Research Implementation

B. Research Implementation

The research was done in two cycles. The first cycle was held in three meetings while the second meeting was held in two meetings. Each meeting took

90 minutes. All meetings in the first cycle discussed narrative text. The first meeting in the second cycle discussed narrative text too, but the second meeting of the second cycle discussed hortatory exposition. The timetable of the research is presented in table below:

Time of the research

1 st cycle

1 st meeting

2 nd meeting

3 rd meeting

Wednesday, October 14 th 2009 Wednesday, October 28 th 2009 Wednesday, October 4 th 2009

2 nd cycle

1 st meeting

2 nd meeting

Wednesday, October 11 th 2009 Wednesday, October 18 th 2009

90 minutes

90 minutes

Every cycle consisted of a series of steps consisting of making the overall plan, implementing the action, observing or monitoring the action, reflecting the action, and revising the overall plan.

a. Planning the action

After finding the facts that the students’ achievement in speaking decreased because of their low motivation in learning English, the researcher planned to improve students’ achievement and motivation in speaking by choosing a technique to solve the problems. She decided to use interview as the technique. She believed that teaching English trough interview will improve the students’ motivation in learning and change their interest in learning English. Finally it will affect the increase of students’ achievement. Then the researcher designed the Lesson Plan, students’ worksheet which is suitable with the syllabus. She also prepared the materials supporting the action like observation sheet and camera. The instructional was implemented by the researcher herself.

b. Implementing the Action

1 ) First Meeting (09.35 a.m – 11.00 a.m)

a) Opening

The first meeting was conducted on October 14 th 2009 at 09.30 until 11.00. In this meeting, the topic was narrative text. At the beginning of the meeting, the researcher came in to the multimedia laboratory because this room is supported with the best teaching and learning aids. Before the teaching and learning activities began, she told that they would use multimedia lab. So, when she arrived at that room, all students had set

checked students’ attendance in order to know who was absent in that day. After checking the attendance, she asked the students about some stories that had ever been heard by them. First, she asked Danar. Danar mentioned Snow White, Cinderella, and Malin Kundang. The researcher continued to ask another student. She asked the volunteer to mention, but no one answered. Then, she asked Ali. Ali answered “Apa ya Bu? Final Destination .” The researcher gave a feedback based on this answer by asking a question “Have you watched that movie?” He answered “Yes”. The researcher replied “Tell me about that!” Ali said hesitantly “Waduh..saya nggak bisa cerita. Panjang soalnya. Bu guru nonton sendiri saja. ” The researcher asked another student to tell the movie of Final Destination 4 but no one told.

Because no one had an intention to tell the story, the researcher went back to the previous topic that was the examples of narrative. One of the student named Rinda mentioned Joko Tarub and Sleeping Beauty. “Could you tell us about the story of Sleeping Beauty?” asked the researcher. Rinda answered “Kalau Snow White aja boleh gak Mbak? Saya lebih familiar dengan cerita Snow White daripada Sleeping Beauty .” The researcher answered “OK. Go ahead. Use English, please!” Then, Rinda told a story titled Snow White in front of the class. She spoke confidently. However, sometimes she stopped her speech in the middle of her story because she did not know the appropriate words for telling the Because no one had an intention to tell the story, the researcher went back to the previous topic that was the examples of narrative. One of the student named Rinda mentioned Joko Tarub and Sleeping Beauty. “Could you tell us about the story of Sleeping Beauty?” asked the researcher. Rinda answered “Kalau Snow White aja boleh gak Mbak? Saya lebih familiar dengan cerita Snow White daripada Sleeping Beauty .” The researcher answered “OK. Go ahead. Use English, please!” Then, Rinda told a story titled Snow White in front of the class. She spoke confidently. However, sometimes she stopped her speech in the middle of her story because she did not know the appropriate words for telling the

b) Main Activity

After stating the topic that would be studied that day, the researcher presented some pictures about Cinderella as the material. The students observed pictures provided on the LCD projector. “Do you know the title of the story of the pictures above? What does the story tell about?” Some students answered the question together so that they made some noisy. The researcher asked them to answer it individually. No one answered. Then, she chose Nico to answer the questions. “It is Cinderella … It tells…the life of Cinderella with her stepmother.” The researcher gave another question “How many characters are in the story of Cinderella?” Some students answered “Five, Miss!” Some of them answered “Six.” Then, the researcher asked the students to mention the character. She asked the volunteer to answer. However, no one answer. Then, she chose Lis Murtini who answered that the characters of Cinderella story were Cinderella, her step mother, her two step sisters, and the prince.

