31 students’ feeling, attitude, interest, seriousness, confidence, and motivation when
they were taught using mediated-method. The researcher noted every feeling, attitude, interest, seriousness, confidence, and motivation and took several high
scores as the result of the study. After that, the researcher made some conclusions to what extent Fun with English can develop students’ English speaking ability.
3. Reflection
After knowing how Fun with English improves students’ achievement, the researcher analyzed the teaching and found some strengths and weaknesses from
that. The researcher used the weaknesses to make some revisions to improve the teaching-learning activities in taking advantage from Fun with English. After
revising the teaching activities, the researcher taught them once more to make sure that the teaching activities was better. The strengths of the using Fun with English
would be developed to be better so the objectives of the study would be reached successfully. Finally, the researcher reported the final result of the study.
B. Research Participants
There are three classes for seventh year students in SMP 4 Ngaglik Sleman in which each class consists of forty students. The division is based on the level of
intelligence. One class consists of students of high intelligence, one class consists of students of middle intelligence, and one class consists of students of low
intelligence. The researcher chose the class which consists of students who have low intelligence as the participants. Besides, the researcher asked the classroom
32 English teachers to collaborate with her. The classroom English teacher became
the observer, while the researcher became the instructor who applied this mediated-method.
C. Data Gathering Technique and Instrument 1. Type of Data
To collect the data needed, the researcher used both qualitative and quantitative methods. The quantitative method presents the results in the form of
quantitative measures. It is carried out through tests. There were pre-test and post- test. The pre-test was administered before the students were taught using
mediated-method and the post-test was administered after students were taught using mediated method. The pre-test and post-test were an oral test. The form of
the test for both pre-test and post-test was the same. Students were asked to speak in front of the teacher. Then, the teacher gave score based on the criteria below:
……….student’s name SCORE
CRITERIA 1 2 3 4 5 6 7 8 9 10
FLUENCY GRAMMAR
PRONUNCIATION
Table 3.1. Scoring Sheet
The table shows that the maximum score are 30 and the students’ scores are the sum of all scores divided by three. This rule was used for both pre-test and
post test. The result of both pre-test and post-test was formulated in the students’
33 progress report. The details explanation about the scoring criteria can be seen in
Appendix 14 page 113. To minimize the subjectivity, the researcher recorded students’ voice. But, before the students began the test they should tell their name
first then started to speak. Because the researcher only listened to the voice, the researcher would be more objective in giving score for each student.
The quantitative method is used to know whether this program is effective or not to improve student’s speaking skill rather than focusing on the hypothesis
testing. The quantitative method is needed to be carried out because an interesting teaching learning activity without any skill improvements is nothing. The
qualitative method presents the results in the form of statements. In this study, the researcher used questionnaire to collect the data. The questionnaire consisted of
29 items. They were divided into eight categories. The details are written as follows.
Table 3.2. Categories in the Questionnaire
Criteria Question Number
Total 1. Effectiveness
2. Interest 3. Clarity
4. Benefit 5. Creativity
6. Confidence 7. Motivation
8. Interaction 1,2
3,5,6 4
7,8,9,14,23,24,25,26,27,28,29 10,11,12,13
15,16 17,18,19,20
21,22 2
3 1
11 4
2 4
2
34
2. Data Needed
The following table presents the list of data that is needed to be collected to answer the research problems.
Table 3.3. The Data Needed Research Question
Data Needed Participants
Instrument 1. How is Fun with
English as audio-
visual materials implemented to
develop English speaking skill of
junior high school students?
1. Students characteristic what level is the
students?, Are they interested in pictures?,
Are they active in the classroom activities?, Are
they enthusiastic in following every
activities?, Are they responsible for their
duties?, Do they pay attention on the teacher’s
explanation?. 2. Students’ needs Do
they need interesting activities?, Do they need
activities using life Students
Students Observation
Checklist
Observation Checklist
35 pictures?.
3. What is the teacher’s response to the proposed
materials? Teacher
Discussion
2. How does Fun with English
as audio-visual
material improve the English speaking
skill of junior high school students?
1. Is it effective? 2. Is it interesting?
3. In conveying materials, is it clearer than text
books? 4. Is it boring?
5. Is it helpful in understanding the
materials given? 6. Does it make students
more creative? 7. Does it encourage
students to be more confidence in speaking
English? 8. Does it encourage
students to be more active?
9. Do the activities build Students
Questionnaire
36 students’ interaction with
their friends? 10. Does it improve
students’ speaking ability?
11. Does it improve students’ listening skill?
12. Does it improve students’ reading skill?
13. Does it improve students’ writing skill?
14. Does it improve students’ grammar
mastery? 15. Does it improve
students’ vocabulary?
D. Data Analysis Technique
To answer the research questions, the researcher did several steps to analyze the data. The first part is the data analysis to answer the first research problem,
while the second part is the data analysis to answer the second research problem.
37 1. Data Analysis to Answer the First Research Problem
To know how the researcher could effectively implemented the use of Fun with English
to develop speaking skill of junior high school students, the researcher observed students behaviors and attitudes during the teaching learning
process using conventional method. From the classroom observation checklist, the researcher knew students’ characteristics and the students’ needs. The results of
the observation in the classroom were used to design the learning materials.
2. Data Analysis to Answer the Second Research Problem To answer the second research problem, the researcher used both
qualitative and quantitative methods. The quantitative method aimed to support the result of the qualitative method. The qualitative data was collected by
distributing questionnaire after students were taught using Fun with English. The questionnaire was used to know to what extent Fun with English can develop
students’ English speaking ability. Here, the researcher asked students to answer 29 questions based on their feeling after being taught using Fun with English. The
students were asked to give a check in the column which was appropriate with their feeling when they were being taught using Fun with English. The answer
was divided into four categories of score. The details explanation is written as follows: 4 strongly agree, 3 agree, 2 disagree, and 1 strongly disagree.
From the questionnaire, the researcher would know students’ feeling, attitude, intereste, seriousness, confidence, and motivation when they were taught using
Fun with English . The quantitative method was analyzed by employing the
38 hypothesis testing. In employing the hypothesis testing, the researcher was helped
by a person who have already mastered about this fields. The researcher was also helped by a calculator Casio fx-3600P in obtaining the data.
E. Research Procedure 1. Plan
