by students
20
with attention to pronunciation, vocabulary, accuracy and fluency. This is done to
improve students speaking skills in daily life.
So, to overcome this problem, the researcher used the action learning strategy
to improve students’ speaking skills. Based on the descriptions above, the title of
this research was “Improving Students’ Speaking Skill by Using Action Learning
Strategy in English Lessom at The 8th Grade Students of MTs Muhammadiyah
Limbung”.
B. Research Problem
Based on the previous background, research problem of this research was
“can the use of Action Learning Strategy improve students’ speaking skill in
English lesson?”
C. Objective of the Research
Considering the research problemabove, objectiveof this research was to
findout whether or not the use of Action Learning Strategy improve students’
speaking in English lesson.
D. Significant of the Research
The significant of the researchwas expected to be useful for:
1. For the English teachers, the result of this research was expected to provide
them with an alternative technique to teach speaking. It is also expected to
motivate the teacher to be more creative, so the students will be more
enthusiastic in learning English in the class
21
2. For the students, the results of this research was expected to give them new
experience in English learning, especially in learning speaking, so they can
be more motivated to develop their abilities.
3. For the researchers, the result of this research was developed her experience
relate to her knowledge in research on education and English teaching,
especially for speaking.
E. Scope of the Research
It was necessary for the researcher to limitthe study. It was intended to avoid
a big problem area and helped her to focus on the research. Based on the
background and problemof research, this study focused on the use of Action
Learning Strategy to improve students’ speaking skill in English lesson. In
light of view, the researchwas conducted by focusing onvocabulary and
pronunciationtoimprove students’ speaking skill in English lesson of Eighth
Grade students ofJuniorHigh Schoolby using Action Learning Strategy.
22
CHAPTER II
REVIEW OF LITERATURE
A. Previous of Related Studies
The action learning strategy is one of learning strategy that usedto improve
the students’ achievement in the class. There are some similar research studies
that had been conducted before. The results of the research were described as
follows:
1. Armasita (2017) conducted a research at MTS PAB 1 Helvita. The
research was improving students speaking skill by using action learning
strategy. She found there wasimprovement of students in speaking skill
through action learning strategy and very effective to applied in teaching
and learning process. She ind-test, the students who got point >75 up were
4 students (9.09%). In the cycle I test students who got point >75 up were
30 students (68.18%). The cycle II test, students who got point >75 were
38 students (86.36%).
2. Irfan (2008) conducted a research at Madrasah Aliyah at-Taufiq Lisu
Barru Regency states that increasing the students’ speaking ability
through problem based learning strategy is an effective way because the
students have low confidence to speak because they are afraid of making
mistake, they have insufficient vocabulary, their grammatical knowledge
is still low, and their ability arrange sentence is poor. He reported that
23
90.5% of the students were increasing in speaking through problem based
learning strategy. He said that 97% were effective in speaking.
3. Muhammadong (2008) conducted on research on improving students’
speaking ability through inquiry-based learning strategy at the third year
students of SMP 1 Parigi, Gowa Regency. He reported that 95.5% of the
students were improved in speaking through inquiry-based learning
strategy. He said that 95% were effectively in speaking.
4. Cangara (1992) conducted a research at SMA 5 Ujung Pandang to expose
the effect of using picture on speaking. He reported that 97,5% of the
subject were interested in studying English by using picture. He said that
95% of the subject were positively affected their interest.
Based on the previous findings above the researcherexplained that this
research was different with Irfan’s, Muhammadong’s, and Changara’s
findings because their research concern to improve the students’ speaking
ability generally.
The other finding shows that this research was similar
toArmasita’sfinding because this research has some concerns in improving
the students’ speaking skill by using action learning strategyespecially in
vocabulary and pronunciation of the students.
So, the researcher concludes that all findings in previous research were
similar to improve students speaking skill, but they applied different method.
It means there are many methods can be used to improve students speaking
skill, one of the method is action learning strategy.
24
B. Concept of Speaking
1. Definition of Speaking
Speaking is the ability to produce words in language practice. Speaking is
an important skill that students have to master. It is because in speaking we
can know the students’ ability to produce the target language or English.
Speaking used to express thought a loud using the voice or talk. It means that
when someone interacts with other by using a language as a mean, certainly,
they want to convey something important.
According to Nunan (2003), speaking is the productive oral skill. It
consisted of producing systematic verbal utterances to convey meaning.
Teaching speaking is sometimes considered a simple process. Commercial
language schools around the world hire people with no training to teach
conversation. Although speaking is totally natural, speaking in a language
other than our own is anything but simple.
Chaney (1998) said that speaking is the process of building and sharing
meaning through the use of verbal and nonverbal symbols, in a variety of
contex.
Tarigan (1981) said themain point of speaking is for communicating, so
we have to convey the thinking and feeling effectively and the speaker must
understand the meaning to be communicated in order to make other people
understand what they are talking about. It meansthat people in the world have
speaking ability because speaking is an activity that we always do in every
25
time to communicate with other people and to make a good relationship in
society.
From the explanation above, the researcher concludes that speaking is a
process to convey and sharing ideas and feelings orally. Speaking involved
some skills such as vocabulary, pronunciation, accuracy and fluency.
Students need to master all of those elements. Speaking, especially in a
foreign language is a very necessary activity for all ages of learners because
from this activity people can understood what the other said who use a
foreign language too.
2. Elements of Speaking
Harmer (1991) categorized those things in six skills, they are:
a. Vocabulary
According to Webster (1983), vocabularies are list of word etc as
dictionary or glossary and all of words used a language or by a person group
etc.Hirai (2010) said, Vocabulary is the basis for the development of
language, very simply put, without knowing the vocabulary of language,
higher level language use (grammar, syntax, expository writing) was difficult,
if not impossible.
It is impossible to speak without mastering vocabulary. Therefore this
element is somewhat essential to learn before practicing speaking. The
students sometimes get trouble in memorizing all vocabulary that they have
known because they lack of practicing and used them. They need to practice
more to keep them in mind.
26
b. Pronunciation
Webster (1983) said, it is manner of pronouncing something articulate
utterance. Certainly we are relized that pronouncing is one of speaking
elements that have strong relation with vowel and consonant, stress and
intonation. It can be learned by way imitating and repeating. Therefore,
teacher of English should have a good standard of pronunciation in other that
the learner can imitate their teacher in teaching and learning process.
c. Grammar
Cook(2009) defines these types of grammar such as: Perspective grammar,
traditional grammar, structural grammar, and grammar as knowledge. Another
definition, that grammar is the study of language which deals with the forms
and the structure of words (phonology) and with the customary arrangements
in phrase and sentences (syntax).
d. Fluency
Fluency refers to how well a learner communicate meaning rather than
how many mistakes that they make in grammar, pronunciation, and
vocabulary. Fluency is often compared with accuracy. Therefore, fluency is
highly complex ration relate mainly to smoothness of continuity in discourse.
e. Comprehensibility
Comprehensibility is an ability to understand, know or get the speakers
point (message) to other or partner.
27
f. Self-confidence
Self-confidencebecomes an important factor in speaking learning process.
A student with a good grammatical and vocabulary master usually has a big
confidence to express idea, suggestion or answer the question.
3. Functions of Speaking
The master of speaking skills in English is a priority for many second and
foreign language learners. Several language experts have attemped to
categorize the function of speaking in human interaction.
According to Brown and Yule (2008), there are three function of speaking:
a. Talks as interaction
Speaking as interaction refers to the interaction which serves a primarily
social function. Whenpeople meet, they exchange greetings, engage in small
speaking and chit chat, recount recent experiences because they wish to be
friendly and to establish a comfortable zone of interaction with others. The
focus is more on the speaker and how they wish to presents themselves to teach
other.
b. Talk as performance
Speaking as performance refers to public speaking, it is talk which transmits
information before and audience such as morning talks, a public
announcements and speeches. Speaking as performance tends to be in form
monolog rather than dialogue, often follow a recognizable format and it is
closer to written language than conversational language.
28
c. Speaking as transaction
Speaking as transaction refers to situation where the focus is on the
message about what is said or achieved in order to make people understood
clearly and accurately.
4. Classroom Speaking Activities
Many of the classrooms speaking activities which are currently in use fall
at or near the communicative end of the communication continue. In this
section we will look at some of the most widely-used. According to Harmer
(2001), there are six classroom speaking activities :
a. Acting from a script
We can ask our students to act out scenes from plays and/or their
coursebooks, sometimes filming the results.Students will often act out
dialogues they have written themselves. This frequently involves them
incoming out to the front of the class.
b. Communication Games
Games which are designed to provoke communication between students
frequently depend on an information gap so that onestudenthasto talk to a
partner in order to solve a puzzle, draw a picture (describe and draw), put
things in the right order (describe and arrange), or find similarities and
differences between pictures.
c. Discussion
Some discussion just happen in the middle of lessons, they are
unprepared for by the teacher but if encouraged can provide some of the
29
most enjoyable and productive speaking in language class. Their success
will depend upon our ability to prompt and encourage perhaps to change
our attitude to errors and mistakes from one minute to the next pre-plan
discussion. On the other hand, depend for their success upon the way we
ask students to approach the task in hand.
d. Prepared Talks
A popular kind of activity is the prepared talk where studentsmake a
presentation on a topic of their own choice. Such are talks are not
designed for informal spontaneous conversation.
e. Questionnaires
Questionnaires are useful because by being pre-plan. They ensure that
both questioner and respondent have something to say each other.