After discussing the pictures of Cinderella, the researcher played the video song of Cinderella. While it was played, the students paid attention to it. They were very interested on it. Sometimes, they made a voice such as “hu…” while the video showed a romantic scene After discussing the pictures of Cinderella, the researcher played the video song of Cinderella. While it was played, the students paid attention to it. They were very interested on it. Sometimes, they made a voice such as “hu…” while the video showed a romantic scene

Researcher : “How many characters in the video, Afiah?” Afiah : “Six.” Researcher : “Who were they?” Afiah

: “Cinderella, 2 stepsisters, a stepmother, the prince, and the price’ guard.”

Researcher : “Is there any other actor?” Afiah : “No.” Researcher : “Then, who helped Cinderella to go to the ball?” Afiah : “Oh, ya. Ibu peri. Maaf lupa.” Researcher : “What do you call “ibu peri” in English?” Afiah

: “I don’t know.”

Then, the researcher asked the rest of the class about the word for “ibu peri” in English. They answered “fairy god mother”. After that, the researcher asked a student named Fajar Bayu about the characteristics of Cinderella and her stepmother. He answered “Cinderella is beautiful and kind, but her stepmother is cruel and evil.” After that, she asked him “Is there any character in the story? He answered “Yes. I like fairy god- mother.” She gave feedback “Why do you love her?” Fajar replied “Because she always helps Cinderella in her time of need.” She asked Then, the researcher asked the rest of the class about the word for “ibu peri” in English. They answered “fairy god mother”. After that, the researcher asked a student named Fajar Bayu about the characteristics of Cinderella and her stepmother. He answered “Cinderella is beautiful and kind, but her stepmother is cruel and evil.” After that, she asked him “Is there any character in the story? He answered “Yes. I like fairy god- mother.” She gave feedback “Why do you love her?” Fajar replied “Because she always helps Cinderella in her time of need.” She asked

The researcher then gave a worksheet for the students. It was a transcript of the story of Cinderella based on the video that would be played next. The transcript consisted of some paragraphs with uncompleted sentences. The students’ job was to find the suitable word based on what they would hear in the video. Then, she played the video. It was played three times.

The class activity was continued with the discussion about the answer of the uncompleted sentences. After that, the researcher gave 5 questions to the students sitting on the left side and 5 questions to the students sitting on the right side. Their job was to interview their mates about the answer of the questions given to him/her. So, their job was not too difficult since each of them only answered 5 answers in order to find the overall questions (10 questions). The main aim of this activity was to interview their mates in order to find the complete questions and answers of the story. In this stage, students had to interview his or her mate in order to find the answer of the provided questions. They had to cooperate with their partners by doing the interview well. However, some students did not do the task and just talked in bahasa Indonesia. The researcher The class activity was continued with the discussion about the answer of the uncompleted sentences. After that, the researcher gave 5 questions to the students sitting on the left side and 5 questions to the students sitting on the right side. Their job was to interview their mates about the answer of the questions given to him/her. So, their job was not too difficult since each of them only answered 5 answers in order to find the overall questions (10 questions). The main aim of this activity was to interview their mates in order to find the complete questions and answers of the story. In this stage, students had to interview his or her mate in order to find the answer of the provided questions. They had to cooperate with their partners by doing the interview well. However, some students did not do the task and just talked in bahasa Indonesia. The researcher

The next activity in that meeting was similar to the previous lesson. However, the researcher used song of “Love Story” instead of “video story about Cinderella” as the material. This second material was more interesting than the first one since students could sing in this session. This activity was also followed by the interview of each student to his/her mate in order to complete all questions and answers.

c) Closing

In the closing session, the researcher asked the students whether they were happy in that meting. They answered “yes”. Then, the researcher also asked whether they were sleepy. They answered “no”. After that, she gave some tips in catching information provided in listening form. Next, she said goodbye and left the multimedia laboratory together with the students.

2 ) Second Meeting (09.35 a.m – 11.00 a.m)

a) Opening

The second meeting was conducted on October 28 th 2009 at

09.30 until 11.00. In this meeting, the topic was narrative text. At the beginning of the meeting, the researcher came in to the class. Then, she greeted the students. After that, she checked students’ attendance in order to know who was absent in that day. Next, the teacher talked about 09.30 until 11.00. In this meeting, the topic was narrative text. At the beginning of the meeting, the researcher came in to the class. Then, she greeted the students. After that, she checked students’ attendance in order to know who was absent in that day. Next, the teacher talked about

mate’s experience. When the researcher interviewed several students, a few of them could not answer the question fluently. After that, the teacher began the lesson of that day by asking the students to discuss about the synonym and antonym in pairs.

b) Main Activity

The main activity of this meeting began with the activity of reading a text entitled “Why Does the Cock Eat the Millipede?” Since the material about narrative text had been studied in the level of tenth grade, she just asked the students about the generic structure. She also asked one of the students to mention the significant lexicogrammatical features.

