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IMPROVING STUDENTS’ SPEAKING SKILL
THROUGH FOCUS GROUP DISCUSSION (FGD)
TECHNIQUE
(A Classroom Action Research for the Second Grade
Students of SMPN 2 MERTOYUDAN in the Academic
Year of 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd) English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
ISTI WULAN KHOSIDAH
NIM. 113-13-147
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2017
ii
DECLARATION
“In the name of Allah the Most Gracious and the Most Merciful”
In the name of Allah,
Hereby, the researcher declares that this graduating paper is written by the
researcher herself. This paper does not contain any materials which have been
published by other people; and it does not cite any other people‟s ideas except the
information from the references.
The researcher is capable to account her graduating paper if in the future it
can be proved of containing others‟ idea or in fact that the researcher imitates the
others‟ graduating paper. Likewise, this declaration is written by the researcher to
be understood.
Salatiga, August 25th
2017
The researcher,
IstiWulanKhosidah
113-13-147
iii
Salatiga, August 29th
2017
Mashlihatul Umami, S.Pd.I, M.A
The lecturer of English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR‟S NOTE
Case: Isti Wulan Khosidah‟s Graduating Paper
Dear,
Dean of Teacher Training and Education
Faculty
Assalamu’alaikum Wr. Wb
After reading and correcting Isti Wulan Khosidah‟s graduating paper entitled
“IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS
GROUP DISCUSSION (FGD) TECHNIQUE (A Classroom Action Research
of the Second Grade of SMPN 2 MERTOYUDAN in the Academic Year of
2016/2017)”, I have decided and would like to propose that this paper can be
accepted by the Teacher Training and Education Faculty. I hope this paper will be
examined as soon as possible.
Wassalamu’alaikum Wr. Wb.
Counselor,
Mashlihatul Umami, S.Pd.I, M.A
NIP. 19800513 200312 2 003
iv
A GRADUATING PAPER
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH FOCUS
GROUP DISCUSSION (FGD) TECHNIQUE
(A Classroom Action Research for the Second Grade Students of SMPN 2
MERTOYUDAN in the Academic Year of 2017/2018)
WRITTEN BY:
ISTI WULAN KHOSIDAH
NIM: 113 13 147
has been brought to the board of examiners of English Education Department of
Teacher Training and Education Faculty at State Institute for Islamic Studies
(IAIN) Salatiga on September 15th
, 2017, and hereby considered to complete the
requirements for the degree of Sarjana Pendidikan (S.Pd.) in English Education
Department of Teacher Training and Education Faculty.
Board of examiners
Head : Noor Malihah, Ph.D
Secretary : Mashlihatul Umami, M.A
First Examiner : Hammam, Ph.D
Second Examiner : Sari Famularsih, M.A
Salatiga, September 15th
, 2017
Dean of Teacher Training and
Education Faculty
Suwardi, M.Pd.
NIP. 19670121 199903 1 002
v
MOTTO
﴾٦﴿ إِنَّ َمَع اْلُعْسِر ُيْسًرا﴾٥﴿ُيْسًرا َفإِنَّ َمَع اْلُعْسِر
“Karena sesungguhnya sesudah kesulitan itu ada
kemudahan. Sesungguhnya sesudah kesulitan itu ada
kemudahan.”
(QS. Al-Insyirah: 5-6)
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DEDICATION
This graduating paper is dedicated to:
1. My beloved mother (Kartini) and Father (Ismail), thanks for your all of the
prayer, struggle and support.
2. My beloved brother (Joko) and sister (Sani), thanks for your motivation
and support.
3. My beloved best friend (Lia Anggraeni, Siti Muzaiyanah and Sawitri),
thanks for your help, motivation and support.
4. My big family in Najma (Endang, Sugiarti, Naba ul Kusna, Muntoyah,
Alfida and Ainul), thanks for your help, motivation and support.
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ACKNOWLEDGEMENT
In the name of Allah, The Most Gracious and The Most Merciful, The Lord
of Universe. Because of Him, the researcher could finish this graduating paper as
one of the requirement for Sarjana Pendidikan in English Education Department
of Teacher Training and Education Faculty of State Institute for Islamic Studies
(IAIN) Salatiga.
Secondly, peace and salutation always be given to our prophet Muhammad
SAW who has guided us from the darkness to the lightness. However, this success
would not be achieved without supports, guidances, advices, helps, and
encouragements from individual and institution, and the researcher somehow
realize that an appropriate moment for me to deepest gratitude for:
1. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic
Studies (IAIN) Salatiga
2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph. D. as the Head of English Education Department
4. Mashlihatul Umami M. A., as a counselor who has educated, supported,
directed and given the researcher advices, suggestions, and
recommendations for this thesis from beginning until the end.
5. All of the lecturers in English Education Department. Thanks for your
education
6. All of the staffs who have helped the researcher in processing of
graduating paper administration.
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7. Mr Aziz Amin Mujahidin, M. Pd as the Headmaster of SMP N 2
Mertoyudan.
8. All of teachers and students, especially for my teacher counselor Mrs.
Ninik Satriyati, S. Pd., thanks for your kindness, help, guidance and
advice.
9. Mrs. Rindarti, S. Pd as the English teacher of second grade SMP N 2
Mertoyudan, thanks for your help.
10. Students of VIII F SMPN 2 Mertoyudan, thanks for their cooperation
during the teaching learning process.
11. My beloved family, especially my parents and my sister also my brother
who always support and advise me.
12. My best friends (Lia, Muza, Sawitri), thanks for being by my side for your
support and success for you all.
13. All friends in wisma Najma, Najwa, Safira and Zahra.
14. All of my close friend who I could not mention one by one.
15. All of my friend in IAIN Salatiga, especially for English Department in
the cohort of 2013, from A until E class whose names cannot be
mentioned one by one, thanks for being my friends.
16. The big family of LDK and Mahasiswa Al Khidmah Kota Salatiga.
Thanks for everything.
Finally this graduating paper is expected to be able to provide useful
knowledge and information to the readers. Moreover, the researcher is pleased to
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accept more suggestions and contributions from the readers for the improvement
of the graduating paper.
Salatiga,August 25th
2017
The researcher,
Isti Wulan Khosidah
113-13-147
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ABSTRACT
Khosidah, Isti Wulan. 2017. IMPROVING STUDENTS‟ SPEAKING SKILL
THROUGH FOCUS GROUP DISCUSSION (FGD) TECHNIQUE (A
Classroom Action Research of the Second Grade of SMPN 2
Mertoyudan in the Academic Year of 2017/2018). Counselor:
Mashlihatul Umami, M.A.
Keywords: Focus Group Discussion (FGD), Improving Speaking Skill
The researcher conducts the study to increase the students‟ speaking skills through
Focus Group Discussion (FGD). The aim of this research are (1) to find out
whether the implementation of Focus Group Discussion (FGD) technique can
improve students‟ speaking skill or not and (2) to find out how far the use of
Focus Group Discussion (FGD) technique improves students‟ speaking skill for
the second grade students of SMPN 2 Mertoyudan. The research design of this
study is Classroom Action Research. It includes two cycles; each cycle consists of
planning, action, observation and reflection. The subjects of the research are 33
students in the second grade of SMPN 2 Mertoyudan. The result of this research
shows that there is an improvement of students‟ speaking skill using Focus Group
Discussion (FGD) technique. It can be seen from T-test calculation in cycle 1 is
13.05 and cycle 2 is 6.31. The improvement of the study is showed when the
researcher conducts cycle 2. The passing grade is 76, and the target of the passing
grade is 80%. The result of the post-test of cycle 2 is 100% from students. All of
students can pass the passing grade, so the researcher stops the study. This
indicates that by applying focus group discussion technique, the speaking skill of
students can be improved.
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TABLE OF CONTENTS
TITLE ......................................................................................................... i
DECLARATION ...................................................................................... ii
ATTENTIVE COUNSELOR NOTE ....................................................... iii
STATEMENT OF CERTIFICATION ..................................................... iv
MOTTO .................................................................................................... v
DEDICATION ......................................................................................... vi
ACKNOWLEDMENT ............................................................................ vii
ABSTRACT .............................................................................................. x
TABLE OF CONTENTS ......................................................................... xi
LIST OF FIGURES ............................................................................... xiii
LIST OF TABLES ................................................................................. xiv
LIST OF CHARTS ................................................................................. xv
CHAPTER 1 : INTRODUCTION
A. Background of the Research .......................................... 1
B. Statement of the Problem .............................................. 4
C. Objectives of the Study ................................................. 4
D. Limitation of the Study ................................................... 5
E. Benefits of the Study ..................................................... 5
F. Definition of the Key terms ............................................ 6
G. The Outline of the Research ............................................ 7
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CHAPTER II : THEORETICAL FRAMEWORK
A. Review of Previous Research.......................................... 9
B. Focus Group Discussion (FGD) .................................... 12
C. Speaking Skill ............................................................. 19
CHAPTER III : METHOD OF RESEARCH
A. Setting and Time of Research ....................................... 28
B. The Subject of the Research .......................................... 30
C. Method of Research ...................................................... 32
CHAPTER IV : DATA ANALYSIS
A. Implementation of Research ......................................... 43
B. Improvement of Students‟ Speaking Skill through
Focus Group Discussion (FGD) Technique in SMPN
2 Mertoyudan ................................................................. 61
C. Analysis and Discussion ............................................... 71
CHAPTER V : CONCLUSIONS AND SUGGESTIONS
A. Conclusions ................................................................. 75
B. Suggestion ................................................................. 76
REFERENCES
CURRICULUM VITAE
APPENDIXES
xiii
LIST OF FIGURES
Figure 3.1 Cyclical Action Research Models .................................................37
xiv
LIST OF TABLES
Table 2.1 Oral Proficiency Scoring Categories Grammar ..............................25
Table 2.2 Oral Proficiency Scoring Categories Vocabulary ...........................25
Table 2.3 Oral Proficiency Scoring Categories Comprehension ....................26
Table 2.4 Oral Proficiency Scoring Categories Fluency .................................26
Table 2.5 Oral Proficiency Scoring Categories Pronunciation .......................26
Table 2.6 Oral Proficiency Scoring Categories Task ......................................27
Table 3.1 The Time of Research at SMP N Mertoyudan ...............................30
Table 4.1 The Students‟ Score of Pre-test and Post-tes in Cycle 1 .................61
Table 4.2 The Students‟ Score of Pre-tes and Post-tes in Cycle 2 ..................66
Table 4.3 Table of Data Analysis ....................................................................71
xv
LIST OF CHART
Chart 4.1 The Mean and T-Calculation of Students‟ Score ............................72
1
CHAPTER I
INTRODUCTION
This chapter contains introduction of the graduating paper which consist of
many parts that explain what will we talk about in this graduating paper. The
contains of this introduction are background of the study, research question,
objectives of the study, benefits of the study, limitation of the study, definition of
keyterms, review of previous research and the outline of the research.
A. Background of The Study
Looking at the developing science and technology in our country, the
language becomes the main point. Language can be used to support them.
Language is considered to be a system of communicating with other using
sounds, symbols, and words in expressing a meaning, idea, or thought.
Language has an important thing in human activity to interact with other
people.
There are many languages that can be used to communicate with
other people in this world. One of them is English, English is the
international language in this world. English helps people to communicate
with other people from different countries background. The final objective
of teaching and learning process is the students are expected to master
four skills of language. English has been taught since the kindergarten
level up to the university, in Indonesia, but in fact, there are many people
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especially in Indonesia cannot comprehend English well because they do
not have background about the English language yet.
According to Fauziati (2008) as quoted by Wahyuni (2013) said that
one of the ways of communication is through speaking. Most of students
get difficulties to speak English although they have a lot of vocabulary and
can write them well. The problem is they are not confident and be afraid to
make mistake when speak up.
Based on the researcher‟s interview and observation in SMP N 2
Mertoyudan, most of students in the second grade have some problems in
speaking ability. They are afraid to speak English in front of class.
Speaking becomes a difficult subject to be learnt, because students are not
accustomed to speak English. They will be nervous when speak in front of
class because they are afraid if they make some mistakes, the teacher will
be angry. They are also shy with the other friends if they speak in wrong
pronounciation.
After the researcher observed the students in several meetings, the
researcher found some factors that showed why this condition happened.
The students did not have a good motivation to speak. When they have
limited vocabulary, they would be difficult to speak in English well. The
technique that the teacher used in teaching speaking is not attractive. The
teacher asked students to come in front of the class and asked them to
speak up. This technique would make the students are afraid to speak up.
3
To make the students have strong motivation to learn English
language especially in speaking skill, the teacher should take the best
technique. In this case, the teacher uses Focus Group Discussion as
technique in teaching learning process. Focus Group Discussion technique
can help students to improve their speaking skill. Students have more self
–confidence to speak English because all of students have opportunity to
express their idea. In addition, students must not come in front of class to
speak up, as a result they are not nervous and be afraid again. According to
William (2012:56) proposes that:
“Facilitator or moderator should always remind
themselves of the potential dangers that groupthink can pose
on the outcome of FGD by ensuring fair distribution of
opportunities to all participants to voice out their perspective.
FGD participants voluntary assumption of leadership roles and
overly assertiveness should be professional discouraged.
Individual participants in FGD should be discouraged as much
as possible from socially distancing themeselves from the
others, in order not to influence or dictate indirectly the
outcome of responses ”
In Focus Group Discussion (FGD) students can analyze and
understand the selected topic that be discussed. Harmer (2001:273) stated
that some discussion just happen in the middle of lessons and can provide
some of the most enjoyable and productive speaking in language classes.
One of the best ways of encouraging discussion is to provide activities
which force students to reach a decision.
From the clarification above, the researcher is interested in
conducting the research that will generate from the problem. So, it is the
reason of why the researcher chooses the title “Improving Students‟
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Speaking Skill through Focus Group Discussion (FGD) Technique (A
Classroom Action Research of the Second Grade of SMPN 2 Mertoyudan
in the Academic Year of 2017/2018)”.
B. Research Question
Based on the phenomenon above, this research is aimed to give answers on
the following problems:
1. Is the implementation of Focus Group Discussion (FGD) technique improve
students’ speaking skill for the second grade students of SMPN 2
Mertoyudan in the Academic Year of 2017/2018?
2. How far is the improvement of Focus Group Discussion (FGD) technique for
the students’ speaking skill for the second grade students of SMPN 2
Mertoyudan in the Academic Year of 2017/2018?
C. Objectives of the Study
The purposes of the study are:
1. To find out whether the implementation of Focus Group Discussion (FGD)
technique can improve students’ speaking skill for the second grade
students of SMPN 2 Mertoyudan in the Academic Year of 2017/2018.
2. To find out the improvement of Focus Group Discussion (FGD) technique in
students’ speaking skill for the second grade students of SMPN 2
Mertoyudan in the Academic Year of 2017/2018.
D. Limitation of the Study
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This study concerns the use of Focus Group Discussion (FGD) technique to
improve students’ speaking skill. The population is the students of 8th grade
students’ of SMPN 2 Mertoyudan in the academic year 2017/2018.
E. Benefits of the Study
This research hopefully will be useful for the teachers, students and
researcher. There are the benefits of the research:
1. Theoretical benefit
The result of this research can be used as the reference for
those who want to conduct research in English teaching to build
students‟ speaking skill and create an active class by teacher. Giving
English teachers a new experience to use Focus Group Discussion
(FGD) to improve the students‟ speaking skill.