Depending upon how tight designed they are, they may well encourage
the natural of certain repetitive language patterns and thus be situated in
the middle of our communication. Students can design questionnaires on
any topic that is appropriate. As they do so the teacher can actas a
resource to helping them in design process. The results obtained from
questionnaires can form the basis for written work, discussions, or
prepare talks.
f. Simulation and Role-Play
Many students derive great benefit from simulation androle-play.
Students stimulate a real life encounter (such a business meeting, an
encounter in an aeroplane cabin, or an interview) as if they were doing so
30
in the real world, either as themselves or with thoughts and feelings they
do not necessarily share. Simulation role-play can be used to encourage
general oral fluency, or to train students for specific situations especially
where they are studying ESP.
C. Concept of Action LearningStrategy
1. Definition of Action Learning Strategy
According to WIAL-World Institute for Action Learning (2015),
action learning is a new way of thinking, doing bussiness, and interacting
in teams. Action Learning is a process that involves a small group
working on real problems, taking action, and learning as individuals, as a
team, and as an organization. It helps us to develop creatuve, flexible,
and successful strategies to pressing problems.
Revan (1969) said Action learning is a dynamic process where a team
meets regularly to help individual members address real issues through a
highly structured, facilitated team process of reflection and action. Peer
accountability and visibility of plan execution are powerful motivators
that get results for the individual team member and meaningful
experiential learning for all.
Ruebling (2007) said Action Learning is a tool that brings vision and
action together, helping people and their organizations to the next level in
terms of production, development, recruiting and even retention (people
who are growing and learning rarely leave and organization).
31
The process of action learning helps participants learn how to learn by
dealing with real problems in the workplace. The strengths of action
learning that members of one set were experiencing relate to the team
building process: “expressing and resolving our feelings about the
process”, learning to handle critism: “being equal to one another and
being valued for our input, “getting feedback from others and bouncing
ideas of people extends the learning and helps to make changes”.
So the conclusion is Action learning is a process that requires
member of an organization to work together to solve problems through
action and reflection. It has potential to become a multi-purpose
organizational activity depending on the extent to which it is integrated
into the organization system and made central to the organizational
culture.
2. Elements of Action Learning Strategy
According to WIAL-World Institute for Action Learning (2015)
there are six components of action learning. The six components are :
1. A problem
The problem should be urgent, significant, and the responsibility of
the team to resolve.
2. An action learning group or team
The action learning team is ideally composed of 2-8 peoples.
32
3. A process of insightful questioning and reflective listening
Action learning tackles problems through a process of asking
questions to clarify the exact nature of the problem. Action is taken
after reflecting and identifying possible solution. Question build
group dialogue and cohesiveness, generating innovative and
systems thinking.
4. An action taken on the problem
Action learning requires that the group be able to take action on the
problem it is working on. If the group give recommendations only,
it loses its energy, creativity and commitment.
5. A commitment to learn
Solving an organization problem provides immediate, short-term
benefits to the company. The greater, longer-term strategic value to
the organization isthe learning gained by each group member and
the group as a whole as well as the application of the learning
throughout the organization.
6. An action learning coach
The action learning coach helps the team members reflect on both
what they are lerning and how they are solving problems. The
coach enables group member to reflect on how they listen. They
then reframethe problem, and give feedback on how the team plans
and work together. The action learning coach also helps the team
focus on what they find difficult, what process they employ, and
33
the implications of these processes on what they achieve. Whith
this information, teams can grow and become more cohesive.
3. The Advantages of Action Learning Strategy
Agustina (2016) states that there are seven advantages of action
learning strategy. They are:
1. Centred on learners.
2. Emphasis on finding knowledge, not accept knowledge.
3. Great fun.
4. Empower all learners senses potential.
5. Use varied method.
6. Using multiple media.
7. Tailored to existing knowledge.
4. The Disadvantages of Action Learning Strategy
Agustina (2016) states that there aretwo disadvantagesof action
learning strategy are:
1. Learners difficult orienting his thoughts, when not accompanied
by educators.
2. The disscussion was impressed in all directions or not focused.
D. Conceptual Framework
34
The conceptual framework of this researchcan be diagrammed as
follows :
Figure2.1. Conceptual framework
The conceptual framework above showsthe situation of English
teaching process in the classroom. It is how to improve students speaking
skill that focus onvocabulary andpronunciation by using action learning
strategy.According to Nunan (2003), speaking is the productive oral skill.It is
ACTION LEARNING STRATEGY
SPEAKING
CAR
(CLASSROOM ACTION RESEARCH)
CYCLE I
-PLANNING -ACTION
-OBSERVATION
-REFLECTION
THE IMPROVEMENT OF
STUDENTS’ SPEAKING SKILL
CYCLE II
-PLANNING -ACTION
-OBSERVATION
-REFLECTION
VOCABULARY PRONUNCIATION
35
consist of producing systematic verbal utterances to convey meaning. Chaney
(1998) said that speaking is the process of building and sharing meaning
through the use of verbal and nonverbal symbols, in a variety of
context.Teaching speaking is sometimes considered a simple process.
Commercial language schools around the world hire people with no training
to teach conversation. Although speaking is totally natural, speaking in a
language other than our own is anything but simple.
Based on the observation before, the researcher faced several problems
related to theis speaking ability. Speaking activities do not work in class
because many factors prevent students from speaking English with their
friends. They are afraid to making mistakes, of being laughed at by his or her
friends and having lack of confidence in their ability. The students also think
that learning English is not interesting, this is because the method or strategy
that is used less creative.
Therefore, the researcher wants to overcome the problems by using
Action learning strategy in the speaking class.Ruebling (2007) said Action
Learning is a tool that brings vision and action together, helping people and
their organizations to the next level in terms of production, development,
recruiting and even retention.According to WIAL-World Institute for Action
Learning (2015) action learning is a new way of thinking, doing bussiness,
and interacting in teams. Action Learning is a process that involves a small
group working on real problems, taking action, and learning as individuals, as
a team, and as an organization. Action learning is presented in an interesting
36
way which can stimulate students and to develop ideas of thinking and
speaking skills by doing conversation activity. It helps us to develop creative,
flexible, and successful strategies to pressing problems. WIAL(2015) also
said that action learning is effective for solving problems and made the
participants to be more creative, think critically, and work collaboratively.
The researcher chose this strategy because it fun and interested. The
students would get more opportunity to explore their speaking and it would
help them to improve their speaking skill. Besides, this strategy also can
motivate them to be more active during the teaching and learning process. So,
this strategy expect to solve problems to improve students speaking skill in
terms of vocabulary and pronunciaton and give positive changes in the
teaching and learning process after applying this strategy in the Eight Grade
students of MTs Muhammadiyah Limbung.
37
CHAPTER III
RESEARCH METHOD
A. Research Design
This research used Classroom Action Research(CAR). Classroom is a
methodof finding out whatthebest way in the classroom. So, we can improve
students’ ability in learning process. This aim of classroom action research is
to improve the teachers’ teaching their own classroom or school. While there
is no requirement that the findings be generalized to other situation, the results
can add toknowledge base.
Classroom action research reflection to activity which is intentionally
appear and happened in class. In here, the researcher uses a ClassroomAction
Research (CAR) designed by Kemmis and McTaggart (1988) model that
consist of four steps, namely: planning, action, observation, and reflection.
38
Figure 3.1. Action Research Spiral, Model By Kemmis and
McTaggart
The procedures of research are performs by administrating two cycles.
Each cycle contain four steps which are planning, action, observation, and
reflection.
B. Research Subject
The classroom action research was conducted in the Eighth Grade
Students of MTs Muhammadiyah Limbung that consist of 30 students.
39
C. Instrument of the Research
The instruments of this researchwere:
1. Observation: it used to collect data about students activities in teaching
and learning process. The type of observation had beenused in this
research is direct observation.
2. Test: it used to getting data
-Diagnostic test : used to measure the ability of students before
implementation of action learning strategy.
-Cycle I test : used to measure the improvement of students
after implemantation of action learning
strategy in cycle I.
-Cycle II test : used to measure the improvement of students
after implementation of action learning
strategy in cycle II.
D. Procedure of Collecting Data
The procedure of this research is performed by administrating two
cycles. Each cycle contained four steps which are planning, action,
observation, and reflection. Before the cycle I begin, the diagnostic test
given to students to know the students speaking skill in Englis lesson.
1. Cycle I
a. Planning
1. The teacher prepared speaking materials that given to the students.
40
2. The teacher made lesson plan based on curriculum after getting the
problems.
3. The teacher prepared test for students in cycle I.
b. Action
1. The teacher divided the class students in pairs.
2. The teacher gave one issue to students for makes dialogue.
3. Students discussed with their partner to create a dialogue based on
the topic.