Researcher : “Do you still remember the generic structure of

narrative text?” Students : “Yes Miss.” Researcher : “Can you mention it? Is there any body who

want to answer? Irham please.”

Irham

: “It consists of orientation, complication, and resolution, Miss.”

Researcher : “What is the complication of this passage?” Irham

: “Em…the cock’s horn was stolen by the dragon.” : “Em…the cock’s horn was stolen by the dragon.”

Irham

: “I will borrow….the bird’s wings…and go to the heaven to follow the dragon. Then, I…will….ask my horns back.”

The next activity was answering the questions related to the text. The questions itself was divided into three types. The first type was True/False Question. In this activity, the researcher and the students discussed the questions and answer together in order to find whether the statement was true or false. This activity run fast because there just five questions that must be answered. Although they often argued the best answer, the discussion was done well.

The second one was an order to find the moral value of the test. Each student had their own opinion about the moral value or the message of the text.

Researcher : “What is the moral value of the passage? Is there any body who want to answer? Fajar please…”

Fajar

: “According to me,… the moral value is that we have to return everything that we borrow.”

Researcher : “How can you say that?” Fajar

: “Umm… If we do not return the thing that we borrow,…we will make other people lose. Umm… Like in this story. Because the dragon did not return : “Umm… If we do not return the thing that we borrow,…we will make other people lose. Umm… Like in this story. Because the dragon did not return

to keep our…friendship.”

Researcher : “Can you explain more about keep the

relationship ?”

Vignasari : “In my opinion, the dragon…did not keep his relationship…with the millipedes. He…betrayed him. It gives bad effect to the millipedes. Because of that, ….the cock hate millipedes. He started to eat the millipedes.”

The last questions were given in the form of questions word containing reading comprehension about the text itself. Then, in finding the answers from the students, the researcher did not only ask the answer itself, but also his or her way in finding it.

Researcher : “Let’s answer the question no 1. Why didn’t the cock have horns on his head? (No one answer). Arafi please…”

Arafi

: “Because the horns were stolen by the dragon, Miss.”

Researcher : “Where did you find the answer?” Arafi

: “It is stated in the first…and in the last paragraph.” : “It is stated in the first…and in the last paragraph.”

Arafi : “Minjam tanpa kembali namanya juga mencuri,

Miss. ”

This activity continued to the other questions. When the students did not know the English word that they want, they often used bahasa Indonesia. Next, researcher and the students discussed another text titled “Miss Mole Catches a Ghost”. She asked one of the students to read the text first. Then, she read the passage again in order to correct some mistakes in pronunciation and to explain some part of the text that was difficult to be understood. Because there was not enough time to discuss the passage, the text was analyzed in a short time. After that, the students were asked to find the synonyms of words provided.

c) Closing

In the closing session, the researcher asked the students whether they understood the material about narrative. They answered “yes”. No one asked questions. Next, she said goodbye and left the classroom.

3 ) Third Meeting (09.35 a.m – 11.00 a.m)

a) Opening

The third meeting was conducted on November 5 th 2009 at

09.30 until 11.00. Like the previous meeting, the topic was still narrative text. At the beginning of the meeting, the researcher came in to the class.

attendance in order to know who was absent in that day. Next, she asked the students to review the previous lesson. A student named Dwi Wahyuningrum raised her hand and did it. After giving a direction to Dwi Wahyu to present her knowledge about narrative text, the researcher asked the rest of the class to ask many problems faced by them relating to the narrative text. Because no students had a problem, she asked her why narrative text used Past Tense. Dwi answered “Because it tells the past event”. Then, the researcher asked the difference between narrative and recount. She could not answer it. The researcher asked another student to answer. Nico raised his hand. He answered that recount told real experience while narrative told a fictitious event. The researcher asked another student to add some of their knowledge about the difference between two texts. However, no one answered. Finally she told that the difference was laid on the social function of the text. Narrative was used to amuse the readers, while recount was used to give information happening in the past.

