using iea ray
DESCRIPTION
this is the Classroom Action Research Thesis of IEATRANSCRIPT
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CHAPTER 1
INTRODUCTION
A. Background
Speaking is one of the crucial of English parts. The understanding
of speaking is really important to know because it is also one way to
master and know English. In this case, many methods that have been
applied by many teachers of English for their learners, but there are still
many mistakes done by the application of those methods. The
understanding between teachers and students is not usually suitable.
The real problem that we always find in learning reading is the lack
of spirit from the students, because the method applied is sometimes
makes the students or learners born. This condition make the matter of
speaking cannot be understood well by the learners. Sometimes the
learners can speak the conversation but they cannot interpret the meaning
of it. In other case, the learners only get the understanding about how to
spell all words in the speaking conversation then, they continue to speak it.
It means the target to learn reading is only the way how speak and spell it,
no alternative to know more about the meaning and interpretation of it.
As one of parts of English, speaking is not only the complement to
master English, but it is a subject as important part that must be known in
many aspects of it. The step by step learning of speaking start from the
understanding of spelling until the way to interpret it has to be formulated
to learn. The speaking mustbe known in all aspects so the method suitable
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to do it must be progressive method which has some steps in mastering
speaking well. It means, some collaborative ways of strategies are needed
to learn speaking in one interactional English activity.
Many students considered that learning speaking as a difficult
subject. This difficulty is caused by psychology factor of the students and
lack of teachers’ creativity in teaching speaking English subject in SMA
Muhammadiyah Bulukumba. The students at the secondyearin Class A of
SMA Muhammadiyah Bulukumba still cannot communicate by using
English.
The students at the second year in Class A of SMA
Muhammadiyah Bulukumba still cannot use their English in
communication because they considered that English subject is bored and
scare. So their scores in speaking are low. As value of observation in the
class room the students’ has score 56 especially speaking skill. This score
is as a category poor, while the standard speaking in curriculum is 6.5.
Based on statement above, the researcher would like to introduce
an approach that could be used by teachers to improve their teaching
approach ( in teaching English specially) and can help the students to have
better understanding in learning English speaking, it is Interactional
English Activity . The researcher wants to achieve the score 7 target in
speaking subject by applying this method.
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By using Interactional English Activity will help the students to
speak up. In this case, the teacher introduces a situation which
contextualizes the language to be thought then presented, next the students
practice the new language in a control way and then students are
encouraged to use the new language in a free way either for their own
purpose and meanings or in a similar context introduced by the teacher.
Interactional English Activity (IEA) teachers- students to use
comprehension strategies while working cooperatively. Student strategies
include previewing the context: giving ongoing feed back by deciding “
click ” ( I get it ) or “ clunk “ ( I don’t get it ) at the end of each
conversation ; “ getting the gist ” of the most important parts of the
conversation ; and “ wrapping up “ key ideas. Fin out how to help students
of mixed achievement levels apply comprehension strategies while
speaking content area text in small groups. (Klingner& Vaughn: 1996)
explain that the goals of Interactional English Activity (IEA) are to
improve speaking skilland increase conceptual learning in ways the
maximize students involvement. Developed to enhance speaking skill for
students with learning disabilities and students at for reading difficulties,
Interactional English Activity (IEA) has also yielded positive outcomes for
average and high average achievement students.
B. Problem statements
Based on the previous description, the researcher formulates a research
questions as follow:
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1. How is the implementation of Interactional English Activity (IEA) to
improve the students’ speaking accuracy at second year in Class A of
SMA Muhammadiyah Bulukumba?
2. How is the implementation of Interactional English Activity (IEA) to
improve the students’ speaking fluency at second year in Class A of SMA
Muhammadiyah Bulukumba?
C. Objective of the study
Based on the research questions above, this research aims as follows:
1. To explain about the implementation of Interactional English Activity
(IEA) to improve the students’ speaking accuracy at the second year in
Class A of SMA Muhammadiyah Bulukumba.
2. To explain about the implementation of Interactional English Activity
(IEA) to improve the students’ speaking fluency at the second year in
Class A of SMA Muhammadiyah Bulukumba.
D. Significance of the Study
This research will be expected to be useful information for many
people in learning process, such as:
1. For educationists, the result of this research are expected to give
contribution theoretically and practically in the development in English
teaching.
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2. For the teacher, this research expected to add information of teaching
approach in the class and to encourage their teaching, especially for
teaching speaking.
3. For the students, this research is expected to improve the students’
achievement in learning English and make them interest to speak
English.
4. For the researcher, this research is expected information or contribution
to other researcher who want to conduct more complex research
especially in classroom action.
E. Scope of the Study
This research is limited to the use of Interactional English Activity
to improve the students’ speaking proficiency. Focused on students’ accuracy
that included (vocabulary, grammar) and fluency that covered (accent,
effectiveness). The researcher take these items because this is very important
to be identified by the researcher to improve the role of interactional English
activity in motivating and overcoming the students’ problems in learning
speaking in English language.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Concepts of Interactional English Activity
1. Definition of Interactional English Activity
Interactional English Activity (IEA) is an exellent technique fo
teaching students speaking and building vocabulary and also working
together cooperatively. It is a wonderfull srategy to build up the speaking
understanding we have been using it the social studies text and it’s turned
out beautifully. IEA is great for students with learning disabilities because
they contribute to their groups and feel succesfull, and they get the help
they need with their speaking.
IEA is also one of speaking strategy that can be used to improve
the speaking achievement. In this case, some steps of learning speaking are
found in IEA. The strategy applied is a need in understanding speaking
efficiently. The strategy is done step by step ranking the difficulty of
speaking context, starting from spelling until the understanding of it.
2. Strategy of Speaking Interactional English Activity (IEA)
There some steps that applied in IEA. Those steps will control the
speaking understanding strategy regulary. The students also can easily
understand the regular parts of speaking starting from the spelling and
vocabulary. To know more about them, A plan for strategic speaking of
speaking IEA are explained as followes:
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a. Preview
Students preview the entire context before they speak each
section. The goals of previewing ,they are:
1. For sudents to learn as much about the contexts as they can in a
brief period of time (2-3 minutes),
2. To activate their background knowledge about the topic, and
3. To help them make predicitions about what they will speak.
Previewing serves to motivate students’ interest in the topic and the
engage them in active speaking from the onset.
Introduce previewing to students by asking them whether
they have ever been to the movies and seen previews. Prompt students
to tell you what they learn from previews by asking questions like the
following:
a). Do you learn who is going to be in the movie?
b). Do you learn during what historical period the movie will take
place?
c). Do you learn whether or not you might like the movie?
d). Do you have questions about what more you would like to
know about the movie?
When students preview before speaking, they should look at
headings: words that are spelt or mentioned, and picture, and pictures,
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ideas, pronounciation, and other key information to help the do two
things: (a) brainstorm what they know about the topic and (b) predict
what they will learn about the topic. Just as in watching a movie
preview, students are provided minimal time to generate their ideas
and discuss their backgound knowledge and pedictions.
Tiffany royal teaches in a fifth-grade inclusion class with 34
students (nine with learning disabilities and the others of mixed
achievement levels). She gives her students 1.5 minutes to speak down
everything they already know about a topic in their IEA learning logs.
Students then share their responses with one another for about 1
minute. Another 1.5 minutes are provided for students to write down
their predictions of what they might learn , followed by 1 minute to
share their best ideas.
You may teach students the previewing strategy from the
beginning of the school year and before they read aloud or silently. I
like most of the IEA strategies, you may apply it across the
curriculum. By using previewing in different subject areas, students
become highly familiar with the strategy and it use. They will also
have had opportunities to watch you model and apply the strategy
with the class as a whole, making its implementations in small groups
easier. From the explanation before, we can conclude the urgency part
of that step which called information integrity as follows:
a. Brainstrom : what do we already know about the topic?
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b. Predict : what do we think we will find out about the topic when we
speak the contexts? Speak : the first introduction or section.
Besides that, we find many gaps in researches above
especially in application section of those methods. The lack of
speaking teaching is also become the problem to improve the students’
speaking skill. Therefore, the writer collects all the gaps and solves
them in one strategy namely Interactional Englisg Activity(IEA).
b. Click and clunk
Students click and clunk while speaking each section of the
passage. The goal of clicking and clunking is to teach students to
monitor their speaking and to identify when they have breakdowns in
understanding. Cliks refer to portions of the text that make sense to
the speakers: “ click, click, click “ – conprehension clicks into place as
the speakers proceeds smoothly through the context. When a students
comes to a word, concept, or idea that does not make sense, “clunk” –
conprehensins breaks down. For example when students do not know
the meaning of a word, it is a clunk.
Many students with speaking and learning problems fail to
monitor their understanding when they read. Clicking and clunking is
designed to teach students to pay attention to when they are
understanding – or failing to understand - what they are speaking or
what is being read to them. The teacher asks, “ is everything clicking?
Who has clunks about the section we just speak ?” students know that
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they will be asked this questions and Are alert to identify clunks
during speaking.
After students identify clunks, the class uses” fix-up”
strategies to figure out the clunks. Tiffany royal teaches her students
to use “clunks cards” as prompts to remind them of various fix-up
strategies. On each of the clunk cards is printed a different strategy for
figuring out a clunk word, concept, or idea:
1) Speak the context without the word. Think about what information
that is provided that would help you understand the meaning of the
words.
2) Speak the context with the clunk and the ideas before or after the
clunk looking for clues.
3) Look for a frefix or suffix in the context.
4) Break the word a part and look for smaller words you know.
As with the other strategies, you may teach students the click
and clunk strategy from the beginning of the year and use it in various
contexts. Students apply these fix-up strategies at first wtih help from
the teacher and then in their small groups.
Lucille sullivan encourages her students to click and clunk
throughout the day. She noted, “ another reason I like this technique is
that there is a transfer. The students will be speaking in the cafetaria,
and they say “ hey, lokk at this clunk word, what does means?’ and
that just thrills me.”
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The application of the step above conclude two important
point in analyzing the speaking skill. Those are as follows:
1. Were there any parts that were hard to understand (clunks)?
2. How can we fix the clunks? Use fix-up strategies.
c. Get the gist
Student learn to “ get the gist “ by identifying the most
important iea in a section of context ( usually a statement). The goal of
getting the gist is to teach students to re-state in their own words the
most important as a way of making sure they have understood what
they have spoken. This strategy can improve students’ understanding
and memory of what they have learned.
When you teach students to “ get the gist .” promt them to
identify the most important person, place, or thing in the paragraph
they have just speak. Then ask them to tell you in their own words the
most important idea about the person, place, or thing. Teach students
to provide the gist in as few words as possible while conveying the
most meaning, leaving out details.
Carmel johnson taught the gist this way. She would ask
students to think about the passage they had just speak and to spell
down the most important person. Place or thing in the statement. She
would then call on individual students to obtain their responses. She
would ask other students which answer wast best and why, then she
would ask students to work alone or in pairs to spell the gist of the
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context.she would then ask students to speak their gists aloud and to
invite other students to comment on the effectiveness of the gist, this
refining the skills of all the students. The real efoorts of this step are
mentioned as follows:
a. What is most important who or what?
b. What is the most important idea about the who or what? Speak: do
steps 2 and 3 again, ith all the context or sections in the passage.
d. Wrap up
Students learn to wrap up by formulating questions and
answers about what they have learned and by reviewing key ideas.
The goals are to improve students’ knowledge, understanding, and
memory of what was spoken.
Students generate bquestions that ask about important information in
passage they have just spoken. The best way to teach wrap up is to tell
students to use the following questions starters to begintheir
questions:who, what, when, where, why, and how ( the 5 Ws and an
H).
It is also a good idea to tell students to pretend they are
teachers and to think of questions they would ask on a test to find out
if their students really understood what they had read. Other students
should try to answer the questions. If a questions cannot be answered,
that might mean it is not a good questions and needs to be clarified.
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Teach students to ask some questions about information that
is stated explicitly in the passage and other questions that require and
answer not right in the context, but “ in your head.” Encourage
students to ask questions that involve higher-level thinking skills,
rather than literal recall.
Wtih her fifth-grade students, tiffany royal emphasizes that
every question can be made into an even better questions with the
addition of the phrase.”why do you think that?’
The facilitate students’ ability to generate higher-level
questions, you may provide questions stems, such as the following:
1) How were _ and ___the same? Different?
2) What do you think would happen if ___ ?
3) What do you think caused ____ to happen?
4) What other solution can you think of for the problem of ____ ?
5) What might have prevented the problem of ____ from happening?
6) What are the strenghts ( or weaknesses) of ____ ?
To review, students write down the most important ideas they
learned from the day’s reading assignment in their IEA learning logs.
They then take turns sharing what they learned with the class. Many
students can share their best idea in a a short priod of time, providing
the teacher wth valuable information about each student’s level of
understanding.
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This last step will apply the two main point the understand
the speaking context totally. those are:
a. Ask questions: what questions would show we understand the most
important information?
b. Review: what did we learn?
B. Speaking Proficiency
1. Definition of Speaking
Speaking skill should be taught and practiced in the language
classroom. Because the language course truly enables the students to
communicate in English, so speaking skill needs the special treatment. In
the reality, in our daily life most of us speak more than writing. Many
English teachers still spend the majority of class time on reading and writing
practice almost ignoring speaking and listening skills. Based on the
statement above, there should be a good balance to practice in classroom.
According to Hornby (1973 : 45) speaking is making the use of
words in an ordinary voice, offering words, knowing and being able to use a
language expressing one-self in words, and making speech. Therefore the
researcher infers that speaking uses the word and produces of sound to
express ourselves either idea, feeling, thought and needs orally in an
ordinary voice. Furthermore, success in communication is often dependent
as much on the listener as on the speaker.
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There are three components to make fluent in producing speech,
namely vocabulary, pronunciation, and grammar.According to Walter in
Mila (2008: 10) speaking is one way of learning about one self. In speaking,
someone must face problems that have history and relatively to other
people, groups, and the predictions we have formed for living together.
According to Widdowson (1985: 10) states that speaking is a
means of oral communication that gives information involves two elements,
namely the speaker who gives the message and the listener who receptive
the message. While Tarigan in Mila (2008: 10) states speaking that is
gotten by the children preceded by listening skill. After getting the language
input the students are able to master speaking skill. So that, speaking is the
way to express our idea and feeling to one another.
2. The Elements of the Speaking
There are three main language elements that should be paid attention
by the students in order that they can improve their speaking ability. Those
elements are vocabulary, structure, and pronunciation.
a. Vocabulary
When we firs learn a language, vocabulary is the earliest element if
spoken language should be taken into account. It should be mastered when a
students need to develop his speaking ability. This statement is supported by
Yasin (1997:15) stating that, “vocabulary is the most important thing to be
mastered for those who want to be skillful is speaking. Whatever he think,
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say or listen, write and those words or sentences, they are produced base on
the vocabulary.”
Furthermore, Berlin in Yasin (1997:15) also said, “vocabulary is one
of the significant components of learning. Vocabulary building is very
important in any foreign language learning, not only because it has a close
relationship with intellectual maturity of learners but also because the fact
that it can improve the four language skills of the students, without
grammar, very little can be conveyed, but without vocabulary, nothing can
be conveyed.”
In learning English, vocabularies should be central of interest for both
students and teachers. It is the firs language elements that should be taken
into consideration by teacher of English.
b. Structure
The second element of spoken language is structure. One is able to
speak English well if he knows much about structure and how to apply it. It
is usually the main handicap of the learners in speaking English. They are
afraid of making structural mistakes in their speaking. Structure also pays an
important rule in improving the learner’s speaking quality. The quality of
students’ speaking ability will be better if they have good structure.
c. Pronunciation
Quirk in Muh. Jaharuddin (2007:34) states,” pronunciation is the way in
which a particular language is pronounced”. Pronunciation also becomes a
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big problem for students who are not able to pronounce the English sounds
perfectly.
However, the fact that some students are able to acquire reasonable
pronunciation without overt pronunciation teaching should not blind us to
the benefits of a focus on pronunciation in our lesson. Pronunciation
teaching not only makes students aware of differences sound and what they
mean, but can also improve their speaking immeasurably. Concentrating on
sounds, showing were they are made in the mouth, making students aware
of where words should be stressed, all these things give them extra
information about spoken English and help them achieve the goal of
improved comprehension and intelligibility, (Jeremy Harmer: 2001).
d. Self Confidence
Speaking is the oral communication. Speaking with the other people
need braveness. There are many students who have not self confidence
when they speak so they can not communicate well. They sometimes feel
nervous to speak specially in English.
3. The Characteristics of a Successful Speaking Activity
According to Penny Ur (1996: 120), Speaking for leaner is not
easy; at least four criteria should be covered by the learner in speaking
activity. They are:
a. Learners talk a lot.
Learners can talk a lot as much as possible of the period of time
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allotted to the activity is in fact occupied by learner talk.
b. Participation is even.
Classroom discussion is not dominated by a minority of talkative
participants: all get a chance to speak, and contributions are fairly
evenly distributed.
c. Motivation is high.
Learners are eager to speak: because they are interested in the
topic and have something new to say about it, or because they want to
contribute to achieving a task objective.
d. Language is an acceptable level.
Learners express themselves in utterances that are relevant, easily
comprehensible to each other, and of an acceptable level of language
accuracy.
4. Speaking Accuracy and Fluency
Speaking covers two elements that can not be separated one
another they are accuracy which consists of grammar, vocabulary, and
fluency which consists of effectiveness and accent
a. Accuracy
According to Webster dictionary (1996: 15) accuracy is the quality
of being accurate. While in oxford dictionary (1996: 20) accuracy is
degree of being correct. Marcel (1978) states that accuracy is a manner of
people in using appropriate word and pattern of sentences. Accuracy
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covers three elements that can not be separated one another. They are
grammar, vocabulary and pronunciation.
1. Grammar
Grammar is a branch of linguistics study that deal with classes
of words, their inflection or their means of indicating relation to each
other function and relation in the sentences as employed according to
established usage and that is sometimes extended include related
matter. Webster (1996: 275)
2. Vocabulary
It is impossible 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
know because they lack of practicing and use them. Thus, they need to
practice more to keep them in mind.. Furthermore, Harmer (2001: 10)
distinguishes two types of vocabulary in the words, active vocabulary
and passive vocabulary is the words, which we want students to
understand, but they will not use themselves. In addition, Marcel
(1978: 10) defines that someone can be consider of having good
vocabulary use, when the vocabulary produce is wide (lack of
repetition) or appropriate with certain situation of dialog or speech.
3. Pronunciation
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Sometimes the listener does not understand what we are
talking about because lock in pronunciation. According to oxford
dictionary (1996: 343) pronunciation is the way in which a language
or particular word or sound is spoken.
b. 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, which is
concerned with the type, amount and seriousness of mistakes made.
Therefore fluency is highly complex ration relate mainly to smoothness
of continuity in discourse, it includes a consideration of how sentences
pattern very in word order and omit element of structure and also certain
aspects of the prosily of discourse.
According to Random house Webster collage dictionary (1997 : 500)
fluency refers to be able to speak or write smoothly, easily, or readily to
an easy flow is word are to respond able to communicate with base it
suggest to ready flow an accomplish speak or write. It is usually a term of
communication. Whereas, Marcel (1978: 12) states that fluency is
someone’s way of speaking dealing with how to procedure words in
certain period of tones without missing any main words on their speech.
As said by Brown (1982 : 255) fluency is probably best achieved by
allowing the “ stream” of speech to flow then, assumes of his speech
spills over beyond of comprehensibility to “ riverbank” of instruction or
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someone detail of phonology, grammar, discourse will channel to speech
or more purpose full course.
There are four characteristics of fluency activity:
a. The facts are usually whole pieces of discourse: conversation, stories
etc.
b. Performance is assessed and how well ideas are expressed or
understood.
c. Texts are usually used as they would be in real life.
d. Tasks are often simulated real like situation.
C. Conceptual Framework
The conceptual framework of IEA will involve the role of teacher’s
teaching in guiding the students’ understanding the speaking context, and the
position of students to understand the speaking context in total. IEA operates
on part of understanding vocabulary, plot, interpretation, spelling, and word
election. It means, by IEA, the students can understand the speaking totally.the
can find the difficult word, pronounciation, and interpret them to makes a good
understanding in a speaking context. To understand more about it, the writer
explains in one sketch that combines the IEA, the role of teachers and students,
and the understanding of speaking context as follows:
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The sketch above shows that, the researcher will use IEA as a
method in teaching speaking skill. This method has four stages to use it in
the classroom, those are preview, click and clunk, get the gist and wrap up.
Those will be used by the teacher to teach speaking. After applying this
method, the researcher hope the students will have good understanding in
speaking and it will effective use of IEA and effective part of speaking.
IEA(A Class Active
Priview
Good Understanding inSpeaking
SpeakingContexts
Students
Wrap Up
Get tha Gist
Click and Clunk
Teacher
Efective Use of IEA
Efective Part of Speaking
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CHAPTER III
RESEARCH METHOD
A. Research Setting
The method that was used in this research was a classroom action
research (CAR). It was conducted through two cycles to observe the students’
achievment to speak English through Interactional English Activity. It
consisted of planning, action, observation and reflection. The classroom
action research was carried out by researcher and English teacher as
collaborator.
1. Research Location
This research took place in SMA Muhammadiyah Bulukumba. The
author choosen the place to do action research because the authors saw a need
to improve conversation skills in English, especially in students by using
methods Interactional English Activity.
2. Research Time / Schedule
This research was done and begun at the mid of October 2010 till the
end of December.
3. Research Cycles
The research cycles were done by two cycles where the cycle I was
done for four meetings and the cycle II was done for four meetings also. It
meant that all of the cycles included of eight meetings.
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B. Variables and Indicators
The following were the variables of the research:
1. Independent Variable
Independent variable of the research was the use of Interactional
English Activity in teaching speaking proficiency. Interactional English
Activity was a technique to facilitate the students to build their motivation
and achievement in speakingclass.
2. Dependent variables
Dependent variables consisted of students’ accuracy and fluency in
speaking English.
The indicators were:
a. The indicators of the students’ accuracy were: grammar and
vocabulary.
b. The indicators of the students’ fluency were : effectiveness and
repetition.
C. Research Procedures
In this research, the researcher used the CAR principle to collect the
data. The research was divided into two cycles where each cycles consisted of
four phases. The cycles was describe through the scheme of action research
phases as follows:
Reflection
ActionCycle II
Observation
?
ReflectionAction
Observation
Re-Planning
Cycle I
Planning
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The cycle of Classroom Action Research (Arikunto: 2007)
Cycle I
Cycle I consisted of planning, action, observation and reflection as
follows:
1. Planning
a. Prepared speaking material that had given to the students.
b. Made lesson plan after getting the problems.
c. Made an observation sheet to observe the condition of learning process.
d. Made research instruments.
