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a. Improvement of students’ speaking ability
The findings of the study showed that the use of APS in speaking class could improve students’ speaking ability. The improvement of the students’
speaking ability could be recognized from the improvement of speaking achievement, the ability to answer the teacher’s questions, the ability to express
ideas using appropriate vocabulary and grammatical form. The students are able to mix other functional skill to make the scripts more alive and natural.
Before the study, the researcher found that the students had low speaking achievement. The improvement of students’ speaking ability is illustrated on
graph 4.1. The graph shows that the speaking achievement is increased dramatically from cycle to cycle. The mean score in pre-test is 62, the mean score
in cycle 1 is 62.8, and the mean score of cycle 2 is 71. The result of Graph 4.1 Speaking Scores
Another point in speaking ability improvement was the improvement of the number of students in class who reached the passing grade. It is clearly stated
SCORE
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in graph below that during the preliminary study, 17.5 of students reached the passing grade, in cycle 1 the number became 30. In the second cycle it increased
to 75. Graph 4.2 Improvement of speaking level
b. Improvement of classroom situation
The finding of teaching and learning process showed that there was a change of classroom situation before and after APS was implemented in speaking
class. The teaching and learning process using APS was more alive. Most of the activities were students centered. Teacher applied various interesting activities,
from classical activities in discussing the functional skill and tenses, composing the scripts and presenting the play in front of the class or in the school yard.
Teacher’s improvement was also one of the finding in this research. It was clearly observed that the researcher, as a teacher had made improvement in many
aspects. Firstly, the researcher improved in designing and developing teaching material. For example: the researcher prepared lesson plan so that the indicators
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could reach the objectives well. the researcher also match the theme, grammar, and vocabularies related to the topic. Secondly, the researcher felt closer to the
students, because during the discussion time, the researcher observed their work, the researcher moved from one group to others to help them if they had any
difficulties. This way, the researcher knew what their problems were and what they wanted in teaching speaking. The last but not the least the researcher
appreciated my students better than before the implementation of APS.
c. Other findings: students’ responses toward the action
At the end of cycle 2, the researcher gave questionnaires to the students to find out the students’ responses toward the implementation of APS. The result of
the questionnaire can be seen in Table 4.14
Table 4.12 Students’ Responses toward the Action
Students’ Response No.
Questions Yes
No 1.
2. 3.
4. 5.
Do you agree with learning speaking through APS? Is there improvement in your speaking Ability?
Are you motivated to learn speaking usnig APS? Do you feel any burden in learning Speaking through APS?
Should we continue applying APS in the future? 100
100 100
100 100
Most students agreed to use APS as a technique in learning speaking. The reasons were because APS was fun, interesting, exciting and challenging. APS
made the lesson easier to understand, and APS could be a good facility in leaning speaking. APS gave good motivations and raised the spirit of the students. The
activity encouraged the students to speak. The students were curious about the activities so they wanted to learn more and more. APS improved not only
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students’ vocabulary and grammar but also pronunciation, comprehension, and fluency.
In line with the improvement of speaking ability, all students felt that the implementation of APS really improved their speaking ability. Before the
implementation of APS, the students thought that they could not speak, they felt afraid of making mistakes, and shy. That was why they just kept silent in speaking
sessions. But after APS was applied, they thought that they could speak English. They thought that speaking was easy and fun. They used to be very afraid when
they got their turn to speak, but now, they are not reluctant to speak at all.
Every student felt that they were motivated to learn speaking with APS. The reasons were because APS was very enjoyable and challenging. The students
found that speaking was not something difficult, therefore they were eager to do the activity. The students admitted that group work was really a perfect method to
share with their friends, solve their problems, take and give to each other.
Now, speaking is no longer becoming a big problem for them. Before the implementation of APS, speaking activity was a big burden for the students. They
even felt that the enjoyment of the activities made the students do the tasks in full of spirit.
One hundred percent of the students agreed that APS would be applied continuously in the learning speaking process. They realized that speaking English
was not a frightening subject; moreover they had their friends to support them, to help them. One of the students said ‘smoga, besok kita masih diajar sama bu eny,
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biar kita bisa bermain drama lagi. Menyanyi lagi. Ternyata, bahasa inggris menyenangkan. Sekarang saya bisa berbicara, walaupun belum lancar.
Terimakasih bu guru.
2. Discussion
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