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Interview is an activity conducted by asking questions face to face. During this research, the interview will be taken with both the teacher and students. By interviewing
them, the writer will know the students speaking ability and their interest or motivation in the speaking class and the results of the teacher’s teaching method or technique.
2. Questionnaire
Questionnaire is an investigation by asking some questions in the written form. In this research, the students will be asked to cross some statements in the questionnaire
after the implementation of the Content-based Instruction in order to get their opinion about the learning and teaching process.
3. Observation
Observation is an activity of watching and recording action and behavior of the research participants in the class. In this research, the researcher was helped by her
collaborator to observe the teacher’s teaching process and the students’ learning activities and the learning progress in the speaking class. The data gained in the observation will be
in the form of narrative text from the field note. 4.
Test In China, the students’ ability is often score-oriented. Thus, in this research, the
pretest and posttests will be given to the students to know the condition of the students’ speaking ability before and after the implementation of the Content-based Instruction.
The objective of the tests is to know if there is any significant improvement on the students’ speaking ability or not through Content-based Instruction.
F. Technique of Analyzing the Data
After conducting the classroom action research, the researcher then needs to analyze the results. The results are based on two kinds of data.
One kind of the data is quantitative data or numerical data. They come from the students’ speaking scores. The speaking scores generated from the pretest and posttest in
this research will be analyzed by comparing the means of each test to find out the general improvement of all the students’ achievement in speaking. Furthermore, the scores as one
of the symbols of the improvement will be analyzed with the t-test of non-independent
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variable to find out the significance of the improvement from cycle to cycle. The formula to find the mean and the formula of the t-test of non-independent variable are as follows:
The formula to find out the Mean:
x ® =
∑ Where:
X
= mean score ∑X = the total score
N = number of students The formula for t-test
1
2
- -
=
å å
n n
n D
D D
t
Another type is the qualitative data, also called non-numerical data. This kind of data in this research is got from the interview, the questionnaire, and the field note. They
will be analyzed by using Constant Comparative Method recommended by Hopkins 1985: 148
Here are four steps in this method cited from Glaser and Strauss 1976: 105 by Hopkins 1985: 149
1. Comparing incidents applicable to each category
In this stage, the researcher will code every incident collected from the observation and questionnaire into some categories.
2. Integrating categories and their properties
Arrived at this stage, the researcher will compare the findings from the previous step and integrate them based on their categories and properties.
3. Delimiting the theory
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The researcher will construct the theory based on the findings of the previous steps.
4. Writing the theory
Based on the steps as mentioned above, the theories will be created.
CHAPTER IV
RESULT OF THE STUDY A.
Introduction
The aims of the research are 1 to find out whether and to what extent Content-based Instruction improves the students’ speaking skill; and 2 to indentify the
teaching and learning situation when CBI is applied in the speaking class. In this chapter, the writer explains what has happened and has been got during and after the
implementation of CBI in the class of 0902 of the business English department in CsVTC.
This chapter is divided into two sections. The first section is about the process of the research which includes the condition before the research, the implementation of the
research and the final reflection, while the second section relates the findings and discussion. The summary of the research is provided in the following table.
Table 4.1 Process of the Research Pre-research: Gaining base- line data
Observing the teaching and learning process Interviewing the students and the teacher
Conducting the pre-test Research Implementation
Cycle 1 Meeting: M1, M2,
M3 Task
Activity students worked in individual, in pair or in groups
M1: Introducing Introducing the office
description: describing the office
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products M2:Introducing
company M3:Receiving factory
visitors products
Introducing company Receiving a guest who is
visiting a factory items based on the flash cards
Presentation: introducing
a company
Role-Play: taking the role of the secretary in the given picture
Cycle 2 Meeting: M1, M2,
M3 Task
Activity students worked individually, in pair, or in groups
M1: Telephoning M2: Booking Room in
a Hotel M3:Ordering in a
restaurant Making taking a phone
call, taking leaving message
Booking a room in a hotel
Ordering food
in a
restaurant Role-play: taking the role of a
staff in a company to make and receive a phone call and to take
and leave a message
Role- play: taking the role of a visitor who wants room
Role-play: taking the role of a customer who eats at a restaurant
In more detail, table 4.1 is described as the following. The process section is divided into four parts, namely, the condition before the
research; the implementation of the research consisting of Cycle 1, Cycle 2; the final reflection; and the research findings.
1. The Condition before the Research
The condition before the research is identified in pre-research stage. The pre-research is held to gain based-line data of the research. The result of pre-research
activity can be seen in Table 4.2.
Table 4.2 Result of Pre-research Issues
Indicators
Students’ ability
in speaking
Low achievement in speaking, the mean score was 59.5 They could not answer the teacher’s questions.
They could not speak fluently; they always get stuck. The students could not express their ideas using
appropriate vocabularies and correct grammatical form. They lacked of relevant vocabularies related to the topics.