2. Practical benefit
a. For another researcher :
This research can contribute to another researcher to find
out and determining the best technique to improve students‟
speaking skill.
b. For students :
1. It can improve the speaking skill in attractive way.
2. The students more interest to speak up in every situation.
c. For the teachers :
1. This research can give additional contribution to English teachers to
develop their learning strategy with teach the speaking skill use an
attractive technique to students.
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2. This research can improve the teachers‟ ability especially about
the application of Focus Group Discussion (FGD) in teaching
speaking.
d. For the researcher
From this research, the researcher can learn some ways to give
motivation for the students to improve student’s speaking skill.
F. Definition of the Key terms
Avoiding some incorrect interpretations of this research title, it is
important for researcher to explain the key terms used. Therefore, the
researcher gives some description and explanation of the key terms to make
the reader understand the study easier.
1. Focus Group Discussion (FGD)
According to Bader and Rossi (2002:2) Focus Group is the
label given to a special type of group interview that is structured to
gather detailed opinions and knowledge about a particular topic
from selected participants.
According to Viji (2014:6) Focus Group Discussion (FGD) is a
good way to gather together people from similar background or
experiences to discuss a specific topic of interest. The group is
guided by moderator or facilitator who introduces the topic of
discussion and helps participants in the group give their idea.
According to Krueger (1988) as quoted by Sasmita and
Gurning (2012:6), Focus Group Discussion is a group discussion of
approximately 6 – 12 persons are guided by a facilitator, during
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which members of group talk freely and spontaneously about a
certain topic.
2. Speaking Skill
Brown (2004:140) defines speaking as a productive skill that
can be directly and empirically observed; those observations are
invariably colored by the accuracy and effectiveness of a test-
takers listening skill, which necessarily compromises the
reliability and validity of an oral production test.
According to Nunan (2011:68) as quoted by Puspasari
(2016), speaking is such a normal part of our daily lives that we
rarely think of all the things we need to do communicate
effectively – not, that is, unless, something is wrong. (Nunan,
2011:68).
G. The Outline of the Research
The first chapter is about introduction of background of the study, limitation
of the study, statement of the problem, objectives of the study, benefit of study,
definition of the key terms, the review of previous research and the outline of the
research.
The second chapter concerns with the theoretical framework which consists
of the general concept of teaching speaking skill and applying Focus Group
Discussion (FGD) technique.
The third chapter extends the methodology of research. It discusses
approach and type of research, the setting of research, procedure of research,
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technique of collecting data, technique of analysis data and the general situation
of SMP N 2 Mertoyudan.
The fourth chapter is the data analysis, it consists of field note of cycle
I, II and III and discussion of cycle I, II and III. This chapter explains the result
of the research.
The fifth chapter is closure which consists of conclusion of the research
and suggestion from the researcher.
The last part is bibliography and appendixes.
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CHAPTER II
THEORETICAL FRAMEWORK
H. Review of Previous Research
In this research, the writer takes review of related literature from the
other research.
Rusydina (2016) have conducted a research in line with the current
research. She conduct a research about the effectiveness of mind mapping and
group discussion to increase the students‟ speaking ability (a quasi
experimental research of the eighth grade students of smp negeri 1 bawen in
academic year of 2015/2016). She concludes that both of mind mapping and
group discussion method are effective for students‟ speaking skill of eighth
grade students in SMP N 1 Bawen in academic year 2015/2016. The
discussion method is reputed as the exact method in speaking because in
discussion the students have to try and talking about their opinion in group.
Group Discussion is the method that makes the students have to be active to
talk more. The teacher has to make the student remember about the purpose
of this method, so the students can discuss the topic and use the time
effectively.
Another research is also conducted by Riyanto (2015). He conduct a
research about improving speaking skill through small group discussion (a
classroom action research for the third grade students of vocational secondary
school pancasila salatiga in the academic year 2015/2016). In His research,
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there is statement from Kindsvatter (1996:242) “A small group discussion
divides the large classroom into small groups of students to achieve specific
objectives which permit students to assume more responsibility for their own
learning, develop social and leadership skills and become involved in an
alternative instructional approach”. The researcher said that the students have
high responsibility after they got this technique, they can think about the
importance of responsibility, it is indicated when they get a role in a group.
The students take roles to keep the discussion running well. The increasing
thing is not only students‟ responsibility but also the social connection among
others. It is proven when the students share their ideas each other, asking
something to their friends, solving the problem in a group and being
cooperative group.
Mulyo (2015) also conducts a research about the use of spontaneous
group discussion to improve students‟ skill in speaking of the eleventh year of
smk diponegoro salatiga in the student academic year 2014/2015 (a classroom
action research). In her research, the researcher concludes that
implementation of spontaneous group discussion can enhance students‟
interest in learning English especially speaking. The students‟ response is
good. They are attracted in the strategy and the media used in the class. They
feel happy and regard that English is fun during English teaching learning
process. In the process of learning using Spontaneous Group Discussion,
students more interest followed in the learning process. Students are given
freedom to express their own about the material and exercise, and also teacher
11
accompanied students in the learning in order to the group of discussion run
well. The members of group discussion more active and interactive join the
learning and want to know about new information or the material more.
Hasan (2015) also conducts a research about the use of picture and
group discussion to increase speaking skill (classroom action research of the
first grade students of smk saraswati salatiga in the academic year of
2015/2016). In his research, the reseacher concludes that the students‟
speaking skill can increase through picture and group discussion technique.
The students can be creative and great in make and retelling stories. Almost
all of students seriously pay attention to the teacher‟s explanation and active
in engaging in the learning process, such as asking question, responding
question.
Sasmita and Gurning (2012) also conducts a research about improving
students‟ achievement in writing recount text through focus group discussion
(FGD). In their research, the researchers conclude that Focus Group
Discussion is one of good method that can invite the students to be active,
have good motivation and do high activity. Many students got bored and lazy
when the teaching learning process. Because, they are said that English study
is so boring and difficult. However, the researcher invites the students to
know about focus group discussion method. So, the students have the
motivation and want to know how about focus group discussion in learning
process. Finally, the lazy students have a motivation to learn, and they have
previous learning which low score, in this moment the students that can know
12
to write especially writing recount. And all of the students got high score in
teaching learning process through focus group discussion.
I. Focus Group Discussion (FGD)
1. The Definition of Focus Group Discussion
According to Morgan (1997:12) as quoted by Gibbs (1997:2), Focus
Group is form of group interviewing but it is important to distinguish
between the two. Group interviewing involves interviewing a number of
people at the same time, the emphasis being on question and responses
between the researcher and participants. However, Focus group relies on
interaction within the group based on topics that are supplied by the
researcher.
According to Vaughn and colleagues (1996) as quoted by Puchta and
Potter (2004:6) Focus Group usually contains the two following core
elements:
a. A trained moderator who sets the stage with prepared question or
an interview guide.
b. The goal of eliciting participants‟ feeling, attitudes and
perceptions about a selected topic.
Focus Group can be used in the context of participatory and action
research, with the intention to foster social change.
According to Marsela (2015:233) discussion is active learning when
the participants exchange ideas. Discussion may happen at any level
around different topics.
13
According to Viji (2014:6) Focus Group Discussion (FGD) is a good
way to gather together people from similar background or experiences to
discuss a specific topic of interest. The group of participants is guided by
moderator or facilitator who introduces topics of discussion and helps the
group to participate in a lively and natural discussion among them.
Focus Group Discussion (FGD) is a groupthink allows the individual
participants to pose their ideas or opinions also poses their responses
about the opinion from others.
2. The Elements of Focus Group Discussion (FGD)
a. Facilitator or moderator.
Facilitator plays an important role in determining the success of
focus group. According to Gibbs (1997) as quoted by Masedah (2012:
66)
„Moderators will need to process good interpersonal skills
and personal qualities, being good listener, non-
judgmental and adaptable. These qualities will promote
the participants‟ trust in the moderator and increase the
likelihood of open, interactive dialogue.‟
In selecting a person to moderate a focus group, it is important
that this person have these qualities:
1) Knowledgeable: be familiar with the discussion topic.
2) Ability to speak the language spoken of the area.
3) Cultural sensitivity, including not acting as a judge, a teacher, does
not looking down on respondents, not agreeing or disagreeing
14
with what is said, and not putting words in the participants‟
mouths.
4) Interesting people: be able to make the participants to more focus
and give their attention just in the topic of discussion.
5) Sensitive men and women: listen attentively to what is said and
how it is said.
6) Inclusive: encourage members to contribute by using eye contact,
body language and directly asking for their input.
7) Open and flexible: respond to what is important to the participants.
8) Respect for participants: receive all of the participants‟ opinion.
The facilitator or moderator has to ensure that in the
groupthink there is fair distribution of all participants to voice out
their perspectives. Besides that, moderator is expected to deal the
arguments in the group and ensuring that essential topics are
covered in the time available.
b. Number of Participants
Focus Group Discussion (FGD) is made up of people with certain
heterogeneous characteristics and similar levels of understanding of a
topic. Bloor et al. (2001:20) said that, in considering heterogeneity of
the group, attention should also be given to the desired depth of
information to be achieved from the focus group. Bringing together a
very diverse range of people may mean that the range of views,
meanings and experiences may be so disparate that no aspect of the
15
topic can be explored in depth. Thus, groups which are too diverse in
relation to a particular topic may result of discussion that provides an
insufficient depth of information.
Litosseliti (2003:32) suggested that the group should consist of
between six to ten participants. Bloor et al. (2001:26) believed that the
group should consist of between six and eight participants as the
optimum size for focus group discussion. The optimum size of the
group may reflect the characteristics of participants as well as the
topic being discussed.
The size of the group may be decided according to the quality of
topic that be discussed. Bloor et al. (2001:27) group of small size have
been successfully used in studies of sensitive behaviour. Smaller focus
group is more appropriate if the topic is a very complex. According to
Morgan (1995) as quoted by Bloor (2001:27) said that, small group
may be desirable with certain types of research topics or certain types
of participants. Small focus group or mini focus group with four to six
participants is better to explore the knowledge. Participants are easier
to express their ideas and opinion, also the setting is more comfortable
for participants. Cameron (1995) as quoted by Bloor (2001:27) argued
that sufficient space is needed to accommodate mobility aids and
participants must be able to be seated close enough to each other to
see and hear each other clearly. Small focus group is selected to
encourage participants to give detail accounts of the topic to be
16
discussed. Besides that, the discussion is easier to control and allow
the participants to contribute their insight and experience.
Based on the advantages mentioned above, small group shows
the greater potential, because it is easy to handle, the communication
is clearer, the participants more focus and less misunderstanding.
c. Questions during focus groups.
The quality of questions asked in a focus group can make a large
difference in the kind of information obtained. Krueger (1988) gives
some tips on how to handle open‐ended and dichotomous questions in
these discussions:
Open‐ended questions are most appropriate at the start of the
discussion because they allow participants to answer from different
angles. Open‐ended questions give the participants opportunities to
express their thoughts and feelings based on their specific situations.
Krueger warns that some questions may appear to be open‐ended but
are really closed‐ended because they include phrases such as
“satisfied”, “to what extent”, or “how much”.
Dichotomous questions are ones that can be answered by a
“yes” or “no” or other similar two‐alternative items. As yes‐no
questions are dead‐ends, they usually do not trigger the desired group
discussion. They also tend to elicit vague responses that do not lead to
an understanding of the key issues being discussed (Moulton and
Roberts: 1993).
17
3. Technique of Focus Group Discussion
Before the focus group discussion begins, the facilitator should
obtain the background information of participants such as their age,
background knowledge about the topic, skill and other pertinent
information. The type of information to collect depends on the FGD topic.
Once this is done, this sequence of steps is carried out:
a. After a brief introduction, the purpose and scope of the discussion
is explained.
b. Participants are asked to give their names and short background
information about themselves.
c. The discussion is structured around the key themes using the
questions about the topic prepared in advance.
d. During the discussion, all participants are given the opportunity to
participate.
e. Use a variety of moderating tactics to facilitate the group. Among
these tactics that the moderator can use include:
1) Stimulate the participants to talk to each other, not necessarily
to the moderator.
2) Encourage shy participants to speak.
3) Discourage dominant participants through verbal and
nonverbal cues. The following may be used when the situation
permits:
(1) Call on other participants
18
(2) Politely intervene by saying, “Maybe we can discuss that in
another occasion...”
(3) Look in another direction
(4) Take advantage of a pause and suggest that the subject can
be discussed in detail in another session
4) Pay close attention to what is said in order to encourage that
behavior in other participants.
5) Use in‐depth probing without leading the participant.
3 Guidelines in Conducting Focus Group Discussion (FGD)
a. Focus Group Discussion is began with an introduction that
explains the purpose and topic of discussion.
b. Duration of discussion usually about 45 minutes and conveys the
expectation that everyone will contribute in the discussion.
c. After the introduction, the moderator allows the members to
introduce themselves to encourage their confidence.
d. The discussion is going on and all of the members of group have to
give their opinion or idea.
e. Moderator reinforces the members‟ arguments, but don‟t suggest
what is expected or acceptable. The reinforcement can be done by
saying “okay. Let me write that down”.
f. Allow the other participants to give their response. Make sure that
all of participants involve in the discussion.
19
g. At the end of the discussion, the moderator makes summary about
the result of discussion. Report the summary to participants.
h. Always thanks to the participants for their participation and ask
them if they have any questions for you.
4 Advantages of Focus Group Discussion (FGD)
According to Masedah (2012: 64) there are some advantages to be
gained through the use of Focus Group Discussion (FGD.
1) Focus Group Discussion (FGD) can cover a large number of
people in the same group.
2) An efficient way of gaining a large amount of information and
particular opinions from a small number of people in a short
time.
J. Speaking Skill
1. The Definition of Speaking Skill
Teaching English always involves four basic skills. They are
listening, speaking, reading and writing. Speaking is one of the skills that
have to be mastered by students in learning English. It is an essential tool
for communicating in order to they can express their idea. So, as
teachers, we have a responsibility to prepare the students as much as
possible to be able to speak in English in the real world outside the
classroom. According to Richards (2008) as quoted by Nirmawati (2015)
said that the mastery of speaking skills in English is a priority for many
second language or foreign language learners.
20
Consequently learners often evaluate their success in language
learning as well as the effectiveness of their English course based on how
much they feel they have improved in their spoken language proficiency.
Brown (2001:140) said that, speaking is productive skill that can be
directly and empirically observed those observations are invariably
colored by the accuracy and effectiveness of a test-taker‟s listening skill,
which necessarily compromises the reliability and validity of an oral
production test.
Goh (2007:4-6) stated that speaking is important for language
learners. Besides the role it plays in communication, speaking can also
facilitate language acquisition and development. English as international
language is now used by learners to communicate with native as well as
other non-native speakers of language. Learners from different countries
must also have relevant cultural knowledge when speak to one another.
According to Chaney (1998:13) as quoted by Aziz (2015:23-24)
said that speaking is the process of building and sharing meaning through
the using of verbal and non-verbal symbols, in a variety of contexts.
From the definition above, it can be concluded that speaking is a
crucial part in the second language learning and teaching. Speaking is the
basic skill of the language that must be mastered by language learner to
communicate with other people.
2. The Elements of Speaking Skill
21
According to Harmer (2001:269-271) the ability to speak fluently
presupposes not only a knowledge of language features, but also the
ability to process information and language on the spot. The elements of
speaking that speakers have to competent in the speaking skill, they are:
a. Connected speech: effective speakers of English need to be
able not only to produce the individual phonemes of English
but also to use fluent connected speech. In connected speech
sound are modified (assimilation), omitted (elision), add
(linking). It is for this reason that we should involve students in
activities designed specifically to improve their connected
speech.
b. Expressive devices: native speakers of English change the pitch
and stress of particular parts of utterance, vary volume and
speed and show what and how they are feeling to whom they
are talking to.
c. Lexis and grammar: spontaneous speech is marked by the use
of a number of common lexical phrases, especially in the
performance of certain language function.
d. Negotiation language: effective speaking benefit from the
negotiator language. We use to seek clarification and show the
structure of what are saying. They use the negotiation language
to show the structure of their thought or reformulate what they
22
are saying in order to be clearer, especially when they can see
that they are not understood.
If part of a speakers productive ability involves the knowledge of
language skills such as those discussed above, success is also dependent
upon the rapid processing skills that necessitates.
a. Language processing: effective speakers need to able to
process language in their own heads and put it into logical
order so that it comes out in forms that are not only
comprehensible, but also convey the meanings that are
intended. Language processes involves the retrieval of words
and phrases from memory and their assembly into syntactically
and propositionally appropriate sequences. One of the main
reasons for including speaking activities in language lessons is
to help students develop habits of rapid language processing in
English.
b. Interactive with others: most speaking involves interaction
with one or more participants. This means that effective
speaking also involves a good deal of listening, an
understanding of how the other participants are feeling.
Knowledge of how linguistically to take turns or allow others
to do.
c. Information processing (on the spot): quite apart from our
response others feeling, we also need to be able to process the
23
information they tells us the moment we get it. The longer it
takes for the penny to drop the less effective we are as instant
communicators. However, it should be remembered that this
instant response is very culture-specific and it is not prized by
speakers in many other language communities.
3. Types of Speaking Skill
Brown (2001:141-142) said that there are five basic types of
speaking. They are:
a. Imitative.
This type of speaking performance is the ability to imitate a
word or phrase or possibly a sentence. (e.g., "Excuse me." or
"Can you help me?") to clarity and accuracy.
b. Intensive.
This second type of speaking frequently employed in
assessments context is in the production of short stretches of
oral language designed to demonstrate competence in a narrow
band of grammatical, phrasal, lexical or phonological
relationships.
c. Responsive.
This type includes interaction and test comprehension but at
the somewhat limited level of very short conversations,
standard greeting and small talk, simple request and comments
24
and the like. The stimulus is usually a spoken prompt in order
to preserve authenticity.
d. Interactive.
Interaction can take the two forms of transactional language,
which has the purpose of exchanging specific information, or
interpersonal exchanges, which have the purpose of
maintaining social relationships.
e. Extensive.
Extensive oral production tasks include speeches, oral
presentations, and storytelling, during which the opportunity
for oral interaction from listeners is either highly limited or
ruled out altogether.
4. Assessments of Speaking
Speaking skill is generally recognized in analysis of speech
processes that are pronunciation, grammar, vocabulary, fluency and
comprehension. Here the band scores of oral proficiency scoring
categories in speaking skill (Brown, 2004: 172-173). It can be seen on
the tables below:
Table 2.1
Oral Proficiency Scoring Categories Grammar
Score Proficiency Description
1 Errors in grammar are frequent, but speaker can be
understood by a native speaker used to dealing with
foreigners attempting to speak his language.
25
2 Can usually handle elementary constructions quite
accurately but does not have thorough or confident
control of the grammar.
3 Control of grammar is good, able to speak the language
with sufficient structural accuracy to participate
effectively in most formal and informal conversations
on practical, social, and professional topics.
4 Able to use the language accurately on all levels
normally pertinent to professional needs. Errors in
grammar are quite rare.
5 Equivalent to that of an educated native speaker.
Source: Brown. 2004. Language Assessment Principles and classroom
practice. New York: Pearson Education,Inc.
Table 2.2
Oral Proficiency Scoring Categories Vocabulary
Score Proficiency Description
1 Speaking vocabulary inadequate to express anything
but the most elementary needs.
2 Has speaking vocabulary sufficient to express him
simply with some circumlocutions.
3 Able to speak the language with sufficient vocabulary
to participate effectively in most formal and informal
conversations on practical, social and professional
topics. Vocabulary is broad enough that be rarely has
to grope for a word.
4 Can understand and participate in any conversation
within the range of his experience with a high degree
of precision of vocabulary
5 Speech on all levels is fully accepted by educate native
speakers in all its features including breadth of
vocabulary and idioms, colloquialisms and pertinent
cultural references.
Source: Brown. 2004. Language Assessment Principles and classroom
practice. New York: Pearson Education,Inc.
Table 2.3
Oral Proficiency Scoring Categories Comprehension
Score Proficiency Description
1 Within the scope of his very limited language
experience, can understand simple questions and
statements if delivered with slowed speech, repetition,
26
or paraphrase.
2 Can get the gist of most conversations of non-technical
subjects (i.e., topics that require no specialized
knowledge)
3 Comprehension is quite complete at a normal rate of
speech.
4 Can understand any conversation within the range of
his experience.
5 Equivalent to that of an educated native speaker.
Table 2.4
Oral Proficiency Scoring Categories Fluency
Score Proficiency Description
1 (No specific fluency description refer to other four
language areas for implied level of fluency)
2 Can handle with confidence but not with facility most
social situations, including introductions and casual
conversations about current events, as well as work,
family and autobiographical information.
3 Can discuss particular interest of competence with
reasonable ease. Rarely has to grope for words.
4 Able to use the language fluently on all levels
normally pertinent to professional needs. Can
participate in any conversation within the range of this
experience with a high degree of fluency.
5 Has complete fluency in the language such that his
speech is fully accepted by educated native speakers.
Table 2.5
Oral Proficiency Scoring Categories Pronunciation
Score Proficiency Description
1 Errors in pronunciation are frequent but can be
understood by a native speaker used to dealing with
foreigners attempting to speak his language.
2 Accent is intelligible though often quite faulty.
3 Errors never interfere with understanding and rarely
disturb the native speaker. Accent may be obviously
foreign.
4 Errors in pronunciation are quite rare.
27
5 Equivalent to and fully accepted by educated native
speakers
Table 2.6
Oral Proficiency Scoring Categories Task
Score Proficiency Description
1 Can ask and answer questions on topics very familiar
to him. Able to satisfy routine travel needs and
minimum courtesy requirements. (Should be able to
order a simple meal, ask for shelter or lodging, ask and
give simple directions, make purchases, and tell time).
2 Able to satisfy routine social demands and work
requirements; needs help in handing any complication
or difficulties.
3 Can participate effectively in most formal and informal
conversations on practical, social, and professional
4 Would rarely be taken for a native speaker but can
respond appropriately even in unfamiliar situations.
Can handle informal interpreting from and into
language.
5 Speaking proficiency equivalent to that of an educated
native speaker.
Source: Brown. 2004. Language Assessment Principles and classroom
practice. New York: Pearson Education,Inc.
However, there are six components usually used to analyze
speech performance, they are grammar, vocabulary, comprehension,
fluency, pronunciation and task. The scoring also can include accuracy,
articulation, eye contact, expression, intonation and gesture of the
speaker. The researcher uses those speaking scoring rubric to collect
data.
28
CHAPTER III
METHOD OF RESEARCH
A. Setting and Time of Research
This research is implemented in SMP N 2 Mertoyudan. The further
explanation about this school is described as follows:
1. The General Situation of SMP N 2 Mertoyudan
This classroom action research is conducted at SMP N 2
Mertoyudan. The school was built on July 18th
1984. The location
is at Danurejo village, Mertoyudan subdistrict, Magelang regency
and West Java. The number of phone is (0293) 326086. The e-mail
of the school is [email protected] . SMP N 2
Mertoyudan consists of 18 groups of learning with 571 students, 40
teachers, 13 staffs and 6 cleaning services. This school is also
completed with some supporting infrastructures, there are language
laboratory, SCIENCE laboratory, library, auditorium, mosque and
gazebo.
2. Vision and Mission
a. Vision
Excellent in the science and technology, have a conception of
environment and be based on faith and piety.
b. Mission
29
1) Fulfilling standard of graduate competence by formulate
the academic and non academic performance and be a
students‟ having a certain character.
2) Fulfilling standard of contain by implementing the basic
competence, standard competence, indicators, basic
material that can be materialized in the syllabus.
3) Implementing learning based problem solving and scientific
to develop students‟ potential.
4) Improving the teachers‟ competence and staff of education
by workshop, in-house training, coaching and education.
5) Fulfilling the adequate tools and infrastructure to support
learning process and education service.
6) Implementing management based on expert school.
7) Fulfilling the standard of funding by empowering all of
potential that can support the excellent learning.
8) Developing assessment system that can measure all of the
students‟ ability.
9) Creating the superior environment and culture in order to
make all member of school is comfortable and safe.
10) Implementing the pioneering effort to be excellent school
that can be signed by the success of academic and non-
academic achievement, professional teachers and staff of
30
educations, cohesive teamwork of teachers and strong
students‟ character.
3. Time of research
The time of the research is July 17th
- August 12nd
2017. Schedule
of the research is as follows:
Table 3.1
The time of Research at SMP N 2 Mertoyudan
No Activity Date
1. Observation July 17th
2. Cycle I
Pre- test July 31st 2017
Post – test August 5th
2017
3. Cycle II
Pre – test August 7th
2017
Post- test August 12nd
2017
B. The Subject of the Research
In this research, the researcher chooses SMP N 2 Mertoyudan as
subject of the study especially the eighth grade students. The students in
second grade are divided into six groups, A-F. However, the researcher
takes one class in F group. The number of participants is 33 students. They
are 25 girls and 8 boys. Their native language is Indonesian language.
They have been taught English since the first year of school. They have
31
English lesson at least two meetings in a week. Each meeting consists of
two hours lesson, an hour lesson is 40 minutes.
1. Population
According to Arikunto (2010:173), a population is all elements
processing one or more attributes of interest. Population is all
individual that participate in the research.
In this research, the population is all of students in the second
grade of SMP N 2 Mertoyudan in the academic year of 2017/2018.
The total number of population is 200 students. They are 81 male and
119 female.
2. Sample
Based on Arikunto (2010:174) “sample is a part of population of
the observation”. The researcher takes one class of the sample in the
second grade students of SMP N 2 Mertoyudan. From the total of the
population of 180 students, the researcher takes F class in eighth group
as the sample of this research. It consists of 25 female and 8 male.
3. Sampling Technique
In this research, the researcher uses purposive sampling in order
to reach a targeted sample quickly. The researcher takes this sampling
technique because it has a purpose in choosing that class as the sample.
The reasons of taking students in F class of eight grades are
because, students in this class have high motivation to master English
but they have difficulties to encourage their knowledge.
32
C. Method of Research
1. Type of Research
In this research, the researcher uses classroom action research
method. Arikunto (2006:2-3) said that Classroom Action Research is
made by three words that can be explained:
a. Research is an activity to find out accuracy the subject of
study using method and the rule of methodology to get the
data or information which benefit to improve the interesting
and important thing for researcher.
b. Action is some activities deliberately done by having specific
purpose.
c. Class is a group of students in the same time receive the same
lesson from teacher.
The aim of action research is to understand the situation in the
class and improve the teachers‟ skill to cope the problem learning in
the class.
2. The Definition of Classroom Action Research
Kemmis and Carr (1986) as quoted by Basrowi and Suwandi
(2008:26) said that classroom action research (CAR) is a form of self-
reflective inquiry undertaken by participant and a social (including
educational) situation in order to improve the rationality and justice of
their own social or educational practices, their understanding of these
practices and the situations in which practices are carried out.
33
Hopkins (1993:59) said that classroom action research is the
practical action research because this research involves the teachers‟
practices. The problem is about teachers‟ problem in the class when
learning process happen.
According to the definition above, it can be concluded that
classroom action research is action research in educational field that
can be done in the class in order to improve or repair learning quality.
A reflective research to help a teacher find out what is happening in his
or her classroom and to use that information to take action for future
information.
3. The Characteristics of Classroom Action Research
According to Syamsuddin and Damianti (2011:197) the
characteristics of classroom action research are:
a. It examines problem which are deemed problematic by
researcher in teaching learning process.
b. The researcher can give treatment which planed action to solve
the problems and improve the quality, so the subject can get the
implication.
c. The steps of research in the form of cycle.
d. Classroom action research used collaborative approach.
e. The procedure of research is on-the-spot which designed to
handle the real problem in that area.
34
Basrowi and Suwandi (2008:34-36) said that the characteristics
of classroom action research are:
a. An Inquiry on Practice from Within
An effort to find out the problem of learning by observing
and understanding the class. Therefore, the researcher can
understand the main problem in the class and she can
determine some actions that can be done.
b. A Collaborative Effort between School Teachers and Teacher
Educators
The actions in classroom action research should also be
collaborative to the broader knowledge on teaching.
Collaboration helps foster insight through discussion and
comparison the action.
4. The Principles of Classroom Action Research
Hopkins (1993:81) states that the principles of Classroom
Action Research are:
a. The climate of interaction between teacher and observer needs to
be non-threatening, helping and one of mutual trust.
b. Focus of the activity should be on improving classroom practice
and reinforcing of successful strategies.
c. Process depends on the collection and use of objective
observational data.
35
d. Observer and teacher are engaged in a mutual process of
professional development that can lead to improvement in teaching.
5. The Procedures of Research
Classroom Action Research consists of some cycle. Kemmis and
Taggart (1998) as quoted by Hopkins (1993:48) said that where a
sequential program for teachers intending to engage in action research
is outlined in some detail. The procedures of Classroom Action
Research in each cycle are:
a. Planning
The activities in the planning are:
1. Preparing lesson plan, making action plan, preparing
materials and designing the steps in doing the action.
2. Preparing list of students‟ names and scoring.
3. Preparing sheets for classroom observation (to know the
situation of the teaching learning process when the
technique is applied)
4. Preparing teaching equipments.
5. Preparing test (pre-test and post-test)
b. Action
1) Giving pre-test
2) Teaching speaking.
3) Teamwork study
36
4) Giving opportunity to the students to ask about
difficulties.
5) Giving post-test.
c. Observation
Observing is the activity of observing the data collected
in the class to know how far the action effect have reach target.
In this step, the researcher observed teaching learning process.
Then identified and analyzed the data collected during the
learning process.
d. Reflecting
Reflecting is the activity of evaluating critically the
progress of the students. Analyzing the action in order to
remember what happened that has been written in observation.
In this step, the researcher could observe whether the action
activity result any improvement.
The model which is used in implementation of this
research based on Kemmis and Mc Taggart (1998:14) in
Hopkins (1993:48) as follows:
Figure 3.1
Figure Cyclical Action Research model
37
6. The Technique of Collecting Data
The method that can be used by researcher to obtain the necessary
data in composing and writing this graduating paper are:
a. Test
The researcher uses test to know the students‟ ability
and to detect how far student can improve their speaking skill.
Arikunto (2010:193) said that test is a series of question or
other instrument which are used to measure the individual or
group skill, knowledge, intelligence, capability or talent. The
test was separated into two items, there are:
1) Pre-test is test which can be done before giving
treatment, there is Focus Group Discussion
(FGD).
