Judul skripsi : The Use Of Identity Card To Improve Speaking Skills Of The Seventh Grade Students Of Mts Muhammadiyah 01 Cekelan In The Academic Year Of 2016/2017 - Test Repository
THE USE OF IDENTITY CARD TO IMPROVE
SPEAKING SKILLS OF THE SEVENTH GRADE
STUDENTS OF MTS MUHAMMADIYAH 01 CEKELAN
IN THE ACADEMIC YEAR OF 2016/2017
Graduating Paper
Submitted to the Board of Examiners as a Partial Fulfilment
of the Requirements for the Degree of SarjanaPendidikan(S.Pd)
in English Education Department Teacher Training and EducationFaculty
State Institute For Islamic Studies (IAIN) of Salatiga
By:
NUR INAYAH
11312114
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF
SALATIGA
2017
MOTTO
“MAN SHABARA ZHAFIRA” ( The calm person will get their dream )
“Ali bin Abu Thalib” “IF THERE IS A WILL SO THERE IS A WAY”
(Elan Dwi W)
DEDICATION
I dedicate this graduation paper to :
1. My beloved parents ( Tumijan and Warti) thank you very much for everything. May Allah always love you and give you happinesevery where you are. I love you so much.
2. My beloved husband (Muhammad Rifak’i) and My Son ( Muhammad FaqihArfa Abdullah) I love you so much.
3. My beloved sisters ( Haryanti, Harsini, Aminatun, and Siti NurAisyah ) and My elder brother in law. Thank you so much for your support. I love you all.
ACKNOWLEDMENT Alhamdulillahirobbil’alamin, Fisrt and foremost, I deliver the greatest attitude to Allah Almighty for the Blessing and Mercy Who has led me finish my graduating paper, peace and blessing to the Allah’s Messenger, Muhammad SAW. However, this graduating paper will not be finished without supports, advices, help and encouragements from some people and the institution. I would like to say thanks to :
1. Dr. RahmatHariyadi, M.Pd as the Rector of IAIN Salatiga, thank you for the time I spent for studying in IAIN Salatiga
2. Suwardi, M.Pd as the Dean of Teacher Training and Education Facultyof IAIN Salatiga
3. Noor Malihah, Ph.D as the Head of English Educational Department
4. Ruwandi, S.Pd. MA as my graduating paper counselor, who has educated, supported, directed and given the writer advice, suggestion and recommendation from this graduating paperfrom beginning educating until the end
5. All of my lecturers in IAIN Salatiga, thanks for teaching me and giving a lot of their worth knowledge to me along my study in this Institute
6. All official staffs of IAIN Salatiga
7. My beloved parents ( Tumijan and Warti) thank you so much for everything. May Allah always love you and give you happiness in every where you are. I love you so much
8. My beloved husband (Muhammad Rifak’i) and My Son( M. F. Arfa A)thank you for your kindness, support and pray
9. My beloved sisters ( Haryanti, Harsini, Aminatun, and SitiNurAisyah ) and My elder brother in law. Thank you so much for your support. I love you all
