RESEARCH FINDINGS AND DISCUSSIONS

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

A. The Research Findings

1. The Research Setting This research did in SMP Negeri 2 Hiliduho. This school is located at Jl. Arah Hiliduho, Km. 8,5 Dima village. Now days, this school led by a headmaster, his name Temasokhi Telaumbanua, S.Pd. There are 22 persons of teachers in the school. In this school also there are7 of classes. At the seventh grade consist of 2 rooms, the eighth grade, consist of 3 rooms and the ninth grade consist of 2rooms. Every class has media of learning to support teaching-learning process such as blackboard, chalk, and books. There is also 1 room of headmaster office, 1 room of teacher office, 1 room of administration office, 1 room of library and 1 room of canteen.

In collecting data, the researcher did on February 2016 by asking the permission to the head of Dinas Pendidikan of Nias regency and headmaster’s agreement of SMP Negeri2 Hiliduho. To conduct the research, the researcher was helped by the English teacher of SMP Negeri 2 Hiliduho. The English teacher was asan observer or the teacher-collaborator of the students’ and the researchers’ activities in teaching-learning process to check what the activities was done or undone in the class.

2. The Explanation of each Cycle in Increasing the Students’ Ability in Speaking Skill by Using Liar Game

In this research, the researcher did the procedure of action research in 2 cycles. Each cyclehave 4 steps in doing the procedures of action, they are(1) planning, (2) acting, (3) observation, and (4) reflecting. The fourth steps can describe in each cycle, as follows:

a. Cycle I There are two meetings of cycle I. Both of meetings were held at the VIII-2grade of SMP Negeri 2 Hiliduho, with the total number of the students was 33 students and all of them was present. In doing this research the researcher did two meetings for each cycle. The duration of the time was 4 x 40 minutes. Each meeting was done 2 x 40 minutes. The researcher prepared one topic for two meetings. In order that, the students could think and get the continuation of the last material that they had learned.

1) The First Meeting

In the first meeting, the researcher did on Tuesday16 th , February 2016.The time allocation used was 2 x 40 minutes.The researcher

taught about Asking and Giving Opinion. There are some activities which were done by the researcher based on the procedures of action research, as in the next page: taught about Asking and Giving Opinion. There are some activities which were done by the researcher based on the procedures of action research, as in the next page:

observation paper of researcher and students, media, evaluation papers and field notes for supporting and collecting the data.

b) Action Doing action for cycle I, the researcher did activities based on

lesson plan. Teaching-learning process consisted of pre teaching- learning process, whilst teaching-learning process and post teaching-learning process.During teaching-learning process, the English teacher-collaborator accompanied the researcher to observe the researcher and students’ activities.

For pre teaching-learning process the researcher greeted and introduced herselfto the students. Then, the researcher checked the students’ present list and the students answered their name. For the first meeting, all of the students were present.

After finished pre teaching-learning process, the researcher continued to whilst teaching-learning process which there are three steps, they are (1) exploration, (2) elaboration, (3) confirmation. In exploration, the researcher introduced the material to the students about asking and giving opinion.Then asking the students what they think about the topic. In this case, the students gave their opinions about the researcher question After finished pre teaching-learning process, the researcher continued to whilst teaching-learning process which there are three steps, they are (1) exploration, (2) elaboration, (3) confirmation. In exploration, the researcher introduced the material to the students about asking and giving opinion.Then asking the students what they think about the topic. In this case, the students gave their opinions about the researcher question

In elaboration of whilst teaching learning activities, the researcher explained the definition and generic of asking and giving opinion. The researcher also explained more about some expressions of asking and giving opinion and gave examples in conversations to the students. Afterthat, the researcher chose some photos and gave it into some groups. Then made list of questions on worksheet as many as students in the class and distributed to the students.

In applying liar game, the researcher introduced the meaning of it, the assign each students a number which correspond to a question. Afterthat the researcher asked to the students to stand up and ask the question to the other in this activity the students must to find out the liar for all of the questions.

After finished elaboration in whilst teaching-learning process, the students continued to confirmation the researcher improved and corrected students’ mistakes and told the real or true answers to the students.

