CHAPTER IV

THE RESEARCH RESULT AND DISCUSSION

A. The Profile of school

The students have low motivated to learn English. Limitations of

teachers who are not in accordance with educational background.

It consists of 6 pararel classes and amount of 183 students.

Mostly the students were from the medium down family. The school

doesn’t give students the handbook, but only give the LKS (student work

sheet).They can borrow the books from library or school lends them but not to

bring home. They were just doing home LKS at home and lent textbook.

May be it become a problem for them to study at home. With limited

facilities, they can’t improve their lessons. They had low ability in English,

especially in eighth grade.

B. The Description of Data

The researcher choose teaching speaking through story Technique

joke for eighth grade, it is suitable for them they have learned English from

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eighth grade, because the students lack of confidence, and knowledge in

learning English is unattractive.

The lesson plan was guidance for the researcher to teach. In planning

speaking process, teacher should find out potential to make simple question,

decide what aspect of speaking to focus on. The teacher has responsibility to

create classroom activities in such away that the instructional objectives that

have been formulated before can be achieved successfully.

The learning processes using story jokes give students chance to use

English orally, it means that students can practice and develop their ability to

speak English. Jokes provide fun and relax while remaining very much within

framework of language learning. It expected for shy or slow learners can be

active participants to show their ability and find their confidence in

communicating in the foreign language.

C. The Using Cycles

- Cycle 1

Reconnaisance

At the first time the reseacher entered the class. The students had low

motivation. And the situation was not condusive.

Planning: The researcher prepared the material. She opening of the

lesson generally occupied in 5 minutes. In this time the

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researcher tried to focus on the student’s attention. The

researcher came to the class, greeted and asked the student’s

condition. The researcher introduced the topic of the day is

Do You Know. She explained the topic about Do You Know is

expression to give question and answer what the question.

Then she gave some examples of expression. (The sample of

material on appendix 7).

Action: The researcher gave 45 minutes to practice and activate the

dialogue. Then she divided the students in pairs and asked

them to make a dialogue about Do you know. In this meeting,

the teacher asks 14 pairs of students to practice their dialogue

in front of the class.

The example of dialogue is:

A : Do you know, why the stone submerged in the water?

B : Because the stone cannot swim.

A : Do you know, why the tigers like to eat raw meat?

B : Because they had no stoves.

Observation : In this part the researcher observed that they had problem in

their pronounciation. The teacher gave correction and

comment to student’s performance and pronunciation. The

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ability of students in saying the sentence was still difficult.

Some students do not understand the funny stories

contained therein.

Reflection : When first introduced to the topic of students who passed,

they still seemed confused and were not used. They follow

these simple conversations but do not understand the funny

stories they convey.

There was sorts of problem that learners have when they

take a turn in a conversation.

Research finding in cycle 1:

1. When learning starts, researchers were not familiar with the

character and condition of the eighth-grade students.

2. The students’ courage when they start to make conversation is

still less.

3. Most of them still do not understand the meaning of funny in a

short conversation topic.

4. They still make a lot of mistakes in pronouncing of the sentence

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Example:

Pronunciation error: I need two pounds [kilograms] of sugar

Correct pronunciation: I need 2 kg [Kil∂græm] of sugar

The researcher has to do for the next cycle is:

1. Make the class more conducive.

2. Introduced the topic to be discussed.

3. Ask the students to listen and repeat what the teachers say.

4. Ask the students to translate a short conversation on the matter

of dialogue.

In the first cycle capabilities in pronunciation, fluency and student

initiatives can be illustrated in the table appendix 8. Where the average

is 6.30 from three aspects are still less than the expected target.

- Cycle 2

Reconaisance

At second time the researher entered the class. The students motivater was

rather higher. And the student more condusive. But they were still not

confidence in their pronunciation and dialogue. In cycle 1 the researcher

find that researchers were not familiar with the character and condition of

the eighth-grade students. The students’ courage when they start to make

conversation is still less. Most of them still do not understand the meaning

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of funny in a short conversation topic. They still make a lot of mistakes in

pronouncing of the sentence

Planning : In second cycle, the researcher prepares the material; the

topic is still “Do you know”, the researcher asks the student

to follow her to speak in English language. In this cycle,

the researchers divided the students in pairs; thus forming

10 pairs to practice speaking.

Action : The researcher read some examples of dialog text and asks

to students to follow it. Then the researcher asked students

to translate dialog text together so that students understand

the meaning of the dialogue and this made some students

laugh even smiled after understanding the contents of the

text of story joke dialog.

Students’ courage to speak began to arise after they are

familiar with the stories joke they learn, they even do the

exercises to speak with a different style and expression that

makes the story joke funnier. They create different

expression they have learned how to say during their

conversation. The researcher wacth the students and make

sure that the conversiation between students is rigth.

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Observing : In this part the researcher observed that they had over come

their problems, it prooves that they could speak in simple

dialogue even they made mistake about the pronounciation

but at least they almost show their courages and ability to

speak English.

They increasing were figure on table (appendix 9), there 3

aspect that the researcher get; fluency and pronunciation.

Reflecting : The researcher must make savety felling for the students.

And make the atmosphere of the class being fun.There was

a little increasing in their pronounciation from the dialogue.

As far the tasks were given individually. In the cycle two

the researcher find there the students overcome their

problems in pronunciation and speaking skill. Some

students showed increasing their speaking and they could

make simple dialogue with their partner.

