Scoring Technique The Use of Puppets as Media in Teaching Transactional and Interpersonal Conversation An Action Research at the Eight graders of SMP Negeri 1 Slawi in the Academic Year of 2010 / 2011.

1 English speaking class was being attractive, interesting, fun, and not boring 2 Students’ activeness in teaching learning process 3 Students’ response in teaching learning process 4 Students’ comprehension about the materials that were what response to give and turn taking in transactional and interpersonal conversation 5 Students’ creativity in teaching learning process 6 Students’ confidence in learning transactional and interpersonal conversation using puppets 7 Students’ interest to the puppets which was used in teaching learning process 8 Students’ motivation in teaching learning process which used puppets as media of teaching 9 The effectiveness of using puppets in teaching transactional and interpersonal conversation using puppets 10 The relevancy between puppets and teaching transactional and interpersonal conversation All of the items above had 5 categories of score, they were score 1 is very low, score 2 is low, score 3 is medium, score 4 is high, score 5 is very high. Thus, the maximal score of this observation guide is 100 and the percentage is 100. Then, the observation guide will be said could support the success of this study if its score achieves more than 75 that the percentage is 75. In detail will explain in the appendix. After the writer measured the result of this study using the two kinds of indicators of the study, the writer also measured the result based on the students’ point of view using questionnaire. This questionnaire aimed to get information about students’ opinion on the speaking class which used puppets as media in teaching transactional and interpersonal conversations as stated before. Thus, the writer not only got the result based on the point of view of herself and the observers but also from the students as the subject of the study. Then this questionnaire had to achieve a certain criteria of score that would support this action research’s success. In generally, this action research would be called success if it achieved the three kinds of indicators. It meant that the average score of the test achieved the criterion of passing assessment that is 75 or more, the observation guide achieves more than 75 that the percentage is 75, and the questionnaire had to achieve the score based on the criteria as stated before.

3.7 Procedure of collecting data

This classroom action research is conducted in two cycles and four phases there are planning, acting, observing, and reflecting in each cycle. But, before making a plan of the action, the researcher must compose a syllabus which consists of learning material, learning activity, indicators, etc based on standard competence and basic competence of the Junior High School curriculum. Then, the researcher can do the activities which were done during the research such as follows:

3.7.1 Pre-test

The first activity in the first meeting of the first cycle was a pre-test that was conducted on 1 st February 2011. The purposed of the pre-test was to check the students’ ability in transactional and interpersonal conversation. Before doing pre- test, the researcher explained about the transactional and interpersonal conversation. In this study, before doing pre-test, the writer gave simple explanation about transactional and interpersonal conversation as the material of the pre-test itself. Then the writer gave them an explanation about how to do the pre-test. In the pre-test of this study, the researcher made some oral test; they were interaction test and comprehension test about transactional and interpersonal conversation. In comprehension test, the student had to do mini dialogue with the teacher by answering the teacher’s question. Then, in the interaction test, the students had to choose one of topics that were determined by the teacher. Then, they had to do a dialogue in pairs. After doing pre-test, the researcher could know the capacity of students’ ability of the two kinds of conversations. Then, the researcher could revise the plan to do the first treatment.

3.7.2 First cycle

After doing pre test, the writer did the cycle 1 that is started on 3 rd February 2011. There were four phases in this cycle 1; they are planning, acting, observing, and reflecting. Planning consisted of some activities where the writer making a preparation about what the writer needs to do the cycle 1. The main part in the cycle 1 is in the acting where the writer gives the students treatment to help them