4. After 20 minutes, the teacher asked each pair to practice the
dialogue in front of other friends.
5. The teacher corrected students’ mistakes and provided
reinforcement of the material.
6. The teacher provided opportunities for students to ask.
7. Each end of the meeting the teacher gave homework to based on
the topic
c. Observation
1. The teacher did evaluation to know the students’ improvement.
2. The teacher gavethe students’ chance for giving suggestion to
complete the action research.
d. Reflection
After collected the data, the researcher evaluated the teaching-
learning process. Then, the researcher reflected herself by seeing the result
of the observation, teaching learning process of speaking using Action
41
Learning Strategy was good to imply in teaching learning process or not.
First plan was unsuccessful, the researcher made the next plan (re
planning) to get a good result.
2. Cycle II
Cycle II was done after cycle I. The researcher should see the
students’ result of their speaking ability and absolutely in different ways to
get improvement of the students’ ability in speaking.
a. Re- Planning
The activities were done in these stages as follows:
1) The teacher evaluated the result of reflection, discussed and found the
improvement to be applied for the next learning process.
2) The teacher designed the lesson planning of cycle II
3) The teacher repaired the weakness of the action in the first cycle.
4) The teacher prepared a test for the students
b. Action
The teacher used Action Learning Strategy.
There stepswere as follow:
1) The students payed attention their mistakes in the first cycle that
the teacher has explained.
2) The teacher gave a material about dialogue that relates about the
topic which their learn every meeting
3) Teacher gavetext to students that realting with material that they
have learn.
42
4) Students discussed with their partner.
5) The students practiced it in front of class with their group.
c. Observation
In this phase, the teacher observed the situation of teaching
learning and the students’ activities in teaching learning process, and
speaking test gave at the end of second cycle. The teacher evaluated the
students’ achievement in speaking English.
d. Reflection
Reflection was done to see the whole second cycle action process.
The researcher analyzed second action as consideration matter whether
cycle has reached success criteria bases on test result and observation.
In the second cycle, the researcher made the conclusion about
implementation of Action Learning Strategy in improving students’
vocabulary and pronunciation in speaking at VIII.A Class of students at
MTs.Muhammadiyah Limbung, Kabupaten Gowa.
E. Data analysis Technique
The data in cycle I collect through the following steps:
a. Scoring Students Speaking Skills Use Quantitative data
In collecting the data, the researchertested students by asking
them to give report orally either in individual test or group test based
on the topic given. The timegiven was ninety minutes. In scoring the
data of speaking test, the researcher used the category that evaluates
for criterions. Each categoryscored 50 points. So for all
43
categoriesstudents would get 100 points. Every aspect of speaking
wasarranged from 0-50. The categories are vocabulary and
pronunciation.This table design by M. Finocchiaro and Sako (1983) :
Table3.1English Speaking Skills Assasement Collects.
N
o
Categories Aspects Rang
e
Scor
e
1 Vocabulary
a. Unsatisfactory Verylimitvocabularymak
e comprehension quite
difficult
1-15
b. Fair Frequent uses wrong
speech limit to simple
vocabulary
16-25
c. Good Sometimes uses
inappropriate terms
about language because
of inadequate vocabulary
26-35
d. Very good Rarely has trouble 36-50
2 Pronunciation
a. Unsatisfactory Had to understand
because of sound, accent,
pitch, difficult,
incomprehensible
1-15
b. Fair Error of basic
pronunciation
16-25
c. Good Few noticeable errors 26-35
44
d. Very good Understandable 36-50
Total Score 100
b. Calculating the students’ score
According to Gay (2012) the mean score of students’ speaking test by used
the following formula :
Where:
X = the mean of the students score
∑X = the total score
N = the member of the students
In order to categories the member of master students, the researcher used
the following formula:
Where:
P = The percentage of students who get the point 75
R = The number of students who get point up to 75 above
T = The total of students whodo the best
Then, after getting mean of students’ score in action, the researcher was
identifiedwhether or not there might have students’ improvement score on
X = ∑𝑋
𝑁
P = 𝑅
𝑇 x 100%
45
speaking skill from d-testand test score in cycle I and cycle II. In analyzed
that, the researcher used the formula:
Where:
P = Percentage of students improvement
y = D-test result
y1 = Cycle 1 test result
Where:
P = Percentage of students improvement
y = D-test result
y2 = Cycle 2 test result
P = 𝑦1−𝑦
𝑦 x 100%
P = 𝑦2−𝑦
𝑦 x 100%
46
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter reports the findings of the research and discussion. The
findings provide the significance and the development of the speaking vocabulary
and pronunciation through the implementation of Action Learning Strategy.
Meanwhile, the discussion provides the interpretation of the research data gained
during the research including the researcher’s notes.
A. Findings
During the research, the researcher gained some findings that cover the
improvement of the students’ speaking vocabulary and pronunciation as well as
their activeness in the teaching and learning process in class VIII-A at MTs
Muhammadiyah Limbung. These findings were to cover the answers of the
problem statements aimed to improve the students’ speaking skills in vocabulary
and pronunciation.
The data of this study was quantitative data. The quantitative data were
taken from the mean of students score in some tests. This research was
conducted in VIII-A class with 30 students. This research was accomplished in
two cycles. Each cycle consisted of four steps of action research (planning,
action, observation, and reflection). The first cycle including d-test conducted in
five meetings, and the second cycle was conducted in four meetings. In the last
meeting of each cycle, the students were taken tests,cycle I testand cycle II test.
47
The data were taken from the tests result in the class, which was carried out
in two cycles, there was nine meetings were conducted. The test was given to
students in forms of d-test, cycle I test and cycle II test.
Table 4.1.Students’ score
Indicators
Students score
D-test Cycle I Cycle II
Vocabulary
20
36.7
38
Pronunciation
24
37
38.9
Total
44
73.7
76.9
The table above indicates that there was improvement of the students’
speaking that focused on vocabulary and pronunciation from diagnostic-test to
cycle I and cycle II (Diagnostic-Test < cycle I < cycle II). In diagnostic test,
students’ score in vocabulary was 20. After implementation action learning
strategy in cycle I, students score in vocabulary higher than diagnostic test and it
was 36.7. Students’ score in cycle II alsohigher than cycle I, it was 38. It means
there was improvement in students’ vocabulary.In diagnostic test, students’ score
in pronunciation was 24. It was improved after implementation action learning
strategy in cycle I, students’ score was 37. And students’ score in cycle II higher
than cycle I, it was 38. It means there was improvement in students’
pronunciation.
From the table above, the mean score of students in vocabulary and
pronunciation in diagnostic test was 44. It was improved after implementation of
action learning strategy in cycle I, the score was 73.7. Students’ mean score in
48
cycle II was higher than cycle I, it was 76.9. it means there was significant
improvement of students’ speaking skill in vocabulary and pronunciation during
this research.
The improvement of the students’ speaking dealing with vocabulary and
pronunciation at the eighth grade students’ of MTs Muhammadiyah Limbung can
be seen clearly in the following table:
Table 4.2: The Improvement of the Students’ Speaking skill
Indicators
Students improvement
D-test to
cycle I
Cycle I to
cycle II
D-test to
cycle II
Vocabulary
16.7
1.3
18
Pronunciation
13
1.9
14.9
Total
29.7
3.2
32.9
From the tableabove showed that there was improvement of the students’
speaking that focused on vocabulary and pronunciation from diagnostic test to
cycle I test, from cycle I test to cycle II test, and from diagnostic test to cycle II
test. The improvement of students’ vocabulary was very significant, in diagnostic
test to cycle I test was 16.7, in cycle I to cycle II was 1.3, and in diagnostic test to
cycle II test was 18. The improvement of students pronunciation also very
significant. The improvement from diagnostic test to cycle I test was 13, from
cycle I to cycle II was 1.9, and from diagnostic test to cycle II test was 14.9.
The table above showed the total improvement of students’ speaking skill
49
in vocabulary and pronunciation. It showed the students’ achievement in cycle II
was the highest (Cycle II > Cycle I > Diagnostic- test). Total improvement in
vocabulary and pronunciation from diagnostic test to cycle I test was 29.7, from
cycle I to cycle II was 3.2, and from diagnostic test to cycle II test was 32.9.
After applicated the formula, the researcher found the percentage ofstudents
speaking score improvementin terms of vocabulary and pronunciation from
diagnostic test, cycle I test, and cycle II test can bee seen by considering the result
of the students’ Diagnostic Test and the students’ achievement after taking action
in cycle I test and cycle II test through the application of action learning strategy
in teaching and learning process.
Table 4.3The Percentage of Students Score
TESTS
Unsuccessful got score >75 Successful got score >75
Freq Percentage % Freq Percentage%
D- test 28 93.3% 2 6.7%
Cycle I test 14 46.7% 16 53.3%
Cycle II test 3 10% 27 90%
From the table above, the percentage of students score ind-test, there
was only 6.7 % (2 students) who successful got score>75 and there was
93.3% (28 students) who unseccessful got score>75 .