They often mispronounced the words. Mother tongue use in the speaking class was quite
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common. Classroom situation
The atmosphere in the classroom was not alive. There was low participation of the students.
Students got low involvement in the topics or tasks. Students didn’t pay much attention to what the teacher was
saying. Students didn’t have many chances to practice the
components of the speaking skill. The teacher dominated the class.
The teacher didn’t use various or new activities or techniques to get the attention of the students.
In more details, the condition before the research was described in the following sections:
2. Student’s Ability in Speaking
In order to identify the students’ speaking ability, the pre-test had been made and it was conducted in the form of interview. The topics chosen for the pre-test were
what they had been taught before the implementation of the research. The result of the pre-test showed that the students had low speaking ability. The low speaking ability
could be seen from the low achievement of the speaking test. The mean of the speaking scores in the pre-test was low; it was only 59.5.
The low speaking ability could also be identified from the following indicators. Firstly, the students could not answer the teacher’s questions; when the teacher asked
them to answer questions; most of them just kept silent and said “sorry” to the teacher, instead of answering the question. Secondly, the students could not fluently express their
ideas or thoughts by using appropriate vocabularies and grammatical forms. There were so many such students who could only speak the first two sentences, and then totally got
stuck as they lacked of relevant vocabularies of the topics and could not properly use the sentence patterns and put it in a correct grammatical order. Thirdly, the students often
mispronounced the words, and they also felt hesitate to utter those words as they could not sure whether the pronunciations of those words were right or wrong. The feature of
students’ speech could be seen in Table 4.3.
Table 4.3 Feature of Students’ Speech Number
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of Students
Percentag e
Level Speaking features
1 3
Above average
The speech could be fully understood Having sufficient vocabulary with correct
pronunciation Using the right grammatical forms when
speaking Not using mother tongue in speaking
Speaking fluently, without hesitant and forced silence
Feel confident and brave enough to speak, not shy
20 52
Averag e
The speech could be generally understood Knowing some vocabularies with good
pronunciation, but sometimes, got stuck and felt hesitate to pronounce the words
Making few grammar mistakes Sometimes using mother tongue in speaking
A little bit shy
17 45
Under average
The speech could not be understand Limited on the vocabulary and having poor
pronunciation Making many mistakes in the grammatical
form Very often hesitated and forced silence by
language limitation Sometimes using mother tongue
Lacking of confidence, felt shy, not brave to speak
From the result of the pre-test, the researcher could categorize the students’ speaking ability into three levels: above average, average, and under average. Only one
student had the above average ability; twenty students had the average ability and seventeen percent students had the under average ability. The only one student in above
average ability could produce fully understandable speech, with sufficient vocabulary and correct pronunciation in the right grammatical form. She could speak fluently, without
hesitant and forced silence by the language. She was not shy; she felt confident and brave enough to speak. She did not use mother tongue while speaking.
Meanwhile, there were twenty students who had the average speaking ability. Their speech could be understood. They could produce good pronunciation; they knew
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some vocabularies for the topic, but with some mistakes in the grammatical form. They felt a little bit shy, and sometimes got stuck and felt hesitate while speaking.
The rest of the students, about seventeen students were in the under average ability. The speech of these students was a little bit difficult to be understood. They had
limited vocabulary and had poor pronunciation. They also made many mistakes in the grammatical form. Moreover, they lacked of confidence; they felt shy, and not brave to
speak; sometimes, they used mother tongue.
3. Classroom Situation
Before conducting the research, the teaching and learning process was not interesting and alive. The description of the teaching and learning process was as follows:
In teaching the speaking to the students of business English department, the teacher still applied the conventional and monotonous techniques for teaching, and also chose some
different short stories or even some long novels as the teaching materials, which made the students didn’t want to attend the class as they thought it was useless to attend the class.
In the class, usually, the teacher started the lesson by asking the students to read some short stories or paragraphs in the long novels. After that, the teacher asked the students to
answer her questions; to present what was talking about in the story and novel; and sometimes, to play a role-play activity.
The result of the observation showed that the classroom situation was not alive, the speaking class, most of the time, was silent, because the students were neither willing
to participate nor speak. When the teacher asked them to answer questions after they had finished reading the content, the students usually looked at their friends and were
unwilling to stand up to answer the teacher’s questions. The situation was getting worse and worse by the teacher’s domination and the way she taught in the speaking class. The
teacher always liked to ask the students to read the content that the students were going to learn and never changed the way or activities in the class. The students seldom got
chances to learn or practice the word expressions or vocabularies and its pronunciations, also including the grammar. The situation above showed that the teacher was not
innovative in teaching speaking.
4. Students’ Learning Perception about Speaking
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Except conducting the pre-test, the researcher also conducted in-depth interview with the students. The purpose of the interview was exploring the students’ perception
about speaking. The result of the interview could be seen in Table 4.4.