10. My closes friends ( Rifka, Nana, Kimta, Restu) thank you for being my friend.
11. The big family of IMM Kota Salatiga
12. My teachers and friends in Islamic Boarding school AN NIDASalatiga
13. The big family of MtsMuhammadiyah 01 CekelanBoyolali Salatiga, August28
nd
2017 Nur Inayah
TABLE OF CONTENTS TITLE........................................................................................... i DECLARATION
………………………………………………. ii
ATTENTIVE COUNSELOR’S NOTES……………………... iii
STATEMENT OF CERTIFICATION……………………….. iv
MOTTO
…………………………………………………………. v
DEDICATION
………………………………………………….. vii
ACKNOWLEDGMENT
………………………………………. viii
TABLE OF CONTENTS
………………………………………. ix
LIST OF TABLES
……………………………………………… x
ABSTRACT
…………………………………………………….. xi
CHAPTER I: INTRODUCTION
……………………………… 1
A. Background of the Research …………………………. 1
B. Problem ofthe Research ……………………………… 5
C. Objective of the Research …………………………….. 6
D. Significance of the Research ………………………….. 6
E. Limitation of the Research …………………………….. 8
F. Hypothesis of the Research …………………………….. 8
G. Definition of the Key Terms …………………………... 9
H. Outline of the Graduating Paper ……………………….. 10
CHAPTER II: UNDERLYING THEORIES
…………………... 12 A.Speaking
……………………………………………….. 12
1. Definition of speak ing …………………………...12
3. Teaching speaking …………………………….. 16
B. Minimum passing grade ………………………………. 26
C. Teaching medium …………………………………….. 32
D. Identity card ………………………………………….. 35
CHAPTER III : RESEARCH METHOD
…………………….. 37
A. Research setting ………………………………………. 37
B. Research methodology ………………………………… 45
C. Research subject ……………………………………….. 46
D. The procedure of the research …………………………. 46
E. Research instrument ……………………………………. 49
F. Data collection method …………………………………. 50
G. Evaluation rubric ……………………………………….. 52
H. Minimum passing grade ……………………………….. 52
I. Data analysis ……………………………………………. 54
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION .57 A. Profiles of School
……………………………………… 57
B. Profiles of Research Subject …………………………… 58
C. Data Analysis ………………………………………….. 58
1. Process of Observation ………………………… 58
2. Pre-test and Mean Score of Pre-test I ………….. 62
3. Post-test and Mean Score of Post-test I ………… 66
4. Standard Deviation of Cycle I ………………….. 69
5. Calculated of T-test Values …………………….. 72
7. Post-test and Mean Score of Post-test II ……….. 76
8. Standard Deviation of Cycle II ………………… 78
9.Calculated of T-test Values ……………………. 81
D. Discussion …………………………………………….. 82
CHAPTER V : CLOSURE
…………………………………….. 107
A. Conclusion ……………………………………………. 107
B. Suggestions …………………………………………… 108
REFERENCES APPENDICES
LIST OF TABLES
Table 3.1 The Condition of Teacher and Staff ………………………….. 39Table 3.2 The Facilities of School ………………………………………. 40Table 3.3 The Distribution of Class ……………………………………… 43Table 3.4 List of Students ………………………………………………... 44Table 3.5 Process Observation Sheet …………………………………….. 50Table 3.6 The Scoring Rubric of Spe aking ………………………………. 52Table 4.1 The Data of Pre- test I ………………………………………….. 64Table 4.2 Criteria of Students’ Achievement of Pre-test I ……………….. 65Table 4.3 The Data of Post- test I …………………………………………. 67Table 4.4 Criteria of Students’ Achievement of Post-test I ……………… 68Table 4.5 Differences of Pre-test and Post-test I………………………… 70
Table 4.6 Data of Pre-test II……………………………………………… 73
Table 4.7 Criteria of Students’ Achievement of Pre-test II ……………… 75Table 4.8 The data of Post-test II………………………………………… 76
Table 4.9 Criteria of Students’ Achievement of Post-test II ……………... 77Table 4.10 Differences of Pre-test and Post-test II………………………. 79
ABSTRACT
Inayah, Nur2017.The Use of Identity Card To Improve Speaking Skills of The Seventh Grade of MtsMuhammadiyah 01 Cekelan In The Academic Year of 2016/2017.Graduating paper. English Educational Department of Teacher Training and Educational Faculty State Institute for Islamic Studies (IAIN).
This resear ch aims at improving stdudents’ Speaking skills using identity card seventh grade students of MTs Muhammadiyah 01 Cekelan in the academic year of 2015/2016. The objectives of thisresearch is 1. Todescribe the process of teaching speaking using identity card, 2. Tofind out the improvement in teachingspeaking using identity card, 3. Tofind out the significant improvement of teaching speaking using identity card. The methodologyof the research was classroom action research which consist of two cycles. The number of the students in this research was 24 students. In completing the research, the writer used observation sheet, documentation and spoken test as the instrumentsof collecting data. By conducting classroom action research, it was found that 1. The process is good enough, 2. The stude nt’s speaking skills is improved, 3. The improvement is significant. In the cycle I the mean of post test is 47.33 is low than the KKM so writer should continue the research. The result of this research showed that the findings in cycle II was higher that the KKM (Minimum MasteryCriterion) of MTs Muhammadiyah 01 Cekelan on score 60 in the academic year of 2016/2017. The mean of score of post test in cycle II was 63.5. Based on the result of this research, it could be concluded that the use of iden tity card improved student’s speaking skills of the seventh grade students of MTs Muhammadiyah 01 Cekelan in academic year of
2016/2017. Key Words: Speaking Identity card, medium
CHAPTER I INTRODUCTION A. Background of the Research In the nature of language teaching and learning was describe that the first is teaching speaking and then is listening, writing and reading next. (Lado, 1964: 50). Language is a direct process. (Hutchin and Waters 1987: 128) In this case, the writer
focuses on speaking skills. Speaking is language skill that is very important. It is the first macro skill that has to be mastered by people. In this case, people are always speaking to communicate.