50
Inthe cycle I test there was 53.3 % (16 students) who got score>75 and
there was 46.7% (14 students) who unsuccessful got score>75. Because the
target was not achievedin the cycle I, the researcher worked hard in the
cycle II to reach the target( score>75) and tried to evaluate the weakness in
the cycle I. After tested and observed in thecycle II, the students’ speaking
skill in vocabulary and pronunciation has a good improvement.
Thecycle II test,therewas90%(27 students) who got score>75 and there
was 10% (3 students) who unsuccessful got score >75. It means the targer
score >75 was achieved in cycle II.
From the explanation above, there was improvement of result of
the students score who successful got score >75 from D-test to Cycle I
test, cycle I to cycle II test, and D-test to cycle II test. From D-test, there
was 2 students or only 6.7% students from 30 students in class that
successful got score >75 . In cycle I there was 16 students or 53.3%
students from 30 students in class that successful got score >75. In cycle
II test there was 27 students or 90% students from 30 students in class
that successful got score >75.
So, the improvement of students score from D-test before
implementation of action learning strategy to cycle I test after
implementation action learning strategy was 46.6% or 14 students. The
improvement of students score in cycle I test to cycle II test was 36,7% or
11 students. And the improvement of students score in D-test to cycle II
test was 83.3% or 25 students. And finally until the end of test there are
51
27 students or 90% from 30 students in class that successful got score >75
and only 3 students or 10% from 30 students in class that unsuccessful
got score >75 until the end of reseach.
To see clearly the percentage of students who successful got
improvement in speaking skill before implementation action learning
strategy (d-test) and after implementation action learning strategy (cycle I
and cycle II), the following chart was presented:
Chart 4.1 The percentage of students who successful got
improvement in speaking skill
The chart above showed in diagnostic test, there was only 6.7%
from 30 students successful got score >75.There was significant
improvement in cycle I, 53.5% from 30 students successful got score >75.
And in cycle II was 90% from 30 students successful got score >75. It
means that cycle II was higher (90%) than cycle I (73.7%) and diagnostic
test(6.7%) or cycle II > cycle I > diagnostic test. It also showed that the
0
10
20
30
40
50
60
70
80
90
100
Diagnostic Test
Cycle I test
Cycle II test
52
result of Diagnostic-Test is the lowest mean score achievement.
B. Disscussion
This research was conducted to find out whether or not the use of
action learning strategy improve students’ speaking skill in English
lesson. The action learning strategy was one of the strategies that could be
used by the teacher in teaching English to improve the students’ ability in
speaking. It could be seen in findings of this research
Before taking a classroom action research through “Action learning
Strategy”, the researcher hold diagnostic test to measure the students’ prior
knowledge in English speaking. After gave D-test, the researcher found that
the students’ speaking vocabulary and pronunciation at the first year
students of Mts Muhammadiyah Limbung was very poor, so it must be
improved.
1. The percentage of students score in D-Test
In D-test the researcher found the percentage of the students score from
the formula that had been choosen before.The students’ speaking skill in
English lesson at D-test was still low. From the criteria 2 students successful
got score>75 or it was only 6.7%. In other side 28 students unsuccessful got
score>75 or it was 93.3%. It could be concluded that the students’ speaking
skill in English lesson was still low.
2. The percentage of students score in Cycle I test
In cycle I the researcher found the percentage of the students score
53
from the formula that had been choosen before. From the students speaking
skill in Englis lesson at cycle 1 test, there was 16 students got successful
got >75 or it was 53.3%. The other side 14 students unsuccessful got
score>75 or it was 46.7 %. Cycle I test is categorized unsuccess. The result
of standard of success criteria (SKM) minimum was >75 score.
Because of the target was not achieved in the cycle I, the researcher
worked hard in the second cycle to reach the target( score>75) and try to
evaluate the weakness in the cycle I. After testing and observing in thecycle
II, the students’ speaking skill in vocabulary and pronunciation has a good
improvement.
3. The percentage of students score in Cycle II test
In cycle II the researcher found the percentage of the students score
from the formula that had been choosen before. From the table of
analysis, the students’ speaking skill in English lesson increased. From
the criteria 27 students success got score>75 or it was 90%. In the other
side 3 students got failed or unseccessful got score>75 or it was 10%. It
could be concluded that the students’ ability in speaking increased.
Cycle II test was categorized success. Because of the target score has
been achieved, the research is not continued to the cycle III.
From the explanation above, there was improvement of result of
the students score who successful got score >75 from D-test to Cycle I
test, cycle I to cycle II test, and D-test to cycle II test. From D-test, there
was 2 students or only 6.7% students from 30 students in class that
54
successful got score >75 . In cycle I there was 16 students or 53.3%
students from 30 students in class that successful got score >75. In cycle
II test there was 27 students or 90% students from 30 students in class
that successful got score >75. So, the improvement of students score from
D-test to cycle I test was 46.6% or 14 students. The improvement of
students score in cycle I test to cycle II test was 36,7% or 11 students.
And the improvement of students score in Dtest to cycle II test was
83.3% or 25 students. And finally until the end of test there are 27
students or 90% from 30 students in class that successful got score >75
and only 3 students or 10% from 30 students in class that unsuccessful
got score >75 until the end of reseach.
Based on the explanation above, the researcher concluded that the
finding of this research prove the statement from WIAL-World Institute
for Action Learning (2015) that stated action learning is effective for
solving problems and made the participants to be more creative, think
critically, and work collaboratively. The researcher agree with the
statement because the finding of this research showed that the students’
ability in speaking improved and become well in the first meeting to the
next meting by applying Action Learning Strategy. It was improved
because of the teacher knew how to control the class and created the class
to be active. Besides that, the action learning strategy helped the students
to understand the subject easily. So, this research showed that action
learning strategy worked effectively and efficiently in helping students’
55
ability in speaking at VIII-A grade of MTs Muhammadiyah Limbung and
this learning has apllied successfully and able to improve students’ ability
in speaking.
This research finding alsosimilar to Armasita (2017) that reported
there was80% effective to use action learning strategy to impove
students’ speaking skill, but the finding of this research was higher and
90% more effective.There was also a lot of previous of related studies
that found similar finding but used different method. Irfan (2008)
reported that 90% of the students were increaseing in speaking through
problem based learning strategy. He said that 97% were effective in
speaking.Muhammadong (2008) also reported that 95.5% of the students
were improved in speaking through inquiry-based learning strategy. He
said that 95% were effectively in speaking.Cangara (1992) also reported
that 97,5% of the subject were interested in studying English by using
picture. He said that 95% of the subject were positively affected their
interest.
Based on the perception above, the researcher concludedthat all the
findings was similar that improving students speaking skill but they applied
different method. It means there was a lot of effective method to improve
students’ speaking skill in learning and teaching process. One of methods is
Action Learning Strategy.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis in chapter IV, the conclusion was drawn
as following:
1. Action learning strategy can improve students’ speakingability showed
by the students’ score. Furthermore, from the students’ response
toward the teaching and learning activity during CAR. It can be
concluded that the students like action learning strategy. It proven by
their participation in the class conversations, discussions, performs in
front of the class pronunciation andvocabularyin English lesson.
2. The students were more active and participated inteaching-learning
process of speaking. Therefore, action learning strategy can be
alternative strategy for teacher in teaching speaking which can
improve and keep their speaking. In the first test (d-test) only 2
students of 30 students (6.7%) successful passed the KKM 75.In the
second test (cycle I test) the students who got the score up 75 or passed
KKM were 16 students of 30 students (53.3%). In the third test (cycle
II-test) the students who successful passed KKM 75 were 27 students
of 30 students (90%).
3. The result showed the increasing of students’ score from the d-test to
cycleII test. In the d-test, there was only 6.7 % (2 students) who got
point >75. Inthe cycle I test there was 53.3 % (16 students) who got
43
58
point>75. It means that therewasincreasing46.6%.Thecycle II
test,therewas90%(27 students) who got point >75. The increasing was
about 43.4 % and the total increasing of students’ score from d-test until
cycle II test was 83.3 %. It can be concluded that action learning strategy
worked effectively and efficiently in helping students’ ability in speaking
at VIII-A grade of MTs Muhammadiyah Limbung and this learning has
apllied successfully and able to increased students’ ability in speaking.
B. Suggestion
In this part, the researcher would like to give some suggestions
to be considered by English teacher asfollows:
a. Action learning strategy would be very helpful to improve
students’ skill in speaking, so the teacher needs to maintain using
action learning strategy as alternative technique of the teaching
process in junior highschool.
b. The teacher should give clear explanation and instruction in
directing her students using action learningstrategy.
c. The teacher should control the students’activities.
Finally, the researcher realizes that this research still have some
weakness and mistakes. Therefore, the researcher would like to accept
any constructive suggestion to make research better.
BIBLIOGRAPHY
59
Agustina.(2016).Model pembelajaran Micro Action learning, Progresive Inquiry
dan Problem Solving.Retrivied from Journal
https://senangbacaweb.wordpress.com/2016/04/05/model-
pembelajaran-mikro-action-learning-progressive-inquiry-dan-
problem-solving-2/on April,2016.
Arikunto. (2013). Metode Penelitian Sebuah Kelas Secara Bersama (Class Action
Research).
Armasita. (2017). Improving Students’ Speaking Skill by Using Action Learning
Strategy at MTS PAB 1 Helvita.Thesis Fakultas Ilmu tarbiyah dan
keguruan,UIN Sumatra.
Brown,G. andYule,G.(1989).Teaching the Spoken Language :Approach Based on
the Analysis of Conversational English. Australia : Cambridge
University Press.
(2008) The function of Speaking Skill. Cambridge :Cambridge
University Press.
Brown, H.D. (2001). Teaching by Principles.Longman. New York: Longman
Bryne, Donn. (1987). Teaching Oral English. New Edition. New York : Longman
Cangara.(1992). The Effect of the Using on Speaking at SMA 5. Ujung Pandang.
Thesis UNM.
Chaney.A.L.(1998).Teaching Oral Communication in Grades K-8.Boston :Allyn
and Bacon.
Cook. (2009). It’s All in a Word. London: Profile
Finochiaro,M and Sako,S. (1983). Foreign Language Testing : A Practical
Approach to Language Pedagogy. San Fransisco : prentice Hall. P.
145
Fisher, R. (1990). Teaching Children to Think.Basil BlackwelGandner, R
&Lamber, W. (1972).Attitudes and Motivation in Second Language
Fulcher, G (2003). Assesing Second Language Speaking. Cambridge University
Press.
Harmer,J.(1991). The Practice of English language Teaching. Malaysia :
Longman.
(2001).The practice of English Language
Teaching.Edinburgh:pearsoneducation Limited.
(2003).The Practice of English Language Teaching: Longman
Handbooks for Language Teaching. USA: Longman.
(2007). How to Teach English. Essex: Pearson Education Limit
Heaton, J.B.(1980).The Speaking Ability.English.Newyork : Longman.
(1989).Speaking English Language Test. Newyork : Longman.
Hirai.(2010).Academic Language/ Literacy Strategies for Adolescents A
“How To” Manual for Educators. New York: Rutledge
companion. Irfan.(2008). Increasing The Students Speaking Ability through Problem Based
Learning Strategy. Thesis FKIP Universitas Muhammadiyah
Makassar.
60
Jeffrey,D.M.(2003) A Participation Points System to Help Passive Students
Communicate. CELE Journal 12, final,David J., FE Participation
Points.pdf.Retrieved at www. asia-
u.ac.jp/053%20CELE%20Jrnl%2.htm on August 7,2011
Kemmis,S.,McTaggart, R.(1988).The Action Research Planner. (3rd
ed). Geelong,
Australia :Deakin University Press.
Maxom,M.(2009). Teaching English as a Foreign Language for Dummies.
London: Wiley. A John Wiley and Sons, Ltd, Publication.
Muhammadong.(2008). Improving Students’ Speaking ability through Inquiry
Based Learning Strategy.Thesis FKIP Universitas Mmuhammadiyah
Makassar.
Nunan, David. (2003). Practical English Language Teaching Speaking.Newyork :
McGraw-Hill Companies.
Oxford Advance Dictionary. (1995). Oxford : Oxford University.
Pedler, Mike. (2011). Action Learning for Manager.
Revans,R.W.(1969),“Alienation and Resistance to Change”, Management
Decision, 3(1), Spring, pp. 10–14.
Richard.(2008). Teaching Listening and Speaking: From Theory to Practice.
Cambridge: Cambridge University Press.
Ruebling.(2007). Action Learning : Creating the Connection Between Good
Intentions and great execution. Gama International Journal :
January/February.
Tarigan. (1981) . Speaking As a Language Skill. Bandung : Angkasa.
Webster.(1983). University Dictionary.Massachusettss, USA : A & C Merriam
Company, publishers.
(1989). Third New International Dictionary, Fourth Edition Printed in
Great Britain. Britain: Oxford University Press.
WIAL.(2015).World Institute of Action Learning. Wasington DC. Retrived from
https://wial.org/
61
APPENDIX 1
INSTRUMENT
Diagnostic Test
ACTIVITY : SPEAKING TEST
TIME : 1 x 45 Menit
INSTRUCTION: Do as what the instruction says!
1. Please introduce yourself in front of the class?
2. Do in pair and ask your friends’ respond about the following situation:
-If you have a problem, where do you always share your problem? Why?
62
APPENDIX 2
CYCLE I TEST
ACTIVITY : SPEAKING TEST
TIME : 1 x 45 Menit
Do in pair!
1. What do you know about Congratulation?
2. Make a dialogue about congratulation, and practice in front of class!!!
3. If your friend invites you to come to his house but you have home work.
And what will you do?
63
APPENDIX 3
CYCLE II TEST
ACTIVITY : SPEAKING TEST
TIME : 1 x 45 Menit
1. Discuss with your group and explain what the Advantages and
disadvantages of watching TV, and report orally in front of class.
WATCHING TV
APPENDIX 4
STUDENTS’ D-TEST SCORE
The researcher gave test before implementation of action learning
strategy. The following tableis
Table. Students D-Test Score
64
NO
Name
D-TEST
Score Successful Criteria
(>75)
1 Student 1 48 Unsuccessful
2 Student 2 35 Unsuccessful
3 Student 3 35 Unsuccessful
4 Student 4 49 Unsuccessful
5 Student 5 31 Unsuccessful
6 Student 6 35 Unsuccessful
7 Student 7 45 Unsuccessful
8 Student 8 31 Unsuccessful
9 Student 9 76 Successful
10 Student 10 45 Unsuccessful
11 Student 11 40 Unsuccessful
12 Student 12 56 Unsuccessful
13 Student 13 77 Successful
14 Student 14 46 Unsuccessful
15 Student 15 40 Unsuccessful
16 Student 16 50 Unsuccessful
17 Student 17 38 Unsuccessful
18 Student 18 39 Unsuccessful
19 Student 19 39 Unsuccessful
20 Student 20 41 Unsuccessful
65
21 Student 21 35 Unsuccessful
22 Student 22 41 Unsuccessful
23 Student 23 56 Unsuccessful
24 Student 24 41 Unsuccessful
25 Student 25 44 Unsuccessful
26 Student 26 50 Unsuccessful
27 Student 27 40 Unsuccessful
28 Student 28 35 Unsuccessful
29 Student 29 40 Unsuccessful
30 Student 30 54 Unsuccessful
Total ∑X 1332
The mean score 44
From the table of D-test, the total score of students was 44 and the
number of students who took the test was 30 students, so the students’ mean
was:
X = ∑𝑋
𝑁
X = 1332
30
X = 44
From the table above, students’ speaking skill in English lesson
was still very low. The mean score of students was 44To know the
students’ who were competent was calculated by applying the
formulabelow:
P = 𝑅
𝑇 x 100%
66
P1 = 28
30 x 100 % = 93,3 %
P2 = 2
30 x 100% = 6,7 %
Table .Distribution of Students’ Speaking skill in English Lesson for
D-test
Criteria Total Students Percentage
P1 Unsuccessful 28 93,3%
P2 Successful 2 6,7%
From the table analysis above, the students’ speaking skill in
English lesson at D-test was still low. From the criteria 2 students got
successful score or it was only 6,7%. In other side 28 students got
unsuccessful score or it was 93,3%. it could be concluded that the
students’ speaking skill in English lesson was still low.
APPENDIX 5
STUDENTS’ CYCLE I SCORE
The researcher gave test until implementation action learning strategy at the
end of cycle I. The result was :
Table.Students’ Cycle I Test
NO
Initial Name
CYCLE I
TEST
Score Successful Criteria (>75)
67
1 Student 1 75 Successful
2 Student 2 50 Unsuccessful
3 Student 3 55 Unsuccessful
4 Student 4 75 Successful
5 Student 5 75 Successful
6 Student 6 56 Unsuccessful
7 Student 7 55 Unsuccessful
8 Student 8 62 Unsuccessful
9 Student 9 81 Successful
10 Student 10 60 Unsuccessful
11 Student 11 68 Unsuccessful
12 Student 12 76 Successful
13 Student 13 80 Successful
14 Student 14 66 Unsuccessful
15 Student 15 80 Successful
16 Student 16 75 Successful
17 Student 17 55 Unsuccessful
18 Student 18 68 Unsuccessful
19 Student 19 75 Successful
20 Student 20 68 Unsuccessful
21 Student 21 76 Successful
22 Student 22 65 Unsuccessful
68
23 Student 23 76 Successful
24 Student 24 50 Unsuccessful
25 Student 25 65 Unsuccessful
26 Student 26 78 Successful
27 Student 27 76 Successful
28 Student 28 75 Successful
29 Student 29 80 Successful
30 Student 30 76 Successful
Total ∑X 2213
The mean score 73.7
From the table of cycle I test, the total score of students was 2213
and the number of students was 30 students, so the students’ mean was:
X = ∑𝑋
𝑁
X = 2213
30
X = 73.7
From the analysis above, students’ speaking skill in English
lesson got increasing. The mean of students score was 73.7. And the
69
number of students’ who were competent in speaking test was calculated
by applying the following formula:
P = 𝑅
𝑇 x 100%
P1 = 14
30 x 100 % = 46.7 %
P2 = 16
30 x 100% = 53.3 %
Table.Distribution of Students’ Speaking skill in English Lesson for
Cycle I test
Criteria Total Students Percentage
P1 Unsuccessful 14 46,7 %
P2 Successful 16 53,3 %
The mean students was 73.7. 16 students got successful or it was
53.3%. The other side 14 students got failed score or it was 46.7 %. Cycle
I test is categorized unsuccess. The result of standard of success criteria
(SKM) minimum was >75 score.