2) Post-test is test which can be done after giving
treatment of Focus Group Discussion (FGD) in
improving speaking skill.
b. Documentation
38
According to Hopkins (1993:140) stated that documents
include memos, letters, examination papers and newspaper
clippings surrounding a curriculum or other educational
concern can illuminate rationale and purpose in interesting
ways.
The researcher takes some documentation to make the
data was complete. Besides make a note, the researcher takes
documents by photographs. Hopkins (1993:142) said that
photographs with or without audiotape are useful ways of
recording critical incidents in classrooms or of illustrating
particular teaching episodes.
c. Observation
Arikunto (2010:199) said that observation is a method of
collecting data by focusing on an object using all of the five
senses.
The researcher uses this method to know the students‟
custom of teaching learning activity in the school area
directly. Hopkins (1993:91) stated when teachers observe
each other teach, all of them often require a simple ways of
gathering information on basic topics, such as questioning
techniques and classroom management.
The purpose of observation is to perceive the nature and
extent of significantly interrelated elements.
39
7. The Technique of Data Analysis
After collecting data, the next step of the research is analyzing the
data. There are two ways to analyze the data. They are:
a. Descriptive Technique
A descriptive technique is used to know the students
behavior during the teaching learning process. The researcher
describes all activities that happen in the classroom. In
descriptive technique, the researcher analyze the observation„s
sheet which has been made by the observer.
b. Statistical Technique
A statistical technique is used to know the extent to using
the focus group discussion to improve the students‟ speaking
skill the result of pre-test and post-test. This research is
calculated based on Sudijono (2006):
1) Mean
A set of numbers you had collected, add them up
and then divide the total by the number of items, you
would end up with the mean (Sudijono, 2010:79). This
formula is used to know the average of students‟ score.
The formula is:
Mx =
Explanation
40
M : Mean
∑x : Sum of students‟ score
N : Number of observations in sample
2) SD (Deviation Standard)
First step, the researcher calculates SD, the formula is:
SDD =
Explanation:
SD : Deviation standard for one sample t-test
D : Differences between pre-test and post-test
N : Number of observations in sample
3) T-test
After calculating the SD, the researcher calculates t-test to
know if there are any significant differences or not
between pre-test and post-test.
TO =
Explanation
TO : T-test for the differences of pre-test and post-test
SD : Deviation standard for one sample t-test
D : Differences between pre-test and post-test
41
N : Number of observations in sample
4) Percentages score
According to Sudijono (2010:42-43), percentages score is the
frequency in the percentage digit form. The researcher uses this
formula to get the percentage digit in the score. The formula is:
P = X 100%
Explaination:
P : Percentages
F : Frequency
N : Number of observations in sample
The standard score (the minimum of passing criteria) is 76. If
students have low mark from the standard, they can be assumed
that they have not passed. While, students who passed the standards
score are students who have a good mark.
42
CHAPTER IV
DATA ANALYSIS
This chapter focuses on analyzing the data collection. The researcher
collects the data from the second grade students of SMP N 2 Mertoyudan. It
shows the finding of the data collected since the beginning until the ending of the
research. The findings consist of the results of pre-test and post-test from the
classroom action research. In this implementation, the researcher arranges two
cycles which use the treatments Focus Group Discussion (FGD) to improve
students‟ speaking skill.
A. Implementation of Research
In this research, the treatment was done by the English teacher of
SMP N 2 Mertoyudan. The teaching learning process was observed by the
researcher. The researcher arranged two cycles, each cycle consists of
planning, action, observation and reflection. The whole steps of this
research are explained in the description below:
1. Cycle I
a. Meeting I
1) Planning
Before conducting the research, the researcher prepared the
instruments of the research, they are:
a) Material for teaching activity, making lesson plan, and
designing the steps of doing action in the class.
43
b) List of students‟ name and scoring.
c) An observation sheet for classroom observation (to know the
situation of teaching learning process when the technique was
implemented).
d) Pre-test.
2) Implementation
The cycle 1 was divided into two parts. The first part, the
researcher conducted pre-test on July 31st 2017 and the second
part, conducted post-test on August 5th
2017.
The teacher, Mr. Danu, and the researcher (observer), Wulan
entered the classroom. Some of students were surprised with their
coming, because the teacher came with unfamiliar person. Then,
the teacher explained the purpose of researcher on that class and
introduced the researcher.
The situation of the classroom was crowded, because the
students have taken the sport lesson before. So, the teacher waited
them to prepare the English lesson. Mr Danu began the lesson by
greeting the students and reciting Basmallah together. Before the
teacher conveyed the objective of the lesson, he gave apperception
to describe the material that would be learned. Mr Danu showed
the slide presentation (PPT) about the material. He asked the
students about the definition of descriptive text but they were not
answering. Mr Danu repeated the question until there was a student
44
who answered, but the class was quiet. Finally, he pointed one of
them to answer the question. Maya answered, she said
“menggambarkan teks Pak (describing text sir)”. Then, teacher
asked one of boys, Farhan, to answer the question. He said
“merincikan teks (detail the text)”. After that, the teacher explained
it, He said “Maya and Farhan‟s opinion are true, but the
appropriate meaning of descriptive text is the text which describing
something or someone”. Teacher asked students to observe the
picture describe it in order to get more understanding about
descriptive text. Teacher gave an opportunity for students to
express their idea about describing picture. All of students could
make some sentence to describe the picture, but they are afraid to
express their idea orally. Teacher had to point some students to
speak up by mentioning the student‟s number. Mila, who are
pointed, must express her opinion. She said “There are many cars
in the road”.
The teacher showed descriptive text about the existence of
people in the class. He read sentence by sentence carefully and all
of students repeat it well. After that, the students were guided by
teacher identified the characteristic and language feature that could
be used to describe someone or showing the existence of someone.
Teacher explained all of the material, then, asked students to make
an example. After that, teacher gave descriptive text with some
45
blank words to students. They had to fill the blank words and it
would be presented by them in front of class. Teacher gave 15
minutes to prepare it.
The teacher offered students to come forward first, but there
were not students who came forward. Finally, the teacher pointed
students one by one and all of students could present their task
orally. It was the pre-test of their speaking skill. The researcher got
their pre-test score. The teacher gave the appreciation for the
students because they could present it. Then they gave the
opportunity for students to ask the material which could not be
understood. Before closing the lesson, teacher did the reflection of
students about their feeling when learn English and he gave some
motivation to make students more interested in English lesson.
After that, he closed the meeting by reciting Hamdallah together
and said “ Wassalamu’alaikum Wr. Wb.
3) Observation
In the cycle 1, the observer observed the teaching and
learning process. By monitoring the students‟ activity in this
action, the teacher saw that the students were not ready when the
class was begun. It could be seen that some of students still wore
the sport uniform. In advance, the teacher explained the objective
of researcher in that class.
46
The teacher continued the lesson by giving an apperception
to attract the students‟ idea about the material. He tried to attract
the students‟ attention by giving some questions, but no one of
student who answer the question. Most of students just say in
whisper by their friend, do not speak loudly. Then, teacher had to
point one of students to express the idea. The condition of the class
in meeting 1 was passive.
Students would not speak English, because they did not
know the meaning of the word. They had not a lot of vocabularies.
As a consequence, they were afraid to make a mistake and were
shy to speak English. Teacher suggested the students to study hard
and they did not be afraid, because it was studying process.
In the first meeting the researcher knew their speaking skill
by monitoring and giving their pre-test to take their score.
4) Reflection
After analyzing the result of the pre-test in the first meeting,
the teacher and observer concluded that it was very important to
give some feedbacks and motivations to the students to be more
active in classroom, to be confident to express an idea and to grow
up their spirit in English learning.
The researcher found any problem in the class, the
technique that be used was uninteresting. The technique of learning
could not make students be active in the class. Then the researcher
47
suggested new method to teacher that could be done in the next
meeting. The students‟ enthusiasm to learn English were high, but
they did not know an attractive way to do. The first meeting did not
give a satisfactory result, because it was still found some problems
in learning and teaching process.
b. Meeting II
1) Planning
Before conducting the research, the researcher prepared the
instruments of the research, they are:
a) Material for teaching activity, making lesson plan, and
designing the steps of doing action in the class.
b) List of students‟ name and scoring.
c) An observation sheet for classroom observation (to know
the situation of teaching learning process when the
technique was implemented).
d) Pre-test.
2) Implementation
The second meeting was held on Saturday, August, 5th
2017 at 07.10 a.m, the teacher and the researcher (observer)
entered the classroom. The situation of the classroom was not
crowded because the time was in the morning, so the students
were fresh and were readier to begin the lesson. This meeting
would conduct the treatment and took post-test score. Teacher
48
begun the lesson by saying salaam and led to pray together.
After that he greeted the students and also the students too.
The teacher reviewed the previous material by giving
some question to the students. After that, he divided the
students to be 4 groups. Then he explained the technique which
would be used in the lesson. It was focus group discussion
(FGD) technique. The definition of focus group discussion
(FGD) was a teaching method that allowed the students to
contribute many ideas for other to discuss a particular object or
problem. This discussion was focus discussion, so there was a
moderator or facilitator who guided the process of discussion.
When the discussion was going on, all of the participants or
students can express their idea freely.
The students‟ assignment was making descriptive text
about showing the existence of people around the class. They
had to observe the situation around the class to get people who
would be described. The teacher gave 15 minutes to do it. After
that, each group had to present their observation result in front
of class. In the end of presentation, the other group had to give
a feed back by giving a respone, question or gave the other
opinion. The process of discussion was discipline, because the
discussion was guided by the teacher as moderator. He guided
the other group to ask some question and then guided the
49
presenters to answer the question. After presentation section, he
guided all of students to give applause for the presenters. Then
he gave some feedbacks of their performance. It consisted of
grammatical error, wrong vocabularies and pronunciations. In
the last time, the teacher reviewed the material.
Because the time was up, before closing the lesson,
teacher gave some motivations for the students to learn English
more, especially speaking skill. One of the functions of
language was to communicate each other, so the students had
to accustom their speaking skill. After that, teacher and
students prayed by reciting Hamdallah together. He closed by
reciting Wassalamu’alaikum Wr. Wb. and the students
answered by reciting Waalaikumsalam Wr. Wb.
3) Observation
In the second meeting, the students were readier to learn
more than first meeting. Because the time was in the morning,
so they were fresh and were readier to begin the lesson.
For the section, the teacher used technique of focus
group discussion. Before doing the discussion, students had to
do the observation around the class. The situation of
observation was not effective. Some students went too far, so
wasting more time. Teacher had to call students to back to the
class. After that, each group gathered to make descriptive text
50
according to their observation and presented it in front of class
to discuss together with the teacher.
They would be enjoyed when they finished their task in
group work than did it alone. Some of them were confused to
understand the new vocabulary. This problem could be solved
by discussing. Student who could not understand the material
asked a question to their friends and the students who could
understand the material shared their knowledge with the other
friends.
When students presented their material, all of students in
a group had the similar right to express their idea. In addition,
the other group also had an opportunity to express the other
idea or asked the material that could not be understood. They
could share their knowledge with other friend.
Some of groups presented more than others when they
presented their result of discussion. It was because they had the
different comprehension about the material. The problems
happened with the students who were shy and unconfident to
speak English, especially when they answered some question
from the other group. However, they more enjoy learned by
discussion technique. It was looked that they were happy when
they did the focus group discussion (FGD).
In the 2nd
meeting the teacher took the score of post-test.
51
4) Reflection
After analyzing the action of the meeting, the teacher
concluded that the students could improve their speaking skill
by the technique. It was described by the differences situation
in 1st
meeting and 2nd
meeting. They were more interesting in
their post-test. The discussion in the treatment and the feedback
that the teacher gave could help them to improve their
speaking. But they needed more preparation in the list of
vocabularies. Some of students also confused in the way of
discussion. They did not know how to open and close the
discussion also how to answer the question. So this was a
correction to the teacher was not do the same thing later.
2. Cycle 2
a. Meeting I
1) Planning
Before conducting the research, the researcher prepared
the instruments of the research, they are:
a) Material for teaching activity, making lesson plan, and
designing the steps of doing action in the class.
b) List of students‟ name and scoring.
52
c) An observation sheet for classroom observation (to know
the situation of teaching learning process when the
technique was implemented).
d) Pre-test.
2) Implementation
On Monday, August 7th
2017 at 09.10 a.m, the teacher
and the observer (researcher) entered the class. The situation of
the class was ready, although they had done the physical
exercise before. Teacher began the lesson by saying salaam and
reciting Basmallah together.
Teacher asked students about the material in the last
meeting. One of the students answered “belajar tentang
showing the existence of people pak (learn about showing the
existence of people)”. “Yes, Good Bimo” the teacher gave an
appreciation to Bimo. Then he played music to make students
more relax in the learning process and gave an apperception
about the material that would be learned. He played the music
twice. In the second playing, he gave lyrics to the students in
order to they could sing together and the students knew how to
pronoun some words well. Then he asked students about the
difficult words, “from this lyrics, there is a difficult word?”. All
of students answered, “semua paak (all of words sir)”. He
asked students to mention the difficult words one by one, “oke
53
silahkan tanya kata yang sulit satu persatu (oke, let‟s asked it
one by one). Then students asked the difficult words one by
one to the teacher and they tried to translate the lyric together.
After the students knew the meaning of lyrics, teacher asked
them to find some lyrics related with the material next meeting.
All of students had to mention it one by one.
Then the teacher explained the material in that meeting.
It is about showing the existence of things. “oke..kita
pertemuan lalu belajar tentang text deskriptif yang
menunjukkan keberadaan seseorang, sekarang kita akan
belajar tentang keberadaan suatu benda (oke, in the last
meeting, we have learned the descriptive text about showing
the existence of people, then in this meeting, we will learn the
existence of things)”. Teacher asked students to observe some
things in the class and made a sentence using the formula of
showing the existence of things (there is/there are). After some
students mentioned the sentence, teacher continued the lesson
by showing some text about the material in the LCD projector.
Some students, one by one had to read the text loudly and
teacher corrected the wrong pronounciation. Then he explained
about the question word to ask the existence of things. He said
that beside descriptive text, showing the existence of things
also could be made in conversation. He showed the example of
54
conversation about the existence of things. Some students in
the pair work had to practice the conversation. Teacher asked
students to identify how to ask the existence of things and how
to give information about the existence of things.
Then the teacher gave students a piece of picture. They
had to make a conversation according to the picture in pair
work and then they had to present it in front of class orally. The
first groups who present were Cindy and Hana. The situation
was crowded because some students laughed when the
presenter just were silent in front of class. After that, it was
continued by the other group. Next teacher gave applause with
the performance‟s students.
Finally, teacher got their pre- test in cycle 2. He
concluded the lesson and explained again the point of material.
Teacher closed the class by reciting Hamdallah together and
gave salaam.
3) Observation
In the first meeting of the cycle 2, observation carried out
during the implementation of the action. The situation of
classroom was ready. Although they have taken the physical
exercise before, they were happy to study. It was happened
because the teacher played music before the lesson began. It
could make students were more relax.
55
Teacher gave them material about showing the existence
of things. He did not give much explanation, because the topic
had similarity with the previous topic. The students were more
active and confident in this meeting. It could be seen when the
teacher gave some question about the material, some students
want to raise their hand to answer it. Some of them also want to
ask the difficult words. When the teacher took the pre-test
score by a dialog, most of students were not shy to practice it in
front class.