People show everything in their minds by using some expression to speak, laughing, crying or angry, they can be express easily in speaking.
One of the problems faced by the seventh grade students of MTs Muhammadiyah 01 Cekelan Boyolalii speaking skills. According to the interview
th
held on 20 of February 2017 with one of the students, She is Sitiarya. The writer asked some questions to the teacher, the question are about general condition in teaching learning process of English material especially in speaking subject, about the students and their participation and also the strategy that use by the teacher in speaking. She said that English is the most difficult lesson because she can not speak well and do not know the meaning. So she can not enjoy in the learning process at class. According to the writer ’s experience when she was studying English, speaking is the most difficult part for the students..
The habit to speak English by dialogue with their friend is effective way to practice students speaking skill in the classroom. By this activity in the learning process, they will have more motivation and more confidence to speak each other, to ask and answer the question from the teacher or other friends. In addition, they have applied what they read, listen, see, and comprehend the knowledge or material. Certainly, It support them to speaking easy periodically.
Because, speaking becomes problem for the second grade students of MTs Muhammadiyah 01 CekelanBoyolali, the writer solve the problem the teachers need to use an appropriate methods and a media in teaching and learning process which make the students interest and anthusiastic.
Over all of above, the writer is interested in carrying out a research dealing with the speaking ability in learning and teaching process by doing classroom action research through
Based on the reason above, the writer carry out a research with a title : THE USE OF IDENTITY CARD TO IMPROVE SPEAKING SKILLS OF THE SEVENTH GRADE STUDENTS OF MTS MUHAMMADIYAH 01 CEKELAN IN THE ACADEMIC YEAR OF 2016/2017.
B. Problem of the Research
The main research problem of the study is “how the application of using identity card in teaching speaking”. In order to answer this question, the writer arranges some subsidiary questions follows:
1. How is the process of teaching and learning speaking skills of the seventh grade students of Mts Muhammadiyah 01 cekelan in the Academic year of 2016/2017 by using identity card?
2. How far is the improvement of speaking skills of the seventh grade students of Mts Muhammadiyah 01 cekelan in the Academic Year 2016/2017 by using identity card?
3. How far is the significant improvement of the seventh grade students of Mts Muhammadiyah 01 cekelan in the Academic Year of 2016/2017by using identity card?
C. Objective of the Research
The writer conducts a research in seventh grade Mts Muhammadiyah 01 cekelan in academic year 2016/2017. She is using identity card to improve speaking and writing skills.
Based on the statement of the problem above, the objective of the study is as follows:
1. To describe the process of teaching speaking using identity card in seventh
2. To find out the improvement of students’ speaking skill after implementation of the identity card in seventh grade students Mts Muhammadiyah 01 cekelan in academic year 2016/2017.
3. To find out the significant improvement of students’ speaking skill after implementation of the identity card in seventh grade Mts Muhammadiyah 01 cekelan in academic year 2016/2017.
D. Significance of the Research
The writer hopes that result of the research inform about the students’ speaking mastery. The writer hopes that the research of the use identity card in teaching and learning speaking skill will be beneficial for teacher and students.
a. For the writer This research can help the writer to find out a way and the best method of teaching learning speaking.
b. For the students This classroom action research is aim to:
1) Enhance learner motivation in learning 2) Improve the student confidence to speak English
4) Improve the achievement result of student’s speaking ability.
c. For the teacher This research contributes to: 1) Increase the teacher to design learning strategies more effectively.
2) Make better professional teacher 3) More confidence to develop their knowledge and skill
d. For the school This research is useful to :
1) To be used as reformation in education 2) Can be used to fix method in the learning process 3) Can increase output of school quality
E. Limitation of the Research
This research is focusing on ability in speaking skill. The subject of the research is the first year students ’ of Mts Muhammadiyah 1 Cekelan. The writer focused on the process of teaching that is enjoyable and interesting using the Identity card. She chose the role play to be applied in teaching at the students to be more active in the class. By conducting an enjoyable teaching and learning process for Students.