b) Main Activity The researcher asked the students to read a text titled “The Shoemaker and the Elves”. There were 5 students asked to read it. Each student read 1 paragraph only. As usual, she asked the volunteer to read the first paragraph. Billy raised his hand. He read the first paragraph. After finishing it, she asked the volunteer again. Some students propose b) Main Activity The researcher asked the students to read a text titled “The Shoemaker and the Elves”. There were 5 students asked to read it. Each student read 1 paragraph only. As usual, she asked the volunteer to read the first paragraph. Billy raised his hand. He read the first paragraph. After finishing it, she asked the volunteer again. Some students propose

Researcher : “You have read all the paragraphs in the passage. So, now please find the synonym or the definition of the words provided. What is the definition, or synonym, of exclaim here?”

No one raised their hand. Researcher : “Just answer. Speak please!” Amanda answered the question. Amanda : “Berseri, Miss.” Researcher : “What is berseri in English? We have to find the

synonym or definition, not the meaning.” Amanda : “Oh iya, lupa. May I open my alfalink?” Researcher : “Yes, you may.” Amanda opened her electric dictionary for a while, then

answered the question.

Amanda

: “Exclaim means to say something suddenly and loudly because you are surprised, annoyed, excited, etc.” : “Exclaim means to say something suddenly and loudly because you are surprised, annoyed, excited, etc.”

Amanda

: “I am exclaim because he disturbs me.” Researcher : “What is the part of speech of the word exclaim?” Amanda : “Maksudnya apa Miss? Part of speech itu apa?” Researcher : “Jenis kata. ‘Exclaim’ itu kata benda, atau sifat,

atau kerja, atau keterangan ?” Amanda : “Kata kerja?” Researcher : “Kalau kata kerja berarti….?” Amanda

: “Berarti apa Miss? Oh..berarti my sentence is wrong. I exclaim because he disturbs me.”

Then, it continued with the discussion of other words. After that, the researcher gave some questions in order to know the students’ comprehension about the text. First, she asked the students to discuss in group. Each group consisted of 4 students. Second, she interviewed one of the students in each group about their answer. The first group consisted of Devi, Rinda, Ika, and Citra. The example of the interview was written below:

Researcher : “Based on your own opinion, describe the elves’

appearance!”

Rinda

: “Ehm..elves are handsome. They look like Orlando Bloom in the film Lord of the Ring.” : “Ehm..elves are handsome. They look like Orlando Bloom in the film Lord of the Ring.”

Ika

: “Of course from that film. Legolas is handsome. So elves are handsome.”

Researcher : “Who is Legolas?” Ika

: “Orlando Bloom in that film.”

The class activities were continued with the discussion to the other answers of the questions. Then, 20 minutes before the class was over, the researcher gave them a game. The games named “I want to know you more”. First, she asked one of the students to come forward to be interviewed by the rest of the class. She chose Aditya. The interview happened funnily since there were some students asking questions about his girlfriend and his personal life. One of the students asked “Why do you love Anindya?” the students laughed. Aditya just kept silent and smiled. Then, he said “Because Anindya is beautiful and smart.”

After Aditya, the next person who had a chance to be interviewed was Danar. He was asked by Ali. Vignasari : “Why do you leave SBI class and join this class?” Danar

: (smiled) “Because I think I am better study here. I can’t follow the lesson there.”

Ali

: “Why does your face seem older than your age?”

All the students in the class laughed.

than me…I mean than mine.”

After him, there were no more students as the interviewee because the bell would ring soon and they had to finish their lesson.

c) Closing

In the closing session, the researcher asked the students whether they understood the material about narrative. They answered “yes”. No one asked questions. Then, she asked one of the students to re-tell what they have learnt that day. Next, she said goodbye and left the classroom.

c. Observing and Monitoring

In monitoring the implementation of interview in teaching speaking, the researcher used test, observation, and interviews to the students as the consideration to make a decision dealing with the next steps. The test was given in the form of post-test one. The observation was done simultaneously when teaching and learning process happened. The observation was made based on the field notes that written by the researcher. Then interviews were taken from the conversation that taken place in teaching and learning process.

Actually, the improvement of speaking aspects could be seen clearly from the first posttest’s score. The score of post-test one increased from the score of pre-test. The mean score of pre-test was 1.23, while the mean score of post-test 1 was 1.49.

Appropriateness

Adequacy of

vocabulary for purpose

Grammar accuracy

Intelligibility Fluency

Relevance and adequacy of content

1,11 1,22 1,32 1,14 1,19 1,39 Mean score = 1.23

Compare with the table of Post Test 1 below: