The Research Findings

A. The Research Findings

1. The Research Setting

The location of the research was SMP Negeri 2 Lahomi that is located on Jl. Lahomi km 4 Lahomi village. This school has some rooms, such as the headmaster’s room, teachers’ room, students’ classroom, library, laboratories, canteens, some courts of sports and other buildings. Around this school there were fresh atmosphere because all sides of this school planted by green trees and flowers that can support the teaching learning process.

The subject of the research is eighth class B students consisted of 26 students. In this class, there were 14 girls and 12 boys. The researcher choosed this class because they have weakness in listening ability.

The researcher did the research by the agreement of headmaster of SMP Negeri 2 Lahomi. In doing this research, there are some procedures they are: (a) planning, (b) action, (c) observation, and (d) reflection. During the research, the researcher was helped by Daeli as the teacher collaborator and one of the English teachers in SMP Negeri 2 Lahomi. The teacher collaborator observed all the students and the researcher’s activities in order that the activities could run well and get the valid result. During conducting the research, all the students were present. The researcher performed this research for two cycles that consisted of four meetings. Each cycle consisted of two meetings.

2. The Students’ Ability in Reading Comprehension by Using ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy

a. Cycle 1

In doing Cycle 1, the researcher took two meetings. Both of the meetings were done in VIII-B which consisted of 26 students and all of them were present at the time. In this cycle, each meeting was In doing Cycle 1, the researcher took two meetings. Both of the meetings were done in VIII-B which consisted of 26 students and all of them were present at the time. In this cycle, each meeting was

Wednesday, 4 th November 2015, and the second meeting were done on Friday, 6 November 2015. The process of doing the research in Cycle 1, namely:

th

1). First Meeting

There were some activities that the researcher did in the first meeting of Cycle I, as follows:

a) Planning

Before doing the action, the researcher prepared some things such as: lesson plan, material, observation paper for the researcher’s and the students’ during teaching-learning activities, field note, and camera digital.

b) Action

After planning, the researcher conducted the action in the classroom. The first meeting was held on Wednesday, 4 th November 2015. The time allocation was 2 x 40 minutes. The researcher entered the

classroom together with the teacher-collaborator. The teacher-collaborator gave the chance to the researcher to start the activities based on the procedures in lesson plan. The researcher greeted the students and all of them gave responses and introduced herself to the students. Then, the researcher checked the students’ attandence list.

The researcher continued in doing the whilst teaching-learning activities. The researcher explained the definition of the students about listening and about the purpose of listening. introduces the material to the students, it is descriptive text that describes about a place. The researcher introduced the material to the students that is descriptive text that described about a place. The researcher activated the student’s background knowledge about descriptive text. The researcher explained the material that will be taught to the students, that is descriptive text which describes about place.

The researcher distributed an example of descriptive text to the students. The researcher invited the students to listen the experience should start with a discussion about a place. The researcher invited The researcher distributed an example of descriptive text to the students. The researcher invited the students to listen the experience should start with a discussion about a place. The researcher invited

c) Observation

The observation was done b ne by the English teacher during the researcher di did the action in the classroom. The English teacher obs observed all of the activities happened in teac teaching and learning process; involved the researcher’s and t and the student’s activities.

1. The result of the students’ obser observation paper in the first meeting of Cycle I (b) The students who done activitie ties :16 persons (62%) of 26 students (c) The students who had not done a done activities: 10 persons (38%) of 26 students

The result can be seen in Graphi raphic 1 below :

First Meeting

Graphic 1: The result o t of the Students’ Observation Sheet the first M Meeting of Cycle I.

Based on the result of the stude students observation sheets, the researcher found t d the weakness in first meeting of Cycle I, as follows:

1) The situation around the class wa was noisy so they could not hear the description of on of the text.

2) Some of the students did not respons esponse questions from the researcher.

3) Some of the students did not liste isten the conclusion of material from the researche her.

2. The result of the researcher’s obs observation paper in the first meeting of Cycle I: I: ` a) Done : 10 activities (66 % %) of 15 activities at the first meeting.

b) Not Done : 5 activities ( 33 ( 33 %) of 15 activities at the first meeting. It

can

be seen

Undone Undone

0% First Meeting

Graphic 2: The Researcher her Activities were Done and Not Done in first m st meeting in Cycle I

There were also the advantage ntages found by the researcher in conducting the fir first meeting in Cycle

1, namely:

1) The students started to give their own opi ir own opinion when the researcher asks them.

2) The students felt enjoy to follow ow the teaching-learning process with the new tec technique that applied by the researcher.

d) Reflection

In first meeting, the researcher did not have enough time to evaluate the students’ ability in listening skill. The researcher decided to evaluate the students in the second meeting. Based on the result of two pieces of the observation paper that was explained in the previous part the researcher should do some improvements in the next meeting, such as:

1) The students listened the researcher explanation.

2) The researcher asked the students to response questions from the researcher.

3) The researcher asked the students to listen concluded material from the researcher.

2). Second Meeting

The researcher continued the activities from the first meeting because of the limitation of the time in the first meeting. It was held on Friday, 6 th November 2015. The time allocation used in the

second meeting was 2 x 40 minutes.

a). Re-Planning

In second meeting, the researcher prepared a lesson plan, reading text observation sheet for the researcher, observation paper for the students and evaluation sheet.

b). Action

After planning, the researcher conducted the action in the classroom. The second meeting was held on Friday, 6 th November 2015. The meeting was done in 2 x 40 minutes. The researcher continued

the first meeting activities that was to evaluate the students’ ability in comprehending the descriptive text.

The researcher asked the students about the last material. Some of them answered the researcher’s questions. Then, the researcher distributed the text which has been deleted some of words in the text and giving the evaluation sheet to the students in filling the deletion words. The researcher The researcher asked the students about the last material. Some of them answered the researcher’s questions. Then, the researcher distributed the text which has been deleted some of words in the text and giving the evaluation sheet to the students in filling the deletion words. The researcher

The researcher collected the students’ evaluation sheet after making sure that they had finished answering it. The researcher took the conclusion and closed the meeting by greeting the students.

c). Observation

The observation was done by the English teacher-collaborator during the researcher implemented the actions in the classroom. The English teacher-collaborator observed all of the activities happened in the teaching-learning process; involved the researcher’s and the students’ activities. (1) Based on the result of the observation paper for the students, the students who are active and

cooperative in following the teaching-learning process as follows : (a) The students who had done activities : 20 persons (77 %) of 26 students

(b) The students who had not done activities: 6 persons (23 %) of 26 students

The result can be seen in Graphi phic 3 below :

Second meeting

Graphic 3: The Students Activities ties were Done and Not Done in Second meeting i ing in Cycle I

Based on the result of observa ervation sheet of the students, the researcher found ound some weaknesses in doing the first meeting in cycle I, a I, as follows:

a) Some of the students did not listen t sten the researcher when the researcher explain the n the material.

b) Some of the students did not listen t sten the researcher conclusion about the material. l.

(2) Based on the result of the obs observation sheet for the researcher as follows: (a)

Done : 9 activities ( 75%) of ) of 12 activities in second meeting. (b)

Not done : 3 activities ( 25% 25%) of 12 activities in second meeting.

It can be seen in the following graphi phic 4:

Second Meeting

Graphic 4: The Researcher Ac Activities were Done and Not Done in second m meeting in Cycle I

Based on activities during the the teaching-learning process, the teacher collabor laborator reported that the result of observation paper showe howed that the researcher’s activities. Based on result of two pieces ces of observation paper, the researcher found som some advantages, they are: (1) The students have motivation in t on in teaching learning process. (2) The students start to give their at attention in the researcher explanation. (3) The student able to give their opi opinions and almost in the right answers. It is be s because the students

always gave their attention to the o the researcher’s explanation. (4) Some of the students started to to be able to guess the meaning of the English wor h words from the text based on their listened.

d) Reflection

After implementing the action above, the researcher evaluated the students’ ability in reading comprehension by using matching test. The result of students’ evaluation sheet can be seen in Table 4.1, as follows: MCC

Very Good

The data from the table above explained that the students’ ability in listening by using Using ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy in Cycle 1 was enough. It showed that there were 5 students (19,2%) classified in the “very good” level. There were 5 students (19,2%) in the “good” level. There were 5 students (19,2%) in the “enough” level. There were 10 students (38,4%) in the “less” level and there were 1 student (38%) in the “fail” level. From the total number of students there were 16 students able to achieve the KKM (65) while 10 students still unable to achieve it. In addition, the average of the students’ mark was 60,38. This result was showed that the students were unsuccessful to do the ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy in comprehending the descriptive text. The result of the students’ ability in Cycle 1 could be viewed in Graphic 5 below:

Less Less

Enough

Good

Very Good

Graphic 5 : The result of the Stude tudents’ Ability in Listening through Using ELVES LVES (Excite, Listen, Visualize, Extend and S nd Savor) Strategy in Cycle I.

Based on the explanation above above, the researcher concluded that the students’ nts’ ability in listening skill by using Strategy in ELVES (Ex (Excite, Listen, Visualize, Extend and Savor) i ) in Cycle 1 was still enough, which means that Strategy y in ELVES (Excite, Listen, Visualize, Extend a nd and Savor) was still unable to increase the student’s abili bility in listening the descriptive text. It was indic ndicated by looking the KKM (Minimum Competence Criter terion) of the English subject at the eighth grade, t e, the KKM which was

65 points could not be achieved by t y the students by looking at the average of the stude students’ mark above. Therefore, the researcher would cont continue to the Cycle 2. Therefore, the reseacher her should continue in Cycle II by doing some improvement ents, namely:

1) The researcher praises the student udents for their opinion.

2) The researcher asks the students t nts to be active in doing the task from the researcher her.

b. Cycle 2

In doing the Cycle 2, the researcher took two meetings. In this cycle, each meeting was done with 2 x 40 minutes. The first meeting did on Wednesday, 18 th November 2015, and the second

meeting did on Friday, 27 th November 2015. The process of doing the research in cycle 2 as follows:

1). Meeting 1

The first meeting did on Wednesday, 18 th November 2015. At the first meeting the researcher did some activities. It needed 2x40 minutes. The procedures of each phase that the researcher applied

as follows:

a. Re-planning

In planning, the researcher prepared lesson, reading text, observation paper for the researcher , observation paper for the students, and the students attendance list. In the re-planning of the first meeting in Cycle II the researcher conducted its procedures similar to the Cycle I. In this meeting, the researcher tried to improve the students’ weakness and difficulties that was found in Cycle 1.

b. Action

The first meeting of Cycle 2 conducted on Wednesday, 18 th November 2015. The meeting was done in 2 x 40 minutes. The researcher entered the classroom with the teacher collaborator who sat at

the corner. The researcher greeted the students and all of them gave responses and introduced himself to the students. Then, the researcher checked the students’ present list.

The researcher continued the whilst teaching-learning activities. The researcher explained the definition of the students about listening and about the purpose of listening. introduces the material to the students that is descriptive text that describes about a place. The researcher introduced the material The researcher continued the whilst teaching-learning activities. The researcher explained the definition of the students about listening and about the purpose of listening. introduces the material to the students that is descriptive text that describes about a place. The researcher introduced the material

be taught to the students, that is descriptive text which describes about place. The researcher distributed an example of descriptive text to the students. The researcher invited the students to listen the experience should start with a discussion about a place. The researcher invited the students to discuss the text earlier and predict what would happen about a place. The researcher chooses the students to look at the title picture on the book cover about a place. The researcher asks the students what they think and describe the picture, find out the language features and structure of the descriptive text.

In the post teaching-learning activities, the researcher concluded the material and greeted the students.

c. Observation

The observation was done by the English teacher during the researcher did the action in the classroom. The English teacher observed all of the activities happened in teaching and learning process; involved the researcher’s and the student’s activities.

(1) The result of the students’ observation paper in the first meeting of Cycle II (a) The students who had done activities :22 persons (85%) of 26 students

(b) The students who had not done activities : 4 persons (15%) of 26 students

The result can be seen in Graphi n Graphic 6 below :

First Meeting

Graphic 6: The result o t of the Students’ Observation in the first Meet eeting of Cycle II.

Based on the result of the obs observation paper the researcher found some wea eaknesses in the first meeting of Cycle 2, as follows:

1. Some of the students difficult to to guess the new words in the text so they did did not understand the things they should draw and color olor.

2. Some of the students still less in r n respecting their friends’ opinion. (2) The result of the researcher’s obs observation sheet in first meeting of Cycle II:

a) Done : 10 activities (83 (83 %) of 12 activities at the first meeting.

b) Not Done : 2 activities ( 17 ( 17 %) of 15 activities at the first meeting.