2. Action
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a. The teacher asked the students’ to preview the entire context of speaking
topik before they spoke each section.
b. The students’ learned the speaking topic 2-3 minutes, to activate their
background knowledge about the topic, and to help them made
predictions about what they have spoken.
c. The next activity, the students clicked and clunked while speaking.
d. Then the students learned to “ get the gist” by identifying the most
important idea in a section of speaking material.
e. The teacher asked the students to identify the most important person,
place, or thing in the paragraph they have just speak.
f. The teacher asked the students to tell the paragraph in their own words.
g. The last, of the students learned to wrap up by formulating questions and
answers about what they have learned and review the key ideas.
3. Observation
a. Identified and made note of the activity. Researcher observed the
students’ response, participation and everything which is found during
the teaching and learning process based on observation sheet that has
been arranged
b. Did evaluation to know the students’ improvement.
c. Gave the students’ chance for giving suggestion to complete the action
research.
4. Reflection
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After collecting the data, the researcher evaluated the teaching-
learning process. Then, the researcher reflected herself by seeing the result
of the observation, whether the teaching learning process of speaking using
interactional english activity was good to imply in teaching learning process
or not. If the first plan was unsuccessful, the researcher should made the
next plan (re planning) to get a good result. During the process of the action
research the researcher uses the diary and document as the instrument for
gathering the data. Diaries contain personal accounts of the observation on
feeling, reaction, interpretations, reflections, explanations and documents
are used to provide information, which was relevant to the problem under
investigation. The documents were used by the researcher were lesson plan
and the sample of students’ work.
Cycle II
It was like cycle in the cycle I, cycle II also consisted of planning, action,
observation and reflection as follows:
1. Planning
In this phase, the researcher made:
a. The lesson plan to apply information interactional english activity (IEA)
b. Instruments that used in classroom action research cycle.
c. Observation sheet
2. Action
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In this phase, action was done to improve the result based on the
cycle reflection
a. In cycle two, the teacher increased the students problem in cycle I.
b. the teacher used short paragraph then consist of intresting story to the
students.
c. the teacher asked the students preview speaking before asking them to
speak about that paragraph.
d. the teacher gave 2-5 minutes to read that paragraph and make
prediction about what they have spoken.
e. the students clicked and clunked while speaking.
f. the teacher asked the students to “ get the gist “ by identifying to most
important idea in a section of speaking topic.
g. the teacher also asked the students to identifying the most important
person, place, or thing from that paragraph.
h. the teacher asked the students to retell the paragraph by telling about
the person, place or thing from that paragraph.
i. the students learned to wrap up by formulating questions and answers
about reviewing the keys ideas.
3. Observation
In this phase, the researcher observed:
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a. The students’ response, participation and everything which was found
during the teaching and learning process based on observation sheet
that has been arranged
b. The students’ improvement in speaking ability.
c. Did evaluation to know the students’ improvement.
4. Reflection
After collecting the data, the researcher evaluated the teaching-
learning process. Then, do reflection by seeing the result of the
observation, whether the teaching learning process of speaking using
interactional english activity (IEA) reaches success criteria based on the
test result of second action. From the result of the research, the
researcher have drawn conclusion that interactional english activity
strategy could improve the students’ speaking ability.
D. Research Subject
The subject of this research was the second year students of SMA
Muhammadiyah Bulukumba in 2010/2011 academic year. That consisted
of 30 students.
E. Research Instruments
The instrument of data collection for this research consisted of 10
questions. The test was given to the students to know the students’
improvement after using intractional english activity strategy. The
researcher also used document for gathering the data during teaching and
learning process.
30
E. Procedures of Collection Data
The technique of data collection used in this research is as follow:
a. Observation; it aimed at finding out the students’ participation during
the teaching and learning process.
b. Test; it aimed to find out the students’ improving speaking proficiency
and the effectiveness of using Interaction English Activity in teaching
speaking.
In scoring, the result of students’ test were evaluated based on
two aspect of speaking below:
Table 1: Scores and criteria of Accuracy (Vocabulary and Grammar)
Classification Score Criteria
Excellent
Very good
Good
Fair good
9.6 - 10
8.6 – 9.5
7,6 – 8,5
6,6 – 7,5
Their speaking is very good of using
grammar, unlimited of vocabulary and
more sentences.
Their speaking is good of using grammar
unlimited of vocabulary.
Their speaking sometimes hasty but
appropriate use of grammar and good of
vocabulary mastery.
Their speaking more sentences not
appropriate to use grammar and low
31
Fair 5.6 – 6.5
vocabulary mastery.
Their speaking more sentences not
appropriate to use of grammar, low
vocabulary mastery and no
communication.
(Layman 1972:216)
Table 2: Scores and Criteria of Fluency (Content)
Classification Score Criteria
Excellent
Very good
Good
Fair good
Fair
9.6 - 10
8.6 – 9.5
7,6 – 8,5
6,6 – 7,5
5,6 - 6,5
Their speaking effectively without any
missing word and very understandable.
Their speaking effectively occasionally
missing word and understandable.
Their speaking sometimes hasty, make
understand and very simple speech.
Their speaking is hasty and understanding
is too little.
Their speaking is very hasty and no
sentences understand
(Layman 1972:216)
G. Data Analysis
The data from cycle I and cycle II were analysis through the following
steps:
32
1. Calculating the mean score of the students by using the following
formula:
X=∑ X
N
Where:
X = Mean score
∑ X = Total score
N = Number of student
(Gay, 1981: 331)
2. After collecting the data of the students, the researcher classified the
score of the students. He classified the score of the students into the
following criteria:
a. 9.6 to 10 is classified as excellent
b. 8.6 to 9.5 is classified as very good
c. 7.6 to 8.5 is classified as good
d. 6.6 to 7.5 is classified as fairy good
e. 5.6 to 6.5 is classified as fairy
f. 3.6 to 5.5 is classified as poor
g. 0.0 to 3.5 is classified as very poor
(Direktorat Pendidikan, 1999)
33
34
CHAPTER IV
This chapter presented findings and discussion of the research. The
findings consists of the implementation of Interactional English Activity Strategy
to improve the students’ speaking accuracy and fluency at the second year in class
A of SMA Muhammadiyah Bulukumba. The discussion explains about the
improvement of students and their scores after applying the Interactional English
Activity in improving the speaking proficiency.
A. Findings
The data were collected after giving the learning process by using
Interactional English Activity. This method was given to the total number of
samples namely 30 students. Those students are valuated into criteria of
speaking performance; they are criteria of accuracy (vocabulary and grammar)
and criteria of fluency.
The learning process of speaking performance using Learning Cycle
method in term of speaking accuracy and fluency. The cycle was divided in
two category namely cycle I as the students’ achievement by using usual
method (the scores getting from the data of school for the second year students
of SMA Muhammadiyah Bulukumba), and Cycle II as students’ achievement
getting from the result of applying the Interactional English Activity.
Vocabulary and Grammar are usually used in to judge the speaking
accuracy. Then the contents of speaking were judged to value the students’
35
speaking fluency of the Second Year Students of SMA Muhammadiyah
Bulukumba. The contents were usually filled by the pronunciation, feedback
understanding and description technique.
There are five steps in each of cycle, namely planning, observation,
action, evaluation and reflection. Those steps are explained as follows :
1. Cycle I
a. Planning
Before implementing the method, the researcher did the pre-
research. Through observation the teacher, found that he, as the teacher, did
not provide attractive and interactive materials for the students. The teacher
had brought some materials by speaking into the class, but still the students
were easily get bored with the speaking material. When they got bored they
became less attentive to this lesson. When this happened, their speaking
intake was not satisfying. That’s why the researcher tried to make a
planning where in this fase, the researcher tried to identify problem about
how to improve the students’ speaking proficiency and after that the
problem was analyzed and formulated. Actually, the most problem is the
students were not interested to attend the learning process carefully. So
that, the researcher preparing lesson planning for teaching and instruments
for the students.