4) Reflection
By analyzing the action above, the teacher concluded that
the students could improve their speaking skill. Their
vocabularies also improved in this meeting. It was seen in their
pre-test score. They could make a dialog use the new
vocabulary. They also could speak more fluent than the
previous meeting. Although, their grammatical was not
satisfactory enough, it was important to continue the next
meeting that would carry out the strategy and took their post-
test score.
b. Meeting II
1) Planning
Before conducting the research, the researcher prepared the
instruments of the research, they are:
56
e) Material for teaching activity, making lesson plan, and
designing the steps of doing action in the class.
f) List of students‟ name and scoring.
g) An observation sheet for classroom observation (to know
the situation of teaching learning process when the
technique was implemented).
a) Pre-test.
2) Implementation
Second meeting in cycle 2 was held on Saturday, August
12th
2017 at 07.10 a.m. The students had been sitting in their
desk, when the teacher and observer entered the classroom. The
students were readier than before because the time was in the
morning. In this meeting, the teacher would conduct the
treatment and took post-test score. He began the lesson by
saying salaam and led to pray by reciting Basmallah together.
After that, he greeted the students.
Before entering to the treatment, focus group discussion,
teacher reviewed the last material and he corrected the
grammatical error that could be found in the students‟ task.
Then the he explained about the method that be conducted in
that meeting. He would use the similar method of the previous
meeting. The students could understand. Then teacher divided
the students into 4 groups. The students had to make a
57
descriptive text about showing the existence of things which
could be found along of street when they went to the school.
Students understood enough the rules of discussion, so they
could work faster. Teacher gave time to discuss about 20
minutes. After that students must present it in front of class. It
was similar with the previous meeting, in the presentation
section; the teacher would be a moderator who guided the way
of discussion.
When the time to discuss was up, all of groups were
ready to present the result of discussion. Teacher must not wait
too long. The 1th
group was the first group in presentation
section. When the first group did the presentation, the other
group must give some question to the 1st
group. Most of
students had enthusiasm to ask and the 1st
group answered it
happily. The next discussion did by 2nd
group, 3
th group and the
last was 4th
group. The students were looked happier in that
meeting. They could express their idea freely. Almost of
groups asked the teacher about the English of the word in
Bahasa. Teacher guided students to give an appreciation by
giving applause after the group finished their presentation.
Teacher gave some feedbacks about their performance. It
consists of grammatical error and wrong pronunciation.
58
Before he closed the meeting, he said to the students if
that was the last meeting they study with the observer. Then
teacher gave opportunity to the observer (researcher) to say
something in the last time. Then the researcher said to the
students about his thankfulness because the students helped her
from 1st
meeting until the last meeting. The researcher also
gave some motivations for the students to study more. They
had to accustom to speak English. They did not be shy or be
afraid to speak in front of class. In the learning process, made
some mistakes was not a big problem. From the mistakes, we
could learn to be better.
In the last section, the teacher and researcher guided the
students to pray by reciting Hamdallah together. The last
teacher closed by reciting Wassalamu’alaikum Wr. Wb. And
the students answered it by reciting Waalaikumsalam Wr. Wb.
3) Observation
In the second meeting of cycle 2, the students were more
enthusiastic. It might be caused they had understood about the
technique, so they could do it correctly than in cycle 1. They
could do the discussion better than before. There were many
new vocabularies that be used. The sentences were more
creative. The class would be more active, because most of
59
students want to express their idea and asked to the teacher or
other friends about the difficult verb and grammatical.
Students also were more confident when they present the
result of discussion in front of class. They could express many
arguments about the topic. Most of students from other group
also want to asked some questions without be ordered. They
were happier, because could ask the understood topic freely.
Although there were some wrong pronunciations, overall they
were active students. It seemed that the technique that the
teacher have successfully improved their students‟ speaking
skill. Their skill in this meeting was more improved than the
first meeting.
4) Reflection
By analyzing every meeting in cycle 1 and cycle 2, the
teacher concluded that the speaking skill of the students was
improved. It was described by the increasing of their post-test.
The focus group discussion in the treatment helped them to
improve their speaking. Not only the students who presented
the material in front of class, but all of students who became
the audience also had the opportunity to speak up. It would
accustom the students to speak English.
60
B. Improvement of Students’ Speaking Skill through Focus Group
Discussion (FGD) Technique in SMPN 2 Mertoyudan.
The researcher collected the data of cycle 1 and cycle 2 from the
students. They were consisted of 33 students from A class in the second
grade of SMP N 2 Mertoyudan. In this study, the researcher and teacher
elaborated to collect scores of the students. Then, the researcher
calculated the scores.
1. Cycle 1
a. Score of pre-test and post-test in Cycle 1
Table 4.1
The students’ Score of Pre-test and Post-test in Cycle 1
No Name
Pre-
test
(x)
Post-
test
(y)
Post-
pre
(D)
D2
1 ADI SURYO WICAKSONO 80 88 8 64
2 ALMASSELA RONA
FAIDA 72 76 4 16
3 AMANAH FARAHDHITA 76 80 4 16
4 ANDHIKA DWI
RAHMAYANI A.P 80 84 4 16
5 ATIKA AYU SABILA 60 68 8 64
6 AULIA FATIKA
RAHMADANI 72 76 4 16
7 BIMO SATRIO WIDODO 68 72 4 16
8 BINTANG VANDINI 72 80 8 64
9 CAHYO DWI ANGGORO 64 68 4 16
10 CHANDRA RYANSYAH 72 76 4 16
11 CINDY CAHYANI 68 76 8 64
12 DIVA IFTINAN NADAA
SULISTYA 60 68 8 64
13 ELENNA AMARETA 80 84 4 16
61
SUPRIYANTO
14 FARHAN SULTHAN AZIZ
SANTOSA 72 76 4 16
15 FIRDAUSA DAVID
IBRAHIM 68 76 8 64
16 HANA NAHIFATUN NISA 80 80 0 0
17 HANADIA ASTRI
RAHMANIA 72 76 4 16
18 HAPSARI 68 76 8 64
19 IGA METRI ASTUTI 68 72 4 16
20 IMELDA KHAIRUNISA
ADZANI KURNIAWAN 72 76 4 16
21 ISTI NUR AZIZAH 68 72 4 16
22 LATIFA AZKA AULIA 76 80 4 16
23 MAYA AMELIA
KURNIANINGSIH 68 76 8 64
24 MUHAMMAD NAUFAL 72 72 0 0
25 NASHWA ARANISCHATZI
SRIRAHMAWATI 72 76 4 16
26 NAYLA ADISTI 64 72 8 64
27 NUR RAHMAWATI DEWI 76 80 4 16
28 NURUL FADIA ARIFIN 72 76 4 16
29 NURUL ULYA 64 72 8 64
30 ROHAMAH JAMILAH 72 76 4 16
31 SANGADAH FIDAROIN 68 76 8 64
32 SEPTIYANI NUR FARIDA 60 68 8 64
33 UFIA LAELATUL
FAJRIYAH 72 76 4 16
Total 2328 2500 172 1072
From the students‟ score of pre-test in cycle 1, the researcher
could calculate the count of the students who could pass the
passing grade.
62
1) Percentages score of pre-test:
P= x 100%
Percentage of score: <76 = x 100%
= 78.8%
Percentage of score: >76 = x 100%
= 21.2%
From the data, the researcher knew that there were 7 students
could pass the passing grade (KKM). The passing grade of
English lesson in SMP N 2 Mertoyudan was 76. The target
percentage of passing grade was 80%. Therefore, the percentage
of pre-test was not achieved the target.
2) Percentages score of post-test:
P= x 100%
Percentage of score: <76 = x 100%
= 30.30%
Percentage of score: >76 = x 100%
= 69.70%
From the data, there was improvement from pre-test. The
passing grade of pre-test was 21.2%, and the passing grade in
63
post-test was 69.70%. The target percentage of passing grade
was 80%, so it was not achieved in cycle 1. The researcher
would conduct the cycle 2.
b. Calculating Mean of Cycle 1
1) Mean of Pre-Test 1
M =
M =
M = 70.55
2) Mean of Post- Test 1
M =
M =
M = 75.75
Mean of pre-test < Mean of Post Test
There is an improvement of speaking skill through
Focus Group Discussion (FGD) between pre-test (before
giving treatment) and the post-test (after giving the
treatment).
c. SD of post-test and pre-test
From the data above, the teacher calculate SD pre-test and
post-test.
64
=
=
=
=
= 2.29
d. T-test calculation
to=
to=
to=
to=
to=
to= 13.05
65
e. Giving Interpretation to
1) Calculate of df
df = n-1
df = 33-1
df = 32
2) Consult with t-table value
The value of t-table with level of 5% with df = 32 was 2.037
3) Comparing T-test with t-table
T-test was 13.5. It used the significant level 5% and t-table 2.037,
therefore t-test is higher than t-table with level of significance 5%.
If T-test similar or higher than t-table, null hypothesis (Ho) would
be rejected. Ho was no significant difference between post-test
cycle 1 and post-test cycle 2. T-test table with N=32 was 2.037. The
result of T-test was 13.05 > 2.037. So, T-test calculating was higher
than t-table. Therefore, Ho was rejected, it means that there was a
significant difference between pre-test and post-test.
2. Cycle 2
a. Score of pre-test and post-test in Cycle 1
Table 4.2
The students’ Score of Pre-test and Post-test in Cycle 1
No Name
Pre-
test
(x)
Post-
test
(y)
Post-
pre
(D)
D2
1 ADI SURYO WICAKSONO 96 100 4 16
2 ALMASSELA RONA 92 96 4 16
66
FAIDA
3 AMANAH FARAHDHITA 92 96 4 16
4 ANDHIKA DWI
RAHMAYANI A.P 88 96 8 64
5 ATIKA AYU SABILA 84 92 8 64
6 AULIA FATIKA
RAHMADANI 84 92 8 64
7 BIMO SATRIO WIDODO 84 92 8 64
8 BINTANG VANDINI 92 96 4 16
9 CAHYO DWI ANGGORO 80 88 8 64
10 CHANDRA RYANSYAH 84 92 8 64
11 CINDY CAHYANI 80 88 8 64
12 DIVA IFTINAN NADAA
SULISTYA 80 92 12 144
13 ELENNA AMARETA
SUPRIYANTO 92 96 4 16
14 FARHAN SULTHAN AZIZ
SANTOSA 88 96 8 64
15 FIRDAUSA DAVID
IBRAHIM 84 92 8 64
16 HANA NAHIFATUN NISA 88 92 4 16
17 HANADIA ASTRI
RAHMANIA 92 96 4 16
18 HAPSARI 88 100 12 144
19 IGA METRI ASTUTI 84 96 12 144
20 IMELDA KHAIRUNISA
ADZANI KURNIAWAN 88 92 4 16
21 ISTI NUR AZIZAH 88 96 8 64
22 LATIFA AZKA AULIA 84 92 8 64
23 MAYA AMELIA
KURNIANINGSIH 88 96 8 64
24 MUHAMMAD NAUFAL 84 92 8 64
25 NASHWA ARANISCHATZI
SRIRAHMAWATI 80 92 12 144
26 NAYLA ADISTI 84 88 4 16
27 NUR RAHMAWATI DEWI 84 92 8 64
67
28 NURUL FADIA ARIFIN 84 88 4 16
29 NURUL ULYA 84 88 4 16
30 ROHAMAH JAMILAH 88 92 4 16
31 SANGADAH FIDAROIN 84 92 8 64
32 SEPTIYANI NUR FARIDA 84 92 8 64
33 UFIA LAELATUL
FAJRIYAH 80 84 4 16
Total 2836 3064 228 1808
From the students‟ score of pre-test in cycle 2, the researcher
could calculate the count of the students who could pass the
passing grade.
1) Percentages score of pre-test:
P= x 100%
Percentage of score : <76 = x 100%
= 0%
Percentage of score : >76 = x 100%
= 100%
From the data, there was improvement from the result in
cycle 1. The result of the cycle 2, there was 100% students who
pass the passing grade. All of students could pass the passing
grade. The researcher concluded that there was an improvement
of students‟ speaking skill through focus group discussion.
68
b. Calculating Mean of Cycle 2
1) Mean of Pre-Test
M =
M =
M = 85.34
2) Mean of Post-Test
M =
M =
M = 92.25
Mean of pre-test < Mean of Post Test
There is an improvement of speaking skill through Focus
Group Discussion (FGD) between pre-test (before giving
treatment) and the post-test (after giving the treatment) in cycle
2.
c. SD of post-test and pre-test
From the data above, the teacher calculate SD pre-test and
post-test.
=
69
=
=
=
= 2.67
d. T-test Calculation
to=
to=
to=
to=
to=
to= 14.68
e. Giving Interpretation to
70
1) Calculate of df
df = n-1
df = 33-1
df = 32
2) Consult with t-table value
The value of t-table with level of 5% with df = 32 was 2.037.
3) Comparing T-test with t-table
T-test was 14.68. It used the significant level 5% and t-table
2.037, therefore T-test is higher than t-table with level of
significance 5%.
If T-test was similar or higher than t-table, so, null hypothesis
(Ho) will be rejected. There is not significant difference between
post-test cycle 1 and post-test cycle 2. t-table with N=32 was 2.037.
The result of t-test was 14.68 > 2.037. So, T-test calculating was
higher than t-table. Therefore, Ho is rejected, it means that there is a
significant difference between pre-test and post-test.
C. Analysis and Discussion
1. Analysis
From the result of analysis in cycle 1 and cycle 2, there is
significant improvement on the students‟ speaking skill that will be
explained in the table and chart below:
Table 4.3
Table of Data Analysis
71
No Analysis Cycle I Cycle II
1. Mean of pre-test
Mean of post- test
70.55
75.75
85.34
92.85
2. t- table N= 33 2.037 2.037
3. t- calculation 13.05 14.68
4. T-test > t table 13.05 > 2.037 14.68 > 2.037
Chart 4.1
The Mean and T-Calculation of Students’ Score
Null hypothesis (Ho) will be rejected, if the t-calculation is
higher than t-table. The table and the chart showed that t-calculation is
higher than t-table, so Ho is rejected. It means that there is significant
difference between mean pre-test and post-test. It can be concluded
that Focus Group Discussion can improve students‟ speaking skill.
Moreover, the result of each test increases for each cycle. It is shown
by the result of t-calculation in cycle 1 is 13.05 and cycle 2 is 14.68.
In addition, the mean of pre-test and post-test in each cycle increases
72
significantly. The mean of the pre-test in cycle 1 is 70.55 and post-test
in cycle 1 is 75.75. Moreover, in cycle 2, the mean of pre-test is 85.94
and mean of post-test is 92.85.
From the explanation above, it can be seen that using Focus
Group Discussion (FGD) technique can improve students‟ speaking
skill.
2. Discussion
Based on the result of this research, focus group discussion can
prove the theory in chapter II. According to Marsela (2015:233)
states that “discussion is active learning when the participants
exchange ideas”. Viji (2014:6) also states that “Focus Group
Discussion (FGD) is a good way to gather people from similar
experience to discuss a specific topic of interest”. Based on this
theory, it appears that focus group discussion can increase teacher-
students interaction in classroom. In the focus group discussion the
students can ask some question freely. The students are more
confident to ask about the material of discussion or some difficult
verbs. For the student- student verbal interaction, it can be seen when
the students discussed the material in group. In addition, the students‟
speaking skill can be seen when they do the presentation section and
question-answer section among one group to the other groups. The
students can share their ideas each other, not only in their group but
also in other group.