It can

be seen en

First Meeting

Graphic 7: The Researcher er Activities were Done and Not Done in first m t meeting in Cycle II

There were also the advantage ntages in the first meeting, as follows:

1. The students are able to arrange th e their own opinion based on the researcher questions stions.

2. The students felt enjoy to follow ow the teaching-learning process with the new tec technique that applied by the researcher.

d. Reflection

The first meeting the rese esearcher did not have enough time to eval valuate the students’ comprehension about the descriptive ptive text, the researcher just explained about the de he descriptive text, the ELVES (Excite, Listen, Visualize, e, Extend And Savor) Strategy and the relation be on between them in the research. Based on the observation s on sheet result that was explained previously, the re he researcher should do some improvements in the next meet eeting, as follows:

1. The researcher would motivate the e the students to be brave and dare to express the their own opinion and experience about the material whe whether it is true or false.

2. The researcher taught the students nts about the unfamiliar words that needed in the m he material.

3. The researcher would give more clearly explanation to avoid the students’ confusion.

4. The researcher would give the time to the students who were not active in the class in order that during teaching-learning process the class would not dominated only by the clever students.

2). Second Meeting

In second meeting, the researcher continued the activities from the first meeting because of the limitation of the time in the first meeting. It was held on on Friday, 27 th November 2015. The time

allocation used in the second meeting was 2 x 40 minutes.

a). Re-Planning

In second meeting, the researcher prepared a lesson plan, reading text observation paper for the researcher, observation sheet for the students and evaluation sheet.

b) Action

After planning, the researcher conducted the action in the classroom. The second meeting was held on on Friday, 27 th November 2015. The meeting was done in 2 x 40 minutes. The researcher

continued the first meeting activities that was to evaluate the students’ ability in comprehending t he descriptive text.

The researcher asked the students about the last material. Some of them answered the researcher’s questions. Then, the researcher distributed the text which some deletion words and the evaluation paper to the students in matching test. The researcher gave the instruction to the students how to do the test. The researcher asked the students to answer the questions individually. The researcher walked around the classroom to make sure that all of the students did the task. Sometimes, The researcher asked the students about the last material. Some of them answered the researcher’s questions. Then, the researcher distributed the text which some deletion words and the evaluation paper to the students in matching test. The researcher gave the instruction to the students how to do the test. The researcher asked the students to answer the questions individually. The researcher walked around the classroom to make sure that all of the students did the task. Sometimes,

The researcher collected t d the students’ evaluation sheet after making g sure that they had finished answering it. The researche rcher took the conclusion and closed the meeti eting by greeting the students.

c) Observation

The observation was done done by the English teacher-collaborator duri during the researcher implemented the actions in the cl classroom. The English teacher-collaborator obs observed all of the activities happened in the teaching hing-learning process; involved the researcher’s r’s and the students’ activities.

(1) Based on the result of the obse observation paper for the students, the students who s who are active and cooperative in following the teac aching-learning process as follows : (a) The students who had done a done activities : 26 persons (100%) of 26 students nts

(b) The students who had not done done activities: Nobody (0 %) of 26 students The result can be seen in Graphi phic 8 below :

Second meeting

Graphic 8: The Students Activities ties were Done and Not Done in Second meeting i ing in Cycle II

Based on the result of observa ervation paper of the students, the researcher found ound some weaknesses in doing the first meeting in cycle II,

II, as follows:

a. The students didn’t brave to ask the k the questions to the researcher so student’s respons ponse were less.

c. Some students was confuse to fil o fill the text which uttered by the researcher so som o some of them just sit and look at their friends.

(2) Based on the result of the obs observation paper for the researcher as follows : : (a)

Done : 11 activities (100%) %) of 11 activities at the second meeting. (b)

Not done : No activity

( 0%) of 11 activities at the second meeting. .