Then, after getting mean of students’ score in action, the researcher
was identified whether or not there might have students’ improvement score
on speaking skill from d-testand test score in cycle I.
In analyzed that, the researcher used the formula:
P = 𝑦1−𝑦
𝑦 x 100%
P = 73.7−44
44 x 100%
70
P = 29.7
44 x 100%
P = 0.675 x 100%
P = 67.5%
The percentage of students improvement from d test to cycle I was 67.5%
APPENDIX 6
STUDENTS’ CYCLE II SCORE
Because of the target was not achieved in the cycle I, the researcher
worked hard in the second cycle to reach the target (score >75) and try to
evaluate the weakness in the cycle I. After testing and observing in thecycle II,
the students’ speaking skill in vocabulary and pronunciation has a good
improvement. The result was :
Table.Students Cycle II test Score
71
NO
Initial Name
CYCLE II
TEST
Score Successful Criteria (>75)
1 Student 1 80 Successful
2 Student 2 75 Successful
3 Student 3 75 Successful
4 Student 4 81 Successful
5 Student 5 80 Successful
6 Student 6 75 Successful
7 Student 7 70 Unsuccessful
8 Student 8 78 Successful
9 Student 9 85 Successful
10 Student 10 78 Successful
11 Student 11 75 Successful
12 Student 12 77 Successful
13 Student 13 85 Successful
14 Student 14 76 Successful
15 Student 15 82 Successful
16 Student 16 75 Successful
17 Student 17 70 Unsuccessful
18 Student 18 77 Successful
19 Student 19 75 Successful
20 Student 20 75 Successful
72
21 Student 21 77 Successful
22 Student 22 70 Unsuccessful
23 Student 23 80 Successful
24 Student 24 78 Successful
25 Student 25 70 Unsuccessful
26 Student 26 79 Successful
27 Student 27 76 Successful
28 Student 28 75 Successful
29 Student 29 80 Successful
30 Student 30 78 Successful
Total ∑X 2307
The mean score 76.9
From the table, the students’ speaking skill in English lesson was
increased on the topic “Personal life” through action learning strategy. The
standard of maximum criteria was achieved with mean 76,9 from the total score
of students was 2307 divided the number of students who done the test was 30
students. So the students mean was :
X = ∑𝑋
𝑁
X = 2307
30
X = 76.9
From the analysis above, students’ speaking skill in English lesson has
increased. The mean of students was 76,9 and the number of students’ who
73
were competent in speaking test was calculated by applying the following
formula:
P = 𝑅
𝑇 x 100%
P1 = 3
30 x 100 % = 10 %
P2 = 27
30 x 100 % = 90 %
Table.Distribution of Students’ Speaking skill in English Lesson for
Cycle II test
Criteria Total Students Percentage
P1 Unsuccessful 3 10%
P2 Successful 27 90%
From the table of analysis, the students’ speaking skill in English lesson
increased. The mean of students was 76,9. From the criteria 27 students got
success score or it was 90%. In the other side 3 students got failed score or it
was 10%. It could be concluded that the students’ ability in speaking increased.
Cycle II test was categorized success.
Then, after getting mean of students’ score in action, the researcher
was identified whether or not there might have students’ improvement score
on speaking skill from d-testand test score in cycle II.
In analyzed that, the researcher used the formula:
P = 𝑦2−𝑦
𝑦 x 100%
P = 76.9−44
44 x 100%
74
P = 32.9
44 x 100%
P = 0.74 x 100%
P = 74%
The percentage of students improvement from d test to cycle II was 74%
APPENDIX 7
THE RESULT OF STUDENTS SCORE
This is the result of students’ score in speaking skill in tems vocabulary and
pronunciation. The result was :
Table. Students score
N Initial D-TEST CYCLE I TEST CYCLE II TEST
75
O Name S
c
o
r
e
Successful
criteria
(>75)
S
c
o
r
e
Successful
criteria (>75)
S
c
o
r
e
Successful
criteria
(>75)
1 Student 1
48 Unsuccessful 75 Successful 80 Successful
2 Student 2
35 Unsuccessful 50 Unsuccessful 75 Successful
3 Student 3
35 Unsuccessful 55 Unsuccessful 75 Successful
4 Student 4
49 Unsuccessful 75 Successful 81 Successful
5 Student 5
31 Unsuccessful 75 Successful 80 Successful
6 Student
6
35 Unsuccessful 56 Unsuccessful 75 Successful
7 Student
7
45 Unsuccessful 55 Unsuccessful 70 Unsuccessful
8 Student 8
31 Unsuccessful 62 Unsuccessful 78 Successful
9 Student 9
76 Successful 81 Successful 85 Successful
10 Student 10
45 Unsuccessful 60 Unsuccessful 78 Successful
11 Student 11
40 Unsuccessful 68 Unsuccessful 75 Successful
12 Student
12
56 Unsuccessful 76 Successful 77 Successful
13 Student 13
77 Successful 80 Successful 85 Successful
14 Student 14
46 Unsuccessful 66 Unsuccessful 76 Successful
15 Student
15
40 Unsuccessful 80 Successful 82 Successful
16 Student
16
50 Unsuccessful 75 Successful 75 Successful
17 Student 17
38 Unsuccessful 55 Unsuccessful 70 Unsuccessful
18 Student 18
39 Unsuccessful 68 Unsuccessful 77 Successful
76
19 Student 19
39 Unsuccessful 75 Successful 75 Successful
20 Student 20
41 Unsuccessful 68 Unsuccessful 75 Successful
21 Student
21
35 Unsuccessful 76 Successful 77 Successful
22 Student 22
41 Unsuccessful 65 Unsuccessful 70 Unsuccessful
23 Student 23
56 Unsuccessful 76 Successful 80 Successful
24 Student 24
41 Unsuccessful 50 Unsuccessful 78 Successful
25 Student 25
44 Unsuccessful 65 Unsuccessful 70 Unsuccessf
ul
26 Student
26
50 Unsuccessful 78 Successful 79 Successful
27 Student
27
40 Unsuccessful 76 Successful 76 Successful
28 Student 28
35 Unsuccessful 75 Successful 75 Successful
29 Student 29
40 Unsuccessful 80 Successful 80 Successful
30 Student 30
54 Unsuccessful 76 Successful 78 Successful
Total ∑ 1332 2213 2307
The Mean
Score 44 73.7 76.9
77
APPENDIX 8
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP 1)
NAMA SEKOLAH : MTs Muhammadiyah Limbung
MATA PELAJARAN : BAHASA INGGRIS
KELAS / SEMESTER : VIII (Delapan) / 1 (satu)
PERTEMUAN KE : 1 DAN 2 SIKLUS PERTAMA
WAKTU : 2 x 45 Menit
SKILL : SPEAKING
A. STANDAR KOMPETENSI
3.1Mengungkapkan makna dalam percakapan transaksional dan
interpesional lisan pendek sederhana untuk berinteraksi dengan lingkungan
sekitar.
B. KOMPETENSI DASAR
3.2 Memahami dan merespon percakapan transaksional ( to get things
done ) dan interpersional ( bersosialisasi) sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi
dengan lingkungan sekitar yang melibatkan tindak tutur : mengundang,
menerima, dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan
member selamat.
A. INDIKATOR
a. Menggunakan tindak tutur bertanya atau mngungkapkan ajakan.
b. Menggunakan tindak tutur menjawab dalam menerima ajakan.
c. Menggunakan tindak tutur menjawab dalam menolak ajakan.
B. TUJUAN PEMBELAJARAN
a. Siswa mampu menggunakan tindak tutur bertanya atau
mengungkapkan ajakan dalam kehiduan sehari-hari.
b. Siswa dapat menggunakan tindak tutur menjawab dalam menerima
ajakan dalam kehidupan sehari-hari.
c. Siswa dapat menggunakan tindak tutur menjawab dalam menolak
ajakan pada percakapan sehari-hari.
Nilai karakter yang ditanam: dapat dipercaya, respect dan tekun.
78
C. MATERI PEMBELAJARAN
Communication : Making, Accepting and Refusing an invitation.
- Making an invitation.
Rudy : I’m going to visit my uncle in Sukamandi on
Sunday. Would you like to come?
Andi : Oh yes, I’d love to. Ive never been to
Sukamandi.
- Accepting an invitation
A : I’d like to invite you to dinner this Saturday.
B : thank you, I’d love to.