For post teaching-learning process, the researcher gave the chances to the students to ask something about the material about asking and giving opinion and the researcher answered the For post teaching-learning process, the researcher gave the chances to the students to ask something about the material about asking and giving opinion and the researcher answered the

c) Observation

The observation waschecked by the teacher-collaborator during the implementation of the researcher’s action and the students’ activities in the classroom. The teacher- collaborator observed all the activities of the researcher and the students that were occurring during the teaching-learning process.

The researchergot some of the weaknesses in doing observationin the first meeting of cycle I, as follows: (1) The researcher was less in controlling the class during

applying Liar game (2) There were students do not follow the researcher’s instruction

in the teaching- learning process. (3) There are students do not read the several expressions of

asking and giving opinion. (4) Some of the students do not pay attention to the researcher’s

explanation about the material. (5) The students are difficult to pronounce the words they want to

utter. There are some advantages also in doing the action in the first meeting in cycle one, as the next page:

(1) The students enjoyed teaching-learning vocabulary especially

in applying Liar game. (2) The students cooperated with their friends in group well.

d) Reflection In reflection in the first meeting, the researcher noticed and

analyzed the observation sheets and evaluated the field note, so the researcher re-planned and continued in the second meeting. For the second meeting, the reseacher continued activities based on lesson plan. The researcher evaluated the students.

2) The Second Meeting In the second meeting, the researcher did activities on February

18 th 2016, Thursday. The time allotted used was 2 x 40 minutes. In the second meeting, the researcher continued to evaluate the students by

using evaluation papers.

a) Planning For the second meeting, the researcher re-planned the researcher had arranged lesson plan, material, observation paper of researcher and students, media, evaluation papers and field notes. These all were planned for making the research done well.

b) Action In action, there are three steps, they are: (1) pre-teaching- learning process, (2) whilst teaching-learning process, and (3) post teaching-learning process.

In pre teaching-learning process, the researcher greeted the students andasked the students’ condition and the students answered it. Then, the researcher checked the students’ present list.After that, the researcher exposed the students about the purposes of the material that should be achieved and motivated the students. Then, the researcher continued to whilst teaching- learning process.

Before going to the post teaching-learning process, the researcher did whilst teaching-learning process which the researcher remind the students about the definition ofasking and giving opinion and some expressions of asking and giving opinion andthe students answered it. In this time, there are some students answered completely and un-completely. After that, the researcher concluded the material. Then, the researcher continued by showed

a picture to the students. After that, the researcher final test by gave oral test. In doing the test, the researcher controlled the students to do the test record it by using camera. After the students a picture to the students. After that, the researcher final test by gave oral test. In doing the test, the researcher controlled the students to do the test record it by using camera. After the students

In post teaching-learning process, the researcher concluded the material. Furthermore, the researcher asked the students’ difficulties in all teaching-learning activities in the first and second meeting. At the last activity, the researcher drew the conclusion about the whole cycle activity and closed the meeting by greeting the students.

c) Observation There are two kinds of observation sheets that analyzed by the

researcher in the second meeting by helped the English teacher- collaborator as an observer to the researcher and to the students also.

For the first is the researcher analyzed the researcher’s observation sheets as follows:

1) Done activities

: 31 activities (93,93 %) from 33

activities in the second meeting

2) Undone activities

: 2 activities (6,06 %) from 33 activities

in the second meeting. The result can be seen in the graphic as thee next page:

60 undone undone

Cycle I / second Meeting Graphic 3: the researcher’s activities in the second activities in the second

meeting of cycle I

Based on the result of observation paper for th Based on the result of observation paper for th Based on the result of observation paper for the students, included the active included the active and less active of the students, the researcher and less active of the students, the researcher analyzed as follows: analyzed as follows:

1) Students active Students active : 32 persons (96,96%)

2) Students less active Students less active : 1 person (3,03%) To make clearer, the researcher m To make clearer, the researcher made graphic as ade graphic as below:

70 students' active students' active

50 students' less students' less

entage

active active 40 Perc 30

Grafic 4: The students' activities in the second meeting Grafic 4 meeting in cycle 1

In the second meeting was active better than first meeting in cycle 1.