It can be seen in the following Graphi aphic 9 below:

Second Meeting

Graphic 9: The Researcher Ac Activities were Done and Not Done in second m meeting in Cycle I

Based on activities during the the teaching learning process, the teacher collabor laborator reported that the result of observation paper showe howed that the researcher’s activities. Based on result of two piece eces of observation sheet, the researcher found som some advantages, as follows:

1). Some students looked serious in teaching learning process because the researcher gave the new strategy. 2). The students were interested in learning the material because it is related to their knowledge.

d) Reflection

In the meeting the researcher did not have enough time to evaluate the students’ ability in listening skill. The result of students’ evaluation sheet can be seen in Table 4.2, namely: MCC

Very Good

The data from the table above explained that the students’ ability in listening by using ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy in Cycle 1 was enough. It showed that there were 10 students (38%) classified in the “very good” level. There were 8 students (31%) in the “good” level. There were 8 students (31%) in the “enough” level. No body students (0%) in the “less” level and also no body students (0%) in the “fail” level. From the total number of students there were 21 students able to achieve the KKM (65) while all of students still able to achieve it. In addition, the average of the students’ mark was 80. This result was showed that the students were successful to do the ELVES (Excite, Listen, Visualize, Extend and Savor) Strategy in comprehending the descriptive text.

The result of the students’ abi ability in Cycle II could be viewed in Graphic 10, 10, below:

Less Less

Enough

Good

Very Good

Graphic 10 : The result of the Stude tudents’ Ability in Listening through Using ELVES LVES (Excite, Listen, Visualize, Extend and S nd Savor) Strategy in Cycle I.

3. The Classification of the Studen ents’ Ability in Listening Skill the Descriptive t ve text

Based on the result of the da data analysis, the researcher would classify the he students’ ability in reading aloud by using ELVES (Ex Excite, Listen, Visualize, Extend And Savor) Str Strategy at the eighth grade of SMP Negeri 2 Lahomi. The . The classification is on the next page:

Table 4.3 THE STUDENTS’ ABILITY in LISTENING SKILL BASED on INTELLIGIBILITY ASPECT in CYCLE I and CYCLE II

Cycle I

Cycle II

Classification Frequency Percentage Frequency Percentage

Fail level

- Less level

- Enough level

8 31 Good level

8 31 Very good level

The data from the table above explained that the students’ ability in reading comprehension descriptive text by using ELVES (Excite, Listen, Visualize, Extend And Savor)Strategy was more improved in Cycle II. In Cycle I there 5 students in very good level. However, in Cycle II there were 10 students (38 %) in “very good” level, there were 10 students (64%) in “very good level” and also there was no students in “fail, and less level.” It described that the students’ ability in listening skill of descriptive text could be increased by using using ELVES (Excite, Listen, Visualize, Extend And Savor) Strategy.

The result above can be found in Gr n Graphic 11 below:

Very Good

Graphic 11 : The result of the Stude tudents’ Value by Using ELVES (Excite, Listen, ten, Visualize, Extend And Savor) Strategy i y in Cycle II

4. The Reseachers’ Activities for Al or All Cycles

Based on result of observas vasion to the reseacher’s activities of Cycle I a I and Cycle II as the reseacher explained above can be see seen in table 4.4 below:

Table 4.4

THE RESEAC EACHER’S ACTIVITIES of ALL CYCLES Frequency of

No Cycle

Meeting ng

First Meeting ng

Undone

1 Cycle I

Done

Second Meetin eting

First Meeting ng

Undone

2 Cycle II

Done

Second Meetin eting

Undone

To make cleary, look in Graphic 12 be 12 below:

Done Done

c 40%

Undone Undone 30%

1st meeting

2nd meeting 2nd meeting

1st meeting

2nd meeting

(CI)

(C-I) (C-I)

(CII)

(C-II)

Graphic 12 12: The Reseacher’s Activities of All Cycles

5. The Students’ Activities of All Cycles

Based on the result of observation to the students’ activities of Cycles 1 and Cycles II as the reseacher explained above can be seen in the Table 4.5 in the next page:

Table 4.5 THE STUDENTS ACTIVITIES of ALL CYCLES Frequency of

No Cycle

First Meeting

Undone

1 Cycle I

Done

Second Meeting

First Meeting

Undone

2 Cycle II

Done

Second Meeting

Undone

To make cleary, look in Graphic 13 below:

60% Done Done

c 50%

Undone Undone 40%

Column1 e Column1

1st meeting

2nd meeting 2nd meeting

1st meeting

2nd meeting

(CI)

(C-I) (C-I)

(CII)

(C-II)

Graphic 13 13: The Reseacher’s Activities of All Cycles