F. Hypothesis
The hypothesis is an essential research device that gives a focus to the investigation and permits writers to reach probability conclusions (best, 1981:26).
Based on the statement problem above, the writer takes hypothesis: there is improvement of the stud ents’ speaking skill by using “identity card” in the seventh grade of Mts Muhammadiyah 01 cekelan in academic year 2016/2017.
G. Definition of the Key Terms
The significance key terms of the research is go on facing to improving speaking skill by using “identity card”:
1. Identity card Identity card is card include an information of someone. (Oxford learner’s pocket Dictionary, 2011:218).
2. I mproving students’ speaking skill Improve is changing an bad conditional to more better condition or situation. (Pei, 1974:483).
Student is people who take a knowledge. (Hornby,1974:859). Speak is produce of language in usually, is not a singing. Meanwhile
Skill is ability to do something well (Oxford learner’s pocket Dictionary, 2011:414).
Speaking skills that increase a speech orally. (Orwig:1991)
H. Outline of the Graduating Paper
In order to have guidance for writer in writing the graduating paper, the writer needs to set up the organization of the graduating paper writing as follow: Chapter I, the introduction describe of background of the research, the problem of the research, the purpose of the research, the significance of the research, the limitation of the research, the definition of the key term, outline of the graduating paper.
Chapter II the writer show some related theories, such as theoretical foundation and research hypothesis, which consist of the meaning of speaking, Chapter III describes about general situation in MTs Muhammadiyah
1Cekelan, Boyolali. It also describes geographical place, the profile of teachersand students, and the condition of the infrastructure, research methodology.
Chapter IV explains about the data analysis of the interpretation that discusses the result of the test. Chapter V is closure, it contains of the conclusions and suggestion.
CHAPTER II UNDERLYING THEORIES A. Speaking
1. Definition of speaking
Speaking is direct language that use to describe meaning so the partner understand what the speaker says. (Cameron 2001: 40). It determined speaking is same with understanding people communicate. To make an conversation people no matter learn grammar to improve their talk. (Thornbury 2005: 231).
Speaking is an important thing in language learning. It needs the people makes the hearer understand. It need speaker to describe the meaning to others.
(Spratt, Pulverness, & Williams, 2005). Speaking is about finding idea by speak to other people which is need people understanding.
2. Aspects of Speaking Skill
In learning speaking , there are some factors that improve students to doing practice in speaking skill beside input factor that comes from listening session. According to Brown (2004:142) has broken down both micro-skills and macro-skills of speaking. The microskills refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units. The function, style, cohesion, nonverbal communication, and strategic options. The micro- and microskills total roughly 16 different objectives to assess in speaking: a. Micro-skills
1) Make differences among the English phonemes and allophonic variants.
2) Make chunks of language of different length. 3) Produce English stress pattern, word in stressed and unstressed positions, rhytmic structures, and intonation contours.
4) Produce reduces forms of words and phrases. 5) Use an adequate number of lexical units (words) in order to accomplish pragmatic purposes.
6) Produce fluent speech at different rates of delivery. 7) Monitor your own production and use various strategic device - paused, fillers, self corrections, backtracking- to enhance the clarity of the message. 8)Use grammatical words classes (noun, verb, etc.), system (e.g., tense, agreement, pluralization), word order, pattern, rules, elliptical
9)Produce speech in natural constituents
- –in appropriate phrases, pause groups, breathe groups, and sentence constituents. 10) Express a particular meaning in different grammatical forms. 11)Use cohesive devices in spoken discourse.
b. Macro-skills 1) Accomplish appropriately communicative functions according to situations, participants and goals.
2) Use appropriate registers, implication, pragmatic conventions, and other linguistics features in face to face conversations.
3)Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification. 4) Convey facial features, kinetics, body language, and other nonverbal cues along with verbal language to convey meanings.
5) Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing providing a context for interpreting the meaning of words, appealing for help, accurately assessing how well your interlocutor understand you.So, the speaking grammar or fluently in communicating but also the circumstances that the speaker and hearer have. To gain meaningful communication, it is needs both the speaking competence and performance.