d) Reflection In the end of the teaching- learning process in Cycle I, the researcher examined the students’ ability inspeaking by using expressions of asking and giving opinion.After the researcher looked for the students’ score and mark, the researcher looked for the percentage of the students’ ability in mastering vocabulary.The data was collected through recording, the result was shown on the table below:

Table 2

The Students’ Ability in Speaking by Using Liar Game at the Eighth Grade of SMP Negeri 2

Hiliduho in the Cycle I

Flue

Percen Classifica

C Scale

Scoring Frequ ncy

ency

tage tion

C level

Very Good 85 – 100

- Successful

Good

9 Students

Adequate

6 Less

21 2 63.63% Unsuccess

0 ful

Fail

3 1 9.09% Students

Total

The data on the table above explaned the students’ ability in speaking through Liar Game at the eighth grade of SMP Negeri 2 Hiliduhowas still unsuccessful. It is caused the students can not get the Minimum Competence Criterion that has been decided in the school. Based on the MCC, there were 9 students (27,27%) who pass from MCC and there were 24 students (72,72%) who do not pass from MCC.

Furthermore, the data from the table above show that there are no students can be classified in the “very good”, while there are 9 students ( 27,27%) in the “good and adequate level”, and there are

24 students (72,72%) in “the less and fail level”. Based on the result, it shows that the students are still not able to convey their idea in English words well.

Based on the data above, the researcher continued to the cycle

II by re-planned lesson plan and prepared evaluation paper and field note. The reseacher also work hard more to controll the students to make the satisfy situation.

b. Cycle II In doing cycle II, there two meetings also. The time alloted was 4x40

minutes.

1) The First Meeting For the first meeting, the reseacher did the action on February23 rd

2016, Tuesday. The time alloted was 2x40 minutes. The activities that the researcher did as below:

a) Planning Before doing action, the researcher planned lesson plan, and

prepared observation sheet, evaluation paper, material, and field note.In addition, the researcher improved the weaknesses that had been done in Cycle I.

b) Action Doing action, the researcher brought lesson plan, observation

sheet, evaluation paper, material and field note to the class by companied the English teacher-collaborator. In the beginning when entered the class, the researcher greeted the students and asked the students’ condition. After the students responded their condition, the researcher checked the students’ present list. Furthermore, the researcher reviewed and reminded the students about the last material and the students gave their opinion.

After that, the researcher continued to whilst teaching-learning process which the researcher distributed the material provided by the teacher to the students, then the researcher introduced the new material. Furthermore, the researcher asked the students what they think about the topic and the students gave their opinion about the researcher’s question. Then, the researcher reinforced it.

Afterthat the reseacher explained the definition of asking and giving opinion more to make the students remember and more understand about the material. Not only the definition, the reseacher also explained about the generic of asking and giving opinion to the students and some expressions by using examples in conversation.

After explanation, the researcher chose a photo which the students haven’t seen before then the researcher divided the students into some groups then the researcher made list of questions she want to review on worksheet and gave it to the students. Then made them understand before explain the activity. Before doing liar game, the reseacher taught more about it. Then, the reseacher assigned each students a number which correspond to a question. In doing this activity, the student should to stand up and ask the questions to the other. Afterthat, the reseacher told students that the purpose of the game is to findout who the liar is for all of the questions and concluded the answers.

In confirmation, the students’ mistakes are improved by the reseacher and gave the real or true answers of mistakes done by the students.

In post – teaching learning activities, the researcher gave the chance to the students to ask something about the material afterthat responded it when there were some of the students asked questions.

The final of the teaching-learning process, the researcher concluded the material and the students wrote on their books. Afterthat the reseacher motivated the students and closed the teaching learning process by greeting the students..

c) Observation Based on the observation, the researcher did lesson plan well

which there was 100% done. In this observation also, the researcher found that the students more increasing in the class than in the cycle I. In other words, the advantages in the class was more increasing while the weaknesses was less. The advantages of the students can be described, as follows:

1) The researcher could controll the students of the class.

2) The students always cooperated with their friends in doing this

game.

3) This game to be fun to the students when the students asked

and gave their opinion.