The researcher planned to conduct pre-test and post-test to measure
the students’ speaking accuracy and fluency improvement before and after
the action. The topics of test are Self Introduction . The students were
36
asked to introduce theirselves in front of their friends. Then, the writer has
found that the students still shy to convey their speaking. They have got
score still low. So that, the researcher formulated the next step, namely do
the action.
b. Action
Before doing the application of Interactional English Activity (IEA),
the writer gave the result of scores of students about their understanding in
vocabulary and grammar to value the students’ speaking accuracy, then
scoring the students’ speaking fluency, as the prior knowledge in
speaking. From the combination of vocabulary and grammar (accuracy)
and the contents of speaking (Fluency) evaluation, the writer got the score
of 30 samples.
In this section, the writer also gave the general English speaking
method by explaining what the speaking skill is. The writer took the
students to the Cycle I as the comparison for the Cycle II which is using
the Interactional English Activity (IEA) strategy.
The researcher gave the students a material about “Self
Introduction” by using Interactional English Activity procedures, namely :
1) Preview the entire context of speaking topik before they spoke
each section.
2) The students’ learned the speaking topic 2-3 minutes, to activate
their background knowledge about the topic, and to help them
made predictions about what they have spoken.
37
3) The next activity, the students clicked and clunked while
speaking.
4) Then the students learned to “ get the gist” by identifying the
most important idea in a section of speaking material.
5) The teacher asked the students to identify the most important
person, place, or thing in the paragraph they have just speak.
6) The teacher asked the students to tell the paragraph in their own
words.
7) The last, of the students learned to wrap up by formulating
questions and answers about what they have learned and review
the key ideas.
c. Observation
In this phase, the researcher observed the students’ response,
participation and everything which was found during the teaching and
learning process based on observation sheet that has been arranged. By
seeing the students’ responses, there are students still shy to speak up
in front of their friends. Also there are 4 students didn’t pay attention
to the learning process. They still busy with theirselves and one of
them disturbed their friends.
Then, the researcher did gave the evaluation to know their
improvement in speaking proficiency for their accuracy and fluency.
And the researcher has found also that the students’ improvement in
speaking proficiency still want to be make it be better than before.
38
That’s why the researcher asked to their students about what are their
difficulties in learning speaking.
The score result of this section is combined by the result of
Interactional English Activity (IEA) Strategy. The score of this section can
be seen as follows:
Table 1. The Students’ Score in Speaking Proficiency for Accuracy
and Fluency at the Cycle I
No Names of Students
Students’ ScoreCriteria of Accuracy
(Vocabulary & Grammar)
Criteria of Fluency (Contents)
1. Sumarni 5.6 62. Nasrullah 6 63. Agustina 6.5 64. Ayyub Fitranda 5.6 5.65. Sulfidalwana 5.6 5.66. Harianto 5.6 5.67. Satriani 6.5 68. Irfan Setiawan 5.6 5.69. Juita Lestari 5 6.510. Adi Purnomo 7 6.511. Akram 5.6 612. Edwin Kurniawan 7.5 5.613. Yusran Basri 6.5 5.614. Ilham Akbar 6 5.615. Irwan Idris 5.6 5.616. Kasmawati 5.6 617. A. Agung 6.5 5.618. A. Andri Marnob 7 719. Muh. Arfan 6.5 5.620. Hasrawati AR 5.6 621. A. Baso Payeng 6.5 5.622. Abd. Muktadir 5.6 623. Indra Jayadi 6 624. Dian Ariadi 5.6 625. Sulfikar Bahar 5.6 5.626. Badar Sofyan 7 5.6
39
27. Yayan Indraji 6 628. M. Nurdin 6 5.629. Burhanuddin 5.6 5.630. Selvianti 6.5 5.6
The table above shows that the speaking proficiency of the second
year students of SMA Muhammadiyah Bulukumba was not standard value
or not enough to compete. The score was clarified to know the percentage
of students’ score. It can be understood by classifying the following
scores’ parts.
1. The Percentage of Students’ Accuracy Score
After getting the students’ score of all categories, the writer gave
the percentage of each category. In this part, we will know the
percentage of students’ speaking accuracy score. The table can be seen
as follows:
Table 2. The Students’ Percentage of Accuracy in Speaking
Proficiency by Using Interactional English Activity
(IEA) at Cycle I
Classification ScoreStudents
f %Excellent 9.6-10 - 0%
Very Good 8.6-9.5 - 0%Good 7.6-8.5 - 0%
Fair Good 6.6-7.5 4 13.33%Fair 5.6-6.5 26 86.66%
Total 30 100%
The table above shows that the classification of students was still
in low level. All of them were just in fair good and fair level, namely
40
26 students or 86.66% students got fair, 4 students or 13.33% students
got fair good, and other 3 classifications filled by 0 or 0% students. It
indicated that the method generally used at the Second year Students
of SMA Muhammadiyah Bulukumba had not enough the development
of students’ speaking ability yet. The students are still lack of the
vocabulary mastery and ranks of sentences which is used in speaking.
It was caused also by the misunderstanding grammar.
2. The Percentage of Students’ Fluency Score
Besides that, the writer also made the classification of students’
fluency score. This category related to the content of students’
speaking including the rank of speaking and the intonations in each
sentences said. The score was also taken from the documentation of
SMA Muhammadiyah Students’ score for the second year students. It
means the score is only the value from the result of the students’
speaking skill before applying the Interactional English Activity. The
classification can be shown as follows:
Table 3. The Students’ Percentage of Fluency in Speaking Proficiency by Using Interactional English Activity (IEA) at Cycle I
Classification ScoreStudents
F %Excellent 9.6-10 0 0%
Very Good 8.6-9.5 0 0%Good 7.6-8.5 0 0%
Fair Good 6.6-7.5 1 3.33%Fair 5.6-6.5 29 96.66%
Total 30 100
41
The table above shows that no one student got the high grid,
namely good level, very good and excellent. Only one student or
3.33% got the fair good score, and most of them 29 students or
96.66% got the underneath level as fair score. It indicated that most of
students are still low to master the fluency of speaking. The method
used before cannot enough to enrich the speaking skill of them.
Below is the table about the students’ activeness at classroom in
learning speaking:
Table 4. The Students’ Activeness in Learning Process for Speaking
Proficiency at the Cycle I
NoNames of Students
Students’ ScoreFrequency
of Attendance
Score Ideal
Percentage(%)
Note
1. Sumarni 3 4 75 Medium2. Nasrullah 4 4 100 High 3. Agustina 4 4 100 High 4. Ayyub Fitranda 3 4 75 Medium 5. Sulfidalwana 4 4 100 High 6. Harianto 4 4 100 High 7. Satriani 3 4 75 Medium8. Irfan Setiawan 4 4 100 High 9. Juita Lestari 2 4 50 Low 10. Adi Purnomo 4 4 100 High 11. Akram 3 4 75 Medium 12. Edwin
Kurniawan4
4100 High
13. Yusran Basri 3 4 75 Medium 14. Ilham Akbar 4 4 100 High15. Irwan Idris 2 4 50 Low16. Kasmawati 3 4 75 Medium17. A. Agung 4 4 100 High18. A. Andri
Marnob4
4100
High
19. Muh. Arfan 4 4 100 High
42
20. Hasrawati AR 4 4 100 High21. A. Baso Payeng 4 4 100 High22. Abd. Muktadir 4 4 100 High23. Indra Jayadi 4 4 100 High24. Dian Ariadi 3 4 75 Medium25. Sulfikar Bahar 3 4 75 Medium 26. Badar Sofyan 4 4 100 High27. Yayan Indraji 4 4 100 High28. M. Nurdin 4 4 100 High29. Burhanuddin 2 4 50 Low 30. Selvianti 3 4 75 Medium
The table above is shown about the students’ activeness at the learning
process in classroom for cycle I where there are 18 (60%) students who are
classified as high for their activeness, while there are 9 (30%) students who are
classified as medium and 3 (10%) students who are classified as low for their
activeness in the learning process. And to make it easier to describe, look at the
following graphic :
High Medium Low0
10
20
30
40
50
60
7060
30
10
The Students' Activeness in Learning Process at the Cycle I
Cycle I
Graphic 1. The Students’ Activeness in Learning Process at the Cycle I
43
The coloration between students’ accuracy and fluency is
horizontal. It can be judged that the more students’ accuracy develops
the more their fluency does. It means, to get a good achievement, the
learning method must focus to those two items (accuracy and
fluency). But this case founds that the students are still lack of both.