3. Teaching Speaking
According to Brown (2004: 140), in productive performance, the oral or written stimulus must be specific enough to elicit output within an expected range or performance such that scoring or rating procedures apply appropriately. In teaching speaking, the instructor need: a. Types of Classroom Speaking Performances
In teaching speaking counted relation to make dialogues in interactive classroom. The speaking exhibition has any steps begin from the low exhibition to the highest. According to Brown(2004: 271-274) mentions and explains six categories of classroom speaking performance; 1) Imitative
This category goes for the skill of the students to imitate some of language.
2) Intensive
This category goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspects of language. 3) Responsive
This category is when students can response what the teacher do. Students should answer what teacher ask and do when teacher give the task.
4) Interpersonal Interpersonal is that students can make a good environment in the class.
5) Extensive (monologue) This category is when student wants to have good skills, they have study hard with make summarize, or make exercise by herself.
b. Aspect of classroom speaking performance According to Hornby (1995:318) Speaking is produce of words in directly , statement, understand, expressing one in words, making speech. There are some component to make fluent of speech, there are vocabulary, pronunciation, grammar fluency and comprehension.
1) Grammar
2) Vocabulary Vocabulary is word that have we know to produce a sound. People need a word to produce a sound in their communication to other.
3) Comprehension Comprehension is refers to the balance of the communication, if someone speak and the other people must be know what the speaker says. If they cannot know what speaker says the hearer cannot response what they speak.
4) Fluency Fluency is the ability to process language speedily and easily. Fluency develop way do this is to use preassembled chunks of language. (Harmer 1999: 93).
In speaking English, sometimes fluency is more important and initial goals in a language rather than accuracy.
5) Pronunciation According Thornbury (2005:128-129) pronunciation refers to the student’s ability to produce comprehensible utterances to fill the task requirements. Wrong pronunciation may cause misunderstanding or people involved in a conversation are offended.
6) Task
According Brown (2004:173) task is one of the oral proficiency scoring categories. It is about how far the other people can be effectively in most formal and informal communication on many topics.
Table 3.5 The Scoring Rubric of SpeakingNo Component
5
4
3 2 `1
1 Grammar
2 Vocabulary
3 Comprehension
4 Fluency
5 Pronunciation
6 Task Grammar: Able to use the language accurately on all level pertinent to professional needs.
Vocabulary : Can understand and participate in any conversation. Comprehension : Can understand any conversation within the range of experience.
Fluency : Able to use the language fluently on all levels normally pertinent to professional needs.
Pronunciation : Error in pronunciation are quite rare. Task : Would rarely be taken for a native speaker but can respond appropriately even in unfamiliar situation.
1 : Poor: 0-45
3 : Good: 66-78 4 : Very Good: 79-88 5 : Excellent : 89-100
c. Classroom Speaking Activities According to Hammer (2001:271-275), there are many o classroom activities which are currently used in teaching and learning speaking. Those activities that mostly used are:
1) Acting from script It is speaking activity where the students are asked to act out scene from plays and/or their course books or act out from dialogues they have written themselves and this activity frequently involve them coming out to the front of the class or sometimes filming the result.
2) Communication game Many games can be use to learning for example circle chat, funny games, and seriously games. (Fauziati 2005: 130-132).
3) Discussion Group discussion consist more than two people. The purpose is to enhance of group discussion is to improve fluency, and rules is enable to function as a direct communication. (Fauziati, 2005: 134).
4) Prepared Talks
Student present a material that have given by teacher. By prepared talks students more confidents because they have prepare their talk before presented.
Prepared talks just showed what making before and more interesting for the speaker and the hearer. (Harmer, 2001: 274).
5) Questionnaires Student make a questionnaires match with the topic. Teacher as then reference
, they assist student in making process. the product of questionnaires is printed out, deliberation or arrangement talks.(Harmer, 2001: 274).
6) Simulation and Role Play Student simulate a real-life encounter as if they were doing so in the real world. Simulation and role play can be used to encourage general oral fluency, or to train students for specific situation. (Harmer, 2001: 274). Role -play is making condition in theatrical troupe, or in a part, simply acting out dialogues, but also in part relabeling objects and learner in the room prepare for imaginative role playing (Fauziati, 2005: 127).