4) The students are creative and not passive.

5) The students were not bore in doing this game. In this cycle also, the researcher found weaknesses when applying liar game which the students still make noices in doing conversation.

d) Reflection In the first meeting of cycle II, the students more active in

doing conversation. The researcher was success to controll the students’ activities. The students looked enthusiastic to follow teaching-learning process. But this meeting still not finished by the researcher and the students because the time was not enough. So, the researcher will continued to the second meeting. In the second meeting, the researcher remind the students about the material had learned in the first meeting afterthat evaluated the students.

2) The Second Meeting In the second meeting also, the researcher spent time 2x40 minutes on February25 th , 2016, Thuesday. There were acticivities that the

researcher had done, in the next page: researcher had done, in the next page:

meeting and prepared material, evaluation paper, and field note. These all to make the teaching-learning process done well.

b) Action The researcher doing action based on lesson plan that had

planned by her. In this meeting, the researcher continued the teaching-learning process. For the beginning, the researcher did pre teaching-learning process which the researcher greeted the students after that checked the students’ present list. The researcher did not forget to exposed the students about the purposes of the material that should be achieved and motivated the students.

In whilst teaching-learning process, the researcher remind the students’ knowledge about the definition of asking and giving opinion and some expressions of asking and giving opinion. Then, the researcher showed a picture. Afterthat the researcher gave oral test to the students as final test. During doing final test, the rsearcher took the data by using camera. After finished the test, the students’ mistakes are improved and corrected by the researcher then gave the real anwers. In post teaching – learning In whilst teaching-learning process, the researcher remind the students’ knowledge about the definition of asking and giving opinion and some expressions of asking and giving opinion. Then, the researcher showed a picture. Afterthat the researcher gave oral test to the students as final test. During doing final test, the rsearcher took the data by using camera. After finished the test, the students’ mistakes are improved and corrected by the researcher then gave the real anwers. In post teaching – learning

c) Observation Observation Based Based on the observation sheet of the researcher, the researcher on the observation sheet of the researcher, the researcher

had done all the activities. So, the percentage of the researcher’ had done all the activities. So, the percentage of the had done all the activities. So, the percentage of the done activities was 100% . done activities was

70 Done Done

60 undone undone

Graphic Graphic 7: the researcher’s activities in the second second

meeting of cycle II

While t While the students’ active in second meeting was was 32 persons (96,96 96%)and less active was 1 persons(3,03%). It can be seen also It can be seen also in the next page: in the next page:

60 Done undone

Graphic Graphic 8: the students’ activities in the second meeting meeting

of cycle II

d) Reflection Reflection In evaluating the students in the second meeting, the students In evaluating the students in the second meeting, the students In evaluating the students in the second meeting, the students

more active in cycle II than cycle I. The weaknesses of cycle I had more active in cycle II than cycle I. The weaknesses of cycle I had more active in cycle II than cycle I. The weaknesses of cycle I had been improved in cycle II, although there were some of the been improved in cycle II, although there were some of the been improved in cycle II, although there were some of the students less active. In students less active. In the class , the students were able to controll the class , the students were able to controll their self when doing conversation as final test infront of their self front of the class so that the students got the scores more than cyle I. In collecting so that the students got the scores more than cyle I. In collecting so that the students got the scores more than cyle I. In collecting the data can be seen the data can be seen in the next page:

Table 3

The Students’ Ability in Speaking By Using Liar Game at the Eighth Grade of SMP Negeri 2

Hiliduho in the Cycle II

M Fluency Percen Classifica

C Scale

Scoring Frequen

cy

level

tage tion

C Very

85 - 100

4 4 12,12% Successful Good

30 Good + 75 - 84 18 3 54,54% Students

The data from the table above explained the result of students’ ability in speaking skill by using liar game was successful. At the level “very good level” the students achieved 12,12% by 4 frequencies. Then, at the level “good level” the students achieved 54,54% by 18 frequencies and at the level “adequate” the students achieved 33,33% by 11 frequencies while at the level”less and fail” was none.

The data above showed that the students at the eighth grade of SMP Negeri 2 Hiliduho had passed 60 of MCC (Minimum Competence Criterion).

