-Not too many long pauses -General meaning fairly clear but a few
interruptions necessary -Has mastered almost all oral skill course
4 - Pronunciation influenced a little by L1
- A few grammatical errors but only 1 or 2 causing serious confusion searches for
words - A few unnatural pauses
- Conveys general meaning fairly clearly - A few interruptions necessary but
intention always clear -Has mastered most of oral skills on course
3 - Pronunciation influenced by L1
- Pronunciation and grammatical errors - Several errors cause serious confusion
- Longer pauses to search for word meaning
- Fairly limited expression - Much can be understood although some
effort needed for parts - Some interruptions necessary
- Has mastered only some of oral skills on course.
2 - Several serious pronunciation errors
- Basic grammar errors - Unnaturally long pauses
- Very limited expression - Needs some effort to understand much of it
- Interruption often necessary and sometimes has difficulty in explaining or
making meaning clearer -Only a few of oral skills on course
mastered 1
- A lot of serious pronunciation errors - Full of long pauses
- Very halting delivery - Extremely limited expression
- Almost impossible to understand - Interruptions constantly necessary but
cannot explain or make meaning clearer - Very few of oral skills on course mastered.
Every element characteristic is then defined into six chart behavioral statements as started in the frames above. The researcher will objectively see the
characteristic of each students‟ speaking ability whether they achieve 1,2,3,4,5, and 6. In order to case the computation the researcher converts the small score of
Heaton to scale of 100 as follow
9
:
Table 3.2 The Scores’ range of the criteria
Score Range
6 86
– 100 5
76 – 85
4 66-75
3 56-65
2 46-55
1 0-45
9
JB Heaton, Writing English Language Test, Op.Cit, p. 148
J. The Criteria of the Action Success.
Classroom Action Research is called succeed if it can exceed the criteria which has determined. In this study the research will succeed when
there is 75 of students can achieve the target score.
10
It means that during CAR students have to achieve the target score of KKM 70 of
speaking test started from the pre-test until the second post-test in cycle two. Moreover, CAR will be fail if the students can not exceed the criteria
that have been detained. Then the alternative action will be done in the next cycle.
10
Wijaya Kusumah dan Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, Jakarta: P.T Indeks, 2009, p.53
33
CHAPTER IV RESEARCH FINDINGS
A. The Result of Pre-implementation of the Action
In this chapter, the researcher presents the data that have been collected from the research. The data description consists of the description of data from
observation, and data from interview concerning the real cases happened in MAN 19. The result of both interview and observation, the researcher explains in the
following points:
1. The Observation Result
The goal of pre-observation is to know the teaching learning process directly before implementing the Classroom Action Research CAR. Based on
the pre-observation result that was conducted by the researcher in May, In X religion majoring MAN 19 Jakarta in 20122013 academic year, the result is
known that in teaching speaking at the tenth grade of MAN 19, the teacher teaches speaking by giving a paper to the students and then she reads it followed by
students together. Then, the teacher asks the student to memorize and perform that dialogue in front of the class without giving them a more communicative activity
to practice the material that has been given to the students or asking them to develop a more communicative dialogue using their own way. So, they only
memorize the dialogue and most of the students do not know how to use some expressions taught by their teacher in real communication, even they do not know
the meaning of dialogue that they memorize. This teaching strategy can not help students to use language as a communication.
This strategy influences the teaching of speaking which cause many problems. First, it relates to the condition of students who are lack of vocabulary
which will make them unable to say words or sentences in a real communication. Second, the students get used to speak Indonesian language in the classroom. For
example, when the teacher asks them to come forward to have a conversation with
their friends but they refuse it. They are shy to perform English conversation in front of their friends. Consequently it makes them uninterested in learning
English. The teacher also has difficulties to teach in large class. The main problem is the way to manage it. During the teaching hours the teacher should make the
students pay attention to the materials given to them and also to their friends‟
performances in front of the class. It needs hard work to get students‟ attentions
without giving them an interesting activity for more than one hour.
2. The Interview Result
In this research, Pre interview was done on Friday, May 03
th
2013 at 09.00 A.M. It was conducted to interview the teacher and the students at MAN 19
Jakarta by using structured interview.
a. The Result of Pre Interview with the Teacher
In this part, the researcher asked some questions to the teacher related with the general condition of the English teaching primarily teaching speaking, the
question involves how the teacher taught English in that class, what kinds of strategy used when she was teaching speaking, how she adjusted the material with
techniques, and what difficulties faced by her during the teaching process. From those questions of interview, it seemed that the teacher taught speaking by
teacher-center and also she hardly ever used games especially role play in teaching speaking at second grade of MAN 19 Jakarta. She usually uses
conventional strategy in teaching speaking, in which dialogues are given to students. After giving the dialogues, she reads them loudly and instructs students
to repeat after her, so students practice one by one in front of the class.
b. The Result of Pre Interview with the Students
After interviewing the teacher, the researcher interviewed the students. He chose ten students of the whole students. He interviewed them one by one using
structured interview. Based on the pre interview result with them, the researcher
could sum up that they were bored and unmotivated in learning English, because they thought English is the difficult lesson to be learned; difficulty in arranging
words into the right order or sentences and feeling strange to say things in English because they feel shy and afraid of making mistake. So, they seldom learn English
by using role play, and they felt uncomfortable when they have to take part in the conversation and wait the other till their turn comes.
Based on their teacher‟s strategy of teaching, they always were instructed to memorize dialogue, memorize
vocabularies and did some exercises from students‟ handbook LKS without
giving a time for them to practice in applying speaking skill. So this case made the students was lazier in learning English lesson.
3. The Pre Test Result
The pretest was conducted on Monday, May 10
th
2013. It was started at 08.00 A.M. and was finished at 09.30 A.M. This is done before the Classroom
Action Research CAR. The teacher gives a theme as the guideline. It was „introduction‟, each student have to come forward to introduce themselves in front
of the class by turns within three minutes. Based on the pretest result, it showed that the mean of this pretest score was 54,77 and only three students, who could
pass the criterion of minimum completeness. Whereas 25 students who got the score below the minimum completeness. So, it can be concluded that most of the
second grade students were still lacking in speaking aspect. The researcher explained in the following table in detail:
Table 4.1 The Students’ Speaking Score of Pre Test
No Students
Pronun ciation
Gram mar
Vocab ulary
Fluen cy
Compre hension
Avera ge
Score 1
S1 3
5 5
4 5
4.4 71
2 S2
2 4
3 2
2 2.6
52