73
Based on the previous research, is conducted by Sasmita and
Gurning (2012) entitled “Improving Students‟ Achievement in
Writing Recount Text through Focus Group Discussion (FGD)”,
focus group discussion is one of good methods that can invite the
students to be active, have a good motivation and do high activity.
This theory can be proved by the result of this research. Students be
more active in the classroom and they have high motivation to learn
English, because they can ask the material, that can not be
understood, to the other friends or teacher. If they understand the
material well, they will speak fluently.
Based on the explanation above, the researcher conclude that
teaching using focus group discussion method technique is
appropriate used in teaching speaking.
74
CHAPTER V
CLOSURE
A. Conclusion
1. The researcher concludes that the implementation of Focus Group
Discussion (FGD) for the second grade students of SMP N 2 Mertoyudan
can improve students‟ speaking skill. After using Focus Group
Discussion (FGD), the students‟ speaking skill can be better. They are
more confident to speak up in the class. Focus Group Discussion (FGD)
also makes the situation of the class is more active. It is shown by the
mean of pre-test and post-test increase in each cycles. The mean score of
pre-test in cycle I is 70.55, the mean score of post-test is 75.75.
Meanwhile, the mean score of pre-test in cycle II is 85.34 and the mean
score of post-test is 92.25. The researcher analyzes that the speaking skill
of the students increases from cycle 1 and cycle 2. The fluency of
students‟ speaking increases from their practice in the class.
2. The improvement can be shown by the score of pre-test and post- test
which increases in each cycle. The researcher can calculate the count of
the students who can pass the passing grade. The percentage score of pre-
test in cycle 1 who passed the passing grade (KKM) is 21.2%, while in
the post-test, there is 69.70% who passed the passing grade. In the cycle
2, there is 100% who passed the passing grade. From the data above, the
researcher could conclude that there is improvement from the pre-test
75
who pass the passing grade. Moreover, in the cycle 2, all of students can
pass the passing grade (KKM).
B. Suggestions
At the end of this chapter, the writer would like to propose the
suggestions, which hopefully would be useful for all subjects.
1. For English Teachers
a. The English teacher should use an interesting method or technique
in speaking class. They should choose a good method or technique
in the teaching learning process. The teacher is suggested to apply
Focus Group Discussion (FGD) technique to teach speaking. Focus
Group Discussion (FGD) is an appropriate technique to teach
speaking, because this technique can stimulate the students to more
creative. Students can propose their idea orally and be accustomed
to speak up in the public. This technique can improve the self-
confidence of students.
b. The English teacher should motivate the students and make them is
interested in speaking. Therefore, the students are able to cooperate
with other friends who have different background knowledge.
c. The teacher must give example how to say something properly and
help the students when they do not understand about the material
and get difficulties in translating some vocabularies.
76
2. For the students
a. The students should try to practice speaking skill using Focus
Group Discussion (FGD) in the learning process. They can divide
the class into some groups. Choose one of students in the class to
be a moderator who manage the discussion. All of group discuss
about something and then present it in front of the class. They can
explore their knowledge from the more information of the other
group.
b. The students should also have high motivation and desire in
improving their speaking skill. They must study hard, not to be
lazy to open dictionary, make a note and a new word, memorize
the new vocabularies from the dictionary and practice it more and
more. They should have good self-confidence to speak English and
they should practice to speak English with their friends in
everywhere.
3. For the other researcher
This research shows that the using Focus Group Discussion
(FGD) technique can improve the students‟ speaking skill, so that the
other researchers or the readers could use the method in speaking
learning. They should read this research clearly, so they can
understand how to practice Focus Group Discussion (FGD) to
improve their speaking skill well.
77
In addition, the result of the study is able to be used as
additional reference to further research with different sample and
skill. Hopefully, there is an improvement the next study.
78
BIBLIOGRAPHY
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Aksara
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Aziz, M. 2015. The Use of Community Language Learning and Authentic
Material in Improving Students’ Speaking Skill. Salatiga: Graduating
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Basrowi and Suwardi. 2008. Prosedur Penelitian Tindakan Kelas. Bogor: Ghalia
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Bloor, M., Frankland, M.J., Thomas, M. and Stewart, K. 2001. Focus Group in Social
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Boateng, William, PhD. 2012. Evaluating the Efficacy of Focus Group Discussion (FGD)
in Qualitative Social Research. Canada: International Journal of Business and
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Brown, H. Douglas. 2004. Language Assessment Principles and Classroom Practices.
Longman: San Francisco State University.
Gibbs, Anita. 1997. Focus Groups. Oxford University: Social Research Update of
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Goh, Christine C.M. 2007. Teaching Speaking in the Language Classroom.
Singapore: SEAMEO Regional Language Centre
Harizaj, Marsela PhD. 2015. Discussion as an Active Learning in EFL. University
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Litosseliti, Lia. 2003. Using Focus Group in Research. London: continuum
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the Student Academic Year 2014/2015 (A Classroom Action Research.. IAIN
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Speaking Board Games Of Grade VIII Of SMP N 13 Yogyakarta In The
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Students’ Speaking Skill for the Tenth Grade Students of SMK N 1
Ngablak Magelang District in the Academic Year 2015/2016. IAIN
Salatiga: Graduating Paper
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Discussion (A Classroom Action Research For The Third Grade Students
of Vocational Secondary School Pancasila Salatiga In The Academic
Year 2015/2016). IAIN Salatiga: Graduating Paper
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Increase the Students’ Speaking Ability (A Quasi Experimental Research of the
Eighth Grade Students of SMP Negeri 1 Bawen in Academic Year of
2015/2016). IAIN Salatiga: Graduating Paper
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Viji V and Benedict K Y. 2014. A Narrative Interpretation of a Focus Group
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Investigator. University of Kerala: International Journal of Humanities
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SMAN 1 Suruh in the Academic year of 2012/2013). STAIN Salatiga:
Graduating Paper.
81
APPENDICES
82
CURRICULUM VITAE
Name : Isti Wulan Khosidah
Student Number : 113-13-147
Gender : Female
Address : Srikuwe Rt 2 Rw 7, Ambartawang, Mungkid Magelang
Place/ Date : Magelang, 24 Februari 1995
Religion : Moeslem
Education :
2001-2007 : Elementary School of Ambartawang
2007-2010 : Junior High School 2 of Mertoyudan
2010-2013 : Vocational High School 2 Magelang
2013- now : English Education Department Teacher Training and Educational
Faculty State Institut for Islamic Studies (IAIN) Salatiga
Organization Experiences :
2013- 2014 : member of forming cadres LDK Fathir Ar- Rasyid IAIN Salatiga
2014-2015 : Secretarial of LDK Fathir Ar- Rasyid IAIN Salatiga
2015-2016 : Member of Nisa‟ LDK Fathir Ar- Rasyid IAIN Salatiga
83
84
85
CYCLE 1
86
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP NEGERI 2 Mertoyudan
Mata pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ 1
Topik : Teks Deskriptif tentang Keberadaan Orang
Alokasi Waktu : 4 JPL ( 2 Pertemuan)
A. Kompetensi Inti
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2: Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan
bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
dan prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan
bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri dan
mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
1. Kompetensi Dasar
3.6 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait keberadaan orang, benda, binatang, sesuai dengan konteks
penggunaannya. (Perhatikan unsur kebahasaan there is/are)
87
4.6 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi terkait
keberadaan orang, benda, binatang, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
2. Indikator Pencapaian Kompetensi
Siswa dapat memberi informasi secara lisan terkait keberadaan orang atau benda
dengan memperhatikan ketiga aspek teks berikut ini:
Fungsi Sosial
- Memberi informasi: memberitahu, membacakan, menyebutkan, menambahkan
- Meminta informasi: bertanya, mengecek, meminta persetujuan
Struktur teks
- Memulai komunikasi: memberitahu, bertanya, membacakan
- Merespon: menjawab, menyanggah, mengiyakan, balik bertanya
Unsur kebahasaan
Menentukan (menyebutkan/menyalin/membacakan) secara lisan dan tulis unsur-
unsur kebahasaan yang mendukung cara mendeskripsikan keberadaan orang/ benda.
- Ungkapan dengan there is/are untuk menyatakan keberadaan suatu benda/orang.
- Kata jumlah yang tidak tertentu: little, few, some, many, much, a lot (of).
- Frasa kata depan: in, on, under, in front of, below, above, dan lain lain
- Ucapan, tekanan kata, dan intonasi yang benar, ejaan dan tanda baca yang benar,
tulisan tangan yang rapih dan benar.
C. Tujuan Pembelajaran
Selama proses pembelajaran,siswa dapat memberikan informasi secara lisan terkait
dengan keberadaan benda atau orang dengan memperhatikan fungsi sosial, struktur
teks dan unsur kebahasaan yang tepat.
D. Materi Pembelajaran
a. Ungkapan dengan There are/is untuk untuk menyatakan keberadaan suatu
benda/orang.
- kalimat positive
There + be(is/are) + subject
There + be (is/are) + subject + location
Contoh: there is a table.
88
There is a table in the living room.
There + is, diikuti oleh subject tunggal.
Contoh: There is a teacher in the class.
There + are, diikuti oleh subject ganda.
Contoh: there are two students standing after me.
- Kalimat negatif
There + be(is/are) + not + subject
There + be (is/are) + not + subject + location
Example: there are not many trees in the jungle.
There is not boy in my class.
b. Kata jumlah
- Singular = menggunakan article a, an, one
Contoh: there is one boy in my house.
- Plural
Countable
Uncountable Noun
- Few (sedikit)
- Many (banyak)
- Some (beberapa)
- A lot of (banyak)
- Little (sedikit)
- Much (banyak)
- Some (beberapa)
- A lot of (banyak)
Contoh : there are many people in the market.
There are few policemen in the road.
c. Preposition
In = di (dalam) at = di (tepat); at the corner
on = di (menempel/diatas) between = di antara
Under = di bawah in front of = di depan
Above = di atas behind = di belakang
Showing the existence of people
There are six students in the class. There are there girls, Siti, Rani and Lina. There are three boys, Udin, Beni and Edo. There is one girl wears a blue veil, Siti. There is one boy with curly hair, Edo. There is one boy with straight hair, Udin.
89
D. Metode Pembelajaran
Pendekatan : Scientific Learning
Strategi Pembelajaran: Focus Group Discussion (FGD) Technique
1. Pemberian stimulus terhadap siswa Mengamati
2. Identifikasi masalah Menanya
3. Pengumpulan Data Mengmpulkan Informasi
4. Pembuktian Menalar/Mengasosiasikan
5. Menarik kesimpulan/ generalisasi Mengkomunikasikan
E. Media/alat dan Bahan
1. Media/Alat : Laptop, LCD, realia, gambar
2. Bahan : Buku – buku yang terkait dengan materi
F. Sumber Belajar
Kementrian Pendidikan dan Kebudayaan, Bahasa Inggris, When English Rings The
Bell edisi revisi 2017 SMP/Mts Kelas VIII, hal ... sd ..., dan sumber lain yang sesuai
G. Langkah-langkah Kegiatan Pembelajaran
1. Pertemuan Pertama: (2JPL)
Langkah
Pembelajaran Deskripsi
Alokasi
Waktu
Kegiatan
Pendahuluan
Guru masuk ke kelas dan mengecek kesiapan siswa belajar
baik secara fisik maupun psikis
Guru mengucapkan salam dan langsung menyapa dengan
menggunakan bahasa Inggris agar EnglishEnvironment dapat
langsung tercipta sebelum pembelajaran dimulai.
Guru memimpin berdoa sebelum pembelajaran dimulai.
Guru mengecek kehadiran siswa sebagai bentuk disiplin dan
perkenalan
Guru memperkenalkan diri di depan kelas.
Guru melakukan apersepsi dengan mengajukan pertanyaan
yang merujuk pada konsep tentang memberi informasi
10‟
90
mengenai keberadaan seseorang dan menumbuhkan motivasi
internal dalam diri siswa.
Guru menyampaikan tujuan pembelajaran.
Kegiatan Inti
Mengamati
- Siswa melihat sebuah gambar yang ditayangkan pada layar
LCD
- Dengan bimbingan dan arahan guru, siswa diminta untuk
mengamati isi gambar yang disajikan.
- Guru membaca sebuah teks deskriptif mengenai keberadaan
seseorang dan siswa diminta untuk menirukan
Menanya
- Dengan bimbingan dan arahan guru, siswa menanyakan kosa
kata yang sulit dan strukture teks yang terdapat dalam teks
deskriptif yang telah ditampilkan.
- Dengan bimbingan dan arahan guru, siswa menanyakan ciri-ciri
dan ungkapan yang digunakan dalam teks deskriptif mengenai
keberadaan seseorang.
Mengumpulkan Informasi
- Guru memberikan sebuah gambar mengenai situasi suatu
tempat, siswa diminta untuk mengidentifikasi keberadaan
seseorang yang terdapat dalam gambar.
- Siswa diminta untuk menyebutkan struktur kalimat untuk
menyatakan keberadaan seseorang.
- Guru memberikan penjelasan mengenai materi yang akan
dipelajari berkaitan dengan teks yang telah diberikan.
60‟
Kegiatan
Penutup
Guru bersama-sama dengan siswa membuat kesimpulan
mengenai materi yang telah diberikan.
Guru memberi motivasi kepada siswa.
Guru menutup pembelajaran dengan mengucapkan salam dan
berdo‟a.
10‟
91
2. Pertemuan kedua: (2 JPL)
Langkah
Pembelajaran Deskripsi Kegiatan
Alokasi
Waktu
Kegiatan
Pendahuluan
- Guru masuk ke kelas dan mengecek kesiapan siswa belajar
baik secara fisik maupun psikologis.
Guru mengucapkan salam dan langsung menyapa dengan
menggunakan bahasa Inggris agar English Environment dapat
langsung tercipta sebelum pembelajaran dimulai.
Guru memimpin berdoa sebelum pembelajaran dimulai.
Guru mengulas singkat materi/kegiatan di pertemuan
sebelumnya.
Guru memberikan ice breaking sebelum masuk pada materi.
Guru menyampaikan tujuan pembelajaran.
10‟
Kegiatan Inti
Mengasosiasi
- Guru membagi siswa menjadi beberapa kelompok.
- Siswa diminta untuk mengamati situasi yang sedang terjadi di
sekitar kelas.
- siswa secara berkelompok diminta untuk membuat teks pendek
mengenai keberadaan orang
- Hasil pekerjaan tiap kelompok dijadikan satu sebagai tugas
portofolio.
Mengomunikasikan
- Siswa diminta untuk mempresentasikan di depan kelas dan
melakukan tanya jawab dengan kelompok lain.
- Guru mengevaluasi kegiatan siswa.
- Di akhir pembelajaran, guru mengulang pembelajaran yang
telah diberikan dengan memberikan beberapa pertanyaan yang
berhubungan dengan topik pembelajaran.
60‟
Kegiatan
Penutup
- Guru bersama-sama dengan siswa membuat kesimpulan
mengenai materi yang telah diberikan.
10‟
92
- Guru melakukan refleksi dengan menanyakan kesulitan yang
dialami siswa.
- Guru memberi motivasi belajar kepada siswa.
- Guru menutup pembelajaran dengan mengucapkan salam dan
berdo‟a.
H. Butir Soal
1. instrument for pre-test
a. Please fill the blank words with the appropriate words based on the situation
below. Then, present it in front of class.