Based on the data above, the researcher concluded that the students were able to master vocabulary by using act out activity. So, in the reflection, the researcher did not continue in the next cycle.

3. The Students’ Activities in all Cycles In all cycle, the students had the differences in percentage of the students’

activities. At the cycle I in the first meeting, there were some weaknesses during teaching - learning whichthe researcher was less in controlling the class during applying Liar game,There were students do not follow the researcher’s instruction in the teaching- learning process, there were students do not follow the researcher’s instruction in the teaching- learning process, there are students do not read the several expressions of asking and giving opinionand the students still not understand the procedures of act out because this is a new activity for them.In the first meeting of cycle I, the students’ active was 75,75% and the students’ less active was 24,24%. In the second meeting, the students’ active was 90,90% and less active was 9,09%. But these weaknesses had improved in cycle II.

In cycle II, the researcher was success to improve the students’weaknesses. It looked in observation sheet of the first meeting which the students’ active was 93,93% and less active was 6,06%. Furthermore, in the second meeting, the students’ active was 96,96% and less active was 3,03%.

The students’ activities can be seen below:

Table 4

THE STUDENTS’ ACTIVITIES IN ALL CYCLES Cycle

Less active

II Less active

4. The students’ Ability in Increasing Speaking Skill by Using Liar Game of all Cycles.

Based on the students’ evaluation paper, the researcher found that the students’ marks was improved from cycle I to cycle II. In cycle I, the students’ mark did not achieve to the “very good level”. Based on the evaluation papers, there were 3 students (9,09%) only got mark in “good level”, 6 students (18,18%) in “adequate level”,21 students (63,63%) in “less level” and 3 students in “fail level”So, the average of students’ mark was 54,84. This results showed that the students still not achieved 65 points in MCC (Minimum Competence Criterion). So, the researcher continued to the second cycle.

In the second cycle, the students’ mark more increasing which had achieved in to the “very good level”, there were 4 students (12,12%). Furthermore, there In the second cycle, the students’ mark more increasing which had achieved in to the “very good level”, there were 4 students (12,12%). Furthermore, there

To make clearer, can been seen in the table below:

Table 5

THE STUDENTS’ ABILITY IN SPEAKING SKILL IN ALL CYCLES. Cycle

Very good level

Good level

I Adequate level

Less level

Fail Level

Very good level

Good level

II Adequate level

Less level

Fail Level

Because the students’ mark had passed the MCC, the researcher stopped to continued to the next cycle.

B. Research Findings Discussion

1. Common the Response of the Research Problem In this research, the problem was “how does liar game increase the students’ ability in speaking skill especially in asking and giving opinion at the eighth grade of SMP Negeri 2 Hiliduho in 2015/2016?” The common response was liar game can increase the students’ ability in speaking skill by applying at the eighth grade of SMP Negeri 2 Hiliduho in teaching-learning process.

The researcher did the research in two cycles. In cycle I, the average of the students’ mark in mastering vocabulary by using act out activity was 54,84. And in cycle II, the average of the students’ mark was 72,81.

Based on the average of the students’ ability in each cycle, the researcher found the increasing of the students’ ability in speaking skill.Moreover, the researcher concluded that liar game can increase the students’ ability in speaking skill.

2. The Analysis and Interpretation of the Research Findings The analysis and interpretation of the research findings based on the result of the observation sheet and evaluation sheet is explained in this part. The research had done in two cycles.

a. Cycle I Cycle I consisted of two meetings. Based on the observation sheet

result for the students, there are 25 persons (75,75%) the students’ active, result for the students, there are 25 persons (75,75%) the students’ active,

1) The researcher motivated the students to pay attention to the researcher’s instruction.

2) The researcher sometimes used Indonesian when giving the instruction to the students.

3) The researcher explained the material to the students slowly and clearly.