- Refusing an invitation
A : I’d like to invite you to a parti next Friday.
B : I’m awfully sorry, but I have other plans.
D. METODE PEMBELAJARAN
- Action Learning Stategy
E. KEGIATAN PEMBELAJARAN
a. Kegiatan awal
- Salam dan tegur sapa
- Mengabsen siswa
- Menanyakan materi pertemuan sebelumnya dan yang akan
berlangsung.
b. Kegiatan inti
- Guru menjelaskan materi “Making, Accepting, and Refusing an
invitation”.
- Guru memberikan beberapa contoh tentang “Making, Accepting
and Refusing an invitation”.
- Siswa diminta menyebutkan ungkapan yang telah dipelajari.
- Siswa diminta membuat dialog dengan menggunakan ungkapan-
ungkapan “ Making, Accepting and Refusing an invitation”.
- Siswa mempraktekkan contoh dialog yang mereka buat di depan
kelas.
c. Kegiatan akhir
- Menanyakan kesulitan selama PBM.
- Menyimpulkan materi pelajaran.
- Memberikan tugas kepada siswa.
- Menutup pertemuan.
F. SUMBER MATERI
79
- Buku yang relevan “English For Communication for SLTP”.
- Buku paket lain yang relevan
- Internet
G. EVALUASI/PENILAIAN
1. Teknik : Tugas Performance
2. Bentuk Instrument : Uraian Singkat
H. RUBRIK PENILAIAN
Aspek yang dinilai adalah Vocabulary and Pronciation dengan nilai
maksimum 100 dan rubric penilaian sebagai berikut:
N
o
Categories Aspects Rang
e
Scor
e
1 Vocabulary
e. Unsatisfactory Verylimitvocabularymak
e comprehension quite
difficult
1-15
f. Fair Frequent uses wrong
speech limit to simple
vocabulary
16-25
g. Good Sometimes uses
inappropriate terms
about language because
of inadequate vocabulary
26-35
h. Very good Rarely has trouble 36-50
80
2 Pronunciation
e. Unsatisfactory Had to understand
because of sound, accent,
pitch, difficult,
incomprehensible
1-15
f. Fair Error of basic
pronunciation
16-25
g. Good Few noticeable errors 26-35
h. Very good Understandable 36-50
Total Score 100
Makassar, October 2019
MAR’ATUN SHALIHAH MS
NIM.10535652115
APPENDIX 9
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP 2)
NAMA SEKOLAH : MTs Muhammadiyah Limbung
MATA PELAJARAN : BAHASA INGGRIS
KELAS / SEMESTER : VIII (Delapan) / 1 (satu)
81
PERTEMUAN KE : 3 DAN 4 SIKLUS PERTAMA
WAKTU : 2 x 45 Menit
SKILL : SPEAKING
A. STANDAR KOMPETENSI
3. Mengungkapkan makna dalam percakapan transaksional dan
interpesional lisan pendek sederhana untuk berinteraksi dengan lingkungan
sekitar.
B. KOMPETENSI DASAR
3.1 Mengungkapkan makna dalam percakapan transaksional ( to get things
done) dan interpersional ( bersosialisasi) resmi dan berlanjut (
sustained ) dengan menggunakan ragam bahasa lisan secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dan
melibatkan tindak tutur bertanya dan memberi, menolak jasa, meminta,
memberi, menolak barang, mengakui, mengingkari fakta, dan meminta
dan member pendapat.
C. INDIKATOR
a. Menggunakan tindak tutur bertanya atau mngungkapkan informasi.
b. Menggunakan tindak tutur menjawab atau merespon informasi.
c. Membedakan tindak tutur bertanya dan menjawab informasi yang
sopan dan lebih sopan.
D. TUJUAN PEMBELAJARAN
a. Siswa mampu menggunakan tindak tutur bertanya mengungkapkan
informasi dalam kehiduan sehari-hari.
b. Siswa mampu menggunakan tindak tutur menjawab atau merespon
informasi dalam kehidupan sehari-hari.
c. Siswa mampu membedakan tindak tutur bertanya dan menjawab
informasi yang sopan dan lebih sopan dalam kehidupan sehari-hari.
Karakter yang diharapkan : santun, patuh pada aturan sosial dan
kerja sama.
E. MATERI PEMBELAJARAN
Communication : Asking for and giving information
A. Do you play any games?
B. Yes, I do. I play tennis.
A. Haw many players are there in a game of tennis?
82
B. Two players or four.
A. What equipment do you need for a game of tennis?
B. You need tennis racquets, a ball and a net.
F. METODE PEMBELAJARAN
- Action learning Strategy
G. KEGIATAN PEMBELAJARAN
a. Kegiatan awal
- Salam dan tegur sapa
- Mengabsen siswa
- Menanyakan materi pertemuan sebelumnya dan yang akan
berlangsung.
b. Kegiatan inti
- Guru menjelaskan materi “Asking for and giving information”.
- Guru memberikan beberapa contoh tentang “Asking for and giving
information”.
- Siswa diminta menyebutkan ungkapan yang telah dipelajari.
- Siswa diminta membuat contoh lain dari ungkapan-ungkapan
“Asking for and giving information”.
- Siswa mempraktekkan contoh dialog yang mereka buat di depan
kelas.
c. Kegiatan akhir
- Menanyakan kesulitan selama PBM.
- Menyimpulkan materi pelajaran.
- Memberikan tugas kepada siswa.
-
H. SUMBER MATERI
- Buku yang relevan “English For Communication for SLTP”.
- Internet
- Buku paket yang lain yang relevan
I. EVALUASI PENILAIAN
1. Teknik : Tugas Performance
2. Bentuk Instrument: Uraian Singkat
3. Contoh Instrument : Penilaian ranah Kognitif dan Psikomotorik siswa
J. RUBRIK PENILAIAN
83
Aspek yang dinilai adalah Vocabulary and pronunciation dengan nilai
maksimum 100 dan rubric penilaian sebagai berikut:
N
o
Categories Aspects Rang
e
Scor
e
1 Vocabulary
i. Unsatisfactory Verylimitvocabularymak
e comprehension quite
difficult
1-15
j. Fair Frequent uses wrong
speech limit to simple
vocabulary
16-25
k. Good Sometimes uses
inappropriate terms
about language because
of inadequate vocabulary
26-35
l. Very good Rarely has trouble 36-50
2 Pronunciation
i. Unsatisfactory Had to understand
because of sound, accent,
pitch, difficult,
incomprehensible
1-15
84
j. Fair Error of basic
pronunciation
16-25
k. Good Few noticeable errors 26-35
l. Very good Understandable 36-50
Total Score 100
Makassar, October 2019
MAR’ATUN SHALIHAH MS
NIM.10535652115
APPENDIX 10
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP 3)
NAMA SEKOLAH : MTs.Muhammadiyah Limbung
MATA PELAJARAN : BAHASA INGGRIS
KELAS / SEMESTER : VIII (Delapan) / 1 (satu)
PERTEMUAN KE : 1 DAN 2 SIKLUS KEDUA
WAKTU : 2 x 45 Menit
SKILL : SPEAKING
A. STANDAR KOMPETENSI
85
3. Memahami makna dalam percakapan transaksional dan interpersonal
sederhana untuk berinteraksi dengan lingkungan sekitar.
B. KOMPETENSI DASAR
3.2 Merespon makna yang terdapat dalam percakapan transaksional ( to
get things done ) dan interpersional ( bersosialisasi ) sederhana secara
akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar
yang melibatkan tindak tutur : mengundang, menerima, dan menolak
ajakan, menyetujui / tidak menyetujui, memuji, dan memberi selamat.
C. INDIKATOR
a. Memberi respon lisan terhadap ungkapan memberi selamat yang
didengar.
b. Memberi respon tulis terhadap ungkapan selamat yang didengar .
c. Membahas kosa kata bahasa terkait topik / ungkapan yang dibahas.
D. TUJUAN PEMBELAJARAN
a. Siswa mampu memberi respon lisan terhadap ungkapan memberi
selamat yang didengar dalam kehiduan sehari-hari.
b. Siswa mampu memberi respon tulis dalam terhadap ungkapan selamat
yang didengar dalam kehidupan sehari-hari.
c. Siswa dapat mengetahui / menambah kosa kata bahasa terkait topik /
ungkapan yang dibahas.
Nilai karakter yang ditanam: sopan, rasa ingin tahu, toleransi.
E. MATERI PEMBELAJARAN
Congratulation
Ungkapan
Respon
- Congratulation
- Congratulation on ....
- I’d like to congratulate you.
- I’d like to congratulate you
on...
- It was great to hear...
- It was to hear about..
- Happy birthday to you..
- Happy New year.
- Good luck.
- thank you
- thank you and the same
to you.
- Thank you, I need it.
- Thank you very much.
86
- Have a nice holiday.
F. METODE PEMBELAJARAN
Action Learning Srtategy
G. KEGIATAN PEMBELAJARAN
a. Kegiatan awal
- Salam dan tegur sapa
- Mengabsen siswa
- Menanyakan materi pertemuan sebelumnya dan yang akan
berlangsung.
b. Kegiatan inti
- Guru menjelaskan materi “congratulation”.