3. The mean score of both categories (Accuracy and Fluency)
This part shows the mean score of both fluency and accuracy. It
was done to know the general achievement of all students of the
second year students of SMA Muhammadiyah Bulukumba, before
applying the Interactional English Activity (IEA) strategy.
a) Mean Score of Accuracy
The mean score of Accuracy is 6.08. The result of mean
score above, although the students get 6.08 as their score, it is
still low performance of speaking if the score relates to the
standard grade of speaking value. It was the lowest level and
still needing the improvement more.
b) Mean Sore of Fluency
Like the stage of accuracy, this part also shows the mean
score of fluency. The mean score for the students’ fluency is
5.85.
Both of mean score for speaking elements above can be
seen as graphic below:
44
Mean Score
6.08
5.85
The Students' Mean Score of Accuracy and Fluency
Accuracy Fluency
Graphic 1. The Mean Score of the Students’ Proficiency in Accuracy and Fluency by Using Interactional English Activity (IEA) at Cycle I
The mean score above is lower than the students’ mean
score achievement in Accuracy, the score was not relevant to the
speaking capability needed. The score’s not only low level but
also irrelevant each other. It means that the correlation between
accuracy and fluency was not support each other.
d. Reflection
After collecting the data, the researcher evaluated the teaching-
learning process. Then, do reflection by seeing the result of the
observation, whether the teaching learning process of speaking using
Interactional English Activity (IEA) reaches success criteria based on
the test result of second action. From the result of the research, the
researcher have drawn conclusion that Interactional English Activity
45
strategy could improve the students’ speaking ability but still need to go
to the next step namely Cycle II because there is only 1 students who is
classified as fairly good and another are classified as fair.
The researcher has found that although there is an improvement
from their pre-test but there are still students who feel uneasy to speak
up, so that they can speak easily. By this resulting, the researcher has a
strong wish to improve their speaking proficiency in accuracy and
fluency in the next cycle.
2. Cycle II
a. Planning
The researcher has made the lesson plan with the topics of Word
Order . The students were asked to make an explanation about one of their
friends in front of them. After that, the researcher formulated the next step,
namely do the action.
b. Action
In this section, the writer still gave the Interactional English Activity
(IEA). The writer took the students to the Cycle II as the progress of the
Cycle I which is using the Interactional English Activity (IEA) strategy.
The researcher gave the students a material about “Word Order” by
using Interactional English Activity procedures, namely :
1) Preview the entire context of speaking topik before they spoke
each section.
46
2) The students’ learned the speaking topic 2-3 minutes, to activate
their background knowledge about the topic, and to help them
made predictions about what they have spoken.
3) The next activity, the students clicked and clunked while
speaking.
4) Then the students learned to “ get the gist” by identifying the
most important idea in a section of speaking material.
5) The teacher asked the students to identify the most important
person, place, or thing in the paragraph they have just speak.
6) The teacher asked the students to tell the paragraph in their own
words.
7) The last, of the students learned to wrap up by formulating
questions and answers about what they have learned and review
the key ideas.
c. Observation
In this phase, the researcher observed the students’ response,
participation and everything which was found during the teaching and
learning process based on observation sheet that has been arranged. By
seeing the students’ responses, there is a good improvement where the
students feel easy to speak up in front of their friends.
Then, the researcher did the evaluation to know their improvement
in speaking proficiency for their accuracy and fluency. And it has
proved by the score for the students, the researcher has found also that
47
the students’ improvement in speaking proficiency is better than the
Cycle I. That’s why the researcher conclude to finish the action
classroom research on the Cycle II .
The score result of this section is combined by the result of
Interactional English Activity (IEA) Strategy. The score of this section can
be seen as follows:
Table 4. The Students’ Score in Speaking Proficiency for Accuracy
and Fluency at the Cycle II
No Names of Students
Students’ Score
Criteria of Accuracy (Vocabulary & Grammar)
Criteria of Fluency
(Contents)1. Sumarni 7.5 6.52. Nasrullah 6 63. Agustina 6.5 64. Ayyub Fitranda 7 75. Sulfidalwana 7.5 76. Harianto 6.5 67. Satriani 6 6.58. Irfan Setiawan 7 6.59. Juita Lestari 6 6.510. Adi Purnomo 7.5 711. Akram 7 612. Edwin Kurniawan 6.5 6.513. Yusran Basri 6.5 614. Ilham Akbar 7 6.515. Irwan Idris 6 616. Kasmawati 7.5 617. A. Agung 7 6.518. A. Andri Marnob 6.5 619. Muh. Arfan 6 720. Hasrawati AR 7 6.521. A. Baso Payeng 8 7.522. Abd. Muktadir 6.5 623. Indra Jayadi 7 624. Dian Ariadi 7.5 7
48
25. Sulfikar Bahar 8 6.526. Badar Sofyan 6.5 727. Yayan Indraji 7 7.528. M. Nurdin 6.5 729. Burhanuddin 8.5 830. Selvianti 7 7
Total 207 197.5
The table before shows that the students’ speaking proficiency after
using the Interactional English Activity (IEA) Strategy got improvement
in all sides, especially in Accuracy and Fluency. It indicated that
Interactional English Activity (IEA) Strategy was better than the strategy
used at the second year students of SMA Muhammadiyah. To know more
the improvement of students according to each level of students’ scores,
the next part explained it as mean score explanation.
1. The Percentage of Students’ Accuracy Score
After knowing the score of students, the writer divined the score
level of students. It can be seen in the following table:
Table 5. The Students’ Percentage of Accuracy in Speaking
Proficiency by Using Interactional English Activity
(IEA) at Cycle II
Classifircation ScoreStudents
f %Excellent 9.6-10 0 0%
Very Good 8.6-9.5 0 0%Good 7.6-8.5 3 10%
Fair Good 6.6-7.5 14 46.66%Fair 5.6-6.5 13 43.33%
Total 30 100
49
The table shows that the students’ improvement got more better
than the score before, it indicates by there are 3 students or 10% got
good level. Before applying IEA, no student got this level. In fair level,
there were 14 or 46.66% students, and there 13 students or 43.33% got
fair, it more decreased that before.
2. The Percentage of Students’ Fluency
This part found the percentage of students’ speaking
achievement in fluency level. The result also can be seen in the
following table:
Table 6. The Students’ Percentage of Fluency in Speaking
Proficiency by Using Interactional English Activity
(IEA) at Cycle II
Classification ScoreStudents
f %Excellent 9.6-10 0 0%
Very Good 8.6-9.5 0 0%Good 7.6-8.5 1 3.33%
Fair Good 6.6-7.5 19 63.33%Fair 5.6-6.5 10 33.33%
Total 30 100
Based on the table above, the students’ achievement also got
increasing. It was proofed by there’s one student or 3.33% got good
level (before using IEA, no student got it), 19 students or 63.33% got
fair good (before using IEA, only one student got it), and only 10
students or 33.33% got fair level (before applying IEA, most of
students or 29 students got it).
50
After knowing the score result and level of all students, it can be
said that the students’ achievement got the improvement. For
completing the explanation, it will be more discussed in the next part.