4) The researcher gave point to the students who can do procedures well. In the second meeting, there were 32 persons (96,96%) the students’

active and 1 persons (3,03%) the students’ less active. In the second meeting also, the researcher did evaluation to the students. The researcher found that there 3 persons in good level (9,09%), 6 persons adequate level (18,18%),21 persons (63,63%) in less level and 3 persons (9,09%) in fail level. So, the average of the students’ mark was 54,84. In this meeting, there were no students who could not be classified in “very good level”. Based on the result above showed that the students were not pass Minimum Competence Criterion which is 60. It showed that the students active and 1 persons (3,03%) the students’ less active. In the second meeting also, the researcher did evaluation to the students. The researcher found that there 3 persons in good level (9,09%), 6 persons adequate level (18,18%),21 persons (63,63%) in less level and 3 persons (9,09%) in fail level. So, the average of the students’ mark was 54,84. In this meeting, there were no students who could not be classified in “very good level”. Based on the result above showed that the students were not pass Minimum Competence Criterion which is 60. It showed that the students

b. Cycle II Cycle II consisted of two meetings also. Based on the observation

sheet result for the students, there were 31 persons (93,93%) the students’ active, and 2 persons (6,06%) the students’ less active in the first meeting. The result of the observation sheet for the researcher is 100% activities done.In cycle II for the second meeting the researcher found that there were32 persons (96,96%) the students’ active and 1 person (3,03%) the students’ less active. In the second meetin, the researcher did evaluation to the students. The researcher found that there are 4 persons (12,12%) in “very good level”, 18 persons (54,54%) in “good level”, and 11 persons (33,33%) in “adequate level”. So, the average of the students’ mark was 72,81. It showed that the students were successful by using liar game in speeaking skil especially asking and giving opinion and would not be continued to the next cycle.

To increase the students’ ability, the researcher implements the procedures of Liar Game which the researcher introduced some of the words and illustrated to the students that will act out by the students to make the students were easy to remember. Here, the students paid attention more to the researcher. After the students understood, the researcher divided the students into five groups.

After the students made groups, the researcher asked the students to come in front of the class to act out the word. Then, the researcher show flashcard contain word to the group who act out. After the students act out the word, the others groups guess it. If one groups was wrong to guess it, the researcher gave chance to the others group until the students guess well. To make interest, the researcher gave point who group guess well. This activity doing by groups alternately. In doing these procedures, the students followed instructions well and seriously.

Based on the result of the research above, it shows that the students are successful to implement Liar Game in speaking skill especially in asking and giving opinion. The researcher did not continue the research to the next cycle since the result is satisfying and the students have passed the Minimum Competence Criterion which is 60.

3. The Research Finding versus the Latest Related Research Before doing this research, a researcher had searched by using liar game. Her name Suryani Simanjuntak.The title of latest related researcher was the effect of using liar game towards the students’ ability in speaking skill.

Suryani’s research findings said that Liar Game just applied with two persons in the classroom. But in this research, the researcher found that this game can applied in groups and can done outside of classroom.

Based on the explanation above, the researcher concluded that the researchers’ research is contrass with the latest related research.

4. The Research Findings versus Theory In the research finding, the researcher had compared with experts. In

the research findings, the researcher found that speakingis action to build good interaction with others. It looked when the students speak with others, also not only arranged and developed based on the listener’s need but also speaker’s need. So, it contrass with Penny (2009:120 affirmed that Speaking is a form of communication that is arranged and developed based on the listener’s need .

Liar game is one of strategies to make students speak with others. This game can used in teaching-learning speaking by doing conversation in large class.Lavery (2008:96) stated that Liar game is a game that guides the students to be active participants in a two-way conversation. But in the research findings, the researcher found that this game also can do it in group.

From the theories and the result of the research above, the researcher found the different theories in increasing the students’ ability in speaking skill especially asking and giving opinion

5. The Research Findings Implication The result of this research there is a significant influence towards the

students’ ability in speaking. It means that, the implementation of Liar game students’ ability in speaking. It means that, the implementation of Liar game

6. The Analysis and Research Findings Limitation In doing and getting the data in this research, there were some limitations. The limitations are important to explain in order that the readers have the similar insight with the researcher that in applying Liar game the students not achieve to 100 score but only 72,81 score. This case was caused by the beggining of students’ knowledge about the students’ pronounce was affected by less drill. So, the reseacher was unable to do drills continuously.