Research finding in cycle 2 are :

1. Understanding of students with story joke making the atmosphere

more fun in class.

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2. Students’ courage to talk to occur after the split into pairs.

3. Fluency and pronunciation, have increasing when compared with the

first cycle.

4. Researcher is beginning to understand the character of each student

when they show the conversation in front of the class.

Based on the research finding, the research has to get more progress in cycle

3, with pairs work make students more confident.

- Cycle 3

Reconaisance

At the third time the researcher entered the class. The students’ motivation

was still high the student had worked cooperatively with their research.

Planing : The researcher took the sample material from the text

book. She divided the students in pairs. Then make

observation of the students activities and make sure the

students feel more comfortable with their groups.

Acting : The researcher read loudly some stories joke dialogue. The

students had to listen carefully to see what the research say

and then students following what the researcher say.

Students work together in pair work. The researcher gave

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them to prepare and each of pairs work were asked make

dialogue in front of the class . After that they were asked to

translate what they speaking.

Observising : On this cycle the researcher watch how far the students

make progress on speaking and more of that the students

were so have fun and joyfull with the conversation. They

laughing each other make some suggest for another pairs

work. This was cooperation, not only competition, and was

encourage.

The researcher was being observer and conselor in the class

activities. It means that the researcher recognized how

threatening a new learning situation can be for eighth

grade, so the researcher can support the students in their

struggle to master the target language. Researcher who use

the pairs work activities believe students can learn from

each other and can get more practice. This could lead to

development of community among class members.

Reflecting : There was increasing in their speaking ability and the

responses showed that they had motivation in learning

speaking. Their anthussiasme were high when that

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reseacher choosed simple conversation from the story joke

dialogue. The students again invited to talk in front of the

class. Developing a community among the class members

builds trust and can help to reduce treat of the speakig skill.

Research finding in cycle 3 are :

1. There the competition was held among the pairs work

2. The students were more interested when did the conversation with their

pairs work

3. Building relationship with among students was very important.

4. In trusting releationship, the threat that students feel is reduced and

therefore nondefensive learning in promoted

5. Students can learn from their interaction with each other as well as their

interaction the teacher.

D. The Discussion

In the first step, students will involve themselves in an activity that

requires their listening skill because they have to understand the joke presented

orally by the teacher. Then they have to apply their reading skill to comprehend

the story jokes in the second step. In the last step where the students interaction

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is the focus of the activity, they use their speaking skill. They try to find more

than one object of the jokes.

The activity requires all students to participate. No matter how witty

and funny the students are, they have to tell the jokes they have to other

students. So everybody active to talk.

The role of the teacher here is as a facilitator and an observer. When

students build up their interaction, the teacher only observes activity without

correcting any mistakes done by the students. The accuracy is not the point to be

assessed, but yhe activities of students to participate in the activity.

The weak pont of this models is that it will be difficult to be applied for

big classes. A class which consists of more than fifteen students will make the

class out of conrol. Teacher must provide more stories that will require much of

their time for preparation.

Another weak point is that this models cannot be applied for all level. Students

who are in basic levels will get difficulty to follow the activity.

E. The Research Result

In activities in the class, the researcher could see the progrees of

speaking ability from the students. The improving process in teaching speaking

through story joke from every cycle is figured in this graphic design:

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Figure 1

From figure above, it’s figured two aspects from students’ speaking skill,

fluency and pronunciation. Three cycles appear to show improvement of

speaking skills of students. This progress shows that improving to speak

through using a joke to give a progress in improving English speaking.

The average from every student was described on appendix 10.

CyclesAspects

Cycle 1 Cycle 2 Cycle 3

Fluency 6.675 7.02 7.65Pronunciation 7 7.05 7.43

Figure 2

From the facts and data that the researcher accepted there are many

factors why do they have low ability and low motivation in speaking

learning .

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The factors are :

1. The Students are afraid to make mistake in pronounciation

2. The Students have little self confidence, and low motivation to speak

extensively

3. The Students are reasons why they can’t understand what they speak

4. The Students didn’ t get message , feelings and experience from the

author, and the students have not

5. The students have not enough encourage to speak.

The problems above often arise in speaking learning, especially in the

first at eightth grade, these are some solutions to overcome:

1. They have to practice speaking aloud to develop their pronounciation

2. Choose the suitable story joke to work on depending their

knowledge level

3. Choose effective story joke to make involve and participant from

students

4. Help the students to do extensive spaking practice

5. And make a group to improve they ability to speaking

F. The Research Findings

Research finding in cycle 1:

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1. When learning starts, researchers were not familiar with the

character and condition of the eighth-grade students.

2. The students’ courage when they start to make conversation is still

less.

3. Most of them still do not understand the meaning of funny in a short

conversation topic.

4. They still make a lot of mistakes in pronouncing of the sentence

Research finding in cycle 2 are :

1. Understanding of students with story joke making the atmosphere

more fun in class.

2. Students’ courage to talk to occur after the split into pairs.

3. Fluency and pronunciation, have increasing when compared with the

first cycle.

4. Researcher is beginning to understand the character of each student

when they show the conversation in front of the class.

Research finding in cycle 3 are :

1. There the competition was held among the pairs work

2. The students were more interested when did the conversation with

their pairs work

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3. Building relationship with among students was very important.

4. In trusting releationship, the threat that students feel is reduced and

therefore nondefensive learning in promoted

5. Students can learn from their interaction with each other as well as

their interaction the teacher.