3. The mean score of both categories (Accuracy and Fluency)
To know more the students’ result of improvement in applying the
Interactional English Activity (IEA) Strategy, the writer also defined the
mean score to know the comparison between the students’ achievement
before applying Interactional English Activity (IEA) Strategy and after
applying it.
a) The Mean Score of Accuracy
To know the score level of all students, the writer defined the
mean score of accuracy namely 6.9
The mean score defined above indicated that there was a significant
result of accuracy in Cycle II.
b) The Mean Score of Fluency
Like accuracy category, the writer also gave the mean score
of fluency to know the comparison between the result of Cycle I
and Cycle II. It is 6.56. Like accuracy category, the result of
fluency also got the improvement than the result of fluency in
Cycle I.
51
Both of mean score for speaking elements above can be seen as
graphic below:
Mean Score
6.9
6.56
The Mean Score of Students' Speaking Proficiency in Accuracy and Fluency
Accuracy Fluency
Graphic 3. The Mean Score of the Students’ Proficiency in Accuracy and Fluency by Using Interactional English Activity (IEA) at Cycle I
B. Discussion
This part explained about the interpretation of findings, teacher analysis,
and the process of application of Interactional English Activity (IEA)
Strategy. Like the data result got before, there was indication that there was a
significant result from what found Cycle I and Cycle II. The students’
achievement also got the improvement in all categories informed to this
52
research, namely the capability in Accuracy (grammar and Vocabulary) and
Fluency (content of the speaking value).
Generally, it was found that the result of students’ achievement in
Cycle I didn’t indicate that the students’ speaking skill of the second year of
SMA Muhammadiyah as a standard level, then the result of them in Cycle II
indicated that their speaking skill got increase more. It can be proved by the
result of mean score in Cycle II was higher than Cycle I.
1. The Students’ Achievement in Accuracy (Grammar and vocabulary)
After collecting all data about the students’ achievement during the
process of the research, the writer found that the students’ speaking
accuracy was improved than before. It means that the students’
achievement was better after applying the Interactional English Activity
(IEA) Strategy. It was proved by the mean score in Cycle I was only 6.08,
and the mean score in Cycle II was 6.9. It was proved that the mean score
was increasing 0.82 poin (6.9-6.08=0.82). No one got the good score in
Cycle I (see table I), and there were 3 students got good level in Cycle II
(see table VII).
Based on the comparison of the result of Cycle I and Cycle II, it can
be said that the Interactional English Activity (IEA) Strategy was better to
apply than the strategy used before. In Cycle II also mentioned that no
student again got the lowest score (5.6), and most students (14
students/46.66%) got fair good score (see Table VII).
53
From the result of observation during the research, the writer found
that most of the lack from the grammar comes from the students’ inability
to rank the words according to their structure, or they are still lack of word
order and the agreement of subject and verb. It most found in Cycle I,
namely the before the students applying the Interactional English Activity
(IEA) Strategy. Besides that, the writer also found that the students were
lack in vocabulary because of some students are lazy to add their
vocabulary by memorizing.
In Cycle II, the mistake in grammar can be more decrease by
Applying the Interactional English Activity (IEA) Strategy, because the
students, in applying this strategy, got direct corrections when they made
mistakes in speaking, so they can directly know what the real sentences. It
helped the students to keep in memory, because the corrections were
directly given when they felt they really need the corrections. The
comparison between Cycle I and Cycle II can be seen in the following
table:
Table 7. The Students’ Percentage of Accuracy in Speaking
Proficiency by Using Interactional English Activity
(IEA) at Cycle I & Cycle II
Classification ScoreStudents’ Speaking Accuracy Category
Cycle I Cycle IIf % f %
54
Excellent 9.6-10 0 0% 0 0%Very good 8.6-9.5 0 0% 0 0%
Good 7.6-8.5 0 0% 3 10%Fair Good 6.6-7.5 4 13.33% 14 46.66%
Fair 5.6-6.5 26 86.66% 13 43.33%Total 30 100% 30 100%
It can be seen also in the graphic below:
Accuracy
6.56
6.9
The Students’ Percentage of Accuracy in Speaking Proficiency by Using Interac-tional English Activity (IEA) at Cycle I &
Cycle II Cycle I Cycle II
Graphic 4. The Mean Score of the Students’ Proficiency in Accuracy by Using Interactional English Activity (IEA) at Cycle I & Cycle II
2. The Students’ Improvement in Fluency (Contents of Speaking)
The students, like the the achievement of accuracy, got the
improvement in fluency after applying the Interactional English Activity
(IEA) Strategy. Most of them didn’t place the lowest level anymore (fair
level). It can be proved by seeing the mean score in Cycle II namely 6.56,
55
it were higher that before (Cycle I) namely 5.85. It increased 0.71 point. It
indicated that the Interactional English Activity (IEA) Strategy was
effective also in this part.
Before applying the Interactional English Activity (IEA) Strategy,
some students are still nervous to express their main in conversation. It
means the contents of speaking they express, were not organized well. It
was proved that by most of their score was in fair level, namely 29
students got it or 96.66%, and only one student or 3.33% got fair good (see
table III). It was different from the result in Cycle II, which used the
Interactional English Activity (IEA) Strategy as the learning process. Only
10 students got fair score there (see table VI).
The comparison between the students’ achievement in Cycle I and
Cycle II can be seen in the following table:
Table 8. The Students’ Percentage of Fluency in Speaking
Proficiency by Using Interactional English Activity
(IEA) at Cycle I & Cycle II
Classification ScoreStudents’ Speaking Fluency Category
Cycle I Cycle IIf % f %
Excellent 9.6-10 0 0% 0 0%Very good 8.6-9.5 0 0% 0 0%
Good 7.6-8.5 0 0% 1 3.33%Fair Good 6.6-7.5 1 3.33% 10 33.33%
Fair 5.6-6.5 29 96.66% 19 63.33%Total 30 100% 30 100%
It can be seen also in the graphic below:
56
Fluency
5.85
6.56
The Students’ Percentage of Fluency in Speaking Proficiency by Using Interac-tional English Activity (IEA) at Cycle I &
Cycle II Cycle I Cycle II
Graphic 5. The Mean Score of the Students’ Proficiency in Fluency by Using Interactional English Activity (IEA) at Cycle I & Cycle II
After making the comparison between the application of the Interactional
English Activity (IEA) Strategy and the learning process used at the second
year of SMA Muhammadiyah Bulukumba, the writer found that so much
significant result got. The Interactional English Activity (IEA) Strategy was
better strategy to improve at the second year students of SMA Muhammadiyah
Bulukumba.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
After finding and discussing the process of applying the Interactional
English Activity (IEA) Strategy by using Cycle method, the writer stated some
conclusions and suggestions for the better application of applying the Interactional
English Activity (IEA) Strategy.
A. Conclusions
1. The Interactional English Activity (IEA) Strategy gave many changes in
learning process at the second year of SMA Muhammadiyah Bulukumba,
especially the ability of students to compose the words to speak.
2. The learning process by using Cycle method as the combination to
applying the Interactional English Activity (IEA) Strategy, can be easily
control and know the effectiveness of the strategy applied (the general
strategy and the Interactional English Activity (IEA) Strategy).
3. The were significant results between Cycle I (the learning process using
general strategy at SMU Muhammadiyah Bulukumba) and Cycle II (the
learning process applying the Interactional English Activity (IEA)
Strategy), see table VII and VIII.
4. The Interactional English Activity (IEA) Strategy is the suitable strategy
to improve the speaking skill at the second year students of SMA
Muhammadiyah Bulukumba. It was proved by the different result got in
Cycle I and Cycle II.
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B. Suggestions
1. In teaching speaking, the teachers should let the students more active that
the teachers them selves. It is done to make the strategy applied can be
running well, and understood by students totally.
2. The Interactional English Activity (IEA) Strategy is suggested to apply as
the patent program to improve the speaking skill at SMA Muhammadiyah
Bulukumba.