Table 4.4 Result of Interview
No. Questions
Students Response
Yes
No
1 Do you think that the English is important nowadays?
91 9
2 Do you like learning English?
96 4
3 Are you able to speak English?
12 88
4 Is it difficult to learn English?
87 13
5 Do you like doing different activities in the speaking
class? 100
6 Do you like the topics of the speaking class?
5 95
The result of the interview about the importance of English showed that there were two groups of students. The first groups, about ninety one percent of the students thought
that English was very important nowadays. One of the student sated that learning English was very important, especially important for their future jobs. If they were
looking for a job, understanding English was considered as having a plus ability for getting a job, which could also provide them a good position and got a higher salary in
the company. Another student said that in many big companies, they might have many appointments or meetings with the foreigners; they could have a lot of opportunities to
establish and deal business with them. It couldnt be denied that English was very important if they want to make a good living in the future.
On the contrary, the second group of students, about four percent of the total number stated that they did not like learning English. One student said that she had been
studying English for many years, but up till now, she still could not speak English well, and she thought it was very difficult to learn the English. While the other students
claimed that they didn’t like learning English because they felt bored and they didn’t like the way the teacher taught them and they also didn’t want to read the story or novel again
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since they had finished the reading in their dormitory. They felt it was useless to attend the speaking class.
Dealing with the questions about the ability of speaking, only twelve percent of the students claimed that they were able to speak; they didn’t think speaking was
difficult. While the rest of the students, about eighty eight percent stated that they were not able to speak English; they said that they could not communicate with their friends,
and they always got stuck when communicated with their friends. The speaking was considered to be difficult for them.
The rest of the questions were about the topics and speaking activities conducted in the classroom. When asked whether they liked the topics or not, ninety-five percent of
students said that they didn’t like the topics, and they thought it was not practical and useful; they wanted to learn something practical and related to their future jobs. The other
five percent students liked the topics; they held the view that they would like to learn everything as long as it deals with English. When asked whether they liked doing
different activities in the speaking class, all of the students replied with one accord voice that they liked doing different activities in the speaking class. One of the students said
that she liked playing, she didn’t like spiritless class. Apart from the interview, the researcher asked the students to identify their
speaking difficulties. She asked them to choose the most critical and crucial difficulty of their speaking. The result of the identification could be seen in Table 4.5
Table 4.5 Speaking Difficulty
No Speaking Difficulty
Percentage 1.
Vocabulary 48
2. Psychological barriers: feel shy, afraid of make mistakes,
lack of self confidence 32
3. Pronunciation
28 4.
Fluency 21
5. Comprehension
14 6.
Grammar 9
The data were revealed in the following statement. There were forty-eight percent students who found difficulty in vocabulary and thirty-two percent of students who had
difficulty dealing with the pronunciation. One of the students told the researcher that she
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always got stuck and stopped at the middle of her statement due to lack of the relevant vocabularies, and didn’t know how to say some words in English. Moreover, she also felt
very hesitate to pronounce some seems familiar words. So, sometimes, she mixed both languages to complete her statement. Other students also mentioned that they didn’t
practice the pronunciation in the class and they didn’t know how to pronounce the words correctly. They said that the teacher of the speaking class never led them to read the
words or taught them how to pronounce the new words, not to mention to let them make practice. Besides the difficulty in vocabulary and pronunciation, there were thirty two
percent students who had psychological barriers; they were shy; afraid of making mistake, and lacked of self-confidence. A student stated that when the teacher asked her
to answer questions, she felt very nervous and afraid to say something wrong that made other students laughed and looked at her. In addition, there were twenty-one percent
students who could not speak fluently; they complained that they could not fluently communicate with their friends; they could only speak two or three sentences at the
beginning, after that, they would totally got stuck and couldn’t continue the conversation with their friends. Another opinion about the cause of speaking difficulty came from the
student ML. She claimed that her speaking problems was dealing with the comprehension; when she talked to her partner, she could not really understood what her
partner said, and her partner always asked her to repeat what she said during the discussion. There were also a few students who had difficulty in the grammar. The
researcher had been told that when the students were speaking, they had made the grammar mistakes unconsciously.
After finding out the facts about the teaching and learning process, the student’s speaking level, and their problems in speaking, the researcher is convinced that the
problem of low ability in speaking can be solved by applying Content-based Instruction CBI in the speaking class. CBI is an approach; it can apply different communicative
activities or techniques to develop students’ speaking fluency, vocabulary mastering, promote interaction in the classroom and increase the students’ motivation based on the
carefully selected content or topics which meet both the school’s requirements and students’ needs. Based on the pre-research, the researcher made a plan for implementing
CBI in the teaching and learning speaking skill.
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B. Research Implementation