B. Minimum Passing Grade
To increase students level in studying a lesson, teacher should be determine the minimum score. The score to describe of students improvement in learning process. Normally minimum passing grade is set up before learning teaching process begin.
In teaching learning process teaching medium usually call as instructional material, audiovisual communication, visual education, and educational technology.
According to Bruner (1966:10-11) as quoted by Arsyad learning modus has three level :
1. Enactive If teacher give a word the students practice what the teacher say.
2. Iconic A word learn by image or picture or film, students can imagine and learn by image or picture.
3. Symbolic When students hear about a word they can compare with the real thing.
a. The function of medium in learning there are four function of medium in learning: 1) Attention : to make students focus in activity 2) Affective : in order to enjoy in learning teaching process by see the picture 3) Cognitive : to deliver the message more effectively.
4) Compensatory : to make students balance it the teaching learning activity.
b. The Importance of Media in the Classroom
Media is a tool to facilitate classroom activity. So, teaching learning process will be more effective and efficient.
There is group of media used to facilitate in learning teaching process.
1) Print out media ( news paper, card, photo) 2) Show media
3) Overhead transparancies 4) Audiotape record 5) Slide series and filmstrip 6) Multi-image serve 7) Video record and live film 8) Computer
C. Identity Card
Card is piece of stiff paper that inform of someone identity. Card is one of print out media that can use as medium in learning process. From the identity card we can get any information of someone include date of birth, full name, address .
Identity card is card with your name, photograph, etc. on it that proves who you are (Oxford learner’s pocket Dictionary, 20011:218).
CHAPTER III RESEARCH METHOD In this graduation paper, the writer has to collect data from the objects of
research that called informants. This research was conducted at MTs Muhammadiyah 1 Cekelan, Boyolali.
A. Research Methodology
Classroom action research is a term used to find out the best method and technique in classroom, so the students achieve a significant improvement from their learning. (Arikunto ,2006: 57). This kind of investigation also known as the research conducted by the teacher as the researcher in a classroom or in a school, place the research is conducted with a purpose in improving the teaching learning process. This kind of research has three main important aspect (Faradila 2012: 38) :
1. Research Activity in observing the research object by using someone method and technique to get an useful data or information to improve the quality of teaching learning process.
2. Action The term of changing old method with the newest one that focus in a purpose
3. Classroom A group of students of research object.
B. Research Subject
The subject of this research is the students of Mts Muhammadiyah 1 Cekelan Boyolali. The writer has been conducted in researcher was conducted at Mts Muhammadiyah 1 Cekelan Boyolali. The subject of this research specifically was the seventh grade students that consist of 29 students in the academic year 2016/2017.
They were choosen by the researcher based on the purpose of the research.
D. The Procedure of the Research
There are two cycles in this activity look into and each cycle there are twp research and in each cycle there are two meeting.
1. Planning The exercises of the arranging are:
a. Getting ready material, making lesson arrangement and composed the progression in doing activity.
b.
Setting up the rundown of students’ name.
c. Getting ready showing help (Color pens, shading boards) e. Setting up a test
2. Action
a. The instructor giving pre-test
b. The instructor shows speaking by utilizing identity card
c. The teacher gives short clarification and aides the understudies to learn, practice, and do the activities.
d. The educators offers chance to the understudies to ask any challenges or problems.
e. The teacher request students orally check the students’ understanding f. The instructor surveys materials and gives the understudies a few assessments.
g. The instructor gives the understudies a few assessments including materials that are not utilized as a part of the examination; it is utilized to know understudies' understanding. Written in the white board as indicated by teacher's instruction.
h. The instructor gives posttest in the last meeting in each cycle
1. Observation Observation is one of the instruments which are utilized as a part of gathering information. As a logical technique, observation can be methodically used to watch and note the majority of the wonders researched like the students' inclination, considering and something they do during the time spent showing getting the hang of talking. The teacher as the researcher watches all exercises in the instructing and learning process. The instructor likewise makes a helpful climate in the classroom and tries community endeavors to investigate educating conceivable outcomes. It is proposed to make the understudies' inspiration in learning. For instance by offering encourages to the understudies and having diverting thing in save time in the class.