In the market, there ..1... many people. There
are so ...2.....people. There ...3...a woman with
blue skirt, bring a bucket of vegetables. There
are ....4... kinds of fruits. In this market ...5....
are not rubbish, so the market is clean. There
is a cat sit in the land.
so
- Kunci Jabawan
1. Are 4. Many
2. Many 5. There
3. Is
2. Instrument for post- test
Please make a short teks ( at least 3 sentences) with your pairwork about showing
the existence of people based on the situation in this picture. Then you must
present it orally in front of class!
93
- Kunci Jawaban
The festival is very crowded, because there are many visitors. There are many
children and many adults. There are many kinds of games. Some people is vey
happy.
(according to students‟ idea)
I. Assesment of Speaking Skill
Grammar Tingkat kualitas
5 4 3 2 1
Excellent:
No
grammatic
al errors
Good: Two
or fewer
grammatic
al errors
Good Enough:
Listener
understand
enough
Many
problems like
in verb forms
errors in basic
structures
Errors in
grammar are
frequent but
speaker can be
understood by
native speaker
Pronounci
ation
5 4 3 2 1
Pronunciat
ion is
excellent
like native
speaker
Errors in
pronunciati
on are
quite rare
Require
guessing at
meaning,
accent may be
obviously
foreign
Pronunciation
has many
problems
Errors in
pronunciation are
frequent but can
be understood by
native speaker
Fluency 5 4 3 2 1
94
Quick,
fluently,
continuous
with no
hesitation
and clear
Fluently,
occasional
hesitation
Fluently
enough, several
unnatural
hesitations and
searching for
words
Fluently not
good enough,
many
unnatural
hesitation
No specific
fluency
description, not
complete
utterances
Vocabulary 5 4 3 2 1
Very good:
Use
appropriate
and new
words
Good,
appropriate
vocabulary
and
response
Good enough,
rarely have to
look for a word
No enough
vocabulary or
incorrect use
Very little
vocabulary,
vocabulary
repeated
Comprehe
nsion 5 4 3 2 1
Understan
ding the
concept
very good
Understan
ding the
concept
good
Understanding
the concept
good enough
No enough
understanding
the concept
Confusing in
understanding the
concept
J. Penskoran
Nilai= Jumlah skor x 100
25
Magelang, Juli 2017
Peneliti
Isti Wulan Khosidah
Guru Mata Pelajaran
Rindarti, S.Pd
Mengetahui,
Kepala SMPN 2 Mertoyudan
Aziz Amin Mujahidin, M.Pd
95
CYCLE 2
96
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP NEGERI 2 Mertoyudan
Mata pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ 1
Topik : Teks Deskriptif tentang Keberadaan suatu Benda
Alokasi Waktu : 4 JPL ( 2 Pertemuan)
A. Kompetensi Inti
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2: Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan berinteraksi secara efektif dengan
lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
dan prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri dan
mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
3. Kompetensi Dasar
3.6 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait keberadaan orang, benda, binatang, sesuai dengan konteks
penggunaannya. (Perhatikan unsur kebahasaan there is/are)
4.6 menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi terkait
97
keberadaan orang, benda, binatang, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
4. Indikator Pencapaian Kompetensi
Siswa dapat memberi informasi secara lisan terkait keberadaan orang atau benda .
Siswa dapat meminta informasi secara lisan terkait keberadaan orang atau benda.
3) Tujuan Pembelajaran
Selama proses pembelajaran,siswa dapat memberikan dan meminta informasi secara
lisan terkait dengan keberadaan benda atau orang dengan memperhatikan fungsi
sosial, struktur teks dan unsur kebahasaan yang tepat.
4) Materi Pembelajaran
d. Ungkapan dengan There are/is untuk untuk menyatakan keberadaan suatu
benda/orang.
There + be(is/are) + subject
There + be (is/are) + location
Contoh: there is a table.
There is a table in the living room.
There + is, diikuti oleh subject tunggal.
Contoh: There is a teacher in the class.
There + are, diikuti oleh subject ganda.
Contoh: there are two students standing after me.
e. Kata jumlah
- Singular = menggunakan article a, an, one
Contoh: there is one boy in my house.
- Plural
Countable
Uncountable Noun
- Few (sedikit)
- Many (banyak)
- Some (beberapa)
- A lot of (banyak)
- Little (sedikit)
- Much (banyak)
- Some (beberapa)
- A lot of (banyak)
Contoh : there are many people in the market.
There are few policemen in the road.
98
f. Preposition
In = di (dalam) at = di (tepat); at the corner
on = di (menempel/diatas) between = di antara
Under = di bawah in front of = di depan
Above = di atas behind = di belakang
Showing the existence of things
There are many things in the living
room. There are two sofa. There is a
clock hanging on the wall. There is a
picture hanging on the wall. There are
two pillow on the sofa. There is a table
between two sofa.
g. Question with How Many and How Much
Pertanyaan yang digunakan untuk menanyakan jumlah benda.
How Many : digunakan untuk menanyakan jumlah benda yang dapat di hitung.
How Many + Plural Noun + be + There
Contoh: how many students are there?
How many cars are there?
How many visitors are there in the zoo?
There are few visitors in the zoo.
How many girls are there? There are three girls in there.
How much : digunakan untuk menanyakan jumlah benda yang tidak dapat dihitung.
99
How Much + Plural Noun + Be + There
Contoh: How much water in the glass?
There are a half glass of water.
How much food does the elephant eat?
Not much, just half a bucket of food.
D. Metode Pembelajaran
Pendekatan : Scientific Learning
Strategi Pembelajaran: Focus Group Discussion (FGD) Technique
6. Pemberian stimulus terhadap siswa Mengamati
7. Identifikasi masalah Menanya
8. Pengumpulan Data Mengmpulkan Informasi
9. Pembuktian Menalar/Mengasosiasikan
10. Menarik kesimpulan/ generalisasi Mengkomunikasikan
5) Media/alat dan Bahan
3. Media/Alat : Laptop, LCD, realia, gambar
4. Bahan : Buku – buku yang terkait dengan materi
6) Sumber Belajar
Kementrian Pendidikan dan Kebudayaan, Bahasa Inggris, When English Rings The
Bell edisi revisi 2017 SMP/Mts Kelas VIII, hal ... sd ..., dan sumber lain yang sesuai
7) Langkah-langkah Kegiatan Pembelajaran
2. Pertemuan Pertama: (2JPL)
Langkah
Pembelajaran Deskripsi Kegiatan
Alokasi
Waktu
Kegiatan
Pendahuluan
Guru masuk ke kelas dan mengecek kesiapan siswa belajar
baik secara fisik maupun psikis
Guru mengucapkan salam dan langsung menyapa dengan
10‟
100
menggunakan bahasa Inggris agar English Environment dapat
langsung tercipta sebelum pembelajaran dimulai.
Guru meminta salah satu siswa memimpin berdoa sebelum
pembelajaran dimulai.
Guru memperkenalkan diri di depan kelas.
Guru mengecek kehadiran siswa sebagai bentuk disiplin dan
perkenalan.
Guru menyampaikan tujuan pembelajaran.
Guru melakukan apersepsi dengan mengajukan pertanyaan
yang merujuk pada konsep tentang meminta dan memberi
informasi mengenai keberadaan benda.
Kegiatan Inti
Mengamati
- Siswa mendengarkan dengan seksama sebuah lagu yang
diputarkan.
- Siswa diminta untuk mencermati lirik dari lagu yang
diberikan
Menanya
- Dengan bimbingan dan arahan guru, siswa menanyakan kosa
kata yang sulit dan struktur teks yang terdapat dalam lirik lagu
yang diberikan.
- Dengan bimbingan dan arahan guru, siswa menanyakan
tentang ungkapan menunjukkan keberadaan benda.
Mengumpulkan Informasi
- Siswa diminta untuk mengidentifikasi dan menyebutkan
pernyataan yang menunjukkan keberadaan orang/benda dari
teks/lirik yang telah diberikan.
- Siswa diminta untuk membaca dialog pendek mengenai
ungkapan meminta dan memberi informasi berkaitan dengan
keberadaan benda.
- Guru memberikan penjelasan mengenai materi yang akan
dipelajari.
60‟
Kegiatan Guru bersama-sama dengan siswa membuat kesimpulan 10‟
101
Penutup
mengenai materi yang telah diberikan.
Guru memberi motivasi kepada siswa.
Guru menutup pembelajaran dengan mengucapkan salam dan
berdo‟a.
2. Pertemuan kedua: (2 JPL)
Langkah
Pembelajaran Deskripsi
Alokasi
Waktu
Kegiatan
Pendahuluan
Guru masuk ke kelas dan mengecek kesiapan siswa belajar
baik secara fisik maupun psikologis.
Guru mengucapkan salam dan langsung menyapa dengan
menggunakan bahasa Inggris agar English Environment dapat
langsung tercipta sebelum pembelajaran dimulai.
Guru memimpin berdoa sebelum pembelajaran dimulai.
Guru mengulas singkat materi/kegiatan di pertemuan
sebelumnya.
Guru memberikan ice breaking sebelum masuk pada materi.
Guru menyampaikan tujuan pembelajaran.
10‟
Kegiatan Inti
Mengasosiasi
Guru membagi siswa menjadi beberapa kelompok.
Siswa diminta untuk mengamati situasi yang sedang terjadi di
sekitar kelas dan membuat daftar banyaknya benda/orang
yang terlihat.
siswa secara berkelompok diminta untuk membuat teks
pendek mengenai keberadaan orang atau benda beserta
pernyataan meminta informasinya.
Hasil pekerjaan tiap kelompok dijadikan satu sebagai tugas
portofolio.
Mengomunikasikan
Siswa diminta untuk mempresentasikan di depan kelas dan
melakukan tanya jawab dengan kelompok lain.
60‟
102
Guru mengevaluasi kegiatan siswa.
Di akhir pembelajaran, guru mengulang pembelajaran yang
telah diberikan dengan memberikan beberapa pertanyaan
yang berhubungan dengantopik pembelajaran.
Kegiatan
Penutup
Guru bersama-sama dengan siswa membuat kesimpulan
mengenai materi yang telah diberikan.
Guru melakukan refleksi dengan menanyakan kesulitan yang
dialami siswa.
Guru memberi motivasi belajar kepada siswa.
Guru menutup pembelajaran dengan mengucapkan salam dan
berdo‟a.
10‟
J. Butir Soal
3. Instrument for pre-test
b. Please make a dialog with your pair-work consists of asking and giving
information about showing the existence of things and people based on the
picture. Then present the dialog orally in front of class.
- Kunci Jabawan
Aldo: How many pillow are there in the living room?
Risa : there are two pillow in the living room.
4. Instrument for post- test
Please show the existance of things from the picture below! Then present the
answer orally in front of class!
103
I. Assesment of Speaking Skill
Grammar Tingkat kualitas
5 4 3 2 1
Excellent:
No
grammatic
al errors
Good: Two
or fewer
grammatic
al errors
Good Enough:
Listener
understand
enough
Many
problems like
in verb forms
errors in basic
structures
Errors in
grammar are
frequent but
speaker can be
understood by
native speaker
Pronounci
ation
5 4 3 2 1
Pronunciat
ion is
excellent
like native
speaker
Errors in
pronunciati
on are
quite rare
Require
guessing at
meaning,
accent may be
obviously
foreign
Pronunciation
has many
problems
Errors in
pronunciation are
frequent but can
be understood by
native speaker
Fluency 5 4 3 2 1
Quick,
fluently,
continuous
with no
hesitation
and clear
Fluently,
occasional
hesitation
Fluently
enough, several
unnatural
hesitations and
searching for
words
Fluently not
good enough,
many
unnatural
hesitation
No specific
fluency
description, not
complete
utterances
Vocabulary 5 4 3 2 1
Very good:
Use
appropriate
and new
words
Good,
appropriate
vocabulary
and
response
Good enough,
rarely have to
look for a word
No enough
vocabulary or
incorrect use
Very little
vocabulary,
vocabulary
repeated
104
Comprehe
nsion 5 4 3 2 1
Understan
ding the
concept
very good
Understan
ding the
concept
good
Understanding
the concept
good enough
No enough
understanding
the concept
Confusing in
understanding the
concept
J. Penskoran
Nilai= Jumlah skor x 100
25
Magelang, Juli 2017
Peneliti
Isti Wulan Khosidah
Guru Mata Pelajaran
Rindarti, S.Pd
Mengetahui,
Kepala SMPN 2 Mertoyuda
Aziz Amin Mujahidin, M.Pd
105
Students’ Observational Checklist
Cycle 1
1. Meeting 1
No Teacher‟s Activities Score
Yes No
1 Students have enthusiasm to participate in discussion
2 Students can promounce English well
3 Students can identify new vocabularies and use a lot of
vocabularies when they speak English
4 Students become active in the classroom
5 Students ask and answer the question bravely
6 Students fell happy during the lesson
7 Students get bored during the lesson process
8 Students work in group
9 Students can do the assignment well
10 Students can be confident to speak in front of class
106
Students’ Observational Checklist
Cycle 1
2. Meeting 2
No Teacher‟s Activities Score
Yes No
1 Students have enthusiasm to participate in discussion
2 Students can promounce English well
3 Students can identify new vocabularies and use a lot of
vocabularies when they speak English
4 Students become active in the classroom
5 Students ask and answer the question bravely
6 Students fell happy during the lesson
7 Students get bored during the lesson process
8 Students work in group
9 Students can do the assignment well
10 Students can be confident to speak in front of class
107
Students’ Observational Checklist
Cycle 2
1. Meeting 1
No Teacher‟s Activities Score
Yes No
1 Students have enthusiasm to participate in discussion
2 Students can promounce English well
3 Students can identify new vocabularies and use a lot of
vocabularies when they speak English
4 Students become active in the classroom
5 Students ask and answer the question bravely
6 Students fell happy during the lesson
7 Students get bored during the lesson process
8 Students work in group
9 Students can do the assignment well
10 Students can be confident to speak in front of class
108
Students’ Observational Checklist
Cycle 2
2. Meeting 2
No Teacher‟s Activities Score
Yes No
1 Students have enthusiasm to participate in discussion
2 Students can promounce English well
3 Students can identify new vocabularies and use a lot of
vocabularies when they speak English
4 Students become active in the classroom
5 Students ask and answer the question bravely
6 Students fell happy during the lesson
7 Students get bored during the lesson process
8 Students work in group
9 Students can do the assignment well
10 Students can be confident to speak in front of class
109
In the Academic Year of 2017/2018
No NIS NAME
1 5193 ADI SURYO WICAKSONO
2 5360 ALMASSELA RONA FAIDA
3 5326 AMANAH FARAHDHITA
4 5361 ANDHIKA DWI RAHMAYANI ARSHINTA PUTRI
5 5298 ATIKA AYU SABILA
6 5330 AULIA FATIKA RAHMADANI
7 5299 BIMO SATRIO WIDODO
8 5300 BINTANG VANDINI
9 5301 CAHYO DWI ANGGORO
10 5302 CHANDRA RYANSYAH
11 5366 CINDY CAHYANI
12 5201 DIVA IFTINAN NADAA SULISTYA
13 5266 ELENNA AMARETA SUPRIYANTO
14 5205 FARHAN SULTHAN AZIZ SANTOSA
15 5373 FIRDAUSA DAVID IBRAHIM
16 5375 HANA NAHIFATUN NISA
17 5237 HANADIA ASTRI RAHMANIA
18 5210 HAPSARI
19 5376 IGA METRI ASTUTI
20 5238 IMELDA KHAIRUNISA ADZANI KURNIAWAN
21 5211 ISTI NUR AZIZAH
22 5377 LATIFA AZKA AULIA
23 5243 MAYA AMELIA KURNIANINGSIH
24 5218 MUHAMMAD NAUFAL
25 5247 NASHWA ARANISCHATZI SRIRAHMAWATI
26 5279 NAYLA ADISTI
27 5280 NUR RAHMAWATI DEWI
28 5350 NURUL FADIA ARIFIN
29 5317 NURUL ULYA
30 5254 ROHAMAH JAMILAH
31 5256 SANGADAH FIDAROIN
32 5285 SEPTIYANI NUR FARIDA
33 5286 UFIA LAELATUL FAJRIYAH
110
List of Teacher SMP N 2 Mertoyudan
In the Academic Year of 2017/2018
No Name Subject
1 Azis Amin Mujahidin, M. Pd. Headmaster
2 Nurul Aini Kumala, S.Pd. Science
3 Dra. Haryati Counseling
4. Winarti, S. Pd., M.Pd. Counseling
5. Dra. Zubaidiyah Science
6. Dra. Tri Retnani Rahayu Javanese Language
7. Dra. Susilowati English
8.