- Guru memberikan beberapa contoh tentang ungkapan selamat.
- Siswa diminta mengulangi ungkapan- ungkapan yang telah
dipelajari.
- Siswa diminta membuat beberapa contoh tentang ungkapan
selamat.
- Mengulangi kembali kosa kata dengan ungkapan-ungkapan yang
terkait materi congratulation.
- Menggunakan ungkapan yang telah dipelajari dalam real life
situation.
c. Kegiatan akhir
- Menanyakan kesulitan selama PBM.
- Menyimpulkan materi pelajaran.
- Memberikan tugas kepada siswa.
- Menutup pertemuan.
H. SUMBER MATERI
- Buku yang relevan dan internet.
I. EVALUASI/PENILAIAN
1. Teknik : Tugas Performance
2. Bentuk Instrument: Uraian Singkat
3. Contoh Instrument : Penilaian ranah Kognitif dan Psikomotorik siswa
87
4. RUBRIK PENILAIAN
Aspek yang dinilai adalah accuracy dan fluency dengan nilai maksimum
10 dan rubric penilaian sebagai berikut:
N
o
Categories Aspects Rang
e
Scor
e
1 Vocabulary
m. Unsatisfactory Verylimitvocabularymak
e comprehension quite
difficult
1-15
n. Fair Frequent uses wrong
speech limit to simple
vocabulary
16-25
o. Good Sometimes uses
inappropriate terms
about language because
of inadequate vocabulary
26-35
p. Very good Rarely has trouble 36-50
2 Pronunciation
m. Unsatisfactory Had to understand
because of sound, accent,
pitch, difficult,
1-15
88
incomprehensible
n. Fair Error of basic
pronunciation
16-25
o. Good Few noticeable errors 26-35
p. Very good Understandable 36-50
Total Score 100
Makassar, October 2019
MAR’ATUN SHALIHAH MS
NIM.10535652115
APPENDIX 11
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP 4)
SEKOLAH : MTs.Muhammadiyah Limbung
MATA PELAJARAN : BAHASA INGGRIS
KELAS/SEMESTER : VIII (Delapan) / 1 (satu)
PERTEMUAN KE : 3 DAN 4 SIKLUS KEDUA
WAKTU : 2 x 45 Menit
SKILL : SPEAKING
A. Standar Kompetensi :
10. Mengungkapkan makna dalam teks lisan fungsional dan monolog
pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar
89
B. Kompetensi Dasar :
10.1 Mengungkapkan makna dalam teks lisan fungsional pendek sederhana
dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
C. Indikator Pencapaian Kompetensi :
A. Kognitif :
Proses
1. Mengungkapkan secara lisan teks fungsional berupa Iklan.
2. Bertanya dan menjawab secara lisan berbagai macam info dalam teks
Iklan.
Produk
1. Mengidentifikasi teks fungsional berupa Iklan.
2. Menyebutkan berbagai macam contoh Iklan.
B. Psikomotor
1. Mengidentifikasi tujuan dan tata bahasa yang digunakan dalam teks
yang berupa Iklan/Advertisement.
C. Afektif
Karakter
1. Rasa hormat dan perhatian
2. Bekerjasama dengan anggota kelompok
3. Disiplin pada saat mengerjakan tugas
4. Bertanggung jawab dari apa yang dikerjakan
Keterampilan Sosial
1. Memberikan pertanyaan ketika mengalami kesulitan
2. Mengikuti pembelajaran yang dijelaskan oleh guru
3. Memberikan pendapat sesuai dengan materi yang di ajarkan
4. Mempertanggungjawabkan apa yang telah mereka kerjakan.
D. Tujuan Pembelajaran :
A. Kognitif
Proses
Mengungkapakan secara lisan teks fungsional berupa Iklan.
Tanya jawab berbagai informasi terkait teks fungsional berupa Iklan.
Produk
Menyebutkan berbagai macam teks fungsional berupa Iklan.
Mengungkapkan informasi yang terkait dalam teks yang berupa Iklan.
90
B. Psikomotor
Diakhir pembelajaran siswa mampu menyebutkan dan mampu
mengungkapkan secara lisan berbagai macam teks fungsional berupa
Iklan dan informasi terkait teks.
C. Afektif
Siswa memperhatikan penjelasan yang diberikan oleh guru.
Siswa memperhatikan kedisiplinan dalam melaksanakan tugas yang
diberikan oleh guru.
Siswa menerima hak dan kewajiban pada saat proses pembelajaran
(demokratis).
Siswa mampu mempertanggungjawabkan dari apa yang dikerjakan.
E. Materi Ajar :
Teks fungsional pendek
Iklan :advertise one of the products/events
F. Metode Pembelajaran :
Action Learning Strategy
G. Langkah-Langkah Pembelajaran :
Kegiatan Awal (10 menit)
Guru datang tepat waktu (disiplin)
Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki
ruang kelas (santun, peduli)
Menyiapkan siswa (disiplin)
Membaca doa bersama sesuai dengan keyakinan masing-masing (religius)
Guru mengecek kehadiran siswa (disiplin, rajin)
Apersepsi dengan melakukan tanya jawab dan motivasi (komunikatif)
Guru menjelaskan Kd dan tujuan pembelajaran saat itu (rasa ingin tahu)
Guru mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
Siswa menjawab pertanyaan yang berhubungan dengan tema.
Kegiatan Inti
Memberikan model teks fungsional berupa iklan
Membahas kosakata yang digunakan dalam teks
Menerjemahkan teks fungsional berupa iklan
Membuat kalimat sederhana tentang iklan
Mengungkapkan informasi terkait dalam teks iklan
Mengungkapkan secara lisan teks iklan
Guru memberikan penguatan terhadap keberhasilan siswa dalam terkait
teks fungsional berupa iklan
91
Memberikan koreksi terhadap kesalahan siswa dalam menggunakan
ungkapan-ungkapan teks fungsional berupa iklan
Kegiatan Akhir
Menanyakan kesulitan siswa selama PBM
Guru bersama dengan siswa menyimpulkan materi pembelajaran.
Menyampaikan informasi tentang materi yang akan dipelajari berikutnya.
Salam penutup.
H. Sumber Belajar
Sumber : Buku teks yang relevan, teks bentuk khusus iklan
: Internet.
I. EVALUASI/PENILAIAN
1. Teknik : Tugas Performance
2. Bentuk Instrument: Uraian Singkat
3. Contoh Instrument : Penilaian ranah Kognitif dan Psikomotorik siswa
J. RUBRIK PENILAIAN
Aspek yang dinilai adalah Vocabularu and Pronunciation dengan nilai
maksimum 100 dan rubric penilaian sebagai berikut:
N
o
Categories Aspects Rang
e
Scor
e
1 Vocabulary
q. Unsatisfactory Verylimitvocabularymak
e comprehension quite
difficult
1-15
r. Fair Frequent uses wrong
speech limit to simple
vocabulary
16-25
92
s. Good Sometimes uses
inappropriate terms
about language because
of inadequate vocabulary
26-35
t. Very good Rarely has trouble 36-50
2 Pronunciation
q. Unsatisfactory Had to understand
because of sound, accent,
pitch, difficult,
incomprehensible
1-15
r. Fair Error of basic
pronunciation
16-25
s. Good Few noticeable errors 26-35
t. Very good Understandable 36-50
Total Score 100
Makassar, October 2019
MAR’ATUN SHALIHAH MS
NIM.10535652115
93
APPENDIX12
STUDENTS’ ATTENDANCE LIST DURING RESEARCH
NO INITIAL
NAME
MEETING
I II III IV V VI VII VIII IX
1 Student 1 s
2 Student 2
3 Student 3
4 Student 4
5 Student 5
6 Student 6 s
7 Student 7
8 Student 8
9 Student 9
10 Student 10
11 Student 11
12 Student 12
13 Student 13 s
14 Student 14
15 Student 15
16 Student 16
17 Student 17
18 Student 18
19 Student 19 s
20 Student 20
21 Student 21
22 Student 22
23 Student 23
24 Student 24
25 Student 25
26 Student 26
27 Student 27
28 Student 28
29 Student 29 s s
30 Student 30
96
CURRICULUM VITAE
MAR’ATUN SHALIHAH MS, was born on September10th
,
1996 in Gowa. She is the First child from two brothers and
one sister from the marriage of her parents Drs.Muh.Syuja
Syamsuddin, MM and Hj.Zakiyah Yahya Maulana
Tadjuddin. She graduated from SDN Bontomaero IIin 2008
and continued her study at Islamic Boarding School of Sultan Hasanuddin in
2011. In the same year, she continued his study at SMAN 2 Gowa and finished in
2014. After finished in senior high school, she continued her study in Universitas
Muhammadiyah Makassar in 2015. She accepted in English Department of
Teacher Training and Education Faculty.
At the end of her study, she finished her thesis with the title “The Use of
Action Learning Strategy to Improve Students’ Speaking Skill in English Lesson
at the Eight Grade Students of MTs Muhammadiyah Limbung”.