2. Reflection Reflection is a movement in communicating of experience that had by educator as the self-assessment. The instructor mentions an assessment based on the objective fact to discover the shortcomings of the exercises that have been done in utilizing Identity card in educating talking. The shortcomings can be refined in the following cycle; with the goal that at long last it can be resolved how powerful can enhance the strategy of instructing talking.
The researcher analyze the result of the observation. She assesses the showing learning process amid execution of the activity by recognizing the field notes which gives pre test before she begins to show utilizing character card. It is given in the start of cycle 1 and cycle.
The post test is given toward the finish of activity in cycle 1 and cycle II. In light of the information assessment, the scientist can make a self appearance in doing the activity. The information from the test will likewise indicate whether the understudies' talking aptitude enhance or not.
E. Research Instrument
In this research the researcher used two kinds of research instrument, as follow:
1. Test According to Brown (2004: 3) The test is a tool to measure person ability in knowledge or performance in a certain domain. In this research test used by the researcher to analyze and measure students' competence especially their cognitive
st
skills. The test will conducted in every cycle, there are the pre-test, 1 cycle test and the post test.
2. Observation Observation is a logical device and the strategy for information gathering
(Kothari, 2004). The observation in this research is used to gathering information
F.Data Collection Method
There are some technique to collect the data collections in this research, they are:
1. Observation Observation a significant character for supporting teacher in teaching learning process. Observation used to supervising the students activity in teaching learning process. Displacement on the students interest, support and changing in good value in learning process.
Table 3. 5 Process Observation Sheet
No Process Distribution Excellent Good Fair
1 Teacher provides the material.
2 Teacher makes some inquiry to student.
3 Students answer teacher questions.
4 Teachers clarify the students reply.
5 Students focus instructor's clarification.
6 Teachers disclose how to talk effectively.
7 Teacher acquaints character card with students.
8 Teacher join talking and personality card .
Teacher asks the students troubles.
10 Students comprehend the teacher's clarification.
11 Students practice to talking use personality car.
12 Students wind up plainly dynamic in the classroom.
13 Students overcome to talk.
14 Students appreciate and upbeat in learning process.
2. Pre-test and Post-test The pre test is conducted by the researcher to know how far students' speaking ability in the beginning of meeting. The pretest is used by the researcher to build a beneficial planning in conducted the main cycle or the phase action in action research. The post test is conducted due to a reason as a comparator in students speaking skill. The post test is conducted at the end of the cycle and compare with the result on the pre test and firs test.
3. Documentation Hopkins (1993:140) Documentations is kind of data collection method in a curriculum and other educational concern can build rationale and purpose interesting ways. The utilization of such material can give foundation data and understanding transcript, affinity, official authoritative paper, material and so on this technique used to know the contingent of understudies and instructor, structure of association, profile and area of school.
E. Data Analysis
The writer conduct the action research of the implementation of guided question method to improve students writing skill of recount text in MTs Muhammadiyah 01 cekelan. To analyzing data, there are two ways to analyze the data, they are:
1. Statistical technique According to Siregar (2010:2) Descriptive technique analysis used to know students improvement and their attention looked from the result of the pre-test and post-test. The researcher calculate the analysis as followed:
a. Mean Mean is aver age from division between sums of student’s scoring a total number of respondents. The formula is:
∑
N : Number of Score
∑: Sum or Add b. Calculate Standard Deviation SD
√∑
- ∑
SD : Standard Deviation ∑
:Number of Quadrate deviation N : Subject
c. T-Test
∑
2. Descriptive technique A descriptive technique is purpose as knowing motivation, attracted, and character of the students in teaching learning process. The writer used a observation sheet as a tool to describe the activity that have been doing in the class.
F. Minimum Passing Grade To make certain about the minimum passing grade the writer use a table.
Table 3.6 Minimum Passing Grade TableStandarization and Examine value precentage
High Medium Low Difficulty <65 65-79 80-100
High Medium Low Instrument support 80-100 65-79 <65
High Medium Low Intake of student 80-100 65-79 <65
Examine value Criteria High Medium Low
Difficulty
1
2
3 High Medium Low Power support
3
2
1 High Medium Low Intake of student
3
2
1 The score of minimum passing grade must be rounded number.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION In this research, the writer would like to analyze the data gathered from the
action research activities. The data was obtained from the teaching learning process and evaluation. The analysis is to measure students speaking skill improvement in teaching learning process. In this research, the data consist of data presentation and analyze.