Siti Asqolani, S.Pd Science
9. Sapto Triyono, S.Pd. Jas Penjaskes (Sport) teacher
10. Teguh Hariyanto, S.Pd. Mathematic
12. Hernaningsih, S.Pd. Mathematic
13. Eni Widyastuti, S.Pd. Social
14. Tri Mariastuti Vinsencia, S.Pd. Indonesian language
15. Rindarti, S.Pd. English teacher
16. Sri Lestari Art and Culture Teacher
17. Istudiyanto, S.Pd. Penjaskes (Sport) teacher
18. Sri Suherni, S.Pd. Penjaskes (Sport) teacher
19. Nok Aroriah, S.Pd Indonesian language
20. Suharyati Art and Culture Teacher
21. Ninik Satriyati, S.Pd English teacher
22. R. Suryanto, S.Pd., MM. English teacher
23. Sri Supadmi, S.Pd. Social
111
24. Siti Zumrotul Islamiyah, S.Pd. Social
25. Muhammad Kholil, S.Pd. Science
26. Heny Yuliastuti, S.Th. Islamic Teacher
27. Widodo, S.Pd. Art and Culture Teacher
28. Muryadi Ketrampilan Jasa
29. Dra. Anik Munawaroh Indonesian Language
30. Umi Kulsum, S.Pd. Civic Education Teacher
31. Dina Nurhayati, S.Pd Mathematic
32. Agus Suprayogo, S.Pd Civic Education Teacher
33. Maria Agustina Diyaning Setyohati,
S.Si.
Technology, Information and
Communication (TIK)
34. Adityo Faridh Wicaksono, S.Pd
35. Endang Sriyatun, S.Pd. Mathematic
36. Ardani, S.Pd.I. Islamic Teacher
37. Dra. V. Surahmi Islamic Teacher
38. Titin Nasrofah, S.Pd. Science
39. Nova Hadjah Iriani D, S.Pd Indonesian Language
40. Roykhan „Abid, S.Pd. Islamic Teacher
41. Desiana Nugraeni, S.Pd. Javanese Language
112
HEAL THE WORLD
Michael Jackson
There‟s a place in your heart
And I know that it is love
And this place could be much brighter than tomorrow
And if you really try
You‟ll find there‟s no need to cry
In this place you‟ll feel there‟s no hurt or sorrow
There are ways to get there
If you care enough for the living
Make a little space, make a better place.
Heal the world
Make it a better place for you and for me and the entire human race
there are people dying
If you care enough for the living
Make it a better place for you and for me
if you want to know why
there‟s a love that cannot lie
love is strong
it only cares for joyful giving
if we try
we shall see in this bliss we cannot feel
fear or dread
we stop existing and start living
then it feels that always
love‟s enough for us growing
make a better world make a better world.
Heal the world
Make it a better place for you and for me and the entire human race
there are people dying
If you care enough for the living
Make it a better place for you and for me
113
The Topic of Focus Group Discussion (FGD)
Cycle 1
The instruction: please mention all of the thing have you seen a long of street when you were
going to the school. Don‟t forget to use material “showing the existence of thing”. Discuss
with your group!
Group 1:
The result of discussion:
The question from the other group
There are many classes in SMPN2
Mertoyudan
There are many pots in front of class F
There are many students in class seven C
There are one students study B.Indonesia in
the class seven B
What does students do in the class?
What is the pots look like?
How many students in the class seven F?
Group 2:
The result of discussion:
The question from the other group
In this school there are many trees and
hydroponics.
There are two mirrors in the toilet
There is a mosque in this school.
There is parking area in fornt of mosque.
There is a teacher in the class 8C
How many classroom in the school?
What is the hidroponic look like?
What is the mosque look like?
114
The Topic of Focus Group Discussion (FGD)
The instruction: please mention all of the thing have you seen a long of street when you were
going to the school. Don‟t forget to use material “showing the existence of thing”. Discuss
with your group!
Group 1:
The result of discussion:
The question from the other group
There are many people in the street
There are many pedestrian in the street
There are many car in the street
There is a university beside police office
There are many shop along of street
There is crazy people in the street
What is the car look like?
What is the crazy people look like?
What‟s university beside the police office?
Group 2:
The result of discussion:
The question from the other group
In the rice field there is a cow.
There is dirty water in the long of street
There are many rubbish in the river
There is a cat in front of bookstore
There are many chiken in front of Mr. Rudi‟s
house
There are many electric pole in the long of
street.
There is very big football stadion in the
Bayanan.
What is the cow look like?
What does the cat do?
What is the football stadion look like?
What is the meaning of electric pole?
115
Pre-test cycle 1
Please fill the blank words with the appropriate words based on the situation below. Then,
present it in front of class!
In the market, there ..1... many sellers and
there are so ...2.....buyers. There ...3...a
woman with short t-shirt, bring a bucket of
vegetables. There are ....4... kinds of fruits. In
this market ...5.... are not rubbish, so the
market is clean. There is a cat sit in the land.
so
vocabulary: t-shirt: kaos bring: membawa bucket: keranjang
vegetable: sayuran rubbish: sampah seller: penjua
Please fill the blank words with the appropriate words based on the situation below. Then,
present it in front of class!
In the market, there ..1... many sellers and
there are so ...2.....buyers. There ...3...a
woman with short t-shirt, bring a bucket of
vegetables. There are ....4... kinds of fruits. In
this market ...5.... are not rubbish, so the
market is clean. There is a cat sit in the land.
so
vocabulary: t-shirt: kaos bring: membawa bucket: keranjang
vegetable: sayuran rubbish: sampah seller: penjual
you must present it orally in front of class!
Many are is there many
Many are is there many
116
Post test cycle 1
Please make a short teks ( at least 3
sentences) with your pairwork about
showing the existence of people based on
the situation in this picture. Then you must
present it orally in front of class!
Please make a short teks ( at least 3
sentences) with your pairwork about
showing the existence of animals based on
the situation in this picture. Then you must
present it orally in front of class!
Please make a short teks ( at least 3
sentences) with your pairwork about
showing the existence of people based on
the situation in this picture. Then you must
present it orally in front of class!
Please make a short teks ( at least 3
sentences) with your pairwork about
showing the existence of people/animal
based on the situation in this picture. Then
you must present it orally in front of class!
1
pre-test cycle 2
Please make a dialog with
your pair-work consists of
asking and giving
information about showing
the existence of things and
people based on the picture.
Then present the dialog
orally in front of class.
Please make a dialog with
your pair-work consists of
asking and giving
information about showing
the existence of things and
people based on the picture.
Then present the dialog
orally in front of class.
Please make a dialog with
your pair-work consists of
asking and giving
information about showing
the existence of things and
people based on the picture.
Then present the dialog
orally in front of class.
2
Please make a dialog with
your pair-work consists of
asking and giving
information about showing
the existence of things and
people based on the picture.
Then present the dialog
orally in front of class.
3
Please show the existance of things from the picture below! Then
present the answer orally in front of class!
4
SURAT KETERANGAN KEGIATAN
Nama : Isti Wulan Khosidah
NIM : 113-13-147
Fakultas : Tarbiyah dan Ilmu Keguruan
Jurusan : S1 – Pendidikan Bahasa Inggris
Dosen PA : Wahidin, M.Pd
No Jenis Kegiatan Pelaksanaan Status Skor
1 OPAK STAIN
SALATIGA 2013
26-27 Agustus
2013
Peserta 3
2 OPAK TARBIYAH 2013
STAIN SALATIGA
29 Agustus
2013
Peserta 3
3 LIBRARY USER
EDUCATION (Pendidikan
Pemakai Perpustakaan)
16 September
2013
Peserta 2
4 Certificate “English
Friendship Camp 2013
Communicative English
Club (CEC)”
28 – 29
September
2013
Peserta 2
5 Sertifikat Penerimaan
Anggota Baru JQH IAIN
Salatiga “Kristalisasi Nilai
Qur‟ani Menuju Insan yang
Penuh Hikmah”
23- 24
November
2013
Peserta 2
6 Piagam Penghargaan
Ibtida‟ Lembaga Dakwah
Kampus (LDK) Darul
Amal STAIN Salatiga
“Mahasiswa Istimewa
Menuju Generasi Rabbani”
13 April 2014 Panitia 3
7 Sertifikat Tafsir Tematik
JQH Al- Furqon IAIN
Salatiga “Konsep
Pemimpin Ideal Menurut
Al- Qur‟an”
17 Mei 2014 Peserta 2
8 Piagam Penghargaan
Lomba Cerpen Islami di
Festifal Dakwah MILAD
Lembaga Dakwah Kampus
(LDK) Darul Amal STAIN
Salatiga
28 Mei 2014 Peserta 2
9 Piagam Penghargaan
“Membumikan Cinta Allah
dalam Bingkai Dakwah”
14 Juni 2014 Panitia 3
5
10 Piagam Penghargaan Gema
Ramadhan Kampus
(GARDIKA) Lembaga
Dakwah Kampus (LDK)
Darul Amal STAIN
Salatiga
19 Juli 2014 Panitia 3
11 Piagam Penghargaan
dalam Pesantren Kilat
SMPN3 Salatiga, SMPN 9
Salatiga dan SMPN 10
Salatiga
15-19 Juli
2014
Pemateri 4
12 Sertifikat “Training
Pembuatan Makalah”
17 September
2014
Panitia 3
13 Bedah buku “Membidik
Bintang”
1 Oktober
2014
Panitia 3
14 Sertifikat Ibtida‟ Lembaga
Dakwah Kampus (LDK)
Fathir Ar Rasyid IAIN
Salatiga”Ikatan Bingkai
Cinta dalam Titian Dakwah
Menuju Insan Kamil”
18 Oktober
2014
Panitia 3
15 Seminar Nasional
“Berkontribusi Untuk
Negeri melalui Televisi/
TV”
5 November
2014
Peserta 8
16 Sertifikat “Dalam Kegiatan
Kuliah Umum
Kewirausahaan dengan
tema “1001 Wirausaha
Muda untuk Indonesia
Emas”
24 November
2014
Peserta 2
17 Seminar Nasional
“Perlindungan Hukum
terhadap Usaha Mikro
Menghadapi Pasar Bebas
ASEAN”
Desember
2014
Peserta 8
18 Certificate of Appreciation
International Seminar
Inauguration of IAIN
Salatiga “ASEAN
Economic Community
2015, Prospects and
Challenges for Islamic
Higher Education”
28 Februari
2015
Peserta 8
19 SK Kepengurusan
Lembaga Dakwah Kampus
17 Maret 2015 Pengurus 4
6
(LDK) Fathir Ar Rasyid
IAIN Salatiga Masa Bakti
2015”
20 National Seminar
“Understanding the World
by Understanding the
Language and the Culture”
4 Juni 2015 Peserta 8
21 Sertifikat “Pesantren Kilat
Lembaga Dakwah Kampus
(LDK) Fathir Ar Rasyid
IAIN Salatiga”
9-11 Juli 2015 Pemateri 4
22 Sertifikat “Training
Makalah dan Motivasi
Lembaga Dakwah Kampus
(LDK) Fathir Ar-Rasyid
IAIN Salatiga”
12 September
2015
Panitia 3
23 Sertifikat Ibtida‟ Lembaga
Dakwah Kampus (LDK)
Fathir Ar-Rasyid IAIN
Salatiga “Ikat Hati, Bina
Diri, Songsong Teladan
Sejati”
30 September
2015
Panitia 3
24 Seminar Nasional
“Perbankan Syariah di
Indonesia : Antara Teori
dan Praktek”
4 November
2015
Peserta 8
25 Seminar Nasional
Lembaga Dakwah Kampus
(LDK) Fathir Ar-Rasyid
IAIN Salatiga “Muslimah
Sejati Bertabur Inspirasi”
29 November
2015
Panitia 8
26 National Seminar English
Preneurship “Do You Dare
to be the Next Moslem
Business Owner?”
27 November
2015
Peserta 8
27 Seminar Nasional
“Implementasi nilai-nilai
Pancasila sebagai Benteng
dalam Menolak Gerakan
Radikalisme”
10 Februari
2016
Peserta 8
28 SK Kepengurusan
Lembaga Dakwah Kampus
(LDK) Fathir Ar Rasyid
IAIN Salatiga Masa Bakti
2016”
14 Maret 2016 Pengurus 4
7
29 Seminar Nasional Milad
Lembaga Dakwah Kampus
(LDK) Fathir Ar-Rasyid
IAIN Salatiga “Esensi
Dakwah Kontemporer”
21 Mei 2016 Panitia 8
30 Sertifikat Talkshow
Kemuslimahan “Percantik
Hati, Perindah Diri di
Bulan Suci, Raih Ridho
Illahi”
13 Juni 2016 Panitia 3
31 Sertifikat Tabligh Akbar
“Surat Cinta dari Surga”
13 Juni 2016 Panitia 3
32 Certificate Teacher
Training Workshop IALF
“Ice Breaking to Teach
Language Skills”
27 Juli 2016 Peserta 2
33 Sertifikat “National
Achievement Motivation
Training Solusi Cerdas,
Sukses Akademis dan
Organisasi”
01 Oktober
2016
Panitia 8
34 FUADAH Bersholawat
“Perkokoh Harmoni NKRI
dan Kehidupan Beragama
dengan Sholawat dan
Konservasi Budaya”
20 Oktober
2016
Peserta 2
35 Seminar Nasional
Peringatan Hari Bumi
“Dengarkan Bisikan Alam
tentang Manusia”
29 April 2017 Peserta 8
Jumlah 156
Salatiga,………….…………2017
Mengetahui,
Wakil Dekan
Bidang Kemahasiswaan & Kerjasama
Achmad Maimun, M.Ag.
NIP. 197005101998031003
8
DECLARATION AND PERMISSION FOR PUBLICATION
I have been marked bellow :
Name : Isti Wulan Khosidah
NIM : 113-13-147
Faculty : Teacher Training and Education Faculty
Department : English Education Department
declares that this graduating paper is written by the researcher and it does not
copy from other researchers. Theories and citations are used codes of etrhics of
writing for graduating paper. I give permission to publish this graduating paper on
IAIN Salatiga‟s e-repository.
Salatiga, September 29th
2017
The researcher,
Isti Wulan Khosidah
NIM. 113-13-147