3. To get more effectiveness of the Interactional English Activity (IEA)
Strategy, the school must give the supporting rule which can cover the
Interactional English Activity (IEA) Strategy, like making English
conversation around the school.
4. There are still many things to observed in the research applying the
Interactional English Activity (IEA) Strategy, therefore, the next
researcher suggested to make different style to examine this strategy.
59
BIBLIOGRAPHY
Alexander, L.G. 1991. New Concept English. USA : Longman University Press.
Alexander, L.G. 1991. Developing Skills. USA : Longman University Press.
Awalia Reski. 2009. Increasing The Students Speaking Ability Through Jigsaw. MAKASSAR. UMM
Brown, Douglas. 1980. Principle of Language Learning and Teaching. Englewood CLIFFS. New Jersey. Patrice Hall inc.
Gay, L.R. 1981. Educational Research Competence for Anayisis and Applicstion.The Second addition. Charles E. Meril Publishing Company Columbus.
Heaps, Stacie. 2007. Write Effective Follow-up Letters. Retrieved from http//:www.yahoo.com (on-line). July 22, 2007.
Hornby, A.S. 2000. Oxford Advance Learner’s DictionaryEnglish. London : Oxford University Press.
Hornby, A.S., Gutenby. E.V, and Wakefirld. 1987. The Advanced Learner’s Dictionary of CurrentEnglish. London : Oxford University Press.
Hulse, S. H, Egeth, Horward, and Desce, J. 1981. The Psychology of Learning. London : Mc. Grow Hill.
Klingher, J.K. Collaborative Strategic Reading in Cultural and linguistically Diverse Classroom. Retrieved from www.reading-rocket.org , 29 February 2008.
Oxford, 1980. Oxford Learners’ Pocket Dictionary. Oxford : University Press.
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APPENDIXA. Teaching Material
1. The standard speaking
ConversationLionel : Hai….! What is your name?
Ariel : My name is Ariel, and you?
Lionel : I am Lionel but you can call me Leo! Where do you live here?
Ariel : I live on Jl. S. Bialo No.35 Bulukumba. May I Know your address?
Lionel : I live in Makassar.
Ariel : With whom do you live there?
Lionel : I live with my family. And you?
Ariel : I also live with my family.
Lionel : OK, thanks for this introduction, nice to meet you this time.
Ariel : You are welcome, nice to meet you too, see you next time.
Self IntroductionAssalamu Alaikum Wr. Wb. (Peace be upon you!)
The praise of God Almighty! Besides that, shalawat and salam (praying and peace) to our beloved prophet and messenger “Muhammad SAW” who has taken us from the darkness to the lightness.
Ladies and Gentlemen!
I am very happy this time to meet you all in this nice place. This a greet honor for me to stand in front of you all, for introducing my self. Let me introduce my self and my personal identity:
My name is :
I live in/on/at :
My age is :
My height is :
My weight is :
I was born in : on (date) (year)
My hobby is (ies are) :
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My favorite color is …./food is …./drink is …./artist is …./etc.
I study at : class: semester:
My father’s name is :
My mother’s name is :
I have …... brother (s) and ….. sister (s)
My idea: I will be ……/I want to become …….
I think that’s all my self identity that I inform for you all to know. Thanks for your care attention, and the time for you all to ask some questions for me about my self besides my introduction just now.
Expressions Have we met before? (pernakah kita bertemu sebelumnya?) How many brothers and sisters do you have? (Berapa saudara laki-laki dan saudara
perempuanmu?) Do you like to eat pizza? (apakah kamu suka makan pizza?) Do you know my father? (apakah kamu kenal dengan ayahku?) Where have we met before? (dimana kita pernah bertemu sebelumnya?) Do you like to play football/soccer? (apakah kamu suka bermain bola?) How long have you lived in Bulukumba? (sudah berapa lama kamu tinggal di
Bulukumba? What is your daily activity? (apa aktivitas sehari-harimu?)
2. The Word Order
Berikut cara membuat suatu frase panjang yang terkadang sulit dibuat dalam melakukan percakapan (speaking).
ADJECTIVEValue I see a beautiful bird.Size Put on the big table.Age He looks like an old man.Temperature We need hot water to make tea.Shape Mr. Aguero has a box blackberry.Color Rossi rides using blue motor.Origin She’s a French woman.Material Don’t bring the iron pen.
Pada tabel di atas, ada beberapa jenis kata sifat (adjective) yang masing-masing digunakan pada sebuah kalimat untuk menyifati suatu benda. Pada bagian ini akan
8Material
(Terbuat dari…)
1Value
(Bobot)
2Size
(Ukuran)
3Age
(Usia)
4Temperature
(Suhu)
5Shape
(Bentuk)
6Color
(Warna)
7Origin(Asal)
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dipelajari tentang cara menggabungkan jenis-jenis kata sifat terebut untuk menyifati atu benda. Perhatikan penysunan berikut:
Slogan di atas akan membantu mengurutkan jenis-jenis kata sifat yang lebih dari dua yang menyifati suatu benda. Jenis-jenis kata sifat tersebut diurut mulai dari yang jenis kata yang bernomor 1 (satu) atau yang paling dekat dengan 1 (satu).
Exp:
Terjemahkan frase di bawah ini ke dalam Bahasa Inggris:
“ Seebuah buku cantik berwarna putih terbuat dari bambu berasal dari Perancis”.
Sebuah : a/an
Cantik : Beautiful (value, 1)
Berwarna putih : White (color, 6)
Terbuat dari bamboo : Bamboo (material, 8)
Berasal dari Peranci : French (origin, 7)
Buku : Book
Untuk menterjemahkan frase di atas, kata “a/an” ditempatkan paling depan dan kata bendanya (noun) dalam hal ini buku ditempatkan paling belakang. Kemudian di tengah-tengahnya disusunlah kata-kata sifatnya mulai dari yang terkecil nomornya, dan untuk frase diatas inilah urutannya:
A 1, 6, 7, 8 book.
A beautiful white French bamboo book.
(Seebuah buku cantik berwarna putih terbuat dari bambu berasal dari Perancis).
Exercise:
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Terjemahkan beberapa frase di bawah ini kedalam Bahasa Inggris!
a. Seekor harimau tua berwarna hitam berasal dari Amerika.b. Sebuah kue lezat berwarna coklat terbuat dari mentega berbentuk bulat berasal dari
Kindang.c. Sebutir telur rusak berwarna putih dan lonjong berasal dari Makassar.d. Seorang laki-laki ganteng tinggi berasal dari Mesir.e. Sebuah pulpen bagus yang panjang berwarna biru terbuat dari plastik beraal dari
Barcelona.
B. Tables
IMPROVING THE STUDENTS’ SPEAKING PROFICIENCY THROUGH
INTERACTIONAL ENGLISH ACTIVITY STRATEGY AT THE SECOND
YEAR STUDENTS OF SMA MUHAMMADIYAH BULUKUMBA
(A Classroom Action Research )
64
A PROPOSAL
TURAIHAN AJEHURI
10535 1680 05
ENGLISH EDUCATION DEPARTEMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
MAKASSAR MUHAMMADYAH UNIVERSITY
2010
Improving Students Vocabulary Throught Listening English Language Music at
SMA Muhammadiyah 6 Makassar
65
A PROPOSAL
MUSTAQIM10535 1439 04
ENGLISH DEPARTEMEN
FACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADYAH UNIVERSITY
2010
66
COUNSELING SHEET
Nama : Mustaqim
Reg. Num : 10535 1439 04
Judul Skripsi: Improving Students Vocabulary Throught Listening English Language
Music at SMA Muhammadiyah 6 Makassar.
Pembimbing : Dra. HJ. A. Tenri Ampa, M. Hum
No. Day and date Chapter Note Sign
67